Unit Plan Floor Hockey

Floor Hockey
7th Grade
John F Kennedy Middle School
Northampton, MA
Monday Mar 5 - March 21
Kyle Bauer
Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level____7_______
Unit Outcomes Reference Content to be taught Assessment

(By the end of the MA CF & (include rubrics,
NASPE
unit, students will be quizzes, etc. in
Standards
able to…) by # “written materials”
section)
Psychomotor MACF ay 1: Dribbling

D
SWBAT Use proper 2.8, 2.9 Day 2: Passing
skill cues to be able Day 3: Shooting
to execute a variety SHAPE Day 4: Zone/Person Day 3: Partner
of passes, shots, Standard Defense/Types of Checklist
and maneuvers 1, 2 defense
during active Day 5: Open Lanes
gameplay Day 6: Goalie Duties
throughout the floor Day 7 - 8: Gameplay
hockey unit.
Cognitive MACF Day 1: Dribbling Skill

SWBAT 2.9 cues, floor hockey
demonstrate growth rules.
of understanding of Day 2: Push pass and Day 1: Pre Test
floor hockey skills SHAPE wrist pass skill cues.
and rules by Standard Day 3: Push shot and
improving pre-test (S4.M6.6) wrist shot skill cues. Day 3: Exit
scores by at least 2 Day 4: Defensive and questions
points on the post Offensive strategies. Day 4: Exit slip
unit test. Day 5: Passing
Tactics.
Day 6: Goalie safety Day 7: Study guide
and expectations. Day 8: Post Test
Day 7-8: Review and
test.
Affective MACF Day 1-8: Use extreme Day 1: Stick safety
2.11 caution while using assessment
SWBAT SHAPE floor hockey sticks,
Demonstrate Standard respect teacher and Day 5: Teamwork
positive teamwork (S4.M6.6) classmates, be checklist
and communication prepared and dressed
skills by respecting for every class.
all rules and
regulations Day 7: Keep and
throughout the entire review study guide
floor hockey unit.
Grading Policy
Participation…………………………………….…..70%
Preparation………………………………………….10%
Final Quiz/Assignments…………………….…….20%
Participation = Respect for teacher, respect for others,

respect for learning
Preparation = Full Change of clothes, pencil for quiz
Final Quiz/Assignments = End of unit quiz, various

assignments
Floor Hockey Study Guide
Rules and gameplay-

● A face off is used to begin play and after each goal
● The ball may be advanced by using the stick or by kicking it (No goals)
● Hands may only be used to knock down an airborne ball with no advancement or
directional placement
● No offensive player may enter the crease or play a ball that is inside the crease
● Shots may only be taken when the stick blade is below the knees.
● Goals will not be counted if the stick is above the waist, the ball is kicked in or
batted in by someone’s hands, or an offensive player is in the crease
● No body contact allowed
● Penalties will be given for: Slashing, high-sticking, tripping, dangerous stick,
checking, hooking, holding, pushing, throwing of stick or ball, elbowing and
anything else deemed dangerous by teacher
● First offense - Player will sit out for 1 minute
● Second offense - Player will sit out for 2 minutes
● Third offense - Player will sit for remainder of class
Dribbling-
● Use both hands on the stick
● Short touches using both sides of stick
● Keep head up at all times
Passing-
● Step towards the target of the pass
● Transfer weight from back foot to front foot
● Aim for the blade of teammates stick
● Don’t watch the pass, move to open space
Shooting-
● Step towards target of shot
● Transfer weight from back foot to front foot
● Keep head down while making contact with the ball
● Follow through towards the target to generate more power
Positions-
● 6 players per team = 1 goalie, 1 center, 2 forwards, 2 defenders
● Forwards may only stay on offensive side, defenders may only stay on defense.
Floor Hockey Quiz (Pre and Post test)
Name:____________ Class:_____________ Date: _____________
Matching: Match the words in the word bank to the proper definition.
Word bank: Centering Dead Space Dribbling
Open Space Communication
1. ________ - Pass from the side towards the center for a better angle of shot.
2. ________ - Position where a player cannot receive a pass (Blocked by defender)
3. ________ - Best executed using both sides of the stick, puck should be kept
close to stick for best control.
4. ________ - Position where a player can receive a pass
5. ________ - Calling out to teammates when open and ready to receive a pass
True/False: Write the entire word (TRUE/FALSE) in the space provided to determine if
a statement is true or false.
_______ : Moving the puck with the stick is called dribbling
_______ : Players can use their bodies to check other players
_______ : Hands and feet can be used to stop the puck
_______ : There are 5 players on an official team
_______ : There is 1 goalie, 1 center, 2 forwards, 2 defenders
_______ : Stick is allowed to go above the waist
_______ : Two hands on the stick at all times
_______ : Only the goalie is allowed in the goal crease
_______ : Game starts at mid court with a face off
Labeling: Label the position names for all positions on a team.

Floor Hockey Skills Progression Outline
Kyle Bauer
Floor Hockey Unit Days 1-8
JFK Middle School
Day 1:
Focus: Safety/Dribbling
Skill Cues: Both hands on stick, tap each side, short connections
● Activities
○ Pre - Test
○ Safety Review
■ Thoroughly review high sticking consequences and why it will be
heavily enforced.
■ Review checking and pushing consequences.
■ Review penalty times and consequences
○ Dribbling
■ Dribbling stationary back and forth
■ Dribbling in open space
■ Steal player’s puck activity
Day 2:
Passing
Skill Cues: Step towards target, push and follow through
● Activities
○ Dribbling warm up
○ Passing with a partner stationary
○ Passing while both on the move
○ Monkey in the middle
○ “Give and Go” group activity
Day 3:
Shooting
Skill Cues: Transfer weight from back foot to front, follow through, quick fast shot,
head down
● Activities
○ Warm up: Dribbling and Passing with partner(s)
○ Knock over the pins game
○ Shoot on goal drill
■ Extend: players must run and receive a pass before shot
● Review Defensive and offensive roles
Day 4:
Positions
Skill cues: Person / Zone defense, Coverage
● Activities
○ Warm up: Dribbling and passing with partner(s)
○ Person to person review VIDEO :
https://www.youtube.com/watch?v=rA4qGH3wrMc
○ Zone coverage review
○ Goal crease review and safety, no entry
○ Gameplay intro
Day 5:
Gameplay
Cues: Open space, communication, sportsmanship, participation
● Activities
○ Warm up dribbling and passing with partners
○ Gameplay regulations review
○ Gameplay, 2 or 3 teams depending on sign up size, 3 minute games,
teams rotate based on winner or time.
Day 6:
Gameplay
● Activities
○ Goalie review, If anyone wants to play goalie they may, with proper
equipment
Day 7:
Gameplay
● Activities
○ STUDY GUIDES: Since this is 2nd to last day of class students will be
given a study guide and we will review these as a class.
Day 8:
Gameplay
● Activities
● Final Quiz - Post Test
Stick Safety Assessment - CLASS 1
Name:______________
1. What happens if you raise the blade above your waist?

______________________________________________________________________
______________________________________________________________________
2. Why will the teacher sit you out if they think you have done something wrong?
______________________________________________________________________
______________________________________________________________________
By signing here I understand that if I raise my stick above my waist, I will happily and
gladly sit out for the duration of my penalty, because I have risked the safety and
wellbeing of my beloved classmates that I would never try to injure.
X:___________________________________________________________________
Partner Checklist Day 6
Name and Partner’s Name:___________________________________
While observing your partner you will look for them to execute key skill cues. Check off
if you see them do the specific cues or if they do not.
_________…………………………..Forehand Pass………………………...__________
_________…………………………..Backhand Pass………………………..___________
_________………………………..Step towards target…………………….____________
_________……………………...Dominant hand on bottom……………….___________
_________…………………….Head up while dribbling…………………..___________
_________…………………….Variety of movement speeds……………..___________

Exit Slip (Day 4)
Name:_____________
Label all positions on a typical floor hockey team

Teamwork Questions Day 7
Name:____________
Think about and answer the following questions:
1. What skills help you gain the attention of your classmates to make plays more
successful?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What does sportsmanship mean to you?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. How does floor hockey relate to real life?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. If you and a teammate don’t get along, what are the best ways to maintain a positive
work environment?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. What is something you could improve on? (In life or floor hockey)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: ______Kyle Bauer____ DATE: ____3/5/18_______ TIME: ____8:30_______

SCHOOL: ______JFK Middle School__________ LESSON#: _____1________
FACILITIES: ________Gymnasium 1st Half__________ CLASS SIZE: __20___ GRADE:
____7_____ UNIT/THEME: _____Floor Hockey_______ GENERIC LEVEL: __Control____
EQUIPMENT: 1. _____20 Floor Hockey sticks____ 2._______20 pucks_____
3.______20 cones____________
FOCUS OF LESSON: ________Dribbling________

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
____P: SWBAT Dribble the puck with control across the gymnasium floor 4 out of 5 times.
(National #: S1.M11.6; MACF #: 2.17)
____C: SWBAT Identify the proper grip used with the floor hockey stick and identify 2 out of 3
skill cues. (National #: S2.M7.7; MACF #: 2.17)
____A: SWBAT Follow class and teacher expectations throughout 100% of the lesson.
(National #: S3.M5.6; MACF #: 2.26)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. ____Maintain a safe learning environment by addressing high sticking violations as the single
most important part of this unit.
2. ______Avoid forming long lines by having students practice in small groups throughout the
unit.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
_______Students must come to class with an appropriate change of clothes, no jewlery will be
allowed due to possible injury, high stick violators will risk not being involved in the rest of the
unit due to repeated offenses
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS
Students will get changed and gather Day one was

by the whiteboard to await the really great. The
beginning of the lesson. students were all
excited to start
Introduction: Welcome students to
the new unit and
floor hockey unit and ask them if any
have played ice hockey or floor
for me to be
hockey before. teaching them.
Teacher will introduce the parts of a After completing
stick and how it is held. the pre test we
Cues: Writing hand on top, other did passing drills
hand lower, bend knees and bring and puck control
body over stick. drills. The
Pre Test: Teacher will issue a quick
students all
pre test to gain knowledge on how
seemed to like it
well the students understand floor
hockey.
and were
Safety: This is where I will address challenged
the seriousness of high stick because many
violations. If I see a high stick I will of them hadn’t
blow on my whistle and stop the used a floor
lesson, remove the violator, and hockey stick
continue. before. Mr. D
doesn’t allow his
Activity 1: Dribbling
6th graders to
Students will receive a puck and a
stick and find free space. They are to
choose it as a
practice tapping the puck on each unit so they are
side, trying to get it to slide about 6 first introduced
inches, and then stopping it with the in 7th grade. I
other side of the stick. made
Safety: Students must leave 5-6 feet adjustments
in between each other so they if they such as
lose control of the puck they won’t
spreading out
risk being hit by another student.
experienced
Extension up: Students who are
experienced in hockey can move to
students and
open space and dribble while moving. moving closer
Extension down: Students can push the less
the puck instead of tapping it so they experienced.
can develop some control.
Teacher positioning: Teacher will stay
on boundaries of gym and scan all
students.
Transition: Teacher will blow whistle to
gain students’ attention, and ask them
to place sticks on the ground and
regroup by whiteboard.
Activity 2:Students will now dribbling in

open space, they can try moving at
various speeds, test what works for
them, and continue developing control
over the puck.
Safety: Students will not touch each
other or high stick at any part of the
lesson, no shooting is allowed at this
time.
Extension up: Students who are skilled
in hockey can pass with each other if
dribbling is becoming too easy.
Extension down: Students who are
struggling can continue working on
tapping the puck back and forth, with
encouragement to move around.
on boundary of gym and walk with
students who need extra assistance or
guidance.
Transition: Students will leave sticks
where they are and regroup with
teacher once whistle is blown.
Activity 3: Steal their pucks. Students

will now move in open space and
attempt to knock other players’ pucks
away from them while maintaining
control of their own puck.
Safety: No slashing, no high sticks,
only hit the other students puck, not
their stick.
Extension up: We could do an

elimination game where students must
sit down once their puck is hit away
from them.
Extension down: Students can stay on
a certain side of the court where they
can continue working on their dribbling
abilities.
on the boundaries and watch for foul
play by scanning all students.
Transition; Teacher will ask students to
return sticks and pucks and regroup
for closure.
Closure: Teacher will review the safety
concerns again so students know how
serious the problem can be. Teacher
will hand out the stick safety
assessment and get is signed by all
students before they are allowed to
change.

3.______20 cones____________
Focus of lesson : Passing
___P: SWBAT Pass to a partner with accuracy using proper skill cues 4 out of 5 times .
(National #: S1.M11.6; MACF #: 2.17)
____C: SWBAT identify 3 out of 4 skill cues used when passing to a partner. (National #:
S2.M7.7; MACF #: 2.17)
unit.
Students must come to class with an appropriate change of clothes, no jewlery will be allowed
due to possible injury, high stick violators will risk not being involved in the rest of the unit due to
repeated offenses
LESSON PLAN FORM
Students will get changed and gather Students had a

