UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Unit Planning Template (modified by B. Krynowsky from BC - SD #68)

(Take as much space as you need. This document expands as you type)

Unit or Theme title/ unit or theme overview TITLE Aboriginal Games Unit

Rationale: (context and why unit matters)

Students have been learning lots around Traditional First Peoples, with a focus on Coast Salish peoples, in particular the Snunexymw people. This unit is going to build connections and teach students through fun and skill building
tasks. First Peoples games were played not only for pleasure but they held a purpose. They were related to day-to-day survival and techniques for hunting. Students will incorporate skills they worked on through out the year, deeper
developing their throwing, running, catching, and team building skills through fun, informative, and traditional games.

Culminating tasks or events to celebrate or bring together the learning

Final day students will collaborate on what games they want to play from without the unit and show me the skills they have developed (ex. Working together, throwing, or even full participation). Then in class they will do a written
self assessment on the unit, their development, and goals for the future.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Personal & Social

Communication Thinking

 Connect and engage with others (to share and develop Creative Positive Personal & Social Identity  Well-being
ideas) Social Responsibility
 Novelty and value  Relationships and cultural contexts
 Acquire, interpret, and present information (includes
 Generating ideas  Personal values and choices  Contributing to community and caring for the
inquiries)
 Developing ideas  Personal strengths and abilities environment
 Collaborate to plan, carry out, and review constructions
Critical Personal Awareness & Responsibility  Solving problems in peaceful ways
and activities
 Analyze and critique  Valuing diversity
 Explain/recount and reflect on experiences and  Self-determination
  Building relationships
accomplishments Question and investigate  Self-regulation
 Develop and design
 Big Ideas(curriculum) Important/essential questions (create)

Physical Education 1 Can you work as a team?

Can you be respectful and mindful of the history of these games?
Daily physical activity helps physical literacy, and us development movement skills and is an Can you work on your throwing skills?
UNDERSTAND

important part of healthy living. Can you work on your aim?

Can you participate to the best of your ability?
Learning about others and ourselves help us develop a positive attitude and caring behaviors, Can you work on your passing skills?
which helps us build healthy relationships. Can you work on you running?
Can you hit the targets?

Curricular Competencies: (skills)

Develop and demonstrate safety, fair play, and leadership in physical activities.

Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments

Participate daily in physical activity at moderate to vigorous intensity levels.

DO

Content (learning standards):

Proper techniques for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills.

How to participate in different types of physical activities, including individual and dual activities, rhythmic activities
KNOW

Practices that promote health and wellbeing

STAGE 2: Assessment Plan

Formative Assessment (for learning):

All assessments will be observation to observe their participation, team work, form, skill development, and fair play.
Summative Assessment (of learning):

Final week we will play their favorite games from throughout the unit. Then we will have a written assessment in class where students do a assessment of their favorite activities, what skills they feel they developed, they
are did well within P.E., and a goal for themselves.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson descriptions that connect to assessment for and of learning

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

RUN AND SCREAM - The children would start running while sucking in a
big breath of air; at a designated mark on the ground, they would start
screaming while they were running. When the scream was finished, the
spot was marked with each person’s own marker stick (4 to 6 inch long
peg sharpened to go into the ground). The children would try to pass the
Proper techniques for fundamental movement skills, including non-
other marks. The one who could run the farthest while screaming was the
locomotor, locomotor, and manipulative skills. winner. Traditionally played by girls too old for dolls and too young for
adult games, but can be played by all ages of children. We will use this a
How to participate in different types of physical activities, including warm up throughout the unit.
individual and dual activities, rhythmic activities
I will be looking for each student to participate to the best of their ability.
Practices that promote health and wellbeing
I will also be looking for them to do their best to not have the ball hit the
Tossing The Ball – 2 days ground and to run to make sure it doesn’t.

Students will start in partners tossing a balloon back and form aiming for Students will be encouraged to be mindful and respectful. Also made
I can participate in partner and group games
it not to touch the ground. Then they will join with another group of two aware that all these games have been around for 100s of years.
doing the same so its four people, then six, then eight, until there is 10 on
I can practice my passing skills
each side. Once they are 10 and 10 we will play a group game with 10 on
each side of half the gym. Pinnies will go on one team. If you drop the ball
I can practice my running skills you are out for your team. The team with the last person on that side for
your team is the winner. Then we will try it with a ball. If we have time we
will try to play within the whole gym so they are running around more to
keep the ball in the air. We will continue this the next day reviewing the
skills and trying with a ball if we don’t get to that the first day.

