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Subject Area: Physical Education

Grade/Class: Grade 8
Unit: Lacrosse

Unit Summary: Students will be exposed to the skills, rules, and history of Lacrosse. They will be able to perform basic
Lacrosse skills in a game situation, demonstrate a positive attitude towards the game and fellow students, and
contribute to creating a safe and respectful environment. The unit will be interdisciplinary in nature, connecting Social
Studies and Physical Education curricular outcomes in creating a deeper understanding of Lacrosse.

Timeline: 8-10 Lessons


Desired Results
Curricular Outcomes
 AS – 10 Demonstrate an understanding of the diverse cultural characteristics and origins of Aboriginal
peoples.
 A8 – 5 Demonstrate ways to receive, retain and send an object with varying speeds, accuracy, and distance
in skills specific to an activity.
 A8 – 11 Be able to identify and evaluate specific strategies and tactics that coordinate effort with others;
e.g., team/fair play, in order to achieve a common activity goal.
 B8 – 8 Describe and perform appropriate physical activities for personal stress management and
relaxation.
 C8 – 3 Demonstrate etiquette and fair play. Interact positively with others.
 D8 – 1 Participate regularly in, and identify and describe the benefits of, an active lifestyle.

Overarching Understandings (Curriculum Framework for Grade or Course)


 Why do we need to foster an appreciation for Indigenous content in Canadian history?
 Why do we need to foster an appreciation for an active and healthy lifestyle?

Enduring Understandings (To understand the overarching questions students will need to consider such
questions as…)
 Understanding of the Indigenous origins will foster greater appreciation for the sport.
 Skill development will contribute to success in game situations.
 Understanding of rules will assist in game situations.
 Active participation to promote overall healthy life skills.

Essential Questions (To answer/understand the enduring questions students will need to consider such
questions as…)
 How does Lacrosse instill a sense of community? How does the game reflect Aboriginal values?
 What connections exist between the game of Lacrosse, the Indigenous Peoples, and Canada?
 Why is this game important to the Indigenous Peoples?
 Why is it necessary to cradle the ball if you want possession of it?
 How is a Lacrosse game started?
 How does the development and knowledge of the game of Lacrosse affect your mental and physical
health?
 How will this activity contribute to developing a lifelong appreciation for healthy living?

To understand, students will need to know and be able to do the following:

KNOW – students will know the following:


1. Understand the history of Lacrosse. Understand and explain the historical significance of the game and
make connections to the Indigenous Peoples of Canada.
2. Be able to identify equipment used in Lacrosse.
3. Understand the various skills involved in the game of Lacrosse.
4. Understanding of rules and strategies.
5. Understand benefits of communication, teamwork, and leadership.
6. Understand the importance of student participation, attitude, and effort.

KEY TERMS
 Basket/Mesh/Pocket
 Cradling/Catching/Carrying – “stick handling”
 Clearing – running or passing the ball from defensive to attacking end
 Crease – half circle around the goaltender’s net; only goaltender and defensive payers allowed in.
 Crosse – term for lacrosse stick.
 Ground Ball
 Rake – faceoff move in which player sweeps ball to the side
 Fast-Break - a transition scoring opportunity in which the offense has at least a one-man advantage.
 Slap Check – a stick check in which a player slaps the head of his stick against his opponents stick.
 Poke Check – a stick check in which the player pokes the head of his stick at an opponent’s stick.

COMMON MISUNDERSTANDINGS:
 Lacrosse history and its designation of being Canada’s national sport.
 The advancement of the ball up the court – cradling/passing.
 Use of the crease to protect the goaltender.
 Use of body contact.
 Use of the shot clock.

STUDENTS SHOULD BE ABLE TO:


 Hold lacrosse stick correctly.
 Cradle and run with the ball.
 Back pedal in defensive positions.
 Pass to a teammate with an overarm throw.
 Catch a passed ball.
 Throw the ball within a 5-foot radius of its target, and a distance of at least 30 feet.
 Legally pick up a ball off the ground.
 Know proper faceoff procedures.

Summative Assessment
 Knowledge based written exam.
 Unit end skills stations; physical exam.

Formative Assessment
 Self-assessment: daily mark based on leadership, preparedness, attitude, and social interaction.
 Teacher-observation: daily skills mark checklist.
 D2L Homework Response: completion marks; gives teacher idea of Indigenous learning.

Learning Plan
Learning Activities: Students will participate in Lacrosse-related activities in order to enhance their knowledge,
skills, and attitudes towards Indigenous Physical Education. Class discussions will also help them to explore the
concepts of health and wellness, and to gain an appreciation for Aboriginal culture and heritage.
Plan for Differentiation/Diversity: Plan for Creativity/Innovation:
- Visual techniques (I.e. demonstration) can help aid - Multiple areas for interdisciplinary learning
learning for ELLs. including the Craftsmanship of designing the
- Using a tennis ball may help with strength or Lacrosse stick, and relating Indigenous Social
assistance in throwing the Lacrosse ball. Studies content with Phys Ed.
- Difficulty with overhand throws: encourage students - Seeing video archives of the history of
to bounce pass or roll the ball to partner. Lacrosse…then playing Lacrosse = fun!
- Diversity: in mini games and tournament play, - Connecting lesson material with relevant news
students will be expected to wear helmet for safety events (i.e. Indigenous suicides in northern
purposes. Out of respect for cultural headwear, communities), makes learning more meaningful.
students will need consent from parents to - Team building activities connects learning with
participate without head safety gear. creativity and enjoyment.

# Lesson Lesson Activity Key Evidence Key Materials/Resources Transition


Title Instructional Outcome
Practices s
1 Lacrosse Short video on the Video. Observation. AS – 10 In class: Lacrosse: Keeping The unit plan hook is
Introduct making of the Lacrosse the game’s history alive. the unique
ion; stick. Teacher-led Question and http://www.cbc.ca/archives/ presentation of CBC
Cradling instruction. answering. entry/lacrosse-keeping-the- archives on the
Segway into stick games-history-alive history of Lacrosse
terminology, proper Kinesthetic Homework with the Indigenous
handling technique: learning: hearing, completion on Homework: Lacrosse, Peoples.
head, basket, string, seeing, and feeling D2L dropbox. originally an old Indian game
shaft, end; traditionally the lacrosse stick. called baggataway.
made of wood http://www.cbc.ca/archives/
(Indigenous Peoples link). entry/lacrosse-originally-an-
old-indian-game-called-
Cradling, pickup, pivots. baggataway

General
overview/objective of
the game.
2 Throw Review of homework on Teacher-facilitated Demonstration AS – 10 Copy of Lacrosse heritage Re-visit homework
and Lacrosse heritage/origins. discussion on of passing w/ A8 – 5 questions posed on D2L. on Lacrosse heritage
Catch Indigenous partner. A8 – 11 will enable students
Throw and Catch. Lacrosse heritage. to get into the
Cerebral connection: Self-assessment Tennis balls. Lacrosse mindset
strength and power of Kinesthetic score. again; feel the game.
throw is gained when learning: hearing,
using the “crosse” as a seeing, and feeling
lever (physics). the art of the pass.

Partner Passing drill.


Increasing distances.
*differentiation here.

Activity: Musical Chairs,


Lacrosse style.
3 Moving Short Video on Lacrosse Video. Observation of AS – 10 In class: The Healing Power Short video on
to Pass connections with mental passing/receivi A8 – 5 of the Game of Lacrosse: Aboriginal suicides
health and socializing. Kinesthetic ng to a moving B8 – 8 http://www.cbc.ca/archives/ garners attention
learning: hearing, target. entry/the-healing-power-of- into the health
Warmup: Monkey in the seeing, and feeling the-game-of-lacrosse benefits of Lacrosse.
Middle (stationary). the art of the pass. Self-assessment Monkey in the
score. Tennis balls. Middle activity is a
Moving to Pass recap of yesterday’s
instruction. Passing to lesson on passing. By
where the player is stopping the class
going. and encouraging
ways to make a
Passing line drills with better pass the
students receiving as teacher introduces
they jog down the court. “moving to pass”.

Re-visit warmup: Monkey


in the Middle.
4 Shooting Warmup: “Chuke Ball”. Kinesthetic Observation of A8 – 5 In class: How Indigenous Using Chuke Ball as a
learning: hearing, shooting/receiv Canadians are reclaiming warmup gets
Technical instruction: seeing, and feeling ing with Lacrosse: students interpreting
windup, kinesthetic the art of the pass. accuracy on a http://www.macleans.ca/soc how to hit a target
chain, follow through. target. iety/how-indigenous- while in a mobile
Student canadians-are-reclaiming- environment.
Self shooting against gym demonstration with Self-assessment lacrosse/ Teacher making
wall. teacher giving score. connections of
verbal cues to assist Tennis balls. trajectory and the
Activity 1: Garbage Bin with shooting Garbage bins. leverage that a
Toss. technique. Lacrosse stick
provides. How are
Activity 2: “Chuke Ball” modern Lacrosse
Lacrosse style. sticks different for
shooting than
traditional wooden
sticks?
5 Guest Short Video on Video. Homework D8 – 1 In class: Professional The CBC archive
Speaker Professional Lacrosse. completion on Lacrosse makes it big in video on the rise of
D2L dropbox. Toronto: professional Lacrosse
Calgary Roughnecks to http://www.cbc.ca/archives/ in Toronto segways
speak of team work and entry/professional-lacrosse- into our guest
what it means to play makes-it-big-in-toronto speakers.
Lacrosse professionally.
6 Teamwor Team building: deserted Teacher provides Self-assessment A8 – 11 Tennis balls. Beginning the lesson
k island OR blindfolded scaffolding in score. C8 – 3 Mat or something to form a with team building is
pass the “crosse” problem solving boundary for an island a ‘break’ from the
(baton). activities. Teacher (something with definite Lacrosse routine.
assessment on border). However, great
Ultimate Lacrosse team Blindfolds. introduction to
(Ultimate Frisbee, participation. strong team
Lacrosse style). principles of
communication and
End of lesson review collaboration.
proper faceoff
procedure.
7 Mini Hungry Hippo: running, “Teaching Self-assessment A8 – 5 Tennis balls. The mini games are
Games pickup, cradling activity. moments” score. A8 – 11 great activities to
throughout mini C8 – 3 begin bringing
Sharks & Minnows: games. Teacher together individual
players cradling from one assessment on skills in Lacrosse.
end of court to the other team Lacrosse
without losing control. skills. Homework on D2L:
reflection questions
Cradle Relay >> Homework on mental health and
Pass-down-the-line completion on Lacrosse is a subtle
Relay. D2L dropbox. reminder of the
many benefits that
2 vs 2 mini games. activity can have on
our health.
Ultimate Lacrosse.
8 Skills Students work in pairs. Peer- A8 – 5 Tennis balls. Demonstration of
Testing. Demonstrate to their assessment primary Lacrosse
partner 5 skills: score. skills ensures
1: cradling. students have the
2: scoop/pickup. Teacher tools to participate in
3: pass to stationary assessment a game environment.
target. score.
4: pass to moving target.
5: shooting. Final skill
assessment is
the average.
9 Tournam Teams of 5 players. Self-assessment A8 – 5 Incorporation of Indigenous
ent score. A8 – 11 music would be awesome to
Round Robin tournament C8 – 3 play during tournament.
with elimination Teacher
thereafter. assessment on
team Lacrosse
skills.
1 Written Written exam.
Exam.
0
Reflections:
Considerations Comments
How has the learner differentiation been addressed? - Connecting Indigenous content with PE will provide a
welcoming environment for students of Aboriginal
culture, or those who have interests’ in Social Studies
content.
- Variable teaching methods will be utilized to support
different learning styles and special needs. Providing
verbal, visual, and kinesthetic learning with repetition
will ensure understanding of Lacrosse skills.
- Time to practice skill technique will be plentiful.
Students grasping skills quicker than others will either
help others or engage in mini games.
- Each lesson incorporates a team building or ice
breaker activity to assist in regulation and anxiety
reduction.
How does the unit design include a variety of teaching - Short videos before gym class create discussions with
experiences that includes: Indigenous Peoples, multi- Indigenous culture and Lacrosse.
cultural, and interdisciplinary activities? - The four learning rings of First
Nations wholistic learning model can be integrated
when addressing personal wellbeing, spiritual
emotional, physical, and mental. (Canadian Council of
Learning, 2007)
- There are many opportunities in this unit plan to
incorporate ties with Social Studies and Science, from
Aboriginal history to the physics of the Lacrosse stick.

How you could improve on the assessment task(s) so that - Question box at the gymnasium doors. Before and at
you would have a more accurate picture of each the end of every class, ask students: What have you
student’s understanding? learned? Why are we doing Lacrosse? Why is
Indigenous education important? Do you enjoy being
physically active? Part of the PE objective now
encompasses all of health and wellness, important to
provide opportunities to talk about this.
- Utilize D2L: nightly 5 question quizzes online on
skills/material learned that day. Goes towards
participation mark.
Grades 8 Skills Rubric
Lacrosse

Grade 8
Keep it really simple and fun.
Stick Handling:
- Stick Terminology
- Handling
- Pickup
- Pivots
Throw and Catch:
- Use of Crosse as a lever
- Kinesthetic Learning
- Feeling the art of the pass

Moving to Pass:
- Passing to where the player is going
- Passing line drills

Shooting:
- Windup
- Self-shooting
- Hit a mobile target while in motion
Teamwork:
- 1on1 work
- Cradle Relay

Team play:
- Tournament
Lacrosse Unit Plan Rubric

Level
Excellent Proficient Adequate Limited* Insufficient/
Criteria Blank*
Player is able to Player is able to Player experiences Player does not No score is
correctly correctly minor difficulty maintain control awarded
Skill demonstrate key demonstrate key demonstrating key while because there
Development skills including skills including skills including demonstrating key is insufficient
stick handling, stick handling, stick handling, skills including evidence of
clearing, back clearing, back clearing, back stick handling, student
peddling, passing, peddling, passing, peddling, passing, clearing, back performance
shooting, and shooting, and shooting, and peddling, passing, based on the
catching 90% or catching most of catching. shooting, and requirements
more of the time. the time. catching. of the
Player Player Player Player does not assessment
demonstrates a demonstrates an demonstrates a demonstrate an task.
Understanding complete understanding of marginal understanding of
of the understanding of the historical understanding of the historical
Indigenous the historical significance of the the historical significance of the
heritage of the significance of the game and can significance of the game and is unable
game. game and can make connections game and can to make
make connections to the Indigenous make some connections to the
to the Indigenous Peoples of Canada. connections to the Indigenous Peoples
Peoples of Canada. The player is Indigenous Peoples of Canada. The
The player fosters fosters a new of Canada. The player does not
a deep appreciation appreciation of the player is beginning foster an
of the Indigenous Indigenous origins to form an appreciation of the
origins of Lacrosse of Lacrosse as appreciation of the Indigenous origins
as evidenced evidenced through Indigenous origins of Lacrosse as
through completed, strong D2L of Lacrosse as evidenced through
in-depth D2L discussions, evidenced through incomplete D2L
discussions, active evident classroom moderate D2L discussions, very
classroom participation and discussions, some little classroom
participation and daily skill classroom participation and
daily skill development. participation and limited daily skill
development. adequate daily skill development.
development.

Student Student Student Student


Physical and demonstrates demonstrates demonstrates demonstrates
Mental Health consistent, in-depth proficient adequate emerging
benefits of understandings of understandings of understandings of understandings of
Lacrosse what it means to what it means to what it means to what it means to
live an active live an active live an active live an active
lifestyle through lifestyle through lifestyle through lifestyle through
positive positive positive positive
interactions with interactions with interactions with interactions with
others, eager others, eager others, eager others, eager
participation and a participation and a participation and a participation and a
ready willingness ready willingness ready willingness ready willingness
to try something to try something to try something to try something
new. Player makes new. Player makes new. Player makes new. Player makes
deep connections strong connections sufficient some connections
between mental between mental connections between mental
health and health and between mental health and
socializing through socializing through health and socializing through
game play. game play. socializing through game play.
game play.

Student Student Student often Student rarely


consistently demonstrates skills demonstrates skills demonstrates skills
Student demonstrates skills in communication, in communication, in communication,
Participation in communication, collaboration, collaboration, collaboration,
in Game Play collaboration, teamwork and teamwork and teamwork and
teamwork and leadership during leadership during leadership during
leadership during game play. game play. Skills game play. Some
game play. Understanding of of the game are skills of the game
Mastery of the the game is reflected in fair are reflected in fair
game is reflected reflected in fair play. play.
in fair play. play.
 When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.

Lacrosse – Rules Hand out

General Overview:
Objective of the game: have more goals than the opposition at end of regulation time.

Lacrosse is played with 10 players on the field at one time – 3 attackers, 3 midfielders, and 3 defenders, and 1
goaltender. A common misunderstanding is that Lacrosse is like hockey, when in reality it is more similar to basketball.
There are no off-sides* or icing, there is a shot clock, and infractions in Lacrosse are referred to as fouls. The length of
the game is different for various leagues. Examples include 8-12-minute quarters, or three 20-minute periods.
Committing a personal foul results in a 1-3 minute penalty; after the 5th foul of a game the player is ejected.
*offsides do occur, but not like we see in hockey.

Lacrosse Specifics:
Name of Rule Description
Faceoff Face-offs are taken with the open face of the stick facing
your own net. The ball must come out of the 2' small
face-off circle before other players can enter the larger
circle. An offence against this does not cause another
face-off as in hockey, it results in immediate possession
to the other team.

Hand Ball It is illegal to use your hands to pick up the ball, only
goalies are allowed to do this.
Goaltender’s Crease Only the goaltender is allowed in the crease. Defenders
are allowed to pass through their own crease, but are not
allowed to handle the ball. An attacker entering the
crease is given a penalty/foul.
Shot Clock Time Violation Shot clock time varies by league. Shot clock begins when
one team has gathered clear possession of the ball. When
time is up, there is a turnover of possession.
Foul (penalty) Can be either personal or technical foul. Personal fouls
are a 1-3-minute suspension from the game, and
technical fouls are 30-second suspension from the game.
Common Personal Fouls (1-3-minute suspension from game):
Name of Personal Foul Description
Tripping When a player blocks an opponent below the waist with
his stick, hands, arms, legs, or feet.

Slashing When a player’s stick hits an opponent in any area other


than their stick or gloved hand.

Cross Checking When a player uses the shaft of his crosse to make
contact with the opposition.

Illegal Body Checking When a player checks the body of an opposing player
who is not in possession of the ball or within five yards of
a loose ball, or when the body is checked from behind or
below the waist, or if body checking occurs above the
shoulders.

Common Technical Fouls (30 sec suspension from game):


Name of Technical Foul Description
Holding When a player restricts the movement of an opposing
player or his crosse.

Interference When a player interferes in any way with the free


movement of an opposing player except when the
opposing player has the ball.

Off-side When a team does not have at least four players in their
defensive positions or at least three players in their
attacking positions.

Pushing When a player pushes an opponent from behind

Other General Rules:


Out of Bounds: When a loose ball goes out of bounds because of a shot or deflected shot at the goal, it shall be awarded
to the team that had an inbounds player's body nearest to the ball when it became an out-of-bounds ball, at the point
where it was declared out of bounds.

Tiebreaker: A game that is tied at the end of regulation is decided in five-minute sudden-death overtime. There are no
tie games in professional indoor lacrosse.
Lacrosse Playing Field:
Lacrosse Written Exam
/28 marks
True or False:
1. Lacrosse originally was called “baggataway”. T F
2. Lacrosse has 5 players on the field per team. T F
3. A NLL game consists of 15-minute quarters. T F
4. A lacrosse field is 100 yards long. T F
5. Offenders are penalized for entering an
oppositions goal crease. T F
6. Pushing is a type of foul. T F
7. Face-offs are only done at the beginning of quarters. T F
8. Aboriginals originally crafted Lacrosse sticks
out of hickory, elm bark, and wood. T F

Short Answer:
1. What is a shot clock violation?

2. How does a carry differ from a cradle?

3. Explain how Lacrosse helped community members of the Aboriginal town of Kugluktuk.

4. Describe the Out of Bounds rule.

5. How long does a player serve a personal foul for?

6. Name 3 important things to remember when shooting the Lacrosse ball.

7. Name 2 types of passes.

8. Name 2 types of personal fouls.

9. What is a rake?

Diagram:
Label the diagram with the following corresponding numbers:
1. Attack/Defensive Area
2. Midfield line
3. Endline
4. Sideline
5. Penalty Box
6. Wing Area
7. Goal Crease
Lacrosse Written Exam Answer Key
/28 marks
True or False:
1. Lacrosse originally was called “baggataway”. T F
2. Lacrosse has 5 players on the field per team. T F
3. A NLL game consists of 15-minute quarters. T F
4. A lacrosse field is 100 yards long. T F
5. Offenders are penalized for entering an
oppositions goal crease. T F
6. Pushing is a type of foul. T F
7. Face-offs are only done at the beginning of quarters. T F
8. Aboriginals originally crafted Lacrosse sticks
out of hickory, elm bark, and wood. T F

Short Answer:
1. What is a shot clock violation?
Shot clock begins when one team has gathered clear possession of the ball. When time is up, there is a turnover of
possession.
2. How does a carry differ from a cradle?
Carry – used when sprinting with the ball; cradle – used to control the ball in traffic.
3. Explain how Lacrosse helped community members of the Aboriginal town of Kugluktuk.
Mental health – heal from high suicide rates; brought community together; socialization.
4. Describe the Out of Bounds rule.
Ball shall be awarded to the team that had an inbounds player's body nearest to the ball when it became an out-of-
bounds ball, at the point where it was declared out of bounds.
5. How long does a player serve a personal foul for?
1-3 minutes.
6. Name 3 important things to remember when shooting the Lacrosse ball.
Knees bent, power from legs/core, transition power through hips, roll the wrists on release, point to target.
7. Name 2 types of passes.
Bounce and throw.
8. Name 2 types of personal fouls.
Tripping, slashing, cross-checking, illegal body checking.
9. What is a rake?
Faceoff move in which player sweeps ball to the side

Diagram: 4
6
Label the diagram with the following corresponding numbers:
1. Attack/Defensive Area
2. Midfield line
3. Endline 7 2
4. Sideline
3
5. Penalty Box
6. Wing Area 1
7. Goal Crease
5
References

Alberta Education. (2002). Aboriginal Studies. Retrieved from https://education.alberta.ca/media/563986/aboriginal-


studies-10-20-30.pdf

Alberta Education. (2000). Physical Education Program of Studies. Retrieved from


https://education.alberta.ca/media/160191/phys2000.pdf

Canadian Council of Learning. (2017) First Nations Holistic Life Long Learning Model
http://www.afn.ca/uploads/files/events/fact_sheet-ccoe-4.pdf

SportSpectator.com. (2005). Men’s lacrosse field diagram and positions. Retrieved from
http://www.sportspectator.com/fancentral/lacrosse_men/guide03.html

Lacrosse Coaching 101. (n.d.). Men’s play maker. Retrieved from http://lacrossecoaching101.com/boysplaymaker.gif