Indoor and Outdoor Games

Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 317

UNIT 1 Personal Safety and Injury Prevention IndoorUnderstanding and Outdoor of Concepts RecordingGames Chart

Unit Title 7 Low Organization/Cooperative Games 319 8 Other Indoor Activities 349 9 Other Outdoor Activities 373

317 Health and Physical Education – Grade 8 Indoor and Outdoor Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 318 Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 319 OVERVIEW UNIT Low Organization/Cooperative Games Duration 10 Sub-Tasks 77 Description Students actively participate in a variety of games, displaying fundamental movement skills and fair play.

Sub-Task Title Expectation Code

1. Netball 8p35, 8p40, 8p41 2. Toss and Roll 8p23, 8p27, 8p41 3. Capture the Flag 8p35, 8p40, 8p41 4. Basketball Golf 8p23, 8p27, 8p41 5. Cooperative Game Creation 8p40 6. Team Scooter 8p35, 8p40 7. Group Challenges 8p35, 8p40 8. Catch Ten 8p35, 8p41 9. Hunters and Gatherers 8p35, 8p41 10. Teach a Game 8p40, 8p41

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment using movement skills rubric and anecdotal recording sheet. •Teacher assessment using participation, social skills and safety rubrics. 7 • Student self-assessment using participation target. • Peer assessment using movement skill checklists. Summative: •Teacher assessment using movement skill checklists.

Links to Prior Knowledge

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Notes to Teacher

• See Notes to Teachers in units for suggestions and adaptations. The focus on all activities is cooperation. • The games also help students develop physical skills and game strategies. See Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q).

Resources

• Another Games Book. Canadian Intramural Recreation Association of Ontario, Hamilton, 1997. (905) 575-2083 • Great Gator Games. Canadian Intramural Recreation Association of Ontario, Hamilton, 1998. (905) 575-2083 • Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games. Human Kinetics, 1999. HYPERLINK www.humankinetics.com • Not Just Another Games Book. Canadian Intramural Recreation Association of Ontario, Hamilton, 1994. (905) 575-2083 • Project Adventure Publications, P.O. Box 100, Hamilton, MA, USA, 01936 (1-800-795-9039, www.pa.org www.pa.org )

Appendices

Unit 7 Appendix A: Basketball Golf Tee Card Unit 7 Appendix B: Cooperative Game Cards Unit 7 Appendix C: Shape Cards Unit 7 Appendix D: Cooperative Game Presentation

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #1 Netball Facility Gymnasium

Materials Two or three basketball nets (can substitute buckets or pails) Two or more floor hockey nets 10 to 12 basketballs or utility balls Paper wall targets Stopwatch or timer Description Students actively work as a team to score as many points as possible and work cooperatively toward achieving a common goal.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of fair play using a social skills rubric (Grade 8 Appendix H). 7 • Teacher/self-assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). • Self/peer assessment of cooperation using “Cooperation and Respect” from the social skills rubric (Grade 8 Appendix H)

Teaching/Learning Strategies

A) Warm-Up • More Than a Name Game. Students stand in a circle and call out their names one at a time. Use a stopwatch to time the group and see how quickly students can say all their names. Students begin a light jog and call out their names again, trying to maintain the same time. • While doing a regular jog, double the time. (E.g., if students originally said their names in 12 seconds, see if they can complete the game in 24 seconds.)

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• Add additional challenges. (E.g., triple the time to 36 seconds and see if students can say all their names while doing a tuck jump, or loudly while dribbling a ball.)

B) Skill Development • Sink It. Students work in teams of three, and individually try to get as many points as they can in two minutes. Students get points by hitting a target (as per Netball in Skill Application). Each student has a ball and keeps track of his or her points. After two minutes, they meet as a team and add up their points. Students discuss strategy and have an opportunity to try to beat their group rec o rd .

C) Skill Application • Netball. Place targets on wall (random) and hockey nets at side of gymnasium. Students play three on three. All teams can play at the same time, trying to score points in three different ways: _ Any basket = 3 points _ Wall targets = 2 points (mark a shooting distance) _ Hockey nets = 1 point (mark a shooting distance) • There is no “out of bounds” area. There are no goalies, but defensive players try to stop scoring and get possession of the ball. Defense gets possession when a ball bounces out of control, is intercepted, or after offensive team scores on any target. • Add additional rules only as required. Some groups may establish rules for an additional challenge, while others may not need them. Possible rules include: _ Three dribbles with the ball before passing. _ Three steps (while dribbling) before passing. _ Hold ball for three seconds before passing. • Ask students: _ What strategies did you use when you had the ball? _ What strategies did you use when you didn’t have the ball? _ What could you do that might work better? (See Grade 8 Appendix P.)

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D) Cool-Down/Wrap-Up • The Wave Stretch. This activity can be done as a large group or in smaller groups. One student begins by doing a stretch and holding it. The person beside him/her does the same stretch and passes it down the line or around the circle like a wave. When the leader changes to a new stretch, students follow, one at a time, when the “wave” reaches them.

Extension • Students play Sink It with a partner with one playing offense and one defense.

Notes to Teacher

• Sink It is played with no defense, so students should determine whether trying to score with a greater challenge (shooting on a basket) or trying to score more often on an easier target (hockey net) works better for them. Students also balance speed and accuracy. •With Netball, caution students to be aware of other teams moving in the same space.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix P: Transferable Skills: Strategies and Tactics

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #2 Toss and Roll Facility Gymnasium

Materials Four benches Variety of soft balls Description Students play a variety of games that involve running, throwing, and small group challenges.

Expectation Code Learning Expectation

8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of fair play using a social skills rubric (Grade 8 Appendix H). •Teacher assessment of throwing, passing, and shooting an object, and performing movements in sequence using an anecdotal recording chart in conjunction with a movement skills checklist (Grade 8 Appendices N and J-1).

Teaching/Learning Strategies

A) Warm-Up • It Add On. Students begin this game by power walking and as their heart rates gradually increa s e , they can switch to running. One player is “It”, and every player “It” touches becomes an “It.” All “Its” identify themselves by maintaining one hand raised overhead and work together to try to catch the other students. • Game continues until everyone is caught. Choose a new “It” and begin again.

B) Skill Development • Move it T og e t h e r . Working in pairs, students try and move a ball from one end of the gymnasium to the other, without using their hands. When successful, the partners try again, using a different method of carrying the ball. Encourage students to be creative.

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C) Skill Application • Roll and Toss. Place two benches on each end of the gymnasium. Divide the students into two teams and each team goes to one side of the gymnasium. Using six to eight soft balls, students roll the ball to the other side and try to hit their opponents’ feet with the balls. Students can jump and dodge to avoid the balls. • If a ball hits a student’s feet, he or she goes to the opposite side and stands on the bench. •To return to their side, the student must catch a ball thrown over the heads of the other team. When a ball is caught, the student returns to his/her own side. Encourage teams to work together to get their players back into the game as quickly as possible.

D) Cool-Down/Wrap-Up • Partner Mir ror. Students work in pairs. One partner is a leader and does a variety of stretches. 7 The other partner tries to do the stretch in exactly the same way, as if looking in a mirror.

Extension • Move It Together Variation. For greater challenge, use a variety of objects (e.g., tennis balls, utility balls, beach balls, hoops, pylons, rubber chickens) and limit the number of body parts that can touch the object.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #3 Capture the Flag Facility Gymnasium or field

Materials One flag for every player Pylons if end zones are not easily identifiable Description Students actively participate as a team to capture their opposition’s flags and return them to own key. Students work cooperatively toward achieving the common goal.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of fair play and respect for others using a social skills rubric (Grade 8 Appendix H). • Self assessment of vigorous participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Invisible Jump Rope. Students warm up by using an invisible jump rope. Students may choose to jump on their own, or play with a long rope and jump in a group, jumping in sequence, or all at the same time. If students are not jumping at the same time, restart the rope. Students try to break a “world record” by skipping continuously for three to five minutes.

B) Skill Development • Pa r tner Of fe n s e / D e f e n s e . Students work in pairs with a football flag. One partner tucks the flag into the back of his or her shorts, and the other partner tries to grab it. Students switch positions every two to three minutes, or each time the flag is grabbed. Discuss offensive and defensive strategies used.

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C) Skill Application • Capture the Flag. Students line up beside a partner. One partner belongs to Team A; the other Team B. Scatter 10 to 15 flags or other small objects in a designated area at both ends of the gymnasium or field. • Players must move into their opponent’s zone, and picking up only one flag at a time, return safely (without being tagged) to their half of the gymnasium or field. If they are touched in the other team’s zone, they must freeze and if they have a flag, it’s returned to its designated area. A player cannot be frozen in the actual flag area. Frozen players are freed by being tagged by a member of their own team. • Frozen players may also be freed using the “fifth player sacrifice” rule. If four players from the same team are frozen, a fifth player can “sacrifice” themselves and become frozen on the opponent’s side while all frozen players get a free walk home.

D) Cool-Down/Wrap-Up • Students use a rubric to self-assess their vigorous participation. With a partner, and while stretching, students discuss what they did well and what they could do to improve. 7 Extension • Play Partner Offense/Defense in larger groups with two or three people holding onto each other’s shoulders in a line. The last person in the line has a flag tucked into the back of his or her shorts. Groups try to move to protect their own flag, while trying to capture the flag from another team.

Notes to Teacher

• Activities like “Invisible Jump Rope” can be used to reduce inhibitions in the group. An unexpected and unconditional activity like this allows all students to participate at the same level and with the same ability.

• The “fifth player sacrifice” rule helps more active players be aware of less active players. Encourage players who have not been frozen to choose to be the player who helps free teammates. Students learn to focus on the team’s goal of keeping all players involved, instead of the individual goal of capturing flags.

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Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #4 Basketball Golf Facility Gymnasium with multiple basketball nets

Materials One basketball per pair One record sheet per pair Pencils Description Students actively participate in pairs to improve their basketball shooting skills. Students work with partners and as a part of a team towards achieving a common goal.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of throwing, passing and shooting an object and performing movements in sequence using an anecdotal recording chart (Grade 8 Appendix N) in conjunction with a Movement Skills Checklist (Grade 8 Appendix J-1) 7 • Self/peer assessment of cooperation using participation assessment target (Grade 8 Appendix O-1).

Teaching/Learning Strategies

A) Warm-Up • Moving to the Music. While dribbling a basketball, students move around the gymnasium. Students move at different speeds and change directions. When the music stops, students hold their basketballs still as quickly as possible, and freeze. • After increasing heart rates gradually, students do some basic stretches to move their joints through their range of motion (shoulder rolls, waist twist, lunges, ankle rolls).

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B) Skill Development • Shooting Warm-Up. Four students, with one ball, take turns shooting from a target area (see Basketball Golf). Teams designate a rotation of shooting, rebounding and getting ready, shooting as many times as possible within a specified period of time. Ensure that all students are involved and have a turn to shoot. Encourage students to change their system and try to beat their record for the number of times they score. • Students can rotate and warm up using other targets.

C) Skill Application • Basketball Golf. Mark nine targets (called holes) on the court using tape or pylons. •Working with a partner, students shoot from each spot until a basket is made. Students should catch their own rebound and take their next shot from wherever they caught the rebound. Once the basket is made, the other partner shoots from the hole, and they make the basket, the pair add their total shots and record them on the Basketball Golf Tee Card (Unit 7 Appendix A). • Once both partners have completed a hole, they move to the next hole. Students can repeat the course and try to beat their own records.

D) Cool-Down/Wrap-Up • Roll It Around. Sitting on the ground, students stretch by rolling the ball around their outstretched legs. Encourage students to move slowly and stretch their legs in a straddle position, legs extended and then tucked.

Extension • Challenge partners to increase the distance from the target when shooting, or try shooting with their weaker hand. • Extend the course by having students design challenges for additional holes.

Notes to Teacher

• When playing Basketball Golf, students should begin at different holes to avoid line-ups and crowding. Instead of adding scores, partners can also try taking turns shooting the basketball. Encourage partners to help each other and provide tips for shooting.

Appendices

Unit 7 Appendix A: Basketball Golf Tee Card Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix N: Anecdotal Observation Recording Chart Grade 8 Appendix O-1: Participation Target Blank

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #5 Cooperative Game Creation Facility Gymnasium or field

Materials Variety of equipment (balls, hoops, flags, floor markers) Description Students create an active game that is cooperative, promotes fair play and a positive group feeling. Students present their game to small groups.

Expectation Code Learning Expectation

8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher observation of respect for others using a social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Duck Waddle. Divide students into two lines, sitting back to back. Lines lock arms with each other so that the entire group is connected. The group tries to move forward by raising their buttocks off the ground and swinging their hips forward. 7 • Students speed walk around the gymnasium to elevate heart rates, stretch muscles, and increase their range of motion.

B) Skill Development • Cooperative Game Development. Discuss with students what makes a game cooperative, active and fun. Include the following components: _ Everyone being included and active. _ Opportunities for all to be challenged but not frustrated. _ Having enough equipment so all can be involved. _ Focusing on group challenge rather than points and game outcome. _ Non-traditional content — include an element of surprise!

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C) Skill Application • Quick! Create a Game. Divide the class into six groups. Each group draws a card from two categories: Type of Game and Equipment (see Unit 7 Appendix B). Each team develops a game that combines elements of the specified game and equipment, and also includes elements of encouragement and cooperation. Students have five to ten minutes to prepare and practise. • Divide the gymnasium into two areas. In each area, one group teaches their game and the two other gr oups play the game. Switch every five minutes so each group has a chance to teach their game.

D) Cool-Down/Wrap-Up • Small Group Stretch. In their groups of six, students stretch while discussing what parts of the game they found to be cooperative and enjoyable. Students discuss how they might change and improve the games.

Extension • This lesson can be extended over two days and students can be given longer to prepare and play. Groups can also be moved around so that all students have an opportunity to play all games.

Notes to Teacher

• In Sub-Task #10, students have an opportunity to develop a game to share with the class. This sub-task gives students a chance to begin thinking about the game they will develop.

Appendices

Unit 7 Appendix B: Cooperative Game Cards Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #6 Team Scooter Facility Gymnasium

Materials Scooter boards for each student Four small balls Four hoops Three to six soft balls Description Students work together towards a team goal while using scooter boards.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Teacher/self-assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). • Self/peer assessment of respectful behaviour towards the feelings and ideas of others (Grade 8 Appendix O-1). 7 Teaching/Learning Strategies

A) Warm-Up • Tunnel Bridge. Choose two or three taggers. Students speed walk in scattered formation while taggers try to tag as many students as possible. When tagged, students form a bridge by standing side-by-side, close to the wall, with their hands against the wall. As more people are tagged, they run under the bridge, then stand beside the next person, forming a tunnel bridge together against the wall. After four people are tagged, the tunnel bridge is at its maximum capacity and the next person tagged runs under the bridge, joins the end, and the first person is now free to rejoin the game.

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B) Skill Development • Scooter Tunnel. Play Tunnel Bridge as above, but students use scooters to move around. Students can move forwards or backwards while sitting or kneeling on scooter boards. Taggers can work together to tag other players. Students who are tagged use scooters to travel under the tunnel bridge, then get off their scooters to join the end of the bridge.

C) Skill Application

• Scooter Scramble. Divide the class into four groups and identify groups with pinnies (identifying pinafore) or different coloured scooters. Each team sets up a hoop with a pylon in the hoop and a ball on top of the pylon. Teams work together to protect their pylon and ball while trying to knock the other teams’ ball off the pylon by throwing a ball at the pylon. • Begin the game using two or three balls and add more balls as the game prog r esses. Students rem a i n seated on their scooters and pass the ball to team members to get into position to throw . If a student falls off a scooter when in possession of a ball, he or she must give the ball to the other team.

D) Cool-Down/Wrap-Up • Students look at a participation rubric (posted on the wall) to determine what level they feel they reached. While stretching with a partner, students discuss what they did well and what they plan to work to improve.

Extension • Additional rules can be added to Scooter Scramble to increase the challenge and the participation of all students. (E.g., all players on the team must touch the ball before it is thrown at a pylon, students must shoot at all pylons before returning to one they have already scored on, or the same student may not score twice in a row.)

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Notes to Teacher

•With Tunnel Bridge, ensure there are enough taggers so students are tagged frequently. Designate more taggers if players are remaining as a part of the bridge for longer than a minute. • When using scooter boards, remind students that they should always be sitting, kneeling or lying on them. Avoid standing on scooter boards or running and pushing scooter boards.

Appendices

Grade 8 Appendix G: Participation Rubric Grade 8 Appendix O-1: Participation Target Blank

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #7 Group Challenges Facility Gymnasium

Materials Variety of long and short skipping ropes Three or four blankets or small tarps Description Students work together on a variety of group activities, using initiative, creativity, and teamwork, to overcome challenges.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Teacher/self-assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). • Self/peer assessment of cooperation using “Cooperation and Respect” from a social skills rubric (Grade 8 Appendix H)

Teaching/Learning Strategies

A) Warm-Up • Swing and Jump. Students work with a partner. One student swings a rope in a circle close to the ground, and the other jumps over it. Partners join another pair. One student swings the rope while three students jump. Continue putting groups together. Challenge students to have as many as possible jumping over a rope.

B) Skill Development • Blind Shapes. In groups of four or five, students close their eyes or wear blindfolds. Students work together to make a variety of simple shapes using a skipping rope and ensuring all students have one hand on the rope. Designate the shapes or have students choose shapes (e.g., square, star, letter shapes).

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C) Skill Application • Raft Cr os s i n g . Divide students into three or four groups. Students stand on a blanket, small tarp, or mat (see Notes to Teacher). Challenge groups to move across the gymnasium while rem a i n i n g on the blanket, tarp or mat. If any body parts touch the floor, the group goes back to the beginning. • Give students time to plan and refine their strategy.

D) Cool-Down/Wrap-Up • Students use social skills rubric to self-assess their work. Using personal journals, students reflect on what they did to contribute to the group’s success and what they could do to improve. In their groups, students take turns leading stretches.

Extension •With Blind Shapes, shapes could be printed on cards and distributed to each group (see Grade 8 Appendix C). • Students can be given different challenges. (E.g., half the group blindfolded and touching the rope and the other half giving directions; one leader giving directions, all others blindfolded; or all without blindfolds but cannot talk.)

Notes to Teacher

•Take time to debrief with class. Ask students what went well and what was frustrating when working on group challenges. Ask students what learning could be applied to other activities in health and physical education class. •With Raft Crossing, each group can be given two mats or blankets. The activity can be done with only one blanket but is much more challenging. Caution students to be careful not to slip if using a blanket. • See Sub-Task #10, and give students the assignment to create a game to teach to the class. 7

Appendices

Unit 7 Appendix C: Shape Cards Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #8 Catch Ten Facility Gymnasium or playground

Materials Variety of balls (one per student) Description Students actively participate as a team working cooperatively towards achieving a common goal.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of vigorous participation using a four finger rubric (see Grade 8 Appendix G for indicators). • Peer assessment of fair play skills using self/peer assessment tools (Grade 8 Appendix O-3).

Teaching/Learning Strategies

A) Warm-Up • Hops. Students follow a leader, hopping in a variety of ways. Between hops, students “rest” with a slow jog. Hops can include skier hops side to side, one foot, out and in, hop and kick, hop and twist, hop and twirl.

B) Skill Development • Quick Hands. Working in groups of four, three students pass a ball from player to player while the fourth student tries to get a hand on the ball. If the fourth student touches the ball, he or she becomes a passer and the student who threw the ball becomes the player who tries to touch the ball.

C) Skill Application • Catch Ten. Divide the gymnasium in half, with two play areas and two free zones at the back of each half. Divide students into two teams. Each team designates three players each to go into the free zone. Using five or six soft balls, students throw the balls to the students in their free zone.

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Students in the free zone work together to catch the balls. Each time a ball is caught, the students call out the number of the catch (1, 2, 3 ...). When the players in the free zone have succeeded in catching 10 balls, choose three new players to work as catchers.

D) Cool-Down/Wrap-Up • Students walk around the gymnasium slowly, passing a ball back and forth with a partner. Ask students to assess their participation by holding up fingers to show their level of activity (1, 2, 3, or 4). Levels of activity should be based on the participation rubric. Ask students for examples of what participation looks and sounds like at each level.

• Students stretch with a partn e r , helping each other increase the stretch by adding resistance. Caution students not to jerk or pull and to always stop adding resistance as soon as their partner indicates.

Extension • Catch 10 Bonus Points. For an additional challenge, students may choose to stand farther back to throw the balls into the free zone. If students stand in the opponent’s free zone and get the ball to a catcher in their own free zone, the catcher receives double points. 7 Notes to Teacher

• Add an extra player to the Quick Hands game if it is too difficult for the person without the ball to touch it. •To reinforce using criteria for judging participation, ask a few students why they rated themselves a 2 or 3 or 4. Help students determine criteria if they are not clear why they gave themselves a particular rating.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix O-3: Participation Star

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #9 Hunters and Gatherers Facility Gymnasium or outdoors

Materials Pinnies in three different colours Eight to ten soft balls Description Students work together throwing, dodging and saving each other in team activities.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Teaching/Learning Strategies

A) Warm-Up • Speed Walk and Stretch. Students speed walk around the gymnasium, gradually warming up and raising heart rates. Once students have warmed-up, the teacher calls out “stretch,” and students stop and stretch. Students should do a different stretch each time.

B) Skill Development • Quick Line-Up. Students work in three groups (teams that will be used in next activity). •Teams line up in a variety of ways as quickly as possible. Challenge students to line up in order of their height, birthday, hair colour, T-shirt colour (order of rainbow), shoe size, numbers of cousins (fewest to most), street address number (smallest to largest).

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C) Skill Application • Hunters and Gatherers. Student are divided into three groups: “Hunters,” “Gatherers,” and “The Hunted,” and are identified by pinnies. Groups work together to achieve their group goal. • Hunters stay in the centre circle or an area marked in the middle of the play area. Hunters try to hit as many of “the hunted” as they can in two minutes, by throwing soft balls and hitting them below the knee. • Gatherers collect balls for the hunters and return them to the centre circle as quickly as they can. They cannot be touched by hunters. • The students being hunted work to avoid the balls from the hunters and to save fellow students who have been hit by hunters. When hit by a hunter, a hunted must freeze. They can be freed if any of the hunted can get to the hunters’ circle and touch it without being hit by a ball. If a player succeeds in doing this, he or she calls “all free,” and all “hunted” have five seconds to move to a safe spot. If no one is frozen and one of the hunted can get to the centre circle, he or she can yell, “all free.” The next person who is caught does not have to freeze. • Change roles every two minutes so all have a chance to be a hunter, gatherer, and “the hunted.”

7 D) Cool-Down/Wrap-Up • Group Stretch. Students stretch together as a class, taking turns leading stretches for different body parts. (Grade 8 Appendix A.)

Extension • During the Quick Line-Up, to increase the challenge students could try some of the line-ups without talking or while blindfolded.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix O-1: Participation Target Blank

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UNIT 7 Low Organization/Cooperative Games

Sub-Task #10 Teach a Game Facility Gymnasium or outdoors

Materials Variety of equipment (students should indicate in each class what equipment will be required for the next class) Description Students work in small groups to share a cooperative game they have developed.

Expectation Code Learning Expectation

8p40 Demonstrate respectful behaviour towards the feelings and ideas of others 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer/self assessment of understanding of fair play and sports etiquette through presentation of cooperative game. Students will use reflection sheet (Unit 7 Appendix D).

Teaching/Learning Strategies

A) Warm-Up • Sea, Shore, Shell. Students respond as quickly as they can to signals by demonstrating the following actions: _ Bow: run to a line at the front of the gymnasium. _ Stern: run to a line at the back of the gymnasium. _ Starboard: run to a line on the right side of gymnasium. _ Port: run to a line on the left side of gymnasium. _ Submarine: lie on the ground on back. _ Up periscope: lie on ground with one leg up in the air. _ Swab the deck: on hands and knees scrubbing the floor. _ Hit the deck: lie on the ground on stomach. _ Captain’s coming: stand still and salute.

B) Skill Development • Game Preparation. Students work in their small groups preparing equipment and practising instructions for sharing their game with the class. Unit 7 – Sub-Task #10 342 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 343

C) Skill Application • Game Presentation. Groups of four or five present a game that they have prepared for the class. The game will meet the following criteria: _ All students are active and included. _ Opportunity for all to be challenged but not frustrated. _ Enough equipment so all can be involved. _ Focus on group challenge rather than points and game outcome. _ Non-traditional content — include an element of surprise! • Students hand in an outline they have prepared which includes: _ Description of game. _ Explanation of how it meets the criteria. _ Possible modifications. _ Equipment and space required. _ Game diagram. _ Space for group reflection. • Each group is given 15 minutes to explain their game and then have the class play.

D) Cool-Down/Wrap-Up • Groups that presented take turns leading a class stretch. • Lead a brief class discussion about the games. Students offer comments whether they were cooperative, what they enjoyed, and how they could be modified. • Lead a brief discussion about the presentation of the game. What was done well? What could have improved the presentation?

Extension • An extra class may be required to present all the games. • Games could be published and shared with all students and with other classes. 7

Notes to Teacher

• Groups presenting the game should ensure that everyone has a role either explaining the game, demonstrating, helping make game adjustments, or preparing equipment. Students will need guid- ance and practise in presenting games to the class. • Allow time for discussion to offer suggestions for improvement and compliments for what went well.

Appendix

Unit 7 Appendix D: Cooperative Game Presentation

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Basketball Golf Tee Card

Hole Par (Goal) Combined Score (Add both scores together) 1 2 3 4 5 6 7 8 9 TOTAL

Basketball Golf Tee Card

Hole Par (Goal) Combined Score (Add both scores together) 1 2 3 4 5 6 7 8 9 TOTAL

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Cooperative Game Cards

Enlarge and cut both lists into cards. Students draw a card from each group and use both to develop the type of game using the equipment drawn. Use blank cards to add game types or equipment.

Type of Games Equipment Tag Large balls

Modified basketball game Small balls

Modified Frisbee game Flags

Relay Floor markers and soft balls

Group challenge Hoops

Partner challenges Frisbees

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Shape Cards

Expand and cut into cards

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Cooperative Game Presentation

Names: ______

Presentation Date: ______Name of Activity: ______

Pr ovide a brief description of activity in space below. Remember, activity should ensure that: • All students are active and included. • All students have the opportunity to be challenged but not frus t r a t e d . • There is enough equipment so all can be involved. • The focus is on group challenge rather than points and game outcome. • The game is non-traditional and includes an element of surprise!

Describe activity:

How does the game meet the criteria above?

What modifications could be made?

What space/equipment is required? Game Diagram 7

Group Reflection: • What went well? • What would you do differently next time?

Unit 7 – Appendix D 347 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 348 Full Unit 8 - Revised Final 1/17/01 10:06 AM Page 349 OVERVIEW UNIT Other Indoor Activities Duration 8 Sub-Tasks 88 Description Students actively participate in skills, drills and games related to badminton, team handball and Cosom Hockey. All games and activities should be played in the gymnasium, however some activities could be played outdoors provided facilities are available.

Sub-Task Title Expectation Code

1. Badminton Introduction 8p31, 8p34 2. Badminton Service 8p25, 8p35 3. Badminton: Overhead and Underhand 8p25, 8p40 4. Badminton Offensive Play 8p25, 8p41 5. Team Handball Passing 8p23, 8p35 6. Team Handball Game Play 8p35, 8p31, 8p41 7. Cosom Hockey Introduction 8p40 8. Cosom Hockey Game Play 8p35, 8p41

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment using movement skills rubric and anecdotal recording sheet. •Teacher assessment using participation, social skills and safety rubrics. • Student self-assessment using participation target. • Peer assessment using movement skills checklists. Summative: •Teacher assessment using movement skills checklists. 8

Links to Prior Knowledge

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Notes to Teacher

For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q).

Appendices

Unit 8 Appendix A: Badminton Teaching Tips Unit 8 Appendix B: Team Handball Basic Rules

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UNIT 8 Other Indoor Activities

Sub-Task #1 Badminton Introduction Facility Gymnasium

Materials One badminton racquet per student Shuttlecocks Description Students demonstrate a knowledge and understanding of the correct grip and ready position necessary for successful development of badminton skills.

Expectation Code Learning Expectation

8p31 Participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., aerobics to music) 8p34 Follow safety procedures related to physical activity, equipment, and facilities and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher observation of participation using a participation rubric (Grade 8 Appendix G). • Student self-assessment of participation using their fitness journals. • Peer assessment of safe use of equipment using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Line Tag. Designate two to three taggers and identify them with a pinnie or flag. Students speed 8 walk on the lines in the gymnasium and move to avoid taggers. If tagged, a student switches place with his or her tagger. Stop the game every few minutes, call out a body part, and students stretch that body part before continuing.

B) Skill Development • Sh u f fle Drill (The Ready Position). Students move around the gymnasium, shuffling sideways, running forwards and stepping back, but always keeping their racquet head up. On a signal, students get into the ready position as quickly as they can.

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• Relay (The Grip). Working with a partner, students carry a shuttle, on their racquet heads, to one end of the gymnasium and back. One partner travels there and back, then passes the shuttle to their partner who travels there and back. • Students practise moving with their racquets head up and head down.

C) Skill Application • Mini-Badminton. Students work with a partner, standing about three metres apart. Students try to control the shuttle, hitting with very small strokes. Challenge students to try to hit shuttle back and forth without moving their feet. • Shuttle Bouncing. Students bounce the shuttle on the racquet, changing from forehand to backhand (palm up, palm down). • Copycat. Students face a partner on the other side of the court. One partner is a leader and the other is a copycat. Leader pretends to do forehand, backhand and overhead shots. Copycat follows as precisely as possible.

D) Cool-Down/Wrap-Up • Ghost Badminton. To practise moving and responding quickly, students play Ghost Badminton with an imaginary shuttlecock. Partners pretend to hit a shuttle to each other, responding to clears and short shots and returning to a ready position in the centre of the court after each shot. • Partner Mir ror. Students follow a partner, doing cool-down stretches to work on flexibility. Students take turns being the leader.

Extension • With a partn e r , students hit a shuttle back and forth, alternating between using the backs and the fr onts of their racquets. Students need to focus on the correct grip and ready position.

Notes to Teacher

• The Grip (both forehand and backhand). Grip the handle using a firm grip — not too hard and not too limp — which allows the fingers to control the movement of the racquet. Lay the handle diagonally across the fingers and in the palm of the hand. Fingers and thumb are curled around handle. A flexible wrist action is necessary when playing badminton. • Ready Position. Stand in a relaxed position with feet facing forward and comfortably apart. Body upright leaning slightly forward with knees slightly bent. Racquet in front with racquet head above hand.

Appendices

Unit 8 Appendix A: Badminton Teaching Tips Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8) Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 8 Other Indoor Activities

Sub-Task #2 Badminton Service Facility Gymnasium

Materials One badminton racquet per student Shuttlecocks Net(s) Hoops Description Students demonstrate movement skills that occur in short, long, and backhand serves.

Expectation Code Learning Expectation

8p25 Hit an object (e.g., a ball or badminton bird) using the hand or a piece of equipment, using backhand and forehand motions 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of striking skills using a movement skills recording chart (Grade 8 Appendix J-1) with indicators from the lesson (see Notes to Teacher). • Students complete a participation self-assessment in their fitness journals.

Teaching/Learning Strategies

A) Warm-Up • Jog and Str et c h . Students jog or speed walk around the gymnasium. On a signal, call out a body 8 pa r t or a stretch and students stretch that body part for 15 to 30 seconds before continuing to move. Body parts and stretches include: neck, arm circles, overhead shoulder stretch, side bends, tr unk rotation, thigh stretch, calf stretch, groin stretch, hamstring stretch and ankle rot a t i o n s .

B) Skill Development • Students practise serving towards the wall, working with a partner. Tape may be placed on the wall to show the net level. Partners provide tips for serving and suggestions for improvement. (See Notes to Teacher and Unit 8 Appendix A.)

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C) Skill Application • Hit the Hoop. Place hoops in a variety of positions on courts. Students move from court to court, attempting a serve from each serving position, and using long and short serves to get shuttles into hoops. Students may keep track of how many hoops they were able to hit, then try the circuit again and tr y to improve their scores. Focus should be on serving technique and getting the shuttle over the net.

D) Cool-Down/Wrap-Up • In scatter formation, students perform slow stretches to music. Students are given time to reflect on their participation in their fitness journals. Students may note what skill they are planning on improving, and how they plan to do this.

Extension • Service Return. Students practise serving to a partner. Partner should always be in a ready position, ready to return a short or long serve. Students may practise the backhand serve.

Notes to Teacher

• Remind students that a shuttle served high and towards the middle of the court will be easy for an opponent to smash. Serves should be high and deep or short and shallow.

Teaching Points • The Forehand Serve _ Position body sideways to the opponent’s court with shoulder pointing toward the net. _ Hold the shuttle just below shoulder level. _ Extend the racquet back with the body weight on back foot. _ Drop shuttle, swing racquet downward, and begin to shift body weight to the front foot. _ Contact the shuttle below the waist. _ For a short serve, “push” shuttle gently over the net. There is no wrist action or follow through. _ For a long serve, use wrist to snap shuttle high and deep over the net. _ After hitting the shuttle, resume the ready position. • The Backhand Serve (more advanced) _ Move grip slightly up the handle of the racquet. _ Position body facing the net with the racquet leg slightly forward. _ Hold the shuttle just below waist level and well in front of the body. _ Hold the racquet against the front of the body just below waist level. _ As the shuttle is released, the racquet is pushed forward to make contact below the waist. _ There is very little follow through, but a slight wrist action. _ After hitting the shuttle, resume the ready position.

Appendices

Unit 8 Appendix A: Badminton Teaching Tips Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 8 Other Indoor Activities

Su b - T ask #3 Badminton: Overhead and Underha n d Facility Gymnasium

Materials One badminton racquet per student Shuttlecocks Net(s) Description Students demonstrate knowledge and understanding of the correct overhead and underhand clears necessary for the development of badminton skills. Through drills and games they develop social skills and cooperation while interacting with their peers.

Expectation Code Learning Expectation

8p25 Hit an object (e.g., a ball or badminton bird) using the hand or a piece of equipment, using backhand and forehand motions 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of striking skills using a movement skills recording chart (Grade 8 Appendix J-1) with indicators from the lesson (see Notes to Teacher). • Peer/self-assessment of respectful behaviour using a target (Grade 8 Appendix O-1) The target can be a large one on the wall on which students place sticky notes in the appropriate area.

Teaching/Learning Strategies 8 A) Warm-Up • Copycat. Students follow a partner’s moves as they jog or power walk around the gymnasium, pretending to serve a shuttle and pretending to hit an overhand shot. Students take turns leading the warm-up, gradually increasing intensity.

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B) Skill Development

• Cl e a r s . Students work in groups of three with one feeder, one hitter and one ret r i e v e r . The feeder feeds the shuttles to the hitter who perfo r ms an overhead or underhand clear. The retriever gathers shuttles and relays them to feeder. Feeder provides feedback to hitter using teaching points from Notes to Teacher and Unit 8 Appendix A. Students rotate so all have a turn in all three positions.

C) Skill Application • Half Court Singles. Introduce a modified game of badminton, maximizing court space and the number of players active on the court. Players use half of a doubles court so two games are happening on each court. Players serve straight ahead, not across the court. Additional players assist by refereeing or providing teaching tips. Additional players may also play “mini-badminton” at the back of the court. Rotate play every three to four minutes so all students have a chance to play.

D) Cool-Down/Wrap-Up • Students play a game of mini-badminton with partner over the net. Standing racquet length away from the net, students try to break their record for number of consecutive hits. Students cool- down and stretch. • Students assess their behaviour in terms of respect for others using a target (Grade 8 Appendix O-1) The target can be a large one on the wall on which students place sticky notes in the approp r i a t e ar ea. Ask students to provide reasons and examples explaining their rating.

Extension • While practising clears, hitters can try to hit shuttle into designated areas of the court. • As a mini-challenge, partners try to keep a rally going for as long as possible. Students set personal goals and try to beat their record.

Notes to Teacher

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• Overhead Clear _ The purpose of this shot is to drive the shuttle deep into the opponent’s court, making it difficult to return. _ Start in the ready position. As the shuttle approaches, turn the body so that the racquet arm is back and the body at right angles to the net. Body weight is transferred to the back foot. Point non-racquet arm at the shuttle. Contact the shuttle as high as possible over the racquet shoulder. Keep racquet head facing slightly up in order to drive the shuttle high and deep. Snap wrist on contact. After contact, follow through on opposite side of body. Return to the ready position.

• The Underhand Clear _ The purpose of this shot is to drive the shuttle deep into the opponent’s court, making it difficult to return. _ Start in the ready position. As the shuttle approaches, turn the body so that the racquet arm is back and the body is at right angles to the net. Stay behind the shuttle. Swing the racquet up and out in order to send the shuttle high to the back of the opponent’s court. Snap wrist on contact. Follow through and return to the ready position.

Appendices

Unit 8 Appendix A: Badminton Teaching Tip Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix O-1: Participation Target Blank

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UNIT 8 Other Indoor Activities

Sub-Task #4 Badminton Offensive Play Facility Gymnasium

Materials One badminton racquet per student Shuttlecocks Net(s) Description Students continue to develop badminton skills and game play. Students are introduced to the smash, which can be used as an offensive technique.

Expectation Code Learning Expectation

8p25 Hit an object (e.g., a ball or badminton bird) using the hand or a piece of equipment, using backhand and forehand motions 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of striking and sending skills using movement skills recording chart (Grade 8 Appendix J-1). • Peer/self-assessment of fair play using a target (Grade 8 Appendix O-1). The target can be a large one on the wall on which students place sticky notes in the appropriate area.

Teaching/Learning Strategies

A) Warm-Up • Net Shuf fl e . Students stand on a line at the back of the court. On a signal, students jog to the net, touch it with their racquets and shuffle back to their positions on the back line. Students repeat this, increasing speed and gradually increasing heart rates. Encourage students to stretch with racquets to touch net from the greatest distance possible.

B) Skill Development • Smash. Students work with a partner to practise a smash. One partner sets up high underhand clears for other partner to smash. Students keep the smash action at 50 to75% speed until comfortable with body action and until the hit is clean. Gradually increase the speed as the skill is learned. Students can use teaching tips in Unit 8 Appendix A to offer suggestions to peers.

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C) Skill Application • Play and Move. In t r oduce a modified game of badminton, maximizing court space and the number of players active on the court. Players use half of a doubles court so two games are happening on each court. Players serve straight ahead, not across the court. Additional players assist by ref e re e i n g or providing teaching tips. Additional players may also play “mini-badminton” at the back of the court. After three to four minutes of play, rotate players. Players on one side of the net move one way, and players on the other side move the other way, so that all get to play new opponents and new players take a turn being referees or playing at the back of the court. Encourage students to try to use the smash.

D) Cool-Down/Wrap-Up • Students assess their fair play using a wall target. Ask students to list examples of fair play exhibited during the games. Students individually stretch muscles, especially wrists, forea r ms and buttocks.

Extension • When working with a partner, students try to return the smash. If they make the return, students clear the shuttle back up into a position to be smashed again. Challenge students to see how long they can keep it this going.

Notes to Teacher 8

• The Smash. This shot is usually made from mid-court to mid-court. Body position and arm actions ar e the same as for the clear. The shuttle is contacted as high in the air as possible, and the arm is straight and in front of the body in order to direct the shuttle. Bring racquet over the top of the shuttle on contact so shuttle is hit in a downward motion. “Snap” the wrist as quickly as possible.

Appendices

Unit 8 Appendix A: Badminton Teaching Tips Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix O-1: Participation Target Blank

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UNIT 8 Other Indoor Activities Sub-Task #5 Team Handball Passing Facility Gymnasium or outdoors

Materials 15 bean bags 10 to 12 medium-sized elephant skin balls Description Students practise passing to a partner who is being guarded by a defender, using a variety of passes, including one hand baseball pass, bounce pass, and chest pass.

Expectation Code Learning Expectation

8p23 Throw pass or shoot an object to a partner or target while being defended 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher observation of ability to pass accurately to a target without the ball being intercepted (Grade 8 Appendix J-1). • Self-assessment of vigorous participation using a four finger rubric.

Teaching/Learning Strategies

A) Warm-Up • Line Jog. In groups of four to six, students jog around the gymnasium. The person at the front has the ball and passes it down the line. When the last person receives the ball, he or she runs to the fr ont with the ball and begins passing it down the line again. Students identify criteria for vigorou s pa r ticipation, including: focusing, sweating, breathing hard, always moving and a positive attitude.

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B) Skill Development • Miss It. Students work with a partner, throwing a beanbag in a defined area, so it is difficult for the partner to catch. Students use different strategies that will be used in a team handball game like faking, changing speed, and throwing quickly to try to catch their partners off guard. Change boundaries so students try the same activity with long, narrow boundaries, short, wide boundaries, and with a free zone between players. • Line Passes. Students form three lines at the end of the gymnasium. The two outside lines are on of fense; the middle line is on defense. Each student in line one (outside) has a ball. On a signal the of fensive player without the ball starts down the floor to receive a pass. The passer may take up to two steps. The defender tries to intercept the pass, while the receiver tries to get away from the defender. Students rotate, joining the next line each time, to ensure they play both offense and defense.

C) Skill Application • Modified Game. Students play a modified game of handball in groups of four to six, working on passing. Students may not run with the ball, but must pass to get it up the floor. Students may score by hitting the end wall with the ball (Appendix B: Team Handball Rules).

D) Cool-Down/Wrap-Up • Students assess their vigorous participation using the criteria outlined at the beginning of the class and using a four finger rubric (hold up one, two, three or four fingers). Ask students for examples of participation at each level. In their small groups of four to six, students stretch muscles used in class, holding each stretch for 15 to 30 seconds. Students can take turns leading the grou p .

Extension 8 • Choose the Shooter . Students play a modified game of handball, but identify a different shooter every two minutes. During that two minutes, only the person identified may score. Students work 8 to get their shooter into a scoring position.

Appendices

Unit 8 Appendix B: Team Handball Rules Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 8 Other Indoor Activities

Sub-Task #6 Team Handball Game Play Facility Gymnasium or outdoors Materials Two hockey nets One elephant skin ball Pinnies or markers to distinguish teams Description Students actively participate in drills and modified games of team handball.

Expectation Code Learning Expectation

8p31 Participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., aerobics to music) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of vigorous participation using an active participation recording chart (Grade 8 Appendix K). • Self-assessment of fair play using fair play and activity etiquette sections of a social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Partner Warm-Up Run. Students sit with a partner on one side of the gymnasium, with a metre between them. On a signal, both partners get up as quickly as possible and power walk to a line on the other side of the gymnasium. The partner behind, tries to tag the partner in front as many times as possible, before getting to the line on the other side. Switch roles to power walk back. Activities may progress from power walking to jogging to running as students become warmed up and heart rates increase. Students can also change starting position (legs extended, standing facing backwards, lying down, legs crossed) and form of locomotion (skipping, hopping, jumping, leaping, galloping).

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B) Skill Development • Hit the Wall. Divide the gymnasium into two playing areas. In each playing area, designate a “free zone” in the middle where neither side can enter. Students can jump over the line when shooting and land in the free zone as long as the ball is released before landing. Before beginning the game, give students a chance to practise jumping over a line and releasing a ball before landing. Play with five or six balls per team. Students try to hit the back wall with the balls. Stop play after a few minutes and ask students what they were doing and whether they were working on offensive or defensive strategies.

C) Skill Application • Modified Game. See Unit 8 Appendix B for Team Handball Rules and introduce rules as needed. Give students an opportunity to play in smaller or larger groups.

D) Cool-Down/Wrap-Up • Pa r tner Str et c h . Students work with a partner to add resistance to stretches. See Notes to Tea c h e r . While stretching, students identify three things they did to promote fair play.

Extension • Hit the Wall. Add rules for variety (e.g., no talking, extra points for scoring after jumping into the free zone, designated player for offense and defense). 8 Notes to Teacher

• With Partner Stretch, remind students to work caref u l l y , not jerking or pulling, and always stopping resistance when partner indicates.

Appendices

Unit 8 Appendix B: Basic Handball Rules Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8) Grade 8 Appendix K: Active Participation Recording Chart

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UNIT 8 Other Indoor Activities

Sub-Task #7 Cosom Hockey Introduction Facility Gymnasium or outdoors Materials One stick per student One indoor soft ball or plastic puck, per pair of students 16 to 20 pylons or small markers Two or four goal nets Description Students review introductory Cosom hockey skills while focussing on playing safely and showing respect for teammates.

Expectation Code Learning Expectation

8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of respectful behaviour using a social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Jump the Stick. Students lay hockey sticks on floor around the gymnasium. Students speed walk and jog lightly around the gymnasium, moving in and out around the sticks. On a signal, students move quickly to one stick and jump back and forth over the stick as many times as possible. Students continue moving around the gymnasium on a signal.

B) Skill Development • Through the Pylons. Set up three or four rows of pylons. Students practise maneuvering a ball or puck through a pylon course. Reinforce moving lower hand up and down the stick shaft to control the ball or puck while moving. • Add a Shot. Students move through the pylon course, then take a shot on an unguarded net. Students work to control the windup and follow through with wrist action, so the stick does not come above the knees in either direction. Avoid slap shots.

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C) Skill Application • Five Passes. Students work in small groups of four to eight. Divide the gymnasium or playing area so that each group has defined boundaries. Students work on controlling their passes and making five complete passes without being intercepted. Each time a pass is made, students call out loud the number of the pass. The other team tries to intercept the passes. If successful, they take a turn trying to complete five passes. Each time the puck or ball changes possession, the count begins again at one.

D) Cool-Down/Wrap-Up • Students perform stretches in their small groups. Each student takes a turn leading a stretch. Students are encouraged to use sticks to assist their stretching and flexibility. Students discuss fair play and respectful behaviour and how well they performed during this lesson.

Extension • Five Passes. Add a bonus area and after a team has successfully completed five passes, students can take a “bonus shot,” shooting on a guarded or unguarded target. This variation encourages students to try to play more strategically, moving their play towards the bonus area as they approach the fifth pass.

Notes to Teacher • Safety and Technique: 8 _ With wrist shots, students should hold the stick with the lower hand of the dominant shooting hand low on the shaft of the stick. The upper hand is just below the butt of the stick (the top) in a reverse grip to the lower hand. Students should practise the “flick” of their wrists to ensure the stick does not elevate above the knees in either the wind up or follow through for passing or shooting. _ Adjust the number of completed passes required for Five Passes so that the game provides an appropriate challenge.

Appendix

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 8 Other Indoor Activities

Sub-Task #8 Cosom Hockey Game Play Facility Gymnasium or outdoors Materials One hockey stick per student One soft ball or puck per pair of students Two hockey nets Description Students have an opportunity to apply hockey skills in a modified game situation while focusing on participation and appropriate fair play and sports etiquette.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of sportsmanship and fair play in game situations using a social skills rubric (Grade 8 Appendix H). • Peer assessment of sportsmanship and fair play in game situations using a social skills rubric (Grade 8 Appendix H). •Teacher assessment of vigorous participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Move and Jump. Students jog or speed walk lightly around the gymnasium, while holding their hockey sticks in front of them. On a signal, students drop their sticks and jump over them and back five times, then pick them up, and continue moving. Add signals for changes of direction so students need to be alert for different signals.

B) Skill Development • Monkey in the Middle. Students try to pass a ball/puck to a partner while a player in the middle tries to intercept. When successful, the middle player changes places with the passer.

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C) Skill Application • Mini-Games. Set up several play areas in the gymnasium with nets or pylons for goal areas. • Students play games of four on four. Both teams try to score on the same net. One student plays goalie and defends against both teams. After one team scores, the opposing team gets the puck, bringing it out to the middle of the floor to start again. Ask students what offensive and defensive strategies they are using. (See Grade 7 Appendix P, Strategies for Invasion/Territory Games.)

D) Cool-Down/Wrap-Up • Body Shape/Twist/Stretch. Using hockey sticks to assist stretch, students stretch their bodies into a variety of shapes (letters, numbers, long, wide, curved). • Students assess their sportsmanship and fair play using the “Response to Others” and “Fair Play” sections of the Social Skills Rubric (posted on the wall). Ask students to rate themselves as level 1, 2, 3 or 4 and to share reasons for their decision.

Extension • Play a game of Cosom hockey with two goals, using the rules below.

Notes to Teacher 8 • Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. • Rules of the Game _ Assess 30-second penalties for body contact, high sticking, tripping, or rough play. _ Drop the ball or puck at the center, at the beginning of each shift. _ After each goal the goalie passes the ball or puck to his/her defender to continue play. _ No player plays goal twice until everyone has played goal. _ Delineate an appropriate goal crease, into which no player (offensive or defensive) may penetrate (safety issue so the goalie’s eyes are protected from accidental high stick). _ There must be at least two passes before a goal counts. Unit 8 – Sub-Task #8 367 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Other Indoor Activities Full Unit 8 - Revised Final 1/17/01 10:06 AM Page 368

• Other Safety Notes _ Players should be encouraged to wear soccer shin guards. _ Goalies should wear protective head gear. _ All players could wear protective gloves. _ Mouth guards are encouraged for those students who have one. _ Follow goal crease rule and penalize players who are in the crease. _ Do not allow students to place their sticks flat on the ground to impede the prog r ess of the ball or puck. By doing this they inevitably bend down putting their mouths at stick level which is dan- ge r ous. All passes, interceptions, and saves must be made with the end of the stick, not the shaft.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8) Grade 8 Appendix P: Transferable Skills: Strategies and Tactics

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Badminton Teaching Tips

Cut into cards and use for peer feedback.

The Grip (both forehand and backhand) • Grip the handle using a firm grip — not too hard and not too limp, which allows the fingers to control the movement of the racquet. • Lay the handle diagonally across the fingers and in the palm of the hand. • Fingers and thumb are curled around handle. • A flexible wrist action is necessary when playing badminton.

The Ready Position • Stand in a relaxed position with feet facing forward and comfortably apart. • Body upright leaning slightly forward with knees slightly bent. • Racquet in front with racquet head above hand.

The Forehand Serve • Position body sideways to the opponent’s court with shoulders pointed toward the net. • Hold the shuttle just below shoulder level. • Extend the racquet back with the body weight on back foot. • Drop shuttle, swing racquet downward, and begin to shift body weight to the front foot. • Contact the shuttle below the waist. • For a short serve, “push” shuttle gently over the net with no wrist action or follow through. • For a long serve, use wrist to snap shuttle high and deep over the net. • After hitting the shuttle, resume the ready position.

The Backhand Serve (more advanced) • Move grip slightly up the handle of the racquet. • Position body facing the net with the racquet leg slightly forward. • Hold the shuttle just below waist level and well in front of the body. • Hold the racquet against the front of the body just below waist level. • As the shuttle is released, the racquet is pushed forward to make contact below the waist. 8 • There is very little follow through, but a slight wrist action. • After hitting the shuttle, resume the ready position.

The Smash • This shot is usually made from mid-court to mid-court. • Body position and arm actions are the same as for the clear. • The shuttle is contacted, as high in the air as possible, and the arm is straight and in front of the body in order to direct the shuttle. • Bring racquet over the top of the shuttle on contact so shuttle is hit in a downward motion. • “Snap” the wrist as quickly as possible.

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Overhead Clear • The purpose of this shot is to drive the shuttle deep into the opponent’s court, making it difficult to return. • Start in the ready position. • As the shuttle approaches, turn the body so that the racquet arm is back and the body at right angles to the net. • The body weight is transferred to the back foot. • Point non-racquet arm at the shuttle. • Contact the shuttle as high as possible over the racquet shoulder. • Keep racquet head facing slightly up in order to drive the shuttle high and deep. • Snap wrist on contact. • After contact, follow through on opposite side of body. • Return to the ready position.

The Underhand Clear • The purpose of this shot is to drive the shuttle deep into the opponent’s court, making it difficult to return. • Start in the ready position. • As the shuttle approaches, turn the body so that the racquet arm is back and the body at right angles to the net. • Stay behind the shuttle. • Swing the racquet up and out in order to send the shuttle high to the back of the opponent’s court. • Snap wrist on contact. • Follow through and return to the ready position.

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Team Handball Basic Rules

1. Divide students into teams of six or seven players plus one goalie. If space allows, have more than one game going on at once to allow maximum participation.

2. Assign one team to each side of the court.

3. The objective of the game is to score goals by bouncing the ball into the opposing team’s net. Balls must be bounced be f o r e entering net.

4. The nets are placed inside the basketball key. The key acts as a goal cr ease. Only the goalie is allowed in the crease and the goalie cannot leave the crease.

5. The game begins with a jump ball at centre court.

6. A player may take three steps with the ball. After the three steps, the ball must either be passed or a shot taken on net. Players may only hold the ball for three seconds. If any of these rules are violated, the other team is granted possession of the ball.

7. Defenders must stay one metre away from their opponents at all times.

8. If the pass is incomplete, it is declared a free ball and either team may pick it up and run with it.

9. After a goal is scored, the other team takes possession of the ball and resumes play.

10. A ball may not be knocked out of the hands of a player who has possession. 8

Unit 8 – Appendix B 371 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Other Indoor Activities Full Unit 8 - Revised Final 1/17/01 10:06 AM Page 372 Full Unit 9 - Revised Final 2 1/17/01 10:03 AM Page 373 OVERVIEW UNIT Other Outdoor Activities Duration 4 Sub-Tasks 99 Description Students actively participate in skills, drills, and games related to softball and lacrosse. All games and activities should be played outdoors on a field or on a ball diamond. However, some activities could be adapted for practice indoors.

Sub-Task Title Expectation Code

1. Lacrosse Introduction 8p21, 8p34 2. Lacrosse Game Play 8p21, 8p27, 8p41 3. Softball/Three-Pitch Skills 8p27, 8p34 4. Softball/Three-Pitch Modified Games 8p31, 8p34

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment of movement skills using a movement skills recording chart. • Self-assessment using a safety rubric. • Peer assessment of passing skills using a rubric.

Links to Prior Knowledge

Notes to Teacher

For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q).

Appendices 9

Unit 9 Appendix A: Lacrosse Skills Unit 9 Appendix B: Softball Skills

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UNIT 9 Other Outdoor Activities

Sub-Task #1 Lacrosse Introduction Facility Outdoor football or soccer field

Materials Lacrosse sticks (inter/indoor or official) Plastic lacrosse, whiffle or tennis balls Targets to post on fence Task cards Description Students pass, receive, and shoot using lacrosse sticks.

Expectation Code Learning Expectation

8p2 Apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball) 8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher observation providing individual student feedback on use of movement principles to refine skills. • Self-assessment of safety procedures using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Jog and Jump. Students jog lightly around the field, holding lacrosse sticks in front of them. On a signal, students change directions. Designate different signals for different actions (e.g., put down their sticks and run around them, jump over them, high five using their stick with a partn e r , turn 360 degree with sticks held on forehead, then put it down and jump over it).

B) Skill Development

• Jigsaw Skills. Students work in groups of four. Each student is responsible for learning about one skill and becoming the expert. Designate each corner as a practise area for the skill. Experts go to the corner for three to four minutes to read task cards (posted) and practise with other “experts.” Students return to their group and teach the skills to the others. (See Unit 9 Appendix A: Lacrosse Skills.)

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Jigsaw Skills

C) Skill Application Using the tips below, students practise passing, receiving and shooting a lacrosse ball while working with a partner. • Passing: _ Face the target. _ Initiate from the ready position. _ Transfer weight, shifting from back to front, and pulling the butt end of the stick in towards the body. _ Follow through as the head of the stick continues towards the target. • Catching: _ Face the incoming ball with the head of the stick. _ Keep lower arm close to the body and upper arm extended. _ Maintain eye contact as ball enters the mouth of the stick. _ Cushion the impact as the ready position is resumed. • Shooting: _ Use same points as passing, but with a faster release, snap wrist before the ball leaves the stick. _ For increased accuracy, slide bottom hand up the shaft of the stick and release with a quick snap.

D) Cool-Down/Wrap-Up • Partner Mir ror. Students follow a partner, doing cool-down stretches, to work on flexibility. Students switch positions.

Extension 9 • Students practise passing, catching, and shooting in larger groups, attempting skills with an offense and defense.

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Notes to Teacher

• Smaller students need to put their hands closer together on the shaft of the stick. • See Grade 8 Appendix Q for notes on sending, receiving and carrying.

Appendices

Unit 9 Appendix A: Lacrosse Skills Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1–8) Grade 8 Appendix Q: Transferable Skills: Sending/Receiving/Carrying

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UNIT 9 Other Outdoor Activities

Sub-Task #2 Lacrosse Game Play Facility Outdoor football or soccer field

Materials Lacrosse sticks (inter/indoor or official) Plastic lacrosse, whiffle or tennis balls Hula Hoops Description Students pass, receive and shoot using lacrosse sticks in a game situation, applying invasion/territory game strategies.

Expectation Code Learning Expectation

8p21 Apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball) 8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of fair play using a social skills rubric (Grade Appendix H). •Teacher assessment of ball handling skills using a Movement Skill Recording Chart (Grade 8 Appendix J-1) with indicators from Sub-task #1.

Teaching/Learning Strategies

A) Warm-Up •With a partner, students pass a ball back and forth while jogging around the field. • Once they are warmed up, students do some light stretches to move joints through their range 9 of motion.

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B) Skill Development

• Frozen Foot Lacrosse. Students play in teams of four or five. One person per team stands in a hula hoop placed at the end of the designated playing area. Team members from both teams place themselves in various spots, scattered between the hoops. Players pass the ball from player to player, but may not move with the ball. Students may pivot. Points are scored by passing the ball to team-mate standing in the hula hoop.

C) Skill Application • Game Play . Students work in small groups to play lacrosse using the following rules: _ No contact. _ Two hands on the stick at all times. _ Continuous movement: can only stop to pass or to shoot. _ First player to cover the loose ball with head of stick ensures team possession (all other players give the player adequate space for throwing). _ The team that puts ball out of bounds loses possession.

D) Cool-Down/Wrap-Up • Students work in their groups from Frozen Foot Lacrosse to stretch their muscles. Students may use the stick as a tool to gently stretch muscles.

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Extension •With Frozen Foot Lacrosse, one or two “moving players” may be added. These players can retrieve balls that are out of reach and can pass to frozen players, but may not score. Rotate the moving players frequently. •With Game Play, add more rules for additional challenge: _ Limit the amount of time an individual player can have possession of the ball. _ Limit the amount of time a team can have possession of the ball.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1–8) Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix P: Transferable Skills: Strategies and Tactics

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UNIT 9 Other Outdoor Activities

Sub-Task #3 Softball/Three-Pitch Skills Facility Softball diamond or field Materials Regular leather softballs Practice softballs (Incrediballs or other practice balls) Softball gloves Five to six bats Description Students will demonstrate a number of softball skills in sequence, while following rules related to safe play and care of equipment.

Expectation Code Learning Expectation

8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of throwing, and catching in sequence using a movement skills recording chart (Grade 8 Appendix J-1). • Peer assessment of safety procedures using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Base Jog. In groups of four, students jog around the bases. One runner jogs from home to first base and tags the next runner who jogs from first to second to tag next runner. Runners continue a light jog around bases until they return to their original positions. Students complete stretching exercises for both lower body and upper body to increase the range of motion of muscles.

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B) Skill Development • Throw, Field, Fly . Students work in groups of six. One student takes turns trying to hit flies, four students take turns fielding and throwing the ball back to the hitter, and one student pitches fly ball and gives teaching tips on throwing, hitting and fielding. (See Unit 9 Appendix B.) Challenge the student giving teaching tips to offer one suggestion to each student in a constructive, positive way. Students rotate positions so all have a chance in each role.

C) Skill Application • Throw and Field. Students work with a partner to catch a variety of throws that simulate different hits: _ Line Drives: Students throw and catch balls at increasing distances, starting at about eight meters, increasing distance to about 25 meters. _ Grounders: One student throws the ball onto the ground with force, while the partner tracks, fields, and throws the ball back to the partner. _ Fly Balls: One partner throws the ball high in the air, for the other partner to field by tracking the ball out of the air, to catch it. _ In groups of three, have one student throw the ball to the “fielder” who will then field the ball, turn and throw to the third student who simulates the first base person. Rotate positions, and change the type of throw used (grounder, line drive, fly ball).

D) Cool-Down/Wrap-Up • Base Stretch. Students jog slowly from base to base. At each base, they stop to do a different stretch. Teacher should designate what stretches are to be done at each base.

Extension • Students work in small groups to field balls from a batted ball. • Set up diamonds on the field, and in groups of four, one student bats and the others field at the bases.

Appendices

Unit 9 Appendix B: Softball Skills Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1–8) Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 9 Other Outdoor Activities

Sub-Task #4 Softball/Three-Pitch Modified Games Facility Field or ball diamond Materials A variety of softball bats and Incrediballs or other practice balls Gloves Catcher helmets and face masks Pylons or bags to mark bases Description Students practise batting, catching and pitching and apply skills in a game situation.

Expectation Code Learning Expectation

8p31 Participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., aerobics to music) 8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of safety procedures using a safety rubric (Grade 8 Appendix I). • Self-assessment of participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Use bags or pylons to mark bases. Divide students between each of the three bases and home plate. Students throw a ball from home, to first, to second, to third, and then home again, while a runner starts at home and jogs around the bases. Students should jog slowly at first and increase speed as they warm up.

B) Skill Development • In small groups of four to five, students review batting techniques and help each other. Introduce batting, pitching and catching tips:

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• Batting: _ Hold the bat up and behind the body, not on the shoulder. _ Swing: legs slightly bent, shoulder width apart, step into swing with front foot, turn hips, pivot, and follow through with the bat swinging across the body and opposite shoulder. _ Emphasize keeping elbow of trailing arm up so students hit straight through the ball. _ Stress importance of hanging onto the bat, not letting go, and placing it on the ground after they have contacted the ball. _ Use the term “choking up,” as a signal for smaller students to decrease the length of the bat.

• Pitching: _ Use an underhand toss of the ball so it follows a direct line of flight towards the batter, travel- ing and crossing the batter’s body at approximately hip to shoulder height. _ Point to the catcher as target, and follow through after release of the ball.

• Catching: _ Squat in a catching position with glove up, and in front, as a target for the “pitcher.” _ Stress the importance of catchers always wearing a helmet and mask.

C) Skill Application • Grounders and Field It. In the same groups, two groups work together, and line-up facing each other. A student from one group throws the ball hard on the ground, towards the facing students. The other group fields the ball and throw it overhand, back to the first line. Repeat until all students have had a chance to throw a grounder, then switch roles.

• Softball Game. Play a softball game, using two diamonds if possible, so students have maximum op p o r tunity to be involved. Students play through a batting order giving all students an opportu n i t y to bat. 9

D) Cool-Down/Wrap-Up • Team Stretches. Students stretch as a team, taking turns leading the group in stretches.

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Extension • Modify the game so all or half of the team gets a chance to hit each time they are up to bat.

Notes to Teacher

• Play softball game for part of the class so all students have an opportunity to practise and handle equipment during skill development part of the class. In a game situation, all students will not have sufficient opportunities to practise and improve skills.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1–8) Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1–8)

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Lacrosse Skills

Ready Position Stance and Grip •Top hand is a third of the way down the shaft of the stick (usually preferred throwing arm). • Elbow of top arm is bent. • Bottom hand is close to the end of the stick. • Head of stick should be in front of dominant shoulder and at eye level.

Scoop • Place foot of dominant hand (throwing arm) beside the ball. • Bend knees and lean forward. • Keep eyes on the ball. • Bring stick quickly “through” the ball to SCOOP. • Return to the ready position.

Roll and Scoop • Place back of the head of the stick on top of the ball. • Pull the stick quickly across the top of the ball enabling the ball to roll backwards. • Quickly place the mouth of the stick on the ground so the ball can roll into it. • Return to the ready position.

Cradle • Assume the ready position (stick remains in this position). • Upper hand securely holds above the mid-point of the shaft while the bottom hand loosely holds the butt end. • The upper wrist flexes (curls) and extends (rotating back and forth) 9 enabling the “cradling” motion of the ball. • The upper arm remains stationary, close to the body as the wrist controls the movement.

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Softball Skills

Throwing Technique • Place three fingers behind the ball, small finger and thumb to the sides. • Bring ball up, behind the ear, elbow out, with opposite arm pointing t o w a rds the targ e t . • Arm movement of throwing hand is “over the top.” • Step with opposite leg to dominant hand. • Follow through pointing to the target upon release of the ball.

Fielding Technique • Move body square behind the incoming ball. • Use legs to block the path of the ball. • Scoop ball into the glove or hand, with the opposite hand on top of the ball to protect it from popping out. • Move body from crouched position into ready position to execute the throw.

Fly Ball Catching Technique • Square the body behind the incoming ball. • Keep glove up, above the head, with the pocket open and facing up. • Use the opposite hand to cover the ball immediately to protect it, and get ready for the throw.

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Movement Exploration

Unit Title 10 Gymnastics ...... 389 11 Dance ...... 411

387 Health and Physical Education – Grade 8 Movement Exploration Full Unit 10 - Revised Final 1/17/01 9:10 AM PageThis 388 page is blank Full Unit 10 - Revised Final 1/17/01 9:10 AM Page 389 OVERVIEW UNIT G y m n a s t i c s Duration 7 Sub-Tasks 10 Description Students learn to mount and dismount from a variety of equipment. They also learn how to perform rotations on equipment, and consecutive rolls and balances on the floor. Students complete the unit with the development of a routine using all the skills learned and practised.

Sub-Task Title Expectation Code

1. Static Balances and Rotations 8p34, 8p35 2. Landings, Dismounts and Balances 8p28, 8p35 3. Mounts and Dismounts from Equipment 8p28, 8p34 4. Rotations on the Floor 8p29, 8p35 5. Rotations and Balances on Equipment 8p29, 8p30, 8p34 6. Development of a Routine 8p20, 8p28, 8p29 7. Presentation of Routine 8p28, 8p29, 8p30

Assessment and Evaluation

A variety of assessment strategies may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment of safety using a safety rubric. •Teacher assessment of balancing in control using indicators from the lesson with a movement skills recording chart. •Teacher assessment of rotation and balance sequence using indicators from the lesson with a movement skills recording chart. • Student self-assessment of safety using a safety rubric. • Student self-assessment of vigorous participation using a participation target. • Peer assessment of combining skills in sequence using indicators from lessons and providing feedback on routines. • Peer assessment of vigorous participation using a participation rubric. • Peer assessment of balances on equipment using indicators from the lesson.

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Links to Prior Knowledge

Notes to Teacher

• Gymnastics provides an opportunity for students to try challenges that they do not often get to experience during other activities. • Encourage students to challenge themselves and to work at their own comfort level when trying new skills. • Modify activities depending on equipment available. All activities can be done with minimal equipment, but if more equipment is available, students will broaden their experience. Check safety guidelines before introducing new pieces of equipment.

Appendices

Unit 10 Appendix A: Examples of Static Balances Unit 10 Appendix B: Examples of Rotations Unit 10 Appendix C: Gymnastics Routine Planning Sheet Unit 10 Appendix D: Twist Curl Stretch Cards

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UNIT 10 Gymnastics

Sub-Task #1 Static Balance and Rotations

Facility Gymnasium Materials Gymnastic mats Painted lines on the floor Benches, beam, vault, utility boxes Description Students review static balances and rotations on the floor and on equipment using a circuit. Some of these balances and rotations will be used later in the unit for the development of a routine.

Expectation Code Learning Expectation

8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Student self-assessment of vigorous participation using a participation target (Grade 8 Appendix O-1). •Teacher assessment of safety using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Move/Up/Change/Down. Students move around pieces of equipment in the gymnasium using a variety of directions and pathways. Call out a variety of signals. Students respond, then continue moving as quickly as possible. _ Up: students jump, stretching as high as possible, then keep moving. _ Change: students change directions and keep moving. _ Down: students move to the nearest mat, do a shoulder roll, egg roll or forward roll, then get up and keep moving as quickly as possible. 10

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• Lift Off. In partners, students sit on the floor facing one another with their knees bent. • One partner places his or her feet on the floor, and the other places his or her feet on top of their partner’s feet. Both partners place their hands on top of their heads. • On a signal, the partner whose feet are on the bottom of the pile, attempts to lift his or her feet up in the air and carefully knock their partner off balance. Partner on the top provides resistance and attempts to press his or her feet down to avoid getting knocked backwards.

B) Skill Development • Introductory Gymnastics Circuit. Set up a circuit around the gymnasium with a variety of static balances and rotations on the floor and equipment. Students review skills introduced in previous grades at each station. • Use task cards from Unit 10 Appendices A and B. Students move around the gymnasium visiting every station. See Notes to Teacher. If using the vault station, stay at the box horse and observe the other stations from there. Sample statics and rotations can be: _ Station #1: Shoulder Roll _ Station #2: Front Support Balance _ Station #3: Cartwheel _ Station #4: Tuck Vault _ Station #5: Bridge _ Station #6: Tripod Balance _ Station #7: V-Sit on a piece of equipment _ Station #8: Front Scale Balance _ Station #9: Turn on a piece of equipment • See Unit 10 Appendix A for descriptions of a variety of static balances.

C) Skill Application • Students choose three stations to continue to work at and they try to improve and refine skills. • Signal time for three more rotations. Students move to a different station at each rotation.

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D) Cool-Down/Wrap-Up • Partner Stretch. In partners, one person sits with arms extended out to the side. The partner grasps the arms of the seated person and gently pulls them backwards in an attempt to cross the arms over and under the partner’s back. When the person has achieved maximum stretch, the partner holds it for 10 seconds and then slowly releases their arms. • When working with partners and stretching, remind students to always add resistance gently, never jerking or pulling. Partners stop adding resistance immediately when partners ask. • Post Participation Target on the wall. Students assess their level of participation and place their name on a sticky note and place it on the participation target. Ask students to provide examples of what participation looks like and sounds like at each of the levels.

Extension • Encourage students to use creativity and add their own challenge to skills at the stations.

Notes to Teacher

• See Safety Guidelines. Some stations require constant visual supervision. Some require on-site supervision. • Remind students to work at their own level, trying skills that they feel comfortable with. Students will have more opportunities to practise skills. • Use a free rotation for circuit. Give students three to four minutes at each station. Students move to another station when a signal is given to rotate. Students do not need to progress through stations in order, but should visit every station. Encourage students to use their judgement and spread themselves evenly throughout stations to avoid crowds and line-ups.

Appendices

Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix O-1: Participation Target Blank Unit 10 Appendix A: Examples of Static Balances Unit 10 Appendix B: Examples of Rotations

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UNIT 10 Gymnastics

Sub-Task #2 Landings, Dismounts and Balances Facility Gymnasium Materials Gymnastic mats Benches Vault or utility boxes Description Students perform static balances and demonstrate how to land properly from a dismount.

Expectation Code Learning Expectation

8p28 Balance in control while moving on and off equipment (e.g., step aerobics) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). •Teacher assessment of balancing in control using indicators from the lesson with a movement skills recording chart (Grade 8 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up • One Behind. Students follow a leader, doing actions to gradually warm up. Leader does an action and the group observes. When the leader changes to a new action, the group does the prev i o u s action. The group continues following the leader always doing the activity “one behind.” Warm - u p activities could include shoulder roll, arm swing, lunge step, gluteal kick, knee lift, marching, jump and twist.

B) Skill Development. • Landing on Feet. Students practise jumping and landing on the balls of their feet, and lowering their feet to the ground with safe landing techniques (knees bent, arms out, head up, feet apart). Students practise jumping and landing in a variety of ways: _ Jump vertically to touch a mark high on the wall. _ Jump to touch basketball netting. _ Jump to high-five a partner’s hands. Unit 10 – Sub-Task #2 394 Health and Physical Education – Grade 8 Movement Exploration – Gymnastics Full Unit 10 - Revised Final 1/17/01 9:11 AM Page 395

• Remind students to absorb the force of the jump by bending their knees, but not more than 90 degree s .

• Landing on Feet from Equipment. Introduce students to one piece of equipment at a time (e.g., bench, vault, or utility box) and act as spotter. Students carefully get onto the equipment. Students practise dismounting and landing using proper technique. Remind students to land with their feet shoulder-width apart. Students add a jump with a quarter or half turn and repeat the dismount with a proper landing. Students change the direction of their jump (e.g., jumping backwards from low equipment or sideways off) and land safely in control. Challenge students to jump using a straddle, a pike, or a tucked shape, and land safely and in control on their feet, and then perform a forward roll on the mat. Always encourage proper landing techniques, and jumps upward and away from the equipment.

C) Skill Application • Balance On, Dismount Off. Students move onto a piece of equipment and smoothly move into a static balance on top of it. Students hold the balance for five seconds, dismount and perform the same static balance on the floor, holding for five seconds. Students create a short routine including two balances on the equipment, a dismount, and two balances on the floor.

D) Cool-Down/Wrap-Up • Students use body to spell their name, letter by letter. Encourage students to use different body parts and to use at least one change in level (high, medium, low).

Extension • Students practise adding more height to their jump as they put together jump, landing, balance and roll sequences.

Notes to Teacher

• Encourage students to perform jumps with a turn to increase the challenge. • Although students have practised landings in previous years, it is important to review safe landing procedures before students jump from equipment and with shapes in the air.

Appendices 10 Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 10 Gymnastics

Sub-Task #3 Mounts and Dismounts from Equipment Facility Gymnasium Materials Gymnastic mats Painted lines on the floor Benches, beam, vault, utility boxes Description Students perfo r m a variety of mounts onto a piece of equipment. They dismount from equipment using proper landing techniques. Students demonstrate these skills with a short culminating sequence.

Expectation Code Learning Expectation

8p28 Balance in control while moving on and off equipment (e.g. step ae ro b i c s ) 8p 3 4 Follow safety proc e d u r es related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of balances on equipment using indicators from the lesson. Students provide feedback for each other in small groups. •Teacher assessment of attention to safety procedures using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Students jog around the gymnasium moving arms, legs, shoulders, hips and ankles. Encourage students to move their joints through their range of motion as they gradually warm up. On a command, students jump in the air, land prop e r l y , and hold the landing until signaled to move again. • Leap Frog. In partners, one student kneels on the floor keeping his or her head down and chin tucked to chest. The other student leap frogs over him or her by placing both hands on his or her back. Partners can vary the height of their crouched body.

