Stage 1: Desired Results

Lesson This unit has been created to introduce camping games, or fun summer games to the students.
Overview: There will be a station rotation created to allow the students to cycle through 10 stations in the
8 classes, as well as participate in outdoor games as well. The games include croquet,
horseshoe, shuffleboard, can jam, ring toss, spike ball, ball pong, scooter hockey, hacky sack,
and ladder toss.
Today students will be taken to either play
1. Tchoukball
2. Kickball
3. Gaga ball

GOs: General Outcome C Students will interact positively with others.

General Outcome D Students will assume responsibility to lead an active way of life.
SOs: A8–1 select, combine and perform specific locomotor skills in a variety of activities to
improve personal performance
A8–2 select, combine and perform locomotor skills by using elements of body and space
awareness, effort and relationships to improve personal performance
A8–3 select, combine and perform specific nonlocomotor skills in a variety of activities to
improve personal performance
A8–4 select, combine and perform nonlocomotor skills by using elements of body and space
awareness, effort and relationships, to improve personal performance
A8–5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy
and distance in skills specific to an activity
A8–6 select, combine and perform manipulative skills by using elements of space awareness,
effort and relationships, with and without objects, to improve performance
A8–10 select, combine and perform activity-specific basic skills in a variety of games
A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort with
others; e.g., team/fair play, in order to achieve a common activity goal
B8–2 demonstrate and monitor ways to achieve a personal functional level of physical fitness
C8–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
C8–2 discuss positive active living role models
C8–3 demonstrate etiquette and fair play
C8–5 recommend practices that contribute to teamwork
C8–6 identify and demonstrate positive behaviors that show respect for self and others
D8–1 participate regularly in, and identify and describe the benefits of, an active lifestyle
D8–7 evaluate different ways to achieve an activity goal, and determine personal and team
approaches that are challenging for both the individual and the group

Learning Students will:

Objectives  Students will understand the importance of teamwork
 Students will understand the importance of sportsmanlike conduct
 Students will be able to play the games by following the rules

Stage 2: Assessment Evidence

Formative Knowledge Recall Summative
Assessment Assessment
 STEM
1-Skills
2-Teamwork/ Cooperation
3-Active Lifestyle STEM

Students will be given a number from

1-4 in the categories above. Mainly in
an Observation format.
1(limited)
4(Excellent)

 Stage 3: Learning Experience

Prior to  Teacher supervision Resources:  tchoukball
Lesson:  Space consideration  net (trampoline)
 Expectations for equipment use  court
and clean up  scooters
 Expectations for each station and
 pylon
equipment that will be present
 Rules for all games so that  puck
students will understand how to  1-4 Gatorskin balls
treat each other and the  Sanitation equipment and paper
equipment. towels
 As a class, we will go over the
rules and regulations
Time: Content/Description Differentiation/
Assessments:
Introduction:
2 Review of Previous Concepts/New Learning: STEM
minutes Warmup and Stretch
 Today we are going to be doing the following game… (dependent on
weather)
 Have students gather for explanation
Transition
Meet at white board for further explanation.
Body:
10 Learning Activity 1: Explanation of station open and accessible for the STEM
minutes lesson.
Verbally list and explain the general understandings of the game being played
that period

Tchoukball Rules

• A team must throw the ball off one of the rebound surfaces located at either
end of the court.
• During this time, the other team must place itself in a position to catch the ball
after the rebound AND before it touches the ground.
• If the ball touches the ground, the attacking team scores a point.
• If the defending team catches the ball, the game carries on.
• The defending team then becomes the attacking team.
• Each team can make a maximum of 3 passes before it must take a shot on the
rebound surface
• Each player may take a maximum of 3 steps
• The handball can be thrown at either rebound surface
• The ball can not be dropped or dribbled during play
• Players can not stand in the D (located around the rebound surface)
• Players may enter the D in the air but must release the ball before they land on
the ground.
• Once the ball has been thrown by one team the other must catch the ball before
it hits the ground
• There is no interfering with another teams passes or movement or attempt to
catch the ball
• Catching a rebound from your teams shot is not allowed.
• Only 3 consecutive shots can be made at one rebound surface

