Schedule:

8:35-9:00- P.E with Grade 2’s

9:00-9:30- Prep
9:30-10:00 P.E with Grade 4’s
10:00-10:30 P.E with Grade 1’s
10:30-11:00 P.E with 5’s
11:00-11:30 P.E with 6’s
11:30-12:00 Social 6 in
Trina Friesens classroom
12:00-12:30 Social 7 in Mrs. Peter Classroom
(Downstairs by Principals office)
12:30-1:00 Lunch
1:00-1:40 P.E 7
1:40-2:20 Basketball Camp
2:20-2:35 Break
2:35-3:10 P.E 8

Thank you for covering for me today. Have a wonderful Day!

-Tom.

Grade 1-2 P.E

o Organizing Idea: Movement Skill Development: Developing physical literacy through movement and active
living supports well-being across a lifespan.Safety: A lifetime of optimal well-being is supported by prioritizing
health and safety.
o Active Living: Developing physical literacy through movement and active living supports well-being across a
lifespan. Movement Skill Development: Developing physical literacy through movement and active living
supports well-being across a lifespan.
o Learning Outcomes: Learning Outcome: Students examine and integrate tactics in a variety of physical activity
contexts. Students investigate and demonstrate how elements of movement support physical activity Students
integrate and experiment with elements of movement to support physical activity. Students identify and
demonstrate how teamwork supports positive interactions during physical activity. Students connect and
demonstrate how teamwork enhances participation in physical activity.
o Goals: Work on locomotor movements, improve catching/passing ability
Key questions: What are the steps to pass a ball? What are the steps to catch? Demonstrate how
you would gallop?
o Activity 1: Wonka Tag: In this game, every student is “it” or a tagger. The object of the game is to be the last
person standing. In this game students will attempt to tag other students below the knees on the leg or foot. If a
student is tagged they will sit down on the ground. If a student (A) is on the ground and the person who tagged
 them (B) in turn gets tagged, then the original student (A) can stand up once again.

o Activity 2: Toilet Tag: Using four blue pool noodles (Pool noodles located in the equipment
room). Students will tag other students who must be flushed like a toilet to get back up
o Activity 3: Junk Yard: Divide students into two groups, i usually count “One, Two” and have
each group wait at the opposite walls. Spread dodgeballs (Found in the Equipment room)
around the gym and have the students clear the yard by throwing the dodgeballs out of their
section of the gym.
o Alternative: The grade 3’s and 4’s can play dodgeball if you would like.

Time Permitting: Activity 4: Fire and Ice activity: Students will have blue pool noodles that freeze and
red fireballs (dodgeballs) that melt. (Dodgeball beside pinnies in the equipment room) The goal of our
melters is to toss the ball to someone who is frozen to unfreeze them. The freezer's job is to freeze
everyone. This helps improve our throwing and catching skills.

Close with a discussion of skills worked on today, reassure students of their hard work if shown, and
tell them where they sit on the self evaluation today.
Learning Resources Consulted:
Materials, workbooks, credited to Lily Vandebeek, Taber Christian School. (2022)

P.E 3-8/ Basketball Camp

Basketball Drills/ Fundamentals

● Organizing Idea/Outcomes: Basic Skills—Manipulative: receiving;

● Students will: A8-5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy and
distance in skills specific to an activity. A8-6 select, combine and perform manipulative skills by using elements of
space awareness, effort and relationships, with and without objects, to improve performance

Application of Basic Skills in Games

● Safety: Students will: D8-3 select and apply rules, routines and procedures for safety in a variety of activities. D8-4
design and perform warm-up and cool-down activities. D8-5 appraise or judge movement experiences for safety
that promote an active, healthy lifestyle; e.g., safe use of equipment

Lesson Procedure:
o Hook: Have students wait in homebase and begin to stretch with their groups
o Home Base
o Goals: Learn the proper technique to dribble a basketball. (Finger tips, balance, keep the ball
low, eyes, control)
Key questions: Where should my eyes be when dribbling?
What does it mean to take your time when shooting? Why should you dribble with your finger
 tips?
o Activity 1: Begin with a warm up of 3 laps for Next lead some stretching in their home bases
(grouping) or choose a student to lead as I've shown them many stretches. When ever they need
instructions call them to their home basis
o Activity 2: Wonka Tag: In this game, every student is “it” or a tagger. The object of the game is to be the last
person standing. In this game students will attempt to tag other students below the knees on the leg or foot. If a
student is tagged they will sit down on the ground. If a student (A) is on the ground and the person who tagged
them (B) in turn gets tagged, then the original student (A) can stand up once again

Transition: Have students from each home base grab a basketball starting from home base number 1-8
Go Over key tips on how to dribble a basketball. - Finger tips, Keep low, wide stance, head up

o Activity 3: Red Yellow Green and Purple light:

o This game helps with dribbling, coordination, and listening skills. Each player has her own ball
and dribbles around the court maintaining ball control and keeping their head up. Instructor
calls out “ Red, yellow, green, or purple light” and the players react accordingly.
o
o Red: Means stop and dribble in one place
o Green: Means go The players move quickly around the court while dribbling the ball. (Ensure
its in control)
o Yellow: Means slow down the players slowly move the ball.
o Purple: Means- Stop dribbling the ball, Place the ball on the ground, then after the ball has
stopped, the players run around the ball in the circle.
o
o -Other fun variations can also be added.
o Activity 4: Sharks And Minnows
Sharks and minnows is fun basketball game that doesn’t even require that you have a hoop. You will want 20 or
more players and enough basketballs for at least half the amount of players you have. This game works best on a
court with a half court marking, but can be played anywhere.

How to play:

● Start with 1 or 2 players as sharks

● The sharks stand at half court without a basketball
● The rest of the players start at one end of the court and have to dribble a basketball to the other end,
they are the minnows
● The sharks will try to steal a basketball or knock it out of bounds
● If a minnow loses their basketball before crossing the court, they will be sharks in the next round
● Once all the minnows became sharks or made it to the other end of the court, the next round will
begin
● The minnows will have to dribble back to the other end of the court avoiding the sharks again
● The game ends when there are no more minnows left
 ●
o Activity 5: Dribble Tag: In this game, every student is “it” or a tagger. The object of the game is to be the last
person standing. In this game students will attempt to tag other students anywhere on there body while dribbling
basketball. If a student is tagged they will sit down on the ground. If a student (A) is on the ground and the person
who tagged them (B) in turn gets tagged, then the original student (A) can stand up once again.

o Activity 6: Pirates: Select 10 students to be pirates they will not have a basketball and must try to steal another
students basketball. If successful the student who lost their ball will not be the pirate. Alternative play in the
basketball court boundary and if the ball rolls out that person also becomes a pirate.

Transition to Bump to close the lesson:

Activity 7: Bump!: Objective: The object of the game is to “bump” the other players out of the game by making
a shot before the person in back of you in the line does. Order is established by forming a line at the free throw line. All
players must attempt their first shot from this point. If the player behind you scores before you then you are eliminated. Play
this on all 6 nets so when students are eliminated they can join another game to maximize game play. A simple 1-6 head
count can get the students into small groups in a quick fashion.

Close with a discussion of skills worked on today, reassure students of their hard work if shown, and
tell them where they sit on the self evaluation today.
Learning Resources Consulted:
Materials, workbooks, credited to Lily Vandebeek, Taber Christian School. (2022)
o Bump P.E. Games - BUMP

Social 6: The Longhouse Project

General Learning Outcome: 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois
Confederacy General Outcome Students will demonstrate an understanding and appreciation of the
democratic principles exemplified by ancient Athens and the Iroquois Confederacy

Specific Learning Outcomes: 6.2.4 analyze the structure and functions of the Iroquois Confederacy by
exploring and reflecting upon the following questions and issues: • How was the Iroquois Confederacy
structured?
6.S.2 develop skills of historical thinking: • use primary sources to interpret historical events and issues
• use historical and community resources to understand and organize the sequence of historical events

Length: 4-6 blocks Due March 29th- other instructions will be blended into this project.

