PE Unit Plan Unit Title: Name: Ultimate PE Games for the TOC/ Alt Ed Class Ms. K.

Kilbey Subject(s): Number of Lessons: Physical Education 8 Time: (in weeks) Grade(s): 10
6/7

Rationale/Overview: The reason for the design of this unit is quite specific. I am currently heading into a practicum, with a classroom of very low functioning students. My current cooperating teacher informed me that at the beginning of the year, she designs her Physical Education (PE) instruction around what is desired by her students. From the beginning of the year, a process of student activity selection has been established where everyday, the student of the day is given the keys to the gym 5 minutes prior to their daily gym time, and are responsible for choosing the days activity, and setting up the gym in anticipation of this activity. My CT has expressed to me that because of their lack of athletic ability, high incidence of disability, and low self-esteem, this has been the only way that she can get the students to buy in to gym. She explained that with her current class of 22 students, knowing that every 22 days each student will have the option to choose the daily activity allows for a buy in that otherwise wouldn t happen.

Observing this class over the Christmas break I was dumbfounded to discover that for unforeseen reasons, the students in this class typically end up playing 1 of only 3 or 4 games that they are familiar with. These games include bench dodge ball, California kickball, and two other variations of dodge ball. As a new teacher, observing in this classroom, I watched as PE tended to be taken over by a small majority of the students. Concerned, I felt that due to the social nature of the classroom, the more popular athletic boys would spend most of the morning persuading the student of the day to choose the game in which they wanted to play. In addition, I overhead conversations about how these boys felt the teams should be created, and subsequently, the gym time was dominated by their wishes. In addition, on days that a girl was the student of the day , the same boys would use their persuasive social network to influence the gym time, and convince her to choose what they wanted to play.

This unit is designed to react to this popularity domination in my upcoming practicum. Due to the delicate classroom structure of such low functioning students, I find that I do not want to walk into this classroom and upset the typical daily routine, yet I am torn about the power struggle in the current structure.

My plan for this unit will be 3 fold. First I hope that I can begin to expand the repertoire of games that this class currently plays, second I would like to give the student of the day to option to turn the choice of game, and structure of the class over to me, with the promise of a new and exciting game, and third introduce what I have been taught to be a healthy PE class structure, including a warmup activity, time for stretching, and a cool down activity post cooperative game.

In addition, this unit is designed with the students in mind. I have spent hours searching the Internet, Books, and other professionals for what they consider to be the best games to get kids to buy in to PE. By adapting each game and in some cases changing to name of the game to something a little more cool , I hope to get my students interested in what other games can provide, and how allowing control of the game Prescribed Learning Outcomes from IRP s: Grade 6: A2 - relate the development of muscular strength and endurance, cardiovascular endurance, and flexibility to participation in specific physical activities. B1 - practice learned non-locomotor, locomotor, and manipulative movement skills in order to improve. C1 - demonstrate safe procedures for specific physical activities (e.g., wearing safe attire for the activity, safe use of equipment and facilities, participating in warm-up and cool down appropriate to the activity). C2 - model fair play when participating in physical activity. C3 - demonstrate leadership in respecting individual differences and abilities during physical activity. Grade 7: B1 - apply learned movement skills in new and unfamiliar physical activities. B3 - perform sequences using learned non-locomotor, locomotor, and manipulative movement skills, demonstrating effective use of qualities of movement. (e.g., speed, force, flow). 2

C1 - apply safe procedures for specific physical activities. C2 - model fair play in all aspects of physical activity Background and Teacher Preparation Require: As this unit is not designed to be a set of linked lessons the teacher preparation for all 8 lessons is the same. That being said, in order to begin playing any new game, a few basic steps need to be followed: 1. Prior to introducing the game, check your school s gym equipment room to ensure all available equipment is available. Remember to think outside the box a little, and if, for example, your gym is not equipped with dodge balls, the utilization of volley balls or another type of softer ball would be appropriate. 2. Prior to leaving the classroom with students, have a discussion about what your expectations will be in the gym. Make sure to include whether or not you will be expecting gym strip, fair play etc, so students are well aware of what will be expected of them prior to entering the gym space. 3. Make sure to clearly outline the rules to each warm-up, activity and cool down. I would suggest doing this prior to leaving the classroom as then you can include more conversation about what is appropriate behaviour. A number of the activities in this unit require throwing balls, and aiming them at other people. A conversation regarding safety, and appropriate behaviour will need to be discussed. 4. Begin with a positive attitude, and try to be as optimistic as possible. This collection of games can easily get out of hand, and being a TOC or teacher in an alternate education classroom, setting the tone in regards to expectations will be the key to success. 5. Play with them! The gym offers a location where you can more easily relate to students. Kick off your heels and get in there with them. Students are more likely to behave, and enjoy the new experience if you are sharing it with them. Extensions and Adaptations: Just about all of the included games and activities can be modified for students who excel or struggle with physical activities. Remembering that you need to take into account for the needs of the child, asking those who excel to captain teams or those with limited ability to call out the instructions to the different games will ensure that everyone is having a great time. Remember to make adaptations and modifications as you play. Not knowing the students that I will have in the practicum, or when I TOC means that thinking on your feet, and reacting different scenarios will be the best way to extend and adapt all of these activities. Always include everyone, make team changes if necessary, and change and modify the rules to best suit the students.

Resources: http://www.brighthub.com/education/k-12/articles/96985.aspx http://www.teachingideas.co.uk/pe/contents.htm http://physedgames.com/ http://physicaleducationresources.com/DodgeballGames.aspx www.irishprimarype.com/tips/WarmUp_CoolDown.pdf http://www.eriding.net/pe/fun_games.shtml http://twopeguys.forummotion.com/f15-low-organized-games-activities http://earlylearning.ophea.net/additional-resources/cool-down-activities BC Action Schools Jeanette Crobar BC Ministry of Education Integrated Resource Package (Grade 7 PE) BC Ministry of Education Performance Standards. Assessment: The assessment for this lesson will be based on student self-assessment. Due to the restrictions of my current cooperating teacher, and the inability to mark long term when TOCing, having the ability to self assess will best motivate students, and leave a record for the teacher you re filling in for. My current class is graded solely on participation, and each student gives themselves a mark from 0 4 in conjunction with their teacher. For my own purposes I will use the following rubric to help guide assessment in this unit. 0 1 2 3 4 I did not come prepared and was not able to participate. (i.e. poor behaviour or no gym strip) I did not cooperate with my fellow students and/or follow the rules. I sometimes cooperated with my fellow students and/or followed the rules. I cooperated with my fellow students and followed the rules. I cooperated with my fellow students, followed the rules and gave my best effort at all times.

I believe that this assessment will promote cooperation and fair lay in the gym, and will be assessed in accordance with the BC Ministry of Education Performance Standards, if long term teaching is required. In addition, assessment will be base on observation, and a comparison to this outlined criteria. I believe that students can only be successful when they know what success looks like, so setting behaviour and skill criteria with them prior to the introduction of the lesson will be critical.

Overview of Lessons:
Lesson Number (time in minutes) Objective and Concerns: Equipment: Warm-Up (5 - 10 min) Activity (15 - 20 min) Cool Down (5- 10 Min)

Lesson #1 (30 - 45 Min)

This lesson is designed to observe how well students follow instructions.

- 15-20 cones. - 16-20 dodge balls - Commands List - Stretching instructions

Pirate Ship - Children start by forming a line (one behind the other) directly in front of the teacher. The teacher then shouts a command and the children have to perform the activity associated with that command. - See attached For a list of commands. Not all commands need to be used, but variety is the best aspect of this game. Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Four Corners Dodge Ball Begin by dividing the gym into four quadrants using cones, and then divide the class into four teams, placing each team in a corner. Explain that standard dodge ball rules apply (i.e. only throwing below the waist) and that safety will be pertinent. Give each team 4-5 balls. Next, explain that teams in all three opposing quadrants are your competition, and you can aim at any of them. Once the game has begun, when a person is hit, they must join the team from which they were hit. The game continues until teams are eliminated, and the team to get the last person standing in their quadrant out, get to take over that quadrant. The cones are removed, and the team grows out into that quadrant. The game continues until one team has finally taken over the whole gym.

Bumps All the children start seated on a line. The leader then picks out a point in their head where the treasure is. The leader will then shout out instructions and the children will carry out the movements for that instruction, e.g. "If you had cereal this morning take two bumps forward." "If you had chips for lunch take one bump backwards." The children then shuffle on the floor to act as 'bumps'. The game is played until someone has reached the treasure. Make sure some children do not take huge bumps forwards and others only take small ones.

Lesson #2 (30 - 45 Min)

This aim of this lesson is to observe how well students can cooperate. -Safety may be a concern.