by the whiteboard to await the really great time
beginning of the lesson. today. They
enjoyed the give
Introduction: Today’s lesson will focus
and go passing
on passing and the skills associated
with it. We will again go over high
drill because I
stick violations, I am hoping that if I had them make
do this enough at the beginning of the goals for their
unit the students will start holding groups before
each other accountable when we get starting. This
to gameplay. stimulated
higher effort and
Activity 1: Warm up
they were
Students will dribbling in open space,
laughing and
getting a feel for the stick and puck.
Safety: Students should stay in their
developing skills
own space and not attempt to hit away at the same
any other students’ pucks. time. I wouldn’t
Extension up: Students who are change much
experienced can start by warming up about either of
with a partner passing. the first two
Extension Down: Students can lessons.
continue practicing dribbling in their
own space.
Teacher Positioning: Teacher will be
on boundaries of gym scanning all
students.
Transition: At the whistle, students will
leave their sticks and pucks on the
floor and regroup at whiteboard.
Activity 2: Stationary passing. Students

will get into groups of 2 or 3 depending
on class size. They will pass to each
other using the proper skill cues.
Skill Cues: Step towards target, push
and follow through.
Safety: Students will tap the incoming
puck to absorb its momentum and stop
it, then push it to the next partner.
They should not be whipping the puck.
Extension up: Students can space
themselves out and change distances
to make it harder.
Extension Down: Students will stay
close together, working on short
passes and control.
Teacher Positioning: Teacher will stay
on boundaries of gym, scanning all
students.
Transition: Students will leave stick
and puck on the ground and join
teacher by whiteboard.
Activity 3: Students will now move

down the gym while sending and
receiving passes from a partner.
Safety; Groups will be separated a few
seconds apart so they will not be
pressured by the group behind them.
Extension up: Students can vary
speeds of run, pass, and if no one is at
the end of their lane they can try to
score into a bucket.
Extension Down: Students can move a
puck across the floor by themselves
and try to intercept a pass provided by
myself.
on boundary of gym, scanning all
students.
Transition: Students will leave pucks
and sticks on the ground and meet
with teacher.
Activity 4: Give and go circle. In groups

of 4 or 5, students will attempt as
many give and go passes as possible
without fumbling. As a puck comes in,
students must meet the puck and
absorb its momentum then quickly
pass it so it never stops moving. Group
with highest number of consecutive
passes can demonstrate for class.
Safety: Students will not pass the puck
at fast speeds.
Extension up: group members can
increase distance between
themselves.
Extension down: group members can
tap the puck to stop it and regain
control before passing.
students.
with teacher.
Closure: Teacher will tell students the

next class will focus on shooting. Give
props to students that worked hard
and focused.

3.______20 cones____________ 4. 60 pins.
Focus of lesson : Shooting
___P: SWBAT score 4 out of 5 goals using proper skill cues from a distance of at least 10 feet.
(National #: S1.M11.6; MACF #: 2.17)
___C: SWBAT list 3 out of 4 skill cues associated with shooting at the end of the lesson.
_____A: SWBAT Follow class and teacher expectations throughout 100% of the lesson.
(National #: S3.M5.6; MACF #: 2.26)_
unit.
repeated offenses
LESSON PLAN FORM
Students will get changed and gather I ended up

by the whiteboard to await the scratching the
beginning of the lesson. pin knockover
activity because
Introduction: Today’s lesson will be
it didn’t seem
going over shooting, perhaps the
most fun and rewarding skill learned
developmentally
in floor hockey. Teacher will go over appropriate
tactics and gameplay strategies enough for the
where shots should be taken. students.
Skill cues: Transfer weight from back Instead I had
foot to front, follow through, quick fast them working in
shot, head down stations that
worked on
Activity 1 : Warm up with partner.
different skills.
Students will warm up by dribbling or
passing in open space with 1 or 2
There was a
other students. shooting station,
Safety: Be aware of other students moving around a
around. defender and
Extension up: Students can adjust shooting,
distance between each other as weaving through
needed. pins and
Extension down: students can work
shooting, and
on their own puck control in personal
another free shot
space.
area. The
on boundary of gym, scanning all students stayed
students. at each station
Transition: Students will leave pucks for 5 minutes
and sticks on the ground and meet and then we
with teacher. rotated. We
finished off class
Activity 2 : Pins knockover. Students
by playing steal
will be in groups of 2 or 3 and try to
the bacon.
knock over pins that are about 15 feet
away from them. There will be 10
pins per group and each student has
a chance to shoot before they restack
the pins. Students will work as a team
to knock down all pins.
Safety: Students should not be
standing in the way while their
partners are shooting. High stick and
slashing.
Extension up: Students can try to
knock over all pins individually, adjust
distance from pins.
Extension down: Students can move
closer to the pins and decrease the
amount of pins they are trying to hit.
students.
with teacher.
Activity 3 : Shooting on goal. There

will be 4 goals in each corner of the
gym. Students will receive a pass
from a partner then shoot, trying to
get a goal.
Safety: No slap shots, no high
sticking, there should be no one in
the way while they are going for a
shot.
Extension up: Students must receive
a give and go pass, then another
pass and then shoot.
Extension down: Students can
attempt to make a goal on their own
with no pass.
Teacher positioning:Teacher will stay
students.
with teacher.
Closure: Students will put pucks and
sticks away and join the teacher at
the whiteboard. Teacher will go over
the skill cues of shooting. Teacher will
briefly review the positions of the
players, offense and defense.

3.______20 cones____________
Focus of lesson : Positioning
____P: SWBAT play effective offense and defense by not entering the goal crease or other
positions areas throughout the entire lesson. (National #: S1.M11.6; MACF #: 2.17)
__C: SWBAT identify the areas that their position covers 2 out of 3 times. (National #: S2.M7.7;
MACF #: 2.17)
___A: SWBAT Follow class and teacher expectations throughout 100% of the lesson. (National
#: S3.M5.6; MACF #: 2.26)
unit.
repeated offenses.
LESSON PLAN FORM
Students will get changed and gather Today we

by the whiteboard to await the covered zones
beginning of the lesson. and played zone
hockey. It was
really beneficial
reviewing the positions of players and
the two different kinds of defense
to them because
styles on the court of a floor hockey they learned to
game. I will project a video on the stay in a zone
whiteboard.Person to person review and defend a
VIDEO : single person
https://www.youtube.com/watch?v=rA instead of
4qGH3wrMc clumping up
around the ball
and slapping
each other’s
other students. sticks constantly.
Safety: Be aware of other students I laid out a
around. diagram of
Extension up: Students can adjust cones that
distance between each other as students were
needed. not allowed to
leave. They had
to pass to each
space.
other and defend
on boundary of gym, scanning all a single person.
students.
with teacher.
Activity 2 : Person to person defense.
One student will try to rush by
another while maintaining control of
their puck. Student 2 will be
defending and trying to knock the
puck away from the offensive student.
Safety: No body contact, no checking,
no slashing, no high stick at all.
Extension up: If student 1
successfully gets by student 2, they
can try to take a shot at the goal.
Extension down: Student will try to
get passed a stationary student.
students.
with teacher.
Activity 3 : Zone coverage drill.
Defense will be set up into the two
zones of defense. An offensive
student will try to rush through and
take a shot. Zone defensemen cannot
leave their assigned zones.
Safety: No body contact, no
checking, no slashing, no high stick at
all.
Extension up: Two offensive students
will try and rush through, complete a
pass, and make a goal.
Extension down: Students will only
be defended by one defender.
students.
with teacher.
Activity 4: gameplay review. We will

break into two teams of 5 and place all
players on the court. There will be no
goalie for now. Two defenders, two
offensive, 1 center for each team. We
will go over the roles of each team
member and start gameplay next
class.
Closure: Students will complete the
positions exit slip and turn them in
before leaving and changing.

3.______20 cones____________
Focus of lesson : Gameplay
___P: SWBAT complete 1 pass, 1 shot, and 1 interception during gameplay of floor hockey.
(National #: S1.M11.6; MACF #: 2.17)
___C: SWBAT identify 2 out of 3 different positions and their duties during gameplay. (National
#: S2.M7.7; MACF #: 2.17)
unit.
repeated offenses
LESSON PLAN FORM

Today we did
Students will get changed and gather the same zone
by the whiteboard to await the coverage but
beginning of the lesson. without cones. It
was up to the
students to stay
focused on gameplay and team
tactics needed to be an effective
in their own
team. Skill cues: Open space, area. They had a
communication, sportsmanship, tough time at
participation first but I would
frequently
Activity 1 : Warm up with partner. remind them to
Students will warm up by dribbling or stay in their
designated
other students.
zone. This
Safety: Be aware of other students
around.
improved the
Extension up: Students can adjust flow of the play
distance between each other as because they
needed. had to rely on
Extension down: students can work passing to move
on their own puck control in personal the puck
space. anywhere. We
played almost
the entire class,
students.
subs would
and sticks on the ground and meet come in every 4
with teacher. minutes because
we didn’t have
Activity 2: Gameplay. Depending on an ideal number
class size we will form 3-4 teams that of students.
will be rotating based no games played
to 3, or if a game lasts longer than 4
minutes. Team that is sitting should be
watching and planning their own play
style.
Safety: Teacher will be watching and
scanning for checking, slashing, and
high sticks. Any will result in penalty.
students.
with teacher.

