Sample Lesson Plan #1

Dominant Concept	Sending
Sub-concept	Throwing
Focus	Overarm Throw Safety
Level	Beginner

Foundational Objectives

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Develop awareness of the safety factors that must be considered when they are involved in activities in which they use overhead throws.
Movement Perspective	Educational Games Move safely in personal and general space demonstrating body awareness. Demonstrate how to send an object using an overarm throw.
Personal-Social-Cultural Perspective	Demonstrate cooperative skills while engaged in group activities.

Lesson Objectives

The students will:

• Develop the proper technique to complete an overhand throw.
• Become aware of the safety factors to consider when performing an overhand throw.

Organization/Management	Tape hoops to the gym wall. Have garbage cans and hockey nets accessible for group activities. Whistle to signal change of group activity.
Equipment/Materials	Bean bags (one per student) Hoops (2) and tape Hockey nets (2) Garbage cans (2)

Learning Experiences

Warm Up	Walk, march, gallop, skip, jog, run with arm movements. Walk - arm circles (vary the size and direction of circles). March - swinging arms with elbows bent alternately. Gallop - swinging arms together. Skip - arms crossing over head. Jog - swing arms downward together. Run - swing arms straight alternately. Stretches - Triceps Arms across the body just under the chin, push elbow back with the opposite hand. Arm over the shoulder touching the back.
Skill Development IL IL IL	What does it mean to throw overarm? (Arm comes over shoulder, elbow leads and there is weight transfer.) Students stand with non-throwing side facing instructor. Practice stepping forward with left foot (for right-handed throwers). Standing still, reaching back, rotate arm forward in the overarm motion. (Make sure students are leading with their elbow.) As students reach back, they step forward. The foot steps forward as the arm completes its forward motion.
Cueing Questions	In what position is your body when: You prepare to throw? (Shoulders should be square to the target.) (R) You are throwing? (Weight transfers to the opposite foot, body twists so that non-throwing shoulder is pointing in the direction of the target.) (R) You have completed your throw? (Hand and fingers point towards the target.) (R) What happens when you do not step forward? (less force) (R) What happens to your wrist as you are throwing? (Wrist follows through.) R)
CCT	Safety Questions: 1. When throwing an object, what do you need to watch for? (Surroundings.)
CCT	2. When might it be dangerous to throw an object? (When the other person isn't looking at you.)
CCT	3. How can someone get hurt by a throw? (If you throw too hard. If you are too close.)
CCT	4. Where might it be unsafe to throw an object? (Living room, class room, etc.)
Application/ Culminating Activity	Each student practices the throwing motion with a bean bag, throwing towards the wall. Those students who successfully complete 8 out of 10 throws should increase distance. (E) · Students throw with the opposite arm. Students note the number of successful throws. (C)
IL	Target stations are set up around the gymnasium: Station #1 - hula hoops are taped to the gym wall Station #2 - hockey nets Station #3 - two garbage cans

	· There should be at least one station for every four to five students. Groups rotate to the next station on signal from the instructor. (C) · Have students vary the distance of throws based on their degree of success. Students can evaluate each other based on overarm throwing technique. (Student's shoulders finish square to target, has led with the elbow, has shifted his/her weight to the opposite foot, hand and fingers point towards target after the throw.) (E) · Variation: Each group works together to make 30 successful throws while at each station.
Cool Down	Do the same stretches as during the warm up.
Closure/Assessment C CCT	Checklist - see checklist at the end of the Advanced Lesson. 1. What are the important elements that you need to remember when performing an overhand throw? (Have students demonstrate each of the cues as listed in activity #2.) 2. In what activity/sport would it be helpful to make a good overarm throw? (football, baseball, basketball, etc.)
Reflection	1. Did I meet my lesson objective? 2. Did the students have fun? 3. Which target stations worked well? Are there any that would need to be changed?

Sample Lesson Plan #2

Dominant Concept	Sending
Sub-concept	Throwing
Focus	Overarm Throw Spatial Awareness Partner Relationships
Level	Intermediate

Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. Movement skill competency.
4. Knowledge, understanding and application of movement concepts and principles.
5. Responsible personal and social behaviour.
6. Understanding and respect for differences; cultural awareness.
7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Learn to participate in a vigorous physical activity. Become aware of their strength and ability in performing an overarm throw.
Movement Perspective	Educational Games Learn to send an object to a partner, taking into account distance, force, accuracy and movement.
Personal-Social-Cultural Perspective	Demonstrate respect for their partner's level of ability. Be aware of their classmates as they share the same general space.





