Physical Education Lesson Plan

(Adapted from OPHEA Curriculum Resources Gr. 1-8, 2015)

Lesson Title: Underhand Serve
Unit Title: Volleyball
GRADE LEVEL: 6
Lesson: 4 of 9
Time: 30 minutes
Curriculum Expectations: A1.1, A2.1, B1.4, 1.3
Topic: Movement Exploration (either Movement Exploration or Active Living)

Learning Goals
By the end of this lesson, students will be able to:

 Send a ball over a height by striking it with an underhand serve.

 Communicate effectively with peers to help them achieve success while actively participating in
volleyball activities.
Success Criteria

 Cooperative participation
 Co-construct success criteria after demonstration of movement.
Location/Facility

 Gymnasium
Safety Requirements:

 Beware of your ball and your surroundings.

 Beware of the volleyball net and the walls around the net.
 Be mindful of your peers around you – give them space.
Equipment:

 1 beach ball, training volleyball or volleyball per student

 6 – 10 pylons
 Volleyball nets and poles
Warm Up: (NO STATIC STRETCHING – MAKE SURE IT IS A DYNAMIC WARM-UP)
Over the Top

 Have students form groups of six.

 Each group finds a court.
 Two students stand on each half of the court, behind the baseline, and two students between
the pairs on the centre line (marked with pylons), holding their arms up and forming a net.
 The first team serves the ball by throwing it over the “net” to the other team. The net players
must stay on the line and try to block the serve. The receiving player catches the ball and passes
it to his or her partner, who then throws it over the “net” and back to the other team.
 Play continues until the ball goes out of bounds or is intercepted by the net players. Once the
net players intercept the ball, all member of the group complete a pre-determined. The two
players forming to net switch positions with the two players from the side that sent the
intercepted ball.

MINDS ON: LG and SC for the class - Share and clarify the Learning Goals with your students. Review
Success Criteria, or develop the Success Criteria with the students.
Share and clarify the lesson Learning Goals with the students.
Ask students to identify tips they used to prevent the net players from intercepting the ball (e.g.,
sending the ball high and sending the ball and far distance). Ask students how they adjusted their body
to send the ball over the net from behind the baseline (e.g., swung my arms backward for momentum,
took a step into the throw). Introduce the concept of the underhand serve. Ask students to recall the
proper technique for the underhand serve. Allow students to demonstrate if they feel confident in
their technique.
Have students stand in their own space and perform the action while you review Success Criteria for a
successful serve.
Preparation:

 Feet are shoulder width apart and pointing towards net.

 Knees are bent.
 Ball is held in the palm of the non-dominant hand, in front and to the side of the body.
 Encourage students to visualize where they want the ball to land and aim for that area.
Execution

 The hitting hand is swung forward to contact under and behind the ball with the hell of the
hand.
 Right-handed servers have right hand-swing forward in step with left foot and vice versa for
left-handed servers (similar to baseball throw footwork, where weight is shifted forward).
 Keep eye on ball.
 Contact is made behind and under the ball with heel of hand on flat surface of closed fist.
Follow-through:

 Follow through with straight arm pendulum action.

 Move forward into proper position in court.

ACTION
One Bounce Volleyball

 Students divide into 4 -6 teams depending on the number of nets available. Students form lines
2 – 3 on their courts.
 One player begins by serving the ball from behind the service line into the opposite court.
 Each time the ball crosses the net, it must bounce once in the court before it is returned, using
the forearm or overhead pass. No student may hit the ball more than once before another
student hits it, but any number of players may hit.
 Teams work together to see how many consecutive hits they can make.
  Teams rotate positions to switch servers after each rally and both sides alternate serve.
 After each rally, both teams complete five repeats of an activity from Ophea’s 50 Fitness
Activities. Teams should switch activities each time.
 Allow students to step forward if they need to be closer to the net to get the ball over. They can
step back as they improve. Use a lighter ball if necessary.

Cool Down:
Students gradually decrease their heart rate to a resting rate by participating in the activity below.
Students should also stretch the body parts that have been active throughout the lesson. See Appendix
for stretches.

 Students play Rock, Paper, and Scissors with their partner from earlier in the lesson.
 The student who loses has to provide a stretch.
 Continue playing until students stretched five different muscles used throughout the lesson.

CONSOLIDATION:
Bring students together for a brief discussion. Have students use the Think Pair Share Strategy to
discuss techniques that they used to serve successfully over the net and share with the class through
group discussion.
If time permits, allow students one or two more opportunities to try a serve.

Possible Ideas for Extension or Cross Curricular Links:

Over the Top Serve

 Students play this game as outlined in the Warm-Up, but use an underhand serve instead of a
toss. Use a lighter ball with students who are less confident
Assessment and Evaluation of ACTION:
 Unit Overview
Unit of Study: Movement Competence, Active Living
Grade: 5
What will the Students Learn?

- Students will participate actively and regularly in a variety of volleyball- and badminton-related
activities with attention to strategies that demonstrate responsibility for their own safety and
the safety of others. 

- As they build the capacity to demonstrate and apply movement principles, students will
demonstrate personal and interpersonal skills and critical and creative thinking as they relate to
sending and receiving objects, and the application of a variety of tactical solutions that will
increase their chances of success in volleyball- and badminton-related activities. 
Key
Questions

Key Questions

- How will I demonstrate my ability to apply living skills that include adaptive, management and
coping skills, relationship and social skills, and critical and creative thinking as I actively and
safely participate in volleyball- and badminton-related physical activities? 


- How can I demonstrate my ability to send and receive objects using different body parts and
equipment while adjusting for speed 
and applying basic principles of movement? 


- How will I apply a variety of tactical solutions to increase my chances of success as I participate
in volleyball- and 
badminton-related activities? 
Curriculum Expectations 
See the Ontario
Curriculum, Health and Physical Education, Grades 1-8 (2015) for examples, teacher
prompts
and student responses related to expectations.

Curriculum Expectations

- 1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking
processes as they acquire knowledge and skills in connection with the expectations in the
Active Living, Movement Competence and Healthy Living strands for this grade

- 1.2 - use adaptive, management and coping skills to help them respond to the various
challenges they encounter as they participate in physical activities, develop movement
competence and acquire knowledge and skills related to healthy living


- 1.4 - apply relationship and social skills as they participate in physical activities, develop
movement competence and acquire knowledge and skills related to healthy living to help them
interact positively with others, build healthy relationships and become effective team
members


- 1.5 - use a range of critical and creative thinking skills and processes to assist them in making
 connections, planning and setting goals, analyzing and solving problems, making decisions, and
evaluating their choices in connection with learning in health and physical education


- A1 - participate actively and regularly in a wide variety of physical activities and demonstrate an
understanding of factors that encourage lifelong participation in physical activity


- A1.1 - actively participate in a wide variety of program activities, according to their capabilities,
while applying behaviours that enhance their readiness and ability to take part [PS, IS]


- A3 - demonstrate responsibility for their own safety and the safety of others as they participate
in physical activities

- 
A3.1 - demonstrate behaviours and apply procedures that maximize their safety and that of
others during physical activity [PS, IS] B1 - perform movement skills, demonstrating
understanding of the basic requirements of the skills and applying movement concepts as
appropriate, as they engage in a variety of physical activities


- B1.4 - send and receive objects using different body parts and equipment, adjusting for speed,
while applying basic principles of movement [PS, IS]


- B2 - apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to participate
successfully in those activities


- B2.3 - apply a variety of tactical solutions to increase their chances of success as they
participate in physical activities [IS, CT] 


Assessment of Learning

- Students will participate in a variety of badminton- and volleyball-related activities, in which

they will demonstrate their ability to send and receive objects using different body parts and
equipment, adjusting for speed, while applying basic principles of movement and tactical
solutions to increase their chances of success as they participate actively. 

- To consolidate learning, students will participate in various badminton- and volleyball-based
stations that will allow them to demonstrate their learning throughout the unit. 
Assessment
for Learning 


Assessment for Learning

- Throughout the unit, students’ achievement of the identified Learning Goals (for each of the
lessons) is monitored during the learning using a variety of assessment strategies and tools that
have been identified and embedded in the lessons.

How will Assessment and Instruction be Organized for Student Learning?

- Lesson 1: Lead-Up to Volleyball: Defending Open Space

 o By the end of this lesson, students will be able to:
● apply a variety of tactical solutions
to increase their chances of success as they participate safely and actively in physical
activities. A1.1, A3.1, B2.3
o Know before you go
o Checkpoint 1:
Are students able to demonstrate tactical solutions such as the recovery
position and covering the entire court?
o Teacher Resource 1: Net/Wall Movement Strategies Checklist
o Checkpoint 2:
Are students able to safely and actively participate in badminton
activities?
o Teacher Resource 1: Net/Wall Movement Strategies Checklist

- Lesson 2: Lead-Up to Volleyball: Consistency with the Overhead Pass

o By the end of this lesson, students will be able to:
o Participate actively as they send objects using different body parts and equipment 

o Apply a variety of tactical solutions to increase their chances of success in sending and
receiving a variety of equipment. A1.1, B1.4, B2.3
o Know before you go
o Checkpoint 1: 
Are students able to send objects with consistent accuracy using the
overhead pass? 

o Teacher Resource 2: Net/Wall Activities Sending and Receiving Skills Checklist
Checkpoint 2:
Are students able to return to a ready position to receive objects using
the overhead pass?
o Teacher Resource 1: Net/Wall Movement Strategies Checklist

