A. Introduction Situation
1. Rationale/ Introduction
This unit is on striking without an implement and will
be taught to the third grade Physical Education class.
Striking without an implement is a manipulative skill and is
very important to the development of students at a young
age. This skill will allow them to have a positive transfer
into sports and activities that they will be introduced to at a
later age. Learning early will allow them to develop
continually throughout their physical activity growth.
The students were introduced to the subject area in
earlier grades, but we will be focusing more on the details
of the movements. The unit will address the nature of the
learners because most of the students will be in the middle
of the initial and elementary stages (Gallahue & Donnelly,
2003). The skills will be broken down so that the students
in the initial stage and students that might be a little above
will see what the mature stage looks like. It will be easier to
identify their progression in the skills (Gallahue &
Donnelly, 2003).
Striking without an implement will address the students
interests because it is a build up to some of the activities
and sports they might want to play when they older such as
soccer, volleyball, and basketball. It meets their educational
needs because they need these skills in order to keep
interest and be able to play in activities and sports that
require this skill at an acceptable level.
2. Standards
NASPE Standards:
1. Standard 1: Demonstrates competency in motor
skills and movement patterns needed to perform a variety
of physical activity.
2. Standard 2: Demonstrates understanding of
movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical
activities.
3. Standard 5: Exhibits responsible personal and
social behavior that respects self and others in physical
activity settings.
NH Guidelines:
1. Guideline 3: Demonstrates competency in
motor skills and movement patterns,
proficiency in a few, and applies these skills
and patterns in a variety of physical
activities (NASPE Standard 1).
2. Guideline 4: Demonstrates understanding of
movement concepts, principles, strategies
and tactics as they apply to the development
of motor skills and the learning and
performance of physical activities NASPE
Standard 2).
3. Guideline 6: Exhibits responsible personal
and social behavior that respects self and
others in a physical activity settings
(NASPE Standard 5).
3. Objectives
◦ Standard 1 (NH Guideline 3)
• Unit Objective: The students will be able to kick a ball with a
mature form to a partner 7 out of 10 times in a practice
situation.
◦ Lesson Objective Day 4: Students will demonstrate the
ability to kick properly to a stationary partner seven out
of ten times.
◦ Lesson Objective Day 4: Students will demonstrate the
ability to kick with a mature form while passing to a
partner.
◦ Lesson Objective Day 5: Students will be introduced to
the skill of punting and will have to be able to punt the
ball with correct form seven out of ten times.
• Unit Objective: The students will be able to demonstrate the
ability to perform basic volleyball skills (set, forearm pass,
underhand serve) by achieving a 70 percent or better on a
performance test.
◦ Lesson Objective Day 6: Students will be able to
demonstrate the different ways to hit a volleyball in a
game situation.
◦ Lesson Objective Day 6: Students will be able to
demonstrate the ability to cooperate and communicate
with other students while learning the proper ways to
strike a volleyball.
• Unit Objective: The students will be able to properly dribble a
basketball and soccer ball by dribbling around cones.
◦ Lesson Objective Day 2: Students will be able to learn
and demonstrate the correct way to dribble a basketball
in a stationary and moving position.
◦ Lesson Objective Day 2: Students will demonstrate the
ability to dribble a basketball with correct form in a
game situation.
◦ Lesson Objective Day 3: The students will demonstrate
the proper way of dribbling a soccer ball while
moving.
◦ Lesson Objective Day 3: The students will demonstrate
the strategies of dribbling the soccer ball in different
patterns in a game situation.
• Unit Objective: The students will be able to demonstrate the
ability to control a balloon for thirty seconds under control by
using their hands and feet.
◦ Lesson Objective Day 7: Students will be able to
demonstrate the ability to juggle balloons with any part
of their legs for a set time. Students will be able to
demonstrate strategies of keeping the balloon in the air
for a certain amount of time with their lower body.
◦
Lesson Objective Day 8: Students will be able to
comprehend and demonstrate the ability to
juggle balloons for a certain amount of time
using their upper body for a set time. The
students will be able to use different strategies to
keep the balloon in the air for a certain amount
of time using their upper body.
◦
Lesson Objective Day 9: Students will demonstrate
ability to strike an object with an open hand 8
out of 10 times and will improve hand eye
coordination.
◦
• Standard 2 (NH Guideline 4)
•
The students will be able to demonstrate an
understanding of how to use soccer skills during a game
situation.
•
Day 3: The students will demonstrate the proper
way of dribbling a soccer ball while moving. The
students will also learn the strategies of dribbling
the soccer ball certain ways in a game situation.
•
The students will be able to demonstrate an understanding of
the basic rules of volleyball by having the ability to follow
all game rules while playing.
◦ Day 6: Students will be able to demonstrate the
different ways to hit a volleyball in a game situation.
◦ Students will be able to cooperate and communicate
with other students while learning the proper ways to
strike a volleyball.
• Standard 5 (NH Guideline 6)
•
The students will be enthusiastic about participating
in all activities throughout class.
•
The students will participate regularly with a positive
attitude throughout the soccer unit.
4. Description of Class Setting
a. Composition of the class- This is a third grade class that
has sixteen students. There are nine boys and seven girls in the
class. The developmental level is a mixture. Some students are
still in the initial stage, some are in the elementary stage and others
are in between the two stages.
b. Facilities/Space, Equipment, Clothing- The class will
meet in the gymnasium and all students would be expected to wear
sneakers. Shorts or sweatpants would be preferred but not a
requirement. Equipment would include soccer balls, basketballs,
volleyballs, balloons, cones, poly spots, small soccer goals, and
noodles.
5. Length of the Unit
- This unit is designed to be ten class periods: eight lessons and a
day of pre-assessments and a day for post-assessment. There is an
Alternative Facility lesson plan as well as a Substitute lesson plan
attached. Each class period is 45 minutes long.
B. Pre-Class Simulation of Interest
1. Pre-requisite Skills and Concepts
The students should have some knowledge of the skills that
are going to be introduced to them from their kindergarten, first,
and second grade classes. They should be at the elementary level
of their loco-motor skills such as running, skipping, hopping,
galloping, leaping, etc. They have also been introduced to some
striking without and implement skills. They include the overhand
throw, underhand throw, kicking, juggling, and dribbling. If the
students come into the class with these pre-requisites, they will
have the skills to be successful.
2. Pre-assessment Techniques
Pre-assessment is used on the first day of the unit. Students
will be given a pretest on skills that they have learned in the
past. This includes kicking, juggling and dribbling. Teacher will
also use questioning and teacher observation throughout the
unit. Teacher will ask questions to see how much the students
know and what they need to be reminded of.
3. Introductory Activities
Instant Activities
 Snake tag (Lesson 2)
o Two students are chosen to be the snakes and lay face
down in the center circle. The rest of the class has to
touch a part of the two snakes body and hold there until
told otherwise. When the cue to start goes off, the
students can run and the snakes get up and try tag the
other students. After ten to twenty seconds, stop the
class and whoever got tagged now becomes a snake and
can lay anywhere on the court. This is repeated until
activity is over (McDonough).
 Noodle Tag (Lesson 3)
o All students must be against one of the walls facing the
wall. On the other side of the court there are four little
chips placed under small cones (there are more cones
than chips), and four noodles are placed at midcourt.
When the activity begins the students run and look
under the cones. Whichever students find a chip under
the cone go to midcourt, place the chip on the floor and
grab a noodle. They are now the taggers and the
students that did not find the chip are getting tagged.
Tags must not be hard, and must be below the head
(Tiller, Kevin, 2001).
 Dynamic warm-up (Lesson 4)
o In the dynamic warm-up, the teacher decides which
exercises the students will do. They will be broken up
into groups and line up on the end line. One person will
go, followed by the person behind them. Examples of
some of the warm-ups are high knees, buttkickers,
skipping, and sprinting.
 Stuck in the mud (Lesson 5)
o One or two taggers are chosen and the rest of the class
tries not to get tagged. When a student gets tags they
are stuck with their legs spread. The other students who
are not taggers need to crawl through the legs of the
others who have been tagged. Once this happens they
are no longer stuck in the mud. The taggers goal is to
get everybody stuck in the mud (Headley, Aaron).
 Gator Up (Lesson 6)
o Students pair up and each pair has a gator ball. One
student will lob the ball to the other and the other
student has to hit the ball back with a part of their arms.
They want to try and hit the ball back to their partner
without it hitting the ground. After five hits, switch
(Merrill, Call).
 Blob tag (Lesson 9)
o Chose someone as “IT”. IT starts the game as regular
tag, but when he catches someone, they must join hands
with IT to create a large Blob. Once the Blob has 6
people, it can split into groups of three only, and may
split into groups of three any time thereafter. The
person left without being tagged, is IT and the game
starts again ("The ultimate camp," ).
 Balloon Keep Up (Upper Body) (Lesson 7)
o The students will split into two groups, and a balloon
will be tossed into each group. The object of the
activity is for the group to keep the balloon in the air as
long as possible using only their upper body part
(Merrill, Call).
 Balloon Keep Up (Lower Body) (Lesson 8)
o Same as Upper Body Balloon keep up except using
lower body parts (Merrill, Call).
4. Skill and/or Concept Development
There are many skills that the students should be
familiar with. In previous years, they should have been taught
kicking, dribbling a basketball and soccer ball, and juggling with
feet and hands. The students should have a basic understanding of
all the skills and concepts they have been introduced to. In this
unit, students will improve their skills to a point where they can
become more successful if put into a game situation. The two new
skills learned are volleyball skills, and punting a soccer ball.
Students will be given a basic introduction because of the high
complexity of the skill. See attached for content analysis.
6. Terminology
Pre-assessment - The act of assessing; appraisal; evaluation
prior to learning.
Post-assessment - The act of assessing; appraisal; evaluation
after learning an activity.
Feedback- A reaction or response to a particular process or
activity.
Open Space- An area that is empty and can be taken over.
Punt- Kicking a ball after it is dropped from the hands and
before it hits the ground.
Juggle- To keep a ball or balls in the air with a body part.
Dribble- To advance a ball or puck by bouncing it or giving
it a series of short kicks or pushes.
Dominant- Hand you write with.
7. Class Rules, Safety Hints
 First class of the year, the students and teacher will sit down
to discuss rules of the class. If the students help with the rules
there will be held more accountable for them.
a. The gymnasium will be a judgment free
zone. ALL students have the right to participate
without being judged.
b. There will a zero tolerance policy on bullying.
c. All students will respect teacher and other
students.
d. Students will not misuse any equipment.
e. Students will ask permission before leaving the
gymnasium.
f. There will be no cursing allowed.
g. Students shall keep hands to themselves and not
enter other students personal space.
8. Instructional Aids
There will be a couple different instructional aids for this
unit. There will be a bulletin board with the rules of the class,
expectations of the class, and safety tips. There will also be
different types of technology used throughout the unit such as on
day 4 with the use of an Ipad to record the students. For Example:
Class Rules and Safety Hints
 The gymnasium will be a judgment free zone. ALL students
have the right to participate without being judged.
 There will a zero tolerance policy on bullying.
 All students will respect teacher and other students.
 Students will not misuse any equipment.
 Students will ask permission before leaving the gymnasium.
 There will be no cursing allowed.
 Students shall keep hands to themselves and not enter other
students personal space.
9. Technology
Throughout this unit, technology will be used to help
introduce the skills to the students. On days 2, 3, 4 and 5 videos
will be used to help show the students the proper technique of the
skill that they are learning. Videos from Youtube will be shown
and broken down to help enhance student learning. On Day 4
students will be in partners videotaping each other with an iPad
and doing peer assessment. They will watch the videos together to
break down their performance.
10. Non-participants
Non-participants will be involved in the skills and
activities by observing and assessing other students. They could
be using iPads to videotape students and helping them break down
the video to let them know what they are doing right and wrong.
11. Modifications for Inclusion
 If the students are having trouble using a volleyball while
working on the volleyball skills, than we will have them
switch to a beach ball.
 If the students are having trouble hitting the volleyball over
the net, than we will lower the net.
 If students are having trouble dribbling a soccer ball, have
them choose a different size ball.
o Developmental Level 1
 Physical
 Students start to apply movement concepts
to activity; use motor skills; singles type
games should be played more.
 Emotional
 Students start learning about sharing
equipment. They need to control their
behavior. There could be little interaction
with other students.
 Cognitive
 The students should understand and use the
rules and structures of the games.
o Developmental Level 2
 Physical
 Attempting to work on more challenging
and complex movements. Might focus or
accuracy control, and willing to practice.
 Emotional
 Understanding the encouragement the
teacher gives them and using it for
motivation to practice. They should be
practicing more complex skills.
 Cognitive
 Children should be working on more
complex skills and should be able to use
problem solving.
o Developmental Level 3
 Physical
 Activities could include dance and
gymnastics. More teamwork is emphasized
and personal goals are introduced also.
 Emotional
 Importance on team building and goal
setting. Team sports are also an emphasis.
 Cognitive
 Understand complex movements.
Development advanced movement patterns
and more complex goal setting.
o Developmental Level 4
 Physical
 More complex skills are required during
activities.
 Emotional
 Students may be able to help others because
they have mastered the skill.
 Cognitive
 Games will have more strategies. There also
will be more rules emphasized.
12. Evaluation: Student Assessment & Grading
The unit had a pre-assessment and post-assessment of
all the skills. The pre-assessment is on the first day of the unit and
the post- assessment is on the last.There was also four other
assessments that are done throughout the ten day period. The other
assessments are on day 2, day 3, day 4, and day 6. These
assessments are purely the teaching observing the students
individually.
a. Student Assessment: Throughout the unit
there are two formal assessments and four informal assessments.
The formal assessments are to see where the students are at in the
activities, and the informal assessments show how well the
students have improved after learning the activities. Assessments
are attached
13. Substitute Lesson Plan and Alternative Facility
Lesson plan
Both are attached.
14. Resources
Gallahue, David L. , & Donnelly, Fances Cleland, (2003).
Developmental physical education for
all children. (4th
ed.).
Headley, Aaron. (n.d.). Teaching ideas. Retrieved from
http://www.teachingideas.co.uk/pe/stuckinthemud.htm
Mehrhof, Joella H, (2007). Never Play Leapfrog with a Unicorn.
Reston, VA: National Association for Sport and Physical
Education.
National Association for Sport and Physical Educaiton. (2004).
Moving into the future: National
standards for physical
education. (2nd ed.). Reston, VA: Author.
The ultimate camp resource. (n.d.). Retrieved from
http://www.ultimatecampresource.com/site/campactivity/blob-tag.html
Tiller, Kevin. (2001, January 14). Pe central. Retrieved from
http://www.ssww.com/pages/?page_id=217&seq=1903