The Nova Scotia Sport Hall of Fame

GRADE 6
CURRICULUM
SUPPLEMENT
WWW.NSSHF.COM
Contents
3. 4. 11.
12.
15.
17.
19.
21.
22.
Introduction
Relevant Grade Six Specific Curriculum
Outcomes
Classroom Activities
English Language Arts
Social Studies
Mathematics
Health
Physical Education
Appendix
Welcome to The Nova Scotia Sport Hall of Fame
The mission of The Nova Scotia Sport Hall of Fame (NSSHF) is simple: to honour,
promote and preserve the sport history of Nova Scotia. A priority of the Nova Scotia
Sport Hall of Fame is to educate the people of the province on Nova Scotia’s rich sport
history. The Nova Scotia Sport Hall of Fame’s Education Program focuses on the youth
of the province and not only informs them of Nova Scotia’s sport history but also
inspires them to succeed as they interactively learn about hard work, determination and
dedication demonstrated by Nova Scotian sport heroes.
The NSSHF is pleased to offer grade six teachers the opportunity to guide students
through the hall through in-person or web visits. By using this guide, your students
will explore the NSSHF and meet Nova Scotian athletes who have achieved of personal
bests in a public arena. Inductees to the NSSHF represent what we hope for all who
strive to achieve, the ability to set and achieve goals at a level that invites pride in their
accomplishments.
How to Use this Curriculum Supplement: A Note to Teacher
This curriculum supplement is designed for busy teachers. Activities require minimal
preparation aside from reading, searching web-links provided, photocopying and
preparing materials. All activities are listed by curriculum area and are linked to Specific
Curriculum Outcomes (SCO’s) in the Public School Program for Nova Scotia. Along with
activities by subject, this guide offers teachers an appendix of resources.
Teachers are encouraged to familiarize themselves with the Nova Scotia Sport Hall of
Fame by touring the website or facility before introducing students to this rich history
of Nova Scotian athletes. Activities in this supplement will require a knowledge of the
website and its content.
http://www.nsshf.com
A visit to the NSSHF will include a facility tour, video presentations, use of the virtual
sport simulator, and a facility scavenger hunt. To arrange a class visit, please contact:
Nova Scotia Sport Hall of Fame (Located in the Metro Centre)
1800 Argyle Street, Suite 446
Halifax, NS
B3J 3N8
Phone:(902)421-1266
Fax:(902)425-1148
Relevant Specific Curriculum Outcomes (SCOs)
English Language Arts
Students will be expected to speak listen and explore, extend, clarify, and reflect on their thoughts,
ideas, feelings and experiences.
•
contribute thoughts, ideas and questions to discussion and compare their own ideas to those of peers and others
•
defend and/or support their opinions with evidence
•
listen critically to others’ ideas or opinions and points of view
Students will be expected to communicate information and ideas effectively, clearly, and to respond
personally and critically.
•
contribute to and respond constructively in conversation, small group and whole group discussion
•
engage in, respond to, and evaluate a variety of oral presentations and other texts
Students will be expected to interact with sensitivity and respect, considering the situation,
audience and purpose.
•
make a conscious attempt to consider the needs and expectations of their audience
Students will be expected to select, read, and view with understanding a range of literature,
information, media and visual texts.
•
use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information
•
reflect on a discuss their own processes and strategies in reading and viewing
Students will be expected to interpret, select, and combine information using a variety of
strategies, resources, and technologies.
•
answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts - use a range of reference texts and a database or an electronic search to facilitate the selection process
Students will be expected to respond personally to a range of texts.
•
reflect on an give reasons for their interpretations of an increasing variety of texts
Students will be expected to respond critically to a range of texts, applying their understanding of
language, form and genre.
•
recognize that facts can be presented to suit and author’s point of view - consider information for alternative perspectives
•
respond critically to texts by: demonstrating growing awareness that all texts reflect a purpose and a perspective; and recognizing when language is being used to manipulate, persuade,
or control them
Students will be expected to use writing and other forms of representation to explore, clarify, and
reflect on their thoughts feelings experiences, and learning; and to use their imaginations.
•
use a range of strategies in writing and other ways of representing - compare their own thoughts and beliefs to those of others
•
select appropriate note-making strategies from a growing repertoire
•
make language choices to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing
Students will be expected to create texts collaboratively and independently, using a wide variety of
forms for a range of audiences and purposes.
•
create written and media texts using an increasing variety of forms - demonstrate understanding that particular forms require the use of specific features, structures and
patterns
•
address the demands of an increasing variety of purposes and audiences - make informed choices of form, style, and content for specific audiences and purposes
Students will be expected to use a range of strategies to develop effective writing and other ways
of representing and to enhance their clarity, precisions and effectiveness.
•
select from a range of pre-writing, drafting, revising, editing, proofreading, and presentation
strategies to develop effective pieces of writing and other representations
•
demonstrate commitment to shaping pieces of writing and other representations
Social Studies
Students will be expected to:
Explore the concept of culture and demonstrate an understanding of its role in their lives (6.1.1)
•
classify elements of culture as material or non-material
•
investigate how cultures are transmitted from generation to generation
•
identify factors that shape culture
Analyse the importance of cross-cultural understanding (6.1.3)
•
give examples of actions that are being taken to improve cross-cultural understanding (local, national, global)
Assess the relationship between culture and environment in a selected cultural region (6.2.2)
•
evaluate the impact culture has on the environment
Analyse how the arts reflect beliefs and values in a selected cultural region (6.4.1)
•
identify visual arts, crafts, dance and music practised in the region
•
analyse how music and dance reflect the beliefs and values of the culture
Analyse the extent to which sports and games are expressions of culture in a selected cultural
region (6.4.3)
•
explore sports and games that reflect geographic influences on culture
Illustrate an understanding of how cultures from around the world have contributed to the
development of Canada’s multicultural mosaic (6.6.1)
Mathematics
Multiplication Involving Whole Numbers; Ratios and Percent (Unit N2)
•
choose and evaluate appropriate samples for data collection (F1)
•
identify various types of data sources (F2)
•
use circle graphs to represent data proportionally (F5)
•
make inferences from data displays (F7)
2-D Geometry (Unit S1)
•
continue to solve measurement problems involving length, capacity, area, volume, mass and
time (D6)
Review of Addition and Subtraction Involving Decimals; Multiplication Involving Decimals (Unit N5)
•
solve and create relevant addition, subtraction, multiplication and division problems involving decimals (B8)
•
model and calculate the products of two decimals (B2)
Fractions and Decimals; Probability (Unit N4)
•
represent fractions and decimals (A2)
•
demonstrate and understanding of the place-value system (A8)
Health
Strategies for Healthy Living
Students will be expected to:
•
identify strategies for preventing injuries in various non-competitive sports (B3.2)
•
practise strategies for the prevention of skin cancer (B4.1)
•
participate in a broad range of healthy activities (B7.1)
•
identify the effects of a regular physical-fitness program on the body systems (B7.2)
Strategies for Positive Personal Development and Healthy Relationships
Students will be expected to:
•
set personal goals and work toward them (D1.2)
•
examine the role of media in shaping and reinforcing lifestyle values and practices (D3.1)
•
practise citizenship at school and in the community and region (D5.1)
Physical Education
Active Living
•
participate in games, sports, dance, and outdoor pursuits, both in and outside school, based on individual interests and capabilities
Alternative Environments
•
appreciate and recognise the effects of human activity on the environment
Dance
•
select a dance form and research its historical, social and cultural context
Skill Development
•
design and play small-group and co-operative games
•
throw a variety of objects combining both accuracy and distance
•
manipulate objects using varied amounts of force, flow, and speed appropriate to the given
situation
•
pass and catch a ball while guarded by opponents
•
explain why time and effort are prerequisites for skill development and fitness benefits
Classroom Activities
English Language Arts
Social Studies
Mathematics
Health
Physical Education
English Language Arts
Introduction to Heroes
Draw a large chart on the board divided into three columns labelled athletes, superheroes, and book
characters. Ask students to brainstorm a list of athletes, superheroes, and book characters they enjoy,
and record the names and titles of these in the appropriate column. Next, draw a horizontal line
beneath each list. Ask students to identify which members of these lists would be considered modern
day heroes. Record these names beneath the corresponding columns. For example, if a student
suggests that Sydney Crosby is a hero, record Crosby’s name under your column labeled athletes.
Each time an example is given, ask students to explain why they believe the person or character is a
hero. Students may say that Crosby is a hero because he’s one of the greatest players in the history
of the NHL, that Superhero is a hero because she protects the planet from evil, that a book character
does good deeds. Under each character’s name, write keywords indicating these characteristics and
accomplishments.
Have students use the ‘What Makes a Hero?’ chart (appendix) with each suggested hero’s name listed
down the left-hand side of the page and all the heroes’ characteristics listed along the top. Briefly
review the first chart with your class. Read each suggested hero’s name and make an X mark beneath
the characteristics that apply to that figure. As students develop their charts, point out that many of
the figures they think of as heroes share certain characteristics.
Have a class discussion about what makes a hero. Ask students to choose on person they think is a
hero and write a short description of why they feel that this person fits the definition of ‘hero.’ After
students have finished writing their descriptions, have them work in groups of four to share their
heroes with classmates. Ask each group to choose one person from the group to present their heroes
to the class.
The Nova Scotia Sport Hall of Fame Heroes
The NSSHF categorizes inductees in four ways: athletes, builders, media, and teams. Builders are those
people whose activities have greatly advanced the sport in which they were involved throughout
Nova Scotia. Media inductees are those who have made a lifelong commitment to advancing sport
through media.
Use this link to find NSSHF inductees from your area: http://www.nsshf.com/inductees.cfm
Searching by category of athlete, builder, media and team will generate a list of inductees and their
hometowns. Have students use the chart (appendix) to list important information about three
inductees from your area. Have students choose one inductee to present to the class. Have students
create poster presentations that may be displayed inside your class or on the walls of the school.
Choosing a Classroom Hall of Fame Inductee
Have a class discussion about the NSSHF and the process by which Nova Scotians are inducted. Show
students the induction nomination form at this link:
http://www.nsshf.com/nominations.cfm
Tell your class that they are responsible for inducting one male and one female class member into your
new class Sport Hall of Fame. Give your sport hall of fame a title and create an area in your classroom
where the photo and description of your newest hall of fame members will be displayed. Using the
Sport Involvement Interview Questions (appendix), have students interview each other to determine
who they feel would be the best choice for Sport Hall of Fame inductees.
Describe the process of persuasive letter writing to your class using the graphic organizer provided
(appendix). Assign the task of writing a persuasive letter so that students may convince you that their
choices for induction should be chosen. You may choose the inductees yourself or create a student
committee from another class to evaluate the persuasive letter writing entries.
Have a class celebration to introduce your newest hall of fame members.
Creating a Magazine Cover representing a Nova Scotia Sport Hall of Fame Member
Allow students to use the NSSHF website to gather information about one inductee that they will highlight on a magazine cover. Have students design a cover that highlights the accomplishments of one
hall of fame member and includes information about other members of the NSSHF. Encourage students to use colour and creativity to represent their chosen athlete or team and the NSSHF.
Writing a Letter to a NSSHF Inductee
Assign a NSSHF inductee to each student. Have students visit the webpage describing the accomplishments of the person or team. Ask students to write a letter to them to thank them for their contribution to Nova Scotia sport. Ask students to highlight one characteristic of the person noted in the NSSHF
description and to emphasize how this characteristic has helped future athletes set goals and achieve
them.
Compare NSSHF Inductees to Nova Scotian Olympians
Use the NSSHF website and the official Canadian Olympics website (http://www.olympic.ca/EN/index.
shtml) to have students compare athletes. Ask students to choose two athletes and identify three
similarities and three differences between the athletes chosen. Divide the class into groups and have
students share information about their athletes. Ask groups to identify similarities among all athletes
chosen.
Ask students the question: What makes a great athlete?
Invite a NSSHF Inductee to Your Classroom
Search the list of inductees to find an athlete near your area. Have students write invitations to your
classroom. Decide as a class which athletes you will invite and ask students to design the invitation
cover to reflect the characteristics of the inductee. Have a celebration for the athlete and share some
of the writing and art your class has created using information from the NSSHF.
Social Studies
Explore Cultural and Geographic Influences on Sport
Sports and games are expressions of culture in Nova Scotia. Use the NSSHF inductee list to identify
groups of athletes from the different regions of the province. Categorize the athletes by sport with
your students. Use the outline map (appendix) and divide the map into regions. Ask students to
make inferences by looking at the different regions of Nova Scotia and the number of NSSHF inductees in sports within each region. Ask students to suggest reasons that certain areas of the province
might have more NSSHF athletes in certain sports than others. Have students work in groups to
complete this task. Ask groups to share their ideas as to why there might be more athletes in certain
sports represented in specific areas.
Creative Storywriting: The Origin of Sport
Have students choose one sport represented in the NSSHF and brainstorm things about that sport.
Ask students to list everything they can think of that relates to the sport. Is it an outdoor or indoor
sport? Is it an individual or team sport? Is it an Olympic sport? What skills does it require? Is the
sport popular in your area? Where is it played in your area?
After students have finished brainstorming information about the sport, tell them that they are going to write a story about the origin of this sport in Nova Scotia. Ask students to imagine that the
sport began in your area. Encourage them to create a story that includes cultural and geographic
influences (e.g. Students in a rural area might suggest that hockey began in a farmer’s field after a
night of freezing rain closed the school).
Have students use the story writing process (appendix). Collect the stories for assessment. Give students credit for linking your local culture and geography to their stories.
Creating a Logo for The Nova Scotia Scotia Sport Hall of Fame
Have students create a new logo for the Nova Scotia Sport Hall of Fame. Use the crest outline (appendix). Have students use each of the quadrants on the crest to represent the purpose of the NSSHF and the history of Sport in Nova Scotia. Encourage students to explore the website or centre
thoroughly so that they may include important cultural and geographical influences on sport in Nova
Scotia.
Submit student work to the NSSHF
Nova Scotia Sport Hall of Fame
1800 Argyle Street, Suite 446
Halifax, NS
B3J 3N8
Hometowns of Nova Scotia Sport Hall of Fame Inductees
Place the number of the Nova Scotia Sport Hall of Famer on the map where they live.
1. Penny Laroque
2. Terry Baker
3. Paul Boutilier
4. Frank Dorrington
5. Rita Lohnes
6. Marie Moore
7. Lou Sederski
8. Ricky Anderson
9. Marjorie Bailey Brown
10. Malcolm Sterling Davis
11. Dorothy Holmes
12. Bill McKay
13. Burns Wesley Pierce
14. Frances J. Woodbury
Mathematics
Making Inferences from Data Displays
Use the charts provided in the appendix to introduce students to the statistics of two former NHL
players from Nova Scotia. These charts contain information on games played, goals and assists
scored, total points, and penalty minutes for each player. Ask students to examine the statistics and
answer these questions:
What seasons did each player score his most goals?
What season did each player achieve his most assists?
Which player played more NHL games?
How many NHL regular season games did each play?
How many NHL playoff games did each play?
Ask students to create their own data charts with this information. Use the charts and others provided at the following link to explore the careers of all Nova Scotians who have played in the NHL. Use
the data in the charts to have a discussion about how data is presented and why. Introduce different types of graphs (pie charts, bar graphs) and ask students if they could represent the information
contained on the site using any of these graphs. Challenge students to create a bar or pie graph that
compares statistics from a number of NHL players.
http://www.legendsofhockey.net:8080/LegendsOfHockey/jsp/SearchPlayersByCountry.jsp?co=CANS
2-D Measurement
Use the NSSHF website inductees link to have students list all sports that involve an indoor court (volleyball, basketball, badminton). Once students have compiled the list of courts, have them find their
regulation sizes and chart the length, width and area of each.
Adding and Subtracting Decimals
A popular event for runners in Nova Scotia is the annual Bluenose Marathon. Last year, 8000 runners
and 1000 volunteers made the fifth annual run a success. These were the times of the winning
runners in each event:
Scotiabank Full Marathon
Men’s: Terry Melloy, Bridgewater, 2:48:48
Women’s: Leah Jabbour, Halifax, 3:17:16
Volkswagen Half Marathon
Men’s: Sebastien Flynn, Dartmouth, 1:13:34
Women’s: Robyn Erickson, Bedford, 1:24:56
The Chronicle Herald 10K Race
Men’s: Philip Rasmussen, Halifax, 00:37:39
Women’s: Emily Hamilton, Halifax, 00:40:36
Dempster’s 5K Run/Walk
Men’s: James Hayward, Middleton, 00:16:34
Women’s: Eskedar Temesgen, Halifax, 00:20:23
Mcdonald’s YMCA Team Relay
New Balance Rising Stars, 2:57:22
Use these statistics to determine the difference between runners. As an added activity, have
students add all distances together and all times to determine the distance and time run if all
athletes ran this distance as a relay.
All results for the 2008 Bluenose Marathon may be found at this link:
http://www.sportstats.ca/display-results.php?lang=eng&racecode=43278
Health
A Positive Approach to Goal Setting
Begin your class with a discussion about the importance of keeping a positive attitude when you are
working toward a goal. Ask students to share examples of how a positive attitude helped them to
achieve a goal. Encourage students to think about all goals, whether they are immediate or long-term.
Use Karen Furneaux as an example of a Nova Scotian athlete who has achieved great goals in her
career. Ms Furneaux is considered to be one of Nova Scotia’s “Future Hall of Famers.” She prides
herself on never giving up and constantly striving to do better. Use the following quotes by Furneaux
to have students consider the commitments made by athletes who do their best everyday. Ask
students to write their responses to Furneaux’s quotes and share them with the class.
“If you always do what you did... you’ll always get what you got.”
“Choose to be extraordinary.”
“Success is a journey, not a destination.”
“Dream big!”
“Follow your dream!”
“Control what is in your control,”
“Step beyond your boundaries and create a new comfort zone.”
“First you have to believe that you can win. Then you have to make it happen everyday.”
“Challenge your limits.”
Personal and Class Goal Setting
Divide the board into two sections. Write the word ‘Wish’ on one side of the board and ‘Goal’ on the
other side. Ask every student to write one wish and one goal in their scribbler. Ask ten students to
come to the board and write one personal wish and goal under the appropriate columns on the board.
After these students have written their wishes and goals, have a class discussion about the differences
and similarities of a goal and a wish. How many wishes on the board can become goals and how many
goals are actually wishes?
After the class discussion, ask students to write one personal goal that they will be able to accomplish
within the week. Next, have students write five steps to achieve the goal. Have students identify
obstacles to achieving this goal, then ways to overcome these obstacles. Finally, have students
write how they will know when they have achieved their goal. Use the goal-setting guide provided
(appendix) to guide students.
Ask your class to set a class goal for the week. e.g. Every student in our class will do one ‘act of
kindness’ for someone else this week. Keep a record of student progress in a chart.
NSSHF Inductees Success Stories
NSSHF Inductees Success Stories
Use the following link to find easy-to-read stories about NSSHF inductees. Ask students to read the
stories of two inductees. Have students fill in the goal-setting chart (appendix) for each inductee.
Students will identify goals set, obstacles overcome and timelines set and accomplished for each
athlete.
http://www.nsshf.com/GREATMOMENTSINNOVASCOTIASPORTS.htm
Physical Education
Create a Personal Goal-Setting Hall of Fame in Phys Ed Class
Go to the NSSHF website to find out information about the hall and its inductees. Speak to students about the importance of recognizing athletes who display not only great skill, but also the
ability to strive to do their personal best everyday. Create opportunities for students to set a physical education goal in the your physical education class. Have students write their goals on a file
card that can be kept in your office. Pass back goal cards on a weekly basis and ask students to
write steps they have taken to achieve their goal or if this goal has been met. Create a ‘Hall of
Fame’ display and place the names of all students who have achieved the physical education
goals they’ve set. If possible, display photos of ‘Hall of Famers’ working toward their goals. Encourage students to set goals on a regular basis and get their name in the ‘Hall’ more than once.
Visit the Nova Scotia Sport Hall of Fame
Take a class to the Nova Scotia Sport Hall of Fame. The facility provides a great multi-media experience that students will enjoy. Students will interact with the hall through video presentations
and a facility scavenger hunt and enjoy the virtual sport simulator. The cost per student is $2.00
and must be booked two weeks in advance. Contact the centre by calling 404-3339 or email
sporthalloffame@eastlink.ca
Appendix
What makes a hero?
Nova Scotia Sport Hall of Fame Inductees chart
Sport involvement interview questions
Persuasive letter-writing graphic organizer
Blank Nova Scotia outline map
Blank logo design
Paul Andre Boutilier - statistics
John Isaac Hanna - statistics
Goal setting guide
Characteristics
Heroes
What Makes a Hero?
Characteristics
Nova Scotia Sport Hall of Fame Inductees Chart
Nova Scotia Sport Hall of Fame
Inductee
Sport Involvement Interview Questions
1. What sports are you involved in?
2. How long have you been playing these sports?
3. Do you think you cooperate well with others on your team? Give examples.
4. Why do you like playing sports?
5. How has playing sports helped you improve as a person?
6. Has your involvement in sports helped our classroom, school, or community? Explain.
7. What are the benefits of being involved in sports?
.
Persuasive Letter-Writing Graphic Organizer
Introduction:
Conclusion:
Paul Andre Boutilier
G
30
10
20
0
5
5
4
0
6
12
4
5
2
0
0
2
0
9
0
6
0
12
0
3
27
A
43
29
60
0
2
14
5
11
17
23
30
9
4
1
3
6
0
29
0
54
2
28
4
8
83
TP
PIM +/-
GP
G
A
TP
PIM
73
39
95
14
3
7
10
10
80
62
21
7
31
38
12
0
0
0
8
10
2
19
30
9
24
-5
2
0
0
0
2
11
36
+18 21
1
7
8
10
23
56
35
90
0
10
0
2
2
16
34
100 -5
3
0
0
0
2
14
84
-2
6
8
+1
1
6
-1
3
10
8
4
0
6
-2
5
0
0
0
15
38
40
0
4
+2
60
101
10
2
7
9
4
2
0
40
4
21
11
110 358
41
1
9
10
45
Paul Boutilier was a slick offensive defenceman who played nearly 300 games for five different clubs in the 1980s. His mobility was an asset on both specialty teams and when taking opposition forwards out of the play. The native of Sydney, Nova Scotia, starred in the QMJHL with the Sherbrooke/St. Jean
Beavers. In 1982, he helped the team reach the Memorial Cup, was named to the tournament all-star team, and was voted a first team all-star by the
QMJHL. Chosen 21st overall by the New York Islanders in 1981, the young backliner split his first full pro season between the NHL and the CHL's Indianapolis Checkers. He did however qualify in having his name inscribed onto the Stanley Cup in 1983 after appearing in two playoff games for the champion
Isles. Boutilier became a regular with New York in 1984-85 and recorded a career-best 35 points. He scored 34 points the next year and showed a willingness to play rough in his own zone. Over the next four years his play was less consistent. He moved around the league with the Boston Bruins, Minnesota
North Stars, New York Rangers, Winnipeg Jets, and three different minor pro clubs. He retired in 1990 after spending most of the year in Switzerland with
the SC Bern club.
REGULAR SEASON PLAYOFFS
Season
Club
League GP
1979-80
Cape Breton Miners NSAHA
56
1980-81
Sherbrooke Castors QMJHL
72
1981-82
Sherbrooke Castors QMJHL
57
1981-82
New York Islanders
NHL
1
1981-82
Sherbrooke Castors M-Cup
1982-83
St-Jean Castors
QMJHL
22
1982-83
New York Islanders
NHL
29
1983-84
New York Islanders
NHL
28
1983-84
Indianapolis Checkers CHL
50
1984-85
New York Islanders
NHL
78
1985-86
New York Islanders
NHL
77
1986-87
Boston Bruins
NHL
52
1986-87
Minnesota North Stars NHL
10
1987-88
New York Rangers
NHL
4
1987-88
New Haven NighthawksAHL
9
1987-88
Colorado Rangers
IHL
9
1987-88
Winnipeg Jets
NHL
6
1987-88
Moncton Hawks
AHL
41
1988-89
Winnipeg Jets
NHL
3
1988-89
Moncton Hawks
AHL
77
1989-90
Canada Nat-Tm
4
1989-90
SC Bern Swiss
36
1989-90
Maine Mariners
AHL
12
1990-91
Zurcher SC Swiss
20
NHL Totals
288
John Isaac Hanna
4
10
10
Born in Sydney, Nova Scotia, defenceman John Hanna played parts of five NHL seasons with three different clubs in the 50s and 60s. He was best known as a
fine playmaker in the minors during a pro career that lasted 18 years.
REGULAR SEASONPLAYOFFS
SeasonClub LeagueGP
G
A
TP
PIM +/-
GP
G
A
TP
PIM
1953-54
Sydney BruinsCBJHL
1953-54
North Sydney Franklins
M-Cup5
1
1
2
4
1954-55
Trois-Rivieres Flambeaux QJHL 42
3
6
9
107
9
0
1
1
1955-56
Philadelphia Ramblers
EHL 28
1
4
5
13
1955-56
Chicoutimi Sagueneens
QHL 40
3
14
17
101
5
0
0
0
1956-57
Chicoutimi Sagueneens
QHL 43
1
14
15
64
10
1
2
3
1957-58
Trois-Rivieres Lions QHL 48
3
25
28
66
1957-58
Providence Reds
AHL 7
0
3
3
24
3
1
1
2
10
1958-59
New York Rangers NHL 70
1
10
11
83
1959-60
New York Rangers NHL 61
4
8
12
87
1960-61
New York Rangers NHL 46
1
8
9
34
1960-61
Springfield Indians AHL 18
2
2
4
14
1961-62
Quebec Aces AHL 65
0
17
17
85
1962-63
Quebec Aces AHL 70
7
21
28
61
1963-64
Montreal Canadiens NHL 6
0
0
0
2
1963-64
Quebec Aces AHL 58
4
14
18
54
9
0
4
4
10
1964-65
Quebec Aces AHL 70
9
25
34
83
5
0
0
0
6
1965-66
Quebec Aces AHL 69
4
22
26
93
6
0
1
1
20
1966-67
Quebec Aces AHL 67
6
20
26
54
4
0
0
0
4
1967-68
Philadelphia Flyers NHL 15
0
0
0
0
+1
1967-68
Quebec Aces AHL 24
1
12
13
27
14
2
6
8
34
1968-69
Seattle TotemsWHL 71
25
27
52
49
4
0
1
1
2
1969-70
Seattle TotemsWHL 66
9
33
42
38
6
0
1
1
11
1970-71
Seattle TotemsWHL 70
20
40
60
68
1971-72
Seattle TotemsWHL 36
5
10
15
16
1972-73
Cleveland Crusaders WHA 66
6
20
26
68
1973-74
Jacksonville Barons AHL 11
2
4
6
4
1974-75
Syracuse Eagles
AHL 1
0
0
0
0
1975-76
Tidewater Sharks
SHL
NHL Totals 198 6
26
32
206