Pam Harbers

Barons Elementary School

Grade: 2/3

PSIII: GRADE 2/3 LONG-RANGE PLAN

Grade 2/3 September October November December

● First Day for Students – 4  ● Report Cards Due- Oct 30   ● Report Cards – 5  ● Christmas Concert- 17   
Important Dates ● Picture Day – Oct 15  ● Parent-Teacher Interviews-5  ● Last day before Christmas-18  
  ● Picture retakes-8 
 
Labour day- 3  Thanksgiving- 5,8  Remembrance day-9,12  Christmas Break 19-21 

  PD day- 4,9  PD day- 13   

PD days
No Staff/Students  

Back-to-school/Fall  Fall/Thanksgiving  Winter  Christmas/Winter 

Themes  

SCIENCE

Timing of Delivery
September – October November – December
 Understandings: Buoyancy and Boats  Understandings: Magnetism  
2-7 Construct objects that will float on and move through water, and 
evaluate various designs for watercraft.  2-8 Describe the interaction of magnets with other magnets and with common materials. 
   
Skills: Science Inquiry  Skills: Science Inquiry 
2-1 Investigate, with guidance, the nature of things, demonstrating an  2-1 Investigate, with guidance, the nature of things, demonstrating an understanding of 
understanding of the procedures followed.  the procedures followed. 
2-2 Recognize patterns and order in objects and events studied; and, with  2-2 Recognize patterns and order in objects and events studied; and, with guidance, 
guidance, record procedures and observations, using pictures and words;  record procedures and observations, using pictures and words; and make predictions and 
General Outcomes and make predictions and generalizations, based on observations.  generalizations, based on observations. 
   
 
 

1. Describe, classify and order materials on the basis of their  1. Identify where magnets are used in the environment and why they are used. 
buoyancy. Students who have achieved this expectation will  2. Distinguish materials that are attracted by a magnet from those that are not. 
distinguish between materials that sink in water and those that  3. Recognize that magnets attract materials with iron or steel in them; and given a 
will float.  variety of metallic and nonmetallic objects, predict those that will be attracted by 
2. Alter or add to a floating object so that it will sink, and alter or  a magnet. 
add to a non-floating object so that it will float.  4. Recognize that magnets have polarity, demonstrate that poles may either repel or 
3. Assemble materials so they will float, carry a load and be stable  attract each other, and state a rule for when poles will repel or attract each other. 
in water.  5. Design and produce a device that uses a magnet. 
Modify a watercraft to increase the load it will carry.  6. Demonstrate that most materials are transparent to the effects of a magnet. A 
4. Modify a watercraft to increase its stability in water.  magnetic field will pass through such materials, whereas other materials interact 
5. Evaluate the appropriateness of various materials to the  with a magnet. 
Specific Outcomes
construction of watercraft, in particular: the degree to which  7. Compare and measure the strength of magnets. 
the material is waterproof (not porous), the ability to form   
waterproof joints between parts, the stiffness or rigidity of the 
material, the buoyancy of the material. 
6. Develop or adapt methods of construction that are appropriate 
to the design task. 
7. Adapt the design of a watercraft so it can be propelled through 
water. 
8. Explain why a given material, design or component is appropriate 
to the design task. 
- Alter a sheet of aluminum foil to make it sink and float   - identify objects in the classroom that are magnetic  
- Test multiple objects to determine if they sink or float   - determine objects in everyday life that are magnetic  
- Modify a water bottle to make it sink and float  - determine magnetic and non-magnetic objects by “going fishing” 
Learning Activities - place washers in the middle of a wide boat and a narrow boat to  - determine that magnets are attracted to iron and steel and not attracted to all 
determine which is more stable   metals from a movement activity.  
- test various materials to determine which are waterproof   - paper clip pull to determine that some magnets are stronger than others 
- Use various materials to seal a leaking boat   - build a moving object using magnets 
- Build a boat that floats and holds a load  
 Observations, self-assessments (thumbs up/thumbs down), anecdotal notes, completion of class work, Performance based assessment, rubrics (performance task),  

Assessment

● Teacher supplied and created materials 

● Library resources 
● Videos (Bill Nye)  
● Interactive games/activities 
● Alberta Program of Studies, Grade 2 Science 
Resources ● Edmonton Public Unit Guides and Assessments for Grade 2 topics A-E 
 
 

Unit: Boats & Buoyancy  Unit: Magnetism  

Lesson 1-Sink or Float/ Introduction to the unit   Lesson 1- Introduction to new unit/ Magnetism scavenger hunt  

Lesson 2- floating and sinking bottles  Lesson 2-Magnets in everyday life  

Lesson 3- floating and sinking aluminum foil   Lesson 3- Let’s go Fishing  

Lesson 4- Basic scientific method ( hypothesis and report)   Lesson 4- How strong is your magnet?  

