Teacher Candidate: ____________________________ UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title _____Skill Development_______________________________________________ Unit _____________________Floor Hockey________________ Day# ____2____________ Grade level(s)/Course _______10th_______________ Date taught (if taught)_____2/27/14__________________ Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title Publisher Date of Publication http://www.sparkpe.org/wp-content/uploads/2009/11/36_H_3_Trap.pdf http://www.sparkpe.org/wp-content/uploads/2011/05/10HockeyFirstTo4.pdf http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9434#.UwefMmJdXiU http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9075#.Uwefq2JdXiU District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.

Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 35 mins Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.

List any other special features of your school or classroom that will affect the teaching of this lesson.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students_________ Special Needs Students: Category
Students with IEPs

# of Males__________ # of Females__________ Number of Accommodations and/or pertinent IEP Objectives Students 1 Avoid high intensity movements and task that require a lot of agility. If needed allow to do his own

side activity as long as he is remaining active.

English Language Learners

Gifted and Talented

504

Autism or other special needs (Emotional-Behavioral Disorders)

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON

Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Enduring Understanding and/or Essential Question The important, powerful ideas that enable us to make sense of isolated facts. What is the big idea of that your lesson encompasses? What overarching concept should your students be able to answer correctly by the end of this lesson?

For this lesson the end goal is to introduce and develop the students knowledge and skill level of basic hockey skills such as passing, tapping, and dribbling.
GLE and Symbolic Notation Grade Level Expectation (GLE) 1:3:B2 Demonstrates correct application of force to control distance of object in a target sport DOK = Depth of Knowledge

5:3:B4 Demonstrates positive social interaction while in 4 a physical activity setting (e.g., the student gives another student a high five after making a great shot in basketball). Student Learning Outcomes (objectives) Specific, Measurable, Attainable, Realistic, Timely Psychomotor- TSW be able to move in a strategic manner to position them self to make or receive a pass from a teammate. Cognitive- TSW gain the knowledge of different skills used in hockey and how to perform them correctly though different cues. Affective- TSW practice a variety hockey skills throughout different activities. Academic Language - The language of education and specifically physical education that is different from everyday spoken language. This language needs to be taught, and used by both the instructor and the K-12 students for students to be successful in the classroom. Content specific terms: Process terms: High sticking, checking, blade soft hand, follow though

Prior Learning/Prior Thinking How have learners encountered this content before, either through experience in daily life or prior instruction? What related content have the students learned that has laid a foundation for this lesson? What errors in understanding or thinking (i.e., misconceptions) might learners bring to the classroom? Before the lesson is taught TSW know the basic concepts and rules (scoring, high sticking, and no checking) of hockey but will be at a variety of different skill levels based on the amount of play and athletic ability of each student.

ASSESSMENT BEFORE THE LESSON Pre-assessment Gathering information about student knowledge -Do you know what high sticking is and why it can be dangerous? -Should your eyes be on the puck/ball or looking in front of you? -How many have played floor hockey or ice hockey before? LESSON PLAN OBJECTIVES AND LIFE SKILLS
Skill Development 1. Basic Skill Instruction TSW be introduced to basic hockey skills such as passing, trapping, and dribbling. 2. Application of Skills TSW use these skills in a variety of activities though out the lesson and in future lessons and game play. Fitness Benefits 3. Skill Related Fitness TSW improve their hand eye coordination in the passing and dribbling games, as well as improve their agility well moving throughout the game play. 4. Health Related Fitness TSW improve their cardio endurance and increase their heart rate during activity. Life Skills 5. Effort TSW show effort by increasing their heart rate and remaining active throughout the class period. 6. Communication TSW use communication when passing and trapping throughout the activities.

Introduction Total time: 3mins Lesson Objective(s): 1, 3

Formations / Cues

Assessment

Review of safety and cues -State safety concerns and rules of holding stick and keeping it on the floor at all times and also rules of floor hockey -Readdress cues taught in first lesson for holding stick, forehand, backhand, and dribbling

-keep ball close to body -stay under control -dominate hand on bottom -eyes up at all time -stick always on the ground

-hold the hockey stick if right/left and dominate? -what is high sticking? And why should the sick always stay on the floor? -how do you receive a pass?

Planned Transitions

Main Activities / Total time: 30mins

Lesson objective(s): 1, 2, 3, 4, 5, 6

Formations / Cues

Assessment

Jail break hockey Skill progression: dribbling -move around cones in clockwise -keep ball close to your body motion -stay under control / dont move to fast -jailbreak = dribble ball to new area -dominate hand on bottom -stick is always on the ground Game -Students move a ball or puck around a square made with cones. -The square is the "jail". On the signal, students begin to move the ball or puck around the square using various speeds and direction. -On the signal, students are given 10 seconds to return their ball or puck to a box and must choose a different box each time to avoid hanging around the same box. -If all of the students make it back to their box before the 10 seconds the class gets a point. If they dont teacher gets a point.
Planned Transitions Students will remain at same cones well instruction is given

-stick remains on the ground at all times -students go to all coned areas during game -what hand should be on top of the stick?

First to 4 Skill progression: dribbling -keep ball close to your body -stay under control / dont move to fast -dominate hand on bottom Game -The object is to collect 4 balls in your home hoop. -On signal, run to the middle and use your stick to take only 1 ball and dribble it back to your home hoop. -Hand the stick to your partner who gets a ball and dribbles it back. -Continue until all balls are gone from the middle. -Once all the balls are gone you can take them from other teams.
Planned Transitions TSW line up on the half court line and count of by 2s. All the ones will wear mesh pennies

-can not take other teams balls until all in the center are gone -ball must go into hula hoop under control of stick -no feet or hands allowed

-stick remains on the ground at all times -students are able to have at least 3 balls in their hoop at some point -students do not run into each other

3 trap hockey Skill progression: trapping -dominate hand on bottom -eyes up at all time -stick always on the ground -give as the ball comes to you / soft hands Game -The object is for your group to make 3 traps in a row; each to a different member of your group. -Offense players do this by passing and moving to an open space. Dribbling is allowed. -Defenders guard a member of the opposing team. -After 3 consecutive traps, the Offense scores a point, and, then, its the other groups turn. -If a turnover occurs roles are switched -Offense becomes Defense, and Defense becomes Offense.

-point is given once 3 passes and traps made -to easy make it 5 traps -defenders must stay 3 ft away -interception roles are reversed right away

-students are able to make at least 3 pass and trap series throughout the game -students absorb the ball when receiving pass 75%of the time -each student makes and receives 3 passes

Cool-down / Total time: 3mins Lesson objective(s):

Formations / Assessment Strategy What is the proper way to hold stick? How should you receive a pass? What should the follow through look like?

Circle up and ask questions for understanding well putting away equipment

Assessment at the end of the lesson Formative- What is the proper way to hold stick? How should you receive a pass? What should the follow through look like? Summative- Observation of students skill level and amount of participation during different activities.

Equipment needs -hockey stick for every student -variety of different balls -cones -hula hoops Differentiated Instruction

Safety Considerations -All sticks must remain on the floor at all times -No checking or pushing -No slap shots

Modify equipment larger deflated ball so it does not roll away from students control as much Modify task decrease the number a task needs to be done or the distance needed to travel Modify instruction students will be given one on one help after the initial task is described to help refine skills

Classroom Management/Democratic Practices Whenever instruction are being given all sticks will be placed on the floor and balls/pucks will be place between students feet so they do not play with them

Possible Community Resources: Indicate how students can use the information taught to be used in their own time in and around the
community. Outside of school the students can use the information taught in the class when playing pickup games of floor or ice hockey. If they have the correct equipment they are able to play ice hockey in Platteville at the outdoor rink or also play in the summer on roller skates.