Physical
Education
A Yearly Plan for
Elementary,
Grade 5
A
P.E. Yearly Plan designed by
Mary
Gahan, Megan Parry and John Pouss
Dr.
T Hopper
P.E.
247, YO4
April
3, 2000
Table of Contents
1.0 INTRODUCTION
1.1
Developmental considerations for
Grade 5
1.2
Philosophical statements
1.2.1
Mary Gahan
1.2.2
Megan Parry
1.2.3
John Pouss
2.0 YEARLY
OVERVIEW
2.1
Overview of general movement
categories
2.2
Yearly Plan
2.3
Assessment
2.4 Assessment examples
3.0 BLOCK
PLANS
3.1 Games
3.1.1 Territory
3.1.1.1
Basketball
3.1.1.2 Soccer
3.1.2 Net and Wall
3.1.3 Batting and Fielding
3.1.3.1 Softball
3.2Dance
3.2.1 Gumboot
3.3Gymnastics
3.3.1 Educational gymnastics
3.4Individual/ dual
Activities
3.4.1
Skipping,
Juggling, Hacky sack
3.4.2 Track and Field
3.5 Alternative environment
3.5.1
Swimming
3.5.2 Canoeing
3.6 Nutrition
4.0 EXTENSIONS AND SUPPORT
MATERIAL
4.1 Stretch
4.2 Warm up with Titanic (task cards)
4.3 Safety In The Water
4.4 Juggling, Skipping (photographs)
4.5 PE Central Portfolio Criteria Guidelines
5.0 REFERENCES
1.0 Introduction
1.1 Developmental
considerations for Grade 5 Ages 9 to
11
Physical Characteristics
- continue to develop eye-hand co-ordination (skill development
in physical activities and may
depend on this increase in co-ordination)
- continue to develop fine motor development (girls may reach
puberty and may experience rapid
growth spurt)
- show increased co-ordination, but growth spurts may interfere
- may show more daring, exploring behaviour that could lead to
accidents.
- may begin to show a preference for some physical activities
over another
- may appear to enjoy more complex group games and simple sports
(show a strong sense of loyalty
to a group or team)
- need vigorous activity
- flexibility may decrease (especially for the boys)
Emotional and Social Development
- may appear relatively calm and at peace with themselves
- becoming more outgoing and develop close or best friends
- generally positive about themselves (define self by physical
characteristics and possessions
as well as likes and dislikes)
- continue to develop the ability to work and play with others
(need social acceptance)
- definite groups form according to age and gender
- males and females develop separate interests
Intellectual Development
- continue to use direct experience, objects and visual aids to
help understanding
- can expand thinking more readily through writing reading and
viewing (may begin to use puns)
- continue to develop understanding of time, but may forget dates
and responsibilities
- need increased ownership in decision making
- children enjoy contests
- can apply abstract concepts
- retention of facts increases
Reference
Physical Education Integrated Resource Package, 1995, p.10
Implications
of Grade 5
Developmental Stage
Children at this
age need vigorous activity. Lessons
should be a minim of thirty minutes long and at least three times per
week. Complex skills are being refined
and are often displayed in one specific sport.
Instruction must be at the expected level, but must accommodate for
different skill levels. Individual
differences in stature and abilities become more prominent. Girls tend to be taller and are more mature
both physically and socially. Girls
could experience puberty and may need encouragement to participate due to
self-consciousness. Flexibility may
decrease especially in boys. For this
reason the teacher needs to be persistent that boys participate in dance and
gymnastics.
Definite groups
form at this age and all groupings should be created with prudence. There may be antagonism displayed towards
the opposite gender and the occasional separation of the sexes may increase
productivity. Children are establishing
values at this age and positive adult role models (such as parents, teacher and
athletic heroes) are extremely important.
Males and females develop separate interests. Boys tend to be extremely
competitive and value individual skills and often need encouragement to play
fairly. While girls tend to be less
competitive and value group skills and may need encouragement to participate
fully.
Children enjoy
more intellectual activities applied to physical education. They are able to apply abstract
concepts. The program should be
intellectually stimulating and the teacher needs to supply information such as the
knowledge of rules, the principles of fitness, the importance of nutrition and
the history of athletes and sports.
Children at this age enjoy challenge and contests that they can apply
their knowledge. Due to the increase in
extracurricular activities, some children may be skilled in one sport.
Additional challenges should be provided for the highly skilled.
References
Wall, J. & Murray, N. (1994). Children and movement (2nd ed.).
Dubuque, IA: Wm.
C. Brow
Publishers. p, 36-38.
1.2 Philosophical statements
1.2.1 Mary Gahan
The
goal of teaching physical education in an elementary setting is to instil in
the minds of young children that they can integrate activities that promote a
healthy lifestyle into their daily routines and extracurricular
activities. As an educator, it is
essential to present a variety of motor and non-motor skills so that each child
excels to the best of her ability. The
skills needed to acquire a well-rounded knowledge about one’s body- nutrition,
health and enjoyment- must be presented in a non-threatening environment as the
children achieve personal goals. This
will greatly reduce any apprehension and increase self-confidence while
enriching their physical abilities. As
the children venture and experience new tasks, they will develop more outgoing,
risk-taking attitudes that will benefit their cognitive thinking both in
problem-solving and creativity.
Incorporating
children’s natural ability for movement and play is a main focus in a high
quality physical education program.
Taking advantage of natural environments surrounding the school will
enhance the alternative environment activities. I will be able to incorporate this natural play during special
activities like canoeing, hiking and orienteering. It will also model positive ways of maintaining an active
lifestyle as I share important skills and safety.
When
designing and instructing lessons, I will focus on the movement categories like
games, dance, gymnastics and individual/dual activities, and develop task
progressions and skill level achievements to ensure student achievement. Preparing lessons from different
perspectives will motivate and encourage students to think beyond professional
games and athletics. It will in turn
enable them to think beyond the surface entertainment value of the games
categories and push them to a greater understanding of manipulative and
movement activities.
Based on the solid foundation of
theory and practical experiences, I am confident that I will be able to provide
children with prerequisites skills through an instructional sequence or task
progression. The result will be
observed through the movement involvement cycle where the children are
challenged and achieve their goal. From
there, they will have the confidence to take the next step. Participation in
the activities increase because the teacher has ensured that all children will
have the foundation to build on the task progression. With confidence and positive experience, the children will learn
how to explore new areas of achieving a healthy and active lifestyle.
1.2 Philosophical
statements…continued
1.2.2 Megan
Parry
The
P.E. program should present and develop locomotor and non-locomotor skills,
motor abilities and manipulative skills.
These general physical skills are a part of more activity specific motor
skills seen in games, dance, gymnastics, individual and alternative
environments. These skills and
activities should be presented in a fun and supportive atmosphere to instil the
joy of physical movement in the student.
It is important to keep children focused and motivated in P.E. and
therefore the student needs to not only use their psychomotor skills but also
involve their affective and cognitive learning domains. I f we expect to capture all the learners,
and it is important for their future health we do so, we must try to
incorporate these learning domains, with a presentation style or activities
that cater to all styles of learning.
P.E
lessons should not only be written to address the developmental stages of
children, but also should be adapted by the teacher to a specific group if need
be. All students in the elementary P.E.
program should be exposed to games, dance, and gymnastics, individual and alternative
environments. For example, kindergartners
should be allowed to participate in soccer if they wish to do so. This game of soccer would have to be
modified to their developmental age (the game but “not the game”). Each of the movement categories offered in
P.E. could all be approached in the same manner. Both dance and gymnastics, two areas that demand a high skill
level of body movement, have been adapted for the elementary P.E. program. Olympic gymnastics has been replaced with a
more accessible and participatory educational gymnastics. In dance the emphasis has shifted from the
polished and well executed structured dances to a more exploratory and child
centered approach seen in creative dance.
This approach motivates student involvement through relinquishing the
decision making process from the teacher to the student.
Ultimately,
I feel the main role of the elementary P.E. program is to develop a students
knowledge, physical movement skills and attitudes to inspire a student to
incorporate some form of regular physical activity into their daily lives. To get this message to the students is vital
in order for the student to live an active and healthy lifestyle.
1.2 Philosophical
statements… continued
1.2.3 John
Pouss
2.1 Overview Of
Movement Categories
In the following
section, the movement categories will be analyzed to include our rationale for
instructional breakdown, scheduling, choice of activity and the emphasis for
each. These are the movement categories
of importance that were chosen for the yearly plan:
- GAMES
·
Formative games
·
Innovative (created)
·
Batting and fielding (baseball)
·
Territorial (soccer, basketball, floor
hockey)
·
Net and Wall (volleyball, tennis,
handball)
- DANCE
·
Creative
·
Multicultural
·
Contemporary
- GYMNASTICS
·
Educational gymnastics
- ALTERNATIVE ENVIRONMENT
·
Aquatics (swimming)
·
Water-based (canoeing, kayaking)
·
Land-based (hiking, orienteering,
skiing)
- INDIVIDUAL/ DUAL ACTIVITIES
·
Athletics (track and field)
·
Individual manipulative (skipping,
juggling, hacky sack)
YEARLY
OVERVIEW
Overview of general movement
categories
Games
Locomotor skills
Guarding
Stopping
Change of
direction
Running
Jumping
Dodging
Manipulative
skills
Throwing
Striking
Catching
Collecting
Carrying
Propelling
Sending
Receiving
Retaining
Dance
Elements of movement
Body
Space
Effort
Relationship
Gymnastics
Small /Large equipment
(benches, mats,
box horse, beam, spring board, rings, bars, ropes)
Shape
Balance
Weight transfer
Travel
Flight
Take off and
landing
2.1 Overview Of
Movement Categories
1.
Games
When we look to instruct the game movement
category, the children are experiencing several new concepts like passing and
receiving an object, and traveling with the object. The focus of the games category involves an object, the aim of
that object and the relationship with other players. Teaching the functional aspect of the games requires action words
like running, jumping, stopping, turning and guarding. Formative games help to establish the
foundation required for the higher-level skill acquisition required for many of
the games played by adults. Innovative
games allow children to cooperate and solve problems in order to achieve
simplified games that use the basic skill progression found in those adult
games like bat and ball (Batting and fielding), territorial (soccer,
basketball, hockey) and net and wall (volleyball, tennis, handball).
Children
are familiar with the games category because of the prevalence of the
activities in society. Therefore, games
would achieve a greater scheduling priority school year at 40% of time spent
developing the basic manipulative skills like sending, receiving, retaining,
throwing, striking, catching, collecting, carrying, and propelling. The children would also learn how to refine
and extend those skills according to the equipment and relationship
circumstances.
Many
of the games are suitable for indoor play and would therefore be scheduled
throughout the winter months of the school year when the children are unable to
participate outdoors due to muddy fields and cooler weather (especially in more
northern conditions).
2.
Dance
An education in dance is important for it provides
students with a well-developed movement schema, extends the critical thinking
process into the realms of physical communication and develops social
responsibility. In addition, a good
dance education program will provide the student opportunities to acquire the
skills and attitudes for life long involvement in dance while developing their
own character and talent. This will
enable individuals to appreciate the art and beauty of dance as well as
understand the role that dance has in our community both past and present.
In dance, the movement and internal kinestic
awareness is the main focus. The
children learn how they can move their body in response to a family of action
words. This family of action words like
skip, gallop, collapse, grow, creep and twirl allows the children to develop
specific vocabulary to perform expressive sequences, especially when
discovering this action words using creative dance as your tool. Traditional folk dances promote the
collective social importance within the group while the children appreciate
movement to music, including rhythm and beat.
When choosing specific activities for the
dance unit, it is important to expose the children to as many different
forms. Within the 20 % of scheduled
time, such dances like creative, multicultural (fold dances, gumboot dance) and
contemporary (line dance) are incorporated.
This strongly roots the children to cultural and historical knowledge
about the importance of dance while enriching the class’ ability to communicate
their ideas, emotions and concepts, alone or with others.
2.1 Overview Of Movement Categories…continued
3.
Gymnastics
Educational gymnastics is the focus for
gymnastic instruction at the elementary level.
Gymnastics requires a balance between structured and non-structured
direction. The teaching needs to
maintain structure to focus on safety and organization of a lesson. However, too much of this will limit the
individual needs and opportunity of explore.
This is the result of good structured lessons. The focus of educational gymnastics is the control of the whole
body through different environments (on the mats, on the ropes, small and high
apparatus). It also focuses on the
functional and expressive type of movement through actions like running,
jumping, balancing, climbing, and swinging.
In this yearly plan, 20 % of the teaching
schedule is dedicated to educational gymnastics to develop shapes, balances,
weight transfer, tumbling and artistic sequences.
4.
Alternative Environment
Teaching physical education in an
alternative environment promotes awareness of a healthy lifestyle outside of
school. Such instruction in natural
settings increases the children’s repertoire of activities that they can do as
extracurricular activities with family and friends. The focus of alternative activities teaches safety in those
environments while enriching their knowledge about the world around them. It would take 10% of the scheduled yearly
plan and the activities chosen would reflect the student, community and budget
needs. Several options are open to the
Greater Victoria region including aquatics (swimming), water-based (canoeing,
kayaking), and land-based (hiking, orienteering, skiing) activities.
5.
Individual/ Dual Activities
Performing activities and acquiring new
skills is most often first learned on an individual basis and for those
children who benefit from individual achievements would succeed at many of
these activities. Manipulating an
object in order to achieve a personal goal builds affective outcomes that
promote self-esteem, confidence and commitment to increase performance levels. Activities like athletics (track and field),
and individual activities (skipping, juggling, hacky sack) would take up 10% of
the yearly plan and be implemented as transitional activities between larger
movement categories.
2.2 Physical Education Yearly
Plan Grade: 5
Month/ Week
|
Activity/ Topic
|
SEPTEMBER
|
Monday
|
Wednesday
|
Friday
|
|
Week # 1
|
Nutrition and
Fitness/Aerobics
|
Minor games
|
|
Week # 2
|
Territory games
(Soccer)
|
Ultimate Frisbee
|
|
Week # 3
|
Predator/Prey
|
|
Week # 4
|
Soccer Tournament
|
|
OCTOBER
|
|
Week # 1
|
Batting/Fielding games
(Softball)
|
Capture the Flag
|
|
Week # 2
|
Softball Tournament
|
|
Week # 3
|
Territory games
(Basketball)
|
Basketball line-up
|
|
Week # 4
|
Kid’s choice
|
|
NOVEMBER
|
|
Week # 1
|
Territory games
(Basketball)
|
Tournament
|
|
Week # 2
|
Individual Activity
(Juggling)
|
Guest- clown tricks
|
|
Week # 3
|
I.A. (Skipping) Jump for
Heart
|
Partner Presentation
|
|
Week # 4
|
Dance (Line)
|
Minor games
|
|
DECEMBER
|
|
Week # 1
|
Dance (Folk/ Traditional)
|
Juggling
|
|
Week # 2
|
Dance (Creative)
|
Dance Mix-up
|
|
Week # 3
|
CHRISTMAS
VACATION
|
|
Week # 4
|
JANUARY
|
|
Week # 1
|
Alternative Environment
(Swim Club)
|
Kid’s Choice
|
|
Week # 2
|
Safety Scenario
|
|
Week # 3
|
Fitness (Aerobics)
|
Minor games
|
|
Week # 4
|
Individual Activity (Hacky
sack)
|
Basketball
|
FEBRUARY
|
|
Week # 1
|
Educational Gymnastics
(Safety/ Small apparatus)
(Large apparatus/
Partners)
|
Skipping
|
|
Week # 2
|
Predator/Prey
|
|
Week # 3
|
Kid’s choice
|
|
Week # 4
|
Alternative Environment
(Orienteering)
|
Hike
|
MARCH
|
|
Week # 1
|
Net and Wall games
(Volleyball, Squash)
|
Aerobics
|
|
Week # 2
|
Hacky sack
|
|
Week # 3
|
SPRING BREAK
|
|
Week # 4
|
Territory games (Floor
Hockey)
|
Dance (Line)
|
APRIL
|
|
Week # 1
|
Territory games (Floor
Hockey)
|
Tournament
|
|
Week # 2
|
Alternative Environment
(Canoeing)
|
Prep. For outing
|
|
Week # 3
|
Lake Adventure
|
|
Week # 4
|
Bike Safety Week (ICBC)
|
Bike Rodeo
|
MAY
|
|
Week # 1
|
Net and Wall games
(Tennis)
|
Volleyball
|
|
Week # 2
|
Aerobics
|
|
Week # 3
|
Individual/Dual Activities
(Athletics-Track and
Field)
|
Predator/Prey
|
|
Week # 4
|
Kid’s Choice
|
JUNE
|
|
Week # 1
|
(Athletics-Track and
Field)
|
Hike
|
|
Week # 2
|
Outdoor
Education Week
|
|
Week # 3
|
Batting/Fielding
(Softball)
|
Tennis
|
|
Week # 4
|
Sports Day Preparation
|
Sports Day
|
2.3 Assessment
Student assessment and evaluation should be
completed on an ongoing basis.
Formative assessment should occur for teachers to ascertain their
effectiveness as far as teaching prescribed objectives and to ascertain student
difficulties. Those students who are
struggling should be taught correctives.
Summative assessment then can occur.
Assessment information should be
gathered from all three-curriculum organizers in the Physical Education IRP:
Active Living, Movement and Personal and Social Responsibility. From each of these areas, prescribed
learning outcomes can be chosen and criteria for assessment can be established. For example, see over page for
criterion-referenced evaluation developed for grade five Dance. The teacher
should share this criterion in a collaborative fashion with the students. All students need to know what is expected
of them. A criterion referenced
assessment for each of the five movement categories can be compiled into an
ongoing yearly assessment plan. (Please
refer to Criterion Referenced Evaluation for Dance and section 2.4- assessment
examples)
A rating scale should be established, that
will describe how well the prescribed learning outcomes are carried out. This performance scale, like the criteria
for assessment, needs to be shared with the students.
The following is a general performance scale:
4 - Excellent - all the criteria were met and exceeded.
3 - Good - all the criteria were fully met
2 - Satisfactory - most of the criteria was met
1 - Minimally acceptable - some criteria met of attempted.
2.4 Assessment Procedure Examples for different
topic specific
skills and overall movement categories
Unit: Dance Gr.
5. Div. 5
Teacher : Ms
Parry
|
Name
|
Use body shapes
|
Match movement
|
Respond to rhythm
|
Work as a team
|
Confident participation
|
Total
(2 0)
|
|
Mark
|
4
|
4
|
4
|
3
|
4
|
19
|
|
Miko
|
3
|
2
|
3
|
3
|
3
|
14
|
|
Ryan
|
4
|
3
|
2
|
2
|
2
|
13
|
|
Nicole
|
2
|
1
|
4
|
4
|
3
|
14
|
|
Etc.
|
|
|
|
|
|
|
Topic: Year Assessment Gr.
5. Div. 5
Teacher : Ms
Parry
|
Name
|
Games
|
Dance
|
Gymnastics
|
Individual/
Dual
|
Alternative
Environment
|
Total
(100)
|
|
Mark
|
14
|
19
|
14
|
18
|
14
|
79
|
|
Miko
|
13
|
14
|
13
|
13
|
17
|
70
|
|
Ryan
|
14
|
13
|
12
|
12
|
12
|
53
|
|
Nicole
|
12
|
14
|
14
|
14
|
13
|
67
|
|
Etc.
|
|
|
|
|
|
|
3.0 SUMMARY Yearly block plans
3.1 Games
3.1.1 Territory
3.1.1.1Basketball
3.1.1.2 Soccer
3.1.2 Net and Wall
3.1.2.1 Squash and Tennis
3.1.3 Batting Fielding
3.1.3.1 Softball
3.2 Dance
3.2.1 Gumboot
3.3 Gymnastics
3.3.1 Educational gymnastics
3.4 Individual/ dual Activities
3.4.1 Skipping, Juggling, Hacky sack
3.4.2 Track and Field
3.5 Alternative environment
3.5.1 Swimming
3.5.2 Canoeing
3.6
Nutrition
3.0 Yearly Block Plans
3.1 Games
3.1.1 Territory
3.1.1.1
Territory Basketball
Territory Games Block Plan
BASKETBALL
1. Skill Theme/Task: Orientation & Evaluation
Introductory Activity: TITANIC
Lesson: a) Evaluate prerequisites, Passing,
Dribbling, Shooting
b)
Subjective evaluation
Culminating Activity: Make up game
with skills
2. Skill Theme/Task: Pass and Catch
Introductory Activity: Run in different
directions; run, stop, change direction with voice commands
Lesson: a) Demonstrate chest and baseball pass
b) Underhand and overhand catching
Culminating Activity:
Partner passing
3. Skill Theme/Task: Pivot & Pass
Introductory Activity: run,
skip and slide in different directions; travel with different parts leading-
right foot, head, left shoulder
Lesson: a) Review passing and catching,
demonstrate two-hand overhand pass
b)
Demonstrate pivoting
Culminating Activity: practice
pivoting: individuals, partners; group- pivot and pas, circle pass.
4. Skill Theme/Task: Dribble & Pass
Introductory Activity: TITANIC- Run and change direction and speed;
travel on different parts of body- two hands, one foot, crab walk
Lesson: a) Review passing, catching, pivoting
b) Practice dribbling-individual;
partners (Blink tag, Cat and Mouse)
Culminating Activity: Inventive game with three players- “make up
game with one ball, one hoop, a dribble and a pass”; SHARKS
5. Skill Theme/Task: Pass & Shoot
Introductory Activity: Shadow game; individual dribbling by
command- forward, side, kneeling on teacher’s command.
Lesson: a) Demonstrate two-hand chest and one-
hand push shooting
b) Practice shooting- individual (against
wall); partners (repeat taking turns);
groups (inventive shooting games)
Culminating Activity: Inventive game (two vs. two, four vs. four);
Lead-up games (Bucket ball)
6. Skill Theme/Task: Dribble & Shoot
Introductory Activity: Running, jumping, and leaping; play Shadow
game
Lesson: a) Demonstrate lay up (string attached
from knee to elbow)
b) Practice:
Individual- substitute target
on wall, basket on chair; Partner-
dribble and shoot, lay-up shooting
Culminating Activity: Inventive game (4-6 players)- make-up game
with two chairs, tow hula hoops, one ball, and everyone is moving at all times.
