Unit Plan

Grade 9

Subject Area Physical Education

Grade Level Grade 9
Topic Handball
Length of Unit (days) 3 Days

Rationale
The aim of this unit is to continue to teach and learn under covid restrictions. This unit provides students with a variety of novel activities that they can
engage in with minimal instruction time and large amounts of playing or game time. The focus of this unit is on cooperation and teamwork as well as
participation in physical activities (stem # 2 and 3 assessment only). This unit strives to make the most out of physical education facility spaces and the
increased number of students in classes. Handball unit will take place in the main gym and will not be affected by cold weather outdoors.

Differentiation
This unit has been designed to develop a sense of teamwork and cooperation among students and their peers. The unit only assesses stems 2 and 3 with
focus on teamwork/cooperation and participation. This unit allows for lots of game play as it is only 4 days in length. Students will be graded each day
on their participation levels and again during the “fun friday” day to end off the unit.

Classroom Management
Students are expected to arrive on-time to class and changed into a gym strip if they choose to be (5 mins allotted time). Students are to sit in rows at the
beginning of class for attendance to be taken. Students are not to get out equipment unless instructed to or if ALL equipment is set up. Students are to
freeze after a countdown has occurred and the whistle has gone off. Students are provided with one warning in each class and on the second there will be
a punishment depending on the severity of the infraction (for example, push-ups for interruption during explanations). No students are to leave at the end
of class until all equipment has been put away.

Stage 1: Desired Results

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 General Outcomes (in full):
● 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.
● General Outcome C: Students will interact positively with others.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● continue to teach/learn under COVID ● How do I throw and catch a handball?
restrictions ● How can I apply the foundational skills of handball
● provide students with novel activities to different activities?
that they can engage in with minimal ● How can I positively engage in team games with
instruction my peers?
● Focus on Cooperation, Teamwork and ● How can I apply what I have learned in PE outside
Participation in physical activities (stem of a school setting?
#2 and 3)
● How to throw and catch a handball
● Basic rules of handball
● how to create different handball games
outside of gym class

Specific Outcomes (in full): Prior understandings…

Students will be able to… ● students will have experienced different basic
foundational games that have grown towards a
● A9-1 apply and refine locomotor skills
proper game of handball at various levels of their
and concepts to a variety of activities
with increased control to improve education
personal performance
● A9-5 apply and refine ways to
receive, retain and send an object with
increased speed, accuracy and
distance in skills specific to an activity
● A9-10 apply and refine activity-
specific basic skills in a variety of
games

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 ● C9-1 communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation Where does this lead? (Future outcomes in the same
in physical activity
● C9-3 demonstrate etiquette and fair
course, following grade-level classes, etc.)
play
● C9-6 identify and demonstrate ● students will be able to apply what they have
positive behaviours that show respect learned to future units of handball at FEO as well
for self and others as in highschool activities outside of FEO

Grade: 9 Unit: Handball Games Dates: November 21 - 24

 
Date Lesson Title GLO’s Assessment Key Questions Learning Activities Safety Instructional Equipment/ Motivation
Strategies Resources/
SLO’s related to this Technology
Lesson
Day  Handball A9-1 Pre- How do I throw Intro to the unit all backpacks TGFU gator skin LOG units aim
1 Intro assessment a handball? must be out balls to have
A9-5 (F) -expectations of the way Teacher led minimal
How do I catch -assessment and stored in instruction gym area teacher
C9-1 Observation a handball? the cubby instruction and
(F) Handball lead-up Games: outside of the student whiteboard maximized
What are the -OVERALL FOCUS: gym exploration student
rules of moving into space to markers involvement in
handball? receive a pass or make a shoes must game play
pass be worn pinnies
-Keep away
-Travelling handball gatorskin
-Endzone handball balls to be
-Intro to Handball Rules used only
-3 steps and 3 seconds
-can only score from ensure
offensive side of center playing area
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 -to encourage passing, may is clear
require a pass over center
before a shot can take students who
place do not follow
-dropped or blocked ball the rules will
goes to opponent be removed
-guard/defend from two
large strides away, no
reaching in or tearing a ball
from the opponents hands
-if ball is passed out or run
out of bounds (side lines
then the ball goes to the
opponent as a throw in
with a person guarding two
strides away from the
sideline

-Gameplay

Day Half/full court A9-5 Conversatio How can I apply Handball Rule Review all backpacks TGFU gator skin LOG units aim
2 handball n what I learned -3 steps and 3 seconds must be out balls to have
A9-10 yesterday into a -can only score from of the way Teacher led minimal
participation game of offensive side of center and stored in instruction gym area teacher
C9-3 handball? -to encourage passing, may the cubby instruction and
Observation require a pass over center outside of the student whiteboard maximized
How can I work before a shot can take gym exploration student
well in a team? place markers involvement in
-dropped or blocked ball shoes must game play
Can I find ways goes to opponent be worn pinnies
to improve my -guard/defend from two
understanding of large strides away, no gatorskin
handball? reaching in or tearing a ball balls to be
from the opponents hands used only
-if ball is passed out or run
out of bounds (side lines ensure
then the ball goes to the playing area
opponent as a throw in is clear
with a person guarding two
strides away from the students who
sideline do not follow
the rules will
Introduce one of the be removed
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 following games based on
student interest and
understanding:
- 4 corner handball game
-half gym handball
-full gym handball

