MINI UNIT FINAL

Mini Unit Plan

Teacher

Miss. Christina Cariolato

Subject

Physical Education
Manipulation skills and Spacial

Topic/Focus Awareness

Overview of all Lessons and Performance Task.

1.
2.
3.

Overarching
Question

What choices could we make as individuals to promote a healthy lifestyle?

What are the effects on the body of regular participation in physical activity?
How does physical education relate to what individuals do everyday?

Learner
Considerations

Differentiation methods:
If there are students with special needs, the games are to be notified to
allows every student to play.
In softball in lesson one, students are allowed to use a tennis racket (bigger
surface area) rather than a baseball bat to hit the ball increasing chances of
success.
In Dodgeball in lesson two students with special needs are to only be hit from
the waist and down, allowing them to turn with their back facing a ball to
block it and they will not be out.
In Dodge Baseball in the third lesson, the bases are allowed to be switched out
for gymnastic mats so if students have a hard time touching the base with
their feet, they are now able to jump from the running line onto the mat,
increasing participation.

Performance
Task Overview

After lessons 1-3, students will be summatively assessed on the skills that they
have learned and improved on in class. Students will apply their knowledge to a
small cooperative group activity of throwing and catching amongst each other.
Students will also individually answer a question that the teacher had provided
for them regarding skill awareness. Both of these components will contribute to
the students overall grade at the end of the performance task.

Learner Outcomes
General
Outcomes
General Outcome
A: Students will
acquire skills
through a variety of
developmentally
appropriate
movement
activities; dance,
games, types of
gymnastics,
individual activities
and activities in an
alternative
environment; e.g.,
aquatics and
outdoor pursuits.

Specific Outcomes

Links to Overarching
Question/sub-questions

Assessment Criteria
Students provide evidence of their
learning as they

Students will throw with

These skills being learned
A65 demonstrate ways to
receive, retain and send an
object with increasing accuracy

may be helpful for

students in everyday life.
This skills help a student
become physically active
and students gain
increased muscle mass.
Students have more hand
eye coordination.

proper technique of
having opposite leg to the
throwing arm. They will
look at their target,
ensuring that their arm
throw starts at the ear,
and extends forwards.
Students will catch with
two hands by looking at
the ball being thrown at
them, ensuring to catch
with their body and an
open hand.

MINI UNIT FINAL

General Outcome
A: Students will
acquire skills
through a variety of
developmentally
appropriate
movement
activities; dance,
games, types of
gymnastics,
individual activities
and activities in an
alternative
environment; e.g.,
aquatics and
outdoor pursuits.
General Outcome
A: Students will
acquire skills
through a variety of
developmentally
appropriate
movement
activities; dance,
games, types of
gymnastics,
individual activities
and activities in an
alternative
environment; e.g.,
aquatics and
outdoor pursuits.

This helps students

A66 consistently and
confidently perform
manipulative skills by using
elements of body and space
awareness, effort and
relationship.

A5-4 consistently and

confidently perform nonlocomotor skills by using
elements of body and space
awareness, effort and
relationships to a variety of
stimuli to improve personal
performance.

become aware of their

surroundings outside of
the classroom.
It increases positive
decision making as
students are mindful of
their surroundings.
This helps students build
cardio as they are
constantly moving around
in various directions.

Students will learn spatial

awareness around them by

being exposed to objects
being thrown at them at
any given time.
Students will use different
elements of their body to
perform non-locomotor
skills as they avoid being
hit from an object.

Students will provide

Students bodies learn how

to multitask multiple skills

at once and perform them
without realizing.
This increases the
performance level of a
student.

evidence of learning by
unconsciously performing
the skills they have
learned in the past two
lessons together.
Students will show that
the understand the proper
approach to throwing and
catching.

MINI UNIT FINAL

PHYSICAL EDUCATION
Mini Unit Plan
Christina Cariolato

Inquiry Question(s)
1. What choices could we make as individuals to promote a healthy lifestyle?
2. What are the effects on the body of regular participation in physical activity?
3. How does physical education relate to what individuals do everyday?

Unit Overview
Physical education is a very important part of education in that it ensures that students
become physically literate. Each student has the capability, attitude, skills, and knowledge to become
physically active but with a qualified teacher, can increase the participation of physical activity across
all schools. On a long term basis, physical activity helps to produce stimuli in your brain, which
controls ability to focus and increases classroom function. Students are able to learn more by
participating in 30 minutes of physically activity each day. This program is intended for grades K-12
and as each grade goes up, new knowledge and skills are obtained through a variety of lessons,
games, sports and leisure activities. There are four main general outcomes in this program. The first
one deals with Activity. This includes the basic skills, locomotor, non-locomotor or manipulative, and
the application of these skills. The second outcome focuses on the benefits of health. This outcome is
intended for students to understand the health benefits that can result from physical activity. This
makes students aware that body image, well being, and the amount of times you get sick can all be
from physical activity and how much of it you receive of it. The third outcome is directed towards
cooperation. Physical education encourages students to positively interact with others, conducting fair
play and making friendships. Students can develop communication skills and the ability to cooperate
with others. The last and final outcome that physical education wants students to achieve, is to do it
daily for life. This imposes that students will lead an active way of life and set challenges for
themselves to achieve. In the classroom (or gymnasium in this case) each unit has goals and
challenges that students hope to achieve. By the time a student is done school, physical education
has hoped to help them become an active member in their community whether that being running

MINI UNIT FINAL

everyday or helping within the community. The programs goal is for students to enjoy physical activity
in the classes and curriculum provided.The program provides benefits for students to become
physically active and it improves children's physical fitness. Its also intended to increase skill
development, self discipline, strengthen peer relationships, and reduce stress on the body.
The big ideas around the particular unit I am doing is to focus on the early manipulative skills
that are seen and done in almost every sport played. Focusing on a mini unit of manipulation skills
allows students to get the chance to learn and perform these skills correctly, therefore setting
themselves up correctly for future sports learned in more advanced grades. By doing so this young, it
takes less time for the student to learn it, and it is easier to introduce a sport in the future when the
student already knows how to perform the particular skills. Also when performing a skill young, such
as catching, the proper rhythm of how to execute the skill sticks in their heads and they learn it faster
than if they were in university learning how to catch. After students can learn these skills, they can
now focus on other aspects of a game such as cooperation or speed. Introducing this unit in the
elementary stage is beneficial for the students in that they are able to concrete the basic skills needed
for most sports, so they can they focus on learning the rules of the sport when they are older.

Unit Rationale
This unit is important to the lives of students because as mentioned above, it focuses on
ground basic skills that can be build upon into different skills depending on the sport. If these basic
skills are performed incorrectly, the outcome of skills that is built upon will not be performed correctly.
A student will only be able to learn these skills by practicing them. By only watching these skills
sedentary, may help with the understanding of how to execute them, but it will not help you perform
them. As they say Practice makes perfect. I will help students understand that important of this
content by providing a list of sports that use these skills. Not only catching and throwing, but adding in
all the basic skills such as striking, collecting, retaining, dribbling, etc. can help students understand
that every sport comes from very basic skill sets. By providing students with a list of sports that
include these elements, visual learners are able to look at it and determine all sports use somewhat of
these skills. This unit is vey significant to the program of study as it highly emphasizes on the first
general outcome which states that students will acquire skills through a variety of activities and sports.
It further breaks these skills down into basic (locomotor, non-locomotor and manipulative) skills and
the application of these skills. I focus on this outcome because I believe that students should
familiarize themselves with these at a young age in schools in order to become involved with sports
as they get older. This unit most defiantly addresses my subject discipline as it is encouraging
students to become active and learn new physical processes that will later benefit their learning in
future sports and activities possibly outside of school. This unit may deliver pre-determined knowledge

MINI UNIT FINAL

for students that are a part of teams that teach its players the correct way of performing a skill but
many students may not be familiar. Therefore this unit engages students to try and practice the skill
through game in classes, perhaps influencing the student to also try it at home. It engages students
not so much in deep questions but deep thinking for the technique used in a skill. For example when
learning to properly throw a free throw in Basketball, the student can think deeper than the shot itself,
and more into the feet position, knees, hips, shoulders, elbows and hand positions. All skills can be
broken down in these ways, making room for students to always improve on a skill and in a sport.
Assessment is essential in physical activity in general. It is especially important to assess if
individuals are participating. Participation is the number one factor in whether a physical education
class will run smoothly or not. Without participation, games cannot be played, lessons cannot be
taught, and learning cannot be done. Readiness is also important. If students are changed and ready
to go, a teacher could access that with a simple checkmark. This is important because students who
wear gym shorts and a t-shirt versus a student who has heavy boots and a wool sweater will affect
their performance in class activities. Especially in this mini-unit, peer assessment is important. If
students are not performing the proper technical skill, students around them are encouraged to help
them by verbally telling them what they are doing wrong and showing them by demonstration. This
can be seen as sportsmanship during games to help motivate other students. This peer assessment
helps students learn, as well as sets itself up for teachers to assess peer assessment through
sportsmanship. In this lesson, it is vital to not grade students on the skill at hand, but the improvement
of how students are performing. I want student to improve and refine their skills, rather than worry if
they are able to complete the skill for not. Formative verbal feedback is seen through the first three
lessons because I do not want grade students as they are learning the skill (some students might be
learning it for the first time) but I want to help students improve through demonstration and feedback.
Summative assessment of this unit is only used in the performance task where students will show the
teacher how they have improved their skills. As a teacher, I created a rubric for the performance task
so students grades will reflect student achievement on how well they have improved in the class. It is
only fair to grade student as equals across the classroom and not mark another student higher than
another because he/she has an advantage on the skill.

Driving Key Question(s)

1. What motivates individuals to be active?
2. What does it mean to be fit for you?
3. How through games allow individuals to learn developing motor skills?

MINI UNIT FINAL

Lesson Title/
Focus

Beginner Softball Lesson 1 of 3

Grade 6, Physical Education, Manipulation Skills

Teacher:
Date:

Miss. Christina Cariolato

Mondays Class

GENERAL LEARNING OUTCOMES

General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
outdoor pursuits.

SPECIFIC LEARNER OUTCOMES

A65 demonstrate ways to receive, retain and send an object with increasing accuracy

LEARNING OBJECTIVES
1.
2.
3.

Students will be able to demonstrate ways to receive, retain and send an object with increasing accuracy.
Students will be able to refine manipulative skills and concepts.
Students will demonstrate their ability of motor skills and movement patterns through participation.

ASSESSMENTS
Observations:

Students will be throwing using proper technique, catching with two hands, and apply it to

the game.
Students will focus on the acquisition of the skills, and not the sport
Look for encouragement among classmates
Look for other classmates helping ones that are struggling
Look for participation in the game, students that take initiative

Key Questions:

1. What are the key components of reviving the softball?

2. What are the key components of throwing the softball?
3. How through softball allows individuals to learn developing motor skills?

