Understanding By Design Unit Template

Volleyball 9
Title of Unit Grade Level
Physical Activity 8 lessons
Subject Time Frame
Erika Krip
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

1. Building Lifelong Learners:

Students will learn the specific and basic skills of volleying, covering open space, target practice, serving, attacking and
teamwork through participating in this volleyball unit. They will work on life-long learning by learning the skills that can be
transferable to other sports or physical activity. Using heart rate monitors in selected lessons students will learn about
how technology can be used to track physical activity. They will learn about the opportunity that technology can provide
to enhance physical activity in their daily lives. Students will learn about the TopYa volleyball phone app that can help
them improve their volleyball skills. Using technology students will learn various tools to help them improve their physical
activity performance and skills. Students will also use technology to Students will work on their self-concept development
by developing a balance of attitudes, understandings, skills, and strategies necessary for various movement activities.
Students will engage in culturally diverse activities throughout the unit that will help them build the skills and knowledge
that will continue their curiosity of their own cultural activities.

2. Building a Sense of Self and Community:

Students will work on understanding and relating to others by working together as a team to build communication skills,
so they can help one another succeed. By working together, students will have a better understanding of fundamental
movement skills, active living, and relationships. They will build a sense of community by learning the importance of and
engaging in multicultural ways of knowing which will help students learn about the diverse people in their community.
Volleyball is a sport that is played not only in a school setting but is also played in the community setting. Students will
learn of the numerous opportunities to play in their community and will give them the chance to build community
relationships.

3. Building Engaged Citizens:

 During this volleyball unit students will have the opportunity to initiate and guide social, cultural, and environmental
activities that will benefit all citizens. Throughout this unit students will learn how to work as a team and take
accountability for actions which will help them to succeed in their everyday lives. Students will also learn and participate
of multicultural activities to help them be an engaged citizen in society and make a difference in their community.
Students will also become engaged citizens by participating and signing up with the heart rate monitor website Go Polar
that will allow students to have access to their physical activity data to analyze their data. Having knowledge of heart rate
monitors will allow students to enhance physical activity by challenging other participants in minutes of active
engagement outside of school (Fitbits, Apple watches, Garmins).

Cross curricular Competencies

How will this unit promote the CCC?

1. Developing Thinking:
In this unit, students will explore different transferable skills, create relationships with other students, communicate
strategies of teamwork, and apply deeper understandings of skillful physical movement, active living, and relationships.
Students will be encouraged to think about how certain skills/game of volleyball can be adapted/modified to be an
inclusive sport for all to play. Students will think about how the skills learned can be transferable to other physical
activities. With the use of technology students will be able to analyze their physical activity levels in various lessons using
heart rate monitors. Students will be challenged to think about how heart rate monitors and physical activity trackers can
help improve one’s fitness levels.

2. Developing Identify and Interdependence:

While working as a team, students will develop their role within their team. Students will learn what works best for them
and can share ideas with their team to meet the shared goals. Students will also discover their own strengths and
weaknesses and learn to respect and understand their differences. While using heart rate monitors students will learn
about their levels of physical activity and how much effort they must put into the activity to reach certain levels of Max
HR based on their physical fitness levels (Blue, green, orange, and red levels). Students will also learn of the Topya!
volleyball skills app that can help students improve their volleyball skills on their own. Students will engage cooperatively
with others as they explore ideas and issues of the game of volleyball, diversity in skill ability, and social responsibility.
This will require students to develop their understanding, valuing, and caring for their self and one another. Students will
develop their identity and interdependence as they explore how sport and physical activities connect to diverse culture.

3. Developing Literacy:
This unit will help students develop their physical literacy by improving their competence and confidence in a wide variety
of skillful physical movements. Students will learn the skills needed to succeed in volleyball through diverse strands of
communication. Visual demonstrations, auditory directions, speaking by communicating to their teammates, kinesthetic
maneuvering, and other literacies can be applied to teach the same skillful physical movement. Teaching and learning
with a variety of literacies will allow students from diverse cultures communicate efficiently with one another and allow
 them to move between different bodies of knowledge. Students will also be able to analyze their physical activity during
class through digital literacy. They will be able to see their heart rate patterns throughout the class using heart rate
monitors. They will also become aware of the TopYa! Volleyball app that will allow them to improve their skills through
digital literacy.

