Lesson Plan
Teacher Name Date
Subject Area Physical Education Grade P.E 10
P.E 20
Topic Omnikin Ball Time 43 min
General Learner General Outcome A - Students will acquire skills through a variety of
Outcome(s) developmentally appropriate movement activities.
Taken from
Alberta Program General Outcome C - Students will understand, experience and appreciate the
of Studies health benefits that result from physical activity.
Specific Learner P.E 10:
Outcome(s) A10–1 apply and refine locomotor skills and concepts—effort, space and
Taken from relationships—to perform and create a variety of activities to improve personal
Alberta Program performance
of Studies A10–5 apply and refine manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal
performance
C10–3 demonstrate etiquette and fair play
C10–5 develop and apply practices that contribute to teamwork
P.E 20:
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
A20–5 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
C20–3 demonstrate etiquette and fair play
C20–5 develop and apply practices that contribute to teamwork
Learning Students will be able to:
Objectives 1. Demonstrate basic running skills while playing a warm-up game
2. Use skills and strategies to receive an omnikin ball
3. Use skills and strategies to send an omnikin ball in a direction of an
opponent
Equipment - Large Omnikin ball
- Pylons
Time Introduction
*Students will have 5 minutes to change into their gym strip
Individually guided stretching Assessment
- As students come in, they can take a few
minutes to stretch out any muscles that they Observation:
feel they need to on their own
All students are in proper
Warm Up attire (no hoodies)
*begin once everyone has changed
100% student participation
Game 1: Rock Paper Scissors Four Corners style during warm-up
- Divide students into 4 groups and have them
stand at a corner in the gym
- Their goal is to get to the next corner, have a
rock paper scissors match.
- If the student wins, they run to the next corner
- If the student loses, they have to play another
match with a different student
- If the student makes it one lap around the gym,
they get one point.
- Make sure to remind them to count their laps
- Share at the end who got the most laps
- Play music
Body
Game 2: 4 Corner Omnikin Assessment
- 4 teams/corners
- Keep the ball off the wall and out of your Observation:
quadrant
- The only three rules are:
All students should be running
- You have to stay in your quadrant
- No punching the Omnikin ball to a corner and challenging
- No kicking the Omnikin ball another player to a rock paper
- If you score, bring the ball back to me, and I scissors game
will throw the ball up in the air
No Bystanders
Game 3: Temple of Doom
- Students need to make two large circles
- The inside circle turns to face the outside
Questioning/Debrief:
circle
- Choose 2-3 students to run in the space in the
inner ring How did you like playing 4
- Once they are moving, introduce the Omnikin Corner Omnikin?
ball into the game - What was the biggest
- The outer and inner circle work together to challenge?
push the omnikin ball to tag the runners
- If a runner is tagged, they join back into one of
the circles as a pusher and a new runner will
join
- Students can push the ball whatever direction
they want to but they can’t throw the ball
Closure: *Connect your closure with learning objectives*
During each Group Closure - Ask these questions at pivotal moments during the game (when they
activity are struggling, and when they are succeeding)
- What are some strategies you could use to help your team win points?
- What are some strategies that you could use to get the Omnikin ball as far as
you can or in the right direction?
- What is working really well, or not well?
Notes
