Jbosa Jrai Unitplanfinal

Invasion Games: Football/Ultimate Frisbee
Julianna Bosa & Jaiya Rai
Department of Curriculum and Pedagogy
EDCP 322: Physical Education – Secondary: Curriculum and Pedagogy
Steve McGinley
Dec 6, 2022

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Table of Contents
CENTRAL TOPIC:..............................................................................................................................................................................................................................4
RATIONALE:.......................................................................................................................................................................................................................................4
CURRICULAR MODELS...................................................................................................................................................................................................................5
TEACHING GAMES FOR UNDERSTANDING..........................................................................................................................................................................................5
TEACHING PERSONAL AND SOCIAL RESPONSIBILITY:........................................................................................................................................................................5
INSTRUCTIONAL STRATEGIES:...................................................................................................................................................................................................6
DIRECT INSTRUCTION:........................................................................................................................................................................................................................6
COOPERATIVE LEARNING...................................................................................................................................................................................................................6
PEER TEACHING:................................................................................................................................................................................................................................6
UNIT GOALS........................................................................................................................................................................................................................................7
BIG IDEAS............................................................................................................................................................................................................................................8
FIRST PEOPLE'S PRINCIPLES OF LEARNING INDIGENOUS PERSPECTIVES................................................................................................................8
UNIT ESSENTIAL QUESTIONS.......................................................................................................................................................................................................8
UNIT UNDERSTANDINGS................................................................................................................................................................................................................9
CONTENT.............................................................................................................................................................................................................................................9
CORE COMPETENCIES..................................................................................................................................................................................................................10
ASSESSMENT....................................................................................................................................................................................................................................11
FORMATIVE.......................................................................................................................................................................................................................................11
SUMMATIVE......................................................................................................................................................................................................................................11
UNIT EVALUATION STRATEGIES.......................................................................................................................................................................................................11
SEQUENCE OF UNIT.......................................................................................................................................................................................................................12
END PRODUCT.................................................................................................................................................................................................................................13
ENVIRONMENTS.............................................................................................................................................................................................................................13
ADAPTATIONS/MODIFICATIONS...............................................................................................................................................................................................13
CROSS CURRICULAR LINKS.......................................................................................................................................................................................................14
SAFETY (PHYSICAL AND EMOTIONAL) CONSIDERATIONS.............................................................................................................................................15
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EQUIPMENT......................................................................................................................................................................................................................................15
ALTERNATIVE ENVIRONMENT PLAN.....................................................................................................................................................................................16
BLOCK PLAN....................................................................................................................................................................................................................................18
LESSON PLANS.................................................................................................................................................................................................................................25
LESSON 1..........................................................................................................................................................................................................................................25
LESSON 2..........................................................................................................................................................................................................................................37
LESSON 3..........................................................................................................................................................................................................................................50
REFERENCES....................................................................................................................................................................................................................................64
APPENDIX A......................................................................................................................................................................................................................................65
FORMATIVE ASSESSMENT.................................................................................................................................................................................................................65
SUMMATIVE ASSESSMENT................................................................................................................................................................................................................75
APPENDIX B......................................................................................................................................................................................................................................76
APPENDIX C......................................................................................................................................................................................................................................79
CREATE YOUR OWN INVASION GAME.............................................................................................................................................................................................79
INVASION GAME RESEARCH ASSIGNMENT......................................................................................................................................................................................83
ON THE SIDELINES WORKSHEET......................................................................................................................................................................................................87
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Unit Plan: Invasion Games (Football/Ultimate Frisbee)

Subject: Physical and Health Education Grade Level: 10 Time Frame: 9 days

Central Topic:

The BC PHE 10 curriculum states that trying a variety of physical activities can increase the likelihood that we will be active
throughout our lives. This unit will use a combination of Teaching Games for Understanding and Teaching Personal and Social
Responsibility, with the instructional strategies of peer teaching, cooperative learning, and direct instruction. The overall aim of this
unit is to create connected authentically rewarding learning experience for students, to support their journey in staying physically
active through life through. This will be done through a variety of invasion games, supporting their development of becoming
competent game performers with the use of the games of football and ultimate frisbee.
Rationale:

The objective of invasion games is to invade the opponent’s territory to score a goal, while concurrently protecting their own
goal. This unit will provide students with opportunities to explore tactical problems related to the games of football and ultimate
frisbee. The unit intention is that students learning experiences will elicit positive emotions and through these rewarding experiences,
the students will develop and apply a variety of fundamental skills, strategies, and tactics in a variety of territorial/invasive games.
By the end of this unit, students will have participated in a variety of lessons related specifically to ultimate frisbee and football
that can be transferred and applied into a variety of territorial/invasion games. Though the unit will focus in on ultimate frisbee and
football, it doesn’t matter which sports are the focus, as students will have gained the confidence and competence to participate in a
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variety of other invasion/territorial games that are similar in focus. As a result of engaging in this unit, we aim to instill physical
literacy, teamwork, leadership, respect, and self-directed learning in the students. Implementing components of TPSR will promote
students to have a sense of reasonability, cooperation and promote caring about others and their experience and development. Through
the use of TPSR we intend to set connection intentions in each lesson that is responsible for driving the learning process, reflection,
and assessment. A connected authentically rewarding learning experience is the target for student learning. After each lesson we want
our students' learning experiences to elicit positive emotions and produce the want to do it again. I.e., “Today my learning experience
felt amazing, and I want to do that again.”. Through the promotion of a socially and emotionally safe and supporting learning
environment, all students will acquire the confidence and competence to participate in a variety of invasion games.
Curricular Models

Teaching Games for Understanding: TGfU is a student-centered approach that prioritizes tactical skills through decision making and
problem solving, and through this student also develop their technical skills. The TGfU model is premised around game understanding
and decision making and is not dependent on the student’s development of sport specific techniques. This model assumes that students
learn best if they understand what to do before they understand how to do it.

Teaching Personal and Social Responsibility: TPSR is a student-centered approach with the desire to facilitate learners to develop
themselves as people, learning to be responsible for the ways they conduct themselves and treat other people. This model utilizes
physical activity as a vehicle to learn to reduce aggressive and disruptive behaviours; improve self-control, conflict resolution,
empathy, and self-efficacy.
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Instructional Strategies:

Direct Instruction: Teacher directs the responses of students by telling them what to do, show them how to practice, then directing
their practice
Cooperative Learning: Learning tasks or projects are assigned to a heterogenous group of students to work cooperatively as a team
Peer Teaching: Uses peers teamed in pairs or small groups to actively teach one another. Teacher plans the tasks and communicates
them to the students; the students assume roles of providing feedback and assessing.
Physical Literacy EDUCATION strategy:

Nurture: Throughout our lessons we motivate and care for our student’s well-being and learning. We show compassion and an
interest in what our students like and want to learn.
Enjoyment: We use a range of games and activities to implement our learning objectives (skills) that have been learned in class.
These games are fun and intriguing for students to participate and enjoy.
Imagination: We want students to think and create using their own ideas to develop strategies using their imagination.
Ability: In our unit plan we want to push our students' abilities and work on developing existing skills or creating new ones.
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Unit Goals
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Psychomotor Cognitive Affective
Students can consistently send and receive Understand basic rules and Demonstrate a stronger sense of personal growth,
an object strategies of football and ultimate positive classroom contribution and
frisbee sharing/embracing healthy thinking patterns
Students can consistently demonstrate off
ball movement Be able to understand the Students will develop an appreciate for a variety
importance of offense and defense of territorial/invasion games
Students can consistently and effectively
create space for their team To be able to evaluate themselves Students will consistently be a great peer, valuing
and their peers themselves and others
Engage in physical activity to enhance their
health and fitness Communicate ideas, strategies, Demonstrate safety and fair play
and thoughts with peers
Actively participate in purposeful play effectively as a team Students will engage and cooperate with others
while participating in physical activity
To be able to identify what
techniques to use in order to Students will demonstrate emotional intelligence
properly execute a skill and social skills while working with others
Students will recognize how Respect teammates and equipment being used
skills, tactics, and strategies
transfer across all invasion games
Big Ideas
 Trying a variety of physical activities can increase the likelihood that we will be active throughout our lives
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 Healthy choices influence our physical, emotional, and mental well-being

 Understanding our strengths, weaknesses, and personal preferences help us plan and achieve our goals
First People's Principles of Learning Indigenous Perspectives
 Learning involves recognizing the consequences of one’s actions.

 Learning involves patience and time.
 Learning requires exploration of one’s identity
Throughout the unit, students will collaborate with their peers through a variety of different invasion games. This unit has a strong
emphasis on building strong and healthy relationships with their peers to strengthen their learning through a safe and supported
environment. Student’s will be challenged in the areas of personal growth, classroom contribution and healthy thinking.
Unit Essential Questions
What essential questions will be considered?
 Do you know what makes ultimate frisbee different than any other team sport offered at this school?
 What other games do the tactics and skills of football and ultimate frisbee transfer into?
 How is supporting and valuing all members in my class skills that can help me outside of school or with my other classes?
Unit Understandings
Students will understand that...
Students will understand that football and ultimate frisbee are a form of invasion game to which the technical and tactical skills
learned throughout the unit can be transferred into a variety of other invasion games. Students will understand that embracing and
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sharing positive behaviour and healthy emotions is vital to their learning.
 How can I best work as a team to score on my opponents’ goal?

