RUNNING HEAD: LESSON PLAN DEVELOPMENT

THE UNIVERSITY OF MANITOBA

LESSON PLAN DEVELOPMENT

Submitted by

Kerry Friesen

7748833

Submitted to

Grant McManes

In Partial Fulfillment

Of the Requirements of the Course EDUB 5142

Teaching Physical Education and Health Education

Faculty of Education

February 17, 2017

 LESSON PLAN DEVELOPMENT

Lesson Planner

Date: Feb 15.17 Lesson: Curling Pt.2 Grade: 10 Class: Period 2 Time: 65 Minutes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management

K.1.S2.B.2 K.3.S2.A.5b K.4.S2.B.1b

K.1.S2.C.2 S.3.S2.A.1
S.1.S2.A.1
S.1.S2.A.3

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Arm circles Front/Back, 3 way lunges -Students are group into teams of 4, with two team
Activating Activity on each sheet of ice.
Entry Activity Skills review, throwing rocks, sweeping, and -Players alternate throwing rocks to refine throwing
Warm-up personal rotations. and sweeping techniques.
Time: 10 min -No running, lifting rocks off the ice, standing on
Review Safety Rules bumpers, always have a person watching the hack
-Each sheet is in competition against the older
Acquiring Activity sheets. Goal of the game through individual rocks
Curling 21sheet verse sheet. Rock is
Time: 10 min and score an exact score of 21. 1 Point is awarded
cleared after each throw, 2 points are
for any rock touching the outer ring, while 2 points
awarded for bullseye, 1 point for outer
are awarded for rocks touching the inner circle.
circle.
-Each rock is cleared away after each throw. Each
player will rotate after each throw.
-Keep score throughout entire game,
Applying Activity
Play multiple ends of a formal curling game, Rotate players through each position in different
Time: 30 min 4 on 4 ends of the game.

-Draw out students successes and struggles,

Group Question and Answer
Closure strategies and thought process. Reinforce the roles
Time: 5 min and strategies of the game and various participatory
opportunities in the community.

Assessment -Students explain the tactical placement of each

Question and Answer throughout games.
Strategies rock in an end of game play.

-Group students based on experience and skill level

Challenges/ -Multiple sheets of ice
- to assist with the throwing technique
-Provide students with a PVC stability bar
Modifications/ - that allows students to remain standing or seated
-Provide throwing extension that allows
Adaptations/ students to remain standing or seated when
when throwing the rock
Accommodations (For individuals in a wheelchair, injury or that have
throwing the rock
specific need)
LESSON PLAN DEVELOPMENT

Context of Lesson

This lesson is the third day of a five-day unit of introducing winter outdoor activities and

formal sports. This lesson is the second and final day of an introduction to the formal sport of

curling. The class will be walking across the street to the local curling club to use their equipment

and facility. Students are required to bring clean indoor shoes and dress for the appropriate indoor

temperature. Classes are 65 minutes in length, this class will be 55 minutes of instruction to allow

time for cleaning up the facility and walking to and from the school. The first day of curling

instruction covered the rules, flow of game play, and the roles of each position. Students were given

the opportunity to practice the introductory skills of throwing rocks and sweeping along with sheet.

In addition to this, students played a single end of curling as an opportunity to apply the learned

skills. In this class students, will have the opportunity to review and practice the skills learned in the

previous class and apply their skills to a game situation. The purpose of this class is to further

develop the skills taught the previous class and gain awareness to the tactical placement of rocks

within game play. Students will play multiple ends for the duration of class, ensuring that all students

have an opportunity to participate in multiple positions. The next class in the unit involves students

skating on an indoor or outdoor hockey rink. The exposure to moving on ice surfaces transfers from

this class to the next days class. There are three students in this class that have a mental disability.

One modification I would encourage is creating teams of similar skill level to create a level of

comfort and appropriate competition. Depending on the number of students in the class I would try

to leave one sheet of ice open for students with a disability, injury or individuals who are more

comfortable practicing their skills.