Products/Performances:

Students will demonstrate proper two handed catches and overhand throwing techniques.
Students will refine these skills by participating in a warm up and a 25 minute game of
softball.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies (Physical Education)

MATERIALS AND EQUIPMENT

Gymnasium or open field

10 Dodgeballs
4-6 different sized bats
Bases (could also be mats)
Whiteboard and marker
Laptop with internet connection
Pinnies
1 Tennis racket (if applicable)
Video recorder camera with stand
Whistle

MINI UNIT FINAL

PROCEDURE
Introduction

Time

Sit students down in a semi-circle facing you

Get students attention by putting one hand in the air waiting for all students

Attention Grabber

that are changed and sitting to notice you are waiting for them (students
know what the hand up means).
Allow room for discussion amongst classmates to discuss what skills they
think are associated with the game. (20 seconds)
Ask students by a show of hands who has played baseball/softball outside of
the classroom. (the teacher will ask for these students names and keep them
in mind for assessment of learning at the end of the third lesson)
Show students video on Softball (00:30- 05:00 minutes) to explain the rules,
scoring system and position of everyone.
Tell students to focus on the skills that are seen in the video and how they are
demonstrated.

6 Minutes

https://www.youtube.com/watch?v=kkN139nylmY
After the video, discuss the skills that were shown and why softball is
important for an elementary student to learn.

Show students on a whiteboard by drawing what the game field looks like.
Teacher will direct students into groups of 3 or 4 at random.
Explain to students that they are learning through Softball to increase many

Transition to Body

skills and accuracy but focusing specifically on throwing, catching and

hitting.
Explain that students are using foam dodge balls instead of softballs to focus
on the skills rather than the game.
This lesson is important because it is important to develop these manipulative
skills correctly as these skills are used somewhat in almost every sport.
Body

Learning Activity #1

Teacher will go to equipment room and grab dodge balls on 2nd shelf.
Teacher will then distribute one dodgeball to each group.
Once given, students will disperse amongst the gym.
Teacher will demonstrate the proper way to throw, as well as how to catch the
ball focusing on one particular element of each skill.
If applicable, have a student exemplar show the class the proper way of
showing these skills.
Throwing: Throw with opposite arm than foot forward.
Catching: Catch ball with two hands against body.
Students will stand twenty steps away from each other and practice catching
and throwing within their group with the foam dodgeball.
Teacher will walk around throughout groups to see if students are learning.
Students will feel comfortable with the ball and have understood the basic
movements that are used in the game by throwing and catching back and forth
in their group.
Teacher will give feedback to students if they are doing it correctly or what to
work on.
Towards end of this activity, the teacher will grab the remaining of the
equipment needed on the 2nd shelf.

2 Minutes

Time

5 minutes

MINI UNIT FINAL

Assessments/ Differentiation

Formative assessment with given feedback through teacher observation:

Formatively assess students on the correct action of throwing and catching by

only giving verbal feedback.

The teacher will walk around watching each group and observe students catch
and throw to their classmates.

To observe that students are learning what throwing is, they are stepping

forward with the opposite leg of their throwing arm. Students are using their
entire body to work together to throw the ball making a circular arm motion.
To observe that students are learning what catching is, they are catching the ball
using two hands and trapping it in their gloves or hands.
The teacher will exemplify the correct way to students that aren't understanding
the concept and need it performed in front of them to understand.
No summative assessment is done.
Differentiation:
Using the foam sized ball modifies the game to allow students with disability to
participate because it is easier to hold and throw, rather than a softball.
It also makes the game easier for the students to focus not on the game itself,
but the main focus of throwing and catching.
If a student is having troubles swinging the bat, they are able to use the tennis
racket as it has a bigger surface area and it easier for them to use. This allows
room for all able-bodied students.
Learning Activity #2

During
Activity

The teacher will now separate the class into teams.

This will be done by having the class stand on the line and the teacher will go
down the line randomly numbering the students a one or a two.

One team (teachers choice) will be on the outfield and the other will be at bat.
While teams are deciding who wants to bat first and their positions, the teacher
will set up the three bases and the home base.

Teacher will also put all bats (and racket if needed) just off to the side of the

Assessments/ Differentiation

home plate so students are able to access it.

Students on the outfield will disperse themselves on the playing field, teacher
ensuring that there is one student on each base.
Lastly, the teacher will set up a video recorder on the stand (found in the physed
office) in one corner of the gym and record the game for about 15 minutes. This
video will be used for summative assessment after the third lesson.

Formatively access students on whether they are participating

Teacher can provide specific feedback towards the whole group toward several
skills that were seen based on your observation of the students performance

Teacher will talk to the whole group on what to improve on, and not

Learning Activity #3

2 Minutes

individually to not point anyone out, possible lowing their self esteem or
embarrassing them.
Teacher will articulate the skills, and subsets of skills, that the teacher will
focus on watching during this activity.

During
Activity

Students will conduct a game of Softball with the teachers help.

Students will take the knowledge previously learned in the last 15 minutes and
apply it to the game.

They will play the game, now incorporating another element of striking, and
increase their manipulative skills by becoming more familiar with the game.

Students will all have a chance to bat, run, and catch as participation from
everyone is a key element in having success in this game.

The teacher will be organizing it by keeping score of the game on the

whiteboard to avoid any error with the score.

The teacher will also call when each team is out and time to switch up the
outfielders.

The teacher is facilitating the game by whistle cues at points where students
switch from in field and out field.

25 Minutes

MINI UNIT FINAL

Assessments/ Differentiation

Formatively assessed:
Participation is shown throughout all students.
The students have taken the skills learned or re-learned and applied it to a
cooperative game in which each student has to work with other to make this
game effective.
Correct execution of skill is watched through the teacher to show if the
student(s) were paying attention throughout the class.
Peer assessment: Sportsmanship/Encouragement from the students sitting on
the side waiting to bat.
This assessment is all observation and feedback comments, students will not be
given a mark during this lesson.
Cliffhanger/Closure

Assessment of Learning:

Time

This lesson is intended for students to gain the knowledge in properly

Transition:

During
Activity

executing common skills that are seen in everyday sport.

Assessment for learning applies as the teacher is constantly walking around
during the pre-activity to help students that are struggling, or to simply ensure
they are doing it correctly. During the game the teacher is keeping track of the
score, outs, and other aspects of the game
However, assessment of learning is not used until lesson number three of this
unit, as some students are just getting used to the proper way of receiving,
throwing or retaining an object.
Talk with students as a whole about what you saw, and what to improve on
for next class because next classes game builds off of the skills we properly
learned about.
Teacher will identify what you will be watching the students for in the next
lesson; teacher will be watching for the two skills that students have learned
and refined in this class (catching and throwing).
Encourage students to practice tonight with a parent or guardian if they are
unsure about whether they can keep up with the class.

3 Minutes

Next class, students will take the basics of throwing and catching and add in
spatial awareness as they play games of dodgeball.

Through this game students will take the manipulative skills they have

learned in this class, and execute them while adding in another factor of
spatial awareness, and relationship amongst all three.
This is scaffolding and building up to the last lesson by students progressing
in each lesson by adding a skill while still incorporating the ones they have
learned.
The teacher will then watch the video took in class to see the skill level of
some students to keep in the back of his/her mind.

2 Minutes

Rationale
How does this individual lesson
scaffold learning opportunities for
students?
What assumptions does this
lesson make about what students
already know?
In what ways is this lesson
connected to the next lesson?

This individual lesson scaffolds learning opportunities because it builds groundwork for

students to be able to correctly demonstrate catching and throwing in everyday common

sports and in everyday life.
The lesson assumes that students are all willing to participate and learn these skills, or if
already known, practice to refine these skills.
This lesson is connecting to the next lesson because by already learning basic throwing and
catching skills, they are now applying it to a game of dodgeball where they include those
skills but now add another element of spatial awareness.
In this lesson, technology is integrated by adding a video to show how to play the game of
softball. This enhances the beginning of the lesson because it increases student engagement.
In the video, students will learn the proper technique of throwing and catching by being
shown a video as a reference for students to understand the skill.
There are no downfalls of using this video as it supports the game as well as how to perform
the skill that students need to know to successfully play the game.
Also a video recorder is set up in the corner of the gymnasium for the teacher to use as a
reference for summative assessment at the end of the unit during the performance task.
This video recording allows the teacher to see the difference in the student coming into the
lesson and leaving the lesson. The teacher is able to see the improvement in the student.
The video is used in the performance task so students are able to see how they have
improved from the first lesson and the third lesson. Students are able to see the differences.

MINI UNIT FINAL

Lesson Title/
Focus

Dodgeball Lesson 2/3

Grade 6, Physical Education, Manipulation Skills and
Spatial orientation.

Teacher:
Date:

Miss. Christina Cariolato

Tuesdays Class

GENERAL LEARNING OUTCOMES

General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
outdoor pursuits.

SPECIFIC LEARNER OUTCOMES

A66 consistently and confidently perform manipulative skills by using elements of body and space awareness, effort and
relationship.

LEARNING OBJECTIVES
1.
2.
3.

Students will demonstrate concepts of spatial awareness through participation.

Students will be able to apply manipulation skills while using elements of spatial awareness.
Students will play cooperatively to perform spatial awareness and manipulation skills.

ASSESSMENTS
Observations:

Students will understand how to perform basic spatial awareness concepts by becoming
aware of their surroundings.
Students will be using elements taught in the first lesson as ground work for them to now
focus on the space around them.
Through dodgeball, students will act jointly with their team and use the skills taught to
throw, catch and dodge dodge balls.

Key Questions:

1.
2.
3.

Products/Performances:

Students will have understood to relate to the environment by becoming accustomed to

How does dodgeball help us become aware in life outside the gymnasium?
What are the key components of being aware?
A person that is spatially aware, what are body identifiers that they are showing this?
dodge balls being thrown at them in a game of dodgeball.

Students will play various dodgeball games to develop manipulation skills and Spatial skills
together.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies (Physical Education)

MATERIALS AND EQUIPMENT

Gymnasium
12 foam Dodge balls

PROCEDURE
Introduction
Attention Grabber

Sit students in a semi circle facing you.

Put one hand up to allow students to quiet down and pay attention to you.
Ask students to list the skills associated with dodgeball.
Ask Students what elements of dodgeball make it relatable to PE, and why it
is important in the life of a student.
Students will discuss each question with the students sitting around them,
then come together as a group to discuss the answers.
Ask students how does yesterdays manipulation lesson relate to the lesson
we are learning today.

Time

5 Minutes

MINI UNIT FINAL

The teacher will go get the dodge balls from the equipment room on the 2nd

Transition to Body

shelf while students stay sat in the semicircle.

