Phys Ed Long-Range Plan: 2023-2024

Grade 1/2
Chelsea O’Brien

In my Grade 1/2 Physical Education class, my teaching philosophy revolves around

creating a positive and inclusive learning environment that fosters the holistic

development of each student. I believe that physical education not only enhances physical

fitness but also cultivates essential life skills such as teamwork, sportsmanship, and

self-confidence. Through a variety of outdoor games and activities, my goal is to engage

students in active learning experiences that are both enjoyable and educational. The

assessment framework I've designed aligns with this philosophy and focuses on four key

areas.

The "Assessment of Activity" component, accounting for 20%, emphasizes the

importance of using verbal and visual teacher-directed cues to guide students in

practicing skills and movements during outdoor games. This approach not only aids in

skill acquisition but also encourages effective communication and understanding between

the students and myself.

The "Observation of Skills" segment, also worth 20%, involves consistent and

comprehensive observation of students throughout the unit. Regular recording of

observations and providing formative feedback ensure that students are continuously

improving their skills. A checklist approach will allow me to track and acknowledge
 students' progress in applying proper skills learned through various outdoor games,

promoting a sense of accomplishment and motivation.

Effort and participation play a significant role in my teaching philosophy, constituting

30% of the assessment. I believe that every student's effort and participation are valuable

contributions to the class, regardless of their current skill level. By observing and

recording their active involvement, and providing ongoing verbal feedback, I aim to

create an environment where students feel empowered and supported to give their best

effort.

Finally, the "Observation of Positive Attitude" aspect, weighted at 30%, underscores the

importance of character development through fair play, collaboration, and sportsmanship.

As I observe students throughout the unit, I will gauge their attitudes and behaviors,

promoting qualities that extend beyond physical skills. Recognizing and rewarding

positive attitudes will encourage students to embrace these values not only in the context

of physical education but also in their daily lives. In essence, my teaching philosophy

centers on holistic growth, skill development, and character building. By combining a

thoughtful assessment strategy with engaging outdoor games, I aim to inspire a lifelong

appreciation for physical activity and personal well-being in each and every Grade 1/2

student.

