Indoor and Outdoor Games

Transcription

1 Indoor and Outdoor Games Unit Title 7 Low Organization/Cooperative Games Other Indoor Activities Other Outdoor Activities Indoor and Outdoor Games

2 UNIT 7 OVERVIEW Low Organization/Cooperative Games Duration 10 Sub-Tasks Description Students actively participate in a variety of games, displaying fundamental movement skills and fair play. Sub-Task Title Expectation Code 1. Dodging 7p24, 7p42 2. Working Together 7p36, 7p42 3. Speedy Games 7p24*, 7p25*, 7p26*, 7p42 (*choice) 4. Volley Mania 7p42 5. Dodging and Targets 7p36, 7p38 6. Line-Up Ball 7p24*, 7p25*, 7p42 (*choice) 7. Four-Corner Running 7p36, 7p38, 7p42 8. Team Passing 7p24*, 7p25*, 7p26*, 7p42 (*choice) 9. Team Scores 7p36, 7p38, 7p42 10.Ultimate Basketball 7p24*, 7p25*, 7p26*, 7p42 (*choice) Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Teacher assessment using movement skill rubrics and anecdotal record sheet. Teacher assessment using participation, social skills and safety rubrics. Student self-assessment using participation target. Peer assessment using movement skill checklists. Summative: Teacher assessment using movement skill checklists. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or the school board s safety policy. Please see overview page on safety and detailed information in safety guidelines. 294 Unit 7 Overview Indoor and Outdoor Games Low Organization/Cooperative Games

3 Notes to Teacher See Notes to Teachers in units for suggestions and adaptations. The focus on all activities is cooperation. The games also help students develop physical skills and game strategies. See Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q). Resources Another Games Book, Canadian Intramural Recreation Association of Ontario, Hamilton, (905) Great Gator Games, Canadian Intramural Recreation Association of Ontario, Hamilton, (905) Morris, G.S. Don and Jim Stiehl. Changing Kids Games, Human Kinetics, Not Just Another Games Book, Canadian Intramural Recreation Association of Ontario, Hamilton, (905) Project Adventure Publications, P.O. Box 100, Hamilton, MA, USA, ( , Unit 7 Overview Indoor and Outdoor Games Low Organization/Cooperative Games

4 UNIT 7 Low Organization/Cooperative Games Sub-Task #1 Dodging Facility Gymnasium Grass or playground Materials Two or three soft balls (such as yarn, Nerf, gatorskin or sponge balls) 30 to 40 beanbags or small objects Eight to ten small pylons Description Students use their agility to run and dodge, while displaying fair play and cooperation. Expectation Code 7p24 7p42 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self/peer assessment of fair play skills using a participation target (Grade 7 Appendix O-1). Teacher s notes describing students participation related to cooperation skills using an anecdotal observation recording chart (Grade 7 Appendix N). Teaching/Learning Strategies A)Warm-Up Working together, taggers try to tag as many people as possible. Other players speed walk around the gymnasium, moving only on the lines on the floor. When tagged, students must jog a lap around the outside of the gymnasium, before returning to the game. Stop the game frequently to change taggers. Brief breaks can be added, during which students stretch, while taggers discuss a team strategy. 296 Unit 7 Sub-Task #1 Indoor and Outdoor Games Low Organization/Cooperative Games

5 B)Skill Development Between the Raindrops. Divide the class in half and set up two pylon courses creating two zigzag paths, one for each group. Each group chooses a student to be the runner. The runner starts at one end of the pylon course with 15 beanbags, and runs through the course trying to avoid obstacles. Students stand beside the pylon course (designate an appropriate distance they must stand back) and throw soft balls (raindrops) at the runner, attempting to hit his or her feet. Each time the runner s feet are hit, he/she drops a beanbag. The runner tries to get through the course dropping the fewest number of beanbags. Each student gets a chance to run through the course twice, trying to do better the second time. Students throwing the balls can discuss how to work together to get the runner wet. C)Skill Application Doctor Dodgeball. Students are divided into two teams. Each team chooses one person to be the doctor and shares this information with the teacher before the game starts. The doctor is the only person who can cure teammates who have been hit by the ball. Set up a pylon in the middle of each playing area. The middle line divides the teams and forms a free zone where no players can enter. This provides distance between the teams and adds a challenge to the throwing. Each team has three or four soft balls. Students throw balls and try to hit opponents below the waist. If hit, a player is sick, and squats down on one knee. The doctor can save the player by tagging sick players. As a bonus, students may also throw to try to hit the pylon. The pylon is the miracle cure. If the pylon is hit, all sick players on the team that hit the pylon rejoin the game. Students try to protect their pylon without being hit by the ball. If a student catches the ball, it does not count as a hit. Students can develop a team strategy to protect their doctor, hit the pylon, and save as many team members as possible. When the doctor is hit, the game stops. Choose a new doctor and restart the game Unit 7 Sub-Task #1 Indoor and Outdoor Games Low Organization/Cooperative Games

6 Doctor Dodgeball D)Cool-Down/Wrap-Up Students complete a target assessing their fair play abilities. This can be done privately or a target can be posted on the wall and students place their name with sticky notes on the part of the target they feel assesses their abilities (Grade 7 Appendix O-1). Students stretch with a partner (Grade 7 Appendix A) and discuss what they did well and how they could improve. Extension Line Tag Variations. Designate movement on only one colour of line. Taggers may tag only when travelling on the same colour of line, students may change line colours only when they intersect. Doctor Dodgeball Variation. Designate more than one doctor per team, or set up more pylons to encourage students to try to find miracle cures. Bouncy balls may be used and hits only count when contact is made after bouncing off the floor or walls. Notes to Teacher Low organizational games require students to perform fundamental movement skills such as running, throwing, and catching. They will also have an opportunity to use cooperation, planning and strategizing skills. With tag games, when students are caught they may choose to do a fitness activity of their choice (that builds on their fitness goals) before rejoining the game. For self-assessment of fair play to be effective, the teacher needs to clearly outline the criteria. Ask them: What does fair play look like or sound like? Ask students to give a reason for assessment. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix N: Anecdotal Observation Recording Chart Grade 7 Appendix O-1: Participation Target Blank 298 Unit 7 Sub-Task #1 Indoor and Outdoor Games Low Organization/Cooperative Games

7 UNIT 7 Low Organization/Cooperative Games Sub-Task #2 Working Together Facility Gymnasium Grass or playground Materials Variety of balls and objects Four to six hoops Earth ball or several large balls Description Students actively participate, helping everyone find a role, and displaying fair play and cooperation. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous activity using a participation rubric (Grade 7 Appendix G). Peer assessment of fair play skills using participation target (Grade 7 Appendix O-1). Teaching/Learning Strategies 7 A)Warm-Up Everybody s It. Game is played as a full class or in small groups. Begin by speed walking and increasing speed to a jog as they warm up. All students are IT. On a signal, students try to tag other players without being tagged themselves. When tagged, students bend down on one knee and do some gentle stretches. When just more than half of the students are on a knee, stop the game. Give students five seconds to spread out, and start again. This is a fast paced game. Emphasize fair play and honesty. If caught, they will be out for less than a minute because new games are started regularly. 299 Unit 7 Sub-Task #2 Indoor and Outdoor Games Low Organization/Cooperative Games

8 B)Skill Development Group Juggle Plus. Students work as a whole class or in groups of four to eight people. Students pass a ball from person to person, always passing and receiving from the same person. Students practise the passing order, then gradually add more balls so that the group is cooperatively throwing and catching as many balls as possible. Small groups can try to keep one more ball in the air, than the number of people in the group. For an added challenge, while balls are being passed around, pass a hula hoop around the circle. When students get the hula hoop, they climb through it and pass it to the next person while trying not to miss the rhythm of the ball passing. C)Skill Application Transportation Machine. In small groups, each with their own large earth ball, students attempt to transport the ball from one end of the gymnasium to the other, keeping it in the air. Students sit on the ground and use their feet to keep the ball in the air, and their hands on the floor to balance themselves. Designate rules as needed. (E.g., if the ball touches the ground, the group needs to move back two giant steps, or to the start; students may use only their right foot on the ball; students may not talk; or all students must touch the ball at some point and four must be touching it all times). Ask students what rules could be added to make the task more challenging or fun. D)Cool-Down/Wrap-Up Students walk slowly around the gymnasium. In their small groups, each student can lead the group for one or two stretches. Stretching will improve flexibility. Students discuss the benefits of developing flexibility. (See Grade 7 Appendix A.) Extension Transportation Machine Variations. Make it more challenging by increasing the distance that students must carry the ball, or requiring more people to simultaneously touch the ball. Once students develop a strategy for moving the ball, they can be timed to try to move the ball more efficiently. Unit 7 Sub-Task #2 300 Indoor and Outdoor Games Low Organization/Cooperative Games

9 Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank Unit 7 Sub-Task #2 Indoor and Outdoor Games Low Organization/Cooperative Games

10 UNIT 7 Low Organization/Cooperative Games Sub-Task #3 Speedy Games Facility Gymnasium or playground area Materials Four or six small balls Four hula hoops and four bowling pins (or anything free-standing that can be easily knocked down) Pinnies Description Students work together to play games that involve fast thinking and fast passing skills. Expectation Code 7p24 7p25 7p26 7p42 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass)* perform a variety of throws, passes, and shots after a faking motion* intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds* participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self assessment of fair play, etiquette, and cooperation using a social skills rubric (Grade 7 Appendix H). Teacher observation using an anecdotal record chart in conjunction with a skills checklist to evaluate all or one of expectations 7p24, 25, and 26.* (Grade 7 Appendices N and F-3.) Teaching/Learning Strategies A)Warm-Up Speedy Animals. Students stand in a circle with one person in the middle. The person in the middle points to anyone in the circle and calls out the name of an animal. The student being pointed at and the students on both sides of him/her work together to make the animal shape 302 Unit 7 Sub-Task #3 Indoor and Outdoor Games Low Organization/Cooperative Games

11 as quickly as possible. After making the shape, students jog once around the gymnasium to gently warm up, then rejoin the circle. Change leaders in the middle frequently. Possible animal shapes: Animal Middle Person Side People Giraffe Stretch up to make neck Bend over to make legs Elephant Use arms to make trunk Use arms to make ears Rabbit Use arms to make ears L stomp left foot, R stomp right foot Reindeer Use arms to make flashing nose Use arms to make antlers B)Skill Development Speed Pass. Students will be using passing skills in the Speedball game. Using teams from game, students pass a ball from team member to team member as quickly as possible. Challenge students to work together to make quick, accurate passes. Ask students what helps them achieve success (e.g., calling a person s name before throwing to them, making eye contact, controlled passes, staying alert). C)Skill Application Speedball. Divide the students into two teams and distribute pinnies to indicate teams. If space permits, divide the gymnasium in half so all students can play at the same time. If playing in a small space, create two shifts on each team. Each shift plays for three minutes then switches. On each side of the gymnasium, set up a bowling pin in the middle of a hula hoop. Using lines or pylons, designate a goalie s crease. The goalie must stay inside the crease and other players cannot cross into. The object of the game is for the team to pass the ball down the court and hit the opposing team s bowling pin down. If the goalie knocks the pin down him/herself, it is still a point for the other team. Each team selects a goalie. Players can run anywhere on the court, except into the goalie s crease. If playing with shifts, all players who are off are sideline players. These players can be used by the on court players to move the ball down the court. The ball may be passed from the court to the sideline and back, but not from sideline to sideline. Behind the goalie s crease, one person from each team, may act as offense and defense. Players can use the offensive person behind the goalie s crease to help score. The defensive person behind the crease can try to prevent the offensive person from scoring. Declare other rules only as the need arises. Possible rules may include: three seconds with ball, three steps with ball, one dribble allowed, stay one metre from other players Unit 7 Sub-Task #3 Indoor and Outdoor Games Low Organization/Cooperative Games

12 Goalie Crease D)Cool-Down/Wrap-Up Students stretch with a partner and discuss their participation in the game. Ask students to consider what they did to be involved. Were they pleased with their level of participation? What they could do to participate more actively or to help team members? Extension Speed Pass. Students may increase the challenge by always passing in a different order so players always need to be alert. Students can time their passes and see how quickly they can get the ball to every player. Speedball Variations. Play with two or three balls. Play without a goalie. Challenge students to identify a secret team strategy and try to implement it. Appendices Grade 7 Appendix A: Grade 7 Appendix F-3: Safe Stretching Summary of Evidence Chart Movement Skills (adapted from Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart 304 Unit 7 Sub-Task #3 Indoor and Outdoor Games Low Organization/Cooperative Games

13 UNIT 7 Low Organization/Cooperative Games Sub-Task #4 Volley Mania Facility Gymnasium, playground Materials Two volleyball nets and standards Variety of volleyballs, training balls and beach balls Description Students work as a team and use skills to play volleyball variations. Students are encouraged to develop team strategies. Expectation Code 7p42 Learning Expectation participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher s anecdotal notes describing students participation related to cooperation skills (Grade 7 Appendix N). Self/peer assessment of fair play, etiquette, and cooperation from the Social Skills Rubric Grade 7 Appendix H). Teaching/Learning Strategies 7 A)Warm-Up Bridge Tag. Choose two or three taggers. Students speed walk while taggers chase and try to tag as many players as possible. When tagged, students stretch arms and form a bridge on the ground with hands and feet. Two tagged people can also work together to form a standing bridge. Bridges rejoin the game after any player crawls or runs under the bridge. Challenge students to free as many people as they can. Stop the game every few minutes to change taggers and to ask students how many bridges they went under. Challenge students to try to break personal records so the focus of the game is helping others. Stretching. Have students divide into groups of six to eight and choose one student to lead the group through a few upper body and finger stretches in order to increase the range of motion of those muscles and prevent injury. Stretching should take place after the Bridge Tag once muscles are warmed up. 305 Unit 7 Sub-Task #4 Indoor and Outdoor Games Low Organization/Cooperative Games

14 B)Skill Development Keep it Up. Students work in groups of six to eight to try to keep a beach ball in the air with consecutive hits. Ask student what strategies they will use to keep the ball in the air (e.g., call the ball, spread out, hit the ball up). C)Skill Application Four Corners Volleyball. Set up nets creating four quadrants. Divide class into four teams. Begin with one volleyball and then use two or three. Teams work to try to keep the ball out of their quadrant. If a ball lands on the floor in a quadrant, the ball is rolled to the team in the opposite corner to restart the ball. D)Cool-Down/Wrap-Up Students look at the social skills rubric (Grade 7 Appendix H) and determine what level they are working at and what they can do to improve. Students jog slowly around the gymnasium while stretching arms and doing arm circles. Extension Notes to Teacher Appendices With either game, for more challenge, add more balls and use smaller balls (real volleyballs). To make the games easier, use a beach ball or a large ball that will travel slowly. Other variations include hanging a blanket over the net for blind volleyball and playing silent volleyball. If it is not possible to create four quadrants with the volleyball nets, use nets in one direction and lines as a boundary in the other direction. Rotate the teams so all have a chance to play on all courts. Grade 7 Appendix A: Safe Stretching Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart 306 Unit 7 Sub-Task #4 Indoor and Outdoor Games Low Organization/Cooperative Games

15 UNIT 7 Low Organization/Cooperative Games Sub-Task #5 Dodging and Targets Facility Gymnasium Grass or playground Materials One soft ball per player (such as yarn, Nerf, gatorskin or sponge) Pins or small pylons Eight to twelve floor markers Description Students actively participate in dodgeball-type games, displaying fair play and cooperation. Expectation Code 7p36 7p38 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self assessment of vigorous activity using a participation target (Grade 7 Appendix O-1). Teacher assessment of vigorous activity using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies 7 A)Warm-Up Walk and Toss. Students walk around the edge of the gymnasium tossing a ball back and forth with a partner. Increase the speed to a speed walk then slow jog as students get warmed up. B)Skill Development Exploding Popcorn. Each student has two yarn or sponge balls. Students spread out in the gymnasium or area and on a signal, throw their ball, trying to hit another player below the waist. If hit, the student throws one of his/her balls in the air and continues playing. 307 Unit 7 Sub-Task #5 Indoor and Outdoor Games Low Organization/Cooperative Games

16 If hit a second time, the student throws his/her other ball in the air and squats down on one knee. If a stray ball can be reached, the student can pick it up and keep playing. Encourage students who are still mobile to share a ball or pick up a stray ball to give to players on one knee, so all players are active. Stop the game for students to regroup and gather balls. Ask students how many times they helped someone else in this game. C)Skill Application Invaders. Set up a number of pins or pylons around the gymnasium. Choose eight players to be invaders and identify them with pinnies. Use floor markers, such as hula hoops, to designate 8 to 12 safe spots for invaders. Invaders start on a safe spot and move off the spot to try to run and knock down as many pins or pylons as they can. Invaders keep track of the number of pins they can knock down. Other players stand up the pins again, as quickly as possible. Other players also pass around two or three balls and try to tag invaders with the ball. Invaders cannot be hit when on safe spots. Players need to work together to pass the ball quickly to catch invaders. When touched with a ball, invaders trade places with the person who touched them. D)Cool-Down/Wrap-Up Students walk in a circle around the outside of the gymnasium. As they walk along the length, they stretch high. As they walk along the width, they stretch low. Encourage deep breathing and slow movement. Using a participation target posted on the wall (Grade 7 Appendix O-1), students self-assess their vigorous participation by placing their name on a sticky note and posting it on the target where they feel it belongs. Extension Play Invaders for long enough that students have an opportunity to try to beat their record as invaders. 308 Unit 7 Sub-Task #5 Indoor and Outdoor Games Low Organization/Cooperative Games

17 Notes to Teacher With Invaders, adjust number of invaders, number of pins, or number of balls being used so students are challenged. Encourage students to work as a team to try to catch the invaders. Review the safety issues of dodgeball type games. Games can be modified to use objects as targets instead people. Using people provides moving targets which offers an additional challenge but be aware that dodgeball games can be threatening and use professional judgement before introducing these target activities. Students can roll balls instead of throwing them. Use soft balls and contact only below the waist or knees. Take special care of head, eyes, ears and neck. For self-assessment of participation to be effective, be very clear with students what the criteria are. Ask them: What does good participation look like or sound like? Ask students to give a reason for why they placed themselves where they did, in the target. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank Unit 7 Sub-Task #5 Indoor and Outdoor Games Low Organization/Cooperative Games

18 UNIT 7 Low Organization/Cooperative Games Sub-Task #6 Line-Up Ball Facility Large outdoor space or gymnasium Materials Two utility balls Four pylons Three or four rubber chickens Three or four pinnies Description Students will work as a team to pass objects, travel, and catch opponents. Expectation Code 7p24 7p25 7p42 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) * perform a variety of throws, passes, and shots after a faking motion* participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Student assessment of fair play, etiquette and cooperation sections of a social skills rubric (Grade 7 Appendix H). Summative: Teacher observation using an anecdotal record chart in conjunction with a skills checklist to evaluate all or one of Expectations 7p24 or 25*. (Grade 7 Appendix N, and Grade 7 Appendix F-3.) Teaching/Learning Strategies A)Warm-Up Pass the Chicken. Designate three or four taggers and identify them with pinnies. Three or four other students are given a rubber chicken (or a ball). Students with rubber chickens are safe from being tagged. Students speed walk around the gymnasium. Students being chased 310 Unit 7 Sub-Task #6 Indoor and Outdoor Games Low Organization/Cooperative Games

19 can call out Bird to receive a pass from another student. Encourage students to watch each other and cooperate to move the chickens around to keep fellow-runners safe. If tagged without a chicken, students trade places with the tagger. B)Skill Development Least Limbs. Student work in their teams that have been designated for Line-Up Ball. Challenge students to cross the gymnasium or field, moving together in one group. Students need to be connected in some way, and need to have two less feet touching the ground than the number of people in the group (e.g., with eight people, six feet can touch the ground). C)Skill Application Line-Up Ball. Divide the students into two groups for two games, and divide each half into two teams. Each group sets up two pylons about five metres apart for the at bat team while fielders spread out in the field. Members of the at bat team take turns throwing the ball into the field. After the ball is thrown or kicked, all batters run from pylon to pylon. Batters must run together as a team and complete as many runs between pylons as they can. The fielding team runs to catch the ball. Whoever catches the ball stands straight up with the ball held over their head and the rest of the fielding team lines up line behind the leader with the ball. Fielding team rolls the ball between the legs of all members of the team. When the ball reaches the last person, the last person throws the ball back to the batting team. The team at bat stops running when the ball arrives back. Once all batting team members have had a turn throwing or kicking the ball, the teams switch positions. 7 D)Cool-Down/Wrap-Up In their groups, students perform a cool-down flexibility routine. Have two students lead the group and switch leaders as needed. (Grade 7 Appendix A.) 311 Unit 7 Sub-Task #6 Indoor and Outdoor Games Low Organization/Cooperative Games

20 Extension Least Limbs. Increase the challenge by reducing the number of feet that can touch the floor or add more variables (e.g., three hands must touch the floor, students cannot talk, or students must hum while moving). Line-Up Ball. The game can be played alternating hits between the fielding team and the batting team. As soon as the last person in the fielding line receives the ball, they can kick or throw the ball. Students work together to make sure everyone has a turn to kick or throw the ball. Notes to Teacher Emphasize working as a team when playing Line-Up ball. When at bat, players need to work together to score runs. When in the field, all players need to be a part of fielding the ball. Appendices Grade 7 Appendix A: Grade 7 Appendix F-3: Safe Stretching Summary of Evidence Chart Movement Skills (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart 312 Unit 7 Sub-Task #6 Indoor and Outdoor Games Low Organization/Cooperative Games

21 UNIT 7 Low Organization/Cooperative Games Sub-Task #7 Four-Corner Running Facility Gymnasium and playground Equipment Four bases or pylons Variety of objects (pylons) Two blindfolds Description Students work as a team while actively participating in activities to improve their personal cardiovascular fitness levels. Expectation Code 7p36 7p38 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on three basketball, aerobics) improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous activity using a participation rubric (Grade 7 Appendix G). Peer assessment of fair play skills using participation target (Grade 7 Appendix O-1). 7 Teaching/Learning Strategies A)Warm-Up Catch Up. Students sit on a starting line behind their partner. On a signal, both partners get up as quickly as possible and the partner behind tries to tag the partner in front as many times as s/he can before crossing a finish line. Students may power walk only! Partners change positions and power walk and tag back to their starting position. Vary the starting distance between partners so partners have a challenge. Repeat with different types of movement such as jumping or skipping. 313 Unit 7 Sub-Task #7 Indoor and Outdoor Games Low Organization/Cooperative Games

22 B)Skill Development Guide Me. Students work in small groups and need good communication skills for this activity. One half of each small group goes to one side of the gymnasium and the other half to the other. Scatter pylons between the two areas. Assign two or three students from each group to be obstacles. Students who are obstacles can move their arms but must say in one place among the pylons. One student from each side is blindfolded. Their task is to cross from one side to the other without touching any obstacles (including pylons and human obstacles). The students on the opposite side guide the blindfolded players through the obstacles. Switch roles and give several students an opportunity to cross the divide. C)Skill Application Team Run. Divide the class randomly into four equal groups. Each group lines up behind one of the four bases. On a signal, the first pair of players of each group run the bases. Remind the players to tag every base. Partners must run together with elbows hooked, or legs tied like a three-legged race. When they get back to their group, the next pair runs the bases. Continue base running with different activities (e.g., partners holding a ball between their hips as they move, partners passing a ball as they run, or the whole team running as a group). Challenge students to make up cooperative ways of moving around the bases. 314 Unit 7 Sub-Task #7 Indoor and Outdoor Games Low Organization/Cooperative Games

23 Team Run D)Cool-Down/Wrap-Up Students walk slowly around the bases, raising arms above head and breathing deeply. Group Stretch. Students work in their Team Run groups to stretch major muscles used in the class. One student, or a pair, can lead the stretches. (Grade 7 Appendix A.) Extension Catch Up Variation. For an additional challenge, partners begin in a position other than sitting. Partners may lie on stomach, sit backwards, kneel with one knee down or sit with legs extended. Notes to Teacher 7 Appendices Guide Me will be easier for students if done in small groups. Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank 315 Unit 7 Sub-Task #7 Indoor and Outdoor Games Low Organization/Cooperative Games

24 UNIT 7 Low Organization/Cooperative Games Sub-Task #8 Team Passing Facility Gymnasium or outdoors Materials Four benches 12 balls Blindfolds (optional) Description Students display fair play and cooperation while helping each other with various throwing and passing games. Expectation Code 7p24 7p25 7p26 7p42 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass)* perform a variety of throws, passes, and shots after a faking motion* intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds* participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of fair play, etiquette and cooperation using a social skills rubric (Grade 7 Appendix H). Summative: Teacher observation using an anecdotal record chart in conjunction with a skills checklist to evaluate all or one of Expectations 7p24, 25 and 26*. (Grade 7 Appendix N and Grade 7 Appendix F-3.) Teaching/Learning Strategies A)Warm-Up Students do a jogging warm-up, and on a signal, change directions. 316 Unit 7 Sub-Task #8 Indoor and Outdoor Games Low Organization/Cooperative Games

25 B)Skill Development Team Crossing. Students work in the teams they will be using for bench ball. Students stand side-by-side with their feet touching other team members feet. Challenge teams to move from one side of the gymnasium to the other without any feet losing contact. Give students an opportunity to experiment and practise moving and stepping together. C)Skill Application Bench Ball. Divide students into two teams (or four if there s enough space) to play two games. Set up a bench on both ends of the gymnasium and send one person from each team to the bench. Students work to throw a ball to their player on the bench. Play with five or six balls. If students get the ball to their player, they join their teammate on the bench. Students on the bench try to catch their team s throws. If they step off the bench, they must go back to their own side and throw a ball to the bench again before getting back on the bench. Students work together to help everyone from their team get to the bench. D)Cool-Down/Wrap-Up Bench stretches. Students use the bench to help with stretches: Straddle with feet against bench. Hands on bench, stretch shoulders. Push against bench and stretch calves. In their team groups, students discuss what they did that helped their teamwork and what they could improve. 7 Extension Add additional challenges to Team Crossing (e.g., no talking, some or all students blindfolded, specific paths to follow, one person to be carried, or two people using only one foot). 317 Unit 7 Sub-Task #8 Indoor and Outdoor Games Low Organization/Cooperative Games

26 Notes to Teacher Provide a variety of balls for Bench Ball so students have a better chance of achieving success. Students can select balls that they are able to throw across the gymnasium (smaller balls with some weight are easier to throw, larger balls are easier to catch). Appendices Grade 7 Appendix A: Grade 7 Appendix F-3: Safe Stretching Summary of Evidence Chart Movement Skills (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart 318 Unit 7 Sub-Task #8 Indoor and Outdoor Games Low Organization/Cooperative Games

27 UNIT 7 Low Organization/Cooperative Games Sub-Task #9 Team Scores Facility Gymnasium and playground Materials Flag football flags, pinnies or socks Six to eight hoops Variety of balls Description Students work together to improve their team scores while doing a variety of throwing and running activities. Expectation Code 7p36 7p38 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self assessment of vigorous activity using a participation target (Grade 7 Appendix O-1). Teacher assessment of fair play skills using a Social Skill rubric (Grade 7 Appendices H). 7 Teaching/Learning Strategies A)Warm-Up Add On. Working as a whole class or in small groups, students lead the warm-up. One student starts with a simple activity to increase heart rates (e.g., knee raises, touch the floor, stand/sit, or jog and kick). Students repeat the activity for 10 second or 8 counts, and then the student chooses another leader. The next leader must lead and first activity and then add a second one. This is repeated several times. Play music if available. 319 Unit 7 Sub-Task #9 Indoor and Outdoor Games Low Organization/Cooperative Games

28 B)Skill Development Roll It In and Out. Students work in small groups to try to roll balls into a hoop. Place hoop about six metres from the group. Each student throws or rolls two or three balls, and the groups keeps count of the balls that land in the hoop. The groups throws again, trying to better their record. When a team beats their record at one distance, they can continue the activity, working from a farther distance. Encourage teams to discuss strategy, determining how to work together to improve their success. C)Skill Application Catch the Dragon s Tail. Divide the class into teams of five or more. Each group lines up in single file, with hands on the shoulders of the person in front. The last person in the line secures the pinnie to his or her shorts so it dangles with enough material to make it easy to grab. The leader of the line chases the person at the back and tries to catch a pinnie from another line. The team works together to help protect their tail and to position their tail offensively. Change dragon heads and tails frequently. D)Cool-Down/Wrap-Up Mir ror Image. In groups, one student leads a stretch while the remaining students follow what is being done. Students focus on deep breathing and relaxation. Extension In groups, students brainstorm games that are representative of different cultures. Each group chooses one game to share with the large group. Try Roll it In and Out on grass, pavement, and the gymnasium floor to experience the different throws required. Notes to Teacher Beanbags may be used with Roll It In and Out. Balls are used for students to work on controlling speed and the force of the roll. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank 320 Unit 7 Sub-Task #9 Indoor and Outdoor Games Low Organization/Cooperative Games

29 UNIT 7 Low Organization/Cooperative Games Sub-Task #10Ultimate Basketball Facility Gymnasium or outdoors Materials Pinnies One basketball or utility ball per student Description Students practise ball handling skills and display fair play and cooperation while playing team games. Expectation Code 7p24 7p25 7p26 7p42 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass)* perform a variety of throws, passes, and shots after a faking motion* intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds* participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher anecdotal notes describing students behaviours related to cooperation skills (Grade 7 Appendix N). Self/peer assessment of fair play, etiquette and cooperation using a social skills rubric (Grade 7 Appendix H). 7 Summative: Teacher observation using an anecdotal record chart in conjunction with a skills checklist to evaluate all or one of Expectations 7p24, 25, and 26*. (Grade 7 Appendices N and F-3.) 321 Unit 7 Sub-Task #10 Indoor and Outdoor Games Low Organization/Cooperative Games

30 Teaching/Learning Strategies A)Warm-Up Stop and Go. Students walk/jog around the gymnasium while dribbling a ball. On a signal, students stop and stretch with their basketball, gradually moving muscles through their range of motion. Students move again on a signal. B)Skill Development Dribble Tag. Students play a game of tag in which two or three students are designated it. Each student has a basketball (or utility ball) and must dribble it while trying to avoid being caught. If a student is caught, he or she chooses a ball handling skill (e.g., weaving the ball between their legs 10 times, or dribbling the ball on the spot 10 times) to demonstrate with the tagger. Then they re-enter the game. Change taggers frequently. C)Skill Application Ultimate Basketball. Divide students into four or six teams and divide the gymnasium or playing area into two or three game areas. The goal is for the teams to get the ball into their opponent s end zone without the ball touching the floor. Students score a bonus point if they can hit a target in the end zone (e.g., basket, target on wall, hoop). Students use passes to move the ball up the floor. The other team takes possession if the ball touches the floor. Keep rules minimal and add rules only if the need arises (e.g., rules could be added regarding no movement with the ball, three seconds holding the ball, stay one metre from opponents). D)Cool-Down/Wrap-Up Using Social Skills rubric (posted on wall) students self-assess their fair play abilities. In journals, students comment on what areas of fair play they improved upon and in which areas they can make improvements (Grade 7 Appendix H). Extension Ultimate Basketball can be varied so that one bounce pass is allowed. Rules could also be added that all players need to touch the ball once (or twice) before the team can score by getting the ball to the end zone. Another rule could state that the same student may not score twice in a row. 322 Unit 7 Sub-Task #10 Indoor and Outdoor Games Low Organization/Cooperative Games

31 Notes to Teacher Play Ultimate Basketball in small groups so more students have an opportunity to be directly involved. Students can enforce rules in their own game. Encourage students to add rules and challenges as needed. Player to player defense (only one person guards one person) will create the most active play for Ultimate Basketball. Appendices Grade 7 Appendix A: Grade 7 Appendix F-3: Safe Stretching Summary of Evidence Chart Movement Skills (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart Unit 7 Sub-Task #10 Indoor and Outdoor Games Low Organization/Cooperative Games

32 UNIT 8 Other Indoor Activities Duration 8 Sub-Tasks OVERVIEW Description Students actively participate in skills, drills and games related to skipping, team handball, and ringette. All games and activities should be played in the gymnasium. However, some activities could be played outdoors provided facilities are available. Sub-Task Title Expectation Code 1. Skipping Introduction 7p36, 7p37*, 7p38*, 7p40*, 7p41* (*optional) 2. Skipping Single and Double Ropes 7p36, 7p37*, 7p38*, 7p40*, 7p41* (*optional) 3. Team Handball Introduction 7p36 4. Team Handball Shooting 7p25, 7p42 5. Team Handball Passing 7p24, 7p26, 7p36 6. Team Handball Modified Games 7p 36, 7p38, 7p42 7. Ringette Introduction 7p36 8. Ringette Game Play 7p36, 7p42 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Teacher assessment using movement skill rubrics and anecdotal recording sheets. Teacher assessment using participation, social skills and safety rubrics. Student self-assessment using participation target. Peer assessment using movement skill checklists. Summative: Teacher assessment using movement skill checklists. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. 324 Unit 8 Overview Indoor and Outdoor Games Other Indoor Activities

33 Notes to Teacher For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q). Appendices Unit 8 Appendix A: Unit 8 Appendix B: Skipping Challenge Task Cards Team Handball Basic Rules Unit 8 Overview Indoor and Outdoor Games Other Indoor Activities

34 UNIT 8 Other Indoor Activities Sub-Task #1 Skipping Introduction Facility Playground or gymnasium Materials Skipping ropes Description Students demonstrate basic skipping skills while working on their cardiovascular endurance and fitness. They also develop social skills as they interact in small and large groups. Expectation Code Learning Expectation 7p36 participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) 7p37* apply the factors that motivate their daily activities (e.g., competing, attaining improved fitness levels) to their personal action plans 7p38* improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue 7p40* assess their own levels of physical fitness on an ongoing basis, comparing with past performances, that may apply the information to their personal goals 7p41* apply a goal-setting process (e.g., set a realistic goal, identify and address barriers, prepare an action plan, determine and access sources of support, and identify how to know when the goal has been reached) to short-term goals related to physical activity or personal fitness Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Peer observation of skipping skills using a movement skill rubric (Grade 7 Appendix J-2). (Insert teaching points from lesson to provide indicators for feedback.) Students can add skipping to their fitness plans. Self-assessment of 7p37, 38, 40 and 41 can be achieved by using students fitness journals or tracking sheets. * optional 326 Unit 8 Sub-Task #1 Indoor and Outdoor Games Other Indoor Activities

35 Teaching/Learning Strategies A)Warm-Up In the gymnasium, students walk briskly or power walk in time to the music. When the music stops, students move a different joint, rotating it through its range of motion. Encourage students to begin with joints in the upper body, and move down to the arms, trunk and legs (Grade 7 Appendix A). B)Skill Development Two-Foot Jump. Students practise this basic jump in pairs. Standing with feet together, students jump over a rope (flat on the floor) to land on two feet. Encourage students to start jumping rope with a single bounce not a double bounce. This will enable them to progress to the more challenging tricks. Teaching points: Keep an upright posture, shoulders relaxed, elbows in, turning the rope using wrists. Bend knees when jumping. Put heels down occasionally to prevent tightening or injuring the Achilles tendon. (Use points as indicators for peer feedback using a movement skill rubric.) C)Skill Application Basic skills such as turning, jumping, entering and exiting should be practised first. Students have an opportunity to improve their skipping and their fitness simultaneously. Timed Jumping. Challenge students to jump rope at about 120 beats per minute for increasingly longer periods of time. Start with 30 seconds. On the teacher s signal, students skip as quickly as possible, and only stop on a given signal. Students keep track of how many jumps they complete. Students take a one-minute break, but continue moving around the gymnasium. Increase the skipping time to 60 seconds, then 90, until a maximum time-frame is achieved. Challenge students to find their personal maximum for continuing Timed Jumping. Endurance Challenges. Ask students to try some skipping challenges and to adapt, modify and add to the challenge. Challenges may include: Mogul Skiing: Keep feet close together. On the first turn of the rope, jump a little to the right. On the second turn, jump a little to the left. Continue. Suggestions: use a line on the floor to jump over when practising. Double Leg Lunges: Pretend that feet are joined together. On the first turn of the rope, jump a little forward (over a real or imaginary line). On the next turn, jump a little behind the line. Continue jumping forward and back. Avoid jumps that are too far forward or backward Unit 8 Sub-Task #1 Indoor and Outdoor Games Other Indoor Activities

36 Counted Challenges. Ask students: How many backward jumps can you do in 30 seconds? How many forward crosses can you do in 20 seconds? Can you skip backwards 25 times without errors? What is your personal record for consecutive skips forward? Can you find three different ways of skipping with your partner using the rope? D)Cool-Down/Wrap-Up Students walk around the gymnasium, slowly turning their ropes and stepping through them as they slowly inhale and exhale. They can tie up their ropes and deposit them in the rope bin as they walk by. Students stretch arms, calves and wrists while spread out around the gymnasium. Extension Students put a series of tricks and techniques into a routine to perform for small groups or the class. Encourage students to work in groups and experiment with formations, synchronized actions, and sequential actions. Notes to Teacher Playing music during skipping can help increase motivation and enthusiasm. Ensure students have proper gymnasium attire, especially running shoes. Skipping ropes need to be the right size. Handles should reach the armpits when the skipper is standing on the centre of the rope. A good sense of balance is important for skipping. Students should bounce lightly on the balls of both feet, jump forward and backward, and then repeat with alternating feet. Good skipping techniques involve a relaxed style with the ball of the foot and then the heel reaching the floor. Discourage flat-footed landings, high jumping, and vigorous arm actions. Practise skills first without a rope. A line on the floor can be used instead of a rope. Emphasize personal fitness benefits, and pair beginning skippers with more advanced skippers for peer coaching. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-2: Movement Skill Rubric 328 Unit 8 Sub-Task #1 Indoor and Outdoor Games Other Indoor Activities

37 UNIT 8 Other Indoor Activities Sub-Task #2 Skipping Single and Double Ropes Facility Playground or gymnasium Materials Skipping ropes Description Students demonstrate intermediate skipping skills while working on cardiovascular endurance and fitness. They also develop social skills as they interact in small and large groups. Expectation Code Learning Expectation 7p36 participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) 7p37* apply the factors that motivate their daily activities (e.g., competing, attaining improved fitness levels) to their personal action plans 7p38* improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue 7p40* assess their own levels of physical fitness on an ongoing basis, comparing with past performances, that may apply the information to their personal goals 7p41* apply a goal-setting process (e.g., set a realistic goal, identify and address barriers, prepare an action plan, determine and access sources of support, and identify how to know when the goal has been reached) to short-term goals related to physical activity or personal fitness Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Students apply skipping to their fitness plans. Self-assessment of 7p37, 38, 40 and 41 should be reflected in their fitness journals or tracking sheets. Teacher observation of movement skills using a movement skill recording chart (Grade 7 Appendix J-1). (Use teaching points in lesson as indicators for specific skills.) * optional Unit 8 Sub-Task #2 Indoor and Outdoor Games Other Indoor Activities

38 Teaching/Learning Strategies A)Warm-Up Stepping in time to music, students place a rope on the floor and step over it and back. As heart rates elevate, students skip and jump over the rope. Students skip or jog around gymnasium, circling ropes on the ground and returning to their own ropes. When warmed up, students stretch calves, arms, wrist and shoulders. B)Skill Development Post the Skipping Challenge Task Cards around the gymnasium (Grade 8 Appendix A). Students move in small groups from station to station focusing on the skill outlined at the station. Give students two to three minutes at each station. Give students time to repeat a station of their choice. C)Skill Application Skipping Routines. Using the skills taught, students work in small groups to create and develop a two-minute skipping routine. Determine the criteria for the routine collaboratively with the students. Criteria should include participation of all members, vigorous activity, and some tricks. Each group selects music for their routine. Encourage groups to be creative and use different formations, sequential and synchronized movements, and develop a clear beginning and end. D)Cool-Down/Wrap-Up Students work in their presentation groups and lead each other in stretches. Extension Students add cards, tricks and challenges to skipping circuit. Students may also work with a single long rope, skipping in groups, skipping without missing a beat, and skipping with rhymes. Notes to Teacher Many students may already have the ability to perform the entering and exiting skills with some consistency. Use these students to model the skills, especially for those students who are having trouble visualizing the verbal instructions. Ropes need to fit the student (see Sub-Task #1). Skipping skills can be done as part of the warm-up for other activities. Appendices Unit 8 Appendix A: Skipping Challenge Task Cards Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart 330 Unit 8 Sub-Task #2 Indoor and Outdoor Games Other Indoor Activities

39 UNIT 8 Other Indoor Activities Sub-Task #3 Team Handball Introduction Facility Gymnasium or outdoors Materials Several elephant skin balls, beanbags or other appropriate balls for passing Hockey goal nets or other targets Description Students actively participate in drills acquiring the skills of passing the ball and then moving to an open spot to receive it (give and go). Expectation Code 7p36 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of vigorous participation using a participation target (Grade 7 Appendix O-1). Teaching/Learning Strategies A)Warm-Up Students work with a partner, walking, speed walking, and then jogging, while passing a ball back and forth. As students get warmed up, they work on trying to take only two steps before passing the ball. Encourage students to keep their heads up and keep moving to gradually increase their heart rates. B)Skill Development Miss It. Students work with a partner and set up boundaries. Students try to throw a ball or beanbag to their partner in such a way that it is difficult for the partner to catch. The students establish necessary rules (e.g., the ball must be thrown so it is not impossible to catch, in an upward direction, and must cross a designated line). Students can add additional rules for more challenge (e.g., use only non-dominant hand to throw or catch). Ask students what strategies they used (e.g., faking with eyes and body, changing speed, using unexpected throws, or moving quickly). Stop the class to point out different strategies being used, then allow students to resume playing and try new strategies Unit 8 Sub-Task #3 Indoor and Outdoor Games Other Indoor Activities

40 C)Skill Application Two on Two. Using some of the strategies from Miss It, students work with a partner to try to keep possession of the ball while moving around the gymnasium. Stop the students after a few minutes to ask what offensive and defensive strategies are being used. Point out offensive strategy of give and go which involves passing an object to a partner, and then running to an open space it receive it back. Give students an opportunity to practise give and go and other strategies. D)Cool-Down/Wrap-Up Cool-Down Circle Pass. Students stand in a circle and pass several balls around while stretching. Balls are alternately passed to neighbours from high or low position so students stretch in both positions. Extension Add an empty net or several target areas to shoot at during Two on Two. Students can work with their partners to get into a scoring position. If keeping score, award an extra point for scoring after using a give and go. Appendix Grade 7 Appendix O-1: Participation Target Blank 332 Unit 8 Sub-Task #3 Indoor and Outdoor Games Other Indoor Activities

41 UNIT 8 Other Indoor Activities Sub-Task #4 Team Handball Shooting Facility Gymnasium or outdoors Materials Medium-sized elephant skin balls Four hockey nets and several wall targets Description Students work on team handball skills including passing and using a bounce pass to shoot on a target. Expectation Code 7p25 7p42 Learning Expectation perform a variety of throws, passes and shots after a faking motion participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills (performs a variety of throws, passes and shots with a faking motion) using a movement skill recording chart (Grade 7 Appendices J-1). Self-assessment of fair play using a participation target (Grade 7 Appendix O-1). Teaching/Learning Strategies A)Warm-Up Double Simon Says. Divide the class in two, and each half moves to different sides of the gymnasium. Choose a leader (Simon) for each half. Simon leads his or her group in gentle stretches to gradually increase heart rates. If a student moves when Simon did not say, he or she joins the team on the other side of the gymnasium. Students move back and forth between games as Simon catches them Unit 8 Sub-Task #4 Indoor and Outdoor Games Other Indoor Activities

42 B)Skill Development Give and Go While Guarded. Divide students into four groups. Two rows of defensive players line up half way down the gymnasium, and two rows of offensive players line up at one end of the gymnasium. The first two offensive players move down the gymnasium passing a ball back and forth. The corresponding two defensive players try to intercept their passes, making the offensive players find an open spot, and use the give and go strategy. When they reach the end of the gymnasium, the offensive players join the end of the defensive lines and defensive players move to the end of the offensive lines. Lines should move quickly so students have several opportunities to play offense and defense. If lines are not moving quickly, divide the group in half and set up two drills. C)Skill Application Taking Shots. Place hockey nets and other targets around the gymnasium. Other targets may include garbage cans, targets on the wall, hula hoops. Student practise shooting on the net, bouncing the ball before the shot. Students practise from a standing position at several points around the goal crease. Students practise a two-step running approach: run and hop while releasing the ball. With a partner, students pass a ball, approaching a net, then take a bounce shot. Students work with a partner and practise taking a shot on every net and target in the gymnasium. Students may keep a personal record of shots scored and try to improve their record on a second round of targets. Add goalies in the nets and in front of the targets. Half of the students take a turn defending while the other half practise shooting. Switch roles after two or three minutes. 334 Unit 8 Sub-Task #4 Indoor and Outdoor Games Other Indoor Activities

43 D)Cool-Down/Wrap-Up Students self-assess their fair play, placing their name on a sticky note and placing it on a target in the area they feel represents their performance. (Grade 7 Appendix O-1.) Students stretch, focusing on muscles used in class. In either small or large groups, students can discuss which muscles were used. Extension While taking shots, students can work in small groups with offensive and defensive roles. Students may play with all nets, or may designate one or two nets for scoring. If playing with nets and targets, scoring on a target could result in double points and scoring on a net could result in single points. Notes to Teacher Remind students to try to use give and go during game play. When shooting, point out that the angle of incidence equals the angle of reflection and note how it applies to the trajectory of the ball. Encourage students to experiment throwing the ball to the wall with a bounce at different angles, noting the angle at which the ball comes off the wall. A ball thrown at the wall on a sharp angle will rebound off at the same angle. The same concept applies in basketball, tennis and other sports where players are sending an object with a bounce. Appendices Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix O-1: Participation Target Blank Unit 8 Sub-Task #4 Indoor and Outdoor Games Other Indoor Activities

44 UNIT 8 Other Indoor Activities Sub-Task #5 Team Handball Passing Facility Gymnasium or outdoors Materials Ten to twelve medium-sized elephant skin balls Description Students actively participate in drills and modified games that focus on passing to a partner who is being guarded by a defender. Students use a variety of passes including one hand baseball pass, bounce pass, and chest pass. Expectation Code 7p24 7p26 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using and underhand throw or pass or overhand throw or pass intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of sending an object to a partner using a recording chart (Grade 7 Appendix J-1). Peer assessment of interceptions using a movement skill rubric (Grade 7 Appendix J-2) using indicators from the lesson. Self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up In pairs, students use a ball of any type to practise stationary passing back and forth. Students then practise passing the ball to their partners while they both jog in the same direction. Inform students that they will be assessing their own participation. Ask students what good participation looks and sounds like (e.g., sweating, always moving, positive comments, focused). 336 Unit 8 Sub-Task #5 Indoor and Outdoor Games Other Indoor Activities

45 B)Skill Development Students work with a partner, passing the ball in a variety of ways. Another pair defends the pair with the ball. Ask students what kinds of passes they can use to get the ball around their defenders (e.g., baseball pass to get ball above defender, bounce pass to get ball around defender, quick chest pass when defender is not right in the path). C)Skill Application Mini Game. Divide the gymnasium so that several games can be played at the same time. Use rules as needed from Unit 8 Appendix B. Stop the game to ask students what passes they used and why. D)Cool-Down/Wrap-Up Students stretch with the same partner they had for the warm-up. They may discuss participation before they assess themselves. Using the criteria for good participation listed at the beginning of the class, ask students to hold up one to four fingers, rating their participation. Ask a few students to explain what criteria they used to give themselves their rating. Extension Review more offensive strategies (e.g., v-cuts to get away from the defender, pivot, and receiver returning ball side to the passer for a direct pass), and give students an opportunity to practise strategies. Notes to Teacher Note that rainbow passes ones that look like a high and curved rainbow can be intercepted. Asking students to explain their self-assessment criteria helps clarify expectations for all students. Appendices Unit 8 Appendix B: Team Handball Rules Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix J-2: Movement Skill Rubric Unit 8 Sub-Task #5 Indoor and Outdoor Games Other Indoor Activities

46 UNIT 8 Other Indoor Activities Sub-Task #6 Team Handball Modified Games Facility Gymnasium Materials Two hockey nets Six to eight elephant skin balls Pinnies or markers to distinguish teams Description Students practise the skills taught in previous lessons, including give and go, and shooting and passing, using drills and modified game situations. Expectation Code 7p36 7p38 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Peer assessment of fair play skills using cooperation and fair play sections of the Social Skills Rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Pass It On. Students take turns leading warm-up activities. One student leads an activity (e.g., knee raises, light jog, arm circles, step and lunge), and all students follow. Call out new students to lead. Challenge students to choose activities that gradually increase heart rates and stretch muscles lightly. 338 Unit 8 Sub-Task #6 Indoor and Outdoor Games Other Indoor Activities

47 B)Skill Development Continuous Relays. Divide the class into four to six relay teams. One student from each team runs the length of the gymnasium, carrying a ball, and touches the end line. Halfway back, they throw the ball to the next runner, who catches it and begins running. Teams continue until another way of moving is introduced. Different relays can include: passing with a partner, running and jumping forward as if shooting, running to the end of the gymnasium and taking a shot at the gymnasium wall, running with grapevine step. C)Skill Application Mini Games. Divide the gymnasium into several playing areas. Give students the option of playing a full game with six or seven players, or a smaller modified game. Both can happen simultaneously. Introduce rules only as needed. Ask students to discuss offensive and defensive strategies. Introduce rules, including using several balls and passing to all players, to ensure full participation. D)Cool-Down/Wrap-Up Partner Mir ror. Students follow a partner, mirroring his or her movements, doing cooldown stretches to work on flexibility, and then switch roles. Extension Extra Targets. Play mini-games with more than one target. Targets could be designated with different point values to increase the challenge. If focusing on a particular skill such as v-cut, students can get a bonus point for using it before scoring. Notes to Teacher Appendices Use small teams for relays so students have maximum opportunity to be active. Relays should be continuous so students focus on skill, rather than completing the race. 8 Unit 8 Appendix B: Team Handball Rules Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) 339 Unit 8 Sub-Task #6 Indoor and Outdoor Games Other Indoor Activities

48 UNIT 8 Other Indoor Activities Sub-Task #7 Ringette Introduction Facility Gymnasium Materials One stick per student One felt ring per pair of students Two to four goal nets Description Students are introduced to basic ringette skills and safety rules while participating vigorously. Expectation Code 7p36 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Students speed walk or lightly jog with sticks in forehand grip position, responding to a variety of teacher commands (e.g., run forward, backwards, left, right, to corners). Students move and respond to changes as quickly as they can. B)Skill Development Students practise passing the ring back and forth between partners sideways across the gymnasium, using wrist actions to keep the stick low. Students practise moving their lower hand up and down the stick shaft, to control the ring while running and preparing to pass. Students practise controlling the windup and follow through with wrist action, so the stick does not come above the knees in either direction. Slap shots are not acceptable for safety reasons. 340 Unit 8 Sub-Task #7 Indoor and Outdoor Games Other Indoor Activities

49 C)Skill Application Passing on the Move. Divide the gymnasium in half lengthwise. With a line working on both sides of the gymnasium, students run down the floor in pairs, running two to three steps with the ring, then passing to their partner who is running ahead. Partners practise head manning (passing in front of the receiver) the ring with the pass. Keep It. Students work in groups of three, with two students trying to keep possession of the ring, and a third player trying to intercept. When he or she succeeds, a new player tries to intercept. Students should ensure that one person is not the third player for too long. D)Cool-Down/Wrap-Up Students jog or walk slowly around the gymnasium, passing the ring in their small group. Students use a stick to help with stretching: Hold a stick above head and stretch shoulders. Hold a stick above head and twist waist side to side. Sitting down, place a stick at end of feet with legs extended and stretch legs. Extension Extend Passing Drill. Have three lines of students, two on offense, and one on defense, so a two on one situation is created. Students pass the ring at least twice, before a shot is attempted. Notes to Teacher When students attempt wrist shots, they need to hold the stick with the dominant shooting hand low on the shaft of the stick. The upper hand should be just below the butt of the stick (the top) in a reverse grip to that on the bottom. Students should practise the flick of their wrists to ensure the stick does not elevate above the knees during either the wind up or follow through, for passing or shooting. 8 Appendix Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) 341 Unit 8 Sub-Task #7 Indoor and Outdoor Games Other Indoor Activities

50 UNIT 8 Other Indoor Activities Sub-Task #8 Ringette Game Play Facility Gymnasium Materials One ringette stick per student One felt ring per pair of students Two hockey nets Description Students practise moving in different directions, turning their bodies to protect the ring, and apply skills in a game situation. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Self-assessment of fair play using fair play and activity etiquette sections of a social skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Students pass the ring back and forth, carrying it, then passing it by putting the ring in front of the receiving team-mate while moving around the gymnasium. (As per Sub-Task #1.) Students should gradually increase speed as they warm up, moving from a walk to a speed walk to a jog. 342 Unit 8 Sub-Task #8 Indoor and Outdoor Games Other Indoor Activities

51 B)Skill Development Two on Two. Students play with a partner against another pair, trying to keep possession of the ring. After three to five minutes, stop students and ask: What were they trying to do when on defense? Where should they try to stay? How do they move when moving backwards on defense? Students choose one defensive tip to focus on and return to two-on-two play. Tips may include: Staying between the person they are guarding and the net, maintaining their own position when playing in a larger group or when moving backwards, shuffling with foot meeting toe. (See Grade 7 Appendix P for invasion/territory strategies.) After three to five minutes of play, stop students again and ask what they were working on when on offense: Where were they trying to move and what they were thinking? Offensive tips may include: Moving to an open space, driving towards the net, moving to the middle not the sidelines, or communicating with team-mates. Students work with partners to choose an offensive strategy to focus on. C)Skill Application Divide the gymnasium into several small play areas. Working in small groups (some students may continue two-on-two, some may play five-on-five), students expand their game. Introduce safety notes, but rules only as required. All rules may not be necessary at the beginning of the game and can be established as the need arises. Ask students to talk to team-mates and identify one offensive strategy and one defensive strategy they will focus on. If any teams have to sit out for a shift because of space (ideally all will play), have team observing try to identify the offensive and defensive strategies being used. D)Cool-Down/Wrap-Up Students use social skill rubric (posted on wall) to assess their fair play in the ringette game. Students note what they did well and what they plan to work on while stretching with a partner. Extension Game variations could include: pass must go to every player before scoring, same player cannot score twice in a row, or add more rings Unit 8 Sub-Task #8 Indoor and Outdoor Games Other Indoor Activities

52 Notes to Teacher Rules of the Game. Assess 30-second penalties for body contact, high sticking, tripping, or rough play. Drop the ring at center at the beginning of each shift. After each goal the goalie simply passes the ring to his/her defender to continue play. No player plays goal twice until everyone has played goal once. Delineate an appropriate goal crease, into which no player (offensive or defensive) may penetrate (safety issue so the goalie s eyes are protected from accidental high stick). There must be at least two passes before a goal counts. Other Safety Notes: Players should be encouraged to wear soccer shin guards. Goalies should wear protective head gear. All players could wear protective gloves. Mouth guards are encouraged for those students who have one. Follow goal crease rule and penalize players who are in the crease. Do not allow students to place their sticks flat on the ground to impede the progress of the ring. By doing this they inevitably bend down putting their mouths at stick level which is dangerous. All passes, interceptions, and saves must be made with the end of the stick, not the shaft. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix P: Transferable Skills: Strategies and Tactics 344 Unit 8 Sub-Task #8 Indoor and Outdoor Games Other Indoor Activities

53 Skipping Challenge Task Cards Boxing Jumper alternately jumps over the rope with two right foot jumps, two left foot jumps, two right, two left, and so on. Skipping Heel to Heel Begin with a two-foot jump. On the next jump, jump on the left foot while touching the right heel to the floor a little in front of you. On the next, jump on your right foot as you touch your left heel a little in front. Alternate by touching your right heel, left heel, right Back Step Begin with a two-foot jump. On the next jump, jump on left foot while touching right toe to the floor a little behind. Alternate with right foot (jump) and left toe (touch) Unit 8 Appendix A Indoor and Outdoor Games Other Indoor Activities

54 Kick Step Begin with a two-foot jump. Next, jump on left foot while kicking right foot. Do a two-foot jump. Alternate with right foot (jump) and left foot (kick). Variations: Have students work together to combine the skills taught in various combinations to make up new tricks. Turning Two Ropes Keep the upper arms still, rotate lower arms, keep the wrists locked. Practise keeping a regular rhythm of the ropes, turning clockwise with the left hand and counter-clockwise with the right hand. Entering Two Ropes Start as the rope farthest away from you passes your nose, hits the floor and goes upward and away from you. 346 Unit 8 Appendix A Indoor and Outdoor Games Other Indoor Activities

55 Double Dutch Skills Use two-foot jumps, landing on the balls of the feet. Jump in the centre of the rope. Use a rhythmic double jump. Exiting Two Ropes Jump toward the opposite turner (called the exit turner). The exit is made in two parts: the first movement is to jump the rope just before it goes away from you, then run out. Exit near the shoulder of the exit turner Unit 8 Appendix A Indoor and Outdoor Games Other Indoor Activities

56 Team Handball Basic Rules 1. Divide students into team of six or seven players plus one goalie. If space allows, have more than one game going on at once to allow maximum participation. 2. Assign one team to each side of the court. 3. The objective of the game is to score goals by bouncing the ball into the opposing team s net. Balls must be bounced before entering net. 4. The nets are placed inside the basketball key. The key acts as a goal crease. Only the goalie is allowed in the crease and the goalie cannot leave the crease. 5. The game begins with a jump ball at centre court. 6. A player may take three steps with the ball. After the three steps, the ball must either be passed or a shot taken on net. Players may only hold the ball for three seconds. If any of these rules are violated, the other team is granted possession of the ball. 7. Defenders must stay one metre away from their opponents at all times. 8. If the pass is incomplete, it is declared a free ball and either team may pick it up and run with it. 9. After a goal is scored, the other team takes possession of the ball and resumes play. 10. A ball may not be knocked out of the hands of a player who has possession. 348 Unit 8 Appendix B Indoor and Outdoor Games Other Indoor Activities

57 UNIT 9 Other Outdoor Activities Duration 6 Sub-Tasks OVERVIEW Description Students actively participate in skills, drills, and games related to Ultimate Frisbee, Bordenball, and field hockey. All games and activities should be played outdoors on a field. However, some activities could be adapted for indoors. Sub-Task Title Expectation Code 1. Bordenball Sending and Receiving 7p26, 7p27, 7p36 2. Bordenball Continuous Play 7p36, 7p42 3. Ultimate Frisbee Throws 7p21, 7p36 4. Ultimate Frisbee Game Play 7p26, 7p27, 7p42 5. Field Hockey Dribbling, Passing and Fielding 7p27, 7p31 6. Field Hockey Lead-Up Games 7p21, 7p36 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Peer assessment of movement skills using a rubric. Teacher observation of participation using a participation rubric. Self-assessment of fair play using a social skills rubric. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. Notes to Teacher For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q) Unit 9 Overview Indoor and Outdoor Games Other Outdoor Activities

58 Resources Kalb, Irv and Tom Kennedy (1983). Ultimate: Fundamentals of the Spor Publications. Guide to Teaching Kids ULTIMATE t, Revolutions (order through The Ultimate Players Association at International Hockey Federation (1999) Basic Rules of Field Hockey and Adapted Rules (FIH: Tel: , Fax: , Website: Lanning, Margaret (1990 Revised by FHO in 2000), Field Hockey Rules: A Simplified Introduction, Field Hockey Ontario (FHO: Tel (416) or Appendices Unit 9 Appendix A: Unit 9 Appendix B: Ultimate Frisbee Throws Modified Field Hockey Rules 350 Unit 9 Overview Indoor and Outdoor Games Other Outdoor Activities

59 UNIT 9 Other Outdoor Activities Sub-Task #1 Bordenball Sending and Receiving Facility Outdoor football or soccer field Materials Various sizes and types of footballs Description Students practise sending and receiving a variety of footballs while stationary and on the move. Expectation Code 7p26 7p27 7p36 Learning Expectation intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate vigorously in all aspects of the program (e.g., threeon-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher diagnostic assessment of passing and intercepting to reinforce and refine student performance of movement skills, using an anecdotal observation recording chart (Grade 7 Appendix N) and a movement skill recording chart (Grade 7 Appendix J-1). Peer assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Pass and Go. Students work with one ball in groups of four, with two students facing two students. Student with the ball passes to his or her partner, then runs to the end of the opposite line. As students get warmed up, they continue this drill, moving their group down the field as they pass Unit 9 Sub-Task #1 Indoor and Outdoor Games Other Outdoor Activities

60 Pass and Go B)Skill Development Review Sending. Students practise passing a football with a partner, gradually taking steps back to increase distance as throws improve. With students, review tips to remember about stance, grip and release. Have students provide peer feedback on techniques: Stance: feet shoulder-width apart, weight on back foot, ball by ear, side of body facing the target. Grip: spread fingers out and firmly on ball; smaller hands should be placed further back. Spiral Release: snap the wrist, ball rolls off fingers, throwing arm follows through across body. Review Receiving. With students, review tips to remember about receiving the ball, then have students provide peer feedback on techniques: Absorb ball with hands, cradle the ball when caught. Different hand positioning depending on level of incoming ball: At chest level, thumbs are together Over shoulder, little fingers touching and close elbows. Below waist, fingers together and thumbs out. Body Position: Make eye contact and focus. Anticipate. In ready position, weight is evenly distributed on both feet. Knees bent. Low centre of gravity. 352 Unit 9 Sub-Task #1 Indoor and Outdoor Games Other Outdoor Activities

61 Square Pass. Students practise receiving in groups of four. Students stand on four corners of a square and pass a football around and across the square. Remind students to square in by turning to face the direction of the incoming ball. C)Skill Application Run and Receive. Students practise receiving on the move, with students lining up six or seven to a line, with two or three footballs to a line. First person runs out for a pass, turns and faces the sender. Next person throws the pass to the first person, then becomes the receiver, then returns to the end of the line handing the football to the next person in line needing a football. D)Cool-Down/Wrap-Up Students walk slowly back to the gymnasium, rolling shoulders and stretching arms as they walk. Students stretch legs doing lunge and straddle stretches (Grade 7 Appendix A). Extension Students choose one skill (e.g., receiving over the shoulder, sending with a spiral throw) to focus on improving. Students work with a peer to receive feedback and determine how they will improve. 9 Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix N: Anecdotal Observation Recording Chart 353 Unit 9 Sub-Task #1 Indoor and Outdoor Games Other Outdoor Activities

62 UNIT 9 Other Outdoor Activities Sub-Task #2 Bordenball Continuous Play Facility Outdoor football or soccer field Materials Variety of footballs including Nerf, regular size, smaller sizes, and spiral Description Students practise passing and receiving skills in a game situation. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Self-assessment of fair play using fair play and activity etiquette sections of the social skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Students work with a partner, passing a football. Students pass while stationary and also while jogging around the field, gradually increasing heart rates. B)Skill Development Distance Throw. Students work with a partner to throw a football as far as they can. Students throw a football to a partner, then run ahead to receive a throw. Partners throw the football from the spot where they receive the pass. Students work with partners to predict how many throws it will take to get the ball across the field. Students cross the field two or three times, trying to improve their throwing record. 354 Unit 9 Sub-Task #2 Indoor and Outdoor Games Other Outdoor Activities

63 C)Skill Application Bordenball. Divide the class into four to six groups, with two teams playing against each other. Teams try to move the ball into an end zone by passing. Team A begins the game with possession at mid-field by attempting to pass the ball to a teammate (passing the ball is the only way to move down the field). Once the ball is caught then it can be immediately passed again to a team-mate. Team B counts five steamboats before they try to two-hand touch the player from Team A with the ball. If the player is touched, they continue with possession at the point of touch and must pass the ball. Team B counts five steamboats again and gives Team A space to pass the ball. Team A attempts to move the ball down the field to score a touchdown before five, two-hand touches occur. After five two-hand touches, Team B gets possession of the ball. Team B also gets possession of the ball if there is an incomplete pass. If there is an interception, the other team keeps possession of the ball. There are no downs. D)Cool-Down/Wrap-Up Students pass a ball with their team members. Students take turns leading team members in stretching activities. Each member of the group is responsible for a different stretch. (Grade 7 Appendix A.) Extension Double Ball Bordenball Variations. Play Bordenball with two balls, so teams need to be aware of two objects. Both balls are started at the same time after each two-hand touch. Notes to Teacher Appendices Divide the field or play area so all students can play at the same time. 9 Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) 355 Unit 9 Sub-Task #2 Indoor and Outdoor Games Other Outdoor Activities

64 UNIT 9 Other Outdoor Activities Sub-Task #3 Ultimate Frisbee Throws Facility Outdoor football or soccer field Materials One flying disc or Frisbee for every two students Description Students practise various throwing and catching techniques with a partner, while remaining stationary and while on the move. Expectation Code 7p21 7p36 Learning Expectation apply the principles of movement while refining movement skills participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of passing using a movement skill rubric (Grade 7 Appendices J-2) with indicators from the Unit 9 Appendix A. Teacher assessment of participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Team Throw. Students work in groups of five or six, and stand with their group in a line. The first person in the line has the Frisbee and throws it down the field. The entire team jogs toward the Frisbee. The next person from the team retrieves it, picks it up and throws it down the field. This process continues with the third, fourth, fifth and sixth person and is repeated until every person on the team throws the Frisbee across the field and back. B)Skill Development Students work in groups at three stations, practising different Frisbee throws. Use task cards (Unit 9 Appendix A). Students read descriptions and attempt throws. Partners offer feedback and suggestions. Backhand Delivery (disc is parallel to ground) Side Arm Delivery (flick: disc is parallel to ground) Upside Down Delivery (hammer disc is perpendicular to ground) 356 Unit 9 Sub-Task #3 Indoor and Outdoor Games Other Outdoor Activities

65 C)Skill Application Ultimate Frisbee Drills. Students work in small groups to practise Frisbee throws. In groups of five, designate one student as a thrower. One at a time, students run in front of the thrower and attempt to receive a pass on the run. Students catch or retrieve the Frisbee, then run behind the thrower to return the Frisbee to the thrower. Once all students have received a pass, rotate positions and designate a new thrower. Students practise catching on the run. Students work in groups of three or four. The first student (A) passes to a second (B), then follows their own pass, running behind B. B passes to the next student (C), then follows their pass, running behind C. Students continue this pattern while running down the field. D)Cool-Down/Wrap-Up Students stretch and manipulate the Frisbee, circling it around body parts, and throwing and catching it in front and behind their bodies, while cooling down Unit 9 Sub-Task #3 Indoor and Outdoor Games Other Outdoor Activities

66 Extension Students use throws from task cards to attempt team throw, trying to cross the field with a partner in the fewest number of throws. Discuss with class the purpose of the various throws including the hammer throw (to throw over a defender) and the backhand and sidearm delivery (depending on preference and body position). Appendices Unit 9 Appendix A: Ultimate Frisbee Throws Grade 7 Appendix A: Safe Stretching Grade 7 Appendix J-2: Movement Skill Rubric Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) 358 Unit 9 Sub-Task #3 Indoor and Outdoor Games Other Outdoor Activities

67 UNIT 9 Other Outdoor Activities Sub-Task #4 Ultimate Frisbee Game Play Facility Outdoor football or soccer field Materials One flying disc or Frisbee for every two to three students Description Students practise throwing and catching skills in a game situation. Expectation Code 7p26 7p27 7p42 Learning Expectation intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of fair play using a social skills rubric (Grade 7 Appendix H). Teacher assessment of passing and Frisbee handling skills using a movement skills checklist (Grade 7 Appendix J-1) with indicators from Unit 9 Appendix A. Teaching/Learning Strategies A)Warm-Up Jog and Toss. Students jog slowly around the field while tossing a Frisbee back and forth with a partner. Students work on the various throws introduced in previous lessons (sidearm, backhand and hammer). B)Skill Development. Students play a game of Ultimate Frisbee in groups of four. Students choose their own rules for their group. Ask students what strategies they use on offense and what strategies they use on defense. (Grade 7 Appendix P: Transferable Skills: Strategies and Tactics.) Unit 9 Sub-Task #4 Indoor and Outdoor Games Other Outdoor Activities

68 C)Skill Application Ultimate Frisbee. Students work in groups of Divide the field or playing areas so all students can play simultaneously. The object is to score goals by passing the disc to a teammate in the goal area (may not carry disc over line). When catching, players must stop quickly and maintain control (two to three steps allowed). Catchers must establish a pivot foot and pass when stationary. Disc can be thrown forward, backwards or sideways. Defensive player may not interfere with or contact the disc of the thrower. Change of possession takes place if a pass is incomplete, knocked down, intercepted or thrown out of bounds. Teams switch directions after each point is scored so one team is not favoured by wind or sun. D)Cool-Down/Wrap-Up Disc Leader. Pass a Frisbee around the group. The person with the Frisbee leads the class in performing large muscle stretches to cool down and improve flexibility. Extension Rotate groups so students have an opportunity to play with a mix of students and teams. Notes to Teacher Players control the flow of the game and make their own calls. This emphasis on sportsmanship and positive play is called the Spirit of the Game in Ultimate Frisbee. Appendices Unit 9 Appendix A: Ultimate Frisbee Throws Grade 7 Appendix A: Safe Stretching Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart Grade 7 Appendix P: Transferable Skills: Strategies and Tactics 360 Unit 9 Sub-Task #4 Indoor and Outdoor Games Other Outdoor Activities

69 UNIT 9 Other Outdoor Activities Sub-Task #5 Field Hockey Dribbling, Passing and Fielding Facility Open field or gymnasium Materials Field hockey sticks Rubber balls or field hockey balls Pylons Description Students are introduced to field hockey skills, including dribbling, passing and fielding. Expectation Code 7p27 7p31 Learning Expectation pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate on a regular basis in physical activities that maintain or improve fitness (e.g., power walking, hiking) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Teacher observation of passing and dribbling using a movement skills checklist (Grade 7 Appendix J-1) with indicators from the lesson. (See Notes to Teacher.) Teaching/Learning Strategies A)Warm-Up Students slowly jog two laps of the field, increasing speed as they gradually warm up. Students hold stick with proper grip while they run. Students move joints through range of motion, focussing on wrists and arms Unit 9 Sub-Task #5 Indoor and Outdoor Games Other Outdoor Activities

70 B)Skill Development Students practise dribbling and the push pass while working in small groups. (See Notes to Teacher.) Partner Dribbling. Students work in pairs lined up across the field with one partner in front of the other. The partner in front has a ball. On a signal, the first partner uses a tight dribble and dribbles out to pylons and back, then passes the ball to his or her partner, who follows same path. Repeat using a loose dribble. Zigzag Drill/Human Pylon Drill. Partners join with other pairs to form groups of six. Students stand in a line and one at a time weave through the line while dribbling a ball. After weaving, students take their place at the end of the line. Students travel the distance of the field and back. Encourage students to go around the non-stick side when dribbling (to the left). Triangle Drill. In groups of three, students practise push passing and fielding the ball while travelling in a triangle formation. 362 Unit 9 Sub-Task #5 Indoor and Outdoor Games Other Outdoor Activities

71 C)Skill Application Two on One. In groups of three, two students are on offense and one on defense. Students use dribbling, passing, and fielding techniques to move the ball to a goal area. The goal area is defined by two pylons. The defensive player tries to prevent the ball from crossing the goal line. If the defensive player gains possession of the ball, he or she then becomes one of the offensive players and the offensive player that was intercepted becomes the defensive player. D)Cool-Down/Wrap-Up Students stretch, using sticks to add resistance. Extend stick above head to stretch shoulders, reach stick to the side and lunge, stretching ahead and extending waist. Extension During drills, review some of the field hockey rules (e.g., no contact with feet, use only flat side of stick). While doing Triangle Drill, use two or three balls. Notes to Teacher Shin guards must be made available. Encourage students to wear mouth guards. At no time should students bring a field hockey stick above their waists. Key Teaching Points: Grip Left hand at the top of stick, shaking hands with the stick, right hand placed a third to two thirds of the way down the stick (the further down the more control). Stick is held below waist. Positioning The ball is diagonally in front of the body. Propel the ball with small taps and pushes (not hits). Encourage tap and look (head up) with body weight always forward. Knees bent for good running posture. Loose Dribble Ball tapped harder and farther from the body. Used when not closely defended and want a faster dribble. Controlled Dribble Ball tapped with small taps and slower dribble to keep ball close to body Unit 9 Sub-Task #5 Indoor and Outdoor Games Other Outdoor Activities

72 Push Pass and Fielding Feet and left shoulder point in the direction of the pass. Place the stick directly behind the ball (no backswing). The right hand and arm push the ball away. Step into the pass while aiming for partner s stick. Follow through and rotate or roll wrists to keep the stick below the waist. When fielding or stopping the ball, use the stick to trap the ball. Keep left hand forward of the ball. This closes the blade of the stick. Appendices Unit 9 Appendix B: Modified Field Hockey Rules Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart 364 Unit 9 Sub-Task #5 Indoor and Outdoor Games Other Outdoor Activities