As the teacher is walking back from the equipment room, he/she is throwing
the dodgeballs around the gym at random as he/she is walking back towards
the students.
Teacher directed:
The teacher will tell students that they are playing a warm up game called
Master tag to warm up and get their bodies ready for a game of dodgeball.
Students will be still sitting in the semicircle while the teacher explains the
rules
Body
Learning Activity #1

Time

Students will play a warm up game of Master tag as warm up.

The teacher will then explain to students: In this game, 12 foam dodge balls are

Assessments/ Differentiation

1 Minute

thrown around the gym at random. Each student is for themselves and the balls
are free for all to claim. Students will throw them at each other. When you get
hit with a ball below the waist, students must sit where they are. Last student
standing wins!
Side note for the game: if a students catches the dodgeball when another
student throws it, nothing changes.
Side note: If you block a dodgeball with another dodgeball in your hand,
nothings happens to either student.
The teacher will then tell the students to spread out around the gym staying at
least 10 steps away from a dodgeball.
The teacher will then yell go and the game will commence for 2 minutes, or
until everyone is hit. (students will have time for two games)
Each game will be reset the same way with randomly having dodge balls
around the gym and all student standing and dispersed randomly.
At the end of warm up, have students line the dodgeball up at centre line of the
gym, and stand on the line waiting for the next instruction.

Assessment:
Students will be formatively assessed on whether they are participating in the
game by running around, grabbing the balls if they have the chance, and
showing that understand the concept of being aware.
The teacher will observe during the game if students are correctly using
throwing and catching principles learned in the previous lesson.
Teacher can shout out to group (not singling anyone out) if they are forgetting
to correctly perform these skills, throwing the ball with opposite foot opposite
arm forward, and catching with two hands.
Differentiation:
Students will disabilities can start the warm up game with a dodgeball in their
hand, and they are allowed to throw anywhere on the body except the head.
By having a dodgeball in their hand allows them to feel like they are
participating from the start, and it avoids the student getting angry because they
may feel like they arent good enough.

6 Minutes

During
Activity

MINI UNIT FINAL

Learning Activity #2

Students are already lined up from the end of learning activity, so now the

teacher will go down the line numbering them one or two, keeping in mind to
equally distribute boys and girls per team.
The teacher will then tell students to leave the dodge balls where they are and
run to the back wall and stand there will their butts against the wall looking at
the teacher.
The teacher will them inform students that they are playing a couple games of
dodgeball and go over the rules by reading them out:
Rules:
Students are to not cross over centre line into the other teams territory
When the teacher yells go, both teams are to run to the centre line to grab as
many dodge balls for their teams as they can
The dodgeball can only be held in the hand of a person for no longer than 3
seconds.
If a dodgeball is thrown from one student and caught by the other teams
member, the person who threw the dodge ball is out.
When the student is out, they will sit to the sides of the court marked by the
teacher.
(teacher will say here which side she/he prefers the students to go to when out)
Each game will run until everyone on one team is out.
If there is one person standing on a team, that person will have two minutes to
try and get as many people on the other team out as they can.
The person is out if the dodgeball is hit on the body from the neck and down.
If you block a dodgeball with another dodgeball in your hand, nothings happens
to either student.

28 Minutes

Now that the rules have been said direct students that all butts must be against
the wall before the teacher will yell go.

Yell go and stand on the side of the centre line watching each team perform and
keeping track of the time.

Assessments/ Differentiation

Formatively assessed:
Students will be observed as to if they are participating in the game. If the
students is running around using the skills taught, or if they are huddled at the
back of the court afraid of getting hit.
Assess students on if they are becoming aware of their surroundings by students
being able to dodge a ball using different parts of their body
Assess students if they are applying the correct execution of manipulation skill
in the game without having the think about it.
Observe if students are learning how different body parts can move when
becoming spatially aware.
Peer assessment:
Teacher can observe encouragement and assessment on other students showing
each other the proper technique or giving positive feedback to one another.
Differentiation:
Students will disabilities have to be hit from below the waist. This makes it
easier for these students to turn their back if the are scared of a ball, but not get
out because it hit them on the back.
Cliffhanger/Closure

During
Activity

Time

MINI UNIT FINAL

Assessment of Learning:

This lesson is intended for students to understand the concepts of spatial

Transition:

awareness around them by incorporating it into a physical activity game.

Assessment of learning does not apply until the third lesson which will be the
Putting it all Together lesson, where students will take spatial awareness
and manipulation skills and apply it to a game that both essential qualities are
those.
Assessment for learning is seen throughout both the warm-up activity and the
main activity by the teacher observing if students are becoming aware of the
activity and space around them. If students are using different moves to dodge
the surrounding objects.
The teacher talks to students as a whole to not single out anyone which could
make them feel less than the other students. Direct all comments towards
anyone, ensuring that you are making eye contact with everyone and not just
one person.
The teacher is listening for communication amongst classmates on the team.
Students are not able to cooperate with one another without communication.
Observe if students are talking with one another or setting up a plan (ex. You
hit high and I will hit low)

3 Minutes

Next class and final lesson of the mini unit, students will utilize all skills and
attributes learned in the first two lessons, and use it towards a game of
Dodge-baseball.
Students will have seen the progression of their skill development
throughout the first two lessons and apply how they have improved in the
last lesson for summative feedback.

2 Minutes

Rationale
How does this individual
lesson scaffold learning
opportunities for students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this lesson
connected to the next
lesson?

This lesson is important because it scaffolds learning for the students. The students are

demonstrating aspects of spatial awareness, to underline the awareness to become aware off
in every day life. (ex. crossing the street)
This lesson is done because it prepares students to become aware of their surroundings and
to become attuned of the spaces around them.
This lesson assumes that students will have a reaction to something getting thrown at them.
(The student will move or block themselves so they do not get hit)
This lesson is connected to the next lesson because the game played in the next lesson is a
combination of the skills learning in the first lesson and spatial awareness learned in this
lesson. Students will have to combine these and use them towards a game that enforces each
skill as important and weighted no less than the other one.

MINI UNIT FINAL

Lesson Title/
Focus

Dodge Baseball Lesson 3 of 3

Grade 6, Physical Education, Manipulation skills and
Spatial orientation.

Teacher:
Date:

Miss. Christina Cariolato

Wednesdays Class

GENERAL LEARNING OUTCOMES

General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
outdoor pursuits.

SPECIFIC LEARNER OUTCOMES

A5-4 consistently and confidently perform non-locomotor skills by using elements of body and space awareness, effort
and relationships to a variety of stimuli to improve personal performance.
A65 demonstrate ways to receive, retain and send an object with increasing accuracy.

LEARNING OBJECTIVES
1.
2.
3.

Students will perform their knowledge of what what they have learned or refined in the past two classes.
Students will demonstrate that they understand many different ways to use elements of the body within spatial
awareness.
Students will clearly show that they are able to execute manipulation skills and spatial orientation together in a
single game.

ASSESSMENTS
Observations:

Look for students showing proper throwing skills and proper catching skills.
Look for students that use various motions of their body to show that they are spatially
aware.
Through this final game, focus on the improved skill of the student, and not whether they
can perform the skill or not.

Key Questions:

1. Where are you looking when throwing the ball? Where are you looking when catching?
2. How through this game, allows us to show what we have learned in the past two classes?
3. How can you use catching and throwing skills outside of the classroom?

Products/Performances:

Students will demonstrate evidence pertaining to refining their own skill.

Students are able to see and distinguish the difference amongst classmates if the throw or
catch is improper.
Participation will be seen throughout all students, because without it, the game can not be
played.

LEARNING RESOURCES CONSULTED

Alberta program of studies

MATERIALS AND EQUIPMENT

Gymnasium
15 Dodge balls (one ball a different colour)
4-6 different sized bats
Bases (could also be mats)
Pinnies
1 tennis racket (if applicable)
List of Students names
Video Recorder with stand
Tape
Whistle

PROCEDURE
Introduction

Time

MINI UNIT FINAL

Get students to sit in a semi-circle facing you.
With the person on your left and right, tell students to tell each other one

Attention Grabber

scenario where they had to use catching or throwing outside of the school.

Come back as a group and discuss one scenario of the teachers to share

2 minutes

amongst the class.

Transition to Body

Tell students that for this final lesson they are playing a game of Dodge
baseball which will be a combination of the first and second lesson together.
Tell students that are are going to take all the skills they learned from the
first lesson, spatial orientation from yesterdays lesson, and apply it all
towards one game.
Students will be explained to that there is one thing about this softball game
that is different from the one they played the first class:

There will be 3 marked zones on the field in which the team that is on outfield
is dispersed upon.
(See Chart at end of lesson plan for reference).
Depending on the amount of people in the class, each zone will have 3-5
people each, making sure that each zone has an even amount of people.
Zones will be marked with tape so students are aware.
Students that are in that zone are not allowed to step out of that zone to hit
anyone. They are only allowed to step out to grab their dodgeball and have to
come back in their own zone before they throw the ball again.
Every student will switch up positions on their own and have a chance to be in
a zone.
Body
Learning Activity #1

Students will do a warm up while the teacher grabs all materials from the
equipment room and physed office.
The teacher will direct students to stay on one half of the gymnasium.
Teacher will tell students to then lineup against the wall and perform 3 sets of
burpee races.
If students are not aware what this is, tell them they are to run to the quarter
line, centre line, three quarter line and end of the gym, making sure they run
back to the starting point after each line in-between.
If students still do not understand, the teacher will perform a little
demonstration so students understand the pattern of the drill.
The teacher will start them off by having them lineup all against the wall and
then saying go.

3 Minutes

Time

5 Minutes

While students are doing this, the teacher is going to the equipment room and
grabbing all equipment from the 2nd shelf. (Except for the video camera, tape,
and checklist of students which will be in the physed office)
Teacher will then lay down the bases and lay down the tape for each zone.
Then he/she will put all the bats, balls, and pines aside.
The teacher will then set up the video camera in a safe corner of the gymnasium
to be able to see all the students progression and turn it on.
Assessments/ Differentiation

Formatively assessed:
As the teacher is setting up the equipment, he/she is watching if students are
participating in the warm up and if they are doing it correctly
If doing incorrectly, shout out to remind students it is quarter line, back, centre
line, back, etc
Teacher is listening for noise, students running or jogging back and forth.
If the teacher sees students struggling, shout out positive reinforcement by
saying comments of encouragement.
Differentiation:
Students with special needs, this can be adjusted so they can do one set instead
of three. (Unless they want to do 3 with their friends)

During
Activity

MINI UNIT FINAL

Learning Activity #2

After all students are finished the warm up, the teacher will call them over to

the sideline of thefield that they are playing on.

The teacher will ask students to line up in a straight line on a line on the floor
facing him/her.
The teacher will then number students a one or a two and it is up to the teachers
digression but he/she will pick one team to wear pinnies, and the pinnie team
will be the first ones on the outfielders while the shirt team will remain on the
side.
The one different coloured dodgeball will be the main ball of the game and is
the only ball that can be thrown to bases to get the student out, while all the
others will be the balls that the student has to dodge.
Explain to students again that as they run to their bases, they now have to be
aware of the dodgeball being thrown at them.
Students that are in the outfield must stand eight steps away from the running
line where students run to each base, so they are not shown as puppy
guarding and students do not get upset.

