Wvu Unit Plan1-6

West Virginia University PETE Unit Plan
Unit Activity

Kicking and trapping, throwing and catching, and dribbling
Unit Context Learner Characteristics: 2-3 grade class containing about 9 to 11 students.
The learners prior experience with the three unit activities has been limited
so far this semester. The group of students has a wide range of skill ability
levels. They also seem to have different attitudes when it comes to
participation.

Physical Environment: A gymnasium containing two concrete walls with
padding under the basketball rims, two walls of bleachers, and a hardwood
floor that is a full size basketball court.

Equipment Access: Equipment will be used from the Westover school that
is available in Lorris office. The equipment used for this unit will be soccer/
foam balls, cones, pennies, basketballs, and poly spot. If equipment is not
available at Westover it will be retrieved from the CPASS building/ E. Moore
Hall by renting.

Special Concerns: Students must be shown how to use the equipment
properly before performing an activity. Stand in a position where all students
can be observed and accounted for.

Standards
Addressed
NASPE Standards
for PE
_X_ Motor Skills &
Movement Forms
X Movement Concepts
X Physical Activity
Health-Related Fitness
X Personal & Social
Behavior
Values Physical Activity

WV P-4 Wellness
Standards for PE
__ Wellness Promotion
__ Wellness Information
__ Wellness Behaviors
_X_ Personal & Social
Behavior
_X_ Movement Forms
_X_ Motor Skills
WV 5-12 Standards for PE
__ Movement Forms
__ Motor Skills
__ Physical Activity
__ Physical Fitness
__ Personal & Social
Behavior
Name: Christian Hale, Blake White, Katlyn Orndorff Date: 9/15/14
Unit Goal The students will understand and perform various object control skills, which
in this unit plan is kicking and trapping, dribbling, throwing, and catching.
Also, improve on these skills throughout the unit.

Unit
Objectives
Psychomotor: SWBAT understand and successfully demonstrate kick, trap,
dribble, throw, and catch by the end of the unit by exhibiting proper
technique through the use of cues given by instructor.

Cognitive: SWBAT to understand by explaining the basic locomotor
movements that can contribute to kicking, trapping, dribbling, throwing, and
catching. They will be able to verbally explain how to perform the each task
and what cues can be used. Students will also be able to explain the
importance of cues given with each task.

Affective: SWBAT work cooperatively with their partners or classmates to
successfully manipulate the ball within the task given, whether its kicking,
throwing, etc. within the whole unit.

Health-Related Fitness: SWBAT reach a level of at least 50% MVPA during
each lesson taught.

Content
Outline
Motor Skills:
Running, Jogging,
catching, kicking,
throwing, trapping, and
dribbling

Critical Elements:
Lesson Plans

Instructional Cues:
Running- Big strides with
knees bent and pump
arms
Catching- Palms out like
a W, secure, and bring
to chest
Kicking- Toes towards
the target, non-kicking
foot planted beside the
ball, and kicking foot
starts near the rear and
follows through like a
pendulum
Throwing- Throwing arm
rotates like a windmill,
finish with point to target
Trapping- Sticky foot,
foot lands on top of ball
like it was stuck to the
bottom of your shoe
Dribbling- Sticky fingers
and yo-yo the wrist
Scope and
Sequence of
Content
Informing Tasks:
- Briefly describe the
task and the goals
-Explain and
demonstrate the cues
for the task/ movements

Extension Tasks:
- Increase space
between partners
- Heavier objects (ex.
rubber vs. foam)
-Increase number of
objects
-Decrease general
area
-Stationary to moving
task
Applying Tasks:
- Have the students keep
track of correct
movements and a goal
they can accomplish (ex.
How many catches
without hitting the
ground)
- Give students a time in
which they have to
achieve a task
Block Time
Plan
** Christian and
Blakes lessons
may change
depending on
Lesson 1: Katlyn
1. ASAP- Line toss
2. Into to toss & scoop
3. Group hot toss
4. Target toss
5. Closure
Lesson 2: Katlyn
1. ASAP- Dunk tag
2. Intro to throw &
catch
3. Distance throw
4. Partners choice
5. Closure
Lesson 3: Katlyn
1. ASAP- Clean up
2. Intro to throw & catch
3. Moving target throw
4. Get it out
5. Closure
how the
students
respond to
throwing and
catching to give
them more time
to learn the skill.
Lesson 4: Christian
1. ASAP- Freeze tag
2. Intro to passing
3. Partner Pass
4. Hot Shots
5. Closure
Lesson 5: Christian
1. ASAP- Soccer wall
ball
2. Intro to shooting
3. Power Shots
4. Goals & Assist
5.Closure
Lesson 6: Christian
1. ASAP- Keep away
2. Intro to open position
movement
3. Get open
4. Trap for safety
5. Closure

Lesson 7: Blake
1. A.S.A.P-Rock paper
scissors tag.
2. Introduction to
dribbling
3. Red light/Green Light
Dribbling Activity
4. Feed The Frogs
5. Closure

Lesson 8: Blake
1. A.S.A.P-Road Way
2. Re-Introduction to
dribbling
3. Red light/Green
Light Dribbling
4. Squirrels and
Acorns
5. Closure

Lesson 9: Blake
1. A.S.A.P Rock Paper
Scissors Tag
2. Re- Intro to dribbling
3.Squirrels and Acorns
4. Feed The Frogs
5. Sharks and Minnows
(with basketball)
6. Closure

Lesson 10:

Lesson 11:

Lesson 12:

Lesson 13:

Lesson 14:

Lesson 15:

Instructional
Strategy
Each lesson will start with the students run three laps around the
basketball court then sit in the middle circle when finished. After that
an ASAP activity will begin and students will reach a high level of
MVPA.
The instructor will then give a brief intro to the task being taught that
day and the students responsibilities throughout the lesson.
Directly after the students will do the core activity where they will
either work individually or with a partner/ small group on the task
provided by instructor.
Teacher will assess and provide feedback both positive and
corrective where needed.

Plans for Use
of Instructional
Technology
An iPad will be used to record some of the teachings and also a cd player
will be used in some of the activities as a start and stop signal for the
students. Supplied by the student teacher if using it within the lesson.

Assessment
Procedures

The instructor will use an assessment chart that can be checked off on the
performance level of the student while performing the task. Before the end of
the lesson the instructor will perform a check for understanding with the
students. The instructor can do this by asking the students questions about
the lesson and have them answer them. The instructor can also get
volunteers to demonstrate certain skills performed that day in the lesson to
see if they understood what they were taught. The supportive teacher can
use a rubric on how well the students respond to the cues and how much
feedback is needed during the task. This rubric can be checked off during
the lesson.
Resources
Used
Books: Spark Manual K-2

Journal Articles:

Electronic Sources:
Sparkfamily.org
PEcentral.com

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