Danielle Mohler-Penna

Foothills Composite High School

Physical Education 20

Physical Education 20 Planning Documents

Foothills Composite High School
Danielle Mohler-Penna
January - April 2021
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
PE Lesson Plans

King’s Court Floor Hockey 2

Basketball 6

Ringette: 6 Team Round Robin 11

Gym King’s Court Ringette 15

Badminton 19

Spikeball 23

Half-Day Choice Activities 28

 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

King’s Court Floor Hockey

Thursday, March 11, 2021

Lesson Title King’s Court Floor Hockey Grade Level 11

Subject Physical Education Time Frame 1 Class, ~3 hours

(8:30-11:15) Class begins at 9

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to pass to teammates or score on the net
2. Turn and twist while optimizing passing and shooting/scoring opportunities
3. Receive, retain, and send a floor hockey ball
4. Play as a team demonstrating good sportsmanship and collaboration

Stage 2: Assessment Evidence

Summative N/A Formative Observation, checklists

Assessment Assessment

Stage 3: Learning Experience

Tech to N/A Resources to ● Popsicle sticks

Do Bring ● Deck of cards
● Hockey sticks
● Hockey nets
● Ball
● Disinfectant sprays & cloths

Time Content/Description Notes

8:30-9:30 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

9:30-9:45 Workout Cards Warm-Up *J, Q, K = 10

● This activity will use a deck of cards to indicate which
workout will be completed, and how many repetitions of
each workout.
● For example,
○ Clubs = squats
○ Spades = toe touches
○ Hearts = jumping jacks
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
○ Diamonds = sit ups
○ Number on card = number of repetitions*
● This activity will run for as long as the deck of cards
lasts. Once all 52 cards have been used, the warm up is
complete.

9:45-10:00 Introduce Teams & Get Set Up

● Teams will be randomly created using popsicle sticks
with names on them. There will be 5 teams. Identify 5
goalies - these students have now been separated into
teams and can go get equipment needed for floor hockey
(nets, ball, hockey sticks)
● Remaining students will be separated into teams, 2 teams
will start on the gym floor. The remaining students will
sit on the sides prepared to jump into the game.

King’s Court Floor Hockey

10:00-11:05 ● Students will play until one point is scored. The team
who scores a goal will move to the King’s court side of
the gym, and the other team switches off. If the team who
scores is already on the King’s court, then they remain on
their side and the losing team switches off.
● When a team switches off, a team on the sidelines
switches in for that team.
● Teams who are not actively playing organize themselves
in a line along the walls of the gym. As teams switch on,
the team lines move forward, and the teams that switch
off move to the back of the line.
● This is a common strategy that is used in the classroom
and the students are used to this.

11:05-11:15 Wrapping Up & Open Gym

● The nets, sticks, and ball will be collected and removed
from the gym
● Students will be sent to change back into their regular
clothes
● Students are allowed to use the remainder of the time as
an open gym and use the basketballs that are available in
the gym.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Reflections and Open gym and getting set up for the warmup went over well. The students gathered
Follow Up quickly and I got them organized in a half circle. THe students took part in the workout,
and those who put little effort into the workouts were encouraged to do more. There were
4 students who volunteered to be goalie, so to entice a 5th student, it was offered that
students who were goalies could sit out from the warmup if they got all their gear on and
all of the equipment was ready for the games - this way the equipment was ready for the
rest of the students after the warmup. The kids engaged with the warmup for about the first
⅓ of the deck of cards, but then they became tired and bored of the activity. We stuck with
the activity as usual until about the last 15 cards, and then I started flipping 2 cards at once
to finish up the activity for the students. I had organized 4 colours of pinnies before class
for the students to optimize the use of our time and reduce the amount of students touching
the bins and pinnies (for COVID reasons). Once names were drawn for the teams, I wrote
them on the board - I think this may have been unnecessary. Next time I’ll have them go
stand together as a team as soon as their names are called, and I will assign them a pinny
colour right off the bat. Today the teams were made and then they were asking what colour
their team should wear - so this new strategy would take care of both of those situations!

