Date Lesson GLO’s SLO’s Assessmen Key Questions Learning Safety Instructiona Equipment

Planne Title t related to this Activities l Strategies /

d to Lesson Resources
Teach /
Technolog
y

JAN 14 Introductio A A-2 Participatio How will you -warm up Safety DI Skipping
n C A-6 n work together game (buffalo talk at SE ropes
A-9 Exit slip with your team run) the (warm up)
A-11 to prevail? -split up beginnin
C-1 grades into g of each Poster
C-4 tribes class. board with
(four tribes a explanatio
grade level) n (one for
each
-tribes come period)
up with team
name,
dance/cheer
and 3 values
they hold then
they will
showcase
these to the
other tribe.
-EXIT SLIP:
explain the
point system
and how this
unit will work
JAN 28 -Object A A-2 Participatio What were -warm up Safety SE Hula
move C A-6 n some game talk at hoops
D A-11 weaknesses of -object move: the Various
C-1 your tribe? Did various beginnin objects
C-4 you encounter objects that g of each
D-1 a road block or each tribe class.
overcome a must move
challenge? from one side
of the gym to
the other (hula
hoops on
either end).
Only one
object may be
moved at a
time and
everyone
must
participate in
this activity
-closure

FEB 4 -River A A-2 Participatio Did your role -warm up Safety SE Hula
cross C A-6 n change? game talk at hoops
D A-11 Exit slip (leader, River cross: the
C-1 follower, four hoops per beginnin
C-4 observer….) team, must go g of each
D-1 from one side class.
of the gym to
the other.
Once
someone is in
a hoop it
cannot be
moved.
EXIT SLIP:
How did
communicatio
n skills help
your tribe
today?
-closure
FEB 25 -one foot A A-2 Participatio What were -One foot Safety SE Various
stand C A-6 n some skills you stand talk at objects:
marathon D A-11 Self used to marathon: all the mats
-NAS C-1 assessment succeed in this students must beginnin scooters,
game C-4 unit? stand on one g of each ropes etc..
D-1 (communicatio foot; tribes class.
n, roles, attempt to get
participation, at least one
locomotor member past
skills, the 5-minute
relationships, mark. Tribe
effort, must not
teamwork…) touch other
players, walls
or objects.
When a player
is eliminated
they must be
seated and
cheer on their
tribe. One
point is
awarded for
each person
still standing
per tribe.
-NAS GAME
MAR -Code A A-2 Participatio What were -warm up Safety SE Hula
11 breaker C A-6 n some game talk at hoops
D A-11 Exit slip weaknesses of -Code the Various
C-1 your tribe? Did breaker: one beginnin objects
C-4 you encounter person on g of each Correct
D-1 a road block or each tribe will class. code
overcome a know the sheets
challenge? code, set out
6 hula hoops
and 6 objects
must go in
correlating
hoops to
break the
code. The
mastermind
will give each
student a
thumb up or
down if they
get it right.
The next
student will go
in a relay
fashion.
Tribal council:
how should
you learn from
your mistakes
in this game?
How was your
tribes
communicatio
n
MAR -toxic A A-2 Participatio How will you -warm up Safety SE Ring with
25 waste C A-6 n work together game talk at ropes
D A-11 Self with your team the attached
C-1 assessment to prevail? Toxic waste: beginnin Basketball
C-4 each tribe is g of each s
D-1 given a ring class. cones
with four
skipping ropes
attached to it.
They must
balance a
basketball on
the ring, from
one side of
the gym to the
other. If the
basketball
falls off, they
must start
over.
APRIL Minefield A A-2 Participatio What were -basketballs Safety SE Basketball
1 C A-6 n some skills you will be placed talk at s
D A-11 Exit slip used to on short cone the Cones
C-1 succeed in this all over the beginnin
C-4 unit? gym, two g of each
D-1 (communicatio different class.
n, roles, areas, one for
participation, each tribe.
locomotor two people
skills, will get
relationships, blindfolded
effort, and the tribe
teamwork…) must guide
them through
the minefield
to the other
side.
Whichever
tribe gets the
most number
of people
across, wins.

APRIL Final tribal A A-2 Participatio -fun game(s) Safety DI Trophy’s

15 counsel C A-6 n -trophy and talk at SE (one for
D A-11 Reflection winner the each
C-1 announcemen beginnin period)
C-4 t g of each
D-1 -summary of class.
reflection
assignment
 Stage 1: Desired Results

General Outcomes:

GLO A: Students will acquire skills through a variety of developmentally appropriate movement activities; 
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., 
aquatics and outdoor pursuits. 