3.______20 cones____________
Focus of lesson : Gameplay/Goalie review
(National #: S1.M11.6; MACF #: 2.17)
#: S2.M7.7; MACF #: 2.17)
(National #: S3.M5.6; MACF #: 2.26)__
unit.
repeated offenses
LESSON PLAN FORM
Students will get changed and gather We had several

by the whiteboard to await the classes of floor
beginning of the lesson. hockey playing
games. Not
much happened
besides a ton of
team. Skill cues: Open space, high intensity
communication, sportsmanship, gameplay. We
participation reviewed goalies
at the end
because we
Activity 1 : Warm up with partner. hadn’t retrieved
the goalie gear
yet. The
other students.
Safety: Be aware of other students
students were
around. excited to hear
Extension up: Students can adjust that we would
distance between each other as start playing with
needed. goalies.
space.
students.
with teacher.
Activity 2: Gameplay. Depending on

class size we will form 3-4 teams that
style.
students.
with teacher.
Activity 3: Goalie review. We will go
over the equipment and agility needed
to be an effective goalie. I will ask if
there are any students who want to
participate in being a goalie (Some
kids love it). I will also stress the
importance of the goalie crease and
how no student is allowed in the goalie
crease at any time for safety reasons.

3.______20 cones____________
Focus of lesson : Gameplay/Goalie duties
(National #: S1.M11.6; MACF #: 2.17)
#: S2.M7.7; MACF #: 2.17)
unit.
repeated offenses
LESSON PLAN FORM

Students will get changed and gather Today was a lot

by the whiteboard to await the of gameplay and
beginning of the lesson. we had goalies.
There was a boy
who loved
defense I knew
team. Skill cues: Open space, that he would
communication, sportsmanship, volunteer to be a
participation goalie and he
Checklist: Students will choose a did. He had
partner on a different team that they some of the best
will watch when their team is on the saves! There
side lines. They will complete and
was a hockey
turn in the partner skills checklist.
player on the
other team and
Students will warm up by dribbling or he would make
passing in open space with 1 or 2 shots so
other students. frequently but
Safety: Be aware of other students the goalie was
around. unstoppable. We
Extension up: Students can adjust had a great time
distance between each other as
in all of our
needed.
classes.
space.
students.
with teacher.

style.
students.
with teacher.
Activity 3: Teamwork worksheets.
Study Guides: Study guides will be
given out at the end of this lesson and
we will review all of the positions, and
rules that will be on the test.

3.______20 cones____________
Focus of lesson : Gameplay/Post Test
(National #: S1.M11.6; MACF #: 2.17)
#: S2.M7.7; MACF #: 2.17)
unit.
repeated offenses
LESSON PLAN FORM

Students will get changed and gather I was saddened

by the whiteboard to await the handing out the
beginning of the lesson. post tests to my
students today. I
felt great
completing my
team. Skill cues: Open space, very own and
communication, sportsmanship, very first unit
participation though. The
Checklist: Students will choose a students really
partner on a different team that they did learn a ton
will watch when their team is on the and they had a
side lines. They will complete and
lot of fun during
turn in the partner skills checklist.
our classes. I
love teaching
Students will warm up by dribbling or middle school so
passing in open space with 1 or 2 much because
other students. of their effort.
Safety: Be aware of other students High schoolers
around. don’t try at all
Extension up: Students can adjust compared to
distance between each other as
middle
needed.
schoolers. It
makes for much
space. more fun
Teacher positioning: Teacher will stay classes.
students.
with teacher.

style.
students.
with teacher.
Post Test: students will take a post
test to see how much knowledge they
gained over the course of our unit.
PHYSICAL EDUCATION UNIT PLAN GUIDELINES
Each unit plan must be typed and should contain the following components. Everything
listed below except items 9 & 10 should be submitted to your supervising practitioner and
college supervisor prior to teaching the unit. [Note: The unit plan scoring sheet/evaluation
form is included in this handbook.]
1. Title Page: Your name, unit topic, dates of instruction, grade level, and school site. Use
the template provided (see next page of this handbook) to construct a chart for items 2-5.
2. Unit Outcomes: Make an objective for each domain – psychomotor, cognitive,
affective. Unit outcomes should target specific skills, concepts, and attitudes. Use state and
national standards as the basis for your specific unit outcomes. The block plan is an
optional tool for planning your unit. It is not required but can be helpful in the planning
process. See attached.
3. State and National Standards: Cite the relevant state and national standards (by
number) from the MA Comprehensive Health Curriculum Frameworks (MA CF) and the
National Association of Sport and Physical Education (NASPE) on the same chart as the
unit outcomes. [Note: These standards can be found in this handbook.]
4. Unit Content: Include everything that you want the students to know and be able to do
on the same chart as the unit outcomes and standards. List all content to be taught,
organized by day for each domain. See attached examples.
5. Assessment: Include forms of assessment to be used to measure the effectiveness of
what has been taught/learned and to evaluate what behaviors have been exhibited. Include
on the same chart as outcomes, standards and content. Put rubrics, quizzes and other
written assessments in “written materials” section of unit plan.
6. Written Materials: Include copies of any handouts, homework assignments, written
tests, rubrics or other written materials used during the unit. If you plan to use observation
as a method of assessment you must include the rubric you plan to use.
7. Unit Evaluation (grading) System: Identify all components being used and the weight
of each component. For example, skill may be assessed through multiple observations and
count for 40% of the unit grade, and knowledge may be assessed through a written quiz for
20% of the final grade. The other 40% might come from attendance, participation, energy
level/motivation, etc.
8. Resources/references: Include at least 5 different sources (e.g., books, videos,
websites, skill notebooks).
Submit items 9 & 10 immediately after you have taught the last day of the unit.
9. Results of Assessment(s): Briefly describe the results of any assessments used.

How did the students do? Did they do as well as you expected? Were you pleased with the
results? How might you modify the assessments used in the future?
10. Lesson Plans: Complete lesson plans should be included at the end of your unit plan.
Highlight places in your lesson plan where you made adjustments based on the results of
your formative assessment. A “rainy day/gym in use” plan must be included for this
unit.
Student Learning Pre-Test vs. Post-Test
First Name Pre-Test Post Test Change Impact Rating

Gabe 12/20 20/20 8 high
Jacob 15/20 19/20 4 moderate
Calvin 16/20 20/20 4 moderate
Ciana 16/20 16/20 0 low
Vincent 17/20 19/20 2 low
Kira 16/20 20/20 4 moderate
Johanna 9/20 18/20 9 high
Jadin 17/20 19/20 2 low
Nikolai 12/20 20/20 8 high
Ally 17/20 19/20 2 low
Ava 15/20 19/20 4 moderate
Marek 16/20 20/20 4 moderate
Seff 7/20 20/20 13 high
Ellia 15/20 20/20 5 moderate
Devon 9/20 20/20 11 high
Audrey 10/20 17/20 7 high
Clayton 18/20 20/20 2 low
Eloise 18/20 19/20 1 low
Oscar 16/20 19/20 3 moderate
Daria 11/20 19/20 8 high
Quincy 17/20 20/20 3 moderate
Alex 17/20 20/20 3 moderate
Emmet 9/20 20/20 11 high
Joe 18/20 19/20 1 low
Jonny 13/20 20/20 7 high
Caroline 18/20 20/20 2 moderate
Jon 7/20 20/20 13 high
Ben 17/20 18/20 1 low
Shiloh 10/20 16/20 6 high
Cameron 10/20 20/20 10 high
Corbin 16/20 19/20 3 moderate
Ellen 16/20 20/20 4 moderate
Finn 16/20 20/20 4 moderate
Emery 17/20 20/20 3 moderate
Emma 17/20 18/20 1 low
Ella 17/20 20/20 3 moderate
Tevin 13/20 19/20 6 high
Melina 18/20 19/20 1 low
JaQuan 11/20 20/20 9 high
Morgan 18/20 19/20 1 low
Lucas 16/20 20/20 4 moderate
Kamini 17/20 19/20 2 low
Kara 16/20 19/20 3 moderate
Russell 16/20 19/20 3 moderate
Low: 0-2 point change Moderate: 3-5 point change High: 6+ point change
Kyle Bauer
3/22/18
Results of Assessment
I am so proud of my students for doing so well on the post test! There were many
students that I went up to after I graded their tests and told them I was very pleased with them.
The two words everybody loves to hear are “Well done”. My goal as a teacher was to have the
‘Low’ impact of student learning be the lowest, and I did it! I was successful in achieving this by
going over the study guide with my students for days before the post-test. At the beginning and
end of every class I would review the materials that would be on the test. During gameplay I
would blow my whistle to stop everyone, then I would point out something that someone was
doing that was on the test. I made sure everyone knew what was going to be on the post-test by
emphasizing the most important points like the positions. We went through many drills and
activities that focused on the titles of the positions and what their duties were. Another quick
thing I always did which helped my success: Before I would drop the ball for a face off, I would
say to everybody “Remember, nobody goes in the goal crease! Nobody high sticks! Everybody
except the centers stays on the side they are currently on!” I would say that exact sentence at
least a dozen times. Students would start to say it with me, half mocking my repetitiveness. But,
guess what the students did? Nobody went in the goal crease, and if they did they would
scream at each other and hold each other accountable. Nobody high sticked, and if they did
everyone would scream at them and I would sit them out. Finally everyone would stay in their
positions, making the flow of the game so much better and increase the demand for passing
and 1v1 encounters. My students had such a great time with this unit and so did I. I am very
proud of them, even for the typical troublemakers, who improved their scores tremendously.

Unit Plan Floor Hockey

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Unit Plan Floor Hockey

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Floor Hockey

John F Kennedy Middle School

Monday Mar 5 - March 21

Unit Outcomes Reference Content to be taught Assessment

Psychomotor MACF ​ ay 1: ​Dribbling

Cognitive MACF ​Day 1: ​Dribbling Skill

Participation = Respect for teacher, respect for others,

Preparation = Full Change of clothes, pencil for quiz

Final Quiz/Assignments = End of unit quiz, various

Rules and gameplay-

Labeling: ​Label the position names for all positions on a team.

1. What happens if you raise the blade above your waist?

_________………………………..Step towards target…………………….____________

_________……………………...Dominant hand on bottom……………….___________

_________…………………….Head up while dribbling…………………..___________

_________…………………….Variety of movement speeds……………..___________

Label all positions on a typical floor hockey team

Think about and answer the following questions:

2. What does sportsmanship mean to you?

3. How does floor hockey relate to real life?

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/5/18​_______​ TIME: ​____8:30_______

FOCUS OF LESSON: ​________Dribbling________

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Students will get changed and gather Day one was

Activity 2:​Students will now dribbling in

Activity 3: ​Steal their pucks. Students

Extension up: ​We could do an

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/7/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Students will get changed and gather Students had a

Activity 2:​ Stationary passing. Students

Activity 3: ​Students will now move

Activity 4:​ Give and go circle. In groups

Closure:​ Teacher will tell students the

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/9/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

Students will get changed and gather I ended up

Activity 3 : ​ Shooting on goal. There

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/12/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Students will get changed and gather Today we

Activity 4:​ gameplay review. We will

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/14/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/16/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Students will get changed and gather We had several

Activity 2:​ Gameplay. Depending on

NAME: ​______​Kyle Bauer​____​ DATE: ​____​3/19/18​_______​ TIME: ​____8:30_______

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - ​During the lesson the teacher will​:

LESSON PLAN FORM

Psychomotor MACF ay 1: Dribbling

Cognitive MACF Day 1: Dribbling Skill

Labeling: Label the position names for all positions on a team.

_………………………..Step towards target…………………….____

_……………………...Dominant hand on bottom……………….___

_…………………….Head up while dribbling…………………..___

_…………………….Variety of movement speeds……………..___

NAME: __Kyle Bauer DATE: 3/5/18_ TIME: 8:30_____

FOCUS OF LESSON: Dribbling

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 2:Students will now dribbling in

Activity 3: Steal their pucks. Students

Extension up: We could do an

NAME: __Kyle Bauer DATE: 3/7/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 2: Stationary passing. Students

Activity 3: Students will now move

Activity 4: Give and go circle. In groups

Closure: Teacher will tell students the

NAME: __Kyle Bauer DATE: 3/9/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 3 : Shooting on goal. There

NAME: __Kyle Bauer DATE: 3/12/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 4: gameplay review. We will

NAME: __Kyle Bauer DATE: 3/14/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

NAME: __Kyle Bauer DATE: 3/16/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 2: Gameplay. Depending on

NAME: __Kyle Bauer DATE: 3/19/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 2: Gameplay. Depending on

NAME: __Kyle Bauer DATE: 3/21/18_ TIME: 8:30_____

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Activity 2: Gameplay. Depending on

9. Results of Assessment(s): Briefly describe the results of any assessments used.