The hockey game and team transitions moved very smoothly. At the start there were a
couple rounds that I forgot to do the “puck drop”, but students were quick to take on the
responsibility if I forgot. Once I realized I had missed it, I made sure to stay on top of it.
As I became more comfortable in the gym I found myself moving around a lot more and
interacting with the kids more. The wrap up and clean up was very smooth and students
were happy to help out. I need to work on projecting my voice in the gym, but using the
whistle first to get the student’s attention works great for this class. Overall, I thought the
class went well!

During the game, a student got hit in the head with the hockey ball, and I didn’t see it
happen. Takeaways from this are that in the gym my eyes have to be up and on the
students all the time. A good way to keep myself accountable for this is to stay watching
the game at all times and to position my body to always face the majority of the students.
Even still, these things happen in the gym class and can be expected, but it is important to
witness as many incidents as possible!
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Basketball
Wednesday, March 17, 2021
Lesson Title Basketball (and Belly Grade Level 11
Baseball)

Subject Physical Education Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to pass to teammates or shoot on the net
2. Turn and twist while optimizing passing and shooting opportunities
3. Receive, retain, and send a basketball
4. Play as a team demonstrating good sportsmanship and collaboration

Stage 2: Assessment Evidence

Summative N/A Formative Observation

Assessment Assessment

Stage 3: Learning Experience

Tech to Get the music set up at Resources to ● Disinfectant spray & wipes
Do the start of class. Bring ● Large mats for belly baseball
● Tennis racket
● Black dodgeball
● Basketballs

Time Content/Description Notes

12:15-12:35 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.
● Choose Basketball Teams
○ Assign the following 6 team captains. Pull these
people aside during open gym and have them
choose their teams.
■ Conor
■ Brandon
■ Trista
■ Davon
■ George
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
■ Chad
○ Write these teams on the board with team pinny
colours above the teams.

12:35-12:40 Set Up Belly Baseball (Warm Up Activity)

● Make 2 teams - 20 players on each team if all students
are present (change this based on attendance if needed)
● 3 large mats need to be around the gym, placed like 1st,
2nd, and 3rd base in a baseball game.
○ Keep the mats away from the wall (safety
precaution)

12:40-1:10 Belly Baseball

● Students will play in teams of 20. One team starts “on the
field” and one team is “up to bat”.
● The team on the field will organize themselves around
the gym to be on the defense (waiting for the incoming
ball to try and prevent the other team from scoring a
point).
○ The only defined role for the team on the field is
the pitcher. The team may pick who they want
to be the pitcher.
○ The pitcher will be expected to throw
underhand.
● The team up to bat will stand in line waiting for their
turn.
○ The player up to bat will use a tennis racket to
hit the incoming ball.

Rules of the Game

● Each team plays until there are 3 outs, then the teams
switch
● Students on the bases (the large mats) must have their
bellies on the mats in order to be safe. Think of this as
touching a baseball base with your foot. If a student is
touching the mat with any part of their body, but not with
their bellies - they are not safe! Bellies must be on the
mat (this is the only body part that has to be on the mat
for safety)
○ Only 3 students on each mat at a time. If there
are 3 people on a mat and a runner is incoming
towards the mat, at least 1 person must run to
the next mat.
● If a player up to bat hits the ball and the ball is caught out
of the air - the batter is out. If the ball hits the ground
first, the batter is not out.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
● If a player up to bat swings 2 times and misses (2
strikes), they are out!
● Students are only out if tagged by a person carrying the
ball (no throwing the ball to tag players), but players can
pass the ball between each other to tag players of the
opposing team

1:10-1:15 Take Down

● Students need to sanitize the mats and the dodgeball
● Students will work together to remove the mats and
dodgeball from the gym and place them back in the
equipment room.
● Students will get sorted into teams and get pinnies on.
Colours and teams will be written on the board.

1:15-2:15 Basketball
● 6 team round robin basketball tournament
○ 2 games at a time, playing half court games
● Rounds need to be written on the board (rounds as
written below). Winning team number must be circled on
the board.
● Rounds will be played for 5 minutes. The team with the
highest points wins.
● Once all rounds have been played, sanitize the
basketballs and students go get changed.
○ The teams that played in round 7 can go get
changed once their games are complete
○ The teams that played in round 8 can go get
changed once their game is complete
● Head to the library for flex time.

2:15-3:15 Flex Time

● Work time in the library!

Round 1 Round 2 Round 3 Round 4

Teams: Teams: Teams: Teams:

2 vs. 1 4 vs. 5 3 vs. 4 6 vs. 4
3 vs. 6 6 vs. 1 2 vs. 5 2 vs. 3

Round 5 Round 6 Round 7 Round 8

Teams: Teams: Teams: Teams:

1 vs. 5 4 vs. 1 5 vs. 6 4 vs. 2
6 vs. 2 5 vs. 3 1 vs. 3
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Reflections and Today I felt that I could have been more prepared for belly baseball - there were rules that
Follow Up I hadn’t considered and we didn’t address them until they came up. This was okay, but
good things to know for next time! This was a new game for the students (which I hadn’t
realized), so a good way to start this game off would have been to draw the game plan on
the whiteboard and show students the structure of the game. This also gives students a
chance to ask questions as they come up, and prevents the introduction of rules throughout
the game. It’s also important to consider that there is the possibility that the students have
never played traditional baseball before and might not be familiar with basic rules of the
game. A couple rules that I would incorporate during the introduction of this game would
be that if the ball is in the defensive team’s possession and they touch the base that the
offensive team is running towards, the player is out (just like tagging a base in baseball). I
would also address the pop fly concept and the need to tag up (go back to the base you
started at before you progress to the next base). If a pop fly is caught and a student does
not tag up, if the base that the runner started at is tagged, the runner is out. When setting
up for the game we realized that 2 mats were much thicker than one other. The thinnest
mat was placed by the students as first base. We switched the mats around in the middle of
the game so that the thinnest (and hardest) mat was 3rd base and a ticker (softer) mat was
first base. This is better because students want to dive into the mats and it is good to have
them do this at first base. This way all of the students can dive into the mat at least once on
their turn (even if they get out on their first hit). Otherwise, I think the activity went well,
and basketball went well too. Students were eager to play basketball and are very familiar
with this gameplay so they played hard and stayed organized throughout the entire activity.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Ringette: 6 Team Round Robin
Wednesday, March 17, 2021
Lesson Title Ringette Grade Level 11

Subject Physical Education Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to pass to teammates or score on the net
2. Turn and twist while optimizing passing and shooting/scoring opportunities
3. Receive, retain, and send a ring
4. Play as a team demonstrating good sportsmanship and collaboration
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Stage 2: Assessment Evidence

Summative N/A Formative Observation

Assessment Assessment

Stage 3: Learning Experience

Tech to Get the music set up at Resources to ● Dodgeballs

Do the start of class. Bring ● Ringette sticks
● Ring
● Nets
● Disinfectant spray & cloths

Time Content/Description Notes

8:30-9:30 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

9:30-9:55 King’s Court Dodgeball 4 minute games

● Use team descriptions listed below • tell students to
● Split students into pre-chosen teams. List the students on play hard
each team and have pre-determined pinny colours ready • if a tie game, the
to go. Make sure there are enough pinnies for each group newer team takes
size. king’s court
● 10 soft dodgeballs are set up along the middle line of the
gym, each team is lined up along the wall on their side of
the gym.
● Students will play until a team is beat.The team who
wins will move to the King’s court side of the gym (stay
if already there), and the other team switches off.
● When a team switches off, the team on the sidelines
switches in for that team.
● This is a common strategy that is used in the classroom
and the students are used to this.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
9:55-10:05 Transition!
● Collect dodgeballs
● Get ready for ringette!
○ Get ringette sticks out of the equipment room
○ Get 4 nets and 2 rings out of the equipment
room, set up 2 games using the shorter length of
the gym
○ Move 2 benches into the middle of the gym
(separating the 2 games, the off teams will sit
here)