- Lesson 3: Lead-Up to Volleyball: Consistency with the Forearm Pass

o By the end of this lesson, students will be able to:
o Use adaptive, management and coping skills as they develop competence in sending
objects using different body parts and 
equipment 

o Apply relationship and social skills effectively as they participate actively and
demonstrate behaviours that maximize their own 
and others’ safety. 1.2, 1.4, A1.1,
A3.1, B1.4 

o Know before you go
o Checkpoint 1:
Are students able to send objects safely and in control, using the forearm
pass?
o Teacher Resource 2: Net/Wall Activities Sending and Receiving Skills Checklist 

o Student Resource 1: Forearm Pass Peer Checklist 
Checkpoint 2:
Are students able to
participate safely and actively while using adaptive, management and coping skills and
relationship and social skills?
o Teacher Resource 3: Volleyball Participation and Living Skills Anecdotal Recording Chart

- Lesson 4: Lead-Up to Volleyball: Introduction to the Underhand Serve

o By the end of this lesson, students will be able to:
o use adaptive, management and coping skills as they develop competence in sending
 objects using different body parts and 
equipment 

o Apply relationship and social skills effectively as they participate actively and
demonstrate behaviours that maximize their own 
and others’ safety. 1.2, 1.4, A1.1,
A3.1, B1.4 
Know before you go 
Checkpoint 1:
Are students able to send the ball over
a height and for distance with an underhand serve? 

o Teacher Resource 2: Net/Wall Activities Sending and Receiving Skills Checklist
o Checkpoint 2:
Are students able to participate safely and actively while using
appropriate relationship and social skills to help their peers achieve success?
● Teacher
Resource 3: Volleyball Participation and Living Skills Anecdotal Recording Chart

- Lesson 5: Lead-Up to Volleyball: Setting Up for Attack

o By the end of this lesson, students will be able to:
● send objects of different sizes in
different ways and apply a variety of tactical solutions to increase their chances of
success as
o they participate actively in volleyball activities. A1.1, B1.4, B2.3
o Know before you go
o Checkpoint 1:
Are students able to use the overhead pass to send and receive the ball
with consistent accuracy? ● Teacher Resource 4: Application of Net/Wall Movement
Skills Checkbric
o Checkpoint 2:
Can students use tactical solutions like sending the ball away from their
opponents? ● Teacher Resource 4: Application of Net/Wall Movement Skills Checkbrick

- Lesson 6: Lead-Up to Badminton: Ready Position

o By the end of this lesson, students will be able to:
o apply a variety of tactical solutions to increase their chances of success as they
participate in badminton lead-up games 

o participate actively and demonstrate behaviours and procedures that maximize their
safety and that of others during badminton 
lead-up games. A1.1, A3.1, B2.3 

o Know before you go
o Checkpoint 1:
Are students able to move quickly, with their racquet, to the ready
position to receive objects effectively? ● Teacher Resource 1: Net/Wall Movement
Strategies Checklist
o Checkpoint 2:
Are students able to safely use a racquet to send and receive
objects?
● Teacher Resource 3: Volleyball Participation and Living Skills Anecdotal
Recording Chart

- Lesson 7: Lead-Up to Badminton: Consistency

o By the end of this lesson, students will be able to:
o Apply a variety of tactical solutions to increase their chances of success as they
participate actively and demonstrate behaviours 
and apply procedures that maximize
their safety and that of others in badminton activities 

o Send and receive objects using different body parts and equipment, adjusting for speed,
while applying basic principles of 
movement to badminton activities. A1.1, A3.1, B1.4,
 B2.3 
Know before you go 
Checkpoint 1:
Are students able to use a racquet to move
quickly from their ready position to send and receive objects with consistency?
o Teacher Resource 1: Net/Wall Movement Strategies Checklist
o Checkpoint 2:
Are students able to send and receive different objects using different
body parts and equipment, while applying basic principles of movement?
● Teacher
Resource 2: Net/Wall Activities Sending and Receiving Skills Checklist

- Lesson 8: Lead-Up to Badminton: Setting Up for Attack

o By the end of this lesson, students will be able to:
o Think critically and creatively as they apply a variety of tactical solutions to increase
their chances of success as they participate in 
badminton activities 

o participate actively as they send and receive objects using di erent body parts and
equipment, adjusting for speed, while applying 
basic principles of movement to
badminton activities. 1.5, A1.1, B1.4, B2.3 
Know before you go 
Checkpoint 1:
Are
students able to consistently and strategically send objects to the open space?
o Teacher Resource 5: Badminton Skills Anecdotal Recording Chart

- Lesson 9: Lead-Up to Badminton: Balloonminton

o By the end of this lesson, students will be able to:
● send and receive objects using
different body parts and equipment, adjusting for speed, while applying basic principles
of movement and tactical solutions to increase their chances of success as they
participate actively in badminton activities. A1.1, B1.4, B2.3
o Know before you go
o Checkpoint 1:
Are students able to consistently return to a ready position to defend
space and send objects into open space, away from opponents, in a modified game of
badminton? Teacher Resource 6: Application of Badminton Movement Skills and
Strategies Checkbric 

o student Resource 2: Exit Card 


(Taken From Ophea Website)