PHYSICAL EDUCATION 8/9

Ice Sports/ Floor Hockey

Table of Contents

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Gerald Fitzgibbon
Table of Contents 2
Unit Plan Rationale 3
INTRODUCTION 3
PROGRAM OF STUDIES 4
ASSESSMENT 5
PHILOSOPHY OF TEACHING AND PHYS-ED 5
Respect, Equality and Relationships 7
Integrating Technology 8
Promoting a Safe and Positive Learning Environment  8
Maintaining Meaning and Relevance 9
Uniqueness is NOT a Bad Thing 9
Always Be encouraging 10
Classroom Management Plan 11
ROUTINES AND STRATEGIES 11
DEVELOPING RELATIONSHIPS 12
MOTIVATION 12
TIMELINE OF EVENTS 13
Unit Assessment Plan 16
Stage 1: Desired Results 16
General Outcomes (in full): 16
Understandings: 16
Essential Questions: 16
Specific Outcomes (in full): 17
Prior understandings… 17
Where does this lead? (Future outcomes in the same course, following grade-level
classes, etc.) 17
Stage 2: Balanced Assessment Planning Matrix 19
Stage 3: Assessment Description 21
Daily Observations Marked A 21
Daily Observations Marked C 21
Daily Observation Marked D 22
Introduction Slip 22

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Unit Plan Rationale
INTRODUCTION

This Unit will be outside of school in the Lethbridge Labour Club Ice Centre. We will be walking

there at the start of every class, we will most likely begin with the basics, of tying up skates and

proper use of helmets. This will be discussed more in the safety portion, however these basic

skills will be conducted through a PSI model, with the more experienced ice skaters helping

those that might need help. This will allow the teacher to be on the ice quicker to assess and

participate in safety precautions. Winston Churchill doesn’t have enough skates for everyone,

therefore we need to split the ice in half most of the time. We will do skill acquisition on the

first day, followed by a split day of skill and games, and finally the last two days are going to be

games. This will give students the chance to play both games. We are aiming to have kids

realize that these are activities that they can play and participate in outside of school and in

daily adult life. After our three classes of ice sports, we will be dealing with Floor Hockey. This

keeps very similar fundamentals of stick manipulation, but holds a different task in locomotor

skills.

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PROGRAM OF STUDIES

GLO SLO Grade 8 SLO Grade 9

A: Students will
- A8–2 select, combine and - A9–2 apply and refine
acquire skills
perform locomotor skills by locomotor skills by using
through a variety
using elements of body and elements of body and space
of
space awareness, effort and awareness, effort and
developmentally
relationships to improve relationships to improve
appropriate
personal performance personal performance
movement
activities; dance, - A8–5 demonstrate ways to - A9–5 apply and refine ways
games, types of receive, retain and send an to receive, retain and send
gymnastics, object with varying speeds, an object with increased
individual accuracy and distance in speed, accuracy and
activities and skills specific to an activity distance in skills specific to
activities in an an activity
alternative - A8–6 select, combine and
environment; perform manipulative skills - A9–6 apply and refine
e.g., aquatics by using elements of space manipulative skills by using
and outdoor awareness, effort and elements of space
pursuits. relationships, with and awareness, effort and
without objects, to improve relationships, with and
performance without objects, to improve
performance

- A8–7 apply activity-specific

skills in a variety of - A9–7 apply and refine
environments and using activity specific skills in a
various equipment; e.g., variety of environments;
cross-country skiing, skating e.g., hiking, wall climbing

B: Students will
- N/A - N/A
understand,
experience and
appreciate the
health benefits
that result from
physical activity.
C: Students will
- C8–1 communicate thoughts - C9–1 communicate thoughts
interact
and feelings in an and feelings in an
positively with
appropriate respectful appropriate respectful
others

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 manner as they relate to manner as they relate to
participation in physical participation in physical
activity activity

- C8–2 discuss positive active - C9–2 identify and discuss the

living role models
- C8–6 identify and
demonstrate positive
behaviours that show
respect for self and others
positive behaviours that are
demonstrated by active
living role models
- C9–6 identify and
demonstrate positive
behaviours that show
respect for self and others

D: Students will - D8–5 appraise or judge - D9–5 design safe movement

assume movement experiences for
responsibility to safety that promote an
lead an active active, healthy lifestyle; e.g.,
way of life. safe use of equipment
- D8–7 evaluate different
ways to achieve an activity
goal, and determine
personal and team
approaches that are
challenging for both the
individual and the group
experiences that promote an
active, healthy lifestyle; e.g.,
student-created games
- D9–7 evaluate different
ways to achieve an activity
goal, and determine
personal and team
approaches that are
challenging for both the
individual and the group

ASSESSMENT

For more of an in-depth analysis of my assessment, the unit assessment table in the Unit

Assessment Plan gives a more concrete and explanatory style of what the outlines will look like.

The assessment with have both summative and formative components, using a combination of

peer, self, and teacher evaluation. This will help ensure that all aspects of the outcomes are

being assessed, and to promote critical self-reflection of students. I aim to ensure feedback is

given in a timely manner, and proper relationship building is taking place.

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 PHILOSOPHY OF TEACHING AND PHYS-ED

I place high value on living a physically active life and aspire to impart that value on my students.

My value for physical literacy is at the forefront of my mind when developing each lesson. In a

place with lower socioeconomic status, equipment and gyms might not always be the most

accessible place for students to continue to grow in their physical literacy. It is here where

smaller lessons, and higher frequency of sports help alleviate burn out and give kids a deeper

understanding and appreciation of physical activity in adult life. I believe that if a student is given

the opportunity to properly learn and develop fundamental movement skills, fundamental sport

skills, and a healthy daily activity routine that it will translate to a joy of participating in a wide

variety of activities in their daily lives. My goal is for my students to leave the semester with a

greater understanding and skill in physical literacy, as well as a greater confidence to pursue

those physical activities done in class.

With my goal for providing a variety of physical activities at shorter intervals, I believe that this

will not only provide a larger exposure of activities but will reduce the chances of kids not being

involved or showing up to class in the lower levels due to their dislike for a unit and the unit

going on for over a month! In these short units, the kids, whether they like it or not, will allow

them to participate for three to four classes, and then move on, now with the knowledge of the

activity. If they enjoy the activity, they now have the tools and knowhow to participate in the

activity outside the school. These quick classes accentuate Physical Literacy as so many activities

have cross over movements.

I want each of my students to look forward to coming to class and participate in the activities. I

will do this by not placing extreme emphasis on sports competition. I will mostly be focusing on

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skill acquisition, and activity play through. It is here that they learn the basics and how to

integrate the activity into their environment. Through teaching students the skills they need, and

how their bodies move, they are going to be more aware of their bodies and how to live a fit and

active life. I want my students to leave my classroom with the tools they need in order to be

active for life. In order to do this, we as physical educators, need to model the healthy behaviors

and ‘practice what we preach’.

I believe that teaching effectively in an uncertain and large place like a gym, or ice rink, or wall

climbing area can come with challenges. It is hard to create order and be able to teach everyone

properly, however if done right, can greatly impact the role of critically looking at physical

activities in daily life. I feel as though there are some I want to focus on such as:

Respect, Equality and Relationships

In a physical education class, respect is the most important thing to promote well being

throughout the class. I believe it is reciprocity both in and out of class. Respect, fairness and

good work ethic are fostered when a teacher develops strong relationships with students, and

when these demonstrated attributes are implemented by teachers, students will reciprocate

them. Respect is not solely student-to-teacher interactions, but must permeate through to

student-to-student interactions. I aim to become a transformational teacher through my

learning endeavours, hoping to see students succeed in their lives exhibiting respect, wellness,

and relationships with those around them. I also hope to impart a sense of inclusivity and

equity that students will use to promote change in their environment. Imparting tools the

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students need to become critical thinkers able to overcome day to day problems outside of the

classroom. Respect is the foreground to relationships in a student teacher role.

Students should respect you first, then the relationship will grow. It is through the

respect that the students won’t get hurt, and will be able to succeed in gym or alternative

classroom setting. The relationship simply helps break down that barrier for trying new or

strange things, to persisting in the midst of failure. When dealing with life skills, and personal

things like what a student consumes, it can be hard, therefore having meaningful relationships

are crucial. But the foundation of respect must already be laid and cured.

Integrating Technology

While I am the biggest nerd when it comes to technology and ways to integrate it into the

classroom, it is my job to be socially aware of my surroundings. This school is in a lower

socioeconomic status students and incorporating technology is going to only be feasible in class

settings. There is no way I can expect students to do take home work that would require a

computer as it wouldn’t be fair if they cannot afford one. However when I do use technology, I

want to encourage my students to be efficient and creative with it. As the new generations

move to a more technological centric society, there seems to be little place for an absence of

technology. That being said, phones are a no-no in gym classes as they take away from physical

activity. There are only a few options that I would consider for phones to be included in classes,

on a class by class basis

Promoting a Safe and Positive Learning Environment 

Every student needs to feel safe and comfortable, unafraid to take risks or make mistakes.

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Especially with the short units, having the willingness to try and be comfortable to take a risk on

something you dislike might be hard. It is for this reason that I yearn to create an inclusive

environment free from stigmatization. I want all of my students to understand that their

presence matters. Physical activity is often better in a communal setting, and it is through the

development of this sense of community that I will ensure a supportive environment, where

everyone feels included and significant. Participation and engagement of all students is

something I wish to achieve in my practice. This is why we conduct the shorter units. This can

also be fostered through quality feedback, inclusion/differentiation, and showing students that

their participation is known and appreciated. Being encouraging is all fun and good, however it

does little to actually aid in honing in the skill acquisition, and preparing the student to for their

goals in life. It is only through positive constructive feedback that lasting change can occur.

Maintaining Meaning and Relevance

A student needs to know why they are doing what we are doing. A lack of student

understanding leads to a feeling of apathy and disinterest. Understanding why what we are

doing is relevant and useful to their lives helps to make it meaningful. Student choice is

something I value if it means it is making something more significant to them. While the units

are preplanned, the content is malleable, and a good teacher should have the ability to think

deeply and critically and alter lesson content if needed. Students need to buy into this program

in order for this to work. Educating students about the positive effects physical activity can

provide will promote appreciation of physical education into adult life.

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Uniqueness is NOT a Bad Thing

Every student will have different needs, interests and strengths. They will excel in some things

and not in others, while some students might excel or struggle in all activities. Simply because

you struggle does not make you bad, but makes you unique, and that is the defining

characteristic about what separates us as human beings. This uniqueness only needs a slight

shift to ensure the students eclipses their full potential in the class. It is my job as the teacher

to ensure that I am meeting all of the needs of the students to help them thrive. Student

differences should be celebrated and nurtured, not marginalized and shamed. Diversity is

inevitable, and as physical educators we must teach accordingly, with the appropriate

differentiation in place for every individual. After all, it was in physical education that

differentiation was created.

Always Be encouraging

I believe that kids are only as responsive as you are. If you are dragging your feet and

unenthusiastic about what you are doing and learning then it really is a problem of the teacher.

The teacher needs to be the vibe check for the students in terms of energy levels and

motivation. No kid wants to participate with people who don’t really care, as that negative

energy is contagious, but so is enthusiasm, thus you must take the positive attitude when

dealing with kids. Especially with Logs, and reflections, it can seem discouraging and students

might want to stop, or not show what’s on their logs, however being encouraging to the

student and just giving positive reminders can really impact a child.

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 Physical Education is a fundamental component of the mental, physical and

psychological wellbeing of students. Therefore as a teacher, I want to make sure my students

are eating properly, and engaging in proper mental health practices. I want all of my units to be

interlaced with body positivity and mental health. Physical Education is not solely the muscles.

Students need to develop fundamental nutritional literacy skills in order to be confident and

competent in their daily lives and adult surroundings. As a teacher, I strive to promote bodily

literacy through check ins, chats, and formative feedback. I also plan to “walk the walk” by

practicing these things myself. In doing this, the student should develop a holistic approach to

health focusing on all the pillars. This is achieved like any other subject; the teacher must find

the strengths of the students and use them to effectively instruct others, build relationships,

and help them hone in their skills. When students feel safe, welcomed, encouraged to learn,

they will develop a love for the activity they otherwise wouldn’t have on their own.

Classroom Management Plan

ROUTINES AND STRATEGIES

Classroom management is important when we are dealing with more personal topics

such as stress and wellness issues. It is here that the teacher must be truly aware of the

students and their current state to properly facilitate class. I will have a number of things that

will be laid out day one and expected to be followed. I will have expectations that students will

be expected to follow, such as: This classroom is an open and free space, be aware of your

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peers feelings, listen when the teacher is speaking and such. These are going to be enforced

through positive and negative reinforcement. This is going to be a fun class, but it can also be a

touchy class, and therefore it is crucial to keep motivation levels up, enthusiasm up, and

constantly check in with your students. There will be a point of peer to peer accountability as

this class does have alot of little things to do. Additionally, I will have all rules and daily

schedules posted in the gym and ice rink to ensure that students are always aware of the rules

and expectations. Having visual schedules, and cues will keep students on track, as it will avoid

them “goofing off” during learning activities.

DEVELOPING RELATIONSHIPS

Classroom management cannot exist without properly developed relationships. As the teacher

it is my job to learn their names, and get to know them as people. It is here that I can truly

assess their performances, and their motivations. I hope to keep an open communication policy

in my classroom as well as keep it on a first name basis with them (school policy). I will also be

implementing a policy that the student must tell me their name and a fun fact about them

before asking me a question. It is imperative to develop relationships to help facilitate effort,

prolonged joy and motivation.

MOTIVATION

In This section you will be talking about how you plan to motivate these little ones! you will

need about a paragraph of information regarding how you feel as though you are going to

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properly motivate these people. While it should be easier for Grade 12’s, the 8/9’s and 10’s

won’t be so you need to express ways to keep them motivated. Refer back to C&I to help.

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 TIMELINE OF EVENTS
Date March 4th March 9th March 11th March 23rd March 25th April 1st
Floor Hockey
Hockey Hockey
Lesson Title Intro and Rules 80 Play 8 Play Reverse
Tournament Tournament
Championship
Extravaganza!

GLO’s A,C, D A, C, D A, C, D A, C, D A, C, D A, C, D

SLO’s A-2 A-2 A-2 A-2 A-2 A-2

A-5 A-5 A-5 A-5 A-5 A-5
A-6 A-6 A-6 A-6 A-6 A-6
A-7 C-6 C-6 C-1 C-1 C-1
C-2 D-5 D-5 C-6 C-6 C-6
D-5 D-5 D-7 D-7
D-7

Learn Students will Students will Students will Students will Students will Students and
Objectives learn the basics have some play the get together in spend the day groups will be
and rules of warm up other sport groups, they playing in the in the finals
hockey and drills with they did not will choose round robin playing for a
broomball. passing play the day team captains, tournament. trophy
Students will properly, and before. team They will have (subject to
understand the maybe some Students will managers, star roles for change) and
safety risks of shooting. apply safety players etc. teams that for the glory
skates. Students will programming Students will are not of the title!
Students will be able to be and properly be introduced playing, and
spend some sectioned follow rules. to the points activities they Those who are
activities into teams, Students will system and the can do! not in
passing and and pick also get to way the games anymore will
receiving a puck either warm up and are played. have other
or broomball. broomball, or explore new Students will activities they
hockey to ways of get to play the can do to still
play. If there participating first few warm promote
still is not in ice sports. up games and fitness.
enough activities Consolation
equipment, a Students will sames will
general learn the basic also be taking
skating area etiquette place.
can be required to
created. participate in
their

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 tournament.

Assessment Attendance , Attendance , Attendance , Attendance , Attendance , Attendance ,

Daily Daily Daily Daily Daily Daily
Observations Observations Observations Observations Observations Observations
(A/C/D), (A/C/D) (A/C/D) (A/C/D), (A/C/D), (A/C/D),
Introduction Scoreboard Scoreboard Scoreboard
Slips

Safety Helmets are Helmets are Helmets are Watch for High Watch for Watch for
always on when always on always on sticks, nothing High sticks, High sticks,
you are when you when you above the nothing above nothing above
standing on are standing are standing waist the waist the waist
skates. on skates. on skates. Be aware of
Watch for High Watch for Watch for your Work Hard Be
sticks, nothing High sticks, High sticks, surroundings Kind Especially
above the waist nothing nothing in winning
Be aware of above the above the
your waist waist
surroundings Be aware of Be aware of
Watch how you your your
fall on the ice! surroundings surroundings
Watch how Watch out
you fall on for falling
the ice people .

Instructional Direct Cooperative Cooperative Sports Sports Sports

Strategies Instruction Learning Learning Education Education Education
Model Model Model

Equipment Skates, Skates, Skates, Floor hockey Floor hockey Floor hockey
Helmets, Helmets, Helmets, sticks, garbage sticks, sticks, garbage
broomball/hock broomball/h broomball/h cans/small garbage cans/small
ey sticks, nets, ockey sticks, ockey sticks, nets,pinnies, cans/small nets,pinnies,
pucks, and nets, pucks, nets, pucks, scoreboard, nets,pinnies, scoreboard,
balls, pinnies and balls, and balls, sharpies rules scoreboard, sharpies rules
potentially pinnies. pinnies, sharpies rules Trophy
goalie potentially potentially
equipment if goalie goalie
needed equipment if equipment if
needed needed

Motivation Motivation to Motivation This Motivated to Motivated to Motivated to

play, or get on to play the motivation Win, socially Win Win

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 the ice. New sport they will be that connect and
learning want to play. they get to develop lasting
environment The try relationships.
outside of the motivation something
school will be new, but it’s
getting to also the last
choose what day of the ice
they like. sports
portion of
this unit so
they might
be more
inclined to
play.

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 Unit Assessment Plan

Stage 1: Desired Results

General Outcomes (in full):

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.

C: Students will interact positively with others

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

Understandings: Essential Questions:

Big picture/ideas after you have unpacked the These address more specifically how you will achieve the big
outcomes picture/ideas

● Students will acquire an understanding of ● Why is it important to develop an understanding of

the basic rules of broomball and hockey
● Students will apply proper safety
protocols on the ice.
● Students will understand how ice sports
can be used outside of school in adult life.
alternative locations for physical activity?
● Does communication play as big of a role in group
based sports when you have skilled players?
● How can manipulative skills like stick handling transfer
across sports?

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Specific Outcomes (in full): Prior understandings…

Students will be able to… ● Basic levels of safety for ice sports.
● Most people should know how to tie up skates and such.
A8–2 select, combine and perform locomotor skills by using
elements of body and space awareness, effort and
relationships to improve personal performance

A8–5 demonstrate ways to receive, retain and send an object

with varying speeds, accuracy and distance in skills specific to
an activity
A8–6 select, combine and perform manipulative skills by
using elements of space awareness, effort and relationships,
with and without objects, to improve performance
A8–7 apply activity-specific skills in a variety of environments
and using various equipment; e.g., cross-country skiing,
skating
A9–2 apply and refine locomotor skills by using elements of
body and space awareness, effort and relationships to
improve personal performance
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
Using ice sports to promote full team play for specific sports,
creating a hockey draft, and playing in teams during larger
units. Specific projects can be done for teams, players or
organizations.
Lastly this will lead into a unit of floor hockey, with similar
manipulative skills, but different locomotor skills.

A9–5 apply and refine ways to receive, retain and send an

object with increased speed, accuracy and distance in skills
specific to an activity

A9–6 apply and refine manipulative skills by using elements

of space awareness, effort and relationships, with and
without objects, to improve performance

A9–7 apply and refine activity specific skills in a variety of

environments; e.g., hiking, wall climbing

C8–1 communicate thoughts and feelings in an appropriate

respectful manner as they relate to participation in physical
activity

C8–2 discuss positive active living role models

C8–6 identify and demonstrate positive behaviours that

show respect for self and others

C9–1 communicate thoughts and feelings in an appropriate

respectful manner as they relate to participation in physical
activity

C9–2 identify and discuss the positive behaviours that are

demonstrated by active living role models

C9–6 identify and demonstrate positive behaviours that

show respect for self and others

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D8–5 appraise or judge movement experiences for safety
that promote an active, healthy lifestyle; e.g., safe use of
equipment

D8–7 evaluate different ways to achieve an activity goal, and

determine personal and team approaches that are
challenging for both the individual and the group

D9–5 design safe movement experiences that promote an

active, healthy lifestyle; e.g., student-created games

D9–7 evaluate different ways to achieve an activity goal, and

determine personal and team approaches that are
challenging for both the individual and the group

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Stage 2: Balanced Assessment Planning Matrix

Stage 2: Assessments
Daily Ob. - Daily Ob
Title Daily Ob. - A Intro Slip
C -D
Type
Learning (Formative/Summ S S S F
Outcomes ative)
Potential
Potential of Potential
of 10
Weighting 10 daily of 10 daily N/A
daily
marks marks
marks

A8–2 select, combine and

perform locomotor skills by
using elements of body and
space awareness, effort and
relationships to improve
personal performance

A9–2 apply and refine ✔

locomotor skills by using
elements of body and space
awareness, effort and
relationships to improve
personal performance

A8–5 demonstrate ways to

receive, retain and send an
object with varying speeds,
accuracy and distance in skills
specific to an activity

A9–5 apply and refine ways to ✔

receive, retain and send an
object with increased speed,
accuracy and distance in skills
specific to an activity

✔
A8–6 select, combine and
perform manipulative skills by
using elements of space
awareness, effort and
relationships, with and without
objects, to improve
performance

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 A9–6 apply and refine
manipulative skills by using
elements of space awareness,
effort and relationships, with
and without objects, to
improve performance

A8–7 apply activity-specific

skills in a variety of
environments and using
various equipment; e.g., cross-
country skiing, skating
✔
A9–7 apply and refine activity
specific skills in a variety of
environments; e.g., hiking, wall
climbing

C8–1 communicate thoughts

and feelings in an appropriate
respectful manner as they
relate to participation in
physical activity

C9–1 communicate thoughts ✔

and feelings in an appropriate
respectful manner as they
relate to participation in
physical activity

C8–2 discuss positive active

living role models

C9–2 identify and discuss the ✔

positive behaviours that are
demonstrated by active living
role models

C8–6 identify and demonstrate

positive behaviours that show
respect for self and others
✔
C9–6 identify and demonstrate
positive behaviours that show
respect for self and others

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 D8–5 appraise or judge
movement experiences for
safety that promote an active,
healthy lifestyle; e.g., safe use
of equipment
✔
D9–5 design safe movement
experiences that promote an
active, healthy lifestyle; e.g.,
student-created games

D8–7 evaluate different ways

to achieve an activity goal, and
determine personal and team
approaches that are
challenging for both the
individual and the group

D9–7 evaluate different ways ✔

to achieve an activity goal, and
determine personal and team
approaches that are
challenging for both the
individual and the group

Stage 3: Assessment Description

Assessment Tool Brief Description Assessment FOR Learning Assessment OF

Learning

Daily Observations These are observations chats, and skills that follow ✔
Marked A in-line with the General Outcome A or activity and
skills. If a kid is really good, but isn’t pushing
themselves, there is a conversation to be had, if the
attitudes persist, then a point is deducted. There is a

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 total of 10 points which everyone starts out with,
and it goes from there.

Daily Observations These are observations chats, and skills that follow ✔
Marked C in-line with the General Outcome C or Cooperation,
and teamwork. If a kid is acting out towards another
kid or fighting or yelling, there is a conversation to
be had, if the attitudes persist, then a point is
deducted. There is a total of 10 points which
everyone starts out with, and it goes from there.

Daily Observation These are observations, chats, and skills that follow ✔
Marked D in-line with the General Outcome D or Do it daily…
for life. The point for this one is that the student can
identify that these skills are skills that can be
transferred to other things, and other recreational
activities outside of school, The aim is that they take
an interest in it.If the student’s general attitude is
lacking, this is where points would come off of.
There is a total of 10 points which everyone starts
out with, and it goes from there.

Introduction Slip This introduction slip will be a way to get to know ✔

the kids and how they interact with role models in
sports. The kids will be asked to bring in a piece of
paper, or document telling me their name, a fun fact
about them, and who their favourite hockey player
is and why. This allows me as the teacher to better
get to know them and understand where they are at
in their knowledge of the sport.

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