Month Unit/Weekly Activities and Associated Assessment Resources

 Breakdown Outcomes

September September 7th- Outdoor Games Outdoor Games Rubber chicken

September 2nd: 1. Introduction and icebreakers
Outdoor Games 2. Pass the Chicken Formative & Summative Spot markers
3. Bubble jumpers
September 25th- 4. Duck Duck goose Assessment of Activity:: 20%. Bubbles
October 5th: 5. Hula Hoop Hideout Observe the students
Locomotor 6. Parachute games throughout the outdoor games Beach ball OR
Activities 7. Keep it UP to ensure they are using the Balloons
verbal and visual
8. Beach Day Relay
teacher-directed cues to
9. Smaug’s Jewel attempt the skills and
Hula hoops
10. Skip it movement. Observations will
11. Hop Scotch be recorded using the Pinnies
12. Hot Potato assessment below.
13. Freeze Dance Speaker
14. Field day activities Observation of Skills: 20%.
Observe the students Whistle
Associated Outcomes frequently and throughout the
entire unit. Observations will Squad markers
General be regularly recorded, and
verbal feedback will be given
Whiteboard
to the student throughout the
Students investigate physical unit (formative). Use a
activity and relate it to personal checklist to check off and Whiteboard
experience record students’ application markers
and proper skills learned
Select a variety of physical through the outdoor games. Scooters
activity opportunities to Observations will be recorded
experience regularly. using the assessment below. Mats
Students demonstrate teamwork Observation of Effort and Cones
and support participation in a Participation: 30%. Observe
variety of physical activities students throughout the entire
Ball hockey
unit and ensure they are
participating to the best of their
balls
Regular physical activity has
health benefits and can help abilities. Observations will be
regularly recorded, and verbal Hula hoops
prevent illness.
feedback will be given to the
student throughout the unit Bean bags
Specific
(formative). Observations will Plastic bowling
be recorded using the pins
Adventurous play includes
assessment below.
experiencing challenging
activities in outdoor learning Observation of Positive
environments. Attitude: 30%.
Observe students throughout
Engagement in various types of the entire unit and ensure they
play supports motivation and
confidence in physical activities
(physical literacy).
Students investigate the benefits
of physical activity.
Physical activities have
expectations that support
participation, safety, and
enjoyment for all.
Display behaviours that support
participation, safety, and
participant enjoyment
Exhibit teamwork in a variety of
physical activity contexts
Demonstrate positive interactions
with others during physical
activity.
Locomotor Activities
1. Colour Corners
2. Fire Chief
3. What time is it Mr.Wolf?
4. Hungry Hippos
5. Jellyfish scooter tag
6. Scooter Ships
7. Walk the Plank
8. Race cars
9. Freeze!
10. Circle Relay
11. Beanbag Bowling
12. City Explorers
Associated Outcomes
General
Students demonstrate how
movement can support different
types of physical activity.
Students modify the movement to
improve control and efficiency
Specific
are demonstrating fair play,
collaboration, and
sportsmanship. Observations
will be recorded using the
assessment below.
Locomotor Activities
Formative & Summative
Assessment of Activity: 20%.
Observe the students
throughout the outdoor games
to ensure they are using the
verbal and visual
teacher-directed cues to
attempt the skills and
movement. Observations will
be recorded using the
assessment below.
Observation of Skills: 20%.
Observe the students
frequently and throughout the
entire unit. Observations will
be regularly recorded, and
verbal feedback will be given
to the student throughout the
unit (formative). Use a
checklist to check off and
record students’ application
and proper skills learned
through the Locomotor
Activities.. Observations will
be recorded using the
assessment below.
Observation of Effort and
Participation: 30%. Observe
students throughout the entire
unit and ensure they are
participating to the best of their
abilities. Observations will be
regularly recorded, and verbal
feedback will be given to the
student throughout the unit
(formative). Observations will
be recorded using the
assessment below.
 Locomotor movements can occur
in a variety of ways, such as:
1.galloping 2.wheeling 3.jogging
Locomotor movement occurs
when the body travels from one
point to another.
The completion or follow-through
phase includes movement
continuing in the direction of
action, slowing down of
movement, and regaining
stability.
Observation of Positive
Attitude: 30%.
Observe students throughout
the entire unit and ensure they
are demonstrating fair play,
collaboration, and
sportsmanship. Observations
will be recorded using the
assessment below.

The completion or follow-through

phase includes movement
continuing in the direction of
action, slowing down of
movement, and regaining
stability.

Demonstrate a variety of
locomotor movements. Perform
locomotor movements in a variety
of physical activity contexts.

Locomotor movements can occur

in a variety of ways, such as
crawling skipping hopping rolling
leaping

Three phases of movement

include preparation, carrying out,
and completion or
follow-through.

Experiment with the three phases

of movement in a variety of
physical activities.

