Traveling while Striking with Long-

Handled Implements (Hockey

Sticks)
A Unit Plan
By Sam Smith
 Table of Contents
5th grade SOLs

..Pg. 3

Movement analysis

Pg. 5

Description of students
..P
g. 6

Safety and rules protocols

Pg. 8

Pre-assessment procedure
.Pg. 9

7 day unit plan

.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.

Anatomical Basis of Movement

5.2 The student will apply anatomical knowledge and movement strategies in complex movement
activities.
a) Identify components of major body systems, to include cardiorespiratory, vascular, muscular,
and skeletal.
b) Apply knowledge of body systems, bones, and muscles to accurately describe a variety of
specific movements such as a ball strike, overhand throw, or volley.
c) Describe concepts of direction and force used to strike an object with purpose and accuracy.
Fitness Planning
5.3 The student will use personal fitness assessment data to enhance understanding of physical fitness.
a) Identify methods for evaluating and improving personal fitness such as health-related criterion
referenced tests, heart rate, body mass index (BMI), and pedometer data.
b) Compare and analyze fitness data to health-related criterion-referenced standards (Virginia
wellness-related fitness standards, Fitnessgram, CDC guidelines) to assess levels of personal
fitness and identify strengths and weaknesses.
c) Create a basic personal fitness plan for at least one health-related component of fitness, to
include baseline fitness data, SMART goal, activities that will address the goal, log of activities
inside and outside of school, reassessment data (post-data) and reflection of goal
progress/attainment.
d) Explain the FITT (frequency, intensity, time, and type) principle.
e) Calculate resting heart rate and calculate heart rate during a variety of activities.
f) Explain the relationship between heart rate and cardiorespiratory fitness.
Social Development
5.4 The student will participate in establishing and maintaining a safe environment for physical
activities.
a) Create and implement rules and consequences for one or more activities.
b) Create and implement safety rules for at least one activity.
c) Create and implement etiquette for one activity.
d) Explain the importance of inclusion in physical activity settings.
e) Describe and demonstrate respectful behavior in physical activity settings.
Energy Balance
5.5 The student will identify and explain the nutrition component and activity guidelines for energy
balance.
a) Explain RDA (Recommended Dietary Allowance).
b) Explain that there are different RDA recommendations for children, teens, and adults.
c) Explain the effect of portion size on RDA.
d) Explain the purpose of vitamins and minerals.
e) Evaluate components of food labels for a variety of foods, to include macronutrients, RDA, and
portion size.
f) Explain that physical activity guidelines recommend 60 minutes of moderate to vigorous
physical activity (MVPA) every day.
 Movement Analysis:
Traveling and Striking while changing pathways (with long-handled implements)

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.

Affective: The majority of students have a positive attitude towards Physical

Education, and some highly-skilled students are taking the activities very seriously.
Students are associating the skills to sports, and other dynamic situations, which
leads me to need to incorporate skill-related activities that allow for fun competition
and extra challenges. In order to motivate all students to be engaged, I will give
appropriately levelled tasks for the students, and allow for many
challenges/extensions to motivate the students to push themselves more. I will also
be enthusiastic about each lesson, to try and encourage the students to mirror my
positive attitude. I will encourage students to try their hardest and push themselves
to be their best, while also emphasizing positive social interactions and cooperation
with others. If all of this comes together, I will have successfully established a safe,
positive environment for all students.

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.

Psychomotor: These students are in 5th grade, so at this point in psychomotor

development, most have reached proficiency in locomotor and non-locomotor skills,
as well as an understanding of a variety of movement concepts. In this case,
however, students were not being taught as well as they should have been in
previous years, and consequently, there is a decline in overall skill proficiency for
this class. Most students (20 out of 31) are at the control level of skill proficiency for
this task. In order to achieve higher success rates and student enjoyment, many
tasks will be appropriate for student skill levels, but will also provide challenges and
extensions for more skilled students, as well as control-level students who are
seeking a challenge.
SSN: My student with special needs has autism, as well as motor delays and
difficulty with attention and behavior. With autism, overstimulation of sights/noises
can be too much for a student to bear, so in the case where there might be loud
noises (30 students with hockey sticks hitting the ground), headphones might be
needed to help block out some of that noise stimulation. Due to his
attention/behavior problems, I would likely have him on a buddy system with 1-2
other students, so he can help work with them on his skills so he can stay focused
on the task. These students could be from any skill level, because those at pre-
control may be trying to figure it out just as he is, or a student at the utilization level
may be able to help teach the skill to him. To help with overstimulation and his
behavioral/attention issues, I would likely have him be on the border of the gym as
much as possible, but if that is still too much I would have him go to a special area
inside (or just outside) the gym where he could go to collect himself. He may also
choose to use the reflection zone, where students can take a time-out and cool
their temper, or simply calm themselves down.
 Safety Protocols
Hockey Unit Safety Protocols

1. When listening to instruction, sticks must be placed at feet.

2. You may not bring the stick above your knees at any time.

3. No hitting or swinging at the puck while it is in the air.

4. Be respectful of your neighbors! No body-checking, stick swinging, or shot taking

at any other student.

5. Keep both hands on the stick at all times.

6. Be mindful of those around you, be careful when shooting the puck.

7. If your ball gets away from you, always go around others when retrieving it.

8. When shooting, always use a wrist shot.

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.

Notes about the Protocols

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.

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 understand how to keep

a puck (or ball) under control while
practicing the listen, do, discuss
model of instruction. Students will
first listen and watch a
demonstration of how to handle a
puck, and then they will do some
activities involving puck control, then
we as a class will discuss the
techniques that we practiced.
Activities:
Free movement around gym w/
obstacles (Guided Discovery)
Poly Spot Roll-Over- There will be
many different-colored polyspots
throughout the gym, and each
student will be given one of those
colors. The students will try to handle
their ball over as many of their
colored spots as possible. Students
may switch colors every few rounds
and try to beat their scores.
Hockey Tag Students free foam in
space, try to avoid being tagged, if
tagged, move to side and perform X
amount of puck-handling drills, then
rejoin game.

Day 2: Intro review and activity

extensions
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.

Students will review concepts learned

from day 1, and then learn about
extensions to those concepts
(Forehand-Backhand movements,
Scoop vs Tap methods, etc.)
Activities:
Be my Shadow In pairs, students
travel around the gym with one
person in front and the other behind.
Both are dribbling the ball using a
hockey stick, and the person in the
back is acting as a shadow for the
first partner and mimicking every
move he/she makes. After some time,
the partners will switch roles.
Hockey Tag Same game as day 1,
but this allows for bigger space,
faster movements, variety of puck-
handling concepts
Hockey obstacle course/stations
Students move through/around
obstacles at each station, focus on
using different
methods/speeds/pathways to move
the puck with the hockey stick.
Students can expand on how to
complete these through the use of
different speeds, using both forehand
and backhand, and even trying to
move backwards

Day 3: Passing and Receiving (Direct *Lesson 2

Instruction)
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

Students will increase their

knowledge and skill of passing and
receiving a floor hockey puck.
Students will learn how to control and
pass a puck while stationary.
Activities:
Passing through gates In partners,
students will pass a ball through
various gates located around the
gym, trying to work on
passing/receiving a ball with a
partner. The goal is to get the ball
through as many gates as possible.
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.
Corn harvest (Scattered) Similar to
the regular corn harvest, this game is
about retrieving a ball and passing it
to a partner. The difference here is
that the balls are not in the middle
for everyone, but there are different
colored balls scattered around the
gym. Students must find their colored
balls and bring them back to their
partners; the goal is to get as much
corn as possible
Day 4: Passing and Receiving,
Continued (Direct instruction,
Cooperative Learning)
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.
Students will increase their
knowledge and skill of passing and
receiving a floor hockey puck.
Students will learn how to control and
pass a puck while stationary and
moving.
Activities:
Passing Laps Students (in pairs) will
walk/run laps around the gym while
passing back and forth with a
partner.
Baseline Races Students (in pairs)
will pass to one another while trying
to race from baseline to baseline as
quickly as possible. Once they have
gone down and back, they will pass
the ball to another pair who is on
their team, and the new pair will go
baseline to baseline.
2 on 1 Run-Throughs In groups of 3,
students will line up in their
individual lane, with two people
acting as passers and one student as
a defender. The students must try
and pass around the defender and
successfully make it to the other
side. If they make it, or if the ball is
knocked away, the students will
rotate between roles.
Day 5: Intro to shooting (Direct *Lesson 3
Instruction)
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.

Students will increase knowledge

regarding the wrist shot. Students
will also practice shooting at a
stationary target.
Activities:
Passing with a partner Students will
warm up by passing the ball back
and forth with a partner, focusing on
hitting their partners stick so they
may receive it easier. (the partners
stick acts as a target, to lead into
shooting)
Shooting Stations Students will go
to a variety of stations to practice
different parts of their shooting. The
stations may include:
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.
Shot on goal Students will try and
shoot their ball into the goal from a
specific polyspot. After they have
successfully made the shot 5 times,
they will move back. (Students may
also add other extensions/challenges
like a backhand shot, or a shot in the
air).
Word challenge Students will try
and hit targets with letters on them
to spell words. The student can write
them down on a piece of paper to
see how many words they can spell.
(The students may also try to spell
their spelling test words of that week)
Bowls for Goals The student will try
to knock over a set of bowling pins
from a certain distance, and will test
to see how many shots it takes
him/her to knock them all down. (to
add extensions/challenges, students
can also try these from further away,
and using a backhand shot).

Day 6: Unit Review & Peer
Instruction (Peer Teaching)
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.
Students will increase their
ability to pass and shoot as
needed in a floor hockey-based
games and activities.
*In preparation for the unit
assessment, students will be
permitted to sign-out a hockey stick
if needed to practice the cues at
home. All students, regardless of
whether or not they take a hockey
stick, will receive a letter on the unit,
and what parts/cues have been
learned. Parents should review these
cues with their children to help
prepare them for assessment, and to
keep the whole family involved in the
childs physical education.

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

Name: SamSmith Date: 11/18/15 Grade:5

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

Name: SamSmith Date: 11/18/15 Grade:5

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

Name: SamSmith Date: 11/18/15 Grade:5

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:

Shot on goal Station

Math
Challeng Word
e Station Challenge
Station
 B
InstantActivity(3mins):Passing withfor
Bowls a partner Students will warm up by
Goals Station
passing the ball back and forth with a partner, focusing on hitting their
partners stick so they may receive it easier. (The partners stick acts as a
target, to lead into shooting)

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

The class before assessment, students will be permitted to sign-out a

hockey stick if needed to practice the cues at home. All students, regardless
of whether or not they take a hockey stick, will receive a letter on the unit,
and what parts/cues have been learned. Parents should review these cues
with their children to help prepare them for assessment, and to keep the
whole family involved in the childs physical education. These letters will be
similar to the 7-day calendar plan, and will explain to the parents what
activities and skills their child has been participating in and learning, as well
as the cues/fundamentals that go along with it. Students may feel more
comfortable at home, and may practice the skills better in the comfort of
their home. By allowing students to take home equipment, students who
may not come from active homes with equipment can still practice at home
to gain that extra push they need to become more proficient at the skill.
 References
Blaushild, B. (n.d.). Floor Hockey Unit Plan. Retrieved November 12, 2015, from
http://brittanyrblaushild.weebly.com/floor-hockey-unit-plan.html

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