Physical Education 20 Hantis Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Spikeball Unit 20

Teacher: Cid Padron Number of Days 2-3 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of the Spikeball, which consists of

focusing on specific skills, such as striking the ball towards specific targets, receiving the ball,

running towards the ball, and teamwork skills. Students will be assessed based on participation

and effort (P.E.), cooperation, leadership, attitude, and sportsmanship (C.L.A.S), and

application, skills, and knowledge (A.S.K). The unit focuses on helping each other to create a

positive environment for everyone, while ensuring that students are being safe by following the

safety standards or expectations set by the teacher, while working towards leading an active

and healthy life.

Physical Education 20: Spikeball Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A20-5 Has anyone played Spikeball Spikeball Introduction When whistle is blown, Spikeballs
to Spikeball C20-1 P.E. before? Spikeball is a team sport played students will stop what
C20-3 (S) by two teams consisting of two they are doing Spikeball Nets
C20-5 What skills are involved in players each. Opposing team
C20-6 C.L.A.S. Spikeball? members line up across from Be aware of how hard they
D20-1 (S) each other with the net set in the are striking the ball
D20-3 What sport is it similar to center. A point begins when the
A.S.K. Spikeball? server hits the ball off the net No obstacles in the way
(S) towards the opposing player
How is Spikeball a team facing him/her. The object of Boundaries
Observation game? the game is to hit the ball off the
(F) net in such a way that the Be aware of surroundings
Why is it important to work as opposing team cannot when chasing after the ball
a team in Spikeball? successfully return it.
A team is allowed up to three Students should not be in
touches to return the ball onto the way while games are
the net. Once the ball is played happening
off the net, possession switches
to the opposing team. The rally
continues until a team is unable
to legally return the ball. Players
may move as they wish during a
point, so long as they do not
physically impede the
opponents' play on the ball.

Spikeball Passing
Demonstration
Get students to partner up.
Teacher will demonstrate
Hantis' passing with another
student. You will start with
striking the ball with the palm
of your hand to pass it to the
other hand, then you pass the
ball to your partner. Then your
partner will have two hits before
they pass it to you again.
 Progression: Passing while
moving.

Serving Demonstration
Demonstrate to players how to
properly serve in Spikeball.
Players have to be 6 feet away
from the net. When they serve
the ball has to be served over
above the knee of the opponents
and it can not pass above their
highest reaching point. Each
player can serve two times if
they fail in their first attempt.
When you gain a point off a
serve, you switch sides with
your partner and serve from the
other side

Serving Practice
Let students practice serving
with the nets.

Spikeball Game
An official match will be the
best 2 out of 3 games. Games 1
and 2 will be played to 15
points. Game 3, if necessary
will be played to 11. Only the
serving team can score points.
Teams MUST win by 2 points.
Scoring: Points can be won by
the serving team. Games 1 and 2
are played to 15 points. Game 3,
if necessary, is played to 11.
Games must be won by 2 points.
The rally ends and a point is
awarded when: The ball
contacts the ground or otherwise
isn't returned on the net within 3
touches. The ball is hit directly
into the rim at any time,
including on a serve. The ball
bounces and falls back onto the
net or rim. The ball clearly rolls
across the net. Serving: If the
receiving team wins the point,
the next designated player
serves according to the initial
sequence. Otherwise, the server
switches places his/her partner
and serves to the other receiving
team member. The server stands
directly across from the
designated receiver, who is the
only player allowed to field the
serve. “Recreational Serve
Rule” Applies. This means that
the serve must be reasonably
playable by the receiver. The
receiving team can call a service
fault* on the following: The ball
is out of the receivers reach. The
ball hits a pocket. The ball hits
the rim. A service fault results
in a re-serve and no point is
awarded. An unlimited number
of service faults may be called
until a playable ball is served.
The receiving team must call a
service fault before, or without
attempting to return the serve.
Once the serve is returned, a
 service fault cannot be called.
Rallies: Touches must alternate
between teammates.
Consecutive touches by one
player result in a loss of point.
The ball must be contacted
cleanly, not caught, lifted, or
thrown. Players may not hit the
ball with two hands, even if
placed together “volleyball
style”. Players may use any
individual part of their body to
hit the ball. If the ball is hit
directly into the net, or bounces
and lands back on the net or
rim, the rally ends and the non-
hitting team wins the point.
After the serve, any unusual
bounce (i.e. pocket) that does
not contact the rim is legal and
playable. A shot which lands on
the net, rolls into the rim and
then off the net (i.e.. roll-up) is
played as a pocket, not a direct
rim hit. If teams cannot
determine the legality of a hit,
replay the point.

Day 2 Spikeball A20-5 P.E. Spikeball Review When whistle is blown, Spikeballs
Modification C20-1 (S) How does the game start? Review the rules of Spikeball students will stop what
s C20-3 they are doing Spikeball Nets
 Spikeball Passing Tag
Get two students to be taggers
first. The goal of the game is to
tag players by doing a Spikeball
hit to another student. When
they get hit, they will join the
taggers. Have the taggers wear
pinnies. When you get hit, you
will grab a pinnie and join the
taggers. Modification: If it is
too hard, start by throwing first
with a dodgeball.

Spikeball with One Touch

How do you gain points? Rule Be aware of how hard they
Get students to choose new are striking the ball
C.L.A.S. What are the rules on serving? partners. Add the One Touch
(S) Rule. There is a rule similar to No obstacles in the way
C20-5 What is the “pocket”? Volleyball, when a player
C20-6 A.S.K. touches the ball after the Boundaries
D20-1 (S) How many hits can you have? opponents hit, it is a “one
D20-3 touch”, where it doesn't count as Be aware of surroundings
Observation How many points do you need one of their hits. when chasing after the ball
(F) to win the game?
T-Rex Arms Spikeball Students should not be in
All players must have their arms the way while games are
(up to their wrists) inside their happening
sleeves for the duration of the
point.

Trampoline Shirt Spikeball

All players must use their shirt
as a ball trampoline on the
second hit of a rally.

Tweenerville
Tweener is when a player goes
over the net and hits the ball in
between their legs and if they
get a point it will be 5 points.
Day 3 Students’ A20-5 Are your rules safe? Spikeball Student When whistle is blown, Spikeballs
Spikeball C20-1 P.E. Modification students will stop what
Modification C20-3 (S) Are the rules reasonable? Let students choose their they are doing Spikeball Nets
s C20-5 partners. With their pair, they
 Be aware of how hard they
will make up a modification that
are striking the ball
C.L.A.S. is safe and reasonable for
(S) Spikeball. Students will be
No obstacles in the way
given sheets to write down the
A.S.K. rules. Students will have 5-10
C20-6 Boundaries Paper
(S) Minutes to think of their rules
D20-1 Why did that rule win overall?
and practice their rules
D20-3 Be aware of surroundings Pencils
Observation
when chasing after the ball
(F) Voting
Once we've played all the
Students should not be in
modifications, we will do a vote
the way while games are
to see which rule is the best.
happening
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Spikeball
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life through Spikeball
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn the basic ● Has anyone played Spikeball before?
skills of Spikeball
● What skills are involved in Spikeball?
● Students will increase their ability to
● What sport is it similar to Spikeball?
cooperate with others, increase their
teamwork, while being able to have a ● How is Spikeball a team game?
better understanding of fair play
● Why is it important to work as a team in Spikeball?
● Students will step towards leading an
active and healthy lifestyle, by focusing ● How does the game start?
on improving their attitude and effort
● How do you gain points?

● What are the rules on serving?

● What is the “pocket”?

● How many hits can you have?

● How many points do you need to win the game?

● Are your rules safe?

● Are the rules reasonable?

● Why did that rule win overall?

Specific Outcomes (in full):
Students will be able to…
● A20-5: Analyze, evaluate and modify
performance of manipulative skills and
concepts—effort, space and
Prior understanding…
● A10-5: Students have applied and refined
manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of
activities to improve personal performance
● C10-1: communicated thoughts and feelings in an
 relationships—to perform and create a
variety of activities to improve personal
performance
● C20-1: communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation in
physical activity
● C20-3: demonstrate etiquette and fair
play.
● C20-4: describe, apply, and practice
leadership and followership skills
related to physical activity
● C20-5: recommend practices that
contribute to teamwork.
● C20-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D20-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
● D20-3: select and apply rules, routines
and procedures for safety in a variety of
activities
appropriate respectful manner as they relate to
participation in physical activity
● C10-3: demonstrated etiquette and fair play
● C10-5: developed and applied practices that
contribute to teamwork
● C10-6: identified and demonstrated positive
behaviours that show respect for self and others
● D10-1: demonstrated a commitment to an active
lifestyle through participation in and out of class
● D10-3: selected and applied the rules, routines and
procedures for safety in a variety of activities in all
dimensions
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● C30-1: Students will communicate thoughts and
feelings in an appropriate respectful manner as
they relate to participation in physical activity
● C30-3: Students will continue to demonstrate
etiquette and fair play
● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
● C30-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D30-1: Students will learn to model an active
lifestyle
 ● D30-3: Students will develop and apply rules,
routines and procedures for safety in a variety of
activities from all movement dimensions

Stage 2: Assessments
Cooperation,
Application,
Leadership, Participation
Skills, and
Learn Title Observation Attitude, and and Effort
Knowledge
ing Sportsmanshi (P.E.)
(A.S.K.)
Outco p (C.L.A.S.)
mes Type
(Formative/Summativ Formative Summative Summative Summative
e)
Weighting N/A 20% 30% 50%
A20-5: Analyze, evaluate and
modify performance of
manipulative skills and concepts
—effort, space and relationships x x x
—to perform and create a variety
of activities to improve personal
performance
C20-1: communicate thoughts
and feelings in an appropriate
respectful manner as they relate x x
to participation in physical
activity
C20-3: demonstrate etiquette and
x x
fair play.
C20-4: describe, apply, and
practice leadership and
x x
followership skills related to
physical activity
C20-5: recommend practices that
x x
contribute to teamwork.

C20-6: identify and demonstrate

positive behaviours that show x x
respect for self and others.
D20-1: participate regularly in,
and identify, and describe the x x
benefits of, an active lifestyle
D20-3: select and apply rules,
routines and procedures for x x x
safety in a variety of activities
 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Spikeball, as well as, demonstrating ideas such as
Observation x x
teamwork, communication, and how the skills
develop from start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active

1 2
P.E. ● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
● Complains about
participating in learning
activities
● Rarely in class or on time not
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
3 4
● Willingly participates to ● Participates to best of ability at
best of ability most of the all times
time
● 100% effort given for all
● Effort occasionally falls activities in class
below 100% for activities
● Shows signs of effort (sweat,
in class
heavy breathing)
● Shows signs of effort
● Is always excited to participate
(sweat, heavy breathing)
in all learning activities
● Is often excited to
● Always in class, on time and
participate in all learning
ready to participate

ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Doesn’t know the rules or
doesn’t play by the rules
● Rarely displays the basic
skills and strategies for the
activity
A.S.K. ● Makes little attempt to
improve and apply skills and
strategies relevant to activity
● Doesn’t understand the
importance of physical
activity and all the benefits
that result from being active
activities
● Not often in class or on time
● In class on time ready to
rarely ready to participate ● Looks for any chance to get
participate
● Only gets involved in game involved in game play
● Gets involved in game play
play when the ball is near
most times
● More of an individual than a
● Works well with others ● Assists with equipment set up
team player
and take down
● Only shows enthusiasm ● Frequently helps with the
● Great role model who takes the
when pushed by teacher equipment in class
initiative
● Rarely if ever takes on a ● Sometimes takes on a
leadership role leadership role ● Always genuinely enthusiastic,
supportive and positive
● Can be hard on others in ● Displays good
● Exemplifies sportsmanship in
the class or little sportsmanship in most
sportsmanship activities all activities
● Only helps with equipment ● Has good enthusiasm ● Looks for opportunities to get
when continually asked most of the time everyone involved
● Sometimes absent, late or ● At times helps get other ● Tries new activities with
not changed properly for students involved in class enthusiasm
class
● Knows and plays by the
rules at all times
● Makes genuine attempts to
improve and apply skills
and strategies relevant to
activity
● Displays the basic skills
and strategies for the
activity
● Understands the
importance of physical
activity and all the benefits
that result from being active
Spikeball Skills Rubric

Manipulative Skills Offensive Skills Defensive Skills

1 SELDOM uses effective passing, Student initiating play does NOT pass the ball and SELDOM moves to intercept the ball or
receiving, serving, and striking NEVER moves to open spaces to receive a pass make passing difficult for the other team
skills

2 SOMETIMES uses effective Student initiating play SOMETIMES pass’ the SOMETIMES moves to intercept the ball
passing, receiving, serving, and ball and SOMETIMES moves to open spaces to or make passing difficult for the other team
striking skills receive a pass

3 USUALLY uses effective passing, Student initiating play USUALLY pass’ the ball USUALLY moves to intercept the ball or
receiving, serving, and striking and USUALLY moves to open spaces to receive a make passing difficult for the other team
skills pass

4 CONSISTENTLY uses effective Student initiating play CONSISTENTLY pass’ CONSISTENTLY moves to intercept the
passing, receiving, serving, and the ball and CONSISTENTLY moves to open ball or make passing difficult for the other
striking skills spaces to receive a pass team