10:05-11:05 6 Team Round Robin Ringette • To steal the ring:

● Use teams and game design as provided below Under and lift
○ 2 games at a time, half court games • If students fail to
● Rounds need to be written on the board (rounds as pass, implement
written below). Winning team number must be circled on the rule: before
the board. scoring - must pass
● Rounds will be played for 5 minutes. The team with the to 3 teammates
highest points wins.

11:05-11:15 Wrapping Up & Open Gym

● Once all rounds have been played, sanitize all equipment
and students go get changed.
○ The teams that played in round 7 can go get
changed once their games are complete
○ The teams that played in round 8 can go get
changed once their game is complete
● Students are allowed to use the remainder of the time as
an open gym and use the basketballs that are available in
the gym.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.

Ringette Teams Student Names Dodgeball Teams

Team 1: Abe, Sydney, Bj, Davon, Kendra, George, Jaden

Team 1
Team 2: Noah V, Tito, Hannah, Jacob, Kaden Chinski, Katelyn, Tasia

Team 3: Muhammad, Nate, Jackson, Conor, Trista, Josh, Caleb

Team 2
Team 4: Levi, Olivia, Sam, Ashlee, Josie, Eban, Jose

Team 5: Nolan, Tucker, Ryan, Elijah, Brandon, Aidan

Team 3
Team 6: Jaylin, Bakken, Avery, Javier, Chad, Noah A.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Round 1 Round 2 Round 3 Round 4

Teams: Teams: Teams: Teams:

2 vs. 1 4 vs. 5 3 vs. 4 6 vs. 4
3 vs. 6 6 vs. 1 2 vs. 5 2 vs. 3

Round 5 Round 6 Round 7 Round 8

Teams: Teams: Teams: Teams:

1 vs. 5 4 vs. 1 5 vs. 6 4 vs. 2
6 vs. 2 5 vs. 3 1 vs. 3

Reflections and The lesson today was very successful - things ran smoothly overall and the students
Follow Up handled the transitions really well. We typically play dodgeball with 10 balls, but with
bigger teams today I decided to add 2 more balls to the game to keep the kids moving
more often. I thought this helped and there were less people staying still. Dodgeball is
always a hit in this class so it was easy for the students to jump right in. The transition
between dodgeball and ringette was smooth and the students were happy to help get the
games setup. The students are familiar with the round robin game style so the transitions
for these went good as well. One thing I wasn’t prepared for in ringette was tied games, so
this is something to consider for next time. Today we solved this problem by letting the
teams have a shootout. This worked well - maybe next time I would give them 1 more
minute to play & the next point wins. The kids did quite enjoy the shoot out though!

There was an altercation between 2 students today - it reached the point of students yelling
and being chest to chest. My TM is not here today, so there was a substitute teacher
present with me in the gym. We were able to successfully defuse the situation before
anything became physical. The substitute teacher and I each took a student and spoke to
them individually outside 2 separate gym doors. The situation had escalated from a game
that the students had played during open gym but I was unaware that there was resting
tension between the students. I was aware that one of the students was frustrated during
our dodgeball game and checked on him a couple of times - he reassured me that he was
okay. At some point during the dodgeball game things became heated and that is when the
other student began yelling and the situation escalated. Luckily these students were able to
calm down and come back to the gym to finish out the remainder of the class peacefully.

Near the end of the class the students were set to play against each other in the round robin
tournament and I touched base with both students before allowing them to play. Both of
them assured me that the game would remain friendly and that there was no more
remaining tension between them. The students played hard and with good sportsmanship
for the remainder of the class.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Gym King’s Court Ringette
Monday, March 29, 2021
Lesson Title Ringette Grade Level 11

Subject Physical Education 20 Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to pass to teammates or score on the net
2. Turn and twist while optimizing passing and shooting/scoring opportunities
3. Receive, retain, and send a ring
4. Play as a team demonstrating good sportsmanship and collaboration
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Stage 2: Assessment Evidence

Summative N/A Formative ● Observation, checklist

Assessment Assessment

Stage 3: Learning Experience

Tech to Set up music Resources to ● Ringette sticks

Do Bring ● Ring
● Nets
● Disinfectant spray & cloths

Time Content/Description Notes

8:30-9:30 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

9:30-9:45 Warm Up Workout & Stretches

● If not already set up - ask a student to set up their music
on the sound system for our warmup.
● Do the following warm up activity with the students -
they should be in a half-circle around the perimeter of the
gym facing the teacher.
● We’re going to do some dynamic stretching, which
involves active movements to warm up our muscles. We
don’t want to do any static stretches where we’re
standing still.
● Every student needs to have their own space - spread out.
Each student must have an arms length distance from the
students beside them.
● Keep a timer going on a watch or cellphone - this helps
keep track of timed workouts and gives an idea of how
long the activity is taking.
○ Provide variations for workouts that may be a
little bit more difficult (ex. Lunge jumps:
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
students can simply alternate between lunges if
needed - they do not have to jump).

Workout/Stretches!
● 15 sec - Jog on the spot, high knees!
● 20 x Jumping jacks
● 30 sec - Forward arm circles - increasing in size
● 30 sec - Backwards arm circles - increasing in size
● 2x 10 sec - One arm going forward, one arm going
backwards. Switch directions.
● 30 x Arm scissors
● 10 x Lunge jumps
● 10 x Double leg calf raises
● 10 x Single leg calf raises (each leg)
● 10 sec Ankle circles in both directions (each ankle)
● 10 x Step and swing
● 10 x Toe touches
● 10 x Open the gates
● 10 x Close the gates
● 10 x Knee hops

9:45-10:05 Transition!
● Get ready for ringette!
○ Get ringette sticks out of the equipment room
○ Get 2 nets and 1 ring out of the equipment
room, set up a game using the full gym as one
court
○ Benches remain on the sides of the gym for the
off teams to sit on.

10:05-11:05 King’s Court Ringette Pinny colours

● Split students into pre-chosen teams (teams included needed:
above). List the students on each team and have ● Red
pre-determined pinny colours ready to go. Make sure ● Blue
there are enough pinnies for each group size. ● Black
● Students will play until one point is scored.The team who ● Pink
wins will move to the King’s court side of the gym (stay
if already there), and the other team switches off.
○ Teams gain a point for every goal scored.
● Keep track of team points on the board
● When a team switches off, the team on the sidelines
switches in for that team.
● This is a common strategy that is used in the classroom
and the students are used to this.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
11:05-11:15 Wrapping Up & Open Gym
● Once all rounds have been played, sanitize all equipment
and students go get changed.
● Students are allowed to use the remainder of the time as
an open gym and use the basketballs that are available in
the gym.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.

Reflections and Today the ringette game went well. Today’s focus was on making adjustments based on
Follow Up the attendance of our students. Today we were in the small gym and we were missing 25%
of our class so we decided to take advantage of the smaller class size and play TriBall as a
warmup game instead of doing the warmup workout and stretches. When we have our
entire class present, it is too hectic to play TriBall in the small gym so it was a good
opportunity to play today. This also reduced our transition time because we had created 4
equal teams for TriBall which we decided to keep because with low attendance the teams
would have been extremely uneven and the students wouldn’t enjoy it as much. Playing
with the 4 created teams in King’s Court Ringette also increased playing time for every
student because there would have been one more team in rotation otherwise.

We had one team that was very dominant during Ringette, so we implemented a rule that
you could win a maximum of 3 points in King’s Court. Once they won 3 times, both teams
switched off and the 2 teams on the bench switched on. Overall, the class ran smoothly
even though it didn’t exactly follow the lesson plan.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Badminton
Tuesday, March 30, 2021
Lesson Title Badminton Grade Level 11

Subject Physical Education 20 Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to send the birdie over the net
2. Turn and twist while optimizing scoring opportunities
3. Receive, retain, and send a birdie
4. Play as a team demonstrating good sportsmanship and collaboration
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Stage 2: Assessment Evidence

Summative N/A Formative Observation, checklist

Assessment Assessment

Stage 3: Learning Experience

Tech to Set up music. Resources to ● Orange Rubber X’s

Do Bring ● Sports Cones
● Frisbees or bucket lids
● Badminton net poles
● Badminton nets
● Badminton birdie
● Badminton rackets
● Disinfectant spray & cloths

Time Content/Description Notes

12:15 - 12:45 Open Gym

● Students have “open-gym” from 12:15-12:45. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

12:45 - 1:10 Relay Tic-Tac-Toe Warm Up Game

● This game will be played using a round robin style
tournament between the pre-made intramural teams
● Set up a “tic-tac-toe” game board on the floor using 9
frisbees or bucket lids (3x3 grid) at about the ½ or ¾
mark in the gym (length wise). Set up 2 or 4 game
boards, depending on the given space. If 4 game boards
are set up, intramural teams will split into 2 teams and
each half of the team will play their own games.
● Set up students according to their round robin pairings
(see below)
● Teacher stands in the middle of the game boards and
blows the whistle as a signal for the students to begin the
activity.
● The team with the most wins at the end of the round
robin tournament will gain a bonus point for their team.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
● Once teams have finished their games, the next teams get
set up for their game.

Rules of the Game

● Two teams will face off in a relay match of tic-tac-toe.
One team will be given rubber X’s and the other team
will be given sports cones, as “O’s”.
● Once the whistle is blown, signalling “go” to the
students, they will race to the other side of the gym and
then back to their teammates. On the way to the other
side of the gym, students must drop their marker (X or O)
on the game board. Once they reach the other side of the
gym after placing their marker, they must run back to
their team and tag the next runner. This is repeated until a
team has created a straight line (3 markers in a row). The
team who creates a straight line first wins the round.
● Students will rotate to the back of the relay line once they
have completed their run. This will ensure that each
student has a chance to run and play the game.

1:10 - 1:20 Transition

● Have students collect the frisbees/bucket lids and the X’s
and O’s for the game. Bring them to the equipment room.
● Call all students to the whiteboard and explain the ladder
game style. Set up the ladder tournament in order of the
team with the highest intramural points to the team with
the lowest intramural points along the white board.
Remind students that they are not allowed to deny a
challenge. If a team is challenged, they must play.
○ Have students split their intramural teams into 4
teams (8 students per intramural team = 4
doubles teams). If students are absent, the teams
must still split into 4 teams and some students
will have to play singles.
○ Teams that are off are given priority for
challenging other teams. Teams that have set up
a challenge must claim a court. This means that
they should be prepared behind a court that is
being played on so that they are ready to
transition into their game. Students may
challenge the winners or losers of games that are
currently in play as well.
● Once teams have been written on the whiteboard, ask
them to go help set up the badminton poles and nets.
● Pull out the badminton rackets & birdies.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
1:20 - 2:15 Ladder Style Tournament
● Once student teams are made, it is up to the students to
challenge each other and begin the tournament. The point
of the tournament is for students to end up in the top
positions of the ladders.
● Students will play the game to 11 points. Students must
report the winner of the challenge back to the teacher
who will record the necessary changes to the ladder.
○ Teams switch places on the ladder if the
challenging team wins. If the challenging team
loses, their positions stay the same.
○ Students can challenge teams that are to the
left/right, above/below, or diagonally up from
their current positions. They may also challenge
diagonally down if they so choose.
● Students are in charge of their challenges. If a free court
is open and no one is playing on it - encourage students
to find a challenge and play on the open court!
● Students play right until 2:15 - they must put their
badminton rackets back where they belong and get things
put away.

2:15 - 3:15 Flex Time

● Speak to the Gym 30 teacher about whether or not they
would like the badminton nets left up. If not, ask students
to help take the poles and nets down and return them to
the equipment room.
● Students get changed and meet in the library for flex
time.

Reflections and The tic-tac-toe game went well, but the teams tied more than I was expecting. I let the
Follow Up teams play a tiebreaker game and then made the second tie breaker game solely about who
got back to their line first after forming a line on the game board. Ties are something that I
feel will need to be modified for next time. The kids ran well in this warm up and they
seemed to really enjoy themselves. This was a good activity for teams to receive bonus
points for their intramural teams. Next time I would have the markers kept behind the
game board and the student would have to pick up a marker on their way back to their
team. The first student in the line would start with a marker in their hand. This student
would run to the game board and drop their marker, continue running to the spot where
they would pick up their markers and then run back to their teams. This would help with
cleanup between each round as well because I won’t have to return the markers to the front
of their lines because each runner will bring a new one back (even the last runner, which
sets up the next round!) I would also enforce the rule that students have to make sure that
their markers land in one of the frisbees. If their marker does not land in a frisbee they
must go back and make sure it is in before they can collect the next marker. Badminton
went well and the students played hard and stayed organized the whole time.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Spikeball
Wednesday, March 31, 2021
Lesson Title Spikeball Grade Level 11

Subject Physical Education 20 Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while preparing to aim the spikeball towards the net
2. Turn and twist while optimizing scoring opportunities
3. Receive, retain, and send a spikeball
4. Play as a team demonstrating good sportsmanship and collaboration
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20

Stage 2: Assessment Evidence

Summative N/A Formative Observation, checklist

Assessment Assessment

Stage 3: Learning Experience

Tech to Set up music Resources to ● Basketballs

Do Bring ● Spikeball nets
● Spikeball
● Disinfectant spray & cloths

Time Content/Description Notes

8:30-9:30 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

9:30-10:00 Warm-Up: King’s Court Mini Basketball Game *Order teams to

● Students will play full court king’s court basketball with start from lowest
4 students on on the court at each time (the players not on point standing to
the court line up along their sides of the court, in opposite highest point
corners) standing. (Lowest
● These mini games are played until 3 points are scored. points given King’s
Each time a point is scored, the players on the court that Court first.
are a part of the scoring team must switch off and the - White
next 4 players in the rotation switch on. (King’s),
● The team who wins will move to the King’s court side of pink,
the gym (stay if already there), and the other team black,
switches off. blue, red
○ Teams gain a point for every win.
● The game finishes once a team has scored 3 points. Keep
track of team wins on the board and give the winning
team bonus points for the intramural activities.
● Teams on the sidelines switch in for the losing team once
the game is finished*.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Transition *Red, blue, black,
● Put the basketball away pink, white.
● Call all students to the whiteboard and explain the ladder
game style*. Set up the ladder tournament in order of the
team with the highest intramural points to the team with
the lowest intramural points along the white board.
Remind students that they are not allowed to deny a
challenge. If a team is challenged, they must play.
○ Have students split their intramural teams into 4
teams (8 students per intramural team = 4
doubles teams).
○ Teams that are off are given priority for
challenging other teams. Teams that have set up
a challenge must claim a net. If a game is
already in play, a pairing of teams can claim the
net for the next round. Students may challenge
the winners or losers of games that are currently
in play as well.
● Students must come to the whiteboard and report the
game results so that the ladder can be changed
accordingly.

Ladder Style Tournament

● Once student teams are made, it is up to the students to
challenge each other and begin the tournament. The point
of the tournament is for students to end up in the top
positions of the ladders.
● Students will play the game to 11 points. Students must
report the winner of the challenge back to the teacher
who will record the necessary changes to the ladder.
○ Teams switch places on the ladder if the
challenging team wins. If the challenging team
loses, their positions stay the same.
○ Students can challenge teams that are to the
left/right, above/below, or diagonally up from
their current positions. They may also challenge
diagonally down if they so choose.
● Students are in charge of their challenges. If a free court
is open and no one is playing on it - encourage students
to find a challenge and play on the open court!
● Students play right until 2:15 - they must put their
badminton rackets back where they belong and get things
put away.
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Wrapping Up & Open Gym
● Once all rounds have been played, sanitize all equipment
and students go get changed.
● Students are allowed to use the remainder of the time as
an open gym and use the basketballs that are available in
the gym.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.

Reflections and Today we had intended to play King’s Court Mini Basketball games for a warmup and
Follow Up then move into spikeball as the main activity. Students were really enjoying the basketball
games and wanted to play this for the remainder of the class. I decided that since the
students were engaging well with this activity and the games were staying organized and
moving smoothly that we would continue with basketball and not play spikeball. The
students seemed to really enjoy this activity, especially because their teams switched on
and off for each point scored. The students were not allowed to play on both of their teams
- this means that if a team was short players, their teams on the court were also short
players. This made the teams that were short players work a little bit harder for their wins
and gave us the opportunity to discuss the importance of showing up for your teammates!
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Half-Day Choice Activities
Thursday, April 1, 2021
Lesson Title Choice Activities Grade Level 11

Subject Physical Educaion 20 Time Frame 1 Class, 3 hours

Developed By Danielle Mohler-Penna

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.
● A20–1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal performance
● A20–3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance
● A20–5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space
and relationships—to perform and create a variety of activities to improve personal performance

General Outcome C: Students will interact positively with others

● C20–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
● C20–3 demonstrate etiquette and fair play
● C20–5 develop and apply practices that contribute to teamwork
● C20–6 identify and demonstrate positive behaviours that show respect for self and others

Essential Questions

1. Do students acquire skills through a variety of developmentally appropriate movement activities?

2. Do students understand the health benefits that result from physical activity?
3. Do students interact positively with others by demonstrating communication, fair play, leadership, and
teamwork?
4. Do students make an effort to lead an active way of life?

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Walk and run while playing their activity of choice
2. Turn and twist while optimizing scoring opportunities
3. Receive, retain, and send an object pertaining to their game of choice
4. Play as a team demonstrating good sportsmanship and collaboration
 Danielle Mohler-Penna
Foothills Composite High School
Physical Education 20
Stage 2: Assessment Evidence

Summative N?A Formative Observation, checklist

Assessment Assessment

Stage 3: Learning Experience

Tech to Set up music Resources to Equipment room will be open for students to grab their
Do Bring desired equipment for their game of choice.
● Basketballs, volleyballs
● Disinfectant spray and cloths

Time Content/Description Notes

10:35-11:05 Open Gym

● Students have “open-gym” from 8:30-9:30. Students
have access to basketballs for this time and will organize
themselves into various games in the gym. This is part of
their daily routine.
○ When students are done playing with the
basketballs, they have to spray the balls with
disinfectant and clean them with the cloths
provided for them.
● Students will get changed into their gym clothes during
this time.

11:05-11:55 Activity of Choice

● Students will choose which activities they would like to
play in class and organize themselves accordingly. The
gym may be split into 2 half courts for separate games
(ex. Volleyball and basketball) or another game can be
played if students would prefer.

11:55-12:00 Clean Up & Change

● Students need to disinfect the equipment they used and
put it away.

Reflections and Today was a very relaxed day. Students were given access to their choice of equipment
Follow Up from the equipment room and organized themselves into mini games or activities
throughout the gym. My TM took a small group of students outside who wanted to play
with baseballs and bats, and I supervised the remaining students inside the building who
chose to play with lacrosse sticks, tennis rackets, basketballs, badminton rackets, etc.