Unit Plan: Handball 1

Unit Plan: Handball

Kira Carre

Matt Burford

Josh Stanley

EDUC 506-17

October 28th, 2012

Unit Plan: Handball 2

Table of Contents

Introduction to the PE Class: pg. 3

Unit Plan: pg. 4

Lesson Plans: pg. 7

Lesson 1: pg. 7

Lesson 2: pg. 9

Lesson 3: pg. 11

Lesson 4: pg. 15

Lesson 5: pg. 17

Handball Handout: pg. 19

Summative Assessments: pg. 20

Cognitive assessment: pg. 20

Psychomotor assessment: pg. 24

Affective assessment: pg. 26

Unit Plan: Handball 3

The PE Class

This unit plan has been created for a class of 24 grade 8 students in PE. The class is an even split of girls and
boys. Each class is 60 minutes long.

Of note is Jimmy, a student with a partial hearing impairment. Efforts will be made throughout the unit to
accommodate Jimmy. Important information will be displayed on whiteboards and walls around the gym, rather
than just verbally communicated. When verbal communication is unavoidable, the PE teacher will be certain to
stand close to Jimmy, and will ensure that he/she is facing in Jimmy’s direction the entire time, so that Jimmy
can lip read. Providing a copy of the lesson plan, or assigning a peer helper to Jimmy may also assist him.

The Unit

The handball unit is based on Teaching Games for Understanding. There is more of a focus on strategy and
formation then there is on directly teaching skills (ie through drills). The unit is focused on gameplay and
incidental learning. Accompanying the unit plan and 5 lesson plans are 3 summative assessments, one for each
of the domains in Bloom’s taxonomy.

The Space

This unit will take place in the school gymnasium. The gymnasium is large for a junior high school, a basketball
court fits comfortably with at least ten feet of space from the edges of the court to the wall on each side. A
divider can be used to separate the gym in to two halves. Each half of the gymnasium is large enough to
comfortably fit one volleyball court and a smaller sized basketball court. These smaller basketball courts will be
used as handball courts for this unit, with the key being the crease, and hockey nets used as goals.
Unit Plan: Handball 4

UNIT PLAN

Grade: 8 Resources: International Handball Federation:

http://www.ihf.info/

Equipment: Wikipedia:
Pinnies, nets, handballs, whiteboard, pencils, unit tests http://en.wikipedia.org/wiki/Team_handball

Dimension/Unit: Handball Dates: October 30th, 31st, November 1st, 2nd, 5th
General Specific Learning Activities/Teaching Assessment/ Evaluation/
Lesson Safety Considerations
Outcomes Outcomes Strategies Communication

A– A8-1 Class Objectives: No formal assessment today. Ensure gym floor has been
Activities  Students will know the types swept and is free of obstacles
A8-5
of Handball
C– Observation of application of basic
A8-10  Students will demonstrate Remind students to keep their
Cooperation skills: Were students able to send heads up when running around
moving into space and making
and receive passes accurately, did court
1 accurate passes
A8-11 students consistently attempt to
Games will focus on passing and create space and move for a pass
C8-3 and did students accurately
utilizing teammates to move the ball
answer questions
C8-4 down the court

C8-6

A– A8-1 Class Objectives: No formal assessment today. Ensure gym floor has been
Activities  Students will demonstrate swept and is free of obstacles
A8-5
effective defensive positioning
C– Observation of application of basic Remind students to make sure
A8-10 in relation to offense
Cooperation skills: Did students demonstrate there is space between courts
 Students will demonstrate
proper defensive technique, did
A8-11 proper defensive body
students stay with their check on
position technique
defense and were students able to
2 C8-3 accurately answer questions
Games will focus on ball movement
C8-4 and passing while introducing
defensive teams and working on
C8-6 defensive concepts
Unit Plan: Handball 5

