Developed by: Samantha Whidden

Grade level: 2-3 Physical Education

Universal Design for
Learning
Representation
1.3 I present key

concepts in different
forms e.g. Verbal and
demonstration
2.1 I teach vocabulary
and symbols such that
they connect to students'
life experiences and prior
knowledge.
2.5 I bridge key concepts
with analogies and
metaphors.
3.1 I engage students by
activating prior
knowledge.
Action and Expression
5.3 I provide
opportunities for review
and practice.
6.2 I offer

differentiated
feedback.
Engagement
7.1 . I allow students to

participate in the
design of classroom
activities
7.2 I provide tasks that
allow for students to
actively participate.
8.3 I provide opportunities for
collaboration.
9.1 provide variation

in the degree of
freedom for acceptable
performance.

Outcomes
GCO: Students will be expected to:
-demonstrate efficient and effective
movement skills and concepts
-demonstrate a functional level of activity
specific motor skills
-demonstrate efficient and effective body
mechanics
- demonstrate an ability to cooperate with
others
SCO: Doing 11- Students will be expected
to create and explain their own games
which have been designed to practise
specific skills.
Knowing 3- Students will be expected to
explain ways enjoyment can be obtained
by being physically active.
Valuing 5- Students will be expected to
value the continued development of
exploration and creativity.
Valuing 8 Students will be expected to
display a willingness to share ideas, space
and equipment when participating
cooperatively in small groups.
Student Friendly: I can invent a game to
practise sending and receiving an object.
I can invent a game to practise skipping
and galloping.
Assessment (formative/summative,
self/peer)

What prior data is informing your

instruction?
Students will have already practised the
locomotor skills, and sending and receiving
objects during previous PE lessons. This
lesson is designed as a tool for revision and
collaboration.
What assessment strategies will measure
the learning from the outcomes?
Formative: Formative assessment will be
ongoing throughout the class through
observations during the planning,
explanation, and execution of the activities.
- looking for collaboration, communication,
sharing ideas, and encouragement.
Summative: This lesson could be used as

Required Materials,
Tools and Technology
-Tennis balls (1 per
student)
- Bean bags (1 per
student)
Resource:
http://www.pecentral.org/
(cue words)
Special Concerns
-Remind students to be
aware of potential safety
concerns when they are
constructing their games.
- This type of activity may
require some prompting
by the teacher to keep the
students realistic about
possible activities. consider students with
exceptionalities when
selecting skills to practise
as a group activity.
In-Class Support
Any Educational
Assistants would be
welcomed to help
students come up with
ideas to incorporate their
designated skills in their
game.
Cross-curricular
Connections
- This could be an activity
that is incorporated into
Literacy. Teams could
work together to write up
the rules to a new game
that they create, and then
execute the games at a
later time in PE.
Reflection
- This lesson may take
longer than I have
allotted. However, since I
am working with
university students, I have
allowed them some
challenge by shortening

a summative assessment to observe

individual students practise a specific skill.
For example, after teaching several
different locomotor skills, you could use
this lesson as a way to test the students'
abilities to perform the skills appropriately.
Timeline / Elaboration
Before (APK) 5 mins
- Students will be asked to line up on a
specific line. Ask Can someone remind
me how to do a gallop by telling me
about it?
-Randomly select student or volunteer to
provide explanation. Repeat in your own
words the student's response using the cue
phrases.
-Have students demonstrate the proper
way to execute a gallop from one end of
the gym to the other.
Ask Can someone remind me how to
skip by telling me about it?
-Randomly select student or volunteer to
provide explanation. Repeat in your own
words the student's response using the cue
phrases.
-Students will then demonstrate how to
skip from one end of the gym to the other.
Cue Phrases:
Galloping: Hands on hips, one foot in front
of other, the back leg chases the front, but
never reaches it. fox chases the rabbit
Skipping: Hands on hips, step & hop, switch
feet, step &hop.
During 25 mins
- Have students stand in a straight line.
- Number the students off 1 or 2 and assign
them a side of the gym to work on. Keep
students in line for explanation.
Explain activity:
-Students will have 5-10 minutes to come
up with a game that will practice the skills
specified.
-Team 1 will create a game that
incorporates galloping and skipping. [Ex:
Tag game. The person it must skip and
the others must gallop (or vice versa). As
you get tagged, you must join the tagger
by switching your locomotor movement
and continue tagging the others.]
-Team 2 will create a game that
incorporates sending and receiving an
object using the tennis balls and/or bean

the amount of time they

have to come up with and
play the activity.

bags. [Ex: relay race type activity where

each team must properly send and receive
an object X number of times] *remind
students that when receiving an object to
bring the ball into your body and move
with it. Pinkies together = ball below
waist, thumbs together = ball above
waist.
* When throwing an object - Ring Ring:
Bring arm up to answer the telephone.
Hello: Bend arm and bring hand toward
ear. It's for you: point hand/finger toward
target and say it's for you
- Monitor students during this time looking
for collaboration, communication, sharing
ideas, and encouragement. Answer
questions and assist in guiding students.
- Have each team explain their game to
you. Make any necessary adjustments for
safety or other necessary reason.
-Select team 1 representative explain their
game to the class. Allow questions for
clarity if necessary.
- Play team one's activity. (3-5 mins)
- Have team 2 explain representative
explain their game to the class. Allow
questions for clarity if necessary.
- Play team two's activity. (3-5 mins).
Opportunity for individual/small group
instruction
- I allow for opportunity for collaboration
during the game building activity. Students
will work on developing positive social
behaviours and interpersonal relationships.
- The students will control the outcomes of
the game. A team may allow for
opportunities for smaller group, or
individual challenges as part of their
activity.
After (2 mins)
- Have students stand on their special
spot and ask them to do some free
stretching.
-Use this time to encourage students on a
job well done with their participation and
collaboration.