4. Developing Social Responsibility:

Students will work on positively interacting and being respectful toward their peers while being in partners or groups for
activities. Students will work together to achieve shared goals within the unit. Students will learn of the various ways to
make volleyball an inclusive and can apply these adaptations to the sport when playing out in the community on their
own.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one from four of the following
categories:

o target games (e.g., bowling, curling, golf, archery)

o striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee,
double ball, team handball)
o alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog
sledding, wall climbing, in-line skating, skate boarding, cycling)
o body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga, aerobics, gymnastics).

PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while considering rules and skills
when participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in
each of the following:

o target games (e.g., bowling, curling, golf, archery, bocce ball)

o striking/fielding games (e.g., long ball, softball, slo-pitch)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee,
double ball, team handball)
o low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner’s base, speedball, kick the can,
 bombardment, dodgeball).
PE9.12- Demonstrate an understanding of and incorporate positive social behaviours into all aspects of personal involvement in
movement activities, in the context of both a participant and a spectator, after examining the positive and negative influences of
organized sports, movement competitions (e.g., dance competition), and mass media on the social behaviour of self and others.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...
- Strategies, rules, and skills that are necessary to play the
game of volleyball
- How to effectively communicate with others
- How skills from volleyball can transfer to other physical
activities
- Students will understand practicing skills can help
improve performance
- Students will understand the necessary skills required for
enjoyment of volleyball
- Students will understand that volleyball can be played in
multiple environments
- Students will understand spatial and body awareness
- Students will understand that volleyball can be made into
a game that everyone can play together
- Students will understand that volleyball can relate to a
variety of diverse cultures
- Students will understand how technology can be used to
enhance physical activity/sports by using heart rate
monitors and apps
Related misconceptions…
- Volleyball is a female sport
- Volleyball is easy, “you just hit the ball over the net”
- You have to be tall to play volleyball
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Essential Questions
What provocative questions will foster inquiry into the content? (open-
ended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Content specific….
- Who can play volleyball?
- What skills are necessary to play volleyball?
- What skills can be transferred to other physical
activities and sports?
- What are good qualities of a teammate?
- How can we make volleyball an inclusive sport?
- How can technology, specifically heart rate monitors,
be used to enhance physical activity?
FNMI, multicultural, cross-curricular…,
- How can the medicine wheel be incorporated into a
game simulating volleyball?
- What are different sport/physical activities that
connect to your own culture?
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will know... Students will be able to…

- Rules and skills that apply to volleyball - Incorporate strategies that will help your team or
- Communication skills within a group group succeed
- Students will learn how to apply teacher feedback - Demonstrate a game of volleyball
- Different sports and physical activities that volleyball can - Be able to volley a ball underhand and overhand
relate to - Able to attempt an attack
- The different adaptations, modification, rule changes that - Ability to apply the technique of a block
can be made to make volleyball an inclusive sport - Successfully serve the ball over the net
- Students will know of the various types of physical activity - Perform three contacts before sending the ball over
trackers that can help improve fitness levels the net
- Students will know safety precautions of using equipment - How to properly dive/roll
(i.e., how to set up the net) - Students will understand effective tactics and
strategies in game-like situations
- Target practice
- Teamwork
- Apply adaptions that allow for an inclusive game of
volleyball
- Students will be able to properly put on heart rate
monitors
- Students will know the proper use of heart rate
monitors
- Students will know how to analyze their physical
activity data

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal
What should students
accomplish by completing this
task?
R – Role
What role (perspective) will
your students be taking?
A – Audience
Who is the relevant audience?
S – Situation
The context or challenge
provided to the student.
P – Product, Performance
What product/performance will
the student
create?
- G: The goal for students is to be competent in the skills acquired to play a game of volleyball.
Skills include volleying underhand and overhand, attacking, serving, work together as a team
player, moving and covering open space.
- R: The role would be for all students to work respectively in teams or in pairs during activities.
Students are expected to engage and experience volleyball whether it’s a new activity to them
or not.
- A: The target audience for this unit is grade 9 students who have a varied experience with
volleyball. This unit on volleyball will aim towards students who are in the control to utilization
skill levels to teach them basic skills and strategies that can be used for the game of volleyball.
- S: The challenge involves applying tactics, skillful movements, and strategies in coherence to
one another in an unstable environment (game-like situations). Another challenge that students
might encounter is working together cooperatively with their peers at different skill levels.
- P: At the end of this unit, students should be able to apply strategies to team sports and
transfer skills learned in volleyball to other physical activities. As a final product, students
should be able to engage in a modified and/or adapted game of volleyball that meets the need
and skill level of the students.

