Grade 5: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• select and combine locomotor and non-locomotor skills when creating and participating in game activities
• demonstrate body and space awareness when performing game activities
• demonstrate ways to send, receive, and retain possession of an object with increasing accuracy, individually and with others, using a variety of body parts and implements
• use critical-thinking and problem-solving skills to create co-operative and competitive games

To view the prescribed learning outcomes for Movement (Games) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies:

• Discuss group activities, and set out criteria for co-operative game challenges.
• Have students demonstrate different ways to travel using different levels, pathways, and directions (e.g., run, hop, slide).
• Use manipulative skills (e.g., throwing and catching; striking with hand, implement, or feet) when creating co-operative and competitive games.
• Ask students to find different ways to move a piece of equipment (e.g., ball, puck) in personal and general space.
• Review stationary bouncing skills, using right and left hands, while standing, kneeling, and sitting. Investigate ways to bounce with control, height, and speed.
• Have students practise bouncing balls while moving, using activities such as start-and-stop signals and obstacle courses, and while playing dribble tag and follow-the-leader.
• Have students play modified games in small groups to practise specific game skills (e.g., keep away, pig-in-the-middle).
• Have students project an object at a target (e.g., wall, cone, hoops) from a stationary position, then while moving.
• Have students play lead-up games, such as newcomb, bench ball, bucket ball.
• Have students work in pairs or groups to practise basic offensive and defensive skills.
• Have students research and write about the origin and history of a game or sport from a different culture.
• Have students write a news story about a real or imagined game as a journalist for radio, television, a magazine, or a newspaper.

Suggested Assessment Strategies

• Assign a group of students to research (e.g., library, Internet) and report the origin and history of a game or sport from a different country or culture. Let students decide how to work together and how to present their findings (e.g., teach others to play the game, role play, video). Ask the following questions as they work:
  • How is this game similar to or different from Canadian games?
  • How do the games from the country or culture you are researching vary?
• Students working in groups create a co-operative or competitive game and teach it to others.
• Have students in groups develop criteria to assess and evaluate the games. Record the responses of each group on a class chart.
• Notice the extent to which students are able to use critical-thinking and problem-solving skills to create games, the degree to which they communicate their game, and their ability to present information.
• Look for evidence that students are able to:
  • select the appropriate formats to display their game so that it can be understood by others
  • demonstrate body and space awareness when performing game activities
  • initiate or engage in problem-solving and decision-making processes to create their game
  • use criteria to develop their game
  • understand the implications of their choices and review their decisions
  • perform specific motor skills required in the game

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• Innovative Games
• Premier's Sport Awards Program
• Syllabus Resource Book - National Coaching Certification Program

• Teaching Game Activities

• Moving to Inclusion
• Steps to Success

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: March 1996

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