Design Down Model for Unit Planning and Lesson Planning in HPE
Teacher(s): Anthony Veleno, Daniel Pereira, Lauren Flowers
Course: PPL1O Healthy Active Living Education Grade: 9
Unit/Conceptual Focus: Individual Pursuits
Focus of Learning: (List overall and specific expectations)
Living Skills
● Overall Expectation: demonstrate personal and interpersonal skills and the use of critical
and creative thinking processes as they acquire knowledge and skills in connection with the
expectations in the Active Living, Movement Competence, and Healthy Living strands for
Grade 9.
● Specific Expectation(s):
a. Personal Skills:
1.1 use self-awareness and self-monitoring skills to help them understand their
strengths and needs, recognize sources of stress, take responsibility for their
actions, and monitor their own progress as they participate in physical activities,
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 encounter as they participate in physical activities, develop
movement competence, and acquire knowledge and skills related to healthy living
b. Interpersonal Skills:
1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and
interpret information accurately as they participate in physical activities, develop
movement competence, and acquire knowledge and skills related to healthy living
c. Critical and Creative Thinking:
1.5 use a range of critical and creative thinking skills and processes to assist them in
making connections, planning and setting goals, analysing and solving problems,
making decisions, and evaluating their choices in connection with learning in health
and physical education
Active Living
● Overall Expectation(s):
■ A1 participate actively and regularly in a wide variety of physical activities, and
demonstrate an understanding of factors that can influence and support their
participation in physical activity now and throughout their lives;
■ A2 demonstrate an understanding of the importance of being physically active, and
apply physical fitness concepts and practices that contribute to healthy, active living
○ Specific Active Participation Expectation(s):
■ A1.1 actively participate in all aspects of the program
■ A1.2 demonstrate an understanding of factors that contribute to their personal
enjoyment of being active and that can support their participation in physical activity
throughout their lives
○ Specific Physical Fitness Expectation(s):
■ A2.1 participate regularly in sustained moderate to vigorous physical activity to the
best of their ability for a minimum of twenty minutes [PS]
■ A2.3 assess their level of health-related fitness during various physical activities,
and monitor changes in their health-related fitness over time [PS, CT]
■A2.4 develop, implement, and revise a personal fitness plan [PS, CT]
○ Safety Specific Expectation(s):
■ A3.1 demonstrate behaviours and apply procedures that maximize their safety and
that of others [PS, IS, CT]
Movement Competence
● Overall Expectation(s):
■ B1 perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate, as they
engage in a variety of physical activities
■ B2 apply movement strategies appropriately, demonstrating an understanding of the
components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities
○ Specific Movement Skills & Concepts Expectation(s):
■ B1.1 perform stability and locomotor skills in combination in a variety of physical
activities while responding to external stimuli
■ B1.3 demonstrate an understanding of the phases of movement (i.e., preparation,
execution, follow-through), and apply this understanding to refine skills as they
participate in a variety of physical activities
■ B1.4 apply appropriate movement principles* in order to refine skills in a variety of
physical activities
○ Specific Movement Strategy Expectation(s):
■ B2.1 demonstrate an understanding of the components of a range of physical
activities
■ B2.3 apply analytical and problem-solving skills to identify and implement tactical
solutions that will increase their chances of success as they participate in a variety
of physical activities
Healthy Living
● Overall Expectation(s):
■ C1 demonstrate an understanding of factors that contribute to healthy development;
■ C2 demonstrate the ability to apply health knowledge and living skills to make
reasoned decisions and take appropriate actions relating to their personal health
and well-being
■ C3 demonstrate the ability to make connections that relate to health and well-being
– how their choices and behaviours affect both themselves and others, and how
factors in the world around them affect their own and others’ health and well-being
○ Specific Understanding Health Concepts Expectations(s): N/A
○ Specific Making Healthy Choices Expectation(s): N/A
○ Specific Making Connections for Healthy Living Expectation(s): N/A
Guiding Questions: (List 4-5 questions that frame student’s learning for the entire unit)
1. How can I refine and apply movement skills to improve my physical literacy and overall well-
being?
2. How can I incorporate the movement skills that I learn in this unit into my daily life in order to
live a healthier life?
3. How can these individual pursuits activities be incorporated into a group setting? What may
be the benefits of completing individually v.s. in a group?
4. How can I consistently implement movement activities into my everyday life?
5. What type of activities fit my personal lifestyle, interests and goals?
Lesson # 1 Focus: (include theme/focus, 3-4 learning outcomes)
Theme/Focus: Gymnastics
Learning Outcomes:
1. Students will learn how to move their bodies to maintain balance and develop coordination
2. Students will learn stretches and movements that will help to improve their flexibility
3. Students will learn how to stay safe while engaging in various rolls and gymnastic routines
Activity
Gymnastics circuit where students will travel from station to station engaging in various activities.
Activities may include: rolls, handstand progressions, jumping and landing, balancing challenges
Lesson # 2 Focus: (include theme/focus, 3-4 learning outcomes)
Theme/Focus: Yoga, Mindfulness & Meditation
Learning Outcomes:
1. Students will learn to make mind to body connections in order to develop concentration
2. Students will learn breathing techniques to enhance focus, and relax their bodies.
3. Students will learn various yoga poses aimed to increase one’s flexibility, balance, and
strength.
Activity
Yoga class where students follow the lead of a yoga instructor (can be lead by hpe teacher or a
video) to build a mind to body connection, increase their flexibility, balance, and strength, and to stay
relaxed and focused.
Lesson # 3 Focus: (include theme/focus, 3-4 learning outcomes)
Theme/Focus: Fitness Activities
Learning Outcomes:
1. Students will develop an increased understanding of the techniques needed in order to
adequately work out major muscle groups when performing common exercises such as
squats, pushups, and situps.
2. Students will learn various exercises, and how to move their bodies in an effective way in
order to improve their physical literacy and apply fitness concepts to their individual lives.
3. Students will develop an increased understanding of the benefits of exercise and the impact
fitness has on one’s overall well-being.
4. Students will learn the importance of stretching, as well as the importance of participating in
a warm-up before exercising and a cool-down after exercising.
Activity
Connect-4-Fitness where students will get into partners to engage in various fitness activities while
trying to win a game of connect four. Students will each roll a die to dictate what fitness activity they
are to complete, after completing the fitness activity they will each place a piece on the connect four
board. First one to connect four wins!
Lesson # 4 Focus: (include theme/focus, 3-4 learning outcomes)
Theme/Focus: Dance
Learning Outcomes:
1. Students will expand their movement vocabulary by learning to move and groove in a unique
way
2. Students will explore dances from different cultures around the world and will be able to
relate and reflect on their own experiences
3. Students will learn how non-traditional leisure activities can help them maintain an active
and healthy lifestyle
Activity
Dance/Zumba class where students can follow the lead of the instructor or from video recordings
such as Just Dance, dance dance revolution, or zumba classes.
Students can also individually or in groups pick a song and come up with a short dance which can
later be shown and taught to the whole class.
Lesson # 5 Focus: (include theme/focus, 3-4 learning outcomes)
Theme/Focus: Personal Fitness Activities Planning
Learning Outcomes:
1. Students will be able to reflect on fitness activities that they have done throughout the unit
and apply them into their own lives via the development of a Personal Fitness & Health plan.
2. Students will learn and explore what activities best fit their lifestyles and interests.
3. Students will learn how to create/have a balanced lifestyle and healthy habits/routines.
4. Students will learn about self-motivation and accountability to follow through with their health
plans.
Activity
Design/create a personal activities plan that you will follow throughout the school year. Students can
incorporate activities learned in this unit, or additional activities that they enjoy.
3 Part Lesson Plan
Unit/Conceptual Focus: Individual Pursuits
Lesson #: 3 Focus: Fitness Activities
Curriculum Expectations: (List overall and specific expectations)
1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs,
recognize sources of stress, take responsibility for their actions, and monitor their own progress as
they participate in physical activities, develop movement competence, and acquire knowledge and
skills related to healthy living
Active Living
● Active Participation
A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being
active and that can support their participation in physical activity throughout their lives
● Physical Fitness
A2.3 assess their level of health-related fitness during various physical activities, and monitor
changes in their health-related fitness over time [PS, CT]
A2.4 develop, implement, and revise a personal fitness plan
● Safety
A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others
Movement Competence
● Movement Skills and Concepts
B1.1 perform stability and locomotor skills in combination in a variety of physical activities while
responding to external stimuli
B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-
through), and apply this understanding to refine skills as they participate in a variety of physical
activities
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities
● Movement Competence
B2.3 demonstrate an understanding, through participation and discovery, of how developing their
ability to apply movement skills, concepts, and strategies in various physical activities affects their
competence, confidence, and desire to participate in these and other physical activities [PS, CT]
Healthy Living
C1 demonstrate an understanding of factors that contribute to healthy development;
Learning Goals: (In student-friendly language)
We are learning to:
Develop an increased understanding of the techniques needed in order to adequately work out major
muscle groups when performing common exercises such as squats, pushups, and situps.
Learning to do various exercises, and how to move your bodies in an effective way in order to
improve their physical literacy and apply fitness concepts to your individual lives.
Develop an increased understanding of the benefits of exercise and the impact fitness has on one’s
overall well-being.
Learn the importance of stretching, as well as the importance of participating in a warm-up before
exercising and a cool-down after exercising.
Guiding Questions: (List 2-3 questions that frame student’s learning)
● How can I incorporate movement experiences learned in this class to other environments
outside of school?
● What is the importance of developing the fundamental movements and physical literacy skills
needed for these activities? Can these movements be transferred into territorial, net/wall and
other games?
● How can I adapt and/or modify each movement to match my own physical competence?
Time: Before: Minds On (Establish a positive learning environment, Materials
connecting to prior learning or experiences, setting the context ● Laptop
for learning – can be warm up/fitness blast specific to ● Zoom
game/sport for activity based class) ● Running
shoes
Activity: Yoga Warmup ● Appropriate
10min clothing
Objective ● Yoga mat
● Stretch out their bodies in preparation for the exercises (optional)
that they are about to complete.
● Increase flexibility, relaxation, concentration before
partaking in increasingly strenuous fitness activities
● Begin to activate major muscle groups that will be used
during main fitness activity
Implementation
As the students come into class share the following link with
them: https://www.youtube.com/watch?v=ftLAgXeOJ8k
This yoga warmup video is only seven and a half minutes long,
but does an excellent job meeting all of the activity objectives
listed above. In the video the instructor does an excellent job
explaining modifications for those students who are still
developing their skills. Yoga is a perfect minds on activity for this
lesson as it warms students up, activates their muscles, and gets
them into a good mindset before engaging in the main activity.
Additionally, since yoga and mindful meditation were the focus of
the previous class, this minds on activity helps to foster a positive
learning environment as it connects to prior learning experiences,
and encourages students to further develop their skills in a fun
and relaxing way.
Time: During: Action! (Introducing new learning or Materials
extending/reinforcing prior learning, providing opportunities for ● Laptop
practice and application for learning) ● Zoom
15min ● Running Shoes
Activity #1: Connect-4-Fitness ● Appropriate
Clothing
● Objective:
● Individuals will aim to create a straight line of four of their
own pieces. The line can be vertical, horizontal, or
diagonal.
● Set-Up:
● Before sending students off into breakout rooms, ensure
that they have these websites open:
● https://connect-4.org/en
● https://www.random.org/dice/?num=2
● Instruct one person in each breakout room to be the
‘coordinator.’
● The coordinator will share their screen and complete the
following:
● Send unique link to online connect four with peer
● Open up the online dice roller and roll for the group
● Decide which die belongs to who
● Once set-up is complete, the two students will face off
together in a game of connect-4-fitness
● Rules:
1. Two students will face off head-to-head each round
2. After the coordinator rolls the dice, their allocated die will
determine what movement they will complete
3. After both individuals have completed their exercise, they
will place a piece onto the connect-four board
● These steps will be repeated until one team successfully
places four pieces in a row
● Exercise depending on number rolled on die:
1. Student who rolled a one will choose any exercise to
perform
2. Jumping Jacks
3. Jog on the spot
4. Squats
5. Ski Jumps
6. Alternating air punches
● Each exercise will be completed for 30 seconds.