30 Minutes

Students are now to conduct this game of Dodge Baseball with teacher
direction.

The teacher will keep track of the score, ins and outs, team switches, and his/
her checklist of students.

However the teacher will not talk about the skills that are demonstrated but only

Assessments/ Differentiation

observe them and see how the students do on their own after two consecutive
days of learning them.
The teacher is facilitating the game by whistling at points where students switch
between in field and out field.

Formative assessment:
The teacher will not say anything pertaining to the skills that the students are
performing but he/she will observe with the checklist in his/her hand if students
are improving from when they began.
After watching the first video, the teacher will now checkmark beside the
students name if they have improved from the first class, comparing then to
now.
He/she will watch each student and determine if they have taken the time and
put in the effort to try and improve their skills, whether they knew the skill from
the beginning or not.
Differentiation:
Same as the first lesson, if certain students are having a hard time with the bat,
they are allowed to use the tennis racket as it has a larger surface area therefore
increasing their chances of hitting the ball.
During the game, if students have a hard time running to the bases or if the
bases affect the game, the teacher can grab mats which the student can run to
and jump on at each base. These can increase participation level and allow
students to find different ways to use spatial orientation with their bodies
(teacher may switch to mats half way into the game for differentiation).
Cliffhanger/Closure

During
Activity

Time

MINI UNIT FINAL

Assessment of Learning:

Assessment of learning is done throughout this lesson because each student is

Transition:

being observed individually on the skills they have learned and refined
throughout the lessons.
The students are not being assessed on how well they can perform the skill
(how well can they throw) because some students might have come into the
lesson with an advantage of already learned how to perform these skills.
Students are being summatively assessed with a checkmark on whether they
have improved their skill from the first day to the end of this lesson.
This checkmark will further help the teacher grade students in the
performance task.
Assessment of learning is also conducted in the performance task that is done
next class.
In this performance task being done, students will be individually assessed on
if they understand the relationship between spacial awareness and sports by
verbally telling the teacher
As well as physically evaluated using a rubric containing if they are able to
properly perform throwing and catching skills. They will also be graded on a
number of other things such as improvement of skill, involvement in the
class, etc. (will explain rubric at transition)
Explain to students that next class, they will have a performance task done
on them.
The teacher will introduce the rubric that is used for next class to the
students and explain each category to the students that he/she will be
marking the students on.
The teacher will also let students know that this performance task done
tomorrow is done physically and verbally and there is no writing component
involved.
Explain to students that this performance task will be on manipulation skills
(catching and throwing) and spatial awareness.
Students grades will be only on them, and although the performance task is
in groups, other classmates mistakes will not affect their marks.

3 Minutes

2 Minutes

Rationale
How does this individual lesson
scaffold learning opportunities for
students?
What assumptions does this
lesson make about what students
already know?
In what ways is this lesson
connected to the next lesson?

This individual lesson scaffolds learning for students because this lesson is the main lesson

where the last two lessons were built off each other. With scaffolding and teaching, students
learn throwing and catching first, then space awareness, and without it students playing this
game might of thought of it as overwhelming trying to accomplish all these skills at once.
This lesson helped students build upon what they already learned, and it allows them to
unconsciously perform the skill, not having to think of how to perform it correctly during
the game.
This allows the teacher to see how the student demonstrates the skill without thinking about
it and how they would naturally execute it.
This lesson assumes that students already know the proper form of throwing and catching
from scaffolding through previous lessons. The teacher does not say anything skill related
during the game to see if students are improving on their own and assuming that they have
learned it in the past few lessons.
This lesson is connected to the next one because the next lesson is the performance task in
which students will be individually marked on several components of the rubric that was
explained the them.
This next lesson will determine their grade for the overall mini-unit they have completed.

MINI UNIT FINAL

Second Base

Third Base

First Base

Zone 3

Zone 2

Zone 1

Home Base

Diagram of playing field

MINI UNIT FINAL

Performance Assessment Rubric Criteria & Standards

Level
Criteria

Excellent

Proficient

Improvement
of skill

Displays a
substantial
improvement of
movements/
skills

Group
Interaction
(including
respect for
others and self)

Always
cooperates,
student always
interacts
responsibly with
others, exhibits
leadership and
role modelling

Insufficient
/ Blank *

Adequate

Limited *

Displays a good
amount of
improvement of
movements/
skills

Displays some
improvement of
movements/
skills

Displays hardly
any
improvement of
movements/
skills

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Interacts
responsibly most
of the time,
demonstrates
respect most of
the time

Occasionally
cooperates,
occasionally
interacts
responsibly,
acceptable level
of respect
shown

Occasionally
cooperates,
takes some
responsibility,
shows a little
respect

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Time on Task

Always on task

Usually on task

Frequently on
task

Occasionally on
task

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Positive/
Appropriate
Behaviours
Effort

Excellent
demonstration
of willingness to
perform to the
best of his/her
ability, always
displays positive
attitude, always
displays openmindedness to
new activities

Good
demonstration
of willingness to
perform to the
best of his/her
ability, usually
displays positive
attitude, usually
displays openmindedness
to new activities

Acceptable
demonstration
of willingness to
perform to the
best of his/her
ability,
occasionally
displays positive
attitude,
occasionally
displays openmindedness to
new activities

