Understand by Design Unit Plan

3rd Grade Floor Hockey Unit Plan

Jeff Wascavage West Chester University KIN 579: Inclusive Practices in Phys. Ed. Fall 2012

Understand by Design Unit Plan Title: Concepts, Principles, and Strategies of Floor Hockey

Mission Statement: According to NASPE’s standards, a physically educated person:

 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.  Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.  Participates regularly in physical activity.  Achieves and maintains a health-enhancing level of physical fitness.  Exhibits responsible personal and social behavior that respects self and others in physical activity settings.  Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Understanding by Design

PA Standards: 10.4.3. F. Recognize positive and negative interactions of small group activities.

10.5.3. A. Recognize and use basic movement skills and concepts.

10.5.3. B. Recognize and describe the concepts of motor skill development using appropriate vocabulary.

10.5.3. F. Recognize and describe game strategies using appropriate vocabulary.  faking/dodging  passing/receiving  move MOVING to be open  defending space  following rules of play

Standard 1: 10.4.3. F. Recognize positive and negative interactions of small group activities.

Objective:

While reflecting on their performance at the end of class, students will identify their strengths and weaknesses with group interaction, characterized by selecting one of the five levels of the Hellison Model (irresponsible, self-control, involvement, self-responsibility, and caring).

Assessment: Hellison Model Self Assessment

Objective 2: After the floor hockey unit, students will grade their sportsmanship, characterized by communication, cooperation, effort, rule following, and respect.

Assessment: Sportsmanship Grade

Standard 2: 10.5.3. A. Recognize and use basic movement skills and concepts.

Objectives: While working in groups, students will be able to dribble the puck, characterized by using both sides of the stick, keeping the puck under control, and keeping their head up.

While working in groups, students will be able to push pass, characterized by aiming at their partner, pushing the puck on the ground to another partner, and passing it into open space.

While working in groups, students will be able to perform a wrist shot, characterized by pointing the stick towards the target, transferring weight to the front foot, and snapping their wrists quickly.

During activities based on floor hockey, students will move to be open, characterized by constant movement, faking/dodging their opponent, and verbal and non-verbal communication with their teammates.

During activities based on floor hockey, students will defend space, characterized by being in a ready position, guarding a specific opponent or guarding a zone of the playing area, and assisting their teammates.

During the floor hockey unit, students will play the game fairly, characterized by playing safely (no fouls or high sticking), playing correctly (no kicking the puck, touching the puck with hands, or entering the goalie crease), and understanding the rules of the game (face offs and positions)

Assessment: Self-Check Post It Assessment

Standard 3: 10.5.3. B. Recognize and describe the concepts of motor skill development using appropriate vocabulary.

Objectives: While working in groups, students will secretly provide feedback to a partner on dribbling the puck, characterized by using both sides of the stick, keeping the puck under control, and keeping their head up. While working in groups, students will secretly provide feedback to a partner on the push pass, characterized by aiming at their partner, pushing the puck on the ground to another partner, and passing it into open space.

While working in groups, students will secretly provide feedback to a partner on the wrist shot, characterized by pointing the stick towards the target, transferring weight to the front foot, and snapping their wrists quickly.

During activities based on floor hockey, students will secretly provide feedback to a partner on moving to be open, characterized by constant movement, faking/dodging their opponent, and verbal and non-verbal communication with their teammates.

During activities based on floor hockey, students will secretly provide feedback to a partner on defending space, characterized by being in a ready position, guarding a specific opponent or guarding a zone of the playing area, and assisting their teammates.

Assessment : Peer-Coaching Feedback

Standard 4: 10.5.3. F. Recognize and describe game strategies using appropriate vocabulary.

Objectives: While watching a 30 second video clip of a floor hockey game, students will recognize and describe game strategies using appropriate vocabulary, characterized by moving to be open, faking/dodging, defending space, following rules, and the critical cues of floor hockey skills.

Assessment : Video Clip Analysis Grading System

Assessment Points Schedule Self-Check 20 Points (4 Points Day 1-5 Daily) Peer-Coaching 20 Points (4 Points Day 1-5 Daily) Hellison Model 20 Points (4 Points Days 1-5 Daily) Floor Hockey Clip 20 Points Day 4 Sportsmanship Points 20 Points Day 5 Basis for Final Grade

A= 100-90

B= 89-80

C= 79-70

D= 69-60

F= 59-0

Resources:

Block, M. E. (2006). A teacher’s guide to including students with disabilities in general physical education (3rd ed.) Baltimore, MD: Paul H. Brooks Publishing Co.

Lieberman, L. and Houston –Wilson C. (2009). Strategies for inclusion: a handbook for physical educators (2nd ed.) Champaign, IL: Human Kinetics.

PE Central. Retrieved October 29, 2012, from http://www.pecentral.com

PE Universe. Retrieved October 29, 2012, from http://www.peunivese.com

Winnick, J. (2011). Adapted physical education and sport (5th ed.) Champaign, IL: Human Kinetics. BLOCK PLAN: Lesson 1 Lesson 2 Learning Experiences: Learning Experiences: 5 Practice Stations (Shooting, Passing, Aerobic Hockey Dribbling, Moving to Be Open, Defending) 1 vs. 1 Hockey

Teaching Styles: Command, Practice, Teaching Styles: Divergent, Self-Check, Reciprocal, Self-Check, Inclusion Reciprocal, Inclusion

Assessments: Assessments: Self-Check Self-Check Peer-Coaching Peer-Coaching Hellison Model Hellison Model

Lesson 3 Lesson 4

Learning Experiences: Learning Experiences: 3 vs. 3 Hockey Hockey Dribble Mania Hockey Hot Shot Zone Hockey

Teaching Styles: Divergent, Self-Check, Teaching Styles: Divergent, Self-Check, Reciprocal, Inclusion Reciprocal, Inclusion

Assessments: Assessments: Self-Check Self-Check Peer-Coaching Peer-Coaching Hellison Model Hellison Model Floor Hockey Clip

Lesson 5

Learning Experiences: Small-Sided Hockey Tournament

Teaching Styles: Divergent, Self-Check, Reciprocal, Inclusion

Assessments: Self-Check Peer-Coaching Hellison Model Sportmanship Points

ADAPTIONS & MODIFICATIONS FOR STUDENTS WITH DISABILITIES VARIOUS ADAPTIONS AND MODIFICATIONS FOR FLOOR HOCKEY MAY INCLUDE… MODIFIED EQUIPMENT:  Pucks (Fluff Balls, Yarn Balls, Tennis Balls, Nerf Balls, Beach Balls, Balloons, etc.)  Hockey Sticks (Pool Noodles, Pillo Polo Sticks, Velcro grips on hockey sticks)  Goals (Larger goals made with cones, no goalies, bright colors, etc.)  Safety Equipment (mats, helmets, shin guards, and any other pads needed).

MODIFIED RULES:  Vary the purpose/goal of the game.  Vary the number of players.  Vary the movement requirements.  Vary the length field of play.  Vary the equipment used.  Vary the level of organization.  Vary limits/expectations.  Give students as many choices as possible (equipment, challenges level, partners).

ENVIROMENT:  Reduce unneeded stimuli and distractions in the gym.  Allow enough space for activities to be performed safely.  Avoid clutter (extra equipment) in the gym.  Modify boundaries (brightly colored tape or paint, different size cones, auditory systems, flashing lights)  Have consistent and clear rules and routines posted in gym.

HOW TO MODIFY INSTRUCTION:  Teaching style and structure of class  Class format, and size of group  Level of methodology (cues, demonstrations, physical assistance)  Student communication  Starting and stopping signals  Time of day  Duration  Order of learning  Instructional setting  Elimination of distractions  Level of difficulty  Motivation INCLUSIVE STRATEGIES FOR STUDENTS WITH…

AUTISM:  Tie a ball or the puck to a stick so it doesn’t get away from the students when dribbling.  Use beach balls and pool noodles instead of a hockey stick and puck for safety.  Encourage proper technique  Picture and communication boards  Allow the student to work with a peer.  Give extra time to pass and shoot without being defended.  Maintain consistent rules and procedures in physical education.  Use natural cues within environment (hockey puck and goal).  Parallel talk  Allow student to choose equipment with different colors, sizes, and textures.  Target age appropriate motor skills.  Break down skills into steps and use small group lead up activities.  Avoid slang or jargon because children with ASD are concrete in their language interpretation.  Minimize wait time  Precise and positive feedback  Meaningful reinforcements  Teaching of social skills

BLIND/LOW VISION:  Record audio of directions and critical cues.  Enlarge text for information in class.  Tie a ball or the puck to a stick so it doesn’t get away from the students when dribbling.  Use a beeper ball or beeper puck.  Pair student with peer to guide him or her in the correct direction  Use a rope to help guide the student down the playing field.  Use verbal cues on how close he or she is to the goal.  Place a radio in the middle of the goal.  Use bright colored equipment.  Small sided games  Decrease the length of the playing field.  Have carpet squares on the floor showing different positions.

DEAF/HARD OF HEARING:  Make sure you are facing the student when giving directions.  Have student sit in the front when the teacher is giving directions.  Have a written copy of rules, directions, and critical cues for the student to read.  Use non-verbal signals in class (thumbs up if you are ready).  Modify rules to avoid collisions for students with cochlear implants.  Demonstrate the skills for the class.  Allow peer tutors  Minimize background noise  Have cue cards at the stations with directions and illustrations.  Provide adequate lighting in the gym.

DEAF-BLIND:  Use similar strategies for low vision/blind and hard of hearing/deaf  Allow the student to explore the equipment and environment to gain a better understanding of the activities.  Make newly introduced continuous activities (dribbling a puck) more discrete (have a start and ending point) until the child is comfortable with the skill.  Use multiple teaching modes (demonstration, explanation, tactile modeling, and physical assistance).  Offer choices  Set up a safe environment that focuses on the student’s strengths.  Facilitate discussion and socialization for the student and his or her classmates.  Link movement to language by teaching a word for each skill and explaining the purpose of it.

CEREBRAL PALSY:  Change the movement requirements (walking instead of running, use a ramp to hit the ball or puck down towards the goal).  Allow student to sit down during the activity (establish zones for all of the students).  Have a bar to hold onto during the activity.  Larger equipment  Lighter equipment  Stationary equipment  Decrease the size of the playing field.  Use physical assistance if necessary

COMMUNICATION DISORDERS:  Picture and communication Boards  Assistive technology (iPad applications)  Nonverbal signals  Simplify directions

SPECIFIC LEARNING DISABILITIES:  Age appropriate equipment and activities  Create a safe and positive learning environment.  Behavior management is supportive, structured, consistent, and proactive.  Class structure is consistent.  Use Teaching Prompts and Cues (verbal, physical, and environmental)  Teach fun and positive movement activities to develop tactile, kinesthetic, visual, and auditory systems.  Break down skills into components.  Modify equipment and rules  Use relaxation methods  Simple directions and cues  Focus on the strengths of the student.

MILD/MODERATE/SEVERE/PROFOUND INTELLECTUCAL DISABILITY:  Teach one skill or concept at a time  Simple games and activities  Small group or one on one instruction  Plenty of opportunities to practice skills  Specific feedback to reinforce or prompt behaviors.  Assistive technology  Move from familiar to unfamiliar.  Concrete tasks and information  Physical assistance  Peer Tutors  Give students as many choices as possible (equipment, challenges level, partners).  Be consistent in rules and routines  Substitute fundamental motor skills and patterns for higher level sports skills  Softer, lighter and slower equipment  Stationary equipment  Larger goals  Shorter playing field

EMOTIONAL/BEHAVIOR DISORDERS:  Have clear and consistent rules and routines  Use praise and positive feedback  Use precision requests  Differentiated instruction focusing on the strengths of the students (different levels of challenges, choices in activities, and large and small sized activities)  Active listening (attending, listening, responding).  Verbal mediation  Have all of the students in class sign player contracts stating your expectations.  Use I-messages and conflict resolution skills (use a nonjudgmental description of the behavior, a concrete effect that the behavior is having, and an expression of feelings produced form the behavior).  Use the Hellison Model.  Conceptualize individual and small group counseling as a critical part of physical education.  Teach students to care about each other and how to show that they care.  Place an emphasis on cooperation and social interaction.

