Lesson

#5
Subject/Gra
de Level

Grade 1 P.E. (2 classes)

Unit

Date

November 17, 2014

Time
Duratio
n

30 minutes

Teacher

Michelle Osborne

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

A. Students will acquire skills through a variety of developmentally appropriate

movement activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
C. Students will interact positively with others.
D. Students will assume responsibility to lead an active way of life.
A1-1 perform locomotor skills through a variety of activities
A1-5 demonstrate ways to receive, retain and send an object, using a variety
of body parts and implements, individually and with others
A1-10 demonstrate body and space awareness when performing space
awareness games
A1-11 demonstrate an understanding of basic rules and fair play for simple
games
C1-3 identify and demonstrate etiquette and fair play
C1-5 display a willingness to play cooperatively with others in large and
small groups
D1-2 demonstrate effort while participating in various activities
D1-3 show a willingness to listen to directions and simple explanations
D1-4 participate in safe warm-up and cool-down activities
D1-5 move safely and sensitively in through all environments; e.g., space
awareness activities

LEARNING OBJECTIVES
Students will:
1. Demonstrate locomotor skills through an activity
2. Illustrate sending an object with their hands
3. Demonstrate body and space awareness to move safely through the environment
4. Exemplify rule following and fair play
5. Exemplify cooperative playing with a large group
6. Demonstrate effort in participation
7. Demonstrate listening to directions and rules
8. Illustrate safe warm-up activities

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

Observing students safely rolling the ball from one side of the gym to the
other (1,2,4,6,7)
Watching if students are aware of others in their environment while they
are playing the game (3)
Observing that students can cooperatively play with a large group (5)
Ensuring students run their laps safely for warm-up (8)

LEARNING RESOURCES CONSULTED

Physical Education Program of Studies

MATERIALS AND EQUIPMENT

15-20 soft balls
Whistle

PROCEDURE
Prior to lesson

Consider:
Attention Grabber
Assessment of Prior

Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body

Introduction
Students run 3 laps, and then come to the middle circle and
have a seat.
We are going to be playing a game called Clean it Up and
practicing our rolling skills. Show the students again what
rolling looks like and doesnt look like. When we roll a ball are
we using our feet? No, so we are only using our hands for this
game.
The balls are considered garbage, and the students need to
clean it up.
Half the class on one side half on the other. When you hear
Mr. Dee freeze and have a seat! Then we will count how
many balls are on each side of the centerline. You want to be
on the side with the least amount of garbage. No touching
any balls when you hear it. Need to be listening so you can
hear when Mr. Dee is said! If everyone is yelling and
screaming do you think we can hear Mr. Dee?
Body

Consider:
Variety of Learning

Styles
Questioning throughout
Differentiation for
students
Focused formative
assessment

Play Clean it Up
Watch for students rolling underhand versus throwing the
ball.
Call out Mr. Dee every 4/5 minutes, and count the balls
and see which side has the least amount of garbage.

Closure
Consider:
Consolidation of

Learning
Feedback from
Students
Feedback to Students

Whistle in everyone to the middle circle.

Comment on their rolling skills.
Line up at their respective doors for their next class.

Freeze tag is always an option

Time

12:55 pm
10
minutes

Time

1:05 pm
15
minutes

Time

1:20 pm
3 minutes

Transition to Next
Lesson

Sponge
Activity/Activities
Reflections from the
lesson