7. Skill Theme/Task: Check & Pass
Introductory Activity: Individuals dribble around equipment dodging
Lesson: a) Review two-hand chest and bounce
pass
b) Demonstrate guarding and checking; Mouse
and Cat
Culminating Activity: Inventive game-groups of 8- involves
dribbling, passing, checking and passing with small equipment.
8. Skill Theme/Task: Check, Dribble & Shoot
Introductory Activity: Bucket ball
Lesson: a) In partners, use hoops and target on
wall to dribble and shoot towards
b) Drill with dribbling, shooting and
passing
Culminating Activity:
Play four vs. four using skills. Groups can
modify rules or add new rules, as they desire. Evaluation of skills (passing,
catching, dribbling, checking, guarding, shooting)
Lesson# 4
BASKET
BALL
Dribble and Pass
ORGANIZATION
Grade level: 5
Class Number: 28, 18 (male),
10 (female)
Time: 30
minutes
Equipment: TITANIC
task cards, 28 basketballs, 7 hoops
Groupings: Individuals,
pairs/partners, whole class
LEARNING OUTCOMES
The student will be able to (TSWBAT):
- Recognize and work safely in personal space
- Understand, listen and respond to the new signal “And…Go!”,
“And… STOP!”
- Refine stopping, change of directions, dribbling and passing
techniques
ORGANIZATIONAL SKILLS
|
Organization
|
Comments/ Planning
|
|
Spacing
|
Individual space for first
activity, movement around gym, use whole gym space, space around hoops
(SHARKS)
|
|
Formations/Groups
|
Split the class into
groups of twos or threes
Allow children to break
off into partners, identify as 1 or 2
Choose who will be cat,
mouse, shark, swimmer
|
|
Behaviour
|
Clear, simple instruction
Maintain structure
Demonstrate good examples
|
|
Equipment
|
Position different types
of balls in the corners of the gym in hoops
Assign students to get
equipment
Only put out the amount of
equipment needed
|
|
Safety Awareness
|
Introduction- no shouting,
hands up, need to hear teacher, STOP
Signal/ Command- And …Go,
And….STOP!
Proper use of wrist and
had action while dribbling
No running- be aware of
others around you
|
INTRODUCTORY ACTIVITY:
TITANIC
Have the students change directions- bow
(front), stern (rear), starboard (right), port (left), crow’s nest (centre).
Alternate with; 1) swab the deck, 2) abandon ship, 3) iceberg ahead, 4)
freezing water, 5) all aboard
Have children run and change direction and
speed, while traveling on different parts of the body (hands, one foot,
stomachs, back)
DEVELOPMENT
A) Review the basic points to passing
correctly. Ask a student to help
demonstrate the proper positions to catching and pivoting while traveling with
the basketball. Bouncing and practice dribbling with head up,
eyes focused, aware of others around them.
B) Practice dribbling: individual; partners
(Blink tag, Cat and Mouse)
Blink tag, Cat and Mouse (please see
attached sheets):
Divide class into pairs (into pairs as they
are sitting together). Refine and make extensions. No running. Switch cat and
mouse when cat tags mouse. Stop class for good examples and feedback.
|
Extension
|
Refinement
|
Application
|
|
Dribble and pass the ball
Dribble, send ball to the wall, pick up
the ball and continue dribbling
Dribble and pass to a partner
Dribble and pass while moving in same
direction at slow speed
|
Make smooth transition from dribble to
pass and pass to dribble.
Send ball to the wall at an angle and
speed that will allow continuous traveling.
Pass ahead of moving partner.
Maintain awareness of partner during
dribble.
|
Go to as many different walls as possible
in 5 minutes (adjust time according to the student’s ability) without losing
control of the ball.
|
CULMINATING ACTIVITY
Divide the class into groups of three
players. Each will develop an inventive
game using one ball, one hoop, a dribble and a pass.
Application Game: SHARKS
Please see attached sheet to play the game
SHARKS. Only the swimmers have
basketballs. Allow every student the opportunity to be the swimmer and the
shark. Provide alternative levels of
difficulty to cross the blue sea.
CLOSURE
Reflect on the way to maintain control of
the ball while dribbling.
How well did you maintain control while
working with a partner?
Discuss the challenges of crossing the sea,
as a swimmer and the techniques for being a shark.
Review the proper way to pass, dribble and
work co-operatively with partner.
3.1.1.2 Territory Soccer
Territory Games Block Plan
SOCCER
1.
Skill Theme/Task: Kick and trap
Introductory Activity: Run, jump, slide, skip, forward,
backward, sideways
Lesson: a)
In step kick, trapping,
stationary, moving
b) Foot trap, skin trap
Culminating Activity: Lead up games, sideline soccer
2. Skill Theme/Task: Pass and trap
Introductory Activity: Traveling, changing direction and
speed
Lesson: a)
Inside/outside trapping
b) Foot, shin, side of foot
Culminating Activity: Modified lead-up game
3. Skill Theme/Task: Dribble and pass
Introductory Activity: Traveling in different directions with ball
Lesson: a)
Inside/outside foot
b) Stationary, moving ball
Culminating Activity: Inventive and lead-up games
4. Skill Theme/Task: Tackle and pass
Introductory Activity: Traveling change of direction, levels
Lesson: a)
Passing, moving ball
b) Tackling
Culminating Activity: Inventive games with four players
5. Skill Theme/Task: Throw in and trap
Introductory Activity: Traveling, change
of
direction
Lesson: a)
Feet parallel and apart
b) Trapping
Culminating Activity:
Inventive games with four players
6. Skill Theme/Task: Throw in and dribble
Introductory Activity: Pathways, square, zigzag
Lesson: a)
Right/ left foot, inside/outside foot
b) Chest, leg,
shin, foot
Culminating Activity:
Lead-up, inventive games
7.
Skill Theme/Task: Pass and trap
Introductory Activity: pathways, square, zigzag
Lesson: a)
Right/ left foot, inside/outside foot
b) Chest, leg,
shin, foot
Culminating Activity: Modified soccer
8. Skill Theme/Task: Sideline soccer
Introductory Activity: Pathways, change of direction
Lesson: a)
Passing, tackling
b) Throw-in, dribble
Culminating Activity: Full games of regulation soccer
3.1.2 Net
and Wall
Net and Wall Block Plan
SQUASH, TENNIS
1.
Skill Theme/Task: Sending and Receiving
Introductory Activity: Run, stop, change direction
Lesson: a)
Sending ball overline with hand
b) Receiving ball
Culminating Activity: Practice
2. Skill Theme/Task: Manipulative and guarding
Introductory Activity: Line game with partner
Lesson: a)
Manipulative skills with ball
b) Guarding court
Culminating Activity: Paddle tennis
3. Skill Theme/Task: Guarding with Partner
Introductory Activity: Paddle tennis
Lesson: a)
Guarding strategy (with partner)
b) Ball placement
Culminating Activity: Doubles, paddle tennis
4. Skill Theme/Task: Sending and striking
Introductory Activity: Run, stop, guarding position
Lesson: a)
Side sending with squash racket
and ball
b) Back hand pass
Culminating Activity: Inventive game against wall with
partner
5. Skill Theme/Task: Sending and receiving
Introductory Activity: Pairs playing inventive games against wall
Lesson: a)
Sending/receiving smooth rhythm
b) Extensions,
force, effort, placement of ball,
anticipation, guarding
Culminating Activity:
Lead-up game- squash
6. Skill Theme/Task: Receiving/striking/sending/guarding
Introductory Activity: Lead-up game- squash
Lesson: a)
Manipulative skills with tennis
ball and racket
b) In pairs,
against wall
Culminating Activity:
Inventive game- against wall
7.
