Table of Contents

Section I

1. Statement of Developmental Considerations 2

2. Philosophical Statement 3

Section II

3. Overview of General Movement Categories 5

4. Yearly Outline of Activities 7

5. Assessment 9

Section III

6. Block Plans

Block Plan: Games – Soccer 11

Block Plan: Games – Handball 13

Block Plan: Games – Basketball 15

Block Plan: Games – Softball 17

Block Plan: Dance – Creative/Folk Dance 19

Block Plan: Gymnastics – Educational Gymnastics 21

Block Plan: Track and Field 23

1. Lesson Plans

Lesson Plan: Games – Soccer 25

Lesson Plan: Games – Handball 27

Lesson Plan: Games – Basketball 29

Lesson Plan: Games – Softball 31

Lesson Plan: Dance – Creative/Folk Dance 33

- with task progression 35

Lesson Plan: Gymnastics – Educational Gymnastics 36

Lesson Plan: Track and Field 38

2. Extras 41

Section l (Introduction):

a) Developmental considerations:

It is important to consider the following developmental characteristics for children at the grade two/three level (Physical Education IRP p. 10):

Physical Characteristics:

1. Eye hand coordination is not fully developed

2. Lack precise focus

3. and spacial judgement.

4. Large muscles may be more developed than small muscles.

5. Continue to develop climbing, balancing, running, galloping and jumping abilities (may have trouble skipping)

6. Develop an awareness of safety with guidance.

7. Usually slow enthusiasm for most physical activities.

Emotional and Social Development:

1. They show intense and variable emotions (may sometimes be judgmental and critical of others).

2. Learning to cooperate with others for longer period of time (friendships may change frequently).

3. Continue to develop feelings of independence and may begin to define themselves in terms of what they have or own.

4. Begin to develop the ability to share possessions and take turns.

Intellectual:

1. Learn from direct experience.

2. Continue to expand their understanding and use of language to clarify thinking and learning.

3. May understand concepts like tomorrow or yesterday but are still unsure about length of time.

4. Assert personal choice in decision-making.

Note: In our planning we have taken into consideration the fact that most of our children are towards the upper end of this developmental scale, due to their age.

b) Philosophical Statement:

In researching for this Yearly Plan, we considered several factors that represent our philosophical approach to an Elementary P.E. Program. Our beliefs and concerns are the following:

1. Health and Active Lifestyle:

A growing area of concern is the lack of physical fitness that children receive and the implications that this has on their health, development, and disposition. T.V., video, and computers have replaced much of the activity that is needed to generate an adequate level of fitness and well-being. We believe that in order to establish an early pattern of positive participation in physical activity, children need to be exposed to quality Physical Education that places an emphasis on their Health and Active Lifestyle.

2. Variety of Activities:

In order to attract and retain the attention of the widest possible cross section of children it is important to plan a program that is diversified in its content. It was our goal to incorporate activities that were varied for both skill development and interest level.

3. Skills Progression:

In a P.E. Program at the Elementary level, it is crucial to devise a structure that incorporates strategies that recognize that children may be receiving most of their skills and information for the first time. We were extremely careful to make our Skills Progressions clear, sequential and paced accurately to accommodate the novice learner.

4. Learning Domains:

When considering the development of the complete individual, no aspect or detail should be omitted. The Learning domains represent an accumulation of the four major areas of the child’s makeup; physical, emotional, social and intellectual. Any of the domains can have an effect on the child’s disposition and ability to achieve a given task as well as being intrinsically interconnected. In formulating our Yearly Plan, we paid special attention to incorporate the maturity of the grade three level in order to more accurately develop a program that would suit their needs.

5. Safety:

No P.E. program would be complete without paying deliberate attention to the safety of the children. The younger the class is the more important it is to consider this factor. Therefore, we incorporated safety into our class management and sequenced our activities to integrate safety at each step of the process from warm up to culminating activities.

6. Effort vs. Skill:

It is vitally important to sympathize with how difficult certain activities can be for children. If they are trying their best, we should make it a general rule to reward them for effort. On many occasions, an encouraging teacher attitude can make all the difference in children achieving their goal. Since elementary school should be a time to learn, to explore, to experiment, realise potential and make mistakes, success and failure should not be determined solely on the acquisition of skills. Students should be able to enthusiastically participate in a P.E. program without the threat of competition or pressure to perfect skill.

7. Motivation and Self-Esteem:

It is the responsibility of every teacher to influence motivation by planning activities that are stimulating and appropriate for the interest of their students’ maturity level. Teachers also motivate by demonstrating respect and confidence in the students’ abilities through words and actions. Encouragement and praise give the student indications of their capacity to accomplish and provide acknowledgment for their effort and achievements. We feel it is imperative that teachers build on student strengths and focus on improvements in order to bolster self-esteem and create an atmosphere of acceptance in the classroom.

Section ll

(c) - Overview of General Movement Categories

Category	%	Scheduling Rationale	Choice Rationale	Activity Emphasis Rationale
Games	50	1. All games occur within the time of year in which they are traditionally played. - Children gain skills that enable them to participate in extra-curricular team sports. 2. Classroom Management: - Soccer played outdoors in fall. - Handball & Basketball played indoor in winter. - Softball played outdoors in spring. 3. Skill progression: simple to complex.	Soccer - a territory game developing sending, receiving, retaining (feet only) and traveling skills Handball - a wall game developing sending, striking and preparing to receive skills Basketball - a territory game developing sending, receiving, retaining and traveling skills* greater skill level required for game complexity (hands & feet). Softball - a batting fielding game developing sending away and receiving skills (comparatively the most complex).	Skills with equipment can begin to progress to being sports specific therefore it is advantageous at this developmental stage to practice ball control with feet and hands alone, with a partner and in small groups. Throwing, catching, kicking, striking, and controlling different objects with different objects in games offers a diversity of skill development. (Wall & Murray p. 33)

Gymnastics	20	1. Gymnastics skills directly relate to fundamental skills in both games and dance. 2. Skills Progression: simple to complex, floor before equipment. 3. Safety: Physical developmental considerations (refer to #2 Skills progression).	Floor - teaches basic gymnastics skills and movement through rolling, jumping, balancing and sequencing of skills. Equipment - extends basic gymnastic skills in combination with equipment and reinforces concept of simple to complex.	Activities in gymnastics become more dissimilar and complex therefore locomotion involving apparatus, equipment and other children will be challenging. Work on gripping, releasing with feet and hands, balancing in gymnastics. (Wall & Murray p.33).
Track & Field	10	1. Outdoor activity traditionally conducted in Spring. 2. Classroom Management: children want outdoor activities because of time of year. 3. Skills: have developed which enable children’s successful participation.	An end of the year program that provides student participation at own level of physical capacity and personal motivation. Students further explore skills previously acquired during the year.	Children need a well-balanced program. By the end of the year they will have good balance, agility, flexibility and strength therefore previously learned skills may be used in more challenging ways. (Wall & Murray p.32).

(d) – YEARLY OUTLINE OF ACTIVITIES IN CALENDAR FORMAT

YEAR PLAN	PHYSICAL EDUCATION
Month/Week	Gr. 2/3
SEPTEMBER
Week #1	Orientation/Management Games	F
Week #2	Manipulative Skills using Beanbags	F
Week #3	Throwing Skills	F
Week #4	Soccer Related Activities	F
OCTOBER
Week #1	Soccer Related Activities	F
Week #2	Playground Games	F
Week #3	Manipulative Ball Activities	F
Week #4	Manipulative Ball Activities	F
NOVEMBER
Week #1	Throwing Skills	F
Week #2	Jogging Skills	F
Week #3	Hand Ball	F
Week #4	Hand Ball	F
DECEMBER
Week #1	Creative Dance	F
Week #2	Creative Dance	F
Week #3	CHRISTMAS VACATION
Week #4	CHRISTMAS VACATION
JANUARY
Week #1	Fundamental Dance Skills	F
Week #2	Folk Dance	F
Week #3	Folk Dance	F
Week #4	Basketball activities	F
FEBRUARY
Week #1	Basketball activities	F
Week #2	Recreational Ball Activities	F
Week #3	Educational Gymnastics	F
Week #4	Educational Gymnastics	F

MARCH
Week #1	Educational Gymnastics	F
Week #2	Stunts/Tumbling	F
Week #3 (March)	SPRING BREAK
Week #4 (March)	Dance Activities - Spring Theme	F
APRIL
Week #1	Dance Activities - Spring Theme	F
Week #2	Educational Gymnastics	F
Week #3	Educational Gymnastics	F
Week #4	Educational Gymnastics	F
MAY
Week #1	Softball	F
Week #2	Softball	F
Week #3	Softball	F
Week #4	Track and Field	F
JUNE
Week #1	Track and Field	F
Week #2	Track and Field	F
Week #3	Track and Field	F
Week #4	Closure	F

(e) - ASSESSMENT

Physical education, like all other areas of the curriculum, requires that each student’s progress be documented. Assessment will determine whether progress is being made toward the achievement of the learning objectives established for each unit. We will assess our students on three levels, their skill development, knowledge and attitude.

The children’s physical, cognitive and social developmental characteristics influence the manner in which assessment is conducted therefore the emphasis of our assessment procedures lie in observational evaluation combined with anecdotal (participation records), skills checklist and self-evaluation. Physical activity and skill development is a fundamental element of physical education. Ability aside, it is very important to develop and promote positive attitude and effort during the primary years. A key component of all assessment/evaluation methods is observation before, during and after an activity. By observing the child we are able to assist with skill development, ensure classroom management and adjust our lesson to fulfill the needs of the students.

The children’s skill/game specific knowledge will not be formally assessed at this developmental level however their journals and self-evaluation are tools that will be indicative of progress in this area.

Participation Records

Participation records are anecdotal and subjective with comments noted after lessons that detail an student’s action, effort and attitude. Compilations of anecdotal records combined with a checklist evaluation provide a comprehensive evaluation of a student’s progress.

Class ________ ANNECDOTAL RECORD SHEET Date____________

Johnny: very enthusiastic bouncing of ball

Paula: Offered assistance to May and Judy

Robert: not listening to instructions. Talking to Mary.

Student Self-Evaluation/Journal Writing

Self-evaluation is an important cross-curricular skill that is easily used in physical education. Students are provided with a sheet with two questions they are to answer. Questions might include: How do you feel about today’s activities? What activity would you like to do again and why? What was I trying to do? I was able to …. I would like help with …..Students might be asked to write about the day’s physical education lesson in their journal.

Checklist Assessment:

Checklist evaluations serve two purposes. Firstly, they provide the necessary documentation of abilities/skills necessary for reporting to parents. Secondly, and most importantly, evaluation checklists are a valuable teaching tool that both provide a baseline and indicative of which child needs simplification or extension of the skill sequence being taught. Checklist evaluations will be used at the beginning and end of each unit to document each student’s progress.

Evaluation Checklist for Locomotor Skills

Class _________________ Grade _________________ Date ________________

Running

Jumping

Hopping

Skipping

Scoring: 0 = no conformance 1 = partial conformance 2 = consistent and complete conformance

Arm Action

Leg Action

Composite

Arm Action

Leg Action

Composite

Arm Action

Leg Action

Composite

Arm Action

Leg Action

Composite

Student’s Name

SECTION III

(f) - BLOCK PLAN for Games

Topic: Soccer

Scope: To develop student ability to participate and cooperate in skills which develop their abilities in soccer

1. Introductory Activity: Hoops place around gym on floor. Run around space, stop with one foot in hoop. Only one child per hoop. Motor Skills/Theme: 2. Run with hoop, stop & jump with hoop 3. Run, Roll Hoop like tire 4. Spin hoop, see how many times you can run round it Culminating Activity: In pairs students work on hoop activities and perform routine	1. Introductory Activity: Ship Game - Children run to port, starboard, bow, stern Motor Skills/Theme: a) Practice action sequence, walk, trot, sprint b) One drumbeat walk, two drumbeats sprint c) Reciprocal teaching Culminating Activity: whistle - freeze and whistle perform exercise
5. Introductory Activity: In partners run around gym, staying with partner, freeze at whistle. Do not allow others to come between partners. Motor Skills/Theme: 6. Kick ball against wall using inside of right foot. b) Kick ball against wall using inside of left foot. c) Kick against wall alternating feet. Culminating Activity: Kick ball against wall in partners.	2. Introductory Activity: Bean bags on around gym, students hop on one foot, pick up beanbag and return home. Motor Skills/Theme: 3. Kick ball against wall with left foot, stop ball (trap). b) Kick ball against wall with left foot and trap. b) Kick ball against wall with alternating feet and trap. Culminating Activity: kick ball against wall and trap with partner.

1. Introductory Activity: choose any type/size of ball and kick against wall. Motor Skills/Theme: 2. Kick ball against wall between two beanbags (wide goal). 3. Kick ball against wall between beanbags (narrow goal). c) Kick ball against wall between goal from a distance Culminating Activity: score goal against goalie

1. Introductory Activity: jump land on right foot, jump land on left foot Motor Skills/Theme: 2. Travel with ball kicking gently with inside of right foot. 3. Travel with ball kicking gently with inside of left foot. c) Travel with ball kicking gently alternating feet. Culminating Activity: Travel with ball Kick and trap ball in partners

4. Introductory Activity: begin in middle of gym. Partner run to opposite walls and run back to middle and meet. Motor Skills/Theme: a) In groups of three passing and trapping with ball (right foot). b) In groups of three passing and trapping with ball (left foot). c) In groups of three passing and trapping with ball (alternating feet). Culminating Activity: groups run passing ball.

4. Introductory Activity: get into groups of six, standing in a row arm length apart. Person at top of line runs weaving in and out of line stops at end next person at top begins. Motor Skills/Theme: 1. In a circle formation, groups of six pass and trap. 2. In circle formation groups of twelve. c) Groups pass to specific person calling name first. Culminating Activity: in their groups of twelve try to get ball in other sides goal, passing ball (no goalie).

(f) - BLOCK PLAN for Games

Topic: Handball

Scope: To develop student ability to participate and cooperate in skills which develop their abilities in handball.

1. Introductory Activity: Play Simon Says (no elimination). Motor Skills/Theme: a) Toss bean bag high, medium, low & catch. b) Toss ball in air, various heights and catch. c) Toss ball in air bounce and catch. Culminating Activity: toss ball against wall and catch.

1. Introductory Activity: Experimenting with bouncing various sizes and types of ball against wall. Motor Skills/Theme: a) Toss ball against wall high. b) Toss ball against wall medium. c) Toss ball against wall close to wall. Culminating Activity: toss ball against wall with partner

2. Introductory Activity: Experimenting with bouncing various sizes and types of ball against wall, in partners. Motor Skills/Theme: a) Bounce ball on floor catch. b) Bounce ball against wall and catch. c) Bounce ball to partner catch. Culminating Activity: bounce over line to partner

2. Introductory Activity: With hoop and ball of choice practice bouncing ball in hoop and out of hoop Motor Skills/Theme: 3. Bounce ball into hoop partner catches returns ball providing feedback (switch roles). 4. Bounce back and forth without stopping. 5. Bounce ball back and forth with partners walking around hoop. Culminating Activity: bounce ball back and forth between partners making partner move (one bounce)

1. Introductory Activity: find a space (home) run about gym, return home when instructed. Motor Skills/Theme: a) Practice striking ball against wall. b) Throw ball up, let bounce strike against wall. c) Bounce on floor and strike. Culminating Activity: repeat activity C until able to repeat 3X with one bounce	1. Introductory Activity: find a space, run stop, start. Motor Skills/Theme: 2. Bounce ball to partner they bounce back. b) Bounce ball on floor and strike ball to partner who returns it. (Switch). c) Partners bounce and strike back and forth without stopping. Culminating Activity: how many times in a row with only one bounce
2. Introductory Activity: find a spot, run to it, run home. Motor Skills/Theme: 3. Practice striking ball against wall with racquet. 4. Throw ball up, let bounce strike against wall with racquet. c) Bounce ball on floor and strike against wall with racquet. Culminating Activity: Repeat activity C until able to repeat 3X with one bounce.	3. Introductory Activity: run about the gym switching pathways pushing off alternating feet. Motor Skills/Theme: 1. Practice striking ball against wall with racquet in partners. 2. Throw ball up, let bounce strike against wall with racquet in partners. c) Bounce ball on floor and strike against wall with racquet in partners. Culminating Activity: play handball with partner.

(f) - BLOCK PLAN for Games

Topic: Basketball

Scope: To develop student ability to participate and cooperate in skills which develop their abilities in basketball.

1. Introductory Activity: Class runs around gym and on signal returns to designated home. Motor Skills/Theme: a) Dribble on spot. b) Dribble and walk. c) Dribble and run. Culminating Activity: in partners dribble run, stop and throw to partner.	1. Introductory Activity: Divide class in half with 2 designated homes. Class runs about gym at “home” return to their home avoiding others Motor Skills/Theme: a) Chest pass against wall. b) Chest pass with partner. c) Chest pass while moving with partner. Culminating Activity: in partners passing and dribbling
2. Introductory Activity: Run for four beats switch direction; repeat. Motor Skills/Theme: a) Chest pass against wall. b) Chest passes against wall in partners. c) Chest passes with partners. Culminating Activity: Groups of four rotate chest passes.	2. Introductory Activity: Guarding your pinny in partners. Motor Skills/Theme: 3. Dribbling &guarding a given space. 4. Dribbling &guarding in pairs in undefined space. 5. Dribbling and guarding in fours. Culminating Activity: groups of four dribbling and chest passes trying to get into the other pairs zone

1. Introductory Activity: Run around gym when signal sounds run to a beanbag placed about gym stopping in guarding position. Motor Skills/Theme: a) With partner overhand passing. b) Run and over hand pass. c) Run, dribble and overhand pass. Culminating Activity: Piggy in the middle.

1. Introductory Activity: Dribble ball about gym avoiding others, stop on signal bounce ball on spot, when signal goes again repeat. Motor Skills/Theme: 2. In groups of four practice passing ball. 3. In groups of ball practice running/rotating to different corners passing ball. 4. In groups of four run randomly passing ball. Culminating Activity: Pass and run to empty corner game.

a. Introductory Activity: Three children dribble ball inside circle on signal children in middle passes ball to a child in circle who takes their spot in center. No repetitions of children in middle. Motor Skills/Theme: 2. Run, stop receive ball, partner runs, stops receives. 3. Repeat as in activity A with four players. c) Same as activity B but 2 vs. 2 with guarding. Culminating Activity: Passing basketball game (no dribbling or running with ball).

a. Introductory Activity: Get ball, lined up against wall, dribble ball running to other wall, leave ball, run back to beginning wall, retrieving ball, dribble back. Motor Skills/Theme: a) Practice dribbling, reciprocal teaching in pairs. b) Practice passes, reciprocal teaching in fours. c) Practice guarding, reciprocal teaching in fours. Culminating Activity: Play modified basketball (hoop garbage can goal).

(f) - BLOCK PLAN for Games

Topic: Softball

Scope: To develop student ability to participate and cooperate in skills which develop their abilities in softball.

1. Introductory Activity: running backwards around the gym and then forwards back to home. Motor Skills/Theme: 2. Underhand throws in air. 3. Underhand throws in partners. c) Underhand throwing in partners increasing distance. Culminating Activity: Zigzag Throwing in groups of 4 - 6	1. Introductory Activity: Ship game with directions. Motor Skills/Theme: 2. Overhand throwing against a wall. 3. Overhand throwing in partners. 4. Overhand throwing in partners increasing distance. Culminating Activity: In groups of four, in a line first person overhand throws ball against wall, moves to end of line, second in line repeats. Ball must not drop.
4. Introductory Activity: Class runs to bases stop, wait for signal run, stop, etc until home is reached. Motor Skills/Theme: 5. Throw ball up and catch underhand with two hands. 6. Throw ball up and catch underhand with one hand. c) In pairs practice catching underhand. Culminating Activity: Softball throw Relay.	5. Introductory Activity: Beanbags in four corners. Students form circle in centre. Run get a beanbag and return to circle. Motor Skills/Theme: 6. Throw ball up and catch overhand with two hands. 7. Throw ball up and catch overhand with one hand. 8. In pairs practice catching overhand. Culminating Activity: Straight line Piggy in the middle with bean bags

1. Introductory Activity: In groups of 4, Square formation - overhand toss of beanbag, receiver runs to base, tosses to next child, repeat. Motor Skills/Theme: 2. Rolling ball along ground to wall and catch it. 3. Roll ball to partner, and catch it. 4. Increase distance between partners. Culminating Activity: Line throwing. In groups of six children throw grounders and must run to beanbag before next person catches.