Lesson Objectives

The students will be able to use the overarm throw correctly and accurately enough to send an object to a partner.

Organization/Management	· Divide students into groups of two, then into groups of three. · Arrange groups of three to minimize collisions and interference during activity.
Equipment/Materials	· Balls · Bean bags





Learning Experiences

Today we are going to learn how to use the overarm throw when sending an object to another person.

What do we need to remember when we are doing an overarm throw? (Weight transfer, arm reaches back and then goes over the shoulder, lead with the elbow.) (C)

Warm Up IL	Game of Tag (Frozen Tag, TV Tag, Blob Tag) Use four or five students as taggers. Give taggers bibs or sashes to identify themselves. Blow whistle - have taggers give bibs/sashes to four or five of the closest people and continue. Repeat several times.
IL	Stretches - Triceps Arms across the body just under the chin, push elbow back with the opposite hand. Arm over the shoulder touching the back. Fingers interlocked, arms stretched out above head, in front of body, chest height, behind the back.
Skill Development IL IL	1. Students stand facing a partner approximately three metres apart. Students will send the bean bag to one another using the overarm throw. If students are successful 8 out of 10 times at this distance, have them move back one giant step. Students continue to adjust distance according to their success. (E) 2. Substitute a ball for the bean bag and repeat the task. Adjust the distance based on the students' degree of success. (E) Keep Away Divide students into groups of three. Students are to use overarm throws. One student is designed as the person in the middle. The other two students pass the ball to one another. The middle player tries to intercept the passes. If the middle player successfully intercepts a pass, the player who passed the ball must take his or her place in the middle. If the middle person was not able to be successful, switch off after a short period of time. (C)
Cueing Questions C, CCT C, CCT C, CCT C, CCT C, CCT C, CCT CCT	1. What did you need to do to keep possession of the ball? (Accurate throws.) 2. How did the middle player manage to get possession of the ball? (Moving around, anticipating.) 3. What helps make this game safe? (Being aware of what is going on at all times, making sure the receiver is watching when you are throwing.) 4. What do you have to do when you pass to someone who is moving? (Anticipate where they are going, throw the ball ahead of them.) Transfer interrupted! when you are throwing to a partner? (Is he my partner watching the bean bag, ball?) 6. When is it easiest to catch the bean bag, ball? (When you are closer, when you are in the open.) 7. When you were close to your partner, what joint did you use to throw? As you moved further away, did you use other joints? (When in close, thrower may use wrist only. As you move further apart, add the elbow, then the shoulder and even the whole upper part of the body.) Variation: Use your opposite throwing arm. (E)





Cool Down IL	Do the same stretches as during the warm up.
Closure/Assessment C C C	Checklist - see checklist at end of Advanced lesson. 1. Were you able to throw the bean bag/ball so that your partner could catch it most of the time? 2. What kinds of things must you consider when throwing to a partner? (Distance, force used, accuracy, checking to see if partner is watching you.) 3. When playing "Keep Away", what helped you to keep possession of the ball? When you were in the middle, how did you manage to get the ball? (See notes under cueing questions on previous page.)
Reflection	1. Were students performing the overarm throw correctly and accurately with success? 2. Did the students have fun? 3. Were the students using the correct overarm throwing motion?





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Sample Lesson Plan #3

Dominant Concept	Sending
Sub-concept	Throwing
Focus	Overarm Throw Respect and consideration for others
Level	Advanced





Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style.
2. 2. Achievement and maintenance of a health-enhancing level of physical fitness.
3. 3. Movement skill competency.
4. 4. Knowledge, understanding and application of movement concepts and principles.
5. 5. Responsible personal and social behaviour.
6. 6. Understanding and respect for differences; cultural awareness.
7. 7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Learn to participate in a vigorous physical activity.
Movement Perspective	Educational Games · Become aware of the force needed to perform an overarm throw in various situations.
Personal-Social-Cultural Perspective	Demonstrate cooperative skills in groups of three as well as in the larger group activity. Demonstrate respect and consideration of their classmates' level of ability and strength.





Lesson Objectives

The students will be able to use the overarm throw to send an object to a partner at varying distances.

Organization/Management	· Music is played during the warm-up activity. · Divide students into groups of three and then later into groups of four.
Equipment/Materials	· Balls (nerf) · CD/tape player · Music appropriate for the classroom and the grade level of the students · Targets (hoops taped to the gym wall)





Learning Experiences

Today we are going to learn how to use the overarm throw to pass in groups of three.

What do we need to remember when we are doing an overarm throw? (Weight transfer, arm reaches back, as the arm comes over the shoulder, lead with the elbow.)

Warm Up	Line up in groups of three at one end of the gym. Student #1 is in the middle. Student #1 passes to a partner. As soon as the player passes the ball, she or he goes in behind the player to whom she/he has just passed. Moving down to the other end of the gym, the players pass the ball to one another in a three person passing weave. Students begin walking down the gym, passing the ball overarm if they are far away from the person they are passing to and underarm if they are close. When the students reach the other end of the gym, they walk around the outside edge of the gym to the start line. No running with the ball. Pass as soon as you have received the ball. When students can perform this activity successfully, they should run through it. (E)
Skill Development	Trio Keep-Away · In groups of three, two partners position themselves anywhere within the area marked off by their four cones. (Note: There are multiple games going on at one time.) The third player is the defender and is also allowed to be anywhere in the playing area. · The object for the partners, the offense, is to pass the ball eight times without having the defender catch the ball, or tag you while you are holding the ball, or having the ball go out-of-bounds. If eight passes are caught successfully, set up again with a new defender. Take turns being the defender. Students are to use both overarm and underarm passes (not just one or the other). (C) Decreasing the size of the playing area makes it easier for the defender. (Ad) Change the object being thrown to a more difficult shape, or reduce the size of the ball. (E)
Cueing Questions





Application/ Culminating Activity	Runner, Stay Away · Divide the students into groups of four or five (one runner and the rest are fielders) in an area about 20 x 30 feet. This will depend on gymnasium size, so that there are multiple games going on at one time. · The fielders must keep the ball moving with little or no holding. They pass the ball in relation to where the runner is moving so they can gently tag the runner with the ball. · The runner tries to stay away from the ball for six passes (this number is flexible based on your group) by dodging and changing directions quickly, based on what the team of three does with the ball. The runner can move anywhere in the space, but attempts to stay as far from the ball as possible so he or she does not get tagged. · Fielders may move when they do not have the ball, but cannot move when they have the ball. Both underarm (when close to another fielder) and overarm (when further way from another fielder) passes should be used.
	Increase the size of the playing area to aid the runner. (Ad) Decrease the size of the playing area to aid the fielders. (Ad) Decrease the amount of time the fielders may hold the ball. (E)
Cool Down	Do the same stretches as during the warm up.
Closure/Assessment C C	Checklist - see checklist at the end of the Advanced lesson. 1. What elements do you need to remember when throwing to a person with other students in your pathway? (The person throwing needs to watch where the person catching is, and must move with him or her. The thrower needs to remember proper throwing technique and gauge the force of his throw.) 2. What do you need to think about when you are working with other people? (To respect each other's differences, abilities and strength.)
Reflection	Did I meet my lesson objective? Were the students using the correct overarm throwing motion while in motion? In which areas did my students do well? In which areas are my students experiencing difficulty? Did the students have fun?





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Sample Lesson Plan #4

Dominant Concept	Sending
Sub-concept	Striking
Focus	Striking with a long-handled implement Safety
Level	Beginner





Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style

2. Achievement and maintenance of a health-enhancing level of physical fitness.

3. Movement skill competency.

4. Knowledge, understanding and application of movement concepts and principles.

5. Responsible personal and social behaviour.

6. Understanding and respect for differences; cultural awareness.

7. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Recognize the safety factors associated with participating in physical activities in and out of physical education classes.
Movement Perspective	Educational Games · Learn the skill of striking with a long-handled implement. · Extend, refine and perform movement patterns that focus on the use of educational Movement Variables (Body, Space) when alone and with others.
Personal-Social-Cultural Perspective	Exhibit respect and consideration toward the self and others as needed for successful participation in physical activities in and out of physical education classes.





Lesson Objectives

The students will be able to:

· Practice for improvement of stickhandling (accompanying) with a long-handled implement.

· Demonstrate the ability to contact an object by striking (sending) it with a long-handled implement.

· Demonstrate safe behaviours.

· Cooperate with others.

Organization/Management	· Stop music to signal a change in activity or to give directions.
Equipment/Materials	· Floor hockey sticks · Bean bags, balls (small playground and tennis) · Milk cartons/pylons/bowling pins · CD/tape player · Appropriate music for educational setting and students.





Learning Experiences

Today we will work on developing striking skills using a floor hockey stick, in a safe working environment. When focussing on striking, you will be expected to take the stick backward, away from the object, and come forward in a downward direction.

Warm Up C C	(While playing music appropriate for the level of students and for a classroom setting.) Have students get a stick and run in a curved pathway around the gym, demonstrating the proper way to hold a stick (one hand at the end with the back of the hand facing forward and the other hand halfway down the shaft with the palm of the hand facing forward) (R) at waist height. When the teacher recognizes that students are carrying the stick properly (safely) he or she gives them a puck and they demonstrate stick handling skills (accompanying). The teacher can challenge students by having them change pathways, directions and locomotor movement. (E) How high should a stick be when carrying it or striking an object? (Below the waist.) Why should the stick stay at or below the waist height? (For the safety of others.)
Skill Development IL	If students are having difficulty with the length of the stick they are using, have them use a shorter or longer stick. (Ad) 1. The teacher will have the students get a bean bag and a milk carton (target). The students will set the target near a wall. The students will take a stick and strike the bean bag so that it travels forward and knocks over the target. (Turn the side of the body of the hand at the top of the stick, grip as above, eye on target, follow through.) (R) It is important to stress that the stick should never come above the waist in either the back swing or follow through. While students are working on the task, the teacher is to move from student to student ensuring that each student is executing the skill properly. If students have a great deal of success with this task, have them take a step backwards away from the target. (E)
IL	2. The teacher will have the students exchange the bean bag for a ball (small playground ball) and return to their target and the task above. (E) If students have a great deal of success with this task, have them use a smaller (tennis) ball. (E)





IL	3. The teacher will partner students up, put their balls away and instruct one person in each partnership to get a bean bag. Each partnership will find its own working space and practice successful, controlled passes between partners (striking skills).
Cueing Questions	What should happen after the object is struck? (Follow through.) If partnerships are maintaining good control with successful passes, have them exchange their bean bags for a small playground ball or even a tennis ball and continue. (E)
Application/ Culminating Activity PSVA CCT, IL	Between the Cones · Place two pylons/milk cartons in the middle between each pair of students. Each pair tries to pass the bean bag/ball between the markers. (Ap) Have students see whether they can make ten successful passes (C) X O O X Key: O = students; X = pylons/milk cartons; =path of puck · How can we make this task easier/harder? (Experiment with spacing the markers further or closer together and having the students move further away from each other.) (E)
Cool Down	Note: See Closure/Assessment below.
Closure/Assessment C CCT	The teacher will have assessed, throughout the lesson, using observation and a checklist, whether four out of five students have demonstrated the four key points. After putting away equipment, ask the students: 1. What are the key points when striking an object with a long-handled implement? (Side to side target, hand position, eye on object, below waist, follow through.) 2. What are other sports or activities that you would need some of these key points for? (Golf-side to target, eye on ball, follow through; baseball-side to target, eye on ball, follow through.)
Reflection	1. Did I accomplish my objectives? 2. Did the students behave in a safe manner (stick below waist, proper grip, space awareness, etc.)? Note: Throughout the lesson students will determine distances from the target or partner by their comfort level and success rate.





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Sample Lesson Plan #5

Dominant Concept	Sending
Sub-concept	Striking
Focus	Striking with a long-handled implement Passing to a moving target
Level	Intermediate





Foundational Objectives

During this lesson, students will progress toward the following:

1. Achievement of a physically active life style

Achievement and maintenance of a health-enhancing level of physical fitness.

2. Movement skill competency.
3. Knowledge, understanding and application of movement concepts and principles.
4. Responsible personal and social behaviour.
5. Understanding and respect for differences; cultural awareness.
6. Understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

The students will be able to:

Active Living Perspective	Participate in health enhancing quality daily physical activity, either in or out of school.
Movement Perspective	Educational games · Develop more control and variety when striking with a long-handled implement. · Apply strategies and rules necessary for safe and skilful involvement in physical activities, alone and with others.
Personal-Social-Cultural Perspective	Appreciate the relationships and benefits that result from working and participating with others in and out of physical education classes.





Lesson Objectives

The students will be able to:

· Demonstrate stickhandling (accompanying) with a long-handled implement.

· Demonstrate striking (sending) with a long-handled implement using a lead pass.

· Demonstrate safe behaviours.

· Cooperate with others.

Organization/Management	· Stop music to signal a change in activity or to give directions.
Equipment/Materials	· Floor hockey sticks · Puck and tennis balls · CD/tape player · Music appropriate for school setting and grade level of students





Learning Experiences

Today we will work on developing striking skills, using a floor hockey stick, in a safe working environment. When focussing on striking you will be expected to take the stick backward, away from the object, and come forward in a downward direction. (C)

Warm Up PSVS CCT	Follow the Leader · Play music appropriate for the level of students and for a classroom setting. Every time the music stops, change leaders. · The teacher will number the students one to four. Once the students have a group of four, they are to get one puck and one stick per person. · One student in each group will begin as the leader. The rest of the students in each group follow along stickhandling as the leader changes directions, pathways and effort (fast, medium or slow). · Every time the music stops the leader goes to the back of the line and the next person in line becomes the leader. If numbers are uneven, create a group of three or five. If there are students who demonstrate control, they may exchange their puck for a ball. (E) What must you do to ensure safety during this activity? (Keep heads up, be aware of peers, keep control of the puck, use appropriate effort.)
Skill Development IL	If students are having difficulty with the length of the stick they are using, have them use a shorter or longer stick. (Ad) 1. Divide groups of four into two groups of two. Have each partnership line up on one side of the gym, down its length. (Using this formation, activity should occur across the width of the gymnasium.) Only one puck is needed per twosome, so have the students put the extra puck away. The students will work on passing to a moving partner. One person becomes the passer and the other is the receiver. The passer stands still and the receiver starts to run away from the passer. The passer will send the puck to the partner by using a "lead pass" (pass in front of partner). The receiver should trap the puck on the run and keep going for a few more steps, then stickhandle back to the passer. Take five turns and then switch positions. If students have a great deal of success with this task, have them use a backhand pass or a pass to the opposite side of the receiver. (E)
	2. Keep it Moving · Have the twosomes travel around the gym using curved pathways, passing the puck back and forth using "lead passes." · Point non-preferred shoulder in desired direction of puck. Contact puck off non-preferred foot. Keep head over puck. (R) · Teachers can extend this activity by having students use a ball or varying the effort (fast, medium, slow). (E)





Cueing Questions	Note: Integrated throughout lesson.
Application/ Culminating Activity IL, PSVS C	To the End and Back · Divide students into two teams. Designate one team as the "offence" and the other as the "defense." Each member of the defending team finds a personal space on the gym floor. The offensive team lines up at one end of the gym. Each person on the offensive team has a stick and the team has three pucks in total. · The object of the game is to get the pucks from one end of the gym to the other by passing to their teammates and not having them hit any of the defending team. · The defenders cannot move their feet at any time to touch the puck. · Once the offence has gone from one end of the gym and back twice, have them switch offense and defense. (C) If the students are able to make successful passes into open spaces, have the defensive players get their own sticks and they may use them to stop the puck, but their feet must not move. (E) Another way to make the task more difficult or easier is to vary the number of pucks. (E) Is anticipation important when making lead passes? Why? (Teacher may have to define what anticipation is.) (Anticipate their teammates' destination.)
Cool Down	Note: See Closure/Assessment below.
Closure/Assessment C CCT	Throughout the lesson the teacher will have assessed, using a checklist, whether four out of five students (of their choice for the day) were able to make accurate lead passes. After putting away equipment, ask the students: 1. What is a lead pass? (Pass in front of a moving person.) 2. What problems could occur if a person does not receive a proper lead pass? (May have to come back for the pass, receiver may have to turn around, the puck is intercepted.) If possible, have students return to the classroom and write their responses in their journals.
Reflection	1. What would I change about the activities? 2. What aspects of the class would I keep the same? 3. Would I change the student formations used in any of the activities? Note: Throughout the lesson students will determine distances from the target or partner by their comfort level and success rates.