A– A8-1 Class Objectives: Ask reflective, open-ended Watch out for the walls,
Activities  Passing –Students will questions, regarding formation and pylons, cones, nets so they do
A8-5 continue to show their skills in strategy not run into them or slip on
C– passing and teamwork them
Cooperation A8-10
 Movement – Students will  Review questions: Ask
continue to show their questions about Handball People getting hit in the face
A8-11 (what they learned)
understanding of the
C8-3 importance of moving to open  How should your body People running into to one
areas position look if you want another
C8-4  Shooting – Students will learn to receive a pass?
the techniques of effective  What should you do after Rolling ankles when they land
3 C8-6 shooting you pass?
 Formation Strategy – Students  How can we successfully
will understand the move the item forward if
importance of a certain we are playing in a narrow
formation style court?
 Why would you want to
Activities will focus on shooting jump into the crease?
technique and strategies/formations  Where should you receive
the pass if you want to
jump into the crease?
 When shooting at the net,
where should one aim?
A– A8-1 Class Objectives: Ask open-ended questions Watch out for the walls, others,
Activities  Passing –Students will regarding gameplay, skills, and cones, and nets so they do not
A8-5 continue to show their skills in player choice: run into them or slip
C– passing and teamwork
Cooperation A8-10
 Movement – Students will  Ask what other sports can Getting hit in the face with a
continue to show their we use these kind of skills ball
A8-11 in
understanding of the
C8-3 importance of moving to open  Ask what the benefits are Getting hit anywhere with the
4 areas with dribbling and what ball
C8-4  Shooting – Students will the challenges arise?
continue to work on their  Ask what was harder, Running into others
C8-6 shooting techniques playing with a goalie or
 Dribbling – Students will playing trying to hit
learn how to dribble the ball targets? Why?
during the game

Activities will focus on all skill areas

Unit Plan: Handball 6

of the game, leading up to gameplay in

this class and the next
A– A8-11  Handball unit test See handball rules outlined on Keep head up, especially when
Activities  Handball skills assessment Lesson Plan 5 for rules that will transitioning between games
B8-7 (students self-assess) be used in this class – different
C–  Round robin handball When shooting, students need
Cooperation C8-3 tournament, full gameplay – 4 from “official” rules
5 to keep the ball low to prevent
teams (pre-determined), semi- unnecessary contact with the
C8-5 final and final Formative assessment day –
goalie’s head
cognitive, affective,
C8-6
psychomotor
 Unit Plan: Handball 7

Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 1 Date: October 30th

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Specific Active
Goal Setting/
Outcomes Living In
Basic Application of Functional Body Well- Communi- Personal
Team the
Skills Basic Skills Fitness Image being cation Fair Play Leadership Effort Safety Challenge
work Community
1, 5 10, 11 3 4 6

Introduction/Warm Up (10 mins)

Introduction Assessment/Evaluation/Comments
 Introduce types of Handball –Beach and Indoor  Students will circle around white
 Walk around and point out important lines of court board for introduction/instructions
Warm up  Give handout with lines of court to
 Timed Tag every student
 Divide students into four teams, two teams and one ball per  Remind students of “Freeze” as the
half court stop signal, and that equipment
 One team starts off with a rubber chicken and must ‘tag’ the should be place on the floor when
opposing players with the ball. teacher is talking
 Students must pass the chicken in order to ‘tag’ the players
out of the game. Players may take three steps with chicken.
Players cannot throw the chicken at the other players. If  Players are not allowed to dribble
players go outside the boundaries they are out.  Play at least twice, to see if they
 Time to see how long it takes each team to ‘tag’ all the can beat their time
opposing players out.

Learning Activities/Teaching Strategies (35 mins)

Activity One: (5 mins)  Students can pick their own groups
 Students will get into groups of three  Emphasis on passing followed by
 Player with the bean bag will pass to either cutting to open space
partner and cut to the open pylon.  Beanbags may only be tossed
 Player catching the bean bag will then underhand
pass and cut to the open space pylon.  Show target and signal for pass
 Increase challenge by increasing court  Students should demonstrate
distance. accurate passing
 Have students count the number of
successful passes
Progression (5 mins)
 Have students toss the bean bag to the open pylon and it is
the responsibility of one of the other players to make it there
in time and catch it Count the number of successful passes  Students should focus on catching
pass while on balance and
maintaining a strong base
Question: How can you make yourself
Activity Two (5 mins) ready to receive a pass?
 Keep students in groups of three  Give student choice of underhand
 Gradually increase the intensity by asking the students to or overhand pass
walk around the gym, then jog, then run and pass the bean  Students must stay two arm lengths
bag away from group mates
 Get students to count the number of consecutive passes they  Once students are comfortable, see
can make, if they drop the ball, they have to start counting which group can get the most
again consecutive passes in 1 minute
Question: What type of pass was better for
 Unit Plan: Handball 8

Activity Three (15 mins) shorter distances? Longer distances?

 Divide students into six teams (4 per team), two teams per
court
 Teams try to score by placing the bean bag down on the
opposing team’s end line.
 They are allowed to take as many steps as they want and as
many passes
 Opposing team tries to ‘tag’ or touch the player holding the
bean bag
 If they ‘tag’ the player holding
the bean bag, it is turned over to the
other team. Give the player 3 meters to
pass in the turned over bean bag
 After a few minutes progress to
only 5 steps, then to 3 steps
 Rotate winning teams after 5
minutes
Progression : (5 mins)
 Make courts narrower and
have them play again
 Set up three courts with cones
 Number students off (1-6)
 Each player must touch the bean
bag before scoring
 Emphasize short passes
Question: When might longer passes be
better than short ones?
Question: When you don't have the chicken,
what can you do to increase your chances of
getting it?
 Students should understand that
this is harder because they cannot
space out and it is harder find open
space to get open
Question: What makes this game
harder/different?

Closure/Cool Down (5 mins)

 Ask students to gather equipment and sit down in
front of the white board
 Debrief: Ask students to call out important lines,
what the types of handball are, and what helps them
receive/make a space
 Next class: Adding defense
Assessment:
No formal assessment today.
Observation of application of basic skills:
Were students able to send and receive
passes accurately, did students
consistently attempt to create space and
move for a pass and did students
accurately answer questions

Equipment Safety Considerations

-12 cones -3 different colors Ensure gym floor has been swept and is free of obstacles
-24 Pinnies Remind students to keep their heads up when running around
-8 Bean bags court
 Unit Plan: Handball 9

Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 2 Date: Oct. 31st

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Specific Goal Setting/ Active
Outcomes Basic Application of Functional Body Well- Communi Personal Living In the
Team
Skills Basic Skills Fitness Image being -cation Fair Play Leadership Effort Safety Challenge Community
work
1, 5 10, 11 3 4 6

Introduction/Warm Up (10 mins)

Introduction Assessment/Evaluation/Comments
 Will continue to develop Handball skills  Students will circle around white
 Working on adding defense today board for instructions
Warm up
 Get students in groups of 5
 Start with 2 play ground balls and have them stand in a circle  If students pick this up easily, can
and pass in a star pattern ask them to count consecutive
 Gradually add more handballs to the group until all group passes
members have ball  Students should try different types
of passes (underhand, overhead,
bounce)
Learning Activities/Teaching Strategies (35 mins)  Get students in a line and pair
Activity One: (7 mins) students off
 Get students into pairs  Students should demonstrate
 Partner A has a ball and moves around the gym while partner marking an opponent
B follows  Remind students to stay low on
 On whistle, Partner A tosses the ball up and B tries to catch defense
the ball before it hits the ground  Switch offense and defense every
 Partner B is trying to stay close enough to Partner A to be minute
able to catch the ball when it is tossed  Switch pairs after a few minutes
 Partner A is trying to get away from Partner B and then Question: What made this activity
trying to toss the ball so that B cannot catch it easy/hard?
Question: What type of body position was
better for the defense?
Activity Two (10mins) ___________________________________
 Get students into groups of 4 (use pinnies)
 Two are on offense and two are on defense  Ask students to join another pair
 Keep away- students attempt to make consecutive passes from pervious activity
without allowing defenders to intercept the passes  Students will need to move to an
 Students should count the number of successful passes they open space to receive a pass
can make  Students should communicate with
 Once defense gets ball, they go on offense each other, letting ball carriers
know who and where to pass to
 Allow students to choose size of area they wish to play in
 Short, quick passes will be more
(using lines on court), get them to try least two different
successful than long, lob passes
sizes
 Students cannot run with ball
Progression (10 mins)
 Defensive Cues: Stay low, knees
 Same activity, put students in groups of 6 for 3 on 3, and
bent, stay on balls of feet, and push
after a few minutes get students in groups of 8 for 4 on 4
off outside foot (to change
 Students can choose court size again direction)
________________________________________________  Students will need to move into
Activity Three (18 mins) open space and defense will
practice marking
 Assign students into groups, give
 Unit Plan: Handball 10

 Two teams of 4 play against each other in the attempt to
score more points than the other team
 Each team has one 'goalie' who may move anywhere along
the end line as long as he/she stays behind this line
 To score, players must pass the ball up the court and to the
goalie; if the goalie catches the ball
behind the end line, a point is awarded
 Each player on the team must
touch the ball before a point can be
awarded
 Defenders may not touch the
ball carrier, the defender simply tries to
prevent the opponent from making a
successful pass
out pinnies when students are in
groups of 4
Question: Did defensive strategy change as
the number of students increased?
 Set up three courts with cones
 Use same groups of 4 from last
activity (will need pinnies)
 After a point is won, a new goalie
must take the place of the current
goalie
 Students start with passing only,
no steps with ball
 After first game, allow students to
take 3 steps
 Rotate winning teams clockwise
after 4 minutes
Questions: Did defensive strategy/technique
change when offense was moving forward
towards a goal?

Closure/Cool Down (5 mins)

 Ask students to gather equipment and sit down in
front of the white board
 Debrief: What does good defensive body position
look like? Where does the defense want to position
their body to prevent offense from getting the ball?
 Next class: Shooting and offensive formations
Assessment:
No formal assessment today.
Observation of application of basic skills:
Did students demonstrate proper defensive
technique, did students stay with their check
on defense and were students able to
accurately answer questions

Equipment Safety Considerations

-12 cones -3 different colors Ensure gym floor has been swept and is free of obstacles
-24 Pinnies Remind students to make sure there is space between courts
-25 small playground balls
-4 Gator Balls
 Unit Plan: Handball 11

Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 3 Date: Nov. 1st
General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Specific Goal Setting/ Active
Outcomes Basic Application of Functional Body Well- Communi Personal Living In the
Team
Skills Basic Skills Fitness Image being -cation Fair Play Leadership Effort Safety Challenge Community
work
1, 5 10, 11 3 4 6

Introduction/Warm Up (15 minutes)

 Spilt class into 4 different groups. (6 members each) Assessment/Evaluation/Comments
 2 games
 Each team has 4 bowling pins they must set up in their goal or  Explain the game before sending
beside the goal. Students must knock down their opponents them off in teams
bowling pins by throwing a ball at it to knock it over.  Have a good start stop word or
 Students cannot leave their half unless they jump over the line whistle so it is easy to stop and get
and release the ball before they land and return after they them ready for the next game
have landed with no ball  Explain the objective is to hit the
 Students can only take 3 steps with ball and then pass it or targets and not the people
throw it  Have pinnies for 3 of the teams
 There will be 4 balls in play  Break up teams evenly as they will
 The balls will be form and range in different sizes be in these groups all class
 Have teams play all teams before the warm up is finished

Learning Activities/Teaching Strategies

Activity One –Shoot Out Relay (15 Minutes)  Use flat cones to show the crease
 Keep students in the groups they are already in  Net should be in the middle and at
 Explain the crease and that no one is allowed in the crease the back of the crease
except the goalie. All shots must come from outside this  Demonstrate using one group and
crease have other groups follow
 Have the group members stand in a line that is back from the  Ask what kind shots would be more
crease line. Have one member stand right next to the crease effective in what kind of situations
line.  Ask them to show you some
 The students in the line will pass a dodge ball to the person different kinds of shots that will be
near the crease and run towards the crease. They will receive effective
a pass back and throw the ball at one of the five targets set up  Make sure they are able to perform
in the goal the jump shot as well as the
 Explain to students that once they receive a pass they have 3 standing shot
steps before they shoot as long as they do not step in the  SEE ATTACHED DIAGRAMS
crease.
 Explain there are many different types of shots and that they
should try them all, however do not tell what the shots are.
They them figure it out themselves.
 The team who hits all the targets first wins.
Activity Two – Lane Handball (15 Minutes)
 Staying in the groups they will now play a game against other  Use 2 groups to demonstrate the
teams. game
 We will show them a certain formation strategy that shows  Ask group how the strategies
where they should be when on defense and where they should change when we add the defender
be on offence (they will quickly see that both are in the same  Ask groups how staying in the
line) lanes helps with the game?
 They will now play a game where they must move the ball up  Make sure everyone is passing to
the court and shoot to hit the targets in the net. everyone
 Players cannot move with the ball unless its their 2 steps  Again use flat cones to make the
 Unit Plan: Handball 12

They must stay in the lane that we have just discussed. In this crease
lane will also be the other player form the other team. So the  Discuss defensive positioning – see
both of them learn how to play with man-on-man coverage layout on test answer key
 Emphasize the concept of passing and getting an open shot
 Must make at least 3 passes before you shoot
PROGRESSION
 Use a smaller ball. Keep playing with smaller balls until we
start to play with an actual handball
 Have students switch lanes so they get to experience the
different areas

Activity Three – Pin Handball (15 Minutes)

 Staying in the same groups they will play games  Games for 5 minutes then switch
 Using the knowledge of everything they learned in class they the opponents
will attempt to knock over the 5 pines lined up along the goal  3 different games for a total of 15
line minutes
 The lane are in play however players can move all around the  Make sure everyone is playing and
court if they feel they have a better chance to score getting involved
 Must have at least 5 passes before they can shoot  Ask them how the strategy changes
 No moving with the ball unless it is the 3 steps that is allowed when you are allowed to move
from just your lane?
Closure/Cooldown: (1 Minute)  What are the benefits from the lane
 Have everyone come together and what are disadvantages
 Ask questions about Handball (what they learned)
Assessment:
 How should your body position look if you want to receive a
 Ask Questions
pass?
 Observations
 What should you do after you pass?
 How can we successfully move the item forward if we are
playing in a narrow court?
 Why would you want to jump into the crease?
 Where should you receive the pass if you want to jump into
the crease?
 When shooting at the net, where should one aim?

Equipment Safety Considerations

-Foam Balls (different sizes) -Watch out for the walls, pylons, cones, nets so they do not run
-Cones/Pylons into them or slip on them
-Pinnies -People getting hit in the face
-Bowling Pines -People running into to one another
-Goals -Rolling ankles when they land
Unit Plan: Handball 13
Unit Plan: Handball 14
 Unit Plan: Handball 15

Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 4 Date: Nov. 2nd

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Specific Goal Setting/ Active
Outcomes Basic Application of Functional Body Well- Communi Personal Living In the
Team
Skills Basic Skills Fitness Image being -cation Fair Play Leadership Effort Safety Challenge Community
work
1, 5 10, 11 3 4 6

Introduction/Warm Up (10 minutes) Assessment/Evaluation/ Comments

 Spilt times into 4 groups (different than other times)
 Explain concepts we learned last class  Explain the game before sending
 Warm up will be Lane Handball. A game we learned last them off for the warm up
class  Have a good start stop word or
 Students will recall that they have one person to defend and whistle so it is easy to stop and get
that they must pass to move the ball and get open in order to them ready for the next game
have a better shot  Have the crease made with flat
cones
 Emphasize skills that we learned
last class
Learning Activities/Teaching Strategies
Activity One – Dribbling Knockout (10 Minutes)  Use the lines on the gym floor as a
 Students will all be given a ball and they must dribble their reference for the playing area
ball in the activity area  If there is not enough handballs
 Students must maintain a controlled dribble while trying to use basketball balls, handball balls,
knock away other peoples balls as well as watching out for volleyball balls or any balls that
people trying to knock their ball bounce. They only need to learn
 Once your ball in knocked out, the students will get their ball the skills that come with bouncing
and then stand on the side line and try to knock others from (where to bounce the ball, look
that point around, where are you in space
 As the numbers decrease the size of the playing area smaller etc.) they do not necessarily need
PROGRESSION (5 Minutes) the handball.
 Make the activity area smaller  Reinforce safety rules
 Make the activity area smaller while they playing  Walk around to help and give
feedback
 Ask students what kind of
strategies they need and are using
 Demonstrate using a student and
yourself
Activity Two – Lane Handball With Dribbling (10 Minutes)  SEE DIAGRAMS WITH
 Get students back into 4 groups LESSON 3
 Explain that in Handball you are allowed to dribble. You are
allowed to dribble after you take 3 steps and when you stop  Demonstrate using one group and
you can take 3 steps again but then you must stop and either have other groups follow
pass or shoot. Once you have used your dribble and stopped  Have pinnies ready for teams
you cannot dribble again until you have passed the ball and  Talk about how it is different from
received in back not being allowed to dribble
 They will be playing the lane handball game again however  Ask what kind of strategies you
this time they are allowed to dribble need to know that you are allowed
 In this game they will pass dribble and shot, but one in their to move?
lanes.  What is better?
 Make sure everyone is playing and
 A defender can steal the ball when you are dribbling so you
getting a turn to pass
must be cautious of your surroundings
 Unit Plan: Handball 16

 Objective is too knock down the targets in the goal

 Teams must make at least 4 passes before shooting

Activity Three – Handball Games (20 Minutes)

 Playing Handball games against other teams  Games for 7 minutes then switch
 Playing with goalies not targets the opponents
 Playing with dribbling and passing  3 different games
 Must make a pass to everyone on the team before shooting
 Explain that when a ball goes out of bounds behind the net it
is the goalies ball. Out of bounds to the side means it the
opposites teams ball.
 Goalies can not leave the crease, however students can rotate
their goalies around so they all get a chance to play

Closure/Cooldown: (5 Minute)
 Have everyone come together Assessment:
 Ask Questions
 Ask questions about handball (what they learned)
 Observations
 Ask what other sports can we use these kind of skills in
 Ask what the benefits are with dribbling and what the
challenges arise?
 Ask what was harder, playing with a goalie or playing trying
to hit targets? Why?

Equipment Safety Considerations

-Foam Balls (different sizes) -Watch out for the walls, others, cones, and nets so they do not
-Cones/Pylons run into them or slip
-Pinnies -Getting hit in the face with a ball
-Bowling Pines -Getting hit anywhere with the ball
-Handballs -Running into others
-Basketballs
Unit Plan: Handball 17

Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 5 Date: November 5th

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Goal Setting/ Active Living
Specific Basic Application of Functional Body Well- Communi- Personal In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

11 7 3 5, 6

Introduction/Warm Up (22 minutes) Assessment/Evaluation/

Comments
1. Handball unit test (10 minutes)
2. Handball skills assessment (students) (5 minutes) Rules of handball (in our
3. Handball affective behaviors rubric (students) (5 minutes) Students can do class)
both the unit test, skills assessment, and affective rubric at the same time.1. If a pass is incomplete, or
Students can write while sitting wherever they choose in the gym, so long as if the ball goes out of
they are separate from each other. Students that finish quickly must wait bounds, the ball goes to
quietly until their classmates have finished writing. Collect all tests and the defensive team
assessments at the end of 20 minutes. 2. Players have three
4. Divide class up in to pre-determined teams (see attached team rosters). Each seconds and three steps
team must come up with a team name, and team cheer. The team cheer will with the ball. They must
be presented to the opposing team before the start of each game. Jimmy’s then either dribble, shoot,
team will have to ensure that Jimmy can hear the discussion about the cheer, or pass. Failure to do so
meaning that they will have to be standing close to him, and that they are not results in a turnover.
facing away from him when they speak. (2 minutes) 3. If a player handles the ball
in the crease, it is a
Learning Activities/Teaching Strategies (35 minutes) turnover
4. There must be 3 passes
Round robin (see attached round robin schedule). Games are to be played with full before a team can shoot.
rules, which students have learned throughout the unit. There will be two courts, one Failure to pass the ball 3
on each half of the gym. Use the half-size basketball courts as boundaries, and hockey times before shooting
nets as goals. The key will be utilized as the crease on these courts. Games are 6 on 6, results in a turnover
and 6 minutes long. No one can be the goalie more than once. At the completion of To assess Specific Outcome C8-
each game, a representative from each team will tell the teacher who won. The teacher 6: identify and demonstrate
will keep track of game results in order to set up the final rounds. positive behaviours that show
respect for self and others,
After scores have been reported, teams move to their next game. The teacher will give observe the team cheers. If an
instructions to touch a set of objects as quickly as possible before moving to the next individual is not participating in
game: the cheer with enthusiasm, then
1. “Touch something red, a chair, and a wall” they have not met this specific
2. “Give someone not on your team a highfive, and touch two walls” outcome.
3. “Touch a door, a bench, and three lines on the gym”
4. “Touch all four walls, and a whiteboard”
As soon as both teams have completed their task and arrived at the court, team cheers
can begin, followed by the start of the game. The goal is for students to be moving as
quickly as possible between games, and to keep energy high.

Closure/Cool Down (3 minutes)

Each student needs to give a high five to ten different people, and then bring in all the
equipment.
Unit Plan: Handball 18

Equipment Safety Considerations

4 nets Keep head up, especially when transitioning between games
2 handballs Students need appropriate footwear, as toes may be stepped on
4 sets of pinnies (6 each, red, green, blue, When shooting, students need to keep the ball low to prevent
yellow) unnecessary contact with the head of the goalie
24 unit tests
24 pencils
Whiteboard, to write down team rosters and
schedule

Red Pinnies Blue Pinnies

Gerry D. Hayley W.
Stephanie Mark
Leslie Frank T.
Malcolm Jimmy
Mario Tammy
Tabitha Suzy S.
Green Pinnies Yellow Pinnies
Peter F. Gerry Z.
Luigi Hayley E.
Jessica Frank O.
Amanda Peter T.
Sarah Suzy Q.
Wayne Jimi H.

Round 1 Round 2 Round 3

Court 1 Court 2 Court 1 Court 2 Court 1 Court 2
Near side Near side Near side Near side Near side Near side
Red Blue Green Red Yellow Blue

Green Yellow Yellow Blue Red Green

Far side Far side Far side Far side Far side Far side

Semi-Finals Finals
Court 1 Court 2 Court 1 Court 2
Near side Near side Near side Near side
1st Place 2nd Place Gold Bronze
Medal Medal
4th Place 3rd Place
Game Game
Far side Far side Far side Far side
Unit Plan: Handball 19

Handball Handout
Handball is a team sport in which two teams of seven (six outfield players and a goalie) pass a ball to try to score a
goal on the other team. The team with the most goals at the end of the game wins. The player with the ball can
pass, dribble (at least once every three steps), or shoot. Players have 3 seconds to do one of these three things.
Failure to do so results in a turnover. Players can go wherever they like on the court, with the exception of the
crease around each net – only the goalie can be in the crease. The only time a player may touch the ground inside
the crease is if they jump before throwing the ball and land in the crease, throwing the ball while in the air.

The six outfield players are: wingman (left and right), backcourt (left, right, and centre), and pivot. On defense,
these six outfielders typically form a shell around the 6 metre line, with 5 on the line itself, and one covering
players on the 9 metre line.

Rule infractions in an official game of handball result in a penalty throw from the 7 metre line. The goalie stands at
the 4 metre line, and cannot move forward from the mark before the player throws.

Handball is most frequently played indoors, but there is another form of handball played outdoors on beaches.
Unit Plan: Handball 20

Handball Unit Test

Name: ________________ (1 mark)

Date: ________________

Mark: /20

1. What are the two types of handball? (2 marks)

2. In an official game of indoor handball, how many players are on the court for each team, including
the goalie? (1 mark)

3. What are the three choices a player has when they have the ball? (3 marks)

4. True or false:

An offensive player can run through the crease. T / F

A defensive player may run through the crease. T / F

A player may land in the crease after performing a jump shot. T / F

/3

5. Johnny has the ball in both hands. What are his choices now? How much time does he have to act?
(3 marks)
Unit Plan: Handball 21

6. There are 6 offensive positions in indoor handball. Name 4 of them. (2 marks)

7. On the following diagram, mark the position of all 6 defensive players playing a 5-1 defensive
strategy, using an X for each player. (3 marks)
8. On the following diagram, label the 9 metre line. (1 mark)
9. On the following diagram, draw a triangle where a player taking a penalty shot would throw from.
(1 mark)
Unit Plan: Handball 22

Handball Unit Test Answer Key

Name: ________________ (1 mark)

Date: ________________

Mark: /20

1. What are the two types of handball? (2 marks)

a. Indoor and outdoor, 1 mark each

2. In an official game of indoor handball, how many players are on the court for each team, including
the goalie? (1 mark)
a. 6 players and 1 goalie, total of 7, 1 mark

3. What are the three choices a player has when they have the ball? (3 marks)
a. Dribble, pass, shoot, 1 mark each

4. True or false:

An offensive player can run through the crease. T / F

A defensive player may run through the crease. T / F

A player may land in the crease after performing a jump shot. T / F

/3, 1 mark each

5. Johnny has the ball in both hands. What are his choices now? How much time does he have to act?
(3 marks)
a. Johnny may pass or shoot, 1 mark each. He has 3 seconds to act, 1 mark
Unit Plan: Handball 23

6. There are 6 offensive positions in indoor handball. Name 4 of them. (2 marks)

a. Left and right wingman, left and right backcourt, center backcourt, pivot, 0.5 marks each for a
maximum of 2 marks