 How can I support and value all members in the class to contribute to a safe class environment, and make them stronger?
 How can I position my body when sending and receiving to increase my chances of success at getting an object to my target
or receiving an object?
 What strategies can I use to move an object closer to my opponent?
 How can I best defend my territory to gain possession of an object and/or stop my opponent from scoring?
 How can I make it difficult for my opponent to score a goal or get a point?
Content
Curricular Competencies Content

Students will be expected to do the following:
Students are expected to know the following:
Psychomotor:
 Refine and apply movement skills in a variety of physical activities and Psychomotor:
environments  Proper technique for movement skills
 Participate in physical activities designed to enhance and maintain health
components of fitness Cognitive:
 Influences of physical, emotional, and social
Cognitive: changes on identities and relationships
 Refine and apply movement skills in a variety of physical activities and  Movement concepts and strategies
environments Affective:
 Demonstrate safety, fair play, and leadership in physical activities  Strategies for goal-setting and self-motivation
 Identify and explain motivational factors influencing participation in
physical activities
 Describe the relationships between physical activities, mental well-being,
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and overall health
Affective:
 Demonstrate safety, fair play, and leadership in physical activities
 Explain how developing competencies in physical activities can increase
confidence and encourage lifelong participation in physical activities
 Develop skills for maintaining healthy relationships and responding to
interpersonal conflict
 Analyze the potential effects of social influences on health
 Describe the relationships between physical activities, mental well-being,
and overall health
Core Competencies
Communication
 Students apply critical and reflective thinking to acquire and interpret information and to make choices about how to
communicate their ideas
 Students communicate to collaborate. Students often collaborate to develop effective communications.
Critical Thinking
 Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they
question and investigate, and design and develop
Personal and Social
 Students identify their personal strengths and abilities to self-advocate effectively
 Students increase their well-being by recognizing their personal values and choices
Assessment
(See Appendix A)
Formative Summative
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Personal and Social Responsibility Self-Assessment

The use of these methods of formative assessment is to gather evidence
Rubric
of students learning, understanding, skills and development. It is used
to give feedback not just for the teacher to inform future curricular
practices, but to engage the student in their own learning process. The
Unit Evaluation Strategies
following formative strategies will be used through the unit:
 Check for understanding questions throughout lessons. This In commitment to the continuous process of evaluating and
involves asking the students open ended questions with the enhancing the quality of units and teaching, the following
intentions of checking the students’ understandings in relation to evaluation strategies will be executed.
the learning objectives for that lesson. Checking for student

understandings allows teachers to gain an understanding of the 1. 3-2-1 student reflection about halfway through the
learner’s depth of acquired knowledge, learnings and skill which is unit (day 4), to provide teachers with insight to
useful for informing future curricular planning aspects of the unit that require attention and
 Daily self-assessment based on each lesson’s connection intention. modification, and to what aspects work and should
Self-Assessment is an integral aspect to student learning as it be kept.
provides students with the opportunity to gain a better 2. 2 stars and a wish exit slip. Students will be
understanding of where they are at with their own learning. It can provided a sticky note, to which they will write 2
also help with insight on their comprehension as well as their stars and a wish for the lesson and will stick it to
judgment skills of themselves and others. In addition, teacher will the wall on their way out, after they have given
take some teacher assessment scores /100 to compare with student their daily self-assessment score out of 100.
assessment. 3. Teacher self-reflection log to be filled out

during/after each lesson. These sheets will be in a
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 Exit slips/prompts combined folder/binder for this unit. Template to

 Teacher observation and note taking be found in Appendix A - 1 sheet per lesson with
 Peer feedback respect to organization.
Sequence of Unit
Our unit plan on invasion games starts with an introduction to invasion games lesson that will go over what types of sports and
games are considered invasion games, and generally what the objectives and aspects make up these games. This allows students to
wonder and make connections to other games they know and as we move through the unit this lesson allows students to make
connections on different tactics from other familiar invasion games. Our skills in this unit will focus on both ultimate and football
specific skills. Therefore, our second and third lesson will be focusing on refining skills such as sending and receiving an object
(both a disc and a football) to create a proper foundation of skills so students can further explore more complex aspects of invasion
games. Our lessons then focus on creating space, attacking the goal, transitional plays and defending space. These lessons begin to
develop students’ offensive decision making and allow them to think about why these aspects are important in game play. Creating
space and attacking the goal are critical but knowing how and when to implement these concepts will create smarter players. After
learning these concepts, we then can build on transitional plays, which show the importance of using turnovers to push fast plays to
prevent defense to set up and give the offense an advantage. After mastering those offensive tactics, we then move to defending
space, which creates more strategies on how to protect the goal. All these strategies in this order builds off each other to further build
students' understanding on maintaining possession and strategically attacking and defending in game play. Our last two lessons then
become game appreciation lessons, in which we tie in everything we learn into two days of application using different games. These
two days are where students can apply their skills, strategies, and knowledge in real game play to conclude our unit
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End Product
By the end of the unit, we want students to expand in the areas of personal growth, classroom contribution and healthy thinking. It is
through these objectives that we want our students to create authentically rewarding learning experiences of invasion games.
Through embracing healthy emotions and sharing healthy energy with classmates, we hope students create a positive bond with
sports such as football and ultimate frisbee, leading them to want to do it again
Environments
Gym and Outside Field
Adaptations/Modifications
*See lesson plans for adaptations and modifications of activities*
Cross Curricular Links
Our unit plan has can link to other areas in our curriculum such as:
 Science/Biology:
o Specifically, anatomy and physiology. When discussing and debriefing with the group about different movements we
are exploring, students will learn about different muscles and joints that are being used. We can talk about what bones
are moving and how the specific joints move (explain the range of motion of any joints being used).
o It is important in this unit to stress the importance of cool down and warm up time and why it is important around
vigorous and moderate exercise to reduce risk of injury and prepare our muscles or slow down our heart rate. We will
discuss why warming our joints up (synovial joints especially) is so important. This is to be sure that synovial fluid is
lubricating our joints and preparing our bodies before physical activity in which reduces injury and increase range of
motion of that joint.
o We also will go over and discuss what energy systems are being used and what our bodies are doing to use energy in
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each activity (anaerobic, aerobic ect.). We go over what ATP is (as they are learning about it in their own science
classes) and how/when our bodies utilize it during different types of physical activity.
 English:
o We will have students demonstrate their understanding (CFU) or reflect on our learning objectives on worksheets
using proper, full sentences. We will allow them to critically think when reflecting and be able to articulate what they
are thinking and feeling.
o We will also have students debrief and reflect with one another and exchange opinion, strategey and ideas. This
allows students to discuss and utilize their language skills to be able to vocalize and share their ideas and
understanding. Collaborating ideas with one another allow students to discuss and assess different ideas from others
and be able to put into words when critical thinking. This develops their communication and linguistic skills.
 Psychology:
o Able to discuss how exercise is a good coping mechanism for some mental health challenges and other ways to create
dopamine in the brain when exercising. We can connect why our cool down and deep breathing help calm us down
after exercise and what part of our brain is regulating our bodies (temperature, heart rate ect.), which is the
hypothalamus.
 Social Studies:
o When/if we take class outside during this unit, we can talk about our environment and the land we are on. We can talk
about the significance of where we live and which indigenous band’s land we are playing and studying on. We can
touch and some history of where are and history of the band that the land belongs to. For example, we are on the land
that belongs to Tsleil-Waututh people formally known as Burrard Inlet Indian Band which is a first nation band
government in BC.
o We also encourage students to strategize and gather information based on what we are teaching and make connections
to different activities from different cultures and countries outside of western society. For example, in most other
countries they play sports that are similar to American football such as rugby or in India “kabaddi”.
Safety (physical and emotional) considerations
Physical
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Ensure AirPods are out, phones are in locker, appropriate footwear, no open doors, facility is swept and cleared for hazards,
equipment is placed in consideration of student safety during game play, spatial awareness reminder
Emotional
Implementing components of TPSR will promote students to have a sense of reasonability, cooperation and promote caring about
others and their experience and development. Through the use of TPSR we intend to set connection intentions in each lesson that is
responsible for driving the learning process, reflection, and assessment. A connected authentically rewarding learning experience is
the target for student learning. After each lesson we want our students' learning experiences to elicit positive emotions and produce
the want to do it again. I.e., “Today my learning experience felt amazing, and I want to do that again.”.
Equipment
 Stack of cones
 Footballs
 Frisbees
 Foam Balls
 Bean Bags
 Pinnies (25 – 5 different colours)
 Projector/TV
 Assessment sheets
 Alternative work sheets
 6 hockey nets
 Laptop
 Hula Hoops (20-40)
 Blue Mats
Alternative Environment Plan
The benefit of this invasion game unit is that the lessons can be modified/adapted for either indoors in the gymnasium or outdoor on
the field (1). However, if unforeseen circumstances occur and the class does not have access to the gym or outdoor field, there are a
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variety of back-up plans that can be executed in the mat room, classroom, the school’s grand hall or any other space the students will
have access to for that block. Should we need to initiate a back-up plan, the class will be presented with the 2 alternatives and will
have a choice of what to do.
(2) The students will further deepen their knowledge and understandings of invasion games by exploring the game category of
invasion games through an inquiry lens where they will be required to create their own invasion game. Although this unit does not
have an inquiry focus, initiating this back up plan promotes a higher level of student “buy in” by making the learning personal,
would encourage deeper forms of student understanding of invasion games and affords students the opportunity to be creative. This
is especially ideal when the teacher is in the position of having to run a back-up plan as these notoriously can be very last-minute
decisions that may not have any learning intentions or educational benefits for the students. Instructions for this back up plan of
creating a game are as follows:
Step 1) Students will be divided into 6 groups of 5.

