Territory Games Unit Plan

Filip Andrejuk Unit: Territory Games Grade: 9

1.1:
xpectations: use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize
tudents learn? of stress, take responsibility for their actions, and monitor their own progress as they participate in physical
develop movement competence, and acquire knowledge and skills related to healthy living
1.2:
use adaptive, management, and coping skills to help them respond to the various challenges they encount
participate in physical activities, develop movement competence, and acquire knowledge and skills related
living
1.3:
communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accur
they participate in physical activities, develop movement competence, and acquire knowledge and skills re
healthy living
1.4:
apply relationship and social skills as they participate in physical activities, develop movement competence
acquire knowledge and skills related to healthy living to help them interact positively with others, build healt
relationships, and become effective group or team members
1.5:
use a range of critical and creative thinking skills and processes to assist them in making connections, plan
setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection
learning in health and physical education
A1.1: actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to
in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when
new activities, monitoring their progress and successes in order to boost their confidence and increase the
willingness to try new activities), choosing from a wide and varied range of activities
A1.2: demonstrate an understanding of factors that contribute to their personal enjoyment of being active a
support their participation in physical activity throughout their lives (e.g., health benefits, such as feeling be
having more energy and stamina; pleasure of movement; being able to adapt games for different purposes
maximum opportunity for participation, access to facilities and programs, sufficient practise time, support of
friends; having opportunities to pursue personal and cultural interests, compete, and interact socially while
active; participating in challenging activities that allow for success and promote confidence), and identify ch
and barriers to regular physical activity and actions they can take to overcome these
A1.3: demonstrate positive social behaviours and adherence to ethical and fair play standards that contribu
creating a rewarding and enjoyable environment for participation in physical activities
A2.1: participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a
of twenty minutes
A2.2: describe the short-term and long-term benefits of developing both health-related fitness (i.e., cardiore
fitness, muscular strength, muscular endurance, flexibility, and body composition) and skill-related fitness (
balance, agility, power, reaction time, speed, and coordination), and explain how to use basic training princ
enhance both types of fitness
A3.1: demonstrate behaviours and apply procedures that maximize their safety and that of others
 In this unit, we are learning:
G GOALS -offensive and defensive strategies which increase chance of success in territory games
students know or be able to do at
the unit? -the movement phases which contribute to successful passes and shots in basketball, soccer, and ho
-how fitness factors and physical traits affect the execution of sport-specific skills
-the major rules of basketball, soccer, and hockey

At the end of the unit, students will be able to:

S CRITERIA -describe and attempt execution of offensive and defensive strategies which increase chance of succe
know the students have attained the
als? territory games
-describe and attempt the phases of movement which contribute to successful passes and shots in ba
soccer, and hockey
-be able to describe fitness factors and physical traits which benefit performance of sport-specific skill
-be able to describe the major rules required to play a game of basketball and soccer.

Safety precautions (stick control in hockey, awareness of limbs in soccer and basketball).
Prior Knowledge:
the students know before
his unit?

Students will demonstrate passes in all three sports with a partner. Students will also demon
ing shooting with proper form in all three sports. Finally, students will apply their skills and tactica
as game-rules knowledge within the context of each of the sports.
udents demonstrate their learning
of the unit?

Assessment Observation Quiz / Test Oral Questio

s: Whole Class Strategies:
Small Group Exhibition/Demonstration Performance Task Self Assessm
Pairs
Individuals
Recording Checklist Rating Scale Rubric
Devices:

odations:
meet the special needs of the
Include a variety of games which require different abilities to be successful: some ga
reduce exceptional physical ability as a predictor of success, some games will emph
communication and tactics among the students, some games will require teams to be
inclusive to succeed. Visual aids will accompany verbal instruction/cues. If necessary
will be played with slow moving, easy to grip balls, and balls with bells in them.

LESSONS: What lessons will be taught? What activities / challenges / tasks will students explore?

Expectations: 1.1, 1.2, 1.3, 1.4, 1.5. A1.1, A1.3, A2.1, A3.1

Assessment: Students will engage in class discussions after playing the territory game TGfUs to discuss what helpe
succeed in the games. Students will also fill out exit passes describing 2 things they learned and 1 thing they want to

on 1
Description: Students will learn the basic principles of offence and defence in territory games through TGfUs such as
Farmers Shepherding Sheep - http://www.playsport.net/activity/farmers-shepherding-sheep, handball, and ball-tag

on 2 Expectations: 1.1, 1.2, 1.3, 1.4, 1.5. A1.1, A1.2, A1.3, A2.1, A2.2, A3.1

Assessment: Students will attempt dribbling skills throughout the class while the teacher observes. At the end of clas
students will complete a self-assessment identifying things they did well, and things they can improve on. The class
be questioned as a group intermittently throughout the class (after finishing one activity the class will group up befor
the next one) to discuss techniques for increased success.
 Description: Students will learn the basic principles of dribbling in basketball and soccer through a variety of activitie
(dribbling slalom relays, king of the court, class-wide dribbling across gym).

Expectations: 1.1, 1.2, 1.3, 1.4, 1.5. A1.1, A1.2, A1.3, A2.1, A2.2, A3.1

Assessment: Students will attempt these skills during class as the teacher observes. Students will also have to desc
properties/movement-phases of a skill of their choosing that was discussed in class as their exit pass.
on 3

Description: Students will learn the principles of pass and shot execution in basketball and soccer, and apply these s
well as the universal territory game strategies introduced in lesson one) in various TGfUs (such as four-team defend
pylon/basket).

Expectations: 1.1, 1.2, 1.3, 1.4, 1.5. A1.1, A1.2, A1.3, A2.1, A2.2, A3.1

Assessment: Students will actively participate in games of basketball and try to utilize the skill-execution principles th
learned in all the prior lessons as the teacher observes. At the end of class, students will be given a short fill-in-the-b
assessing their knowledge of the strategies and rules of the sport discussed during class.

on 4
Description: Students will be introduced to more nuanced, basketball-specific strategies for offence and defence. Th
also become familiar with rules needed to play an organized game of basketball. Students will then try to apply these
concepts, along with the skills they learned in previous lessons in the context of actual basketball games. Games wi
team size (3 on 3, 5 on 5, etc.)
 Expectations: 1.1, 1.2, 1.3, 1.4, 1.5. A1.1, A1.2, A1.3, A2.1, A2.2, A3.1

Assessment: Students will actively participate in games of soccer and try to utilize the skill-execution principles they
in all the prior lessons as the teacher observes. At the end of class, students will be given a short fill-in-the-blank qui
assessing their knowledge of the strategies and rules of the sport discussed during class.

on 5
Description: Students will be introduced to more nuanced, soccer-specific strategies for offence and defence. They w
become familiar with rules needed to play an organized game of soccer. Students will then try to apply these concep
with the skills they learned in previous lessons in the context of actual soccer games. Games will vary in team size (
on 5, etc.)