October October 6th- Non-Locomotor Movement Non-Locomotor Movement Poly spots

October 20th:
Non-Locomotor 1. Steal the bacon Formative & Summative Paper plates
Movement 2. Simon says
3. Musical clocks
October 23rd- 4. Pass the squeeze
November 17th: 5. Statues
Manipulative Skills 6. Animal yoga
7. Tight rope
8. Human Obstacle Course
9. Gymnastic jamboree
Outcomes
General
Modify one or more phases of
movement to improve control and
efficiency.
Students demonstrate how
movement can support different
types of physical activity.
Specific
Non-locomotor movements can
occur in a variety of ways,
such as balancing, twisting, and
bending.
Non-locomotor movement is
performed within personal space.
Perform non-locomotor
movements in a variety of
physical activity contexts.
Non-locomotor movements can
occur in a variety of ways, such
as swinging hanging landing.
Manipulative Skills
1. Hot potato
2. “Look what I can do”
3. Jump rope: beginner skills and
variations
4. Jump the Shot
Assessment of Activity: 20%.
Observe the students Mats
throughout the outdoor games
to ensure they are using the Cones
verbal and visual
teacher-directed cues to
attempt the Non-locomotor
Yoga mats
skills and movement.
Observations will be recorded Tape
using the assessment below.
Rope
Observation of Skills: 20%.
Observe the students Whiteboard
frequently and throughout the
entire unit. Observations will Whiteboard
be regularly recorded, and marker
verbal feedback will be given
to the student throughout the
unit (formative). Use a
Foam ball
checklist to check off and
record students’ application Hula hoop
and proper skills learned
through the Non-Locomotor https://www.gov
Activities.. Observations will .nl.ca/education/
be recorded using the files/k12_curric
assessment below. ulum_guides_ph
ysed_prim_elem
Observation of Effort and _13.pdf
Participation: 30%. Observe
students throughout the entire
unit and ensure they are
Scooter
participating to the best of their
abilities. Observations will be Plastic bowling
regularly recorded, and verbal pins
feedback will be given to the
student throughout the unit Plastic bowling
(formative). Observations will ball
be recorded using the
assessment below. Jump ropes
Poly spots
Observation of Positive
Attitude: 30%.
Observe students throughout
Printed targets
of bad foods
the entire unit and ensure they
are demonstrating fair play,
Paint balloons or
collaboration, and
sportsmanship. Observations sponges with
will be recorded using the paint
assessment below.
Gloves
5. Mini soccer
6. Body Bowling
7. Bad food target knock down
8. Dizzy throw
Outcomes
General
Students demonstrate how
movement can support different
types of physical activity
Students modify movement to
improve control and efficiency.
Students examine and connect a
variety of foods to growth and
Students examine internal and
external factors that influence
food choices.
Specific
Object-manipulation movements through the manipulative
involve sending objects, including activities. Observations will be
punting and striking, retaining
objects, including cradling
receiving objects, including
catching and collecting
Elements of movement include
space, direction, and effort.
Object manipulation can occur in
a variety of ways, such as sending
objects, including pushing,
throwing, and kicking receiving
objects, including catching
retaining objects, including
trapping and carrying
Demonstrate a variety of
locomotor movements. Perform
locomotor movements in a variety are demonstrating fair play,
Manipulative Skills Garbage bags
Formative & Summative
Assessment of Activity: 20%.
Observe the students
throughout the outdoor games
to ensure they are using the
verbal and visual
teacher-directed cues to
attempt the manipulative skills
and movement. Observations
will be recorded using the
assessment below.
Observation of Skills: 20%.
Observe the students
frequently and throughout the
entire unit. Observations will
be regularly recorded, and
verbal feedback will be given
to the student throughout the
unit (formative). Use a
checklist to check off and
record students’ application
and proper skills learned
recorded using the assessment
below.
Observation of Effort and
Participation: 30%. Observe
students throughout the entire
unit and ensure they are
participating to the best of their
abilities. Observations will be
regularly recorded, and verbal
feedback will be given to the
student throughout the unit
(formative). Observations will
be recorded using the
assessment below.
Observation of Positive
Attitude: 30%.
Observe students throughout
the entire unit and ensure they
 of physical activity contexts.
Locomotor movements can occur
in a variety of ways, such as
crawling skipping hopping rolling
leaping
Differentiate between whole
foods and processed foods.
A variety of food is needed by the
body in order to grow and
develop.
Individuals can expand their food
preferences by trying new foods.
Examine decision making in food
selection.
November November 20th- Skill-related Games
December 8th:
Skill-Related Games 1.Skunk tag
2. Red light, green light (harder)
3. Crows & Cranes
4. Chicken tag
5. Magician
6. Scoop throw
7. Hoop hunt
8. Collect & Roll
9. Hopscotch dance
Associated Outcomes
General
Students investigate physical
activity and relate it to personal
experience.
Students refine and apply spatial
awareness across a variety of
physical
collaboration, and
sportsmanship. Observations
will be recorded using the
assessment below.
Skill-related Games https://web.uvic.
ca/~thopper/WE
Formative & Summative B/archive247/ye
arlyplan/Gamepl
Assessment of Activity: 20%. an%201-2.pdf
Observe the students
throughout the skill-related
Rubber chicken
games to ensure they are using
the verbal and visual
teacher-directed cues to Yarn
attempt the skills and
movement. Observations will Hula hoops
be recorded using the
assessment below. Balloon
Observation of Skills: 20%. Bean bags
Observe the students
frequently and throughout the
entire unit. Observations will
be regularly recorded, and
verbal feedback will be given
to the student throughout the
unit (formative). Use a
checklist to check off and

