McKenzie McElhinney January 23, 2022

Grade: 9 Subject: Phys Ed. Unit: Curling Duration: 60 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
General Outcome A acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities and activities
in an alternative environment
Specific Learning Outcomes:
Students will:
A9–7 apply and refine activity specific skills in a variety of environments; e.g., hiking, wall
climbing
LEARNING OBJECTIVES
Students will:
1. Demonstrate the refined skill of a curling slide from the hacks on a sheet of ice.
ASSESSMENTS
Key Questions: Observations:
 Are students able to understand  correct foot and broom positioning
the key steps in executing a slide?  balance
 Are students able to put the steps  follow-through and extension as curler slide
of the slide to their actions? out of the hack
 Are students respecting and  eyes looking to where curler is sliding to
encouraging others to succeed in
their slides?
Written/Performance Assessments:
-Students will be questioned on their prior knowledge of the sport specifically sliding.
-Observation will be happening throughout the lesson.
-Students will write out the steps in point form and hand them to the teacher at the end of the
lesson.
DIFFERENTIATION/ACCOMMODATIONS
Students may:
- be leaders and help teach a slide to others
- use a crutch for better stability
- change broom positioning or take the broom away to create a challenge
- write the steps out on a whiteboard for those with low working memory
- move the pylons further back
- use a stick if they are unable to crouch down in the hacks
MATERIALS
 Pylons
 Curling Brooms
 Gripper
 Slider
PROCEDURE
Introduction (15 min.):
Attention Grabber:
Q: What’s a curler’s favorite kind of food?
A: Take out.
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Assessment of Prior Knowledge: Ask a student if they have ever curled and if they could explain
their prior knowledge on the steps to perform a slide.
Expectations for Learning and Behavior: Students will actively participate and respect each other
by waiting their turn, encouraging others, having a positive attitude, and dressing appropriately.
Advance Organizer/Agenda: stretch your legs, stretch your arms, and warm-up your body.
Transition to Body: Move to a sheet and wait for further instruction.
Body (30 min.):
Learning Activity #1: Slide (15 min)
Direct Instruction
Teacher Demonstration:
-Students will be standing beside the sheet so they can watch a side profile of the slide.
-Describe the steps you are taking while demonstrating the slide.
Steps:
1. Approach hacks from the back
2. If right-handed position right foot in the left hack/for left-handed students position left
foot in the right hack (gripper foot in hack and slider foot on the ice)
3. Point toe to the direction you want to slide to
4. Crouch down and place broom horizontally in front of your body with both hands on the
handle
5. Lift your hips
6. Slide your foot back along with your broom
7. Bush away from the hack with your right leg and slide
8. While sliding bring your left foot in the foot of your right leg so your legs make a straight
line
-Have students describe the steps back to you.
Student Demonstration:
-Have students execute a slide while describing to you the proper steps put emphasis on the six
steps of:
1. Approach from the back
2. foot in the hack
3. crouch down
4. hips up
5. foot back
6. slide
-provide feedback on the slide.
Things to consider
Assessment: The teacher will be observing the students throughout the task providing feedback
on proper steps and tips for balance and creating more power in the slide.
Differentiation: Based on the group of students, the teacher can: choose some students to be
leaders and help teach a slide to others, provide students a crutch for better stability, change
broom positioning or take the broom away to create a challenge or write the steps out on a
whiteboard for those with low working memory.

Learning Activity #2: Slide to a target (15 min)

Direct Instruction:
-set up pylons on the left and right side on the center line and have students slide to them and
knock them over.
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 McKenzie McElhinney January 23, 2022
-remind students to point their toe that is in the hack to the target (this will make their entire
body point to the pylon once they crouch down).
-when students start to knock over the pylon move it further back to create a challenge.
Things to consider:
Assessment: The teacher will be observing the students throughout the task providing feedback
on proper steps and tips for balance and creating more power in the slide.
Differentiation: Based on the group of students, the teacher can: move the pylons further back,
provide students a crutch for better stability, change broom positioning or take the broom away
to create a challenge.
Closure (15 min.)
Consolidation/Assessment of Learning:
-Observation will be happening throughout the lesson.
Feedback To Students: Bring up three great techniques you saw the students do and thank them
for a great class.
Transition To Next Lesson: Ask students to put the brooms, grippers, and sliders away on their
way out.