Grade 4 – Specific Outcomes
4 recognize and personally acknowledge individual and
General Outcome A: Activity
A4–
Basic Skills
1 select, perform and refine simple locomotor sequences
2 consistently and confidently perform locomotor skills
and combination of skills, by using elements of body
and space awareness, effort and relationships to a
variety of stimuli to improve personal performance
3 select, perform and refine simple nonlocomotor
sequences
4 consistently and confidently perform nonlocomotor
skills by using elements of body and space awareness,
effort and relationships to a variety of stimuli to
improve personal performance
5 select, perform and refine ways to receive, retain and
send an object with control
6 consistently and confidently perform manipulative
skills by using elements of body and space awareness,
effort and relationship
Application of Basic Skills
7 select, perform and refine basic skills in a variety of
environments and using various equipment; e.g., water
safety, skating, swimming
8 select, perform and refine basic dance steps and
patterns; e.g., creative, folk, line, sequence and
novelty, alone and with others
9 demonstrate a creative process to develop dance
sequences alone and with others
10 demonstrate critical thinking and problem-solving
skills to modify games and achieve activity outcomes
11 demonstrate strategies and tactics that coordinate
effort with others; e.g., team, in order to achieve a
common activity goal in lead-up games
12 select, perform and refine the basic skills in
educational gymnastics, e.g., use of different body
parts, types of effort, space and relationships to
develop a sequence
13 select, perform and refine basic skills in individual
activities; e.g., cross-country running
General Outcome B: Benefits Health
B4–
Functional Fitness
1 identify the nutritional needs related to physical
activity
2 demonstrate and describe ways to achieve a personal
functional level of physical fitness through
participation in physical activity
3 experience movement, involving components of
fitness
Physical Education Guide to Implementation (K–12)
Alberta Learning, Alberta, Canada
Body Image
other attributes that contribute to physical activity
5 N/A
Well-being
6 describe positive benefits gained from physical
activity; e.g., physically, emotionally, socially
7 demonstrate changes that take place in the body during
physical activity
8 understand the connection between physical activity,
stress management and relaxation
General Outcome C: Cooperation
C4–
Communication
1 articulate and demonstrate respectful communication
skills appropriate to context
2 N/A
Fair Play
3 identify and demonstrate etiquette and fair play
Leadership
4 select and demonstrate responsibility for assigned
roles while participating in physical activity; and,
accept ideas from others that relate to
changing/adapting, movement experiences
Teamwork
5 participate cooperatively in group activities
6 identify and demonstrate positive behaviours that
show respect for self and others
General Outcome D: Do it Daily…for Life!
D4–
Effort
1 demonstrate a willingness to participate regularly in
physical education class
2 demonstrate factors that encourage movement
Safety
3 follow rules, routines and procedures for safety in a
variety of activities
4 participate in, and identify the benefits of, safe
warm-up and cool-down activities
5 describe how to move safely in various environments;
e.g., skating rink
Goal Setting/Personal Challenge
6 set and achieve a long-term goal to increase effort and
participation in one area of physical activity
7 demonstrate different ways to achieve an activity goal
that is personally challenging
Active Living in the Community
8 identify how people, facilities and communities
influence physical activity
9 make decisions to be active within group activities or
individually
Grade 4 /107
(2000)
Lesson
Combining Our Skills Date Dec. 2, 2021
Title/Focus
Subject/Grade
Physical Education, Grade 4 Time Duration 30 Mins
Level
Unit Basketball Teacher Heather Munro

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Goal Active Living In the

Specific Basic Application of Functional Body Well- Communic Setting/ Community
Outcomes Skills Basic Skills Fitness Image being ation Fair Play Leadership Teamwork Effort Safety Personal
Challenge
A4-6 C4-1 C4-5

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Students will acquire skills through a variety of developmentally appropriate movement
Learning activities; dance, games, types of gymnastics, individual activities and activities in an alternative
Outcomes: environment; e.g., aquatics and outdoor pursuits.
Specific
Basic Skills—Manipulative: receiving; e.g., catching, collecting: retaining; e.g., dribbling, carrying,
Learning bouncing, trapping: sending; e.g., throwing, kicking, striking
Outcomes:
SMART LEARNING OBJECTIVES (specific, measurable, action word, relevant, timely)
Students will practice basketball procedures by taking a knee and holding their ball to the ground
when hearing a whistle
Students will practice their dribbling, shooting, and passing skills through a warmup activity and
through a relay race.
ASSESSMENTS
● What is passing, dribbling, shooting?
Key Questions:
What about this matters?
● What are the steps we have to do for each?
Why does it matter? ● Why is doing all of these things together important?
- students copying warm up movements
- students dribbling with ball waist high, keeping head up (during relay)
Observations, - students bounce passing the ball (during relay)
Products, and/or - students shooting following beef (during relay)
Performances: - students following procedures as we introduce our new unit (take a knee
with ball on the ground when I blow a whistle, when we aren’t using a ball it goes
back into the cage, no dribbling when I am talking, sitting around black circle)
Materials
Speakers
Basketball
1
Dots (frisbee looking placemats)