Skill Theme/Task: Sending and receiving
Introductory Activity: Wall tennis
Lesson: a)
Play over a line (individual)
b) Partner, net
height and serve
Culminating Activity: Lead-up game- tennis
8. Skill Theme/Task: Net/ Wall Game
Introductory Activity: Singles tennis game
Lesson: a)
Introduce guarding strategy
b) Add two pairs for a ‘doubles’ game
Culminating Activity: Tennis
tournament
3.1.3 Batting
Fielding
3.1.3.1 Softball
Batting Fielding Block Plan
SOFTBALL
1.
Skill Theme/Task: Overhand and throw
Introductory Activity: Walk, jog, run,
calisthenics
Lesson: a)
Throw for accuracy
b) Throw for distance
Culminating Activity: Lead-up game- Danish rounders
2. Skill Theme/Task: Pitching
Introductory Activity: Walk, jog, run. calisthenics
Lesson: a)
Demonstrate pitching skills
b) Throw and catch with partner
Culminating Activity: Lead-up game- take over ball
3. Skill Theme/Task: Batting
Introductory Activity: Outdoors obstacle course
Lesson: a)
Batting grips, stance
b) Swinging movements, balance
Culminating Activity: Drill- pitch, hit, and run
4. Skill Theme/Task: Fielding
Introductory Activity: Outdoors obstacle course
Lesson: a)
Fielding grounders
b) Side arm throw
Culminating Activity: Six-player softball
5. Skill Theme/Task: Fungo batting
Introductory Activity: Walk, run, jog
Lesson: a)
Fielding grounders
b) One Fungo hits
to partner
Culminating Activity:
Seven-player softball
6. Skill Theme/Task: Batting and Fielding
Introductory Activity: Games of pop-up
Lesson: a)
Demonstrate bunting
b) Partners
practice bunting
Culminating Activity:
Lead-up game- beatball softball
7.
Skill Theme/Task: Batting and Fielding
Introductory Activity: New obstacle course
Lesson: a)
Increase challenge, speed, improve
technique
b) Focus on
accuracy and endurance
Culminating Activity: Rules of softball game
8. Skill Theme/Task: Evaluation, Softball Game
Introductory Activity: Walk, run, jog
Lesson: a)
Regulation softball
b) Modify. Add rules
Culminating Activity: Continue with Softball Tournament
3.2 Dance
3.2.1 Gumboot
Dance Block Plan
GUMBOOT DANCE
1. Basic – Strong beat on 1, weaker
on 2 3 4
Introductory Activity: history of the gumboot dance, importance of the heavy emphasis on
the first beat.
Basic Step
a) Walk around room stomping with emphasis on first beat.
b) March around room with claves keeping beat.
c) Standing on the spot, stomp on right (1) foot.
Culminating Activity:
In groups of two and then groups of fours, practice the basic step. Exploring different pathways, and relationships
with partners and groups. Execute dance
sequence to Pata Pata by Makeba.
2. Basic Twist
Introductory Activity:
Working in their own space, individuals perform the basic step ten
times, and then form a staggered line.
a) Walk around room and twist using right leg on the command STOP
b) Walk around and twist on the first beat of four
c) Stand in place and do the basic step with a twist on (1)
Culminating Activity:
In groups of two, create different dance sequences using the basic and
the basic twist step. Execute dance sequence to Pata Pata by Makeba
3.
Double-Up
Introductory Activity: Review the dance sequences
using the “basic” and the “basic twist” step.
Double-up: The strong down beats are the feet
stomping right and left and the claps are on the upbeat (+).
a) R - R- / R L R - / R – R -/ RLR-/ R-R-/ RLR-/etc. Tap on leg as
caller counts 1 2 /1 2 3
b) March
c) Clap legs, Clap boot
Culminating Activity:
Practice the “double-up” step and experiment changing leaders and
different pathways. Groups snake around
the gym exploring their own space.
4.
Walking Up and Down
Introductory Activity:
Review “double-up” individually.
Walking Up and Down
a) March around four paces (North), turnaround and face other direction
(South)- back and forth movement.
b) March four paces, just before each step, clap inner thigh of leg on
each step
c) Slap outer R boot, turnaround with a jump (possible extension)
Culminating Activity: In pairs, practice walking up and down
using different relationships and space.
3.2.1 Gumboot
5. HOP HOP 1 2 3+ 4
Introductory Activity:
In pairs, review “Walking up and down” using different relationships and
space.
a) Hopping in different directions, i.e. side to side, skiing, forward,
backwards to the rhythm
Culminating Activity: In partners, practice “Hop Hop” using
different relationships and space.
6.
Grapevine & Ti / Ta-Ta / Ta-Ta / Ti (Ti-Ta)
Introductory Activity: In partners, review “Hop Hop” using
different relationships and space with the Pata Pata by Makeba
Grapevine
and TiTa
(1) Side step out on R, (2) cross L behind
R, (3) step out to the R with R foot, (4) legs together
(1) Step out on L, (2) cross R behind L,
(3) step out to the L with L foot, (4) legs together
Culminating Activity: In partners, in groups of four
mirroring each other while executing the “Grapevine/ Ti-Ta” in unison using
different relationships and space.
7. “3’s”
Introductory
Activity: In partners, in groups of four mirroring each other while
executing the “Grapevine/ Ti-Ta” in unison using different relationships and
space.
“3’s” Repeat this sequence three times
a) Walk, slap R, walk, slap R, walk, slap
b) In one spot, slap, stomp, clap, rest
Culminating Activity: Combine “3’s” and
Ti-Ta while working individually. Pair
with a classmate to make different combinations, using the “3’s” and
“Grapevine” and “Ti-Ta.”
8.
Ski Jump Finale
Introductory Activity: Practice dance sequence with partner
from last class. Present to the class.
Lesson:
a) Clap with hands the pattern (1) (3) (1) (2) (3) (4) repeat
b) Bounce on the pattern above
c) Move side to side to the pattern
d) Raise hands, keep legs together and move side to side
Culminating Activity: In a staggered line (whole class),
present all the steps in a sequence while executing the steps in unison.
3.3 Gymnastics
3.3.1 Educational gymnastics
Educational Gymnastics
BLOCK PLAN
1. Motor Skills/Theme: Traveling
Introductory
Activity: Warm-up- Travel around mats
using different directions.
Lesson:
Stretching sequence. Introduce equipment. Safety.
a)
Running and stopping on one foot. Use mats. Traveling (speed, direction,
pathways, shapes, levels). Change of direction.
b)
Absorbing jumps using one foot and two feet, different combinations on feet
Culminating
Activity: Sequence of traveling, stopping,
take-offs and landing.
2. Motor Skills/Theme: Balance
Introductory
Activity: Stretching sequence. Jump over
mats. Run completely around each mat.
Lesson: a) Height of center of gravity, base of support
b) Make
different body shapes using different combinations to balance on one, two,
three, four or five points (small surface area) and/or patches (larger surface
area)
Culminating
Activity: Sequence of take-offs, floor and
mat balances
3. Motor Skills/Theme: Body rolls
Introductory
Activity: Stretching sequence. Balances on
points and patches.
Lesson: a) Introduce
rolls. Log. Front tuck. Safety backward roll.
b) Rolls in sequences
Culminating
Activity: Sequence of rolls, take-offs,
balances and body shapes
4. Motor Skills/Theme: Balance
Introductory
Activity: Stretching sequence. Titanic
(Submarine), avoid the mats.
Lesson: a) Introduce
V-sit, teddy bear stand and headstands on floor
b)
Practice balances on small apparatus (benches, vault box)
5. Motor Skills/Theme: Relationships and Balance
Introductory
Activity: Stretching sequence. Sprints.
Run around equipment.
Lesson: a) Introduce
balance with partners. Mirroring. Matching.
b)
Practice balancing on small apparatus (benches, vault box, trellis)
Culminating
Activity: Combine individual balances with
dual and group pyramids.
6. Motor Skills/Theme: Take-off, Rolling &
Balancing
Introductory
Activity: Stretching sequence. Landing
with feet together.
Lesson: a) Triple and
quadruple balance poses. Group pyramids.
b)
Combine 2 take-offs, 2 rolls and a balance.
Culminating
Activity: With a partner, create a
sequence of 1 take-off, 2 rolls and 2 balances on floor and with small
apparatus.
7. Motor Skills/Theme: Relationship of floor to
apparatus
Introductory
Activity: Stretching sequence.
Lesson: a) Practice
rolls, balances, landings at different levels (on floor, hoops, mats, vault
box, tresses, ropes)
Culminating
Activity: With a partner, use two pieces
of equipment to create a sequence with five different gymnastic skills incorporated.
8. Motor Skills/Theme: Take-offs & Landings
Introductory
Activity: Stretching sequence.
Lesson: a) Use small
apparatus to mount and dismount, demonstrating body shapes in flight and
landing in control.
Culminating
Activity: With a partner, use large
apparatus to create sequences to demonstrate balance, rolls, body shapes,
take-offs and landings.
Culminating
Activity: Partners to create sequence of
balances, rolls, and take-offs on floor and on small apparatus.
3.4 Individual/ dual Activities
3.4.1 Skipping,
Juggling, Hacky sack, and Track and Field
GRADE: 5/6
TOPIC (scope): To
develop strength in jumping, coordination, stamina and rhythm.
Why Teach Skipping, Juggling and Hacky Sack?
Rationale
Skipping can be a positive way to
enrich a student’s ability to develop strength, co-ordination and stamina. These qualities will enhance their
performance when participating in individual and dual activities like
skipping. The Jump Rope for Heart
program in late November focuses on fitness, heart-healthy education and
fund-raising. It also provides the
opportunity for students to develop individual and team skills in a
non-competitive environment
Juggling forces the children to
follow a set of basic skills in order to achieve a fluid toss and catch sequence. Not only does it require concentration and
coordination but also rhythm. If taught
well, the children can achieve this entertaining art in one lesson and develop
their skill exponentially with each practice period. Once the basic two-object toss is achieved, the children can
create their own ‘tricks’ and share them with their classmates.
Hacky sack is a good example of a
cultural game that has made a significant impact on the school playground. All ages are able to participate in this
energetic, flexible moving game. It
demands concentration and anticipation on the children’s behalf to be ready for
a strong and successful hit and controlled pass of the sack. The main purpose of this game is a complete
hack; everyone must receive and strike the sack once. This promotes cooperation around the circle in order to complete
the hack. Many children invent new
moves to achieve this end (bounce off head, back bone, ankle, nose, etc.)
Track and field develops individual
strength and endurance to achieve personally set goals. Working individually, the children are able
to set goals that are of interest to them.
This develops a stronger foundation for fitness and aerobics. The children is not influenced by other
classmates, because the children are comparing themselves to their own goals
and previous records.
LEARNING OBJECTIVES (Grade 5)
The student will be able to (TSWBAT):
1.
Describe
how activity affects physical fitness [Active Living Outcomes (Cognitive
domain)]
2.
Identify
and describe positive benefits gained from physical activity in a natural
setting [Active Living Outcomes (Cognitive domain)]
3.
Demonstrate
self-confidence while participating a physical activity [Personal and Social
Responsibility (Affective domain)]
4.
Apply
activity-specific motor skills in individual, dual, and group activities
[Movement (Psychomotor domain)]
5.
Aim
and project an object toward a target with increasing accuracy. [Movement
(Psychomotor domain)]
3.4.2
Skipping,
Juggling, Hacky sack, and Track and Field
Criterion Referenced
Evaluation
CRITERIA FOR ASSESSMENT
Look for evidence that the students are
able to:
- Perform a variety of steps crucial to the activity (juggling
tosses, skipping rhythm, hacky sack precision, track and field accuracy)
- Create a sequence that incorporates a variety of steps
- Maintain stamina to complete the sequence
- Complete a personal short-term goal journal
PERFORMANCE SCALE
The main goal of the scale is to help the
teacher evaluate the participation and ability of each individual. The teacher should look for students who are
able to perform skills with controlled movements, move in time to fully
complete the skill, count sequences, change steps to correspond to the
sequence, maintain rhythmic steps, and accurately complete the skill sequence,
alone or with others.
4- Excellent- All
of the criteria consistently and with purpose
3-Good-
Most of the criteria and with interest
2-
Satisfactory- Most of the criteria some of the time
1- Minimally
acceptable- Some of the criteria but without much interest
3.4.1 Skipping,
Juggling, Hacky sack
Individual/ Dual Activities Block Plan
SKIPPING, JUGGLING, and HACKY SAC
1.
Skill Theme/Task: Skipping
Introductory Activity: Proper position
Lesson: a)
Two- foot basic
b) Skier
Culminating Activity: Create routine
2. Skill Theme/Task: Alternate step
Introductory Activity: Alternate step
Lesson: a)
Swing, Heel and Toe
b) Can can, One-foot hop
Culminating Activity: Cross-Over, combination of all steps
3. Skill Theme/Task: Long Rope
Introductory Activity: Working with a partner
Lesson: a)
Mirror Images
b) Front door, Back door
Culminating Activity: Rope-Jumping Rhymes
4. Skill Theme/Task: Juggling
Introductory Activity: Pinnie- transfer one hand
Lesson: a)
One hand arc throw
b) Two object hand
throw. Remain stationary.
Culminating Activity: Six tosses successfully
5. Skill Theme/Task: Juggling
Introductory Activity: Using two objects, 6 tosses successfully
Lesson: a)
Three objects- basic start
position, catch in
a smooth
rhythm
b) Complete three
or more
complete cycles
Culminating Activity:
Change height, Over Action toss, circle action juggle
6. Skill Theme/Task: Hacky Sack
Introductory Activity: Position on body with sack
Lesson: a)
Balance on knee
b) Bounce of knee
(3-4 times)
Culminating Activity:
Knee to knee
7.
Skill Theme/Task: Hacky Sack
Introductory Activity: Transfer from knee to knee
Lesson: a)
Off foot, to knee
b) Passing to
partner
Culminating Activity: Combinations of bounces with passes
8. Skill Theme/Task: Hacky Sack
Introductory Activity: Warm-up of kicks and balances
Lesson: a)
Passing with foot behind
body
b) Hits with lower leg, chest, and head
Culminating Activity: Hacky sack game with two complete hacks
3.4.2 Track and
Field
Individual/Dual Activities Block Plan
TRACK AND FIELD
1.
Skill Theme/Task: Sprints
Introductory Activity: Walk, jog, run. Stretching sequence.
Lesson: a)
Running on the spot. Starting
position. “Get
set…ready…go!”
b) Short sprints, starting sprints
Culminating Activity: Individual practice- starts and
sprints
2. Skill Theme/Task: Relay Running
Introductory Activity: Walk, jog, run. Calisthenics.
Lesson: a)
Baton passing
b) Sprints- 10 meters, 20 meters
Culminating Activity: Practice in groups of four, baton passing, relay running around
track.
3. Skill Theme/Task: Cross-Country- Endurance
Introductory Activity: Stretching sequence. Calisthenics.
Lesson: a)
Breathing exercises. Running amongst
objects.
b) 15 minute running course
Culminating Activity: stations of sprints, relay running,
and endurance on track.
4. Skill Theme/Task: Take-off (Standing)
Introductory Activity: Continuous running on the stop. Calisthenics.
Lesson: a)
Take-offs and safety landings
b) Standing
take-off-
demonstrate
takeoff and landings
Culminating Activity: stations of standing jump, sprints,
relay teams
5. Skill Theme/Task: Take-off (Long Jump)
Introductory Activity: Walk, jog, run. Calisthenics.
Lesson: a)
Take-offs and safety landings
b) Long jump-
demonstrate
approach, takeoff
and landings
Culminating Activity:
Create sequence with standing and long jumps
6. Skill Theme/Task: Take-off (High Jump)
Introductory Activity: Stretching sequence, focus on neck, shoulders and legs.
Lesson: a)
Take-offs and safety landings
b) Long jump-
demonstrate
approach, takeoff
and landings
Culminating Activity:
Create sequence with standing, high jumps and sprints.
7. Skill Theme/Task: Hurdles
Introductory Activity: Calisthenics. Add two repetitions to each exercise.
Lesson: a)
Stretch legs over small
apparatus close to
ground
b) Raise hurdle to
challenging heights
Culminating Activity: Divide class into four groups. Rotate
to combine several hurdles in a row with a broad jump at the end.
8. Skill Theme/Task: Sports Day
Introductory Activity: Walk, jog, run. Calisthenics.
Lesson: a)
Individual practice at stations b) Teams compete against each other for each
skill (effort, time, and achievement)
Culminating Activity: Awards ceremony
3.4.2 Track and Field
Individual/Dual Activities Task Progression
TRACK AND
FIELD
|
Skill
Theme/ Task
|
Refinements
|
Extensions
|
|
Sprints
|
Simplification
|
BODY
tense, arms tight to body, extend legs
SPACE forward direction, straight pathway
EFFORT strong, forceful, direct, quick
RELATIONSHIP individual, no equipment
|
|
Relay
Running
|
Simplification
|
BODY arms tight to body, swing arms, baton in right hand
SPACE running toward team member, forward direction
EFFORT continuous, delicate passing, RELATIONSHIP co-operation with
team of four, passing of baton to team members
|
|
Cross-country
Endurance
|
Simplification
|
BODY swing
arms, extend legs, adjust body as terrain changes
SPACE arms close to body, upright position
EFFORT maintain steady running pace
RELATIONSHIP individual, awareness of others in front and behind
|
|
Standing
Jump
|
Simplification
|
BODY bend
knees, swing arms up as legs straighten, lift feet up off ground
SPACE vertical, high level, large extensions EFFORT burst
of energy
RELATIONSHIP height above ground
|
|
Long
Jump
|
Simplification
|
BODY running
rhythm, “Hop, skip and jump”
SPACE covering a distance before jump
EFFORT focus target, speed of run
RELATIONSHIP ground to sand pit
|
|
High
Jump
|
Simplification
|
BODY bend
knees, extend arms, twist waist, point shoulder downwards
SPACE above bar, direct
EFFORT time to target, controlled jump
RELATIONSHIP body tight, apart from others, achieve target height
|
|
Hurdles
|
Simplification
|
BODY stretch legs, extend arms, support landing
SPACE
forward, different levels, small to large extensions
EFFORT energetic, firm, flexible, unstoppable
RELATIONSHIP consistent, individual, repetitive
|
3.5.1 Alternative
environment Swimming
Criterion Referenced Evaluation
GRADE: 5/6
LEARNING OBJECTIVES (Grade 5)
The student will be able to (TSWBAT):
1.
Identify
and describe safe activities that promote personal fitness and a healthy
lifestyle- p. 58 [Active Living Outcomes (Cognitive domain)]
2.
Identify
and describe positive benefits gained from physical activity in a natural
setting [Active Living Outcomes (Cognitive domain)]
3.
Identify
and follow rules, routines, and procedures of safety in a variety of activities
from all movement categories- p.56 [Personal and Social Responsibility
(Affective domain)]
4.
Demonstrate
activity-specific motor skills in a variety of alternative environments- p.60
[Movement (Psychomotor domain)]
5.
Participate
safely in activities in a natural or alternative setting- p.60 [Movement
(Psychomotor domain)]
CRITERIA FOR ASSESSMENT
Look for evidence that the students are
able to:
- Maintain treading water for 15 minutes or longer
- Successfully float in the water (‘jellyfish’, tuck, back) with
ease
- Perform the different strokes with accuracy and efficiency
- Understand and perform proper life saving techniques and rescue
procedures
PERFORMANCE SCALE
The main goal of the scale is to help the
teacher evaluate the participation and ability of each individual. The teacher should look for students who are
able to perform skills with controlled movements, change steps to correspond to
the sequence, and accurately complete the skill sequence, alone or with others.
4- Excellent- All
of the criteria consistently and with purpose
3-Good-
Most of the criteria and with interest
2-
Satisfactory- Most of the criteria some of the time
1- Minimally acceptable- Some of the criteria
but without much interest
3.5.1
Alternative environment Swimming
1.
Skill Theme/Task: Getting used to
the water
Introductory Activity: Safety, Buddy system
Lesson: a)
“Jellyfish” float
b) Face, Tuck float
Culminating Activity: “Flutter” kick in and out of floats
2. Skill Theme/Task: Beginning Strokes
Introductory Activity: Safety and face float
Lesson: a)
Crawl kick
b) Arm stroke
Culminating Activity: Practice face float with
flutter kick added
3. Skill Theme/Task: Breast
stroke
Introductory Activity: Crawl stroke
Lesson: a)
Glide, propel
b) Recovery, kick, finish
Culminating Activity: Breast stroke with speed and distance
4. Skill Theme/Task: Backstroke
Introductory Activity: Float on back
Lesson: a)
The stroke
b) Arm and leg
movement
Culminating Activity: stroke with a 2 second glide between
strokes
5. Skill Theme/Task: Treading water
Introductory Activity: Floating
Lesson: a)
Spreading butter on bread (arms)
b) The eggbeaters
(breaststroke kick)
Culminating Activity:
Tread water, 10 minutes
6. Skill Theme/Task: Side stroke
Introductory Activity: Floating on the side of the body
Lesson: a)
extention of arms and legs
b) propelled leg
movement
Culminating Activity:
Side stroke, 30 metres
7.
Skill Theme/Task: Diving
Introductory Activity: Head under water, breathing
Lesson: a)
Surface diving
b) Underwater
diving
Culminating Activity: Hold breath for 30 seconds and travel
underwater
8. Skill Theme/Task: Life saving
Introductory Activity: Responsibility, reasons, conditions
for rescue
Lesson: a)
Types of rescue equipment
b) Swimming rescue
Culminating Activity: Enactment of rescue situation
3.5.1
Alternative environment Swimming
Safety in the Water
Swimming is fun and can be sage is one uses common sense and considers
the safety of yourself and others.
Obeying the flowing safety rules will help prevent swimming accidents.
1.
Never swim alone. Swim with a “buddy.”
2.
Know your limitations. Plat safe and do not be a show off.
3.
Do not dive or jump into unfamiliar or shallow water.
4.
Obey the rules of your swimming area.
5.
Do not attempt to swim long distances without previous training.
6.
Do not roughhouse in or around swimming pools.
7.
Do not pretend to be in trouble when you are not.
8.
Avoid getting chilled or sunburned.
9.
Only swim within your endurance level; rest when you fell tired.
10.Wait awhile after eating before you go for
a swim.
Pratt, J.
L. 1962. Golf, Swimming and Tennis. Minnesota: Creative Educational Societ,
Inc.
3.5.2 Alternative Environment Canoeing
Why Teach Canoeing?
Rationale
As an alternative environment activity, canoeing
promotes the overall strength and endurance, a supple trunk, strong chest, and
strong arms and shoulders. Paddling
also tightens abdominal muscles and is geared toward calisthenics and exercises
in an environment that offers fresh air and great enjoyment. Beginners who lead inactive lives must ease
gradually into the sport and slowly build strength and performance and can
improve with other activities like tennis and biking to maintain in good
paddling shape.
ORGANIZATION
Grade level: 5
Class Number: 28, 18 (male), 10 (female)
Time: 30 minutes
Equipment: 12-16
canoes, 29 paddles, 29 life jackets (28 children, 1 adult), task cards
(positions, strokes)
Groupings: Individuals,
pairs/partners, whole class
LEARNING OBJECTIVES (Grade 5)
The student will be able to (TSWBAT):
1.
Identify
and describe safe activities that promote personal fitness and a healthy
lifestyle- p. 58 [Active Living Outcomes (Cognitive domain)]
2.
Identify
and describe positive benefits gained from physical activity in a natural
setting [Active Living Outcomes (Cognitive domain)]
3.
Identify
and follow rules, routines, and procedures of safety in a variety of activities
from all movement categories- p.56 [Personal and Social Responsibility
(Affective domain)]
4.
Demonstrate
activity-specific motor skills in a variety of alternative environments- p.60
[Movement (Psychomotor domain)]
5.
Participate
safely in activities in a natural or alternative setting- p.60 [Movement
(Psychomotor domain)]
CRITERIA FOR ASSESSMENT
Look for evidence that the students are
able to:
- Perform safe entrances and exits into and out of canoe
- Perform the different strokes under the correct conditions
- Maintain constant paddling with effort and endurance
PERFORMANCE SCALE
The main goal of the scale is to help the
teacher evaluate the participation and ability of each individual. The teacher should look for students who are
able to perform skills with controlled movements, change steps to correspond to
the sequence, and accurately complete the skill sequence, alone or with others.
4- Excellent- All
of the criteria consistently and with purpose
3-Good-
Most of the criteria and with interest
2-
Satisfactory- Most of the criteria some of the time
1- Minimally acceptable- Some of the criteria
but without much interest
Alternative Environment Block Plan
CANOEING
1.
Skill Theme/Task: Canoeing- basic
information
Introductory Activity: Types of canoes, different
environments
Lesson: a)
Parts of a canoe, proper
posture
b) Safety in the water
Culminating Activity: Portage over different terrain
2. Skill Theme/Task: Entering and
Exiting a Canoe
Introductory Activity: Stabilizing a canoe
Lesson: a)
Entering (from dock, from
shore)
b) Exiting
c) Capsizing
Culminating Activity: Practice ways of entering canoe from the water
3. Skill Theme/Task: Paddling
Positions
Introductory Activity: Equipment and clothing
Lesson: a)
Paddling positions (relief,
sitting)
b) Kneeling (high, upright,
kneeling)
Culminating Activity: Coach different positions
4. Skill Theme/Task: Paddling Strokes
Introductory Activity: Review paddling positions
Lesson: a)
Bow, Backwater stroke
b) J-stroke
Culminating Activity: Canadian stroke
5. Skill Theme/Task: Paddling Strokes
Introductory Activity: Practice bow, backward, J-thrust, Canadian stroke
Lesson: a)
Draw stroke
b) Pushover, sweep
strokes
Culminating Activity: Practice in tandem with a partner
6. Skill Theme/Task: Partner Paddling
Strokes
Introductory Activity: Tide currents
Lesson: a)
Sculling draw
b) Rudder, Draw
and Pry strokes
Culminating Activity:
Practice strokes according to water conditions
7. Skill Theme/Task: Planning a trip
Introductory Activity: Prevention precautions
Lesson: a)
Unexpected weather
conditions, provisions
b) Reading a River
(maps,
scouting, hazards,
velocity, waves
Culminating Activity:
Plan all the things needed to prepare for a trip with a partner
8. Skill Theme/Task: Mini-Canoe
Adventure
Introductory Activity: Review safety, paddle strokes and
positions
Lesson: a)
Travel to destination
b) Travel to starting venue
Culminating Activity: Discuss positive and negative experiences with class
3.6 Nutrition
Why teach about Nutrition?
Rationale
The
job as a Physical Education teacher is to ensure the following outcomes are
realize for the students. As part of an
overall physical education fitness program, nutrition is something is that
often overlooked. Not only must the
students exercise regularly but they also must maintain a well-balanced
diet. Recent studies have shown that
our children are not maintaining their health at peak optimum performance
levels. In the age of computers and
fast foods, children are developing poorer health habits resulting in
devastating long-term consequences.
It
is important to model positive food choices and to provide the children with
basic nutrition knowledge (e.g. limit carbohydrates and increase proteins) so
that the students can make intelligent and responsible decisions on their own. Finally, it is also crucial to offer praise
and encouragement so the students are less threatened when making significant
changes in their diets.
OBJECTIVES:
- Students will become familiar with a variety of foods through
food identification and cooking activities.
- The students will develop positive attitudes and confidence
about trying nutritious foods.
- Students will learn to classify foods into four food groups,
make good snack choices and learn how to create a balanced meal.
- Students will learn to assess their diets for balance, minimum
servings for Canada’s Food Guide and practice independent responsibility
to count their daily food intake.
LEARNING OUTCOMES (Grade 5)
The student will be able to (TSWBAT):
- Explain the relationship between good nutritional habits and
physical activity [Active Living Outcomes (Cognitive domain), p. 105]
Task Progression
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Skill
Theme/ Task
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Refinements
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Extensions
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Simplification
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BODY
SPACE
EFFORT
RELATIONSHIP
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Block Plan
1. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
2. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
3. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
4. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
5. Skill Theme/Task:
Introductory Activity:.
Lesson: a)
b)
Culminating Activity:
6. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
7. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
8. Skill Theme/Task:
Introductory Activity:
Lesson: a)
b)
Culminating Activity:
5.0 REFERENCES AND ADDITIONAL MATERIAL
Blank yearly Plans
Blank Task Analysis forms
Blank BLOCK PLANS
Blank Task Progression chart
Educational gymnastic tips to remember
Unit of instruction (Dance)
Wallyball League guidelines