B) Skill Development

• Mule Kick. Students place their hands on the mat surface. Taking the weight of their body on their hands, students kick their legs backwards and upwards trying to keep their legs as straight as possible. Caution: Back should not arch. Unit 10 – Sub-Task #3 396 Health and Physical Education – Grade 8 Movement Exploration – Gymnastics Full Unit 10 - Revised Final 1/17/01 9:11 AM Page 397

Mule Kick.

• Mounting a Piece of Equipment. Students repeat the mule kick placing their hands on a piece of equipment (e.g., bench, vault, balance beam). Students attempt to bring both feet up together and land with knees bent, in between their hands on the equipment. Students have now demonstrated a squat on mount. Allow students time to explore how many other ways they can bring their feet onto the piece of equipment (e.g. straddle, on knees, straight legs while facing downward). Encourage students to practise using a variety of equipment, moving to higher pieces as their comfort level increases. Students observe balances and provide feedback for each other.

C) Skill Application • Students make up a short sequence using a locomotion pattern to come up to the piece of equipment, mount it, perfo r m a static balance, and dismount with a proper landing. Encourage students to use the same order of components and make up diffe r ent sequences by varying the type of movement used. For example: _ Jog, squat onto box horse, straddle balance on box horse, jump and half turn off box horse with landing, or _ Skip to approach, two-foot jump onto bench, stork balance on bench, straddle jump with landing, or _ Move while stretching high and low towards balance beam, step onto beam without using hands, balance with hands on beam and leg extended in the air, jump off beam doing pike shape in the air, stick the landing.

D) Cool-Down/Wrap-Up • Students perform a series of static positions to music, using similar shapes to the ones used earlier. Remind students to hold bodies tight and to keep breathing while holding static positions.

Extension • Add a roll to mini-sequences. Perform sequence for partner and provide feedback for partner.

Notes to Teacher

• When spotting vaults, stand in front and slightly to the side of the equipment. The teacher can hold the students’ arms, and provide support for them, guiding them over the equipment or helping them go backwards (if they are not going to make it over the piece of equipment). • Remind students that they must first place their hands down on the equipment before attempting to get onto it (unless stepping onto low equipment). 10 Appendix

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UNIT 10 Gymnastics

Sub-Task #4 Rotations on the Floor Facility Gymnasium Materials Gymnastic mats Description Students perfo r m rotations on the floor and then combine these rotations with balances to create a sequence.

Expectation Code Learning Expectation

8p29 Pe rf o r m rolls and balances in sequence (e.g. consecutive straddle rolls to a front support) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Student self-assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). •Teacher assessment of rotation and balance sequence using indicators from the lesson with a movement skills recording chart (Grade 8 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up • Line Move. Students move on lines in the gymnasium, around pieces of equipment. Encourage students to move their limbs through their range of motion to loosen joints. Call out different colours of lines. Students move on different lines as colours are called. Encourage students to gradually increase their speed to warm up and increase heart rates.

B) Skill Development • Rotations On the Floor . Students work in a circuit, practising a variety of rolls. Students move from station to station with a partner using teaching tips on task cards (Unit 10 Appendix B) to provide feedback to peers on rolls. _ Station #1: Forward Rolls _ Station #2: Shoulder Rolls _ Stations #3: Cartwheels _ Station # 4: Log Rolls _ Station #5: Half Turns _ Station # 6: Straddle Rolls

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• For a greater challenge, students can put two rotations together in sequence (e.g., two forward rolls, two straddle rolls).

C) Skill Application • Students make up a short sequence using two consecutive rotations and finish with a balance (e.g. two log rolls to finish in a front support). Students work alone or with partners. Students share their sequence with a peer and provide feedback on the technique demonstrated. Encourage students to watch for tucked heads, tight bodies, smooth transition between rolls, and finishing rolls by standing up without using hands to push off the mat.

D) Cool-Down/Wrap-Up • Students work with a partner to stretch muscles used in class. Partners can provide gentle resistance to stretches. Remind students to work carefully with partners, stretching gently and never jerking or pulling. Students should stop adding resistance immediately when partner indicates.

Extension • Encourage students to vary rotations (e.g., start in a straddle balance, perform a straddle roll, and finish in a tuck balance). Students can try a pike roll, rolling with legs extended in pike position.

Notes to Teacher

• To assist with new rolls, students may work on inclined mats, or an incline created with mats folded and piled to create an incline. Rolling down the incline helps with momentum and makes the roll easier.

• Pike and straddle rolls are very challenging. Students may do modified pike or straddle rolls by beginning in a pike or straddle position and finishing the roll in tuck position. Students should always reach forwa r d at the end of roll so hands are forwa r d and are not used to push off the mat.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Unit 10 Appendix B: Examples of Rotations 10

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UNIT 10 Gymnastics

Su b - T ask #5 Rotations and Balances on Equipment Facility Gymnasium Materials Gymnastic mats Painted lines on the floor Benches, beam, vault, utility boxes Description Students perform rotations on the floor, and then perform them on various pieces of equipment in combination with a balance.

Expectation Code Learning Expectation

8p29 Pe rf o r m rolls and balances in sequence (e.g. consecutive straddle rolls to a front support balance) 8p30 Perform rotations on equipment (e.g. front roll on a bench) 8p34 Follow safety proc e d u r es related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Student self-assessment of attention to safety proc e d u r es using a safety rubric (Grade 8 Appendix I). •Teacher assessment of rolls and balance sequence and rotations on equipment using indicators from the lesson with a Movement Skills Recording Chart (Grade 8 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up • Pa r tner Leader. Students work with a partner to warm up. One partner follows the actions of the other, moving on the spot and moving around the gymnasium. Encourage students to move continuously to gradually raise heart rates and to move joints through their range of motion. Call ou t “change” and partners switch roles. Call out “change partners,” and students work with another person. Challenge students to move continuously to keep heart rates up, even when changing partners.

B) Skill Development • Rotations On the Floor . Review rotations on the floor from Sub-Task #4 (forwa r d roll, shoulder roll, cartwheel, half turn, straddle roll, log roll). Students choose three rotations to put together on the floor. Encourage students to work on smooth transitions either rolling from one roll to the next, or adding a locomotion move between rolls. Unit 10 – Sub-Task #5 400 Health and Physical Education – Grade 8 Movement Exploration – Gymnastics Full Unit 10 - Revised Final 1/17/01 9:11 AM Page 401

• Rotations on Equipment. Students choose a piece of equipment to start on and perfo r m the three rotations that they previously perfo r med on the floor. Students can use the equipment in transition, they can roll from or on the equipment. When doing a rotation on equipment, encourage students to squeeze with arms and keep abdominal muscles tight. Students can explore a variety of pieces of equipment to try this rotation sequence.

C) Skill Application • Students perform a rotation on the equipment followed by a balance. Challenge students to add a balance to the sequence in a variety of ways (e.g., one rotation on the floor, another on the equipment, followed by a balance on or off the equipment).

D) Cool-Down/Wrap-Up • Gr oup Circle Str et c h . Students stand in a circle, taking turns leading stretches. Encourage students to stretch muscles from head to toe, working on flexibility. (Grade 8 Appendix A.)

Notes to Teacher

• Encourage students to work at their own comfort level. Students may progress from rolling on a bench to rolling on a beam, and from doing a half turn to doing a full turn on a beam. • Use spotters when rolling on equipment. See Ontario Elementary Curricular Safety Guidelines for information regarding spotting. Spotting is initially the role of the teacher and may progress to trained students.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 10 Gymnastics

Sub-Task #6 Development of a Routine Facility Gymnasium Materials Gymnastic mats Benches, beam, vault, utility boxes Painted lines on the floor Description Students develop a routine using all of the skills learned throughout the unit.

Expectation Code Learning Expectation

8p 2 0 Apply a variety of movement skills in combination and in sequence (locomotion/travelling, manipulation, and stability) in physical activities (e.g. dance) and formal games (e.g. badminton, soccer) 8p28 Balance in control while moving on and off equipment (e.g. step aerobics) 8p29 Perform rolls and balances in sequence (e.g. consecutive straddle rolls to a front support)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of combining skills in sequence (balances and rotations) using indicators from lessons with a Movement Skills Recording Chart. (Grade 8 Appendix J-1.) • Peer assessment of combining skills in sequence using indicators from lessons and providing feedback on routines.

Teaching/Learning Strategies

A) Warm-Up

• Students use diff e rent locomotion patterns while moving around the gymnasium. On a signal, students must get into a static balance and hold it until the teacher gives a signal to move again. Encourage students to move in diff e rent ways as they gradually warm up. • Windshield Wipers. Students work in groups of four to six. The group designates a spot on the gymnasium floor that is to be used as the centre of the windshield wiper. All members of the group get into a front support balance position with their feet on the centre spot. On a signal from one of the students, all members walk on their hands in a semicircle going to the right or left, according to directions of the signal person.

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Windshield Wipers

B) Skill Development • Routines. Outline specifications for the students to develop their routines: _ Locomotion to mount a piece of equipment. _ One static balance and one rotation. _ Dismount from the equipment and land in control, then balance. _ Perform at least two consecutive balances and two rotations on the floor. _ Clear beginning and ending. • Students use gymnastics routine planning sheet (Unit 10 Appendix C) to organize their routine. Students record stages of routine and formations to be used. Students develop and practise their routine, working in groups of two to four. Encourage students to work on transitions and formations so routines are smooth and unique. • Remind students to use proper landing techniques

C) Skill Application • Students practise their routines. They can choose to work with a partner, in a small group of three or four, or alone. • Students present their routines to a partner or another small group. Students provide feedback.

D) Cool-Down/Wrap-Up • Students jog slowly around the gymnasium. On a signal, they freeze in a balance. They hold a stretch in their balance position, then continue to move around the gymnasium until given the signal to free z e .

Extension • Students create routines as individuals. Encourage students, even when working in groups, to demonstrate specific parts of the routine.

Notes to Teacher

• When working in groups, remind students to use variety in their formations, working together, apart, in diffe r ent shapes, in opposition, echoing and mirroring. Remind them to use diffe r ent levels and speeds. Groups may work in circles, lines or diffe r ent shapes. Encourage students to be crea t i v e . 10 Appendix

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UNIT 10 Gymnastics

Sub-Task #7 Presentation of Routine Facility Gymnasium Materials Gymnastic mats Benches, beam, vault, utility boxes Painted lines on the floor Description Students present their routine incorporating locomotion, stability and movement skills in sequence.

Expectation Code Learning Expectation

8p28 Balance in control while moving on and off equipment (e.g. step aerobics) 8p29 Perform rolls and balances in sequence (e.g. consecutive straddle rolls to a front support) 8p30 Perform rotations on equipment (e.g. front roll on a bench)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of rotations on equipment, rolls and balances in sequence and balancing in control while moving on and off equipment using indicators from lessons with a Movement Skills Recording Chart (Grade 8 Appendix J-1). • Student self-assessment reflecting on skill improvement.

Teaching/Learning Strategies

A) Warm-Up • Students power walk around equipment. On a signal, students balance on, under, over or against equipment with designated number of body parts (e.g.,1, 2, 3, or 4).

B) Skill Development • Students practise their routines, adding final touches to improve the beginning and ending position, rehearsing timing and adjusting formations. • Students share their routine with another small group and provide feedback.

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C) Skill Application • Presentation of Routines. Students can choose to present to the class or present to the teacher while other students are working. Two or three routines may be presented at a time to give other students an opportunity to practise.

D) Cool-Down/Wrap-Up • Twi s t / C u r l / S t re t c h . Students twist, curl and stretch their bodies into a variety of shapes. Use shape ca r ds in Unit 10 Appendix D, or draw shapes on flip chart paper or blackboard in the gymnasium. Encourage students to hold stretch for 15 to 30 seconds before moving to the next stretch.

Extension •Videotape presentations to assist with self reflection.

Notes to Teacher

• Encourage students to reflect on how to improve their routines and challenge themselves. Ask students to identify the gymnastics skill that they worked on and were able to improve. Students may record their reflections in a journal.

Appendix

Grade 8 Appendix J-1: Movement Skills Recording Chart

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Examples of Static Balances

Static Balance Key Points

KNEE SCALE (Kneel on one knee, and extend the • Extend back leg straight other leg out the back) • Point toes • Keep hands under shoulders • Head looks straight ahead

STORK BALANCE (Stand on one foot and place • Extend arms out straight for balance the other foot on the balancing leg) • Keep body up straight and tight

STRADDLE SIT (Sit with legs straddled) • Keep legs straight • Point toes • Sit tall • Extend arms over the straddled legs

BRIDGE • Feet are shoulder width apart • Fingers point towards feet • Try to straighten arms • Push towards shoulders • Arch back with shoulders over the hands

ARABESQUE (Stand on one foot, extend the other • Extended leg should go to hip height leg out to the back, extend • Keep upper body straight your arms up and back.) • Keep arms straight

V SIT (Sit balancing on behind, extend legs out in • Keep legs straight front of you and put arms out the side) • Point toes • Sit up tall • Keeps arms straight

TUCK V SIT (Same as V-Sit except legs are in a tuck • Point toes position) • Sit up tall • Arms straight

SHOULDER BALANCE (Roll back on shoulders and • Hands on hips extend legs up straight in the air with the hands • Point toes holding the hips) • Legs straight

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TUCK SHOULDER BALANCE (same as Shoulder • Hands are on the hips Balance except legs are in a tuck position) • Point toes •Tight tuck position

TRIPOD BALANCE (Head and two hands are on • Head is ahead of the arms in a triangle shape the ground. Knees rest on the elbows) •Weight is even on both elbows

SQUAT BALANCE (Squat down with arms extended • Keep back straight out straight in front of you) • Arms straight • Look straight ahead

HEADSTAND • Hands and head form a triangle • Legs are straight • Point toes

HANDSTAND • Keep arms straight • Keep body tight • Keep legs straight and toes pointed

FRONT SUPPORT BALANCE • Hands and feet support the body • Keep back and legs straight • Keep hips in line with back • Eyes look at floor

FRONT SCALE BALANCE • Stand on one foot • Bend from the waist • Extend non supporting leg straight out at the back • Eyes look straight ahead

SPLITS • Keep body tall • Point toes • Keep legs straight 10

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Examples of Rotations

Rotation Key Points

FORWARD ROLLS •Tuck head and roll on back • Lift hips up by straightening your arms • Keep in a tuck position

SHOULDER ROLLS • Roll on shoulder not back of head •Tuck arm under the body when rolling

CARTWHEEL • Keep head between your arms • Keep arms straight • Point toes and keep legs straight • Rotation goes hand, hand, foot, foot (can number hands and feet with marker # 1,2,3,4 so students know order)

LOG ROLLS • Keep arms extended straight overhead • Keep legs extended out straight • Point toes • Keep head in between arms

JUMP AND TURN (quarter, half and full turns) • Use arms to help momentum • Throw arms up in the air to help you get all the way around • Emphasize proper landing techniques • Height is needed to achieve turn in the air

STRADDLE ROLLS • Legs are apart • Hands are placed on the mat between the legs • Forward roll keeping legs in a straddle position • In combination, hands are placed in between legs to push body up and over into a second roll

PIKE ROLLS • Begin with legs tight together • Bend at waist, tuck head and roll with legs staying straight • Roll forward staying in pike position • Push hard on mat at sides in order to push to standing •Work towards pushing to standing with legs straight Unit 10 – Appendix B 408 Health and Physical Education – Grade 8 Movement Exploration – Gymnastics Full Unit 10 - Revised Final 1/17/01 9:11 AM Page 409

Gymnastic Routine Planning Sheet

The people in our gymnastic group are: ______

Routine Components: • • • • • •

Formations and Parts of Routine

Signed 10 ______

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Twist Curl Stretch Cards

Cut into cards to post on the wall or hold up. Students twist, curl and stretch their bodies into the shapes on the card.

Unit 10 – Appendix D 410 Health and Physical Education – Grade 8 Movement Exploration – Gymnastics Full Unit 11 - Revised Final 2 1/17/01 9:24 AM Page 411 OVERVIEW UNIT D a n c e Duration 7 Sub-Tasks 1111 Description 11 Students learn and create dance sequences while being encouraged to develop group-building skills. Students develop life skills and practise movements in sequence, participating actively in individual, partner, group, creative and square dances.

Sub-Task Title Expectation Code

1. Dance Introduction 8p35 2. Modifying Dances 8p20, 8p35, 8p40 3. Virginia Reel Plus 8p20, 8p35, 8p40 4. Square Dance Introduction 8p35, 8p40 5. Square Dance #2: Life on the Ocean 8p32, 8p35, 8p40 6. Square Dance #3: First to the Right 8p20, 8p27, 8p32 7. Group Square Dance 8p20, 8p35, 8p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Assessment strategies and tools included are: Formative/Ongoing: • Teacher assessment of respectful behaviour using “Response to Others” from the social skills rub r i c . •Teacher assessment of using movement skills in sequence using an anecdotal observational recording chart with movement skills recording chart. • Teacher assessment of participation using “Effo r t” and “Enjoyment” from the participation rub r i c . • Teacher assessment of respectful behaviour using “Group Interaction” from the Social Skills rub r i c . •Teacher assessment of problem-solving skills when working on group dance, using anecdotal observation recording chart and social skills rubric. •Teacher assessment of participation using “Physical Participation” from the participation rubric • Student self-assessment of participation using a thumbs-up/thumbs-down rating. • Student self-assessment of participation using “Readiness to Participate” from the participation rub r i c . • Student self-assessment of participation using Participation Target. • Peer assessment of respectful behaviour using small group discussion with examples.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed information in safety guidelines. • Students should have a working knowledge of the principles of movement (body awareness, space awareness, effort, and relationships). • Understanding of how to apply previously learned life skills such as decision-making, problem- solving and conflict resolution.

Notes to Teacher

• Once students are familiar with dances, use them throughout the year for warm-ups. • Review music and speak to students to maintain up-to-date selection of music for warm-ups and novelty dances. • Do traditional dances to novelty music. Encourage students to make music suggestions. • Adapt instructions to fit the music available. • Encourage students to work with different partners throughout the unit. • Many dances are novelty dances that can be adapted to fit any music available. Present generic dances and also res e a r ch community and cultural traditions to present dances with a local flavour.

Tips for Teaching Dance • Give verbal cues by speaking on the beat of the music. •Teach dances in segments, introducing one part at a time: “watch then join.” • Use a variety of ways to introduce dances, sometimes demonstrating the whole dance, sometimes practising sections without the music. • Practise the dance using “half-time” to give each action a double count. • Keep explanations brief and give students time to practise. • Face the students and mirror their actions, or stand with your back to them moving the way they do. Always announce which way you are demonstrating. • Practise mirroring technique. • For dances where students are standing in rows, switch rows periodically so students dance in different positions.

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Resources Basic Skills Series: Creative Dance. Canadian Association for Health, Physical Education, Recreation and Dance, Gloucester, 1988. Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900, 11 Fax: 416-445-9976 Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5, Tel./Fax 416-928-9375

Appendices

Unit 11 Appendix A: Partner Dances Unit 11 Appendix B: Basic Square Dance Steps Unit 11 Appendix C: Body Shape Unit 11 Appendix D: Body Part Move Shapes

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UNIT 11 Dance

Sub-Task #1 Dance Introduction Facility Gymnasium Materials Sound system Variety of music Description Students learn basic dance steps and concepts and experiment with partner dances.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of participation using “Readiness to Participate” from the participation rubric (Grade 8 Appendix G). • Student self-assessment of participation using a thumbs-up/thumbs-down rating.

Teaching Learning Strategies

A) Warm-Up • Move/Freeze. Students move around the gymnasium in a variety of directions and pathways. Encourage students to move vigorously. On a signal, students “freeze” immediately, using a different position each time. Students practise moving and freezing using different stop/start intervals. • Divide the class in half. One half moves while the other half freezes in a variety of shapes. Students moving around do so in and among the students who are frozen. On a signal, groups change roles.

B) Skill Development • Partner Move. Students move around the gymnasium in a variety of ways. Play any music with a strong beat. On a signal, students find a partner as quickly as possible. Students, who do not immediately find a partner, go to the “lost and found” in the centre of the gymnasium to find a partner. Encourage students to find partners quickly. See Notes to Teacher.

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•With their partners, students practise the moves and actions from the partner dances outlined below. Call out the action, demonstrating it if required, while students do the action with their partner. On a signal, students leave their partners and move around the open space again. • Partner Dance Actions: (See more detailed descriptions in Unit 11 Appendix B.) – Do-si-do: face partner; walk forward, passing right shoulders; step sideways passing back to 11 back; return to original position. – Two hand swing: hold hands, lean back, skip in circle (not formal square dance swing). – Two hand turn: hold hands, walk in circle. – Elbow swing: line elbows, skip in circle. – Clapping sequence. (Choose one from dance.) – Grapevine and kick: step, behind, step kick. – Forward and back: walk away from partner four steps and return. – Promenade*: walk with partner. Hand position: Face partner and shake hands. Turn to face forward, holding hands in front. Student on left puts left hand up to shoulder. Student on right reaches across partner’s back and holds partner’s left hand at the shoulder. Partners walk forward. To change directions, students both turn to their left. – *Give students time to practise getting in and out of the promenade position and changing direc t i o n s .

C) Skill Application • Pa r tner Dances. Students experiment with a variety of partner dances (see Unit 11 Appendix A). Give students written dance instructions and play any music with a strong beat. • Students work in groups of six to eight, reading and interpreting the instructions and doing the steps as a group. Students take turns selecting a scatter dance and leading the group. Encourage students to add arm movements and their own “extras” to the dances. Students can work in scatter formation or adapt the dances to another formation such as a circle or line.

D) Cool-Down/Wrap-Up • Full Class Mirr or . Students face the front and follow a leader doing a variety of stretches. Leader turns to face another direction. A student standing at the front of the new direction becomes the leader. Encourage leaders to choose stretches that extend from head to toe, holding each stretch for 15 – 30 seconds.

• Students self-assess their participation using a thumbs-up/thumbs-down rating. Ask students for examples of what participation looks and sounds like at the thumbs-up, in-between, and thumbs- down levels.

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Extension • Students share partner dances, showing different interpretations.

Notes to Teacher

• Discuss the value of dance as a lifelong recreation activity and a fitness activity. • Ensure students have the opportunity to work in small groups and try new activities. • Encourage students to find partners quickly and to take turns being partners with everyone. Provide students with assistance finding partners and expect students to be courteous, show respect, and consider the feelings of others.

Appendices

Unit 11 Appendix A: Partner Dances Unit 11 Appendix B: Basic Square Dance Steps Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 11 Dance

Sub-Task #2 Modifying Dances Facility 11 Gymnasium Materials Sound system Variety of music Flip chart or blackboard Description Students learn two novelty dances and experiment with modifying them.

Expectation Code Learning Expectation

8p20 Apply a variety of movement skills in combination and in sequence (locomotion/travelling, manipulation, and stability) in physical activities (e.g., dance) and formal games (e.g., badminton, soccer) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feeling and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of movements in sequence, using an anecdotal observational recording chart (Grade 8 Appendix N) with movement skills recording chart (Grade 8 Appendix J-1). • Student self-assessment of participation using “Readiness to Participate” from the participation rubric (Grade 8 Appendix G). •Teacher assessment of respectful behaviour using “Response to Others” from the social skills rubric (Grade 8 Appendix H).

Teaching Learning Strategies

A) Warm-Up • Move and Fr ee z e . Students move around mats, in diffe r ent directions and pathways. On a signal, students “freeze.” Students practise moving and freezing quickly, and also changing movements and directions.

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• Meet/Greet/Agree/Disagree/Part. Students work with partners to come up with a series of five actions representing: meet, greet, agree, disagree, and part. Each action takes eight counts. Students experiment with different actions to create a short 40-count sequence. Each half of the class takes a turn to share their sequences with the other half.

B) Skill Development • Introduce two novelty dances. Use upbeat music with an even beat.

Electric Slide . Use scatter formation.

Par t Count Action Cue Words A 4 beats Grapevine right Step behind step touch 4 beats Grapevine left Step behind step touch B 4 beats Walk backward (right, left, right) Back – 2 – 3 heel touch left heel fwd C 1 beat Step forward on left foot Forward 1 beat Touch R toe behind Touch 1 beat Step backward with right foot Back 1 beat Touch L heel forward Touch D 1 beat Step on left Step, turn 2 beats Turn a 1/4 to the right, brushing right foot Brush 2 beats Hold Hold Repeat dance Slap Leather . Use scatter formation. Par t Count Action Cue Words A 2 beats Two heel clicks (up on toes and bring heels together for 2 beats) Click click 2 beats Touch R heel in front, step on right foot Heel, right 2 beats Touch L heel in front, step on left foot Heel, left 2 beats Stomp right left Stomp stomp 2 beats Step to the right with right foot – swing left foot behind Step and slap with right hand Slap 2 beats Step to the left with left foot – swing right foot behind Step and slap with left hand Slap 4 beats Grapevine to the right with kick Step behind step kick 4 beats Grapevine to the left with kick Step behind step kick 4 beats 1/4 turn to left with four stomps in place Turn, turn, ready-to, go Repeat dance C) Skill Application • Post the acronym SCAMPER on a flip chart or blackboard: – S - Substitute – C - Combine – A - Adapt – M - Modify/Magnify – P - Put to other uses – E - Eliminate – R - Reverse

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• Students choose one of the novelty dances and modify it according to one or more of the SCAMPER suggestions. Students may add, change or remove actions, make them bigger or smaller, arra n g e them in a diffe r ent orde r , use the same actions with diffe r ent body parts, or add equipment.

D) Cool-Down/Wrap-Up 11 • Mir ror. Students work with a partner, mirroring a variety of stretches and actions. They stand beside, behind, then facing their partner. Challenge them to switch who leads and who follows, without communicating verbally. • Students self-assess their participation using “Readiness to Participate” from the participation rubric (posted on the wall). Students record their levels and criteria in a journal or portfolio.

Extension • Do Electric Slide and Slap Leather to different music, picking up or slowing down the tempo.

Notes to Teacher

Music suggestions for Electric Slide: • “I Feel Lucky” (Mary Chapin Carpenter) • “Old Time Rock & Roll” (Bob Seger) • “Two of A Kind” (Garth Brooks) • “I Feel Like A Woman” (Shania Twain)

Music Suggestions for Slap Leather: • “Achy Breaky Heart” (Billy Rae Cyrus)

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)} Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix N: Anecdotal Observational Record Chart

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UNIT 11 Dance

Sub-Task #3 Virginia Reel Plus Facility Gymnasium Materials Sound system Variety of music Description Students learn a traditional folk dance, then adapt the dance to other music.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Teacher assessment of using movement skills in sequence using an anecdotal observational rec o r d ch a r t (Grade 8 Appendix N) with movement skills rec o r ding chart (Grade 8 Appendix J-1). •Teacher assessment of participation using “Effort” and “Enjoyment” from the participation rubric (Grade 8 Appendix G). • Student self-assessment of respectful behaviour using “Response to Others” from the social skills rubric (Grade 8 Appendix H).

Teaching Learning Strategies

A) Warm-Up • Students practise the original Electric Slide and Slap Leather dances from Sub-Task #2. • Students then present their modified versions from Sub-Task #2. Half the class presents their dances at a time, then switch. Students should present just part of their dance, so their heart rates remain elevated.

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B) Skill Development • Virginia Reel. Introduce a popular folk dance. Students stand in pairs about three metres apart, facing each other in a long line, six pairs per group. Teach the dance one segment at a time. Practise without the music, then add the music. 11 Par t Count Action Cue Words A Partners walk forward to the centre and back, doing a variety of actions. Lines move together and each action takes 8 counts Actions: 8 beats Greet (bow or curtsey) Greet your partner 8 beats Link right elbows and skip around each other and return to place Right elbow turn 8 beats Link left elbows, skip around each other and return Left elbow turn 8 beats Hold both hands, skip around each other and return Two hand turn Do-si-do passing right shoulders Do-si-do right 8 beats Do-si-do passing left shoulders Do-si-do left Head couple (at the top of the line) joins hands and slides down Head couple slide the centre to the bottom and back up to their place. B 40 beats Head couple turns right elbows with their partner and left elbows Right with your partner with each person in the opposite line Left with the line Head couple turns with partner (in the middle) between each turn with someone in the line 8 beats Head couple holds hands and slides back to place Slide back up 32 beats Head couple casts off, separates, and walks to the back of their Cast off C respective lines. Other dancers in the line follow the leader to the bottom of the line of dancers Head couple rejoin and form an archway for the other partners Under you go ... and back to meet each other and slide back up the column into place with in place a new head couple at the top of the lines The former head couple now form the bottom of the column and the dance starts all over again Repeat dance Ready to go ...

C) Skill Application •Virginia Reel Plus. Students do the same dance, using current music with a strong beat. • Ask students for music suggestions. • Play music and adapt dance to fit different music (pauses or extra steps may be required). • Try adapting to several different songs. • Challenge each group to add “extras” to make the dance their own.

D) Cool-Down/Wrap-Up • Triangle Move. Students select two “secret partners.” They choose two students but do not identify them or look at them. On a signal, students walk around the gymnasium, moving so they are equal distance from both secret partners. When they are standing and are the same distance between both partners so that the three form an equilateral triangle, the student stops moving. If one or both of the partners moves again, the student moves to adjust the triangle. Students continue to move until all students have stopped moving.

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• Students self-assess their participation using “Response to Others” from the social skills rubric (posted on the wall). Students record their levels and criteria in a journal or portfolio.

Extension

• Use another traditional folk dance (e.g., Patty Cake Polka or folk dances from previous grades) to adapt with different music.

Notes to Teacher

•Vir ginia Reel is available from “Easy Folk Dance Lessons for Childr en ” Tape 2 (Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900, Fax: 416-445-9976). •With Triangle Move, in most cases, students will eventually stop moving. Discuss the dynamics of the exercise including the influence one move has on the entire group. Discuss the connection of this activity to dance and group work in general.

Appendices

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UNIT 11 Dance

Sub-Task #4 Square Dance Introduction Facility 11 Gymnasium Materials Sound system Variety of music Body Shape signs Description Students are introduced to basic square dance steps and a basic square dance.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Student self-assessment of participation using Participation Target (Grade 8 Appendix O-1). •Teacher assessment of respectful behaviour using “Group Interaction” from the Social Skills rubric (Grade 8 Appendix H).

Teaching Learning Strategies

A) Warm-Up • Students move around the gymnasium, filling all spaces and moving in a variety of ways. Call out “run with intent” and students jog on a specific pathway (e.g., zigzag, curved, spiral, wavy). The first time you call out: “run with intent,” also name a pathway. From that point on, just call out “run with intent” and students choose their own pathways. Pathways should be obvious. • Ask students to add movements with other body parts (arms, shoulders, fingers).

B) Skill Development • Co u n t r y Counting. Play any music with a strong beat. Students walk and respond to calls on a count of eight. For calls which req u i r e a partn e r , students use the same methods as in Sub-Task #1, including the “lost and found” technique.

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• Students practise some of the moves and actions for square dances. Call out the action, showing it if required. Students do the action with their partners. On a signal, students move back to the open space. Actions: (see descriptions in Unit 11 Appendix B) _ Walk and change direction on a count of eight. _ Skip and change direction on a count of eight. _ Sashay for eight. With a partner: _ Honour your partner. _ Promenade your partner. _ Swing your partner. _ Do-si-do right. _ Do-si-do left. _ Allemand left (moving throughout room). _ Circle four (four students together). _ Star four (four students together).

C) Skill Application • Key Points for square dance. Students stand in a specific spot in groups of eight (e.g., basketball key or jump circle). • Identify people in square (e.g., head couple is #1 and corner couples are #2, #3, #4)

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Red River V al l e y Par t Count Action Cue Words intro 4 beats Honour your partner and your corner Greet your partner/corner 16 beats Promenade partner around square and back to place Promenade 8 beats Swing partner in place Swing your partner 11 A 4 beats Head couple join hands with couple #2 First couple to your right 8 beats Circle 4 to the left and 4 to the right and circle round, circle back again 4 beats All swing their corner Swing your corner 4 beats All swing own partner Swing your partner break 16 beats Grand right and left chain, around the square Grand right and left 16 beats Promenade partner – around the square and back to place Promenade your partner B 4 beats Couple #3 join hands with couple #4 “square the net” 8 beats Circle 4 to the left and 4 to the right Third couple to your right and circle round, circle back Again 4 beats All swing their corner Swing your corner 4 beats All swing own partner Swing your partner end 16 beats Grand right and left chain, around the square Grand right and left 16 beats Promenade partner, around the square and back to place Promenade your partner “square the net”

• In t r oduce the dance one segment at a time, walking through the moves without music, then with music. • See basic square steps (Unit 11 Appendix B) for a more detailed description.

D) Cool-Down/Wrap-Up • Body Shapes. Students work in pairs, using Body Shapes (Unit 11 Appendix C). Post Body Shapes on the wall or give one of the partners the Body Shape signs. One student chooses a shape and stretches his or her body to imitate it. The partner tries to guess the shape and create it with his or her own body. Partners take turns making and guessing shapes. • Students self-assess their participation using a participation target posted on the wall. Students place their names on sticky notes and post them on the part of the target that reflects their participation. Ask students to provide reasons for their decisions.

Extension • Students practise square dances in small groups. • Students create a sequence of shapes using Body Shapes.

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Notes to Teacher

• If numbers are uneven and the class does not divide evenly into groups of eight, create “ghost partners” in some squares. Students do the actions as if dancing with a partner. Extra students may also “shadow” other students in squares, taking turns moving in and out of the square. Students take turns so that different students dance with “ghosts” or “shadows.” • Most square dances refer to “men or gents” and “ladies or girls.” Students may choose their own names to distinguish partners or other terms (e.g., A’s and B’s, Rights and Lefts, leaders and followers). • Ask students to explain their comments when assessing their participation. Discussing indicators publicly clarifies the criteria, the indicators for assessment, and the targets for both students and teachers. • See Unit Overview for sources of square dance music.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix O-1: Participation Target Blank Unit 11 Appendix B: Basic Square Dance Terms Unit 11 Appendix C: Body Shapes Signs

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UNIT 11 Dance

Sub-Task #5 Square Dance #2: Life on the Ocean Facility 11 Gymnasium Materials Sound system Variety of music Description Students continue to learn and practise square dance steps and actions.

Expectation Code Learning Expectation

8p32 Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, outdoor pursuits) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Teacher assessment of problem-solving skills when working on group dance, using anecdotal ob s e r vation rec o r ding chart (Grade 8 Appendix N) and social skills rubric (Grade 8 Appendix H). •Teacher assessment of participation using “Physical Participation” from the participation rubric (Grade 8 Appendix G). • Peer assessment of respectful behaviour using small group discussion with examples.

Teaching Learning Strategies

A) Warm-Up • 10 Second Move. Students move around the gymnasium keeping to their own spaces while changing the type of movements they are making, every 10 seconds. Challenge students to estimate 10-second increments and change their movements without a signal. Add music so students can count. Encourage students to gradually increase the intensity of their movements and use a range of motion to loosen their joints.

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B) Skill Development • Hold Melt Move. Students practise moving and counting eight beats. Play any music with a strong beat. Students alternate, holding a shape for eight counts, “melting” as shape dissolves to floor for eight counts, then moving around the gymnasium for eight counts. Repeat.

Review • Repeat Country Counting activity from Sub-Task #4. • Students move into square formation on one of the counts of eight. • Call some of the square dance steps introduced in Sub-Task #4 (e.g., promenade your partner, grand right and left chain, swing your corner).

C) Skill Application • Students stand in squares (groups of eight). Review positions in the square (e.g., head couple is #1 and corner couples are #2, #3, #4). Introduce the dance one segment at a time, walking through steps without music, then adding music. See basic square steps (Unit 11 Appendix B) for a more detailed description. Students practise calling out the actions as they do them.

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Life on the Ocean

Par t Count Action Cue Words Intro 8 beats All join hands and circle left. Circle around 8 beats Circle right back to place. Back you go Square the set – all in place. Home again 11 Allemande left your corner Allemande left get ready to chain 16 beats Grand right and left – round the square Grand right and left A 4 beats A’s from head couple and couple 3 cross and trade places 1’s and 3’s away you go 4 beats A’s from sides (couples 2 and 4) cross and trade places 2’s and 4’s, across the set All join hands All join hands 2 beats Honour your corner Bow to your corner 2 beats Honour your partner and to your partner 4 beats Swing your corner in place Swing your corner B 16 beats Promenade your corner around the square and promenade around 4 beats A’s from sides (couples 2 and 4) cross and trade places 1’s and 3’s away you go 4 beats A’s from head couple and couple 3 cross and trade places 2’s and 4’s, across the set All join hands All join hands 2 beats Honour your corner Bow to your corner 2 beats Honour your partner And to your partner 4 beats Swing your corner in place Swing your corner End 16 beats Promenade your corner around the square and promenade around Repeat parts A and B with B’s crossing the square Allemande left to your corner Allemande left get ready to chain 16 beats Grand right and left, round the square Grand right and left 16 beats Promenade your partner round the square Promenade around Bow to your partner

D) Cool-Down/Wrap-Up • Body Part Move. Students work in pairs, using the Body Part Move Shapes (Unit 11 Appendix D). Post Body Shapes on the wall or give one of the partners the Body Shape signs. One student chooses a shape and stretches his or her body to imitate it. The partner tries to guess the shape and create it with his or her own body. Partners take turns making and guessing shapes. Encourage students to imitate the shapes in different ways (e.g., show with one body part, use whole body, make the shape slowly or quickly). • In small groups, students discuss examples of respectful behaviours observed in the class.

