Mini Unit- Development and Application of

Basic Skills & Communication

Grade 5 Physical Education

Carson Van Iderstine and Ben Sorensen
Part A: Inquiry Question:

How can individual and team based games be used to contribute to students locomotor, non

locomotor, and manipulative skills, while encouraging cooperation, fair play, and effort?

Part B: Rationale:

The 5th grade Alberta physical-education Program of Study (2000) names four areas of

skills and knowledge which should be developed: acquire skills through a variety of

developmentally appropriate movement activities; understand, experience and appreciate the

health benefits that result from physical activity; interact positively with others; and assume

responsibility to lead an active way of life (p. 5, 7, 23). Our mini unit focuses primarily on

developing students activity based skills and their ability to cooperate with each other. When

entering this unit, students are expected to have already developed basic comprehension of

each of these areas (as outlined in the grades 1 - 4 of the Program of Studies, p. 5, 7, 23).

However, as educators we understand that each student's mastery of such areas may differ

greatly, so we have developed our mini unit to accessible for students of varying mastery levels

to help any student develop and achieve their potential.

Our mini unit is influenced primarily by the Learner Centered curriculum Ideology

(Schiro, 2013, p. 5, 6). This is evident because the majority of student learning comes from their

interaction among one-another. In these lessons, the instructor is not the center of classroom

learning. The instructor is meant to support student learning by providing structure and insight to

the class (explaining, starting, and ending games; providing supporting feedback to struggling

students/teams; etc.) - not by lecturing. The emphasis of the lessons are the activities/games

played, thus instructors should limit their instructional dialog, and focus on starting the games as

soon as possible - this gives students the most time/opportunity to interact and learn from each

other.
 Our mini-unit also has some basis in the Social Efficiency curriculum ideology (Schiro,

2013, p. 5). Our lessons focus heavily on the development of interpersonal skills such as

communication and teamwork - C5-1, C5-5, C5-6 (Physical Education Program of Studies,

2000, p. 23). While these skills were not included specifically to help students become effective

workers and live productive lives, they are certainly relevant to the successful

attainment/execution of these tasks. As a result, the Application of Basic Skills and

Communication mini-unit successfully fulfils the the ideological dogma of Social Efficiency

practitioners.

The lessons that we have created are developed to provide students with scaffolding to

help them properly develop and demonstrate their basic skills (locomotor, non locomotor, and

manipulative) in a team game setting (Physical Education Program of Studies, 2000, p. 7). This

is meaningful because it is important for students to know which skills are appropriate to used

based upon their relationship to different stimuli in their environment (e.g., if Student A is

running towards Student B to tag them, Student B will be able to recognize that stimulus, and be

able to react by pivoting, deking, diving, etc. out of the way). The unit also seamlessly integrates

physical activity into the lives of students, implicitly demonstrating various ways for students to

remain active outside of the phys-ed classroom as well as within it (Physical Education Program

of Studies, 2000, p. 27). The first two lessons are designed to help students develop and

practice relevant skills (e.g., catching, sprinting, communicating, etc) before integrating them

into a game scenario. The third and final lesson in the unit utilizes all of the skills that the first

two lessons developed, and requires the students to demonstrate their mastery/comprehension

of basic skills and cooperation skills in team based games.

The Lessons are age appropriate as they follow the grade 5 specific outcomes. Grade 5

students are expected to use their body and spacial awareness, as well as other stimuli in their

environment to help them determine which of the basic skills is appropriate to use (Physical

Education Program of Studies, 2000, p. 7). Our lessons introduce each skill to students in a low
pressure scenario. Once students are accustomed to the skills, they are placed in an

environment (games) where students must use their perception of stimuli to determine the

appropriate response. For example, in the first lesson the students play a variety of tag games

and a capture the flag type game. Students start by working alone to achieve a simple task

(avoid being tagged), then they are put into teams and must work towards a common goal

(eliminating/tagging all members of the opposing team while protecting their own teammates),

and lastly they use the skills that the first two games developed (basic skills & communication)

and apply them in a capture the flag type game. This integrates all of their learning from the

first two games, and creates an environment where students can demonstrate their

comprehension/mastery of the learning objectives.

By scaffolding our lessons, every student is given time to develop their basic skills and

communication ability, which will help students who are less confident in their capabilities by

helping them develop their skills in an individual and group setting. This ensures that each

student is able to effectively develop their age appropriate skills in a supportive environment.

This mini-unit primarily covers the 5th grade physical-education General Learning

Outcomes 1 and 3: students will acquire skills through a variety of developmentally appropriate

movement activities; and students will interact positively with others (Physical Education

Program of Studies, 2000, p. 7, 23). The unit also covers some material from GLO D, as effort

and safety are requisite to creating an environment where the development of GLOs 1 and 3

can flourish(Physical Education Program of Studies, 2000, p. 27). Through effort, the mini-unit

will provide students with activities that will help them develop different skills, while at the same

time promote cooperation and teamwork in a positive environment.

The lessons that we have created address all of the specific outcomes for the first GLO

(Physical Education Program of Studies, 2000, p. 7). The specific outcomes are broken down

into the 3 basic types of skills (locomotor, non locomotor, and manipulative skills). Locomotor

skills are any skill that causes the body to move from one place to the next, some examples of
these include running, walking, leaping, hopping, rolling, etc. The related specific outcomes are

A5-1 and A5-2. These outcomes state that students must be able to select, perform and refine

their locomotor skills, while at the same time being capable of confidently executing skills under

the influence of various stimuli. The next set of SLOs are for non locomotor skills. Non

locomotor skills are actions that do not cause the body to traverse from one location to another,

but instead manipulate the the body itself - e.g., twisting, turning, swinging, balancing, bending,

etc. The related specific outcomes A5-3 and A5-4. These require students to select, perform,

and refine their non locomotor skills, as well as use stimuli in their environment to confidently

execute the appropriate non locomotor skill. The final set of SLOs for GLO 1 are for

manipulative skills. Manipulative skills are any action/reaction that involves an object (e.g.,

football, hockey puck) and manipulating it (e.g., catching, holding, throwing or kicking etc.). The

related SLOs are A5-5 and A5-6. These SLOs require students to select, perform, and refine

different ways to receive, retain, and send an object, while also using body and spacial

awareness to guide their selection.

Our lessons also cover the third GLO - students will interact positively with others

(Physical Education Program of Studies, 2000, p. 23). The activities that we selected explicitly

cover 3 of the 4 categories for this GLO: communication; fair play; and teamwork. SLO C5-1

falls under communication and it states that students must identify and demonstrate the

appropriate communication skills depending on the activity that they are playing. The next

specific learning outcome is fair play and it states that students must demonstrate etiquette

and fair play for the activity that they are playing (follow the rules of the game and display

appropriate etiquette). The last two SLOs are for teamwork. These are SLOs C5-5 and C5-6,

which state that students must identify and demonstrate practices that contribute to teamwork,

as well as positive behaviors towards self and others. Each of these SLOs are explicitly

explored by students, as students are required to perform each of them to participate in the

three lessons. The fourth SLO - Leadership - is implicitly included in the application of our
lessons, as for nearly any situation involving teamwork and communication, one or more

members of each team will naturally fill a more centralized leadership based position. However,

we do not actively develop students leadership skills in this mini-unit, therefore we have not

included it in our list of fulfilled SLOs.

The inclusion of General Learning Outcome D is necessary to ensure student

participation in the lessons & activities, as well as their safety. SLO D5-1 & D5-2 relates to the

regular effort, participation, and development of skills through movement (Physical Education

Program of Studies, 2000, p. 27). It is student participation that makes the development of basic

and communication skills possible (as we are teaching from a primarily Learner-Centered

curriculum ideology, students must participate in activities and interact with each other to learn).

SLO D5-3 identifies students need to be follow rules, routines, and procedure to maintain a safe

learning environment. D5-3 appears throughout our mini-unit, as students must follow the rules

of the activities, must change into safe and appropriate clothing, etc. These SLOs are a vital

part of our lessons, however they are not the primary focus of our activities - instead they make

the development of GLOs 1 & 3 possible. As such, they will be mentioned in our lessons,

however, the focus of the lessons remains GLOs 1 & 3.

The mini-unit that we have developed will engage students in deeper questioning

regarding the best application of basic skills, as well as the qualities of teamwork and

sportsmanship. Providing the class with activities that build up to the main game will help

students to question which skills should be used in different situations. This will also engage

students to create a greater understanding for their environment and how changes can

influence their actions. Each class requires students to participate in a team game where they

will be separated into teams by the teacher. This will require students who dont normally

interact to work together and question if their actions are in the best interest of the group. Due to

the heavy emphasis on teamwork, students will be able to take the interpersonal skills they

developed in our lessons and use them in virtually all classes that require teamwork and
cooperation (group projects, debates, class discussion, etc.) Most classes will require that

students work together to complete assignments, so creating a greater understanding for how to

contribute to the best interest of the group is a useful skill that students will take with them after

they complete our mini-unit.

 Part C: Unit Plan
Class 1 Lesson
Lesson #1- Tag Games and Capture the Flag
(locomotor, non locomotor, and communication skills)

Overview

Students will demonstrate their ability to implement locomotor (i.e., running, walking,
crawling, etc.) and non locomotor (i.e., pivoting, balancing, jumping, etc.) in a variety of
games. After completing a warm up, students will participate in a variety of tag games
as well as a capture the flag type game at the end of the class. The purpose of the tag
games are to get students comfortable performing the different skills which will help
them be successful in the capture the flag game. While participating in these activities, it
is important for students to work on their cooperation skills and learn the value of
teamwork. Observe students and fill out checklist & any observations during class. Hand
students the self-assessment form as they are walking out of class - it is to be returned
at the start of the next class.

Unit Inquiry Question

How do individual and team based games contribute to a students locomotor,

non locomotor, and manipulative skills, while encouraging cooperation, fair play
and effort?

Guiding Questions

Can students incorporate both their locomotor and non locomotor skills into a
team game situation?
Can students respect and follow the rules of the game being played?
Do students demonstrate elements of teamwork (i.e., working towards a
common goal, communication with others, etc.)?

General Learning Outcomes

General Learning Outcome A

Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics,
individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
General Learning Outcome C
Students will interact positively with others
General Learning Outcome D
Students will assume responsibility to lead an active way of life.

Specific Learning Outcomes

A51 select, perform and refine more challenging locomotor sequences

 A52 consistently and confidently perform locomotor skills and combination of
skills, by using elements of body and space awareness, effort and relationships
to a variety of stimuli to improve personal performance
A53 select, perform and refine more challenging non locomotor sequences
A54 consistently and confidently perform nonlocomotor skills by using elements
of body and space awareness, effort and relationships to a variety of stimuli to
improve personal performance
A511 demonstrate basic strategies and tactics that coordinate effort with
others; e.g., team, in order to achieve a common activity goal in lead-up games
C51 identify and demonstrate respectful communication skills appropriate to
cooperative participation in physical activity
C56 identify and demonstrate positive behaviours that show respect for self and
others
D5-1 participate regularly in physical activity to develop components of health-
related fitness and movement skills
D5-2 demonstrate factors that encourage movement
D5-3 identify and follow rules, routines and procedures for safety in a variety of
activities

Learning Objectives

Students will participate in a variety of physical activity games to the best of their
abilities
Students will work together in teams to achieve a common goal
Students will display behavior that promotes positive relationships with their
peers

Resources Consulted

Physical Education Program of Studies, (2000), pgs. 5, 7, 23, 27.

Materials Needed

Bean bags (16)

Hula hoops (2)
Pylons (20)
Pinnies (1 team set)

Activity

Warm Up Time

Jog 3 laps around the gym

Partner warm up
Get into pairs (or group of 3 if needed) 10 Min
Alternate choosing a stretch or warm up (i.e., lunges, pushups, etc.)
 Tag Game 1- Toilet tag Time

Set up

Group explanation
The first game we will be playing is toilet tag, three of you will be
selected to be it.
Those of you who are not selected are trying to avoid being tagged,
once you are tagged, you must stop where you are and stick your arm
out to the side. 3 min
If you see a teammate with their arm out, you must run up to them and
lightly press down on their arm (flush the toilet) to free them.
If you are it, your goal is to tag everyone. If you are not it, you are
trying to avoid being tagged.
Does anyone have any questions about what they are supposed to do?
The game ends when everyone is tagged, or time runs out (7 mins)
______
______________________________________________________________________
Game
7 min
3 students will be chosen at random to be it, these students will be given a
pinnie to help others distinguish them.
Choose a spot to start in the gym and when you hear my whistle you may
begin.
Allow students to play, switch who is it after 3 minutes. Blow whistle after 7
minutes and get students back to the center

Tag game 2- Builders and Bulldozers Time

Set up

Group Explanation
The class will be divided into 2 teams, one will be the builders, the other
will be the bulldozers, we will switch roles half way through.
The builder team will first randomly distribute the pylons around the gym.
Once they are ready, I will blow the whistle to start the game. The
bulldozer team will run around the gym and knock over the pylons, the
builder team will run to set them up again.
Once the whistle blows again we will count how many pylons are
standing, if there are more than 10, the builders win, if not the dozers win.
Are there any questions?

Split class into 2 even teams (this can be done in many ways) 3 MIn
Have students self-select (this has a number of problems, namely
inclusion and selection based on skill)
Have students choose a partner and play rock/paper/scissors - losers
form one team, winners form the other
 Break teams up by last name (first half vs second half)
Boys vs Girls
Class A vs Class B
It is important to use your professional judgement when making
teams, ensuring that each side will have fun while playing the
game.
The team with pinnies will start as the builders, so give them the 20 pylons to
distribute.
__________________________________________________________________ ______
Game
Allow time for builder team to distribute pylons
Blow whistle once all the pylons are set up
Allow students to play for 3 minutes
Blow whistle and count the standing pylons __/20 pylons are standing
Determine winning team (>10 builders win, <10 dozers win)
Teams switch roles 7 min
(pinnies are dozers, shirts are builders now)
Allow time for builders to set up
Blow whistle to start game
After 3 minutes blow whistle again and count how many pylons are standing
(__/20)
Determine winning team (>10 builders win, <10 dozers win)

Game 3- Capture the flag Time

Set up
Use the same teams from the game prior (already wearing pinnies)
On each end of the gym place, create a (estimate) 5x5 foot square with a hula
hoop in the center. Place 8 bean bags in the hula hoop.
With students seated in the center explain the following:
The two teams will start on opposite sides of the gym, the objective is to
get all of the other teams bean bags into your teams hula hoop, while
stopping the other team from taking your bean bags. 5 min
Once a member of the opposing team crosses the center line they can be
tagged, once tagged they must return to their end.
If an opposing player gets into the pylon square without being tagged,
they are safe until they leave the square.
You cannot be tagged in your own end, so once a player gets a beanbag
across the center line they are safe to put it into their hula hoop.
Does anyone have any questions?

______________________________________________________________________ ______
Game
Once both teams are at their respective ends of the gym, blow the whistle to
start game.
Monitor the game to ensure that rules are followed (i.e., students drop the bean
bags when they are tagged) 15 min
Every 5 minutes, blow the whistle and have each team count the bean bags in
their hula hoop, the team with the most wins that round.
 Even distribute the 16 bean bags again and restart the game
Repeat this step after the next 5 minutes (3 rounds should be played in total)

Clean-Up

Ensure the team with the pinnies puts them back into the bag
Select 3 people from each team to return equipment to the storage room
1 person return the bean bags
1 person return the pylons
1 person return the hula hoops
Give Self-Assessment forms to students as they walk out the door - to be
returned at start of next class

Assessment

Formative Assessment
Checklist and observations (during class)
Self-evaluation (end of class)
Lesson #1: Formative Assessment #1 Student Name ______________ Date_______

Student demonstrates effort during warmup

Student willingly participates in activities
Student demonstrates the ability to
Student demonstrates effort during different activity
Student is willing to cooperate with teammates
Student uses positive language towards teammates

Observations
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
 Lesson 1: Formative assessment #2 Student Name ____________ Date_______

Teamwork Self-Evaluation

Teamwork skill Yes No Explain ways to do this:

I encourage my teammates

I Include my teammates

I gave positive feedback to

my teammates

Skills Self-Evaluation

Skill Yes No Explain your choice:

I feel confident when I run,

walk, or hop

I feel confident when I turn,

spin, or dodge

I feel confident using these

skills in different games
Lesson #1: Formative Assessment Rationale

The two formative assessments used in lesson one give the teacher a starting point for

further summative assessment and introduces the assessment criteria to students. The

checklist will provide the teacher with a performance baseline for each of the students. This is

important because it will help show each students growth over the course of the 3 lessons.

Once the lesson has ended, the self-evaluation sheet is used to introduce students to some of

the objectives that will be summatively assessed, as well as gives the teacher insight into each

students opinion of their own abilities which will be useful to reference throughout the unit.

These will help increase the construct validity of the unit because it introduces some of the

outcomes to the students (locomotor, non locomotor, and manipulative skills). They will help the

teacher scaffold to the next lessons because it is assessing a student's confidence in

performing different skills that will be used throughout the unit.

 Class 2 Lesson

Lesson #2- Partner Throwing Games and Ultimate Frisbee

(Non locomotor, manipulative, and communication skills)

Overview
Students will be participating in two throwing/ catching games where they will have the
opportunity to use different manipulative skills with a partner. This will give them the let
them try out different skills in a low stress environment. After these activities, the
students will be broken up into two teams and they will play ultimate frisbee for the
remainder of class. This activity will serve as a continuation from the catching/throwing
games, while adding non locomotor skills. This activity will help students integrate their
manipulative skills into a team game scenario. The teacher will be circulating the
students, and interviewing (asking pre-made open-ended questions) pairs to assess
what they students like/dislike about the games (use this feedback to improve future
lessons) and their competency. Much like the last class, give students an exit slip while
they are leaving - this is to be returned at the start of next class. (the content/format of
the slips is different in relation to the previous class self-assessment).

Unit Inquiry Question

How do individual and team based games contribute to a students locomotor,

non locomotor, and manipulative skills, while encouraging cooperation, fair play
and effort?

Guiding Questions

How diverse are student proficiency levels regarding manipulation?

Were the partner & throwing games too simple/complex?
Were the students engaged by the games?
Did students develop and practice their basic and communication skills?
Did the students have fun?
Were the teams relatively fair? Could teams be split up differently next time?

General Learning Outcomes

General Learning Outcome A

Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics,
individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
General Learning Outcome C
Students will interact positively with others
General Learning Outcome D
Students will assume responsibility to lead an active way of life.

Specific Learning Outcomes

 A53 select, perform and refine more challenging non locomotor sequences
A54 consistently and confidently perform non locomotor skills by using
elements of body and space awareness, effort and relationships to a variety of
stimuli to improve personal performance
A55 select, perform and refine more challenging ways to receive, retain and
send an object with control
A56 consistently and confidently perform manipulative skills by using elements
of body and space awareness, effort and relationship
A511 demonstrate basic strategies and tactics that coordinate effort with
others; e.g., team, in order to achieve a common activity goal in lead-up games
C51 identify and demonstrate respectful communication skills appropriate to
cooperative participation in physical activity
C56 identify and demonstrate positive behaviors that show respect for self and
others
D5-1 participate regularly in physical activity to develop components of health-
related fitness and movement skills
D5-2 demonstrate factors that encourage movement
D5-3 identify and follow rules, routines and procedures for safety in a variety of
activities

Learning Objectives

Students will participate in a variety of physical activity games to the best of their
abilities
Students will work together in teams to achieve a common goal
Students will display behavior that promotes positive relationships with their
peers

Resources Consulted

Physical Education Program of Studies, (2000), pgs. 5, 7, 23, 27.

(2015). The Rules: What is Ultimate? Retrieved from

http://www.whatisultimate.com/what-is-ultimate/the-rules/

Materials Needed

Pylons
Pinnies
Bean bags
Frisbees

Activity

Warm Up Time

Jog 3 laps around the gym

 Partner warm up
Get into pairs (or group of 3 if needed) 10 Min
Alternate choosing a stretch or warm up (i.e., lunges, pushups, etc.)

Throwing Game 1- Partner throw/catch Time

Set up
Group explanation
When I say go, get into groups of 2, and one person from each group
come grab a bean bag and a frisbee.
Once every group has got the equipment, find an open space around the 3 min
gym. We will be starting with a throwing/ catching game where you will
be passing the bean bag back and forth, and then switch to the frisbee
when I blow the whistle.
As you progress, attempt to move farther apart and see how many times
you can pass it back and forth.
__________________________________________________________________ ______
Game
The purpose of this activity is to allow students to experiment with different
manipulative skills.
Hand out bean bags to one member of each group and allow them time to find a
good space.
Observe students to make sure students understood the instruction, help out any
groups that need it.
Make note of any students that are struggling with throwing mechanics 7 min
After about 3 minutes, blow whistle and encourage students to now pass the
frisbee back and forth.
After another three minutes, blow whistle again, instruct students to return
frisbees to the bin and then sit in the center.
Does anyone have any questions?

Throwing game 2- Bean bag toss Time

Set up
Group Explanation
With the same partner (and bean bag) from the first activity, find a new
spot around the gym, and one partner now come grab 2 hula hoops.
Each partner will stand about 10 feet apart, and each will set a hula hoop
behind them. 3 min
Each person will then take turns attempting to toss the beanbag into their
partners hoop, while they attempts to block it.
Each time a bean bag lands in a hoop it is a point for whoever tossed it.
Does anyone have any questions?
__________________________________________________________________ ______
Game
The aim of this activity is to practice tossing an object around an opposing team
member.
It is important to observe all the groups to ensure they understood the initial
 instruction, help any groups that are struggling.
Once the games are going, offer help to those that were noted in the first activity.
After about 3 minutes, blow whistle to get students attention. 7 min
Explain:
Pick up your hoop and find another partner, your new partner should be
someone that has scored a similar amount of points to you. If neither of
you have a bean bag, get one from a group that has two
Changing the partners in this way will allow students to be paired with someone
who has a similar skill level as them.
Once the new games start, continue to offer help to those who appear to be
struggling.
Once the new pairs have been playing for about 4 minutes, blow the whistle and
get students attention
Ask students to return their bean bags and hoops and then sit in the center circle

Game 3- Ultimate Frisbee Time

Set up
Group Explanation:
The next game we will be playing is ultimate frisbee, to play this game,
two teams attempt to pass a frisbee down the gym into the other team's
end zone. There are a few important rules that must be followed:
Rules:
Players cannot move while they have the frisbee (non locomotor
and manipulative skills only)
The rest of the team can move into open areas to receive a pass.
The frisbee can only be held for 10 seconds at a time before it 5 min
must be passed.
Before a team can pass into the endzone to score, they must
make 3 passes to different teammates (this way there cant be 2
students that take over and only pass to each other).
Number off students (1,2,1,2,1,2, etc.) into 2 teams.
Give team 2 pinnies
Place 2 pylons in each corner of the gym (approx. 10 feet away from back wall)
to indicate the end zones
______________________________________________________________________ ______
Game
Once the teams are read and the field is set up, allow team 1 to start with the
frisbee
Ensure that students do not move when they have the disk
This game is assessing students manipulative and non locomotor skills 15 min
Keep a tally of the score
Ultimate frisbee typically has no referee, however as this is the first time it has
been introduced to the class, it is important to monitor the students closely to
ensure rules are being followed.
Blow whistle after 15 min to end the game

Clean-Up 15
 Ask one member of each team to pick up their end zone pylons
Get the frisbee back from whoever has it at the end
Get students to put away their pinnies on their way to change

Assessment

Formative Assessment
Interview (during beanbag toss game)
Exit Slip (end of class)
 Lesson 2 Formative Assessment #1

Beanbag Toss Interview

Student
names:

Interview
comments:

Questions:
-Are you
having fun?

-How many
points do you
two have?
(note any large
differences)

-How could
you change
the game to
improve it?

Student
names:

Questions:
-How is the
activity going?

-How many
points do you
two have?
(note any large
differences)

-How could
you change
the game to
improve it?
Lesson 2 Formative Assessment #2

Manipulative Skills Exit Slip

What did you enjoy about todays class and why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Were you able to complete all of today's games/tasks? Which tasks were easiest/most difficult
and why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Are you confident in throwing the objects used in todays class? If not, explain what would help?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lesson 2 Formative Assessment Rationale

The two formative assessments used in lesson two provide the teacher with written

documentation of the students learning thus far. During the second lesson, the teacher would

walk from group to group and do informal interviews of the students and document the

responses. Doing this while the students are in pairs is a quick way to gain insight into the

students perception of the activities. By doing the interview in pairs, we help relieve any

tension/anxiety that students may feel in a traditional 1-on-1 interview - this will help students

effectively articulate their responses. However, it should be noted that some students may not

feel comfortable voicing their opinions in front of other students, so care should be taken when

choosing the groups - ensuring that students will feel comfortable with their partner. Having the

students fill out the exit slip at the end of the class gives the teacher information regarding the

class self-assessed competency, and more specifically which activities were the most

challenging and why. It will provide documentation of what is working and what isnt, which can

then be used to make some adjustments to lesson 3 prior to teaching it. These formative

assessments increase construct validity because they ensure that lessons are meeting the

desired objectives of the unit. It also helps with the content validity because it ensures students

are familiar with the content they will be summatively assessed on by outlining certain skills

(running, throwing, cooperation, etc). This way, the summative assessment will not surprise the

students because they are aware of which specific skills are being taught and assessed. These

assessments help scaffold into the next lesson because it addresses the rest of the outcomes

that must be met, and helps prepare students use all of their basic and communication skills in

conjunction with each other.

 Class 3 Lesson

Lesson #3- Dodgeball and handball

(Locomotor, non locomotor, manipulative, and communication skills)

Overview
Students will apply the locomotor, non locomotor, manipulative, and communication
skills that they have developed and practiced in the two previous lessons. They will do
so by playing dodgeball and handball. Both are relatively simple team games that
require the use of the three basic skills and communication. Of the two, dodgeball is the
simpler and more straightforward game, so the lesson will start with dodgeball first (after
warm up, attendance, etc.). Dodgeball will help re-acclimate students to the use of their
basic and communication skills in a simple/static environment (two teams, one on each
side of the gym, with the sole goal of getting other students out). Once students have
played a game or two of dodgeball (~5-7 minutes depending on how the game(s) are
taking), we will transition into handball. The explanation for handball may take slightly
longer than previous game explanations, as some student may not have played
handball before. The skills used in handball are similar to those in dodgeball, however
much more emphasis is placed on communication, as strategy and teamwork is crucial
(much like capture the flag).

Unit Inquiry Question

How do individual and team based games contribute to a students locomotor,

non locomotor, and manipulative skills, while encouraging cooperation, fair play
and effort?

Guiding Questions

Did students successfully apply their knowledge from previous lessons to the
dodgeball and handball activities?
Was the scaffolding between lessons sufficient?
How did this affect student effort/participation?
Did the students have trouble participating in the potentially new handball
activity?
Can we use the development of skills in this unit to scaffold other GLOs in future
units
e.g., relating GLO 1s basic (locomotor, non locomotor, manipulative)
skills to GLO 2s components of fitness, health, and wellbeing (strength,
endurance, flexibility, cardio-respiratory activities)
What parts of the activities did/did students not enjoy?
How can we implement more of the positives, and minimize the negative
aspects of the activity?

General Learning Outcomes

General Learning Outcome A

Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics,
 individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
General Learning Outcome C
Students will interact positively with others
General Learning Outcome D
Students will assume responsibility to lead an active way of life.

Specific Learning Outcomes

A51 select, perform and refine more challenging locomotor sequences

A52 consistently and confidently perform locomotor skills and combination of
skills, by using elements of body and space awareness, effort and relationships
to a variety of stimuli to improve personal performance
A53 select, perform and refine more challenging non locomotor sequences
A54 consistently and confidently perform non locomotor skills by using
elements of body and space awareness, effort and relationships to a variety of
stimuli to improve personal performance
A55 select, perform and refine more challenging ways to receive, retain and
send an object with control
A56 consistently and confidently perform manipulative skills by using elements
of body and space awareness, effort and relationship
A511 demonstrate basic strategies and tactics that coordinate effort with
others; e.g., team, in order to achieve a common activity goal in lead-up games
C51 identify and demonstrate respectful communication skills appropriate to
cooperative participation in physical activity
C53 demonstrate etiquette and fair play
C56 identify and demonstrate positive behaviors that show respect for self and
others
D5-1 participate regularly in physical activity to develop components of health-
related fitness and movement skills
D5-2 demonstrate factors that encourage movement
D5-3 identify and follow rules, routines and procedures for safety in a variety of
activities

Learning Objectives

Students will participate in a variety of physical activity games to the best of their
abilities
Students will work together in teams to achieve a common goal
Students will display behavior that promotes positive relationships with their
peers
Students will have their basic skills tested in an environment that requires them
to quickly react to various stimuli
Students will interact positively with others in an environment that will:
challenge their communication skills
 require students to strategize ways to reach their objective as a team
Students will interact within an environment that acknowledges and promotes
fair play (teacher supervision)

Resources Consulted

(2015). Official Dodgeball Rules: International Dodgeball Association. Version 2.3,

Retrieved from http://playdodgeball.org/official-dodgeball-rules

Team Handball Rules: Court & Field Dimension Diagrams in 3D, History, Rules.
Retrieved from http://www.sportsknowhow.com/team-handball/rules/team-handball-
rules.html

Physical Education Program of Studies, (2000), pgs. 5, 7, 23, 27.

Materials Needed

Dodgeballs (# of students/ 1.5)

Handball nets (indoor soccer nets work well if handball nets are not available
Pinnies
Pylons

Activity

Warm Up Time

Jog 3 laps around the gym

Partner warm up
Get into pairs (or group of 3 if needed) 10 Min
Alternate choosing a stretch or warm up (i.e., lunges, pushups, etc.)

Game 1 - Dodgeball Time

 Set up
Group explanation
The class will be divided into two teams, one on each side of the gym
and touching the wall. The dodgeballs will be arranged equally spaced on
the center/half court line.
When the whistle is blown, you can leave the wall and play anywhere on
your half of the gym. The objective is to get members of the opposing
team out by hitting them with a dodgeball BELOW THE HEAD.
If a ball is caught by via a direct throw (no bounces etc.), then the person
on the catcher's team who has been out out the longest is back in - no
exceptions (can choose who goes back in).
If you step across the half line, you are out.
The last team standing wins the round!
Are there any questions?
5 min
Split class into 2 even teams (this can be done in a number of ways)
Have students self-select (this has a number of problems, namely
inclusion and selection based on skill)
Have students choose a partner and play rock/paper/scissors - losers
form one team, winners form the other
Break teams up by last name (first half vs second half)
Boys vs Girls
Class A vs Class B
It is important to use your professional judgement when making
teams, ensuring that each side will have fun while playing the
game.

Place a pylon every ~10 feet along the center/half-court line (this gives students
a clear visual indication of the position of the dividing line)

Arrange dodgeballs evenly along the center/half-court line

______________________________________________________________________ ______

Game

Ask both teams if they are ready (if yes, proceed; if no, wait/ask why they are not
ready)
Blow the whistle signaling the commencement of the game
Monitor student interaction (referee)
If there is a dispute among students, it is your job to mediate/solve it 12 min
Monitor game progress
games will likely end in under 5 minutes each
if time permitting, continue to restart the game until it is time to transition
to handball
If necessary remake teams to maximize student
participation/effort/enjoyment
When time is up, blow the whistle, and ask students to grab the dodgeballs and
return them to their storage spot
 Game 2 Handball Time

Set up

Group Explanation
Show this video to give student an idea of what handball is and how to
play
https://www.youtube.com/watch?v=69Ap8WsenXc

Then reiterate the rules to students (and how our rules will differ from the
official handball rules)

We will be substituting the regular single handball for 3 dodgeballs (by

having three balls in play at a time, more students can actively
participate; by substituting the relatively hard hand ball for dodgeballs, we
can ensure student safety - which is always a primary concern, but
moreso now that students are trying a new unfamiliar game)

Students are split into two teams, each with the objective of scoring by
throwing the ball past the goalkeeper and into the net
The goalkeeper can use any part of his body to stop shots

There is a crease around each net (the 3 point basketball line) where
members of the opposite team cannot carry the ball into (but they can run
and jump, throwing the ball in midair - as they did not actually touch the
crease until they had thrown away possession)
If a member of the opposing team carries (touches the crease
while possessing a ball), possession is turned over (the offending 8 min
person hands over their ball to someone on the other team).

When you are in possession of a ball, you can hold it for 6 seconds and
take only three steps
If these rules are broken, a turnover and free throw is awarded to
the other team

Once stop, you can pass or shoot/throw the ball

You can still perform non locomotor skills such as twisting while
stopped, as you are not travelling

You can gain possession of a ball by:

intercepting a pass or shot
by picking up a ball that has been dropped/fumbled
being given a ball due to a foul (personal or technical)
after being scored on, the ball is handed back over

The first team to 7 points wins

At this point, the teacher should evaluate the composition of
teams, and adjust them as appropriate
 Set up the nets (one on the center of each end line)
Evenly space pylons around the 3-point line to make the keepers
crease visually distinct

Split students into 2 teams

Ask if anyone wants to volunteer to be a keeper
If nobody volunteers, choose a student to act as keeper
be sure to change out the keeper multiple times - this
ensures that nobody is stuck in a role that they do not
want to play for a long time.

Game

Ask both teams if they are ready (if yes, proceed; if no, wait/ask why they are not
ready)
Blow the whistle signaling the commencement of the game
Monitor student interaction (referee)
If there is a dispute among students, it is your job to mediate/solve it
Monitor game progress 20 Min
games will likely end in under 5 minutes each
Reiterate when necessary if students are making rule-based mistakes
if time permitting, continue to restart the game until time is up
If necessary remake teams to maximize student
participation/effort/enjoyment
When time is up, blow the whistle, and ask students to grab the dodgeballs and
return them to their storage spot

Assessment

Formative Assessment
Four Corners Activity (beginning of class)
Thumbs up, thumbs down (end of class)
Lesson 3: Formative Assessment #1

Four Corners Activity

Before starting either of the activities, ask the students how much they are enjoying the lessons
thus far (their level of enjoyment is a good indicator for their level of confidence in performing
the basic skills in the different games). By not directly asking them how confident they are with
the skills, it avoid spotlighting students that arent as naturally athletic as others. Designate each
corner to an level of enjoyment, one corner being really enjoying the games, one being mostly
enjoying the games, one being somewhat enjoying the games, and one being not enjoying the
games. Document the students that are not enjoying the games as much and cross reference
them with the earlier formative assessments to get a better understanding for which students
needs are not being met by the prior lessons.

Students not enjoying the games played prior to

this lesson:
Lesson 3: Formative Assessment #2

Thumbs up, Thumbs sideways, thumbs down

Instructions:

Select the thumb that best reflects your opinion of the following statements
Return at the beginning of next class!

I am confident when I play Dodgeball

I am confident when I play capture the flag

I enjoy playing team games with my classmates

Lesson 3: Formative Assessment Rationale

The two formative assessments designated for lesson three allow the teacher to gain

insight into the extent to which the class has met the desired outcomes. Using the four corners

activity prior to the third lesson is important because it can help the teacher tailor their

instruction to the students that may need further assistance. The students that did not enjoy the

first two lessons are more likely to struggle with the activities in the third lesson and may need

more intervention (in the form of further instruction, team construction, etc.). From the outcome

of this assessment, the teacher can provide further support for those that need it during the

activities. Once the lesson has concluded, the thumbs up thumbs down assessment will be

used. This is an anonymous assessment and provides the teacher with the percentage of

students that are ready to be assessed via the performance task. If the lessons have been

scaffolded effectively, there should be a high number/large majority of thumbs up. This

established that the class has met the desired outcomes and is ready to be assessed

summatively. It is important to keep in mind that these assessments should be compared to the

prior formative assessments to validate the scaffolding technique. These assessments help

ensure construct validity of the performance task because they are a final way for the teacher to

ensure that the class is competent in the areas being assessed and are therefore ready for the

summative assessment.
Performance Task

Grade 5 Mini Tournament

Next class we will be having a Mini Tournament

What is this?
In teams of 5, you will be competing against your
classmates in 3 different games
Each time you win a game your team gets 2 points
1 point for a tie
The team with the most points at the end will be the
Mini Tournament Champions!

What games are we playing?

Game #1- Handball
Game #2- Dodgeball
Game #3- Capture the Flag (with dodgeballs)

Team 1 Team 2 Team 3 Team 4 Team 5

What do you need to do to prepare?

Decide on a team name.
With your teammates, design your teams poster.
Come changed and ready to play!
Have Fun!
 Team Name ______________

Logo

Roster

Points
Performance Task: Summative Assessment

Mini Tournament Rubric

Total __/52 4 3 2 1

GLO A Student Student nearly Student Student

SLOs: A5-1, A5- consistently and always occasionally rarely/does not
2 confidently uses demonstrates demonstrates demonstrate the
challenging and the appropriate appropriate use of
Application of appropriate use of locomotor skills appropriate and
Locomotor locomotor skills challenging in response to challenging
Skills in response to locomotor skills their changing locomotor skills
(x2) their changing in response to stimuli in their in response to
stimuli in their their changing environment. their changing
environment. stimuli in their stimuli in their
environment. environment.

GLO A Student Student nearly Student Student does not

SLOs: A5-3, A5- consistently and always sometimes sufficiently
4 confidently uses demonstrates demonstrates demonstrate the
challenging and the appropriate appropriate non use of
Application of appropriate non use of locomotor skills appropriate and
Non Locomotor locomotor skills challenging non in response to challenging non
Skills in response to locomotor skills their changing locomotor skills
(x2) their changing in response to stimuli in their in response to
stimuli in their their changing environment. their changing
environment. stimuli in their stimuli in their
environment. environment.

GLO A Student Student nearly Student Student does not

SLOs: A5-5, A5- consistently and always sometimes sufficiently
6 confidently uses demonstrates demonstrates demonstrate the
challenging and the appropriate appropriate use of
Application of appropriate use of manipulative appropriate and
Manipulative manipulative challenging skills in challenging
Skills skills in response manipulative response to their manipulative
(x2) to their changing skills in changing stimuli skills in response
stimuli in their response to in their to their changing
environment. their changing environment. stimuli in their
stimuli in their environment.
environment.

GLO C Student Student Student Student

 SLO C5-1 demonstrates demonstrates demonstrates demonstrates no
great many few cooperation cooperation
Communication communication cooperation skills: rarely skills; never
(x1) skills: skills: respects includes or shows respect or
communication and includes shows respect includes others.
conveys respect, most towards others. Individual goals
and listens to classmates, Individual goals always come
everybody's sometimes often come before team goal
opinion without individual goals before team goal
judgement come before
team goal

GLO C Student Student nearly Student usually Student does not

SLO C5-3 consistently always follows either follows play fairly or
demonstrates etiquette and etiquette or plays follow etiquette
Fair Play their ability to plays fairly fairly
(x1) follow etiquette
and plays fairly

GLO C Student Student nearly Student Student rarely

SLOs: C5-4, C5- consistently always occasionally contributes to
5 contributes to contributes to contributes to team endeavors,
team endeavors, team team endeavors, and/or rarely
Teamwork demonstrating endeavors, sometimes demonstrates
(x2) their ability to usually demonstrating their ability to
create and demonstrating their ability to create and
maintain positive their ability to create and maintain positive
interaction; create and maintain positive interaction;
always shows maintain interaction; and/or does not
respect for positive always shows show respect for
others. interaction; respect for others.
always shows others.
respect for
others.
 GLO D Student Student usually Student Student rarely/if
SLOs: D5-1, D5- consistently participates in occasionally ever
2 participates in activities, and demonstrates demonstrates
activities, and usually effort in effort in
consistently demonstrating activities, activities,
Effort demonstrating the attempt to occasionally rarely/if ever
(x2) the attempt to encourage demonstrating demonstrating
encourage movement the attempt to the attempt to
movement encourage encourage
movement movement

GLO D Student Student usually Student Student rarely if

SLO D5-3 consistently changes fully consistently ever changes
changes fully (shirts, changes partially fully or partially
Gymstrip (shirts, shorts/athletic (2 of: shirts,
(x1) shorts/athletic pants, running shorts/athletic
pants, running shoes) pants, running
shoes) shoes) or
occasionally
changes fully
(shirts,
shorts/athletic
pants, running
shoes)
Performance Task: Assessment Rationale

The assessments that we have used in this lesson help ensure that there is sufficient

scaffolding throughout the mini unit. Each lesson is accompanied by 2 different formative

assessments, each providing the teacher with a different method of tracking student learning.

Although most formative assessment in physical education is accomplished through simple

observation, by using other forms of formative assessment we gained higher insight into the

students perspective and mastery of the unit. This is a crucial quality of formative assessment -

the ability to gain productive insights and use them to promote greater learning and mastery of

subject matter, without the added pressure of summative assessment.

The formative assessments that we have implemented into our lesson ensure that there

is a variety of information gathered, such as teacher observations, self-assessments, checklists,

and exit slips. Gathering information in a variety of different ways helps ensure that the results

are reliable by consistently receiving student reflection and being able to use the information

gathered to modify future lessons. We have also ensured that our formative assessments are

consistent in what they are asking. This is another way that reliability is addressed because we

are only assessing the material that is being evaluated in the final performance task. To help

guide the lesson sequence, our formative assessments give the teacher insight into the areas

that students may be struggling in which provides direction for intervention. For example, if the

formative assessment in the first lesson shows that a large portion of the class is struggling with

their non locomotor skills, the teacher can emphasize the development of these skills in the

second and third lessons. Using the variety of formative assessments that we have included,

along with a rubric that addresses only the outcomes relevant to our unit, we have created a

physical education mini-unit that is scaffolded and fun, while also maintaining validity and

reliability.
 By teaching and assessing only the specific learning outcomes of the curriculum, we

have created a mini-unit which is both valid and reliable. Once students have provided sufficient

evidence that they have a met the desired outcomes, they are faced with the completion of a

performance task where they will demonstrate their mastery of each specific learning outcome.

They are tasked with demonstrating their basic (locomotor, non locomotor, and manipulative)

and cooperation skills and their effort.

To ensure that the summative assessment is reliable and valid, we created a

comprehensive tailored analytical rubric that uses clear, strict, and specific criteria to assess

students. By using a rubric tailored specifically to the outcomes of the course, we ensure that

the assessment is as objective as possible and accurately aligned to the conceptual framework

of the unit (Construct/Content Validity).

Our summative assessment only assesses tasks/skills that students have already been

exposed to and have had ample time to develop. This ensures that students can relate to the

tasks and will not be confused them, allowing them to focus purely on the effective completion

of the tasks at hand. As a result, our assessment will be a true reflection of student mastery and

not influenced other extraneous/systematic factors (as a much as possible). Due to this, our

assessment will be a reliable representation of the students mastery of subject matter.

Annotated Citations

(2015). The Rules: What is Ultimate? Retrieved from http://www.whatisultimate.com/what-is-

ultimate/the-rules/

This source is the official rules for ultimate frisbee, a game similar to
handball, with slightly different rules and a frisbee instead of a ball. This
source was used in our second lesson to supplement our lesson on ultimate
frisbee.

(2015). Official Dodgeball Rules: International Dodgeball Association. Version 2.3, Retrieved

from http://playdodgeball.org/official-dodgeball-rules

This source accurately describes the rules of official dodgeball. Our version
rules differ slightly (as evident by our game explanation). Our goal was to
retain the core principles of official dodgeball, while simultaneously making
the game more accessible to our students.

Physical Education: Program of Studies. (n.d.). Retrieved October 10, 2017, from

https://education.alberta.ca/physical-education/program-of-studies/everyone/programs-

of-study/

The Physical Education Program of Studies was the main foundation for our
unit. We used this source to ensure our unit would meet general and specific
outcomes for Grade 5 physical Education.

Schiro, M. S., (2013). Conflicting Visions and Enduring Concerns. Curriculum Theory. 4-7.

We reviewed this source periodically while creating this unit. Our goal was to
ensure that we were creating an effective Learner Centered environment that
would fulfill our curriculum requirements and foster student learning through
interaction.

Team Handball Rules: Court & Field Dimension Diagrams in 3D, History, Rules. Retrieved from

http://www.sportsknowhow.com/team-handball/rules/team-handball-rules.html

This source is the official rules for handball. We used information from this
website to develop our third lesson, some rules were slightly changed in
order to meet the requirements for our lesson, while maintaining the main
principles of the game.