Lesson

Title/Focus

Stick Handling with Pylons

Date

November 25 2014

Subject/Grade
Level

PE Grade 1

Time
Duration

30 minutes

Unit

Floor Hockey

Teacher

Roosmarijn Pastink

General
Learning
Outcomes:
Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

GENERAL OUTCOME A : Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
A1 5 demonstrate ways to receive, retain and send an object, using a variety of body parts and
implements, individually and with others

LEARNING OBJECTIVES
Students will:
1. Apply what they have learned to properly stick handle to control the puck around the pylons

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

Observation of skill
How do the hold the stick?
Do we play with our stick and puck in the line up?
Skill stick handling around the pylons and shooting in the net

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta curriculum

16 pucks
16 floor hockey sticks
16 pylons
4 nets

PROCEDURE
Introduction
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behavior

We are going to do some more hockey drills today

Is this how we hold our sticks (demo 2 ways right and wrong)

Do we hold our sticks up high or swing them up when we are playing

floor hockey?
When I say class class it means put your stick down like this (demo)
and sit down and freeze that means no one should be moving our
talking
We are going to practice stick handling around pylons and shooting
the ball into the net

Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

Body
When we are going around the pylons should we shoot right past the
pylons?
No, we go slow to control our puck and make sure it goes around the
pylons
When you go around the last pylon you may shoot the puck into the
net
How should we hold our sticks when we are in the line up? Can we
hold them straight up like this? NO! Should we be swinging them
around like this? NO! that can be very dangerous
I am going to split you up into 4 groups and you will line up at the
behind the first pylon
Do not stand to close to the pylons because the person going around
needs to go around the first pylon too

Adapted from a template created by Dr. K. Roscoe

Time
9:05
5 minutes

Time

20 minutes
9:10

Assessments/ Differentiation:

Assessment of Learning:
Feedback From Students:
Feedback To Students
Transition To Next
Lesson

The first person in line gets to go first and they need to use their stick
to control the puck around the pylons and then they can shoot the
puck into the net. That person gets their puck out of the net and the
next person in line can start.
Can someone tell me what we do when I yell CLASS CLASS?
Can we fool around with our sticks when we are waiting our turn in
line?
Can we practice with our stick and our puck while we are waiting in
line?
No we must hold our puck and our stick while we are waiting or else
we may hurt someone
Any questions?
This station closest to the door is 1, then 2, 3 and 4!
I am coming around to give you a number when I give you your
number point to where you are going but do not move
Give them their numbers - okay raise your hand if you are number 1
grab a puck and a stick and go line up at your center
When they are done number 2s, then 3 and 4
Monitor each station
After 20 minutes CLASS CLASS it is almost time for the bell to ring
so we need to line up can I get ___ from group 1, ___ from group 2,
___from group 3 and ___ from group 4 to bring me the pylons, can I get
________ to bring me the nets and the rest of you can you bring the
sticks remember that we put the sticks in upside down and go!
observation of skill stick handling around the cones and shooting
into the net
Closure

3 deep breaths in and out

I seen some very good stick handling skills and shooting today!

We will be doing some more floor hockey drills next class

Time
9:30
5 minutes

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe