Physical Education Unit Plan

A template based on Understanding by Design

Title of Unit

Grade

Cooperative Games

Level
Subject

Physical Education

Time

6 lessons

Frame
Developed By

Haley Twaites

Stage 1 Desired Results

Thinking
Communication

Personal and
Social

Big Idea:
What is this unit about? Why are you teaching it?
Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop
an active lifestyle.
Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
Personal choices and social and environmental factors influence our health and well-being.
Developing healthy relationships helps us feel connected, supported and valued.

Essential Question:
What questions might spark student interest / engagement in the topic?
What
What
What
What

does it mean to be active?

does it mean to participate?
is cooperation and teamwork?
does it mean to be active for life?

What students will be able to DO

What students will KNOW

Curricular competency learning standards:

Content learning standards:

Develop and apply a variety of fundamental movement Movement concepts and strategies
skills in a variety of physical activities and environments
Development and apply a variety of movement
concepts and strategies in different physical activities
Develop and demonstrate safety, fair play, and
leadership in physical activities

Ways to monitor and adjust physical exertion levels

How to participate in different types of physical activities
including individual and dual activities, rhythmic activities and
games
Benefits of physical activity and exercise

Identify and describe preferred types of physical activity

Participate daily in physical activity designed to
enhance and maintain health components of fitness

Stage 2 Assessment Evidence

Formative Assessments
Participation
Engagement
Motivation
PE strip
Observation

Summative Assessments

Self-Assessment / Peer
Assessment
Self-assessment after every
class (1-5)

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Physical ability level injuries in the class that prevent them from holding a mat, doing the warm up exercises, or any
of the cool down stretches
Motivation if the students arent into the games then the games will not be fun!
Engagement participation is key to these games, as well as teamwork
Language ability if the students dont understand the rules or objectives because of an ELL situation they may not
have fun, or understand what they are supposed to do which could cause chaos within the class or the group

Giving students voice and choice: how you will adjust for differentiation needs
I will make sure that my expectations are clear, and that everyone has an equal opportunity to participate in all of the
games.
I will make sure that everyone understands all of the instructions before we start
I will make sure to encourage them and cheer them on as they work their way through the different activities, and be
there for them if they need my help or support.
Integrating Aboriginal worldviews and perspectives:
Learning involves patience and time
Learning requires exploration of ones identity

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how
will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#

Lesson
Title

1
Challen
ge day

Lesson Activities (Learning Experiences)

Everybodys it Tag
Everyone is it, and there are no teams. You have to tag people below the
waist.
If you get tagged, you sit down and watch the person who tagged you. If
the person who tagged you is tagged then you get to stand back up and
join the game again.
If it is a tie you rock paper scissors to see who sits down and who gets to
keep going.
Hula Hoop Challenge
Have the students form two lines shoulder to shoulder holding hands. Each
team needs to get a hula hoop from one end of the line to the other
without letting go of each others hands. First team to get it to the other
end gets a points.
Adaptions: time it for improvement, and then time it for competition.

Assessment
and Core
competenc
y
Assessment
: Self and
Observatio
n
Core:
Communica
tion
With one
another
Critical and
Creative
thinking
to figure out
the best way
to do the

Resour
ces
Timer
Hula
Hoop
(one per
group)

Octopus to get them moving again (if there is time left)

Warm up lap around the school then back into the gym for a game.
Titanic

Titanic:
Prior to the activity (while the kids are running) I will set up the gym by
placing benches and hula hoops around. The benches represent the ship,
and the hula hoops are the life boats.
Objective: to get all of the students to escape from the Titanic to the
rescue ship using the hula hoops (lifeboats) to cross the freezing water
(gym floor).
They can only be in the water via a life boat, and if there is someone else
already in the boat they have to wait their turn. If they touch the water
they have to go back to the Titanic and start over. The lifeboats cannot be
moved if there is someone inside them.
Tag game if they finish early.
Turtle tag:
If you get tagged you lay on your back like a turtle who got stuck on their
shell. To be free and return back into the game a classmate must roll you
over.

tasks/activiti
es
Personal
and social
responsibili
ty
Knowing
their
boundaries,
social cues,
appropriate
behaviour
Assessment 2
: Self and
benches
Observatio (ships)
n
Any
number
Core:
of hula
Communica
hoops
tion
possibly
With one
2-10
another
Critical and
Creative
thinking
to figure out
the best way
to do the
tasks/activiti
es
Personal
and social
responsibili
ty
Knowing
their
boundaries,

Everybodys it Tag:
Popcorn Everyone is it, and there are no teams. You have to tag people below the
waist.
If you get tagged, you sit down and watch the person who tagged you. If
the person who tagged you is tagged then you get to stand back up and
join the game again.
If it is a tie you rock paper scissors to see who sits down and who gets to
keep going.
Popcorn
Take a bucket of balls and spread them out. The object is to get all the balls
returned back to the bucket, but students cant move with them. If they
have a ball in their hand, they cant move their feet from the spot.
Time students to see how long it takes to get all the balls back into the bin.
Try to improve their time every time they play.

California Kickball
Californ
ia
Kickball

Split the class into two teams. One team in the outfield and one team at
bat
Hula hoops as the bases

social cues,
appropriate
behaviour
Assessment
: Self and
Observatio
n
Core:
Communica
tion
With one
another
Critical and
Creative
thinking
to figure out
the best way
to do the
tasks/activiti
es
Personal
and social
responsibili
ty
Knowing
their
boundaries,
social cues,
appropriate
behaviour
Assessment
: Self and
Observatio
n
Core:
Communica

Bucket
of balls

4 hula
hoops
1 ball

There should be one person at each base, including home, a pitcher, and
outfielders.
The kickers: need to kick or bunt the ball so that it moves forwards. The
ball must stay inside the first and third base lines for it to count.
We will go through the whole team for the first inning before switching, but
the rest of the innings will be 3 outs.
Students should remember their place in line for the next inning as we will
start in the same order as it left off when they got three outs.
If a team does not get 3 outs we will switch at 6 runs.

Lap around the school

Giant Rock Paper Scissors
Two teams; each team decides if they are going to be rock, paper, or
scissors (actions associated with each move).
The teams meet up at the center line, and I yell rock paper scissors. At this
point the students do their action. Rock beats scissors, paper beats rock,
and scissors beats paper. The winning team chases the losing team back to
their wall. If someone on the winning team tags someone on the losing
team before they make it to the wall, then that person becomes part of the
winning team.
The game continues until everyone is on one team.
Fruit Salad:

tion
With one
another
Critical and
Creative
thinking
to figure out
the best way
to do the
tasks/activiti
es
Personal
and social
responsibili
ty
Knowing
their
boundaries,
social cues,
appropriate
behaviour
Assessment
: Self and
Observatio
n
Core:
Communica
tion
With one
another
Critical and
Creative
thinking
to figure out
the best way
to do the
tasks/activiti

Assign the students fruits (apple, pear, peach, strawberry, blueberry)

The students are all lined up on one side of the gym with two taggers in the
middle. The taggers call out a fruit and whoever is that fruit has to try to
make it from one side of the gym to the other without getting tagged. If the
taggers call out fruit salad, then everyone has to run. If they get tagged
they become a tagger.

Capture
the flag

Capture the Flag

Divide your group into 2 teams; you also need to divide the playing area
into 2 equal parts. Each team has to designate an area to be used as a
"jail" which can be guarded from 5 feet away. Each team also has to hide
their flag from the other team. If a player from team A crosses onto Team
Bs side, then a member of Team B can tag the member of team A. The
Team A member is then put into jail. Players can also rush or storm the
opposite by running over the line to try and find the flag -- but if you get
tagged -- off to jail you go. People in jail can be rescued by their
teammates if their teammate makes it safely to jail. Once she/he does
they lock arms with the jailed teammate and walk back safely to the other
side. They cannot be tagged by their opponent if their arms are
linked. Once a team member has picked up the flag and stands still he/she
cannot be tagged. Only when they begin to run can they be tagged out.
Then they must drop the flag where they were tagged and does not move
from that spot. After the opposite team's flag has reached its opponents
side--the game is finished.
Because this game is played outdoors, certain considerations must be
made.
Clear boundaries must be set and students are to adhere to boundaries or
the game will be called off.

es
Personal
and social
responsibili
ty
Knowing
their
boundaries,
social cues,
appropriate
behaviour
Assessment
: Self and
Observatio
n
Core:
Communica
tion
With one
another
Critical and
Creative
thinking
to figure out
the best way
to do the
tasks/activiti
es
Personal
and social
responsibili
ty
Knowing
their
boundaries,
social cues,
appropriate

Two
pinnies
for
flags
Cones
for a
center
line

behaviour