OBESITY:  Decrease the duration of activities.  Decrease the length of the playing field.  Allow for breaks when needed.  Provide feedback and encouragement.  Give students as many choices as possible (equipment, challenges level, partners). Lesson 1- Floor Hockey Unit

Topic: Floor Hockey Grade Level: 3rd Grade Sequence: 1 of 5 Time Limit: 30-45 Minutes Teaching Style: Command, Practice, Reciprocal, Self-Check, Inclusion Standard (s) 10.4.3. F. Recognize positive and negative interactions of small group activities.  roles (e.g., leader, follower)  cooperation/sharing  on task participation

Warm Up: Blob Tag- Pick two students to start off as being the “blob”. These two students will hold on to each other by interlocking arms. The students must keep them arms interlocked together during the game. Every time they tag someone that person must join the chain by interlocking arms. This will continue until the whole class is caught or time expires.

While working in groups, students will be able to push pass characterized by aiming to their partner, pushing the puck on the ground to another partner, and passing it into open space.

While working in groups, students will be able to shoot the puck using the wrist shot, characterized by pointing the stick towards the target, transferring weight to the front foot, and snapping their wrists quickly.

During activities based on floor hockey, students will move to be open, characterized by constant movement, faking/dodging their opponent, and verbal and non-verbal communication with their teammates. During activities based on floor hockey, students will defend space, characterized by being in a ready position, guarding a specific opponent or guarding a zone of the playing area, and assisting their teammates.

While working in groups, students will secretly provide feedback to a partner on dribbling the puck, characterized by using both sides of the stick, keeping the puck under control, and keeping their head up.

While working in groups, students will secretly provide feedback to a partner on the push pass, characterized by aiming at their partner, pushing the puck on the ground to another partner, and passing it into open space.

Equipment:

Hockey Sticks/Pool Noodles/Pillo Polo Sticks Pucks/Yarn Balls/Nerf Balls Cones Hurdles Hockey Goals Bowling Pins Foam Blocks Poly Spots

Anticipatory Set (30 seconds): Today we are beginning a new unit on floor hockey. Floor hockey is a fun sport that needs to be played fairly and safely. We will be working on the rules and the correct form for dribbling, passing, shooting, moving to be open, and defending space today. Input/Demonstration (3 minutes) Practice Stations

Station 1: Moving to Be Open

Keep Away - Students try to pass the puck back and forth using correct form without having it stolen by the other team. Have each group split up into either 3 vs. 2 or 2 vs. 1. The team on defense should have fewer players. A player on defense switches to offense if they intercept a pass.

Station 2: Shooting

Angry Birds Hockey- Students will use the foam building blocks to build a structure like in the angry birds and then try to knock it down using the critical elements of a wrist shot.

Station 3- Passing

Passing Step Back- Students work with a partner and every time they successfully complete a pass they take a step farther apart. Students need to place a poly spot in the middle and the puck must cross that to count.

Station 4- Dribbling

Dribbling Obstacle Course- There are cones, hurdles and other obstacles that students must dribble throw successfully. Students can race against partners through the obstacle course, but the goal is to get through the course without touching any of the obstacles.

Station 5- Defending Space

Hockey Bowling- Divide the group into two teams, split the area into two sides, and give each team 10 pins. Students are trying to shoot a soft object (yarn balls, foam blocks, soft hockey pucks, etc) and knock down the opponents bowling pins. First team to knock down all of the other team’s pins is the winner. Students may not cross onto the other team’s side.

Guided Practice- (25 Minutes)

5 Stations x 5 minutes each = 25 minutes

Checking for student understanding:

What is the correct way to dribble a puck?

How do we perform a wrist shot?

What are the steps in performing a push pass?

How do we move to get open? What are some strategies for defending space?

Assessment:

1. Self-Check- At the end of class students will place Popsicle sticks with their names on it into containers for each of the skills used in class. There will be a yes and no container for dribbling, shooting, passing, moving to be open, defending space, and following rules. The students will look at the critical elements of each skill and determine if they performed the skills correctly.

2. Peer-Coaching- Students will be assigned a secret partner that they must leave one piece of positive feedback and one skill that they need to work on. This will be turned into the teacher when they are leaving. The students will receive their feedback statements from their secret partner at the beginning of the next class.

3. Hellison Model- When the students are leaving they will select a number 1-4 (these are posted on the doorway) to self assess their performance based on the Hellison Model.

Closure (1 minute): Who can tell me the critical cues for shooting, passing or dribbling? These are very important for the rest of our unit. How can we move to get open? What are some skills needed to defend space? Everyone did a great job today!

Additional Teaching Suggestions: Offer different levels that students can choose from when performing the skills (closer shots, smaller obstacles course, etc).

Allow students to choose different size equipment (nerf balls, pillo polo sticks, pool noodles). Lesson 2- Floor Hockey Unit

Topic: Floor Hockey Grade Level: 3rd Grade Sequence: 2 of 5 Time Limit: 30-45 Minutes Teaching Style: Divergent, Self-Check, Reciprocal, Inclusion Standard (s) 10.4.3. F. Recognize positive and negative interactions of small group activities.  roles (e.g., leader, follower)  cooperation/sharing  on task participation

Warm Up: Monarch Tag

Two students start off as being it, or the monarchs. These two students will work together passing a nerf ball back and forth between one another. The person who is holding the ball cannot move. So, the students have two options. They can tag another student (without moving) who will then become a monarch, or pass the ball to another monarch. The students that are monarchs remain it for the remainder of the game. Every time they tag someone successfully (no throwing the ball at the person) that person joins them as it. So, monarchs will keep increasing until we catch the entire class.

While working in groups, students will be able to shoot the puck using the wrist shot, characterized by pointing the stick towards the target, transferring weight to the front foot, and snapping their wrists quickly. During activities based on floor hockey, students will move to be open, characterized by constant movement, faking/dodging their opponent, and verbal and non-verbal communication with their teammates.

Equipment: Hockey Sticks/Pool Noodles/Pillo Polo Sticks Pucks/Yarn Balls/Nerf Balls Cones Poly Spots Pinnies or bracelets to tell teams apart Scoreboards Nerfballs

Anticipatory Set (30 seconds): Today we will continue our floor hockey unit. Everyone did a great job practicing the skills last class. We will be adding the skills into two different games today. Remember to be play safe and fair today.

Input/Demonstration (2 minutes) Aerobic Hockey This is a fast paced game of passing a hockey puck. Split your class into teams of 3 or 4 students (depends on gym and class size) and give two hockey sticks and a puck to each team. Each team will also need some way to keep track of their score (score boards, white boards, paper etc). I marked three lines of tape on the floor (close, medium, far distances) and have each team assigned to a poly spot.

The team has one person start off as the passer that is standing on the spot. The other two or three students will be the receivers. One receiver will run at a time in a straight line (you want them to avoid all other receivers and not get in the way of passes) to any of the three lines. Each line is worth a different point value (close-1, medium-2, and far-3). If a pass is successful at any of those lines the student dribbles the puck back (the other receiver should be running out for a pass at this time) and marks their score on the score board. If the pass is incomplete the student must still retrieve the puck and dribble it back. I give the students a certain amount of time to score as many points as they can. The passer should switch after he has passed to everyone on the team (3 passes). Do this a few times and challenge students to beat their team’s previous score.

Guided Practice- As many teams of 3 or 4 possible Three (or more) 3 minute games (Students try to beat their own record in the second and third game) Input/Demonstration (2 minutes) 1 vs. 1 Hockey Place two cones about 30 feet away from each other for every pair of students. Those students are playing a one on one game of hockey. You need to go over the rules of the floor hockey and explain the faceoff. Place the puck in between the two students and have them clap hockey sticks three times before going for the puck (this works very effectively in physical education). After the faceoff, the first student to hit their opponent’s cone wins the match. However, breaking any rules (high sticking, touching the puck with your hands, or playing rough) results in an automatic loss. They will then find a new opponent and challenge them. Students that are looking for new opponents should raise their hands. Switch opponents every minute if no one wins.

Guided Practice- (15 minutes) 1 vs. 1 and change opponents after each goal or every minute. 15 Total Games (Try to have students play as many games as they can).

What are the critical cues for dribbling, shooting, and passing?

What are some of the rules we need to follow during games?

Assessment:

Closure (1 minute): We have done a great job showing the skills and strategies necessary to do well in floor hockey. Next class, we are going to add more of a team approach. Please remember the rules we are discussing for fairness and safety.

Additional Teaching Suggestions: Allow students to choose different size equipment (nerf balls, pillo polo sticks, pool noodles). Shorten the distance of the lines from the passer and of the cones in 1 vs. 1 hockey. Have the students pick the puck up and run it back after passes. Use cones to create a visual boundary of where their team should run. Lesson 3- Floor Hockey Unit

Warm Up: Everybody’s It Tag

Each student is going to start off wearing a flag football belt with two flags on it. When the teacher says go the students will run around trying to grab flags off everyone in the gym. Students can only use the two flags that they started with during the game. Once a student has lost both of his/her flags they are not eliminated. They can still run around and grab flags off of other students.

Equipment: Hockey Sticks/Pool Noodles/Pillo Polo Sticks Pucks/Yarn Balls/Nerf Balls Goals Poly Spots Cones Scoreboards Pinnies Flag Football Belts

Anticipatory Set (30 seconds): Today we are going to continue our floor hockey unit. Everyone has been doing an amazing job with the skills and teamwork aspects of floor hockey. Today, we will have some friendly competition and see what strategies we can come up with for two different activities. Input/Demonstration (2 minutes) Hot Shot Hockey

-Set up two different courts if possible for this game or use one big court.

- At each court, divide the students into 4 teams and place each team in a corner of the gymnasium.

- Set up the goals at opposite ends of the gym.

- Use the half court line or marking tape to divide the playing areas in half.

– Scatter an equal amount of poly spots all over the gym on each side of the lines.

- Each team sends one or two of their members at a time (this can change depending on class size).

-They must dribble the puck to a dot at the other side of the gym (so they must cross the middle line) and stop the puck on a dot. -They then will try to score a goal from that dot.

- If they make a goal they get the puck and take that poly spot back to their corner (counts as one point).

- If they miss they get the puck and run it back to their teammates (so they only get one shot per turn)

Guided Practice- Two 5-7 minute games to score as many points as you can.

Input/Demonstration (2 minutes) 3 vs. 3 Hockey Group the students into teams of three. Place two cones about 30 feet away for each game. The students are playing a 3 vs. 3 game of hockey. You need to go over the rules of floor hockey and how to faceoff. Place the puck in between two students and have them clap hockey sticks three times before going for the puck. The first team to hit the cone wins the match. They will then find a new team and challenge them. Students may not play rough or use their hands during the game. Switch opponents every two minutes if no one wins. There are no goalies during these games. Unsafe or unsportsmanlike behavior results in an automatic loss for your team.

Guided Practice- (15 minutes) 3 vs. 3 (change opponents after each goal or every two minutes). 8 total games (try to get the teams to play as many games as they can).

What are some strategies that are working well for our team?

What are the critical cues for the wrist shot?

How can we increase our accuracy?

How is 3 vs. 3 hockey more difficult than 1 vs. 1 hockey?

How is it easier?

Assessment:

Closure (1 minute): Great job today class! Our floor hockey skills are coming along very well. I saw a lot of great teamwork, which makes me proud as your teacher. Keep up the great work!

Additional Teaching Suggestions:

You can use different color poly spots as different points (yellow-1, red- 3 points)

Switch players on teams every few games during the 3 vs. 3 hockey activity.

Have students play to 3 points in the 3 vs. 3 floor hockey activity instead of first goal wins. Lesson 4- Floor Hockey Unit

Warm Up: Teenage Mutant Ninja Turtles Tag 4 students will start off as being “it” (they are called the shredders). The shredders will try to tag the other students with a nerf ball. The other students can crouch down and hide in their shells like turtles for safety to avoid being tagged. However, if they are tagged they must lay on their back with their hands and feet in the air. Other students can free frozen players by going up to them, giving a double high five, and saying “COWABUNGA!”

While working in groups, students will be able to shoot the puck using the wrist shot, characterized by pointing the stick towards the target, transferring weight to the front foot, and snapping their wrists quickly.

During activities based on floor hockey, students will move to be open, characterized by constant movement, faking/dodging their opponent, and verbal and non-verbal communication with their teammates. During activities based on floor hockey, students will defend space, characterized by being in a ready position, guarding a specific opponent or guarding a zone of the playing area, and assisting their teammates.

While watching a 30 second video clip of a floor hockey game, students will recognize and describe game strategies using appropriate vocabulary, characterized by moving to be open, faking/dodging, defending space, following rules, and the critical cues of floor hockey skills.

Equipment: Nerfballs Hockey Sticks/Pool Noodles/Pillo Polo Sticks Pucks/Yarn Balls/Nerf Balls Cones Tape for a start line and safe zone line Straws Goals Computer and Projector

Anticipatory Set (30 seconds): Everyone has been doing an amazing job with floor hockey. Today we are going to incorporate our skills into more challenging games. Remember to play safely and fairly. Input/Demonstration (2 minutes) Hockey Dribble Mania

Choose three or four students to start the game as "it". They will stand in the middle of the gym with a hockey stick. All other students start at one end of the gym or playing area with a hockey stick and a puck (at the start line). When the teacher says go, the students dribble their puck across the gym to get a straw (trying not to have their puck knocked out of the playing area by the students that are “it”), and then walk or jog back to the start line to begin again. Students continue to get straws throughout the game. Students must continue moving the entire game. If a student has their puck knocked out of bounds by one of the "its", that student must put all of their straws back and start at the beginning. Switch who is it every minute or so.

Guided Practice- 10-15 minutes

Rotate students that are it every minute until everyone has had a chance to be it.

Input/Demonstration (2 minutes) Zone Hockey

This game can help the students learn positions and work on passing and decision making. Also, it avoids students crowding around the puck. - Divide the gym into 8 or more squares and number them (This will depend on the size of the gym).

- Split the class into two teams and number the students 1-8 (or how many boxes you have) on each team. I pick the goalie randomly from a hat and switch every minute.

-Students must stay in their assigned boxes (until rotating)

- Use multiple pucks if the class is large

- Make sure that the students are playing safely and following the rules of a floor hockey game

-A student from zone 4 and 6 on opposing teams will do the face off.

Guided Practice- (10-15 minutes)

Rotate squares every 1- 2 minutes

What areas of teamwork are important in these games?

How can we fake and dodge the students that are it? Video Clip Analysis: Have the students watch a 30 second video of a floor hockey game. They must name 1 strategy used, one mistake, and provide either positive feedback or advice on how players can improve.

Use part of this video if you would like: http://www.peuniverse.com/tabid/221/IndexId/6781/Default.aspx

Created by Elizabeth McIntosh on PEUniverse

Assessment:

4. Video Clip Analysis- Students will watch a brief 30 second video of a floor hockey game. They must name 1 strategy used, one mistake, and provide either positive feedback or advice on how players can improve.

Closure (1 minute): Great job today! We will have a floor hockey tournament next class!

Additional Teaching Suggestions:

Have a shorter playing field in hockey dribble mania.

Add additional hockey pucks to zone hockey.

Allow students to use different size equipment during hockey dribble mania. Lesson 5- Floor Hockey Unit

Warm Up: Scat Cat This is a tagging game where 8 poly spots are placed on the floor (this depends on class size and gym size). When a student gets tagged, they have to go to Exercise Alley and perform a given exercises before returning to the game. The poly dots are safe spots and one student can stand on a dot to avoid being tagged. However, other students can say "scat cat" to take over any dot. There is only one student allowed on a dot at a time. Change out exercises and taggers every few minutes.

After the floor hockey unit, students will grade their sportsmanship, characterized by communication, cooperation, effort, rule following, and respect.

Equipment: Hockey Sticks Pucks Goals Pinnies Scoreboards

Anticipatory Set (30 seconds): Today is the last day of our floor hockey unit. We are going to have a 6 team tournament. I need everyone to try their hardest and remember that winning isn’t the most important thing. It is all about having fun and working well with your teammates. There will be 5 total games, so don’t get frustrated if your team doesn’t start off well in the first game. Input/Demonstration (2 minutes) Small Sided Hockey Tournament

Court 1 Court 2 Court 3

Guided Practice-

Game 1 Game 2 Game 3 Game 4 Game 5 1 v 2 1 v 3 1 v 5 1 v 6 1 v 4 3 v 4 5 v 2 6 v 3 4 v 5 2 v 6 5 v 6 6 v 4 4 v 2 2 v 3 3 v 5

5 games at 5 minutes each= 25 Minutes (6 total teams)

What strategies worked best for your team?

What are some areas that you need to work on?

How can you move to get open?

What are some ways you can defend space?

What are the critical cues of dribbling, passing, and shooting?

Assessment: 1. Self-Check- At the end of class students will place Popsicle sticks with their names on it into containers for each of the skills used in class. There will be a yes and no container for dribbling, shooting, passing, moving to be open, defending space, and following rules. The students will look at the critical elements of each skill and determine if they performed the skills correctly.

4. Sportsmanship Points- Students will self assess their performance at the end of the floor hockey tournament and grade themselves out of 20 points.

Closure (1 minute): Everyone did a great job in the tournament. I am proud of everyone’s effort. Keep up the hard work.

Additional Teaching Suggestions: Have the students pick team numbers out of a hat.

Use different pieces of equipment (pillo polo sticks, nerf balls) 3rd Grade Floor Hockey Unit Plan

Assessments Level 0: Irresponsible

-Blames others

-Name calling or bullying

-Disruptive (calling out or acting silly)

-Negative attitude

-Makes excuses

-Does not play by the rules

-Plays too rough and ignores safety

-Does not listen

- Chooses not to participate in activity Level 1: Self Control

-Does not call names

-Controls temper

-Does not disrupt class

-Listens, but does not actively –participate (stands around during games)

-Really does not put forth any effort

-Cruising in neutral, but not bothering anybody Level 2: Involvement

-Listens and follows direction

-Shows at least minimal respect

-Stays on task only when teacher is watching

-Willing to try and are involved in activities

-Participates with reservation (won’t give 100% effort) Level 3: Self-Responsibility

-Shows respect to everyone

-Makes good choices

-Plays honest and fair

-Admits mistakes and apologizes quickly

-Works with others to settle arguments

-Follows rules even when teacher isn’t watching Level 4: Caring

-All of Level 3 Skills

-Works with everyone in the class willingly

-Compliments and encourages others (regardless if he or she wins or loses)

-Takes care of equipment and plays safe

-Asks and provides assistance to teacher and other students

-Concerned with the progress of others Critical Cues for Floor Hockey Skills Poster Directions: Place one of your Popsicle sticks in the yes or no containers for each skill. Dribbling Passing Shooting Moving to Be Open Defending Space Following Rules Did you? Did you? Did you?

Hold the stick Constantly move? HoldUse thethe readystick correctly?position? HoldUnderstand the stick the correctly? rules of correctly? the game? Aim their stick at the KeepFake/dodge their head your up? GuardAim one at theiron one partner? or zone? Play safely? opponent? target? CommunicateUse both sides with of theyour HelpPush out the your puck teammates? on the TransferPlay weight fairly? to the teammates?stick? ground? front foot? Maintain control of the Try your hardest? PassTry toyour open hardest? space? SnapTry wristsyour hardest? quickly? puck?

Try your hardest? Try your hardest? Try your hardest?

Peer Coaching

Who were you observing? ______

What is something that the student can work on?

______

What is something that student did well?

______

Peer Coaching

Who were you observing? ______

What is something that the student can work on?

______

What is something that student did well?

______

Sportsmanship Points Directions: Grade your performance in each of the following areas by circling a number from 1 (lowest) to 4 (highest) in each category. Provide a reason for each of your choices.

Communication 1 2 3 4 Why? ______Cooperation 1 2 3 4 Why? ______Effort 1 2 3 4 Why? ______Following Rules 1 2 3 4 Why? ______Respectfulness 1 2 3 4 Why? ______

Name______Total Points ______/20