Professional Documents
Culture Documents
..Pg. 3
Movement analysis
Pg. 5
Description of students
..P
g. 6
Pre-assessment procedure
.Pg. 9
.Pg. 10
Lesson 1
Pg. 16
Lesson 2
Pg. 20
Lesson 3
Pg. 24
Advocacy
.Pg. 28
References .
Pg. 29
Grade Five Physical Education SOLs
Students in grade five apply movement principles and concepts and knowledge of anatomical structures
and functions to enhance their movement performance, personal fitness, and game strategy and tactics.
They develop proficiency in physical activities, dances, and educational gymnastics. Students
demonstrate specialized skills alone, with a partner, or in a small group. They access and use resources to
plan and improve personal fitness as they exhibit a physically active lifestyle. Students continue to
develop responsible personal and social behaviors as they work with others in safe and respectful ways.
Motor Skill Development
5.1 The student will demonstrate mature movement forms, create movement patterns, and begin to
describe movement principles.
a) Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in
more complex and dynamic environments and modified sports activities, to include overhand
and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive
striking with a partner over a net or against a wall, and striking a ball while stationary and
moving.
b) Create and perform an educational gymnastic sequence including travel, roll, balance, and
weight transfer, with smooth transitions and changes of direction, shape, speed, and flow.
c) Create and perform individual or group rhythm/dance sequences including American and
international dances and a jump-rope routine (self-turn or long rope).
d) Demonstrate use of space in a variety of activities.
e) Demonstrate accuracy in a variety of activities.
f) Demonstrate use of force in a variety of activities.
g) Apply concepts of direction and force to strike an object with purpose and accuracy.
When performing the skill of Traveling and Striking while changing pathways (with long-
handled implements), there are multiple cues to consider. The first cue is the grip on the stick,
which should include the hands being 8-10 apart on the stick, with one on the high end of the
stick and one on the shaft. When striking the ball/puck, the person must first be in the ready
position, with knees shoulder-width apart, slightly bent, and perpendicular to the ball/puck (being
perpendicular, instead of next to the ball/puck, allows for easier transition to the backhand when
traveling in curved or zig-zag pathways). To ensure total control, the individual should use light
taps on the ball, instead of hard hits or simply dragging the ball/puck. To strike the ball/puck,
bring the arms back slightly (do not pull up past the knees, and do not pull the stick more than 1
foot away from the ball/puck), and bring the blade of the stick to the ball/puck with light force.
The lower hand/arm should always be straight, and the higher hand/arm should always be
slightly bent at the elbow. When using the backhand, simply repeat the same cues as the
forehand, but use the opposite side of the blade, and apply force to the opposite side of the
ball/puck. This strike is very different from a side-strike in baseball/tennis, as well as the
underarm strike in golf or volleyball. Since this strike is so different, it is important to stress the
cues of this skill, and look out for any cross-over from other forms of striking.
Pre-Control: These students may easily be able to travel in the patterns, or make basic contact
with the ball/puck, but will struggle greatly to do both at the same time. They will move quickly
and either hit the ball hard and lose it, or they will try and drag it next to them and lose it at any
form of lateral movement. They may also focus too much on hitting the ball that they will move
slowly, still struggling at combining both moving and striking. There may also be cross-over
between other forms of striking.
Control: These students have more success in traveling while striking, but often lose focus, and
consequently lose the ball. They will often hit the ball/puck harder than intended, and be forced
to chase after it. Consistency in switching from forehand to backhand in a zigzag pattern is
almost non-existent, and students may sometimes struggle with this concept. Only through
intense focus can these students succeed at difficult patters or high speeds.
Utilization: These students begin to travel while striking more effortlessly, but are still very
prone to mess up if focus is lost. Moves become very consistent, and students understand the
cues/fundamentals of the skill, as well as how to apply them. The hockey-stick underhand strike
is unique in that there is no cross-over from other forms of striking, and the forehand-backhand
switch is a smooth transition.
Proficient: These students can combine traveling and striking effortlessly; movements are
smooth and ball/puck control is very high. There is a clear representation of the hockey stick
underhand strike, and the cues are followed easily. The forehand-backhand switch is smooth, and
movements can be performed easily throughout different pathways and at different speeds.
Description of Students
In this 5th grade class, there are 31 students in total; 5 students are at
precontrol, 20 students are at control, & 5 students are at utilization. There is also 1
child with autism who has motor delays and difficulty with attention and behavior.
Cognitive: The students in this class have 30-minute classes three times a week,
but by using the skill theme approach to teaching PE, students are encouraged to
think on their feet while being physically active. The skill theme approach
emphasizes guiding students to discover how/why they move to perform tasks. This
allows the students to develop cognitive domains about the body while also
performing physical movements. Physical activity stimulates the brain, which can
lead to enhanced cognitive functions in the students. Lessons can also incorporate
interdisciplinary activities, which will help the students learn academic information
while also being physically active. In my classroom/gymnasium, I will encourage
students to think critically, and focus on understanding the skills, in order to guide
them to discover new strategies for success while also applying other cognitive
domains and academic disciplines.
2. You may not bring the stick above your knees at any time.
7. If your ball gets away from you, always go around others when retrieving it.
Consequences:
If these are violated, based on the severity of the incident, any one of these actions
may be taken:
1. The student will receive a verbal warning about the unwanted behavior.
2. The student will be placed into a brief time-out.
3. The student will lose hockey stick privileges.
4. The students parents will be called/sent a letter about the incident.
5. The student will be sent to the principals office.
These protocols will be explained on the first day of the unit, and reiterated
throughout. The students will have participated in a striking with long-handled
implement (hockey) unit before; these rules should be a review from the unit in
previous years. When a student is placed into time-out, it is not a Sit in the corner
punishment, but instead is a Reflection Zone. In this area, there will be the
protocols on the correct behaviors to perform, so a student can understand what
they should do correctly the next time. There will also be some activities there
where a student can get rid of some extra energy if they feel inclined (a student
who is really aggravated can calm down while jumping rope, etc.). Letters home to
parents will not be used to punish the student at home, but instead will be a request
to the parents to work on a childs behavior both in and out of school (like if a child
has a hot temper, both teachers and parents could work on relaxation/calming
techniques in and out of school).
Pre-Assessment Procedure
When planning for the unit, I would pre-assess my students by looking at past
units, and comparing how well they understood the skills/concepts to the ones used
in this unit. A student who has done very well with throwing, catching, and moving
to open space in previous units like basketball or soccer will likely be very successful
at a handball unit. This same idea can be applied to Traveling and Striking while
changing pathways (hockey). Students who have shown high skill-proficiency at
concepts like the underhand strike in a golf or a pilo polo unit will likely make a
smooth transition to this hockey unit, and the concept of Traveling and Striking
while changing pathways. Students with high skill-proficiency in locomotor
movements, as well as striking with long-handled implements would also likely be
highly skilled at the hockey unit. These comparisons between skills/units will likely
translate well and provide a strong representation of the skill-proficiencies of my
students.
7 Day Calendar Unit Plan
Day 1: Intro to hockey and Safety *Lesson 1
Protocols (Direct Instruction, Guided
Discovery)
Objectives:
Students will increase their
knowledge regarding parts of
the hockey stick.
Day 6: Unit Review & Peer *In preparation for the unit
Instruction (Peer Teaching) assessment, students will be
Objectives: permitted to sign-out a hockey stick
Students will increase their if needed to practice the cues at
knowledge regarding parts of home. All students, regardless of
the hockey stick. whether or not they take a hockey
Students will increase their stick, will receive a letter on the unit,
knowledge of basic rules and and what parts/cues have been
strategy in floor hockey. learned. Parents should review these
Students will increase their cues with their children to help
ability to handle a puck while prepare them for assessment, and to
dribbling around an obstacle keep the whole family involved in the
course and in game play. childs physical education.
Students will increase their
ability to pass and shoot as
needed in a floor hockey-based
games and activities.
Activities:
Peer teaching/assessment of skills- at
stations, students in pair/small
groups will review all the skills, and
will check eachother for proper
understanding of the cues and their
application to the skill. These stations
will include games/activities that use
the skill, and will allow for proper
observations by peers.
Warm-up selection Students will be
able to select which warm-up activity
from the unit they would like to
repeat.
Teacher assessment One station will
be a teacher assessment station,
where a small group of students will
demonstrate the skills while being
assessed for skill-proficiency and
competence.
Day 7: Hockey Rules and Small-sided
games
Objectives:
Students will increase their
knowledge of basic rules and
strategy in floor hockey.
Students will increase their
ability to handle a puck while
dribbling around an obstacle
course and in game play.
Students will increase their
ability to pass and shoot as
needed in a floor hockey game
and activities.
Activities
Students will learn the basic rules of
hockey, and play some small-sided,
no-goalie floor hockey games to
apply the skills they learned from the
unit.
Lesson#1
Focus:IntroductiontoHockeyandSafetyprotocols
Subfocus:MovingandStrikingwithalonghandledimplement
VASOLs:5.1,5.2,5.4
Objectives:
Students will increase their knowledge regarding parts of the hockey
stick.
Students will increase their knowledge of basic rules and strategy in
floor hockey.
Students will increase their ability to handle a puck while dribbling
around an obstacle course and in game play.
Cues:ReadyPosition(Handsapart,kneesbent,etc.)
Lighttaps
BallinFront
Assessment:Generalnotesofhowthestudentsunderstandtheconceptsoftheskill.
Materials/Equipment:31HockeySticks,31+tennisballs/streethockeyballs/indoorpucks,8
cones,30+polyspots,4noodles,20domecones,GymTape
AreaDiagram:
B
InstantActivity(35mins):FreeRoamwithchoiceobstaclesStudentswillcomeintothegym,
grabahockeystick,aball,andopenspace,andwillbeallowedtofreeroamthegymtofigure
outhowtomoveaballwithahockeystickwhiletraveling.Therewillalsobeobstaclesstudents
cantestout,thatincludecurvedorzigzagpathways,aswellastravelingaroundcones.
Transition:Freeze!NowwhenIsaygo,everyonepickupyourballandcomemeetme
attheB.ReadyGO!
Introduction(35mins):Alrightclass,whoherehaseverseenahockeygame?Wherecanyou
playhockey?Onice,onafield,andyes,evenrighthereinthisgym!Todayweregoingtolearn
aboutusingahockey,andmoreimportantly,howtouseonesafely.Tostart,wewillgooverthe
cuesoftravelingwhilestriking.ThefirstcueisReadyStance.ReadyStanceiswhenyouvegot
onehanduphighonthesticklikethis,andonehandlowontheshaft(Showdemonstration).The
secondcueislighttaps.Whenwearemovingwithourball,wewanttomakesureitiscloseto
ussowecancontrolit,sowehavetohititlightlywiththeblade,theflatpart,ofthestick.Ifwe
hitittoohard,theballwillgofarawayfromusandwellhavetochaseafterit.Youwanttobe
closetotheballandtapitlightlyasyoumove(ShowDemonstration).Thelastcueisthatyou
wanttohavetheballinfrontofyou.Cananyoneshowmewhatitmightlookliketohavethe
ballinfrontofyou?(Allowstudenttodemonstrate)Verygood,theballwasrightinfront,andit
allowedforhim/hertohavebettercontroloftheball.Alrightclass,nowwhocantellmewhat
the3cuesarefortravelingwhilestriking?(Allowthestudentstoexplain/demonstrate)Now
beforewebeginournextlesson,weneedtogooversomeimportantsafetypoints.Thefirstpoint
istoneverbringthestickabovetheknees;swingingthestickintheairatballortryingtohita
hardslapshotcouldenduphittingsomeoneinthefaceandnobodywantsthat.Thesecondpoint
istoalwaysbemindfulofpeoplearoundyou;trytoavoidhittingshinsorsticksorballsofother
people.Ourthirdsafetypointistoalwayskeeptwohandsonthestickatalltimes.Noonewants
astickflyingaroundandthatwillnothappenifeveryonekeepstwohandsonthestickatall
times.
Transition:WhenIsaygo,everyonesplitintogroupsof78.Readygo!(Allowfor
groupsplitting)Okaynowthatyoureinagroup,whenIsaygoeachgroupwillgotoadifferent
coloredwallandplaceyoursticksatyourfeetsoIknowyoureready.Readygo!
ContentDevelopment(15mins):
T1(67mins):PolySpotrollover
Therewillbemanydifferentcoloredpolyspotsthroughoutthegym,andeachstudentwillbe
givenoneofthosecolors(basedontheirwallcolorgroup).Thestudentswilltrytohandletheir
balloverasmanyoftheircoloredspotsaspossiblewithinthetimelimit(23minrounds).
Studentsmayswitchcolorseveryfewroundsandtrytobeattheirscores.
E1:Studentsmusttryandavoidallothercoloredspots,otherwisetheirscore
resetsto0
E2:Studentsmusttryandmaintainpossessionoftheballatalltimes,otherwise
theirscoreresetsto0
C1:Studentsmaytrytoswaptheirhandpositionandcompletetheactivity
IndividualInstruction:Ifastudentwasstruggling,theycouldsimplytryandrollover
multiplecoloredpolyspots.
SSN:Byusingabuddysystem/earmuffs,thisstudentcouldworkwithafriendto
completetheactivity,whileusingearmuffstocutdownonnoisestimulants.Ifhe/sheisstill
uncomfortablewiththeactivity,he/shecouldsimplyseehowmanyspotsaroundtheborder
he/shecouldhit,regardlessofcolor.
Transition:Freeze,Sticksdown!WhenIsaygo,Iwanttheblueandredgroupstopick
uptheirequipmentandcometothisleftcourt,andIwanttheyellowandgreengroupstopickup
theequipmentandmeetmehereontherightcourt.Readygo!
T2(68):HockeyTagStudentstravelwhilestrikingtheirballinfreespace,andtryto
avoidbeingtaggedbyataggerwithanoodle.Iftagged,movetosideandperformXamountof
puckhandlingdrills,thenrejoingame.Thetaggerswillswitchoffperiodicallythroughout.
E1:Everyonecanstartoffwalking,butthenbeforcedtomovefaster.
E2:Thenumberoftaggerscanbeincreasedfrom2to3or4.
C1:Studentscantrytoswaptheirhandpositions
IndividualInstruction:Ifstudentsarestruggling,Icouldhelpthembytellingthemtouse
properformortomovetoopenspacetoavoidthetaggersbetter.
SSN:Thisstudentshouldhavenorealproblemwiththisgame,forhecanstayonthe
bordertoavoidoverstimulation,andcantakebreaksbeingoutifneeded.Thetaggerscanalso
tryandbelenienttowardshim/her,sohe/shecanexperiencemoresuccess.
Transition:freeze,sticksdown!WhenIsaygo,Iwanteveryonetopicktheirsticksup
andcomemeetmeattheB.readygo!
CulminatingActivity(68):HockeyTagactedastheculminatingactivityforthelesson
Closure(23):Alrightclass,howdidweuseourcuestocompletetheactivitiestoday?Who
cangivemeanexampleofonetimetheyusedacue?(Allowformultipleanswers)Verygood,
nowwhocandemonstratefortheclassthecues?(Allowfor12demonstrationswhile
pinpointingtheuseofthecues)Excellentworktodayclass!
Lesson#2
Focus:PassingandReceiving
Subfocus:Aimingatatarget
VASOLs:5.1,5.2,5.4
Objectives:
Studentswillincreasetheirknowledgeofbasicrulesandstrategyinfloorhockey.
Studentswillincreasetheirabilitytohandleapuckwhiledribblingaroundanobstacle
courseandingameplay.
Studentswillincreasetheirabilitytopassandshootasneededinafloorhockeygame
andactivities
Cues:(Passing)Watchtheballatalltimes,KneesBent,Step&Followthrough.
(Receiving)ReadyPosition,WatchtheBallatalltimes,andGive(relaxgripandmovestick
withtheballtohelpabsorbsomeoftheforce).
Assessment:NoformalAssessment,justgeneralobservations
Materials/Equipment:31hockeysticks,100+tennisballs/streethockeyballs/indoorpucks,15
Hulahoops,30cones/domecones
AreaDiagram:
B
InstantActivity(5mins):PassingthroughgatesInpartners,studentswillpassaballthrough
variousgateslocatedaroundthegym,tryingtoworkonpassing/receivingaballwithapartner.
Thegoalistogettheballthroughasmanygatesaspossible.
Transition:Freeze,Sticksdown!WhenIsaygo,Iwanteveryonetopickupacone,setit
offtotheside,thencomemeetmeattheBwithyourequipment.ReadyGo!
Introduction(35mins):Alrightclass,whatdidyouallhavetodotocompletethatactivity?
Whatweresomethingsthatwentwell,andwhatdidyoudotosucceed?(Allowformultiple
answers).Verygood,thoseanswersactuallyplayrightintothecuesofpassingandreceiving.
ThecuesforpassingareWatchtheballatalltimes,KneesBent,Step&Followthrough.
Whenreceiving,thecuesareReadyPosition,WatchtheBallatalltimes,andGive(relaxgrip
andmovestickwiththeballtohelpabsorbsomeoftheforce).(Demonstrateboth)Cananyone
showmethosecuestogether?(Allowfordemonstrations)Verygood,nowwhatarethethree
cuesonemoretime?(Allowforclasstoanswer).
Transition:Alright,nowwhenIsaygoIwanteveryonetogetintopairsandfindahula
hoop.Oncethere,placebothofyoursticksatyourfeetsoIknowyoureready.Readygo!
ContentDevelopment(1015mins):
T1(67mins):Corn harvest In the center of the gym, many balls (Corn)
will be available for students to grab. Pairs of students will be located around
the gym with a hula hoop. One student per pair will run to the middle, get a
ball, and pass it (from wherever is comfortable) to their partner. If the pass is
successful, the partner will put the ball in the hoop, high-five the partner,
and then the 2nd member will go get a ball from the middle. If there is an
unsuccessful pass, simply take the corn back to the middle and try again.
The goal is to get as many pieces of corn as possible.
E1:Passtoyourpartnerfromfurtheraway
E2:Pass/receivefasterpasseswithyourpartner
C1:Trypassingandreceivingwithswappedhandpositions
IndividualInstruction:Ifastudentisstrugglingtosuccessfullycompletethepasses,I
wouldsimplytellthemtomoveclosertotheirtarget.
SSN:Thisstudentmayneedtobeclosertotheirtargetthanotherstudents,andmaylose
attentionwhenwaitingtoreceiveaballfromhis/herpartner.Ithinkthatbyplacinghim/herina
groupof3,someonecanbeworkingwithhim/heratalltimestokeephim/herfocusedonthe
task.
Transition:Freeze,Sticksdown!Goodworkeveryone,nowwhenIsaygo,Iwant
everyonetocountupthenumberofballstheygot,andthenbringthemovertothemiddle.
Readygo!
T2(67mins):Cornharvest(Scattered)Similartotheregularcornharvest,thisgameis
aboutretrievingaballandpassingittoapartner.Thedifferencehereisthattheballsarenotin
themiddleforeveryone,buttheballsarescatteredaroundthegym.Studentsmustfindtheballs,
weavethroughtheotherballs,andbringthembacktotheirpartners;thegoalistogetasmuch
cornaspossible.
E1:Passtoyourpartnerfromfurtheraway
E2:Pass/receivefasterpasseswithyourpartner
C1:Trypassingandreceivingwithswappedhandpositions
IndividualInstruction:Ifastudentisstrugglingtosuccessfullycompletethepasses,I
wouldsimplytellthemtomoveclosertotheirtarget.
SSN:Thisstudentmayneedtobeclosertotheirtargetthanotherstudents,andmaylose
attentionwhenwaitingtoreceiveaballfromhis/herpartner.Ithinkthatbyplacinghim/herina
groupof3,someonecanbeworkingwithhim/heratalltimestokeephim/herfocusedonthe
task.
Transition:freeze,sticksdown!WhenIsaygo,Iwanteveryonetocountthenumberof
ballstheygot,andbringthemheretothebin.Whenyouredone,lineupwithyourpartneron
theredline.Readygo!
CulminatingActivity(5mins):Howfarcanyougo?Studentswillpassbackandforthwith
apartner,andwitheverysuccessfulpass,onepartnerwilltakeastepback.Astheybecomemore
successful,thetaskbecomesmorechallenging.Thepartnersmustusewhattheyhavelearned
todaytobesuccessfulfromlongdistances.Partnersmustalsocheckthattheirpartnersareusing
thepropercues/formtocompletethetask,andshouldinformtheotherwhensomethingis
wrong.
Transition:Freeze,sticksdown!WhenIsaygo,Iwanteveryonetocomemeetmeatthe
Bwiththeirequipment,readyGo!
Closure(35mins):Alrightclass,nowwhocanreviewwhatthecuesareforreceivingand
passingaball?(Allowforanswers)Andwhocanshowtheclasswhatthesecueslooklikein
action?(Allowformultipledemonstrationsbypartners)Excellentworktodayclass!
Lesson#3
Focus:Shootingawristshot
Subfocus:Strikingwithlonghandledimplements
VASOLs:5.1,5.2,5.4
Objectives:
Studentswillincreasetheirknowledgeofbasicrulesandstrategyinfloorhockey.
Studentswillincreasetheirabilitytohandleapuckwhiledribblingaroundanobstacle
courseandingameplay.
Studentswillincreasetheirabilitytopassandshootasneededinafloorhockeygame
andactivities.
Cues:WatchtheBall,Readyposition,step&followthrough
Assessment:Noformalassessment,justbasicobservation
Materials/Equipment:31hockeysticks,50+balls,Numberedtargets,letteredtargets,20
polyspots,20bowlingpins,4cones
AreaDiagram:
Transition:Freeze,Sticksdown!WhenIsaygo,Iwanteveryonetopickuptheir
equipmentandmeetmeattheB.ReadyGo!
Introduction(3mins):Alrightclass,todaywearegoingtobeworkingonshootingattargets.
Cananyonetellmewhattargettheywerejustpassingtoearlier?Thatsright,yourpartnerwas
thetarget.Now,similartopassing,wewillbestrikingtotargetsinashootingmotion.Thecues
forthisareWatchtheBall,Readyposition,step&followthrough.(Showdemonstration).Can
someoneelseshowmewhatthesecueslooklike?(Allowfordemonstrations).
Transition:WhenIsaygo,everyonesplitintogroupsof78.Readygo!(Allowfor
groupsplitting)Okaynowthatyoureinagroup,whenIsaygoeachgroupwillgotoadifferent
stationandplaceyoursticksatyourfeetsoIknowyoureready.Readygo!
ContentDevelopment(15mins,35minsperstation):Stations
T1(35mins):Math Challenges Students will pull out a number from a
bucket, and try to hit specific numbered targets on the wall to equal that
number (if a student pulls out a 10 he/she could hit 5+5 or 5x2, etc.). The
student will try to see how many he/she can successfully complete.
E1:Studentscantakestepsbackafterreachingthegoaltomakeitmoredifficult
E2:Studentscantrytousetheiralternatehandtocompletetheactivity
C1:Studentscantryandperformdifferentshots,suchastheforehand,backhand,
etc.
IndividualInstruction:Studentscanadjusttheirtargetdistancetotheirneeds
SSN:Thesemathproblemsarenottootaxing,andsmallgroupstationsshouldallowthis
studenttogetadequateactivitytimewhilestayingontask.
Transition:Freeze,sticksdown!WhenIsaygo,Placeeverythingbackthewayyou
founditandrotatetothenextstation.ReadyGo!