Safety considerations: benches at the side of the gymnasium, shoe laces tied, no bballs left on the floor,
make sure gym doors are closed

PROCEDURE
Introduction Time
At 8:30, students will be in classroom. Have students line up at
8:25ish:
1. If you are wearing… (list characteristic, blue, green, etc.)… line
up
2. Can everyone before we leave double check that their shoes
are tied

Remind students of our rules: 5 mins

1. We walk to the gym quietly and calmly. I trust that you can be (to set
respectful of our hallway neighbors who are working so hard. procedure and
2. When we get to the gym, we will be mindful of the benches at have students
the side of the gymnasium, and the hockey nets while we are run)
running our two laps.
3. Where do we sit after we have ran our two laps? The black 8:32)
circle

Let’s go! At door remind students to be aware of the benches while

running their 2 laps upon entering the gymnasium Directions &
Set the objective, dribbling:
purpose, interest
Students at the circle: Alright I am going to give you a basketball
when we line up on centerline that intersects with the red one. 3 mins
When I give you the ball you are going to dribble around I don’t
want to see anyone shooting, keep the ball at waist height and your (8:35)
head up so you don’t crash into anyone. If you aren’t using your
ball, or need to go to the bathroom, you need to put the ball back
in its cage. What do we do when we hear me whistle? Take a knee,
hold the ball and make sure you can see me. Alright student name
you can start the lineup, let’s go.

*practicing procedure* if students AREN’T following, give them a

slide and say we have been working on this for three days now, if I
have to tell you again you are going to have to run a lap, but I
believe that you can take the knee and show me you can do it.

Blow whistle and wait for students to stop. Make them hold the
quiet for a moment. Alright I want you to spread out on the red line
and make sure you can see me as I lead us in our warmup dribbling
dance. I believe you can do this within 30 seconds.

2
 Body Time
Scaffold the steps to the
end goal.
Warm-up basketball dribbling/movements with the Cha Cha Slide
Song: Cha cha slide
1. https://open.spotify.com/track/5Sho3kEbYXopoXPhPACqo7?si= dribbling warm
30cf63f9d13c4e66 up
2. As the song plays, follow the movements of the song with 5 mins
basketball related movements. (8:40)
Example:
Everybody clap your hands
Clap, clap, clap, clap your hands
Clap, clap, clap, clap your hands

So we can slap the ball to get a good feel of the ball, and each verse
the everybody clap your hands we work up, so the next thing is to
move the ball back and forth between fingers. You could also try to
dribble on beat.

Cha cha real smooth: move the ball around your midsection.
To the left, to the right: dribble in respective direction
Cross your legs: cross dribble 8:42
2 mins (put
https://www.youtube.com/watch?v=jMiJY4-4GZA inspo video :) away)

Whistle after warmup: take a knee

Students put their ball away and sit at the black circle again.
2 mins for
Ask: what skills have we been working on this week? bounce pass, explanation
chest pass, dribbling, pass and shooting. We are going to put it all and
together in a relay race. Before we start, thumbs up /middle/down movement
if we need to review our bounce pass (DEMO) and our shot (BEEF) into team

(8:44)
Break up teams:
1. Kissinger, Kantrell, Cataleia
2. Andrew, Peyton, Addison
3. Riley, Victoria, Joshua
4. Nigel, Georgia, Illy,
5. Aaliyah, Nixon, Leanna

F: if F doesn’t want to participate, I will ask F to help me monitor

the game! If F sees a team win F puts up a colored pinny and can
honk the whistle. Ask to distribute one ball per team, ask him to
hold my ball for me, give him a role.

3
 Demo:

1 min.

8:45
1. First person is going to dribble the ball to the dot and then
come back to the second dot.
2. The person is then going to stop at the dot, shoot the ball
using our beef way, get their ball and bounce pass it to the next
person
3. Once you have done it, you will sit down and cheer on your
teammate!
Round 1:
4. The first team to complete the relay wins!
5 mins
Round 2: I would like you to dribble on the way there and do
whatever dribble you prefer on your way back.
(8:50)

Round 2:

5 mins
(8:55)
Closure Time
Just one Whistle, one person from your team put your ball back into cage.
Solidify 2 mins
Line up on the red line:
Extend
Celebrate (balls away
Thumbs up if you feel more confident that you can move with a
and line up)
basketball today, thumbs in the middle if it a little weird feeling
still, thumbs down if it just isn’t feeling totally right yet?
1 min
(format.
Awesome, well I want to say I saw improvement in each one of you
Assess) + 1 min
and thank you for your effort. When we go back to class, we will be
(transition
getting ready for stem. How are we going to walk back to class?

4
 Quietly. You have about 3 minutes to fill up your water bottle and expectations
clear off your desk so that we can start stem club. for stem).

- Red Light, Green Light!!

Have all the players line up on the base line with a ball. Coach yells “green light”
and players move forward as quickly as possible while dribbling the ball. When the
coach yells “red light”, the players must stop and maintain their dribble. Send back
to the start any player not dribbling in control. The winner of the game is the first to
Sponge cross the opposing end line. Coaches can mix in a “yellow light” as well.
Activity/Activities
- Teacher lead stretch circle, use cool down stagnant stretching movements

Reflection: