Sample Lesson Plan #6

Dominant Concept	Sending
Sub-concept	Striking
Focus	Striking with a long-handled implement Teamwork
Level	Advanced

Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Participate in health-enhancing quality daily physical activity, either in or out of school.
Movement Perspective	Educational Games Learn cooperative strategies while sending with a long-handled implement. Extend, refine and perform movement sequences that use combinations/patterns with others.
Personal-Social-Cultural Perspective	Appreciate the relationships and benefits that result from working and participating with others in and out of physical education classes.

Lesson Objectives

The students will be able to:

• Develop and maintain cardiovascular fitness.
• Demonstrate striking (sending) with a long-handled implement using accurate passes.
• Work as teams in a variety of situations by passing, communicating, respecting individual differences, helping each other.

Organization/Management	· Stop music to signal a change in activity (for warm up). · Blow a whistle to indicate a goal.
Equipment/Materials	Floor hockey sticks, pucks and tennis balls Pylons or milk cartons Pinnies/sashes/bibs Approximately five bean bags CD/tape player and music appropriate for school setting and grade level of students.

Learning Experiences

Today we will work on developing striking skills using a floor hockey stick in cooperative situations. When focusing on striking you will be expected to take the stick backward, away from the object, and come forward in a downward direction.

Warm Up N, IL

Play music appropriate for level of students and for a classroom setting. Every time the music stops, change leaders. Heart Beat Tag Give 4/5 red beanbags to 4/5 students. Designate 4/5 students to go into the "cardio zone". The students with the beanbags try to tag their peers. If they are successful they hand the beanbag to the person they tagged and that person must now try to tag someone else in the class. (The students must tag each other with their hands, not by throwing the beanbags at their peers.) Instruct students to move anywhere in the gym, except the cardio zone, while the music is playing. When the music stops, those students in possession of the beanbags at that moment will change places with those students in the cardio zone. Music starts again and play resumes. The students in the cardio zone will work on using a designated (as determined by the teacher) locomotor movement to the music to develop rhythm. Thus, all students are engaged in some cardio activity at all times. The activity continues as long as you want to play the game. Teacher should stop music approximately every minute. The teacher may change the locomotor movement used in the tag portion of the game with each stoppage of music. (E)

Skill Development IL

If students experience difficulty with the length of stick they are using have them use a shorter or longer stick. (Ad) Keep Away Divide students into groups of four. Each student has a stick and the group has one tennis ball. Three people will be on the outside standing about 20 feet apart and one will be in the middle. The three on the outside pass the ball. The student in the middle tries to intercept the pass. (This person needs to go after the person with the ball-force the pass.) After about eight successful passes or four interceptions, trade places. Students should not pass until the defender forces you to-if the defender is playing "off" you, he or she has a better chance of an interception.

IL	Power Pass · Divide the groups of four into two groups of two. Each partnership will need two pylons/milk cartons, one puck and two sticks. They set up their pylons like a goal against a wall. · Each student passes to the partner, who shoots quickly, without stopping the puck at their goal. After five passes, switch roles. Students can vary the activity by either: · Moving farther away from their goal. (E) · Starting farther away from the target. Pass back and forth to each other, until they are close enough to take a shot at the target. (E) Note: Students will determine distances from the target or partner by their comfort level and success rate.
Cueing Questions CCT C	1. What muscle received the best workout during the warm up? (Heart. If students say legs, etc., those are made up of numerous muscles and really it is the heart we want to emphasize.) 2. What are the key points for striking a puck or ball with accuracy? (Proper grip and hand position, head over object, point non-preferred shoulder in desired direction of target, swing arms backward, bring arms forward and downward, contact object off non-preferred foot, follow through low in direction of target, keep stick below waist at all times.)
Application/ Culminating Activity IL, PSVS C	Sideline Hockey Divide the class into two teams. Each student has a stick. Give one group pinnies/sashes to distinguish them from the other half. Have one group line up on a line down the length of the gym, close to the wall, and have the other group on the opposite side. Set up two cones (or one net) at either end of the gym to be used as goals. Have three or four players from each team go out on the floor on their half. The sideline players spread out and help by passing the puck to their teammates on the floor. This game is a way to use all players, yet with only a few on the floor at a time. This focuses on total teamwork. The game is started with a face-off in the centre. The teacher will blow a whistle to indicate that a goal was made. After each goal, the three or four players on the floor go to the end of their line (end farthest from their own goal-designated at the start of the game) and new players (from the end closest to their goal) go onto the floor. The team scored on gets possession of the puck, the team that scored must come on at the centre line and play continues. Score does not matter. Having continuous activity where students develop their skills is the key. What was necessary for you to achieve the objective of using teamwork? (Passing to each other, talking positively to each other.)
Cool Down	Note: See Closure/Assessment following.

Closure/Assessment C C, CCT

The teacher will have assessed throughout the lesson and recorded on a checklist, and through anecdotal records, whether or not four out of five students (of their choice for the day) were able to make accurate passes during the various activities. After putting away the equipment, ask the students: · What are some of the concepts that are necessary to play this game well? (Anticipation, accurate passes, safety, space awareness, teamwork.) · In floor hockey, when striking an object with accuracy we have to use proper technique. What other sports would use the exact same pathway? (Golf, croquet, etc. but not baseball because we do not use a downward swing. The proper technique involves a backward and downward action of the stick.)

Reflection

Were the students working cooperatively within their groups? Did all students have the opportunity to make passes in the modified game situation? What do I need to emphasize the next time I teach striking with a long-handled implement?

Sample Lesson Plan #7

Dominant Concept	Accompanying
Sub-concept	Accompanying a partner
Focus	Accompany a partner to a rhythmic pattern Dribble ball to a rhythmic pattern
Level	Beginner

Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Participate regularly in vigorous physical activities to develop components of fitness and motor abilities.
Movement Perspective	Rhythmics and Dance and Educational Games Develop locomotor movements alone and with a partner. Demonstrate body awareness when performing rhythmic and dance activities. Demonstrate ways to retain possession of an object. Create and play simple games.
Personal-Social-Cultural Perspective	Identify and demonstrate positive behaviours that show respect for individuals' potential, interests and cultural background.

Lesson Objective

The students will be able to dribble a ball to a rhythm with a partner.

Organization/Management	Explain the lesson in the class stating the objectives and material needed. Divide students into partners as they walk into the gym.
Equipment/Materials	One ball for every two students CD/tape player Music of a song that has 4/4 beat that the students have already been taught.

Learning Experiences

Explain in the classroom what the students will be doing in the gym. Tell students that they will work with a partner the teacher will assign as they walk into the gym and that they are to stand facing their partner. Once the students are in the gym, ask one person from each partnership to come and get a ball.

Warm Up IL NC, IL	Tell students to rotate their wrists, one wrist at a time, 10 times clockwise and 10 times counter clockwise. Listen to a song that students know: · ask them to count the beat, 1-2-3-4-1-2-3-4 · ask them to clap their hands to the beat · ask them to think of other ways to keep the beat (jumping, skipping, etc.)
Skill Development C PSVS IL, PSVS N, PSVS N, PSVS	· Take a minute to remind students how to dribble the ball. To dribble a ball you push down on the ball, use enough force to return the ball to waist level. (Demonstrate.) · Walk towards your partner, dribbling the ball with two hands to the music. Repeat this two or three times and change roles. · Walk towards your partner and dribble the ball with one hand to the music. (IL, PSVS, E) Students who are having difficulty can return to using two hands and/or they can use a bigger ball that will be easier for them to manipulate. (Ad) · Dribble the ball in front of you as your partner counts the beat 1-2-3-4-1-2- 3-4. Take turns. (R) · The student counting can change the beat by counting faster or slower. (E)
Application/ Culminating Activity PSVS, IL, N	· One student dribbles the ball and the other mimes the movement to the beat of the music. Take turns. (C) · Mime: one after the other, face to face, side by side. (C) · Dribble the ball behind, in front, left or right and near or far from the body. (E)
Cool Down	Ask students to sit down in a circle to sing the song while clapping the rhythm.
Closure/Assessment C C C C	Review the key points of the lesson. Questions can be used during or at the end of the lesson. 1. What can you do to help your partner dribble the ball with or without music? (Count for them, model the action.) 2. Did you find it easy or difficult to dribble the ball to the rhythm? (Individual responses.) 3. What ways did you find the easier or hardest to dribble the ball? (Individual responses.) 4. Did you find it easy to follow your partner? (Individual responses.) Assess students by creating a checklist to evaluate how well each student met the lesson objective. Use a one to five scale: 5 = always and 1= never
Reflection	1. Did the students meet or progress towards the objective? 2. What activities worked well? 3. What activities do we need to change? 4. What will we focus on next? 5. Did the students dribble a ball to the different rhythms?

Sample Lesson Plan #8

Dominant Concept	Accompanying
Sub-concept	Accompanying with a rhythm
Focus	Follow a rhythm with a group Rhythmic pattern
Level	Intermediate

Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Describe and record changes in personal growth and development.
Movement Perspective	Rhythmics and Dance · Use creative process to develop locomotor and non-locomotor movements with others. · Select and perform simple movement sequences using movement variables of Body, Space, Effort and Relationships.
Personal-Social-Cultural Perspective	Demonstrate self-confidence while participating in physical activity.

Lesson Objectives

The students will be able to demonstrate rhythmic patterns.

Organization/Management	· Explain the lesson in the classroom, stating the objectives and material needed. · Divide students into groups of four in the classroom.
Equipment/Materials	· One ball for every group of four. · A sheet for each group or a poster listing the six Movement Variables to include the duration 1-2 minutes and to start by counting the beat. · Rating scale for the teacher.

Learning Experiences

Explain in the classroom what the students will be doing in the gym. Tell students that they will work in groups of four. Assign the groups as they walk in the gym. Give one ball to each group.

Warm Up C	In groups of four, each student will dribble the ball once around the group, while the other students move a part of their body to the rhythm that the ball bounces. Each time the student dribbling changes, the others change the body part that moves.
Skill Development IL, N, PSVS	Each group chooses a rhythm (given by the teacher or chosen by themselves) and creates a sequence of movements using the assigned six Movement Variables. This performance should last between one to two minutes. Each group will start their presentation by demonstrating their rhythm by counting and/or clapping. The teacher gives the information to the students either by putting the Movement Variables on a big sheet hung in the gym or on a sheet given to each student. For example: locomotor - jumping non-locomotor- twisting group - back to back relationships of body to other person - apart, together space - pathway - curved direction - sideways effort - time speed - fast, slow If a group is having difficulty using all the variables, tell them they can use just three Movement Variables. (Ad) If a group is done quickly and has done a good job, the teacher can ask them to add other Movement Variables. (E)
Cueing Questions
Application/ Culminating Activity C	Return to the class and have students write a poem about their feelings, presenting a dance in front of the group. Each group presents its creation, one at a time. (C) The other students will clap the rhythm given during each presentation. (R) Each group will evaluate the others by watching to ensure each group uses six Movement Variables.
Cool Down	Accomplished through Application/Culminating activity above.
Closure/Assessment C C	Review the key points of the lesson by asking the students: 1. Did you find it hard or easy to create a rhythmic pattern? 2. Did you use the six Movement Variables? 3. Have the students complete a self-evaluation. The teacher will assess the students' presentation as they assess the group presentation, indicating if each student followed a rhythmic pattern. The teacher can use the following scale: S = successfully completed the task U = unsuccessfully completed the task N = needs assistance
Reflection	1. Did the students successfully complete the task? 2. Did the students demonstrate cooperative behaviours? 3. Did the students have a positive experience?

Sample Lesson Plan #9

Dominant Concept	Accompanying
Sub-concept	Accompanying with a rhythm
Focus	Expressive Movement Indian and Métis Dance Steps
Level	Advanced

Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives (see Curriculum Guide)

The students will be able to:

Active Living Perspective	Participate in and describe the benefits of warm up and cool down activities.
Movement Perspective	Rhythmics and Dance · Demonstrate rhythmic and dance patterns from a variety of dance forms, alone and with others.
Personal-Social-Cultural Perspective	Identify leadership skills used while participating in physical education.

Lesson Objectives

The students will be able to create a dance using Indian and Métis dance steps and expressive movement.

Organization/Management	Students could watch a video demonstration of Indian and Métis dance steps (see bibliography in Indian Social and Cultural Dances kit, p. 75) or invite an experienced dancer to demonstrate. Explain to students that they will go into the gym, get into their own personal space, facing poster A.
Equipment/Materials	· Video, television, VCR Four posters - hang one on each wall Music for the warm up with a faster beat Music from the kit: Indian Social and Cultural Dances Poster for each group following the step work on p.66 in the kit Video camera Assessment sheet for the teacher

Learning Experiences

Explain in the classroom, what the students will be doing in the gym. Tell students to face poster A and spread out.

Warm Up IL, PSVS, N, CCT IL, PSVS, N, CCT IL, PSVS, N, CCT IL, PSVS, N, CCT	Four Walls · Have a poster on each wall indicating two movements the students will follow with music. They do the steps listed on poster A as the teacher calls them. On teacher's signal, the students turn to face the wall on their right to poster B, and do the activity for poster B. Continue to turn to the right on the signal by the teacher until they complete the movements, or you want them to stop. Poster A 1. Step Touch-step right to the side and touch the left foot next to the right foot, alternate sides and forward and backward movement as well. (R) 2. Skip-an uneven rhythmic pattern, moving forward, backward, sideward and diagonally. (R) Poster B 1. Step Kick--step on the right foot, kick the left foot across, alternate sides. (R) 2. Schottische-walk, walk, walk, hop, moving forward, backward, sideward and diagonally. (R) Poster C 1. Gallop--move forward and backward using a step, close. (R) 2. Cha Cha Cha-slow, slow, quick, quick, slow, counted 1,2,3 and 4. Basic is forward and backward, cha, cha, cha in place, and then backward and forward, cha, cha, cha in place. (R) Poster D 1. Run on the spot. (R) 2. Heel-toe polka-begin with feet together. Touch the right heel to the right diagonal with a slight hop, bring the right foot in front of the left foot, touch the right toe and hop. Repeat this twice, then slide right three times. Repeat this to the left side. (R)
Skill Development C IL, N, PSVS IL, N, PSVS,	Listen to the music from the kit, Indian and Metis Dance. Ask students to think about what they picture while listening to the music. Explain that they will use this image to create a dance at the end of the lesson. 1. If the student cannot think of an image, the teacher or other students can give suggestions. (Ad) 2. Teach traditional dance step from kit on p. 65. Go through it once or twice without and then with the music. 3. Teach the rotation step on p. 66 following rhythm 1-2-3-4. Go through these steps once or twice without the music and then with the music. (R) 4. Students who are unable to follow the rotational step can follow the step without rotating, as on p. 65. (Ad)
Cueing Questions

Application/ Culminating Activity IL, N, CCT, PSVS	Place students into groups of three. Each group will have a poster done up with the steps from p. 66. 1. Students will place the poster on the floor to help them follow the steps on their own. (R) 2. They will practice these steps to the music. 3. Students create a dance, one to two minutes long, using these steps and incorporating other Movement Variables (such as curling or striking). They will find different ways to move their arms and hands to create a dance with expressive movement to represent the image they created while first listening to the music.
Cool Down CT	Video tape two or more groups presenting the dance. · Depending on the size of the class, students might not get to present in one lesson. Thus you will have to continue these presentations in your next class. (C) · The students watching try to guess what the dance represents.
Closure/Assessment C C CCT	Ask students: 1. Did you find it easy or difficult to follow the rotation dance step? (Individual responses.) 2. Were you able to follow the rhythm in the music? (Individual Responses.) 3. What leadership skills were used in your group to create your dance? Create a checklist to see if students are able to follow the rotation dance steps. Evaluate students' expressive movement, created with their arms and hands, by looking at the video tape. Students in each group will have a chance to watch their performance to observe themselves. The teacher will walk around as they are practicing and indicate whether they can follow the rhythm of the music by checking off yes or no.
Reflection	Were the students able to follow the dance steps? Did the students follow the rhythm? Were they able to create expressive movements?