1. Introductory Activity: Stand in one spot hit beanbag up in air and catch. See how high you can hit it. Motor Skills/Theme: a) Practice hitting ball against wall. b) Bounce ball and hit against wall. c) In partners throw and hit ball. Culminating Activity: In groups of four pitcher hits the others catch.

5. Introductory Activity: In groups of 4 Square formation - overhand toss of bean bag, receiver runs to base, tosses to next child, repeat. Motor Skills/Theme: a) Bat a beanbag reciprocal teaching. b) Pitched ball reciprocal teaching. c) Hitting hard/Hitting softly. Culminating Activity: Faking them out game.

2. Introductory Activity: Hop, skip and jump around the bases. Motor Skills/Theme: a) Practice throwing, reciprocal teaching b) Practice catching, reciprocal teaching c) Practice hitting, reciprocal teaching Culminating Activity: Mock Softball (no equipment except ball).

(f) BLOCK PLAN for Dance

Topic: Creative/Folk Dance

Scope: To develop student ability to express meaning in dance to a fish and wildlife theme incorporating culture and using music (beat/rhythm) to perform at the completion of the unit. Developing the students’ ability to show contrasts in action words without prior experience.

1. Introductory Activity: Move to beat with music (individually) Motor Skills/Theme: 1. Either leap/fall, or pause/release, or lift/lower (children choose one and explore contrasting movements. 2. Slither, creep, wobble (exploration of repetitive movements). 3. Explore a variety of action words (contrast and repetition together). Culminating Activity: Work on specific animal to music of western wildlife theme.	2. Introductory Activity: In pairs, move to music exploring one of the three animals. Motor Skills/Theme: 1. Practice action sequence of one specific animal. 2. Reciprocal teaching. 3. Pairs coordinate actions of one animal. Culminating Activity: Pairs polish and perform their animal actions for entire class to music.
3. Introductory Activity: In groups move to music exploring chosen animal Motor Skills/Theme: 1. Group members take turns making beat while others practice animal actions. 2. Group coordination of actions. c) Group practice of animals’ actions to music. Culminating Activity: Group performance of their specific animal for class to music of western wildlife theme.	4. Introductory Activity: Entire class moves to beat together portraying their individual animal actions. Motor Skills/Theme: a) Circle formation, practice individual animal actions to beat. b) Circle formation, practice individual animal actions to music. c) Half of class, performs circle formation of individual animal action for other half of class to music, switch. Culminating Activity: Entire class performs circle dance to music of western wildlife theme.
5. Introductory Activity: Jump on every fourth beat. Motor Skills/Theme: a) Step right stamp stamp; step left stamp stamp - slow. b) Step forward stamp stamp; step backwards stamp stamp - fast c) Step right stamp stamp; step left stamp stamp; step forward stamp stamp; step backward stamp stamp - fast and slow Culminating Activity: Perform sequence of steps practicing to music - I’s the B’y.	6. Introductory Activity: In pairs travel around the gym space, avoiding others, step, step, step, stamp in a straight line when possible. Motor Skills/Theme: a) Step right stamp stamp; step left stamp stamp; step forward stamp stamp; step backward stamp stamp - varying speeds. b) Skip, skip, skip left, skip, skip, skip right in circle. c) Skip, skip, skip left, skip, skip, skip right with partner. Culminating Activity: Pairs form squares with partners facing. Step right Stamp, Stamp; Step left stamp, stamp, Step forward Stamp Stamp; Step backward, Stamp Stamp; form circle skip to right 1,2,3,4; skip to left 1,2,3,4 to music.
7. Introductory Activity: Walk forward 1,2,3, and clap on count 4 (repeat walking backwards). Motor Skills/Theme: 1. Skip skip skip right; skip skip, skip, left with partner. 2. In partners, step right Stamp, Stamp; step left Stamp, Stamp; step forward, Stamp, Stamp; step backward, Stamp, Stamp; 1's circle to right skipping 6x around partner, stop; 2's circle to left skipping 6x around 1's. 3. In squares with partners facing each other, step right, stamp stamp; step left, stamp stamp; step forward, stamp stamp; step backward, stamp stamp; form circle skip to right 1, 2, 3, 4,5, 6 and skip left 1,2,3,4,5,6. Culminating Activity: Perform dance steps practiced to music.	8. Introductory Activity: Walk forward 1,2,3,4 and clap on counts 2 & 4 (repeat walking backwards). Motor Skills/Theme: 1. Step right, stamp stamp; step left, stamp stamp; step forward, stamp stamp; step backward, stamp stamp. 2. step forward 4x, step backward 2x stamp stamp. 3. Link arms with partner, skip 6x to right, skip 6x to left, step step backward stamp stamp. Culminating Activity: Perform the complete dance to Music.

(f) - BLOCK PLAN for Gymnastics

Topic: Educational Gymnastics

Scope: To develop students ability and awareness of the safety and the diverse skills of gymnastics.

1. Introductory Activity: Run about space, freeze stretch reaching to sky. Motor Skills/Theme: 2. How many ways can one travel on different body parts. 3. Vary directions sideways, forwards, and backwards. 4. Travel about hoops changing body parts touching floor. Culminating Activity: Travel about gym, freeze, hold position	1. Introductory Activity: Skip about space, freeze, and make yourself as small as possible. Motor Skills/Theme: 2. Hold bench and kick feet off ground keeping them close to floor. 3. Perform activity A on floor. c) One foot in front of other foot for take off, land on opposite foot. 4. Culminating Activity: Practice ways of holding your weight on different parts of your body.
5. Introductory Activity: Lie on floor and roll sideways. Motor Skills/Theme: 6. Use log roll to move from one side of mat to the other. 7. Repeat using side roll. c) Combine two different rolls. Culminating Activity: combine your best roll with taking weight on hands and put a sequence together that emphasizes change in direction.	5. Introductory Activity: Curl into ball, stretch out and roll. Motor Skills/Theme: a) Forward safety roll b) Peer teaching and backward roll. c) Refinement of rolls Culminating Activity: Put a sequence of rolls together with a partner emphasizing changes in direction.

1. Introductory Activity: Run about gym space, curving pathways, freeze, up on toes. Motor Skills/Theme: 2. Explore balances on different number of body parts. 3. Explore balances on points and patches. 4. Vary body shapes, twist, curl and stretch while holding your balance. Culminating Activity: try one of your balances on a piece of equipment.	1. Introductory Activity: Move about gym space in time with beat, freeze, create a patch with two points. Motor Skills/Theme: 2. Combine a roll into a balance or a balance into a roll. 3. Refine make transitions smooth. 4. Combine a roll into a balance in pairs. Culminating Activity: hold a balance position, do a roll, and slowly move into another balance with another body shape.
5. Introductory Activity: Move quickly about gym space in time with beat; freeze in a low long patch showing one point. Motor Skills/Theme: a) Triangle Positioning Legs on elbows b) Monkey Stand c) Extend slowly into headstand position Culminating Activity: Combine a Monkey Stand with roll	5. Introductory Activity: Hop, and skip about space freezing into a patch and point and then rolling out. Motor Skills/Theme: 1. Jump high, land softly. 2. Bend, using arms land softly on feet. 3. Combine traveling onto equipment with jump. Culminating Activity: On floor, combine, jump, landing and favorite roll.

(f) - BLOCK PLAN for Track and Field

Topic: Track and Field

Scope: To promote awareness and develop skills in track and field.

1. Introductory Activity: Get ready to run as fast as you can and . . . and run STOP. Repeat. Motor Skills/Theme: 2. Starting Line positioning. 3. Practice body positioning, reciprocal teaching. 4. Push taking short driving steps. Culminating Activity: Line up in groups of 6, each group runs to the marker, performs start, and next group goes.	1. Introductory Activity: Stretching warm up exercise concentrating on legs. Motor Skills/Theme: a) Practice running, lean/stretch against wall. b) Running on spot using arm action. c) Combining A & B. Culminating Activity: Run to an object of choice and return within set boundaries.
5. Introductory Activity: Run to a set destination and return shake out legs. Motor Skills/Theme: a) Practice sprints maintaining lean, pushing off toes. b) Swing opposite arms and legs. c) Land on balls or heels of feet. Culminating Activity: Practice sprints in pairs timing each other’s sprints.	4. Introductory Activity: Hot Potato Motor Skills/Theme: a) Baton passing techniques. b) Passing baton in pairs. c) Receiving, changing hands, pass off. Culminating Activity: Class timed relay pass off.

5. Introductory Activity: Stretching warm up Motor Skills/Theme: a) Practice starts. b) Practice sprints. c) Practice baton passing. Culminating Activity: Running co- operatively with group passing baton.	1. Introductory Activity: Stretching Warm-up. Motor Skills/Theme: a) Jump up and landing leaning forward. b) Jump with swinging arm movement. c) Combining A & B. Culminating Activity: Jump forward varying distances and height.
1. Introductory Activity: Stretching Activities. Motor Skills/Theme: a) Hop b) Skip c) Jump Culminating Activity: Hopping, Skipping & Jumping in a given direction varying distances.	2. Introductory Activity: Stretching & running Motor Skills/Theme: a) Hop, Skip and Jump b) Sprint and Start c) Combine A & B Culminating Activity: Children practice their long jump in pairs.

(f) Lesson Plans:

GAMES - SOCCER: LESSON PLAN #8

Topic: Passing and Trapping

Equipment: Several Soccer balls

Concept: Students learn to pass and trap balls in groups of varying sizes, as a lead up to and preparation for the game of soccer.

Learning outcomes: (P.E. K to 7, IRP. p.36)

It is expected that students will:

1. Demonstrate ways to send and receive an object using a variety of body parts and implements.

2. Demonstrate ways to retain possession of an object.

3. Demonstrate body and space awareness when performing simple games-skills activities.

Introductory Activity:

Students get into groups of six and stand in a row at arms length.

The person at the head of the line runs, weaving in and out of the line.

They stop at the end of the line and the next person at the head of the line repeats the same sequence.

Lesson introduction: (10 min.)

I will start the lesson by explaining the lesson concept and then divide the class into groups of six for the introductory activity. After students are given ample opportunity to warm up and explore the line weaving, I will call them back into the centre of the gym to explain the Task progression for today’s class.

Task 1: (5 min.)

I tell the students that they will be forming a circle to practice trapping and passing. They are to start by placing themselves closer together and when they feel that the activity is being successful then they can distance themselves from the other members of their group. I divide them into four groups of six and make sure that each group has a ball. They then perform the task.

Task 2: (5 min.)

I call the students back to the centre of the gym and praise their effort by giving positive feedback. We also take a moment to discuss the outcome of the groups’ performance for the first task. I then give the instructions for the second task, explaining that they are to continue with the same procedure as the first task but this time they will be divided into two groups of twelve. I collect two of the balls from the previous task and ask two groups of six to join another group of six. The gym is divided in half and the children form two circles. They then perform the task.

Task 3: (10 min.)

I tell the students to stop playing but to remain in their positions/groups for Task #3. I use a loud clear gym voice to explain that now they will be passing and trapping the ball to a specific person whose name they must call out before they pass the ball. I explain that the object of the activity is to concentrate on aiming the ball at a specific person/location. The students are given an extra amount of time on this task in order to improve their aiming skills.

Culminating activity:

I ask the children to stop and return to the centre of the gym so that I can instruct them on the final activity. I collect the two remaining balls so that students will pay attention while I give the instructions. I explain that I will be dividing them into groups of twelve. Each group will start by positioning themselves on one side (half) of the gym. Each group will be responsible for trapping and passing the ball to their group members with the object of getting the ball into the other group’s goal. I explain that there will be no goalies and that the groups must cooperate to get the ball into the other group’s goal and prevent the ball from going into their own goal. I divide the class into two groups and show them the boundaries and the goals. The children position themselves and I throw out the ball for them. (Into the middle) The children play the games activity.

GAMES - HANDBALL: LESSON PLAN # 1

Topic: Tossing and Catching

Equipment: Beanbags and balls

Concept: Students learn to throw and catch an object.

Learning outcomes: (P.E. K to 7, IRP. p.36)

It is expected that students will:

1. Demonstrate ways body and space awareness when performing simple skill tasks.

2. Demonstrate their ability to release and acquire and object

3. Demonstrate hand eye coordination while engaging in gross motor skill activities.

Introductory Activity: (10 minutes)

Students find a space on the floor facing the teacher. Students are instructed to do as Simon says (teacher) only when she says “Simon Says: Touch your knees”. ‘No elimination’ game.

Lesson introduction: (2 min.)

I will begin the lesson by explaining that we are going to work on our throwing and catching skills. Any questions.

Task 1: (5 min.)

I ask the class to go an get a beanbag from one of the corners in the qym and find a space in the gym. I tell the students that they are to try throwing the beanbag high (2 – 3 m) up in the air and catching it. Next I will have them throw and catch (medium) height. We will then discuss what was their body positioning different between the two tosses. Next they are to throw the beanbag up in the air but catch it lower to the ground. Students are instructed to bend their knees, one foot in front of the other, toss in air and catch.

Task 2: (5 min.)

I call the students back to the centre of the gym and praise their effort by giving positive feedback. We also take a moment to discuss the outcome of the groups’ performance for the first task. I then give the instructions for the second task, explaining that they are to continue with the same procedure as the first task but this time they will be tossing and catching a ball. The students are told to return their beanbag to where they got it and get a ball and find a space on the floor. The gym is divided in half and the children form two circles. They then perform the task remembering to bend their knees, one foot in front of the other to catch the ball.

Task 3: (10 min.)

I will call the students in and congratulate them on their hard work. I will choose one child to demonstrate how he/she was doing. I will tell the students that this time they will still be using the ball but they are now to let the ball bounce on the floor before they catch it. They are to remember body positions, watch out for other students. The students are then able to go perform the task. I will monitor progress, provide feedback and suggest simplifications/extensions where needed. Students will be called back to centre when they have practiced the task. We will discuss any difficulties and solutions. i.e run away balls, difference between the amount of effort in throwing the ball up in the air.

Culminating activity:

The students have the opportunity to change their ball if they wish. I will tell the class that they have started by practicing throwing up and catching with a beanbag and ball with differing body positions. Now they will toss ball against the wall and catch it remembering their body positioning. Knees bent, leaning forward slightly and hands in front just below chest height.

GAMES - BASKETBALL: LESSON PLAN #4

Topic: Passing and Catching

Equipment: Small rubber balls (6” diameter), cones

Concept: Students learn to pass and catch balls while stationary and moving in preparation for a modified game of basketball.

Learning outcomes: (P.E. K to 7, IRP. p.36)

It is expected that students will:

1. Demonstrate ways to send and receive an object using a variety of body parts and implements.

2. Demonstrate ways to retain possession of an object.

3. Demonstrate body and space awareness when performing simple games-skills activities.

Introductory Activity:

The lesson will begin with a guard your pinny game in pairs. I will divide the class into pairs instructing 1’s to find a space on the gym and 2’s to get a pinny. One partner will place a pinny in his/her waistband and the other partner will attempt to retrieve the pinny. The defender of the pinny must attempt to keep possession of the pinny by using the guarding position. Partners switch roles.

Lesson introduction: (2 min.)

I will start the lesson by explaining the lesson concept and that we are going to continue with our basketball skill development. After the warm up/introductory exercise the students will be recalled to centre of gym where they will receive instructions on the lesson.

Task 1: (5 min.)

I tell the students that they will continue working in the same pairs doing an activity similar to guard your pinny. This time 1 partner will be dribbling the ball in a given space and the other partner will attempt to get the ball away. The person with the ball must protect the ball using guarding positioning. After one partner has had a turn at guarding/dribbling they switch roles. 2’s are asked to return the pinny and get a ball, 1’s find a space in the gym.

Task 2: (10 min.)

I call the students back to the centre of the gym and praise their effort by giving positive feedback. We also take a moment to discuss the outcome of the pairs’. I will explain that the next activity is very similar to the first but this time they do not have to stay in a particular designated space. They are then instructed to find a space on the floor and begin. Switch roles after ball is taken away or when I say to if you have not already.

Task 3: (15 min.)

I tell the students to stop playing but to remain in their positions/groups for Task #3. I use a loud clear gym voice to explain that now they will be doing the same activity but in fours. One person will have the ball, his/her partner will assist with guarding while the other pairs attempt to take the ball away over an undefined space. I ask the children to stop and return to the centre of the gym. I ask that they remember their groups, and sit on the floor facing me. We will discuss briefly what they discovered about playing in fours.

Culminating activity:

I will assign each foursome a lane (to be depicted by cones) and explain that this time each partnership continues to guard the ball but this time they are to travel to the opposing teams side (try to) by dribbling and passing the ball. Teamwork is emphasized.

GAMES - SOFTBALL: LESSON PLAN #6

Topic: Hitting

Equipment: Bean bags, balls of various sizes

Concept: Students learn to hit balls from and to various sources as a lead up to and preparation for Softball.

Learning Outcomes:

It is expected that students will:

1. Demonstrate ways to send and receive (throw and hit) an object using a variety of body parts and implements. (P.E. K to 7, IRP. p.36)

2. Demonstrate body and space awareness when performing simple games-skills activities. (P.E. K to 7, IRP. p.36)

3. Demonstrate ways to throw (hit) an object at a target with increasing accuracy. (P.E. K to 7, IRP. p. 40)

Introductory Activity:

Students will get a beanbag and find a space in the gym. Standing in one spot, they will hold their beanbag in one hand, hit it up in the air with the other, and catch. With practice, they are to see how high they can hit the beanbag and still maintain control. (The beanbag must go straight up in the air.)

Lesson Introduction: (5 min.)

I will start the lesson by explaining the lesson concept and then give each child a beanbag. They will then go off and find a space in the gym to practice hitting their bean bag up in the air. They are to try to hit the beanbag as high as they can and still keep control of it. After 5 min. or so, I call the children back to explain the first task.

Task 1: (10 min.)

I will explain to the students that they are to get a ball to practice hitting it against the wall. They should stand with their feet at right angles to the wall and try to follow through with their hand when they go to hit the ball. They should try to get the momentum for the force to hit the ball by moving from the waist. I then give the students a demonstration, re-explaining each of the refinements a step at a time. I then demonstrate again completing the entire action. I tell the students to get a ball and find a space on the wall. The students then go about performing the task.

Task 2: (5 min.)

I tell the students to stop, .....And stop! I ask one student to demonstrate explaining the steps again and asking the children to notice particular skills that the student is performing. I thank the student and then explain that they are now going to hit the ball as they did before except this time they are going to let the ball bounce once and then hit it against the wall. I give a brief demonstration. The children are then given the opportunity to practice. After 5 min. I tell them to stop and I call them in to explain the next task.

Task 3: (10 min.)

I explain to the class that I will be dividing them into partners. I instruct one of the pair to throw the ball for the other who will then hit the ball. I explain that after each partner has had 5 turns to hit they switch to let the other partner practice their hitting. I divide the class into partners and ask one child from each pair to return their ball. Then I send the children off onto the gym floor to practice. The children then perform the task.

Culminating Activity: (10 min.)

I call the students in and ask them to put away the balls. I then explain that the final activity will be done in groups of four. One student will hit, the other will throw for the hitter (I explain pitcher) and the other two students will try to catch the ball. I explain that if any of the catchers get the ball without it touching the ground they get a point for their group. The object is to get as many points as they can. Each hitter gets three hits. The children should each get a turn at hitting, pitching and catching. I then put them in groups of four and give them each group a set of task cards that have simple explanations and their rotation numbers. I explain to the children that they are to rotate in order of their number. The children then play the games activity.