T2(35mins):ShotongoalStudentswilltryandshoottheirballintothegoalfroma
specificpolyspot.Aftertheyhavesuccessfullymadetheshot5times,theywillmoveback.
(Studentsmayalsoaddotherextensions/challengeslikeabackhandshot,orashotintheair).
E1:Studentscantakestepsbackafterreachingthegoaltomakeitmoredifficult
E2:Studentscantrytousetheiralternatehandtocompletetheactivity
C1:Studentscantryandhitspecificpartsofthegoal(corners,middle,etc.)
C2:Studentscantryandperformdifferentshots,suchastheforehand,backhand,
etc.
IndividualInstruction:Studentscanadjusttheirtargetdistancetotheirneeds
SSN:Smallgroupstationsshouldallowthisstudenttogetadequateactivitytimewhile
stayingontask.
Transition:Freeze,sticksdown!WhenIsaygo,Placeeverythingbackthewayyou
founditandrotatetothenextstation.ReadyGo!
T3(35mins):WordchallengeStudentswilltryandhittargetswithlettersonthemto
spellwords.Thestudentcanwritethemdownonapieceofpapertoseehowmanywordsthey
canspell.(Thestudentsmayalsotrytospelltheirspellingtestwordsofthatweek)
E1:Studentscantakestepsbackafterreachingthegoaltomakeitmoredifficult
E2:Studentscantrytousetheiralternatehandtocompletetheactivity
C1:Studentscantryandhitspecificpartsofthegoal(corners,middle,etc.)
C2:Studentscantryandperformdifferentshots,suchastheforehand,backhand,
etc.
IndividualInstruction:Studentscanadjusttheirtargetdistancetotheirneeds
SSN:Smallgroupstationsshouldallowthisstudenttogetadequateactivitytime
whilestayingontask.
Transition:Freeze,sticksdown!WhenIsaygo,Placeeverythingbackthewayyou
founditandrotatetothenextstation.ReadyGo!
T4(35mins):BowlsforGoalsThestudentwilltrytoknockoverasetofbowlingpins
fromacertaindistance,andwilltesttoseehowmanyshotsittakeshim/hertoknockthemall
down.(toaddextensions/challenges,studentscanalsotrythesefromfurtheraway,andusinga
backhandshot).
E1:Studentscantakestepsbackafterreachingthegoaltomakeitmoredifficult
E2:Studentscantrytousetheiralternatehandtocompletetheactivity
C1:Studentscantryandhitspecificpartsofthegoal(corners,middle,
etc.)
C2:Studentscantryandperformdifferentshots,suchastheforehand,
backhand,etc.
IndividualInstruction:Studentscanadjusttheirtargetdistancetotheirneeds
SSN:Smallgroupstationsshouldallowthisstudenttogetadequate
activitytimewhilestayingontask.
Transition:Freeze,sticksdown!WhenIsaygo,Placeeverythingbackthewayyou
foundit,andmeetmeattheB.ReadyGo!
Closure(3mins):Alrightclass,howdidweuseourcuestocompletetheactivitiestoday?Who
cangivemeanexampleofonetimetheyusedacue?(Allowformultipleanswers)Verygood,
nowwhocandemonstratefortheclassthecues?(Allowfor12demonstrationswhile
pinpointingtheuseofthecues)Excellentworktodayclass!
Advocacy
Colvin, A., & Markos, N. (2008). Teaching the nuts and bolts of physical education:
Ages 5 to 12(2nd ed.). Champaign, IL: Human Kinetics.
Couturier, L. (2014). National standards & grade-level outcomes for K-12 physical
education. Champaign, Illinois: SHAPE America.
Cummings, M. (2013, January 14). Floor Hockey Unit Plan (6 Lessons Assessment).
Retrieved November 10, 2015, from
https://www.pescholar.com/resource/phase/ks1/2640/floor-hockey-unit-plan-lessons/
McKinney, R. (2015, February 17). PEC: Lesson Plans for Physical Education.
Retrieved November 10, 2015, from
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=12923#.VkxsKHarTIU
Physical Education. (2015, January 15). Retrieved November 10, 2015, from
http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education