Central CT State University Physical Education Lesson Plan

Created by: Emily Hutvagner Date: March 2017

Unit topic: Floor Hockey- Striking

Key skill(s) or concept(s) for this lesson: Understanding how to hold a hockey stick properly.
How to properly perform skills stated on Hockey Skill Cards.
How to properly shoot the hockey puck to hit a target.

Grade level: 3rd

Lesson #: 2

Specific provisions for safety: Eyes up, blade always stays on the floor, be aware of
surroundings, no high stick.

Equipment needed: (20) hockey sticks, (20) hockey pucks, (40) plastic cups- multi colored cups
would be best. (20) Hockey Skill Cards- the 4 are listed in LF.

References: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11048#.WQETIiMrIb0
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11015#.WQE_WyMrIb0

LD NS CC Objectives Assessment Strategies When?

Cognitive r Psychomoto

SWBAT explain the basic cues to floor Teacher Observation

hockey, (dominate, non dominate, shake Talk and Turn IA
hands, blade on floor, eyes up, snap - Dominate hand
wrist) when asked by teacher throughout lower on stick LF
class period. Noted by teacher - Non dominate on
SWBAT understand how to properly Teacher observation
pass the hockey puck with a partner. As -Dominate hand lower IA
well as shooting the puck to hit a target. on stick
Noted by teacher observation and Talk -Non dominate on top LF
SWBAT
& Turn. help their partners improve Teacher observation
Affective

their passing form (explaining the -Dominate hand lower IA

correct cues), and work together as a on stick
team to knock down the plastic cups. -Non dominate on top LF
Noted by teacher observation.
Initiation:
Good morning 3rd graders! Today I will be teaching the class, and we will be continuing floor
hockey! Can someone remind me some of the safety rules that were discussed last class?
Awesome. Today we are going to be focusing one how to properly pass back and forth with a
partner. We will also play a mini game at the end focusing on hitting the hockey puck toward a

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target.

Before we start our activities I am going to have you line up in a single file line next to the
hockey sticks. I will pass you a hockey stick one at a time and we will perform the warm up that
we did a couple classes ago. Remember to watch out for our classmates when exercising.

I am going to need two volunteers to help me show the class how to properly pass the hockey
back and forth with a partner. Remember we are going to trap the hockey puck each time it is
passed to us so we can focus on a correct swing back to our partner.

Introductory Activity
(Time allotted- 8)
Description of learning tasks: 1) Organizational diagram(s):
** Students will be spread out on gymnasium
floor.
Students will start off class with a hockey
fitness warm-up. They will each get a stick of
2) Instructional cues:
their own and remain in their spots after
-Eyes up
getting a hockey stick. This time around I will
- Using stick safely for each exercise
have the class as a whole demonstrate each of
the exercises once as a reminder and then they
will begin.
3) Questions to ask:
The warm up is as followed:
Can someone show me a different way they
1. Curl up with the hockey stick (15
performed an exercise with their hockey stick?
times)
2. Jump over stick (just as you would a Does anyone have any other exercises we
line on the floor) 15 times could have done with our hockey sticks?
3. Plank position over the hockey stick What is the purpose of warming up our bodies
(30 seconds) before our hockey activities?
4. Wall sit with the hockey stick (30
seconds)
5. V stretch with the hockey stick (30
seconds)
6. Squats with the stick (10 times)
7. Body twists with the hockey stick (15
times)
8. Push ups over the hockey stick (15
times)
Differentiated Instruction:

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Simplified: Students can perform exercises without hockey stick

Challenge: Students will have to create 8 new exercises to do with a partner.

Accommodation: Adapting for Special Needs: A girl in the classroom uses a walker. She may
use her walker for balance or the wall if needed. She is able to perform all of the tasks as I have
seen her in the classroom setting before. Lauren has also mentioned that she will be fine with the
exercises I will have the students perform.

Lesson Focus
(Time allotted- 8)
Description of learning tasks: 1) Organizational diagram(s):
Teacher will scatter hockey skills cards around
the gymnasium once students are done with
their warm up. ** Cards will be scattered around gymnasium.
When the music starts, the students will choose Students will be moving all around gymnasium
a card and move to the skill stated on it. in their personal space.
Once you have completed that exercise
students will look for someone to trade with. 2) Instructional cues:
Students will continue trading until music -Dominate hand lower on stick
stops.
-Non dominate on top
** Teacher will demo all 4 cards so students
can see. -Shake hands with stick
-Blade on floor
Here is what each of the cards will say: -Eyes up
1. Stickhandle in your own space -Snap wrist
for 30 Seconds
2. Stickhandle around the gym 1) Questions to ask:
for 30 Seconds
What are some other skills we can add to the
3. Stickhandle with 1 Hand for
30 Seconds cards?
4. Figure-8 Stickhandle for Was stickhandleing with 1 hand hard? And
30 Seconds why?
Differentiated Instruction:
Simplified: Students can use larger hockey pucks or gator balls.

Challenge: Students will have to perform harder skills.

Accommodation: Adapting for Special Needs: The girl with the walker will be able to perform
these exercises. She may use 1 hand and balance on her walker for all 4 cards.

Culminating Activity

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(Time allotted- 15)

Description of learning tasks: 2) Organizational diagram(s)
Cups Half of the class on one side of the court
Teacher will divide the class in half. One team
on one side of the court, the other team on the
other side of the court. I will then spread the Half of the class on the other.
cups evenly on both sides of the gym. Each
Cups spread out all around gymnasium.
team can not pass half court line.

When I say go students will try to knock down 2) Instructional cues:

the plastic cups at the same time. Each team -Dominate hand lower on stick
has to knock down the cups on the opposite -Non dominate on top
side. -Shake hands with stick
Teams can protect their plastic cups with -Blade on floor
standing behind one. Sticks/students cant -Eyes up
stand directly in front of a cup to block. -Snap wrist

Play 4-minute rounds or if all cups have fallen.

At the end of each round the class as a whole
will count how many their team knocked
down.
They can play several times and try to beat
their previous score.
3) Questions to ask:
How were some ways you knocked down the
cups?
Was anyone successful at blocking a puck from
knocking down a cup? And why?
What were some of the cues we discussed
when holding the hockey stick?

Differentiated Instruction:
Simplified: Students can try to knock down larger targets.

Challenge: Students have to shoot the hockey puck from a far distance.

Accommodation: Adapting for Special Needs: The student with the walker can perform the
activity while using her walker to move across the gymnasium floor. She can have 1 hand on the
hockey stick vs. 2. She can also spend more time at one plastic cup if she needs a break.

Closure:
All right 3rd graders, who had fun today! Can you all turn to a partner next to you and discuss
that we discussed today in class? Awesome! Can anyone share what his or her partner said?
Awesome. Anyone else? If you think you did your best today, give yourself a pat on the back. If
you think your partners did their best today turn to them and give them a thumbs up! Thank you

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for having me today. I hope you learned a lot about floor hockey. Enjoy your weekend!

Reflective lesson analysis:

I thought that overall my lesson went well. I felt more confident this time around especially with
knowing the students more. I also knew a lot of their names so that helps. I still need to focus on
walking around and giving each student a piece of feedback. Lauren was very helpful and
explaining to me that the positive feedback will come as I keep teaching more. We had a good
discussion at the end and she said I am loud and clear which helps. She also mentioned that
sometimes students just wont understand what you are trying to get from them. So it is ok to stop
your activity and go over what is expected again.