Curriculum Assignment

Baseball & Softball

By: Brady Chyzyk and Brook McGillivary

Middle Years Phys Ed Methods

Prof. Lee Carter

 Table of Contents

Year Plan

Week Month Activity

September 2016
1 6-9 Indoor Low Organized Games
2 12-16 Indoor Low Organized Games
3 19-23 Soccer
4 26-30 Soccer

October 2016
5 3-7 Fitness
6 10-14 Floor Hockey
7 17-21 Floor Hockey
8 24-28 Gymnastics
9 31-November 4 Gymnastics

November 2016
10 7-11 Team Handball
11 14-18 Team Handball
12 21-25 Curling
13 28-December 2 Curling

December 2016
14 5-9 Cross Country Skiing
15 12-16 Broom Ball
19-30 Christmas Break

January 2017
16 2-6 Basketball
17 9-13 Basketball
18 16-20 Badminton
19 23-27 Badminton
20 30-February 3 Dance

February 2017
21 6-10 Indigenous Games
22 13-17 Indigenous Games
23 20-24 Winter Carnival Games
24 27-March 3 Volleyball

March 2017
25 6-10 Volleyball
26 13-17 Volleyball
27 20-24 Broomball
27-31 Spring Break No School

April 2017
28 3-7 Invasion Games
29 10-14 Ultimate Frisbee
30 17-21 Lacrosse
31 24-28 Lacrosse

May 2017
32 1-5 Baseball
33 8-12 Baseball
34 15-19 Indoor Golf
35 22-26 Outdoor Low Organized Games
36 29-June 2 Cross Country Running

June 2017
37 5-9 Track and Field
38 12-16 Fitness
39 19-23 Outdoor Golf
 Introduction to the Unit
Baseball was claimed to be invited in the early to mid 1800s by a man named
Alexander Cartwright who is created for creating the that we call today Baseball.
Baseball comes from earlier games Rounders and Cricket. The MLB (Major League
Baseball) was founded in 1869.

Baseball today is a bat and ball game played on a diamond. Each team needs at
least 9 players (most teams have more). The team that is on offence is trying to hit the
ball that is thrown by the pitcher and then run around all 4 of the bases without getting
out. The person who is running is moving around the bases in a counterclockwise
rotation. If the runner makes it back to the home plate without getting out that team
scores a point/run. The defensive team is trying to get three of the hitting team players
out. This can happen by pitching 3 strikes, catching the ball before it hits the ground
after it has been hit, tagging a runner when they are not on a base, or touching a base
before the runner gets there if it is a force.

This unit will be comprised of six 40 minute lessons that cover a span of two
weeks. The beginning of the unit will work the technical skills of baseball, whereas
the end of the unit will work on baseball type games and the actual game of baseball.
 Unit Plan Overview

Our Baseball unit is comprised six 40 minute lessons. The first part of the unit
works on the technical skills required to play baseball and baseball type games. The
second part is using these acquired skills to play modified baseball games and the
actually game of baseball.
Lesson 1: Throwing and Teamwork
The 1st lesson is just an introduction back into throwing and catching. The lesson
starts off with simple throwing in catching and throughout the class obstacles and
restrictions are made (ex. Defender) to challenge the students to improve.

Lesson 2: Perfect Pass

This part of the unit focuses on good passing/throwing so that somebody else can
catch properly without having to move too far.

Lesson 3: Fielding
This part of the unit is focused on fielding and defensive strategy involved in
baseball/softball.

Lesson 4: Baseball Golf

Our fourth lesson is a Golf like game that is played using throwing and hitting type
maneuvers. Students will be using the skills that they have acquired in the previous
lessons to play the game.

Lesson 5: Modified Baseball Game

Our fifth lesson is going to be on a modified Baseball game called Yardball. This
game incorporates defensive and offensive strategies that are used in actual Baseball
games.

Lesson 6: Lets Play Baseball

The sixth and last lesson of our unit will be wrapped up by playing a real game of
baseball. The game will be a normal 9 vs. 9 game of baseball using a bat and ball.

Assessment Strategies
Students behaviors in class go off of a point system. Starts at 10/10 and lose points for
misbehaving and fooling around. That way, students have an A+ and only their actions can
result in them getting lower.

Participation marks are very important for Physical Education classes. The level of effort is
directly related to the mark that students receive.

Baseball Rules Test will be given at end of entire unit. Basic rules/violations will be tested.
Also a strategical test will be given based on offense/defense on last day of unit. Students
will partner up and use the rubric to evaluate their partner on 2nd last day, and then on last
day the teacher will have a chance to evaluate the students in a real game situation.

Rubric for Peer, Self & Teacher Assessment

Criteria Points

1 2 3 4

Throwing Students throws Student throws Student throws Student throws

without properly but only properly and hits with high
stepping/does hits target less target the velocity and hits
not hit target than 50% of the majority of the the target every
time time time

Hitting Student does not Student rarely Student Student hits the
make contact makes contact consistently hits ball consistently
with the ball with the ball the ball, but with with solid
non-solid contact contact.

Catching Student catches Student catches Student catches Student gets

ball with one ball with two ball with one behind the ball,
hand and to the hands and to the hand with their and properly
side of their side of their body directly fields with both
body body behind the ball hands, trapping
the ball in the
glove

Total ----->
 Additional Activity Ideas

Additional activities related to THROWING:

Dodgeball
Football
Handball
Cricket
Softball

Additional activities related to Hitting:

Tennis
Cricket
Softball

Additional activities related to Strategy

Softball
Kickball
Cricket

Integrative Ideas from Other Subject Areas

Social Studies: Study the history of baseball and how the game has developed. Study
the MLB and where the teams are located around North America.

Science: Study the muscles involved in the action of throwing a ball. Identify which
muscles contract proactively to release the ball from the hand.

E.L.A: Written test with a couple of game-like scenarios and the best possible play to
make. Also could have a problem solving situation where the student has to
brainstorm the play that has the highest possible success rate.

Curriculum Guide
General Learning Outcomes:

Movement Fitness Management Safety Personal and Social Healthy Lifestyle

Management Practice
Specific Learning Outcomes: (Ones used in our lesson)
Movement
K.1.7.A.1 Recognize characteristics of selected movement skills and patterns (e.g., overhead throwing pattern...) as
applied in a variety of physical activities, including territory invasion-type and striking/fielding-type activities (e.g.,
baseball, football, overhand volleyball serve...).
K.1.7.B.2 Identify the biomechanical concepts for efficient movement (i.e., leverage) related to striking activities (e.g.,
shorter radius of rotation reduces force, as in choking up on a bat...).
K.1.7.B.3 Analyze movement concepts (i.e., body awareness, space awareness, qualities of effort, relationships) as they
apply to territory invasion-type activities (e.g., offensive pass to an "open space"...) and striking/fielding-type activities
(e.g., body position to catch fly ball or grounder in cricket...).
K.1.7.C.1 Identify the importance of following rules (i.e., safety, control, fair play, inclusion, enjoyment, entertainment)
of selected sports and games.
K.1.7.C.3 Determine basic offensive and defensive strategies (e.g., hitting to an open space, shuffle-step to maintain a
guarding position...) in games, including territory/invasion-type and striking/fielding-type activities.
K.1.7.C.4 Distinguish between fair play behaviours (e.g., showing respect for rules, officials, and opponents...) and
unethical behaviours (e.g., cheating, arguing with an official, foul play...) regarding participation in physical activities
and/or sports.

Fitness Management
S.2.7.C.4 Demonstrate behaviours (e.g., regular participation, correct and safe execution, appropriate intensity level,
self-monitoring, self-discipline...) for personal fitness-goal attainment.

Safety
K.3.7.A.1 Determine safety rules, routines, and procedures related to selected activities, including territory/invasion-type
and striking/fielding-type activities (e.g., no blocking or tackling in flag football...).
K.3.7.A.5a Maintenance Stage - Show an understanding of potential safety risks related to environments for selected
alternative pursuits (e.g., jogging, cycling, tobogganing/ sliding, snowboarding, skiing, in-line skating...).
K.3.7.B.5b Develop strategies (e.g., conflict-resolution skills...) for avoiding situations (e.g., conflict between parents'
and peer values, with the law, in competition, within school...) that can potentially lead to conflict and violence.
S.3.7.A.1 Maintenance Stage - Follow set rules and routines for safe participation and use of equipment in selected
physical activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

Personal and Social Management

Healthy Lifestyle Practices

Unit Organizer
 Lesson Planner
Lesson: Throwing Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management

K.1.7.A.1 S.2.7.C.4
K.1.7.B.3

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity - High Knees
Entry Activity - Butt kicks
Warm-up - Tin-man walks
Dynamic Warm-Up - Hockey strides
Time:_5 min__
- Arm Cicles
- Quick Feet
- Lunge and Twists
Be spatially aware of those around you.
Acquiring Activity Toss and Catch with a partner facing each Focus on good throws directly to your partner.
Time:_5 mins__ other. After every 5 successful throws, If ball gets away from you, wait until it is safe to go
and get it.
Safety Tag - 12 Minutes - Similar to tag. Add an additional ball for
Applying Activity every 3 students who arent it. The ball
Time:_25 mins__ is a safety. Those who have the ball in
their possession cannot be tagged. This
game works on teamwork and strategy.
Tiger Ball - 13 Minutes - Class Splits up into groups of 5. 3 students
make a circle around 2 students in the
middle. The object of the game is to pass
the ball to the outer people without the
middle people stealing the ball. This
focuses on strategy as well as accuracy in
throwing. The middle people provide
Closure Class Discussion - Proper Throwing Steps
Time:_5 minutes_ - What did we learn?
- What did the applying activities
accomplish? What did they work on skill
wise?
 - Observation of students throwing
Assessment mechanics during acquiring activity
Strategies - Observation of teamwork and
communication skills during Tiger
Ball and Safety Tag
- Use smaller/larger balls for throwing
Challenges/ - Move distance closer to make the toss and
Modifications/ catch easier
- Pair similar ability levels together to avoid
Adaptations/
mismatch and frustration for both low
Accommodations performance and high performance
participants

Lesson Planner
Lesson: Perfect Toss and Catch Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management

K.1.7.A.1 K.3.7.A.1
K.1.7.C.3

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Activating Activity
Do a quick overview of the rules (students should
Entry know them, but remind them of the key rules).
Activity
Play Mission Impossible
Warm-up
Time:_5 minutes

As students are playing catch make sure the

Acquiring Activity Get with a partner and play catch (with a students are using the proper throwing technique.
Time:_5 minutes foam ball). Talk about safety and how there will a lot of
- Try throwing from various baseballs flying around.
distances.
Perfect Pass is a great throwing and catching - Play the game Perfect Pass, using Hula
Applying Activity game that has players teamed up and ready Hoops, Tennis Balls, and Pylons to show
Time:_35 minutes to work together to earn points. Start by throwing area.
 placing down a bunch of hula hoops along Equipment needed: 20 Hula Hoops
the floor, the more the better. Then make - 10 tennis balls
some teams of anywhere from 3-5 players - 10 gator balls
who start lined up behind cones in a - 4 Pylons
relay-style setup. Give each team a type of
ball (depending which type of sport or throw
youd like to practice). When the game
starts, the first person from each team runs
to a hoop on the floor and stands in it,
waiting to receive a pass from the second
person in their teams line. A catch made
with both feet in the hula hoop is a great
thing, because then that player can bring the
hula hoop home and add it as a point to their
teams total (if the catch is NOT made, then
the hoop does NOT return home = 0 points
earned). Then the next person goes out to a
hoop to catch another throw, etc, etc. The
game continues on like that. Teams try to
get the most points by collecting the most
hoops, or try to beat their own best score
each round
Closure Bring the class back in and ask them how See if the students can remember the key points in
Time:_2 minutes_ this game was the same or different from a throwing/fielding and why they are important.
real baseball/softball game.
During Yard Ball where the students using Throwing - Step with opposite foot, load the gun,
Assessment the proper throwing and fielding techniques? point at target, follow through
Strategies Fielding - Position ball in middle of your body,
bend down and trap with both hands. Work on
receiving grounder and then turn to throw.
Change the distance of the throwing and to Try to gauge the success rate. If everybody is
Challenges/ the hoops. Increase the number of teams and catching it every time, increase the distance or
Modifications/ decrease the amount of players per team. decrease the ball size.
Catch with one hand/two hands.
Adaptations/
Accommodations

Notes:
K.1.7.A.1 Recognize characteristics of selected movement skills and patterns (e.g., overhead
throwing pattern...) as applied in a variety of physical activities, including invasion and fielding- type
activities (e.g., baseball, football, overhand volleyball serve...)
K.1.7.C.3 Determine basic offensive and defensive strategies (e.g., hitting to an open space,
shuffle-step to maintain a guarding position...) in games including invasion and striking/fieldingtype
activities

Lesson Planner
Lesson: Fielding Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management
K.1.7.C.3 S.2.7.C.4 S.3.7.A.1
K.1.7.A.1

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Students pair up. One of the partners has the ball,
Activating Activity he/she starts by walking around the gym, and on the
Entry Activity whistle he/she tosses the ball just above head height
Partner Catch and Pass in Motion in an attempt to not allow their partner to catch it.
Warm-up
Eventually this activity will get more intense by
Time: 5 mins jogging then running.

Conveyor Belt Class split into 2 groups. the team must work
Acquiring Activity together making passes to move the 10 balls per
Time: 5 mins group, from one end to the other without moving
their feet.
3 line fielding drill There will be 3 lines. 1 member of each line will
Applying Activity step up first and then teacher will hit them/throw
Time: 25 mins them some type of ball for them to field. Whoever
fields it must then pass it it to the other two partners
and then back to the teacher. Starts off easy and
then the students are getting timed on how fast they
field the ball and return it efficiently and
effectively. Give students a chance at batting or
hitting grounders to their classmates to increase
classroom involvement.
Discuss the drills - Get a student to name some important
Closure factors/keys into fielding a ball properly
Time: 5 mins - Technique
- Get behind the ball
- Transition into throwing
Observe the students tendencies and
Assessment technique
Strategies Participation in all drills and competitive
edge

Challenges/ Larger/Smaller equipment - Easy fielded balls to hard hit grounders

Modifications/ Longer fewer lines or shorter and more lines - Make the students move who are more
Adaptations/ advanced
Accommodations
 Lesson Planner
Lesson: Baseball Golf Grade: 7

Student Learning Outcomes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management

K.1.7.B.2 S.2.7.A.1a K.3.7.A.5a

K.1.7.C.1
K.1.7.C.4

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
No Equipment necessary
Activating Activity Rules
Entry Activity - Everybody is it. If you get tagged you sit
down until the person who tagged you gets
Warm-up
tagged
Time: 5 min - If you dont know who tagged who first
play rock, paper, scissors and the loser sits
Play a game of Quickest Tag in the down
West Safety
- Talk about spatial awareness
- Remind students that you are tagging not
hitting!
Organization
- As the game goes on make the playing
area smaller and smaller
Throwing Relay Race Equipment
Acquiring Activity - In pairs have students line up on - Ball (real baseball, tennis ball, or foam
Time: 5 min one end of a soccer field or one end ball) and a glove (not needed)
of the gym. Rules
- The person who has the ball cannot - If you drop the ball you have to throw it
move. back to the original thrower and try again.
- The goal is to make it to the other You cannot move forward without
end of the field/gym completing the catch. If the students are
trying a throw that is too far and keep drop
it encourage them to move closer together
Organization
- When the first group gets to the end tell
the students to stop where they are and
start going the other way
 Play Baseball Golf (best played outside) Equipment
Applying Activity - Groups of 4-5 - Ball, bat, baseball tee, hula hoop
Time: 25 min - For the first game students have to Safety
throw from the tee box as far as - Remind students to be aware when they
they can towards the hole are swinging to give them space
(hula-hoop) - Watch out for incoming balls
- Just like golf you move to where Organization
you ball is and throw it from that - Spread the holes out so they are not too
position again until you get it in the close to each other
hole. - One group playing a hole at a time
- Have the students keep track of - When hitting allow students to hit off a tee
their total throws or throw the ball up to themselves
- After about 12 mins have the
students do the same thing except
this time hitting the ball
Ask students if it was easier to throw the
Closure ball or hit the ball. Why? Ask the students if
Time: 5 min it was easier to hit the ball as hard as they
could or swing easy so they had more
control.
Have the students self-assess their throwing
Assessment and hitting technique.
Strategies

Have different tee off spots (Easy, Medium,

Challenges/ or Hard)
Modifications/ Change the course
Make the hole smaller or bigger
Adaptations/
Accommodations

Lesson Planner
Lesson: Modified Baseball Games Grade: 7

Student Learning Outcomes

Movement Fitness Safety q Personal and Healthy Lifestyle

Management Social Practices
Management

K.1.7.C.4 K.3.7.A.1
K.1.7.C.3
K.1.7.C.1

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
 Start so about of the students have balls. Remind
Activating Activity them that there are no headshots. If you get hit by
Entry Activity the ball you sit down until the person who hit you
Play Mission Impossible gets hit and sits down. If you catch the ball the
Warm-up
person who threw it sits down.
Time: 5 min

Get with a partner and play catch (with a
Acquiring Activity foam ball)
Time: 5 min - Throw from various distances
- Have the students move so they
have to throw to moving targets
- Have them throw ground balls and
pop flies
Play Yard Ball (3 vs. 3 or 4 vs. 4)
Applying Activity - split the gym into 4 different
Time: 25 min sections or fields
- Play 3 inning games and then play
another team
Bring the class back in and ask them how
Closure this game is the same or different from a real
Time: 5 min baseball game
During Yard Ball were the students using
Assessment the proper throwing technique? Where they
Strategies following the rules of the game?
As students are playing catch make sure the
students are using the proper throwing technique.
Talk about safety and how there will be lots of
foam balls flying around.
You need cones or tees, plastic bats, foam balls,
mats/bases. The batter hits the ball of the tee/cone
and runs to the base located on the other side of
their playing area. If the ball rolls into another
groups playing area without the defensive team
touching it the batter is out. If the defensive team
touches the ball and it goes into another groups
playing area the batter is safe. The batter scores a
point for their team if they make it to the base
without getting out (tagged, fly-out, or forced out).
Defensive team cannot stand anywhere within 15
feet of the batter before they hit the ball. Talk about
safety concerns (lay the bat down, stay out of the
runners way, etc)

If the students are losing interest you could

Challenges/ combine 2 games so that it will be 6 vs. 6
Modifications/ and you have 2 bases. The batting team only
gets a point if they make it to the second
Adaptations/
base.
Accommodations

Lesson Planner
Lesson: Lets Play Baseball Grade: 6

Student Learning Outcomes

Movement Fitness Safety Personal and Healthy Lifestyle

Management Social Practices
Management
 K.1.7.A.1 K.3.7.B.5b
K.1.7.B.3 S.3.7.A.1

Lesson Learning/Teaching Strategies Teacher Notes

Components
Army/ Navy (Baseball version)
Activating Activity
- Top of the gym is Centerfield
Entry Activity
- Bottom of the gym is home plate or
Warm-up backstop
Time: 5 mins - left side of the gym is left field or
3rd base
- right side of the gym is right field
or 1st base
Play Yard Ball in 2 games (6 vs. 6)
Acquiring Activity - Have 2 bases set up (You have to
Time: 10 mins get to 2nd base to score a run)
- Play 3 inning games then play
another team
Play a real game of Baseball
Applying Activity - Split the class into 2 even teams
Time: 20 mins - Depending on the skill level of the
class the teacher might want to be
the pitcher or have the students hit
off of the tee.
- If you dont have enough gloves for
the class you could use a foam
baseball
( e.g., equipment, safety rules, organization, key
points, curricular connections)
No equipment needed
Talk about spatial awareness
Add other aspects to the game. For example:
- Home Run: Students swing a pretend bat
- Throw Home/1st/2nd/3rd - Students throw
a pretend ball to designated area
- Slide! - students without actually sliding
get in the headfirst slide or the butt slide
position
You need cones or tees, plastic bats, foam balls,
mats/bases. The batter hits the ball of the tee/cone
and runs to the base located on the other side of
their playing area. If the ball rolls into another
groups playing area without the defensive team
touching it the batter is out. If the defensive team
touches the ball and it goes into another groups
playing area the batter is safe. The batter scores a
point for their team if they make it to the base
without getting out (tagged, fly-out, or forced out).
Defensive team cannot stand anywhere within 15
feet of the batter before they hit the ball. Talk about
safety concerns (lay the bat down, stay out of the
runners way, etc)
Equipment
- baseball (foam or real), bat, gloves, bases,
batting tee, pinnies, and ref/umpire jerseys
Safety
- Remind hitters to not throw the bat after
hitting the ball
- Remind students to be aware when
swinging a bat that no one is around them.
Also remind students to not walk by
someone swinging a bat
Organization
- After every out have students rotate one
position so that they have the opportunity
to play every position
- You can have players from the hitting
team umpire the game
- If an out is really close and the umpire
isnt sure have the two players play rock,
paper, scissors. In the end it is the umpires
 decision
Discuss the sport
Closure - Likes and dislikes
Time: 5 mins - What are some other skills from
other sports that relate to Baseball?
- Do the students understand the
Assessment rules of baseball?
Strategies - Are they using the proper throwing/
hitting techniques?
- Are the umpires making the correct
calls? (If the play is really close
how are they solving the problem).
You could allow the hitter to choose what
Challenges/ type of pitcher there is (another student or
Modifications/ off a tee). You could make the field size
larger or smaller.
Adaptations/
Accommodations