Lesson 5- Wide and narrow boats   Lesson 5- North and South poles  
Lesson Topics Lesson 6- How to seal a tinfoil boat   Lesson 6- Materials that allow magnetic force to pass through   

Lesson 7-Self propelled boats   Lesson 7-Magnetic Field  

Lesson 8- Water displacement   Lesson 8- Making magnets  

Lesson 9-Review   Lesson 9-design a device that uses magnets  

Lesson 10- build your own boat   Lesson 10-unit assessment  

Lesson 11- build your own boat  

Lesson 12-Test your boat  

 
 
SOCIAL STUDIES
Timing of Delivery September-October November - December

   
2.1 Canada’s Dynamic Communities  2.1 Canada’s Dynamic Communities 
Students will demonstrate an understanding and  Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, 
appreciation of how geography, culture, language, heritage,  economics and resources shape and change Canada’s communities 
economics and resources shape and change Canada’s   
General Outcomes
communities  2.2 A Community in the Past 
Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various 
  interactions and cooperation among peoples ensure the continued growth and vitality of the community. 
 
 
Topic: ​Our community  Topic 3: ​Acadian Community 
2.1.1: appreciate the physical and human geography of the  ● Meteghan, Nova Scotia 
communities studied  ● 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6, 2.2.7 
2.2.6: analyze how the community being studied emerged,   
Specific Outcomes by exploring and reflecting over a series of questions   
2.2.7: examine how the community being studied has 
changed, by exploring and reflecting over a series of 
questions 
 
 
- Maps  - Planning for a trip  
- What makes up a community  - climate in Meteghan- what should we pack?  
- Students community  - geography of Meteghan compared to geography of Barons  
- rural, suburban, urban communities  - Acadian culture  
Learning Activities
- continent, country, province, town sort   - Meteghan in the early days  
- cardinal directions on a map  
 

class discussions, observations- anecdotal notes, completion of daily activity, participation, performance based assessment, interactive ‘Travel Journal’, unit quiz, exit slips  

Assessment  

● Teacher supplied and created materials 

● Library resources 
● Interactive games/activities 
Resources ● Videos 
● Music & poems  
● Alberta Program of Studies, Grade 2 Social Studies 

 
  

​UNIT ONE: Mapping and  UNIT TWO: Adventures to Meteghan  

Community   Lesson 1-Introduction to unit/ planning for a trip  
Lesson 1- Introduction to unit/ What is community?  Lesson 2- Planning for a trip continued/ leaving for Meteghan  
Lesson 2-Classroom Community   Lesson 3-Poem, Travel journal  
Lesson 3- What is a map?  Lesson 4- What direction did we travel/Nova Scotia  
Lesson 4-Family community   Lesson 5- Helicopter ride above Meteghan/ physical geography 
Lesson 5- Places in our community   Lesson 6-Early days in Meteghan  
Lesson 6- Rural, Suburban, Urban Communities ( Part A)   Lesson 7-Daily life in Meteghan  

Lesson 7-​ ​Rural, Suburban, Urban  Lesson 8- Bay of Fundy, Whale Watching, Clam Digging  
Communities ( Part B)  
Lesson 9- Lobster Fishing  
Lesson 8- What province do I live in?  
Lesson 10- Flags/ People in the community  
Lesson 9-What Country do I live in ? 
Lesson Topics Lesson 12- Traditions/Introduce Acadia 
Lesson 10-What continent do I live on?  
Lesson 13- Acadian Food 
Lesson 11- town,province,country, continent 
Lesson 14- Acadian stories and tales  
sort 
Lesson 15- Celebrations and traditions in Meteghan  
Lesson 12-Our world ( Current events)  
Lesson 16- Natural resources  
Lesson 13- How to make a map 
Lesson 17- Jobs 
Lesson 14- Cardinal directions on a map  
Lesson 18- Goods and services  
Lesson 15- Review  
Lesson 19-Tourism around Meteghan 
Lesson 16- Quiz  
Lesson 20- Introduce performance task 

Lesson 21- work on performance task  

Lesson 22- present performance task  

 
 
 
 ART

Timing of Delivery September October November December

Composition  Composition  Composition  Composition 

Depiction  Depiction  Depiction  Depiction 
Reflection  Reflection  Reflection  Reflection 
General Outcomes
Expression  Expression  Expression  Expression 

Reflection:  
1. Responses to visual forms in nature, designed objects and artworks. 
Depiction: 
2. Development of imagery based on observations of the visual world. 
Composition: 
Specific Outcomes
3. Organization of images and their qualities in the creation of unified statements. 
Expression: 
4. Use of art materials as a vehicle or medium for saying something in a meaningful ways. 
● Drawing 
● Painting 
Shapes and Proportions   Fall   Meteghan and Magnets   Winter  
- read “chrysanthemum”  - Blowing paint with a straw to make  - lighthouse collage with tissue paper  -read “snowman at night” and directed 
and do a wrinkled  tree branches with Q-tip painted  and constructions paper   drawing snowmen  
heart art.   leaves   - painting with magnets and magnetic  -winterlandscape drawing and tempera 
- Fish bowl proportions (  - Ocean horizon line painting with  objects  painting  
Learning Activities
with corn syrup paint)   boat silhouette    - creating a lobster trap with  -Read “the mitten” directed drawing of 
- Write name in bubble  - Directed drawing pumpkin   popsicle sticks   mittens  
letters and draw shape  - sailboat directed drawing with 
patterns inside   crayons and watercolour painting  
 
 observations, completion of activities/project, classroom participation, following instructions, staying on task, rubrics, evidence of proper artistic techniques applied, 
evidence of creativity and quality craftsmanship 
 
Assessment

● Teacher supplied and created materials 

● Videos & technology 
● Exemplars 
● Rubrics 
Resources
● Alberta Program of Studies, Grade 2 Art 
 
 
 
       
Lesson 1- Wrinkled Heart  Lesson 1- Horizon line sunset   Lesson 1- Lighthouse collage   Lesson 1- Snowman at night  
Lesson 2- Name Shape Art   Lesson 2- Blowing paint fall tree  Lesson 2- Magnet painting   Lesson 2-Winter landscape  
Lesson Topics
Lesson 3- Fish bowl with corn  Lesson 3- Pumpkin drawing   Lesson 3- Lobster trap   Lesson 3- Tissue paper christmas tree 
syrup paint     Lesson 4- Watercolour resist sailboat  
Lesson 4-The dot    
 
 

 
 
Language Arts

Timing of Delivery September-October November - December

General Outcome 1    

  General Outcome 3  
General Outcomes Students will listen, speak, read, write, view and represent  Students will listen, speak, read, write, view and represent to manage ideas and information. 
to explore thoughts, ideas, feelings and experiences.   
 
 
1.1 Discover and Explore  3.1 Plan and Focus 
Express ideas and develop understanding  Focus attention 
Specific Outcomes ● contribute relevant ideas and information from  ● relate personal knowledge to ideas and information in oral, print and other media texts 
personal experiences to group language activities  ● ask questions to determine the main idea of oral, print and other media texts 
● talk about how new ideas and information have  Determine information needs 
changed previous understanding  ● ask questions to focus on particular aspects of topics for own investigations 
 ● express or represent ideas and feelings resulting  Plan to gather information 
from activities or experiences with oral, print and  ● recall and follow directions for accessing and gathering ideas and information 
other media texts   
Experiment with language and forms  3.2 Select and Process 
● use a variety of forms of oral, print and other media  Access information 
texts to organize and give meaning to experiences,  ● use text features, such as table of contents, key words, captions and hot links, to access information 
ideas and information  ● use given categories and specific questions to find information in oral, print and other media texts 
Express preferences   
● explain why particular oral, print or other media  3.3 Organize, Record and Evaluate 
texts are personal favourites  Organize information 
Set goals  ● categorize related ideas and information, using a variety of strategies, such as finding significant details 
● recognize and talk about developing abilities as  and sequencing events in logical order 
readers, writers and illustrators  ● produce oral, print and other media texts with introductions, middles and conclusions 
  Record information 
1.2 Clarify and Extend  ● record key facts and ideas in own words; identify titles and authors of sources 
Consider the ideas of others  Evaluate information 
● connect own ideas and experiences with those shared  ● examine gathered information to decide what information to share or omit 
by others   
Combine ideas  3.4 Share and Review 
● record ideas and information in ways that make sense  Share ideas and information 
Extend understanding  ● share, with familiar audiences, ideas and information on topics 
● find more information about new ideas and topics  ● clarify information by responding to questions 
   
 
- editing with a writing checklist   - Comparing students writing to information writing checklist  
- investigating mentor text for craft moves   - using writing checklist to edit  
- making actions for ways to bring stories to life   - re-reading and revising writing  
- compare writing to narrative writing checklist  - Adding details to writing by re-reading  
Learning Activities - make a title page   - creating book and chapter titles  
- make a back of the book blurb   - getting ideas down first then going back to tackle tricky words  
- share story with a partner   - add diagrams  
- edit story with a partner   - adding commas  
- add colour to your pictures   - Adding capitals and the beginning of sentences and for names and places  
- Writing more complex sentences  
Assessment Narrative writing checklist, Self-assessment, Anecdotal records, Information writing checklist,  

Lucy Calkins “Nonfiction Chapter Books”  

Alberta program of studies  

Library resources  
Resources
Teacher made materials  

Heineman resources ( anchor charts, writing paper etc. )  

Lesson Topics ​ ​UNIT ONE:​​ ​ Personal Narrative   UNIT TWO: Non-fiction   

 Lesson 1- Our lives are full of stories   Lesson 1-Getting ready to write  

Lesson 2-Planning for writing   Lesson 2-Writers tell information across their fingers, sketch and them write  

Lesson 3-Using pictures to add on   Lesson 3-Writing to answer readers questions  

Lesson 4- Stretching words to spell them   Lesson 4-Writing with pictures and words  

Lesson 5-Focus on small moments ( seed  Lesson 5- Spelling fancy words  

stories) 
Lesson 6- Readers help writers add and subtract  
Lesson 6- Writing partners  
Lesson 7- Self-assessing writing and setting goals  
Lesson 7-How we read our stories  
Lesson 8- editing, spelling, capitals and punctuation  
Lesson 8-Unfreeze our characters in our 
Lesson 9- Table of Contents 
writing  
Lesson 10- writing chapter  
Lesson 9-Tell stories step by step 
Lesson 11- Writing with details  
Lesson 10-Bringing what’s inside out  
Lesson 12- different kinds of writing in teaching books 
Lesson 11- using familiar words to spell new 
words   Lesson 13- Introduction and Conclusion  
Lesson 12-Editing   Lesson 14- fixing up writing  
Lesson 13-Learning from a mentor text  Lesson 15- Planning for new chapter books  
Lesson 14-Writing exact actions   Lesson 16- Writers do research  
Lesson 15- Writing pop out words   Lesson 17- editing “Punctuation” 
Lesson 16- Using all we know to revise   Lesson 18- Adding pop out words and speech bubbles  
Lesson 17- Editing with a checklist   Lesson 19- Editing step by step  
Lesson 18- Creating a title page   Lesson 20 -Writing celebration  
Lesson 19- Back of the book blurb    
Lesson 20-Writing Celebration  

  

 
 
 
 
 
 HEALTH

September
Timing of Delivery October November December

Nutrition   Active Living   Hygiene   Mental Health  

Students will ​make responsible and informed  Students will ​make responsible and  Students will ​make responsible 
Students will ​make responsible and informed 
choices to maintain health and to promote  informed choices to maintain  and informed choices to maintain 
General Outcomes choices to maintain health and to promote 
safety for self and others.   health and to promote safety for  health and to promote safety for 
safety for self and others.   
self and others.   self and others.  
 

Personal Health Personal Health Personal Health Personal Health

Students will: Students will: Students will: Students will:

W-2.1 describe the effects of combining  W-2.1 describe the effects of combining  W-2.2 examine the need for  W-2.3 demonstrate appreciation 
healthy eating and physical activity  healthy eating and physical activity  positive health habits; e.g.,  for own body; e.g., make positive 
adequate sleep, sun protection   statements about activities one 
W-2.5 classify foods according to ​Canada’s  W-2.2 examine the need for positive health 
can do 
Food Guide to Healthy Eating, a​ nd apply  habits; e.g., adequate sleep, sun protection   W-2.3 demonstrate appreciation 
Specific Outcomes knowledge of food groups to plan for  for own body; e.g., make positive  W-2.4 describe personal body 
W-2.3 demonstrate appreciation for own body; 
appropriate snacks and meals  statements about activities one  image 
e.g., make positive statements about activities 
can do 
  one can do   
W-2.4 describe personal body 
 
image 
 

 
- identifying the four food groups   - Ways to be active at home   -How to brush your teeth  - I like myself  
- categorizing food in the four food  - What your heart feels like when you are  - What would happen if you never  - A look in the mirror (body 
groups   active   brushed your teeth?   image)  
- identifying healthy and unhealthy snacks  
- benefits of being active   -How to wash your body  - The power of yet  
Learning Activities
-How to wash your hands   - What to do when i’m 
-What are germs?   feeling sad/mad 
-  
 Journaling, class discussions, observations- anecdotal notes, completion of daily activity, participation, exit slips  
Assessment  

● Library resources 
● Teacher supplied and created materials 
● Videos & technology 
● Interactive games/activities 
Resources ● Alberta Program of Studies, Grade 2 Health 
 

Unit 1: Nutrition   Unit 2: Active Living   Unit 3: Hygiene   Unit 4: Mental Health  
Lesson 1- Introduction to Canadian food  Lesson 1- What does it mean to be active?  Lesson 1- Teeth brushing    
guide  Lesson 2- Active living and healthy eating go  Lesson 2- Handwashing and germs   Lesson 1- I like myself  
Lesson Topics
Lesson 2- Sorting food groups /junk food  hand in hand   Lesson 3-Bathing  Lesson 2- The power of 
vs.healthy food  Lesson 3- How to be active at home     yet(growth mindset) 
Lesson 3- eating breakfast   Lesson 3- What to do when i’m 
Lesson 4- healthy snacking   feeling sad/mad 
 
 
Physical Education

Timing of Delivery September October November December

Cooperative Games   Floor Hockey   Volleyball   Basketball  

General Outcome A  General Outcome A  General Outcome A 
General Outcome C  Students will​ acquire skills through a variety of  Students will​ acquire skills through a variety of  Students will​ acquire skills 
Students will interact positively  developmentally appropriate movement  developmentally appropriate movement  through a variety of 
with others.  activities; dance, games, types of gymnastics,  activities; dance, games, types of gymnastics,  developmentally appropriate 
individual activities and activities in an  individual activities and activities in an  movement activities; dance, 
General Outcomes General Outcome D  alternative environment; e.g., aquatics and  alternative environment; e.g., aquatics and  games, types of gymnastics, 
Students will​ assume responsibility  outdoor pursuits.  outdoor pursuits.  individual activities and 
to lead an active way of life.      activities in an alternative 
General Outcome D  General Outcome D  environment; e.g., aquatics and 
  Students will​ assume responsibility to lead an  Students will​ assume responsibility to lead an  outdoor pursuits. 
active way of life.  active way of life.   
General Outcome D 
 Students will​ assume 
responsibility to lead an active 
way of life. 
Basic Skills—Manipulative:  Basic Skills—Manipulative:  Basic Skills—Manipulative: 
Communication:  receiving; e.g., catching, collecting; retaining:  receiving; e.g., catching, collecting; retaining:  receiving; e.g., catching, 
C2-1 identify and demonstrate  e.g., dribbling, carrying, bouncing, trapping:  e.g., dribbling, carrying, bouncing, trapping:  collecting; retaining: e.g., 
respectful communication skills  sending; e.g., throwing, kicking, striking  sending; e.g., throwing, kicking, striking  dribbling, carrying, bouncing, 
Students will:  Students will:  trapping: sending; e.g., throwing, 
appropriate to context  A2-5 select and perform ways to  A2-5 select and perform ways to receive,  kicking, striking 
Fair Play  receive, retain and send an object, using  retain and send an object, using a variety  Students will: 
C2-3 identify and demonstrate  a variety of body parts and implements,  of body parts and implements, individually  A2-5 select and perform 
individually and with others  and with others  ways to receive, retain 
etiquette and fair play 
A2-6 N/A  A2-6 N/A  and send an object, using 
Leadership    a variety of body parts 
C2-4 accept responsibility for  Effort  Effort  and implements, 
Students will:  Students will:  individually and with 
assigned roles while participating in 
D2-1 express a willingness to participate  D2-1 express a willingness to participate  others 
Specific Outcomes physical activity  regularly in physical education class  regularly in physical education class  A2-6 N/A 
Teamwork  D2-2 identify personal factors that  D2-2 identify personal factors that  Effort 
C2-5 display a willingness to play  encourage movement  encourage movement  Students will: 
Safety    D2-1 express a willingness 
cooperatively with others of various  Students will:  Goal Setting/Personal Challenge  to participate regularly in 
abilities, in large or small groups  D2-3 demonstrate the ability to listen  Students will:  physical education class 
to directions, follow rules and routines,  D2-6 practise setting a short-term goal  D2-2 identify personal 
Effort 
and stay on-task while participating in  related to positive effort to participate  factors that encourage 
Students will: 
physical activity  in a physical activity  movement 
D2-1 express a willingness to 
D2-4 demonstrate and participate in  D2-7 identify ways to change an activity 
participate regularly in 
safe warm-up and cool-down activities  to make it a challenge based on personal 
physical education class 
D2-5 demonstrate moving safely and  abilities 
D2-2 identify personal 
sensitively in various environments; e.g.,   
factors that encourage 
modified games   
movement 
 