Students are encouraged to work at their own pace,
ensuring that they focus on correct form
Activity #2: Fitness Word Challenge
● Objective:
● Individuals will aim to spell out words using as many Materials
letters as they can within the given time frame. Each ● Laptop
letter that they use is associated with a certain exercise. ● Zoom
● Before sending students to breakout room, make sure ● Running
that they have a pen, paper, and the following website shoes
open: https://randomwordgenerator.com/letter.php ● Appropriate
clothing
● Pen and
paper
● Rules:
1. Two students will face off each game. They will use the
link provided to randomly generate 10 starting letters
each.
2. The students will take turns spelling out words. For every
letter they use each participant will have to complete an
exercise (5 reps, but can be modified based on fitness
level).
3. Every letter that a player uses, scores a point. Whoever
has the most points after time is up wins the game.
4. Each turn the players will randomly generate 10 new
letters.
● Exercise depending on letter used:
● A-E: Squats
● F-J: Pushups
● K-O: Situps
● P-T: Jumping Jacks
● U-Y: Burpees
● Z: Players Choice!
Time: After: Consolidation & Connection (Helping students Materials
demonstrate what they have learned, providing opportunities for ● Laptop
consolidation and reflection) ● Zoom
5min ● Running Shoes
Activity: Exercise Share Cooldown ● Appropriate
Clothing
Objective
● Reflect on fitness activities performed in class
● Demonstrate knowledge of what they had learned
about fitness activities in class by providing
modifications, or alternate exercises
● Demonstrate knowledge of how to incorporate these
movement experiences outside of school
● Engage in an effective cooldown
Implementation
Put the students into small breakout rooms and have each
member discuss and demonstrate a modification to one of the
exercises done in class, or an alternate exercise that they can
perform at home without any equipment (ex; For squats, a
student can suggest one leg squats as a harder modification, or
squats with a chair as an easier modification). Each group
member should come up with one modification and
demonstrate it. Every member in the group completes this
exercise at their own pace as a cooldown.
Assessment Opportunities
Assessment for learning:
1. Within our consolidation, we are asking students to come up with an adaptation or
simplification of each movement. This can assess their understanding of the mechanics of
each movement and physical literacy requirements
Assessment as learning:
2. Another consolidation activity we can incorporate is kahoot to assess students'
understanding of types of exercise being completed and benefits from each movement i.e.,
cardiovascular, strength, flexibility, balance, coordination. The teacher will be able to
implement a teaching opportunity after each question to help students’ knowledge and
understanding.
Assessment of learning:
3. During our activity, if a student rolls a one they will have to choose their own exercise. This is
assessment for and as learning as they will be required to apply previous knowledge into
their current activity. They will also be able to assess their own understanding of creating an
exercise program.
4. The dance lesson will incorporate the use of the video game ‘Just Dance’ where students
can follow along to an instructor. To assess their learning, students will be provided with an
opportunity to create their own dance routine for the class to follow.
5. After the unit is complete, students will have built a foundation and understanding about
creating their own fitness plan and routine. In a form of a summative assessment, students
will create an outline of a creative individual pursuits lesson that can be incorporated into
their daily lives.
Next Steps
1. Students now have the knowledge, skills and ability to perform individual activities safely and
effectively.
2. Students will be able to apply what they have learned in this unit into their everyday lives,
and implement their ‘Personal Activity Plans’ that they made in Lesson #5.
3. Students can pull from their toolkit of activities (that they developed in this unit) to help them
maintain a healthy active lifestyle.
Self-Reflection (completed individually and submitted separately in designated dropbox)
Describe your contribution to the planning process and delivery.
What parts of your lesson were successful in helping your students understand the Big Idea(s)?
What instructional decisions were successful in meeting the needs of all students?
Reflect on your planning and delivery of the lesson and record any changes/modifications that you
might make as you continue move forward with unit lesson delivery.