7. On the following diagram, mark the position of all 6 defensive players playing a 5-1 defensive
strategy, using an X for each player. (3 marks)
8. On the following diagram, label the 9 metre line. (1 mark)
9. On the following diagram, draw a triangle where a player taking a penalty shot would throw from.
(1 mark)

0.5 marks per correctly placed X, for a total of 3 marks

1 mark for correctly placing the triangle

1 mark for correctly labeling the 9 metre line

Unit Plan: Handball 24

Physical Summative Assessment (Skill Assessment)

At the end of the unit the teacher will give the student a mark out 5 for each skill. The mark will be based
on how the teacher felt the student did at each skill. The mark will be individual, which means if there are
some students who are not the best but they have improved from day they will be able to get a high mark
because they are showing how far they have come. This is also beneficial for those who were initially
great at the game because they will be able to perform at a high level. As long as they are showing they
are working hard and completing the activities they are able to get a high.

Each student will also fill out his or her own assessment. They can decide how they feel they have done in
the physical aspect of the unit. They will be filling out the exact same assessment as the teacher.

If the results are very different between the teacher and student then the teacher needs to discuss with the
student why they are different and why they deserve the mark they gave themselves.
Unit Plan: Handball 25

Physical Assessment:

Unit: Handball

Name: _______________

Date: _______________

Use the scale below answer to each question.

Low High
1 2 3 4 5

1. How much success did the student have at each skill?

Passing
Dribbling
Shooting

2. How effective was the student at getting into space/getting open?

3. How effective was the student at being a teammate?

4. How effective was the student at using communication?

5. How well was the student at showing his or her sportsmanship and fair play?

6. How well did the student understand the rules of the game?

7. How motivated was the student to play the game?

8. How well did the student adapt to the unique situations of the sport?

9. Overall how well did the student do?

Other Comments:
 Unit Plan: Handball 26

Affective Assessment

Students created their own rubric at the beginning of the year based on the characteristics they thought
were important to be successful in Physical Education. At the end of each unit, teacher will ask student to
give themselves a score in each section and explain why. Teacher will also give a score and the average
will be taken. This is the rubric they came up with:

5 4 3 2 1
Models exemplary Consistently Inconsistently Uncooperative, Physical or verbal
sports like behavior follows rules, good follows rules, plays bends rules to suit abuse to others,
and positive attitude, displays well when on self, displays doesn’t follow
Attitude attitude, accepts cooperation, winning team or inappropriate rules, complains
winning and losing works hard for self when being frustration and about task, concern
respectfully, shows and others. observed by anger towards only for self.
respect of teacher. others, celebrates
opponent. mistakes of others.
Gives top effort Consistent daily Needs some Poor effort, little or Avoids
daily, models a high effort, good level reminders to no movement participation,
level of of participation, participate, puts during activity, excessive
Effort participation, self- displays quality forth minimum numerous excuses socialization, off
motivated, movement during effort, contributes for inactivity, task, interferes with
committed to game play, stays little to team play, socializing others learning,
improving personal on task, maintains does not work hard interferes with displays a poor
fitness, encourages personal fitness. enough to improve participation. attitude towards
others. personal fitness. activity.
Excellent Good attendance, Fair attendance, Seldom prepared Consistently late or
attendance, always almost always on frequently tardy, with running shoes, absent, does not
Participation on time and time, prepared for inconsistently PE clothing, often change into PE
& prepared for class daily PE activity; prepared for class late or absent from clothes, repeated
Preparation activity; i.e. running ie: running shoes, with running shoes, class. comes up with
shoes, proper PE proper PE proper PE clothing. excuses for
clothing. clothing. missing PE clothes
Respectful of all Supportive of all Needs some Needs constant Interrupts teacher
classmates, helps students in class, reminders to: reminders to stay when talking, asks
others when follow directions, listen and follow on task and follow inappropriate
needed, positive active listener, directions, to follow directions. Talks questions, abuses
Behavior and fair game play, follows safety safety rules, to use during directions, equipment,
follows safety rules, rules, treats equipment ignores safety disrespects safety
treats equipment equipment with appropriately, and rules, argues with rules, disrespects
with care, models care, stays on task to stay on task others during others, a danger to
self-control. during activity. during activity. activity, negative self and others in
comments directed class, refuses to
towards others. stay on task.