- how to work as a team   -Shoot to score   -bump position   - dribbling  
- how to play fair   -Shooting on the move  -throw and bump   - dribbling with both hands  
- strategizing  -pylon relay with hockey stick   -bump against the wall   - dribbling follow the 
- how to include everyone on  -pylon relay with hockey puck   -setting position   leader  
your team.   - pass with the wall  -set against the wall  - running and dribbling 
- zoo keeper   -pass with a partner   -throw and catch in setting position   relay  
- link tag     -setting with a partner  - bounce pass to the wall  
- perimeter mall   - throw and set over the net   - bounce pass to a partner  
Learning Activities - hula hoops race   -underhand serve to a partner  - chest passing to the wall  
- relay race   -underhand serve across the net  - chest pass to a partner  
-underhand serve to a partner across the net   - running pass with a 
-volleyball positions   partner  
-Volleyball game with beach ball  - lay up  
- fowl shot  
- blocking  
- rebounding  
- basketball game  
 observation, anecdotal records,  
Assessment

Teacher provided materials  

Library records  
Resources Videos  
 
 

Unit 1: Cooperative Games   Unit 2: Floor Hockey   Unit 3: Volleyball  Unit 4: Basketball  
Lesson 1- Perimeter ball   Lesson 1-How to hold a stick   Lesson 1-Introduction to the unit/ body position   Lesson 1-Introduction the unit/ 
Lesson 2- hula hoop relay   Lesson 2 - How to move while holding a hockey  Lesson 2- throw and bump with a partner  warm up  
stick   Lesson 3- bump against the wall   Lesson 2-dribbling standing  
Lesson 3- high five  
Lesson 3-How to pass a puck   Lesson 4- rally with a partner   Lesson 3-dribbling follow the 
Lesson 4-link tag   Lesson 4- How to dribble a puck   Lesson 5- throw and catch above head   leader 
Lesson 5- zookeeper   Lesson 5- (Part A) How to shoot from a stand  Lesson 6- throw and catch above head with a  Lesson 4-dribbling running and 
Lesson 6- colour monster   still   partner   stopping  
Lesson 7- rob the nest   Lesson 6- (Part B) How to shoot while running   Lesson 7- setting against the wall   Lesson 5-bounce pass 
Lesson 8- gingerbread man  Lesson 7- 1 Group game   Lesson 8- underhand serving to a partner    wall/partner  
Lesson Topics
Lesson 8- 2 group games on opposite sides of  Lesson 9- underhand serving to a partner across  Lesson 6-chest pass  
Lesson 9- running relay  
the gym  the net   Lesson 7- passing while running  
Lesson 10- caterpillar riot   Lesson 10- court positions   Lesson 8- Lay up  
Lesson 11- laundry basket   Lesson 11- Moving to the ball   Lesson 9- fowl shooting  
Lesson 12- dodgeball classic  Lesson 12- Volleyball game with beach ball   Lesson 10- shooting practice 
Lesson 13- dodgeball doctor   Lesson 13- Volleyball game with volleyball   (horse)  
Lesson 14- not in my backyard    Lesson 11- blocking  
Lesson 15- repeat of favorite game       Lesson 12- rebounding  
Lesson 13- player positions  
Lesson 14- game