Day Postball/Wall A9-5 Conversatio How can I apply Warm-up with Wall Ball: all backpacks TGFU 1 -2 gator LOG units aim
3 Ball n basic handball Instructions: must be out skin balls to have
A9-10 skills in a -1 small gatorskin ball of the way Teacher led minimal
participation variety of -teams of up to 20 v 20 and stored in instruction gym area teacher
C9-6 games? -defense must act as the cubby instruction and
Observation goaltenders while the other outside of the student 6 - 12 “posts” maximized
half of the team is focused gym exploration - weighted student
on offence tennis ball involvement in
-students playing defense shoes must containers game play
must stand behind the be worn
black end line and try to whiteboard
prevent a ball from hitting gatorskin
their end wall balls to be markers
-offensive players must try used only
to score on the other Pinnies
team’s wall by bouncing ensure
the ball first off of the floor playing area
and then have it hit the is clear
wall
-a goal can only be score students who
by bouncing the ball off of do not follow
the floor first and having it the rules will
hit the wall behind the be removed
defenders (goalies)
-if no goal is scored on a
shot, anyone can pick up
the ball, but defensive team
cannot step across their
side of the black end line
-once scored on, the entire
defending portion of the
team becomes the offense,
the previous offensive
players now become
defensive (switch roles in
the team
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 -the team that scored must
allow the opposition to
pick up the ball and make
an attempt for a pass on
thier side of the gym

-all regular handball rules

apply still:
-3 steps and 3 seconds
-can only score from
offensive side of center
-to encourage passing, may
require a pass over center
before a shot can take
place
-dropped or blocked ball
goes to opponent
-guard/defend from two
large strides away, no
reaching in or tearing a ball
from the opponents’ hands
-if ball is passed out or run
out of bounds (side lines)
then the ball goes to the
opponent as a throw in
with a person guarding two
strides away from the
sideline

Postball:
-6 to 12 tennis tubes,
pinnies, 1-2 small gator
skin balls
-tennis tubes w/weights,
players score by knocking
down the tube (3 tubes per
team)
-tubes are positioned on a
baseline to where hockey
nets would be, plus a third
in the middle
-can allow one goaltender
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 that must remain one large
stride away from the posts,
OR spread the posts out
more along a baseline and
allow a goaltender per post
(goalies must remain on
their feet)
-if playing cross court, may
want to use a slightly
larger crease (example
basketball key or larger)
-shots must come from in
front of the posts, not
directly from the side or
behind
-once a tube is down, it
remains down, when all 3
are down, it either counts
as one point for the team
OR game is over. RESET
-all regular handball rules
apply:
-3 steps/3 seconds
-can only score from
offensive side of center
-to encourage passing, may
require a pass over center
before a shot can take
place
-dropped or blocked ball
goes to opponent
-guard/defend from one
large stride away (or two),
no reaching in or tearing
ball from opponent
-if ball is passed or run out
of bounds (side lines) then
the ball goes to your
opponent as a throw in
with opponent two strides
away from sideline

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 Provide students with the
choice to continue on with
handball the next day or to
play Tchoukball
Day Tchoukball or A9-5 Conversatio How can I apply At the beginning of class all backpacks TGFU handballs x 2 LOG units aim
4
Handball n handball rules provide students with the must be out - for to have
-Student C9-3 and skills to a option to vote to continue of the way Teacher led tchoukball minimal
Choice Day participation variety of handball games or to play and stored in instruction teacher
games? tchoukball instead. the cubby rebounder x4 instruction and
Observation Students have played this outside of the student maximized
game in round a unit gym exploration whiteboard student
already involvement in
Instructions for shoes must markers game play
Tchoukball: be worn
-played on a court eraser
(basketball or volleyball gatorskin
OR ½ court) balls to be pinnies
-rebounders placed at each used only
baseline
-handball rules (3 steps, 3 ensure
seconds) playing area
-dropped pas = turnover is clear
-defenders cannot intercept
passes, just out themselves students who
ready to catch rebounded do not follow
shot or close to pick up the rules will
dropped pass be removed
-can score on either net but
cannot score on same net
twice in a row
-Forbidden zone - about 2
meters “D” shape outside
rebounder to baseline
-Score = ball thrown on the
rebounder and not caught
by defense OR offense
attempting to shoot at
rebounder misses (this
equals a turnover)
can jump from outside of
the forbidden zone and
land inside
-after a team is scored
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

 upon, the scored ipon team
will restart the game from
the baseline where the
point was scored. Defense
lets offense team get across
half before engaging in
defending or turnovers are
applied

Warm-Up:
-basic throwing and
catching with a ball in
groups
-throwing and catching
with a partner
-make teams and warm up
with passing and catching
in the teams

Teams:
-team sizes depend on the
size of the court. ½ court
size about 5 players per
team
-full court (basketball) as
many as 8. Also grade 7’s
could have more people
(maybe 9 or ten on a full
basketball court) as they
are smaller. Possibly fewer
grade 9’s due to size
can have “squads”

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe