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Brown

Lesson Plan #1 – Intro, Classroom Map ReadingGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 2, 2015

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes:

A- Basic Skills B- Well-Being C- Communication, Fair Play, Leadership, Teamwork D- Safety, Effort

Specific Learning OutcomesA9-1, A9-2, A9-7, A9-13B9-2 C9-1, C9-3, C9-4, C9-5, C9-6D9-1, D9-2, D9-3, D9-4, D9-6, D9-7

LEARNING OBJECTIVES AssessmentsStudents will:

1. Learn new skills pertaining to the exciting sport of Orienteering

2. Demonstrate understandings of basic map reading3. Understand the importance of orienteering to being

active for life4. Continue to develop their skills throughout the unit

Demonstration Students will demonstrate proper map reading

techniques Observation

Observing the students to make sure they are on task, using proper technique, developing new skills

Discussion Asking relevant questions regarding the skills or

techniques used in the activity. Discussing ways to use the skills or how they benefit themselves

Feedback Continuously providing feedback to the students

as a way to let them know how they are doing and see if they are frustrated. Also lets the teacher know where the students’ knowledge is in the activity

Daily participation checklist Teacher will use the daily participation checklist

to assess the students attitude, attendance, effort, and participation throughout the day

Orienteering skills rubric Teacher will use this rubric throughout the unit

and provide anecdotal notes for each day of participation regarding their skills

SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and

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Browntripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.

ASSESSMENTSObservations: Constantly observe students through all activities and see if they understand the concepts taught or need assistance.

Discussion: Student’s responses to questions posed about the information discussed in class to assess understanding.

Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading and find the markers: Students have a hands-on experience reading maps and placing marks in which they find markers on the course. Students will demonstrate a level of proficiency using maps and reading maps. Teacher will be able to assess the students level of ability to follow simple instructions in a small space before moving to a bigger outdoor area.

MATERIALS AND EQUIPMENTPencil and paper for each studentBristol board of the map of the classroom14 square control markers (Spelling MATHEMETICIAN)Black and red pens

Resources Class PreparationAlberta Physical Education Program of Studies: Grade 9. Taken from https://education.alberta.ca/media/450871/phys2000.pdfSafety guidelines for Physical Activity in Alberta Schools. Taken from https://education.alberta.ca/media/1109586/sg_physicalactivity.pdf

Print off or create a map of the classroom Hide the markers around the room and plot

where they can be found on the map. Print off or create maps for the students Create markers to be hidden

PROCEDUREIntroduction (~16min.):Intro Begin by giving a brief Introduction to the course and who I am. (3 min)

Then, hand out the course outline to all students and go through the course outline step by step. Explain the units that will be taught and how the participation rubric is used for the semester. Ask if there are any questions or concerns from the students before we move to student expectations and rules. (3 minutes)Next, give a good explanation of the student expectations: (10 minutes)

All students should show up on time and prepared with appropriate dress for activities Valuables (cell phones, jewelry, money, etc.) should all be left in their lockers before coming class or left with the

teacher. We are not responsible for theft Students should be ready and willing to participate in all lessons, games and group work Students should commit to a teamwork attitude and treat everyone with nothing but respect, care and

compassion to all of their peers and the teacher Students should take high interest in their learning and actively participate in all class discussions and lessons Students will abide by all daily safety rules, these are:

Do not harm or injure others Listen to specific daily safety instructions Treat the gym with respect and do not purposely break any of the equipment which may lead to harm Report all material or equipment that may pose a risk to their well-being If you need to get a drink of water or go to the bathroom tell the teacher before doing so Properly take the time to warm up and cool down to prevent injury Discuss injuries with the teacher before class to avoid further injury

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https://education.alberta.ca/media/1109586/sg_physicalactivity.pdf

https://education.alberta.ca/media/450871/phys2000.pdf

Brown Do not put self or others in harm’s way, or in ways that could lead to your peer getting injured No fighting, rough play, hitting, kicking, punching or play fighting No yelling at other students in a disrespectful way or to the teacher

Then explain to the students that if rules are broken, there will be consequences: First offense: Warning (depending on severity) Second offense: Warning and time away from participating Third offense: Time away from participating and call home Fourth offense: Immediate classroom removal, call home and meeting with principal Fighting, harassment of other students or bullying moves straight to the third offense. Will not be tolerated at all.

Ask if there are any questions or concerns before we begin learning about orienteering.

After there are no questions, transition to body.Transition to Body

Attention Grabber Orienteering can be played anywhere in the world. It can be played in major cities, the country or even at home in your own backyard!

Time: 1 minute

Assessment of Prior Knowledge

How many have done a form of orienteering before this class? Time: less than 1 minute

Expectations of student learning and Behaviour

Every class we will abide by our code of conduct set at the beginning of the year. Every student will treat one another with respect. No one will call any one names in a derogatory manner, as we are all learning a skill that some may have never done or do often. Every student will try their absolute best and give all their effort for the activities. Any question can be asked at any time during the class, as no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be on the teacher in order for things to run smoothly and get as much time with the activities as possible. Lastly, Have fun!

Time: Todays lesson this will be skipped as covered in the intro

Advance Organizer/Agenda

What is orienteering How do we read a map Find the Markers in class

Transition to Body

On our journey to becoming professional orienteers, it begins here with dedication and hard work. I will need everyone to listen and participate as the lessons may get tricky and have a lot of material to be discussed. Ready? Let’s go!

Time: 1 minute

Body (13 min) TimeWarm up No warm up today due to lack of intensity in learning activity.

Learning Activity 1

OrienteeringDiscuss why orienteering is important to grade 9 PE

Give students another form of activity besides the common sports Map reading is a forgotten skill due to technology

How it benefits us physically Gives us another form of physical activity Constant running or hiking through forests Gets us moving outdoors while searching in the woods

Discuss the sport of orienteering Intense, fun sport that involves running, map reading and guiding yourself

to find control markers and checkpoints while being timed Very popular sport in the mountainous regions and in all of North America

– moved towards geocachingLessons will include:

Basic map reading Plotting markers on a map Trivia orienteering

3 minutes

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Brown Student challenges

Assessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeN/ADifferentiation

Provide visuals for the students to see the sport of orienteering Provide premade plotted maps for the students who may struggle

Learning Activity 2

Map Reading Discuss with the students that maps are used as a way to find out where you need to go and that maps can be used to show specific locations without the use of GPS.

ASK: Has anyone used a map to find a location of where they were heading and follow the map? Google Maps does not count.

Hand out classroom maps to each of the students to get them to go through the demonstration with the teacher. Demonstrate how to hold a map with North facing upwards or in this case, similar to the map on the board. Always keep the map orientated towards the north if heading north, to the east if heading east, etc.

The teacher will then provide an explanation of the classroom map and how to orient their maps of the classroom for the next activity.

5 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeN/ADifferentiation

Walk around the class to give each student a close visual of how to orient the map

Give students maps if they need a physical walk through with the mapsLearning Activity 3

Find the Markers Beforehand, the teacher has set up markers around the classroom hidden from the students.The teacher will ask for all students to crowd around the smart board. The students will need to plot in approximately the right position of all of the points seen on the teacher map onto their map exactly how it is shown. Remind them to keep their map oriented exactly like the teacher map.

Give students 2 minutes to copy the points from the map and encourage students to help one another.

Before you let the students go find the markers, explain to them that at each of the markers are letters in which they are to be made into a word at the end. There is no specific path a student must take to each of the markers, as long as they note each of the markers on the back of their sheet. The students will have a time limit of 4 minutes to find all of the markers. If students do not get all of the markers, they will have to try to unscramble the letters with what they have.

As the students go through the activity, the teacher will be walking around the classroom helping those who are having difficulties.

Once the time is up, bring in all of the students to begin to unscramble the words

7 minutes

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Brownand move to closure.


FormativeDiscussionFeedbackAAEP checklistSummativeAnecdotal comments on Orienteering skills rubric – day 1Differentiation

Get students who are having troubles to work with a partner Assist students who are having troubles by sending them towards the

markers Assist students to unscramble the words

Extra time activity (if time permits): Video on orienteering tournaments: https://www.youtube.com/watch?v=HxOPltMi24YClosure (4 min.): Cool down/Stretch

Ask students why they made their route choice. Introduce and explain glossary terms: route choice, handrails, check-off features, catching features, and attack points

Assessment of Learning:

What was the most difficult part of this lesson today? Where did we feel comfortable with our learning? On a scale of 1 to 5, with one being not comfortable, how did you feel participating today?

Feedback from students:

Did you enjoy this activity? Are you excited for more orienteering?

Feedback to Students:

Excellent job today taking in all this information and remaining focused throughout.

Transition to Next Lesson:

This is an introduction into the sport of orienteering. Next class we will be using the skills learned today and transferring them into a more challenging way.

Challenge the students to create a home orienteering map with as many details as possible. Have them indicate the control markers and their creative phrase.

Reflection

Glossary

Attack points: Large features near a destination, used to determine one's exact position for the purpose of navigation

Catching Features: Features easily recognized which indicate you have passed a destination

Check-off Features: Features easily recognized which can be 'checked-off' on the way to the destination

Handrails: Linear features such as roads, paths or streams which can be followedOrienting the Map: Placing your map so it matches the location of the features in the environmentRoute Choice: The route one chooses that will get one to the control markers quicklySquare Control Marker: A marker used to indicate destination

Lesson Plan #2 – OrienteeringGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min

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BrownDate: September 3, 2015


A – Basic Skills B - Well-Being C- Communication, Fair Play, Leadership, Teamwork D- Safety, Effort


LEARNING OBJECTIVES AssessmentsStudents will:1. Learn new skills pertaining to the exciting sport of Orienteering2. Demonstrate understandings of basic map reading3. Learn the ability to navigate maps easily and effectively4. Understand the importance of orienteering to being active for

life5. Continue to develop their skills throughout the unit












SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways.

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Brown• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading and find the markers: Students have a hands-on experience reading maps and placing marks in which they find markers on the course. Students will demonstrate a level of proficiency using maps and reading maps.

MATERIALS AND EQUIPMENTPencil and paper for each studentMaps for each studentSchool yard14 square control markers (numbered)Black and red pens

Resources Class PreparationAlberta Physical Education Program of Studies: Grade 9. Taken from https://education.alberta.ca/media/450871/phys2000.pdfSafety guidelines for Physical Activity in Alberta Schools. Taken from https://education.alberta.ca/media/1109586/sg_physicalactivity.pdfABCDs of movement. Edmonton public school. Print

Print off or create a map of the school yard Hide the markers around the yard and plot

where they can be found on the map. Print off or create maps for the students Create numbered markers to be hidden

PROCEDUREIntroduction (5 min.):Intro *Before beginning - Create a map of the school yard before hand, and leave room for a legend at the bottom of the map. On the map, use the same symbols for the same features that you are using in the environment.- Prepare control markers and hide them in their location in the school yard, and plot them on the teacher map. Place the markers in a controlled and easily viewed area.- Choose a starting point for all students and locate it o the teacher map

1. Review any of the students maps from the last class challenge if any brought some to class.2. Explain that this lesson will be similar to the previous lesson except that it will be in an outdoor environment3. Remind students that no information about the control markers are located should be shared amongst participants. This is an individual activity4. Give each student a pencil and a map and have them write down the numbers from 1 to 14 on the side of their map. Explain that for each number they find, they will write that number in the exact location in which it was found. They will need to write the number and the symbol found in each location on their map.

Transition to Body

Attention Grabber Today we will be challenging ourselves during this class competition. You are to run and search for all the control markers within a certain amount of time. A race? I think so!

Time: 1 minute


How many have participated in an orienteering race before? Time: less than 1 minute

Expectations of student learning

Every class we will abide by our code of conduct set at the beginning of the year. Every student will treat one another with respect. No one will call any one names in

Time:1 minute

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Brownand Behaviour a derogatory manner, as we are all learning a skill that some may have never done

or do often. Every student will try their absolute best and give all their effort for the activities. Any question can be asked at any time during the class, as no question is a bad question. Attention must be on the teacher in order for things to run smoothly and get as much time with the activities as possible. O pushing, shoving or interfering with any of the other students. Stay within the school yard limits and do not go wandering out of the school yard. Lastly, Have fun!

Transition to Body

On our journey to becoming professional orienteer's, the real challenge is to think and run as fast as you can. Today's lesson does just that.

Time: 1 minute

Body (13 min) TimeWarm up Dynamic stretch

- High knees- Butt kicks- Side lunges-Forward lunges- Skips- Hops

5 minutes

Learning Activity 1

Orienteering Designate a start and finish point on the teacher map. Place the map

on the ground and ask students how to orient the map for today's activity.

ASK: why is this so important? Once the map is oriented, get the students to draw a legend similar to

the teachers map so they are able to navigate the map easier. Explain the common start/finish symbol ASK: why it is important to the students (for example, in a race they

need start and finish lines) Tell the students that today's lesson is similar to last class, reminding

them that they can find the control markers in any order and can return to the teacher map at anytime.

REMIND THE STUDENTS: Run safely, watch out for other participants, watch out for anything that may harm or endanger their well-being

Tell the students that they will have 20 minutes to complete the course and must go to the finish point after locating and recording all of the control markers on their map.

The instructor should be constantly moving around the field and observing the students. The teacher should be actively involved in the student learning process as they compete in the race.

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to locate the markers on their own and do so with ease. Students will need to demonstrate an understanding of the basics of orienteering. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation

Get students to work in groups of two if one student is having a hard time with the task

Provide premade plotted maps for the students who may struggle Students who are unable to participate will design an orienteering map for

trivia orienteering. They will develop trivia questions relating to things

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Brownaround the school.

Learning Activity 2Assessments/DifferentiationLearning Activity 3Assessments/Differentiation

Extra time activity (if time permits): Orienteering "I Spy" The teacher will lead the game in which students will close their eyes, and the teacher will give students clues about a specific location within the teachers sights. The teacher will give a detailed description and explanation of what they spy to the students. The students will need to imagine the object or location in their heads and plan out the fastest route to get there. The teacher will then yell go, and the students will need to get to that area as fast as they can.Closure (5 min.): Cool down/ Stretch Student led head to toe stretch

Introduce new glossary termsAssessment of Learning: What was the most difficult part of this lesson today? Where did we feel

comfortable with our learning? On a scale of 1 to 5, with one being not comfortable, how did you feel participating today?

Feedback from students: Did you enjoy this activity? Are you excited for more orienteering?Feedback to Students: Excellent effort put forth into the lesson. I really liked everyone's effort to

win the competition.Transition to Next Lesson:

Tomorrow we will be playing an orienteering trivia game. So make sure you bring your thinking hats!

Student challenge: get students to create an orienteering map of their 'home yard'

Reflection

GlossaryCommon start/finish symbol: A symbol that indicates that the start and finish points are the same placeFinish point symbol: a symbol that indicates that the end of the course is different than the start point, and signifies where the finish point is locatedLegend: An explanation of what the symbols on the map representMap memory: Remembering features on the map so that you can proceed without constantly referring to the mapPlan of attack: The objective

Lesson Plan #3 – Trivia OrienteeringGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 4, 2015

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BrownOUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: A – Basic Skills B - Well-Being C -Communication, Fair Play, Leadership, Teamwork D - Safety, Effort



1. Learn new skills pertaining to the exciting sport of Orienteering2. Demonstrate understandings of basic map reading3. Understand the importance of orienteering to being active for life4. Continue to develop their skills throughout the unit












SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers.

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Brown• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading and trivia: students have a hands on learning experience navigating the map and answering questions. This activity challenges the students to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it.



Print off or create a map of the school yard Create trivia sheet Print off or create maps for the students

PROCEDUREIntroduction (5 min.):Intro *Before beginning - Create a map of the school yard beforehand. And record approximately 20 trivia items on a piece of paper, marking the location with a circle and a number.- Design questions for each trivia item- Prepare a map on letter-sized paper with the locations circled and numbered for each student

1. Review any of the students maps from the last class challenge if any brought some to class.2. Explain that this lesson will be similar to the previous lesson except that today will be trivia based and in a larger area.3. Tell the students that instead of using control markers, they will be searching for items related to the numbers on the map, in order to answer trivia questions.4. Give each student a pencil, a map and a trivia sheet.

Transition to Body

Attention Grabber Today we will be challenging ourselves during this class competition. You are to run and search for all the trivia questions within a certain amount of time.

Time: 1 minute


How many have played trivia games before? Time: less than 1 minute


Every class we will abide by our code of conduct set at the beginning of the year. Every student will treat one another with respect. No one will call any one names in a derogatory manner, as we are all learning a skill that some may have never done or do often. Every student will try their absolute best and give all their effort for the activities. Any question can be asked at any time during the class, as no question is a bad question. Attention must be on the teacher in order for things to run smoothly and get as much time with the activities as possible. No pushing, shoving or

Time:1 minute

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Browninterfering with any of the other students. Stay within the school yard limits and do not go wandering out of the school yard. Lastly, Have fun!

Transition to Body

Trivia can be done very easily sitting in a chair, but can it be done while feeling the pressure of a race?

Time: 1 minute



5 minutes

Learning Activity 1

Trivia Orienteering Remind students to keep their map oriented while they are moving

and emphasize that when they move, the map stays oriented. Explain that they are able to find the trivia questions in any order and

record their answers. They should work on their own unless specified by the teacher.

Explain to the students that they will have 20 minutes to complete the task and should be self aware of their surroundings and not go on any roads at any time.

Remind them that the game will end when all students have returned to the starting point after locating and recording all of their trivia items.

Fair play and leadership is encouraged, remind students to cheer on classmates if they finish the race or motivate others as they go through the course.

Begin the game!

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to think logically and critically about the trivia items. Students will need to demonstrate a better understanding of orienteering and show improvement in their orienteering skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation


Students who are unable to participate will design an orienteering map for next class. They will need to choose locations that can be easily viewed and accessed in a larger area than this lesson.


Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag

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Brownor some form of a flag. The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who successfully captures flag wins.Closure (5 min.): Cool down/ Stretch Student led head to toe stretch

Assessment of Learning: What was the most difficult part of this lesson today? What strategies did you use? What caused the most difficulties?



Tomorrow we will be playing random orienteering in which you really need to strategize your plan of attack. So make sure you bring your thinking hats!

Student challenge: Create a neighborhood orienteering course with trivia questions

Reflection

Lesson Plan #4 – Random OrienteeringGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 8, 2015


A – Basic Skills B - Well-Being C -Communication, Fair Play, Leadership, Teamwork D - Safety, Effort















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BrownSAFETY

Supervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading: students have a hands on learning experience navigating the map. This activity challenges the students to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it.



Print off or create a map of the school yard Create trivia sheet Print off or create maps for the students

PROCEDUREIntroduction (5 min.):

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BrownIntro *Before beginning - Create a map of the school yard beforehand. And record 14 different location on the map- Prepare a map on letter-sized paper with the locations circled and numbered for each student- Include letters on the cards as to which ones the students find on their map

1. Review any of the students maps from the last class challenge if any brought some to class.2. Explain that this lesson will be similar to the previous lesson except that today will be random based and in a larger area.3. Tell the students that they will be using control markers, they will be searching for letters to spell out a word.4. Give each student a pencil, a map.

Transition to Body

Attention Grabber Today we will be challenging ourselves during this class competition. You are to run and search for all the letters scattered around the field.

Time: 1 minute


How many have played word scramble games before? Time: less than 1 minute


Every class we will abide by our code of conduct set at the beginning of the year. Every student will treat one another with respect. No one will call any one names in a derogatory manner, as we are all learning a skill that some may have never done or do often. Every student will try their absolute best and give all their effort for the activities. Any question can be asked at any time during the class, as no question is a bad question. Attention must be on the teacher in order for things to run smoothly and get as much time with the activities as possible. No pushing, shoving or interfering with any of the other students. Stay within the school yard limits and do not go wandering out of the school yard. Lastly, Have fun!

Time:1 minute

Transition to Body

Running is an easy physical activity choice, but can it be done while feeling the pressure of a race?

Time: 1 minute



5 minutes

Learning Activity 1

Random Orienteering Teacher needs to set up course prior to class with letters on the paper Be sure to use the school yard only. The students should have to travel a ways before getting to their next letter. If the students complete the course in the proper order they should spell out a

14 letter word (Mathemetician). Pair students off and give each pair a map Tell students that at the end of the course they should be able to complete the

word. Even if they know what the word is they need to find the final letter. They should be working with their partner on the same thing (in other words

they must stay together) one partner shouldn’t be working on a different course.

Allow the students 20 minutes to complete the course. Call them in at the end if they are not finished on time. Begin the game!

20 minutes

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BrownAssessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to find the items on the map and unscramble the word within a specific time limit. Students will need to demonstrate a better understanding of orienteering and show improvement in their orienteering skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation




Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag or some form of a flag. The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who successfully captures flag wins.Closure (5 min.): Cool down/ Stretch Student led head to toe stretch




Tomorrow we will be playing Score orienteering in which you really need to strategize your plan of attack. So make sure you bring your thinking hats!


Reflection

Lesson Plan #5 – Symbols OrienteeringGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 9, 2015

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BrownOUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: A – Basic Skills B - Well-Being C -Communication, Fair Play, Leadership, Teamwork D - Safety, Effort















SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers.

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Brown• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading: students have a hands on learning experience navigating the map. This activity challenges the students to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it. Also, students will need to demonstrate effective communication with their partner and demonstrate teamwork.

MATERIALS AND EQUIPMENTPencil and paper for each studentMaps for each studentSchool yardSymbol List14 square control markers (Lettered with symbols)Black and red pens


Print off or create a map of the school yard Print off or create maps for the students Symbol list

PROCEDUREIntroduction (5 min.):Intro *Before beginning - Create a map of the school yard beforehand. And record one location on a map (first control marker), marking the location with a circle and a number.- Prepare a map on letter-sized paper with the location circled and numbered for each student

1. Review any of the students maps from the last class challenge if any brought some to class.2. Explain that this lesson will be similar to the previous lesson except that today will be incorporated with symbols.3. Tell the students that they will be using control markers, they will be searching for the symbols that are given to them on the control marker.4. Give each student a pencil, a map.

Transition to Body

Attention Grabber Today we will be challenging ourselves during this class competition. You are to run and search for all the control markers while using symbol recognition from our introduction.

Time: 1 minute


How many have seen these symbols before? Time: less than 1 minute


Every class we will abide by our code of conduct set at the beginning of the year. Every student will treat one another with respect. No one will call any one names in a derogatory manner, as we are all learning a skill that some may have never done or do often. Every student will try their absolute best and give all their effort for the activities. Any question can be asked at any time during the class, as no question is a bad question. Attention must be on the teacher in order for things to run smoothly

Time:1 minute

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Brownand get as much time with the activities as possible. No pushing, shoving or interfering with any of the other students. Stay within the school yard limits and do not go wandering out of the school yard. Lastly, Have fun!

Transition to Body

Lets begin Time: 1 minute



5 minutes

Learning Activity 1

Symbol Orienteering Remind students to keep their map oriented while they are moving

and emphasize that when they move, the map stays oriented. Explain that they need to use the symbols on the control markers to

see where they need to go next and record their answers. They should work in groups.

Explain to the students that they will have 20 minutes to complete the task and should be self aware of their surroundings and not go on any roads at any time.

Remind them that the game will end when all students have returned to the starting point after locating and recording all of the codes, letters ad symbols.

Fair play and leadership is encouraged, remind students to cheer on classmates if they finish the race or motivate others as they go through the course.

Begin the game!

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to navigate the map effectively and understand the basic use of control markers. Students will need to demonstrate a better understanding of orienteering and show improvement in their orienteering skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation

Get students to work in groups of three if one student is having a hard time with the task



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Brown





Tomorrow we will be playing score orienteering in which you really need to strategize your plan of attack. So make sure you bring your thinking hats!


Reflection

Lesson Plan #6 – Student Challenge OrienteeringGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 14, 2015

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

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BrownGeneral Learning Outcomes:
















SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.

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BrownPlaying Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. Map Reading and map development: students have a hands on learning experience navigating the map and developing their own questions. This activity challenges the students to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it.

MATERIALS AND EQUIPMENTPencil and paper for each studentMaps for each studentSchool yardBlack and red pens


Print off or create a map of the school yard Print off or create maps for the students

PROCEDUREIntroduction (5 min.):Intro *Before beginning - Create a map of the school yard beforehand.

1. Review any of the students maps from the last class challenge if any brought some to class.2. Explain that this lesson will be similar to the previous lesson except that today will be student challenges and they will need to navigate these courses.3. Tell the students that instead of using control markers, they will be searching for items that the student has chosen and described.4. Give each student a pencil, a map.

Transition to Body

Attention Grabber Today we will be challenging ourselves during this class competition. You are to run and search for all of your student challenges.

Time: 1 minute


Who likes to challenge their class mates? Time: less than 1 minute



Time:1 minute

Transition to Trivia can be done very easily sitting in a chair, but can it be done while feeling the Time: 1

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BrownBody pressure of a race? minute



5 minutes

Learning Activity 1

Student Challenge Remind students to keep their map oriented while they are moving

and emphasize that when they move, the map stays oriented. Explain to the students that today they will be creating their own map

and challenging another student in the class. They are to design a course and include symbols, locations, clues or

whatever they can think of in order for their partner to navigate and locate items on the map.

The limit has to be in the school zone Only have ten to create the map and ten to complete the course This is the final day and will be graded on your participation, map

reading skills and map creation skills. Begin the game!

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to think logically and critically about the challenges. Students will need to demonstrate a better understanding of orienteering and show improvement in their orienteering skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation





Assessment of Learning: What was the most difficult part of this lesson today? What strategies did you use?

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BrownWhat caused the most difficulties?



Tomorrow we will be doing something a little different, we will be introduced to ultimate Frisbee!

Reflection

Lesson Plan #8 –Ultimate FrisbeeGrade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 minDate: September 21, 2015




LEARNING OBJECTIVES Assessments

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BrownStudents will:

1. Learn new skills pertaining to the exciting sport of Ultimate Frisbee2. Demonstrate understandings of basic rules of the game3. Understand the importance of ultimate Frisbee to being active for life4. Continue to develop their skills throughout the unit










Ultimate Frisbee skills rubric Teacher will use this rubric throughout the unit


SAFETYSupervision • In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.

ASSESSMENTS

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BrownObservations: Constantly observe students through all activities and see if they understand the concepts taught or need assistance.


Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee. Students will be assessed mainly on their ability to pass and catch a Frisbee during game play.

MATERIALS AND EQUIPMENTFieldWhistle20 Frisbees


Print off rules of the game sheet Ensure there are enough Frisbees

PROCEDUREIntroduction (5 min.):Intro

Introduce the students to the sport of ultimate Frisbee and give an explanation of the popularity of the sport Explain the rules and how it remains a fast paced game based off the rules Provide students with an expectation of their skills in the unit and their participation level Explain why we are learning more about this game and how it pertains to their lives

Transition to Body

Attention Grabber Today we are learning about ultimate Frisbee. One of the many games that can be enjoyed for the rest of your life.

Time: 1 minute


How many have played ultimate Frisbee before? Time: less than 1 minute



Time:1 minute

Transition to Body

Ultimate Frisbee is a fast paced game that allows for many players to feel successful. Football isn’t for everyone, but ultimate Frisbee is!

Time: 1 minute



5 minutes

Learning Activity 1

Demonstration The teacher will lead the students in a demonstration of a good and

effective pass The teacher will explain that they need to bring the Frisbee backwards

20 minutes

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Brownand take a step, then rotate their body and their arm until the front while keeping the Frisbee level, then snapping the wrist at the end

Tell them to focus on those points, and that the teacher will come around and help those who need more assistance

Get students to try throwing with no Frisbee first, just to get a feel for the throwing motion

Lead the students in the throwing stages slowly, then make your way to becoming faster

Then, get a student to demonstrate the throw for everyone else to see Correct points if necessary Last, give each student a Frisbee and get them to throw it in front of

them to feel the motion while not throwing at othersAssessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to send an object with ease and a high level of confidence. Students will need to demonstrate a better understanding of an effective throw and show improvement in their skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation

Get students to practice more without the Frisbee Get students to only snap the Frisbee and not fully rotate to throw, just to

get a feel for the FrisbeeLearning Activity 2

Partner Passing Get students to pair up quickly Explain that they will form two lines and face their partner Spread out at least 2 arms lengths away from the person beside you and

about 15 yards away from your partner Explain that they are trying to hit a target with a good pass, and not trying

to throw down the field. KEEP IT IN CONTROL They will throw back and forth until directed by the teacher Get them to take steps backwards if it is too easy for them and see how far

they can go CHALLENGE: challenge the students to try to not drop the Frisbee and see

if they can successfully pass the Frisbee at least ten times, then twenty times


FormativeDiscussionFeedbackAAEP checklistSummativeDaily skills rubric – Throwing/CatchingDifferentiation

Get students to practice more without the Frisbee Get students to move closer if too difficult Get students to move back if too easy If there are too many students or an odd person out, get them to form a

triangle and pass to two othersLearning Activity 3

Zig Zag Race Class will be split up into two groups Both groups will form a zig zag line in their group and be across from their

teammates by about 15 feet.

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Brown Each group will need to designate one runner to run through the

opponents zig zag The runner will go over to the other group and wait for further instructions The objective of the game is for the runner to run around all the players

that form a zig zag and get to the end before the Frisbee Provide an explanation of the rules of the game: no hitting, tripping the

runner, only passes like we practiced, if you drop it the Frisbee resets at the start

Then, provide a quick visual demonstration of what needs to be done Let the students begin the game

After the game: Discuss that we did this drill today to demonstrate why the game is

designed this way (with no running) It is designed to be fast paced and eliminate the ball hogs from running all

over the field Passing is a major part of this game and obviously, the Frisbee is faster

than anyone that can runAssessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeDaily Skills Rubric: passing/catching/participationDifferentiation

Get students to move closer if too difficult to pass Get the runner to only tag the throwers if too hard to beat the

Frisbee

Extra time activity (if time permits): Target Practice: Give the students a designated starting point on the field and challenge them to hit a specific spot that the teacher chooses. Get them to do an exercise (push up) if they do not hit itClosure (5 min.): Cool down/ Stretch Student led head to toe stretch


Feedback from students: Did you enjoy this activity? Are you excited for more ultimate Frisbee?

Feedback to Students: Excellent effort put forth into the lesson. I really liked how everyone was dedicated to learning new skills.


Tomorrow we will be extending on what we learned today by getting more practice throwing and catching, and then make our way to passing to moving targets!

Reflection

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Brown

Lesson Plan #9 – FrolfGrade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 minDate: September 21, 2015





1. Learn new skills pertaining to the exciting sport of Ultimate Frisbee2. Demonstrate understandings of basic rules of the game



Observing the students to make sure they are

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Brown3. Understand the importance of ultimate Frisbee to being active for life4. Continue to develop their skills throughout the unit

on task, using proper technique, developing new skills












Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee.

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BrownStudents will be assessed mainly on their ability to pass and catch a Frisbee during game play.



Print off scorecards Ensure there are enough Frisbees


Explain the popularity of Frisbee Golf in Canada Explanation of the rules of the game Explain to stay within the school yard boundaries

Transition to Body

Attention Grabber Today we are playing a variation of the game of golf, but with a frisbee Time: 1 minute


How many have played Frolf before? Time: less than 1 minute



Time:1 minute

Transition to Body


Time: 1 minute



5 minutes

Learning Activity 1

Explanation The teacher will give an explanation of the rules of the game The teacher will walk through the course and explain each hole to the

students Group the students into teams of three

20 minutes


FormativeDiscussionFeedbackAAEP checklist

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BrownSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to send an object with ease and a high level of confidence. Students will need to demonstrate a better understanding of an effective throw and show improvement in their skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Differentiation



Frolf Group students quickly Get one group to go start at each of the holes Explain to them that they need to move away from their last hole

completed to avoid getting hit by others Keep head up at all times and watch for hazards on the ground (holes) Explain they have 15 minutes to complete all of the holes Explain the use of their score card and that it needs to be filled out

correctly to determine a winnerAssessments/Differentiation


Get students to practice more without the Frisbee Get students to move closer if too difficult Get students to move back if too easy

Learning Activity 3







Tomorrow we will be extending on what we learned today by getting more practice throwing and catching, and then make our way to passing to moving targets!

Reflection

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Brown

Lesson Plan #9 –Ultimate FrisbeeGrade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 minDate: September 21, 2015





1. Learn new skills pertaining to the exciting sport of Demonstration Students will demonstrate proper map reading

33

BrownUltimate Frisbee2. Demonstrate understandings of basic rules of the game3. Understand the importance of ultimate Frisbee to being active for life4. Continue to develop their skills throughout the unit












ASSESSMENTS

34

BrownObservations: Constantly observe students through all activities and see if they understand the concepts taught or need assistance.


Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee. Students will be assessed mainly on their ability to pass and catch a Frisbee during game play.



Ensure there are enough Frisbees


Introduce the students to the sport of ultimate Frisbee and give an explanation of the popularity of the sport Explain the rules and how it remains a fast paced game based off the rules Provide students with an expectation of their skills in the unit and their participation level Explain why we are learning more about this game and how it pertains to their lives

Transition to Body

Attention Grabber Today we are learning about ultimate Frisbee. One of the many games that can be enjoyed for the rest of your life.

Time: 1 minute


Who can hit a moving target? Time: less than 1 minute



Time:1 minute

Transition to Body


Time: 1 minute



5 minutes

Learning Activity 1

Demonstration catching Ask what makes a good pass good? Teacher will lead students through a demonstration of what was

learned last class

20 minutes

35



Brown Get a student to demo for the whole class to see and ask if they see

any corrections to be made Get students to pair up and pass to their partner about ten yards away Get the students to catch both ways/both sides, not always the same

wayAssessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to send an object with ease and a high level of confidence. Students will need to demonstrate a better understanding of an effective throw and show improvement in their skills. Students should be able to provide the teacher with explanations of the skills necessary of completing the task with ease. Also, the students will need to demonstrate an effective catch. Not necessarily the right way, but just to be able to send and receive an object.Differentiation



Passing Movement Split the students into two groups on each side of the field at half Have half the Frisbees on one side and the other There will be one student a thrower and the other a catcher They will receive the Frisbee from the group across from them The objective is for the runner to run to the end zone and receive a pass

from the thrower in the other group The thrower needs to take a couple of steps out and hit a moving a target

in the end zone Once done throwing, the thrower now becomes the runner and the drill

keeps goingAssessments/Differentiation


Get students to practice more without the Frisbee Get students to move closer if too difficult Get students to move back if too easy If there are too many students or an odd person out, get them to form a

triangle and pass to two othersLearning Activity 3

Target Practice Bets The students will be split into two groups and they must try to throw the

Frisbee over the net The teacher will take bets from the students challenging the other team Both teams will have a chance to throw the Frisbee, but only one throw at

a time If they are unsuccessful, the teacher will take the bet and give it to the

losing team to “pay” from doing the fitness activityAssessments/Differentiation


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BrownSummativeDaily Skills Rubric: passing/catching/participationDifferentiation

Get students to move closer if too difficult to throw Get students use any throw they are comfortable with






Tomorrow we will be extending on what we learned today by playing Frolf!

Reflection

Lesson Plan #10 – Fitness TestGrade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 minDate: September 21, 2015





1. Demonstrate their levels of fitness2. Understand that the first test is to guide and assess

their personal levels of fitness







37

Brownas a way to let them know how they are doing and see if they are frustrated. Also lets the teacher know where the students’ knowledge is in the activity








Written/Performance Assessments: Students will be assessed on their ability to complete 40 laps in 12 minutes. 40 laps will be 100%, with 30 laps being 80%, 20 laps being 60%, 10 laps 40%. This is to assess their levels of fitness and guide them to see if they need improvement or not.

MATERIALS AND EQUIPMENTGymnasiumWhistle

Resources Class PreparationAlberta Physical Education Program of Studies: Grade 9. Taken from https://education.alberta.ca/media/450871/phys2000.pdfSafety guidelines for Physical Activity in Alberta Schools. Taken from

Have assessment sheet to make grade Whistle Music

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Brownhttps://education.alberta.ca/media/1109586/sg_physicalactivity.pdfABCDs of movement. Edmonton public school. Print


Explain what we will be doing in class today Explain why we need to do this test in class and what it shows Explain the grading scheme for the run

Transition to Body

Attention Grabber Today we are going to run for 12 minutes! Time: 1 minute


Who has done a run like this before? Why is it important? Time: less than 1 minute



Time:1 minute

Transition to Body

Is there any questions before we begin? Time: 1 minute



5 minutes

Learning Activity 1

Fitness Test Ask why are we doing this? What are the benefits? We need to try to push ourselves for the full 12 minutes. Get the best

score you can Split the group into two teams and make sure there is one running and

one counting for their partner The counter will report to the teacher Be careful when running, do not push yourself until you pass out, or

injure yourself I want you to try hard, but not harm yourself

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to run consistently for 12 minutes and achieve 40 laps.

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BrownDifferentiation

Get students who are injured to be the counters Get students who are less fit to walk the fitness test

Learning Activity 2

Student Choice If time permits, get the students to choose the game they want to play

after the runAssessments/Differentiation

FormativeDiscussionFeedbackAAEP checklistSummativeDaily skills rubric Differentiation

Learning Activity 3


Extra time activity (if time permits):

Closure (5 min.): Cool down/ Stretch Student led head to toe stretch

Assessment of Learning: What was the most difficult part of today? What strategies did you use? What caused the most difficulties?What can we do to help assist our fitness levels?

Feedback from students: Did you enjoy this activity?

Feedback to Students: Excellent effort put forth into today. I really liked how everyone was dedicated to learning new skills.


Next class I promise we will do less running, and continue ultimate Frisbee.

Reflection

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Brown

Lesson Plan #10 – UF Throws/ Marking Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 minDate: October 5, 2015





1. Demonstrate a basic forehand/backhand pass with precision

2. Students will confidently use the skills required for UF3. Students will demonstrate proper marking techniques

and defensive strategies








Daily participation checklist

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Brown Teacher will use the daily participation checklist







Written/Performance Assessments: Students will be assessed on their ability to complete at least ten passes successfully and demonstrate a high level of catching skills. Students will also demonstrate precision in their throws. Students should be able to effectively defend their opposing player.

MATERIALS AND EQUIPMENTFieldWhistle25 frisbees


Have 25 frisbees Ensure grass is not wet or dangerous


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BrownIntro

Explain what we will be doing in class today Explain the importance of throwing and catching in UF Explain the grading scheme for skills

Transition to Body

Attention Grabber Today we will continue to develop our UF skills and work to develop to become pros!

Time: 1 minute


Who has ever tried a forehand pass? How are we able to defend properly?

Time: less than 1 minute



Time:1 minute

Transition to Body

Is there any questions before we begin? Time: 1 minute



5 minutes

Learning Activity 1

Partner passEXPLAIN THE DIFFERENT CATCHING TECHNIQUES

The teacher will provide a quick demo of an effective forehand pass Explain why it is important and when to use it Get students to try the skill Students will warm up and begin throwing backhand passes Get students to set up 4 lines, and they must pass back and forth using

both of the throws Get them to transition to the forehand pass Get students to move back as they begin to feel more comfortable

with the forehand pass

20 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeTo receive full skill marks for today's lesson, the students will need to show the teacher that they are able to throw at least ten Frisbees consistently and catch at least ten in a row. Differentiation

Get students to move closer Get students to stay with the throw that makes them feel most

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Browncomfortable

Get students to peer teach othersLearning Activity 2

Marking The teacher will explain the use of marking for defensive play Ask the students why marking is so important Explain the drill quickly to the students Students must create three lines (one thrower, one marker and one

offense) The offense must get open, and the marker must try to stop the offense The offense can run in any pattern that they wish


FormativeDiscussionFeedbackAAEP checklistSummativeDaily skills rubric Differentiation

Get students to begin in mid field Ensure all get a chance to throw the Frisbee, be a marker and a catcher

Learning Activity 3

GAME Teacher will group the students into 4 groups and get the students to play

a game for the remainder of class Remind them that they must make at least 4 passes to different players in

order to get a scoreAssessments/Differentiation

Extra time activity (if time permits):


Assessment of Learning: What was the most difficult part of today? What strategies did you use? What caused the most difficulties?

Feedback from students: Did you enjoy this activity?

Feedback to Students: Excellent effort put forth into today. I really liked how everyone was dedicated to learning new skills.


Next class I promise we will continue ultimate Frisbee.

Reflection

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Brown

Rainy Day Lesson Plan – Sitting VolleyballGrade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 minDate: September 9, 2015



Specific Learning OutcomesA 9-3, 9-4, 9-5, 9-6, 9-10, 9-11B9-2C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7


1. Learn new skills pertaining to the exciting sport of Volleyball2. Demonstrate alternative skills within the sport3. Understand the importance of volleyball to being active for life4. Sending and receiving the ball in ways that unfamiliar with the students










SAFETYSupervision

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Brown• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. Instructional Considerations • Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. • Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site courses. • Proper warm-up and cool-down should be included in all activities. • Control flags and markers should be set in a safe manner. • Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas• Tell students to move carefully around the room• Do not use pens/pencils or anything as weapons to harm othersOutdoor Equipment/Facilities • In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance Inspection of All Outdoor Activity Areas• Teacher should inspect outdoor activity area prior to use. • Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, rocks, roots, exposed footings or other environmental obstacles and other foreign debris. • Activity area should be located away from open roadways. • Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. • Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed.Playing Fields • Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and debris. • Holes, ruts and severely uneven surfaces should be brought to the attention of the students. • If more than one activity is underway, ensure safe distance between activities.



Written/Performance Assessments: Students should be able to properly receive the ball and return it 7 out of 10 times. Students should demonstrate fair play, team work, and leadership.

MATERIALS AND EQUIPMENT25 volleyballsNetsWhistle

Resources Class PreparationAlberta Physical Education Program of Studies: Grade 9. Taken from https://education.alberta.ca/media/450871/phys2000.pdfSafety guidelines for Physical Activity in Alberta Schools. Taken from https://education.alberta.ca/media/1109586/sg_physicalactivity.pdf

Set up nets Make sure volleyballs are inflated


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BrownIntro Take attendance as the students are walking into the gymnasium and ask them to sit on the black line.

Explain to the students that since the weather is not cooperating, we will be doing sitting volleyball. First we will begin with a warm up, then we will have a group stretch.

From there, we will move into partner passing (sitting down), group passing (sitting down), serving(sitting down) and then finally a game (sitting down)

Transition to Body

Attention Grabber Today we will be a major challenge for most of you. I'm sure many of you have never played this variation of volleyball before. If you were successful before in the sport, you might not be so today.

Time: 1 minute


How many have played sitting volleyball before? Time: less than 1 minute



Time:1 minute

Transition to Body

Although sitting down most for the class does not seem exciting, you are in for a treat!

Time: 1 minute



5 minutes

Learning Activity 1

Partner Passing Get students to pair up with a partner and find an empty spot in the gym. Students will need to pass the ball back and forth using a set or a bump. Get the students to challenge themselves and keep the ball in the air at

least ten times Tell the students that if their ball runs away, they are able to walk and get

the ball REMIND students to not purposely hit the ball at others and keep the ball

in control at all times The skills we should be utilizing are proper fore arm passes and proper

sets. You may need to swing your arms a little harder than normal to get the ball to where you want to go

After 5 minutes is up, quickly group the students into 4 large groups

5 minutes



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BrownSummativeCan control the ball - successful for at least 5 hits in a rowBall hits target 5/10 timesDifferentiation

Get students to go on their knees if sitting down is too challenging Students are unable to participate can walk around and coach their peers

Learning Activity 2

Group Passing Once the students are in their large groups, explain to them that they must

try to keep the ball in the circle and in the air from passing to one another EXPLAIN to the students that they must pass it to everyone and use the

bump or set Also, remind the students to keep the ball in control and use the proper

techniques like they do in regular volleyball Focus on control and not power Focus on the proper skills (Arms straight) CHALLENGE the students by asking them to create a pattern (P1 passes to

P2 to P3 to P4...) in which everyone will touch the ball once. Get the students to see which group can get the ball through their pattern

the fastest

10 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeCan control the ball - successful for at least 5 hits in a rowBall hits target 5/10 timesDifferentiation

Get students to go on their knees if sitting down is too challenging Students are unable to participate can walk around and coach their peers Increase the pattern to two times around

Learning Activity 3

Serve it up Get students to go near the end line, not on the end line as it may be too

difficult for most, and serve the ball over to a partner The students should serve the ball at least ten times then hold the ball and

wait for everyone to be completed We will be doing overhand or underhand serves (but underhand may be

challenging) Focus on getting the ball over the net, to your target and proper form

5 minutes


FormativeDiscussionFeedbackAAEP checklistSummativeCan serve over the net 6 out of 10 triesBall hits target 5/10 timesDifferentiation

Get students to go on their knees if sitting down is too challenging Students are unable to participate can walk around and coach their peers

Learning Activity 4

Game Time Split the students into 2 large groups The objective of the game is to get the ball over the net and get a point There are no lines used because we have such a large class The sidelines will be the wall and the curtain If the ball hits the walls it is out, and the roof Normal volleyball rules apply Ensure everyone gets a turn serving the ball or else they get penalized 10

10 minutes

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Brownburpees

Play up to 15 points or until time permits



Feedback from students: Did you enjoy this activity? Feedback to Students: Excellent effort put forth into the lesson. I really liked everyone's ability to

try a new skill that was unfamiliar with them. Transition to Next Lesson:

Tomorrow we will hopefully be doing orienteering if the weather permits! Excellent job today

Reflection

Name of Activity: Indoor Boccer

Purpose of Activity: This activity is designed to give students a variation on indoor soccer. It combines aspects of indoor soccer and basketball and allows learners that are not well practiced in either sport to be successful.

Prerequisites: Students should have minimal knowledge of the rules of soccer and basketball. They should also know the concepts of catching (trapping), passing and shooting both a soccer ball and a basketball.

Suggested Grade Level: 9-12

Materials Needed:

1. Two portable indoor soccer goals or tape to make a 4'-5' x 2'-3' goal on a wall or mat.2. Two basketball goals on opposing sides of the court.3. A regular or indoor soccer ball.

Description of Idea

Prior to beginning play, teams (for maximum participation, 3-4 mini games can go on side by side) should be organized equally in regard to size and athletic ability. In a small gym (regular size with walls on the sides of the court) teams of 7-10 players is acceptable. In larger gyms (full-sized with pull out bleachers) teams can be divided into groups of 12-15. One soccer goal should be placed underneath each basketball goal, preferably 4-5 feet behind it (against a wall works well).

Each team will occupy the side of the court facing the goal they intend to score on. The teacher or designated referee will begin play by placing the ball at center court (much like

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soccer). The offensive team (determined by any random means) will start the game by kicking it backwards to a teammate. The teams will then start playing indoor soccer, trying to score in the goals on their opponents' side. Each team should designate a goalie that is restricted to the three point arch. The teams will play indoor soccer until the ball is kicked in the air.

If the ball is caught before it hits the ground, then the catching team begins trying to score in the basketball goal. A player may pass the ball to a teammate, who may also catch it with his/her hands, and proceed toward their team's goal. Players are not allowed to kick the ball up to themselves, but may kick or head the ball to a teammate directly or off the wall/bleachers. Like basketball, players may only take two steps while carrying the ball. Unlike basketball, however, players are not allowed to dribble. The players will shoot at their basket until scoring or turning the ball over. If a player is fouled in the act of shooting he/she will get a free throw from the foul line, with each time lining up outside the lane. If the shot is missed, live play resumes. If the opposing team intercepts, steals or rebounds a missed attempt, they then switch direction and go toward their goal on the opposite end.

While in either discipline (soccer or basketball) teams may only score on the appropriate goal for that sport. If the ball hits the ground for any reason, the game automatically reverts back to indoor soccer. Players may also drop the ball intentionally to go back to soccer, but may only do so outside of the three point arch their intended goal is located in. If the goalie receives the ball for any reason he/she may pick it up and travel anywhere within his/her three point arch with no limit on steps. The goalie is allowed to pass the ball to any teammate, but cannot throw or kick it in the air past half court. Doing so results in an automatic turnover, with the opposing goalie receiving possession of the ball.

Any type of goal gives the scoring team one point. After a goal the ball is returned to half court, where the opposing team takes over possession. A set time limit can be utilized, or teams can play first to any set number of goals.

Variations:

If teams contain both boys and girls the teacher can place a restriction that boys must pass to girls and vice versa. Teachers can also require that each player must pass to a teammate that he/she did noit receive the ball from.

Additional restrictions or penalty minutes may be given to protect other players, scoreboards and/or lighting (i.e. 2 minutes in a penalty box for kicking a ball that hits the ceiling or for rough play).

For students with disabilities the goals can be widened or a goal may be awarded for hitting the backboard, rather than scoring in the hoop.

Assessment Ideas:

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After completion the teacher may ask different students to demonstrate the different parts of each game (passing, catching/trapping, shooting, etc.). The teacher may also test verbally or in written form which aspects of the game of Indoor Boccer relate to the separate games of soccer and basketball.

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