Games Unit Overview
Learning Outcomes:
SLO’s:
Grade 3:
A3-1: Respond to a variety of stimuli to
create locomotor sequences
A3-5: Demonstrate ways to receive, retain
and send an object, using a variety of body
parts and implements; and, perform
manipulative skills individually and with
others while using a variety of pathways
A3-10: Perform and play lead-up games
and demonstrate elements of space,
awareness, effort and relationship
A3-11: Demonstrate ability to work together
with a teammate/team to achieve a
common activity goal while playing and
learning the basic strategies of lead-up
games.
C3-5: Display a willingness to share ideas,
space and equipment when participating
cooperatively with others.
D3-4: Demonstrate and participate in safe
warm-up and cool-down activities
Grade 4:
A4-1: Select perform and refine simple
locomotor sequences.
A4-5: Select perform and refine ways to
receive, retain and send and object with
control.
A4-10: Demonstrate critical thinking and
problem-solving skills to modify games and
achieve activity outcomes.
A4-11: Demonstrate strategies and tactics
that coordinate effort with others.
C4-5: Participate cooperatively in group
activities.
D4-4: Participate in and identify the benefits
of safe warm-up and cool-down activities.
Grade 5:
A5-1: Select perform and refine more
challenging locomotor sequences.
A5-5: Select perform and refine more
challenging ways to receive, retain and
send and object with control.
A5-10: Apply critical think and problem-
solving skills to create competitive and
cooperative modified games that involve
everyone.
A5-11: Demonstrate basic strategies and
tactics that coordinate effort with others.
C5-5: Identify and demonstrate practices
that contribute to teamwork.
D5-4: Participate in and identify the benefits
of safe warm-up and cool-down activities.
Grade 6:
A6-1: Select perform and refine challenging
locomotor sequences.
A6-5: Demonstrate ways to receive, retain
and send and object with increasing
accuracy.
A6-10: Demonstrate sport specific skills to
create competitive and cooperative
modified games that involve everyone.
A6-11: Demonstrate basic strategies and
tactics that coordinate effort with others.
C6-5: Describe and demonstrate practice
that contribute to teamwork.
D6-4: Participate in and identify the benefits
of safe warm-up and cool-down activities.
 Unit Breakdown
Physical Education 3-6 Unit: Games & Create Your Own Games Dates: March 9-12 & 23-26, 2020

Date Planned GLO’s SLO’s Assessment Key Questions Learning Activities Safety Instructional Equipment/ Resources/
Technology
to Teach related to this Strategies
Lesson
Day 1 A 1, 5 Observations How does - Students will learn the - Watch students DI - Chinese jump
Conversations culture relate to significance of culture in throwing balls in rope (elastics and
D 4 games/activities? relation to sports/physical lacrosse… all throw cards)
activity one way, or all throw - Lacrosse sticks
What is the - Warm-up: Snake Tag then all retrieve ball. and balls
purpose of a - Chinese Jump Rope
warm-up game? - Canada’s national game –
lacrosse (cradling and
throwing)
Day 2 A 1, 5, Observations What types of - Students will learn about - Watch students DI - Foam dice
11 Conversations games are there the various types of games, running in different - Pylons (4)
(ex. invasion, and the skills needed for directions during - Music
cooperative, net/ each game. buffalo run. - Hoola hoops and
D 4 wall)? - Warm-up: Roll the Dice - Watch students bean bags
Fitness + Buffalo Run throwing balls in - Lacrosse sticks
What skills are - Caterpillar (Cooperative lacrosse and balls
needed to work Game)
as a team? - Lacrosse (throwing and
catching)
Day 3 A 10, 11 Collection of What elements - Students will learn how to - Watch for students DI, PT - Hoola hoops
“Create Your does a game develop a game that is running during relay - Pinnies
C 5 Own Game” need? inclusive of all students in (make sure teams - Games
the class. are split evenly to worksheets
How can I ensure - Warm-up Game: Tic Tac avoid
that a game is Toe Relay disagreements)
inclusive?

2
 - Students will create their - Look for safety
own game using prompts concerns in student
given on a worksheet created games.
- Class will play games
students created
Day 4 A 10, 11 Observations How can I alter a - Warm-up Game: Chicken - Ensure students are DI, PT - Polyspot or hoola
Conversations game to fit the Noodle Tag (play variations cautious when hoops
C 5 needs of the to demonstrate making a running (watch for - Rubber chicken
players (ex. game easier or more other students, - Cut pool noodles
abilities, fitness challenging) office door closed).
levels, - Class will continue playing - Look for safety
difficulty)? student created games. concerns in student
- Time permitting: Student created games.
What Choice game (students will
elements/charac be given 2 choices of games
teristics make to play – target or invasion
someone a good game).
teammate.

DI = Direct Instruction PT = Peer Teaching

3
Key Points for Game Creation:

- What type of game did you create? What is the goal?

- How will teams work together?
- What equipment will I need?
- What are the rules?
- How will students move around the gym space?
- Are there any safety concerns?
- What is the name of the game?

Students must address all point, plus any additional points they see fit.