Throwing Unit

Plan
4th Grade

Robinson Park Elementary School

Agawam, MA

September 28 October 16, 2015

Brad Conine

Reference
MA CF &
NASPE
Standards
by #

Content to be taught

Psychomotor
SWBAT:
Perform the overhand
throw using the cues I
have given throughout
the unit

MA CF
2.2

-Overhand Throw
-Throwing for accuracy
-Throwing for distance

Pre-test and Post-test

rubric (should show
improvement from pretest to post-test)

Cognitive
SWBAT:
Understand the
difference between
throwing a short and
long distance by end of
unit.

MA CF
2.2

-Difference between
throwing distances difficulty
-Difference between hitting a
small and large target

Quiz
-which is easier to
throw to (target or
partner)
-is it easier to throw a
short or long distance?
-what are the 3 things
to remember for
throwing?
-what are the 3 things
to remember for
catching?

Students will play fairly and

be good sports throughout
unit

Take picture of each

-Sportsmanship chart
-How they did chart

Unit Outcomes
(By the end of the unit,
students will be able to)

(include rubrics, quizzes,

etc. in written
materials section)

NASPE
1

NASPE
2
3

Identify the 3 cues that

need to be remembered
when throwing
overhand.
Affective
SWBAT:
Show feelings about
lesson by touching
happy sign when
leaving the gym.

Assessment

MA CF
2.7

NASPE
4
5

Grade Level: 4th grade

Unit: Throwing

Grading Policy

Grading Policy
Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. Student follows direction and respects others
throughout entire lesson.
Skill (30%)- Student shows ability to perform the overhand throw every class and show
improvement from the pre-test with the post test.
Knowledge (20%)- Student fill out the Post-test exit slip and also answer questions given to
them as a class during the closures
Each Class for effort
5- Excellent-. Student comes to every class prepared with shoes on and participating the full
time and listening throughout class. Student works well with classmates and respects everyone
all the time. Student shows improvement in skill ability from beginning to end of unit. The
students also pass the post-test exit slip with help from partner
3- Average- Student comes to every class prepared with shoes on and participating over half the
time and listening throughout class. Student works well with classmates and respects everyone
some of the time. Student shows no improvement (or almost no improvement) in skill ability
from beginning to end of unit.
0- No Participation- Student is unprepared to participate for multiple lessons and needs to sit on
side because of behavior. Student shows no improvement or gets worse in skill ability from
beginning to end of unit.

Results of Assessments

Results of Pre and Post Test

I compared the pre and post-test to see if the students improved or didnt improve throughout my
throwing unit. The results were pretty good also. In every class some students scored 15/15
during the pre-test. During the post-test there was an increase of 15/15 scores in every class.
Because of this there were not as many students who improved. In the end though, 14/87 got a
worse score for the post-test, which is only 16%. The other 84% improved or stayed the same,
and many of the ones who didnt improve went down from being at 15 and going down 1 or 2
points only.
The students did better than I expected, and some even improved by 8 and more even. This is a
very good amount to improve by. In the future, I would have kept the check-list smaller so
students could focus on less, so they could have a better chance for understanding the assessment
and also better chance for success.

Results of Post-Test Exit Slip

For the post-test exit slip, there were many students who answered all the questions correctly.
For some of the questions it ended up being more opinion based, which wasnt planned. For this,
to help make there be a specific answer I could have students all explain why they chose the
answer that they did. Most the student did well on the topic areas that I went over and stressed
the most, like the cues of throwing. I was pleased with the results of this because they all got the
most important part out of this, and that was the cues needed to follow to throw something
correctly overhand. To modify the Post-test Exit Slip, I wouldve made the question about which
is easier an opinion based question asking students to also explain why for their choice.

Psychomotor Assessment

Cognitive Assessment

Affective Assessment

Throwing
Shoulder facing partner
Ball to wall
Point to target
Step with opposite foot

References
Activity Cues. (n.d.). Retrieved October 20, 2015, from
http://www.pecentral.org/lessonideas/cues/archive9798/cues119798.html
Basketball Mat Toss. (n.d.). Retrieved October 20, 2015, from
http://www.peuniverse.com/Videos/detail.cfm?post_id=5
How to Juggle. (n.d.). Retrieved October 20, 2015, from http://www.wikihow.com/Juggle
Overhand throwing. (n.d.). Retrieved October 20, 2015, from
http://www.learnnc.org/lp/pages/2974
PE Central Cues View. (n.d.). Retrieved October 20, 2015, from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=54
PEC: Lesson Plans for Physical Education. (n.d.). Retrieved October 20, 2015, from
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=730#.VhHwxHpViko