PEO: Ultimate Sponge Ball
Time: 40 minutes
Description: Students will learn the game of Ultimate Sponge Ball and will play on the football field outside.
Outcomes/Indicators: 7.8 Decision Making Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in:
- low-organizational, inventive, and co-operative games (e.g., walleyball, king’s court).
f. Identify, practise, and incorporate various offensive tactics, while participating in practice and game situations with classmates, that are used in a variety of:
-net/wall games (e.g., set to a spike in volleyball, hitting to open spaces in all games)
-striking/fielding games (e.g., when would be a good time to bunt in softball)
-low-organizational, inventive, and cooperative games (e.g., when to use the wall, and when not to, in walleyball).
g. Identify, practise, and incorporate various defensive tactics, while participating in practice and game situations with classmates, that are used in a variety of:
-net/wall games (e.g., returning to base position within the court after playing the ball, shifting to cover as a team)
-striking/fielding games (e.g., shifting positioning on the field when there is a left-handed batter)
-low-organizational, inventive, and cooperative games (e.g., adjusting positioning to receive a ball that is coming off the wall in walleyball).
i. Appropriately support teammates who are playing the ball by moving into position to receive the ball from the teammate.
j. Demonstrate purposeful team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while participating in game situations with classmates.
Student Objectives: Students will be able to reflect on what tactics worked while playing defense and offense.
– 2 nerf balls
– pinneys (2 sets)
– 2 football fields
– 4 pre-determined teams
How to Play:
* The goal of the game is to get the ball all the way across the field and make a successful pass to a teammate who is in the end zone
– The youngest person on the teams will do rock-paper-scissors and the winner will get the ball first
– Each team will begin at their goal line (50 yard line and end zone)
– When the whistle sounds, both teams may move onto the field, the person with the ball will pass from the end zone
– Whoever has the ball cannot take any steps, and may only pivot
– The team who does not have the ball is playing defense and their job is to cover one player on the opposing team at all times
– The team with the ball is playing offense and their job is to get away from the defensive player who is covering them, trying to become open to receive a pass
– In order for a goal to count, every player on the team must have received a pass before the ball is passed across the goal line
– If the offensive team does not complete their pass, they lose possession at that exact spot on the field
– The game never stops
– Defensive team must play person-to-person defense
– Defensive team may not grab the ball out of an offensive player’s hands; it may only be taken when in the air or on the ground
– An automatic turnover occurs when the ball goes out of bounds or hits the ground
– If the person holding the ball takes any steps, a turnover occurs
– After a goal is scored, the ball drops and the opposing team gets the ball
ELA: Hero of War Launch Lesson
Time: 40 minutes
Outcomes/Indicators: (for whole project)
(pg. 38) CR7.6 Read and demonstrate comprehension and interpretation (including thoughtful and critical response to content and craft) of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.
c. Read to complete inquiry/research using online resources, reference books, periodicals, and pamphlets. Cite sources of information.
(pg. 38) CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).
e. Separate own ideas and opinions from speaker’s ideas and opinions.
g. Consider and respect ideas from speaker’s point of view.
i. Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.
(pg. 40) CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
d. Use appropriate point of view (including third person) when writing for particular audience and purpose.
Student Objectives: Students will begin to think about Canada’s involvement in war today. Students will be able to start forming their own opinions in their minds regarding the war that is going on in the world right now.
Description: Through the song, “Hero of War” by Rise Against, students will be introduced to the differing perspectives around North America’s involvement in the Middle East. Through a video and discussion, students will begin thinking about what their opinions might be about Canada’s involvement in Afghanistan.
– Computer/projector with YouTube:
Rise Against music video
Hero of War Canada (“I gathered a few poignant photos…”)
– Student handouts
– “Hero of War” by Rise Against – CD
Schedule of Activities:
1. Ask students for their utmost respect and maturity as we will be discussing a serious topic.
2. Hand out the package to students. Give students a few minutes to fill out the front page. Go through the questions on the page 1, ensuring all students understand their jobs while listening to the song.
3. Before playing the song, inform students that the artist has used some language that is not appropriate for school, but in this case it is reality. Play the song.
4. Give students about 5 minutes to fill out the first page of their packages.
5. Flip to the second page, and go through the instructions; note that the lyrics are on page 3. Play the song again, with students following along with the lyrics.
6. Give students about 3 minutes to fill in their responses to the questions.
7. Flip to page 4, ensuring students understand their task while watching the video. Play the Rise Against music video (listed in Materials Required above).
8. Students will have 3 minutes to complete the page.
9. Have a brief discussion around the fact that the music video is very American. Even though the soldiers and war and flags in the video were all American, does it still apply to Canada? How?
10. Play the second video, “Hero of War Canada” (listed in Materials Required above). Discuss in table groups how they feel about War in the world today – page 5.
Science: Mixtures and Solutions Launch Lesson
Time: 40 minutes
Description: Students will be introduced to the safety regulations that are in place during labs in Science.
MS7.2 Investigate methods of separating the components of mechanical mixtures and solutions, and analyze the impact of industrial and agricultural applications of those methods.
g. Demonstrate knowledge of WHMIS standards by using proper techniques for handling and disposing of lab materials and following warning label symbols, including common household product symbols, when separating mixtures.
CELs: SI, TPS
Student Objectives: Students will be able to identify safely operated labs through photographs, as well as find chemicals in their homes with hazardous chemical symbols.
– Computer (with internet), projector and screen http://www.saskschools.ca/curr_content/science9/chemistry/lesson1.html
– Student text books
– Blank WHMIS Symbols sheet
Schedule of Activities:
1. Students will be shown several photos (link above) of science labs and they will jot down the safe aspects of the scene, and the not-so-safe aspects of the scene.
2. From here, students will work as a class to come up with what the rules in the Science Lab will be.
3. Students will examine the WHMIS handout and will fill in the meaning of each symbol using their textbooks (pg. 360-361). *For homework, students will go through the chemicals in their homes to find specific chemical/brand names that contain each WHMIS label.
4. Students will go through the activity in their texts (pg. 101), where they think about all of the products they have used during their day and begin thinking about whether they are a mixture or a solution. What do we think each a mixture and a solution might be?