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PLAN Physical Education

Name: Jennifer Thornton Date Submitted: April 16, 2017

Grade Level: 4 Date Taught: April 17, 2017

Essential Question(s):
How can I properly hold and control a hockey stick?

Arizona State/Common Core Standard(s):
AZ Physical Education Standards
o Exhibit etiquette and adherence to rules in a variety of physical
activities (S4.E4).
o Work safely with peers and equipment in physical activity settings
AZ Math Standards
o Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based
on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area
models. 4.NBT.B.5.

Content Area Objective(s) Blooms Taxonomy:
SWBAT to execute the proper hold of a hockey stick (Knowledge).
SWBAT control an object with a hockey stick (Application).
SWBAT calculate the value of a whole number of up to four digits multiplied
by a one-digit whole number (Analyze).

Language Objective(s):
SWBAT to provide constructive feedback to their peers on their control of an
object with a hockey stick.

New Vocabulary (2-5 words): dominant hand, hockey stick, shaft

Anticipatory Set: Students will gather on the basketball court and have a seat. They
will be informed that they are going to be learning about hockey today specifically,
how to hold and control the hockey stick. However, there are some rules that need
to be established first. Students will raise their right hand and repeat after the
I, (state your name), will listen to and follow all instructions given to me by
my teacher.
I will stop and freeze every time the whistle blows, unless it is signaling the
start of an activity.
I will use my hockey stick only as instructed and will never strike another
classmate or object besides the ones provided for me.
If I violate these rules, I understand that I will have to sit out for the rest of
PE and be given an alternative assignment to complete.

Learning Experiences: Students will first learn the technique behind playing
hockey and then be able to directly implement the technique into the playing of a
fast-paced game. The better control they have of the hockey stick, the easier it will
be to control the various objects placed in front of them. This lesson is designed for
students to have direct application of a newfound skill while engaging in physical
activity. The students will also briefly be tested on their multiplication facts towards
the end of the activity. These multiplication problems are used as a review of
concepts they have already learned.

Teacher Actions/Student Actions:
1. The teacher will have the students stand in their own personal space around
the basketball court.
2. Teacher will model the proper hold of a hockey stick. Step 1 place your
dominant hand (explain that this is the hand you write with) in the middle of
the shaft (take this time to define this vocabulary word). Step 2 place your
other hand at the top of the stick. Explain that both hands need to be on the
stick at all times. Have students (a few at a time) go and pick up a hockey
stick and place it at their feet. Once every student has obtained a hockey
stick, have each student wave his or her dominant hand in the air. Have the
students pick up their hockey stick with the hand they are waving and place
it in the middle of the shaft. Walk around and ensure all students have done
this properly. Once every student has mastered this, have them place their
other hand at the top of the stick.
3. Once students have more or less mastered the hold of the hockey stick,
instruct them to move their hockey stick back and forth about a foot to the
left and a foot the right. Be very careful on this part, as some students will
immediately try to start taking huge swings with their hockey stick. Once
students have gotten the hang of this, have them take a few steps forward
while moving the stick back and forth. Explain and demonstrate that students
should swing in a zigzag position. Have them note that when an object is in
front of them, the goal is to keep the item close to the stick so that it does not
stray too far and they can maintain control of the object the object is on a
leash. Have students try this first without an object, then give students a
beanbag to try the same technique with an object once they are modeling it
well without an object in front of them. (Optional have students who are
doing well model for the rest of the class).
4. Have students pair up. Have them decide who is going to be a robin and who
is going to be a roadrunner. Have robins go on one side of the court and
roadrunners go on the other side of the court and face their partner. Explain
that you are going to give each robin a beanbag. On your whistle, the robins
will practice moving the beanbag across the court to their partner. When
they reach their partner, have their partner tell them one thing they did
really well and one thing they could improve on (focusing on their hockey
stick hold and how they moved the beanbag across the court). After most
roadrunners have finished giving feedback, have the partners switch and
repeat the same exercise.
5. Once all students have finished, call them over to the other side of the court
where the game is set up. Have all students place their hockey sticks in a pile
and sit down to ensure they have no distractions while the game is being
Game Explanation:
a. Present students with the scenario:
Mrs. Harper the DJ was on her way to a gig to play some music.
However, when she arrived and opened the back of her truck, she
noticed that all of her CDs had fallen out of their containers. She needs
your help to get them to their correct location so that she plays the
right songs at the right times and does an awesome job for her
b. Direct students attention to the items around the outside of the
basketball court (diagram below). Explain that using their hockey
sticks, they will dribble the various items down the court, using the
proper technique, and into their correct containers pop songs
(beanbags), hip hop (Easter eggs), group dances (stuffed animals).
Explain that each team will have one minute to get as many items into
the correct containers as possible. Tell students that each item has a
different point value, but that they will not find out the point value
until the end of their one-minute. Once their minute is up, three
students from each team will be told the point value of each item.
They will have to take the point value and multiply it by the number of
said item in the container on their whiteboard. Once all students have
calculated their point value for each container, the teacher will have
one team at a time reveal their point values, add them together, and
announce the total point value for that team. Then, the other team will
do the same to see which team won.
c. Have students repeat the game with different point values each time.
x x x x x x Items

Items x x x x x x
Possibilities for Differentiation:
Students may use lighter weight hockey sticks and/or larger objects (i.e.
different colored beach balls associated with the three different items).

Have students come back together and discuss:
o What was difficult about holding the hockey stick? Did it feel natural
or uncomfortable?
o Was it difficult to move the items along the court? Was it more
difficult to move some objects over others?
o How did each team decide which items to move first? Did you
automatically think the larger objects would have larger point values?

Assessment (formative and/or summative):
Teacher will have a clipboard with all students names listed on it. Using their
observations from the peer activity and whole group game, the teacher will
assign each student a number based on their accuracy in holding the hockey
stick and controlling the stick as they strike an object. The rubric is as
4 student is using both sides of blade; objects are travelling in a zigzag
pathway on a leash
3 student is using both sides of blade; object travels zigzag, but object
escapes leash
2 student is using one side of the blade and/or object escapes leash
1 student is dragging object under blade and/or blade does not remain flat
on floor

Hockey sticks (one for each student)
o If one for each student is not available, students may take turns during
each activity and the game at the end can serve as a relay (one part of
the pair starts and runs it over to another teammate once they have
gotten an object in the basket).
20-30 beanbags, 20-30 stuffed animals, 20-30 whiffle balls or Easter Eggs
Something to signify each container (hula hoops or yarn/string formed into a
Whiteboards/Whiteboard markers (six one at each container)
Clipboards with additional assignment ready for students who are unable to