DANCE - CREATIVE/FOLK DANCE: LESSON PLAN #5

Topic: Folk Dance

Equipment: music, tamborine, clavaes

Imagery Idea:

You are from a small fishing village on the east coast of Canada in the province of Newfoundland. Your only source of income comes from catching Cod. After a long hard fishing season all the trawlers have returned home, unloaded their catch. All the villagers, young and old, have met in the centre of town to celebrate their good fortune. All the fishermen are home safe and sound having caught their largest catch ever. It is going to be a good winter.

Learning Outcomes: TSWBAT

1. Respond to a variety of stimuli to create movement sequences, alone and with others

2. Demonstrate basic dance steps and patterns using locomotor and non-locomotor skills, alone and with others

3. Perform simple movement sequences using elements of body and space awareness, qualities, and relationships, alone with others with and without objects.

Introductory Activity: Step, jump step, step jump to beat. ( 7 minutes)

Step, jump step, step jump to every fourth beat. The students are to find a space in the gym. They are to move about the gym stepping to the rhythm made by the claves and jump on every fourth beat. It is not necessary to step/move in a straight line but they must be aware of the others in the class. Call class in.

Lesson Introduction (3 minutes)

Explain to the students that the theme of this dance unit is fishermen returning home welcomed by family and friends who join in the celebration of the catch.

The teacher guides the students through the creative dance lesson step by step. She uses vivid imagery to stimulate response. Demonstration/modeling of movement provided if necessary.

Task 1 (5 minutes)

The students are instructed to line up on the black line in the center of the gym standing an arm’s length apart

Teacher will face the students explaining that they are villagers awaiting the arrival of their family members who have been out fishing. You can see them off in the distance from your position on the dock.. You are pacing the dock, anticipating their arrival but the boats are slow to arrive.

Students are instructed to keep the scene in mind. Tell them that they will be practicing a stepping and stamping sequences of steps and ask “How would one stamp and step to show that the boats are slow to arrive?” Answer: slow and softly. Have the students follow you in the movements telling them that the starting position is hands on hips, back straight. Start with your right foot. Step to the right Stamp Stamp with right foot. Step to the left Stamp Stamp with left foot remembering to step slowly and stamp lightly. Students will practice the movement to oral directions 3x. Fourth and 5^th times will be to beat of the claves.

Task 2 (5 minutes)

The boats have docked and you see your family members getting of the boats. You are excited to see them and say HI! Each time a fisherman starts to get off the boat you move thinking it is a member of your family. “How would you demonstrate your feelings using the moves we have just practiced?” Answer: quick steps and heavy stamps. “That’s right and what about the fact that the person getting off the boat is not your family member? You would be moving forward and backward.

Great now lets try it. Remember stand arms length apart. Hands on hips, back straight and start with your right foot. This time you will move quickly forward and backward and stamping heavily on the stamp expressing your anticipation and disappointment. Right lets begin. Step forward with right foot stamp stamp step backward with left foot stamp stamp with left foot. Repeated 4x to oral directions. Practiced 2x to beat set by claves.

Task 3 (10 minutes)

Great work. Your family members have arrived with a boat full of fish. They need help unloading the catch. This time we are going to combine all the steps we have practiced to show how we go up the gangplank empty handed and leave the boat carrying fish. “How would we move when carrying fish – slowly and empty handed? – Quickly that is right. What sort of sound would our feet make going up the gangplank quickly? Loud or soft? Loud. Great now let us try it. Don’t worry if you don’t get it at first. We will practice this today and in the next few lessons.

Show me your starting position! Great! Okay let’s begin! Step right Stamp stamp; Step left Stamp stamp; Step forward Stamp Stamp; Step backward stamp stamp. Great. Good work class. Remember to keep your hands on your hips and backs straight. Practice sequence 4x. 4x more to beat of claves with oral directions this time alternating light and heavy stamps and quick/slow steps.

Culminating Activity: (10 minutes)

Introduce the Music. Play music for students in its entirety. Explain that they have learned the first part of the dance. I will beat the claves to guide them but that they will now do their steps to the music. Compliment the class on their effort and participation. Inform the class that we will be continuing with this dance next class and by the end of the fourth class they will be able to perform a dance to the Song I’s the B’Y that Build the Boat.

INTENT		TASK PROGRESSION & ACTION WORD	EXTENSIONS
Explore Initial actions Excited your fishermen are on their way home		“Class lined up on line facing teacher.” Step right Stamp Stamp; Step left stamp stamp - slow STAMP - STEP
NOTE		Rhythm set with slow taps with drum or claves. Repeat focusing on directions and rhythm. Introduce stop.
Greeting the fishermen. You are excited to see them and say HI!		“Continuing in line facing forward moving to rhythm of drum/claves” Step forward stamp stamp; step backward stamp stamp - fast - fast and slow Link each of the words smoothly and clearly STAMP - STEP	Space Arms length apart Effort Quick and heavy Body Hands on hips Stamp flat footed Relationship Avoid others Rhythm set by counting
NOTE		Repeat process to beat set by drum or claves alternating between slow and quick beat. When mastery demonstrated increase speed of beat.
INTENT	TASK PROGRESSION & ACTION WORD		EXTENSIONS
Unloading the boat Going up & down a gangplank empty handed & carrying fish	“Continuing in lines class will move to beat of drum/claves. Step right stamp stamp; step left stamp stamp; step forward stamp stamp; step backward stamp stamp Repeat 4 alternating light and heavy stamps		Body Hands on hips, back straight, facing direction indicated Space Straight lines & direction Effort Heavy & Light Relationship Drum/claves to keep beat/movement
NOTE	Practice moves/directions, body positions to rhythm/beat.
Culminating Activity	Have class listen to music and song I’s the B’y that Build’s the Boat. Practice steps performed to music

GYMNASTICS - EDUCATIONAL GYMNASTICS: LESSON PLAN #5

Topic: Balance

Equipment: Simple Low Apparatus, Exercise Mats, and a Clave

Concept: Children explore various movement possibilities that strengthen their balancing skills.

Learning Outcomes:

It is expected that children will:

1. Perform simple gymnastics movements using locomotor and non-locomotor skills, elements of body and space awareness, qualities and relationships, alone and with others, with and without objects. (P.E. K -7, IRP p.38)

2. Use a variety of gymnastics themes to create sequences using small equipment and apparatus, individually and with others. (P.E. K -7, IRP p.38)

3. Demonstrate the ability to listen to directions, follow rules and routines, and stay on task while participating in physical activity.(P.E. K -7, IRP p.42)

Introductory Activity:

Students are instructed to run around the gym space in a series of curving pathways to the sound of the clave until they hear one loud beat. They are then to freeze and hold their position for as long as they can, up on their toes. They are told to try not to move until they hear the sound of the clave beat again.

Lesson Introduction: (5 min.)

