BLOCK/UNIT ORGANIZER

Teachers: Miss. Chang Grade:11 Unit: Territorial

Subjects: The Arts Math Social Studies / History & Geography

Language Science & Technology Health & Physical Education

Living Skills:
Overall Personal skills: 1.1
Expectations Interpersonal skills: 1.3, 1.4
What will students Critical and creative thinking 1.5
learn? Active Living:
A1.1, A1.3, A2.1, A3.1
Movement Competence
B1.2, B1.3, B1.4, B2.1, B2.2
In our year long plan we have territory games, specifically this unit right at the
Links to Prior start, only after a unit on fitness testing / fitness goal planning. What students can
Knowledge relate to regarding that unit is how to plan to achieve their goals within this unit.
What must students What are some of the skills and strategies that they would like to have learnt or
know before refined. They also can apply some of the critical and creative thinking from the past
beginning the unit? unit into this one when thinking about the games we are doing and how they relate
to playing an actual game of these sports.
-Students will learn how to keep possession of the ball/object
LEARNING -Students will learn how to prevent the other team from scoring
GOALS -Students will learn how to how to effectively attack an opponent's goal
What must students -Students will learn the appropriate strategies and tactical solutions to be
know or be able to do successful in a game
at the end of the unit?

-Students will be able to execute a successful pass, and receive a complete pass
SUCCESS -Students will be able to control an object, maintain possession, and keep it away
CRITERIA from opponents
How will I know the -Students will be able to create open space and move the ball or object into a
students have scoring position in order to attack a goal
attained the learning
goals?

Students develop their own game or drill to incorporate the strategies or

Culminating Task movement skills we have covered and get to be the teachers for their game.
How will the students
demonstrate their
learning at the end of
the unit?

Groupings Whole Class Small Group Individual Triads Pairs

LESSONS: What lessons, activities, challenges & tasks will students explore?

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 Living Skills:
Expectations Personal skills: 1.1
Interpersonal skills: 1.3, 1.4
Active Living:
A1.1, A1.3, A2.1, A3.1
Movement Competence
LESSON #1 B1.2, B1.3, B1.4, B2.2
(Basketball: Passing) Think/ Pair/Share: Students respond to guiding questions.
Assessment
As a group identify the key steps and points in performing a
successful chest pass and bounce pass. Plus consolidation
questions.

Minds On: Ultimate Basketball

Teaching Students are split into 3 or 4 teams of 5 or 6 (depending on
Learning number of students). There are two separate end zones in which
Strategies teams can score inside. Players cant dribble the ball, they can
only allowed to pivot and pass it down the court. Players must
catch the ball with both feet in the end zone to score a point.

Tactical Talk: In a situation where the defender is playing

tight defence, what type of movement would be most
effective in getting open?

Activities:
Castle Battle
Students are divided into teams 4 teams, assigning each team a
basket. Each team will start with a ball. The object of the game is
to score on the other teams baskets (castles) while protecting
their own. Players are not allowed to dribble with the ball; to
move the ball around the gym, teams must pass with their
teammates. Teams must create and generate their own
strategies to find a balance between offence and defence.

Tactical Talk: What strategies did your team find to be

successful in scoring?

Collect The Hoops

Hula hoops will be placed around the gym. In groups of 4-6, all
students will start at their home base on one side of the gym
(relay type game). Student on each team will pass (chest,
bounce, or overhead) the ball to their teammate inside a hula
hoop. If the ball is caught with two feet inside the hula hoop the
receiver will run the item back to their team's home base to
collect 1 point. The objective of the game is to collect the most
points.

Tactical Talk: What does a good pass look like, and what
does it look like to receive a pass?

5 on 5 Ultimate Kings Court

A regular game of basketball, all basketball rules apply however,
there is no dribbling - players must pass to their teammates to
advance the ball. The objective of the game is to score as many
points as possible. The winners of each game will move
clockwise unless they are at kings court. The losing team will
move counter-clockwise.

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 Tactical Talk: What are some things to consider when
attempting to pass the ball to a teammate cutting into
open space?
Students will learn transferable strategies and skills such as
Student Tasks getting into open space.
-Reading and observing how the defence is playing
-Put the defence on their heels by changing pace such as going
slow then fast or vice versa
-Fake going one way and then go the opposite
-Sprint to an open space, suddenly stop and then go again

-4 basketballs
Resources -4 basketball nets
-hula hoops
-pinnies
Living Skills:
Expectations Personal skills: 1.1
Interpersonal skills: 1.3, 1.4
Active Living:
A1.1, A1.2, A1.3, A2.1, A3.1
Movement Competence
LESSON #2 B1.2, B1.3, B1.4, B2.2
(Basketball: -Self-Assessment through guiding questions
Dribbling) Assessment -Checklist of success criteria

Minds On: Four Corners

Teaching 4 pylons/corners will be set up in a square with one pylon in the
Learning middle. Students will be split up into groups of 3-5 and the
Strategies objective of the game is to move to an open pylon as a team
before it becomes occupied by another team. The team that
does not make it to an outer pylon, will replace the middle pylon
for the next round.

Tactical Talk: What strategy(ies) does this game allow you

to work on?
How can you apply it in a game?

Activities:
Obstacle Relay Races
Students will be put into teams and there will be an obstacle
course set up which the students will have to go through and
weave around while dribbling the ball. The objective is to have
your whole team complete the course faster than the other
teams.

Tactical Talk:
Where do we want to be dribbling the ball (i.e. in front,
behind, on the side)? Why?

King of the Ring

Each player will start with a basketball and clear boundaries will
be set.
The objective of the game is to knock out your opponent's ball,
while dribbling around the enclosed area and keeping the ball
under close control. Players that are not playing, will form a
shuttle line and replace any players that have been knocked out.

Tactical Talk: How do you position yourself in relation to

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 your defender in order to protect the ball?

Crash the Hoop

Class will be split into 4 teams, with each team situated in a
designated corner of the gym. Bean bags will be set up in the
middle of the gym and each team will have a hula hoop as their
home base. The objective of the game is to collect the most
bean bags in their home base by dribbling to the middle and
bringing back one bean bag at a time

Tactical Talk: How low/high should you dribble the ball?

Why?
Student Tasks -Protecting the ball and defensive positioning: prevent a
defensive player from stealing a dribble while maintaining
control/possession of the ball
-Hula hoops
Resources -Bean bags
-Basketballs
-Pylons
-Pinnies

Living Skills:
Expectations Personal skills: 1.1
Interpersonal skills: 1.3, 1.4
Active Living:
A1.1, A1.2, A1.3, A2.1, A3.1
Movement Competence
LESSON #3 B1.2, B1.3, B1.4, B2.2
(Basketball: Shooting) Snowstorm
Assessment -Students write down one thing they learned and one question
they have on a piece of scrap paper and scrunch it up
-Given a signal, they throw their paper snowballs in the air
-Then each student will pick up a nearby response - choose a
couple students to read it aloud to the class
-Discuss questions as a class
Minds On: Basketball Golf
Teaching Have students work in groups of 2-3. Each basket will have holes
Learning numbers on the floor at each basket so that there are a total of
Strategies nine holes at distributed around the baskets in the activity area.
Each basket will have 1-2 holes, with each hole marker
indicating a different place for taking a shot. Each group will
start at a different hole, each with a predetermined par.
Students will move from hole to hole, recording the number of
shots it takes to sink the basketball. The distance and angles at
each hole determine the par on the scorecard.

Tactical Talk: What were some of the strategies that your

team came up with in order to use the least amount of
strokes?

Activities:
Octopus Shots
Select 4-6 players to be the Octopi while other players line up on
the baseline with a ball. When Octopus! is called out, all
players have 30 seconds to score one basket at any hoop, and
make it back to the baseline. The octopus job is to wave his/her
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 arms around to make it difficult for players to score. If any
players have not scored a basket after 30 seconds will become
an octopus.

Tactical Talk: As the game progressed, how did having

more octopus make the game harder for you?

Graduation Knockout
This is essentially bump without actually bumping balls. Players
will line up at a hoop and the first two players in line will start
with a ball. Once the first player shoots, the second player takes
their turn. If a player scores before the player in front of them
the player who shot first is out. Each basket will be assigned a
level (i.e. NBA, College, High School, Elementary School).
When a player knocks someone out, they graduate up a level
and when a player is knocked out, they graduate down a level.
The objective of the game is to stay at the highest level for as
long as possible.

Shoot to Save
-Assign 3-5 students to be it (pinnies to identify). Everyone will
be dribbling the ball and the objective of the game is to avoid
getting tagged. If an it player tags a player then the player
must run underneath a hoop and put their back against the wall
while holding the ball over his/her head. To be freed, a player
frozen beneath a hoop must have their hoop scored on by a
player who is still in the game.

Tactical Talk: What are some skills and/or strategies that

can be used in a game situation?
-Offensive Strategies: attacking a goal
Student Tasks -putting pressure on the other teams goal by shooting or the
ball at the net
-Pinnies
Resources -Basketballs
-Basketball Nets
Living Skills:
Expectations Personal skills: 1.1
Interpersonal skills: 1.3, 1.4
Active Living:
A1.1tactical talk
, A1.3, A2.1, A3.1
LESSON #4 Movement Competence
B1.2, B1.3, B1.4, B2.2
(hockey passing and Exit card: 2 questions:
offensive and Assessment How is passing similar and different moving from basketball to
defensive strategy) hockey?
What strategies are similar in both games? and how can you
incorporate them when playing?
Minds On:
Teaching British Bull Dog - get one or two volunteers or assign people to
Learning be bull dogs. The rest of the class lines up with balls on one side
Strategies of the class. When the bull dogs shout British then the
objective is to run to the other side of the gym without having
one of the bull dogs taking away your ball. If they steal it, then
you become a bull dog with them.

tactical talk: How did having more bulldogs make the

game harder for you?
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 What did you have to do in order to ensure you keep
your ball?

Activities:

Hog - divide the class into 4 teams and have 2 teams face each
other. The objective is to keep possession of the ball, the whistle
will blow and whoever has it gets the point. First to 3 points
wins, then they switch with other teams.

Tactical talk: What kind of strategies did you have to try

to keep the defender away from you?

Battle zones - have 4 nets, each team is given a net and create
a big circle around the net with pylons. 2 students must go into
the circle at a time, the third person in line will shoot a ball into
the circle, the first person to the ball must retain possession
while the other tries to steal it. When the teacher says go, the
student with the ball may now attempt to shoot onto the net,
only one shot allowed.

Tactical talk: What is the point of the teacher waiting to

say go then you can attack the net? How could we
make this game more similar to a real game?

Make the pass - split the gym in half, 1 net each side. Each
team starts with 1 person in the playing area, the teacher will
throw a ball into the area. The player who gets it has the
decision to: go try to score or get to the clear line which will
be designated with pylons. If they get there then they can pass
to the next person in line and get them in. This can only happen
for a maximum of 3 players, essentially making the game 3v1,
3v2, 3v3. The same rule applies if the other player gets the ball.
Each time there is a goal then everyone must go back out of the
playing area and send a new person in and select 2 others who
can potentially join in.

Tactical talk: How does this game simulate the actions a

real game would have?
What were some of the strategies that you and your
team came up with in order to get more points?
Student Tasks working on more passing skills however with a stick in hand this
time
offensive strategies: maintain possession of ball
defensive strategies: defend goal
4 hockey nets
Resources Hockey sticks for everyone
Tennis balls or floor hockey balls
Pylons
Pinnies

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Lesson #5
(hockey incorporating
all strategies and skills)
(Summary of
Block/Unit Organizer #2
Expectations Living Skills:
Personal skills: 1.1
Interpersonal skills: 1.3, 1.4
Active Living:
A1.1, A1.3, A2.1, A3.1
Movement Competence
B1.2, B1.3, B1.4, B2.2
Assessment Exit pass: TAG it with a partner.
T - Tell a partner what they did well in regards to the learning
goals.
A - Ask any questions you have regarding the learning goals or
concepts introduced with your partner.
G - Give your partner a positive suggestion on improving
anything they have done in the lesson.
Line up in pairs at the door and tell the teacher one thing you
learned during the Tag it game.
Teaching Minds on:
Learning Shooting Gallery - have students divide up into four groups,
Strategies they will get a big chart paper and make a grid of 9 boxes (3X3).
Each box is worth a different amount of points, have students
shoot as many balls as they can for 10 seconds. The boxes are
Lesson) worth different points, thus forcing students to be accurate to
score the highest.
Tactical Talk: What were your approaches to doing the
activity? Shooting fast and a lot, or controlled and slow?
Activities:
Hockey Bocce - regular rules of bocce ball but using hockey
sticks.
Tactical talk: How does this game allow you to work on
some of the skills you would need in a game?
Knock the pylon - divide the class into two teams, each team
will have 5 pylons that they can put anywhere as long as it is not
against a wall and can be hit. The rules are that each team starts
with 4 balls (more or less depending on class size), and in order
to win they have to hit over the pylons before the other team.
Tactical talk: How did your teams approach playing the
game? Were there designated roles or people you had
doing certain things? What sorts of skills does this game
work on?
Castle Battle - The students will be divided into four teams,
each team will have their own net. All the balls will be placed
within a central spot to all four teams. There will be 4 balls
altogether, the objective is to get as many points for your team
as you can. Once you score on a net however you must go to a
different net the next time before returning back to that one. It is
7
 up to the teams to decide how they want to organize themselves.

Tactical Talk - Why would this game be necessarily

important when thinking about playing a real hockey
game? Would strategies and skills can be brought over?
How would the game change if there were more or less
balls?

Student they will incorporate all skills and strategies that we have used
Tasks already within this territorial life
offensive strategy: maintain possession of ball, attacking the
goal, create space for yourself and teammates
defensive strategy: defend goal, gain possession, predicting
opponents moves, defensive positioning
Resources Hockey sticks
4 nets
Pylons
Tennis balls or Floor hockey balls
Pinnies
Chart paper for each group with 9 blocks on it 3x3

Lesson #6 Expectations Living Skills:

(culminating Personal skills: 1.1
assignment) Interpersonal skills: 1.3, 1.4
Active Living:
A1.1, A1.3, A2.1, A3.1
Movement Competence
B1.2, B1.3, B1.4, B2.2
Assessment Culminating assignment rubric (Assessment of learning)

Snowball at end of class (Assessment as learning) - each student

will get a paper and write how these skills can be transferred over
to other units and specifically what games? After they finish
writing their answers each student will crumple their paper up
and when the teacher says go they will all throw it up into the air
and then students will pick up a random paper and read it. Share
and comment on responses as a class.

Teaching Students will present their game or drill which helps work on any
Learning movement skills or strategies we have covered in this unit. Each
Strategies group will get a chance to be the teacher for their game or drill
and have everyone participate in their activity.
Student All the previous knowledge used within this unit can be used,
Tasks either be it a movement skill or strategic aspect of the game.

Resources gym space

get students to give you a list of resources and materials before
class

Culminating Assignment: Territorial Games

Healthy Active Living Education Grade 11, PPL30
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 Mr. Lam and Miss Chang

Student Name:____________________ Group:_____________________________

Element Great (Level 4) Good (Level 3) Fair - needs Below expectation -

improvement needs considerable
(level 2) improvement (level 1)

Game or drill is
applicable

Creativity

Content knowledge
and application

Covers an array of
movement skills and
strategies

Organization

Leading the class

Block/Unit Organizer #2 9