73 UNIT 9 Other Outdoor Activities Sub-Task #6 Field Hockey Lead-Up Games Facility Open field or gymnasium Materials Pylons Markers Field hockey sticks Rubber balls Field hockey balls Description Students have an opportunity to use dribbling and passing in game-like situations while focusing on fair play, cooperative and respectful behaviour. Expectation Code 7p21 7p36 Learning Expectation apply the principles of movement while refining movement skills (e.g., running into an open space to elude an opponent in soccer) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of dribbling and passing using a movement skills recording chart (Grade 7 Appendices J-1). Self-assessment of participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Everybody s It. Begin with speed walking and increase speed as students warm up. Establish boundaries (e.g., begin with a small space and gradually expand as students warm up). Everyone tries to tag each other. When touched, students bend down on one knee. They may still tag people within their reach. Restart this fast paced game after 10 to 12 people are down on one knee. Give students five seconds to spread out, re-establish boundaries, and start again Unit 9 Sub-Task #6 Indoor and Outdoor Games Other Outdoor Activities

74 B)Skill Development Keep Away. Use four pylons to set up a square (the larger the square, the more skill required). Three students stay between the pylons on the perimeter of the square. The fourth students stays in the middle of the square. Players on the outside use the push pass to pass the ball to each other and must move to the open spaces to elude the student in the middle. If the ball is intercepted by the middle student, the student who passed the ball goes to the middle. Encourage students to always try to keep the ball protected (person with the ball should have someone on both sides, so they have options available for passing). C)Skill Application Three on Three. Set up several mini-playing areas using pylons as goals. Students play games with three on three. Start with the ball at the halfway mark at the beginning of the game, or after a goal is scored. Students avoid using the rounded side of the stick or feet to move the ball. Introduce students to marking players (guarding one on one). Play short games four to five minutes long, so students have a chance to play against different teams. D)Cool-Down/Wrap-Up Students do a light jog around the entire field, then stretch in small groups. 366 Unit 9 Sub-Task #6 Indoor and Outdoor Games Other Outdoor Activities

75 Extension Play the Three on Three games with a second ball. Play with four goal fields where students have a chance to score on any side of the field. Appendices Unit 9 Appendix B: Modified Field Hockey Rules Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart Unit 9 Sub-Task #6 Indoor and Outdoor Games Other Outdoor Activities

76 Frisbee Throws Cut into task cards for student use. Backhand Delivery (disc is parallel to ground) Grip: thumb is on top of the disc, fingers curve under the rim of the disc. Stance: feet are shoulder-width apart with weight evenly distributed. Body is perpendicular to the target. Transfer weight to back foot as throwing arm comes across the body. Release: shift weight forward to front foot as arm swings forward while hips and shoulders rotate. Maintain a relaxed grip and control with fingertips. Wrist is flexed (curled in towards body) and flicked quickly. Follow through in direction of throw. Side Arm Delivery (disc is parallel to ground) Grip: two fingers are placed under the rim with the thumb on the top, wrist is extended (away from body). Stance: feet are shoulder-width apart (weight evenly distributed). Body is perpendicular to the target. Transfer weight to back foot as throwing arm comes beside the body. Release: shift weight forward to front foot as arm swings forward while hips and shoulders rotate. Maintain a relaxed grip and control with fingertips. Upper arm and elbow remain close to the body throughout the delivery. Flick the wrist quickly. Follow through in direction of throw. Upside Down Delivery (disc is perpendicular to ground) Grip: two fingers are placed under the rim with the thumb on the top, and wrist is extended away from body. Stance: feet are shoulder-width apart (weight evenly distributed). Body is perpendicular to the target. Transfer weight to back foot as throwing arm comes beside the body. Release: weight shifts forward to front foot as arm swings forward while hips and shoulders rotate. Maintain a relaxed grip and control with fingertips. Keep elbow out from body (similar to an overhand throw). Snap wrist quickly to spin and stabilize the disc as it is in the air. Follow through in direction of throw. 368 Unit 9 Appendix A Indoor and Outdoor Games Other Outdoor Activities

77 Modified Field Hockey Rules Basic Rules: players on the field at one time (10 players and 1 goalie). 2. No body contact. 3. Stick is flat on one side and rounded on the other. Only flat side may be used to play the ball. 4. Goal must be scored from within a semi-circle (about 10 metres) which surrounds the goal. 5. Only the goalkeeper can play the ball using body. 6. Goal is about 2 metres by 3 metres. Modifications: Use smaller or lighter sticks. Use rubberized balls. Reduce number of players on a team and play with smaller boundaries. Eliminate the scoring circle. Allow players to touch the ball with their feet. Play short games and rotate students so they play against a variety of students Unit 9 Appendix B Indoor and Outdoor Games Other Outdoor Activities

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79 Movement Exploration Unit Title 10 Gymnastics Dance Movement Exploration

80 UNIT 1 0 Gymnastics Duration 7 Sub-Tasks OVERVIEW Description Students demonstrate the basic skills of dismounting equipment in a variety of ways, and landing safely using proper techniques. Students also explore pyramid building and combine a variety of static balances and rotations in combination to develop a routine. Sub-Task Title Expectation Code 1. Static Balances 7p28, 7p36 2. Landings 7p29, 7p35 3. Pyramid Building 7p28, 7p35, 7p36 4. Rotations and Dismounts 7p29, 7p35 5. Dismounts and Landings 7p29, 7p30, 7p35 6. Development of a Routine 7p28, 7p29, 7p30 7. Presentation of Routine 7p28, 7p29, 7p30 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Teacher assessment of transferring body weight using indicators from the lesson with a movement skill recording chart. Teacher assessment of vigorous participation using a participation rubric. Teacher assessment of proper landing techniques using indicators from the lesson with a movement skill recording chart. Teacher assessment of safety using a safety rubric. Student self-assessment of vigorous participation using a participation rubric. Student self-assessment of attention to safety procedures using a safety rubric. Peer assessment of balance during pyramid building. Peer assessment of safe landing techniques based on safe landing indicators. Peer assessment of static balances on the floor and on equipment using task cards. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or the board s safety policy. Please see overview page on safety and detailed information in safety guidelines. 372 Unit 10 Overview Movement Exploration Gymnastics

81 Notes to Teachers Gymnastics provides an opportunity for students to try challenges that they do not often get to experience during other activities. Encourage students to challenge themselves and to work at their own comfort level when trying new skills. Modify activities depending on equipment available. All activities can be done with minimal equipment, but if more equipment is available, students will be able to broaden their experience. Check safety guidelines before introducing new pieces of equipment. Appendices Unit 10 Appendix A: Unit 10 Appendix B: Unit 10 Appendix C: Balance Task Cards Rotation Task Cards Gymnastics Routine Planning Sheet Resources Carnes, Cliff. Awesome Elementary School Physical Education Activities Company, 1983., Education Unit 10 Overview Movement Exploration Gymnastics

82 UNIT 10 Gymnastics Sub-Task #1 Static Balances Facility Gymnasium Materials Gymnastic mats Painted lines on the floor Benches, utility box, box horse Description Students perform a variety of static balances on the floor and on equipment, moving from one balance to another. They develop a routine using these skills. Expectation Code 7p28 7p36 Learning Expectation balance while moving from one static position to another on the floor and on equipment (gymnastics, dance) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of static balances on the floor and on equipment using task cards (Unit 10 Appendix A). Teacher assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Move and Freeze. Students move around the gymnasium, walking around mats and moving in different directions and pathways. On a signal, students freeze. On a signal, students move again, changing their type of movement and their directions. Ankle Balance. Students work in pairs on a small mat surface. Each student holds onto his/her ankle while balancing on the other foot. On a signal, students gently attempt to push their partner off balance. Challenge students to keep their bodies tight to hold their positions. 374 Unit 10 Sub-Task #1 Movement Exploration Gymnastics

83 B)Skill Development Static Balances on the floor. Divide students into six groups. Each group works at a station, set up in a circuit, as per the Balance Task Cards (Unit 10 Appendix A). Working in pairs, students practise a variety of balances, using the key points as guides. Students assist their partners and provide feedback. Station #1: Knee Scale Station #2: Stork Balance Station #3: Straddle Sit Station #4: Bridge Station #5: Arabesque Station #6: V-Sit and Tuck V-Sit Teams rotate to the next station after three minutes. Students repeat the balances on the circuit, using a piece of equipment, such as a painted line on the gymnasium floor, a bench, a balance beam, a utility box, or a low box horse. C)Skill Application Mir ror and Match. Students choose three or four of their favourite static balances on the floor or on equipment, from the stations in Skill Development. With a partner, students mirror and match static balances. Mir roring. Students face their partners and move the opposite body part, as if looking in a mirror (e.g., if one partner uses his or her right arm, the partner uses his or her left arm to perform the same movement). Matching. Students stand side-by-side and use the same foot or arm in the movement (e.g. if one partner uses his or her right arm, the other uses his or her right arm). Sequence. Students develop a short routine using static balances on the floor and on equipment (e.g., three static balances on the floor, including two different locomotion patterns, and then two static balances on equipment). Encourage students to think about smooth flow and transition, and not stop, as they move from balance to balance. D)Cool-Down/Wrap-Up Students lie on their backs with arms extended straight overhead and legs outstretched. Stretching their arms up as far as they can and pointing their toes, they hold the stretch for 10 seconds. Students work on other flexibility exercises while sitting down (e.g., straddle stretch, sit and twist). Side Stretch. Students reach with the left arm over to the right side, hold the position for 10 seconds, and then stretch the left side Unit 10 Sub-Task #1 Movement Exploration Gymnastics

84 Extension Students present their sequence to the class or to a small group for feedback. Notes to Teacher Balances should be held for a minimum five seconds. Encourage students to squeeze muscles and hold their bodies tight. Appendices Unit 10 Appendix A: Static Balance Task Cards Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) 376 Unit 10 Sub-Task #1 Movement Exploration Gymnastics

85 UNIT 10 Gymnastics Sub-Task #2 Landings Facility Gymnasium Materials Gymnastic mats Benches Vault or stationary box Description Students demonstrate landings from a jump or fall. Expectation Code 7p29 7p35 Learning Expectation dismount from equipment and land safely and in control follow safety procedures related to physical activity equipment and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of proper landing techniques using indicators from the lesson with a movement skill recording chart (Grade 7 Appendix J-1). Peer assessment of safety using safety rubric (Grade 7 Appendix I). Teaching/Learning Strategies A)Warm-Up Knee Boxing. Students stand in an open space with a partner, facing each other and hold hands (right hand of one, left hand of other). On a signal given by one of the partners, each student attempts to touch his or her partner on the knee. Partners move to avoid getting touched, but maintain the hand hold. Partners experiment, trying this activity with and without holding hands. B)Skill Development Landing on Feet. Teacher demonstrates two landings: a landing with straight legs, and a landing with knees bent, arms out, head up and feet apart. Ask students to determine which landing is correct and to identify the danger points of the jump with straight legs. See Notes to Teacher Unit 10 Sub-Task #2 Movement Exploration Gymnastics

86 Partner Jumps (on the floor, no equipment). Students review safe jumps and landings, demonstrating correct technique. Encourage students to absorb the force of the jump by bending their knees, but not more than 90 degrees. Students work with a partner. One partner leads and the other follows by doing the same kind of jump/landing (e.g. straddle jump, pike jump, pin jump). Students should monitor each other to check landing technique. Landing on Feet from Equipment. Introduce students to one piece of equipment at a time (e.g. a bench, vault, or stationary box) with the teacher acting as the spotter. Students carefully get onto the equipment and then practise jumping off and landing. Remind students to land with their feet shoulder-width apart and arms extended out for balance. Students can change the direction of their jump (e.g., jumping backwards from low equipment or sideways off the equipment). Always encourage proper landing techniques, and jumping up and away from the equipment. Changing their shape in the air is also possible (e.g., star jump, straddle jump). Landing on Hands. Kneeling on mats, students place only their fingers on the mat surface. Students slowly lower the palm of their hands, then continue to lower their hands until the heel of their hands are on the mat Students repeat several times bending elbows to help absorb the body weight, and falling forward in a proper landing technique. C)Skill Application Follow the Leader. Working in small groups of three or four, students watch the first person perform a landing from equipment, then following him or her and perform the same landing. Emphasize use of proper landing technique every time. D)Cool-Down/Wrap-Up Students walk around and on a signal, perform a variety of jumps as indicated (tuck, straddle, half turn, quarter turn), land properly, and hold the landing. In between each jump, call out a body part. Students stretch and hold that body part for 15 to 30 seconds before moving to the next jump. Post the activity section from the safety rubric on the wall, and have students self-assess their participation. Students record their assessment in their journals. Extension Students work with a small group to put together a jumping sequence, emphasizing control and safe landings. With Landing on Hands, students may try falling forward from a crouched or standing position. Students should use the same progression as they would if falling from their knees, and use landing mats with a minimum thickness of four inches. Notes to Teacher Bent knees absorb the shock of landing. Arms out help to maintain balance. Feet apart broaden the base of support. Heads up, keeps body aligned and helps students be aware of space around them. Although students have practised landings in previous years, it is important to review safe landing procedures before students jump from equipment or in the air. 378 Unit 10 Sub-Task #2 Movement Exploration Gymnastics

87 Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Unit 10 Sub-Task #2 Movement Exploration Gymnastics

88 UNIT 10 Gymnastics Sub-Task #3 Pyramid Building Facility Gymnasium Materials Gymnastic mats Description Students demonstrate some of the static balances that they learned from Sub-Task #1, while building pyramids. Proper landing techniques and safety are emphasized. Expectation Code 7p28 7p35 7p36 Learning Expectation balance while moving from one static position to another on the floor and on equipment (gymnastics, dance) follow safety procedures related to physical activity equipment and facilities, and continue to take responsibility for their own safety participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Student self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teacher assessment of safety using a safety rubric (Grade 7 Appendix I). Peer assessment of balance using peer feedback during pyramid building. Teaching/Learning Strategies A)Warm-Up Students use different locomotion patterns while moving around the gymnasium. On a signal, students must get into a static balance and hold it until the teacher gives the signal to move again. Encourage students to move in different ways as they gradually warm up. 380 Unit 10 Sub-Task #3 Movement Exploration Gymnastics

89 B)Skill Development. Partner Balances. Students work with a partner to explore various ways they can balance. Students can make shapes that are symmetrical, in opposition, or creative. Remind students to respect their partners and stop the balance immediately if it is uncomfortable for him or her. With all positions, emphasize holding muscles tight and continuing to breathe while in a holding position. Sample partner balances include: Flying Angel: student stands on thighs of support person who has knees bent and is holding partner at the waist. Partner standing on thighs faces away from supporting partner. Double Support: student lies on back on the floor with hands and feet raised upward, supporting a second person who is facing downward in the opposite direction. Triple Balances/Quad Balances. See Notes to Teacher regarding how to assemble and disassemble a pyramid. After experimenting with partner balances, some students will feel comfortable experimenting with triple or quad balances. Partners continue to work on creating balances that are symmetrical, in opposition, and creative. C)Skill Application Endless Possibilities. Some students can experiment with a larger number of students to build larger pyramids. Set a maximum number of participants and height allowed, depending on size, age and skill of participants. Encourage students to combine use of static balances with pyramids (e.g., students at side of pyramid perform a stretch or balance to frame the pyramid). Encourage students to work together to provide feedback and suggestions on how to improve balances. Presentation. Students present their pyramid to the class. Small groups can present at the same time, or half the class can present while the other half watches. Give students time to work on pyramids after observing, so new ideas can be incorporated into their work. D)Cool-Down/Wrap-up Cat Stretch. On hands and knees, students arch their backs up like a cat, hold for 10 seconds, then lower their backs down, and hold for 10 seconds. Students work on being in a table position with a flat back and a stretched cat position. Students work on other stretches for backs and shoulders (Grade 7 Appendix A) Unit 10 Sub-Task #3 Movement Exploration Gymnastics

90 Extension Each group completes more than one pyramid. Use music to add to transition between pyramids. Notes to Teacher See Safety Guidelines for mat and clothing specifications and details regarding pyramid building. Some pertinent points include: Standing pyramids must not be performed at the elementary level. Constant visual supervision is required during instruction and first attempt at pyramids. Weight and size of participants determines the placement in pyramid (e.g., larger students are part of the base). All pyramids are to be built from the bottom and centre first and then outwards and upwards. Base or bottom people must keep their backs straight (do not arch). Upper level people must distribute their weight over the shoulder or pelvic girdle of the base person. Disassembling a pyramid must be done from the top down. Emphasize that students cannot exceed their physical limitations to develop pyramids. Assistance or spotting is important with any size pyramid. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) 382 Unit 10 Sub-Task #3 Movement Exploration Gymnastics

91 UNIT 10 Gymnastics Sub-Task #4 Rotations and Dismounts Facility Gymnasium Materials Gymnastic mats Painted lines on the gymnasium floor Benches, balance beam, utility box, and box horse Music and CD or tape player Description Students perform various rotations on the floor and on equipment. These skills are a precursor for dismounts in Sub-Task #5, and development of a routine in Sub-Task #6. Expectation Code 7p29 7p35 Learning Expectation dismount from equipment and land safely: and in control follow safety procedures related to physical activity equipment and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of safe landings, with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators for safe landings in sub-task #2 Notes to Teacher) Peer assessment of safety using a safety rubric (Grade 7 Appendix I). Teaching/Learning Strategies A)Warm-Up Eight Whatevers. Students warm up in a large circle. Play music while each student takes a turn leading a warm-up activity (e.g., jogging on the spot, jump and kick, twist jumps, one foot hopping) for eight counts. If a student cannot think of an activity, they can say whatever. Students keep moving for eight counts, doing whatever action they wish. Encourage students to think of their activity as they are moving so they do not need to say whatever more than once Unit 10 Sub-Task #4 Movement Exploration Gymnastics

92 B)Skill Development Rotations in a circuit on mats. Set up the gymnasium in stations using task cards from Unit 10 Appendix B. Station #1: Forward Rolls Station #2: Shoulder Rolls Station #3: Cartwheels Station #4: Log Rolls Station #5: Jump Turns Station #6: Straddle/Pike Rolls With a partner, students move around the gymnasium practising the rotation described at each station. If successful at performing the rotation, students attempt to put two together in combination (e.g., two forward rolls, two straddle rolls). Students give their partners feedback and provide tips for improvement using criteria and Key Points on task cards. C)Skill Application Rotations on and off equipment. Use benches, a balance beam, a utility box, or a box horse at the stations. Students move around the circuit again, trying rotations in a variety of ways: Students squat or kneel on equipment, reach down with hands and perform a forward roll dismount on a mat. Students squat or kneel on equipment, reach down with hands and perform a straddle roll dismount on a mat. Students jump off equipment, land on feet and perform a forward roll on a mat. Rotations can also be used as a mount, to get onto the equipment. D)Cool-Down/Wrap-Up Alphabet Soup. Students work in groups of four to six. Give the group a word to spell (e.g. gymnasium). Students spell the word using any of the static balances that they learned from Sub-Task #1. Encourage students to be creative and to stretch and work on flexibility as they make the letters. Post the safety rubric on the wall. Students use Facility and Equipment sections to assess their participation. Peers discuss examples of safe participation they observed. Extension Students develop a sequence using a variety of moves (e.g. rotation mount, a combination of two rotations on the equipment, and a rotation dismount). Unit 10 Appendix B gives examples of rotations. Students can change the beginning or ending to create new rolls (e.g. start in a straddle position, perform a straddle roll, and finish in a tuck position). 384 Unit 10 Sub-Task #4 Movement Exploration Gymnastics

93 Notes to Teacher Encourage students to use spotting techniques where necessary. See safety guidelines. Students can use the painted lines as a piece of equipment if they are not comfortable using the equipment. Encourage students to work at their own comfort level. If rolling from equipment is too challenging, students can dismount with a jump, then perform a roll in sequence after the dismount. To assist with new rolls, students may work on incline mats, or an incline created with mats folded and piled. Rolling down the incline helps with momentum and makes the roll easier. Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Unit 10 Sub-Task #4 Movement Exploration Gymnastics

94 UNIT 10 Gymnastics Sub-Task #5 Dismounts and Landings Facility Gymnasium Materials Gymnastic mats Painted lines on the gymnasium floor Benches, balance beams, box horse, and utility box Description Students perform a variety of dismounts from equipment and land properly. Students demonstrate transfer of body weight over equipment using a variety of methods. Expectation Code 7p29 7p30 7p35 Learning Expectation dismount from equipment and land safely and in control transfer their body weight to get over pieces of apparatus (e.g., vaulting) follow safety procedures related to physical activity equipment and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Student self-assessment of attention to safety procedures using a safety skills rubric (Grade 7 Appendix I). Peer assessment of safe landing techniques using peer feedback based on safe landing indicators. Teacher assessment of transferring body weight using indicators from the lesson with a movement skill recording chart (Grade 7 Appendix J-1). Teaching/Learning Strategies A)Warm-Up Students walk around the gymnasium on the various painted lines on the floor. On a signal, students take off with one foot and land on two. Students continue doing this increasing their speed and using their arms to give them more height. Students repeat this using a two-foot take off and a two-foot landing. Encourage students to move in a variety of directions and to use all the lines. 386 Unit 10 Sub-Task #5 Movement Exploration Gymnastics

95 B)Skill Development Review. Review forward and shoulder rolls from Sub-Task #4, and proper landing techniques from Sub-Task #2. Emphasize absorbing the force of landing by bending the knees, landing on the balls of the feet, keeping arms out for balance, and using a broad base of support. Jump, Land and Roll. In groups, students perform a standing jump of their choice, do a proper landing, and follow it with a roll. Students run, use a two-foot take off, jump, land properly, and follow it with a roll. Dismounting from Equipment Followed by a Roll. Using the equipment available, students jump off, land properly, and follow it with a roll of their choice. Students vary the dismount by adding shapes in the air, (e.g. star, tuck, straddle, depending upon height of the equipment) and changing the direction of their jumps. Over Equipment. Students practise a donkey kick on the floor and then a donkey kick over a bench. With donkey kicks, students work on supporting themselves with their arms and kicking both legs as high as possible. Students practise a cartwheel on the floor and then a cartwheel over a bench. Students work on putting body parts down one at a time (e.g., hand, hand, foot, foot). See Notes to Teacher. Vaulting could also be introduced, with a flank vault, a flank vault with a quarter turn, or a squat through. C)Skill Application Set up a circuit using a variety of equipment heights. Students travel around the circuit using a different dismount at each station. Encourage proper landing and rolls at the end of each jump. Students also transfer weight over the equipment at each station using a cartwheel, donkey kick, forward roll or vault. D)Cool-Down/Wrap-Up Walk around the gymnasium stretching to music. Students roll shoulders, necks, hips, knees and ankles. Students stretch on their own while assessing their safety performance. Post Facility and Equipment from the safety rubric and have students assess their participation. Students record their assessment in their journals. Extension Students can use a beat board if available (see Ontario Elementary Curricular Safety Guidelines) to add more spring to jumps. Encourage students to vary the speed of getting onto the equipment Unit 10 Sub-Task #5 Movement Exploration Gymnastics

96 Notes to Teacher Introduce one piece of equipment at a time. When learning a cartwheel, students need to put their hands and feet down in the same order each time. If facing right, students put down left hand then right hand, then right foot then left foot. To help with this progression, students may use washable marker to write the numbers 1, 2, 3 and 4 on their hands and feet. This can help students turn in the air and put their feet down in the correct order. Encourage students to challenge themselves and to work at their own comfort level. Students can show a transfer of weight by doing a donkey kick, a roll or a vault. Any of these weight transfers can be assessed. Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart 388 Unit 10 Sub-Task #5 Movement Exploration Gymnastics

97 UNIT 10 Gymnastics Sub-Task #6 Development of a Routine Facility Gymnasium Materials Gymnastic mats Painted lines on the gymnasium floor Benches, box horse, balance bean, or utility boxes Description Students use the skills they have practised in all of the previous sub-tasks to develop a short combination or routine to present to the class. The teacher sets the specifications of the routine. Expectation Code 7p28 7p29 7p30 Learning Expectation balance while moving from one static position to another on the floor and on equipment (gymnastics, dance) dismount from equipment and land safely and in control transfer their body weight to get over pieces of apparatus (e.g., vaulting) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of balances, dismounts and transfer of body weight using indicators from lessons with a movement skill recording chart (Grade 7 Appendix J-1). Teaching/Learning Strategies A)Warm-Up Move/Up/Change/Down. Students move around pieces of equipment in the gymnasium using a variety of directions and pathways. Call out a variety of signals. Students respond, then continue moving as quickly as possible. Up: students jump, stretching up as high as possible, then keep moving. Change: students change directions and keep moving. Down: students move to the nearest mat, do a shoulder roll, egg roll or forward roll, then get up and keep moving as quickly as possible Unit 10 Sub-Task #6 Movement Exploration Gymnastics

98 B)Skill Development/Application Routines. Set out specifications for the students to develop their routine: Two static balances, one must be on a piece of equipment. Different forms of locomotion connecting parts of the routine. Two consecutive rotations. Dismount with a proper landing from a piece of equipment. A transfer of body weight over equipment. Students record the routine criteria and the order of the moves they choose using the gymnastics routine planning sheet (Unit 10 Appendix C). Students develop and practise their routine, working in groups of two to four. Encourage students to have no stops in their routines, so they flow, and remind them that balances need to be held for at least five seconds. Remind students to use proper landing techniques C)Cool-Down/Wrap-Up Students talk to another group while stretching and go over their routines checking that all components are included. Balance Points. Call out a number, such as four. Students then use four body parts to make a static balance. For larger numbers such as nine or ten, students combine with others to make a partner balance or a triplet balance. Extension Students may add music to their routines. Students may include more than the required number of elements. Notes to Teacher Encourage students to challenge themselves, and use the best rotations, dismounts and transfers of weight that they can. When working in groups, remind students to use variety in their formations, working together, apart, in different shapes, in opposition, echoing and mirroring. Remind students to use different levels and speeds. Groups may work in circles, lines or different shapes. Encourage students to be creative. The Gymnastics Routine Planning Sheet (Unit 10 Appendix C) is used as a planning tool for students so that all parts of the routine are incorporated. Appendices Grade 7 Appendix J-1: Unit 10 Appendix C: Movement Skill Recording Chart Gymnastics Routine Planning Sheet 390 Unit 10 Sub-Task #6 Movement Exploration Gymnastics

99 UNIT 10 Gymnastics Sub-Task #7 Presentation of Routines Facility Gymnasium Materials Gymnastic mats Painted lines on the gymnasium floor Benches, balance beams, box horse, utility boxes Description Students present the routines they practised in Sub-Task #6. Expectation Code 7p28 7p29 7p30 Learning Expectation balance while moving from one static position to another on the floor and on equipment (gymnastics, dance) dismount from equipment and land safely: and in control transfer their body weight to get over pieces of apparatus (e.g., vaulting) Assessment Opportunities Suggestions for Assessing Expectations Summative: Teacher assessment of landing skills, balances and transfers of body weight in combination, and landing skills using indicators from lessons with a movement skill recording chart (Grade 7 Appendix J-1). Teaching/Learning Strategies A)Warm-Up Students perform a variety of moves around the gymnasium (e.g. power walk, jog, crab walk, seal walk). Ask students for suggestions as they move. Encourage students to move continuously to gradually raise heart rates and move joints through their range of motion Unit 10 Sub-Task #7 Movement Exploration Gymnastics

100 B)Skill Development Students review and practise their routines. Using the Gymnastics Routine Planning Sheet, students ensure they have included all elements of their routine. Teams share their routines with another small group and provide feedback. Students may offer suggestions about: Skill performance (mechanics of skill, keeping body tight). Formation (add variety circle, line, scatter). Group Interaction (encourage variety echo, mirror, opposition, wave). Transition (encourage smooth and creative changes). Level (use different levels). Additions (suggest additional moves). C)Skill Application Students choose to present their routine to the class, to small groups, or to the teacher while other students are working. Two or three routines may be presented at a time. D)Cool-Down/Wrap-Up Lead a group stretch as a class, stretching muscles from head to toe. (See Grade 7 Appendix A). Extension Videotape presentations to assist with self reflection. Notes to Teacher Encourage students to reflect on how to improve their routines and challenge themselves. Remind students of the importance of overall presentation (e.g., tight bodies, smooth transitions, clean presentation, creative additions). Skill level is only one component of the routines. Appendices Unit 10 Appendix C: Grade 7 Appendix A: Grade 7 Appendix J-1: Gymnastics Routine Planning Sheet Safe Stretching Movement Skill Recording Chart 392 Unit 10 Sub-Task #7 Movement Exploration Gymnastics

101 Balance Task Cards Static Balance KNEE SCALE (Kneel on one knee, and extend the other leg out behind.) Key Points Extend back leg straight Point toes Hands should be under your shoulders Eyes look straight ahead Static Balance STORK BALANCE (Stand on one foot and place the other foot on the balancing leg.) Key Points Extend arms out straight for balance Keep body up straight and tight Place opposite foot against balancing leg Static Balance STRADDLE SIT (Sit with legs straddled.) Key Points Keep legs straight Point toes Sit tall Extend arms over the straddled legs Static Balance BRIDGE Key Points Begin with feet shoulder width apart Work towards doing bridge with feet together Fingers point towards feet Try to straighten arms and legs Push towards shoulders Arch back with shoulders over the hands while facing downward Unit 10 Appendix A Movement Exploration Gymnastics

102 Static Balance ARABESQUE (Stand on one foot, extend the other leg out to the back, extend your arms up and back.) Key Points Extended leg should go to hip height Keep upper body straight Keep arms straight Static Balance V-SIT (Sit balancing on behind, extend legs out in front of you and put arms out the side.) Key Points Raise legs off floor and keep legs straight Point toes Sit up tall Keeps arms straight out to sides Static Balance TUCK V-SIT (Same as V-sit except legs are in a tuck position.) Key Points Raise legs off floor and point toes Bend knees and bring them into chest Sit up tall Arms straight out to sides Static Balance SHOULDER BALANCE (Roll back on shoulders and extend legs up straight in the air with the hands holding the hips.) Key Points Hands on hips Point toes Legs straight Static Balance TUCK SHOULDER BALANCE (Same as Shoulder Balance except legs are in a tuck position.) Key Points Hands are on the hips Point toes Tight tuck position Static Balance TRIPOD BALANCE (Head and two hands are on the ground. Knees rest on the elbows.) Key Points Head is ahead of the arms in a triangle shape Weight is even on both elbows 394 Unit 10 Appendix A Movement Exploration Gymnastics

103 Static Balance SQUAT BALANCE (Squat down with arms extended out straight in front of you.) Key Points Keep back straight Arms straight out in front Look straight ahead Hips do not go below knees Static Balance HEADSTAND Key Points Hands and head form a triangle Legs are straight Toes pointed Static Balance HANDSTAND Key Points Arms straight Body straight Legs straight, toes pointed Static Balance SPLITS Key Points Keep body tall Point toes Legs straight Unit 10 Appendix A Movement Exploration Gymnastics

104 Rotation Task Cards Rotation FORWARD ROLLS Key Points tuck head and roll on back lift hips up by straightening your arms keep in a tuck position Rotation SHOULDER ROLLS Key Points roll on shoulder not back of head tuck arm under the body when rolling Rotation CARTWHEEL Key Points Keep head between your arms Keep arms straight Point toes and keep legs straight Rotation goes hand, hand, foot, foot (can number hands and feet with marker 1, 2, 3 and 4 so students know order) Rotation LOG ROLLS Key Points Keep arms extended straight overhead Keep legs extended out straight Point toes Keep head in between arms Rotation JUMP AND TURN (quarter, half and full turns) Key Points Use arms to help momentum Throw arms up in the air to help you get all the way around Emphasize proper landing techniques 396 Unit 10 Appendix A Movement Exploration Gymnastics

105 Rotation STRADDLE ROLLS Key Points Legs are apart Hands are placed on the mat between the legs Forward roll keeping legs in a straddle position In combination, hands are placed in between legs to push body up and over into a second roll Rotation PIKE ROLLS Key Points Begin with legs tight together Bend at waist, tuck head and roll with legs staying straight Roll forward staying in pike position Push hard on mat at sides in order to push to standing Work towards pushing to standing with legs straight Unit 10 Appendix A Movement Exploration Gymnastics

106 Gymnastics Routine Planning Sheet The people in our gymnastic group are: Components that we need to have in our routine are: Outline of our routine ORDER NAME OF MOVE TYPE OF MOVE Diagram of beginning formations (include other formations if required): Signed 398 Unit 10 Appendix B Movement Exploration Gymnastics

107 UNIT 1 1 Dance Duration 7 Sub-Tasks OVERVIEW Description Students learn and create dance sequences while being encouraged to develop group-building skills. Students develop life skills and practise movements in sequence, participating actively in individual, partner, group and creative dances. 1 1 Sub-Task Title Expectation Code 1. Dance Introduction 7p23, 7p36 2. Scatter Dances 7p20, 7p23, 7p36 3. YMCA and Add On Dance 7p22, 7p23, 7p36 4. Adapting a Dance 7p33, 7p36 5. Create a Dance 7p20, 7p23, 7p36 6. Alabama Stroll and Creative Dance with Equipment 7p23, 7p33 7. Dance Showcase 7p20, 7p33 Assessment and Evaluation A variety of assessment methods may be used in this unit. Assessment strategies and tools included are: Teacher assessment of moving in response to signals using Physical Participation from the participation rubric. Teacher assessment of movement skills using dance steps together with a movement skill recording chart. Teacher assessment of participation using a participation rubric. Teacher assessment of participation using Readiness to Participate from the participation rubric. Student self-assessment of participation using a participation target. Student self-assessment of participation using a thumbs-up/thumbs-down rating. Student self-assessment of movement skills in combination, and starting and stopping, using a peer discussion. Peer-assessment of application of life skills when working in a group to create a dance. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety, and detailed information in safety guidelines. 399 Unit 11 Overview Movement Exploration Dance

108 Students should have a working knowledge of the principles of movement (body awareness, space awareness, effort and relationships). Understanding of how to apply previously learned life skills such as decision-making, problem solving and conflict resolution. Notes to Teacher Once students are familiar with dances, use them throughout the year for warm-ups. Review music and speak to students to maintain up-to-date selection of music for warm-ups and novelty dances. Do traditional dances to novelty music. Encourage students to make music suggestions. Adapt instructions to fit the music available. Encourage students to work with different partners throughout the unit. Many dances are novelty dances that can be adapted to fit any music available. Present generic dances, and also re s e a rch community and cultural traditions to present dances with a local flavour. Tips for Teaching Dance Give verbal cues by speaking on the beat of the music. Teach dances in segments, introducing one part at a time: watch then join. Use a variety of ways to introduce dances, sometimes demonstrating the whole dance, sometimes practising sections without the music. Practise the dance using half-time to give each action a double count. Keep explanations brief and give students time to practise. Face the students and mirror their actions, or stand with your back to them moving the way they do. Always announce which way you are demonstrating. Practise mirroring technique. For dances where students are standing in rows, switch rows periodically so students dance in different positions. Resources Basic Skills Series: Creative Dance, Canadian Association for Health, Physical Education, Recreation and Dance, Gloucester, Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: , Fax: Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5, Tel./Fax Appendix Unit 11 Appendix A: Scatter Dances 400 Unit 11 Overview Movement Exploration Dance

109 UNIT 11 Dance Sub-Task #1 Dance Introduction Facility Gymnasium Materials Sound system Variety of music Description Students are introduced to basic dance steps and concepts. 1 1 Expectation Code 7p23 7p36 Learning Expectation Move to external stimuli, using a variety of steps, sequences, directions and hand actions (e.g., square dancing, doing fitness routines). Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics). Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of moving in response to signals using Physical Participation from the participation rubric (Grade 7 Appendix G). Student self-assessment of participation using a thumbs-up/thumbs-down rating. Teaching Learning Strategies A)Warm-Up Line Move. Students move on coloured lines in the gymnasium, maneuvering around equipment. Encourage students to move their limbs and use a range of motion to loosen their joints. Call out different colours of lines. As colours are called, students move to the different lines. Encourage students to gradually accelerate their speed to increase their heart rates. Move/Freeze. Students move around the gymnasium, moving in a variety of directions and pathways. On a signal, students freeze immediately. Students freeze in different positions every time the signal is given. Students practise moving and freezing using different stop/start intervals. Encourage students to move vigorously during moving intervals. 401 Unit 11 Sub-Task #1 Movement Exploration Dance

110 B) Skill Development Hand Jive. Introduce a simple hand dance to help students warm up, moving to the music. Use Hand Jive Music or any music with a strong, quick beat, such as Magic Carpet Ride (Steppenwolf). Adapt last section if using different music. Use scatter formation. Count 4 beats 4 beats 4 beats 16 beats 4 beats 4 beats 4 beats 4 beats 4 beats 4 beats 8 beats 8 beats Action Slap hands on knees twice, clap hands together twice Fan right hand over left with palms down twice, fan left hand over right hand twice Pound fist on left fist twice, pound right fist under left elbow twice Repeat all once more Make swimming motion (crawl stroke) with right arm and then left arm Make swimming motion with both arms (breaststroke) twice Make motion of twirling a lasso with right arm, throwing it on the count of four Repeat with left arm Make hitchhiking motion with right arm, thumb extended Repeat with left arm Make motion as if catching a fly, place it on opposite hand, swat fly, and blow it away Repeat last eight counts for the tag at the end of the music Cue Words Slap slap clap clap Right right left left Pound pound Elbow elbow Front crawl Breaststroke Lasso Thumb out Reach, place, swat, blow C)Skill Application Hand Dance. Students work in pairs to create a dance using only their hands and arms. Encourage them to use sharp, quick movements and soft, flowing motions. Students can stand beside, behind, or facing their partners. Encourage them to experiment with different formations. They create different movements in sequence (echo), in opposition, and synchronized with a partner. Partners share their Hand Dance with another pair and receive feedback and ideas for improving the dance. 402 Unit 11 Sub-Task #1 Movement Exploration Dance