Extension • Hold Melt Move V ar i a t i o n . Call out a square dance action instead of “move” (e.g., do-si-so right, swing your partner, promenade). Students practise responding on the beat.

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Notes to Teacher

• If numbers are uneven and the class does not divide evenly into groups of eight, create “ghost partners” in some squares. Students do the actions as if dancing with a partner. Extra students may also “shadow” other students in squares, taking turns moving in and out of the square. Students take turns so that different students dance with “ghosts” or “shadows.” • Most square dances refer to “men or gents” and “ladies or girls.” Students may choose their own names to distinguish partners or other terms (e.g., A’s and B’s, Rights and Left’s, leaders and followers). • See Unit Overview for sources of square dance music.

Appendices

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UNIT 11 Dance

Sub-Task #6 Square Dance #3: First to the Right Facility 11 Gymnasium Materials Sound system Variety of music Description Students learn a new square dance and begin to create their own.

Expectation Code Learning Expectation

8p20 Apply a variety of movement skills in combination and in sequence (locomotion/travelling, manipulation, and stability) in physical activities (e.g., dance) and formal games (e.g., badminton, soccer) 8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p32 Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, outdoor pursuits)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of movements in sequence using an anecdotal observational recording chart (Grade 8 Appendix N) with movement skills recording chart (Grade 8 Appendix J-1). • Peer assessment of respectful use of living skills by sharing examples in a small group discussion.

Teaching Learning Strategies

A) Warm-Up • Line Move. Students move on coloured lines in the gymnasium, maneuvering around equipment. Encourage students to move their limbs and use a range of motion to loosen their joints. Call out different colours of lines. As colours are called, students move to the different lines. Encourage students to gradually accelerate their speed to increase their heart rates.

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B) Skill Development • First to the Right. Students stand in squares (groups of 8). • In t r oduce the dance one segment at a time, walking through steps without music, then adding music. • See basic square steps (Unit 11 Appendix B) for more detailed descriptions. • Students practise calling out the actions as they do them. • For this dance, A’s and B’s are referred to as “Ladies and Gents.” See Notes to Teacher for suggestions of terminology.

Par t Count Action Cue Words Intro 2 beats Bow to your partner Bow to your partner 2 beats Bow to your corner And to your corner 8 beats Hold hands and circle left Circle left 8 beats Hold hands and circle left Other way A Head couple ladies turn the “gents” of every pair 8 beats Head lady turns #2 gents by the right hand round then her part- Lady #1 turns the next gent ner by the left then back to her partner 8 beats Head couple lady turns the opposite gent (#3) by the right hand Lady #1 turns the opposite round then turns her partner by the left then a partner turn 8 beats Head couple lady turns the left hand gent (#4) by the right hand Lady #1 turns left hand gent, round then turns her partner by the left then home to her partn e r 8 beats Head couple swings in the centre while other six join hands and Head couple swing, others circle left circle round Square sets as you come round Square up 4 beats Do-si-do your corner Do-si-do your corner 4 beats Do-si-do your partner Do-si-do your partner Allemande left to corner 16 beats Grand right and left chain around the circle Grand right and left 16 beats Promenade your partner home Promenade your partner 8 beats Swing your partner Everybody swing B Repeat part A with second couple “lady” leading C Repeat part A with third couple “lady” leading D Repeat part A with fourth couple “lady” leading Bow to your corner Bow to your partner C) Skill Application • Design a square dance. Using Basic Square Dance Steps (Unit 11 Appendix B), students create their own square dance putting together a series of steps using actions and calls learned in the last three classes. Working in groups of 8, students take turns calling the dance for the group. Extra students can be callers and rotate in as dancers. • Students practise their dance and then break it down into teachable segments.

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D) Cool-Down/Wrap-Up • Combined Body Shapes. Students work in pairs, using the Body Shapes in Unit 11 Appendix C. Post Body Shapes on the wall or give one of the partners the Body Shape signs. Students choose shapes together and stretch their bodies to imitate it. Students put together a series of three or four shapes with their partners. Students hold each shape for 5-10 seconds. 11 • Peer assessment of respectful behaviour using small group discussion with examples.

Extension • Students each take a turn calling the dance.

Notes to Teacher

• Students will teach their square dance to the class in the next class. Encourage students to decide on roles for teaching (e.g., some students calling, some demonstrating, some assisting others, some coordinating music). • If numbers are uneven and the class does not divide evenly into groups of eight, create “ghost partners” in some squares. Students do the actions as if dancing with a partner. Extra students may also “shadow” other students in squares, taking turns moving in and out of the square. Students take turns so that different students dance with “ghosts” or “shadows.” • Most square dances refer to “men or gents” and “ladies or girls.” Students may choose their own names to distinguish partners or other terms (e.g., A’s and B’s, Right’s and Left’s, leaders and followers). • See Unit Overview for sources of square dance music.

Appendices

Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix N: Anecdotal Observational Recording Chart Unit 11 Appendix B: Basic Square Dance Steps Unit 11 Appendix C: Body Shapes

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UNIT 11 Dance

Sub-Task #7 Group Square Dance Facility Gymnasium Materials Sound system Variety of music Description Students teach their personal square dances to the full class.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of movements in sequence, using an anecdotal observational recording chart (Grade 8 Appendix N) with movement skills recording chart (Grade 8 Appendix J-1). • Student self-assessment of participation using participation target (Grade 8 Appendix O-1). •Teacher assessment of respectful behaviour using social skills rubric (Grade 8 Appendix H).

Teaching Learning Strategies

A) Warm-Up • Hold Melt Move. Students move, counting eight beats of music. Play any music with a strong beat. Students alternate, holding a shape for eight counts, “melting” as shape dissolves to floor for eight counts, then moving around the gymnasium for eight counts. Repeat, building longer sequences.

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B) Skill Development • Rehearsal – Groups practise their square dance developed in the previous class. • Students use the practise time to: 11 – Confirm group roles (caller, demonstrator, group helper, music coordinator, other). – Review calls and steps. – Practise their demonstration.

C) Skill Application • Square Dance Presentation. Groups take turns presenting their square dance to the class. Each group teaches their steps and then the class attempts the dance. Give groups time to try dances more than once. Students provide feedback with specific comments about what they liked and what they believe could be improved.

D) Cool-Down/Wrap-Up • Body Part Move. Students work in pairs, using the Body Part Move Shapes in Unit 11 Appendix D. Post Body Shapes on the wall or give one of the partners the Body Shape signs. One student chooses a shape and imitates it with his or her body. The partner tries to guess the shape and create it with his or her own body. Partners take turns making and guessing shapes. Encourage students to imitate the shapes in different ways (e.g., show with one body part, use whole body, make the shape slowly or quickly). • Students self-assess their participation using a participation target posted on the wall. Students place their names on sticky notes and post them on the part of the target that reflects their participation. Ask students to provide reasons for their decisions.

Extension • Students present their square dances to another class.

Notes to Teacher

• This class may be extended over two classes to give students an opportunity to incorporate feedback to improve their dances.

Appendices

Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix N: Anecdotal Observational Recording Chart Grade 8 Appendix O-1: Participation Target Blank Unit 11 Appendix D: Body Part Move Shapes

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Partner Dances

Directions are written from the perspective of one partner (the “outside” partner if working in a circle). All actions are mirrored with other partner using opposite hand, foot and direction.

Partner Dance #1

Par t Count Action A Walking beside partner 4 beats Walk forward 4 steps 4 beats Walk backward 4 steps B Face partner 4 beats Back up 4 steps 8 beats Walk forward 4 steps C Face partner 4 beats Walk away from partner in own clockwise circle – 4 steps – clap hands together with partner on fourth step 4 beats Walk other way, away from partner in own circle – 4 steps – clap on last step Repeat whole dance

Partner Dance #2

Par t Count Action A Face partner and mirror , moving in the same direc t i o n 4 beats Sway right, left, right, left B Face partner 4 beats Walk away from partner to the side – 4 steps 4 beats Walk back to partner – 4 steps C 4 beats Sway right, left, right, left D Face partner 2 beats Clap right hands together – 2 times 2 beats Clap left hands together – 2 times 2 beats Clap both hands together twice 2 beats Raise hands in air and shake fingers 24 beats Repeat 3 times 4 beats Link right arms and swing with partner 4 beats Change arms, keep swinging Repeat whole dance

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Partner Dance #3 11 Par t Count Action A 4 beats Face partn e r , hands up and together, mirroring actions 4 beats Stick right heel out 4 beats Bring feet back together 4 beats Repeat Stick left heel out Bring feet back together Repeat B 4 beats Slide to the right – 4 slides 4 beats Clap hands together on right side, clapping high, 4 beats medium, low, medium Clap hands together on left side, clapping high, 4 beats medium, low, medium Put both hands together and move in a circle counter clockwise Slide to the left – 4 slides C 4 beats Do-si-do right 4 beats Do-si-do left D 4 beats Walk away from partner – 4 steps 4 beats Walk towards partner and clap hands – 4 steps Repeat whole dance

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Basic Square Dance Steps

See Notes to Teacher in Sub-Tasks 4, 5 and 6 for information regarding traditional terminology.

SQUARE FORMATION • Four couples, each with their backs to a different wall.

HONOUR YOUR PARTNER • Each dancer faces partner. • Bows with feet together or curtsey. • Usually done with partner first then with corner.

CIRCLE OR CIRCLE A HALF • All dancers in set join hands and circle to LEFT. • Usually takes eight steps, then circle to RIGHT to get back to starting position.

SWING

• Face partner. • Take one step to left, walk toward partner until outside edge of right feet are touching. • Join left hands, A’s right hand is placed on B’s left shoulder. • B’s right hand is placed inside A’s left arm and around waist. • Pivot on ball of right foot and keep pushing with left foot slightly behind as if on a scooter.

ELBOW SWING • Use instead of full swing, with beginners.

PROMENADE •Walk around set, counterclockwise with partner • Left hands are joined in front and partner on the outside puts right arm across back of inside partner’s shoulders to hold right hand just above right shoulder OR • Couple may join hands in skating grip holding right hands and left hands together in front of body.

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SASHAY 11 • Fast sliding step to the left or right.

Do-Si-Do Right • Face partner. • Fold arms in front of chest or keep hands on hips. •Take three steps forward, passing each other by right shoulder, one step sideways to right, three steps backward passing each other by left shoulder.

ALLEMANDE LEFT • Face corner and join left hands. •Walk around each other in a circle, going counterclockwise back to place. (Sometimes, this precedes a grand right and left.)

GRAND CHAIN (Right and Left) • Partners face and join right hands. •Walk past each other taking person by left hand, pass by, take next by right hand, next by left hand, and so on, until everyone is back with their original partner. • Always keep in same direction.

CIRCLE FOUR (or Six or Eight) • Join hands and walk around in a complete circle clockwise. • Number indicates number of people in circle.

LADIES CHAIN •Two couples facing. • Girls walk to each other, touch right hands passing right shoulders and take opposite boy by left hand in their left hand. • Boys place right arms around girls’ waists and turn them counterclockwise to position. • Girls return to own position in same manner.

RIGHT AND LEFT THROUGH •Two couples facing. • Opposites walk toward each other. •Touch right hands as they walk past each other, passing right shoulders, advancing to opposite’s position. • Partners face, join left hands. • A’s place right hand under B’s left forearms or around their waists. • A’s back around, B’s walk around to face opposite couple again. • Return to original position in same manner.

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Body Shapes

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Body Part Move Shapes 1. 6. 11

2. 7.

3. 8.

4. 9.

5. 10.

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Skill Building Activities

Unit Title 12 Soccer ...... 445 13 Touch Football ...... 463 14 Volleyball ...... 481 15 Basketball ...... 513

443 Health and Physical Education – Grade 8 Skill Building Activities Full Unit - 12 Revised Final 2 1/17/01 9:21 AM Page 444This is a blank page. Full Unit - 12 Revised Final 2 1/17/01 9:21 AM Page 445 OVERVIEW UNIT S o c c e r Duration 5 Sub-Tasks 12 Description Students actively participate, demonstrate and refine the fundamental skills of soccer with partners and in small groups, during drills and games. Sub-Task Title Expectation Code 12 1. Dribbling, Passing and Trapping Review 8p26, 8p35 2. Shooting and Goalkeeping 8p23, 8p24, 8p35 3. Tackling 8p35 4. Throw-Ins and Heading 8p23, 8p35 5. Soccer Tournament 8p23*, 8p24*, 8p26*, 8p41 (*choice)

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included in this unit are: Formative/Ongoing: •Teacher assessment using movement skills rubrics and anecdotal recording sheet. • Teacher assessment using participation rubrics. • Student self-assessment using a participation target. • Peer assessment using movement skills rubrics. Summative: •Teacher assessment of movement skills using a movement skill recording chart.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed information in safety guidelines. • Understanding of proper warm-up and cool-down. • Understanding of safe practices related to physical activities and equipment. • Understanding of how fundamental movements are transferable between sports.

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Notes to Teacher

• Soccer skills are introduced in Grade 7. In Grade 8, students have an opportunity to develop and refine skills. Encourage students to select a specific skill to work on and improve. • Helping students make connections between sending, receiving and carrying skills will help students transfer and apply what they already know to learning new skills. • Teaching activities by grouping them into game categories and thinking about playing in a strategic wa y , can help bridge the gap between the development of skills and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q).

Resources

• Youth Coaching Manual – Ages 6–16, The Ontario Soccer Association, Vaughan, Ontario (1999), Medallion Press. (The Ontario Soccer Association, Tel: 905-264-9390)

Appendix

Unit 12 Appendix A: Movement Skills Rubric, Dribbling

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UNIT 12 Soccer

Su b - T ask #1 Dribbling, Passing and Trapping Review Facility Gymnasium or field Materials Soccer balls Pylons 12 Markers Description Students demonstrate ball control in individual, small group and game situations.

Expectation Code Learning Expectation

8p26 Dribble the ball using the dominant foot, in different directions, and at different speeds while being defended 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). • Peer assessment providing feedback on dribbling, using a movement skill rubric. (Unit 12 Appendix A)

Teaching/Learning Strategies

A) Warm-Up • 30 Seconds Switch. Students speed walk around a small area marked by pylons. Every 30 seconds, students switch to a different way of moving: _ Walk and swing arms. _ Walk and shoulder rolls. _ Skip. _ Walk and knee lifts. • Students gradually increase speed and intensity.

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B) Skill Development • Partner Skills Circuit. Students work with a partner in three different areas of the field or gymnasium. Students work on dribbling, passing and trapping in each of the areas, using the tips below to provide feedback for peers. See Unit 12 Appendix A: Movement Skills Rubric, Dribbling. _ Dribbling: Students dribble in different directions, using different pathways, and using the inside and outside of both feet. _ Passing: Students pass with the inside and outside of the foot, leading their partners with the pass. _ Trapping: Partner A tosses the ball to partner B, who traps the ball using various body parts. • Dribbling Tips: _ Keep eye on the ball (but continue to look up to be aware of others). _ Keep weight balanced (knees bent, arms out, ready on toes). _ Use instep and outside of feet and use short steps while alternating feet to nudge ball down field. _ Keep ball within two metres to remain in control. • Push Pass _ Keep eye on the ball and weight balanced. _ Place non kicking foot beside ball and point in the direction of the pass. _ Strike the middle of ball with instep and follow through with kicking leg towards the target. _ Adjust speed and pace to be not too hard or soft. • Drive or Instep Pass (used for longer distances at a faster speed) _ Approach ball from side angle and place non-kicking foot beside the ball _ Contact position- knee and chest are over top of the ball _ Foot strikes the centre of the ball (foot is tight) _ Follow through with kicking leg towards the target • Trapping. Keep eyes on ball and arms out for balance. • Foot Trapping

_ On contact, draw foot back to absorb the ball. _ Keep heel down to stop ball from passing under foot. _ Relax foot on contact to cushion the ball. • Chest Trapping _ Meet the ball with the chest squared to incoming ball. _ Relaxed on contact to cushion ball. • Inside of Thigh or Calf Trapping _ Bring ball down with the inside of the thigh or calf. _ Relax thigh on contact to cushion ball

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C) Skill Application • Four on Two Activity. Divide students into groups of six. Four students work to make five stron g pass and trap combinations. Two students on defense attempt to intercept the passes. If interce p t i o n is successful, students ret u r n the ball to the offensive players. After five minutes, switch roles so that all students have a turn playing defense. Ask students what strategies they used on offense and defense.

D) Cool-Down/Wrap-Up • Students move slowly around the field, gymnasium, breathing deeply, doing arm and shoulder 12 circles as heart rate lowers. • Pass the Stretch. In groups of six, students take turns leading stretches. Each student leads a stretch, working from head to toe and holding the stretch for 15 to 30 seconds.

Extension • Repeat dribbling activities, changing direction and speed.

• Four on Two. Vary the number of pass and trap combinations required to complete the task (e.g., Five pass and trap combinations equals one point, and three points completes the task). Change the offense/defense ratio to five on one or three on three.

Notes to Teacher

• Encourage personal improvement of fitness levels by increasing the sustained amount of activity each lesson. Encourage using both sides of feet rather than just the inside of the foot. • On defense, students work to get between the ball and the passing player. On offense, students work to get into an open space to receive a pass. (Grade 8 Appendix P.)

Appendices

Unit 12 AppÏendix A: Movement Skills Rubric, Dribbling Grade 8 Appendix A: Safe Stretching Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8)

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UNIT 12 Soccer

Sub-Task #2 Shooting and Goal Keeping Facility Gymnasium or field Materials Soccer balls Pylons Description Students practise shooting on a goal and goalkeeping, focusing on increasing distance and accuracy.

Expectation Code Learning Expectation

8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p24 Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of vigorous participation using active participation recording chart (Grade 8 Appendix K). • Self-assessment of improvement in kicking distance and accuracy during drills by keeping a personal record of completed passes and shots.

Teaching/Learning Strategies

A) Warm-Up • Juggling. Students move continuously while trying to keep the ball in the air using their feet, knees, chest or thighs. Encourage students to try to create a flat surface and to hit balls straight up. To increase heart rates, students alternate ball juggling with moving and dribbling. Use a signal to switch between juggling and dribbling.

B) Skill Development • Open Goal. Set up several goal areas using two pylons as a goal. Partners work at one goal area , passing and shooting. Encourage students to change the distance and angle of their shots.

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• Shooting off a Pass. Partner A passes to partner B who runs full stride to make an instep kick through the cones. • Half and Half. Designate half the students as goalies, and half as shooters. Goalies set up their own goal using pylons. Encourage goalies to challenge themselves by adjusting the size of their goal. Shooters move from goal to goal, attempting a shot on every goal. Students switch roles.

• While goalkeeping, students use the following tips: • Stance – ready position. • Hands make a “W”. 12 • Use soft hands to absorb the impact of the ball. • Saving the ball: – If ball is above waist, hands are high (fingers point up, palms face out). – If ball is below waist, hands are low (fingers point down, palms face out). • “In the personal space” means picking up the ball in the immediate area of the goalie. • “Outside of the personal space” means diving for and deflecting balls. • “Distribution” means sending ball back to team-mates.

C) Skill Application • Two on One. One person on defense protects goal area while the other two use dribbling, passing, shooting and kicking skills to attempt to score by hitting a pylon with the ball. Increase challenge by adding a second pylon to increase the width of the goal. • Shooting While Defended. Students work in groups of four. Two students are on offense; two on defense. Students on offense try to score by kicking the ball to hit a pylon. • Four Goal Soccer . Divide class into four teams. Use goal posts as two of the four nets, and set the other two nets up on the sidelines using cones. Each team defends a net. Introduce the game with one to two soccer balls and increase up to one soccer ball per team.

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D) Cool-Down/Wrap-Up • Each soccer team takes a turn leading the class in cool down and flexibility exercises (Grade 8 Appendix A). Each team has three turns. Students stretch head to toe and move slowly to gradually decrease heart rates.

Extension • Add a goalie to Shooting while Defended or to Four Goal Soccer.

Notes to Teacher

• Encourage students to shoot or kick on an angle. • Encourage students to move to open space when playing modified games.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix K: Active Participation Recording Chart

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UNIT 12 Soccer

Sub-Task #3 Tackling Facility Gymnasium, field Materials Soccer balls Pylons 12 Description In partners and small groups, students practise safe tackling to gain possession.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of active participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Keep Away . Half the class has soccer balls and dribbles slowly around a defined space. Students without a soccer ball try to gain possession of a ball. Students begin with speed walking and increase speed to jogging as they warm up. Stop students every minute and call out “Switch,” and those with balls must pass to students without balls. Game continues.

B) Skill Development • Tackling. Students practise tackling to gain control of the ball. Students with balls dribble towards their partners, who try to get possession of the ball. • Key points for tackling: _ Face opponent and keep eyes on ball. _ Bend knees and keep weight on non-tackling foot. _ Block ball with tackling foot and maintain control of the ball. _ Attempt to tackle when the ball is off the dribbler’s foot. _ Avoid contact, except shoulder to shoulder.

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C) Skill Application

• Tackle and Go. Set up students in four double lines. In each group, one line will play offense and the other defense. Both start on the same boundary line. Call “go” and a defensive player from each line runs out to take a defensive position 10 metres down field to face an offensive player. Call “go” again, and offensive player dribbles the ball forward. Defensive player attempts to tackle the ball and get control. Vary the time between start signals as skill levels improves.

• Repeat activity in groups of three. _ A (offense) has the ball and tries to score. _ B (defense) tries to defend and get possession of the ball. _ C (goalkeeper) defends the goal.

D) Cool-Down/Wrap-Up • Students jog slowly across field, swinging arms, rolling shoulders and shaking out legs. • Stretch Wave. Students do “the wave” with stretches. One person begins the stretch and passes it one at a time around the circle. Students hold the stretch until the next stretch is sent around the circle. When the first stretch has been passed around the circle and returns to the beginning, then next person selects a different stretch to pass around.

Extension • Reverse the order of Tackle and Go, with the offensive player going first. This will force the defensive player to move quickly down field, turn around, and try to gain a defensive position (avoid slide tackles.) • When using goaltender, repeat activity using two offensive and two defensive players.

Notes to Teacher

• Encourage all students to practise goalkeeping. • Encourage goaltenders to come out of the net and approach the ball.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8)

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UNIT 12 Soccer

Sub-Task #4 Throw-Ins and Heading Facility Gymnasium or field Materials Soccer balls Three or four tennis balls 12 Pylons Markers Description Students demonstrate active participation, throw-in and heading skills individually, in partners and in game situations.

Expectation Code Learning Expectation

8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of active participation using a participation rubric (Grade 8 Appendix G). •Teacher assessment of throw-ins using a movement skill recording chart (Grade 8 Appendix J-1) with indicators from the lesson.

Teaching/Learning Strategies

A) Warm-Up • Cat and Mouse. Students move around a designated area while dribbling a soccer ball. These students are “mice”. Select a student to be a “cat” who tries to take soccer balls. If the cat gets possession of a ball, the ball is kicked out of playing area to a designated space and the student without a ball becomes the cat. When all balls are eliminated, retrieve balls and begin again. Play first game while speed walking and increase speed to jogging as students warm up.

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B) Skill Development • Heading. Students toss the ball lightly, about a metre high in front of them, and practise using the forehead to make contract with the ball. Students work with a partner to receive a short, light underhand toss. Partners stand about three metres apart and toss the ball. Student receiving the ball tracks it, moves into position, and attempts to head the ball. Encourage partner heading the ball to be behind the ball and step into it. • Key points for heading: – Use middle of forehead, flat surface above the eyebrows. – Keep eyes open and fixed on the ball. – Keep mouth closed and neck tight. – Bend knees and lean back from hips just before contacting the ball. – Move head forward to contact it. – Straighten legs on contact for added power. – Follow through in the direction the ball is travelling. • Throw-Ins. Students review throw-in skills, using the following tips to provide feedback for each other (may be inserted into movement skills rubric, Grade 8 Appendix J-2): – Keep weight balanced. – Hold ball in both hands, behind the head. – Step into the throw releasing the ball in a forward direction. – Keep both feet in contact with the ground (back foot may be dragged). • Students combine throw-ins with heading, and alternate throwing a ball to a partner who traps the ball with their feet or receives it with their head.

C) Skill Application • One Sided Soccer. Divide soccer field into three mini fields with one goal in each area. Two teams play on each field. Use uneven numbers for teams with offensive team playing with one extra player. Of fensive team works to try to pass to the open player. Change teams and fields every three to four minutes. If keeping score, give teams a bonus point every time a student heads the ball successfully.

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D) Cool-Down/Wrap-Up • St r etches with a Ball. Lead students in a variety of stretches, using a soccer ball. Students stret c h and hold balls over their heads, to the side and behind. Sitting on the ground, students roll balls around extended legs. Students lunge to each side, rolling balls around extended feet.

Extension • Micro Soccer . Play One Sided Soccer with a tennis ball. This game is more challenging with a smaller ball. Add more balls for variety. 12

Notes to Teacher

• Impact with heading should not hurt if contact is made correctly. Encourage students to practise technique using soft, short throws.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skill Recording Chart

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UNIT 12 Soccer

Sub-Task #5 Soccer Tournament Facility Gymnasium or field Materials Soccer balls Utility and tennis balls Pylons Markers Description Students demonstrate active participation, fair play and skill development in a game situations.

Expectation Code Learning Expectation

8p23* Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended* 8p24* Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8p26* Dribble a ball, using the foot in different directions and at different speeds, while being defended* 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of a specific movement skill * using a movement skills rubric (see indicators from previous lessons and use with movement skills recording sheet Grade 8 Appendix J-1). • Self-assessment of fair play in a game situation using a social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Simon Says. Select two leaders for two games of Simon Says using soccer skills. Leaders use soccer skills (e.g., Simon says keep the ball in the air, Simon says dribble with five touches then stop). If a student does an action without the command, “Simon says,” the student moves to the other Simon Says game and continues moving.

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B) Skill Development and Application • Soccer-Type Games. Divide the field space in half to accommodate two games, with four teams of six to seven players depending on class size. • In one half of the field, play Many Goal Soccer . –Two teams try to score on four or five goals that are set up with pylons. –Teams play with offense and defense, but no goalies. – Goals for either team can be scored on any goal. • In the other half of the field, play Three Ball Soccer . 12 –Two teams play with two goals and three balls. – After a goal is scored with any ball, the non-scoring team takes possession. Play continues. 2 • Rotate teams so students have an opportunity to play on all teams and in both games. • See Notes to Teacher for Round Robin rotation.

C) Cool-Down/Wrap-Up • Four Way Mir ror . In scatter formation, students follow a leader at the front of the group in a variety of cool-down stretches. When a leader turns to face a different direction, he or she calls out the name of a new leader standing near the front of the group. Each time direction is changed, a new leader is selected.

Extension • Many Goal Soccer . Designate two goals for one team and two for the other, so students are using offensive and defensive strategies to get into scoring positions. • Th r ee Ball Soccer. Play with a variety of balls, such as a soccer ball, utility ball, or tennis ball. Co m p a r e scoring success with each ball. Students may predict which ball will be the “high scorer. ”

Notes to Teacher

• Encourage all students to play all positions, interchanging forwards, goalies and defense positions, to maximize participation. • Encourage players to play positions and incorporate offense and defense strategies as listed in the Transferable Skills: Strategies and Tactics (Grade 8 Appendix P).

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Round Robin Play: • A versus B then A versus D then A versus C • C versus D B versus C D versus B • When using a Round Robin with more teams, A stays in the same position, and other teams rotate. Diagram below shows three rotations. Arrows indicate how next playing order is determined.

Round 1 Round 2 Round 3 A versus B then A versus D then A versus F

C versus D B versus F D versus H E versus F C versus H B versus G G versus H E versus G C versus E

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix P: Transferable Skills: Strategies and Tactics

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Movement Skills Rubric, Dribbling

461 Unit 12 – Appendix A Health and Physical Education – Grade 8 Skill Building Activities – Soccer Full Unit - 12 Revised Final 2 1/17/01 9:22 AM Page This462 is a blank page. Full Unit 13 - Revised Final 2 1/17/01 9:19 AM Page 463 OVERVIEW UNIT Touch Football Duration 5 Sub-Tasks 1133 Description Students actively participate in skills, drills and lead-up games related to one-hand touch football. This is a fun, safe version of regular football and two-hand touch football. Students review and practise a variety of sending, receiving and carrying skills. The game is played on a field. However, some drills can be adapted for indoor activities.

Sub-Task Title Expectation Code

1. Sending and Receiving Review 8p27, 8p33, 8p35 2. Pass Patterns and Receiving 8p22, 8p27 13 3. Kicking and Punting 8p21, 8p33 4. Offensive and Defensive Play 8p35, 8p40 5. Tournament Play 8p35, 8p41

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment to reinforce and refine student movement skills. • Peer assessment of movement skills using a movement skill rubric. • Self-assessment using a participation rubric. •Teacher assessment of interpersonal skills using a social skills rubric.

Links to Prior Knowledge

Notes to Teacher

• Similar football skills are introduced in Grade 7. In Grade 8, students have an opportunity to develop and refine skills. Encourage students to select a specific skill to work on and improve. • Encouraging students to make connections between sending, receiving and carrying, helps them transfer knowledge to learning new skills. Teaching activities by grouping them into game categories, and thinking about the play strategically, bridges the gap between the development of skill and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tac t i c s (Grade 8 Appendix P), and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q). Unit 13 – Overview 463 Health and Physical Education – Grade 8 Skill Building Activities – Touch Football Full Unit 13 - Revised Final 2 1/17/01 9:19 AM Page 464

Appendix

Unit 13 Appendix A: Movement Skill Rubric: Receiving a Pass

Resources

• Bailey, Guy (1999), The Ultimate Sport Lead-Up Game Book: The Very Best Skill Building Games for Grades K-8, Educators Press. • Football Ontario (Tel: 416- 426-7086 or 1-888-279-6607) • FlagMag (Flag Football Magazine), P.O. Box 1172, Londonderry, New Hampshire, 03053, www.flagmag.com, phone (603) 437-0108

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UNIT 13 Touch Football

Sub-Task #1 Sending and Receiving Review Facility Football or soccer field Materials Footballs or various sizes and types Pylons Pinnies Description Students actively participate in drills that review sending and receiving, and apply these skills in a modified game. 13

Expectation Code Learning Expectation

8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p33 Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, cooperation, and respectful behaviour) to new physical activities 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of sending, receiving and sequencing applied to football skills using indicators from the lesson with a movement skill recording chart (Grade 8 Appendix J-1). • Teacher assessment of cooperation and fair play using a social skills rubric (Grade 8 Appendix H). • Self-assessment of vigorous participation using a four finger rubric.

Teaching/Learning Strategies

A) Warm-Up • Move It. Students move quickly around a designated area, gradually increasing heart rates. On a signal, students walk, speed walk, jog, change direction, touch the ground, skip and weave in and out. Use silent signals (e.g., hand signals, waving pinnies of different colours) to signify different ways of moving. Challenge students to respond as quickly as possible.

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B) Skill Development

• Keep Away . Students review football grip, stance and throw (See Notes to Teacher). A team of two students tries to keep ball away from another team of two. Team loses possession if ball is knocked to ground or if other team intercepts. • Sprint and Pass. Students work with one ball and a partner. The student without a ball runs out, and turns to receive a pass. Sender sprints past the partner with the ball, then turns to receive a pass. Students continue sprinting and passing down the field. Challenge students to cross the length of the field, completing all passes. • Send and Receive. Two groups of three students work together. Both groups line up at one end of the field. Each student in the sending line has a ball. First student in the receiving line runs forward and turns to receive a pass. After receiving the pass, he or she goes to the end of the sending line and the sender goes to the end of the receiving line. Challenge students to make passes crisp and accurate, and to keep lines moving.

• Give and Go. Students work in groups of three, with one student as the passer (student B). First student (A), throws their ball to the passer, and runs out to receive the ball. The next student (C) does the same. Passer (B) then takes the ball from (A) who becomes the next passer, and the drill continues.

C) Skill Application • Knock Down. Game is played across the width of the field, or in a marked predetermined area with a neutral zone (mid section of the field). Students play in teams of six, three players on each end of the field. Players try to successfully pass the ball over the neutral zone to a team-mate, while defenders try to knock it down. If a ball is knocked down, the first team to touch it on the ground gets possession of it. Balls knocked out of bounds go to the team that did not knock it out. Teams sc o r e one point for every completed pass and try to get 10 points (or other pre-set number). A ball thrown across the neutral area and caught in the air by the opposing team earns two points.

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D) Cool-Down/Wrap-Up • Students slowly jog a lap, passing a football laterally to a partner. • Partner Stretches. Students work with a partner to stretch muscles and work on flexibility. Partners may gently add resistance to increase the stretch. • Students assess their vigorous participation in class by holding up one, two three or four fingers. Ask students to give reasons for their rating.

Extension • Keep Away . Ball turns over only when intercepted. If a ball is knocked down or missed, the team that touches it first on the ground gets possession. • Knock Down. Use more than one ball at a time. 13 Notes to Teacher

• Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. Tips for Stance, Grip and Release: • Stance: – feet shoulder-width apart – weight on back foot – ball by ear – side of body facing the target • Grip: – spread fingers out and place firmly on ball – place smaller hands should further back on the ball • Release (spiral): – snap the wrist – roll ball off fingers – step forward and transfer weight to forward foot as ball is released – follow through across body with throwing arm

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 13 Touch Football

Sub-Task #2 Pass Patterns and Receiving Facility Football or soccer field Materials Footballs of various sizes and types Velcro flagbelts and flags Pylons Description Students refine and reinforce football passing and receiving skills.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of receiving skills using a movement skills rubric (Unit 13 Appendix A).

Teaching/Learning Strategies

A) Warm-Up • You’re the Star . Students work in groups of six or seven and take turns moving to the centre of the circle to lead a warm-up activity (e.g., knee lifts, speed jog on the spot, gluteal kicks, jump and twist). Other students follow the leader. Warm-up activities should be gradual and move joints from head to toe through their range of motion (see Grade 8 Appendix A). Students should move continually, doing former leader’s action as leaders change.

B) Skill Development • Pass Patter ns . In t r oduce basic pass patterns. Emphasize making direct movements and avoiding rounding corners. Students practise each pass with a partner:

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• Square In/Out: – Run straight out then cut sharply to outside or inside.

• Post In/Out: – Run straight out then angle sharply toward corner post.

• Hook (Right or left): – Run straight out then turn suddenly to “hook” back to receive the pass.

• Fly (long bomb): – Run straight out. Ball should come high and straight in front of runner.

• Receiving the Pass. Review proper technique of receiving a pass: – Absorb force of the ball with hands. – Cradle the ball when caught. – Use different hand positioning depending on level of incoming ball: – Chest level: thumbs together. – Over shoulder: little fingers touching and close elbows. – Below waist: fingers together and thumbs out. • Students work on receiving passes from a variety of pass patterns. • Peers use Movement Skills Rubric: Receiving a Pass (Unit 13 Appendix A) to provide feedback.

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C) Skill Application • Pass Patterns with Defense. Students play mini-games of Two on Two with partners, planning pass pa t t e r ns with defensive pair trying to intercept. If a pass is successful, students score a point. Partn e r s tr y to score as many points as they can in 10 passes. If interception is successful, defense “banks” a point to add to their score when it is their turn to pass. Each pair gets 10 passes, then pairs switch roles. Play again so all students have an opportunity to pass and receive. If a pair throws 10 completed passes and also intercepts their opponent’s throws, they can score more than 10 out of 10. No points ar e awarded for a “knock down”, which occurs when the ball is knocked to the grou n d .

D) Cool-Down/Wrap-Up • Weave and Stretch. Six students stand in a line. Student at the back of the line jogs through group, weaving in and out. When student reaches the front of the line, he/she leads a stretch for the group. They hold that stretch while the next person at the back weaves through the line. When at the front, he/she demonstrates a new stretch. Encourage students to hold stretches for 15 to 30 seconds and to stretch body parts from head to toe.

Extension • Expand Pass Patterns with Defense, to games of four on four. Students plan pass patterns and try faking on offense. One person on each offensive team gets 10 passes, then the defensive team takes a turn. Rotate so all players have a turn attempting 10 passes.

Notes to Teacher

• Remind students of general receiving skills that are used when receiving any object (see Grade 8 Appendix P: Transferable Skills: Strategies and Tactics): – Receiver squares in for a pass (faces direction of incoming ball). – Intent to catch an incoming object. – Eye contact/focus. – Anticipation of ball. – Ready Position: weight evenly distributed on both feet. – Knees bent. – Low centre of gravity.

Appendices

Unit 13 Appendix A: Movement Skill Rubric: Receiving a Pass Grade 8 Appendix P: Transferable Skills: Strategies and Tactics

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UNIT 13 Touch Football

Sub-Task #3 Kicking and Punting Facility Football or soccer field Materials Footballs of various sizes and types Pylons Description Students actively participate in kicking drills and activities. 13 Expectation Code Learning Expectation

8p21 Apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball) 8p33 Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, cooperation, and respectful behaviour) to new physical activities

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of interpersonal skills using a social skills rubric (Grade 8 Appendix H). • Peer assessment of kicking skills by providing verbal feedback, using indicators from the lesson.

Teaching/Learning Strategies

A) Warm-Up • Kick-When-Caught T ag . Select four or five students to be taggers identified with a pinnie or a ball. Within a designated area, students speed walk and taggers try to touch them. When touched, students perfo r m a “kicking activity” (10 can-can jumps, sit on ground, lift buttocks and kick legs 10 times, run and clap legs together to the side five times), then rejoin the game. Stop game every few minutes to change taggers. Students begin slowly and gradually pick up speed as they warm up.

B) Skill Development • Punting. Working with a partner, students punt a ball back and forth, and provide feedback and suggestions to improve accuracy. Punting tips: – Hold ball in outstretched arm above kicking foot. – Keep eye on ball during contact and follow through. – Follow through with head down, weight on non-kicking foot and arms extended at sides for balance.

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• Kicking. Working with a partner and three balls, students practise kicking for distance. One student holds the ball (laces away from the kicker). Kicker chooses angle and assumes ready position, leaning forward. Kicking Tips: – Keep eyes on target. – Plant foot beside ball. – Kick lower portion of ball. – Follow through with a step. Students practise kicking in slow motion and gradually pick up speed. After kicking three balls, partners retrieve balls together and return to starting point to switch roles.

C) Skill Application

• Kick Back. Working in groups of four, two students take turns kicking to two other students. Students begin in the centre of the field. Student A kicks to student B. If B catches the ball, he/she takes one step forward and kicks from there. If B does not catch the ball, he/she kicks the ball forward from where it was picked up. Students work to “push” their opponents down the field by kicking for distance and by catching kicks.

• Pass Kick Catch. Working in groups of three, the passer passes to the kicker, who then kicks to the receiver, who catches the ball, and runs it to the passer. Positions are played for five turns, then rotated. Students keep records and compare their personal scores for passing, kicking and receiving. They give themselves a point if they throw a direct pass as passer, if they kick to the receiver as kicker, and if they catch the kick as receiver. Students can use their scores to set personal goals for improvement.

D) Cool-Down/Wrap-Up •Teacher-Led Stretches. Lead students in various stretches to cool down and work on flexibility (see Grade 8 Appendix A).

Extension • Students play Kick Back with a modification. If team B catches the kick, they can run forward until tagged by team A. Team B kicks the ball from the place their team was tagged.

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Notes to Teacher

• For safety, ensure there is sufficient space for practising kicking. Make students aware that the ball may go in unexpected directions. • Set up drill so all students are kicking in one direction. • Caution students to be aware of others and balls around them when retrieving balls. • Caution students (place holders) to move hand away from ball before kicker follows through.

Appendix Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) 13

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UNIT 13 Touch Football

Sub-Task #4 Offensive and Defensive Play Facility Football or soccer field Materials Footballs of various sizes Pylons Description Students actively participate in modified game play focusing on fair play using sending and receiving skills.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher observation of participation using a participation rubric (Grade 8 Appendix G). • Peer assessment of respectful behaviour using social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Jog and Pass. Working in groups of two to four, students jog around the field, gradually warmi n g up and passing a football back and forth. Students roll shoulders, move arms, hips, ankles and waist in circles, warming up joints by moving them through their range of motion.

B) Skill Development

• Touch Down Drill. Divide class into three or four groups. Set up each group (as per diagram) with A’s, B’s, C’s, and a thrower. The thrower throws the ball to the first C player, who runs to the end zone to attempt to score. As soon as C catches the ball, the first runners from A and B run out to try to tag C. Each C keeps track of personal points and tries to improve his or her score. If C runs to end zone without being tagged, he or she scores six points. If one of A or B tags C, C then scores three points. If both A and B tag C, C does not score. Encourage C to keep trying to run to end zone even if tagged by one player, as he or she can still score.

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Touch Down Drill.

C) Skill Application • Seven Quar te r b a c k s . Students play a modified football game in teams of seven, across the width of the field. Teams begin on the goal line. Each player takes a turn as quarterback. If a touchdown is scored, the team ret u r ns to the goal line to try to score more touchdowns. Possession changes after each player has had a turn as quarterback. If the defensive team intercepts, they score a point, and ret u r n the ball to the offensive team. Ask students what offensive and defensive strategies they ar e using. Encourage the use of brief “huddle” sessions to plan strategy and pass patterns . • Offense Tips and Strategies: – Move the ball down the field to score in end zone. – Move into empty spaces. – Stay alert. – Pass ahead. – Play position. – Fake and change pace. • Defense Tips and Strategies: – Attempt to prevent opposing team from scoring a touchdown by trying to intercept the ball, knocking it down or one-hand touching the player in possession of the ball. –Watch waist for clues of faking. –Watch receiver’s hands. – Knock ball to ground if interception is not possible. –Avoid contact.

D) Cool-Down/Wrap-Up • Team Stretch. Students work with team members to stretch muscles and cool down. Team-mates take turns leading stretches from head to toe (Grade 8 Appendix A). Thinking about fair play, students look at a social skills rubric and discuss what they did well and what they could improve.

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Extension • Seven Quarterbacks. Play a variation where, if an interception occurs, the other team keeps possession of the ball and rotates through their quarterback order. When team A gets possession again (through an interception, or after all team B players have been quarterback), team A continues in the same order so that all have a turn as quarterback.

Notes to Teacher

• Ask students what defensive and offensive strategies they are using to encourage use of strategies. Occasionally, ask students what they could do differently. Games could be modified to increase challenge. Ask students what rules or challenges could be introduced.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8)

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UNIT 13 Touch Football

Sub-Task #5 Tournament Play Facility Football or soccer field Materials Footballs of various sizes Pylons Description Students actively participate in modified game play. 13 Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of participation using a participation rubric (Grade 8 Appendix G). •Teacher assessment of fair play using the fair play section of the social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Move and Pass. Students move around a designated space in a variety of ways (e.g., speed walking, jogging, skipping, side stepping, hopping). Half the students have footballs. On a signal, students make eye contact with another student and pass the ball. Challenge the class to make clean, accurate passes while on the move. Students who do not have a ball, move their shoulders, waists, hips, knees and ankles in small circles, while on the move.

B) Skill Development • Th r ee Minute Pass. Students work in groups of three to make as many completed passes as they can in one minute. Student A runs the ball to student B, who then passes to C. Student C then run s the ball back to A. Students continue this pattern for one minute, keeping track of the number of completed passes. Students then jog to a new position and continue pattern. The group works together to try to beat their record for completed passes.

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C) Skill Application

• Tournament Game Play . Divide students into four teams, and have them play two modified games across the width of the field (indicate boundaries with pylons). Play three games and rotate teams using a Round Robin tournament so all teams play each other. – Game 1: 1 vs 2 3 vs 4 – Game 2: 2 vs 3 1 vs 4 – Game 3: 3 vs 1 2 vs 4 1 2 3 4 1 X 2 X 3 X 4 X

• Use the following modified rules: – Begin game with both teams at centre field and the offensive team (in possession of the ball) lined up at the line of scrimmage. – When the quarterback throws the ball, the player who receives it carries it forward. – The ball can be thrown again if the quarte r b a c k ’ s throw was lateral (backwards or to the side). – Play stops when the ball hits the ground. The offensive team attempts another pass from the original spot. – Play stops if the receiver is touched with one hand. The offensive team attempts the next pass from the spot where the receiver was tagged. – Each team has six “downs” (the number of attempts the offense has to move the ball down the field) to score a touchdown by catching the ball in the end zone.

D) Cool-Down/Wrap-Up • Partner Leads. Students follow a partner for cool-down activities. They move slowly around the field as heart rates gradually decrease. Partners lead each other in stretches. Call out ‘switch’ for partners to change leaders.

Extension • More rules could be added to formalize the game. (e.g., add penalty for students being offside, change rules so students have four downs to gain 20 yards, include option to kick for a field goal on last down).

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Notes to Teacher

• Keep games as simple as possible to increase playing time and give all students an opportunity to develop skills. To maintain challenge for all, add rules as required.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8)

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Movement Skills Rubric: Receiving a Pass

Unit 13 – Appendix A 480 Health and Physical Education – Grade 8 Skill Building Activities – Touch Football Unit - 14 Revised Final 2 1 1/17/01 9:15 AM Page 481 OVERVIEW UNIT Vo l l e y b a l l Duration 10 Sub-Tasks 1144 Description Students actively participate in the game of volleyball by reviewing, practising and improving their sending and receiving skills. By participating in partner and small group activities, students also develop interpersonal skills such as fair play, cooperation and behaving respectfully towards officials and each other.

Sub-Task Title Expectation Code

1. Ready Position and Volley 8p35, 8p40 2. Forearm Pass: Bump 8p27, 8p35 3. Overhead Pass: Volley 8p27, 8p35 4. Underhand Serve 8p22, 8p41 5. Putting the Skills Together 8p22 6. Serving Practice 8p22, 8p41 14 7. Three-on-Three Badminton Volleyball 8p35, 8p41 8. The Spike 8p27, 8p41 9. The Block 8p34, 8p35 10. Modified Games 8p22, 8p34, 8p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are Formative/Ongoing: •Teacher assessment using movement skill rubrics and anecdotal recording sheet. •Teacher assessment using participation rubrics. • Student self-assessment using participation target. • Peer assessment using movement skills rubrics. •Teacher assessment of movement skills using movement skills recording chart. • Peer assessment of fair play using peer discussion.

Links to Prior Knowledge

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• Adequate warm-ups are provided with stretching before play. • Make an appropriate choice of volleyballs (considering size and ability of participants). • Participants must wear proper running shoes and no jewelry.

Notes to Teacher

• Similar volleyball skills are introduced in Grade 7. In Grade 8, students develop and refine their skills. Encourage students to select a specific skill to work on improving. • Helping students make connections between sending, receiving and carrying helps them apply what they already know to learning new skills. Teaching activities by grouping them into game categories and thinking strategically can help bridge the gap between the development of skill and the use of strategy. For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q). • Not all volleyball skills need to be assessed. Some skills are introduced to build skills which can be assessed in the future. • Badminton nets can be used to increase the number of courts available. • Provide students with a choice of soft touch or mush volleyballs. • Loose volleyballs (volleyballs not in play) must be retrieved immediately to avoid injuries. • For more information: See Getting Assessment Right (p. 65) for moving to contact a volleyball rub r i c .

Resources

• Bratten, Robert, D. (1978), 300 PLUS Volleyball Drills and Ideas, Canadian Volleyball Association, Vanier, Ontario, Canada. (Canadian Volleyball Association, 5510 chemin Canotek Road, Suite 202, Gloucester, Ontario, Canada K1J 9J5, phone (613-748-5681), fax (613-748-5727) or website (www.volleyball.ca ) • Bratten, Robert, D. (1985), 400 PLUS Volleyball Drills and Ideas, University of Calgary, Calgary, Alberta, Canada. (can order through Canadian Volleyball Association).

Appendices

Unit 14 Appendix A: Movement Skill Rubric: Volleyball Spike Unit 14 Appendix B: Cardio Volley Circuit Cards Unit 14 Appendix C: Simplified Volleyball Rules

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UNIT 14 Volleyball

Sub-Task #1 Ready Position and Volley Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students review and use the basic ready position when sending and receiving volleys.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 14 8p40 Demonstrate respectful behaviour toward the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of respectful behaviour using social skills rubric (Grade 8 Appendix H). • Self-assessment of vigorous participation using a four finger rubric.

Teaching/Learning Strategies

A) Warm-Up • Jog and Jump . Students jog around the perimeter of the gymnasium with a volleyball. While jogging, students: – Throw the ball in the air and catch it. – Throw the ball in the air, jump and catch the ball at the peak of the jump. – Bounce the ball and catch it behind the back.

• Inform students that they will be self-assessing their vigorous participation at the end of the class. Ask students what vigorous participation looks like (e.g., always moving, sweating, breathing hard, encouraging others, being focused).

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B) Skill Development • Ready Position Practice. Students scatter and assume the ready position. Teacher moves arou n d the gymnasium, students turn to face teacher and assume the ready position. Students run into an empty space and on a signal, stop and assume ready position. Call out different objects in gymnasium such as net, wall, or door. Students run freely about gymnasium, but stop when an object is called, and assume the ready position while facing it. • Indicators for ready position: –Weight evenly distributed on balls of feet. – Feet shoulder-width apart. – Knees slightly bent. – Arms bent down and in front of body. – Back straight with a slight lean forward. – Head up (eyes on ball). – Body ready to move. • Volley Review . Standing close together in partners, player A tosses the ball to player B. Player B waits in the ready position and catches the ball in the volley position by contacting the ball above the forehead. Player A moves three metres away from player B and tosses the ball again. Player B moves into position to catch the ball. Player A then varies the tosses to B by varying direction and time between tosses. • Indicators for the volley:

– Fingers slightly bend and spread in a triangular position above forehead. – Elbows wide. – Hands slightly above forehead looking through triangle. – Head up. – Eyes on ball. – Knees bent and relaxed. – Feet shoulder-width apart. – Arms give while catching the ball. – Contact of the ball is with pads of fingers, not palms or fingertips.

C) Skill Application • Students continue to work in pairs. Player A tosses and player B volleys back, not catching the ball in the volley position. Player B aims volley back to target (Player A). Students alter direction and distance to increase the challenge.

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• Continuous Volley . Create lines of about three to four students waiting to volley, with one tosser at the front of the line.

• After A tosses to each person in line, B1 takes A’s spot and tosses to each of the others. The line rotates until everyone has been the tosser. Encourage students to move continuously, trying to reduce wait time in transition between tossers.

D) Cool-Down/Wrap-Up • Students stretch in their small groups, stretching from head to toe and holding stretches for 15 to 30 seconds (Grade 8 Appendix A). • Students assess how well they participated by holding up one to four fingers. One finger is a level 1, 14 four fingers level 4. Ask a few students why they gave themselves their ratings (e.g., level 3 because I was moving most of the time, but I could have participated more) .

Extension • Increase the distance that students are volleying to increase the challenge. • With Continuous Vol l e y , the tosser can volley to the line instead of tossing the ball to add challenge.

Notes to Teacher

• Emphasize getting into position with the feet. To play the ball correctly students must position themselves under the ball. • Asking students to publicly explain their reason for giving themselves levels 1, 2, 3 or 4 for participation helps to clarify the target for both student and teacher. Give examples to help define the different levels.

Appendices

Grade 8 Appendix A: Safe Stretching Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8)

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UNIT 14 Volleyball

Sub-Task #2 Forearm Pass: Bump Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the forearm pass in partners, in drills and modified games. Students gradually progress to using the skill-forearm pass in a game situation.

Expectation Code Learning Expectation

8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of performing skills in sequence (forearm pass) using an anecdotal observation recording chart (Grade 8 Appendix N) in conjunction with a teacher developed checklist (see forearm pass indicators) Grade 8 Appendix J-1. •Teacher observation of participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Moving to Music. Begin with an easy jog around the perimeter of the court. Jog from baseline to net. At the net, students do a two-foot jump (block) four times across length of net, and then run backwards to the baseline. • Repeat three times.

B) Skill Development • Eye/Forearm Coordination. Students each have a soft ball and use forearms to keep ball in air. Practise bouncing the ball off the floor, hitting it with forearms and repeating. Students work with a partner and toss an easy two-hand underhand toss to a partner who is kneeling (knees wider than hips) two metres away. Partner forearm passes ball back to partner.

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• Indicators for the Forearm Pass: – Assume a ready position with a slight forward bend from the waist. – Place one hand, palm up on the palm of the other, bring thumbs together and point them down slightly (hands together with thumbs parallel). – Keep elbows straight and eyes on the ball. – As the ball is contacted, (contact between the wrists and elbows) extend the elbows, raise the arms and extend from the knees and hips (do not swing the arms).

C) Skill Application • Dash and Bump. One partner at net tosses ball over the net about mid-court to the other partn e r . Partner stands at baseline in ready position and on partner’s verbal signal, sprints forward three or four steps, contacts ball (bump) and then returns to baseline. Tossers check the body position of their partners, and offer suggestion. After 10 repetitions, partners switch positions. • Shuttle V ol l e y b a l l . Students work in groups of six, with three on one side of the net and three on the ot h e r . One student tosses over the net, then scoots underneath to the end of the opposite line. Students volley or bump to ret u r n the ball and work together to try to position the ball well so they can keep the ball going. Challenge students to set and beat team rec o r ds for number of continuous hits. 14

D) Cool-Down/Wrap-Up • Partner Mir ror. Students work with a partner to stretch head to toe. Students take turns leading stretches. Students look at participation rubric (posted on wall) and assess their participation. Students record their level of participation in their fitness journals.

Extension • Play shuttle volleyball with fewer players (three or four). The smaller the number of players, the greater the challenge. Playing at a net is not necessary.

Notes to Teacher

• Use cue words to help students remember body positions (e.g., for forearm pass, “pretend your arms are frozen in a block of ice”).

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix N: Anecdotal Observation Recording Chart Unit 14 – Sub-Task #2 487 Health and Physical Education – Grade 8 Skill Building Activities – Volleyball Unit - 14 Revised Final 2 1 1/17/01 9:15 AM Page 488

UNIT 14 Volleyball

Sub-Task #3 Overhead Pass: Volley Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the volley by themselves and with partners, in drills and modified games.

Expectation Code Learning Expectation

8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of performing skills in sequence (from ready position to the volley) using skills indicators from the lesson in conjunction with a movement skills rubric (Grade 8 Appendix J-2) •Teacher observation of participation using participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Line Jog. Students line up on the base line with half on one side of the court and half on the other. Speed walking, students walk to the first line, touch it, then return to the base line. Students walk out to the next line and return. Students continue until they have touched every line between the base line and the net. • Students repeat, jogging, then repeat again, moving faster.

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B) Skill Development • Review Volley Teaching points from Sub-Task #1. Ask students what points they should keep in mind. Ask students what they need to do to increase the force and accuracy of their volley. Points could include: – Force comes from the knees, arms, wrists and fingers. – Following this powerful total body “extension” upwards through the ball stretch fingers in the direction of the pass. – Focus on the target and on extending. • Wall Volley . Place masking tape at various heights on the wall. Students volley to hit different spots, working on accuracy. • Gr oup V ol l e y . Students work in groups of four or five, with one person in centre and three to four on the outside. Centre person volleys ball to a person on outside who volleys it back to centre person and continues around the circle. Challenge the students to move slowly to a new centre person, without breaking the rhythm of the volley, after all have received the volley once. After each round, the students step back one step so they work on volleying for distance as well as accuracy. 14 C) Skill Application • Half of the students work at the net and half work in pairs in an open space. Students at the net work alone standing close to the net. They pass the ball over the net, duck under net to receive it, and pass it back over again. They continue the play down the length of the net.

• Pairs in the open space designate one partner to be the tosser. The tosser turns their feet in direction of toss. Their partner reads the direction of their feet, and moves to the intended line of toss to volley ball up and back to tosser. To increase difficulty, partners can move further apart. • Volley Challenges. Students try the following challenges while volleying: –Volley ball three metres high, then one metre high. – Move in a zigzag pattern around the court. –Volley, turn 180 degrees, then volley again. –Volley, let ball bounce, lie down, then volley again. –Volley, sit down, volley, lie down, volley, sit, volley, stand, volley. • Encourage students to make up their own volley challenges and share them with a partner or the class.

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D) Cool-Down/Wrap-Up • Stretch with a Ball. Students use a volleyball to complete a number of stretches (e.g., roll ball around legs while extended, hold ball behind back and lift, lunge and stretch ball to both sides). • Students assess their participation by looking at the participation rubric (posted on the wall). For homework, students may note in their journals what they did well and how they could improve.

Extension • During Group Volley, challenge students to do extra tasks between volleys when volleying in a circle (e.g., each person does three push-ups before the ball comes back to them).

Notes to Teacher

• Use badminton nets and courts to increase the number of available courts. • See indicators for the volley in Sub-Task #1.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-2: Blank Movement Skills Rubric

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UNIT 14 Volleyball

Sub-Task #4 Underhand Serve Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the skills of the underhand serve through the use of drills, prog r essing to game situations.

Expectation Code Learning Expectation

8p22 Apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in volleyball: moving into a ready position to contact the ball). 14 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of performing skills in combination (underhand serve) using a movement skill recording chart (see underhand serve indicators in lesson) (Grade 8 Appendix J-1). • Self-assessment of fair participation using “Respect and Support for Others” section of the participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Power walking progressing into jogging around gymnasium. Encourage students to move in different pathways and to use all the space. Call out “ready” and students jump into ready position, as if prepared to volley.

B) Skill Development • Serving Preparation. Students review the body position and steps for an underhand serve. Students practise tossing a rubber ring to a target such as a pylon or partner. Practise tossing underhand to a wall, over the net to a target area and to a moving partner.

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• Serving Tips and Indicators. – Feet apart, one foot ahead, pointing towards the target. – Knees bent, weight on back foot. – Hold ball in the palm of the non-dominant hand, in front and to the side of the body. – Strike the ball with the flat surface of the striking hand (with fist or open hand). – Serving hand starts behind the body and follows through past the point of ball contact (in the intended direction of the serve). –Transfer body weight from the back foot to the front foot with the serving motion. – Fingers of the support hand release the ball rather than tossing it in the air. • Serving Practice. Students practise serving from mid-court. Students on one side of the court serve continuously while students on the other side catch balls and roll them back. • Students gradually step back, moving to serve from the service line of the court. In pairs, students practise serving to a partner: – Serve over a net to a partner. Partner catches and rolls ball back. – Serve over net to a designated spot such as a mat, hoop, or pylon. Partner stands at target to catch the ball, then rolls it back. – Serve to a partner. Partner volleys or bumps it back. – Students switch roles.

C) Skill Application • Double Serve. To practise serving and getting into receiving position, students work in groups of six or eight. Define boundaries of a small court and play three-on-three or four-on-four.

•Two students serve a soft (gatorskin or practice ball) ball towards the other team. Both teams work to return the ball and keep both balls in the air as long as possible. Both teams work to try to keep balls in the air instead of trying to get the ball to touch the floor on the opponent’s side. After each rally, both teams serve again. Students can try to set records for the number of times they can keep both balls in the air.

D) Cool-Down/Wrap-Up • Call out a body part and students do a stretch for that body part for 15 to 30 seconds. Students may look at peers for ideas if they cannot think of a stretch. • Students look at the “Respect and Support for Others” section of the participation rubric (posted on the wall) and identify what they are doing well and what they can improve.

Extension • Students may be given time to play a simulated game with special modifications such as the ball is only served and tossed back, without volleying or bumping. Students may toss from the overha n d or underhand positions. Students keep track of their successful serves.

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Notes to Teacher

• When introducing serving, consider putting the net at a lower height to make it easier.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Blank Movement Skills Recording Chart

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UNIT 14 Volleyball

Sub-Task #5 Putting the Skills Together Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students practise the volley, forearm pass and serve in a circuit. Following the circuit, students play a game of bounce volleyball.

Expectation Code Learning Expectation

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of perfo r ming skills in sequence using a movement skills rubric with volleying skill indicators from the lesson (Grade 8 Appendix J-2). Students provide peer feedback at each station.

Teaching/Learning Strategies

A) Warm-Up • Volley Tag. Designate three to five students “it,” and give these players a volleyball. When an “it” tags another player they hand that player the volleyball. The tagged player takes the ball and performs five volleys against the side wall. Upon completion of the volleys he or she re-enters the game as an “it,” with a volleyball in hand. Change the players who are “it” as necessary.

B) Skill Development

• Volleyball Skills Circuit. Students participate in a circuit, emphasizing ball control. • Divide the class into six even groups. • Set up a circuit using the entire gymnasium with the following stations:

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• Station 1: – Aim to serve the ball to the group on the other side of the net. – Serve two balls and then join the end of their line. • Station 2: – Receive the serve from Station 1 with a bump to self, and then bump or volley the ball back over the net to Station 1. • Station 3: – Approximately one to two metres away from the wall, perform continuous controlled bumps against the wall. • Station 4: – In a circle, using the forearm pass and overhead volley, work as a group to keep the ball in the air for as many continuous passes as possible. – Count the number of continuous passes and try to improve with each attempt. • Station 5: – In pairs, practise the overhead volley and forearm pass. – Create a sequence, trying to repeat it as many times as possible (e.g. volley, volley, bump, volley, volley, bump ...). 14

• Station 6: –Working in three’s, using first volleys and then bumps, pass the ball around the triangle. – Continue passing the ball around the triangle as many times as possible.

C) Skill Application • Modified Game: Bounce Volleyball. Set up two games using half courts. Use regular volleyball rules with the exception that the ball is permitted to bounce once on the floor between hits.

D) Cool-Down/Wrap-Up • Following the game, students perfo r m three stretches on their own before putting away the equipment.

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Extension • Students move to three extra circuit stations, choosing to go to the ones where they want to improve their skills.

Notes to Teacher

• Consider the spacing of the stations for the skills circuit. • Remind students to gather stray volleyballs during the tag game and circuit for safety reasons. • Emphasize ball control in the skills circuit.

Appendix

Grade 8 Appendix J-2: Movement Skills Rubric

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UNIT 14 Volleyball

Sub-Task #6 Serving Practice Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students consolidate the skills of the underhand serve through the use of drills. For students who have mastered the underhand serve, the overhand serve is introduced.

Expectation Code Learning Expectation

8p 2 2 Apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in 14 volleyball: moving into a ready position to contact the ball). 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of performing skills in sequence (underhand serve) using a movement skills recording chart (Grade 8 Appendix J-1) with underhand serve indicators from the lesson. • Peer assessment of sports etiquette and fair play using a Social Skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Jog and Volley . Students jog laps around gymnasium with a volleyball in hand. On a signal such as a whistle or music stopping, students perform a task (e.g., five self volleys, five self bumps, volley, bump, volley sequence).

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B) Skill Development • Underhand Serve. Review teaching points from Sub-Task #4. For those students who have mastered the underhand serve, introduce the overhand serve. Students practise serving using either type of serve. Indicators for overhand serve: – Use same initial body position as underhand serve: feet apart, one foot forwa r d, weight on back foot. – Hold ball in non-striking hand at about shoulder height with both arms bent slightly. – Keep serving arm cocked with hand above head. –Toss ball straight up in front of shoulder. – Move hitting arm in throwing motion. – Strike ball with heel of hand and follow through snapping the wrist. –Transfer weight from back to front foot on contact.

C) Skill Application • Clean It Up. Use soft practice volleyballs or gatorskin balls. Divide the students on both sides of the court. Students serve balls continuously, trying to keep the balls on the other side of the court. Encourage the students to take the time to use proper form. Caution students to keep their heads up and watch for balls.

D) Cool-Down/Wrap-Up • Pass and Stretch. Students work in groups of five or six, and pass a ball from one person to the next. Student with the ball leads a stretch for the group. They hold it for 15 to 30 seconds, then pass the ball to a new leader.

• Students look at participation rubric with a partner and discuss what they did well and what they could improve.

Extension • Students work with a partner to provide feedback and suggestions for overhand and underha n d se rv e .

Notes to Teacher

• Emphasize the importance of a successful serve with accuracy being more important than the force of the serve.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix J-1: Blank Movement Skills Recording Chart

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UNIT 14 Volleyball

Sub-Task #7 Th re e - o n - T h r ee Badminton Vol l e y b a l l Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Skipping ropes Benches Description Students participate in a warm-up, followed by a vigorous cardio circuit. At the completion of the circuit students will play three-on-three volleyball on the badminton courts.

Expectation Code Learning Expectation 14

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of fair play, re c o rding response to social skills rubric (Grade 8 Appendix H) in a journ a l . •Teacher assessment of participation using a participation rubric (Grade 8 Appendix G).

Teaching/Learning Strategies

A) Warm-Up • Groups. Students slowly jog the perimeter of the gymnasium. On a stop signal such as a whistle or the music stopping, students form groups the size that the teacher calls out. At the end of this warm-up, students should be in groups of either six or eight, for Skill Development.

B) Skill Development

• Cardio Volleyball Circuit. Students work in groups of approximately six, working on volleyball skills and cardiovascular fitness. Play music while students are working at stations (See cards Unit 14 Appendix B.) Rotate stations every two minutes by stopping the music to signal a change in stations

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• Station 1, Bench Steps: – Using a bench, students step up and down on the bench. • Station 2, Self Volley: – Students volley to themselves, keeping the ball high in the air and in control. • Station 3, Skipping: – In the middle of the gymnasium, students skip. • Station 4, Wall Bump: – Students use a forearm pass to bump a ball continuously against the wall.

• Station 5, Shuttle Run: – Using the lines on the gymnasium floor, the students run back and forth between two lines, touching the lines each time they change direction. – The whole group does this activity at the same time. • Station 6, Net Recovery: – Students throw the ball into the net with force and bend to dig and recover the ball from the net with a bump.

C) Skill Application • Th re e - o n - T h r ee Badminton V ol l e y b a l l . Using the badminton courts and nets, students play mini volleyball games. Use regular volleyball rules. Encourage students to use skills from the circu i t , such as recovering the ball when it goes into the net. If a team has more than three players, rot a t e pl a y e r s .

D) Cool-Down/Wrap-Up • Wall Stretches. Students stretch at the wall, pressing arms against wall and stretching shoulders. Students place foot on the wall and stretch hamstrings by leaning over leg. Students stretch shoulders and calves by pushing in to the wall and feeling a stretch. Students review a participation rubric with a partner and discuss what they did well and improved from the previous class. • Students give themselves a rating of their fair play and sports etiquette, by observing the social skills rubric (posted on the wall) and noting their reasons for their rating in a journal.

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Extension • Add a “duck under” rule to thre e - o n - t h ree volleyball. After students hit the ball, they duck under the net to join the other team. Teams work together to try to keep the ball and the people moving continuously.

Notes to Teacher

• Post the cardio volleyball stations on the wall (See Unit 14 Appendix B). • Set the cardio circuit up as the students are doing their slow jog around the perimeter of the gymnasium. • Demonstrate the set up for three-on-three volleyball.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) 14

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UNIT 14 Volleyball

Sub-Task #8 The Spike Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Skipping ropes Description After covering safety procedures, students are introduced to the spike. Due to the advanced nature of this skill, skipping ropes may be used in place of a net to establish different heights.

Expectation Code Learning Expectation

8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of movement skills (spike)* using a movement skills checklist (Unit 14 Appendix A). • Peer assessment of fair play using peer discussion based on indicators from the social skills rubric (Grade 8 Appendix H).

Teaching/Learning Strategies

A) Warm-Up • Line Move. Students move around the gymnasium, walking on lines. Call out “jog,” “skip,” or “power walk,” and students move as directed. Encourage students to move continuously to raise their heart rates. Students roll their shoulders, neck and arms as they move.

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B) Skill Development • Introduce the Spike. – Students toss the ball and hit it with force with the heel of their hand into floor. – Students practise a “mini-spike” with a short self-toss and correct arm action, spiking the ball into the floor, then wall, and snapping the wrist. –Without the ball, students practise approach, taking two steps and approaching the wall on a 45 degree angle, jumping and touching the wall. • Using the indicators below, break down the skill for the spike: – Approach the net with two steps at about a 45-degree angle. –Take off is with two feet and straight up and down. – As the jump is made the hitting arm comes up as for a throwing action (the elbow is kept high). – The arm is brought down over the ball with a snap of the elbow and wrist. – Contact is made on the heel of the hand. – Palm strikes ball first, followed by fingers that are brought into contact with ball by final wrist snap. –Avoid touching the net with hands.

C) Skill Application 14 • Spike Practice. Students work in groups of three. One person throws a ball straight up, second person runs up and uses a spiking action to hit the ball to the floor, third person retrieves ball. Tosser and retriever use movement skills rubric (Unit 14 Appendix A) to provide feedback to student spiking. Give each student five or six turns in a row, then switch positions. • Modified Volleyball Game. Using a three - o n - t h r ee setup, have students play a game incorporating the spike into each rally. If students score a point by using a spike, the team receives double points.

D) Cool-Down/Wrap-Up •Working in their group of three, students take turns leading each other in stretches to cool down. •With a partner, students discuss examples of fair play. They discuss what they did well and what they think they could improve for next class.

Extension • More Spike Practice. One student stands at the net holding a ball high. Student can stand on a chair. Others run in and jump to touch or spike the ball. Students work to touch the ball but not the net. Students experiment running in at different angles.

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Notes to Teacher

• Lower the net for this sub-task to ensure greater success with the spike. Use skipping ropes if net cannot be lowered. • *Students are not expected to master the spike at this level. Students are introduced to the skill for the challenge and also to practise putting together a sequence of movement skills. • In three-on-three game, ask students what strategies they are using when on offense and defense. Responses when being on offense may include placing the ball where it is difficult to receive (in a “hole,” along the sides, to the back). Responses when on defense may include calling the ball, covering their position, being ready to move.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grade 1-8) Unit 14 Appendix A: Movement Skills Checklist: Volleyball Spike

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UNIT 14 Volleyball

Sub-Task #9 The Block Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Skipping ropes Description Students are introduced to the block. Due to the advanced nature of this skill, skipping ropes may be used in place of a net to establish different heights.

Expectation Code Learning Expectation 14 8p34 Follow safety procedures related to physical activity, equipment and facilities and continue to take responsibility for personal safety 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of participation using a target (Grade 8 Appendix O-1). •Teacher assessment of safety procedures using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Pa r tner Relays. Students work with a partner to do a series of warm-up challenges. One partn e r speed walks from one side of gymnasium to other, does one high jump against wall (block) then speed walks back to partner. Partner does the same. Students continue the relay adding an additional jump at the wall each time. Encourage students to jump off with two feet and to reach both hands high up the wall to practise for the block.

B) Skill Development • Block Introduction. Introduce key points for the block. – Put tape on the gymnasium wall at various heights. – Have students jump straight up while facing the wall and attempt to slap both hands above the tape.

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– Students face each other and jump as high as possible, slapping hands in the air. – Students form two lines on opposite sides of the net. Students jump and slap hands with the student on the other side of the net. Encourage students to try to reach above the net. • Using the indicators below, break down the skill: – Stand about half an arm’s length from the net, arms are up with hands about shoulder height, palms facing forward. – Jump straight up and down. – Hands are less than a ball’s width apart, facing forward and slightly down. –Avoid touching net with hands.

C) Skill Application • Step and Jump. Students form two lines with partners facing each other on opposite sides of the net. Students take two steps towards the net, then jump to slap hands with their partner above the net. Students try not to touch the net. Students step to the side and do this again until they reach the end of the net where they then go back and start again. • Toss and Block. Partners face each other with one ball. One partner starts in ready position for blocking. Partner tosses the ball just over the net so student in blocking position can jump to block the ball or tap it over the net. Students work on timing and correct body extension to block ball. Switch after five repetitions. Students play a game of four-on-four volleyball. Score a bonus point for the team if any student uses a block or a spike successfully.

D) Cool-Down/Wrap-Up • Partner Stretch. Students work with a partner to cool down and stretch. Students discuss what parts of the block and spike they found challenging and with what parts they had success. Students can work together to add resistance to stretches. Caution student not to pull or jerk. Students should stop immediately when partner indicates. • Students assess their participation using a participation target posted on the wall.

Extension • Students work in groups of three to try to set up a toss, spike, block.

Notes to Teacher

• Lower the net or use skipping ropes in place of a net. • Students are not expected to master the block at this level. Students are introduced to the skill for the challenge and also to practise putting together a sequence of movement skills.

Appendices

Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix O-1: Participation Target Blank

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UNIT 14 Volleyball

Sub-Task #10 Modified Games Facility Gymnasium Grass or sand Materials Volleyball or badminton poles and nets Variety of volleyballs such as soft touch, practice, beach, and leather Description Students participate in a variety of modified games.

Expectation Code Learning Expectation

8p 2 2 Apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in volleyball: moving into a ready position to contact the ball). 14 8p 3 4 Follow safety proc e d u r es related to physical activity, equipment and facilities and continue to take responsibility for personal safety 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Peer assessment of movement skills (spiking)* using a checklist (Unit 14 Appendix A) •Teacher assessment of participation using a participation rubric (Grade 8 Appendix G). • Self-assessment of safety procedures using a safety rubric (Grade 8 Appendix I).

Teaching/Learning Strategies

A) Warm-Up • Line Run. Students line up on the base line with half on one side of the court, half on the other. Beginning by speed walking, students walk to the first line, touch it, then return to the base line. Students walk out to the next line and return. Students continue until they have touched every line between the base line and the net. • Students repeat by jogging, then repeat again, moving even faster.

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B) Skill Development/Application • Keep It Up. Students work in groups of five or six to keep a ball in the air, using volleys and bumps. Challenge students to set a record and try to beat their record. For a greater challenge, students can try to hit the ball, alternating volleys and bumps. Students can make a more elabo- rate pattern (e.g., volley, bump, bump, volley, volley) and try to repeat it.

• Half Court V ol l e y b a l l (4-8 players). Students are placed in teams of four to eight players. Mini game of volleyball is played on half courts. Badminton courts are ideal. Rotate games so students get to play against all teams. Encourage students to focus on strategy. Students use net/wall game strategies: – On offense, place the ball where it is difficult to receive (in a “hole,” along the sides, to the back). – On defense, call the ball, cover their position, and be ready to move.

C) Cool-Down/Wrap-Up • Full Team Stretch. Students take turns leading their team in cool down stretches. Students stretch muscles from head to toe. Students self-assess their attention to safety procedures using the safety rubric (posted on the wall).

Extension • Play full court volleyball. Play with nine players per side so students get maximum opportunity to be active. Rotate after every serve with students at the side rotating in to play.

Notes to Teacher

• See Grade 8 Appendix P for more information about Transferable Skills: Strategies and Tactics. • *Students are not expected to master the spike at this level. Students are introduced to the skill for the challenge and also to practise putting together a sequence of movement skills.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grade 1-8) Grade 8 Appendix P: Transferable Skills: Strategies and Tactics Unit 14 Appendix A: Peer Assessment Spiking Rubric Unit 14 – Sub-Task #10 508 Health and Physical Education – Grade 8 Skill Building Activities – Volleyball Unit - 14 Revised Final 2 1 1/17/01 9:16 AM Page 509

Movement Skills Rubric: Volleyball Spike

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Cardio Volley Circuit Cards

Station 1 – Bench Steps Station 2 – Self Volley • Step up and down. • Keep ball high and in control.

Station 3 – Skipping Station 4 – Wall Bump • Skip without stopping (or start • Bump ball continuously again if you stop!) against the wall.

Station 5 – Shuttle Run Station 6 – Net Recovery • Run back and forth between two lines, • Throw the ball into the net with force. touching the lines and changing direc t i o n . • Bend to dig and recover the ball from the net with a bump.

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Simplified Volleyball Rules

The purpose of the game is to prevent the ball from falling to the ground on your side of the court. Each team tries to hit the ball to the ground in the opponents’ court and the opponents try to prevent this.

1.The ball must be put into play by a serve. 2.Players must rotate to all positions in the correct order. 3.The ball must not be held. 4.A player may not hit the ball twice in a row unless blocking. 5.A violation will result in loss of serve or a point for the serving team.

• Only the serving team scores point when a violation by the opposing team occurs (unless playing rally point scoring where either team may 14 score a point on a violation, regardless of which team served the ball). • A game goes to 15 points and a team must win by two points. In rally point scoring a game goes to 25. • A ball landing on a line is in play.

Violations:

Line Violation: stepping over the centre line, under the net Net Violation: touching the net with the hand, body or clothing Double Hit: bumping the ball with two hands that are not joined ball hitting two parts of the body ball rolling up the arms Holding: slapping reaching to volley away from the body midline contacting the ball behind the forehead level (pushing) open-handed bump: lifting directing: turning wrists after contact

Unit 14 – Appendix C 511 Health and Physical Education – Grade 8 Skill Building Activities – Volleyball Unit - 14 Revised Final 2 1 1/17/01 9:16 AM Page 512this is a blank page Full Unit 15 - Revised Final 1/17/01 9:13 AM Page 513 OVERVIEW UNIT Basketball Duration 10 Sub-Tasks 1155 Description Students actively participate in the invasion/territory game of basketball. They review and practise basketball sending, receiving and carrying skills in small group and game situations. Students are encouraged to develop a variety of interpersonal and sport etiquette skills, such as fair play, cooperation, and maintaining personal control in game situations.

Sub-Task Title Expectation Code

1. Dribbling and Ball Handling 8p21, 8p22, 8p35 2. Passing from a Dribble 8p22, 8p23, 8p34 3. Shooting: Set Shot, Foul Shot 8p24, 8p34 4. Basketball Golf 8p24, 8p41 5. Basketball Skills Circuit 8p21, 8p35 6. Offensive Skills: Pivoting and Dribbling 8p23, 8p26, 8p35 7. More Offense: Lay-Up and Pivoting 8p24, 8p27, 8p40 8. Defensive Skills, Rebounding 8p35, 8p40 9. Basketball Strategies: Modified Games 8p24, 8p41 15 10. Game Play 8p34, 8p41

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: •Teacher assessment of movement skills in sequence using a movement skills recording chart with dribbling indicators. •Teacher assessment of attention to safety procedures using safety rubric. •Teacher assessment of participation using a participation rubric. •Teacher assessment of ball control skills (throwing and dribbling) using indicators from the lessons together with a movement skills recording chart. •Teacher assessment of using a sequence of skills (lay-up) using indicators from the lesson with a movement skills recording chart. • Self-assessment of respect for others by sharing examples with a peer. • Self-assessment of participation using participation target. • Self-assessment of vigorous participation by raising hands in response to questions. • Students assess their attention to safety procedures using the activity section of the safety rubric. • Self-assessment of sports etiquette using cooperation and respect sections of the social skills rub r i c .

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• Peer assessment of shooting skills using a checklist with indicators from the lesson together with a movement skills rubric. • Peer assessment of respectful behaviour using a social skills rubric.

Links to Prior Knowledge

Notes to Teacher

• Some similar basketball skills are introduced in Grade 7. In Grade 8, students have an opportu n i t y to develop and refine skills. Encourage students to select a specific skill to work on and improv e . • Making connections between sending, receiving and carrying skills helps students transfer knowledge and apply what they already know to learning new skills. Teaching activities by grouping them into game categories and thinking strategically can help bridge the gap between the development of skill and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q). • Not all basketball skills need to be assessed. Some skills are introduced to build skills that can be assessed in the future. • Asking students to provide reasons for their decisions when assessing their own participation helps clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers. • For maximum playing time, avoid dividing students into shifts and playing full-court games. Use smaller courts and smaller teams so all students have more opportunities to practise. • For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 65-66) for one hand set shot and moving lay-up rubrics.

Appendices

Unit 15 Appendix A: Basketball Golf Scorecard Unit 15 Appendix B: Modified/Simplified Basketball Rules

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UNIT 15 Basketball

Sub-Task #1 Dribbling and Ball Handling Facility Gymnasium

Materials One ball per pair of students Description Students demonstrate the ability to perform high power dribble and low controlled dribble, using fingertip control.

Expectation Code Learning Expectation

8p21 Apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball) 8p22 Apply locomotion/travelling, manipulation, and stability skills in combination and in sequence with specific physical activities (e.g., in volleyball: moving into a ready position to contact the ball) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 15

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher diagnostic assessment of application of movement skills in sequence using a movement skills recording chart (Grade 8 Appendix J-1) with dribbling indicators from the lesson. • Students conduct self-assessment of vigorous participation by raising hands in response to questions.

Teacher/Learning Strategies

A) Warm-Up • Students practise dribbling as they move around the gymnasium. • Students jog the perimeter of the gymnasium, trying to jump up and touch the basketball nets as they go. • Lead students in basic ball handling exercises, moving the ball around their heads, waists and legs, lunge and pass ball around legs, move ball around legs in a figure eight pattern, and swinging ball from side-to-side, from hand-to-hand.

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B) Skill Development • Review skill of dribbling. Students sit cross-legged on the floor, dribbling the ball around their bodies starting at the side, dribbling in front, switching hands and moving to other side. Students stand, dribbling the ball in a stationery position. Challenge students to keep looking up and call out the number of fingers you are holding up. • Hold up your arm and finger to indicate a direction (front, back, right, left, and on angle) for jogging and dribbling. Students move with the ball, keeping heads up and checking for signals to change direction. Ask students what dribbling points they should keep in mind. Reinforce the following points: – Relax and spread out fingers and contact ball with the pads of the fingers. – Push the ball to the floor so that it rebounds to waist height. – Bend knees and keep head up. – Protect the ball with the opposite side of the body (arm and leg). • Human Pylons. Students work in groups of five or six. Students spread out in a line along the gymnasium. One student dribbles in and out of the line, dribbling around each student. Students work on keeping their heads up, controlling their dribble, and using cross-over dribble to switch hands each time they go around a team-mate. Students use a power dribble to dribble straight back as quickly as possible after reaching the end. Students take turns weaving through the line.

C) Skill Application • Students dribble down the court against a defender. Defender shuffles backwards and dribbler moves forward down the floor. Students switch positions and move back across the gymnasium. • Pirates. Students work to keep possession of their ball whiles two or three students without balls try to get possession. If a student without a ball gets a ball, the new student without the ball tries to take another ball. Students must take balls without contact. Call out a variety of signals (e.g., dribble low, power dribble, stationary control dribble, fast forward) and students respond while protecting the ball they are dribbling.

D) Cool-Down/Wrap-Up • Lead a group stretch while reviewing the key points to dribbling. • Ask students if their heart rates were elevated during class, if they were hot and sweating, and if they felt they participated at their best.

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Extension • Dribble using non-dominant hand in all drills. • Power dribble in the relay once using dominant hand, once using non-dominant hand.

Notes to Teacher

• Use a variety of ball sizes. Smaller balls are easier to control. • Emphasize looking up and ahead when dribbling. •To cross the ball over from one hand to the other, students move the hand from on top of the ball to the side of the ball. • Control dribble. Used when stationary or when being closely guarded. Keep ball low and close to the body. • Power dribble. Used when moving quickly down the floor. Ball rebounds to hip height and is pushed in front of the body. • Double dribbling. Dribbling with both hands or dribbling, stopping the dribble, and starti n g ag a i n . • Car rying. Dribbling and bringing their hand from the bottom of the ball over the top. 15 Appendix 5 Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 15 Basketball

Sub-Task #2 Passing from a Dribble Facility Gymnasium

Materials One ball per pair of students Skipping ropes Description Students review the three main types of basketball passes: chest, bounce, and one-hand baseball pass, and execute them from a dribble.

Expectation Code Learning Expectation

8p22 Apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in volleyball: moving into a ready position to contact the ball) 8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of movement skills in sequence (passing from a dribble) using a movement skills recording chart (Grade 8 Appendix J-1). • Students assess their attention to safety procedures using the Activity section of the safety rubric (Grade 8 Appendix I).

Teacher/Learning Strategies

A) Warm-Up • Students work in groups of three with each student performing one of the following tasks: – Continuous Out and Backs (running from the endline to the foul line extended and back). – Skipping a rope. – Dribbling around perimeter of gymnasium switching from dominant to non-dominant hand. On a signal, students rotate to the next activity to continue warming up.

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B) Skill Development • Review chest pass, bounce pass and receiving a pass. • Students practise chest passes and bounce passes with a partner. Ask students what points they are considering when receiving a pass. Review: –Watch the ball. – Reach out with both hands to funnel the ball into the chest. – Keep thumbs behind the ball and elbows in close to the body. – Cushion the ball with hands to receive the ball. • Review key points of chest pass and bounce pass with students. • Chest Pass – Two Hands: – Keep thumbs behind the ball and elbows in close to the body. – Step out on one foot and extend both arms. – Release the ball by rotating the palms outward, so that the backs of the hands face each other on the follow through. – Release and receive ball at the chest. • Bounce Pass: One or Two Hands. Use same teaching points as the chest pass except: – The ball should bounce approximately two-thirds of the way between the passer and receiver. – The ball should rebound off the floor directly into the receiver’s hands below the waist. – The ball should be received between the hips and chest. – After reviewing key points, give students a few more minutes to practise, choosing one or two key points to focus on. 15 – Encourage students to practise a bounce pass using no spin, top spin and back spin. Ask students what they notice.

• Three Person Dribbling Drill. Students work in groups of three. Two students stand at the end of the gymnasium and one stands in the middle. One student (A) with the ball dribbles then passes to the student in the middle (B). Student A takes student B’s spot while student B dribbles down and passes to student C and then take student C’s spot. Encourage students to get their dribble-pass-replace pattern moving smoothly.

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C) Skill Application • Three Person Weave. Students begin in three lines at the end of the gymnasium. The middle person (B) has the ball. Students move down the floor using the chest pass and working on passing and receiving without travelling. B passes to A then follows the pass and runs behind A. A passes to C and again follows the ball. At the end of the gymnasium, students split and run back to the lines by running down the sides of the gymnasium.

• Students complete the same drill with a bounce pass, then adding a dribble before passing.

D) Cool-Down/Wrap-Up • Students sit and stretch, reviewing the key concepts for the chest pass and bounce pass. • Students look at the safety rubric (posted on the wall) to self-assess their safe participation. Students may record their level and criteria in their journals.

Extension • Students practise baseball pass, with one student passing to the partner on the run as they move to the end of the gymnasium.

Notes to Teacher

• Do a walk through demonstration of the three person weave (with and without a ball). • Discuss topspin and backspin with the bounce pass. The ball picks up speed when topspin is added and loses speed when backspin is added. • Refer to Appendix P: Transferable Skills: Sending/Receiving/Carrying for more information.

Appendices

Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Unit 15 – Sub-Task #2 520 Health and Physical Education – Grade 8 Skill Building Activities – Basketball Full Unit 15 - Revised Final 1/17/01 9:13 AM Page 521

UNIT 15 Basketball

Sub-Task #3 Shooting Facility Gymnasium

Materials One basketball per student Description Students continue to develop their shooting techniques, using the acronym “BEEF” as a reminder for basic mechanics.

Expectation Code Learning Expectation

8p24 Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety

Assessment Opportunities: Suggestions for Assessing Expectations 15

Formative/Ongoing: • Peer assessment of shooting skills using indicators from the lesson together with a movement skills rubric (Grade 8 Appendix J-2). •Teacher assessment of attention to safety procedures using a safety rubric (Grade 8 Appendix I).

Teacher/Learning Strategies

A) Warm-Up • Students move around the gymnasium practising dribbling and passing skills. Encourage students to work in their own space and to be aware of others around them. As students move, call out different passes (e.g., bounce pass, chest pass, baseball pass). Students stop moving to do the pass five times against the wall, and then continue moving.

B) Skill Development • Students work with a partner at baskets (work at the side of the basket so at least two to three groups may work at a basket (one group left of basket, one in middle, one at right). • In pairs, one student is a passer, one a receiver/shooter. Students receive pass in a triple threat position (prepared to shoot, pass or dribble). Students square up to the basket and execute a set shot. Partners use movement skills rubric (Grade 8 Appendix J-2) with one hand set shot indicators to provide feedback to their partner on shooting technique.

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• Students provide feedback based on the following points: One Hand Set Shot – Indicators – Use a balanced position, squared to direction of shot. – Flex knees with one foot slightly in front of the other. – Keep elbow under ball, pointed towards target, in line with shoulder and toe. – Extend legs and arms when ball is released, following through with the dominant hand, and dropping the other hand off the ball. – Look at the target. Aim at a 45-degree angle to the basket, shooting off the backboard as the ball travels in a high arc. – Push with entire hand through the ball in direction of the shot, then “wave goodbye to the ball” as the wrist follows through. – Be ready to move and prepared to rebound the ball. – Students use the acronym “BEEF” (balance, elbow, eyes, follow through) to provide reminders of the key concepts to think about when shooting. – Encourage students to increase the challenge as needed by increasing the shooting distance.

C) Skill Application • Twenty-One. Students practise set shots and foul shots with games of “21.” Several groups share one basket. Students work in groups of three or four. Students determine a shooting order, then student #1 starts the game with a set shot from the foul line. If the shot is successful, they receive one point and continue to take set shots from the foul line (receiving two points for each successful foul shot). If the shot is unsuccessful, student #2 rebounds the ball and attempts a shot from where they gain control of the ball. If they are successful, they receive a point and move to the foul line to shoot. The game continues in order. With the exception of the first shot to start the game, all foul shots count for two points and shots from the floor count for one point. Students strive to get 21 points exactly without going over.

D) Cool-Down/Wrap-Up • Students continue to work in small groups, stretching muscles used.

Extension • Set Shot Relay. Students work in groups of six with one ball. Group spreads out down the length of the gymnasium to pass the ball from person-to-person using a bounce pass. The last person takes a shot at a basket at the end of the gymnasium, runs with the ball to the start of the line, and repeats the relay until all students have had a turn to shoot. Repeat the rel a y , trying to improve the team score.

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Notes to Teacher

• The scoring in the game of “21” does not reflect scoring in a game of basketball. In fact, it is opposite to it (in a basketball game, two points are awarded for shots from the floor and one point is scored for foul shots). • Another term for “waving goodbye to the ball” when following through on the set shot is to make a “goose neck” with the wrist.

Appendices

Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-2: Movement Skills Rubric

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UNIT 15 Basketball

Sub-Task #4 Basketball Golf Facility Gymnasium

Materials One basketball per student “Hole Number”cards indicating the shooting spots Scorecards (Unit 15 Appendix A) Description Students actively participate in a game of Basketball Golf to practise shooting skills.

Expectation Code Learning Expectation

8p24 Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8 p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: • Self-assessment of sports etiquette (Group Interaction, Fair Play) using Cooperation and Respect sections of a social skills rubric (Grade 8 Appendix H). • Teacher assessment of shooting skills using movement skills rec o r ding chart (Grade 8 Appendix J-1) with indicators from Sub-task #3.

Teacher/Learning Strategies

A) Warm-Up • Students do an easy jog around the gymnasium, first without a ball, then continuing to move with a ball after two to three minutes. Students watch teacher for signals to change directions and change dribbling hands. Encourage students to dribble with their heads up so they can respond to signals.

B) Skill Development • Review “BEEF” and key indicators for proper mechanics in shooting (see Sub-Task #3). • Students practise shooting, taking a shot on each net in the gymnasium. Encourage students to make as many circuits of the gymnasium as time allows, trying to increase their score of balls in the net on each round.

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C) Skill Application • Students work in golf groups of four, each with their own ball. While students are forming groups, place “hole” numbers on the floor at each basket so that there are 9 holes at all the baskets around the gymnasium. Each basket will have a few different holes with each hole marker indicating a different place for taking the shot. Each foursome starts at a different basket which will have approximately three “holes” or shooting spots, with a pre-determined “par.” • Students move from hole to hole, rec o r ding the number of shots it takes to sink the basketball. The distance and angles at each “hole” pred e t e r mine the “par” on the scorec a r d. To keep the game moving, a maximum number of shots at each “hole” can be determined. Use scorec a r ds in Unit 15 Appendix A.

D) Cool-Down/Wrap-Up • Foursome Str et c h . One student in each foursome leads a stretch for their group. Students assess their sp o r ts etiquette (Group Interaction, Fair Play) using Cooperation and Respect from the social skills rubric (posted on the wall). Ask each group to share one example of fair play exhibited during class.

Extension • Using only one ball per group, students work together to score collectively. They take turns attempting to score by shooting from the spot where the ball is rebounded. Students record collective number of attempts at each hole. 15 Notes to Teacher

• Make up scorecards in advance, and a basketball/golf map with location of holes and “par.” • Challenge can be increased or decreased at each hole by adjusting the height of the basket, changing the angles of the shots and adjusting “par” at each basket (e.g., baseline shots are more difficult than those with the backboard angle). • After playing one round, encourage students to determine “par” themselves, creating a challenging course. • Set the shot locations within a realistic shooting range for students. • Remind groups they need to be aware of other foursomes shooting at the same basket.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Unit 15 Appendix A: Basketball Golf Scorecard

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UNIT 15 Basketball

Sub-Task #5 Circuit Facility Gymnasium

Materials Basketballs Pinnies Pylons Mats Benches Skipping ropes Description Students actively participate in circuit drills to improve personal performance in all areas of basketball. Students follow the rules of fair play and sports etiquette.

Expectation Code Learning Expectation

8p21 Apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball) 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of movement skills using a movement skill recording chart (Grade 8 Appendix J-1) together with indicators from previous lessons. Observe skills at circuits. • Student self-assessment of participation using participation target (Grade 8 Appendix O-1).

Teacher/Learning Strategies

A) Warm-Up • Tiger By The Tail. Students work in partners with one partner tucking a pinnie or flag in the back of their shorts. Partners chase their fellow partner and attempt to grab the pinnie or flag. • When successful, partners switch roles. Repeat this drill while partners dribble a basketball.

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B) Skill Development/Application • Divide students between stations. Students work alone or with partners. • Each drill is performed for 30 seconds with students trying to complete as many repetitions in 30 seconds as they can. Encourage students to work on accuracy and good form as well as speed.

• Station #1: Mika Drill. Students work at a 45 degree angle to the basket starting close to the basket. They attempt to score as many baskets as possible using the set shot off the backboard. Students practise using both sides of the basket. • Station #2: Chest Pass. From a taped line on the floor, approximately two metres from the wall, 15 students chest pass and catch as many times as possible in 30 seconds. • Station #3: Dominant Hand Dribble. Using their dominant hand, students dribble a figure eight around two pylons as many times as possible maintaining the height of the dribble between their knees and waist. • Station #4: Lay-Ups. Place a pylon at the center of the foul line. Students complete a lay-up, retrieve the rebound, dribble around the pylon, and approach the basket again for another lay-up. • Station #5: Bounce Pass. From a taped line on the floor, approximately two metres from the wall, students bounce pass and catch as many times as possible in 30 seconds. • Station #6: Non-Dominant Hand Dribble. Using their non-dominant hand, students dribble a figure eight around two pylons as many times as possible maintaining the height of the dribble between their knees and waist.

C) Cool-Down/Wrap-Up • Students jog slowly around the perimeter of the gymnasium dribbling a basketball with the non-dominant hand. • Stretch Wave. In a circle, one student leads a stretch and each student follows in a wave. • When the stretch reaches the last person, the lead person leads a new stretch. Students hold the prev i - ous stretch until the new stretch comes to them. Students assess their participation at stations using a pa r ticipation target posted on the wall. Students place their names on a sticky note and post it on the pa r t of the target that reflects their participation. Ask students to provide reasons for their decisions.

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Extension • Add more stations (e.g., dribbling and shooting while being defended, shooting from a distance, foul shot practise). •Vary the length of time at each station.

Notes to Teacher

• Circuit can be used in part as a warm-up for a game. • Review guidelines for stations before beginning. Encourage students to add challenges for themselves as needed. • Activities and instructions can be posted on cards. • Stress proper form for each activity. • Give students time to choose three extra stations to visit. Students choose the skills that they want to work on more and go to those stations for the extra rotations. • Asking students to provide reasons for their decisions when assessing their own participation helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies the targets for both students and teachers.

Appendices

Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix O-1: Participation Target Blank

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UNIT 15 Basketball

Sub-Task #6 Of fensive Skills: Pivoting and Dribbling Facility Gymnasium

Materials One basketball per student Pylons Description Students demonstrate the ability to perform high power dribble and low controlled dribble as well as pivot while dribbling the ball.

Expectation Code Learning Expectation

8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p26 Dribble a ball, using the dominant hand or foot, in different directions and at different speeds, while being defended 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 15

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of ball control skills (throwing and dribbling) using indicators from the lessons together with a movement skill recording chart (Grade 8 Appendix J-1). • Self-assessment of vigorous participation using a participation target (Grade 8 Appendix O-1).

Teacher/Learning Strategies

A) Warm-Up • Students practise dribbling the ball around the gymnasium using their non-dominant hand. On a signal, students perform a low, rapid dribble on the spot with head up. On a different signal, students change direction and keep dribbling.

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B) Skill Development • Students work on pivoting and faking to use as offensive techniques. Students scatter throughout the gymnasium all facing the same direction and demonstrate pivoting in a variety of ways: – Forward/backward with ball. – Dribbling, stopping, then pivoting forward and backward. – Dribbling, stopping then pivoting in all directions. –Working with a partner, students receive a pass, determine pivot foot, then pivot before returning the pass to their partner. Students consider the following key points when pivoting: • Indicators for pivoting: – The first foot to hit the floor after receiving a pass or holding the ball from the dribble becomes the pivot foot. – Most of body weight is shifted to the pivoting foot. – Non-pivoting foot helps to turn the body. – Sq u a r e the feet, hips, and shoulders to intended direction of pass or shot, and use a balanced stance.

• Fakes. Review the use of fakes as an offensive strategy. Remind students of points to consider when using fakes: – Keep them short and sharp. – Maintain balance by keeping center of gravity low, knees bent and arms down. – Direct fake in a logical direction (toward the basket or toward a receiving player). • Jab Fake. Fake by taking a step to force defensive player to drop back. Recover then and shoot, pass, or drive. • Pump Fake. Fake as if taking a shot. Wait for the defensive player to move to defend the shot. Execute the shot, pass, or drive. • Partner Drill. Students work with a partner, practising fakes and pivots first in open space and then at a basket.

C) Skill Application • Pivot Keep A wa y . In partners, one person dribbles while the other chases. On a signal, the dribbler stops and pivots. The chaser has five seconds to touch the ball. If successful, the chaser becomes the dribbler. If unsuccessful, the dribbler continues. If unsuccessful after two tries, students change positions.

D) Cool-Down/Wrap-Up • Review the main points of the pump fake while students stretch in a large circle. • Students assess their participation at stations using a participation target posted on the wall. Students place their names on a sticky note and post it on the part of the target that reflects their participation. Ask students to provide reasons for their decisions.

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Extension • In groups of three or four have students complete an obstacle course that challenges dribbling skills. • Add dribbling and ball handling “tricks” to the course.

Notes to Teacher

• Use the cue words “sticky foot” when reviewing pivoting. One foot is stuck on the floor, as if on a big piece of gum. It’s so sticky that students can’t lift their feet off the ground, but can move it around (as if trying to scrape the gum off). The other foot can move around to position the body to pass or shoot the ball. • Remind students that fakes are used prior to passing the ball, before and during dribbling, and before and during shooting. • Reinforce with the students the importance of a balanced stance when they receive a pass. Remind them of the triple threat position, a balanced stance ready to pass, shoot or dribble.

Appendices

Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix O-1: Participation Target Blank 15

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UNIT 15 Basketball

Sub-Task #7 More Offense: Lay-Up and Pivoting Facility Gymnasium

Materials One basketball per student Description Students actively participate in drills and lead-up games that allow them to practise the skills necessary to develop a lay-up shot.

Expectation Code Learning Expectation

8p24 Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of using a sequence of skills (lay-up) employing indicators from the lesson with a movement skill recording chart (Grade 8 Appendix J-1). • Self-assessment of respect for others by sharing examples of respectful behaviour observed with a peer.

Teacher/Learning Strategies

A) Warm-Up • Students practise dribbling and shooting as they move around the gymnasium. • Separators. Divide students into two groups, lined up across the baseline at both ends of the gymnasium. Students run a line drill while dribbling the ball, under control. • Students work in partners. The first partner dribbles to the foul line, then back to the endline, and passes the ball to their partn e r , who dribbles to the foul line and back. Students take turns dribbling to each successive line: the center line, the opposite foul line, then the opposite endline. • Emphasize dribbling with head up, watching to ensure students do not bump into each other. • Students repeat the drill with one partner running to all four lines before passing the ball to the partn e r . • Ask students to look for examples of showing respect for others during class.

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B) Skill Development • Lay-up Review. Divide students into small groups at each available basket. Students approach from right or left side, execute lay-up, retrieve own ball, and join the end of the line. Once comfortable with the lay-up shot, students practise approaching the basket from the other side, executing a non-dominant hand lay-up. Students adhere to the following steps when reviewing the lay-up: – From Standing. Students stand at a 45 degree angle from the backboard (without a ball), and reach up for the net with the arm and knee closest to the basket. After a few trials, students hop up to this position, then take a few steps and try again. Finally, students run to the net and “Reach up!” Students reach up and spring with their whole body, instead of just the arms. Use the Cue word “Reach up!” to remind students to use their whole body. • Two Line Lay-Ups. Divide students equally at all of the baskets. Students form two lines with students in the outside line performing lay-ups and students in the second line rebounding and passing the ball to players in the shooting line. Switch roles. • Review Pivoting (from Sub-Task #6). Students move around the gymnasium and on a signal, stop to pivot. Students practise using one foot on the floor, keeping most of their body weight on the ball of the pivoting foot, and allowing the non-pivot foot to aid in rotating the body.

C) Skill Application • One-On-One in Open Space. Students play with a partner with one person on defense and one on offense. Defensive player passes the ball to the offensive player. Offensive player receives the 15 pass in a balanced triple threat position, prepared to dribble, pass or shoot. Offensive player does a strong fake (jab, pump) then either shoots or dribbles around the defense to perform a lay-up. Challenge students to use different techniques each time they have a turn. Repeat three times and then switch roles. Students can work at a net, or practise shooting in open air.

D) Cool-Down/Wrap-Up • Students stretch with a partner. Review importance of a strong fake before executing a shot. •With a peer, students share examples of showing respect for others observed during class.

Extension • Play games of two-on-two once students experience success with the One-On-One drill.

Notes to Teacher

• Point out to students the importance of executing a right hand lay-up when approaching from the right and a left-hand lay-up when approaching from the left in order to protect the ball from defenders.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart

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UNIT 15 Basketball

Sub-Task #8 Defensive Skills, Rebounding Facility Gymnasium

Materials One basketball per student Description Students actively participate in drills and lead-up games that allow them to practise the skills necessary to develop further defensive movements such as faking.

Expectation Code Learning Expectation

8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of participation using a participation rubric (Grade 8 Appendix G). • Self-assessment of respectful behaviour using the Response to Others and Respect parts of the social skills rubric (Grade 8 Appendix H).

Teacher/Learning Strategies

A) Warm-Up • Partner Relays. Students take turns dribbling the ball to the end of gymnasium and back and using a chest pass to pass the ball to their partner. Encourage students to use a different pass each time they pass the ball to their partn e r . Students repeat the drill dribbling with non-dominant hand. Inform students that they will be self-assessing respectful behaviour in class. Ask students for examples of what this looks and sounds like.

B) Skill Development • Introduce the skill of rebounding and boxing out. Students practise rebounding their own ball at a net. Ask students to list key points to remember when doing a rebound. Points should include: – Establish a strong body position, with the body in a low crouched position. – Distribute weight evenly on the balls of the feet. – Extend the arms above the head. –Widen the stance for a strong base of support.

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– Keep arms out, feet apart and face the basket to block opponent from getting a rebound. – Box out by pivoting in front of opponent, blocking their path to the ball. – Pull the ball down with both hands and protect it.

C) Skill Application • Two groups work at each basket, using both sides of the basket and several balls per group. Students toss the ball off the backboard and time their jumps to reach the ball at the highest point possible. Students practise rebounding the ball reaching up with both hands. Students land in a balanced position, protecting the ball, dribble to the end of the line, and pass the ball up the line. Repeat the drill, with two students moving together. One student plays offense and shoots the ball, and the other plays defense and boxes out the offensive player. Both players attempt to catch the reb o u n d .

D) Cool-Down/Wrap-Up • While participating in a group stretch, review the key points for rebounding.

• Students use the Response to Others and Respect parts of the social skills rubric (posted on the wall) to assess their respectful behaviour during class. Students record their level and criteria for giving themselves that level on a paper with the date, and include assessment in their Health and Physical Education portfolios.

Extension • Play two-on-two games at a basket, focusing on strong rebounding. Students score bonus points for each clean rebound.

Notes to Teacher

• Emphasize the importance of rebounding for success in basketball. • Suggest students watch a basketball game (at school or on TV) and focus on how players effec- tively rebound in a game situation.

Appendices

Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 15 Basketball

Sub-Task #9 Basketball Strategies: Modified Games Facility Gymnasium

Materials One basketball per student Description Students actively participate in a lead-up game to basketball, in which they focus on skills acquired throughout the unit and fair play.

Expectation Code Learning Expectation

8p24 Shoot an object at a target (e.g., a basket or a goal) for distance and accuracy 8p 4 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control, whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of sending skills using movement skills rec o r ding chart (Grade 8 Appendix J-1) with shooting indicators from Sub-Task #3. • Peer assessment of fair play using Fair Play and Group Interaction sections of the Social Skills Rubric (Grade 8 Appendix H).

Teacher/Learning Strategies

A) Warm-Up •Working in partners, one player attempts to keep the ball away from their partner. To make the drill more difficult, reduce the area that players may travel. Remind students to use their bodies to protect the ball, to use both hands, and to use changes of direction and speed to challenge their partners. Change positions.

B) Skill Development • Review with students the skills taught throughout the unit and their application to the game. Students play mini-games of two-on-two or three - o n - t h r ee. After playing for three to five minutes, ask students what rules they have established and what skills they are using. See Grade 8 Appendices P and Q for mo r e information on transferable skills and strategies, and basic movement principles.

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C) Skill Application • Sideline Basketball. Divide class into two teams and line up each team on opposite sides of the court. Divide students into shifts of five to seven students. Students use their throwing, catching and team skills while playing a game of modified basketball. Court players move on the court but may not pass directly to one another. Students make passes to sideline players to move the ball down the court. Sideline players cannot score goals but return passes to court players. When court players switch places with sideline players, encourage students to discuss what strategies worked well and what they will change on their next shift.

15 D) Cool-Down/Wrap-Up • Students work with team members to stretch muscles from head to toe. • Each team from Sideline Basketball looks at the Fair Play and Group Interaction sections of the social skills rubric. Students identify examples of fair play and good group interaction used during class. Teams can also identify areas requiring improvement.

Extension •Vary the rules of the game, (e.g., players cannot score more than once in a row, no dribbling).

Notes to Teacher

• Continue to emphasize the use of fakes, strong defensive positioning, and rebounding. See Tra n s f e r a b l e Skills: Strategies and Tactics (Grade 8 Appendix P) for more information on invasion terri t o r y games.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix J-1: Movement Skills Recording Chart Grade 8 Appendix P: Transferable Skills: Strategies and Tactics Grade 8 Appendix Q: Transferable Skills: Sending/Receiving/Carrying

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UNIT 15 Basketball

Sub-Task #10 Game Play Facility Gymnasium

Materials Balls Pinnies Description Students engage in half-court game of basketball for the full length of time. They demonstrate accurate dribbling, passing, and shooting skills. They participate vigorously and demonstrate an understanding of the rules of fair play and sportsmanship.

Expectation Code Learning Expectation

8p34 Follow safety procedures related to physical activity, equipment, and facilities, and continue to take responsibility for personal safety 8p 4 1 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative/Ongoing: •Teacher assessment of attention to safety procedures using a safety rubric (Grade 8 Appendix I). • Peer assessment of fair play using Fair Play and Group Interaction sections of the social skills rubric (Grade 8 Appendix H).

Teacher/Learning Strategies

A) Warm-Up • Dribble and Stop. Students dribble around the gymnasium. On a signal, students freeze in a triple threat position, ready to shoot, dribble or pass. Establish a variety of signals. Students respond to different signals as they warm-up, to pass, shoot, change directions or change pace.

B) Skill Development • Review with students the rules to be followed in half-court game play. See Unit 15 Appendix B. • Review fair play expectations. Ask students what fair play looks and sounds like during the games. • Divide students into four groups for half-court games.

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C) Skill Application • Play half-court basketball games. Encourage students sitting out to observe and identify offensive and defensive strategies in the games. Stop play every few minutes to substitute extra players into the game. An extra player can also act as a referee. • Encourage students to apply the skills taught during the unit in the game situation. Rotate teams every six to seven minutes so all teams play each other.

D) Cool-Down/Wrap-Up • Students complete a group stretch while giving examples of fair play identified during games. • Each team looks at the Fair Play and Group Interaction sections of the social skills rubric. Students identify areas where improvement has been noted. Ask for examples.

Extension • Ball Control. Half the students on each team have a ball. Students on the team without the balls work to try to get control of all the balls. Students with balls begin by dribbling randomly around the gymnasium. They dribble continuously in bounds. The students without balls are trying to take their opponent’s ball, without committing a foul. When a student loses control of their ball, dribbles out of bounds, or double dribbles, they give the ball to any student without a ball. That student now tries to gain control of any other ball. 15 Notes to Teacher

• Use more than one referee per court if appropriate.

Appendices

Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8) Unit 15 Appendix B: Modified Basketball Rules

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Basketball Golf Score Card

Record number of attempts at each hole.

Student Names

Hole 1 Par

Hole 2 Par

Hole 3 Par

Hole 4 Par

Hole 5 Par

Hole 6 Par

Hole 7 Par

Hole 8 Par

Hole 9 Par

Total Score

Student Names

Hole 1 Par

Hole 2 Par

Hole 3 Par

Hole 4 Par

Hole 5 Par

Hole 6 Par

Hole 7 Par

Hole 8 Par

Hole 9 Par

Total Score

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Modified/Simplified Basketball Rules

•To start a game, players take positions around the center circle. Each team has one centre, two forwards and two guards. • Play begins with the official tossing the ball into the air between the two opposing centres in the centre circle. The centres attempt to tap the ball to one of their team-mates. • After gaining control from the centre toss (jump ball) the player tries to move the ball toward the opposing team’s basket by passing it to a team-mate, dribbling it, or using a combination of these actions. • The opposing team tries to defend their basket and/or intercept the ball and move it in the direction of the other team’s basket. • The ball may be passed to any player of the team in any section of the court. • Any player on the team may shoot (attempt to score) for a basket. • When the ball goes out-of-bounds, it is given to an opponent of the player who last • touched the ball. It is then thrown in to a team-mate from the point at which it went out-of-bounds. • When a score is made, play is stopped. The ball is taken out-of-bounds on the end line by the team who was scored against. The player who took the ball out-of-bounds on the endline then in-bounds the ball to a team-mate and play resumes. 15

Fouls. Any player who trips, pushes, holds, charges, or has unnecessary body contact with an opponent is charged with a foul.

Penalty for Fouls (modified): One or two free throws (foul shots) • If a player is fouled while engaged in a play other than shooting, one free throw (from the free throw line) is awarded to the player who was fouled. If the free throw is unsuccessful, the ball is in play. • When a player is fouled while shooting, two free throws (from the free throw line) are awarded to the player who was fouled. If the second free throw is unsuccessful, the ball is in play.

Violations: A violation is charged when any player: •Takes more than one step with the ball without dribbling (travelling). • Double dribbles the ball. • Steps on or over a boundary line while in possession of the ball. • Kicks the ball. • Causes the ball to go out-of-bounds. • Delays the game by keeping the ball in his/her possession for more than five seconds while closely guarded.

Penalty for Violations: • Play is stopped and the official gives the ball to the opposing team. A player from this team puts the ball in play from out-of-bounds, nearest the point of the infraction, by passing it to a team-mate.

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Appendix A Safe Stretching (Junior/Intermediate) 545 Appendix B Daily Vigorous Physical Activity (Intermediate) 557 Appendix C Sample Long Range Plans (Intermediate) 567 Appendix D Sample Timetables/Timetable Suggestions 569 Appendix E Summary of Evidence Chart 575 Appendix F-1 Summary of Evidence Chart – Active Participation 576 Appendix F-2 Summary of Evidence Chart – Communication 577 Appendix F-3 Summary of Evidence Chart – Movement Skills 578 Appendix F-4 Summary of Evidence Chart – Understanding of Concepts 579 Appendix G Participation Rubric 580 Appendix H Social Skills Rubric 582 Appendix I Safety Rubric 584 Appendix J-1 Movement Skill Recording Chart 585 Appendix J-2 Movement Skill Rubric 586 Appendix K Active Participation Recording Chart 587 Appendix L Communication Recording Chart 588 Appendix M-1 Understanding of Concepts Recording Chart 589 Appendix M-2 Understanding of Concepts Rubric 590 Appendix N Anecdotal Observation Recording Chart 591 Appendix O-1 Participation Target 592 Appendix O-2 Participation Pyramid 593 Appendix O-3 Participation Star 594 Appendix O-4 Response to Others (Primary) 595 Appendix O-5 I Listen (Primary) 596 Appendix O-6 Safe Activity (Primary) 597 Appendix O-7 I am Ready (Primary) 598 Appendix O-8 Cooperation and Fair Play (Primary) 599 Appendix O-9 Participation Target Example (Primary) 600 Appendix O-10 Blank Movement Skill Checklist 601 Appendix P Transferable Skills: Strategies and Tactics 602 Appendix Q Transferable Skills: Sending/Receiving/Carrying 604

543 Health and Physical Education – Grade 8 Appendices Appendices for Grade 8-1 1/17/01 8:41 AM Page 544 Appendices for Grade 8-1 1/17/01 8:41 AM Page 545 APPENDIX A Safe Stretching Junior/Intermediate

“Get Your Heart Pumping” Activities

Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility can be improved by stretching during cool-down activities.

March and Reach • Begin marching on the spot, raising knees to waist height. •Touch hands to shoulders and reach hands up over head. • Repeat this up and down movement with your arms, while you continue to march on the spot for 20 – 30 counts.

Jump and Twirl • Stand with feet slightly apart and begin jumping in place. •Twirl forearms in small circles in front of the body. • Keep elbows close to the body. •Twirl arms forward and backward. • Continue for 15 – 20 counts.

Around the Room • Hopping: on one foot, then the other, slow, faster. • Skipping: around the room, change the lead leg. • Galloping: around the room, forwards, backwards.

Jog and Jump • Jog on the spot, at slow, medium and fast speeds. • Jump on the spot, at slow, medium and fast speeds.

Body Pump • While standing, extend one leg behind, pressing toes into the floor and lowering the heel. • Keep supporting leg slightly bent. • As you extend the leg, raise arms in front to shoulder height. • Lower arms and bring leg back to standing position. • Now repeat this leg and arm movement, alternating legs. • Continue in a rhythmic pumping movement for 15 – 20 counts.

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Memory Sequence Game • Do a sequence of four movements in a pattern. • Quietly count out the four beats. • Add a new pattern each time: – Four hand slaps on the floor. – Four hand slaps on the knees. – Four claps. – Four head touches. – Four shoulder touches. – Four counts: one arm goes up in the air and everyone shouts “hurra y ,” then everyone is ab s o l u t e l y quiet. Listen for the difference. • Students make up their own combination of movement patterns for a partner to follow.

“Do the Twist!” • Stand with feet shoulder-width apart, knees slightly bent. • While keeping heels in place, pivot feet from side to side, and swing hips in a twisting movement. • Bend arms and pump them from side to side while twisting. • Continue twisting for 20 – 30 counts.

Partner Relays • Partners stand on opposite sides of the gym. •Walk briskly to meet partner, and walk with him/her back to a pylon, then return to his/her side of the gym. •Take turns walking to a pylon and back, leading partner and moving in different ways. Partners can skip, slide, jog, speed walk or do a grapevine (step side, behind, side, in front) step. One partner leads, one partner follows then they switch roles.

Safe Circle •Two or three people are chosen to be “It.” • One “It” is the leader and chooses a locomotor pattern (hop, skip, crab walk, crawl). • Others do same pattern all moving around the gym. • When the leader “It” shouts, “go,” all find a “safe circle” (small circle on gym floor) while all the taggers try to tag students. Students continue to use the locomotor pattern. • More than one person can occupy a safe circle. • Choose new students to be “It.” • Game restarts with a new locomotor pattern.

Running on the Spot - Narrow and Wide • Stand with feet shoulder-width apart. • Run on the spot, pumping arms back and forth. • Gradually increase speed for 20 – 30 counts. • Move with feet together, then wider apart.

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Full Body Warm-Up and Cool-Down Stretch: Junior/Intermediate

After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while still keeping heart rate elevated. Stretches gradually increase muscle flexibility and the range of motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During the cool-down, hold stretches longer (15 – 30 seconds) to work on improved flexibility. Stretch major muscle groups and those muscles that were used during the lesson. Some exercises below are designed to stretch muscles and some are designed to move the joints through their range of motion. Some stretches stretch more than one body part.

NECK Neck Stretches • Slowly bend neck to the right side, moving right ear toward right shoulder. Hold. • Repeat on left side. • Slowly bend neck forward, moving chin toward chest. Hold. • Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.

Neck and Shoulder Stretch • While keeping shoulders facing forward, turn head to one side, as if trying to look over your shoulder. Hold. • Repeat on same side then repeat twice on the other side. • Shrug shoulders up toward your ears and hold. Repeat two times.

SHOULDERS Shoulder Shrug (range of motion activity) • Move shoulders up and down, first one, then the other, both at the same time. • Move shoulders forwards/backwards together, or one at a time.

Shoulder Shrug and Roll (range of motion activity) • Shrug your shoulders up towards ears and hold. Repeat three times. •With your arms down by sides, slowly roll shoulders forward in a circular motion. Repeat five circles. • Slowly roll shoulders backward in a circular motion. Repeat five backward circles.

Reach and Stretch • Stand with hands clasped, and arms stretched overhead. • Pull arms backward gently and hold.

Kneel and Reach • Start on hands and knees. • Slowly drop down onto elbows. Keep back straight and slide hands as far forward as possible. • Hold and repeat.

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ARMS Upper Arm Stretch • Stand with feet shoulder-width apart. • Raise right arm above the head and bend elbow so right hand rests at the back of the neck/upper back. • Left hand rests on right elbow. • Give a slight backward press to the elbow until gentle stretch is felt in right upper arm. • Hold and repeat with left arm.

Arm Circles (range of motion activity) • Slowly circle straight arms forward and backward. • Circle with arms bent, elbows leading.

FOR HANDS AND WRISTS Finger Press • Press finger end pads together. • Shake hands out.

Forearm Stretch • Kneeling on the floor, palms flat on the ground in front of the knees, fingers pointing towards the knees: sit back on heels, trying to keep palms flat on the ground. • In a low kneeling position, place backs of hands on the floor, beside your legs, fingers pointing behind you. • Keeping arms as straight as possible apply a small amount of pressure on hands. •Variation: Press hands against wall. Point fingers to a 12 o’clock position, 3 o’clock, 6 o’clock, then 9 o’clock.

CHEST Chest Shoulders and Arm Stretch • Stand with feet shoulder-width apart. • Grasp hands behind back and slowly lift arms upward, until stretch is felt in the chest, shoulders and arms. Hold and repeat.

Side Reach • Stand with legs twice a shoulder’s width apart, with knees bent. • Reach out to each side as far as possible. • Try to keep body stable from waist down.

BACK Back Round Out • Clasp hands in front of body and raise arms to shoulder height. • Slowly press hands forwa r d while rounding out the back and tucking chin down toward the chest. • Feel a gentle stretch across the upper back, hold stretch and repeat.

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Cross and Reach • Cross arm in front of body at shoulder height. • Press arm, using the other arm, across the body until a stretch is felt in upper arm and upper back.

Cat Stretch • Stand with feet shoulder-width apart, knees slightly bent. • Bend forward, placing hands on knees and keeping the back flat. • Slowly arch the back upward, into a rounded position. • Hold, then return to flat back. Repeat.

Hug • Slowly take a deep breath in through the nose and out through the mouth. Repeat three times. •Wrap arms around shoulders, give yourself a big hug and hold.

HIPS and WAIST Twister • Stand with knees slightly bent, feet shoulder-width apart. • Keeping the hips facing forward, slowly rotate the upper body from the waist up, twisting to look behind.

The Pretzel (hip stretch) • Sit on the floor with right leg extended along the floor. • Pull left leg over right leg in a bent position. • Using the right hand, pull the left knee into the chest. • At the same time, twist torso to the left as far as possible. • Place the left arm behind you for balance.

Sitting Twists (range of motion activity for hips) • Sit with legs bent and close to chest, arms at side and hands on floor for support. • Slowly twist legs together from side to side, touching knees to the floor.

Reach for the Sky (side stretch) • Alternate arm stretches overhead, straight up and diagonally up. • Reach up with both arms as if you are being pulled up to the ceiling. • Relax in between stretches.

Side Lunges • Stand with feet spread wide apart, knees bent, hands on hips. • Move slowly from side to side by alternately bending and straightening each leg, keeping upper body facing straight and vertical,

Front Lunges • Place one leg straight behind, the other in front with knee bent at 90 degrees, feet spread shoulder-width apart, hands resting on front thigh or on ground beside feet.

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Torso Twist • Lie on the back, knees bent, arms to the sides on the floor. • Slowly lower both knees down to one side, while trying to keep both arms flat on the floor. • Hold and repeat with other side.

Crossover Stretch • Lie on back, and support body on bent elbows and lower arms (or lie flat on floor). • Extend one leg on the floor and bend the other with foot flat on the floor. • Press bent knee over straight leg towards the floor, keeping hips as level as possible. • Repeat on other side.

Hips, Shins and Feet • Stand with weight on right leg. • Bend left leg and rest the left foot on the floor with “shoelaces to the floor” to stretch the front of the foot. •Tilt the hips forward (pelvic tilt) to stretch the hip flexors. • Keep abdominal muscles tight. • Repeat on other side

ABDOMINALS Pelvic Tilt • Lying on back with knees bent, press the arch of the back into the floor by tightening the abdominal muscles. • Hold and repeat.

LEGS Butterfly (inner thigh stretch) • Sit with legs bent, soles of feet together, knees out to the side. • Use hands to gently press knees towards floor. Hold.

Shin Stretch • Stand with feet slightly apart. • Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor. Feel a stretch up the shin. • Keep knee of supporting leg slightly bent. Hold and repeat with the other leg.

Calf Stretch • Stand with feet shoulder-width apart. •With right foot, take a large step back into a lunge position. • Bend the knee of front leg, and press the heel of back foot to the floor. • Do not bend front knee beyond the ankle. • Feel a gentle stretch in the back of the extended leg. • Hold and repeat with the other leg. • Bring the back foot in slightly and bend the back leg to stretch deeper inside the calf muscle. • Hold and repeat with the other side.

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Stork Stretch • Stand and hold onto something for balance (chair, table, wall) if necessary. • Grasp right foot or shin with right hand and gently pull it towards buttocks. •Tilt right hip forward slightly until a gentle stretch is felt in the front of the thigh. • Keep knees together. Hold and repeat with the other leg.

Lunge and Reach • Stand with legs wide apart, knees bent • Place hands on thighs or on the floor in front of feet • Slowly lunge to the side by bending one leg and straightening the other. Keep feet flat on the floor. • Alternate sides.

Leg Stretches: • Lie on back with legs bent, one foot flat on the floor, grasp one leg and gently pull the bent leg towards chest. • Slowly try to straighten leg.

FEET Foot Flexers • While standing, balance on one leg and alternately flex and extend the ankles. • Try both feet together while standing.

Ankle Rotation • Sitting, using hands for support, legs bent in front. • Raise one leg off the ground and rotate the foot at the ankle. • Repeat with other foot. • Alternately: do this exercise standing up, balancing on one leg, then the other.

Junior/Intermediate Strength and Endurance Exercises

Use strength and endurance exercises to improve muscle conditioning. Movements are slower and muscles are isolated. Balance exercises so the same number of repetitions are done on both sides of the body. Work to a level of “comfortable fatigue,” e.g., 8 to 20 repetitions, then gently shake and stretch the muscle isolated. Use exercises to improve muscle strength and also muscle endurance. Focus on large muscles of hips, thighs, abdominals, back, chest and shoulders.

FULL BODY Tight Body Exercise • Make whole body as tight as possible while either standing or lying down. •Tighten one body part at a time: one arm, both arms, one leg, both legs, seat, whole body. • Partners can check their tightness by trying to move or lift their bodies or a body part to see if they can stay tight or if they go loose and bend. • Breathe. Do not hold your breath.

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Upper Body Head Press • Gently press head into hands. • With hands on back of head, gently press and re s i s t . • Hand on side of head, gently press and re s i s t .

Partner Feet Claps • Sit on floor facing partner. • “Clap” bottoms of opposite feet together.

Chest Press • Stand with feet a shoulder’s width apart, knees slightly bent. • Raise arms to shoulder height, and firmly press palms of hands together in front of face. • Hold the press and repeat.

Push-Ups • Keep body in a tight front support position. • Lower and raise the body by bending and straightening the arms. • Lower until the nose touches the floor. • Keep the trunk as tight and as straight as possible.

Push-Up Variations (modified versions) Floor Knee Push-Ups • Do a push up, keeping body in a tight front support position but with the knees on the floor.

Wall Push-Ups • Stand about 1/2 metre from the wall with palms flat on the wall, ar ms straight and at chest height. • Alternately bend and straighten the arms. • Try to touch nose to the wall. • Keep trunk muscles as tight and as straight as possible. • Do not move the feet.

Press It Out • Reach arms straight out to each side. • Pretend you are giving short pushes forward to a very big ball. • Palms face in direction of push. • Push forward, backward, upwards and downwards.

Arm Punch • Punches overhead, out to side, to floor, out in front; alternate arms.

Biceps Curl • Stand with feet spread shoulder-width apart, arms by sides, hands open. • Keep elbows tucked beside the waist. • Slowly raise lower arms upward to waist height, while clenching hands to make a fist. • Contract the arm muscles as if lifting a heavy weight. • Slowly lower arms back down by sides, and unclench hands. • Repeat this movement. 552 Health and Physical Education – Grade 8 Appendix A Appendices for Grade 8-1 1/17/01 8:41 AM Page 553

Dips • Sit with knees bent, feet on floor, hands on floor behind hips and fingers facing feet. • Slowly bend elbows. • Keep elbows pointing back. • Hold and repeat.

Variation: Bench Dips • Sit on bench with hands beside hips, feet straight out in front. • Slowly lift buttocks, then lower them in front of bench. • Rest and repeat.

Abdominals Crunches • Do a partial sit-up, hands touching forehead or hands across the chest. • Lie on back, knees bent, feet flat on the floor. • Lift head and shoulders off the ground, hold, return to a lying position. • Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position (with knees slightly bent).

Reach • Use the same starting position as crunches, but extend arms and reach upward alternately. • Return to a lying position after each reach. • Try reaching for the knees, try reaching to the side. • Reach through straddled legs (legs upward and slightly bent).

Crunch and Stretch • Lie flat on back, knees bent. • Lift bent legs and pull knees to chest. • Curl tightly as if to “crack a nut” that is on stomach. • Lie back and rest. • Repeat.

Standing Crunches • Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height. • Do a diagonal knee raise in front of the body, lifting right knee inward to waist height, while lowering left elbow to touch the raised knee. • Repeat eight times. • Switch legs, and repeat.

Lower Body Swinging Gate • Hold on to desk, chair or wall for balance, if necessary. • Stand with feet facing forward. • Bend the knee of the outer leg, and raise it to waist height. • Keep a slight bend in the knee of the supporting leg. • Slowly swing the bent leg out to the side as far as possible, and then bring it slowly back to centre, imitating the movement of a swinging gate. • “Swing the gate” and repeat on the other leg.

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The Hinge • Hold on to desk, chair or wall for balance if necessary. • Stand with feet facing forward. • Bend the knee of the outer leg, and raise it to waist height. • Slowly kick the foot forw a rd, extending the leg and then bringing it back to the bent position, in a “hinge-like” movement. • Keep the knee of the supporting leg slightly bent. • Repeat this hinge movement and repeat on the other leg.

River Jump • Students create a “river,” using two masking tape lines or imaginary lines. • Jump back and forth across the “river,” landing softly with knees bent. • Jump back and forth.

Leg Raises • Stand, with knees slightly bent. • Using a desk, chair or wall to maintain balance, lift outer leg sideways from your body, raising and lowering it eight times. • Lift leg to the front eight times and then to the back eight times. • Repeat with the other leg.

“Toe In” Leg Raises • Same as side leg raises only toe turns in to point towards the floor and lead lift with heel of foot. • Lift leg only halfway up.

Inner Thigh Strengthener • Stand with feet shoulder-width apart. • Raise arms out from the sides to shoulder height. • Do a small diagonal leg raise in front of the body, lifting right ankle inward as far as possible, while lowering left hand to touch the raised ankle. • Repeat eight times. • Switch legs, and repeat eight times.

Thigh Strengthener • Stand with arms by sides, feet shoulder-width apart, toes pointing forward. • Keeping back straight, squat down slowly, pretending to sit in a chair. • Do not lower buttocks below knees, and do not extend knees beyond toes. • While squatting, raise arms in front. • Slowly come back to starting position. • Repeat eight times. • For variation, put feet close together and squat, or do three wide squats and three narrow squats.

Calf and Shin Workout • Stand with feet spread shoulder-width apart. • If necessary, hold onto a table, chair or wall for balance. • Raise heels up (to stand in tiptoe position) and hold. • Lower heels to floor and repeat. • Raise toes up towards shins (standing on your heels) and hold. • Lower toes to floor and repeat.

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Junior/Intermediate Cool-Down Activities

Cool-down activities focus on stretching, and allow the heart rate to slow down. Use full body st r etches to work on improved flexibility. Use the following activities to gradually slow down movement and provide a period of relaxation. Take long, slow, deep breaths during the cool-down.

Sidestep • Stand with arms by sides. • Step from side to side. • Keep hands low and start moving arms in and out across the front of the body, in synchronized movement with the feet. • Open and close arms and legs in a side-to-side movement for 20 – 30 counts.

On-the-Spot Follow the Leader • Choose a leader to lead some slow, cool-down movements. •Walk around the gym. •Walk on the spot, moving arms in a gentle swinging motion.

Heel and Toe Tap s •Variation of walking on the spot. • Instead of walking with feet flat on the floor, gently tap your heels (alternate right then left) on the floor. Continue for 10 counts. • Switch to gently toe tapping (alternating right then left) on the floor. Continue for 10 counts.

Low Kicks • Stand and slowly do low, alternate leg kicks to the front, side and back • Slowly swing arms by sides. Continue for 15 counts.

Eye-Hand Coordination Game • Place one finger of one hand on your nose. • Place one finger of the other hand on your ear. • Cross arms in front. • “Ear” arm is on the opposite side. • Switch positions to the opposite side. • Try with a clap in between the switches. • Try with a clap and a knee slap in between.

Zoom Game • Stand in a circle. • Start with teacher and see how fast you can pass the word “zoom” around the circle. •Turn head to listen facing the sender and pass it on facing the receiver. • Challenge students by asking how they can pass it on faster. • Try making a tighter circle, bending knees to get ready. •Teacher can time with a stopwatch or watch to see if improvement is noted.

Puppets • Students pretend that they are a puppets, being controlled by strings. • Students go loose and limp, then tighten and stretch. • Stretch right up, toes, arms, legs, whole body.

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Body Shake • Shake one arm, the other, both. • One leg, the other, both, head, hips, whole body.

The Moon is Round Club • Students repeat a rhyme and follows actions led by teacher. • Rhyme: “The moon is round as round can be, two eyes, a nose, a mouth I see.” • Actions: “The moon is round as round can be” – palm of one hand facing forward and moving in a circular pattern. •Two eyes, a nose, a mouth” – point to these parts of body. • “I see” – i n c o n s p i c u o u s l y, do a hand action, e.g., join hands in front or behind, or place them on hips. • Challenge students to join a “secret club” if they can repeat this rhyme with the correct actions. • The secret of joining is that they do all of the actions, including the last, subtle action that goes with “I see.” • Encourage students to keep trying to discover the “secret.” • Students who observe and can do all the actions can demonstrate for the others.

Arm Swing • Start with both arms straight up in the air (vertical). • One arm begins a circling action backwards and downwards. • At the same time the other arm begins a circling action forwards and downward. • Continue trying these opposing circling actions. • The actions must be simultaneous.

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Learning Expectations:

Grade 7: • Participate on a regular basis in physical activities that maintain or improve physical fitness. • Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue.

Grade 8: • Participate on a regular basis in physical activities that maintain or improve physical fitness. • Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue.

Outdoor Activities

For all activities, designate boundaries. Students should be located within hearing distance of the teacher so they can respond to stop signals.

Heart Health Run

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Equipment Required: Cards or markers to identify taggers. Ask students to identify risk factors to heart disease (physical inactivity, smoking, eating high fat foods, high blood pressure). Identify four students to be taggers, each representing a different risk factor. When caught by a tagger, the runners must hold the spot they were touched as they run. (This makes the running more difficult – equivalent to living life with one risk factor to heart disease.) If tagged twice, the runner must use both hands to hold both of the spots where he/she has been tagged. (Again, it is even more difficult to run like this, equivalent to living life with two risk factors to heart disease.) If tagged a third time, the runner has no more hands to hold the spots, so he/she has a heart attack. The runner calls out “911” and is frozen until another runner comes to help him/her. He/she can be saved by doing an exercise task (e.g., 10 stride jumps) with another runner. (Exercise reduces the risk of heart disease, so after doing this exercise, the runner is back in the game.) Switch taggers on a regular basis.

Group Skip Equipment Required: Two or three long skipping ropes. Divide the class into three smaller groups. As their skill in the game builds, try to do the activity together as a larger group. As a group, the students work to see how many people they can get skipping at one time. They may start with one and build up, or attempt to start with a large group in the rope. Students can also try to count the number of skips that they can do consecutively as a group with one person running into and out of the rope at a time.

Triangle Tag Equipment Required: None Working in groups of four, three students join hands and one person is outside of the circle. The person outside is “It.” They designate one person in the “triangle” to chase. As they try to tag that person, the other two people in the triangle try to protect him/her. The group can move in any way to protect/tag the player.

Chain Gang Equipment Required: utility ball Divide the class into two groups and play two games. Divide each group into two teams. One team has the ball and is “up to bat.” The batter hits or kicks the ball as far as he/she can in any direction (within designated boundaries). After hitting the ball, the batter and the last person in line run around their team (which is lined up) as many times as possible while the team counts laps. Meanwhile, the entire fielding team chases the ball. The first person who gets to the ball holds the ball up while the other team members line up behind him/her. The group passes the ball over heads then under legs to the end of the line. When the ball reaches the end, the person at the end of the line throws or kicks the ball as far as he/she can in any direction, then begins to run laps around his/her team. The original batting team must pay attention and notice when the ball has been hit. When it is hit, the runner stops running laps and the entire team chases the ball. They line up and pass it over and under. Teams should ensure that a different person is at the end of the line each time so that all have a turn to hit. The game runs continuously over a wide area. Runners can keep their personal record for number of laps achieved or the team can keep a cumulative record.

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Ringer

Equipment Required: Five or six rubber rings or small objects. Divide the class into groups of five or six players. Playing two on three, or three on three, the students work to pass the ring between their teammates. They count out loud as they complete passes successfully. The object is to reach seven passes (adjust this number to create an appropriate challenge for your students). When they reach seven passes, they are eligible to attempt a “bonus shot.” One team member stands in a designated bonus area and attempts to catch the ring on an extended arm. The ring goes to the opposite team after the bonus shot. The teams will develop strategy to be close to the bonus area as they approach their seventh completed pass. While the team in possession is attempting to complete passes, the opposite team is attempting to intercept. If the pass is not completed and the ring lands on the ground, the ring goes to the opposing team. If the ring is intercepted cleanly in the air, the ring goes to the opposing team. If team members from two teams both have their hands on the ring, the team already in possession of the ring gets to keep it. Any time the ring changes possession, the consecutive count of completed passes begins again at zero. Several games can occur at the same time with overlapping boundaries.

Bird Tag Equipment Required: Three rubber chickens, “It” markers. Designate two or three players to be “It” within a designated playing space. “It” tries to tag other players. The runners can be safe from “It” if they are holding a chicken. If they are being chased by “It,” they can call out, “Bird” to ask to receive a chicken. Runners can hold the chickens for five seconds before they must throw the chicken to another player. Students learn to be aware of where the other players are and they learn to work cooperatively to prevent people from being tagged. If tagged, runners should change places with “It.”

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Stones – game set up

Equipment Required: 20 – 30 “stone” markers (beanbags, Frisbees, painted rocks), pylons or chalk to designate boundaries, two large pylons. • This activity requires more than “minimal equipment,” but if the equipment is gathered in advance, the game can be set up quickly by student monitors. • Divide the class into two teams. Divide the playing area in half and mark two “safe areas,” one at each end of the playing field. Place half of the “stones” in the safe area at one end and half of the “stones” in the safe area at the other end. Place a cone about two metres in front of each safe area. • The object of the game is for students to run across the opposite side of the field to the safe area, pick up ONE stone, and return safely to their own side. Students try to get all of the stones to their home side. They may take only one at a time. They carry the stones, not pass them. • Students tagged when on the opposite side are escorted to a “Holding Tank” (the pylon). They must touch the pylon. As more students are caught and put in the holding tank, they can make a chain, extending towards their home side. If the line gets long enough to reach their home side, they get a free walk back to their home. • Players in the holding tank can also be freed if a player from their own team runs across and kicks over the pylon. All get a free walk back. Players cannot jump out of the “safe zone” to save students in the holding tank. They must run from their own side. If students are in the holding tank for a long time, the teacher may also designate a “freebie” and grant all players a free walk back.

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Robin’s Nest

Equipment Required: For 30 students, use 7 hula hoops and 9 balls or beanbags. This activity is an excellent quick sprinting activity. Place one hoop in the centre and the six hoops an equal distance away from the centre (about five metres). Place all balls in the centre hoop. Divide the students equally and ask each group to sit behind a different group. Within each group, the students number off – 1 to 5. The teacher will call out a number between one and five. When the number is called, students with that number sprint to the centre, pick up one ball and return it to their hoop. They return to the centre or to any other hoop to get another ball and bring it back to their hoop. The object is for them to collect three balls for their hoop. Their team cannot stop anyone else from taking balls from their hoop. Balls must be placed, not thrown, in the hoop. (If it bounces out, the runner must get it.) The team members can watch and direct the runner to the best hoop to go to get the next ball (e.g., the hoop that is closest to getting three balls). When one team gets three balls, all balls are quickly returned to the centre and the game is repeated with another number called. After the students understand the activity, more than one number can be called at the same time. Caution students against bumping heads as they pick up the balls. Although only six out of thirty students are active at any one time, this is a fast moving game where the person working works very hard for a short period, has a short rest, then has another opportunity to be active.

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Speed Frisbee Golf Equipment Required: List of “targets” in the school yard, approximately 15 Frisbees. Students work in partners to reach as many targets in the yard as quickly as they can. Give each partner a list of 8-10 targets in the yard (e.g., climber, garbage can by north doors, fifth fence post on west fence, south fence, drinking fountain, third four square game, wall beside south doors…). Students can go to targets in any order they wish. One partner throws the Frisbee towards the target. From where it lands, the second partner throws the Frisbee towards the target. Students count the collective total of number of throws it takes them to hit all targets. Also, time the students, to see how quickly they can get to all targets. For a variation, students can predict their time when they attempt to hit the targets in a different order.

Get Up (Football Warm-Up) Equipment Required: None Time the class to see how quickly they can move around the perimeter of the field. The students move in a line. The first person runs forward a few metres, then lies on the ground in a push-up position. The second person jumps over them, takes two steps, then lies down in the same position (parallel to the first student). The third student jumps over the student lying down, one at a time, then takes two steps and lies down in line, parallel to the first two students. All students continue in the same fashion. When the line reaches the end of the field, students curve their line so that it goes around the perimeter of the field. When all students have jumped over the first student, the first student then gets up and jumps over all students before taking his/her place at the front of the line. The students move their line forward continuously until they make it around the field. They can try this activity on another day and try to beat their timing record.

Indoor Activities (use classroom, hallway, utility room…)

Create a Dance Equipment Required: Music and tape/CD player. In small groups of three or four, give students a “generic dance” with steps to interpret and follow. Students read the steps and put them together into a series of movements or dance to teach the rest of the class. Encourage students to experiment with different formations (circle, line, scatter), tem- pos, levels and sequences. Students can experiment with the number of counts for each instruction. Encourage students to “jazz it up.” Each group of students can work from the same or different set of instructions.

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Dance #1: (Scatter) 1. Step touch eight times in place. 2. Walk forward four steps, kick. Walk back four steps. 3. Stretch right arm up, left arm up, bend arms to touch shoulders behind head, hit hips. 4. Bend over and band on floor three times, curl up to standing position. 5. Jump, quarter turn and clap four times. 6. Repeat other way. 7. Slide to the left four slides. 8. Sway right and left. 9. Slide back four slides. 10. Sway right and left. 11. Repeat.

Dance #2: (Scatter) 1. Walk to the side four counts. 2. Walk in a small circle four counts. 3. Knees in and out for four. 4. Walk to the side four counts. 5. Walk in a circle four counts. 6. Knees in and out for four. 7. Charleston: Step on one foot, other point other foot forward. Step back on that foot, point back with other foot. 8. Twist to the side and back – four counts each. 9. Repeat.

Dance #3: (Partner) 1. Walk forward eight counts. 2. Walk backward eight counts. 3. Face partner and and do-si-do (pass right shoulders). 4. Repeat (pass left shoulders). 5. Swing partner. 6. Clapping sequence with partner– clap own knees twice, hit right fore a rms together twice, hit left forearm together twice, hit both partners hands twice. 7. Repeat.

Dance #4: (Partner) 1. Walk to the side three steps and kick. 2. Walk the other way three steps and kick. 3. Step lunge to both sides, twice each side. 4. Punch arms diagonally – twice right, twice left, then R, L, R, L. 5. Jump backwards away from partner – jump and clap four times. 6. Walk forward four steps. 7. Clap hands once with partner (double high five). 8. Walk around partner. 9. Repeat.

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Non-Elimination Simon Says Equipment Required: None Divide the class into two groups. Two leaders start two games of Simon Says using fitness activities. (For example: Simon says touch the ground and stand up. Simon says do ten tuck jumps. Simon says stand up and sit down in your chair five times.) If “Simon” catches someone doing the action when he/she has not said “Simon says,” the person caught moves to the other side of the class to join the other game.

One After Equipment Required: None One student is the leader. The student does a series of fitness activities. The class follows, doing the fitness activity PREVIOUS to the one the leader is currently showing. (For example: The leader does jumping jack and the class watches. The leader changes to sky punches and the class does jumping jacks. The leader changes to twist jumps and the class does sky punches.)

Add On Equipment Required: Music and tape/CD player, if desired. This activity can be done with music or without. One student calls out their name and does a fitness activity (e.g., arm punches, knee lifts, stride jumps). The rest of the class follows the activity. The leader then calls out another student’s name. The class continues with the first activity until the next student starts doing a new activity. The class then follows the new activity. As each new activity is added, the class does all existing activities before adding the new activity. They call out the name of the person who led that activity as they do the actions. For example: The class follows as Mark does arm punches, then Mark calls Jake. Jake does knee lifts. Class returns to arm punches (calls out “Mark”), knee lifts (calls out “Jake”), then Jake calls Kim. Kim does stride jumps. Class returns to arm punches (calls out “Mark”), knee lifts (calls out “Jake”), stride jumps (calls out “Kim”) then Kim calls on Jen to lead a new activity, and so on.

Fitness Formula Equipment Required: Flip chart paper, markers. Students work together to brainstorm possible warm-up activities, muscular strength activities, cardiovascular activities, flexibility activities and cool-down activities. As a class, make a list in each of these categories. Choose activities that can be done in a limited space with minimal equipment and a short amount of time. Students in small groups of three or four then choose one activity from each category on the list to put together a fitness break. They should write their choices on a piece of flip chart paper. Each group takes a turn posting their fitness break on the board and leading the class in completing the activities. Encourage students to bring their own choice of “appropriate” music to accompany their fitness break. Consider asking teachers from other classes to invite your students to visit and share their fitness break.

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Move/Freeze/Change/Up/Down/Hit the Deck Equipment Required: None Students move around the room walking as fast as possible. When the teacher calls out different commands, students respond as quickly as possible. For “freeze,” students stop moving; on “change” students change direction; for “up,” they jump; for “down,” they touch the floor; for “hit the deck,” they lie on the floor then quickly get up to keep moving. Emphasize speed and fast reactions to the commands.

Fitness Circuit Equipment Required: Fitness task cards. Create six fitness task stations around the room or in the hallway. Divide students into groups and assign them to a station. Students work at their station for one to two minutes until a signal is given to move to the next station. Music can be used as a signal. When the music stops, students stop, and then walk to the next station. The students can track their progress by completing a fitness log or journal after this activity. Fitness stations can be changed and adapted and given catchy names to fit with themes and units in the class. Station 1: Step-ups onto chair and down. Station 2: Jump and alternate heel touches (front and back). Station 3: Jump and twist moving sideways. Station 4: Jumping jacks. Station 5: Jogging on the spot with arm punches. Station 6: Lunge and knee lifts both sides.

Monte Carlo Equipment Required: Deck of cards, music. Students move around the room to music. The teacher or students choose a fitness activity (e.g., jumping jacks, tuck jumps, star jumps, knee lifts). Stop the music every 30 seconds to one minute. One student selects a card and the class does that number of the fitness activity. Do 11, 12 or 13 of the activity for jacks, queen and kings.

Eight Whatevers Equipment Required: Music and tape/CD player. Students take turns leading fitness activities. Leader begins with an exercise for eight beats. Next person does the first exercise, then adds on a different one for eight beats. With each new exercise, repeat all those that have already been done. If a student does not have an idea for an exercise ready, he/she can say “whatever” and the group does any exercise for eight beats. If this exercise is done on a daily basis, students may have one or two “whatevers” to use in a week. They need to have an exercise ready to share for eight beats on the other days.

565 Health and Physical Education – Grade 8 Appendix B Appendices for Grade 8-1 1/17/01 8:41 AM Page 566

Who Changed the Motion? Equipment Required: None This activity can be done as a large group or in several smaller groups. Students form a circle with one person in the centre. The group follows a leader, doing whatever fitness activity the leader does (jogging on the spot, jumping jacks, knee lifts). Leaders should be encouraged to choose activities that move large muscles and theref o r e keep the heart rate up. The leader changes activities freq u e n t l y . The group follows the leader, but tries not to look directly at him/her. The person in the centre tries to guess who is the leader. He/she has three guesses. Change leaders and person in the centre and continue.

566 Health and Physical Education – Grade 8 Appendix B Appendices for Grade 8-1 1/17/01 8:43 AM Page 567 APPENDIX C A Year at a Glance

567 Health and Physical Education – Grade 8 Appendix C Appendices for Grade 8-1 1/17/01 8:43 AM Page 568

A Year at a Glance

568 Health and Physical Education – Grade 8 Appendix C Appendices for Grade 8-1 1/17/01 8:43 AM Page 569 APPENDIX D Scheduling for Maximum Participation in Health and Physical Education

Creative Timetabling (see sample timetables)

• Combine classes with specialist; or teacher with more Physical Education background or experti s e takes lead on planning, giving instructions, planning assessment, demonstrations. – Second teacher supports and learns; he/she assists with tracking and assessment, change room monitoring, group formation, equipment distribution, safety and injury prevention, supervision. • Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness monopoly, etc.). • Split classes for some periods with one teacher working inside and one working outside. • Split 50 minute periods into two 25-minute periods for fitness classes. •Take two minutes from each period and use the time saved for daily vigorous physical activity. • Use 10 minutes with opening exercises for vigorous activity. • Use entire time allotted for the use of the gymnasium for physical education. Changing for class and some instructions can be done prior to the scheduled physical education time period • Benefits: Opportunity to schedule more physical education classes; professional development opportunity for teachers to team teach and learn from each other; opportunity for students to work in diffe r ent groupings; opportunity for maximum use of time allotted for physical education. • Ch a l l e n g e s : Mo r e students in the gymnasium can make it more challenging to ensure active parti c i - pa t i o n for all; more challenging to monitor safety procedures; scheduling of classes could be more challenging.

School-Wide Activity Days

• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8 celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk, school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days. • Plan to do the activities once per year, once per term or once per month. • Rotate responsibility for organizing the events. • Link events to other school functions and celebrations. • Benefits: Op p o r tunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to get fresh air; opportunity to build community spirit in the school; opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity for comprehensive school planning by linking the “active” event to other school functions; opportunity to involve parents and community; public relations opportunity. • Ch a l l e n g e s : Re q u i r es time to organize; need to be flexible because of varying weather conditions.

