Grade 1-3

Long Range Plan

Physical Education, Language Arts, and Math

Senator Buchanan Elementary School

Vivianna Lee

January – April 2022

 Overview and Rationale (PE):

Physical education is an important part of a child’s development and learning. As educators, it is

vital to think holistically about the benefits of physical activity and how it impacts intellectual pursuits.

Both the mind and body are interrelated, and extremely important, thus physical activity should be viewed

just as important as any other subject.

The purpose of this long-range plan is to give an overview of the learning in grade 1 through

grade 3 physical education. This guide will act as a blueprint for classroom instruction and learning,

following the Alberta Program of Studies for PE. Please note, each unit is color coded to help indicate the

beginning and end along with the length of each unit. I have planned approximately 5 units from January

- April. This semester, I will be teaching 5 PE classes, seeing each class 3-4 times per week for half an

hour. A few of my classes will be ⅔ splits. As such, outcomes and assessments will be slightly different

and will be labeled as such. Though there are only minor differences between the two grades. A

developed plan for physical education should be flexible and meet the needs of students. Each student

comes in with different strengths and weaknesses, thus it is important to be able to provide opportunities

for each student to succeed.

With that, for the next 4 months, students will focus on further developing their physical health.

Students will practice locomotor and nonlocomotor skills while understanding the importance of

communication, fair play, leadership, and teamwork. Additionally, students will experience the health

benefits resulting from physical activity and hopefully develop skills to lead an active and healthy

lifestyle.
 Assessment Rubric:
Umbrella Assessment
5 4 3 2 1

Activity Consistently Consistently Frequently Occasionally Rarely

demonstrates a demonstrates a demonstrates the demonstrates the demonstrates
superior level of high level of skill skills necessary to skills required to competency of
skill and execution and execution be competent and be competent and skills during
during game play during game play successful during successful during game play
while exceeding game play game play
grade level
expectations

Cooperat Consistently Consistently Frequently Occasionally Rarely

ion demonstrates a demonstrates a demonstrates a demonstrates a demonstrates a
superior level of high level of fair high level of fair moderate level of adequate levels
fair play, play, leadership, play, leadership, fair play, of fair play,
leadership, teamwork, teamwork, leadership, leadership,
teamwork, cooperation, cooperation, teamwork, teamwork,
cooperation, initiative, positive initiative, positive cooperation, cooperation,
initiative, positive attitude attitude initiative, positive initiative,
attitude, and attitude positive attitude
strives to lead
others to do the
same

Do it Consistently Consistently Frequently Occasionally Rarely

daily for demonstrates a demonstrates a demonstrates demonstrates demonstrates
life superior level of grade level of competent levels competent levels competent levels
effort, safety, expectations of of effort, safety, of effort, safety, of effort, safety,
and/or self-control. safety, and/or and/or self- and/or self- and/or self-
Always self-control. control. Rarely, control. Rarely, control.
demonstrates safe Always minor unsafe minor unsafe Participant is
behaviour and is demonstrates safe behaviour can behaviour can unsafe and lacks
able to help others behaviour occur but is occur but is the ability to
who are acting in recognized and recognized and correct
an unsafe manner corrected by corrected by behaviour before
or whose effort is student before student before teacher
lacking teacher teacher intervention
intervention intervention

Benefits Consistently Consistently Frequently Occasionally Rarely

of Health demonstrates a demonstrates demonstrates demonstrates demonstrates
superior level of skills, knowledge, skills, knowledge, skills, knowledge, skills,
skills, knowledge, and understanding and and knowledge, and
and understanding of the benefits of understanding of understanding of understanding of
of the benefits of living an active the benefits of the benefits of the benefits of
living an active lifestyle. Student living an active living an active living an active
 lifestyle. Student is is goal oriented lifestyle. lifestyle. lifestyle. Rarely
goal oriented and and actively Frequently Occasionally engages in
actively engaged engaged in engages in engages in physical activity
in physical activity physical activity physical activity physical activity outside of the
with a school or with a school or outside of the outside of the classroom
community community classroom classroom

Detailed Assessment

The detailed assessment for PE will include class lists for each class. These lists will be split up between each

day/lesson taught. Assessments will be ongoing and throughout the entire unit/semester. Each lesson will have 2-3

of the more important outcomes that I will look for, out of 4. Of these outcomes, I will choose which section they

belong to from the umbrella assessment. Each class can cover a variety of outcomes and I have listed the ones I

believe are most important, but will go down deeper by choosing only a few to look at.

Legend:

- Activity = S

- Cooperation = P

- Benefits of Health = B

- Do it Daily for Life = L

Example template:

Name Day 1 (Dodgeball) Day 2 (Handball) Day 3 (Prison Ball) Day 5 (Target Ball)

Student A 5 3 4 4

Student B 2 3 3 4

Student C 3 4 5 2
 Subject: Physical Education

Unit Tentative Outcomes Materials Assessment Example Lessons

Dates (class Grade 1-3 Needed and
days) GLOS/SLOS Resources

Team Games January 6-21 A123-1 -Pinnies (for -Participation -Squirrel Tag
(12) A123-2 class) -Cooperation -Dodgeball
A123-10 -Dodgeballs -Observation -Tug a war
A123-11 (15) -Anecdotal -Parachute games
C123-1 -Popsicle Sticks Evidence -Tic Tac Toe
C123-3 (80) -Summative -Kanjam
C123-4 -Pylons (12-24) Checklist -Monster ball
C123-5 -Rope
D123-1 -Parachute
D123-3 -Scooters
-https://
www.ssww.co
m/blog/tic-tac-
toe-relay-pe-
activity/ (Tic
Tac Toe)

-https://
www.youtube.c
om/watch?
v=bIBzbHewE
KQ (KanJam)

Basketball Type January 24- A123-5 -Basketball Net -Participation -Bump

Games February 4 A123-11 -Basketballs (2- -Observation -PIG (if there are
(10) C123-5 12) -Anecdotal short nets)
D123-1 -Dodgeballs (2- Evidence -Passing games
12) -Summative -Dribbling drills
Pinnies (for Checklist -Passing and
class) dribbling relays
-https://
www.thepespec
ialist.com/
teaching-
basketball-ball-
handling-
dribbling/
(Basketball
Basics)

Dance February 7- A123-8 -Music/Phone/ -Participation -Line Dancing

18 A123-9 Ipod -Cooperation -Zumba
(10) C23-4 -Personal -Observation -Tiktok
 D123-1 Tiktok -Summative Challenge
Challenges Checklist -Chicken Dance
-Personal -Freeze Dance
Zumba Playlist
(Spotify)
-https://
www.youtube.c
om/watch?
v=4xmV5uHW
Nag (Chicken
Dance)

Locomotor skill- February 28- A123-1 -Pylons (12-24) -Participation -Relays

based activities March 11 A123-13 -Bean bags (6- -Cooperation -Tic Tac Toe
(10) D123-4 9) -Observation -Tag Games
-Hulahoops (6- -Summative
18) Checklist
-https://
www.ssww.co
m/blog/tic-tac-
toe-relay-pe-
activity/ (Tic
Tac Toe)

Nonlocomotor March 14-25 A123-3 -Music -Participation -Yoga

skill-based (15) B123-4 -Mats -Cooperation -Minute to Win It
activities D123-4 -Minute to Win -Observation -Sneaky Statues
D123-7 it activities -Summative
(TBA) Checklist

Outdoor Games (if March 28- A123-5 -Frisbees -Participation -Capture the Flag
weather allows) April 14 A123-7 -Kanjam -Cooperation -Kanjam
(14) A123-11 Frisbees -Observation -Walking
C123-5 -Cans/tubs (10- -Summative -Soccer
D123-9 12) Checklist -Orienteering
-Hulahoops (2-
9)
-Pinnies (for
class)
 Daily Schedule:
Please note: These colors DO NOT correlate with the units being taught. They are colored to illustrate the different
classes I will be teaching.
Time Monday Tuesday Wednesday Thursday Friday

8:15-8:50

8:50-9:20 Grade 2/3 Grade 2/3

Watrin Watrin

9:20-9:50 Grade 2/3

Rozee/Thorson

9:50-10:20

10:20-10:55

11:00-11:30

11:30-12:00 Grade 1 Grade 1 Grade 1

Martin Martin Martin

12:00-12:30 Grade 2/3 Grade 2/3 Grade 2/3

Leung Leung Leung

12:30-1:00 Grade 2/3 Grade 2/3 Grade 2/3 Grade 2/3

Thorson Thorson Thorson Watrin

1:00-1:35

1:35-2:10

2:10-2:40

2:40-3:10
 Monthly Overview:
January 2022
Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7
Classes Resume Get to know students Start of Team
Get to know students Games Unit
Houdini Hoops

10 11 12 13 14
Care Meeting Monster ball Squirrel Tag Among Us Wacky Hat Day
(9:00)
Blob Tag

17 18 19 20 21
Tug a War Parachute Indoor Kanjam Dodgeball
Tic Tac Toe

24 25 26 27 28
Start of Bump Assembly 12:30 Dodgeball No school for students
Basketball Passing games with Collab
Type Games hoops
Unit
Red Light,
Green Light
Bball

31
Follow the
leader
 February 2022
Monday Tuesday Wednesday Thursday Friday

1 2 3 4
Scooter bball Protect the court Dodgeball Collab Staff Meeting

7 8 9 10 11
Start of Dance Cha Cha Slide and Hungry Hippos Seminar 2:00 100 Day, Dress like
unit Hokey Pokey Dodgeball Collab you are 100
Animal Tango Hungry Hippos

14 15 16 17 18
Musical Musical Hoops Assembly 9:00 Capture the Flag
Houdini Hoops Fruitloop Tag Collab
Pink Shirt Day

21 22 23 24 25
Family Day No school for No school for Teachers Convention Teachers Convention
students students

28
Start of
Locomotor
Skills Unit

March 2022
Monday Tuesday Wednesday Thursday Friday

1 2 3 4
Staff Meeting

7 8 9 10 11
Report Cards Seminar 2:00

14 15 16 17 18
Start of No elementary (PM) No school for students
Nonlocomoto (PD)
r Skills Unit

21 22 23 24 25
Assembly 12:30 Beach Day
28 29 30 31
Start of
Outdoor
Education
Unit

April 2022
Monday Tuesday Wednesday Thursday Friday

4 5 6 7 8
Green Shirt Day Culminating Seminar
(AM)

PIP Symposium

11 12 13 14 15
My last day

Pj Day

18 19 20 21 22

25 26 27 28 29
 Overview and Rationale (LA):

English Language Arts (ELA) has many different components. Each of which are extremely important to

one another. I will be teaching students a little bit about informational writing for the first two months (January and

February) before switching to a different subject. Informational writing is extremely important as it indicates a

reader's understanding of content. A student works on some research of some sort and reports their findings in

explanatory or informative writing. Students can research interests such as animals, future careers, countries,

games…etc. Once students have found important information from their topics, they get to form their findings into

their own reflections.

During the informational writing unit, students will get an opportunity to research topics I have chosen for

them and will also have an opportunity to research their own areas of interest. The goal of this unit is to have

students listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral

prints, and other media texts. Additionally, students will learn how to manage their ideas and information while

enhancing clarity and artistry of communication. All of which will address outcomes from the Alberta Program of

Studies for LA. Students will be learning about building a table of contents, researching (how to research), note

taking, topics, subtopics, and organizing their work. Additionally, students will work on drafting their reports and

begin learning about the importance of editing and peer editing. Lastly, students will get an opportunity to publish

their work.
 Assessment Rubric:

Informational Writing Rubric

Excellent Proficient Basic/NY

Facts Wrote a report with plenty Wrote a report with some Not an informational
of facts about a topic facts and included report with facts
opinions

Paragraphs Divided the report into Divided the report into Did not use paragraphs
paragraphs to show a paragraphs but made some
change in a topic errors about when to
change to a new
paragraph

Word Choice Used vocabulary words Used limited vocabulary Did not use vocabulary
and definitions that show words or did not include words or definitions
the author is an expert in definitions
the topic

Lead/Ending Wrote a lead that is Wrote a lead but did not Did not include a lead/did
interesting and hooks the necessarily hook the not include an ending
readers in/wrote an reader in/wrote an ending
interesting ending giving that can be deemed
the reader a feeling of unsatisfactory
catharsis

Spelling Clear editing with limited Some editing with some No editing with many
spelling mistakes - spelling errors that should spelling errors
appropriate for grade level have been fixed

Punctuation Uses correct punctuation Writing has some Writing does not include
punctuation errors punctuation
 Subject: English Language Arts:

Unit Tentative Outcomes Materials Assessment Example

Dates Grade 2/3 Needed and Lessons
(classes) GLOS/SLOS Resources

Informational Approx: 8 General Outcome 2 Students -TM/Teachers Formative: -Preassessment

Writing weeks will listen, speak, read, write, I will be -Preassessment -Setting up
view and represent to comprehend working with -KWL charts notebooks
and respond personally and
-Not So -See/Think/ -What is
critically to oral, print and other
Wimpy Wonder informational
media texts.
General Outcome 3 Students Teacher (Tpt) -Notes writing
will listen, speak, read, write, -Library -Idea gathering
view and represent to manage sources Summative: -Research
ideas and information. (books to be -Assessment ideas
General Outcome 4 Students checked out) Rubric -Writing
will listen, speak, read, write, -Technology -Final draft of samples
view and represent to enhance the such as informational -Writing
clarity and artistry of
IPads/tech writing works -Editing and
communication.
device for Peer Editing
2.4 Create Original Text research -Transitions
- 2.4.4 Structure texts: Create -Reading -Word Choice
narratives that have beginnings, Strategies -Reading
middles, and ends; setting; and Book By: Strategies
main characters that perform Jennifer -Free Writing
actions (2) Serravallo
Experiment with a variety of story -The Art of
beginnings to choose ones that
Information
best introduce particular stories
Writing By:
(3)
Lucy Calkins
3.4 Share and Review and M
3.4.3 Review research process: Colleen Cruz
Answer questions, such as what -50 Literacy
did I do that worked well? To Strategies By:
reflect on research experiences Gail
(2). Assess the research process, Tompkins
using pre-established criteria (3)
-National
3.2 Select and Process
Geographic
3.2.5 Evaluate sources: Recognize Kids:
when information answers the Deadliest
questions asked (2). Review Animals -
information to determine its Melissa
usefulness in answering research Stewart
questions (3)

3.1 Plan and Focus

3.1.4 Plan to gather information:
Recall and follow directions for
accessing and gathering ideas and
info (2). Contribute ideas for
developing a class plan to access
and gather ideas and info (3)

4.1.1 Enhance and Improve:

appraise own and others’ work:
Identify features that make own or
peer’s oral, print, or other media
texts interesting or appealing (2).
Share own oral, print, and other
media texts with others to identify
strengths and ideas for
improvement (3).

4.1.2 Enhance and Improve:

Revise and Edit: revise words and
sentences to improve sequence or
add missing info - check for
capital letters, punctuation, and
other errors (2). Combine and
rearrange existing info to
accommodate new ideas and info-
edit for complete and incomplete
sentences (3)

4.2.1 Attend to Conventions: Use

capital letters, use punctuation…
etc (2). Use capital letters and
punctuation (3)
 Daily Schedule:

Time Monday Tuesday Wednesday Thursday Friday

8:15-8:50 8:15-9:20
Grade 2/3
Rozee/
Thorson
LA/MATH

8:50-9:20 Grade 2/3 Grade 2/3 Grade 2/3

Watrin Watrin Rozee/
Thorson
LA/MATH

9:20-9:50 Grade 2/3 Grade 2/3 Grade 2/3 Grade 2/3

Rozee/ Rozee/ Rozee/Thorson Rozee/Thorson
Thorson Thorson LA/MATH
LA/MATH LA/MATH

9:50-10:20 Grade 2/3 Grade 2/3 Grade 2/3

Rozee/ Rozee/ Rozee/Thorson
Thorson Thorson LA/MATH
LA/MATH LA/MATH

10:20-10:55

11:00-11:30 Grade 2/3

Rozee/Thorson
LA/MATH

11:30-12:00 Grade 1 Grade 1 Grade 1 Grade 2/3

Martin Martin Martin Rozee/Thorson
LA/MATH

12:00-12:30 Grade 2/3 Grade 2/3 Grade 2/3

Leung Leung Leung

12:30-1:00 Grade 2/3 Grade 2/3 Grade 2/3 Grade 2/3

Thorson Thorson Thorson Watrin

1:00-1:35

1:35-2:10

2:10-2:40

2:40-3:10
 Monthly Overview:
January 2022
Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7
Classes Resume Get to know students Notebook Setup Reading Strategies
Get to know students and Pre-
assessment

10 11 12 13 14
Topic Choice Topic Choice Topic Choice and Research Wacky Hat Day
Narrowing Topics + Reading Strategies
Subtopics

17 18 19 20 21
Goal Setting Table of Contents Notes Draft Reading Strategies

24 25 26 27 28
Leads/topic Word Choice Assembly 12:30 Transitions No school for students
and concluding Details
sentences

31
Conclusions

February 2022
Monday Tuesday Wednesday Thursday Friday

1 2 3 4
Editing and Peer Publishing Text Features Reading Strategies
Editing

7 8 9 10 11
New topic Research Draft Seminar 2:00 Reading Strategies
choice Revise
Notes

14 15 16 17 18
Transitions Revision and Assembly 9:00 Publish Reading Strategies
Conclusion Pink Shirt Day

Editing and Peer

Editing
21 22 23 24 25
Family Day No school for No school for Teachers Convention Teachers Convention
students students

28
Last Week
Literacy, finish
Publishing
 Overview and Rationale (Math)

Math or numeracy is an important topic to cover for individuals of all ages. Math is used in everyday life,

as such must be taught and talked about in school. The school I have been placed at generously allowed me to

become exposed to a variety of teaching subjects, including math. I will be teaching a few math units beginning in

March 2022 until the end of my practicum.

This year, I will be covering patterns and relations, shapes, and measurement if time permits. Students will

start by learning about patterns and relations with some incorporations of 2D and 3D shapes. Students will spend

approximately 3 weeks on patterns, 2 weeks on shapes, and 1 week on measurement. All of which will focus on

outcomes that come directly from the Alberta Program of Studies - Math K-6.

During patterns and relations, students will use patterns to describe the world and solve patterns. They will

demonstrate an understanding of patterns in real life situation and build their own understanding of patterns by

creating some. For example, students will attempt to describe, extend, compare, and create patterns using

manipulatives, numbers, diagrams, sounds, and actions. Furthermore, for our shapes unit, students will focus on

describing different characteristics of 3D objects and 2D shapes. Students will attempt to find relationships between

shapes and will visualize how certain 2D shapes can create our 3D objects. Students will learn to sort objects and

identify shapes and object within their own environment. Finally, students will touch on measurement, where they

will use direct and indirect measurement to solve problems. They will compare and order objects by length, height,

distance, and mass. Additionally, they will select proper forms of measurement to measure specific objects (ex.

centimeters vs. meters)

 Assessment

Students will be formatively assessed throughout each unit. Formative assessments will include anecdotal

evidence, weekly worksheets, and participation in daily activities or centers. Students are expected to participate in

daily activities and engage in learning new outcomes. Students will be assessed as such throughout the units

(assessment is ongoing).

Students will also be expected to complete 1 summative assessment at the end of each unit. For the

summative assessment, students will individually complete a test, in which will reveal their understanding of unit

outcomes. Each summative assessment will occur at the end of the unit before starting the next unit.

Due to the nature of teaching a split class, students will be expected to participate in grade level activities

with opportunities to advance. As such, student assessment will be at grade level.

 Subject: Math

Unit Tentative Outcomes Grade 2 Outcomes Materials Assessment Example

Dates GLOS/SLOS Grade 3 Needed and Lessons
(class GLOS/SLOS Resources
days)

Patterns March 7- GLO: GLO: - Box cars and - Summative - Math

and 25 one eyed assessments exploration
1. Use patterns to 1. Use patterns to
Relations describe the world describe the world jacks - Jane - Weekly with
and solve problems. and solve problems. Felling worksheets tangrams
- Websites - WODB
SLOs: SLOs: such as activities
1. Demonstrate an 1. Demonstrate an http://auroragr - Number
understanding of understanding of ade3.weebly.c patterns vs.
repeating patterns increasing patterns om/ picture
(three to five by describing, and Prodigy patterns
elements) by extending, - Seeing
describing, comparing, creating
everyday
extending, numerical (numbers
comparing, creating to 1000) and non- patterns
patterns using numerical patterns
manipulatives, using
diagrams, sounds manipulatives,
and actions. diagrams, sounds
and actions.
2. Demonstrate an
understanding of 2. Demonstrate an
increasing patterns understanding of
by, describing, decreasing patterns
reproducing, by describing,
extending, creating extending,
numerical (numbers comparing, creating
to 100) and non- numerical (numbers
numerical patterns to 1000) and non-
using numerical patterns
manipulatives, using
diagrams, sounds manipulatives,
and actions. diagrams, sounds
and actions.
3. Sort a set of
objects, using two 3. Sort objects or
attributes, and numbers, using one
explain the sorting or more than one
rule.
attribute.

2D and 3D March GLOs: GLO: Describe the - 3D shapes - Centres for - Creating
Shapes 28-April 1. Describe the characteristics of 3- and formative paper
8 characteristics of D objects and 2-D manipulatives assessments shapes
shapes, and analyze
3D objects and 2D - Math 3 - Written using nets
the relationships
shapes, and analyze among them. Under the Sea Assessments - Building
the relationships - Websites - Weekly 3D shapes
among them such as Worksheets using
 SLOs: http://auroragr blocks
SLOs: ade3.weebly.c
1. Describe 3-D
1. Sort 2D objects objects according to om/
using 2 attributes, the shape of the and Prodigy
and explain sorting faces and the
rules number of edges
2. Describe, and vertices.
compare, and 2. Sort regular and
construct 3D irregular polygons,
objects including including, triangles,
cubes, spheres, quadrilaterals,
cones, cylinders, pentagons,
pyramids… hexagons and
octagons according
3. Describe,
to the number of
compare, construct sides.
2D shapes,
including triangles,
squares, rectangles,
circles
4. Identify 2D
shapes as parts of
3D objects in the
environment.

Measureme April 11- GLO: GLO: - Math 3 - Centres for - Measure

nt 14 Under the Sea formative things
1. Use direct and 1. Use direct and
indirect indirect - Websites assessments around the
measurement to measurement to such as - Written classroom
solve problems. solve problems. http://auroragr Assessments - Using
ade3.weebly.c - Weekly tech to help
SLOs: SLOs:
om/ Worksheet us measure
1. Relate the size 1. Demonstrate an and Prodigy - Making
of a unit of measure understanding of use of our
to the number of measuring length rulers
units (limited to (cm, m) by - Help
nonstandard units) selecting and
Miss. Lee
used to measure justifying referents
length and mass for the units cm and measure a
(weight). m, modeling and couch for
describing the her new
2. Compare and relationship house
order objects by between the units
length, height, cm and m,
distance around and estimating length,
mass (weight), using referents,
using nonstandard measuring and
units, and make recording length,
statements of width and height.
comparison.
2. Demonstrate an
3. Measure length
 to the nearest understanding of
nonstandard unit by measuring mass (g,
using multiple kg) by, selecting
copies of a unit, and justifying
using a single copy referents for the
of a unit (iteration units g and kg,
process). modeling and
describing the
4. Demonstrate that relationship
changing the between the units g
orientation of an and kg, estimating
object does not mass, using
alter the referents,
measuring and
measurements of its
recording mass.
attributes.

Monthly Overview:
March 2022
Monday Tuesday Wednesday Thursday Friday

1 2 3 4
Last Week of
Literacy

7 8 9 10 11
Start Numeracy Seminar 2:00
(Patterns and
Relations)
14 15 16 17 18
No elementary (PM) No school for students
(PD)

21 22 23 24 25
Assembly 12:30 Beach Day

28 29 30 31
Shapes

April 2022
Monday Tuesday Wednesday Thursday Friday

4 5 6 7 8
Green Shirt Day Culminating Seminar
(AM)

PIP Symposium

11 12 13 14 15
Measurement My last day

Pj Day

18 19 20 21 22

25 26 27 28 29