111 D)Cool-Down/Wrap-Up Static Routine. Students work in their own space and create different static balances and shapes with their bodies. On a signal to change, students move smoothly into another shape. Students do a series of 8 10 static balances, stretching and holding each position. 1 1 Students give themselves a thumbs-up/thumbs-down rating of their participation. Students may also give an in-between rating. Ask them to give reasons for their ratings. Extension Add a simple step-touch to the side to encourage foot movement during hand jive. Two pairs can work together on the Hand Dance to create a larger dance. Notes to Teacher Play the music prior to trying the actions to help students feel the rhythm. Use no music or a variety of different types of music to accompany the Hand Dance. Ask students to explain their comments when assessing their participation. Discussing indicators publicly clarifies the criteria, the indicators for assessment, and the targets for both students and teachers. Appendix Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) 403 Unit 11 Sub-Task #1 Movement Exploration Dance

112 UNIT 11 Dance Sub-Task #2 Scatter Dances Facility Gymnasium Materials Sound system Variety of music Description Students learn and create a variety of dances in scatter formation. Students work in their own spaces. Expectation Code 7p20 7p23 7p36 Learning Expectation Combine a variety of movement skills (locomotion/travelling, manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat, and orienteering). Move to external stimuli, using a variety of steps, sequences, directions and hand actions (e.g., square dancing, doing fitness routines). Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics). Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Student self-assessment of movement skills in combination and starting and stopping, using a peer discussion. Teacher assessment of participation using Readiness to Participate from the participation rubric (Grade 8 Appendix G). 404 Unit 11 Sub-Task #2 Movement Exploration Dance

113 Teaching/Learning Strategies A)Warm-Up Body Part Lead. Students move around the gymnasium in their own spaces. Call out a body part. Students use that body part to lead their movement around the gymnasium (e.g., hip, nose, knees, back, toes, ear, elbow). 1 1 Students work with in pairs, with one partner leading and the other following. Partner following has to guess which body part is being used to lead and also use it to lead. B)Skill Development Count 8. Students move around the gymnasium to music. Encourage students to listen to the beat and to count the beat. They move for eight counts using one type of locomotion (e.g., skip, gallop, slide, backwards, march, crouch, stretch), then switch to another for the next count of eight. They continue moving, switching locomotion pattern every eight counts. Betty Boo. Introduce this novelty dance in which the students turn to face each of the walls. Music: Betty Boo (or any music with a strong beat). Par t A B C Count 4 beats 4 beats 4 beats 4 beats 2 beats 2 beats 2 beats 2 beats 2 beats 2 beats Action Step back right, left, right, point left foot back (weight on right) and clap Step forward left, right, left, point right foot forward (weight on left foot) and clap Step to the right side twice, clap each time feet are brought together Step to the left side twice, clap each time feet are brought together Step to the right side once, clap once when feet are brought together Step to the left side once, clap once when feet are brought together Two heel clicks (up on toes and bring heels together) Stomp right foot, then left Kick right foot forward and quarter turn towards the left wall. Begin dance again (on the turn right foot is in the air ready to start with the step back) Bounce and wait two beats Cue Words Back 2-3-touch Forward 2-3-clap Side together side touch Side together side touch Side touch Side touch Click click Stomp stomp Kick turn Ready to go 405 Unit 11 Sub-Task #2 Movement Exploration Dance

114 C)Skill Application Scatter Dances. Students experiment with a variety of scatter dances (see Unit 11 Appendix A). Give students the written instructions for the dances. Play any music with a strong beat. Students work in groups of four to six, reading and interpreting the instructions and doing the steps as a group. Students take turns selecting a group leader and a scatter dance. Encourage them to add arm movements and their own extras to the dances. Students can work in scatter formation or adapt the dances to another formation such as a circle. D)Cool-Down/Wrap-Up One at a Time Move. Select two or three students to begin moving around the gymnasium while other students freeze in a static position. Encourage the students who are moving to use different pathways and to move around the static students. Students who are moving stop and freeze at random intervals. Students who are frozen begin moving when they see another student freeze. They move for a random amount of time, then freeze in a different static position. Extension Students combine moves from different scatter dances to create their own scatter dance. Notes to Teacher Teach and reinforce the steps for Betty Boo before adding the turn. After adding the turn, select students who are very comfortable with the steps to stand at the front, back and both sides, so there is always a leader when students face each of the four walls. Many dances work in counts of eight. Point out that many line and novelty dances begin with an action on the right side and are followed with similar actions on the left. One at a Time Move should result in students moving and stopping, all moving at different, random intervals. The activity can be done without designating any students to move at the beginning. Any student may begin when ready. Encourage students to be aware of others and to try to move and stop in a random fashion. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 11 Appendix A: Scatter Dances 406 Unit 11 Sub-Task #2 Movement Exploration Dance

115 UNIT 11 Dance Sub-Task #3 YMCA and Add On Dance Facility Gymnasium Materials Sound system Variety of music Description Students learn a novelty dance and begin to create their own dance. 1 1 Expectation Code 7p22 7p23 7p36 Learning Expectation Perform locomotion/travelling, manipulation, and stability skills in combination (e.g., in high jump: approaching the bar, taking off, and landing). Move to external stimuli, using a variety of steps, sequences, directions and hand actions (e.g., square dancing, doing fitness routines). Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics). Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement in response to signals using Physical Participation from the participation rubric (Grade 7 Appendix G). Student self-assessment of participation using a participation target (Grade 7 Appendix O-1). Teaching/Learning Strategies A)Warm-Up Students move around the gymnasium keeping within their own space. Encourage students to move in a variety of ways using different pathways. Call out freeze. Students should be in their own space. Call out a variety of action words. Students continue moving, interpreting the word with their movements. Action words: run, crawl, skip, creep, slither, hop, rush, flee, dart, wobble, shudder, shiver, shrivel, shrink, swoop, bound, soar, pivot, explode, patter, stamp, spring, inflate, reach, prance. 407 Unit 11 Sub-Task #3 Movement Exploration Dance

116 B)Skill Development YMCA : Music: YMCA (Village People). Par t Chorus A B C D Count 8 beats 4 beats 4 beats 4 beats 4 beats 2 beats 2 beats 4 beats Action To the lyrics YMCA, face front wall and used arms to spell Y M C A. Grapevine to the right (step right, cross left foot behind, step right, touch left heel in front, clap on heel touch) Grapevine to the left (step left, cross right foot behind, step left, touch right heel in front, clap on heel touch) Walk backwards. Step RLR (touch L heel to front) Walk forwards. Step LRL (touch R heel to front) Step to the right side, bring feet together and clap Step to the left side, bring feet together and clap Star weight on left leg, point right foot to the front, side, and back Bring right knee up and quarter turn to left Repeat the whole dance facing a new direction Cue Words Y-M-C-A Side behind side touch Side behind side touch Back 2-3-heel Forward 2-3-heel Right clap Left clap Front side back Turn C)Skill Application Add On Dance. Divide students into groups of four or five and have them line up at one end of the gymnasium. Students take turns leading their groups from one end of the gymnasium to the other. Play music with a strong beat. The student leading their group leads them back to their original location doing the same action. Returning to the starting position, the leader goes to the end of the line. Each new leader repeats the actions of the previous leader and adds an action of his/her own. Suggestions for actions that each leader may add include: Leader #1: move in an interesting way down the floor and back Leader #2: add a jump Leader #3: add a turn Leader #4: add a balance Leader #5: add a change in speed, direction or level Students work in their small groups to practise the full dance with all the add-ons. Encourage students to practise the dance, using the same actions, but changing the formation or order of moves. Students may do all actions together, move in opposite directions, or echo an action. 408 Unit 11 Sub-Task #3 Movement Exploration Dance

117 D)Cool-Down/Wrap-Up Students move around the gymnasium. As per the warm-up, call out a variety of action words, but use words that encourage slower more flowing movements. Students continue interpreting the word with their movements. Action words: stretch, reach, open, release, grow, melt, drip, lower, sink, balance, settle, pause. Students self-assess their participation using a participation target posted on the wall. Students record their names on sticky notes and post the notes on levels 1, 2, 3 or 4 of the target. Ask students to provide reasons for their decisions. 1 1 Extension Post the action words on a wall chart. Working in pairs, one student selects a word to interpret. The partner guesses the word and does the movement with the partner. Switch roles. Use different formations (i.e., circles, lines). Notes to Teacher Teach and reinforce the steps for YMCA before adding the turn. After adding the turn, select students who are very comfortable with the steps to stand at the front, back and both sides, so there is always a leader when students face each of the four walls. Action words for the warm-up and cool-down can be placed on task cards or on a wall chart to help students select their words. It may be helpful to post the series of actions for Add On Dance on the wall. Asking students to explain their participation assessment helps clarify the assessment target for both students and teachers. By providing examples of what participation looks like and sounds like at different levels, students and teacher develop a better understanding of the assessment criteria. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank 409 Unit 11 Sub-Task #3 Movement Exploration Dance

118 UNIT 11 Dance Sub-Task #4 Adapting a Dance Facility Gymnasium Materials Sound system Variety of music Description Students learn a simple novelty dance and adapt it to different music and dance techniques. Expectation Code 7p33 7p36 Learning Expectation Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, music, outdoor pursuits) Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics). Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of students use of living skills when working in a group to create a dance using the social skills rubric (Grade 7 Appendix H). Student self-assessment of participation using a participation target (Grade 7 Appendix O-1). Teaching/Learning Strategies A)Warm-Up Students move to YMCA performing the dance learned in Sub-Task #3. B)Skill Development Hold Melt Move. Students practise moving and counting eight beats of music. Play any music with a strong beat. Students alternate, holding a shape for eight counts, melting as shape dissolves to floor for eight counts, then moving around the gymnasium for eight counts. Repeat. 410 Unit 11 Sub-Task #4 Movement Exploration Dance

119 Hold Melt Move 1 1 Basic 4 Count Dance with a Turn. Select any music with a strong beat. Teach dance without the turn, then add the turn, one part at a time. Teach dance first without the music, using double time when adding turns. Use scatter formation. C)Skill Application Change It Dance. Students work with Basic 4 Count Dance with a Turn. As described in the previous steps, students face front and to one side in the dance, and move back and forth Par t Count Action Cue Words A 1 beat Touch right heel forward Heel 1 beat Step on right foot Step 2 beats Touch left heel forward Heel 3 beats Step on left foot turning a quarter turn to the left Turn B 1 beat Grapevine moving to R side Side 1 beat Step beside with right foot Behind 1 beat Step behind with left foot Side 1 beat Step beside with right foot Turn Close with right foot turning to the right between those two directions. They work in groups of two to four and modify the dance. Challenge students to use the basic steps and: Adapt the dance so they face all four walls. Using different music, do the same actions double time or half-time. Add arm actions. Change the level, direction or speed of the actions. Add and adapt actions (e.g., use double counts, add a pose and a hold, add claps, finger snaps or kicks). Choreograph a group formation including some synchronized actions, some actions done in opposition, and some done in sequence (echo). Students share their adapted dance with another group. 411 Unit 11 Sub-Task #4 Movement Exploration Dance

120 D)Cool-Down/Wrap-Up Secret Partner. Students select a secret partner. They choose someone, but do not tell the person that they have chosen them nor do they look at their partner. Students walk around the gymnasium, rolling their shoulders, neck and arms as they cool down. Call out in view. Students must walk keeping their secret partner within view. Remind students not to look directly at their secret partner. Call out out of view. Students walk so that they cannot see their partner. Point out the different group dynamics and formations created when using in view and out of view. Students self-assess their participation using a participation target posted on the wall. Students record their names on sticky notes and post the notes on levels 1, 2, 3 or 4 of the target. Ask students to provide reasons for their decisions. Extension Extend Hold Melt Move. Students use the three actions to put together other sequences of movements using eight counts (e.g., hold, hold, hold, melt, move or hold, melt, hold, melt, move, move). Students teach the class their adapted versions of the Basic 4 Count Dance with a Turn with the class. Notes to Teacher Call out the action, a few beats early, as a reminder. Ask students for suggestions when choosing a variety of music to use with Basic 4 Count Dance with a Turn. Appendices Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank 412 Unit 11 Sub-Task #4 Movement Exploration Dance

121 UNIT 11 Dance Sub-Task #5 Create a Dance Facility Gymnasium Materials Sound system Variety of music Description Students learn a basic dance and begin to create their own dance. 1 1 Expectation Code 7p20 7p23 7p36 Learning Expectation Combine a variety of movement skills (locomotion/travelling, manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat, orienteering) Move to external stimuli, using a variety of steps, sequences, directions and hand actions (e.g., square dancing, doing fitness routines) Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing Teacher assessment of movement using dance steps together with a movement skill recording chart (Grade 7 Appendix J-1). Teacher assessment of participation using a participation rubric (Grade 7 Appendix G). Teaching Learning Strategies A)Warm-Up Play music from Sub-Task #4. Students do the actions to the music that they created in the previous class. Music Sounds. Play a variety of types of music (e.g., classical, jazz, rock, pop, new age). Challenge students to move by interpreting the sound of the music. Tell the students that you cannot hear and you need them to show you what kind of music is playing. B)Skill Development Bus Stop. Students learn and practise a common dance with a turn. Use any music with a strong, lively beat, and work in scatter formation. 413 Unit 11 Sub-Task #5 Movement Exploration Dance

122 Bus Stop Par t Count A B C 4 beats 4 beats 4 beats 4 beats 2 beats 2 beats 1 beat 1 beat 1 beat 1 beat Action Walk 3 steps backwards and touch (RLRL) Walk 3 steps forwards and touch (LRLR) Walk 3 steps to the right and touch (RLRL) Walk 3 steps to the left and touch (LRLR) Touch right heel twice in front Touch right toe back Touch right heel once in front Touch right toe behind once Reach right foot to the right and touch toe Lift right knee and turn a quarter turn to the left Cue Words Back 2-3 Forward 2-3 Right 2-3 Left 2-3 Heel heel Toe toe Heel Toe Side Turn C)Skill Application Create a Dance. Students work in groups of two to six to create their own dance. They use components from previous sub-tasks in their dance. Dances should include: A planned formation (e.g., circle, line, scatter, star) that changes at least twice. Some synchronized movements. Some movements in sequence (echo). Some movements in opposition. Challenge students to include a variety of steps and movements. Students may include some statics or held positions. D) Cool-Down/Wrap-up Mir ror. Students work with a partner, mirroring a variety of stretches and actions. They stand beside, behind, then facing their partner. Challenge them to switch who leads and who follows, without communicating verbally. Extension Notes to Teacher Appendices Students share their dance with another group to receive feedback and suggestions. Teach and reinforce the steps for Bus Stop before adding the turn. After adding the turn, select students who are very comfortable with the steps to stand at the front, back and both sides, so there is always a leader when students face each of the four walls. Discuss the T pattern (Part C) in the Bus Stop dance and draw the floor pattern on the board. The song Jump by the Pointer Sisters works well for Bus Stop. Students may use their own music selections for the dance they create. Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart 414 Unit 11 Sub-Task #5 Movement Exploration Dance

123 UNIT 11 Dance Sub-Task #6 Alabama Stroll and Creative Dance with Equipment Facility Gymnasium Materials Sound system Variety of music Variety of scarves, hoops, ribbons, streamers Description Students learn a new dance with the chassé step and add equipment to their creative dance. 1 1 Expectation Code 7p23 7p33 Learning Expectation Move to external stimuli, using a variety of steps, sequences, directions and hand actions (e.g., square dancing, doing fitness routines). Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, music, outdoor pursuits) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills using dance steps together with a movement skill recording chart (Grade 7 Appendix J-1). Peer assessment of application of living skills when working in a group to create a dance using a peer discussion in response to questions. Teaching/Learning Strategies A)Warm-Up Bus Stop: students review the dance from Sub-Task # Unit 11 Sub-Task #6 Movement Exploration Dance

124 High-Medium-Low. Divide the gymnasium into three areas. Designate one area high, one medium, and one low. As students move into different areas of the gymnasium, their movements must correspond with the designations. High Medium Low Fast Medium Slow Forward Curved Pathway Backwards Repeat the activity, designating the areas fast, medium, and slow and forward, curved pathway, and backwards. B)Skill Development Alabama Stroll: Formation: two lines facing one another. Introduce a line dance with a chassé step. Teach the chassé step before beginning the dance. See Notes to Teacher. Par t A B C Count 1 beat 1 beat 1 beat 1 beat 4 beats 2 beats 2 beats 2 beats 2 beats 4 beats 4 beats C)Skill Application Action Place right heel forward. Bring foot back, touch together. Place left heel forward Bring foot back, touch together. Repeat Two lines criss-cross, passing each other with the following steps: Chassé forward right, left, right Chassé left, right, left Chassé right, left, right Chassé left, right, left Grapevine to the right right left right touch 4 steps in a circle to the left Repeat the dance Cue Words Using the same groups and dances as in Sub-Task #5, students use equipment to add to their dance. Students explore with hoops, scarves, ribbons, streamers. Students share with another group to receive and offer suggestions and feedback. Heel Together Heel Together Step together step: Right Left Right Left Side behind side touch Circle Unit 11 Sub-Task #6 Movement Exploration Dance

125 D) Cool-Down/Wrap-Up Before stretching as a full class, ask students to discuss in groups what helped them work together well, and what they could do better if working together again as a group. Full Class Mir ror. Students face the front and follow a leader doing a variety of stretches. Leader turns to face another direction. A student standing at the front of the new direction becomes the leader. Encourage leaders to choose stretches that extend from head to toe, holding each stretch for seconds. 1 1 Extension Give each group time to experiment with all the pieces of equipment. Notes to Teacher Teach the steps of Alabama Stroll with both lines facing forward, before having the two lines face each other. Chassé sliding movement consisting of a step-together-step. It can be done forward or sideways. It is also known as Ball Change. There are two counts for the three steps. Students may choose to wear simple costumes or props for the dance showcase in the next class. Appendix Grade 7 Appendix J-1: Movement Skill Recording Chart 417 Unit 11 Sub-Task #6 Movement Exploration Dance

126 UNIT 11 Dance Sub-Task #7 Dance Showcase Facility Gymnasium Materials Sound system Variety of music Description Students share their creative dances with a small group or with the whole class. Expectation Code 7p20 7p33 Learning Expectation Combine a variety of movement skills (locomotion/travelling, manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat, orienteering). Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, music, outdoor pursuits) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills using dance steps together with a movement skill recording chart (Grade 7 Appendix J-1). Peer assessment of application of living skills when working in a group to create a dance using a peer discussion and sharing concrete examples. Teaching Learning Strategies A)Warm-Up Complementary Freeze. Students move around the gymnasium in a variety of ways and using different pathways. On a signal, they adapt a complementary freeze, which is freezing in a position that mirrors, shadows, or complements another student. Some students strike poses while others move quickly to create a complementary position. (E.g., one person stretched, the other crouched; one person with arms out, the other matching with arms out; one person with arms up, the other standing back to back with arms out.) 418 Unit 11 Sub-Task #7 Movement Exploration Dance

127 Encourage students to complement in different ways and to take turns between posing and complementing. Encourage them to complement a different partner every time. 1 1 B)Skill Development Students practise the creative dance developed over the last two classes. They can choose to present their dance with or without equipment. They use the time to: Confirm starting and ending position. Practise entering and exiting the performance area. Confirm positions for different formations. Review steps. C)Skill Application Students rehearse dances with half of the class rehearsing and half watching, then switching roles. They choose to present their dance for a small group or for the full class. Small group presentations can occur simultaneously. Students may repeat dances so all dances can be observed. Students provide feedback including what they like and what they think could be improved. D) Cool-Down/Wrap-Up Students cool down and stretch by working with a partner, doing complementary stretches. Students stretch in shapes that are either the same, in opposition, or mirror their partners. Students hold stretches for seconds. Students self-assess their participation as a part of a group. Ask students to share examples of specific things that their group did to work together well e.g., each person offered one suggestion when providing feedback. Extension Presents dances to other classes. Notes to Teacher If a stage is available, groups may perform their dance on a stage. Appendix Grade 7 Appendix J-1: Movement Skill Recording Chart 419 Unit 11 Sub-Task #7 Movement Exploration Dance

128 Scatter Dances Scatter Dance #1 Part Count Action A 4 beats Shuffle forward step, touch, step, touch 4 beats Repeat going backwards B 4 beats Roll arms in front of body roll up 4 beats Roll down 8 beats Repeat rolling up and down C 4 beats Move to the right with a full turn right, left (turn), right, touch and clap 4 beats Repeat to the left left, right (turn), left, touch and clap Repeat whole dance Scatter Dance #2 Part Count Action A 4 beats Walk forward Right, left, right, touch 4 beats Walk back Right, left, right, touch B 4 beats Walk to the side Right, left, right, kick 4 beats Walk the other way Right, left, right, kick C 2 beats Dig to the right two times 2 beats Dig to the left two times 2 beats Shimmy down and up, shaking hips 2 beats Repeat shimmy 8 beats Repeat Part C D 4 beats Walk in a small circle 4 steps right, left, right, close 4 beats Walk the other way 4 steps left, right, left, close 2 beats Stretch right arm up (legs apart) 2 beats Stretch left arm up 2 beats Both hands to shoulders 2 beats Both hands to hips 2 beats Jump twice with a clap 2 beats Arms out to side then back to waist Repeat whole dance 420 Unit 11 Appendix A Movement Exploration Dance

129 Scatter Dance #3 Part Count Action A 4 beats Walk forward swinging arms 4 bouncy steps 4 beats Turn right, walk forward swinging arms 4 bouncy steps 4 beats Turn right, walk forward swinging arms 4 bouncy steps 4 beats Turn right, walk forward swinging arms 4 bouncy steps B 2 beats Jump legs out into a straddle position Jump out, in out, pause 2 beats Jump in, out, in, pause 4 beats Repeat jumps C 4 beats Twist moving sideways 4 beats Twist back the other way D 4 beats Figure 8 skip in a small circle 4 steps right, left, right, hop (left right) 4 beats Skip the other way 4 steps left, right, left, close Repeat whole dance 1 1 Scatter Dance #4 Part Count Action A 2 beats Step on right, touch left foot beside 2 beats Step on left foot, touch right foot beside 6 beats Repeat 3 times B 2 beats Punch right arm forward two times 2 beats Punch left arm forward two times 4 beats Punch right, left, right, right 4 beats Punch left, right, left, left 12 beats Repeat part B C 4 beats Walk sideways right, left, right, kick D 4 beats Walk the other way right, left, right, kick Charleston Step 2 beats Step forward on right foot, reach forward with left heel 2 beats Step back on left foot, reach back with right toe 4 beats Repeat (swing arms opposite to feet) Repeat whole dance 421 Unit 11 Appendix A Movement Exploration Dance

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131 Skill Building Activities Unit Title 12 Soccer Flag Football Volleyball Basketball Skill Building Activities

132 UNIT 1 2 Soccer Duration 5 Sub-Tasks OVERVIEW Description Students actively participate and demonstrate the fundamental skills of soccer with partners and in small groups, during drills and games. Sub-Task Title Expectation Code 1. Dribbling 7p22, 7p36 2. Passing and Trapping 7p22, 7p25, 7p36 3. Shooting 7p25, 7p36 4. Throw-Ins 7p25, 7p27 5. Soccer Tournament 7p25, 7p42 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included in this unit are: Formative/Ongoing: Teacher assessment using movement skills rubrics and anecdotal recording chart. Teacher assessment using a participation rubric. Student self-assessment using a participation target. Peer assessment using a movement skills rubrics. Summative: Teacher assessment of movement skills using a movement skills recording chart. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. Understanding of proper warm-up and cool-down. Understanding of safe practices related to the physical activities and equipment. Understanding of how fundamental movements are transferable between sports. 424 Unit 12 Overview Skill Building Activities Soccer

133 Notes to Teacher Resources Helping students make connections between sending, receiving and carrying skills will help them transfer and apply what they already know toward learning new skills. Teaching activities by grouping them into game categories and thinking about playing in a strategic way, can help bridge the gap between the development of skills and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q). Youth Coaching Manual Ages 6-16, The Ontario Soccer Association, Vaughan, Ontario (1999), Medallion Press. (The Ontario Soccer Association, Tel: ) 12 Appendices Unit 12 Appendix A: Unit 12 Appendix B: Soccer Skills Circuit Cards Movement Skills Recording Chart, Soccer Passing 425 Unit 12 Overview Skill Building Activities Soccer

134 UNIT 12 Soccer Sub-Task #1 Dribbling Facility Gymnasium or field Materials Soccer balls Pylons Description Students demonstrate ball control in individual and small group activities and game situations. Expectation Code 7p22 7p36 Learning Expectation perform locomotion/travelling, manipulation, and stability skills in combination (e.g., in high jump: approaching the bar, taking off, and landing) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous participation using active participation recording chart (Grade 7 Appendix K). Self-assessment of movement and ball control using a movement skills rubric. (See Grade 7 Appendix J-2 and indicators in Skill Development.) Teaching/Learning Strategies A)Warm-Up Students move slowly and gradually increase their pace as they increase their heart rates. Everybody s It. Keeping control of the ball while dribbling, students attempt to tag peers. When tagged, a student dribbles to a designated point and back, and then rejoins the game. B)Skill Development Students practise dribbling using a variety of drills and activities: Individual Dribbling: Each student has his or her own soccer ball and dribbles in an open space within soccer boundary lines. Follow the Leader: In partners, both with a soccer ball, one student begins dribbling and the other follows to the best of his or her ability. 426 Unit 12 Sub-Task #1 Skill Building Activities Soccer

135 Human Pylons: Students work in small groups of four or five, weaving in and out of a line of people while dribbling. When student weaving gets to the front of the line, the student at the back begins to weave. Wave Drill: 12 Students work in groups of four, dribbling around four cones in progressive waves. First student dribbles around first cone and returns to the line, then dribbles to the second cone, then third, then fourth. After the first student finishes the first wave, the second student starts. First person continues after last person begins. Dribbling Tips: Keep eyes on the ball but continue to look up to be aware of others. Keep weight balanced with knees bent, arms out, and ready on toes. Use instep and outside of feet and use short steps while alternating feet to nudge the ball down field. Keep ball within two metres to remain in control. C)Skill Application Team Line Relays. In groups of three or four, students complete a variety of relays incorporating ball control skills. Students continue until a signal is given to change to a new activity. Possible relays: Dribble out and around a pylon and back, but at the pylon, complete a fitness activity such as five sit-ups, jumping jacks, or push-ups, before returning to the line. Dribble using both feet. Dribble using only left or right foot. Dribble weave around pylons. Dribble around pylons doing a full circle around each. 427 Unit 12 Sub-Task #1 Skill Building Activities Soccer

136 D)Cool-Down/Wrap-Up Circle Relay. Students move one at a time to gradually cool down. In groups of six, the first student weaves around human pylons and when they get back to where they started, they pass the ball to next person to do the same. Circle Stretch. Students work in a circle in their small groups to stretch muscles used in this class. Students take turns leading stretches (Grade 7 Appendix A). Extension In Everyone s It, use pylons to vary boundaries so students are controlling the ball in a small area and running in a larger area. Students try the Wave Drill with each successive person dribbling around the pylons in the opposite direction. Students need to keep their heads up and be very aware of people around them. Students practise dribbling drills, changing direction and speed. Students practise dribbling while being challenged by a defender (partners can define their own boundary area, and the person with the ball must keep it away from their partner). Notes to Teacher Encourage personal improvement of fitness level by increasing the sustained amount of activity each lesson. With continuous relays, students are more active and more focused on completing the skill than finishing in the fastest time. Using small groups for relays allows more activity and takes focus off individual skills. Appendices Grade 7 Appendix A: Grade 7 Appendix K: Grade 7 Appendix J-2: Safe Stretching Active Participation Recording Chart Movement Skill Rubric 428 Unit 12 Sub-Task #1 Skill Building Activities Soccer

137 UNIT 12 Soccer Sub-Task #2 Passing and Trapping Facility Gymnasium or field Materials Soccer balls Pylons Description Students demonstrate active participation and ball handling skills. Students practise controlled passing and trapping while stationary, while moving with a partner, and in a small group. 12 Expectation Code 7p22 7p25 7p36 Learning Expectation perform locomotion/travelling, manipulation, and stability skills in combination (e.g., in high jump: approaching the bar, taking off, and landing) perform a variety of throws, passes, and shots after a faking motion participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous participation using Active Participation Reporting Chart (Grade 7 Appendix K). Peer assessment of ball control when dribbling and passing, using a movement skills rubric (Grade 7 Appendix J-2) with indicators from the lesson. Teaching/Learning Strategies A)Warm-Up Switch Up. Students walk or half jog around a small area marked by pylons. Only half the students have balls. On a signal, students with balls pass to students without, and then continue moving. Students gradually move from walking to jogging to jogging quickly as they warm up. B)Skill Development Students practise a variety of activities and drills experimenting with different ways of passing the soccer ball. 429 Unit 12 Sub-Task #2 Skill Building Activities Soccer

138 Stationary Passing and Trapping. Students work with a partner, choosing their working distance. Partners face each other and pass the ball back and forth, trapping it before the next pass. Passing and Trapping on the Move. Partners practise the same skills moving within the boundaries of the soccer field. Remind students to pass ahead to allow their partners to move into the pass. While stationary and on the move, students can try the following passes: Push Pass: Keep an eye on the ball and weight balanced. Place non-kicking foot beside ball and point in the direction of the pass. Strike the middle of the ball with instep and follow through with kicking leg towards the target. Adjust speed and pace not too hard or too soft. Drive or Instep Pass (used for longer distances at a faster speed): Approach ball from side angle and place non-kicking foot beside the ball. At contact position, knee and chest are over the top of the ball. Foot (laces of shoe) strikes the centre of the ball (foot is tight). Follow through with kicking leg towards the target. Trapping. Keep eyes on ball and arms out for balance. Foot Trapping: On contact, draw foot back to absorb the ball. Keep heel down to stop ball from passing under foot. Relax foot on contact to cushion the ball. Chest Trapping: Meet the ball with the chest squared to incoming ball. Relaxed on contact to cushion the ball. Inside of Thigh or Calf Trapping: Bring ball down with the inside of the thigh or calf. Relax thigh on contact to cushion the ball. C)Skill Application Circle Passing. Two players jog around an imaginary circle with the ball, passing back and forth to a third stationary player in the center who passes back. 430 Unit 12 Sub-Task #2 Skill Building Activities Soccer

139 Circle Passing 12 Two groups of three, pass and trap in shuttle formation. Student passes to the first person in the line across from them and then goes to the end of the opposite line. Student receiving the ball traps it, gaining control of the ball before passing across to the next student. Modified Game. Each group of six sets up two pylons as goals. Students divide into two teams of three. Using their dribbling, passing and trapping skills, students play a modified game of soccer trying to knock over a pylon. D)Cool-Down/Wrap-Up Students work in groups of six taking turns leading stretches, working from head to toe. Extension With Passing and Trapping on the Move, vary the length of the pass as students abilities improve. Other body parts may also be used for trapping the ball. 431 Unit 12 Sub-Task #2 Skill Building Activities Soccer

140 Notes to Teacher Encourage personal improvement of fitness levels by increasing the sustained amount of activity in each lesson. Encourage students to keep passes low to the ground for proper trapping technique. Appendices Grade 7 Appendix J-2: Grade 7 Appendix K: Movement Skill Rubric Active Participation Recording Chart 432 Unit 12 Sub-Task #2 Skill Building Activities Soccer

141 UNIT 12 Soccer Sub-Task #3 Shooting Facility Gymnasium or field Materials Soccer balls Pylons Markers Description Students demonstrate active participation and shooting techniques, while stationary and in game situations, with partners and in small groups. 12 Expectation Code 7p25 7p36 Learning Expectation perform a variety of throws, passes, and shots after a faking motion participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous participation using an active participation recording chart (Grade 7 Appendix K). Self assessment of accuracy improvement by tracking successful passes during drills Teaching/Learning Strategies A)Warm-Up Keep Moving. Students move with a soccer ball in an area marked by pylons Students respond as quickly as they can to signals to stop, change direction, turn 360 degrees, stop their ball, jump over it, and to pass their ball. When the pass signal is given, students make eye contact with another student and pass the ball to them. Receiving student traps the ball and continues dribbling. Students begin moving slowly and gradually increase speed as they warm up. 433 Unit 12 Sub-Task #3 Skill Building Activities Soccer

142 B)Skill Development Kicking to Score. Students practise stationary shooting techniques with a partner. Partner A passes to partner B, who traps the ball to gain control and takes a shot on a goal marked by two pylons. From an Angle. In groups of six, students make a semicircle around a goal made of pylons, and practise shooting from different angles. Students use the Drive Pass or Instep Pass when shooting. (Indicators from Sub-Task #2 can be inserted on a movement skills rubric, Grade 7 Appendix J-2.) C)Skill Application Four Goal Soccer Game. Divide the class into four teams. Use goal posts as two of the four nets, and set the other two nets up on the sidelines using cones. Each team defends a net. Introduce the game using one to two soccer balls, and increase up to one soccer ball per team. Encourage students to keep their eyes on the ball, but to also keep heads up and be aware of others. 434 Unit 12 Sub-Task #3 Skill Building Activities Soccer

143 D)Cool-Down/Wrap-Up Students jog slowly around outside of four goals from Four Goal Soccer Game. Students follow a leader in a series of stretches for at least 10 seconds each (Grade 7 Appendix A). Extension Vary the width of the goal area and the distance for taking shots in Skill Development. Divide class in half to play two games of Four Goal Soccer. Use pylons for goals. 12 Notes to Teacher Encourage personal improvement of fitness levels by increasing the sustained amount of activity for each lesson. Refer to Grade 7 Appendix P: Transferable Skills to introduce the concepts of offense and defense. Use small groups to give students maximum opportunity to contact the ball and practise. Using many balls in Four Goal Soccer increases activity levels. For safety, caution students to be aware of balls and people around them. Appendices Grade 7 Appendix A: Grade 7 Appendix K: Grade 7 Appendix P: Safe Stretching Active Participation Recording Chart Transferable Skills: Strategies and Tactics 435 Unit 12 Sub-Task #3 Skill Building Activities Soccer

144 UNIT 12 Soccer Sub-Task #4 Throw-Ins Facility Gymnasium or field Materials Soccer balls Pylons Instruction card for each circuit station 26 pylons or markers Description Students practise soccer skills using a circuit. Students have an opportunity to set their own goals as they develop skills. Expectation Code 7p25 7p27 Learning Expectation perform a variety of throws, passes, and shots after a faking motion pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of throw ins using peer feedback at Station #7 based on indicators from the lesson. Teacher assessment of passing skills using a movement skills recording chart (Unit 12 Appendix B). Teaching/Learning Strategies A)Warm-Up Move and Change. Students dribble a soccer ball in a small space defined by pylons. On a signal, students change movement (e.g., change direction, keep soccer ball in air by dribbling, dribble around a person or an object). Students move continuously, gradually increasing their heart rates. 436 Unit 12 Sub-Task #4 Skill Building Activities Soccer

145 B)Skill Development Throw-Ins. Students practise throw-in technique with a partner, starting with feet together, then slightly apart, and finally one foot in front of the other. Students use the following tips to provide feedback for each other (may be inserted into movement skill rubric, Grade 7 Appendix J-2): Keep weight balanced. Hold ball in both hands, behind the head. Step into the throw releasing the ball in a forward direction. Keep both feet in contact with the ground (back foot may be dragged). 12 C)Skill Application Soccer Circuit. Students participate in a circuit to practise soccer skills. Tape station descriptions and cards from Unit 7 Appendix A to a wall or on a pylons: Station #1: Guarded Goal Station #2: Shooting on the Move Station #3: Dribble Weave Station #4: Shuttle Run Station #5: Juggling Station #6: Using Both Feet Station #7: Throw-Ins D)Cool-Down/Wrap-Up Students jog lightly around circuit stations. Teacher leads a class stretch to cool down and increase flexibility. Include stretches from head to toe (Grade 7 Appendix A). Extension Students practise moving into a throw-in, making sure feet are not moving when ball is released. Keep Away. In a group of six, students on the outside pass a ball, keeping it away from two students in the middle. Add more soccer challenges using the blank card in the circuit (Unit 7 Appendix A). Notes to Teacher Encourage personal improvement of fitness levels by increasing the sustained amount of activity each lesson. Encourage students to concentrate on skill refinement during the circuit, not speed. Appendices Unit 12 Appendix A: Unit 12 Appendix B: Grade 7 Appendix A: Grade 7 Appendix J-2: Soccer Skills Circuit Movement Skills Recording Chart, Soccer Passing Safe Stretching Movement Skill Rubric (optional) 437 Unit 12 Sub-Task #4 Skill Building Activities Soccer