Gaga Ball Rules

 Tag someone with the ball by striking the ball and directly hitting the
opponent’s foot, lower leg, or knee
 Once hit, you are down/out. If playing in a single large area, remain
down until the person who hit you is out, then you are back in play
(“revenge” style). If you are not sure who hit you, select someone at
random. If you are playing in a multi-game location and you are knocked
out, move to another game location (pit)
 An “’elimination game” can be played but this reduces the amount of
activity time.
 If struck between the knee and the hip, no one is out. However, if struck
above the hip, then the “striker” is out… this is to encourage the ball to
be played low
 Decide whether you wish to play with 2 contacts allowed or 1 (a block is
considered a contact). I suggest starting with 2 and then reducing.
 *exemption rule= wall hit… if the ball has been contacted (example a
block), a student can take the ball and instead of going after an opponent
(which they aren’t allowed to) hit the wall with the ball ad that frees up/
allows the player to now have a “hit” towards an opponent
 Students should be cautioned about maintaining a follow through on
their hits to prevent physical contact with others. The ball is never
dribbled, picked up, or held.
 Watch for allegiances getting out of hand in targeting specific
individuals on a constant basis
 If using the pits, do not allow students to lean or sit on the boards.

Kick Ball

 Pitching: Each team will pitch to the other team. Pitchers must pitch
from the pitching mound and cannot go in front of plate until the ball is
kicked. Slow to moderate pitches only.. If the kicker requests a slower
pitch then the pitcher is obligated to do so. The pitcher should try his/her
best to give the kicker a pitch that they feel most comfortable kicking.
  Kicking: All kicks must be made by foot. A kicker can be called out if
they get 3 strikes or 4 foul balls.
A play ends when the pitcher has control of the ball and is near the
mound/pitching circle. Any runner who interferes with the ball on its
way back to the pitcher will be called out.
 You may decide at the beginning of the game that players may or may
not bunt. I’ve played both ways. Just as long as the kids know what the
bunting rule is.
 The ball can be thrown at any player and must hit shoulder and below.
The runner will be called safe if it hits their head unless they are
sliding/ducking the ball. If a player is hit in the head they get the base
they are running to. .No leading off or stealing is allowed. A runner off
his/her base when the ball is kicked is out.
 Absolutely NO WHINING ALLOWED. Umpires rulings are final!!!
 Team members: You may put the teams together anyway you’d like, but
the kids should line up boy / girl as best as possible. Sometimes near the
end of the line ups we may have 2 or 3 boys or girls in a row.
 Player must stay out of the baseline; otherwise the runner advancing to
the base will be called safe. Students that are playing a base position
should make every attempt to position there foot on the side of the base
to leave room for the runner.
 Any player who deliberately crashes into a defensive player holding the
ball, waiting to apply a tag, will have to sit out from the game.
 On an overthrow the runner may advance at their own risk. They are
allowed to run more than one base if they want.
 When the game is being played and is completed the students should
always use good sportsmanship. I usually tell the kids to tell each other
“Good Game”.

3 Explain which one the class if going to play and get students ready to the
location. DEPENDENT ON WEATHER
35 Learning Activity 2: PLAY TIME STEM
minutes Outdoor Tchoukball = 5-8 people per team
Outdoor Kickball = 5-8 people per team
Indoor Gaga Ball = Pit with 2 gator skin balls

PLAY FOR THE REMAINDER OF CLASS

 Watching and observing for fair play
 Etiquette
 Sportsmanlike conduct
 Participation
Transition
Call students back into the white board.
Consolidation:
5 Review of Key Concepts/Point to Next Class: STEM
minutes
Clean up whatever needs to before next group.

Questions
 What is an important strategy for (BLANK) played today to be successful?

Amazing job today everyone! Tomorrow is FUN THURSDAY

Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: