Lesson

Title/Focus

Rules Introduction

Subject/Gra
de Level

Badminton Grade 5

Unit

Badminton

Date
Time
Duratio
n
Teache
r

March 23,2015
55min
Mr. Adam Toth

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

GLO 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.

A5-3 select, perform and refine more

challenging nonlocomotor sequences
A5-6 consistently and confidently perform
manipulative skills by using elements of body
and space awareness, effort and relationship
C5-6 identify and demonstrate positive
behaviors that show respect for self and others

GLO C- Students will interact positively with

others.

KSAs
5, 6, 8, 9, 14, 16, 17
ASSESSMENTS
How can I develop a personal physical skill?
ASSESSMENTS
LEARNING OBJECTIVES (Students will)
1. Demonstrate proper technique when
Observation
gripping and swinging the racket.
Self recorded Grade out of 10

Key Questions:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies

30 badminton rackets
Badminton- Primers Sports Award Program
6 sets of nets
Instructors resource Manue by: Badminton BC 15 shuttlecocks
and Badminton Canada shuttle program
Badminton Learning activates for Elementary
School by: Badminton Quebec and Badminton
Canada
http://www.aaps.k12.mi.us/
northside.dekeon/northside.dekeon_skills/war
m-ups
http://www.teachingideas.co.uk/pe/contents.htm

SAFETY GUIDELINES REFERENCED

Supervision
On-site supervision is recommended during set-up of
equipment and initial instruction.
Instructional Considerations
Positioning and movement should be taught for singles and
doubles.
Code of etiquette for court play should be taught and
enforced, e.g., not entering
a court being used.
Equipment/Facilities
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side
courts.

SPECIFIC SAFEY CONSIDERATIONS

Remind students of location of poles

Remind students of the proper way to
move under a badminton net
Remind students that the space
between the courts and the
walls/bleachers is limited

PROCEDURE
Attention Grabber
Physical Education Lesson Plan

Introduction
Warm up game

Time
-

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Performed in Pre- Assessment

Outlined in Participation Expectations

Warm up
Instruction for tournament play
Tournament Play
Closure
Brief Instruction on tournament play
Body
Warm Up Activity
Cat and Mouse
Age Range: 5 to 7 I

Time

Choose two of the class to be cats, everyone else is a mouse

and wears a tail (coloured band) in the back of their shorts.
The mice run around and the cats try to catch them by pulling
the tails out. Make sure tails are showing before starting and
ask cats to collect tails that they pull out so that no one slips
on them.
Count the tails at the end and the cat with the most tails is
the winner!

Assessments/
Differentiation:

Learning Activity
#2

Physical Education Lesson Plan

An alternative version has been suggested by Jenny Bull:

Cat and Mouse
Equipment needed - coloured bands or bibs
This can be played anywhere but a large space is better.
Choose 3 or 4 students from the class to be the catchers or
the 'cats' and send them to the end of the hall/ playground to
'sleep'. Give each of the remaining students coloured band or
bib to tuck into the back of their shorts (to be their mouse
tails). Shout 'wake up cats'. They then chase the mice and try
to catch their tails. The cats have to catch as many tails as
they can until they are all gone. When a mouse loses their tail
they have to sit down.
Variations:
- Reduce or increase the number of mice.
- Allow all of the students to be cats and mice at the same
time. They all have to chase each other and catch as many
tails as they can. If they lose their tail they can still continue
to catch other tails. The winner is the one with the most tails.
This means that all students are active throughout the
activity.
Cat and mouse lets all students be involved and play an equal
role if there is a group or groups that are standing against the
wall or hiding on the corner I will ask some of the active
students to go break it up
Review Basic Rules
Briefly discuss the following through questions
The object of the game of badminton
How may tries to you get to hit the shuttle
How many people are on a team
How do you score
Each game starts with a serve
Explain Court boundaries
Do this by having all students stand up and stand on
the lines then walk around the court on the line

11:0011:10

11:1011:30

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Start with doubles then move to doubles serving then

singles
This technique of asking questions allows students to direct
the learning
Walking on the lines will help visual kinesthetic and auditory
learners
Rally
Review with students the proper grip and overhand and
underhand swing demo how to swing and how to rally on a
split court
Mention safety and proximity consideration
Allow them to rally with a partner of their choice
All students are allowed to self discover skill acquisition
Closure

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Reflections from
the lesson

11:3011:40

Self reported participation grade

Ask students how they are feeling with their abilities with the
skill that we worked on today.
Point out things that went well during the class

Time
11:4011:45
11:4011:45
11:4011:45

Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance
Explain what will be done next class
3 things that went well

3 things I would change

Physical Education Lesson Plan

Physical Education Lesson Plan