146 UNIT 12 Soccer Sub-Task #5 Soccer Tournament Facility Gymnasium or field Materials Soccer balls Pylons Markers Description Students demonstrate active participation, fair play and skill development in a modified game situation. Expectation Code 7p25 7p42 Learning Expectation perform a variety of throws, passes, and shots after a faking motion participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of fair play in a game situation using a social skills rubric (Grade 7 Appendix H). Summative: Teacher assessment of throw-ins using a movement skills recording chart (Grade 7 Appendix J-1). Teaching/Learning Strategies A)Warm-Up Pick a New One. Students work in groups of four. Each group chooses a warm-up exercise to lead for the rest of the class. Exercises should be aimed at gradually increasing heart rates and moving joints through their range of motion. Rotate through all groups. B)Skill Development and Application Divide the field in half to accommodate two games with four teams of six to seven players, depending on class size. Incorporate round robin play by allowing each team to play each other once. (See Notes to Teacher.) Encourage players to play positions and incorporate offense and defense strategies listed in Grade 7 Appendix P: Transferable Skills: Strategies and Tactics. 438 Unit 12 Sub-Task #5 Skill Building Activities Soccer

147 Move from game to game, stopping occasionally to point out strategies or ask students what strategies they are using. Give teams a short time to plan strategies. C)Cool-Down/Wrap-Up Students work on their own or with a partner, to select flexibility exercises and stretch muscles. Extension 12 Modified games previously learned, such as Four Goal Soccer, could be used as an alternative to the soccer tournament. Notes to Teacher Focusing on strategy encourages players to develop thinking skills that can apply to soccer and other activities. Encourage all students to play all positions, interchanging forwards, goalies and defense, to maximize participation. Round Robin Play: A versus B then A versus D then A versus C C versus D B versus C D versus B When using a Round Robin with more teams, A stays in the same position, and other teams rotate. Diagram below shows three rotations. Arrows indicate how next playing order is determined. Round 1 Round 2 Round 3 A versus B then A versus D then A versus F C versus D B versus F D versus H E versus F C versus H B versus G G versus H E versus G C versus E Appendices Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix P: Transferable Skills: Strategies and Tactics 439 Unit 12 Sub-Task #5 Skill Building Activities Soccer

148 Soccer Skills Circuit Station #1: Guarded Goal Set up goal with pylons. Practise hitting the goal from a variety of distances and angles. Use an open net, then take turns acting as goalie. (One shot per person then choose a new goalie.) Station #2: Shooting on the Move From a set position, hit a designated pylon. Retrieve the ball and return and repeat. Challenge: Increase the distance, shoot on the move. Station #3: Dribble Weave Dribble around pylons using inside and outside of both feet. 440 Unit 12 Appendix A Skill Building Activities Soccer

149 Station #4: Shuttle Run Dribble across and back. Challenge: Set a time challenge and beat your record. 12 Station #5: Juggling Keep the ball in air as long as possible using feet, knees, chest and thighs Station #6: Using Both Feet Dribble in a small area using: Only outside of foot Only inside of foot Only right foot Only left foot Combination of inside, outside, right and left Dribble around people and change direction. Station #7: Throw-Ins Practise Throw-In, aiming to hit partner s feet, then switch roles. Challenge: Use moving Throw-In (stopping feet before releasing ball). Challenge: Throw-In to hit moving partner s feet. 441 Unit 12 Appendix A Skill Building Activities Soccer

150 UNIT 12 Soccer Movement Skills Recording Chart, Soccer Passing Knowledge/Skill Category: TEACHER Learning Expectation Movement Skills 7p21 Apply the principles of movement while refining movement skills (e.g., running into an open space to elude an opponent in soccer) Movement Skills 7p25 Perform a variety of throws, passes, and shots after a faking motion Indicators Push Pass eye on the ball weight balanced Place non kicking foot beside ball and point in the direction of the pass Strike the middle of ball with instep and follow through with kicking leg towards the target Drive or Instep Pass A p p roach ball from side angle and place non-kicking foot beside the ball Contact position- knee and chest are over top of the ball Foot (laces of shoe) strikes the centre of the ball (foot is tight) Follow through with kicking leg towards the target Level 1 performs few of the skills as described rarely applies skill in other situations or activities Level 2 sometimes performs the skills as described sometimes applies skill in other situations or activities Level 3 usually performs the skills as described usually applies skill in other situations or activities Level 4 consistently performs the skills as described consistently applies skill in other situations or activities Student Names Unit 12 Appendix B Skill Building Activities Soccer

151 UNIT 1 3 Flag Football Duration 5 Sub-Tasks OVERVIEW Description Students actively participate in skills, drills and lead-up games related to flag football. This safe, fun, non-contact version of football involves a variety of sending, receiving and carrying skills. It is played outside on a school field. However, some drills can be adapted for indoor activities. Sub-Task Title Expectation Code 1. Sending and Receiving 7p36 2. Sending and Receiving: Accuracy/Stationary 7p24, 7p26 3. Sending and Receiving: Accuracy/Moving 7p20, 7p26, 7p42 4. Sending and Receiving and Game Play 7p24, 7p27, 7p36 5. Modified Game 7p36, 7p Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Teacher assessment using a movement skill rubric and anecdotal recording chart. Teacher assessment using a participation rubric. Student self-assessment using a participation target. Peer assessment using a movement skill rubric. Summative: Teacher assessment of movement skills using a movement skill recording chart. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. 443 Unit 13 Overview Skill Building Activities Flag Football

152 Notes to Teacher Encouraging students to make connections between sending, receiving and carrying, helps them to transfer knowledge to learning new skills. Teaching activities by grouping them into game categories, and thinking strategically, bridges the gap between the development of skill and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P), and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q). Appendices Unit 13 Appendix A: Unit 13 Appendix B: Movement Skill Recording Chart: Forward Pass Movement Skill Rubric: Forward Pass Resources Bailey, Guy (1999), The Ultimate Sport Lead-Up Game Book: The Very Best Skill Building Games for Grades K-8, Educators Press. Football Ontario (Tel: or ) FlagMag (Flag Football Magazine), P.O. Box 1172, Londonderry, New Hampshire, 03053, phone (603) Unit 11 Overview Skill Building Activities Flag Football

153 UNIT 13 Flag Football Sub-Task #1 Sending and Receiving Facility Football or soccer field Materials Footballs of varying sizes and types: Nerf, spiral Velcro flagbelts and flags Pylons Description Students actively participate in sending and receiving in drills and incorporate these skills in a modified game situation. 1 3 Expectation Code 7p36 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of participation using a target (Grade 7 Appendix O-1). Teaching/Learning Strategies A)Warm-Up Flag Tag. Using pylons, designate a specific playing area (not too large). Students try to collect as many flags as possible from other students. No elimination of players occurs, students continue to play by trying to collect other flags even when their flags have been removed. Students begin by speed walking and gradually increase speed as they warm up. Different locomotor movements (e.g., skipping, galloping, sliding) can also be used. B)Skill Development Students practise passing a football with a partner while stationary. Move from group to group and review stance, grip and release. Tips to watch for: Stance feet shoulder-width apart weight on back foot ball by ear side of body facing the target 445 Unit 13 Sub-Task #1 Skill Building Activities Flag Football

154 Grip spread fingers out and place firmly on the ball place smaller hands further back on the ball Spiral Release snap the wrist roll ball off fingers step forward and transfer weight to forward foot as ball is released follow through across body with throwing arm In partners, students share tips that help them achieve success with the throw. Passing on the Move. With a partner, students practise passing, starting close together and gradually increasing the distance. Students also practise passing while running. The receiver moves and the sender uses their partner s hands as a target. Circle Pass. Students work in groups of six or seven. One student stands in the centre of the circle and passes the ball to the others. When students receive the ball, they return it to the centre person with a spiral pass. When everyone has received a pass, the centre student runs once around the circle and joins it, while a new person begins passing. Centre person tries to return from running the lap by the time the pass arrives at his or her spot. Gradually increase the size of the circle so this task becomes more difficult. C)Skill Application Snap and Pass. Divide students into groups of approximately six players and play several games at once across the width of the field. One student plays centre and snaps the ball to a quarterback. The quarterback throws to a receiver. Receivers spread out to find an open space to receive the pass. Defensive players guard receivers and try to intercept the pass. Rotate so all students have a chance in all positions and all receivers get a chance to receive the ball. Reinforce that when on offense, students are attempting to move the ball down the field toward the end zone. On defense, students are attempting to prevent the opposing team from scoring a touchdown by trying to intercept the ball by knocking it down, or by two-hand touching the player in possession it. 446 Unit 13 Sub-Task #1 Skill Building Activities Flag Football

155 D)Cool-Down/Wrap-Up Pass and Stretch. Students pass a football around the group. When a student receives the pass, they lead the group in a stretch, then pass the football to the next leader. Extension Snap and Pass. The centre can become a receiver and run out for a pass, so the defense must defend in a two on three situation. Notes to Teacher Ask students what gives them power when sending the ball (e.g., using full body, transferring weight, following through). The same principles apply to all sending skills. See Grade 7 Appendix P: Transferable Skills: Strategies and Tactics. 1 3 Appendices Grade 7 Appendix O-1: Blank Participation Target Grade 7 Appendix P: Transferable Skills: Strategies and Tactics 447 Unit 13 Sub-Task #1 Skill Building Activities Flag Football

156 UNIT 13 Flag Football Sub-Task #2 Sending and Receiving: Accuracy/Stationary Facility Football or soccer field Materials Footballs of various sizes and types Pylons 15 hula hoops Description In small groups, students actively participate in drills focusing on the accuracy of sending and receiving a football, to and from a stationary target. Expectation Code 7p24 7p26 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump, pass, or overhand volley pass) intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of sending skills using a movement skill rubric (Unit 13 Appendix B). Teacher assessment of ball handling skills (interception) using a movement skill recording chart (Grade 7 Appendix J-1). Teaching/Learning Strategies A)Warm-Up Stagger two groups of hula hoops (seven per line) in a tire maze formation. Students move through the hoops in a variety of ways (e.g., run, hop, jump, one foot, other foot, sideways). Select two students to be leaders. The class follows their movements. Call out signals to change leaders and to indicate free movement through hoops without a leader. 448 Unit 13 Sub-Task #2 Skill Building Activities Flag Football

157 Warm-Up B)Skill Development Pass Power and Accuracy. Students review proper stance, grip, release and follow-through while passing to a stationary target (a partner standing in a hula hoop). Students set a goal for the number of completed passes they send and receive in one minute. Students try to meet their goal, then try to beat their record. On the Move. Scatter hula hoops around the playing area. Students are partnered, with one standing in a hoop. On a signal, the students in the hoops have 10 seconds to run to another hoop. They must try to receive a pass from their partner in that 10 seconds, while on the move and before arriving at another hoop. Have students practise sending the ball to a player on the move. Encourage them to challenge themselves, increasing the distance and speed of the pass. Save Me Tag. Designate five students as taggers. Taggers try to tag as many students as possible. Students cannot be tagged if they hold a football. Five footballs circulate among the free players and may only be held for five seconds or less. Students trade places with a tagger if they are tagged, or hold a football too long. Encourage students to seek out someone who is being chased before passing the ball. 1 3 C)Skill Application 10 Point Catch. In groups of three, one student is the sender, one the retriever, and another the target. The target jogs continually around a designated space. The sender has 10 attempts to pass the ball to the moving target. Sender predicts how many passes will get to the target and tries to achieve his or her goal. Sender can count a ball received if it touches the receiver s hand. Encourage students to challenge themselves by throwing at a distance and running at a good speed. Students rotate through all positions. D)Cool-Down/Wrap-Up Students jog back from the field and fill out the number of successful passes they completed on a chart posted in the gymnasium. Extension Play Save Me tag with more taggers and fewer or more balls depending on the level of challenge desired. In 10 Point Catch, the third person can play defense, instead of retriever, to make the activity more challenging. 449 Unit 13 Sub-Task #2 Skill Building Activities Flag Football

158 Notes to Teacher Copy Movement Skill Rubric for partners to use, or post one copy for students to check when providing feedback to peers Appendices Unit 13 Appendix B: Grade 7 Appendix J-1: Movement Skill Rubric: Forward Pass Movement Skill Recording Chart 450 Unit 13 Sub-Task #2 Skill Building Activities Flag Football

159 UNIT 13 Flag Football Sub-Task #3 Sending and Receiving: Accuracy/Moving Facility Football or soccer field Materials Footballs of various sizes and types Velcro flagbelts and flags Pylons Description In small groups, students actively participate in drills that focus on the accuracy of sending and receiving a football, to and from a stationary target 1 3 Expectation Code 7p20 7p26 7p42 Learning Expectation Combine a variety of movement skills (locomotion/travelling, manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat, orienteering) Intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation with individual student feedback of sending and receiving skills to reinforce and refine movement skills. Self-assessment of fair play (Grade 7 Appendix H for indicators) and using a target (Grade 7 Appendix O-1). 451 Unit 13 Sub-Task #3 Skill Building Activities Flag Football

160 Teaching/Learning Strategies A)Warm-Up Flag Tag 2. Everyone is it. Each student holds two flags and begins the game by speed walking. If touched, a student drops one flag on the ground. If touched a second time, he or she drops the second flag and kneels down on one knee. The student may rejoin the game when another student gives him or her a flag. Challenge students to make sure no one stays on one knee for longer than five seconds. A flag on the ground may be picked up by anyone (except the person who dropped it) and given to anyone. If students tag each other simultaneously, they are both caught. Reinforce the principles of fair play and the importance of moving while gradually warming up. B)Skill Development Students pass a football back and forth with a partner, thinking about what they are do to successfully receive the ball. Stop students and ask them to identify techniques and tips for receiving a pass: Absorb ball with hands. Cradle the ball when caught. Use different hand positioning depending on level of incoming ball: Chest level: thumbs together. Over shoulder: little fingers touching and close elbows. Below waist: fingers together and thumbs out. Remind students of general receiving skills used when receiving any object (Grade 7 Appendix Q: Transferable Skills: Sending/Receiving/Carrying): Receiver squares in for a pass (faces direction of incoming ball). Intent to catch an incoming object. Eye contact/focus. Anticipation of ball. Ready position: weight evenly distributed on both feet. Knees bent. Low centre of gravity. Square Pass. Working in a square, students practise receiving on the move. One person stands in the centre and the others stand on three corners of the square. The person in the middle corner has the ball. He or she sends the ball to any player, passing along the side of the square. After the pass, the person who did not receive the ball runs to the free pylon so that the ball is still in the middle between two players. The student in the centre tries to intercept the ball or get a hand on the ball. When successful (or after a designated amount of time), the student in the centre switches places with the sender. 452 Unit 13 Sub-Task #3 Skill Building Activities Flag Football

161 Square Pass 1 3 C)Skill Application Four Person Football. In groups of four, two people to a team, players wear flag football belts and flags and try to catch the ball in the opposing team s goal area. Each team has three chances (downs) to throw and catch the ball in an attempt to score. When on offense, the forward attempts to throw the ball downfield to the receiver. The receiver catches the ball and tries to run to the end zone without losing his/her flag. On defense, one player guards the receiver. The other tries to take the thrower s flag or block the pass after giving the thrower five free seconds (one steamboat, two steamboats ) to release the ball. Teams switch roles after the offensive team catches the ball in the end zone, or if the defensive team takes an offensive flag after the ball is caught. D)Cool-Down/Wrap-Up Add On Stretch. Students stretch arms, legs and full body, with one person leading the stretch. When a second stretch is added, repeat the first, and add the second. Continue adding stretches as students cool down. Students use indicators from the social skill rubric and rate their fair play skills on a target posted on the wall. Extension Repeat this drill with the receiver running simple pass patterns (e.g., hook: run down the field and turn to run back a little and receive the pass). Encourage the sender to mix up passes, throwing the ball high or low. 453 Unit 13 Sub-Task #3 Skill Building Activities Flag Football

162 Notes to Teacher See Grade 7 Appendix Q: Transferable Skills for more information on sending, receiving and carrying skills used in football that students can apply to other activities. Appendices Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-1: Participation Target Blank (Self/Peer Assessment Tool) Grade 7 Appendix Q: Transferable Skills: Sending/Receiving/Carrying 454 Unit 13 Sub-Task #3 Skill Building Activities Flag Football

163 UNIT 13 Flag Football Sub-Task #4 Sending and Receiving and Game Play Facility Football or soccer field Materials Footballs of various sizes and types Velcro flagbelts and flags Pylons Description Students review football skills and actively participate in modified game play. 1 3 Expectation Code 7p24 7p27 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump, pass, or overhand volley pass) pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of vigorous participation using a four finger rubric. Summative: Teacher observation of sending skills using a movement skill recording chart (Unit 13 Appendix A). Teaching/Learning Strategies A)Warm-Up Move and Pass. Students move in a designated area. Half the students have footballs. On a signal, students with footballs pass to students without footballs. A football is passed in one of two ways: by calling someone s name and passing directly to him or her, or by passing silently, and making eye contact before throwing the ball. Encourage students to move continuously, using different pathways (e.g., curved, zigzag, circles). Gradually increase intensity of movement to increase heart rates. Students moving without the ball keep rolling their shoulders and arms to loosen joints. 455 Unit 13 Sub-Task #4 Skill Building Activities Flag Football

164 B)Skill Development Football Juggling. Students work in groups of five or seven. A football is passed from one person to the next so the ball starts and ends with the same person, with everyone receiving the ball once. Students practise and repeat this pass pattern. Gradually add more balls, passing them in the same pattern. Challenge students to keep as many balls as they can in the air. C)Skill Application Modified Flag Football. Students work in small groups playing a modified game of football. Divide the field so several games can be played at once. Students try to complete passes and bring the ball into the end zone when on offense, and stop the ball when on defense. Groups establish rules as needed, keeping them to a minimum. The following rules may be incorporated: Begin with both teams at centre field with the offensive team (in possession of the ball) lined up at the scrimmage line. Each player has two flags which cannot be protected. The quarterback throws the ball, and the receiver carries it forward. The ball can be thrown again if the quarterback s throw was lateral (backwards or to the side). Play stops when the ball hits the ground. The offensive team then attempts another pass from the original spot. Play also stops when a receiver s tag is pulled. The offensive team attempts the next pass from where the receiver was tagged. Each team has six downs (number of attempts the offense has to move the ball down the field) to score a touchdown by catching the ball in the end zone. 456 Unit 13 Sub-Task #4 Skill Building Activities Flag Football

165 D)Cool-Down/Wrap-Up One After. Students follow a leader while doing flexibility stretches. The leader does the first stretch and the group watches. When the leader does to the second stretch, the group does the first stretch. The group continues to stretch one behind as the leader continues to add more stretches. Students assess their vigorous participation in class by holding up one, two three or four fingers. Ask students to give reasons for their rating. Extension Notes to Teacher Add one defender per group to Football Juggling. The defender cannot touch players, but tries to intercept balls as they are passed around the group. 1 3 Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. Modify the game as required. Different groups can establish different rules (e.g., fewer downs, no lateral throws, quarterback running with ball) so the game is challenging and engages all students. All games have no contact. Encourage students to strategize and come up with a plan that involves all players when a team is in possession of the ball. Appendix Unit 13 Appendix A: Movement Skill Recording Chart: Forward Pass 457 Unit 13 Sub-Task #4 Skill Building Activities Flag Football

166 UNIT 13 Flag Football Sub-Task #5 Modified Game Facility Football or soccer field Materials Footballs of various sizes Velcro flagbelts and flags Pylons Description Students actively participate in modified game play. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G). Self-assessment of fair play using a social skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Pass and Jog. In groups of three, students jog with the last person in line holding a football. This student calls out Pass and the student in front gets ready to receive the ball. The ball is passed over the head of the receiver. Students try to complete as many passes as they can while jogging around the field. When the ball reaches the front of the line, students jog forward to get ready to receive the ball. B)Skill Development Dodge Run. Students practise running and dodging to avoid being tagged. Designate half the students as taggers, and half as dodgers. Dodgers wear flag football belts and two flags and on a signal, run within boundaries across the field. Taggers scatter and try to grab as many flags as possible as dodgers run by. Return flags to dodgers after each attempt at a crossing, then make boundaries progressively smaller to make dodging more challenging. Switch roles. 458 Unit 13 Sub-Task #5 Skill Building Activities Flag Football

167 C)Skill Application Modified Games. Continue modified games from Sub-Task #4. Divide teams so students are playing with new teammates. Challenge students to focus on offensive and defensive strategies they will use as a team (see Grade 7 Appendix P: Transferable Skills: Strategies and Tactics). Encourage teams to establish rules as needed. D)Cool-Down/Wrap-Up Head to Toe Flexibility. Call out a body part and students stretch it. Point out different possible stretches for different body parts. Extension Add rules to Modified Games that encourage full participation of all team members (e.g., same student cannot receive a pass two plays in a row, quarterback changes every down). Ultimate Football. Play a modified game where continuous passes forward are allowed. Ball goes to the other team when it is intercepted or when it touches the ground. 1 3 Notes to Teacher When playing modified games, use a minimum number of rules for the game. After students have played for a few minutes, stop the activity and ask students to discuss in small groups how to adapt the game to increase the challenge. Individual groups choose rules to add as required. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix P: Transferable Skills: Strategies and Tactics 459 Unit 13 Sub-Task #5 Skill Building Activities Flag Football

168 UNIT 13 TEACHER Flag Football Movement Skill Recording Chart Knowledge/Skill Category: Learning Expectation Movement Skills 7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) Movement Skills 7p27 pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy Forward Pass Indicators Stance Feet shoulder-width apart Weight on back foot Ball by ear Side of body facing the target Grip Spread fingers out and firmly on ball Release (spiral) Snap wrist Roll ball off fingers Follow through across body with throwing arm Level 1 performs few of the skills as described rarely applies skill in other situations or activities Level 2 sometimes performs the skills as described sometimes applies skill in other situations or activities Level 3 usually performs the skills as described usually applies skill in other situations or activities Level 4 consistently performs the skills as described consistently applies skill in other situations or activities Student Names Unit 13 Sub-Task #5 Skill Building Activities Flag Football

169 Movement Skill Rubric: Forward Pass Knowledge/Skill Category: Learning Expectation Movement Skills 7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) Movement Skills 7p27 pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy Skill Indicators: Level 1 Level 2 Level 3 Level Football Pass Stance feet shoulderwidth apart weight on back foot ball by ear side of body facing the target performs few of the skills as described rarely applies skill in other situations or activities sometimes performs the skills as described sometimes applies skill in other situations or activities usually performs the skills as described usually applies skill in other situations or activities consistently performs the skills as described consistently applies skill in other situations or activities Grip Spread fingers out and firmly on ball Release (spiral) Snap wrist Roll ball off fingers Follow through across body with throwing arm 461 Unit 13 Appendix A Skill Building Activities Flag Football

170 UNIT 1 4 Volleyball Duration 10 Sub-Tasks OVERVIEW Description Students actively participate in the game of volleyball, and develop and practise fundamental movement skills in small and large groups. By participating in partner and small group activities, they also develop interpersonal skills such as fair play and cooperation. Sub-Task Title Expectation Code 1. Striking in Control 7p35, 7p36 2. Forearm Pass: Bump 7p27, 7p35 3. Volley Introduction 7p24, 7p36 4. Volley and Bump Practice 7p24, 7p36 5. Introduction to Serving 7p24, 7p35 6. Serving Practice 7p24, 7p35, 7p36 7. Modified Games 7p27, 7p42 8. Court Positioning 7p36, 7p42 9. Mini-Tournament 7p24, 7p Mini-Tournament 7p36, 7p42 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: Teacher assessment using a movement skill rubric and an anecdotal observation recording sheet. Teacher assessment using a participation rubric. Student self-assessment using a blank participation target. Peer assessment using a movement skill rubric. Summative: Teacher assessment of movement skills using a movement skill recording chart. Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. Gymnasium floors, equipment and surroundings are checked for safety. 462 Unit 14 Overview Skill Building Activities Volleyball

171 Adequate warm-ups are provided with stretching before play. Make an appropriate choice of volleyballs (considering size and ability of participants). Participants must wear proper running shoes and no jewelry. Notes to Teacher Helping students make connections between sending, receiving and carrying helps them learn new skills. Teaching activities by grouping them into game categories, and thinking strategically can help bridge the gap between the development of skill and the use of strategy. For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q). Not all volleyball skills need to be assessed. Some skills are introduced to build skills which can be assessed in the future. Badminton courts can be used to increase the amount of volleyball play. Provide students with a choice of soft touch or mush volleyballs. Loose volleyballs (not in play) must be retrieved immediately to avoid injuries. Pictures of students in the class can be used to substitute diagrams supplied when using the Movement Skill Checklist for the Volleyball Serve For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 64) for volleying rubric. 14 Resources Bratten, Robert, D. (1978), 300 PLUS Volleyball Drills and Ideas, Canadian Volleyball Association, Vanier, Ontario, Canada. (Canadian Volleyball Association, 5510 chemin Canotek Road, Suite 202, Gloucester, Ontario, Canada K1J 9J5, phone ( ), fax ( ) or website ( Bratten, Robert, D. (1985), 400 PLUS Volleyball Drills and Ideas, University of Calgary, Calgary, Alberta, Canada. (can order through Canadian Volleyball Association). Appendices Unit 14 Appendix A: Unit 14 Appendix B: Student Assessment Movement Skill Checklist: Volleyball Serve Simplified Volleyball Rules 463 Unit 14 Overview Skill Building Activities Volleyball

172 UNIT 14 Volleyball Sub-Task #1 Striking in Control Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the basic ready position for volleyball. Expectation Code 7p35 7p36 Learning Expectation follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teacher assessment of attention to safety procedures using a safety rubric (Grade 7 Appendix I). Teaching/Learning Strategies A)Warm-Up Inform students they will be self-assessing their vigorous participation at the end of the class. Ask them what vigorous participation looks like (e.g., always moving, sweating, breathing hard, encouraging others, being focused). Get Ready. Students move around gymnasium in a variety of directions and ways (e.g., backwards, sideways, on lines, skipping, hopping). On the Get Ready signal, students freeze as if preparing to jump. In this ready position, students have: Weight evenly distributed on balls of feet. Feet shoulder-width apart. Knees slightly bent. Arms bent down and in front of body. Back straight with a slight lean forward. Head up (eyes on ball). Body ready to move. 464 Unit 11 Sub-Task #1 Skill Building Activities Volleyball

173 To keep students on their toes, call out Get Ready as well as an item to indicate a direction (e.g., door, change room, clock, net, teacher). Students jump into ready position facing the object that is called. Students increase the intensity of their movements as they begin to warm up. B)Skill Development Umbrella Drill. Divide the class into groups of six or seven, in semi-circles, with several balls each. The thrower stands in the middle and throws to each of the students who then pass back to him or her with a two-hand, underhand throw, emphasizing the ready position. Once the sequence is complete, the thrower and the first student change places. Continue until all have had a turn as the thrower. Encourage students to work on speed and accuracy. 14 C)Skill Application Many Ball Newcombe (also called Throw Volleyball ). Divide the gymnasium into as many courts as possible. The object of the game is to throw the volleyball over the net so that it strikes the floor on the opponent s court. The scoring is the same as in volleyball, with the throwing team the equivalent of the offensive or serving team. The defenders try to catch the ball before it hits the floor, and they must pass the ball three times before throwing it back over the net. Students pass the ball to each other using a throw, not a volley. This gives students the idea of setting up the ball as in volleyball. Gradually add more balls, so students pay attention to more than one object at a time. D)Cool-Down/Wrap-Up Scatter and Stretch. Students stretch from head to toe, breathing slowly, circling arms, rolling shoulders, and holding stretches for 15 to 30 seconds. (See Grade 7 Appendix A.) They assess their participation, using a four-finger rubric, holding up one finger for level one, two fingers for level two, and so on. Ask a few students why they gave themselves their rating (e.g., level three because I was moving most of the time, but could have participated more). 465 Unit 14 Sub-Task #1 Skill Building Activities Volleyball

174 Extension Four on Four. Students play a smaller game, or Newcombe, using a smaller group and moving more quickly to throw and catch the ball. Notes to Teacher Emphasize moving feet quickly to get under the ball and the use of the ready position. Asking students to explain their reason for giving themselves level 1, 2, 3 or 4 for participation helps to clarify the target for both student and teacher. Give examples to help define the different levels. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) 466 Unit 14 Sub-Task #1 Skill Building Activities Volleyball

175 UNIT 14 Volleyball Sub-Task #2 Forearm Pass: Bump Facility Gymnasium Grass, sand or outdoor volleyball courts Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather (one per student) Description Students practise the forearm pass in partners, in drills and modified games, working to move into position before contacting the ball. Expectation Code 7p27 7p35 Learning Expectation pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety 14 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills (forearm pass) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators below.) Peer assessment of safety using a safety rubric (Grade 7 Appendix I). Teaching/Learning Strategies A)Warm-Up Music Warm-Up. Students carry volleyballs and move to music. When the music stops, they throw and catch the ball against the wall, or in the air five times, and continue moving. Students gradually increase speed of movement as they warm up. 467 Unit 14 Sub-Task #2 Skill Building Activities Volleyball

176 B)Skill Development Students practise the forearm pass (bump) on their own, with a partner and in a small group, keeping the following tips in mind: Assume ready position with a slight forward bend from the waist. Place one hand, palm up, on the palm of the other. Bring thumbs together and point them down slightly (hands together with thumbs parallel). Elbows straight with eyes on the ball. As the ball is contacted (between the wrists and elbows), extend the elbows, raise the arms and extend from the knees and hips (do not swing arms). Practising Individually: Throw ball just above head, let it bounce, bump it up and catch it. Try to bump ball in the air several times in a row. Throw ball up above head, bump towards wall, catch rebound. Try to bump the ball several times in a row against the wall. Practising in Pairs (one ball per pair): Reinforce importance of strong ready position for all drills. Students work in pairs approximately four metres apart. Assign one student to be the tosser and the other the passer (bumper). The tosser tosses to their partner, the ball is returned using the forearm pass, and then caught by the tosser. After approximately five tosses, roles should switch. Students practise throwing to the side of their partner, moving quickly to get behind the ball before bumping back. Practise throwing to both sides (front and back). Bump back and forth in control with a partner, focusing on moving feet to get into position. Keep a record with partner of number of bumps in a row. C)Skill Application Triangle Bumping Drill. Students work in groups of three. Student A tosses to B, who then bumps to C. Remind B to face the direction they are sending the ball. A, B and C run to next position to continue drill. Students work to increase speed and accuracy. 468 Unit 14 Sub-Task #2 Skill Building Activities Volleyball

177 Keep It Up. Students work in groups of six to eight, in a circle, with a variety of balls (e.g., beach ball, practice volleyballs, volleyballs), using bumps to keep the ball in the air. Ask students what techniques help them keep the ball up (e.g, call the ball, move into position under ball, try to hit the ball high to allow time for positioning). Students set goals for number of times they can keep the ball in the air. D)Cool-Down/Wrap-Up In small groups, students take turns leading the group in stretches that increase flexibility. Students hold stretches for 15 to 30 seconds, and stretch from head to toe. Students use safety rubric (posted on wall) to assess their safe participation in class. Ask students to provide examples and reasons for their rating of their safe participation. Extension Notes to Teacher Play Keep It Up close to the wall, and challenge students to use the wall while keeping the ball up. They may hit the ball to the wall every other hit. Challenge students to make sure all students consistently get to hit the ball. 14 Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. Emphasize using all joints to send ball. Extend from ankles, knees and hips when contacting the ball. Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix N: Anecdotal Observation Recording Chart 469 Unit 14 Sub-Task #2 Skill Building Activities Volleyball

178 UNIT 14 Volleyball Sub-Task #3 Volley Introduction Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, or leather Description Students practise the forearm pass and overhead volley in a variety of drills. Key technical points for the overhead pass will be introduced. Expectation Code 7p24 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills (from ready position to the volley) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators below.) Peer assessment of movement skills, providing feedback on volley. (Use indicators below.) Self-assessment of vigorous participation using a participation rubric. (Grade 7 Appendix G) Teaching/Learning Strategies A)Warm-Up Inform students they will be assessing their participation. Forearm Pass Relay. Students work in pairs, or groups of three, and line up, one behind the other, with the first person standing on the baseline. Place a volleyball across from each team on the far baseline. The first student of each line runs to the baseline, picks up the volleyball, tosses it in the air, bumps it against the wall, catches it, then places it back on the baseline. The student runs back, tags the next person in line and the relay continues. 470 Unit 14 Sub-Task #3 Skill Building Activities Volleyball

179 B)Skill Development Keep Moving and Bump. Students work alone or with a partner, bumping the ball against the wall. Challenge students to keep moving to hit the ball as many times in a row as they can. Students roll shoulders, arms, waist and ankles, moving joints through their range of motion. Skill Development for the Volley. Tips: Ready position, shoulders square to the target. Bend fingers slightly and position in a triangle above and in front of the forehead (thumbs pointing together). Keep elbows wide, head up and eyes on the ball, looking through triangle. Contact ball with pads of fingers and thumbs, rather than tips. Think about force coming from the ground up. Extend from the knees, arms, wrists and finally the fingers. Follow through upward and outward. Practising in Pairs. One student is the tosser, and the other performs the overhead pass (volley). The tosser catches the ball. Students volley about five passes and switch roles. Small Groups: Pass and Go Behind. Have one pair face another approximately five metres apart. (1) tosses to (3), and runs behind (2). Meanwhile, (3) volleys to (2) and runs behind (4). (4) passes to (1), and the cycle continues. If the ball goes out of bounds, it should be caught and restarted. 14 Keep Afloat. Using the same groups as above, students form circles and keep the ball in the air using the forearm pass or the overhead pass. When each member has passed the ball without it touching the ground, the team scores a point. C)Skill Application Lifeline. Three to five students line up one behind the other. First player volleys to the wall and runs to end of the line. Students work as a team or individually to keep the ball moving by hitting in turn. Each time the ball drops, the team or individual collects a letter from the word lifeline. Students try to collect as few letters as possible. Game is over when a player has spelled out lifeline. D)Cool-Down/Wrap-Up Flexibility with a Volleyball. Students cool down, each holding a volleyball in various positions to stretch and work on flexibility. Ball is held above head, to the side and behind body. Sitting on floor, students roll ball around legs and body while in a straddle positions. Students assess their participation using a four finger rubric, holding up one to four fingers to define the level of participation. One finger is level one, four fingers level four. Ask a few students why they gave themselves their rating (e.g., level 3, because I was moving most of the time, but could have participated more). 471 Unit 14 Sub-Task #3 Skill Building Activities Volleyball

180 Extension Students may play Lifeline without using a wall, by volleying in a circle. Encourage team members to work together and be supportive of one another. Students may play Lifeline in pairs instead of small groups. Notes to Teacher Emphasize ready position, under the ball, before contact. With all volley drills, emphasize the importance of keeping the ball under control. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix N: Anecdotal Observation Recording Chart 472 Unit 14 Sub-Task #3 Skill Building Activities Volleyball

181 UNIT 14 Volleyball Sub-Task #4 Volley and Bump Practice Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the volley in drills and gradually progress to using volley in modified games. Expectation Code 7p24 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) 14 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of movement skills (from ready position to volley) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators below.) Teacher assessment of vigorous participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A) Warm-Up Around the Court. Using one side of the court, students perform different tasks using the lines of the court. One behind the other, students do crossovers on the service line, jog on sideline to the centre line, shuffle side-to-side on the centre line, jog backwards to the service line to original starting point. They perform crossovers once again on the service line, then jog on the sideline to the attack line, shuffle on the attack line and finally jog backwards to the service line. Students should complete this cycle three times, gradually increasing intensity with each cycle. 473 Unit 14 Sub-Task #4 Skill Building Activities Volleyball

182 Students rotate joints from head to toe. Emphasize finger warm-ups. B)Skill Development Remind students of volley tips and ready position: Feet comfortably apart, one in front of the other, and knees slightly bent. Body in ready position. Fingers and thumbs should form a triangle when they are placed together above and in front of the forehead. Contact with pads of fingers and thumbs. Force should come from the knees, arms, wrists and fingers. Students should be in ready position to receive the ball. Triangle Drill. Students stand in threes, in a triangle formation. Only volleys allowed, no hits or bumps. Emphasize body position and volleying to a good height. Reverse the direction. Z Drill. Divide class into groups of four. Students practise alternating volleys and bumps. X1 volleys to O1, who bumps to X2. Change roles when the ball is dropped. 474 Unit 14 Sub-Task #4 Skill Building Activities Volleyball

183 C)Skill Application Self-Volley for Height. Students toss ball to themselves and volley as high as possible overhead. Students try to volley in a variety of ways. Players volley to themselves in a variety of ways, following the teacher s commands: Three metres high. One metre high. Move in a zigzag around the court. Volley, turn 180 degrees, volley. Volley, bounce, lie down, volley. Volley, sit, volley, lie down, volley, sit, volley, stand, volley. Volley Bump Record. Working with a partner, students decide on a five-pass pattern (e.g., volley, volley, bump, bump, bump, volley). They then try to get into position to repeat the pattern. When they successfully complete the pattern three times, they develop a new one. D)Cool-Down/Wrap-Up In a circle, students take turns leading stretches from head to toe (Grade 7 Appendix A). Extension Prisoner s Volleyball. Six players per team. This game includes only volleying. When a team loses a rally, one of their players moves to the opposing team. The game continues until a team captures all the opposing team s players. Players can return when a rally is won. Volley Bump Record. Students may set a longer pattern or challenge themselves to complete the pattern more than three times before developing a new pattern. 14 Notes to Teacher Remind students of the ready position and the importance of keeping the ball under control. See Sub-Task #3 for volley tips. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skill Recording Chart Grade 7 Appendix N: Anecdotal Observation Recording Chart 475 Unit 14 Sub-Task #4 Skill Building Activities Volleyball

184 UNIT 14 Volleyball Sub-Task #5 Introduction to Serving Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the underhand serve through drills and lead-up activities, progressing to the underhand serve. Expectation Code 7p24 7p35 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of movement skills (underhand serve) using a movement skill checklist (Unit 14 Appendix A). Self-assessment of safety using a safety rubric (Grade 7 Appendix I). Teaching/Learning Strategies A)Warm Up Cardio Line Touches. Divide students into pairs, with one of them on the attack line. Touching the lines with their hands, students shuffle from the attack line to the centre line for a specified length of time (30 seconds, 45 seconds, 60 seconds). When time is up, the other person does the same. With each turn, increase amount of time and intensity of the shuffle. Repeat, so each student completes two to three sets. 476 Unit 14 Sub-Task #5 Skill Building Activities Volleyball

185 B)Skill Development Serving Teaching Points: Stagger feet and point them towards the target. Transfer body weight from back foot to front foot with serving motion. Serving hand should start behind the body and follow through past the point of contact (in the intended direction of the serve). Fingers of the support hand should release the ball rather than toss it in the air. Ready Position Practice. Students bowl a ball (emphasize bent knee, opposite foot forward, straight arm delivery), and toss a ball underhand over the net to a partner. Ball Contact Teaching points: Stride position: (one foot in front of the other) with the ball in the non-dominant hand. Eyes on the ball, body slightly forward, shoulders square to the target, weight on back foot. Arm swings back, weight shifts to front foot. Ball is dropped by the holding hand and contacted by swinging the arm at waist level. Strike the ball with flat surface of the closed striking hand (in fist or open). Make contact on the back centre of the ball. Serving Practice: Serve against the wall (gradually moving further from wall as control and accuracy are attained). Serve over a net (1/3 of the class at a time). Serve over a net into the boundary of a court (1/3 of the class at a time). In pairs, with one ball, students: Serve to a partner, partner catches and rolls ball back. Serve over a net to a partner, partner catches and rolls ball back. Partner uses movement skill checklist to provide tips and feedback on serve. 14 C)Skill Application Territor y. Divide class into two teams, one on each side of the net. Give each team 20 to 30 soft touch or Nerf balls. On a signal, students serve ball over the net to the other team s territory. Other team s objective is to serve back quickly and accurately. Students work to keep balls off their side. D)Cool-Down/Wrap-Up Stretching. Have two students lead the class in stretching major muscle groups, from largest to smallest. Participate with students to ensure proper stretching techniques are being used. Extension Students may be given time to play a simulated game with special modifications: ball is only served and tossed back (no volleying or bumping). 477 Unit 14 Sub-Task #5 Skill Building Activities Volleyball

186 Notes to Teacher Emphasize serving under control, trying to place the ball in a certain area. When using many balls at one time, use only soft balls. Emphasize being aware of balls and people when serving. When practising, students should serve one direction at a time, with students retrieving balls at the same time, so no one is moving with their back to the server. Use movement skill checklist for peer feedback on serve. Instead of using diagrams, take pictures of students showing each phase of the serve, and post their pictures on movement skill checklist. Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve 478 Unit 14 Sub-Task #5 Skill Building Activities Volleyball

187 UNIT 14 Volleyball Sub-Task #6 Serving Practice Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students learn the underhand serve through drills and lead up activities, progressing to a modified game of volleyball. Expectation Code 7p24 7p35 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) 14 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of movement skills (underhand serve) using a movement skill checklist (Unit 14 Appendix A). Self-assessment of safety using a safety rubric (Grade 7 Appendix I). Teacher assessment of participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Jogging Line. In groups of five or six, students slowly jog, one behind the other, around the gymnasium. Student at the end of the line jogs to the front of the line. Next student at the end of the line does the same. Continue with the line moving more quickly as students warm up. 479 Unit 14 Sub-Task #6 Skill Building Activities Volleyball

188 B)Skill Development Move it Back Serving. Review fundamentals of the underhand serve from the previous sub-task. Group students into pairs, one on each side of the court approximately one metre behind the attack line, with one ball between them. Students serve underhand across the net to their partner who retrieves the ball and serves it back from the attack line. (Note: All students on one side of the court serve before serve goes to the other side. Students standing in front serve and move out of the way of students serving from behind.) If serve is successful, student moves one step back and serves again; if unsuccessful, he/she remains at the attack line. Serving continues until each student has had 10 attempts. A s are partners B s are partners C s are partners D s are partners C)Skill Application Single Bounce Volleyball. Divide class into two teams, one on each side of the net. One team serves the ball into the other team s court. When ball goes over the net it must bounce once before being returned. Players can only hit the ball once, but there is no limit to the number of hits per team. Score one point for each serve that the opposition fails to return. Play stops if: Ball is hit before it bounces. Ball bounces more than once. Player hits the ball more than once. Ball goes out of bounds Failure to return ball over net. D)Cool-Down/Wrap-Up Group Stretch. Lead students through group stretch while reviewing key points of the underhand serve (body position, point of contact, follow through). Extension Play Single Bounce Volleyball with two or three balls. 480 Unit 14 Sub-Task #6 Skill Building Activities Volleyball

189 Notes to Teacher Encourage students to serve for accuracy. Use badminton nets and courts where possible to ensure maximum participation in modified games. Remind students to be aware of safety when serving. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve Unit 14 Sub-Task #6 Skill Building Activities Volleyball

190 UNIT 14 Volleyball Sub-Task #7 Modified Games Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the underhand serve and play a modified game of volleyball (sideline volleyball). Expectation Code 7p27 7p42 Learning Expectation pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of sending skills (underhand serve) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill checklist (Unit 14 Appendix A). Self-assessment of fair play using Fair Play section of the social skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Divide the class into four teams, one team per half court. In a line, teams slowly jog the perimeter of their court, increasing speed as they warm up. Encourage students to follow the leader, moving different ways (e.g., sliding, skipping, and hopping). They practise serving at the wall. Students need to be aware of space and others around them. 482 Unit 14 Sub-Task #7 Skill Building Activities Volleyball

191 B)Skill Development Keep It Up. Groups of five or six play Keep It Up using the forearm pass and volley. Ask students what they are doing to keep the ball up (e.g., call the ball, spread out, hit the ball upward, get under the ball, hit the ball high). Students plan strategy within their team, and try to beat their record. C)Skill Application Sideline Volleyball. Divide students into four groups to play two games of sideline volleyball. Game is played like regular volleyball, except sideline players are allowed to hit the ball back to their own court (not over the net). A sideline player s hit does not count as one of three legal hits for their team. Sideline players cannot pass to another sideline player. Rotate sideline players with change of serve. 14 D)Cool-Down/Wrap-Up While students stretch, ask them to reflect on skills needed in sideline volleyball (teamwork, calling the ball, accurate serve, accurate forearm pass (bump)). Students use social skills rubric to assess their fair play during sideline volleyball, and discuss with a partner what they did well and what they could improve. Extension Notes to Teacher Appendices Play sideline volleyball again, rotating teams so that students get to play against other students. Remind students of the importance of ready position. Remind students of the importance of an accurate serve. Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve 483 Unit 14 Sub-Task #7 Skill Building Activities Volleyball

192 UNIT 14 Volleyball Sub-Task #8 Court Positioning Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise basic court positioning while participating fairly in modified games. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., threeon-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of vigorous participation using a self assessment participation star (Grade 7 Appendix O-3). Peer assessment of fair play using the Fair Play section of the Social Skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Jogging to Music. Jog the perimeter of the court and vary movements from side shuffle to jogging backward to a forward jog and back to a shuffle. Increase intensity as students warm up. B)Skill Development Roll and Go. Students work with a partner and practise rolling a ball at different speeds and distances. Partners move to get behind the ball, pick it up and return it. Students begin with slow movements over short distances and gradually increase speed and distance. Emphasize importance of moving quickly, in a controlled manner. Remind students to: 484 Unit 14 Sub-Task #8 Skill Building Activities Volleyball

193 Judge speed and pathway of the ball in order to be in proper position to retrieve it. Keep head and eyes up. Look for open spaces and move into them. Remember ready position. Court Rotation. Students stand on court and rotate clockwise from position to position. Describe court responsibilities (receive serve at the back of the court, set up to return at the front of the court, and return from the front of the court). Court Positions Right Centre Left Back Back Back Right Centre Left Forward Forward Forward C)Skill Application NET Court Positions. Students share positions on both sides of the court. Call out a position, a number and a task (e.g. centre, forward, five jumping jacks). Students on both sides of the court respond as quickly as possible. Call out activities quickly so all students have an opportunity to be active. Call rotate and students rotate to a new position. Beginner Ball. Students practise sending, receiving and positional play with a lead-up game. Divide players in two teams (four if possible) of equal numbers. Game starts with underhand throw from the serve position. Ball is received by catching it, and can be passed an unrestricted number of times, or restricted to three times or less per team. A point is scored when the opposition fails to return the ball. Use various types of balls, and emphasize passing and returning quickly and correct rotation. 14 D)Cool-Down/Wrap-Up Stretching. Lead a group stretch, incorporating the following (see Grade 7 Appendix A): Fingers (push-ups against the wall). Triceps and biceps. Trunk. Quadriceps. Hamstrings. Adductors (stationary side lunges). Gastrocnemius (calf muscle). Students discuss fair play with a partner, pointing out what they did well and what they could improve. Post a self assessment target (star) on the wall. Students use sticky notes to post their name in a spot to reflect their assessment of their vigorous participation. Ask students to give reasons for their decisions. 485 Unit 14 Sub-Task #8 Skill Building Activities Volleyball

194 Extension King s Court Volleyball. When a side loses a rally, a player from that side is transferred to the opposing team. Game continues until one side has captured all the other players. Notes to Teacher Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. Use badminton courts and nets if possible to increase student participation. Remind students of the importance of resuming ready position after moving to get the ball. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix O-3: Participation Star 486 Unit 14 Sub-Task #8 Skill Building Activities Volleyball

195 UNIT 14 Volleyball Sub-Task #9 Mini-Tournament Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Using skills and knowledge acquired to date, students participate in a two-day volleyball tournament. Emphasis is on court positioning, accurate serves, and return of serves. Expectation Code 7p24 7p36 Learning Expectation send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass) participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) 14 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of sending skills (underhand serve) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill checklist (Unit 14 Appendix A). Self-assessment of participation using a participation rubric (Grade 7 Appendix G). Teaching/Learning Strategies A)Warm-Up Students warm up as a team on half the court, taking turns leading easy activities that gradually raise heart rate (e.g., jogging on the spot, side lunges, jump and twist, wall touches). B)Skill Development Students work in pairs, practising volleys and forearm passes. They provide each other with feedback and see how many consecutive volleys and forearm passes they can do. 487 Unit 14 Sub-Task #9 Skill Building Activities Volleyball

196 C)Skill Application Set up a two-day tournament using rally point scoring (see Notes to Teacher). Use simplified volleyball rules (Unit 14 Appendix B). A variety of tournament formats could be used including a round robin tournament, as follows: Round 1: Teams 1 vs. 4 and 2 vs. 3 Round 2: Teams 1 vs. 2 and 3 vs. 4 Round 3: Teams 1 vs. 3 and 2 vs. 4 Round 4: First place vs. second place and third place vs. fourth place D)Cool-Down/Wrap-Up Students stretch as a team and identify a team goal for improvement (e.g., calling for the ball, strong ready position, moving quickly to recover ready position, three hits per side). Students look at participation rubric (posted on wall) and choose one part to assess their participation. Students record their self-assessment in their personal fitness journals. Extension On badminton courts, play games of two against two or three against three. Notes to Teacher Use badminton nets if possible to increase playing time. Use rally point scoring: a point is awarded on each play regardless of which team is serving (e.g., the non-serving team wins the rally and is awarded a point). Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix N: Anecdotal Observation Recording Chart Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve Unit 14 Appendix B: Simplified Volleyball Rules 488 Unit 14 Sub-Task #9 Skill Building Activities Volleyball

197 UNIT 14 Volleyball Sub-Task #10 Mini-Tournament Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Using skills and knowledge acquired to date, students continue volleyball tournament play. Emphasize court positioning, accurate serves, return of serves and team goal set the previous day. Expectation Code 7p36 7p42 Learning Expectation participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) 14 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of vigorous participation using participation rubric (Grade 7 Appendix G). Self-assessment of fair play using a social skills rubric (Grade 7 Appendix H). Teaching/Learning Strategies A)Warm-Up Students warm up as a team on half the court, with an easy jog around the perimeter, side shuffles across the attack line, etc. One student from each team leads a group stretch (shoulders, arms, trunk, legs). B)Skill Development As part of the warm-up, students find a partner and practise volleys and forearm passes. 489 Unit 14 Sub-Task #10 Skill Building Activities Volleyball

198 C)Skill Application Continue the two-day tournament (see Sub-Task #9). Remind teams to focus on the team goal set the previous day. Use simplified volleyball rules (Volleyball Rules, Appendix B). D)Cool-Down/Wrap-Up Pass the Stretch. Students stretch as a team, with one person leading and students following, one at a time, until last person begins the stretch. When the last person starts, first student chooses another stretch to pass along. Students hold the previous stretch until the new stretch is passed to them. Students assess their fair play using a social skills rubric. Extension Using badminton courts, some students play a full game on one court while others play smaller games of two-on-two and three-on-three on the other. Notes to Teacher Emphasize team play and remind students to focus on their team goal. Students may take a brief time out to re-group and develop a strategic action plan for their team play. Encourage team members to provide constructive feedback for serving and game play. Students should inquire whether team-mates wish to receive feedback. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve Unit 14 Appendix B: Simplified Volleyball Rules 490 Unit 14 Sub-Task #10 Skill Building Activities Volleyball

199 Student Assessment Movement Skill Checklist: Volleyball Serve Knowledge/Skill Category: Learning Expectation Movement Skills 7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass). Movement Skills 7p35 follow safety pro c e d u res related to physical activity, equipment, and facilities, and continue to take responsibility for their own s a f e t y. Get Ready What to look for feet apart, one foot slightly in front pointing where you want the ball to go knees bent ball held in front of body weight on back foot 14 Action swing arm from back to front shift weight forward as ball is contacted hand supporting ball drop ball (do not throw it) strike ball with flat surface of closed striking hand open or closed) contact centre back of ball Follow Through swing arm through point arm where you want the ball to go move into ready position on court to receive ball 491 Unit 14 Sub-Task #10 Skill Building Activities Volleyball

200 Simplified Volleyball Rules The purpose of the game is to prevent the ball from falling to the ground on your side of the court. Each team tries to hit the ball to the ground in the opponent s court while the opponents try to prevent this. 1. The ball must be put into play by a serve. 2. Players must rotate to all positions in the correct order. 3. The ball must not be held. 4. A player may not hit the ball twice in a row unless blocking. 5. A violation will result in loss of serve or a point for the serving team. Only the serving team scores a point when a violation by the opposing team occurs (unless playing rally point scoring, where either team may score a point on a violation, regardless of which team served). A game goes to 15 points, and a team must win by two points. In rally point scoring a game goes to 25. A ball landing on a line is in play. Violations: Line Violation: stepping over the centre line, under the net Net Violation: touching the net with the hand, body or clothing Double Hit: bumping the ball with two hands that are not joined ball hitting two parts of the body ball rolling up the arms Holding: slapping reaching to volley away from body midline contacting the ball behind the forehead level open-handed bump: lifting directing: turning wrists after contact 492 Unit 14 Appendix B Skill Building Activities Volleyball

201 UNIT 1 5 Basketball Duration 10 Sub-Tasks OVERVIEW Description Students actively participate in the invasion/territory game of basketball. They demonstrate basketball sending, receiving and carrying skills in small and large group situations. Students are encouraged to develop a variety of interpersonal skills such as fair play, cooperation, and respecting the decisions of officials. Sub-Task Title Expectation Code 1. Dribbling and Ball Handling 7p35 2. Passing 7p27, 7p36 3. One Hand Set Shot Review 7p25, 7p36 4. Combining Skills 7p27, 7p36 5. Lay-Ups and Shooting 7p22, 7p35 6. Offensive Skills 7p25, 7p27, 7p42 7. Defensive Skills 7p26, 7p35 8. Game Skills and Strategies 7p25, 7p26, 7p42 9. Modified Games 7p26, 7p More Games 7p25, 7p27, 7p Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Teacher assessment of fair play using a social skills rubric. Teacher assessment of faking and passing skills using a checklist. Teacher assessment of attention to safety procedures using safety rubric. Teacher assessment of ability to execute offensive skills using passing and faking indicators from the lesson with a movement skill recording chart. Teacher assessment of active participation using a participation rubric. Self-assessment of attention to safety procedures using self-reflection. Self-assessment of participation using a participation rubric. Peer assessment of dribbling skills using peer feedback based on indicators from the lesson. Peer assessment of interception skills using defensive tips listed in lesson. Peer assessment of fair play using a partner discussion. Students identify examples of fair play exhibited. 493 Unit 15 Overview Skill Building Activities Basketball

202 Links to Prior Knowledge It is the teacher s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board s safety policy. Please see overview page on safety and detailed information in safety guidelines. Notes to Teacher By helping to make connections between sending, receiving and carrying skills, students transfer knowledge and apply what they already know to learning new skills. Teaching activities by grouping them into game categories, and thinking strategically, can help bridge the gap between the development of skill and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q). Not all basketball skills need to be assessed. Some skills are introduced to build skills that can be assessed in the future. Asking students to provide reasons for their decisions when assessing their own participation and discussing indicators, helps clarify targets for both students and teachers. Avoid dividing students into shifts and playing full-court games. Use smaller courts and smaller teams so all students have more opportunities to practise. For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 64) for chest pass rubric. Appendix Unit 15 Appendix A: Modified/Simplified Basketball Rules 494 Unit 15 Overview Skill Building Activities Basketball

203 UNIT 15 Basketball Sub-Task #1 Dribbling and Ball Handling Facility Gymnasium Materials One ball per student Description Students participate in drills and practise a low controlled dribble and a high power dribble. They also learn fingertip control, and controlled stopping when dribbling. Expectation Code 7p35 Learning Expectation follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of attention to safety procedures using a safety rubric (Grade 7 Appendix I). 1 5 Teacher/Learning Strategies A)Warm-Up Ready Position Freeze. Students move around the gymnasium, dribbling a basketball. Encourage students to move in all directions and to alternate hands. Practise stopping immediately on a signal. Challenge students to be in their own position in open space when the freeze signal is given. Students move forward, sideways and backward. Encourage students to keep their heads up and to be aware of the positions of people around them. B)Skill Development Students practise dribbling the ball working on the following key indicators: Relax and spread out fingers and contact ball with the pads of the fingers. Push the ball to the floor so that it rebounds to waist height. Bend knees and keep head up. Protect the ball with the opposite side of the body (arm and leg). 495 Unit 15 Sub-Task #1 Skill Building Activities Basketball

204 Dribbling Drills. Student work on dribbling without moving. Encourage students to dribble with both hands, around their body. Students: Dribble around the body; standing; sitting. Dribble around one leg; between the legs; standing; and kneeling. Dribble a figure eight between the legs (both directions). Students dribble in one direction around the gymnasium, keeping their heads up and on a signal, trying the following: Dribble high, then low. Run quickly, then slowly. Start and stop on the whistle or every black line. Stop and change direction. Cross the ball over from one hand to the other (see Notes to Teacher). Changing Directions and Speed Set up pylons around the gymnasium. Students dribble around pylons, crossing over to use the opposite hand as they go around each pylon as though the pylon were the defensive player. Slowly increase the speed at which students dribble, easing into power dribbling (dribbling with the ball in front of them, picking the ball up at the hip). Ask students when they would use a control dribble and when they would use a power dribble. (See Notes to Teacher.) Students provide feedback for each other, offering tips to improve dribbling control. C)Skill Application Basketball Tag. Select one or two students to be taggers. Taggers dribble with a ball, while the remaining students each have a ball and dribble around the gymnasium. When tagged by an It player, students join the It team. Students work to avoid double dribbling and carrying while playing basketball tag. D)Cool-Down/Wrap-Up Lead a group stretch, reviewing the main points to remember when dribbling (keep head up, use finger pads, and protect ball). 496 Unit 15 Sub-Task #1 Skill Building Activities Basketball

205 Extension Stops and Starts on the Whistle. Students dribble, stop and bring the ball into the body quickly to protect it, remaining in a balanced offensive position. Offensive Position. Feet shoulder-width apart, one foot slightly ahead of the other. Weight evenly distributed, knees bent. Hips low. Notes to Teacher Appendix Use a variety of sizes of balls. Smaller balls are easier to control. To cross the ball over from one hand to the other, students move the hand from on top of the ball to the side of the ball. Control dribble. to the body. Used when stationary or when being closely guarded. Keep ball low and close Power dribble. Used when moving quickly down the floor. Ball rebounds to hip height and is pushed in front of the body. Double dribbling. again. Dribbling with both hands or dribbling, stopping the dribble and starting Car rying. Dribbling and bringing their hand from the bottom of the ball over the top. Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 15 Sub-Task #1 Skill Building Activities Basketball

206 UNIT 15 Basketball Sub-Task #2 Passing Facility Gymnasium Materials One size 6 basketball per student (for smaller students a size 5 junior ball may be more appropriate). Description Students practise the three main types of passes used in basketball (chest, bounce, and one hand baseball pass) and practise receiving passes. Expectation Code 7p27 7p36 Learning Expectation pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of active participation using a participation rubric (Grade 7 Appendix G). Peer assessment of the ability to pass and receive a pass using peer feedback based on indicators from the lesson. Teacher/Learning Strategies A)Warm-Up Students practise dribbling and moving in the gymnasium with a basketball. Encourage students to practise dribbling when stationary (around legs and body and in patterns) and dribbling around the gymnasium. Emphasize practising with both hands. Students jog, dribbling the perimeter of the gymnasium. On a signal, students stop and change directions. Students stand on the endline of gymnasium. Jogging, students dribble to centre of gymnasium with dominant hand then dribble to end with non-dominant hand. Repeat several times, changing task (dribble high, dribble low, cross-over dribbles, jog fast, power dribble). 498 Unit 15 Sub-Task #2 Skill Building Activities Basketball

207 B)Skill Development Students work on receiving different kinds of passes. Ask students what points to consider when receiving a pass. Include: Receiving a Pass. Watch the ball. Reach out with both hands to funnel the ball into the chest. Keep thumbs behind the ball and elbows close to the body. Divide students into three groups and split into three different sections of the gymnasium. Post the following indicators for the chest pass, bounce pass and baseball pass on the wall or on task cards. Students work with a partner to review indicators and try each of the passes. Students work on one pass at a time and rotate on a signal to another part of the gymnasium to try other passes. Chest Pass: Two Hands. Keep thumbs behind the ball and elbows close to the body. Step out on one foot and extend both arms. Release the ball by rotating the palms outward, so that the backs of the hands face each other on the follow through. Release and receive ball at the chest. Bounce Pass: One or Two Hands. Use same teaching points as the chest pass except: The ball should bounce approximately two-thirds of the way between the passer and receiver. It should rebound off the floor directly into the receiver s hands below the waist. The ball should be received between the hips and chest. Baseball Pass. Mechanics include stepping with the opposite foot to the dominant hand. Students should be taught basic mechanics of two hands on the ball, point with nondominant hand towards the target, step and throw, and point with the dominant hand to the target upon release of the ball. In partners, students pass the ball back and forth across the gymnasium. When practising, students can step farther apart to increase the challenge. Students provide feedback for each other, offering tips to improve the accuracy and power of the pass. Encourage students to work on accuracy first, before increasing the distance. Group Passing. Students work in groups of six or seven, in a circle formation. Students pass the ball across the circle, but not to the person on either side of them. Students practise different types of passes. Once a pattern is established, add a second ball, then a third, with some people chest passing, and some bounce passing. 1 5 C)Skill Application Keep Away. Divide class into groups of three or four. Students play three-on-three using passing only (no dribbling). Students should work on avoiding travelling (moving their feet while holding the ball in a stationary position). Groups score by passing the ball to a teammate who is beyond the designated endline. Groups can choose to keep score, scoring one point for a completed pass and one point for the defense if they intercept a pass. Each time a pass is received, rotate positions so a new person works to receive the pass. D)Cool-Down/Wrap-Up Students do an easy jog around the gymnasium, rotating arms, shoulders and ankles. They then cool-down with a group stretch, led by the teacher. Stretch muscles from head to toe. See Grade 7 Appendix A. 499 Unit 15 Sub-Task #2 Skill Building Activities Basketball

208 Extension Basketball British Bulldog. Students stand with basketball on the endline. One student is it (chaser). The chaser, with a basketball stands in the center of the gymnasium, and calls British Bulldog. The students on the endline try to dribble to the other endline without being touched by the chaser. If touched, students join the chaser in the middle. All students dribble the ball throughout the game, including the chaser. Encourage students to avoid double dribbling, carrying and travelling. Notes to Teacher Boundaries are not necessary with Keep Away. Students can move anywhere in the gymnasium, but remind them to be aware of other teams and to keep their heads up. Appendices Grade 7 Appendix A: Safe Stretching Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) 500 Unit 15 Sub-Task #2 Skill Building Activities Basketball

209 UNIT 15 Basketball Sub-Task #3 One-Hand Set Shot Review Facility Gymnasium Materials One basketball per student Description Students practise proper shooting technique, using the acronym BEEF as a reminder for key points. Expectation Code 7p25 7p36 Learning Expectation perform a variety of throws, passes, and shots after a faking motion participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of ability to shoot after a faking motion using a movement skills checklist (Grade 7 Appendix J-1) together with indicators from the lesson. Self-assessment of participation using a participation rubric (Grade 7 Appendix G). 1 5 Teacher/Learning Strategies A)Warm-Up Students work in groups of three or four. Each team has one ball and spreads out along the length of the gymnasium. Students pass the ball from person to person (bounce pass). The last person attempts a shot at the basket, catches the rebound, runs with the ball to the start of the line and continues the relay. Encourage teams to use quick, crisp passes so students are almost constantly moving. 501 Unit 15 Sub-Task #3 Skill Building Activities Basketball

210 Add dribbling. Instead of passing, students dribble the ball from person to person. The student attempting the shot dribbles the ball to the beginning of the line after rebounding. Students jog lightly around the gymnasium. They record the total number of laps completed in four minutes in their fitness journals. B)Skill Development Students review the points to consider when practising a one-hand set shot: One-Hand Set Shot indicators: Use a balanced position, squared to direction of shot. Flex knees with one foot slightly in front of the other. Keep elbow under the ball, pointed towards target, in line with shoulder and toe. Extend legs and arms when ball is released, following through with the dominant hand, and dropping the other hand off the ball. Look at the target. Aim at a 45 degree angle to basket, shooting off the backboard as the ball travels in a high arc. Push with entire hand through the ball in the direction of the shot. Then wave goodbye to the ball as the wrist follows through. Be ready to move, and prepared to rebound the ball. BEEF stands for balance, elbow, eyes, follow through: Students use the acronym BEEF to provide reminders of the key concepts to think about when shooting. Students work individually and practise the use of indicators as they shoot the ball and try to make it land on a specified line. 502 Unit 15 Sub-Task #3 Skill Building Activities Basketball

211 C)Skill Application Students practise shooting from five positions around the key. Five shooting positions for Around the World. 1 5 Students play Around the World for shooting practice. All shooting positions are on the key lines: Side of the key at the bottom (close to the net) on each. Slightly down from the top of the key on each side. At the top of the key in foul shooting position. Students set themselves in the five positions, five at a basket and work to get the ball in the basket from each spot. They shoot five times from each spot, keeping track of the number of shots required at each position. Students try to beat their records when moving around the positions a second time. D)Cool-Down/Wrap-Up Students work in their groups of five to stretch and cool-down. Students take turns leading a small group in a stretch. Post the participation rubric on the wall. Students select one area of the rubric and assess themselves, recording their level and criteria for assessment in their journals. Extension Around the World Variation. they move to the next spot. Once students get the ball in the net from their current spots, 503 Unit 15 Sub-Task #3 Skill Building Activities Basketball

212 Notes to Teacher Students practise receiving the ball, doing a two-foot stop, and shooting, keeping BEEF in mind. Another term for waving goodbye to the ball when following through on the set shot is to make a goose neck with the wrist. Reinforce the importance of avoiding travelling. Students can practise shooting mechanics by shooting to a partner, or into the air, rather than at a basket. Lower some baskets, if possible. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart 504 Unit 15 Sub-Task #3 Skill Building Activities Basketball

213 UNIT 15 Basketball Sub-Task #4 Combining Skills Facility Gymnasium Materials One ball per student Description Students actively participate in a variety of activities to practise dribbling, passing and shooting. Expectation Code 7p27 7p36 Learning Expectation pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of participation using a participation rubric (Grade 7 Appendix G). Teacher assessment of passing skills using a checklist (see below for indicators) with a movement skill recording chart (Grade 7 Appendix J-1). 1 5 Teacher/Learning Strategies A)Warm-Up Students practise both dribbling and shooting with a basketball as they move around the perimeter of the gymnasium. Students then jog and dribble the perimeter. On the whistle, they stop and change directions. Keep Possession. Students dribble around the gymnasium in their own space. Select four students to be It, without basketballs. The Its try to get possession of a ball without touching other players. Students become It if their ball is taken. All students dribble the ball throughout the activity. Emphasize keeping heads up and continuous dribbling, while avoiding double dribbling, carrying and travelling. Occasionally switch Its so different students have the opportunity to try. 505 Unit 15 Sub-Task #4 Skill Building Activities Basketball

214 B)Skill Development Dribble, Pass, Shoot. Review key points: Dribble: keep head up, use fingertips, protect the ball. Passing: keep thumbs behind ball, elbow close to the body, and step towards target. Shooting: BEEF (balance, elbow, eyes, follow through). Students stand at the baseline in groups of four and pair off for the drill. Each pair: Power dribbles to the endline and back, then give the balls to the next pair. Dribbles the length of the gymnasium, making three chest passes with their partner along the way. Dribbles the length of the gymnasium, makes three passes and finishes with a set shot (one partner) and a rebound (other partner). Repeats the pattern of dribbling, passing and shooting after each pair has tried all three drills. C)Skill Application Students work in their groups of four and combine the skills from Skill Development. One student power dribbles to the end, attempts a set shot from the side of the key, power dribbles back, and chest passes the ball to the next team member. Teams do the drill for three minutes, keeping track of the number of successful shots. Discuss the importance of balancing speed and accuracy. Students may need to move more slowly to achieve greater success at shooting. Repeat the relay as above, shooting from the foul line and bounce passing to the next team member. D)Cool-Down/Wrap-Up Students perform stretching with the ball, using fingertips, rolling the ball in a figure eight around feet while keeping legs almost straight. Seated with legs straight out in front, roll the ball around the body. Review importance of looking up when dribbling and fingertip control. Post the participation rubric on the wall. Students select one area of the rubric and assess themselves, recording their level and criteria for assessment in their journals. Extension Repeat drills using non-dominant hand. Power dribble in the relay once using dominant hand, once using non-dominant hand. Notes to Teacher To avoid crowding, set up four-person relay with students working at different nets. Appendices Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart 506 Unit 15 Sub-Task #4 Skill Building Activities Basketball

215 UNIT 15 Basketball Sub-Task #5 Lay-Ups and Shooting Facility Gymnasium Materials One basketball per student Description Students review the basic mechanics of dominant hand lay-ups. Expectation Code Learning Expectation 7p22 7p35 perform locomotion/travelling, manipulation, and stability skills in combination (e.g., in high jump: approaching the bar, taking off, and landing) follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety Assessment Opportunities Suggestions for Assessing Expectations 1 5 Formative/Ongoing: Teacher assessment of ability to perform skills in sequence, using Movement Skills Recording Chart with indicators below (Grade 7 Appendix J-1). Self-assessment of attention to safety procedures using self-reflection based on indicators from the safety rubric (Grade 7 Appendix I) Teacher/Learning Strategies A)Warm-Up Students practise dribbling and shooting with a basketball. Separators. Divide students into two groups, lined up across the baseline at both ends of the gymnasium. Students run a line drill while dribbling the ball, under control. Students work in partners. The first partner dribbles to the foul line, then back to the endline and passes the ball to their partner who dribbles to the foul line and back. Students take turns dribbling to each successive line the center line, the opposite foul line, then the opposite endline. Emphasize dribbling with heads up, watching to ensure students do not bump into each other. Students repeat the drill with one partner running to all four lines before passing the ball to the partner. 507 Unit 15 Sub-Task #5 Skill Building Activities Basketball

216 B)Skill Development Lay-Up Progression. Use image of a marionette. If student shoots with the right-hand, there is an imaginary string attached from the right elbow to the right knee, so that when the right arm goes up, the right knee goes up too. Students start with the ball at the right hip (reverse all directions for left-handed students). They bring the ball up in front of them, with right knee in the air, balanced on the left foot. Students practise bringing the ball up into shooting position and hopping once on the left foot. Students progress, adding a step right, step left, and hop left, still not releasing the ball. Students progress to releasing the ball on the hop, remembering to wave goodbye to the ball, with a soft finger roll. Emphasize that a lay-up has to provide transition from a dribble down the court to upward momentum, and that is why the hop and the sweep is so important. Upon releasing the ball, the emphasis is on High and Soft (high on the backboard and a soft shot). Students work on hopping high, not forward on the hop. Angles and the Backboard. Discuss how the 45-degree angle approach from the floor is necessary on a lay-up. Discuss that the angle of incidence equals the angle of reflection, and how students should aim for the upper right-hand corner of the painted box on the backboard. The ball should rebound from there into the net. Students experiment with the lay-up, working first on footwork, then on releasing the ball and laying the ball up onto the backboard. Students can add a dribble when they are comfortable with the approach and release. Encourage students to work on the lay-up from both sides of the basket. Peers provide feedback and suggestions. 508 Unit 15 Sub-Task #5 Skill Building Activities Basketball

217 B)Skill Application Lay-Up Circuit. Students practise one lay-up at every basket in the gymnasium. Encourage students to work as continuously as possible, shooting, rebounding their own ball then moving on to the next basket. After students have shot on every basket, they circle around again, shooting on each basket approaching from the opposite side. Students can repeat both circuits trying to increase the number of baskets they sink. C)Cool-Down/Wrap-Up Student take turns leading stretches, while reviewing the key points of the lay-up. Ask students to identify safety issues to be aware of when using basketballs in the gymnasium (e.g., being aware of others around you, looking before shooting, not throwing a ball into a crowd). Ask students to reflect on their own attention to safety procedures. Post Safety Skills rubric on the wall for students reference. Extension Notes to Teacher During skill application, students dribble in from center court to complete lay-ups. For a greater challenge, students can dribble in for lay-ups while being guarded by an opponent. Emphasize the importance of dribbling in control when completing Separators. Students need to understand that speed is not as important as dribbling in control with their head up during activities. 1 5 Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart 509 Unit 15 Sub-Task #5 Skill Building Activities Basketball

218 UNIT 15 Basketball Sub-Task #6 Offensive Skills Facility Gymnasium Materials One basketball per pair of partners Coloured pinnies for teams Skipping ropes Benches Description Students use fakes, cutting and give-and-gos to move into open space, get open, and receive a pass. Expectation Code 7p25 7p27 7p42 Learning Expectation perform a variety of throws, passes, and shots after a faking motion pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of ability to execute offensive skills using passing and faking indicators from the lesson with a movement skill recording chart (Grade 7 Appendix J-1). Student/peer assessment of fair play using a partner discussion. Students identify examples of fair play exhibited. Teacher/Learning Strategies A)Warm-Up Students jog around the perimeter of the gymnasium. On the whistle, students form groups of three. In these groups, one student skips, one bench steps, and one jogs on the spot. On a signal, students continue moving randomly. When signal is given again, students rejoin their group and rotate activities. Complete enough rotations so each student completes each activity twice. 510 Unit 15 Sub-Task #6 Skill Building Activities Basketball

219 B)Skill Development Students work on a variety of offensive tactics using throws and passes. Ask students when and how fakes might be used. Students play a short game of two-on-two. Encourage students to use fakes to keep possession of the ball. Stop students and ask what kinds of tactics were used for faking. Consider the following points for discussion: Fakes: used prior to passing the ball, before and during dribbling, before and during shooting. Indicators: Short and sharp. Maintain balance by keeping center of gravity low, knees bent and arms down. Direct fake in a logical direction (toward the basket or toward a receiving player). Jab Fake. Fake by taking a step to force defensive player to drop back. Recover then and shoot, pass, or drive. Pump Fake. Fake as if taking a shot. Wait for the defensive player to move to defend the shot. Execute the shot, pass, or drive. Students practise in pairs, with one student on defense, the other on offense. Practise both a jab fakes and a pump fakes. Partner works to react but not stop their partner. Switch roles. Give-and-Go. Demonstrate the give-and-go (offensive tactic for maintaining possession of the ball) with a student. The ball handler passes to partner, fakes, and breaks for open space, receives a quick pass back from their partner. Emphasize putting hand out to receive the pass to give the passer a target. Students practise the give-and-go using quick passes. Students work with a partner, then in groups of three, adding a defensive player to make the passing more difficult. 1 5 C)Skill Application Two-on-Two or Three-on-Three. Using all available baskets, students play two-on-two. Several groups can share one basket. Emphasize the use of jab fake, pump fakes and give-andgo. Limit the dribbling to two dribbles. The students can choose to pass or shoot after faking. To encourage use of offensive strategies, if keeping score, students score a bonus point if they score after using a give-and-go or an obvious fake. D)Cool-Down/Wrap-Up Students stretch with a partner and identify two examples of fair play and respect for others exhibited in class. Extension Line students up with balls in opposite corners at opposite ends of the gymnasium. Six students without balls stand halfway down the gymnasium. These students are the statues. Students pass to the statues who pass back to the runners as the runners move down the floor. Runners pass to a team-mate on the other side of the gymnasium. Change the statues over the course of the drill so that all students have an opportunity in this role. 511 Unit 15 Sub-Task #6 Skill Building Activities Basketball

220 Notes to Teacher Encourage students to focus on offense while students on defense should play light defense, not trying to steal the ball or block shots. When playing modified games of two-on-two or three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remind students to keep their heads up and to be aware of others playing in the same space. Appendix Grade 7 Appendix J-1: Movement Skills Recording Chart 512 Unit 15 Sub-Task #6 Skill Building Activities Basketball

221 UNIT 15 Basketball Sub-Task #7 Defensive Skills Facility Gymnasium Materials One basketball per student Coloured pinnies Description Students actively participate in drills that emphasize person-to-person defense, with a focus on see your person and see the ball. Emphasis also put on staying between the person and the basket. Expectation Code 7p26 7p35 Learning Expectation intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for their own safety 1 5 Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Peer assessment of interception skills using defensive tips listed in lesson. Peers provide feedback for team members during modified game play. Teacher assessment of attention to safety procedures using a safety rubric (Grade 7 Appendix I). Teacher/Learning Strategies A)Warm-Up Students practise dribbling and shooting with a basketball. Students jog the perimeter of the gymnasium five to seven times, dribbling a basketball. Encourage students to dribble with both dominant and non-dominant hand practising the cross-over dribble. Partner Drill. Students stand on each side of the gymnasium, facing a partner. One of the partners runs to the other, touches hands, and runs back. They then do three push-ups and try to be back up on their feet before their partner arrives to give them a high-five. As soon as the first partner begins their first push-up, the other begins running. Students continue the drill. 513 Unit 15 Sub-Task #7 Skill Building Activities Basketball

222 B)Skill Development Defensive Skills: Students work on defensive stance and strategies. Ask students to show a basic defensive stance. Students should show: Knees flexed. Hips low. Weight evenly distributed. Arms in front, elbows bent, palms up. Emphasize this basic stance is used in almost every sport (See Transferable Skills: Strategies and Tactics, Grade 7 Appendix P). Students play a short game of two-on-two, focusing on defensive strategies. Stop students and ask what strategies and tactics they were using when on defense. Consider the following points for discussion: Students should always stay between the person they are guarding and the basket. Try to get between the ball and the target (person receiving pass). Footwork. Shuffle backwards, heel to toe, one foot meeting the other. Avoid running backwards (it is difficult to change direction). Lead with the toe out in the direction of travel, keeping back to the basket at all times. Defending the Pass. Keep knees bent, body low, one hand towards the ball, one in the passing lane. Defending the Shot (in the key). Step towards the offensive player, stretched up with both arms up. Focus on the ball. Do not leave the ground until the shooter does. Plant feet and stretch up to block the shot. Students practise defensive play in partners. Divide the gymnasium in two, lengthwise. One partner dribbles the ball slowly moving down one side of the gymnasium. The other partner moves with them, defending using exaggerated footsteps and defensive stance. Switch roles at the opposite end of the gymnasium. Repeat, increasing the pace with the ball handler trying to get past the defender. C)Skill Application In groups of four to six, play a game of keep away using person-to-person defense (two-on-two, three-on-three). Restrict offensive movements to passing and dribbling (no shooting). Emphasize that students should concentrate on guarding the opponent by playing the ball or potential receiver closely. Stop the game after three to four minutes of play. Students meet in their teams and identify which defensive strategies they are doing well and which need work. Students identify one defensive strategy to focus on in the next three to five minutes. Play again, using strategies discussed. 514 Unit 15 Sub-Task #7 Skill Building Activities Basketball

223 D)Cool-Down/Wrap-Up Students stretch on their own. Students do at least ten different stretches and hold each for 15 to 30 seconds. Extension Practise defense playing with uneven numbers (two-on-three or three-on-four). Practise with both the defense and the offense being the team with the extra player. Discuss implications of both situations. Notes to Teacher Reinforce the importance of proper footwork, stance and positioning. When playing modified games of two-on-two or three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remind students to keep their heads up and be aware of others playing in the same space. Appendices Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix P: Transferable Skills: Strategies and Tactics Unit 15 Sub-Task #7 Skill Building Activities Basketball

224 UNIT 15 Basketball Sub-Task #8 Game Skills and Strategies Facility Gymnasium Materials One basketball per student Description Students demonstrate a combination of offensive and defensive skills in activities and lead-up games. Expectation Code 7p25 7p26 7p42 Learning Expectation perform a variety of throws, passes, and shots after a faking motion intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of faking, passing and interception skills using a checklist. Use indicators from lesson with Movement Skill Recording Chart (Grade 7 Appendix J-1). Self-assessment of fair play using a social skills rubric (Grade 7 Appendix H). Teacher/Learning Strategies A)Warm-Up Agility Warm-Up. Students face teacher with knees bent, shoulder-width apart and arms down, palms out, ready to intercept a pass (defensive position). On teacher s whistle, the students move in the direction indicated (forward, back, side to side). Continue for two to three minutes. On a signal, students freeze in defensive stance. Aerobic Warm-Up. In partners, students work at trying to get the ball away from their partner while they both are dribbling the basketball. One partner tries to get a hand on their partner s ball. When successful, partners switch roles. 516 Unit 15 Sub-Task #8 Skill Building Activities Basketball

225 B)Skill Development In The Middle. Divide students into groups of three. Each group has one ball. One player stands in the middle, one player is the offence (sender), and the other is the offence (receiver). The student in the middle assumes a defensive position facing the player with the ball. The player with the ball has three seconds to try to get the ball to the receiver using bounce and chest passes, while the person in the middle tries to intercept. Students switch places when the person in the middle is successful at intercepting. Students take turns giving everyone a chance in the centre, even if the person in the middle is not successful at intercepting. C)Skill Application Three-on-three-on-three. Students continue working in their groups of three at one basket. Two groups play against each other and one group observes. Group observing tries to pick out offensive and defensive strategies being used (see Sub-Tasks #6 and #7). Switch roles every two or three minutes so one team observes while two teams play. While observing, the team can also plan a strategy to use. Students observing can give tips to students playing. D)Cool-Down/Wrap-Up Group stretch while reviewing the key indicators of defensive footwork and stance. Students look at social skills rubric (posted on the wall) and assess themselves on their fair play during the game. Students may record their assessment in their journals. 1 5 Extension With 3-on-3-on-3 game, encourage students to add their own rules to increase the challenge of the game. Students may award bonus points for using specific offensive or defensive strategies such as the give-and-go or jab fake. Notes to Teacher Continue to reinforce basic defense skills. When playing three-on-three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remind students to keep their heads up and to be aware of others playing in the same space. Appendices Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart 517 Unit 15 Sub-Task #8 Skill Building Activities Basketball

226 UNIT 15 Basketball Sub-Task #9 Modified Games Facility Gymnasium Materials Basketballs Two buckets or garbage pails Coloured pinnies Description Students actively participate in a lead-up game to basketball, in which they focus on skills acquired and fair play. Expectation Code 7p26 7p42 Learning Expectation intercept objects (e.g., balls, Frisbees) while moving in various directions and at different speeds participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Teacher assessment of fair play using social skills rubric (Grade 7 Appendix H). Self-assessment of interception skills using peer feedback. Teacher/Learning Strategies A)Warm-Up Partner Passing Drill. Students move in two lines down one side of the gymnasium, passing back and forth. At the end, one student attempts a shot, one student rebounds, then students continue passing and moving to the other end. Students continue moving between nets in the gymnasium, passing, shooting and rebounding continuously as they warm up. B)Skill Development Students review offensive and defensive strategies by playing three-on-three at all baskets in the gymnasium. Stop students to ask what strategies and skills they are focusing on. Select two or three groups to demonstrate the strategies and skills they are working on. Give students time to continue working and to apply some of what they have seen after they observe. 518 Unit 15 Sub-Task #9 Skill Building Activities Basketball

227 C)Skill Application Bucketball. Divide students into teams of five to six players. Divide the gymnasium width-wise into two or three courts, so all students can play. One student holds a garbage can or bucket on the endline as the goal. Players pass the ball down the court using their players on the sidelines and attempt to throw the ball into the bucket. Team-mates on the endline can move the bucket around in an attempt to catch the ball in the bucket. Players can take three steps or hold the ball for three seconds before passing or shooting. Players cannot touch the ball carrier. Stop the game after four to five minutes of play. Give students an opportunity to discuss strategy with their team. Encourage students to give feedback to each other and plan how to intercept the ball. 1 5 D)Cool-Down/Wrap-Up Body Part Stretch. Call out different body parts one at a time. To cool down and work on flexibility, students do a stretch for the specific part as it s called. Students may look at peers for ideas if they are unsure of a stretch. Extension Notes to Teacher Appendix If facility is too small for all players to play at once, play with sideline players. Teams that are waiting for their shift line the side of the court and act as sideline players. Sideline players can receive passes and put the ball back into play by passing back to the same team. Encourage students to modify the rules to increase the challenge (e.g., the same player cannot score more than once, no dribbling, ball must be passed four times, or to every player before a scoring attempt, assign bonus points for interceptions). For maximum playing time, avoid dividing students into shifts and playing full-court games. Use smaller courts and smaller teams so all students have more opportunities to practise. Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) 519 Unit 15 Sub-Task #9 Skill Building Activities Basketball

228 UNIT 15 Basketball Sub-Task #10 More Games Facility Gymnasium Materials Two sets of pinnies Approximately 15 basketballs Description Students demonstrate their knowledge of all skills taught and apply them in a game situation. Expectation Code 7p25 7p27 7p42 Learning Expectation perform a variety of throws, passes, and shots after a faking motion pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand overhead pass) for distance and accuracy participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches) Assessment Opportunities Suggestions for Assessing Expectations Formative/Ongoing: Self-assessment of fair play using social skills rubric (Grade 7 Appendix H). Summative: Teacher assessment of faking and passing skills using a checklist (Movement Skill Recording Chart Grade 7 Appendix J-1). Teacher/Learning Strategies A)Warm-Up Ball Handling. Students move ball around their head, waist and each leg, moving ball in control as quickly as possible. Students dribble the ball around their body and around each leg in lunge position. Lay-Ups. Divide students into two groups at each basket in the gymnasium. One line of students rebounds and the other does lay-up shots. Students continue until shooters have taken five shots each, then students switch roles. 520 Unit 15 Sub-Task #10 Skill Building Activities Basketball

229 B)Skill Development Discuss the concept of fair play. Ask students for examples of what will be seen and heard to demonstrate fair play in the games. Divide students into four teams. Play with all students on the court if possible. If not, rotate substitutes in to play every two to three minutes. Different students should start as substitutes as each new game begins. To divide students into two teams, students can sit back-to-back with a partner. Students on one side are one team, and students on the other side are on another team. Repeat within each team to sub-divide further. C)Skill Application Play two half-court games. Students act as referees. Encourage students to use a minimal number of rules, adding rules only as required. Students work on basic rules of avoiding double dribble, carrying, travelling and fouls. Stop students every five to six minutes and trade courts so that all students get to play against each other. When starting a new game, students who began the last game as substitutes begin this game on the floor. D)Cool-Down/Wrap-Up Team stretch. Students take turns leading stretches within their own team. Students look at social skills rubric (posted on the wall) and assess themselves on their fair play during the game. They may record their assessments in their journals. 1 5 Extension Play a version of basketball in which the students not playing stand on the sidelines and are able to participate by passing the ball in when it comes to them. Notes to Teacher Teams can be divided by gender, by ability, or teams can be totally co-ed. It is valuable for students to have an opportunity to play on all types of teams. Encourage students to be supportive and to play their best with all mixes of teams. Appendices Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 7 Appendix J-1: Movement Skills Recording Chart 521 Unit 15 Sub-Task #10 Skill Building Activities Basketball

230 Modified/Simplified Basketball Rules To start a game, players take positions around the center circle. Each team has one centre, two forwards and two guards. Play begins with the official tossing the ball into the air between the two opposing centres in the centre circle. The centres attempt to tap the ball to one of their team-mates. After gaining control from the centre toss (jump ball) the player tries to move the ball toward the opposing team s basket by passing it to a teammate, dribbling it, or using a combination of these actions. The opposing team tries to defend their basket and/or intercept the ball and move it in the direction of the other team s basket. The ball may be passed to any player of the team in any section of the court. Any player on the team may shoot (attempt to score) for a basket. When the ball goes out-of-bounds, it is given to an opponent of the player who last touched the ball. It is then thrown in to a team-mate from the point at which it went out-of-bounds. When a score is made, play is stopped. The ball is taken out-of-bounds on the endline by the team who was scored against. The player who took the ball out-of-bounds on the endline then in-bounds the ball to a team-mate and play resumes. Fouls. Any player who trips, pushes, holds, charges, or has unnecessary body contact with an opponent is charged with a foul. Fouls (modified): One or two free throws (foul shots) A) If a player is fouled while engaged in a play other than shooting, one free throw (from the free throw line) is awarded to the player who was fouled. If the free throw is unsuccessful, the ball is in play. B) When a player is fouled while shooting, two free throws (from the free throw line) are awarded to the player who was fouled. If the second free throw is unsuccessful, the ball is in play. Violations: A violation is charged when any player: Takes more than one step with the ball without dribbling (travelling). Double dribbles the ball. Steps on or over a boundary line while in possession of the ball. Kicks the ball. Causes the ball to go out-of-bounds. Delays the game by keeping the ball in his/her possession for more than five seconds while closely guarded. Penalty: Play is stopped and the official gives the ball to the opposing team. A player from this team puts the ball in play from out-of-bounds, nearest the point of the infraction, by passing it to a team-mate. 522 Unit 15 Appendix A Skill Building Activities Basketball

231 APPENDICES Appendix A Safe Stretching (Junior/Intermediate) 525 Appendix B Daily Vigorous Physical Activity (Intermediate) 537 Appendix C Sample Long Range Plans (Intermediate) 548 Appendix D Sample Timetables/Timetable Suggestions 550 Appendix E Summary of Evidence Chart 556 Appendix F-1 Summary of Evidence Chart Active Participation 557 Appendix F-2 Summary of Evidence Chart Communication 558 Appendix F-3 Summary of Evidence Chart Movement Skills 559 Appendix F-4 Summary of Evidence Chart Understanding of Concepts 560 Appendix G Participation Rubric 561 Appendix H Social Skills Rubric 563 Appendix I Safety Rubric 565 Appendix J-1 Movement Skill Recording Chart 566 Appendix J-2 Movement Skill Rubric 567 Appendix K Active Participation Recording Chart 568 Appendix L Communication Recording Chart 569 Appendix M-1 Understanding of Concepts Recording Chart 570 Appendix M-2 Understanding of Concepts Rubric 571 Appendix N Anecdotal Observation Recording Chart 572 Appendix O-1 Participation Target 573 Appendix O-2 Participation Pyramid 574 Appendix O-3 Participation Star 575 Appendix O-4 Response to Others (Primary) 576 Appendix O-5 I Listen (Primary) 577 Appendix O-6 Safe Activity (Primary) 578 Appendix O-7 I am Ready (Primary) 579 Appendix O-8 Cooperation and Fair Play (Primary) 580 Appendix O-9 Participation Target Example (Primary) 581 Appendix O-10 Blank Movement Skill Checklist 582 Appendix P Transferable Skills: Strategies and Tactics 583 Appendix Q Transferable Skills: Sending/Receiving/Carrying

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233 APPENDIX A Safe Stretching Junior/Intermediate Get Your Heart Pumping Activities Use Get Your Heart Pumping activities to prepare students, physically and psychologically, for more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility can be improved by stretching during cool-down activities. March and Reach Begin marching on the spot, raising knees to waist height. Touch hands to shoulders and reach hands up over head. Repeat this up and down movement with your arms, while you continue to march on the spot for counts. Jump and Twirl Stand with feet slightly apart and begin jumping in place. Twirl forearms in small circles in front of the body. Keep elbows close to the body. Twirl arms forward and backward. Continue for counts. Around the Room Hopping: on one foot, then the other, slow, faster. Skipping: around the room, change the lead leg. Galloping: around the room, forwards, backwards. Jog and Jump Jog on the spot, at slow, medium and fast speeds. Jump on the spot, at slow, medium and fast speeds. Body Pump While standing, extend one leg behind, pressing toes into the floor and lowering the heel. Keep supporting leg slightly bent. As you extend the leg, raise arms in front to shoulder height. Lower arms and bring leg back to standing position. Now repeat this leg and arm movement, alternating legs. Continue in a rhythmic pumping movement for counts. 525 Appendix A

234 Memory Sequence Game Do a sequence of four movements in a pattern. Quietly count out the four beats. Add a new pattern each time: Four hand slaps on the floor. Four hand slaps on the knees. Four claps. Four head touches. Four shoulder touches. Four counts: one arm goes up in the air and everyone shouts hurr a y, then everyone is a b s o l u t e l y quiet. Listen for the difference. Students make up their own combination of movement patterns for a partner to follow. Do the Twist! Stand with feet shoulder-width apart, knees slightly bent. While keeping heels in place, pivot feet from side to side, and swing hips in a twisting movement. Bend arms and pump them from side to side while twisting. Continue twisting for counts. Partner Relays Partners stand on opposite sides of the gym. Walk briskly to meet partner, and walk with him/her back to a pylon, then return to his/her side of the gym. Take turns walking to a pylon and back, leading partner and moving in different ways. Partners can skip, slide, jog, speed walk or do a grapevine (step side, behind, side, in front) step. One partner leads, one partner follows then they switch roles. Safe Circle Two or three people are chosen to be It. One It is the leader and chooses a locomotor pattern (hop, skip, crab walk, crawl). Others do same pattern all moving around the gym. When the leader It shouts, go, all find a safe circle (small circle on gym floor) while all the taggers try to tag students. Students continue to use the locomotor pattern. More than one person can occupy a safe circle. Choose new students to be It. Game restarts with a new locomotor pattern. Running on the Spot - Narrow and Wide Stand with feet shoulder-width apart. Run on the spot, pumping arms back and forth. Gradually increase speed for counts. Move with feet together, then wider apart. 526 Appendix A

235 Full Body Warm-Up and Cool-Down Stretch: Junior/Intermediate After Get Your Heart Pumping activities, include some active stretches to increase mobility while still keeping heart rate elevated. Stretches gradually increase muscle flexibility and the range of motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During the cool-down, hold stretches longer (15 30 seconds) to work on improved flexibility. Stretch major muscle groups and those muscles that were used during the lesson. Some exercises below are designed to stretch muscles and some are designed to move the joints through their range of motion. Some stretches stretch more than one body part. NECK Neck Stretches Slowly bend neck to the right side, moving right ear toward right shoulder. Hold. Repeat on left side. Slowly bend neck forward, moving chin toward chest. Hold. Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times. Neck and Shoulder Stretch While keeping shoulders facing forward, turn head to one side, as if trying to look over your shoulder. Hold. Repeat on same side then repeat twice on the other side. Shrug shoulders up toward your ears and hold. Repeat two times. SHOULDERS Shoulder Shrug (range of motion activity) Move shoulders up and down, first one, then the other, both at the same time. Move shoulders forwards/backwards together, or one at a time. Shoulder Shrug and Roll (range of motion activity) Shrug your shoulders up towards ears and hold. Repeat three times. With your arms down by sides, slowly roll shoulders forward in a circular motion. Repeat five circles. Slowly roll shoulders backward in a circular motion. Repeat five backward circles. Reach and Stretch Stand with hands clasped, and arms stretched overhead. Pull arms backward gently and hold. Kneel and Reach Start on hands and knees. Slowly drop down onto elbows. Keep back straight and slide hands as far forward as possible. Hold and repeat. 527 Appendix A

236 ARMS Upper Arm Stretch Stand with feet shoulder-width apart. Raise right arm above the head and bend elbow so right hand rests at the back of the neck/upper back. Left hand rests on right elbow. Give a slight backward press to the elbow until gentle stretch is felt in right upper arm. Hold and repeat with left arm. Arm Circles (range of motion activity) Slowly circle straight arms forward and backward. Circle with arms bent, elbows leading. FOR HANDS AND WRISTS Finger Press Press finger end pads together. Shake hands out. Forearm Stretch Kneeling on the floor, palms flat on the ground in front of the knees, fingers pointing towards the knees: sit back on heels, trying to keep palms flat on the ground. In a low kneeling position, place backs of hands on the floor, beside your legs, fingers pointing behind you. Keeping arms as straight as possible apply a small amount of pressure on hands. Variation: Press hands against wall. Point fingers to a 12 o clock position, 3 o clock, 6 o clock, then 9 o clock. CHEST Chest Shoulders and Arm Stretch Stand with feet shoulder-width apart. Grasp hands behind back and slowly lift arms upward, until stretch is felt in the chest, shoulders and arms. Hold and repeat. Side Reach Stand with legs twice a shoulder s width apart, with knees bent. Reach out to each side as far as possible. Try to keep body stable from waist down. BACK Back Round Out Clasp hands in front of body and raise arms to shoulder height. Slowly press hands forw a rd while rounding out the back and tucking chin down toward the chest. Feel a gentle stretch across the upper back, hold stretch and repeat. 528 Appendix A

237 Cross and Reach Cross arm in front of body at shoulder height. Press arm, using the other arm, across the body until a stretch is felt in upper arm and upper back. Cat Stretch Stand with feet shoulder-width apart, knees slightly bent. Bend forward, placing hands on knees and keeping the back flat. Slowly arch the back upward, into a rounded position. Hold, then return to flat back. Repeat. Hug Slowly take a deep breath in through the nose and out through the mouth. Repeat three times. Wrap arms around shoulders, give yourself a big hug and hold. HIPS and WAIST Twister Stand with knees slightly bent, feet shoulder-width apart. Keeping the hips facing forward, slowly rotate the upper body from the waist up, twisting to look behind. The Pretzel (hip stretch) Sit on the floor with right leg extended along the floor. Pull left leg over right leg in a bent position. Using the right hand, pull the left knee into the chest. At the same time, twist torso to the left as far as possible. Place the left arm behind you for balance. Sitting Twists (range of motion activity for hips) Sit with legs bent and close to chest, arms at side and hands on floor for support. Slowly twist legs together from side to side, touching knees to the floor. Reach for the Sky (side stretch) Alternate arm stretches overhead, straight up and diagonally up. Reach up with both arms as if you are being pulled up to the ceiling. Relax in between stretches. Side Lunges Stand with feet spread wide apart, knees bent, hands on hips. Move slowly from side to side by alternately bending and straightening each leg, keeping upper body facing straight and vertical, Front Lunges Place one leg straight behind, the other in front with knee bent at 90 degrees, feet spread shoulder-width apart, hands resting on front thigh or on ground beside feet. 529 Appendix A

238 Torso Twist Lie on the back, knees bent, arms to the sides on the floor. Slowly lower both knees down to one side, while trying to keep both arms flat on the floor. Hold and repeat with other side. Crossover Stretch Lie on back, and support body on bent elbows and lower arms (or lie flat on floor). Extend one leg on the floor and bend the other with foot flat on the floor. Press bent knee over straight leg towards the floor, keeping hips as level as possible. Repeat on other side. Hips, Shins and Feet Stand with weight on right leg. Bend left leg and rest the left foot on the floor with shoelaces to the floor to stretch the front of the foot. Tilt the hips forward (pelvic tilt) to stretch the hip flexors. Keep abdominal muscles tight. Repeat on other side ABDOMINALS Pelvic Tilt Lying on back with knees bent, press the arch of the back into the floor by tightening the abdominal muscles. Hold and repeat. LEGS Butterfly (inner thigh stretch) Sit with legs bent, soles of feet together, knees out to the side. Use hands to gently press knees towards floor. Hold. Shin Stretch Stand with feet slightly apart. Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor. Feel a stretch up the shin. Keep knee of supporting leg slightly bent. Hold and repeat with the other leg. Calf Stretch Stand with feet shoulder-width apart. With right foot, take a large step back into a lunge position. Bend the knee of front leg, and press the heel of back foot to the floor. Do not bend front knee beyond the ankle. Feel a gentle stretch in the back of the extended leg. Hold and repeat with the other leg. Bring the back foot in slightly and bend the back leg to stretch deeper inside the calf muscle. Hold and repeat with the other side. 530 Appendix A

239 Stork Stretch Stand and hold onto something for balance (chair, table, wall) if necessary. Grasp right foot or shin with right hand and gently pull it towards buttocks. Tilt right hip forward slightly until a gentle stretch is felt in the front of the thigh. Keep knees together. Hold and repeat with the other leg. Lunge and Reach Stand with legs wide apart, knees bent Place hands on thighs or on the floor in front of feet Slowly lunge to the side by bending one leg and straightening the other. Keep feet flat on the floor. Alternate sides. Leg Stretches: Lie on back with legs bent, one foot flat on the floor, grasp one leg and gently pull the bent leg towards chest. Slowly try to straighten leg. FEET Foot Flexers While standing, balance on one leg and alternately flex and extend the ankles. Try both feet together while standing. Ankle Rotation Sitting, using hands for support, legs bent in front. Raise one leg off the ground and rotate the foot at the ankle. Repeat with other foot. Alternately: do this exercise standing up, balancing on one leg, then the other. Junior/Intermediate Strength and Endurance Exercises Use strength and endurance exercises to improve muscle conditioning. Movements are slower and muscles are isolated. Balance exercises so the same number of repetitions are done on both sides of the body. Work to a level of comfortable fatigue, e.g., 8 to 20 repetitions, then gently shake and stretch the muscle isolated. Use exercises to improve muscle strength and also muscle endurance. Focus on large muscles of hips, thighs, abdominals, back, chest and shoulders. FULL BODY Tight Body Exercise Make whole body as tight as possible while either standing or lying down. Tighten one body part at a time: one arm, both arms, one leg, both legs, seat, whole body. Partners can check their tightness by trying to move or lift their bodies or a body part to see if they can stay tight or if they go loose and bend. Breathe. Do not hold your breath. 531 Appendix A

240 Upper Body Head Press Gently press head into hands. With hands on back of head, gently press and re s i s t. Hand on side of head, gently press and re s i s t. Partner Feet Claps Sit on floor facing partner. Clap bottoms of opposite feet together. Chest Press Stand with feet a shoulder s width apart, knees slightly bent. Raise arms to shoulder height, and firmly press palms of hands together in front of face. Hold the press and repeat. Push-Ups Keep body in a tight front support position. Lower and raise the body by bending and straightening the arms. Lower until the nose touches the floor. Keep the trunk as tight and as straight as possible. Push-Up Variations (modified versions) Floor Knee Push-Ups Do a push up, keeping body in a tight front support position but with the knees on the floor. Wall Push-Ups Stand about 1/2 metre from the wall with palms flat on the wall, a rms straight and at chest height. Alternately bend and straighten the arms. Try to touch nose to the wall. Keep trunk muscles as tight and as straight as possible. Do not move the feet. Press It Out Reach arms straight out to each side. Pretend you are giving short pushes forward to a very big ball. Palms face in direction of push. Push forward, backward, upwards and downwards. Arm Punch Punches overhead, out to side, to floor, out in front; alternate arms. Biceps Curl Stand with feet spread shoulder-width apart, arms by sides, hands open. Keep elbows tucked beside the waist. Slowly raise lower arms upward to waist height, while clenching hands to make a fist. Contract the arm muscles as if lifting a heavy weight. Slowly lower arms back down by sides, and unclench hands. Repeat this movement. 532 Appendix A

241 Dips Sit with knees bent, feet on floor, hands on floor behind hips and fingers facing feet. Slowly bend elbows. Keep elbows pointing back. Hold and repeat. Variation: Bench Dips Sit on bench with hands beside hips, feet straight out in front. Slowly lift buttocks, then lower them in front of bench. Rest and repeat. Abdominals Crunches Do a partial sit-up, hands touching forehead or hands across the chest. Lie on back, knees bent, feet flat on the floor. Lift head and shoulders off the ground, hold, return to a lying position. Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position (with knees slightly bent). Reach Use the same starting position as crunches, but extend arms and reach upward alternately. Return to a lying position after each reach. Try reaching for the knees, try reaching to the side. Reach through straddled legs (legs upward and slightly bent). Crunch and Stretch Lie flat on back, knees bent. Lift bent legs and pull knees to chest. Curl tightly as if to crack a nut that is on stomach. Lie back and rest. Repeat. Standing Crunches Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height. Do a diagonal knee raise in front of the body, lifting right knee inward to waist height, while lowering left elbow to touch the raised knee. Repeat eight times. Switch legs, and repeat. Lower Body Swinging Gate Hold on to desk, chair or wall for balance, if necessary. Stand with feet facing forward. Bend the knee of the outer leg, and raise it to waist height. Keep a slight bend in the knee of the supporting leg. Slowly swing the bent leg out to the side as far as possible, and then bring it slowly back to centre, imitating the movement of a swinging gate. Swing the gate and repeat on the other leg. 533 Appendix A

242 The Hinge Hold on to desk, chair or wall for balance if necessary. Stand with feet facing forward. Bend the knee of the outer leg, and raise it to waist height. Slowly kick the foot forw a rd, extending the leg and then bringing it back to the bent position, in a hinge-like movement. Keep the knee of the supporting leg slightly bent. Repeat this hinge movement and repeat on the other leg. River Jump Students create a river, using two masking tape lines or imaginary lines. Jump back and forth across the river, landing softly with knees bent. Jump back and forth. Leg Raises Stand, with knees slightly bent. Using a desk, chair or wall to maintain balance, lift outer leg sideways from your body, raising and lowering it eight times. Lift leg to the front eight times and then to the back eight times. Repeat with the other leg. Toe In Leg Raises Same as side leg raises only toe turns in to point towards the floor and lead lift with heel of foot. Lift leg only halfway up. Inner Thigh Strengthener Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height. Do a small diagonal leg raise in front of the body, lifting right ankle inward as far as possible, while lowering left hand to touch the raised ankle. Repeat eight times. Switch legs, and repeat eight times. Thigh Strengthener Stand with arms by sides, feet shoulder-width apart, toes pointing forward. Keeping back straight, squat down slowly, pretending to sit in a chair. Do not lower buttocks below knees, and do not extend knees beyond toes. While squatting, raise arms in front. Slowly come back to starting position. Repeat eight times. For variation, put feet close together and squat, or do three wide squats and three narrow squats. Calf and Shin Workout Stand with feet spread shoulder-width apart. If necessary, hold onto a table, chair or wall for balance. Raise heels up (to stand in tiptoe position) and hold. Lower heels to floor and repeat. Raise toes up towards shins (standing on your heels) and hold. Lower toes to floor and repeat. 534 Appendix A

243 Junior/Intermediate Cool-Down Activities Cool-down activities focus on stretching, and allow the heart rate to slow down. Use full body s t retches to work on improved flexibility. Use the following activities to gradually slow down movement and provide a period of relaxation. Take long, slow, deep breaths during the cool-down. Sidestep Stand with arms by sides. Step from side to side. Keep hands low and start moving arms in and out across the front of the body, in synchronized movement with the feet. Open and close arms and legs in a side-to-side movement for counts. On-the-Spot Follow the Leader Choose a leader to lead some slow, cool-down movements. Walk around the gym. Walk on the spot, moving arms in a gentle swinging motion. Heel and Toe Tap s Variation of walking on the spot. Instead of walking with feet flat on the floor, gently tap your heels (alternate right then left) on the floor. Continue for 10 counts. Switch to gently toe tapping (alternating right then left) on the floor. Continue for 10 counts. Low Kicks Stand and slowly do low, alternate leg kicks to the front, side and back Slowly swing arms by sides. Continue for 15 counts. Eye-Hand Coordination Game Place one finger of one hand on your nose. Place one finger of the other hand on your ear. Cross arms in front. Ear arm is on the opposite side. Switch positions to the opposite side. Try with a clap in between the switches. Try with a clap and a knee slap in between. Zoom Game Stand in a circle. Start with teacher and see how fast you can pass the word zoom around the circle. Turn head to listen facing the sender and pass it on facing the receiver. Challenge students by asking how they can pass it on faster. Try making a tighter circle, bending knees to get ready. Teacher can time with a stopwatch or watch to see if improvement is noted. Puppets Students pretend that they are a puppets, being controlled by strings. Students go loose and limp, then tighten and stretch. Stretch right up, toes, arms, legs, whole body. 535 Appendix A

244 Body Shake Shake one arm, the other, both. One leg, the other, both, head, hips, whole body. The Moon is Round Club Students repeat a rhyme and follows actions led by teacher. Rhyme: The moon is round as round can be, two eyes, a nose, a mouth I see. Actions: The moon is round as round can be palm of one hand facing forward and moving in a circular pattern. Two eyes, a nose, a mouth point to these parts of body. I see i n c o n s p i c u o u s l y, do a hand action, e.g., join hands in front or behind, or place them on hips. Challenge students to join a secret club if they can repeat this rhyme with the correct actions. The secret of joining is that they do all of the actions, including the last, subtle action that goes with I see. Encourage students to keep trying to discover the secret. Students who observe and can do all the actions can demonstrate for the others. Arm Swing Start with both arms straight up in the air (vertical). One arm begins a circling action backwards and downwards. At the same time the other arm begins a circling action forwards and downward. Continue trying these opposing circling actions. The actions must be simultaneous. 536 Appendix A

245 APPENDIX B Intermediate Daily Vigorous Physical Activity Learning Expectations: Grade 7: Participate on a regular basis in physical activities that maintain or improve physical fitness. Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue. Grade 8: Participate on a regular basis in physical activities that maintain or improve physical fitness. Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue. Outdoor Activities For all activities, designate boundaries. Students should be located within hearing distance of the teacher so they can respond to stop signals. Heart Health Run 537 Appendix B

246 Equipment Required: Cards or markers to identify taggers. Activity Description: Ask students to identify risk factors to heart disease (physical inactivity, smoking, eating high fat foods, high blood pressure). Identify four students to be taggers, each representing a different risk factor. When caught by a tagger, the runners must hold the spot they were touched as they run. (This makes the running more difficult equivalent to living life with one risk factor to heart disease.) If tagged twice, the runner must use both hands to hold both of the spots where he/she has been tagged. (Again, it is even more difficult to run like this, equivalent to living life with two risk factors to heart disease.) If tagged a third time, the runner has no more hands to hold the spots, so he/she has a heart attack. The runner calls out 911 and is frozen until another runner comes to help him/her. He/she can be saved by doing an exercise task (e.g., 10 stride jumps) with another runner. (Exercise reduces the risk of heart disease, so after doing this exercise, the runner is back in the game.) Switch taggers on a regular basis. Group Skip Equipment Required: Two or three long skipping ropes. Activity Description: Divide the class into three smaller groups. As their skill in the game builds, try to do the activity together as a larger group. As a group, the students work to see how many people they can get skipping at one time. They may start with one and build up, or attempt to start with a large group in the rope. Students can also try to count the number of skips that they can do consecutively as a group with one person running into and out of the rope at a time. Triangle Tag Equipment Required: None Activity Description: Working in groups of four, three students join hands and one person is outside of the circle. The person outside is It. They designate one person in the triangle to chase. As they try to tag that person, the other two people in the triangle try to protect him/her. The group can move in any way to protect/tag the player. 538 Appendix B

247 Ringer Equipment Required: Five or six rubber rings or small objects. Activity Description: Divide the class into groups of five or six players. Playing two on three, or three on three, the students work to pass the ring between their teammates. They count out loud as they complete passes successfully. The object is to reach seven passes (adjust this number to create an appropriate challenge for your students). When they reach seven passes, they are eligible to attempt a bonus shot. One team member stands in a designated bonus area and attempts to catch the ring on an extended arm. The ring goes to the opposite team after the bonus shot. The teams will develop strategy to be close to the bonus area as they approach their seventh completed pass. While the team in possession is attempting to complete passes, the opposite team is attempting to intercept. If the pass is not completed and the ring lands on the ground, the ring goes to the opposing team. If the ring is intercepted cleanly in the air, the ring goes to the opposing team. If team members from two teams both have their hands on the ring, the team already in possession of the ring gets to keep it. Any time the ring changes possession, the consecutive count of completed passes begins again at zero. Several games can occur at the same time with overlapping boundaries. 539 Appendix B

248 Stones game set up Equipment Required: stone markers (beanbags, Frisbees, painted rocks), pylons or chalk to designate boundaries, two large pylons. Activity Description: This activity requires more than minimal equipment, but if the equipment is gathered in advance, the game can be set up quickly by student monitors. Divide the class into two teams. Divide the playing area in half and mark two safe areas, one at each end of the playing field. Place half of the stones in the safe area at one end and half of the stones in the safe area at the other end. Place a cone about two metres in front of each safe area. The object of the game is for students to run across the opposite side of the field to the safe area, pick up ONE stone, and return safely to their own side. Students try to get all of the stones to their home side. They may take only one at a time. They carry the stones, not pass them. Students tagged when on the opposite side are escorted to a Holding Tank (the pylon). They must touch the pylon. As more students are caught and put in the holding tank, they can make a chain, extending towards their home side. If the line gets long enough to reach their home side, they get a free walk back to their home. Players in the holding tank can also be freed if a player from their own team runs across and kicks over the pylon. All get a free walk back. Players cannot jump out of the safe zone to save students in the holding tank. They must run from their own side. If students are in the holding tank for a long time, the teacher may also designate a freebie and grant all players a free walk back. 540 Appendix B

249 Chain Gang Equipment Required: utility ball Activity Description: Divide the class into two groups and play two games. Divide each group into two teams. One team has the ball and is up to bat. The batter hits or kicks the ball as far as he/she can in any direction (within designated boundaries). After hitting the ball, the batter and the last person in line run around their team (which is lined up) as many times as possible while the team counts laps. Meanwhile, the entire fielding team chases the ball. The first person who gets to the ball holds the ball up while the other team members line up behind him/her. The group passes the ball over heads then under legs to the end of the line. When the ball reaches the end, the person at the end of the line throws or kicks the ball as far as he/she can in any direction, then begins to run laps around his/her team. The original batting team must pay attention and notice when the ball has been hit. When it is hit, the runner stops running laps and the entire team chases the ball. They line up and pass it over and under. Teams should ensure that a different person is at the end of the line each time so that all have a turn to hit. The game runs continuously over a wide area. Runners can keep their personal record for number of laps achieved or the team can keep a cumulative record. Bird Tag Equipment Required: Three rubber chickens, It markers. Activity Description: Designate two or three players to be It within a designated playing space. It tries to tag other players. The runners can be safe from It if they are holding a chicken. If they are being chased by It, they can call out, Bird to ask to receive a chicken. Runners can hold the chickens for five seconds before they must throw the chicken to another player. Students learn to be aware of where the other players are and they learn to work cooperatively to prevent people from being tagged. If tagged, runners should change places with It. 541 Appendix B

250 Robin s Nest Equipment Required: For 30 students, use 7 hula hoops and 9 balls or beanbags. Activity Description: This activity is an excellent quick sprinting activity. Place one hoop in the centre and the six hoops an equal distance away from the centre (about five metres). Place all balls in the centre hoop. Divide the students equally and ask each group to sit behind a different group. Within each group, the students number off 1 to 5. The teacher will call out a number between one and five. When the number is called, students with that number sprint to the centre, pick up one ball and return it to their hoop. They return to the centre or to any other hoop to get another ball and bring it back to their hoop. The object is for them to collect three balls for their hoop. Their team cannot stop anyone else from taking balls from their hoop. Balls must be placed, not thrown, in the hoop. (If it bounces out, the runner must get it.) The team members can watch and direct the runner to the best hoop to go to get the next ball (e.g., the hoop that is closest to getting three balls). When one team gets three balls, all balls are quickly returned to the centre and the game is repeated with another number called. After the students understand the activity, more than one number can be called at the same time. Caution students against bumping heads as they pick up the balls. Although only six out of thirty students are active at any one time, this is a fast moving game where the person working works very hard for a short period, has a short rest, then has another opportunity to be active. 542 Appendix B

251 Speed Frisbee Golf Equipment Required: List of targets in the school yard, approximately 15 Frisbees. Activity Description: Students work in partners to reach as many targets in the yard as quickly as they can. Give each partner a list of 8-10 targets in the yard (e.g., climber, garbage can by north doors, fifth fence post on west fence, south fence, drinking fountain, third four square game, wall beside south doors ). Students can go to targets in any order they wish. One partner throws the Frisbee towards the target. From where it lands, the second partner throws the Frisbee towards the target. Students count the collective total of number of throws it takes them to hit all targets. Also, time the students, to see how quickly they can get to all targets. For a variation, students can predict their time when they attempt to hit the targets in a different order. Get Up (Football Warm-Up) Equipment Required: None Activity Description: Time the class to see how quickly they can move around the perimeter of the field. The students move in a line. The first person runs forward a few metres, then lies on the ground in a push-up position. The second person jumps over them, takes two steps, then lies down in the same position (parallel to the first student). The third student jumps over the student lying down, one at a time, then takes two steps and lies down in line, parallel to the first two students. All students continue in the same fashion. When the line reaches the end of the field, students curve their line so that it goes around the perimeter of the field. When all students have jumped over the first student, the first student then gets up and jumps over all students before taking his/her place at the front of the line. The students move their line forward continuously until they make it around the field. They can try this activity on another day and try to beat their timing record. Indoor Activities (use classroom, hallway, utility room ) Create a Dance Equipment Required: Music and tape/cd player. Activity Description: In small groups of three or four, give students a generic dance with steps to interpret and follow. Students read the steps and put them together into a series of movements or dance to teach the rest of the class. Encourage students to experiment with different formations (circle, line, scatter), tempos, levels and sequences. Students can experiment with the number of counts for each instruction. Encourage students to jazz it up. Each group of students can work from the same or different set of instructions. 543 Appendix B

252 Dance #1: (Scatter) 1. Step touch eight times in place. 2. Walk forward four steps, kick. Walk back four steps. 3. Stretch right arm up, left arm up, bend arms to touch shoulders behind head, hit hips. 4. Bend over and band on floor three times, curl up to standing position. 5. Jump, quarter turn and clap four times. 6. Repeat other way. 7. Slide to the left four slides. 8. Sway right and left. 9. Slide back four slides. 10. Sway right and left. 11. Repeat. Dance #2: (Scatter) 1. Walk to the side four counts. 2. Walk in a small circle four counts. 3. Knees in and out for four. 4. Walk to the side four counts. 5. Walk in a circle four counts. 6. Knees in and out for four. 7. Charleston: Step on one foot, other point other foot forward. Step back on that foot, point back with other foot. 8. Twist to the side and back four counts each. 9. Repeat. Dance #3: (Partner) 1. Walk forward eight counts. 2. Walk backward eight counts. 3. Face partner and and do-si-do (pass right shoulders). 4. Repeat (pass left shoulders). 5. Swing partner. 6. Clapping sequence with partner clap own knees twice, hit right fore a rms together twice, hit left forearm together twice, hit both partners hands twice. 7. Repeat. Dance #4: (Partner) 1. Walk to the side three steps and kick. 2. Walk the other way three steps and kick. 3. Step lunge to both sides, twice each side. 4. Punch arms diagonally twice right, twice left, then R, L, R, L. 5. Jump backwards away from partner jump and clap four times. 6. Walk forward four steps. 7. Clap hands once with partner (double high five). 8. Walk around partner. 9. Repeat. 544 Appendix B

253 Non-Elimination Simon Says Equipment Required: None Activity Description: Divide the class into two groups. Two leaders start two games of Simon Says using fitness activities. (For example: Simon says touch the ground and stand up. Simon says do ten tuck jumps. Simon says stand up and sit down in your chair five times.) If Simon catches someone doing the action when he/she has not said Simon says, the person caught moves to the other side of the class to join the other game. One After Equipment Required: None Activity Description: One student is the leader. The student does a series of fitness activities. The class follows, doing the fitness activity PREVIOUS to the one the leader is currently showing. (For example: The leader does jumping jack and the class watches. The leader changes to sky punches and the class does jumping jacks. The leader changes to twist jumps and the class does sky punches.) Add On Equipment Required: Music and tape/cd player, if desired. Activity Description: This activity can be done with music or without. One student calls out their name and does a fitness activity (e.g., arm punches, knee lifts, stride jumps). The rest of the class follows the activity. The leader then calls out another student s name. The class continues with the first activity until the next student starts doing a new activity. The class then follows the new activity. As each new activity is added, the class does all existing activities before adding the new activity. They call out the name of the person who led that activity as they do the actions. For example: The class follows as Mark does arm punches, then Mark calls Jake. Jake does knee lifts. Class returns to arm punches (calls out Mark ), knee lifts (calls out Jake ), then Jake calls Kim. Kim does stride jumps. Class returns to arm punches (calls out Mark ), knee lifts (calls out Jake ), stride jumps (calls out Kim ) then Kim calls on Jen to lead a new activity, and so on. Fitness Formula Equipment Required: Flip chart paper, markers. Activity Description: Students work together to brainstorm possible warm-up activities, muscular strength activities, cardiovascular activities, flexibility activities and cool-down activities. As a class, make a list in each of these categories. Choose activities that can be done in a limited space with minimal equipment and a short amount of time. Students in small groups of three or four then choose one activity from each category on the list to put together a fitness break. They should write their choices on a piece of flip 545 Appendix B

254 chart paper. Each group takes a turn posting their fitness break on the board and leading the class in completing the activities. Encourage students to bring their own choice of appropriate music to accompany their fitness break. Consider asking teachers from other classes to invite your students to visit and share their fitness break. Move/Freeze/Change/Up/Down/Hit the Deck Equipment Required: None Activity Description: Students move around the room walking as fast as possible. When the teacher calls out different commands, students respond as quickly as possible. For freeze, students stop moving; on change students change direction; for up, they jump; for down, they touch the floor; for hit the deck, they lie on the floor then quickly get up to keep moving. Emphasize speed and fast reactions to the commands. Fitness Circuit Equipment Required: Fitness task cards. Activity Description: Create six fitness task stations around the room or in the hallway. Divide students into groups and assign them to a station. Students work at their station for one to two minutes until a signal is given to move to the next station. Music can be used as a signal. When the music stops, students stop, and then walk to the next station. The students can track their progress by completing a fitness log or journal after this activity. Fitness stations can be changed and adapted and given catchy names to fit with themes and units in the class. Station 1: Step-ups onto chair and down. Station 2: Jump and alternate heel touches (front and back). Station 3: Jump and twist moving sideways. Station 4: Jumping jacks. Station 5: Jogging on the spot with arm punches. Station 6: Lunge and knee lifts both sides. Monte Carlo Equipment Required: Deck of cards, music. Activity Description: Students move around the room to music. The teacher or students choose a fitness activity (e.g., jumping jacks, tuck jumps, star jumps, knee lifts). Stop the music every 30 seconds to one minute. One student selects a card and the class does that number of the fitness activity. Do 11, 12 or 13 of the activity for jacks, queen and kings. 546 Appendix B

255 Eight Whatevers Equipment Required: Music and tape/cd player. Activity Description: Students take turns leading fitness activities. Leader begins with an exercise for eight beats. Next person does the first exercise, then adds on a different one for eight beats. With each new exercise, repeat all those that have already been done. If a student does not have an idea for an exercise ready, he/she can say whatever and the group does any exercise for eight beats. If this exercise is done on a daily basis, students may have one or two whatevers to use in a week. They need to have an exercise ready to share for eight beats on the other days. Who Changed the Motion? Equipment Required: None Activity Description: This activity can be done as a large group or in several smaller groups. Students form a circle with one person in the centre. The group follows a leader, doing whatever fitness activity the leader does (jogging on the spot, jumping jacks, knee lifts). Leaders should be encouraged to choose activities that move large muscles and there f o re keep the heart rate up. The leader changes activities fre q u e n t l y. The group follows the leader, but tries not to look directly at him/her. The person in the centre tries to guess who is the leader. He/she has three guesses. Change leaders and person in the centre and continue. 547 Appendix B

256 A Year at a Glance APPENDIX C 548 Appendix C

257 A Year at a Glance 549 Appendix C

258 APPENDIX D Scheduling for Maximum Participation in Health and Physical Education Creative Timetabling (see sample timetables) Combine classes with specialist; or teacher with more Physical Education background or expert i s e takes lead on planning, giving instructions, planning assessment, demonstrations. Second teacher supports and learns; he/she assists with tracking and assessment, change room monitoring, group formation, equipment distribution, safety and injury prevention, supervision. Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness monopoly, etc.). Split classes for some periods with one teacher working inside and one working outside. Split 50 minute periods into two 25-minute periods for fitness classes. Take two minutes from each period and use the time saved for daily vigorous physical activity. Use 10 minutes with opening exercises for vigorous activity. Use entire time allotted for the use of the gymnasium for physical education. Changing for class and some instructions can be done prior to the scheduled physical education time period Benefits: Opportunity to schedule more physical education classes; professional development opportunity for teachers to team teach and learn from each other; opportunity for students to work in diff e rent groupings; opportunity for maximum use of time allotted for physical education. C h a l l e n g e s : M o re students in the gymnasium can make it more challenging to ensure active part i c i- p a t i o n for all; more challenging to monitor safety procedures; scheduling of classes could be more challenging. School-Wide Activity Days Plan to work together with other classes to organize school-wide activity days, e.g., Activ8 celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk, school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days. Plan to do the activities once per year, once per term or once per month. Rotate responsibility for organizing the events. Link events to other school functions and celebrations. Benefits: O p p o rtunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to get fresh air; opportunity to build community spirit in the school; opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity for comprehensive school planning by linking the active event to other school functions; opportunity to involve parents and community; public relations opportunity. C h a l l e n g e s : R e q u i res time to organize; need to be flexible because of varying weather conditions. 550 Appendix D

259 Using Community Facilities Use local rinks, fields, courts, pools and other facilities. Develop relationships with parks and recreation staff. B e n e f i t s : Opportunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to get fresh air; opportunity to expose students to activities and experiences that they may try again outside of school time; public relations opportunity to build links with local community. C h a l l e n g e s : Requires time to organize; sometimes costs involved if a reciprocal agreement cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities; may involve transportation costs; need to be flexible because of varying weather conditions. Scheduling Outdoor Classes Schedule an outdoor period for all classes every week, regardless of the time of year. Designate specific units and expectations to be covered in an outdoor setting. B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for fresh air. C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; need to be flexible because of varying weather and field conditions. Using Alternative Spaces Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space activities. Schedule activity time in these alternative spaces. B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to take responsibility for their own fitness improvement if using these spaces for students to work on fitness challenges. C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; space may require more vigilance to ensure safe participation. Fostering an I Can Attitude Teachers support each other by doing group activities with several classes together. Provide classroom incentive (golden sneaker award, kilometer club, participation awards). Make the link to staff personal wellness. Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical activity, encouragement to be active at recess and lunch, support to wear running shoes and active attire). Build in student support. Train student monitors in routines to care for classroom equipment, set up gym equipment and support playground activity. B e n e f i t s : School culture of activity and wellness is created, staff role models emerge, comprehensive school health is a focus. C h a l l e n g e s : May require a shift of attitude and priorities. 551 Appendix D

260 Developing and Expanding Partnerships Involve parents. Assign active homework (students can track this in an Active Fitness Log ). Solicit support from school councils (funds for playground equipment, help with school-wide events). C reate links with high schools and middle schools (opportunities for co-op students and volunteers in programs, shared facilities). Student partnerships. Create PE buddies like reading buddies. Older students work with younger students to teach games and skills and to be active. B e n e f i t s : Efficient use of resources, long-term support is built into the system; fosters broader buy-in and support for the value of quality Health and Physical Education. C h a l l e n g e s : Fostering partnerships requires time and energy. 552 Appendix D

261 Sample Timetables SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT 9:25 10:05 10:05 10:20 Sample 1: Features: Timetable for grade 4-6 based on: 6-day cycle. 4 periods of PE and 1 period of health per cycle. Vigorous activity on non-pe days. Percentage of Curriculum Time per cycle (1920 minutes) Mathematics 480 minutes (25%) Language 480 minutes (25%) French as a Second Language 240 minutes (12.5%) Science and Technology 160 minutes (8.3%) The Arts (Music, Drama, Visual Arts) 240 minutes (12.5%) Health and Physical Education 160 minutes (8.3%) Social Studies 120 minutes (6.3%) TAG 40 minutes (2.1%) ATION FOR DAILY VIGOROUS ACTIVITY Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 8:45 9:25 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Programming Programming Programming Programming Programming Programming Math/Integrated Programming Recess Language/Integrated P rogramming (Health) Recess Math/Integrated Programming Recess Language/Integrated Programming Recess Math/Integrated Programming Recess Language/Integrated Programming Recess 10:20 11:00 Language/Integrated Programming Math/Integrated Programming Language/Integrated Programming Math/Integrated Programming Language/Integrated Programming Math/Integrated Programming 11:00 11:40 Language/Integrated Programming Math/Integrated Programming Language/Integrated Programming Math/Integrated Programming Language/Integrated Programming Math/Integrated Programming 11:40 12:40 Lunch Lunch Lunch Lunch Lunch Lunch 12:40 1:20 Social studies Science/Tech Physical Education TAG Drama/Dance Physical Education 1:20 2:00 French French French French French French 2:00 2:15 Recess Recess Recess Recess Recess Recess 2:15 2:55 Physical Education Social Studies Music Visual Arts Social Studies Science/Tech 2:55 3:35 Music Drama/Dance Science/Tech Visual Arts Physical Education Science/Tech Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language) Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language) Week Thr e e : Add Vi g o rous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health on Day 2 at 9:25 with Language) Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language) 553 Appendix D

262 Sample 2: K-8 School Features: 10.5 classes (three kindergartens every other day). Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes. When blocking two intermediate periods, there are three primary periods ( = 3 25). Junior/intermediate classes have physical education in the afternoon. Morning classes run as follows for primary: 8:50 Opening exercises 12:45 period 5 8:55 period 1 1:20 period 6 9:20 period 2 1:55 recess 9:45 period 2b 2:10 period 7 10:10 recess 2:45 period 8 10:25 period 3 10:50 period 4 11:15 period 4b 11:40 lunch Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y 1 3/4 3/4 3/4 3/4 3/4 2 2b RECESS 3 4 4b LUNCH 5 6 RECESS /2 KA/KC KB /6 4/5 2 1/2 KA/KC KB 1 7 5/6 7/8 4/5 2 1/2 KA/KC /8 5/6 2 1/2 KA/KC KB /8 4/5 2 1/2 KA/KC 1 7/8 4/5 5/ Appendix D

263 M o n d a y Sample 3: Daily PE 15 Classes Features: Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits. All classes get physical activity every day: (Two full periods each plus three Fitness periods of 15 minutes each). Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day. SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES 9:10 9:45 9:45 10:20 10:40 11:15 11:15 11:45 12:55 1:30 1:30 2:05 2:30 3:00 3:00 3: & 3 & & 12 & (15 Min. Fitness) (15 Min. Fitness) Tu e s d a y 2 6 & 9 (15 Min. Fitness) 1 & 4 (15 Min. Fitness) & 10 (15 Min. Fitness) 7 & 11 & 15 (15 Min. Fitness) We d n e s d a y 1 5 & 8 (15 Min. Fitness) 12 & 9 (15 Min. Fitness) & 10 (15 Min. Fitness) 3 & 5 & 13 (15 Min. Fitness) T h u r s d a y 2 14 & 2 (15 Min. Fitness) 7 & 10 (15 Min. Fitness) & 8 (15 Min. Fitness) 1 & 3 & 13 (15 Min. Fitness) F r i d a y 3 11 & 15 (15 Min. Fitness) 1 & 2 & 14 (15 Min. Fitness) & 6 (15 Min. Fitness) 8 & 9 (15 Min. Fitness) & 5 (15 Min. Fitness) 11 & 12 (15 Min. Fitness) Entrance 9:00 Recess 10:20 10:35 Lunch 11:45 12:50 Recess 2:10 2:35 Dismissal 3: Appendix D

264 APPENDIX E Summary of Evidence Recording Chart Class: Grade: Understanding of Concepts (Weight of 1) Movement Skills (Weight of 1) Active Participation (Weight of 2) C o m m u n i c a t i o n of Required Knowledge (Weight of 1) Highest, Most Consistent Level of Achievement Student Names 556 Appendix E

265 APPENDIX F-1 Active Participation Summary of Evidence Chart Teacher: Grade: Knowledge/Skill Category: Active Participation Level 1 Level 2 Level 3 Level 4 Participates actively only with constant encouragement. Applies few of the required skills. Requires constant reminders regarding safety procedures and the safe use of equipment and facilities. Participates actively needing only occasional encouragement. Applies some of the required skills. Requires occasional reminders regarding safety procedures and the safe use of equipment and facilities. R e q u i res no encouragement to part i c i p a t e actively. Applies most of the required skills. Follows safe procedures and uses equipment and facilities safely. Participates actively in a manner that encourages others to participate. Applies all or almost all of the required skills. Follows safe pro c e d u res and uses equipment and facilities safely, and encourages others to do so. Unit: Expectation: Unit: Expectation: Unit: Expectation: Unit: Expectation: Highest Most Consistent Level Student Names 557 Appendix F-1

266 APPENDIX F-2 Communication of Required Knowledge Summary of Evidence Chart Teacher: Grade: Knowledge/Skill Category: Communication of Required Knowledge Level 1 Level 2 Level 3 Level 4 Communicates poorly, making many errors or omissions. Rarely uses appropriate terminology. Communicates with some clarity, making some errors or omissions. Sometimes uses appropriate terminology. Communicates clearly and pre c i s e l y, making few errors or omissions. Usually uses appropriate terminology. Communicates clearly and pre c i s e l y, making no or almost no errors or omissions. Uses appropriate and varied terminology. Unit: Expectation: Unit: Expectation: Unit: Expectation: Unit: Expectation: Highest Most Consistent Level Student Names 558 Appendix F-2

267 APPENDIX F-3 Movement Skills Summary of Evidence Chart Teacher: Grade: Knowledge/Skill Category: Movement Skills Level 1 Level 2 Level 3 Level 4 Performs few of the skills as described. Rarely applies skill in other situations or activities. Performs some of the skills as described. Sometimes applies skill in other situations or activities. Performs most of the skills as described. Usually applies skill in other situations or activities. Performs all or almost all of the skills as described. Consistently applies skill in other situations or activities. Unit: Expectation: Unit: Expectation: Unit: Expectation: Unit: Expectation: Highest Most Consistent Level Student Names 559 Appendix F-3

268 APPENDIX F-4 Understanding of Concepts Summary of Evidence Chart Teacher: Grade: Knowledge/Skill Category: Understanding of Concepts Level 1 Level 2 Level 3 Level 4 Shows understanding of few of the required concepts taught, with major errors or omissions. Shows understanding of some of the required concepts taught, with several minor errors or omissions. Shows understanding of most of the required concepts taught, with few minor errors or omissions. Shows understanding of all or almost all of the required concepts taught, with practically no errors or omissions. Unit: Expectation: Unit: Expectation: Unit: Expectation: Unit: Expectation: Highest Most Consistent Level Student Names 560 Appendix F-4

269 Participation Rubric APPENDIX G Grades 1 to 8 C a t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: participate vigorously in all aspects of the program Readiness to Participate enters the gym late more than half of the occasions infrequently participates actively usually ready to participate on time usually participates in class activities regularly ready to participate on time regularly takes part in class activities always ready to participate on time always takes part in class activities Physical Participation infrequently participates in a variety of physical activities infrequently participates in physical activities outside of the classroom program experiences difficulty participating as an individual or in a group setting sometimes participates in a variety of physical activities sometimes participates in a variety of physical activities outside of the classroom program sometimes participates positively as an individual or in a group setting regularly participates in all physical activities independently regularly participates in a wide variety of physical activities outside the classroom program frequently participates positively as an individual and in a group setting always or almost always promotes active participation in all physical activities routinely promotes and organizes physical activities outside the classroom program always participates positively as an individual and in a group setting Initiative infrequently tries new activities infrequently takes on a leadership role relies on others to begin physical activities sometimes attempts new activities with encouragement sometimes with encouragement leads the class in activities sometimes begins activities with some teacher intervention regularly attempts new activities regularly takes on a leadership role in class frequently begins activities independently always tries new activities and encourages others to do the same routinely asks to play a leadership role in class routinely is a self-starter and provides opportunities for others to participate Effor t infrequently works hard (e.g., goes through the motions) easily distracted from task and often distracts others sometimes works hard with encouragement sometimes easily distracted from task and sometimes distracts others regularly demonstrates a determined effort regularly stays on task always strives for personal best routinely encourages others to stay on task Enjoyment (Based on the activities they choose to participate in) infrequently demonstrates enjoyment from participation in physical activities sometimes demonstrates enjoyment from participation in physical activities regularly demonstrates enjoyment from participation in physical activities always or almost always demonstrates enjoyment from participation in physical activities Social Interaction infrequently recognizes physical activity as a positive opportunity for social interaction infrequently recognizes the role that participation in physical activity plays in getting to know and understand self and others sometimes recognizes physical activity as a posi - tive opportunity for social interaction sometimes recognizes the role that participation in physical activity plays in getting to know and understand self and others regularly recognizes physical activity as a positive opportunity for social interaction regularly recognizes the role that participation in physical activity plays in getting to know and understand self and others always or almost always seeks out and motivates others to participate together always or almost always recognizes the role that participation in physical activity plays in getting to know and understand self and others Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., Garrett Crescent, Barrie, ON, L4M 4R8 Tel: / Fax: (705) / Appendix G

270 Participation Rubric continued C a t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: participate vigorously in all aspects of the program Challenge i n f requently able to describe the feelings resulting from challenges, successes, and failures in physical activity infrequently open to new challenges or trying new activities sometimes able to accept the feelings resulting from challenges, successes, and failures in physical activity sometimes open to new challenges or trying new activities regularly accepts the feelings resulting from challenges, successes and failures in physical activity regularly open to new challenges and trying new activities always or almost always accepts the feelings re s u l t i n g from challenges, successes and failures in physical activity and encourages others to do so always or almost always open to new challenges or trying new activities Respect and Support for Others infrequently plays or interacts with other students infrequently accepts others with different ability, culture and gender infrequently offers positive comments to others sometimes will partner with other students sometimes accepts others with different ability, culture and gender sometimes offers positive comments to others regularly participates with anyone in class regularly accepts others, including those of different ability, culture and gender regularly encourages others with positive comments (e.g., fabulous, great work, you re getting better) always or almost always initiates changes in partners or groups to resolve conflict or address an imbalance always or almost always encourages the inclusion of others of different ability, culture and gender always or almost always encourages others with positive comments Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., Garrett Crescent, Barrie, ON, L4M 4R8 Tel: / Fax: (705) / Appendix G

271 Social Skills Rubric APPENDIX H Grades 1 to 8 C a t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: follow the rules of fair play in games and activities Self-Expression rarely expresses personal feelings, ideas and experiences sometimes expresses personal feelings, ideas and experiences regularly and accurately expresses own feelings, ideas and experiences with an awareness of audience (e.g., uses I messages) always or almost always accurately expresses own feelings, ideas and experiences with an a w a reness of audience Response to Others listens to others when topics are of personal interest and is attentive for short periods of time with assistance follows basic instructions and directions rarely shows respect for other people s ideas sometimes listens attentively to others sometimes follows and outlines instructions and directions for familiar games, activities and events sometimes shows respect for other people s ideas regularly listens actively to others (e.g., restates information accurately, uses effective questioning) regularly follows and explains instructions when pursuing a task individually or with others regularly shows respect for other people s ideas always or almost always listens actively to others encourages others to listen (e.g., assists the group in maintaining the focus, demonstrates active listening, states different points of view) always or almost always shows respect for other people s ideas and encourages others to do so Cooperation with extensive support, shows consideration for others with encouragement, accepts leadership of teachers, peers and officials based on examples modeled in class, encourages others with direct supervision stays on task rarely gives and accepts assistance sometimes shows consideration for others sometimes accepts leadership of teachers, peers and officials sometimes encourages others with some superv i s i o n stays on task sometimes gives and accepts assistance regularly shows consideration for others regularly accepts leadership of teachers, peers and officials regularly encourages others regularly stays on task without direct supervision regularly gives and accepts assistance always or almost always shows consideration for others and encourages others to do so always or almost always accepts leaders h i p of teachers, peers and officials always or almost always encourages others always or almost always stays on task and is self-directed always or almost always gives and accepts assistance Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., Garrett Crescent, Barrie, ON, L4M 4R8 Tel: / Fax: (705) / Appendix H

272 Social Skills Rubric continued C a t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: follow the rules of fair play in games and activities Respect shows limited patience with others of different abilities with encouragement, treats others of diversity equally with encouragement uses appropriate language when talking with peers and teachers sometimes shows patience with others of different abilities sometimes treats others of diversity equally sometimes uses appropriate language when talking with peers and teachers regularly shows patience with others of different abilities regularly treats others of diversity equally regularly uses appropriate language when talking with peers and teachers always or almost always shows patience with others of different abilities and encourages others to do so always or almost always treats others of diversity equally always or almost always uses appropriate language when talking with peers and teachers and encourages others to do so Fair Play and Activity Etiquette rarely follows the rules of fair play in games and activities rarely respects the decisions made by officials, be they students, teachers or coaches sometimes follows the rules of fair play in games and activities sometimes respects the decisions made by officials, be they students, teachers or coaches regularly follows the rules of fair play in games and activities regularly respects the decisions made by officials be they students, teachers or coaches always or almost always follows the rules of fair play in games and activities and encourages others to do so always or almost always respects the decisions made by officials, be they students, teachers or coaches Group Interaction with encouragement works well with others with encouragement takes turns sometimes works well with others sometimes takes turns regularly works well with others regularly takes turns always or almost always works well with others always or almost always takes turns and encourages others to do so Group Decision-Making with encouragement and support, discusses options and agrees with the group s decisions sometimes discusses options and agrees with the group s decisions regularly discusses options, participates in making decisions and agrees with the group s decisions always or almost always discusses options, participates in making decisions and agrees with the group s decisions Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., Garrett Crescent, Barrie, ON, L4M 4R8 Tel: / Fax: (705) / Appendix H

273 APPENDIX I Safety Rubric Grades 1 to 8 Grades 1 to 8 C a t e g o r i e s Level 1 Level 2 Level 3 Level 4 Overall Expectation: follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety Activity Equipment Facility r a rely dresses appro p r i a t e l y for vigorous physical activity with direct instruction participates in appropriate warm-up conditioning and cool-down activities with frequent reminders listens attentively to pro m o t e safe and successful participation in class beginning to use and explain (when asked) the importance of safe and controlled movements with assistance can suggest modifications to activities to ensure safety with assistance applies safety rules and safety procedures while participating in a variety of physical activities rarely recognizes and reports unsafe conditions and situations and suggests changes r a rely assumes re s p o n s i b i l i t y for self and others with assistance, recognizes environments unsafe for playing requires encouragement to practise modifications of rules to suit facility rarely reports unsafe conditions to teacher and peers sometimes dresses appro p r i- a t ely for vigorous physical a c t i v i t y sometimes participates in appropriate warm-up conditioning and cool-down a c t i v i t i e s with reminders listens attentively to enhance safe and successful part i c i p a t i o n in class sometimes uses and explains (when asked) the importance of safe and controlled movements beginning to modify activities to ensure safety sometimes applies safety rules and safety procedures while participating in a variety of physical activities sometimes recognizes and reports unsafe conditions and situations and suggests changes sometimes assumes responsibility for self and others sometimes recognizes environments unsafe for playing requires encouragement to practise odifications of rules to suit facility sometimes reports unsafe conditions to teacher and peers regularly dresses appropriately for vigorous physical activity regularly participates in appropriate warm-up conditioning and cool-down activities listens attentively to achieve safe and successful part i c i- pation in class regularly uses and explains (when asked) the importance of safe and controlled movements regularly practises modifications to activities to ensure safety (e.g., reducing the size of the playing surface if walls are too close) regularly applies safety rules and safety procedures while participating in a variety of physical activities regularly recognizes and reports unsafe conditions and situations and suggests c h a n g e s regularly assumes responsibility for self and others (e.g., helping to set up equipment in a safe manner with adult assistance) regularly recognizes environments unsafe for playing regularly accepts and practises modifications of rules to suit facility use (e.g., identifying an area out of bounds if part of the field is unsafe) regularly reports unsafe conditions to teacher and peers always or almost always dresses appropriately for vigorous physical activity and is able to explain the reasons for doing so always or almost always participates in appropriate warm-up conditioning and cool-down activities independently always or almost always listens attentively to achieve safe and successful participation in class always or almost always uses and explains (when asked) the importance of safe and controlled movements and encourages others to do so always or almost always practises modifications to activities to ensure safety and can explain why always or almost always applies safety rules and safety procedures while participating in a variety of physical activities always or almost always recognizes and reports unsafe conditions and situat i o n s and suggests changes always or almost always assumes responsibility for self and others always or almost always recognizes environments unsafe for playing always or almost always accepts and practises modifications of rules to suit facility uses and encourages others to do the same always or almost always reports unsafe conditions to teacher and peers Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 67), Data Based Directions Inc., Garrett Crescent, Barrie, ON, L4M 4R8 Tel: / Fax: (705) / Appendix I

274 APPENDIX J-1 Movement Skills Recording Chart Knowledge/Skill Category: Movement Skills Topic: Grade: Learning Expectations: Skill Indicators: Level 1 Level 2 Level 3 Level 4 Performs few of the skills as described. Rarely applies skills in other situations or activities. Sometimes performs the skills as described. Sometimes applies skills in other situations or activities. Usually performs the skills as described. Usually applies skills in other situations or activities. Consistently performs the skills as described. Consistently applies skills in other situations or activities. Student Names 566 Appendix J-1

275 APPENDIX J Appendix J-2

276 APPENDIX K Active Participation Recording Chart Knowledge/Skill Category: Active Participation Topic: Grade: Learning Expectations: Indicators: Level 1 Level 2 Level 3 Level 4 Student Names Participates actively only with constant Encouragement. Applies few of the required skills. Requires constant reminders regarding safety procedures and the safe use of equipment and facilities. Participates actively needing only occasional encouragement. Applies some of the required skills. Requires occasional reminders regarding safety procedures and the safe use of equipment and facilities. Requires no encouragement to participate actively. Applies most of the required skills. Follows safe procedures and uses equipment and facilities safely Participate actively in a manner that encourages others to participate. Applies all, or almost all, of the required skills. Follows safe procedures and uses equipment and facilities safely, and encourages others to do so. 568 Appendix K

277 APPENDIX L Communication of Required Knowledge Recording Chart Knowledge/Skill Category: Communication of Required Knowledge Topic: Grade: Learning Expectations: Indicators: Level 1 Level 2 Level 3 Level 4 Communicates poorly, making many errors or omissions. Rarely uses appropriate terminology. Communicates with some clarity, making some errors or omissions. Sometimes uses appropriate terminology. Communicates clearly and precisely, making few errors or omissions. Usually uses appropriate terminology. Communicates clearly and precisely, making no, or almost no, errors or omissions. Uses appropriate and varied terminology. Student Names 569 Appendix L

278 APPENDIX M-1 Understanding of Concepts Recording Chart Knowledge/Skill Category: Understanding of Concepts Topic: Grade: Learning Expectations: Indicators: Level 1 Level 2 Level 3 Level 4 Shows understanding of few of the required concepts taught, w i t h major errors or o m i s s i o n s. Shows understanding of some of the required concepts taught, with several minor errors or omissions. Shows understanding of most of the required concepts taught, with few minor errors or omissions. Shows understanding of all, or almost all, of the required concepts taught, with practically no errors or omissions. Student Names 570 Appendix M-1

279 APPENDIX M Appendix M-2