569 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 570

Using Community Facilities

• Use local rinks, fields, courts, pools and other facilities. • Develop relationships with parks and recreation staff. • Be n e f i t s : Opportunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to get fresh air; opportunity to expose students to activities and experiences that they may try again outside of school time; public relations opportunity to build links with local community. • Ch a l l e n g e s : Requires time to organize; sometimes costs involved if a reciprocal agreement cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities; may involve transportation costs; need to be flexible because of varying weather conditions.

Scheduling Outdoor Classes

• Schedule an outdoor period for all classes every week, regardless of the time of year. • Designate specific units and expectations to be covered in an outdoor setting. • Be n e f i t s : Op p o r tunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for fresh air. • Ch a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; need to be flexible because of varying weather and field conditions.

Using Alternative Spaces

• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space activities. • Schedule activity time in these alternative spaces. • Be n e f i t s : Op p o r tunity to do a wide variety of activities; opportunity for more physical education classes; opportunity for students to take responsibility for their own fitness improvement if using these spaces for students to work on fitness challenges. • Ch a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; space may require more vigilance to ensure safe participation.

Fostering an “I Can” Attitude

•Teachers support each other by doing group activities with several classes together. • Provide classroom incentive (golden sneaker award, kilometer club, participation awards). • Make the link to staff personal wellness. • Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical activity, encouragement to be active at recess and lunch, support to wear running shoes and active attire). • Build in student support. Train student monitors in routines to care for classroom equipment, set up gym equipment and support playground activity. • Be n e f i t s : School culture of activity and wellness is created, staff role models emerge, comprehensive school health is a focus. • Ch a l l e n g e s : May require a shift of attitude and priorities.

570 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 571

Developing and Expanding Partnerships

• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”). • Solicit support from school councils (funds for playground equipment, help with school-wide events). • Cr eate links with high schools and middle schools (opportunities for co-op students and volunteers in programs, shared facilities). • Student partnerships. Create “PE buddies” like reading buddies. Older students work with younger students to teach games and skills and to be active. • Be n e f i t s : Efficient use of resources, long-term support is built into the system; fosters broader buy-in and support for the value of quality Health and Physical Education. • Ch a l l e n g e s : Fostering partnerships requires time and energy.

571 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 572

Sample Timetables

Sample 1: Features: Timetable for grade 4-6 based on: • 6-day cycle. • 4 periods of PE and 1 period of health per cycle. •Vigorous activity on non-PE days. Percentage of Curriculum Time per cycle (1920 minutes) Mathematics – 480 minutes (25%) Language – 480 minutes (25%) French as a Second Language – 240 minutes (12.5%) Science and Technology – 160 minutes (8.3%) The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%) Health and Physical Education – 160 minutes (8.3%) Social Studies – 120 minutes (6.3%) TAG – 40 minutes (2.1%)

SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT ATION FOR DAILY VIGOROUS ACTIVITY Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 8:45 – 9:25 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Programming Programming Programming Programming Programming Programming 9:25 – 10:05 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Programming Pr ogramming (Health) Programming Programming Programming Programming 10:05 – 10:20 Recess Recess Recess Recess Recess Recess

10:20 – 11:00 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Programming Programming Programming Programming Programming Programming 11:00 – 11:40 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Programming Programming Programming Programming Programming Programming 11:40 – 12:40 Lunch Lunch Lunch Lunch Lunch Lunch

12:40 – 1:20 Social studies Science/Tech Physical Education TAG Drama/Dance Physical Education

1:20 – 2:00 French French French French French French

2:00 – 2:15 Recess Recess Recess Recess Recess Recess

2:15 – 2:55 Physical Education Social Studies Music Visual Arts Social Studies Science/Tech

2:55 – 3:35 Music Drama/Dance Science/Tech Visual Arts Physical Education Science/Tech

Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language) Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language) Week Thr ee : Add Vig o r ous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health on Day 2 at 9:25 with Language) Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)

572 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 573

Sample 2: K-8 School Features: • 10.5 classes (three kindergartens every other day). • Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes. • When blocking two intermediate periods, there are three primary periods (2 ´ 37.5 = 3 ´ 25). • Junior/intermediate classes have physical education in the afternoon. • Morning classes run as follows for primary: 8:50 – Opening exercises 12:45 – period 5 8:55 – period 1 1:20 – period 6 9:20 – period 2 1:55 – recess 9:45 – period 2b 2:10 – period 7 10:10 – recess 2:45 – period 8 10:25 – period 3 10:50 – period 4 11:15 – period 4b 11:40 – lunch

Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y 1 3/4 3/4 3/4 3/4 3/4 2 2 2 2 2 2 2b 1/2 1/2 1/2 1/2 1/2 RECESS 3 KA/KC KA/KC KA/KC KA/KC KA/KC 4 KB KB KB 4b 1 1 1 1 1 LUNCH 5 8 7 8 7 7/8 6 7 5/6 7 8 4/5 RECESS 7 5/6 7/8 7/8 7/8 5/6 8 4/5 4/5 5/6 4/5 8

573 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 574

Sample 3: Daily PE – 15 Classes Features: • Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits. • All classes get physical activity every day: (Two full periods each plus three Fitness periods of 15 minutes each). •Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.

SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES 9:10 – 9:45 9:45 – 10:20 10:40 – 11:15 11:15 – 11:45 12:55 – 1:30 1:30 – 2:05 2:30 – 3:00 3:00 – 3:35 Mo n d a y 1 2 & 3 & 14 4 5 7 & 12 & 15 8 11 13 (15 Min. Fitness) (15 Min. Fitness)

6 & 9 6 & 10 (15 Min. Fitness) (15 Min. Fitness) Tue s d a y 2 1 & 4 3 6 7 & 11 & 15 9 12 14 (15 Min. Fitness) (15 Min. Fitness)

5 & 8 13 & 10 (15 Min. Fitness) (15 Min. Fitness) Wed n e s d a y 1 12 & 9 4 7 3 & 5 & 13 10 11 15 (15 Min. Fitness) (15 Min. Fitness)

14 & 2 6 & 8 (15 Min. Fitness) (15 Min. Fitness) Th u r s d a y 2 7 & 10 5 8 1 & 3 & 13 9 12 14 (15 Min. Fitness) (15 Min. Fitness)

11 & 15 4 & 6 (15 Min. Fitness) (15 Min. Fitness) Fr i d a y 3 1 & 2 & 14 6 7 8 & 9 10 13 15 (15 Min. Fitness) (15 Min. Fitness)

4 & 5 11 & 12 (15 Min. Fitness) (15 Min. Fitness) Entrance Recess Lunch Recess Dismissal 9:00 10:20 – 10:35 11:45 – 12:50 2:10 – 2:35 3:40

574 Health and Physical Education – Grade 8 Appendix D Appendices for Grade 8-1 1/17/01 8:43 AM Page 575 APPENDIX E Summary of Evidence Recording Chart

Class: ______Grade: ______

Understanding Movement Active Co m m u n i c a t i o n Highest, Most of Concepts Skills Participation of Required Consistent Level (Weight of 1) (Weight of 1) (Weight of 2) Knowledge of Achievement (Weight of 1) Student Names

575 Health and Physical Education – Grade 8 Appendix E Appendices for Grade 8-1 1/17/01 8:43 AM Page 576 APPENDIX F-1 Active Participation – Summary of Evidence Chart

Teacher: ______Grade: ______Knowledge/Skill Category: Active Participation Level 1 Level 2 Level 3 Level 4

• Participates actively only with constant • Participates actively needing only occa- • Re q u i r es no encouragement to parti c i p a t e • Participates actively in a manner that encouragement. sional encouragement. actively. encourages others to participate. • Applies few of the required skills. • Applies some of the required skills. • Applies most of the required skills. • Applies all or almost all of the required • Requires constant reminders regarding • Requires occasional reminders regarding • Follows safe procedures and uses skills. safety procedures and the safe use of safety procedures and the safe use of equipment and facilities safely. • Follows safe proc e d u r es and uses equipment equipment and facilities. equipment and facilities. and facilities safely, and encourages others to do so.

Unit: ______Unit: ______Unit: ______Unit: ______Highest Most Expectation: Expectation: Expectation: Expectation: Consistent Level

Student Names

576 Health and Physical Education – Grade 8 Appendix F-1 Appendices for Grade 8-1 1/17/01 8:44 AM Page 577 X F-1 APPENDIX F-2 Communication of Required Knowledge – Summary of Evidence Chart

Teacher: ______Grade: ______Knowledge/Skill Category: Communication of Required Knowledge Level 1 Level 2 Level 3 Level 4

• Communicates poorly, making many • Communicates with some clarity, making • Communicates clearly and prec i s e l y , making • Communicates clearly and prec i s e l y , making errors or omissions. some errors or omissions. few errors or omissions. no or almost no errors or omissions. • Rarely uses appropriate terminology. • Sometimes uses appropriate terminology. • Usually uses appropriate terminology. • Uses appropriate and varied terminology.

Unit: ______Unit: ______Unit: ______Unit: ______Highest Most Expectation: Expectation: Expectation: Expectation: Consistent Level

Student Names

577 Health and Physical Education – Grade 8 Appendix F-2 Appendices for Grade 8-1 1/17/01 8:44 AM Page 578 APPENDIX F-3 Movement Skills – Summary of Evidence Chart

Teacher: ______Grade: ______Knowledge/Skill Category: Movement Skills Level 1 Level 2 Level 3 Level 4

• Performs few of the skills as described. • Performs some of the skills as described. • Performs most of the skills as described. • Performs all or almost all of the skills as • Rarely applies skill in other situations • Sometimes applies skill in other situations • Usually applies skill in other situations described. or activities. or activities. or activities. • Consistently applies skill in other situations or activities.

Unit: ______Unit: ______Unit: ______Unit: ______Highest Most Expectation: Expectation: Expectation: Expectation: Consistent Level

Student Names

578 Health and Physical Education – Grade 8 Appendix F-3 Appendices for Grade 8-1 1/17/01 8:44 AM Page 579 F-3 APPENDIX F-4 Understanding of Concepts – Summary of Evidence Chart

Teacher: ______Grade: ______Knowledge/Skill Category: Understanding of Concepts Level 1 Level 2 Level 3 Level 4

• Shows understanding of few of the • Shows understanding of some of the • Shows understanding of most of the • Shows understanding of all or almost all required concepts taught, with major required concepts taught, with several required concepts taught, with few of the required concepts taught, with prac- errors or omissions. minor errors or omissions. minor errors or omissions. tically no errors or omissions.

Unit: ______Unit: ______Unit: ______Unit: ______Highest Most Expectation: Expectation: Expectation: Expectation: Consistent Level

Student Names

579 Health and Physical Education – Grade 8 Appendix F-4 Appendices for Grade 8-1 1/17/01 8:44 AM Page 580 APPENDIX G Participation Rubric

Grades 1 to 8

Ca t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: • participate vigorously in all aspects of the program Readiness to Participate • enters the gym late more • usually ready to participate • regularly ready to partici- • always ready to participate than half of the occasions on time pate on time on time • infrequently participates • usually participates in class • regularly takes part in class • always takes part in class actively activities activities activities Physical Participation • infrequently participates • sometimes participates in a • regularly participates in • always or almost always in a variety of physical variety of physical activities all physical activities promotes active participa- activities independently tion in all physical activities • infrequently participates in • sometimes participates in a • regularly participates in a • routinely promotes and physical activities outside variety of physical activities wide variety of physical organizes physical activities of the classroom program outside of the classroom activities outside the outside the classroom program classroom program program • experiences difficulty par- • sometimes participates • frequently participates • always participates positive- ticipating as an individual positively as an individual positively as an individual ly as an individual and in a or in a group setting or in a group setting and in a group setting group setting Initiative • infrequently tries new • sometimes attempts new • regularly attempts new • always tries new activities activities activities with encourage- activities and encourages others to ment do the same • infrequently takes on a • sometimes with encourage- • regularly takes on a • routinely asks to play a leadership role ment leads the class in leadership role in class leadership role in class activities • relies on others to begin • sometimes begins activities • frequently begins activities • routinely is a self-starter physical activities with some teacher independently and provides opportunities intervention for others to participate Effor t • infrequently works hard • sometimes works hard • regularly demonstrates a • always strives for personal (e.g., goes through the with encouragement determined effort best motions) • easily distracted from task • sometimes easily distracted • regularly stays on task • routinely encourages and often distracts others from task and sometimes others to stay on task distracts others Enjoyment • infrequently demonstrates • sometimes demonstrates • regularly demonstrates • always or almost always (Based on the activities they enjoyment from participa- enjoyment from participa- enjoyment from participa- demonstrates enjoyment choose to participate in) tion in physical activities tion in physical activities tion in physical activities from participation in physical activities Social Interaction • infrequently recognizes • sometimes recognizes • regularly recognizes physical • always or almost always physical activity as a posi- physical activity as a posi- activity as a positive oppor- seeks out and motivates tive opportunity for social tive opportunity for social tunity for social interaction others to participate interaction interaction together • infrequently recognizes the • sometimes recognizes the • regularly recognizes the • always or almost always role that participation in role that participation in role that participation in recognizes the role that physical activity plays in physical activity plays in physical activity plays in participation in physical getting to know and under- getting to know and getting to know and activity plays in getting to stand self and others understand self and others understand self and others know and understand self and others

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., 1999. 28 Garrett Crescent, Barrie, ON, L4M 4R8 Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

580 Health and Physical Education – Grade 8 Appendix G Appendices for Grade 8-1 1/17/01 8:44 AM Page 581 IX G Participation Rubric continued

Ca t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: • participate vigorously in all aspects of the program Challenge • in f r equently able to describe • sometimes able to accept • regularly accepts the • always or almost always the feelings resulting from the feelings resulting from feelings resulting from accepts the feelings res u l t i n g challenges, successes, and challenges, successes, and challenges, successes and from challenges, successes failures in physical activity failures in physical activity failures in physical activity and failures in physical activity and encourages others to do so • infrequently open to new • sometimes open to new • regularly open to new • always or almost always challenges or trying new challenges or trying new challenges and trying new open to new challenges activities activities activities or trying new activities Respect and Support for • infrequently plays or inter- • sometimes will partner with • regularly participates with • always or almost always Others acts with other students other students anyone in class initiates changes in partners or groups to resolve conflict or address an imbalance • infrequently accepts others • sometimes accepts others • regularly accepts others, • always or almost always with different ability, with different ability, including those of different encourages the inclusion culture and gender culture and gender ability, culture and gender of others of different ability, culture and gender • infrequently offers positive • sometimes offers positive • regularly encourages others • always or almost always comments to others comments to others with positive comments encourages others with (e.g., fabulous, great work, positive comments you’re getting better)

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., 1999. 28 Garrett Crescent, Barrie, ON, L4M 4R8 Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

581 Health and Physical Education – Grade 8 Appendix G Appendices for Grade 8-1 1/17/01 8:44 AM Page 582 APPENDIX H Social Skills Rubric

Grades 1 to 8

Ca t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: • follow the rules of fair play in games and activities Self-Expression • rarely expresses • sometimes expresses • regularly and accu- • always or almost personal feelings, personal feelings, rately expresses own always accurately ideas and experiences ideas and experiences feelings, ideas and expresses own experiences with an feelings, ideas and awareness of audi- experiences with an ence (e.g., uses “I” aw a r eness of audience messages) Response to Others • listens to others when • sometimes listens • regularly listens • always or almost topics are of personal attentively to others actively to others always listens actively interest and is atten- (e.g., restates infor- to others tive for short periods mation accurately, uses of time effective questioning) • with assistance • sometimes follows • regularly follows and • encourages others to follows basic instruc- and outlines instruc- explains instructions listen (e.g., assists the tions and directions tions and directions when pursuing a task group in maintaining for familiar games, individually or with the focus, demon- activities and events others strates active listening, states different points of view) • rarely shows respect • sometimes shows • regularly shows • always or almost for other people’s respect for other respect for other always shows respect ideas people’s ideas people’s ideas for other people’s ideas and encourages others to do so Cooperation • with extensive • sometimes shows • regularly shows con- • always or almost support, shows con- consideration for sideration for others always shows consid- sideration for others others eration for others and encourages others to do so • with encouragement, • sometimes accepts • regularly accepts • always or almost accepts leadership of leadership of teachers, leadership of teachers, always accepts leader- teachers, peers and peers and officials peers and officials sh i p of teachers, officials peers and officials • based on examples • sometimes encour- • regularly encourages • always or almost modeled in class, ages others others always encourages encourages others others • with direct supervi- • with some supervi s i o n • regularly stays on task • always or almost sion stays on task stays on task without direct super- always stays on task vision and is self-directed • rarely gives and • sometimes gives and • regularly gives and • always or almost accepts assistance accepts assistance accepts assistance always gives and accepts assistance

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., 1999. 28 Garrett Crescent, Barrie, ON, L4M 4R8 Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

582 Health and Physical Education – Grade 8 Appendix H Appendices for Grade 8-1 1/17/01 8:44 AM Page 583 IX H Social Skills Rubric continued

Ca t e g o r i e s Level 1 Level 2 Level 3 Level 4 Specific Expectation: • follow the rules of fair play in games and activities Respect • shows limited patience with • sometimes shows patience • regularly shows patience • always or almost always others of different abilities with others of different with others of different shows patience with others abilities abilities of different abilities and encourages others to do so • with encouragement, treats • sometimes treats others of • regularly treats others of • always or almost always others of diversity equally diversity equally diversity equally treats others of diversity equally • with encouragement uses • sometimes uses appropri- • regularly uses appropriate • always or almost always appropriate language when ate language when talking language when talking with uses appropriate language talking with peers and with peers and teachers peers and teachers when talking with peers teachers and teachers and encourages others to do so Fair Play and Activity • rarely follows the rules of • sometimes follows the rules • regularly follows the rules • always or almost always Etiquette fair play in games and of fair play in games and of fair play in games and follows the rules of fair activities activities activities play in games and activities and encourages others to do so • rarely respects the deci- • sometimes respects the • regularly respects the deci- • always or almost always sions made by officials, be decisions made by officials, sions made by officials be respects the decisions they students, teachers or be they students, teachers they students, teachers or made by officials, be they coaches or coaches coaches students, teachers or coaches Group Interaction • with encouragement works • sometimes works well with • regularly works well with • always or almost always well with others others others works well with others • with encouragement takes • sometimes takes turns • regularly takes turns • always or almost always turns takes turns and encourages others to do so Group Decision-Making • with encouragement and • sometimes discusses • regularly discusses options, • always or almost always support, discusses options options and agrees with the participates in making discusses options, partici- and agrees with the group’s group’s decisions decisions and agrees with pates in making decisions decisions the group’s decisions and agrees with the group’s decisions

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., 1999. 28 Garrett Crescent, Barrie, ON, L4M 4R8 Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

583 Health and Physical Education – Grade 8 Appendix H Appendices for Grade 8-1 1/17/01 8:44 AM Page 584 APPENDIX I Safety Rubric – Grades 1 to 8

Grades 1 to 8

Ca t e g o r i e s Level 1 Level 2 Level 3 Level 4 Overall Expectation: • follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety Activity • ra r ely dresses approp r i a t e l y • sometimes dresses approp r i - • regularly dresses appropri- • always or almost always for vigorous physical activity at e ly for vigorous physical ately for vigorous physical dresses appropriately for ac t i v i t y activity vigorous physical activity and is able to explain the reasons for doing so • with direct instruction par- • sometimes participates in • regularly participates in • always or almost always ticipates in appropriate appropriate warm-up con- appropriate warm-up con- participates in appropriate warm-up conditioning and ditioning and cool-down ditioning and cool-down warm-up conditioning and cool-down activities ac t i v i t i e s activities cool-down activities independently • with frequent reminders • with reminders listens • listens attentively to achieve • always or almost always listens attentively to prom o t e attentively to enhance safe safe and successful parti c i - listens attentively to achieve safe and successful partici- and successful parti c i p a t i o n pation in class safe and successful participation in class in class pation in class • beginning to use and • sometimes uses and • regularly uses and explains • always or almost always uses explain (when asked) the explains (when asked) the (when asked) the impor- and explains (when asked) importance of safe and importance of safe and tance of safe and controlled the importance of safe and controlled movements controlled movements movements controlled movements and encourages others to do so • with assistance can suggest • beginning to modify activities • regularly practises modifi- • always or almost always modifications to activities to ensure safety cations to activities to ensure practises modifications to to ensure safety safety (e.g., reducing the activities to ensure safety size of the playing surface if and can explain why walls are too close) • with assistance applies safety • sometimes applies safety • regularly applies safety • always or almost always rules and safety procedures rules and safety procedures rules and safety procedures applies safety rules and while participating in a while participating in a while participating in a safety procedures while variety of physical activities variety of physical activities variety of physical activities participating in a variety of physical activities Equipment • rarely recognizes and • sometimes recognizes and • regularly recognizes and • always or almost always reports unsafe conditions reports unsafe conditions reports unsafe conditions recognizes and reports and situations and suggests and situations and suggests and situations and suggests unsafe conditions and situa- changes changes ch a n g e s ti o n s and suggests changes • ra r ely assumes res p o n s i b i l i t y • sometimes assumes • regularly assumes respon- • always or almost always for self and others responsibility for self and sibility for self and others assumes responsibility for others (e.g., helping to set up self and others equipment in a safe manner with adult assistance) Facility • with assistance, recognizes • sometimes recognizes envi- • regularly recognizes envi- • always or almost always environments unsafe for ronments unsafe for playing ronments unsafe for playing recognizes environments playing unsafe for playing • requires encouragement to • requires encouragement to • regularly accepts and prac- • always or almost always practise modifications of practise odifications of tises modifications of rules accepts and practises mod- rules to suit facility rules to suit facility to suit facility use (e.g., ifications of rules to suit identifying an area out of facility uses and encourages bounds if part of the field is others to do the same unsafe) • rarely reports unsafe con- • sometimes reports unsafe • regularly reports unsafe • always or almost always ditions to teacher and conditions to teacher and conditions to teacher and reports unsafe conditions peers peers peers to teacher and peers

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 67), Data Based Directions Inc., 1999. 28 Garrett Crescent, Barrie, ON, L4M 4R8 Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com 584 Health and Physical Education – Grade 8 Appendix I Appendices for Grade 8-1 1/17/01 8:44 AM Page 585 DIX I APPENDIX J-1 Movement Skills Recording Chart

Knowledge/Skill Category: Movement Skills Topic: ______Grade: ______Learning Expectations: ______

Skill Indicators: Level 1 Level 2 Level 3 Level 4

• • Performs few of the • Sometimes performs • Usually performs the • Consistently performs skills as described. the skills as skills as described. the skills as • described. described. • Rarely applies skills • Sometimes applies • Usually applies skills • Consistently applies • in other situations or skills in other situa- in other situations or skills in other situa- • activities. tions or activities. activities. tions or activities. Student Names

585 Health and Physical Education – Grade 8 Appendix J-1 Appendices for Grade 8-1 1/17/01 8:45 AM Page 586 APPENDIX J-2

586 Health and Physical Education – Grade 8 Appendix J-2 Appendices for Grade 8-1 1/17/01 8:45 AM Page 587 X J-2 APPENDIX K Active Participation Recording Chart

Knowledge/Skill Category: Active Participation Topic: ______Grade: ______Learning Expectations: ______

Indicators: Level 1 Level 2 Level 3 Level 4

• • Participates actively only with • Participates actively needing • Requires no encouragement to • Participate actively in a man- • constant Encouragement. only occasional encouragement. participate actively. ner that encourages others to • participate. • Applies few of the required • Applies some of the required • Applies most of the required • Applies all, or almost all, of • skills. skills. skills. the required skills. • • Requires constant reminders • Requires occasional • Follows safe procedures and • Follows safe procedures and • regarding safety procedures reminders regarding safety uses equipment and facilities uses equipment and facilities and the safe use of equipment procedures and the safe use of safely safely, and encourages others and facilities. equipment and facilities. to do so. Student Names

587 Health and Physical Education – Grade 8 Appendix K Appendices for Grade 8-1 1/17/01 8:45 AM Page 588 APPENDIX L Communication of Required Knowledge Recording Chart

Knowledge/Skill Category: Communication of Required Knowledge Topic: ______Grade: ______Learning Expectations: ______

Indicators: Level 1 Level 2 Level 3 Level 4 • • Communicates poorly, • Communicates with • Communicates clearly • Communicates clearly • making many errors some clarity, making and precisely, making and precisely, making • or omissions. some errors or few errors or omis- no, or almost no, • omissions. sions. errors or omissions. • • Rarely uses appropri- • Sometimes uses • Usually uses appro- • Uses appropriate and • ate terminology. appropriate priate terminology. varied terminology. terminology. Student Names

588 Health and Physical Education – Grade 8 Appendix L Appendices for Grade 8-1 1/17/01 8:45 AM Page 589 IX L APPENDIX M-1 Chart Understanding of Concepts Recording Chart

Knowledge/Skill Category: Understanding of Concepts Topic: ______Grade: ______Learning Expectations: ______

Indicators: Level 1 Level 2 Level 3 Level 4 • • Shows understanding • Shows understanding • Shows understanding • Shows understanding • of few of the required of some of the of most of the of all, or almost all, • concepts taught, wi t h required concepts required concepts of the required • major errors or taught, with several taught, with few concepts taught, with • om i s s i o n s . minor errors or minor errors or practically no errors • omissions. omissions. or omissions.

Student Names

589 Health and Physical Education – Grade 8 Appendix M-1 Appendices for Grade 8-1 1/17/01 8:46 AM Page 590 APPENDIX M-2

590 Health and Physical Education – Grade 8 Appendix M-2 Appendices for Grade 8-1 1/17/01 8:46 AM Page 591 M-2 APPENDIX N Anecdotal Observation Recording Chart *Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.

Class: ______Unit: ______Expectation(s): ______

591 Health and Physical Education – Grade 8 Appendix N Appendices for Grade 8-1 1/17/01 8:46 AM Page 592 APPENDIX O-1 Self/Peer Participation Assessment Target

Name: ______Class: ______Grade: ______Knowledge/Skill Category: ______Expectations: ______

1 2 3 4

592 Health and Physical Education – Grade 8 Appendix O-1 Appendices for Grade 8-1 1/17/01 8:46 AM Page 593 O-1 APPENDIX O-2 Self/Peer Participation Assessment Pyramid

Name: ______Class: ______Grade: ______Knowledge/Skill Category: ______Expectations: ______

593 Health and Physical Education – Grade 8 Appendix O-2 Appendices for Grade 8-1 1/17/01 8:46 AM Page 594 APPENDIX O-3 Self/Peer Participation Assessment Star

Name: ______Class: ______Grade: ______Knowledge/Skill Category: ______Expectations: ______

2 4

594 Health and Physical Education – Grade 8 Appendix O-3 Appendices for Grade 8-1 1/17/01 8:46 AM Page 595 O-3 APPENDIX O-4 Response to Others Self-Assessment (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation Grade: 1, 2, 3

Expectations:

1p33 Follow instructions, pay attention, attempt new activities. 1p38 Demonstrate respect for others in group situations (e.g., being courteous, speaking kindly). 2p40 Demonstrate appropriate interpersonal skills and respectful behaviour (e.g., displaying etiquette, playing fairly, cooperating) in physical activities. 3p37 Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group). 3p39 Communicate positively to help and encourage others.

Draw yourself on the step that describes you today.

I always speak kindly, and listen to others. I speak kindly and listen to others.

I sometimes speak kindly and listen to others. I need reminders to speak kindly and listen to others.

595 Health and Physical Education – Grade 8 Appendix O-4 Appendices for Grade 8-1 1/17/01 8:46 AM Page 596 APPENDIX O-5 “I Listen” Self-Assessment (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation Grade: 1, 2

Expectations:

1p33 Follow instructions, pay attention, attempt new activities. 2p34 Stay on task, follow instructions, pay attention, and see tasks through to completion.

Write the DATE on the rung of the ladder that best describes you today.

I always pay attention and follow instructions. ______

I pay attention and follow instructions. ______

I sometimes pay attention and follow instructions. ______

I need help and reminders to pay attention and follow instructions. ______

596 Health and Physical Education – Grade 8 Appendix O-5 Appendices for Grade 8-1 1/17/01 8:46 AM Page 597 O-5 APPENDIX O-6 Safe Activity Self-Assessment (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation Grade: 1, 2, 3

Expectations:

1p30 Follow safety proc e d u r es related to physical activity, equipment and facilities. 2p30 Follow safety proc e d u r es related to physical activity, equipment and facilities. 3p29 Follow safety proc e d u r es related to physical activity, equipment and facilities

Write the DATE in the box that best describes you today.

With help and reminders, I play safely. With reminders, I play safely. ______

I play safely. I play safely and help others play safely. ______

597 Health and Physical Education – Grade 8 Appendix O-6 Appendices for Grade 8-1 1/17/01 8:46 AM Page 598 APPENDIX O-7 I am Ready for Physical Education (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation Grade: 1, 2, 3

Expectations:

1p30 Follow safety proc e d u r es related to physical activity, equipment, and facilities. 1p32 Display readiness to participate in the instructional program (e.g., joining in readily, wearing appropriate clothing, removing jewelry). 2p30 Follow safety proc e d u r es related to physical activity, equipment and facilities. 2p33 Display readiness to participate in the instructional program (e.g., taking out and putting away equipment, joining in readily, wearing appropriate clothing, and applying sun protection when necessary). 3p29 Follow safety proc e d u r es related to physical activity, equipment and facilities.

Write the DATE in the box that best describes you.

I wear my running shoes once in a while. I wear my running shoes some days. ______

I wear my running shoes most days. I wear my running shoes every day. ______

598 Health and Physical Education – Grade 8 Appendix O-7 Appendices for Grade 8-1 1/17/01 8:46 AM Page 599 O-7 APPENDIX O-8 Cooperation and Fair Play Self-Assessment (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation Grade: 1, 2, 3

Expectations:

1p37 Work cooperatively with others (e.g., sharing equipment, helping others). 2p40 Demonstrate appropriate interpersonal skills and respectful behaviour (e.g., displaying etiquette, playing fairly, co-operating) in physical activities. 3p38 Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play).

Write the DA T E under the picture that describes you today.

I need reminders to play fairly and I sometimes play fairly and cooperate. cooperate.

(frog egg) (t a d p o l e )

I play fairly and cooperate. I always play fairly and cooperate.

(f r o g l e t ) (f r o g )

599 Health and Physical Education – Grade 8 Appendix O-8 Appendices for Grade 8-1 1/17/01 8:46 AM Page 600 APPENDIX O-9 Self/Peer Assessment Target (primary)

Name: ______Class: ______Knowledge/Skill Category: Active Participation

Expectations:

1p31; 2p31; 3p30 Participate vigorously in all aspects of the program 1p34; 2p35; 3p33 Participate in moderate to vigorous physical activity for 5-10 minutes (Grades 1 and 2) or 8 – 10 minutes (Grade 3)

Stopped more 1 than four times

Stopped 2 3-4 times

Stopped once 3 or twice

Did not stop 4 moving for 5-10/8-10 minutes

600 Health and Physical Education – Grade 8 Appendix O-9 Appendices for Grade 8-1 1/17/01 8:46 AM Page 601 O-9 APPENDIX O-10 Student Assessment – Movement Skill Checklist

Grade: ______Skill: ______

What to look for: Get Ready

Insert picture

Action

Insert picture

Follow-Through

Insert picture

601 Health and Physical Education – Grade 8 Appendix O-10 Appendices for Grade 8-1 1/17/01 8:46 AM Page 602 APPENDIX P TRANSFERABLE SKILLS – STRATEGIES AND TACTICS

It is helpful to teach games by grouping them into categories with games of similar type. Widening the focus can help to bridge the gap between developing skills and learning strategies. As students le a r n strategy while playing, they develop an intrinsic motivation to build their skills. With a balanced skills/strategy approach, students learn more than just “the rules of the game.” They become thinking players, learning to deal with the challenge of the unexpected and using opportunities to give and receive feedback. Ask students to think about making connections to the game experience and to take responsibility for increasing the challenge in games. Students who are engaged in the activity are more likely to continue seeking out opportunities to be active. Grouping games and activities into categories can help students see the connections between the activities. Junior and intermediate students can use similar game strategies in each of these game categories.

Tar get-type games (e.g., croquet, golf, arch e r y, curling, bowling) Tar get-type games emphasize accuracy and control. Modify challenges by changing target size, distance and equipment, by using stationary or mobile targets and by having the players shoot while stationary or mobile. Strategies used in target games include:

Strategy Criteria

Offensive • Planning path to target Defensive • Blocking path of object

Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball) Net/wall-type games involve moving and controlling an object and hitting it within a specified space. Players work to make it difficult for other players to gain possession of the object or to send it back to the wall or across the net. Small numbers of players are usually involved in net/wall games. Strategies used include:

Strategy Criteria

Offensive • Place object in a difficult spot for opponent to return •Varying shots; speed, distance, height Defensive • Assume “ready position”

602 Health and Physical Education – Grade 8 Appendix P Appendices for Grade 8-1 1/17/01 8:46 AM Page 603 IX P Striking/Fielding-Type Games (e.g., baseball, cricket, rounders, softball) Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runners hit, kick or throw an object then score runs by running to designated areas. Fielders retrieve the object and get it to a specified place to stop runs from being scored and to get opponents out. Because of the many aspects of the game, strategy for striking/fielding games can be challenging. Basic strategies include:

Strategy Criteria

Offensive • Placement of object where the defender can’t easily make a play • Score runs by advancing to safe areas Defensive • React and anticipate object movement • Assume “ready position” • Quick fielding of object

Invasion/Territory-Type Games (e.g., soccer, handball, ultimate Frisbee, football, basketball, lacrosse, field hockey). Invasion/territory-type games involve controlling an object, keeping it away from opponents and moving it into a scoring position to score on a target. Games can be modified to be simple running games or to use a specified skill (kicking, throwing). Depending on whether the team has control of the object or not, the team uses offensive or defensive strategies:

Strategy Criteria

Offensive • Keeping possession of ball/object • Attempting to move in the direction of the goal • Moving into and creating open spaces Defensive • Staying between the offensive player and the goal • Using hands, feet, stick or body to prevent a pass or scoring attempt

Considerations All games and activities can be adapted to meet the level appropriate for students. With any activity, consider the following questions and adapt the activity as needed: • Is the activity safe? • Do all students have an opportunity to be active? • Does the activity build on skills and strategies that the student has been taught? • Can adaptations be made so that students of all abilities can be involved? • Are positive social skills reinforced? • Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)? • How can the challenge/fun factor be increased?

603 Health and Physical Education – Grade 8 Appendix P Appendices for Grade 8-1 1/17/01 8:46 AM Page 604 APPENDIX Q TRANSFERABLE SKILLS – Sending/Receiving/Carrying

Developing the fundamental movement skills of locomotion, manipulation and stability are a focus of the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportunities to develop and combine fundamental movement skills . Basic locomotion skills include: walking, running, hopping, skipping, galloping, chasing, fleeing, dodging. Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping and landing, stretching, curling Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting, volleying, striking with implements.

Combining movement skills or adding the elements of effort, relationships, body awareness and space awareness can make the skills more complex.

Effort Relationships Body Awareness Awareness of Space (how the body moves) •Time (slow, fast) • Of body parts (round, • Individual, whole body, • Levels (low, medium, • Force (strong, light) narrow, curved, wide, body shapes, body high) twisted, symmetrical) parts • Directions (up/down, • Flow (bound, free) •With objects and/or forward/backward, people (over/under, right/left, on/off, near/far, in clockwise/counter front/behind, clockwise) al o n g / t h r ough, meeting/ parting, surrounding, • Location (self, general around, alongside) space) •With people • Pathways (curved, (leading/following, straight, zigzag, mirroring/matching, smooth, broken) unison/contrast, • Extensions (far/near, between groups, large/small) groups, partners, solo, alone in a group)

604 Health and Physical Education – Grade 8 Appendix Q Appendices for Grade 8-1 1/17/01 8:46 AM Page 605 IX Q When combining movement skills, students will be performing a variety of sending, receiving and ying carrying skills. Helping students make connections between the skills will help students transfer knowledge and apply what they already know to learning new skills. Each sending, receiving and carrying skill should include a ready position, execution and follow-through. Breaking down skills into component parts, and simplifying skills can make it easier for students to understand and improve.

The following critical elements of sending, receiving and catching skills can be transferred from sport to sport and can be emphasized in any sending, receiving and carrying skill.

Strategy Critical Elements

Sending • Intent to move an object •Weight evenly distributed • Back swing (wind up) • Square to target •Weight transfer • Follows through Receiving • Intent to catch an incoming object • Eye contact/focus • Anticipation • Ready Position – weight evenly distributed on both feet – knees bent – low centre of gravity Car rying • Maintain possession of object while stationary or travelling • In control with/without opponent • Ability to change directions, speed/levels

605 Health and Physical Education – Grade 8 Appendix Q Appendices for Grade 8-1 1/17/01 8:46 AM Page 606 2 pages 1/11/01 these1:16 PM 2 pagesPage 2 are the last pages of the book, after appendices and they don’t have page numbers. FEEDBACK Ontario Health and Physical Education Curriculum Support, K – 10

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