I explain to the class that this lesson we will be working on some of the basic movements for balance. I tell them that for today’s warm-up activity they will be running around the gym class in a series of curving pathways to the sound of the clave. When they hear a loud beat of the clave they are to freeze up on their toes and hold that position for as long as they can until they hear another loud beat of the clave and then they may move again, running around again on their curving pathways. I let them know that they will be repeating this activity several times. I ask the children to spread out in the class, find a space and remember to watch out for the spaces of the other children. The children then do the activity listening carefully to my cues. After they are finished, I call them into a circle to explain the first task.

Task 1: (10 min.)

I tell the class that now they will be exploring balances on a different number of body parts. I give them a demonstration of balancing on one foot and then the other foot and then on one knee. I ask them if they can think of any other balances that could be done. Several students then give suggestions and I thank them for their contribution. I then mention the concept of safety, which they should be careful not to strain themselves, fall over or bang into any other children. I let them know that they are to try three different balances. I instruct them to each get out a matt to practice on. The children go about the task while I monitor, help and give positive feedback. I call the students’ attention to one or more of their classmate’s balances as an example and describe the type of balance that each one is doing. I then call the students in to explain the next task.

Task 2: (10 min.)

I then explain to the children the concept of points and patches giving a demonstration of at least two positions of each. I then ask one or more children to give me a demonstration of a point or a patch position. I compliment them on their excellent positioning and then ask the children to go back to their mats and explore different positioning for points and patches. After a few minutes, I call out a position e.g. one point, one patch, a point and a patch, and I ask the children to hold that position. I draw students’ attention to the positioning of their classmates. I then ask the students to do a series of different points and patches positions before explaining task #3.

Task 3: (5 min)

I explain to the class that we will now be trying a number of body shapes, twists, curls and stretches while they hold their balance. They are to be as creative as they like but must not put stress on any part of their body. If they feel pain they are to stop at least until I have come to see their position. (Sometimes stretching is somewhat painful but not harmful.) The children go back to their mats and do the task while I monitor and point out some of their positions to the other class members.

Culminating Activity: (10 min.)

I call the children in and explain that for the last activity they will get an opportunity to work with their balances on various types of small apparatus. I show the children the area in the corner of the gym where I have set up a few ladders and ask the children if they can help move some of the benches away from the wall. I request that a child come and demonstrate a simple balance for the class and explain that they are to experiment but not do anything where they may fall off or strain themselves. I then let the children go off and experiment. I close the lesson by reminding them that I appreciate their effort and hard work and commend them for their cooperation.

TRACK & FIELD: LESSON PLAN # 4

Topic: Baton Manipulation/Passing

Equipment: Baton, Beanbag

Concept: Children will develop the fine and gross motor skills necessary to manipulate and object during physical movement.

Learning Outcomes:

It is expected that children will:

1. Demonstrate ways to retain possession of an object (P.E. K -7, IRP p.113)

2. Demonstrate safe behaviours when participating in physical activity. (P.E. K -7, IRP p.122)

3. Demonstrate the ability to listen to directions, follow rules and routines, and stay on task while participating in physical activity. (P.E. K -7, IRP p.42)

Introductory Activity:

Students are instructed to form a circle. We will be playing a Hot Potato game with a beanbag. They are to receive the beanbag in their right hand from the person next to them, pass it to their left hand and with their left hand pass it on to the person next to them. We will rotate around the circle to the right and once everyone has had a turn reverse direction.

Lesson Introduction: (5 min.)

I explain to the class that this lesson we will be working on some of the basic skill movements for passing a baton. I tell them that for today’s warm-up activity they will be playing a game called Hot Potato. When we have completed the game, I will call the children around me where we will discuss what a baton is used for. I will ask them if anyone knows what is a baton.

Task 1: (5 min.)

I will ask for a student volunteer to show the rest of the class how we will pass a baton from one person to the next. First, we have to learn how to hold the baton and stand waiting to receive. Johnny has volunteered. I ask Johnny to demonstrate his start position for a sprint. While in the start position Johnny is to put his right hand back with his thumb pointing down to his hip and his fingers pointing down and out creating a ‘V’ space between his thumb and fingers. I thank Johnny for helping me. I then ask each student to practice the positioning in start position.

Task 2: (10 min.)

I will then call the children back in and ask for two more volunteers. Sandra and Mary. Mary is the receiver and Sandra the passer. I ask Mary to get into the start position they have just practiced. I will then ask Sandra to stand behind Mary with the baton in her left hand. Sandra is to pass the baton to Mary being careful to pass it gently but firmly. I will then form the class into pairs and ask that one person get a baton and the other find a spot within the designated area. When I say go, they are to do their tasks and then practice the passing and receiving. Each member of the partnership is to take turns in both roles.

Task 3: (5 min)

I will then call the class back in and compliment them on their efforts. I explain to the class that we will now extend the last lesson. You now know the start position, and how to hold the baton passing it to the receiver. In this activity the children are to switch the baton to the other hand after the have received it. They are to grasp the baton when changing changes so that the back of your hand is facing upward and the baton forms and extension of your hand. In your same pairs go and practice receiving, changing hands and passing it off.

Culminating Activity: (10 min.)

The last activity entails putting all the skills they have just practiced together. The class is to line up in a row facing the back of the person in front of them (approximately 3 feet) apart. Each person is to pass the baton to the person in front of him or her. The receiver is then to pass the baton to his/her opposite hand and pass to the person I front of him/her. The baton will be passed up the line until it reaches the end. Accuracy is more important than speed but the relay will be timed.

(g) Resources:

Bibliography

DiGeorgio, Glenn. (1981) Kindergarten - Grade 1 Physical Education Teaching Manual Nanaimo: Nanaimo School District #68

Graham, George. et. al. (1980) Children Moving: A reflective approach to teaching physical Education Palo Alto: Mayfield Publishing Company

Kirchner, Glenn. (1974) Physical Education for Elementary School Children Dubuque: Wm. C. Brown Company Publishers.

Ministry of Education. (1995) Physical Education K - 7 Integrated Resource Package Victoria: Province of British Columbia.

Nanaimo School District #68. (1983) Action Naniamo: Physical Education Teaching Manual Grades 4/5 Nanaimo: Nanaimo School District.

Pangrazi, Robert P., and Dauer, Victor P. (1989) Dynamic Physical Education for Elementary School Children Don Mills: MacMillan Publishing Company.

Pangrazi, Robert P., and Dauer, Victor P. (1989) Lesson Plans for Dynamic Physical Education for Elementary School Children Don Mills: MacMillan Publishing Company.

Siedentop, Daryl. (1991) Developing Teaching Skills in Physical Education Mountain View: Mayfield Publishing Company.

Wall, J. and Murray, N. (1990) Children and Movement. Dubuque: Wm. C. Brown Publishers.

g) Extras: Resources We Create Ourselves

Task Cards

Skills Posters

Dance Music Tape