Lesson Procedure:
Have students wait at the carpet and surrounding church pews/ chairs with their blue books reviewing
their key definitions Page 1 is due this Friday!
Write an overview of lessons the the board as well as goals.
Hook: Ask students what are some of the key materials used to build longhouses in Iroquois society?
Should be tree branches, bark, leaves, rocks, all stemming from the land.

Goals: Identify the materials and construction process of a longhouse. Identify Clan and roles in your
Longhouse society. Demonstrate learning of Iroquois Society through group discussion

Have students transition to the Art Room downstairs to work on their Longhouse projects. Students are
building their frames and foundations at this time. There are hot glue guns, and materials on the black
side shelves for their projects. -Students can find these.

Differentiation: Provide Benjamin with a pen for writing and reads with Jerzie as needed throughout the lesson.
Be sure students are working in there successful spots and meet at the carpet when giving instructions. _New
Group Seating Plan.docx

Any students not following tasks or are fooling around can work on bookwork in their blue books upstairs in
Trina’s room. They have a definitions page and study guide to work on.

Close with an exit slip: Can you recall what your clan animal is and why it is important to you?

● Closing: Close with a progress update and answer any questions.

Assessment: Longhouses will be assessed given the rubric provided.

The Iroquois
People of the Longhouse
The Longhouse Project:

Social 7: Biography Assignment

General Learning Outcome:

7.1 Toward Confederation
Students will demonstrate an understanding and appreciation of the distinct roles of, and the
relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian
Confederation.
Specific Learning Outcomes:

SO 7.1.6 - assess, critically, how political, economic and military events contributed to the foundations
of Canada by exploring and reflecting upon the following questions and issues:
● What was the role and intent of Chief Pontiac in controlling British forts?
● How was the Royal Proclamation of 1763 an attempt to achieve compromise between the
Aboriginal peoples, the French and the British?
● How did the Québec Act of 1774 contribute to the foundations of Canada as an officially
bilingual country?
● What was the role of Chief Tecumseh in the War of 1812?
● How did the War of 1812 contribute to British identity in Canada?
● How did the War of 1812 contribute to defining Canada's political boundaries?
● How was the Great Migration of 1815-1850 in Upper Canada and Lower Canada an attempt to
confirm British identity in the Province of Canada?
● How was the Act of Union of 1840 an attempt to resolve the issues raised by the 1837 and 1838
Rebellions in Lower Canada and Upper Canada?
● To what extent was Confederation an attempt to provide the populations of Québec and Ontario
with increased control over their own affairs?
● To what extent was Confederation an attempt to strengthen the Maritime colonies?

3-4 blocks
Lesson Procedure:
o Hook: Ask Students who they chose from our research list and what they have learned about
them so far.
o Transition to students individually working on their Research Projects.
o Goals: Identify why your historical figure is significant to confederation>?
Activity 1: 03 | Assignment - Chapter 7 Research Project
Just like your own facebook profile page (if you have one) the goal is to get people to know you. To
that end, anyone viewing the profile of the historical figure you’ve chosen should be able to learn the
following:

● Biographical Details
o where they were born
o who their parents were
o where they were educated
o where they “currently” live
o what occupation they had
 ● Personal Details
o Use status updates, comments, photos, video links, and conversations with others on
their page to show:
▪ what they believed in

▪ what they accomplished for Canada

o Friends list
▪ include at least two people they knew or who were involved in the same
endeavors as them

o Conclusion: Close class with an exit slip that they must share atleast one interesting fact
on their historical figure so far?
o Close with Prayer before Lunch.
Learning Resources Consulted:
o PowerPoint Credited to: Short, N. 2022.