Step 2) Once groups are formed, students will find a spot in the environment class is in (mat room, classroom, a table in the grand
hall etc.), and will form in a way that represents collaborative group work will occur. (A straight line, or disorganized group huddle
is not acceptable as it does not represent that the students are ready to collaborate and communicate with each other).
Step 3) Create a game that would fall in the game category of invasion games and is inclusive to all students in our class.
Step 4) Students will have 10 minutes to explore the equipment room to see what equipment they would theoretically have available
to them and will be given 20 minutes to create the game – providing them with a total of 30 minutes (how they choose to disperse
this time is up to them). After groups have created their games, they will present the game to the class providing the name of the
game, the number of players, the playing area/boundaries, equipment needed, and the rules. They will also be required to explain
how this game fits in the game category of invasion games.
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After presenting the game, fellow classmates will have time to ask them questions as if they were going to play it. If the students
seem really thrilled about the games they create, then it is recommended that the unit plan is readjusted to allow for the students to
play/test out their games the next class they have gym/field access. Allow the students to celebrate what they have created.
*See Appendix C for worksheet*
(3) Invasion Game Research Assignment – Students will work in pairs for this activity. They will have 5 minutes to find a video clip
of any invasion game online and will engage in a worksheet to deepen their knowledge and understandings of the tactical
components of invasion games. Students will watch 5 minutes of this clip and answer the questions in the worksheet (refer to
Appendix C).
(4) On the Sidelines Worksheet – Stuff happens, and sometimes students cannot physically participate in class on any given day due
to circumstances such as illness, injury, unsafe footwear, etc... This does not mean they get to sit on the side and not learn. Students
who are unable to participate during activities will be provided with the On the Sidelines Worksheet (refer to Appendix C)
Block Plan
# Lesson Title Lesson Activities (Learning Experiences) Assessment

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1 Focus: Connection Intention:  One note Prompt: 1

Introduction to Have an open mind, be purposeful and pay attention. Make yourself valuable thing you are
Invasion Games by committing to a shift in thinking patterns. excited/look
forward to, 1 thing
Introduction: you are
Intro to invasion games hook video and hook questions. (What are invasion worried/nervous
games?). Overview of unit objectives. about
 Self-Assessment
Develop: Emotions Mix-up
Activity to review final self-reflection sheet (healthy positive thoughts – what
makes a good PE student?)
Culminating:
Backwards Soccer – very introductory to give students a taste of the unit ahead
2 Tactical Focus: Connection intention:  Check for
Sending/receiving Contribute to you and your peer’s success. Set high standards for yourself and Understanding
an object - your peer. Learning to throw a football can be challenging, be brave and (appendix A)
football challenge yourself and your partner.  Peer Feedback
 One note Prompt:1
Introduction: way you helped
Perfect Pass your peer succeed
https://physedgames.com/category/football/  Self-Assessment
Develop:
Partner Throwing and Catching Drill -With a partner there will be instruction
and a quality demonstration on how to properly catch and throw with learning
cues.
Around the world (groups of 4) -After a while group can compete against each
other (first as a team to complete the task wins)
Culminating:
Matball (using football)
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https://thephysicaleducator.com/game/matball/
Sending/receiving Contribute to you and your peers success Be purposeful & knowledgeable and Understanding
an object - set high standards for yourself and your partner. Make yourself valuable by (appendix A)
ultimate frisbee committing to learn a new skill, by committing to your partners improvement  Peer Feedback
and to be fun and celebrate a lot.  Exit slip: 3 stars
Introduction: and a wish - sticky
note exit slip
Wrist Flick Bench Ball - using bean bag  Self-Assessment
https://www.iphys-ed.com/resources/
Develop:
(See Appendix B for throwing and catching technique)
Skill Development: Throwing/catching frisbee technique self directed students
move through the levels of throws and catches in partnerships.
 Partner passing
 Partners set high standards for each other
Culminating:
Bench Ball Frisbee edition - students to practice techniques just learned
https://www.iphys-ed.com/resources/

4 Tactical Focus: Connection Intention:  Check for
Creating Space & Face the fear and embrace the challenge. Run hard to create space, improve Understanding
Maintaining consistency and opportunities for success. Running fast is an indicator of (appendix A)
Possession commitment and bravery.  Exit slip: 3-2-1
activity
Introduction:  Self-Assessment
Hook question: Why is possession important in invasion games?
Endzones (Build 3: Star ball)– Warm Defence Rules
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Develop:
Task progressions:
Progression 1: Passing to pylons, move to pylon
Progression 2: Call name, pass to space
Progression 3: Active defender
Culminating:
Endzone: Build 4 (Using Frisbee or Football - student choice)
https://thephysicaleducator.com/game/endzones/
Attacking goal Be safe/be brave. Embrace physicality safely. You are responsible for the Understanding
emotional and physical safety of others. Recognize what levels of physicality (appendix A)
your classmates are ready for. Intimidation or bravado is unacceptable. Allow  Prompt: 1 thing a
your teammates the opportunity to learn to be brave. peer did that made
you feel good?
Introduction:  Self-Assessment
Eraser Football
https://www.youtube.com/watch?v=33rcFC0CX5w
Develop:
Peer teach - carrying the ball
Running pass patterns (Students provided worksheets with running patterns on
them, and are to teach their group)

Culminating:
4 v. 4. - 5 downs
6 Tactical Focus: Connection Intention:  Check for

Transitional Plays Value yourself/value others. Be mindful and bravely embrace the opportunity Understanding
to defend. Value others and encourage running hard to defend space as a (appendix A)
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Understand what primary objective. Help teammates positively process failure and celebrate the  Prompt: 1 thing
to do when one successes. Allow the opportunity for those that need more practice defending you did that felt
team loses the ball to get in there. great
and the other team  Self-Assessment
gains possession Introduction:
End zone tag - Small sided games of end zone tag to create a faster pace game.
Develop:
3 on 3 transition drill- Having defense run back with a disadvantage by running
around a cone
3 on 2 transition drill-This will allow defense to set up but still at a

disadvantage with a fast-paced play as there will be one more offender
opposing them in this play.

Culminating:
Kaleidoscope
https://www.playsport.net/activity/kaleidoscope
Defending Space Actively make others feel safe. If you are a more confident game player, back Understanding
off a loose ball and allow your less confident peers to make a move. (Let them (appendix A)
Defending team get the ball and start the action in a safe unchallenged manner). In turn, less  Prompt: 1 example
players by confident students are asked to face the fear. Be brave, you are in a safe of how you made
occupying space supportive environment your peers feel safe
behind attacking Introduction: Go-Around ball (no goal just a skittle target)  Self-Assessment
players and to
prevent players Develop:
from scoring. Tails: this will be tails tag with the objective being the player with the most
pinnies at the end wins.
1V1 Pinnie Tag (offense vs defense)- play one on one drill, offense and
defense is determined by rock paper scissors facing each other then running to
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get a point in the endzone that they are facing (winners of rock paper scissors
are offense)
Culminating:
Go-Around Ball (using soccer net and goal tender)
8 Focus: Connection intention:  Teams can call

Culminating Value yourself/value others. Value yourself by running hard and creating one 60 second
Football opportunities for a passing lane. Be mindful and bravely embrace opportunity. timeout each
Tournament Imagine if you make the catch of the day! Value others and encourage running game to
hard to open space as a primary objective. Help teammates positively process strategize.
dropped passes and celebrate the catches. Throw the object to those that need  Prompt: 1 way
more practice. One catch can change a mindset. You might be the reason for you positively
it. contributed to
Introduction: your team’s
Yoshi - add in a ball component, if you throw a successful pass to a teammate success today
on mat, you may join them on mat. All students must have a ball and carry as  Self-
they would in football Assessment
https://www.youtube.com/watch?v=suFRXDX2KpU
Develop:
Create team squads (aim for 1 student that is already knowledgeable about
game rules in each squad), squads decide formation.
Go over rules of flag football
https://www.youtube.com/watch?v=Ddwp1HyEFRE
Culminating:
Round robin tournament (5 downs).
Create 6 squads of 5 students. 3 different playing fields.

9 Focus: Connection Intention:  Summative Self
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Culminating Value yourself/value others. Value yourself by running hard and creating Reflection
Ultimate Frisbee opportunities for a passing lane. Be mindful and bravely embrace opportunity.
Tournament Imagine if you make the catch of the day! Value others and encourage running
hard to open space as a primary objective. Help teammates positively process
dropped passes and celebrate the catches. Throw the object to those that need
more practice. One catch can change a mindset. You might be the reason for
it.
Introduction:
4-way frisbee
https://www.youtube.com/watch?v=4r55NtS3MU8&t=7s
Developing activity:
Play video of ultimate frisbee rules
https://www.youtube.com/watch?v=UnNUEvs2Ev0
Culminating activity:
Round robin tournament ultimate frisbee game play. Create 6 squads of 5
students. 3 different playing fields.
25
Lesson Plans
Lesson 1
Introduction to Invasion Games
Grade: 10
Unit: Invasion Game Lesson Number: 1 Class Size: 30
Instructors: Ms. Bosa & Ms. Rai Location: Gymnasium
Big Idea(s)
 Refine and apply movement skills in a variety of physical  Proper technique for movement skills
activities and environments  Influences of physical, emotional, and social changes on
 Participate in physical activities designed to enhance and identities and relationships
maintain health components of fitness  Movement concepts and strategies
 Demonstrate safety, fair play, and leadership in physical
activities
 Develop skills for maintaining healthy relationships and
responding to interpersonal conflict
First Peoples Principles of Learning

Learning Outcomes and Objectives (SWAT)

26
Psychomotor: Cognitive: Affective

 Demonstrate moving into open Be able to explain:  Gain an appreciate of invasion
space, give and go’s, cuts and runs,  The general aspects of invasion games through various activities
passing and receiving games  Demonstrate a stronger sense of
 The general aspects of a personal growth, positive
positive/healthy behaviour classroom contribution and
sharing/embracing healthy
thinking patterns
 Demonstrate safety and fair play
 To be able to engage and
cooperate with others while
participating in physical activity
 To demonstrate emotional
intelligence and social skills while
working with others
 Respect teammates and equipment
being used
Connection Intention
Have an open mind, be purposeful and pay attention. Make yourself valuable by committing to a shift in thinking patterns.
Equipment/Resources Needed/Organization of Area/Transitions
Equipment/Resources:
 Projector/TV
 Laptop
 Stack of cones
 Football and ultimate frisbees
 6 hockey nets
 Self-reflection sheet
27
Formation / Organization of Area:

This is a good opportunity to engage peer tutor if you have one. Tell them what you need done, let them do it.
 Split class into 6 squads of 5
 Split gym into 3 playing areas
 Demonstrations to be done at “home base” (where the whiteboard is – students will know this as it has been the same for
every unit)
Safety (physical and emotional) concerns:
Physical
Ensure Air Pods are out, phones are in locker, appropriate footwear, no open doors, facility is swept and cleared for hazards,
equipment is placed in consideration of student safety during game play, spatial awareness reminder, students are not allowed to
make physical contact with other players
Emotional
responsible for driving the learning process, reflection and assessment. A connected authentically rewarding learning experience is
Transitions:
 When teacher says, “Who lives in a pineapple under the sea”, students respond “SpongeBob Square Pants”. That is the signal
that they need to stop what they are doing and give their undivided attention back to the teacher
Assessment
Summative: Formative: (refer to Appendix A)

 n/a  CFU
 Daily Self-Assessment
 Daily One Note Prompt
28
Lesson Timeline (72 minutes)

Change Introduction Development Culminating Change
Time to Set Connection Warm-Up Skill Development Culminating Cool CFU/ Assess Time to
Change Induction intention, activity/ga Activity Down Closure ment + change
Rules & me: Clean
Expectation Up
s
5 5 5 minutes 10-15 15 minutes 20-25 minutes 3 minutes 2 minutes 5 5
minutes minutes minutes minutes minutes
Set Induction
Time: 5-10 Set Induction (what? why? how?). Learning

What: Students will learn what invasion games are from the TGFU model, and will learn Cues/Teaching Points:
about the unit expectations and its connections to the final self-reflection, what are
healthy thinking patterns, and healthy/positive energy, and an introduction to an invasion
game to set the scene for the rest of the unit
Why: Invasion games are games that require one team to invade another team’s territory
in order to score a point, this is a very broad game category that may include sports like
football, ultimate frisbee, basketball, soccer, rugby and other sports you may already
play. Engaging with this unit will help you enhance/learn new invasion games quicker as
much of the skills are transferrable. Additionally, we must recognize that not everyone
plays sports outside of school and their contribution in the class is just as valuable as
anyone else. We want to create a learning environment where everyone is able to feel
safe and have fun, where our peers walk away and say, “today my learning experience
felt amazing, and I want to do that again”. Additionally, sharing healthy emotions will
help you succeed outside of the walls of PHE. In interviews, with friendships, with your
other classes, can anyone think of anything else?
29
How: We will do this by first introducing you to invasion games through a video,
engaging in a small discussion, playing an emotional mix up game, and ending off with
an introductory invasion game of end ball to set the scene of the rest of the unit.
Connection Intention: Introduce students to connection intentions.

Every day we will have a connection intention which will be our goal for the lesson. So
today’s connection is to:
Have an open mind, be purposeful and pay attention. Make yourself valuable by
committing to a shift in thinking patterns.
What do you think this would look like? Give me examples.
Go over rules and expectations: “who lives in a pineapple under the sea”, be respectful to
yourself, your peers, and the equipment.
Warm Up
Time: Warm-Up Activity or Game: Introduction to Invasion Games Learning

10-25 Cues/Teaching Points:
Formation:
Warm Up:  Students to form a semi-circle around the projector either in the mat room or
10-15 gym.
minutes Description:
Hook question: What do you think invasion games are?

1) Play the video for the students: 00:00 – 1:00 https://www.youtube.com/watch?
v=KYFosgJYerg
2) Ask: “what do all these games have in common – write the ideas on the board
3) Continue the video: https://www.youtube.com/watch?v=KYFosgJYerg 1:00 –
30
4:00
4) After the video – turn to the person beside you and talk about 1) an example of an
invasion game, 2) describe some strategies you can do while playing
5) Give students about 2-3 minutes to converse, then bring it back as a large group.
“Who lives in a pineapple under the sea?”
6) Ask for popcorn style from what partners discussed.
Skill Development & Culminating Activity
Time: Skill Development: Emotion’s mix up Learning

Formation:
Skill  All students start in the center of the gym.
Developme
nt Description:
15 minutes
Before beginning the activity ask the students, “what makes a good PE student”? let
them discuss with their neighbor for a few minutes than bring it back to the bring group
for popcorn style discussion.
Activity
 Students gather in the middle of the playing area. The teacher assigns one
endline as the positive experience/emotions and the opposite endline is assigned
as the negative experience/emotion.
 The teacher calls out “Positive” or “Negative”. When they do, students run as
fast as they can to that line
 Once students show that they understand the lines, the teacher will introduce yell
out a phrase, and students must react and run to either the positive or negative
31
side of the playing area based on where they believe that statement falls.
 If there appears to be a large amount of people on the wrong line, take a moment
to pause and discuss with the class. With the negative emotion statements, take a
pause and ask the students how someone might re direct their thoughts and make
it positive
1) Today we were playing football, and I was a bit nervous going into it. But once
we got going, I was didn’t hold back. I knew I wasn’t the best, but I jumped into
every play and went for every ball.
2) I was on a team with a lot of the student athletes, and no one passed to me while
we were playing
3) I kept dropping the ball after someone passed it to me, and eventually just gave
up because I clearly suck and wasn’t getting better.
4) I came into class today with low energy, but Jimmy kept helping passing me the
ball during our games.
5) Jimmy is 6”1 and kept blocking the ball every time I passed it. I never stood a
chance
6) My teammates and I celebrated every time someone scored.
7) My teammates and I celebrated our teammates efforts, even if they dropped the
ball or made a mistake
8) I went into today’s lesson knowing I wouldn’t be very good
9) I went into today’s lesson knowing that I have so much potential to grow and
took risks, because I know it is through failure that we grow.
10) I am such a good soccer player, so why would I pass the ball to anyone. Like,
don’t they want to win? They should be happy I’m on their team.
After we get through all the statements, hand out the self-reflection sheet for all students
to review. Explain that the expectation through this unit is that they are the best PE
student that we talked about with our partners, not the best athlete. We want to make
everyone feels welcomed, to embrace positive thoughts and to challenge ourselves,
because it is through risks and failures that we grow.
32
Culminatin Culminating Activity: Connection Intention

g Activity Backwards Soccer Cues:
20-  Embrace the
25minutes Formation: challenge of game
 Split gym into 3 playing fields using the basketball side-lines (Can get the peer tutor play
to do it). Each court must have a 2 hockey sized nets turned outwards at the end  Cheer on your
lines. teammates if they
 Split the class into 6 squads (using pinnies). Have the class organize themselves did something
tallest to shortest, without the use of vocal communication. Number off students 1-6 awesome!
once they form their line.  Be a great peer
 1s = red, 2s = yellow, 3s = green, 4s= blue, 5s = purple 6s = no pinnies coach
Description: This is soccer, but with

everything backwards.
 This is soccer, but everything is backwards.
 The nets are backwards, the rules are
backwards/
 The objective is to get the object into the
other team’s net
 Game play is started with a rock paper
33
scissors.
 The loser starts with the ball in their endzone and must throw a good pass across the
playing field to the other team. Once the other team is in possession of the ball –
game play begins.
 Once a team scores, they retract to their side with the ball. They will then throw the
object across the gym to the other team to initiate game play.
 No using feet to advance the ball, players must use their hands to shoot, pass, or
dribble!
 No goalies.
 Students will have a choice between using either a football or frisbee. Democratic
vote. Hands up for frisbee. Hands up for football. Majority wins. Do vote with eyes
closed to maintain anonymity.
*Before we get started! Remember the healthy positive thoughts and behaviours we
just discussed. I don’t want to see you perform like you are training for the
Olympics or playing on a sports team. I want to see you embrace the qualities of a
great physical education student.*
Game rotation: 4:00 minute games. If you have a peer tutor, have them set up the timer
and ensure take charge of game rotations. Between each rotation teams are to discuss 2
things they thought they did well, and one thing they will work on. They will be given 1
minute to do this.
Game 1:
Team 1 vs 5
Team 2 vs 6
Team 3 vs 4
Game 2:
Team 1 vs 4
34
Team 2 vs 6
Team 3 vs 5
Game 3:
Team 1 vs 3
Team 2 vs 5
Team 4 vs 6
Game 4:
Team 1 vs 6
Team 2 vs 3
Team 4 vs 5
Modifications/Adaptations:
 Increase/decrease playing area
 3 second time limit with the ball
 Allow 3 steps with the ball
 Switch the throwing implement
Closing/Transition to Closure:
Ask students to collect all the cones and put them back into the equipment room, pinnies
to go back into pinnie bag. Balls/frisbees back into the equipment room
Cool down & Closure

Check for Understanding
Time: CFU: Learning

60-70  So, as we go through the rest of this unit, we will have a focus on football and Cues/Teaching Points:
minutes ultimate Frisbee but keep in mind that so many other sports transfer into these
games. What similarities do you think backwards soccer had with ultimate frisbee
Cool Down or football? Think about how the game started.
35
3 minutes  In playing this game today – what strategies do you think we will work on in this
Closure/ unit?
CFU  Did anyone say or do something that made you feel good today?
2 minutes
Assessment/ Cool Down: 3-minute breathing exercise

closure
5 minutes Formation:
Ask students to spread out around the gym, they must be at least 2 meters apart from
Total: their peers to avoid distractions during this exercise.
~10 minutes Description:
Teacher to play Yogi Bryan 3-minute breathwork Mediation on speaker:
https://open.spotify.com/episode/5J3LhNgaJRt0USNIvbUewD?
si=AxKD8auoRhOQQZxR4b9xAA&context=spotify%3Ashow
%3A7nnP4iUm1xKsvjkG3xtWXv
If needed, students can sit up while doing this exercise, and/or keep their eyes open.
They may choose to participate to the extent of their comfortability.
Assessment:
 Restate connection intention and go through student attendance/assessment report
book, randomly place your finger along the student list, and take daily self-
assessment scores.
 Provide enough time for students to fill out their OneNote exit slip prompt.
References/Citied Resources:
 https://open.spotify.com/episode/5J3LhNgaJRt0USNIvbUewD?si=AxKD8auoRhOQQZxR4b9xAA&context=spotify
%3Ashow%3A7nnP4iUm1xKsvjkG3xtWXv
 https://thephysicaleducator.com/game/emotions-mixup/
 https://physedgames.com/backwards-soccer/
36
Lesson Plan
Lesson 2
Sending and Receiving an Object: Football
37
Grade: 10
Big Idea(s)
 Understanding our strengths, weaknesses, and personal preferences help us plan and achieve our goals
activities and environments  Movement concepts and strategies
 Identify and explain motivational factors influencing  Strategies for goal-setting and self-motivation
participation in physical activities
activities
 Participate in physical activities designed to enhance and
maintain health components of fitness

38

 Demonstrate how/where to place Be able to explain:  Actively helping others master the
fingers on the ball when throwing  What are the benefits of passing task
 Demonstrating a follow through the ball in game play?  Being kind and supportive
when throwing  Why is it important to keep a teammates
 Clearly demonstrate positioning of “target” up when catching the  Recognizing and responding well
hands to create a target when ball? to how your classmates were
catching the ball.  What can I do to contribute to my feeling during class
classmates succeeding at these  Respect teammates and equipment
skills? being used

Be a great coach. Set high standards for yourself and your peer. Learning to throw a football can be challenging, be brave and
challenge yourself and your partner.
 Cones
 Hula hoops 20-40 (as many as possible)
 Footballs
 Mats

 Split class into groups of 3-5
 Split gym into 2 playing areas (divided into both long-sided basketball courts)
39
Physical
make physical contact with other players.
Be sure to emphasize watching out for footballs when playing the activities from other teams throwing balls in the same direction
Emotional
others and their experience and development. Students will self-reflect and reflect on their peers for a formative assessment in which
they are expected to assess theirs and their peers learning process. After each lesson we want our students' learning experiences to
elicit positive emotions and produce the want to do it again. I.e., “Today my learning experience felt amazing, and I want to do that
again.”.
Transitions:
 Students will “bring it in” and come in towards me to get m
Assessment

 n/a  CFU
 Peer Feedback
Prompt: What is one way you helped your peer(s)
succeed?
 Self-assessment

40
Change Warm- Introduction Development Culminating Change

Up
Time to Group Set Connection Warm-Up Skill Development Culminating Cool CFU/ Assess Time to
Change Warm Induction intention, activity/ga Activity Down Closure ment + change
Up Rules & me: Clean
Expectation Up
s
5 10-15 2 2 minutes 10 minutes 10-15 minutes 15 minutes 3 minutes 2 minutes 5 5
minute minutes minutes minutes minutes
s
Group Warm Up
Time: 0-13 Snake Pit
 Students get into groups of 3 or 4

 Have students line up on the basketball baseline in a single file line with one of the group members facing
the group on the opposite baseline
 In the middle of the court there are four cones creating a square (snake pit)
 Students then run across the gym to their partner as the teacher plays music.
 Students run to high-fives their partner across the court, which indicates it is their turn to run across to the
next partner while the partner who ran stays at the baseline (like a continuous relay race).
 This goes on until the teacher stops the music, if anyone is in the snake pit (within the cones) when the music
is stopped, they must do a task that the teacher yells out.
41
 For example: “Everyone in the snake pit give me 5 jumping jacks” or “Everyone in the snake pit give
me 5 big skips on the spot”
 This activity will go until instructed time is done
Set Induction

What: Students will gain an understanding of how to send and a receive an object, in this Cues/Teaching Points:
case using a football. We are going to obtain this by focusing on two of the fundamental
movement skills, both throwing and catching.
Why: This will allow them to advance the ball in game play in many invasive games.
Learning these skills builds a strong foundation to build off of when learning how to play
invasion games.
How: Students will play and practice catching and throwing a football in this lesson plan
to be able to develop their skills, so they apply these skills in game play.
Be a great coach. Set high standards for yourself and your peer. Learning to throw a
football can be challenging, be brave and challenge yourself and your partner.
Revisit rules and expectations: “who lives in a pineapple under the sea”, be respectful to
Warm Up
42
Time: Warm-Up Activity or Game: Perfect Pass Learning

Formation:
Warm Up:  Split class into teams of 3-5 Warm Up:
10 minutes  Split gym into 2 playing fields using the basketball courts.
 Each team is lined up behind the basketball sideline facing the placed hula hoops. Goal is to throw the ball
at your teammate while
 Three teams can use one of the playing fields (3 on each court playing at a time)
they are stationary.
The teammate then must

catch the ball to receive a
Description/Rules:
point.
 Start by placing down a bunch of hula hoops along the floor, the more the better
 Start by placing down a bunch of hula hoops along the floor. Then have teams Both feet MUST be in the
lined up behind cones in a relay-style set up. hula hoop when catching
 Give each team a football to gain a point.
 The first person from each time run to a hoop on the floor and stands in it waiting
to receive a pass from the second person in their team’s line. Bring back the hula hoop
 A catch must be made with both feet in the hula hoop for the player to bring the to claim your point.
hula hoop home and counts as a point.
 If the catch is not made, the hula hoop stays there, and the team does not gain a Be careful watching for
point. The player returns to the line. other balls when catching
 The next person goes out to a hoop to try to catch a throw again. in the playing field.
 Teams’ objective is to gain as many hula hoops (as many points) as they can
before time runs out
Don’t give students too
much during initial
gameplay, let them
explore the game and the
concept of creating space.
43
Progressions:
Build one: Advance the game by having some hula hoops further away be worth more
points (challenges them to move further if some students are more developed in this
skill)
 Can allow some players to take some steps forward to make it easier to throw
 Can allow players to move slightly by changing the rules for the catcher to only
need one foot be in hoop and not both.
 Manipulate the boundaries if the game (making it bigger or smaller)
 Can manipulate the objected used (start with a ball instead to get used to aiming
and catching)
Time: Skill Development: Learning

Formation:
Skill  Groups stay with their teams working together on the skill development and pair Skill Development:
Developme up within their group
44
nt Description: Cues:
15 minutes  “Pointer on the
*Before Build One there will be a quality demonstration underlining the learning cues point” -Index
listed on the right-hand side demonstrating how to correctly throw and catch the ball* finger is closest
finger to the tip of
Activity One: Partner Passing and Throwing the ball (point of
the ball)
 Students will line up on the baseline across from the partner about 10 feet away
(on the free throw line if it was extended)  “Fingers on the
laces” – Middle
 They then will throw and catch the ball to one another. finger, ring finger
and pinky on laces
 For the first few minutes each partner will watch the other throw to be sure that
their partner is hitting all three learning cues for throwing.  “SNAP the
wrist”- When
 After the group has successfully thrown 5 passes each with all cues, they can releasing the ball
move onto observing catching cue. snap the wrist on
the follow through
 There is one cue for them to watch for when catching. They will need to both
successfully catch with the learning cue 3 times each.
 “Window” OR
Activity Two: Around the world “TARGET” –
 Students now go back into their groups of 3-5. showing a target
 Under each basketball hoop (side hoops and main) there will be 5 cones placed that they can
about 8-10 feet away from under the hoops. easily catch by
 The team will line up under the basketball hoop while there will be one (first in creating a triangle
line with no ball) teammate running from the line to the first cone. with their hands
 The teammate behind them has a football and will throw the ball to their (fingers) to catch
teammate when they arrive at the first cone. (The catcher will be responsible of the ball
getting the ball and running back in line with the ball in hand)
 When the student throws the ball from under the hoop they then must run to the
same cone and catch the ball that is thrown by the person behind them in line.
45
 This keeps going continuously until the team makes 3 successful catches at the CFU:
first cone.  Why is it
 When 3 catches are completed, they then move on to the second cone with the important to
same drill until they make 3 successful catches. create a target
 This continues for each of the 5 cones (going around the world) for your passes?
 When the team makes three successful catches at each of the five cones, they take  Where are the
a seat and yell done. fingers placed on
 The objective is to be the first team to complete the drill. the ball?
 BE SURE to indicate that students’ feet must be both planted and facing the  What do we want
passer before catching for it to count as a point (CAN NOT run and catch ball to remember
yet). when throwing
the football?
Progressions:
 Activity1 & 2: If it is too easy, they are welcome to take a few steps back or
move the cone back further.
 Activity1 & 2: If it is too difficult, they can step forward or move the cones
closer
46
Culminatin Culminating Activity: Mat Ball

g Activity . Culminating Activity:
15 minutes Formation:
 Divide the class into four teams Cues:
 Two teams will play against each other on each side of the gym ( 2 small sided  Pass to an open
games) player
 Keep hands up
Description: when defending
 AIM when
 Each team has a passing zone (their half of the playing area) and a mat (which is in throwing
the other teams playing area) – split up by halves like dodgeball courts  Create a target
 On the mat that is on the opponent’s side there is one “catcher” from each team when looking for
 The teacher adds the balls to the game. the pass
 Players then may move anywhere on their own half to try to complete a pass to their Connection Intention
catcher on the matt on the opponent’s side Cues:
 If the catcher successfully catches the ball, the player that threw it can walk over and  Be a good coach,
become a catcher as well. help your
 Objective of the game is to get all the players to become catchers before the other teammates master
team does. these skills.
 Players can defend the mat by staying on their side of the playing court. They can  Strategize and
deflect the pass if they are not on the matt work together to
win the game
 Cheer on your
Modifications/Adaptations: teammates if they
 Build: add another matt (2) one in each corner of the opposing team’s side. This did something
will increase tactical strategies on defending and “scoring” by having defenders awesome!
choose where they want to defend and offence making decisions on where to  Be a great peer
throw. coach
 Degression: instead of mats play with “end zones” and can create a larder end
zone where catchers can move easily side to side to receive passes and get under
the ball.
47
Ask students to collect all the cones, mats and balls and return them to the equipment
room.
Cool down & Closure

Time: Cool Down / Closure & CFU: Sit and Stretch while CFU Learning
minutes
Formation:
Cool Down Ask students to make a circle around me so we can stretch and wind down after the Cues:
& activity.  Pointer on pointer
Closure/  Fingers on laces
CFU Description:  Creating a target
(5 mins -Touch the toes so the passer can
together) -Side lunges aim and know you
-Butterfly are ready to
Assessment/ -Shoulder Stretch receive the ball
closure -Back stretch  SNAP the wrist
5 minutes -3 deep breaths
Total: During the stretch if students cannot perform one of the stretches, they may choose
~10 minutes something similar, or I can interchange one for them.
Closure/Check for Understanding:

 Tell me what do we want to keep in mind and do when throwing the football
successfully?
 Why is it important to create a target for your passer when catching?
 When we release the ball after a pass how should our hand look? (Have the
48
class show me)
Assessment:
 Have each student give a peer assessment: give a name on someone who helped
peer coach you today (helping with learning cues, cheering you on ect..)
 On the way out have students give me a self-assessment mark out of 100
Be clear they are marking based on: cheering on their team, peer coaching, felt
they challenged their selves and peers, hit learning cues and respected their peers
and equipment.
 https://thephysicaleducator.com/game/matball/
 https://physedgames.com/category/football/
Throwing a football:
1. Place your hand on the ball with your index finger

closest to the point of the ball.
2. Rest your middle finger on top of the white laces.
3. Place the ring finger between the second and third laces
from the back.
4. Between the fourth and fifth laces from the back, insert
your pinky finger.
5. Wrap your thumb around the ball.
6. Throw across your body
7. Snap your rest when releasing
Catching a football:
Make a diamond-shaped window (or

triangle) by putting the thumbs and
49
index dingers of both hands together with the fingers spread

out
Lesson Plan
Lesson 3
Creating space & Maintain Possession
Grade: 10
Big Idea(s)
activities and environments  Influences of physical, emotional, and social changes on
 Participate in physical activities designed to enhance and identities and relationships
maintain health components of fitness  Movement concepts and strategies
activities

51


 Demonstrate moving into open Be able to explain:  Demonstrate a stronger sense of
space, give and go’s, cuts and runs,  How can I best work as a team to personal growth, positive
passing and receiving score on my opponents’ goal classroom contribution and
 How can I support and value all sharing/embracing healthy
members in the class to contribute thinking patterns
to a safe class environment, and  Valuing yourself and valuing
make them stronger? others
 How can I position my body when  Demonstrate safety and fair play
sending and receiving to increase  To be able to engage and
my chances of success at getting cooperate with others while
an object to my target or receiving participating in physical activity
an object?  To demonstrate emotional
 What strategies can I use to move intelligence and social skills while
an object closer to my opponent? working with others
 Respect teammates and equipment
being used
Face the fear and embrace the challenge. Run hard to create space, improve consistency and opportunities for success. Running
hard and fast is an indicator of commitment and bravery.
 Stack of cones
 Footballs
52
 Frisbees
 Foam Balls
 Bean Bags
 3-2-1 activity sheet (This can be loaded & completed electronically if school uses Microsoft teams)

This is a good opportunity to engage peer tutor if you have one. Tell them what you need done, let them do it.
 Split class into 6 squads of 5
 Split gym into 3 playing areas
 Demonstrations to be done at “home base” (where the whiteboard is – students will know this as it has been the same for
every unit)
Physical
make physical contact with other players
Emotional
responsible for driving the learning process, reflection and assessment. A connected authentically rewarding learning experience is
Transitions:
 Students will stay with their squad of 5 for development activity. 1 person coaching,
53
Assessment

 n/a  CFU
 3-2-1 Activity
 Daily Self-Assessment

Change Warm- Introduction Development Culminating Change
Up
Time to Group Set Connection Warm-Up Skill Development Culminating Cool CFU/ Assess Time to
Change Warm Induction intention, activity/ga Activity Down Closure ment + change
Up Rules & me: Clean
Expectation Up
s
5 10-15 2 2 minutes 10 minutes 10-15 minutes 15 minutes 3 minutes 2 minutes 5 5
minute minutes minutes minutes minutes
s
Group Warm Up
Time: 0-13 Relays

Classes line up to start
Part I: Lengths
 Line all the classes up on the end line of the gym, one class after the other.
 One class on the black line, one on the blue line, one on the green line
 (one on the yellow line if there are four classes).
One at a time each class does one length of the gym in various methods. Once each class gets to the opposite end
of the gym they wait there for the other classes to also finish their length and line up.
54
Lengths: (You can do different lengths if you wish)

1) Jogging
2) Side shuffle facing the bleachers
3) Side shuffle facing the bleachers (will be facing the opposite direction on the way back)
4) Karaoke facing the bleachers
5) Karaoke facing the bleachers (will be facing the opposite direction on the way back)
6) Sprint
7) Skipping
8) Knees up
9) Butt kickers
10) Walking lunges
Part II: Relay (8 minutes) - Can play music during this portion of the warmup.
 Students get into groups of 3 along the end line; first person sitting, second person kneeling, third person
standing.
 Assign the first student in each group to go to the opposite end line where they will be doing push-ups.
 Assign the second student in each group to stay at that end line where they will be doing sit ups.
 Assign the third student in each group to be running.
 The students do a relay of the three exercises. The runner runs to the opposite end line and switches with the
student doing push-ups. The student that was doing push-ups is now the runner. They run to the opposite end
line and switch with the student doing sit ups. The relay continues until the clock runs out
55
Set Induction

What: Students will gain an understanding of off-ball movements and apply the concept Cues/Teaching Points:
of creating space to help keep possession of the object to teach students how to move
into open space in order to receive the ball and pass to open players.
Why: This will allow them to invade the opponent’s territory. Students will become
better game players by working with team to maximize your scoring opportunities
How: Students will participate in small-sided games and practice that is focussed on
developing their understandings and application of creating space
Face the fear and embrace the challenge. Run hard to create space, improve consistency
and opportunities for success. Running hard and fast is an indicator of commitment and
bravery.
Revisit rules and expectations: “who lives in a pineapple under the sea”, be respectful to
Warm Up
Time: Warm-Up Activity or Game: Endzone (Build 3: Star ball) Learning

Formation:
Warm Up:  Split gym into 3 playing fields using the basketball side-lines (can use peer tutor if Warm Up:
10 minutes you have one)
RULES:
Goal is to pass the ball to
56
 Split the class into 6 squads (using pinnies) Have the class organize themselves by a person on your team
birthday, once this line is formed, count off 5 students to make one group and give over the end line.
them a team number to help with You cannot move with
round robin play. the ball
Defender must go to ball,
Game 1: but not take or attack and
Team 1 vs 4 must be arm’s length
Team 2 vs 5 away
Team 3 vs 6 Your team retreats to half
when you score, and
Description: opposing team starts with
 The play area is set up with two endzones at either end it in their end
 The goal of the game is to outscore your opponents
 The team in possession of the ball is on offence and is attempting to score points Don’t give students too
by completing a pass to a teammate who is standing inside the endzone that they much during initial game-
are attacking play, let them explore the
 When in possession of the ball, an offensive players movement is limited to game and the concept of
pivoting creating space.
 When playing defence, players must adopt Warm defence rules (arms distance
away, no steals, no physical contact)
 Should the offensive team drop the ball, or catch the ball outside the boundaries
of the game, possession of the ball is given to their opponents. Play is restarted
from where possession was regained
 Should the offensive team score, they give the ball to their opponents. Play is
restarted at center court – with both teams on their own side of the play area –
and resumed by a backwards pass
Progressions:
Build one: Underhand passes, gator skin ball
Build two: Overhand passes, gator skin ball no more than 3 seconds with the ball
Build three: Overhand passes, gator skin ball, no more than 3 seconds with ball and
everyone on your team has to touch it before a score will be counted (last pass to goal
57
taker counts)
 Can change number of steps allowed
 Can change the number of players involved in the game, for example 5 v 5 or 5 v
3
 Manipulate the boundaries if the game (making it bigger or smaller)
 Can manipulate the objected used
 Give students choice to manipulate 1 rule
Time: Skill Development: Learning

Formation:
Skill  Groups stay with their squads on their side of the playing field Skill Development:
Developme
nt Description: (*students can choose to either use a frisbee or football for these tasks, Cues:
15 minutes must be a unanimous vote within squad*)  Pass and run to
the open space
Build One: Static group juggling  Communication:
 Students stay with their squads and on the same side of the court they were call the name of
defending the person you are
 Squads to create a circle formation, once the groups have formed their circles, the passing to
teacher will give each group a ball
 The groups first task is to create a pattern by passing the ball around so that every CFU:
member of the group gets to receive a pass before any member receives the ball  How do you let
twice your teammates
 Once a group has successfully created their pattern, the group can continuously know that you
repeat the pattern over and over, so when the ball gets back to the initial passer, are ready to
they just keep the pattern going receive a pass?
 What actions can
58
 As the groups maintain their passing patterns, the teacher (or students) will add you take to make
more balls to each groups pattern it more likely for
 Group’s objective is to see how many balls they can keep moving in their pattern your teammates
without dropping any of them to pass to you?
 How do you
Build Two: maximize space
 Both groups go back to using a single ball or frisbee that they need to pass in the as you play?
pattern they created in the previous build.
 Now, when a player passes the ball, that player must then move to an open space
on their half of the playing area. This means that groups will no longer be
maintaining the circle formations that they help in build one.
 The player in possession of the ball may only pivot and cannot run around with it
 As players pass and move, they count out loud how many completed passes they
have successfully made
 Should the ball be dropped at any point, that group simply restarts from where
they left off in their pattern but bring their pass count back to zero
 After each group has found their passing rhythm, the teacher can modify the
activity by no longer restricting that the group remain in their half of the playing
area. Groups are now playing in a shared space, but they may not interfere with
the other group’s passing
Build three: 4 Corner Pass and Move