Minimal
demonstration
of willingness to
perform to the
best of his/her
ability, minimal
display of
positive
attitude,
minimal display
of openmindedness to
new activities

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Has somewhat
Has little to no
of an
understanding
of
understanding of
the
skill
the skill

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Understanding
Has a Clear
understanding of
of skill
the skill
Performed

Has a good
understanding
with minimal
errors

MINI UNIT FINAL

Miss. Christina Cariolato

Thursdays Class

Performance Task
Physical Education

Throughout the last three days, students have performed several skills in three scaffolded
lessons that I have prepared for them. The first two lessons have built on each other and the third
lesson was made so students can apply both the two lessons on manipulation skills and spatial
awareness together in a game of Dodge baseball. Scaffolding these lessons are important
because the students are first learning manipulation skills, then secondly using manipulation skills
and spatial awareness, and lastly putting it all together. This is done so students do not find the
Dodge Baseball game overwhelming and confusing. Students have already learned both the skills
needed for the last lesson and is able to apply it without hesitation of performing the skill wrong.
Scaffolding provides for a supportive learning environment and students are able to share the
responsibility of teaching and learning through scaffold methods such as the three lessons I have
provided. This ensures that the outcomes of the third lesson are valid because students were
given all the tools to build up to the third lesson and demonstrate their understanding of the skill.
Through the first two lessons, I gave formative assessment by including verbal feedback for
students to realize what they were doing right and wrong. I differentiated between the right way
of performing the skill and the wrong way. On the last lesson, I used a summative assessment
method of giving each student a checkmark beside their name if they have improved from the
first lesson. This checkmark was not for marks but a reference for the teacher to see which
student to keep a closer eye on during the performance task. However, I did the opposite and I
didn't use formative assessment on the third lesson and allowed the students to perform for
themselves to see where they are at before the performance task began. I did not choose to use
grading in any of the three lessons because students are still learning the skill throughout each
game played. The only assessment tool I gave to the students was in the last lesson was the
checkmark if I saw that they were improving from the first lesson. In this particular mini unit,

MINI UNIT FINAL

students can not be graded on how well they perform this skill because there could be students
that begin the lesson with a background of already knowing it such as baseball leagues. Therefore
students must be graded on other components such as the improvement of their own skill and
the participation in each class. In this performance task, the teacher will begin the class with
grouping students into groups of three at random. To further this task, the teacher will need the
rubric (one for every student) and a dodgeball for every group. The teacher will again pick at
random which group to go first and demonstrate their skills in front of the teacher. All other
students will be practicing around the gym in their groups catching and throwing.
As each group gets called up to be summatively evaluated, this is how the performance task
will be performed. Each group will first be allowed to see the rubric and have it read to them a
second time to remind students what the teacher is looking for (the rubric was read to them at the
end of end of the third lesson). The rubric that students will be marked on is out of a possible 20
marks. It is important to incorporate this rubric because it increases the quality of instruction and
students have specific guidelines to follow. The rubric will be handed back after all marks are
completed from every group. Being in groups of three, this allows the students to always be busy
with one another, specifically in the next part of this performance task. As there are three group
members, one group member at a time will come up to the teacher and all students will be asked
the same question. Explain the relationship between spatial awareness and sports. Students will
be encouraged to use examples of what they just performed in lesson two to verbally explain
their answer as to what spatial awareness in sports looks like and what is the relationship. This is
done privately so students do not base their responses off each other and they creatively come up
with their own answers. For students with special needs, the question can be modified to be easier
but still pertain to spatial awareness such as Explain the space around you right now. What is
around you that you see. This allows these students to realize what is around them and tell you
what they see and are aware of.
While this is being done the other two students in the group are passing the ball back and
forth, throwing and catching to each other. After all three students have given a quick answer for
the teacher to mark, as a group of three, the teacher will observe the students pass back and forth
to each member in the group. Although this is a cooperative group task, each student will be

MINI UNIT FINAL

marked individually and a classmates mistake on a skill will not affect the students grades. Having
spatial awareness covered in the question, the teacher will focus on throwing and catching skills
amongst each student and how they have improved from the first lesson. After each group has
completed their performance task, at the end of the class show the students as a group the video
of them taken in the first class and the last class and explain to the students how they have
improved their skills throughout the days. Explain
Also on a side note, if the teacher is unsure about giving a student a certain mark in class,
leave a mark on the rubric with a question mark beside it. Then after class, he/she can look back
through the video again taken in the first class and the video taken in the last class as a reference,
and compare the two to see if there are any differences about that student.
It is good to have a rubric and mark the students this way because the students understand
what they are being graded on. The participation element on the rubric however had to be
evaluated throughout the whole mini-unit in the hidden curriculum. The teacher did not have
to tell students to make sure to participate but he/she implied it through games and warm up
activities. If there was no participation then there would be no game, so it is important to
evaluate participation of each student from the very beginning of any task. Physical education is
always directed towards participation.
If you have a class that is very comparative to one another or sensitive to grades, a
differentiation method could be used. The teacher could put comments on the rubric for those
students that feel sensitive to grades on paper, and then have the students come see the teacher if
they want to know their own grades. This allows opportunity for the student to know if they want
to or not, leaving the choice up to them. This performance task is important to the lesson because
it is assessing the students improvement throughout the last week and not how well they are
performing the skill. It allows equal opportunity for all students to receive the same mark if they
demonstrate a willingness to perform these skills to the beset of their abilities.