Resources: Balloons, volley balls, pinnies.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 Proper techniques for fundamental movement skills, including non- “Rock” Throwing – 2 days
locomotor, locomotor, and manipulative skills.
Outside hopefully! Start with Run and Scream
How to participate in different types of physical activities, including
individual and dual activities, rhythmic activities
Rock Throwing this was used to train young boys and girls to hunt small
animals and birds.
Practices that promote health and wellbeing. I will be looking for each student to participate to the best of their
I will have all sorts of objects to throw. We will have bean bags, foam ability. I will also be looking for them to practice their throwing
balls, volleyballs, soft balls, and each time make it a competition whos techniques working towards aim and hitting the targets.
object can get the farthest and altering our techniques. Some students
I can throw various objects
play baseball so I will use them to help their peers and give tips on how to Students will be encouraged to be mindful and respectful. Also made
throw. aware that all these games have been around for 100s of years.
I can help my class mates with their technique

I can aim to hit the targets Second class we will review our throwing and techniques we used. Then I
will set up various targets in the field and they will aim to hit them seeing
which object is easier to hit the target with.

Resources: Bean bags, foam balls, volleyballs, soft balls.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

“ Spear” Throwing – 2 days

Outside! Start with Run and Scream

Proper techniques for fundamental movement skills, including non-
locomotor, locomotor, and manipulative skills.
Spear Throwing/fishing this was used to hunt animals, and fish. Mostly
done by the men.
How to participate in different types of physical activities, including
individual and dual activities, rhythmic activities I will be looking for each student to participate to the best of their
I will have pool noodles to throw and similar to the rock throwing we will
practice this first working solely on technique. Holding it up above one ability. I will also be looking for them to practice their throwing
Practices that promote health and wellbeing.
shoulder with two hands. Each time making it a competition who’s can techniques working towards aim and hitting the targets.
get the farthest and altering our techniques. Then I will see if we can also
put something inside the pool noodles to make them heavier and taping Students will be encouraged to be mindful and respectful. Also made
the ends. aware that all these games have been around for 100s of years.
I can throw various objects

Second class we will review our throwing and techniques we used. Then I
I can help my class mates with their technique
will set up various targets in the field and they will aim to hit them seeing
which object is easier to hit the target with.
I can aim to hit the targets
 Resources: Pool Noodles, Targets.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Proper techniques for fundamental movement skills, including non-

locomotor, locomotor, and manipulative skills.

How to participate in different types of physical activities, including LINE TAG (Blackfoot) - All playing members make a line holding hands.
individual and dual activities, rhythmic activities The idea of the game is for the first person in line to tag the last person in
line. Everyone else tries to help the first person. If the line breaks, the last I will be looking for each student to participate to the best of their
person goes to the front of the line to become the “tagger.” Every time ability. I will also be looking for them to practice their agility, and team
Practices that promote health and wellbeing.
the last person is tagged, they become the “tagger” at the front of the work skills.
line. The idea of the game is to avoid being “tagged” longer than anyone
I can work in a team else. The social skills in this game include cooperation, and Students will be encouraged to be mindful and respectful. Also made
encouragement. Strength is important as the chasers try to keep the line aware that all these games have been around for 100s of years.
I can encourage my peers together and the person being chased works against the numerical
advantage of the chasers.
I can try and have the fastest time

Resources: None.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 STICKS - Each team places sticks (pool noodles) in their territory. While
also placing hoops (hula hoops) in various spots. Once the hoops have
been placed, they may only be touched by members of the opposite
Proper techniques for fundamental movement skills, including non- team. The objective is to capture all the sticks. This means you must sneak
into the other team’s territory to capture their sticks while also protecting
locomotor, locomotor, and manipulative skills.
your own hoops.

How to participate in different types of physical activities, including

individual and dual activities, rhythmic activities  ● If you are captured in the other team’s territory you must sit
I will be looking for each student to participate to the best of their
and wait to be rescued by a teammate, who may safely walk
you back to your side while holding your hand. ability. I will also be looking for them to work as a team and figure out
Practices that promote health and wellbeing.
strategies to protect their side and steal the noodles.
 ● You are safe if standing in another teams hoop and the
hoop is on the ground.
Students will be encouraged to be mindful and respectful. Also made
 ● If you get captured while holding a stick you must put the
hoop down (it remains there). You may not take it with you aware that all these games have been around for 100s of years.
I can work as a team
when you are rescued.
I can protect my teams side Once you place a captured stick in your territory it may no
longer be moved by anyone on your team.
I can try and steal the pool noodles.

Resources: Hula hoops and pool noodles.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 RING THE STICK - 2 days

- A hoop of any size was tied to a length of rawhide or sinew

and attached to a stick. The hoop was swung upward and as it
Proper techniques for fundamental movement skills, including non-
came down, the player tried to put the end of the stick
locomotor, locomotor, and manipulative skills. through the hoop. The ring had to start from a position flat on
the ground before being thrown up into the air. In competition
How to participate in different types of physical activities, including with each other, the players took turns and the player getting
individual and dual activities, rhythmic activities the most rings out of an agreed number of turns was the I will be looking for each student to participate to the best of their
winner. Generally the hoop size was made according to the ability. I will also be looking for them to be able to roll their hoop across
Practices that promote health and wellbeing. age of the players with a large hoop made for the youngest the gym, and challenge themselves to run beside it and then be able to
and a smaller hoop and longer stick made for older children jump through it.
and adults. This was mainly a social game played for fun but
develops coordination and motor skills.
Students will be encouraged to be mindful and respectful. Also made
I can roll by hoop across the gym aware that all these games have been around for 100s of years.
First day we will just focus on getting their hoop to roll across
I can run beside it without knocking it over the gym without falling over. Challenge: run beside it holding a
stick (pool noodle) through it without knocking it over.
I can jump through my hoop
2nd: There goal is to roll it and be able to jump through the
hoop without hitting the other player. We will have two teams
racing to the other side. Team with most players to jump
through their hoop successfully win

Resources: Hula hoops, pool noodles..

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 Lacrosse mini unit – Read book about lacrosse history prior to.
Proper techniques for fundamental movement skills, including non-
locomotor, locomotor, and manipulative skills.
Intro to stick and how to pick up a ball.
How to participate in different types of physical activities, including
Rolling to the wall and picking up I will be looking for each student to participate to the best of their
individual and dual activities, rhythmic activities
ability. I will also be looking for them to practice their throwing
techniques, as well as picking up the bean bag without using their hands.
Practices that promote health and wellbeing. Throwing it in the air and catching – how high

Students will be encouraged to be mindful and respectful. Also made

I can hold the lacrosse stick Partner pass aware that all these games have been around for 100s of years.
I can pick up the bean bag
Line Tag to end.

I can toss the bean bag in the air

Resources: Lacrosse sticks, bean bags

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Proper techniques for fundamental movement skills, including non-

locomotor, locomotor, and manipulative skills.
Lacrosse
How to participate in different types of physical activities, including
Review catching, throwing, and picking up.
individual and dual activities, rhythmic activities
Hula hoops around the gym some people are trying to keep the balls out I will be looking for each student to participate to the best of their
Practices that promote health and wellbeing.
of the hula hoop and some are trying to put them in (kinda like spaghetti ability. I will also be looking for them to practice their throwing
and meatballs) helps with picking up the ball. techniques, as well as picking up the bean bag without using their hands.

Students will be encouraged to be mindful and respectful. Also made

I can review throwing, catching, and picking up.
aware that all these games have been around for 100s of years.
I can protect my hoop

I can work as a team.

Resources: Hula Hoops, lacrosse sticks, bean bags

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 Proper techniques for fundamental movement skills, including non-
locomotor, locomotor, and manipulative skills. Lacrosse
I will be looking for each student to participate to the best of their
How to participate in different types of physical activities, including
I will have nets and we will have half court mini games of lacrosse. ability. I will also be looking for them to practice their throwing
individual and dual activities, rhythmic activities Throwing beanbags into nets, picking up, passing, etc. techniques, as well as picking up the bean bag without using their hands.

Practices that promote health and wellbeing.

If they find this too tricky, we will play the hula hoop game again. Students will be encouraged to be mindful and respectful. Also made
aware that all these games have been around for 100s of years.
I can work on throwing the bean bag

I can work as a team

I can pick up the bean bag without using by hands.

Resources: Lacrosse sticks, bean bags, hula hoops.

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)

Proper techniques for fundamental movement skills, including non-

locomotor, locomotor, and manipulative skills.

How to participate in different types of physical activities, including

I will be looking for each student to participate to the best of their
individual and dual activities, rhythmic activities
Student Choice. We will do a vote and play any game or activity we have ability. I will also be looking for them to work on the skills we have learnt
done throughout the unit. throughout the unit.
Practices that promote health and wellbeing.
Students will be encouraged to be mindful and respectful. Also made
I can work as a team
aware that all these games have been around for 100s of years.
I can play fair

Resources:

Instructional Activities Assessment

Learning Intentions/Curriculum Connections
(scope and sequence, titles with brief lesson description ) ( method /instrument and criteria/ standards)
 Proper techniques for fundamental movement skills, including non-
locomotor, locomotor, and manipulative skills.

How to participate in different types of physical activities, including

In class – Final Assessment
individual and dual activities, rhythmic activities

Practices that promote health and wellbeing. Then we will have a written assessment in class where students do a self
assessment of their favorite activities, what skills they feel they I will collect the assessments and be looking for students to have
developed, they are did well within P.E., and a goal for themselves. answered all the questions, using their own voice, and set a goal for
themselves that they can work on for the remainder of the school year.
I can say what my favorite activity was

I can say what skills I developed more

I can set a goal for myself

Resources: PE assessment sheet.