Students exhibit spatial awareness and proper skills learned
during a variety of physical
activities
Specific
Adventurous play can provide
individuals with opportunities to:
-establish personal physical
activity limits
-develop confidence and
independence
-experience healthy stress develop
movement skills
-develop decision- making and
problem-solving skills
-develop physical literacy
Physical activity can be
influenced by a variety of factors.
Competence, confidence, and
motivation can increase personal
engagement and enjoyable
experiences within physical
activities.
record students’ application
through the skill-related
activities. Observations will be
recorded using the assessment
below.
Observation of Effort and
Participation: 30%. Observe
students throughout the entire
unit and ensure they are
participating to the best of their
abilities. Observations will be
regularly recorded, and verbal
feedback will be given to the
student throughout the unit
(formative). Observations will
be recorded using the
assessment below.
Observation of Positive
Attitude: 30%.
Observe students throughout
the entire unit and ensure they
are demonstrating fair play,
collaboration, and
sportsmanship. Observations
will be recorded using the
assessment below.

Refine movement skills in

relation to people or objects in a
variety of physical activities.

Spatial awareness includes the

ability to judge one’s distance in
relation to people objects the
surrounding environment
Personal space is the physical
space immediately surrounding an
individual. General space is the
space within a defined area
through which an individual can
move.

Spatial awareness helps

individuals think about their
whole body as it moves through
 personal and general space.
Spatial awareness involves
moving creatively to safely
navigate through personal and
general space
December December 11th- 1. Hungry hippos: Balloon edition
December 22nd: 2. Hula-Hut
Cooperative Games 3. Team relays
4. Candy Land
5. Dragons Jewel
6. Airplane Pilot
7. Cooperative rings
8. Blob tag
9. Chain tag
Associated Outcomes
General
Students demonstrate fair play
and support engagement in a
variety of
Students demonstrate teamwork
and support participation in a
variety of
Specific
Fair play supports motivation,
participation, and a feeling of
being valued.
Fair play involves building
relationships with people,
regardless of skill or ability, in
physical activity.
Fair-play practices include:
respecting rules,
taking turns acknowledging
success of others,
encouraging others.
Rules of play are expectations
Cooperative Games Blindfold
Formative & Summative Scooter
Assessment of Activity: 20%.
Hula hoops
Observe the students
throughout the cooperative
games to ensure they are using Cones
the verbal and visual
teacher-directed cues to Pylons
attempt the skills and
movement. Observations will Pinnies
be recorded using the
assessment below. Poster paper
Observation of Skills: 20%. Markers
Observe the students
frequently and throughout the
entire unit. Observations will
Blocks or ball
be regularly recorded, and
verbal feedback will be given https://www.resp
to the student throughout the onsiveclassroom
unit (formative). Use a .org/cooperative
checklist to check off and -games-for-youn
record students’ application ger-students/
and proper skills learned
through the Locomotor
Activities.. Observations will
be recorded using the
assessment below.
Observation of Effort and
Participation: 30%. Observe
students throughout the entire
unit and ensure they are
participating to the best of their
abilities. Observations will be
regularly recorded, and verbal
feedback will be given to the
student throughout the unit
(formative). Observations will
be recorded using the
assessment below.
associated with various physical
activities.
Teamwork can build relationships
and support others in unique
ways.
Teamwork includes:
communicating making decisions,
sharing ideas,
contributing,
involving all participants
Observation of Positive
Attitude: 30%.
Observe students throughout
the entire unit and ensure they
are demonstrating fair play,
collaboration, and
sportsmanship. Observations
will be recorded using the
assessment below.

Some physical activities require

teamwork.

Teamwork is working with others

to achieve a common goal.