GLO C: Students will interact positively with others. 

GLO D: Students will assume responsibility to lead an active way of life. 

Specific Outcomes (in full):

Students will be able to…
A(6-9)-2: consistently and confidently perform locomotor skills and combinations of skills, by
using elements of body and space awareness, effort and relationships, alone and with others, to
improve personal performance.
A(6-9)-6:Consistently and confidently perform manipulative skills by using elements of body and
space awareness, effort and relationship.
A(6-9)-9:Demonstarte a creative process to develop dance sequences alone and with others; and,
demonstrate movement sequences.
A(6-9)-11:Coordenate basic strategies and tactics that coordinate effort with others: eg: team, in
order to achieve a common goal and moving toward more formal games
C(6-9)-1: identify and demonstrate respectful communication skills appropriate to various
physical activities and that reflect feelings, ideas and experiences.
C(6-9)-4:identify and then take responsibility for various roles while participating in physical
activity; and, identify leadership and following skills used while participating in physical
education
D(6-9)-1: demonstrate enjoyment of participation through extended effort in physical education
Understandings (big picture/ideas):
· Team environments are present in
everyday life.
· Fundamental movement skills will aid in
the success of being physically active for
life.
· Lifelong activity can be interactive,
engaging, and will help you improve.
Essential Questions (thoughtful
meaning-making):
· How will you work together with your
team to prevail?
· What were some skills you used to
succeed in this unit? (communication,
roles, participation, locomotor skills,
relationships, effort, teamwork…)
· What were some weaknesses of your
tribe? Did you encounter a road block
or overcome a challenge?
· Did your role change? (leader, follower,
observer….)
 Learning Stage 2: Assessments
Outcomes
Title Participation Self assessment Reflection Exit slips

Type S f F
(Formative/Summative)
F/S

Weighting 100% Contributes to n/a n/a

participation

A(6-9)-2: consistently and

confidently perform
x x
locomotor skills and
combinations of skills, by
using elements of body and
space awareness, effort and
relationships, alone and with
others, to improve personal
performance.

A(6-9)-6:Consistently and
confidently perform
x x
manipulative skills by using
elements of body and space
awareness, effort and
relationship.
A(6-9)-9:Demonstarte a
creative process to develop
x x
dance sequences alone and
with others; and, demonstrate
movement sequences.

A(6-9)-11:Coordenate basic
strategies and tactics that
x x x x
coordinate effort with others:
eg: team, in order to achieve a
common goal and moving
toward more formal games

C(6-9)-1: identify and

demonstrate respectful
x x x x
communication skills
appropriate to various
physical activities and that
reflect feelings, ideas and
experiences.

C(6-9)-4:identify and then

take responsibility for various
x x x x
roles while participating in
physical activity; and, identify
leadership and following
skills used while participating
in physical education
D(6-9)-1: demonstrate
enjoyment of participation
x x x x
through extended effort in
physical education
Assessment Brief Description Assessment Triangulation Cognitive
FOR/OF (Conversation/ Engagement
Tool Learning Observation/ (Taxonomy)
Product)

Participation Students are expected to For and of Observation/ Apply

participate to the best of their conversation Create
abilities, every class.

Students will be assessed and

observed out of 4 each class, based
on:
-Coming to class on time
- Wearing proper workout attire
-Demonstrate leadership qualities
-Having respect for others
-Fair play and
-Having a positive attitude while
showing effort in every activity

Students will be marked on a

4-point scale every class. This will
switch between teacher-self
assessment.
Self-assessment Students will self-assess twice For Observation/ Understanding
during this unit. conversation Applying
For self-assessment students, will Analyzing
assess their effort, leadership
qualities, fair play and positivity
and give themselves a mark out of
4; for their participation mark that
day.

Reflection Following the unit students will do Of Product Understanding

a reflection on what they have Applying
learned. This can be done through Analyzing
different modalities and they will
have question prompts. Which are
similar to the essential questions of
the unit.
Exit slips Every second day we will have For Product/ Understanding
different forms of exit slips. These conversation Applying
will vary from written questions,
oral conversations to skill
demonstrations.
Day 1: What is one strategy your
tribe has used to reach the goal?
Day 3: How do communication
skills help your tribe?
Day 5: What roles do you have on
your tribe? (leader, follower,
observer…)
Day 7: pin which activity you have
enjoyed the most.