- Mats - Nets - Benches - 10-15 dodge balls - Stretching Instructions

Commando - Split the class into two / three teams. Their aim is to reach the opposite side of the gym. Each team stands in a line at one side of the gym with their legs spread apart. The person at the back then crawls underneath all of the pairs of legs and then becomes the person at the front. Once they have reached the front of the line, the child then has to shout next, so the person at the back knows when to start. Slow but surely the line starts to move forward! - The first team to the opposite end of the gym is the winner. Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Warzone Dodge Ball This game is played with typical dodge ball rules, such as underhand throwing, and you must hit the person below the waist in order to get them out. Set up the gym like a war zone. Arrange hockey nets, benches, and mats up around the gym, to be used as barriers. Students may lob the ball out to get their opponents out, and once hit students move their way to the bench on the side of the gym. The team with the most number of players at the end of a given time limit wins. (Variation can allow this game to be played as a Capture the Flag type Game by placing flags on opposite sides of the gym. In addition, you can allow students to attempt to rescue their ousted teammates, by placing the benches closer to the middle of the gym.)

Pass the Squeeze: The class forms a circle. Children hold hands with left hands turned upwards and right hands turned downwards to make a chain linking hands. They close your eyes breathing deeply and gently for at least five deep breaths. Teacher squeezes the left hand of one child who passes on the squeeze until it goes all around the circle. The children open their eyes. Teacher breaks the chain in one place. The child with which the teacher breaks the chain becomes the leader of the chain and walks slowly round the area or back to classroom.

Lesson #3 (30 - 45 Min)

The objective of this lesson is to see how well students can work individually while still playing on a team. - Safety will be an issue.

Bop It Students then play this game, like they play the original game. As students march on the spot the teacher calls out random actions, and students respond with the corresponding action. - Kick it - children kick in front of them (ensure they're all in a space first!) - Twist it - twist their bodies half way around then back, feet remaining in same place on the floor. - Spin it - children turn around - Pull it - imagine they are pulling two levers down from above their heads. - Bop it - jump in the air. As the students become familiar with the game, I will call out the actions more quickly. (Variation: you can play this along to music asking Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Roadkill Dodgeball Divide the class into two teams. Outline the boundaries as being the outside redlines of what would be the volleyball court. Explain that this is a gauntlet type game, in which one team will line the side of the gym lengthwise, while the other team must run from one end to the other. The team lined up lengthwise is given 7-10 dodge balls, and are to throw the balls at the team running between them. Explain that students can only be out if they are hit below the waist, and that safety will be of greatest concern. The team running the length of the gym must always be moving forward, and that if they get hit they must sit down, becoming roadkill. The roadkill then begins to work for the opposing team, and when the running team turns around and begins to run back to the other end of the gym, they must avoid being tagged by the roadkill AND hit by a ball from the opposing team. If you are tagged, you must also sit down and become roadkill. The game continues until every member of the running team has become roadkill, and then the teams switch places.

Wink Murder All the children sit down in a big circle. One child is picked to be the 'detective' and is sent away so they cannot hear the rest of the group. The leader picks one child to be the 'murderer'. The 'detective' then comes back to stand in the middle of the circle. The 'murderer' must wink or blink at someone in the circle who then screams and pretends to die by lying down. The 'detective' has three guesses to determine who the 'murderer' is. Ensure the children do not all look directly at the 'murderer' for the wink, as this will be obvious to the 'detective'.

Lesson #4 (30 - 45Min)

This lesson is geared at cooperation. Watch for students who are helping get their teams mates back onto the court, not just randomly throwing at the basketball net.

- 5-10 dodge balls

Rock N Roll - Split students into two groups, and send them behind the black line at each end of the gym - Line up a number of balls along the centerline. - Explain that you will time the groups for two minutes, and the aim of the game is to roll the balls across the centerline into the other teams area. - Teams continue returning the balls back and forth until the teacher yells stop. - The team with the least amount of balls on their side is the winner. Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Murder Ball Play murder ball on a basketball court. The baskets play a big role in this version of dodgeball. Divide the class into two teams. Separate teams on either side of the court. Place the balls in the center of the court. When the game begins, players from either team race the center to grab the balls. Like in traditional dodgeball, they toss the balls to get players on the other team out. When players are hit below the waist, they are considered to be out, and move to the side of the court, and await their release. In order for a team to release their out players, they must throw a ball across the court, and hit the backboard of the opposing teams basketball net. The game continues for the desired amount of play time, or until one team loses all of their players, without the ability to regain them.

Band Leader All the children sit down in a big circle. One child is picked as the 'guesser' who is sent away so they cannot hear the rest of the group. The leader picks one child to be the 'band leader' who starts performing movements e.g. clapping, tapping hand on face, playing the trumpet etc. As the band leader, all other students must follow their lead, and mimic their actions. The 'guesser' returns and stands in the middle of the group and has three guesses to determine the 'band leader'. Ensure the children do not all look directly at the 'band leader' as this will be obvious to the 'guesser'.

Lesson #5 (30 - 45Min)

This lesson is to help observe students in their coordination skills.

- 4 different colours of pinnies. - 4 benches - 20 bean bags - 4 soccer balls - 2-3 blindfolds - Stretching Instructions

Guess and GO! - Pick on person from the class to be the caller. They have to be blindfolded, or close their eyes. - Name the four corners of the gym using the colours of the available pinnies. - The rest of the class has 30 seconds to run to one of those corners. - The caller then shouts the name of one of the corners. - Whoever is in this corner is out. - Continue in this way until there is only one child left. - You can also tell students that instead of running, they have to crawl, do lunges, etc, to make it to their chosen corner.

Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Continuous Soccer Place four benches across each of the corners n the gym. (It is bech to lay them on their side, giving an easier deflective surface, as students will be attempting to kick balls against the bench. These benches are the goals. Place five beanbags behind each bench. Divide the class into 4 even teams, and give each team a ball. Each team is allowed to have one goalie remain back at their goal. The goalies purpose is to defend their goal. A goal is scored when a team kicks the ball, and it hits the bench. Once a team has scored on a goal, they step begin the bench and pick up a beanbag, returning it to their own goal. The game continues for an allotted amount of time, or until one team ha collected all of the 20 beanbags.

Blackout Pick around 2-5 kids (depending on how many are in your group/class) and blindfold them up. Then get the others to find a space and stay there, but make sure they don't go too far away. The blindfolded ones have to try and find the others. If they find and touch one, they have to go and get a blindfold and join in too! The last one not found, wins! Tips: Everybody could talk and giggle and shout 'Here I am!' to help the blindfolded, but remember, they cannot move! OR if you don't have enough blindfolds, the ones who have been found have to run around, tapping the blind ones and talking to confuse them!

Lesson #6 (30 - 45 Min)

The objective of this lesson is again teamwork, and working together. Watch for students who are actively working with other students to help their team.

-Music and Player -Benches -2 mats - 5-10 dodge balls - 5-10 smaller ball - Stretching Instructions

Spiders and Scorpions Students walk around on all fours, facing upwards. These are the "spiders". Two students are selected as "scorpions", who walk on all fours facing down. The scorpions have to try to tag the spiders. When a spider is tagged, they must raise one limb into the air and stop moving, staying in that 3-point balance for the remainder of the game.

Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Dungeonball Gym is split in half with 2 benches making the divide. Split the entire class into two teams. A mat is placed at the back of each half. The aim of the game is to get the other team in your dungeon (the mat). Dodge balls are thrown at the opposing team; the aim is to hit them below the waist. When hit that person must go around the benches to the dungeon on the opposing side. Teammates can try to free anyone on the mat by throwing the small balls to them. You must get a full catch while standing on the mat to go free. (Variation can be if the team captain catches the ball all on the mat go free).

Partner Up Have students partner up. Partners find a line on the gym floor. One set of partners line up going one direction (on basketball court boundary line), the other set of partners go another direction on a different line (the volleyball line). When music starts, students start running on their line going the direction they were told to go by the teacher. When the music stops, they have to be quick and find their partner and perform the activity that the teacher tells them to do (ex: Elbow to elbow, knee to knee, etc.). The last partners to find each other go to the middle of the gym and perform 10 push ups. Start over. Continue for 3-5 minutes.

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Lesson #7 (30 - 45 Min)

This lesson is designed to observe for locomotor and non-locomotor skills. Watch for coordination and ease in skill.

- 10-15 Cones - 10 dodge balls - 10 tennis balls - 2 mats - A single bowling pin for each student. - A tennis ball for each student. - Stretching Instructions

Volcanoes and Craters The students work on two different teams for this warmup activity. Spread out several cones throughout the gym. One group of students goes around and knocks over the cones. The other group runs around and sets up the cones. For more variety, call out a certain way the students must move around to get to the cones. For example, you might have them skip, run, walk backward or do the crab walk.

Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation - Lower Back and Hamstring Stretch - Leg Swing - Forward Lunge - Squat - Ankle Rotation

Snowball Fight - Tell the class they are going to have a snowball fight. But instead of trying to hit people, they are going to knock down their opposition's targets. - Divide the gym into four quadrants by using your lines down the center of the gym widthwise and all the way across the center of the gym lengthwise. Make a small square or semi-circle out of cones in each corner of the play area. - Divide the class into four teams. Each team goes into one quadrant of the play area. One designated person from each team goes into an opponent's quadrant, but must stay in the corner semi-circle or square. - Begin the game by having each student set up his or her pin in self-space inside his/her team's quadrant. The pins must be spread out throughout the quadrants. They may not be placed next to each other or on the end or sidelines. You may find that some students are braver, and set their pins closer to the other team's quadrants. If a problem occurs in setting up the pins, you may place cones in the quadrants, and assign students to set up their pin on a particular spot. - On the go signal, the students throw their balls, into their opponent's quadrants, attempting to knock over a pin. Knocked over pins may not be picked up until the round is

Team Seating This task is an exercise for children to work as a class learning to be a 'team'! They must also be very careful and help each other as much as possible. Children are to stand in a circle, as close together as possible, then turn to face right - their left arm should be in the centre of the circle. Get the children to move a step in so that they are physically body to body with the children in front - it has to be so for the exercise to work!!! On three, all children should try to sit! They will find that the person behind will support them, therefore so will the person behind them and so on - weight is evenly distributed! They will be able to almost hover!!

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over. - Students may move to pick up balls, but may not move once they have a ball in their hands. After they throw or release the ball, they may move again. This rule encourages teamwork, passing and strategy. - The corner person (the only person without a pin or can and does not begin the game with a ball) may throw any ball that she/he can pick up without leaving her/his corner. - Play for about three minutes. When the round is over, the team with the most cans remaining upright is the winning team. Play additional rounds. Change the corner person after each round. (Variation, you can allow this person to leave the corner, but she/he must go back to the corner to throw the ball. If using this rule, only allow him/her to pick up one ball at a time.)

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Lesson #8 (30 - 45 Min)

The objective of the lesson is to observe fair play. Watch for those helping others and playing as a fair team member.

- 5 10 dodge balls - Stretching Instructions

Chicken monsters! Students roam around the gymnasium with their hands above their head in a circle, they are an egg. They must find another egg and play rock, paper, scissors, until there is a winner. If they win the round they become a chicken and roam around the gymnasium flapping their arms like a chicken. The other player stays an egg and looks for another egg to play. When the chicken finds another chicken they again play rock paper scissors. The winner becomes a too cool chicken and holds their thumbs up and roams the gymnasium looking for another too cool chicken. When one is found they play again, winner becomes a chicken monster and roams the gymnasium holding their arms and hands up like Frankenstein s monster. They look for another chicken monster. If they win this round they become a way to cool chicken monster holding their thumbs up way above their head. The first student to become a way too cool chicken monster is the winner. Stretching (See attached for complete instructions) - Neck Rotation - Arm Circles - Back and Chest Stretch - Side Bend - Trunk Rotation

War Ball Regular dodge ball rules apply except that instead of players sitting out when the ball hits them, they are still in the game although the body part that touched the ball is not allowed to move for the rest of the game. For example if a player's right arm was hit, the arm must remain limp and cannot be used to throw or catch a ball. If a leg or foot is hit, then they lose the use of that leg, if both legs are hit, the player can scoot along the floor. Players can regain use of one of their body parts if they catch a thrown ball. Although, if a player is hit in the chest or back they are automatically out. Appoint a "secret medic" on each team. They can touch the "injured" body part and the player can regain use of it. Keeping the medic a secret is an important part of this adaptation since once discovered, the other team can target the medic in order to eventually win the game. One way to keep the secret is to encourage teams to move in groups while playing to camouflage the medic

Action Story Some Theme Suggestions: - Rainstorm coming and then leaving, with fingers and hands tapping the floor in beat to the intensity of the rain. - Walk through the forest, listening to the birds and the wind in the trees. - Visit to a planet in outer space, exploring new terrain. - Use the theme War, and have students rescue their fellow men.

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Lower Back and Hamstring Stretch Leg Swing Forward Lunge Squat Ankle Rotation

Reflections/Revisions (if necessary, continue on separate sheet):

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