 In same squad groups of 5
 Ask each squad to grab 4 cones and either a football or frisbee (their choice), and
to set up their area the same as the demo
 Set up 4 cones in a square, with 3 students on 3 out of 4 cones.
 1 student will be a coach
 1 student will play warm defence in the center of the square (arm’s length away,
no contact, no takes... just add pressure)
 Students will pass to one another and then move to support whoever has the ball
Progressions:
59
 Builds 1-3 identify progressions

 Cannot pass to your immediate neighbor
 Adding in a active defender in the middle to add pressure and force quicker
decision-making
 Students have choice on object they use to throw (frisbee or football)
Culminatin Culminating Activity:

Culminating Activity:
g Activity
Endzone – Build 4
15 minutes Cues:
 Pass to an open
Formation:
player
 Back to endzone playing fields (3 different playing courts).
 Pick up a check
 Get teams to switch playing courts to new opponents. on defense
 Support your team
60
Game 2: by getting open

Team 1 vs 5
Team 2 vs 6 Connection Intention
Team 3 vs 4 Cues:
 Embrace the
Description: Similar rules as to intro activity, but with additions challenge of game
 The goal is to score points by play
successfully passing the ball to a  Cheer on your
teammate in your offensive endzone teammates if they
 Apply NBA JAM rules (these rewards did something
players for passing the ball awesome!
 When a team successfully completes  Be a great peer
one pass, instead of calling “one”, coach
they call “COUNT IT”
 If they complete a second pass, they
call “HEATING UP!”
 If they complete a third pass, they call “ON FIRE!”
 And, finally, if they complete a fourth pass, they call “BOOMSHAKALAKA!”
 Teams may only move along this progression if they pass the ball to a player who
had not yet received the ball in that offensive possession
 This way, teams gain an advantage by getting as many teammates involved as
possible
 This doesn’t mean that a player who had already received the ball in that possession
cannot receive it again, it just means that they wouldn’t move up to the next point
level
 When a team successfully scores a point, they give the ball back to their opponent.
Play is restarted at center court with the offensive team beginning with a backward
pass (that does not contribute to their NBA Jam Scale Progress)
 If a ball is dropped or is caught out of bounds, possession is exchanged, and play is
restarted with a pass from the sideline at the level where the ball was dropped or left
play
 Players may only use warm defence
61
 Play 5-minute rounds and switch the teams up. – teams get 60 second tactical time
outs between rounds to strategize
Game 3:
Team 1 vs 3
Team 2 vs 5
Team 4 vs 6
Game 4:
Team 1 vs 6
Team 2 vs 3
Team 4 vs 5
 Increase/decrease playing area
 3 second time limit with the ball
 Allow 3 steps with the ball
 Take a way NBA JAM rules if too complicating
Ask students to collect all the cones and put them back into the equipment room, pinnies
to go back into pinnie bag. Balls/frisbees back into the equipment room
Cool down & Closure

Time: Cool Down: 3-minute breathing exercise Learning

minutes Formation:
Ask students to spread out around the gym, they must be at least 2 meters apart from
Cool Down their peers to avoid distractions during this exercise. Cues:
62
3 minutes  Pass to an open

Description: player
Closure/ Teacher to play Yogi Bryan 3-minute breathwork Mediation on speaker:  Pick up a check
CFU https://open.spotify.com/episode/5J3LhNgaJRt0USNIvbUewD? on defense
2 minutes si=AxKD8auoRhOQQZxR4b9xAA&context=spotify%3Ashow  Support your team
%3A7nnP4iUm1xKsvjkG3xtWXv by getting open
Assessment/
closure Modifications/Adaptations:
5 minutes If needed, students can sit up while doing this exercise, and/or keep their eyes open.
They may choose to participate to the extent of their comfortability.
Total:
~10 minutes Closure/Check for Understanding:
 Show me what it looks like to be ready to receive a pass
 What type of passes could you use to evade opponents? (Students should
think about lead passes)
 What strategies would you use to reduce your opponent’s chances of
intercepting a pass
Assessment:
 Restate connection intention and go through student attendance/assessment report
book, randomly place your finger along the student list, and take daily self-
assessment scores.
 Give enough time for students to fill out the 3-2-1 activity in OneNote or hard
copy in class (up to them, but it needs to get done, if it isn’t done by midnight
check in with them the next day).
 https://web.uvic.ca/~thopper/WEB/452/Units_2007/MeganMehgan/Site/End_Ball_Tournament/Entries/
2007/12/4_Task_1%3A_Tournament_Play%2C_4_matches.html
 https://open.spotify.com/episode/5J3LhNgaJRt0USNIvbUewD?si=AxKD8auoRhOQQZxR4b9xAA&context=spotify
%3Ashow%3A7nnP4iUm1xKsvjkG3xtWXv
 https://thephysicaleducator.com/game/endzones/
63
References
 Endball
 Emotions Mix Up
64
 Steal the ball
 Matball
 Wrist Flick Bench Ball – Using a bean Bag
 Endzones
 Eraser Football
 Kaleidoscope
 Yoshi
 Rules of Flag Football Video
 4-way Frisbee
 Rules of Ultimate Frisbee Video
 USA Ultimate Frisbee Manual
 Invasion Games Level of Tactical Complexity
Appendix A
Formative Assessment
Student Portfolio:
65
At the end of each lesson, students will be asked to access their personal one note through Microsoft teams. One note will be set up for
the unit, and each student will be responsible for completing the prompt/activity for that day. The link can be accessed below. Please
note – because this was created as a template, the link is view only. Ideally, with a set class and teacher access to Microsoft teams, this
portfolio would allow individual student access where they can input their answers onto the page individually and only the teacher will
have access to viewing it.
The daily one note prompts can also be found in the attendance/assessment report book on the next page.
PHE 10 - Student Portfolio
Attendance/assessment report book: This document is to be used for daily assessments with students. It will be used to track
attendance (under the “P” column), report daily scores out of 100, as well as formative assessment prompts/activity for the day. For
example, day 2, attendance will be done at the beginning of class while students are engaged in their warm-up, at the end of the lesson,
students will gather by the whiteboard, where they will be reminded and asked to reflect on how they fulfilled that day’s connection
intention, and to give a score out of 100 and how accurately they feel they fulfilled it. Upon giving that score, they will answer said
66
prompt for the day, i.e., “1 way you helped your peer succeed”. This template can be used/modified across many units throughout the
semester.
2 Stars and a Wish (lesson 3)
2 things/aspects of the lesson that was done well/you enjoyed and 1 thing you wish was done differently

67

3-2-1 Activity (lesson 4): The use of the 3-2-1 activity is a formative assessment piece that allows teachers and students to identify
what was learned in class, and to inform future curricular planning.
68
3 Things that I liked about this unit

1.
2.
3.
2 Things that I would like to know and learn more about

1.
2.
1 Question that I still have about the material

1.

69
Checking for Understanding Questions: Students will discuss the following questions either through their small-sided games,
or at the end of the lesson, depending on the lesson.
70
Checking for Understanding Lesson #1

Lesson Theme: Introduction to Invasion
 What aspects of Backwards Soccer do you think makes it fit within this game category of invasion games?
 Based off of what you know about invasion type games and football, ultimate frisbee, what type of skills and lesson
themes do you think we will be focussing on for the rest of this unit?

Lesson Theme: Sending/receiving an object (football)
 What are 3 things we want to remember to properly throw a football? (Look for 3 learning cues)
 What do we want to keep in mind when being prepared to catch the football? (Any catching learning cues)
 When passing to a moving player, where do we throw the ball and why?
 Show me how to make a clear target (using two steps) for our thrower when we are running?
 What does a proper follow through look like?
 Why is a follow through important? Why is it important to add “spin” to the ball?

Lesson Theme: Sending/receiving an object (ultimate frisbee)
 What foot should you step with when throwing a disc? (ans: same foot as throwing hand)
 Why do you think we step differently when throwing a disc? (ans: you can reach farther)
 What must you do with your and or arm to get that spin on the disc (ans: flick your wrist)
 When is it better to use pancake and lobster catch?
 When is it better to use backhand versus forehand throw or vice versa?
 Show me what a pancake and lobster catch look like
 Show me hand/finger placement for backhand and forehand throw
71

Lesson Theme: Creating space
 How do you let your teammates know that you are ready to receive a pass?
 What actions can you take to make it more likely for your teammates to pass to you?
 How do you maximize space as you play?
 What type of passes could you use to evade opponents? (Students should think about lead passes)
 What strategies would you use to reduce your opponent’s chances of intercepting a pass

Lesson Theme: Attacking goal
 What does it mean to attack a goal?
 Why is it important to attack the goal?
 How can play fakes (such as faking) help an offensive team when attacking goal
 What are a variety of ways a team/player can attack the goal? passing/receiving, moving to open space, supporting
teammates, faking
 How do you hold the football when attacking the goal?
 How can what you learned today, transfer into other games/sports?

72

Lesson Theme: Transitional plays
 What is the fastest way to advance up the field?

 What do we keep in mind when running up the field?
 Why is spreading out important when running up the field?
 Why is it important to push a fast transition? Why does this give us the advantage? (What is the goal?)
 What other sports do we see easy points gained from fast transitions?

Lesson Theme: Defending space
 How much space is ideal between you and your offender? Why?
 What does the defense position look like? What other sports use the same defense position?
 What should our feet look like on defense?
 What are some important things to remember when defending space that you learned today?
 What kind of defense strategies do other invasion sports use?

73

Lesson Theme: Ultimate Frisbee round robin
 How can what you learned today, transfer into other games/sports?
 How have the lessons prior led to your team's success for yesterday and todays tournament play?
 What are the differences between ultimate and football?
 What are similarities between ultimate and football?
 How can some of the skills you learned throughout this unit, transfer into other games/sports?
Teacher Daily Reflection Log

The teacher will be reflecting on each lesson daily, so adjustments can be made to improve the overall unit for future use.
DAY/LESSON THEME:

1. What did not work or could have been more effective?
2. What would you change and how would you change it?
74
3. What worked really well?
4. What is important for me to do tomorrow or this week?
5. Anything else?
Summative Assessment
75
(Lesson 9)
Appendix B
76
Catching: Throwing:
 Level 1: Pancake  Level 1: Backhand
 Level 2: Lobster  Level 2: Basic forehand,
 Level 3: Intermediate forehand,
 Level 4: Hammer
Backhand throw
Critical elements:
Grip: Curled under disk, thumb on top (disk parallel with warm), staggered stance
side to your target. Cock wrist back, rotate waist, bringing frisbee back to waist (to
generate velocity), transfer weight from back foot to your front foot, extend arm out
point towards target snapping wrist at the end

Instructional cues:
Staggered stance, face target, frisbee back, transfer weight, extend arm forward,
snap wrist and release

Forehand throw
Critical Elements
Thumb on top, index and middle finger extended out under the frisbee, knees slightly bent and feet towards the receiver, shift weight
to throwing side, when bringing disk back keep elbow pointed to target (keeping disk level while bringing forward). Extend arm
forward while rotating trunk forward, snap wrist when releasing and keep hand pointed at receiver (palm should be facing the sky)

Instructional cues:
77
Staggered stance, shift weight to throwing side, keep elbow pointed to target, rotate, and extend arm forward, release pointing at target
and palm facing up
Hammer throw

Critical Elements:
Grip: Same as forehand throw (thumb on top, index and middle finger extended out under the frisbee.
Knees slightly bent and feet towards the receiver), similar to a volleyball overhand serve, start with
disk at side (as if you were going to forearm throw it), move the disc above your head holding the
disc vertically, when disc is 45 degrees from ground (overhead) release the disc, right leg is out to the
back of you, weight should be on right leg (or opposite if faking a left forearm throw), as bringing
disc up and over your head, weight should be transferring to left. After weight is transferred, right leg
may come forward to balance.
Instructional Cues:
Fake forearm throw, bring frisbee over head (holding disc vertically), transfer weight from right to
left, at 45 degrees release high

Pancake Catch
Critical elements:
As frisbee is coming in at chest level, square chest to the frisbee,
look frisbee in with eyes, place one hand on top of frisbee, while
simultaneously bring free hand up to catch under the frisbee
(sandwiching the frisbee with your hands)

Instructional cues:
78
Square body, look into hands, clap on to the frisbee (top and bottom)

Lobster Catch:
Critical elements:
If the disc isn’t coming straight at you, aim to grasp the disc with your 4 fingers on top and thumb on the bottom. If frisbee is coming
low, rotate hand so fingers are on bottom, and thumb is on top

Instructional cues:
Locate frisbee, look frisbee into hand, crasp with grasp.

Taken and adapted from: USA Ultimate Frisbee Manual
Appendix C
Create Your Own Invasion Game
Working in groups of 5, students will create an inclusive game that fits within the game category of invasion/territorial. You will have
a total of 30 minutes to work with your group to explore the equipment room and design your game. You are required to come up with
the following and be prepared to share it with the class:
79
1. Name of the game

2. # of players
3. The playing area/boundaries
4. Equipment needed
5. Rules
6. How does this game represent territorial/invasion?
Groups will be asked to present to the class the game they created with all the criterion listed above. Your fellow classmates will be
able to ask you questions about your games after your present them, so be prepared to answer any logistical game questions that may
be asked. i.e. (What happens if the object goes out of play? How does the game restart? How is the winner determined? Is there free
space? Is there a time limit with the ball? Min/Max number of steps?
Group Member Names (5 maximum):
XXXXXXXXXXXXXXX
Game Name:
Number of players
Use this space to draw the playing area

80
List all Equipment Needed:
Description of Activity/Rules:
81
What makes this an invasion game?
Refer to the below material for a reminder on invasion/territorial games:

82
“Territory Games are activities that involve controlling an object, keeping it away from opponents and moving it into position to
score. Both offensive and defensive players share the same playing area as they work to prevent the other team from scoring. By
playing these games, participants will learn the key skills and tactics for games such as Soccer, Handball, Ultimate Frisbee, Football,
Basketball, Hockey, Goalball, Wheelchair Basketball and Lacrosse.” (Playsport.net, n.d.).
https://www.playsport.net/skill/territory
Tactical components to consider when creating your game:
Taken from: https://www.iphys-ed.com/resources/

83
Invasion Game Research Assignment

Students will work in pairs for this assignment. You are tasked to find a video clip of any game/sport online that fits within this game
category of invasion game. Watch 5 minutes of this clip and answer the following questions. Be prepared to share your findings with
the class.
Part 1
1. What game/sport did you choose?
2. Where does this game/sport originate?
3. List all equipment is required for this game?
4. Draw the playing area.

84
5. What skills do you need in order to play?
6. What are the main rules of the game?
7. Are the rules of this game similar to any other invasion game you can think of? Explain.
85
8. How many players in a team? What are the positions?
9. What is unique about the game/sport you have chosen?
Part 2
86
Imagine that you are responsible for teaching the class through the practice of one aspect to your game (maintaining possession,
passing, receiving, defensive strategies, etc...). Your task is to develop one skill focussed activity based on this tactical skill.
Equipment Needed:
Description of Activity:
1. How can the practice task for your chosen game transfer into any other invasion game?
Name: ____________________________ Class: _________________________ Date: _____________________

87
On the Sidelines Worksheet

Directions: Since you are unable to participate in Physical and Health Education class today, please answer the
following questions during our class.
1. Why are you unable to participate in PHE today?

o I am sick, not feeling well, or I am injured
o I am not prepared for class (i.e., I do not have the proper sneakers or clothing)
o I was not following the rules for safe, respectful participation in class
o Another reason: __________________________________________
2. Describe the main activity/game that the rest of the class participated in.
3. Write down what CUES your classmates learned in class today.

88
4. Pick one student to watch in class. Do not write their name down. Make a list of all the physical movements/activities
that person does.
5. How do you feel about missing PHE today? What will you do to be sure you are prepared to participate next class?

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Invasion Games: Football/Ultimate Frisbee

Julianna Bosa & Jaiya Rai

Department of Curriculum and Pedagogy

EDCP 322: Physical Education – Secondary: Curriculum and Pedagogy

Unit Plan: Invasion Games (Football/Ultimate Frisbee)

Physical Literacy EDUCATION strategy:

Psychomotor Cognitive Affective

 Healthy choices influence our physical, emotional, and mental well-being

First People's Principles of Learning Indigenous Perspectives

 Learning involves recognizing the consequences of one’s actions.

Unit Essential Questions

What essential questions will be considered?

Students will understand that...

sharing positive behaviour and healthy emotions is vital to their learning.

 How can I best work as a team to score on my opponents’ goal?

Curricular Competencies Content

and overall health

Personal and Social Responsibility Self-Assessment

the learning objectives for that lesson. Checking for student

Self-Assessment is an integral aspect to student learning as it be kept.

assessment. 3. Teacher self-reflection log to be filled out

 Exit slips/prompts combined folder/binder for this unit. Template to

 Peer feedback respect to organization.

Gym and Outside Field

*See lesson plans for adaptations and modifications of activities*

Cross Curricular Links

Safety (physical and emotional) considerations

Alternative Environment Plan

Step 1) Students will be divided into 6 groups of 5.

*See Appendix C for worksheet*

# Lesson Title Lesson Activities (Learning Experiences) Assessment

1 Focus: Connection Intention:  One note Prompt: 1

6 Tactical Focus: Connection Intention:  Check for

3 on 2 transition drill-This will allow defense to set up but still at a

8 Focus: Connection intention:  Teams can call

Unit: Invasion Game Lesson Number: 1 Class Size: 30

Instructors: Ms. Bosa & Ms. Rai Location: Gymnasium

First Peoples Principles of Learning

 Learning involves recognizing the consequences of one’s actions.

Learning Outcomes and Objectives (SWAT)

Psychomotor: Cognitive: Affective

Equipment/Resources Needed/Organization of Area/Transitions

Formation / Organization of Area:

Safety (physical and emotional) concerns:

Summative: Formative: (refer to Appendix A)

Lesson Timeline (72 minutes)

Time: 5-10 Set Induction (what? why? how?). Learning

Connection Intention: Introduce students to connection intentions.

What do you think this would look like? Give me examples.

Time: Warm-Up Activity or Game: Introduction to Invasion Games Learning

Hook question: What do you think invasion games are?

Skill Development & Culminating Activity

Time: Skill Development: Emotion’s mix up Learning

Culminatin Culminating Activity: Connection Intention

Description: This is soccer, but with

Cool down & Closure

Time: CFU: Learning

Assessment/ Cool Down: 3-minute breathing exercise

Unit: Invasion Game Lesson Number: 2 Class Size: 30

Instructors: Ms. Bosa & Ms. Rai Location: Gymnasium

Curricular Competencies Content

First Peoples Principles of Learning

See lesson plans for adaptations and modifications of activities

See Appendix C for worksheet