Dustin Yakoubian’s P.E. Lesson Plan

Unit Theme: Striking with implements Focus of Lesson: hockey skills

Class size: Variable Grade: K-2

Space/Location of Lesson: Gymnasium

STUDENT PERFORMANCE OBJECTIVES

Psychomotor: See benchmarks below.

Assessment Strategy: Teacher observation, Student self-assessment

Cognitive: Students demonstrate an understanding and control of force when giving and

receiving passes with implements

Assessment Strategy: Teacher observation

Affective: Students demonstrate a positive attitude by trying hard and not getting discouraged

when/if a task is difficult.

Assessment Strategy: Teacher observation

BENCHMARK(S)

Kinder

• Strike stationary objects with short and long-handled implements

• Strike moving objects with short and long-handled implements

Grade 1

• Strike a stationary ball with long and short handled implements

• Strike a moving ball with long and short handled implements

Grade 2

• Dribble a ball with a long handled implement.

SAFETY CONSIDERATIONS:

• Use appropriately-sized hockey sticks and soft balls/pucks

• Repeatedly emphasize the correct way to hold the hockey stick and the importance of

keeping the stick on the ground at all times

NECESSARY EQUIPMENT:

• Hockey sticks (one per student), ball or puck (one for each student), several 6-panel

mats, several goals/nets/targets for target/goal shooting stations.

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SEQUENCE OF LESSON

A) WARM UP / FITNESS ACTIVITY

Description: “Follow the lines” warm up

Point out the various lines painted on the gymnasium floor. Demonstrate walking along the

lines and changing direction at line intersections. Students start by standing on any line. They

are to travel along their line in a way of their choosing (walking, skipping, jogging, hopping,

etc). When they reach a line intersection they must change their locomotor pattern (ex. Change

from walking to hopping) and they may (if they want to) change to the intersecting line.

Remind students that sometimes they will encounter another student traveling along the same

line, coming towards them. If that happens, both students must stop, step to the right (each

student steps to his/her right, so they are stepping to opposite sides of the line), then pass each

other and continue on the line.

Time: Once explained, 1-3 minutes.

B) LESSON INTRO / SCAFFOLDING

Description: Last class we started using the hockey sticks to pass and dribble. Today we want

to build on those skills and practice them some more. We’re also going to be using our passing

skills to help us learn how to shoot a ball. The way you shoot a ball is pretty much the same as

the way you shoot a ball. You need to control a pass so it goes to your partner just like you

need to control a shot so it goes into the goal. (demonstrate and provide cues)

Time: 2-3 mins

C) TRANSITION

Description: Describe each station and demonstrate the skills at each (a couple are repeats, so

you only need to explain those once each). It helps students focus if you use a student as a

demonstration partner.

Time: 2-3 mins

D) MAIN LESSON ACTIVITY(IES)

Stations Games

Every few minutes, have students “freeze”, then point to their next station (you will

have to identify the rotation direction), then (once the students are pointing correctly)

have them rotate to the next station.

1) Shooting at nets

• Easier: Set up a few large goals for students to shoot at. If necessary, set out

various poly spots which students can chose from as a starting location to shoot

from.

• Challenge: Set up various nets (some small, some larger) and/or set up smaller

targets (ex. A bowling pin or cone) inside a goal for students to shoot at as a

“challenge” goal. This allows higher-skilled students a way to self-challenge,

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while it puts no requirement or pressure on the lesser-skilled students, since the

“challenge” goals are totally optional anyway.

2) Partner passing

• Set up poly spots to indicate places for students to stand – about 5 feet away from

their partner to start with. As students have more success, they can move further

apart.

• Cue: Stop the ball/puck upon receipt of a pass, and before passing it back.

• Cue: When the pass is complete, the stick should be pointing at the target/partner to

whom the ball is being passed

3) Shoot at nets

• Repeat of Station 1 (or some variation thereof)

4) Dribble thru mats “maze”

• Stand up 6-panel mats such that they create a zig-zagging corridor through which

students must dribble.

• This isn’t much of a difference (skill-wise) from having students dribble around or

through a cone-designated path, but the mat maze design adds some extra fun and

ends up adding a little bit of an extra mental challenge for some students.

5) Partner passing

• Repeat of Station 2

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E) CLOSURE

Description: By a show of raised hands, which station was your favorite? Which one was the

most challenging? If necessary, add some cues or a short demonstration of some of the skills

involved at the station they believe was challenging.

Time: 2 mins

F) DISMISSAL:

How: Call students up by birth month (or some other random identifier) to walk and return

their equipment then line up.

Where: Line up at the door for the teacher to take them back to their classroom