S – Standards & Criteria for

Success Attach rubric to Unit Plan (Appendix 3)
Create the rubric for the Rubric will be given to EAL students in simple language they can understand and are also allowed to use transcribe to
Performance Task understand what is being asked of them
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

- Students will be assessed by a checklist indicating skills
on underhand and overhand passing, serving, attacking,
gameplay, and teamwork (formative). (Appendix 1)
These checklists will be used to fill out the summative
assessment rubric at the end of the unit. Students will
have the opportunity to show their progression of their
skills through these checklists as they will be evaluated
on the checklist when a new skill is taught and in game
play. Essentially the skill will be assessed when first
taught along with the last two days of unit in while
performing a game of volleyball. Students will be given
this rubric at the beginning of the unit so they know
what they are being assessed on.
- Students will record a personal journal reflection on
each lesson during the unit. The journal prompt
questions are what they’ve learned and what they can
improve on and what skills are still in progress. (Note*
journals are for self-reflection only, marks will be given
for completion, not criteria). Students will be able to
hand their journal entries in by paper copy or by
emailing me a digital copy (word document). For
students of EAL the questions will be worded in short
language that they are able to understand and can use
computer transcribe if they cannot understand the
question and can help them write their answers
- Students will have 2 opportunities to self-assess their
 - Students will fill out a journal reflection at the end of own skills based on the checklist which will be
each lesson of the unit to record their growth during the considered when finalizing their grade on the rubric
unit (summative) (Appendix 2). These will be collected - Students will also have the numerous opportunities to
at the end of every class of the beginning of the next work in partners for various skills which will provide
class if they did not finish the class before. For students students with peer feedback.
of EAL the questions will be worded in short language
that they are able to understand and can use computer
transcribe if they cannot understand the question and
can help them write their answers
- Heart rate monitors will be used to assess students’
effort in engaging in activities through out the unit.
Heart rate monitors will be used in lessons wear
students are able to be active enough in the blue and
green zones of their max heart rate zones for 30
minutes. Heart rate monitors will be used at least three
times during the unit and will be used for assessing
components on the game play and teamwork checklists
and on the rubric.
- Teacher observations throughout the unit providing
constant feedback (formative) For students of EAL
providing feedback may include a demonstration with
emphasis on a certain aspect. Also manipulating the
students body to show what is being asked (positioning
of arms/feet)

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

The grade 9 students entering the volleyball unit will be at different proficiencies within the control and utilization levels. Students
are entering their first year of the opportunity to play Senior volleyball. This unit is made to enhance student skills that can be
transferable to other sports or physical activities they may participate in the future. The discussion at the beginning of the unit will
give me a better understanding to where my students have been. A discussion with my students will take place with what the unit
will look like, in terms of what skills will be learned and what the expected end goal is. Students will be given the rubric that they
will be assessed on and will have the opportunity to ask questions or make changes if agreed upon. Some students will have
played club volleyball/junior volleyball and other students will have not have passed a volleyball before, and some students falling
in-between those categories. Depending on the student’s comfort level with volleyball skills, students will come to class with high
energy or low self-confidence. I will differentiate instruction to accommodate my students, as well as take suggestions for
different modified activities that can be incorporated in the unit. Skill progressions will start at a level that students are
comfortable at. Prior to the developmental of the unit plan, students were asked what skills they thought were important to learn
for the game of volleyball, which were considered. Students with exceptionalities will have certain modifications and adaptations
to meet their needs and to help them succeed. Volleyball will be learned best in the gymnasium and transferred to the outdoor
beach volleyball court for a different environment. The environment of the gymnasium can be arranged to create two games with
smaller playing field versus one large playing field.

How will you engage students at the beginning of the unit? (motivational set)

If funding is available or donated tickets, we will take a field trip to the Physical Activity Complex at the University of
Saskatchewan to watch a U of S Huskie volleyball game prior to the start of the unit. Students will observe skills at a proficient
level and visually understand volleyball. After watching the U of S Huskies, a discussion will take place brainstorming the skills
needed to play a successful game of volleyball and what skills can be transferred to other sports and physical activities. Students
will be given the rubric which they will be marked on and will have a chance to ask questions and make changes in agreed upon.
Note: If funding is not available or for other circumstances, I will organize a trip/home game of a high school volleyball game to
watch.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Heart Rate 1. The teacher will explain what a heart rate monitor does and how it tracks DT, DL, Chart that
Monitors physical activity Heart rate monitor tracks your max heart rate base on DII shows the
(Theory Day) information provided (height, weight, max HR=220-age). heart rate
2. Think, Pair, Share A discussion will be had on different physical activity zones
tracks/heart rate monitors that students can use outside of school and how these Heart rate
devices can help improve physical fitness/activity. monitors/
3. Teacher will explain how the different heart rate zones that will be Bands
displayed on the screen Grey=warm-up and is a relaxed and easy pace, Blue= Disinfectant
easy pace and is comfortable and can keep a conversation going, Green=Aerobic and wipes
moderate pace that is optimal cardio vascular training, orange=Threshold and is a fast TopYa
pace with forceful breathing, Red=maximum and sprinting pace and cannot stay in volleyball
 this zone for too long. app
4. Teacher will explain how to analyze students physical activity data with
their own login information students will be given their own login information for
the GoPolar website.
5. Teacher will assign everyone a heart rate monitor and retrieve information
from students needed for the heart rate monitors to work Students must use
their assigned heart rate monitor as it is customized to their information. Information
needed from students will be stated on the GoPolar Website (height, weight, max HR,
etc.)
6. Teacher will explain how to put on the heart rate monitor Pick a band that
fits snug to your body (just below chest) Note: most bands are adjustable, pick your
assigned heart rate monitor and hook to band, dampen the heart rate monitor with
water and place in the middle of your chest flat against your skin. Note: heart rate
monitors will only work if they are placed directly on the heart, Girls wear sports bras
as wire bras interfere with device, tighten the strap around your chest, make sure you
check on the iPad if you are connected.
7. Have students try to put on the heart rate monitors use peers to help you, or
if comfortable teacher will be allowed to help.
8. Teacher will explain how to clean the heart rate monitors students will only
use 4 disinfectant wipes per class. Students will take off their heart rate monitors and
will wipe down the heart rate monitor with the wipe. They will then put their heart rate
monitor back in the assigned slot. Students will also wipe down the bands and put
them back on the racks.
9. Students will clean and put away their heart rate monitors
10. Teacher will go through the TopYa phone app students will be encouraged to follow
along with their phones. The teacher will go through the app and explain how it works.
Students will be encouraged to bring their phones to every class to use the app if the
teacher is unavailable to help out at the time (busy with other students).
2 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -Heart rate
Introduction to put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
Underhand 2. Warm up (dynamic stretch)Dynamic stretching will be done in a big group circle 2 laps wipes
Passing around gym, arm circles, lung and twist, grass pickers, hamstring strength, then ask students - Paper for
to come up with a couple on their own Journal Entry
3. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of - volleyballs
underhand passing should look like and will use student volunteers to help. (number
4. Passing Stance (Feet, legs, platform angle/hand placement, contact point, eyes) depends on
Teacher will demonstrate what the stance should look like first then students will perform this how many
stance on their own with teacher feedback students in
5. Passing from a toss stationary students will work in partners and one partner will toss class)
the ball with the other partner underhand passing back. Tosses should be directly to the - net
partner so little movement is required. - Sask
6. Passing from a toss with movement students will work in partners and one partner will Volleyball
toss the ball with the other partner underhand passing back. Tosses should be made to the website
right or left or short or deep to allow the partner to move while passing. - youtube
6 Partner passing students will work in partners to attempt to continuously underhand pass video on skill
the ball -TopYA!
7. Group circle game (how many contacts before ball hits the ground) Students will Volleyball
 work in groups and will have to count how many consecutive underhand passes they can make Phone App
without the ball hitting the floor. Break students into groups based on their learning ability to -NCCP
help differentiate the task to support their learning needs. Coaching
8. Journal entry students will reflect on the prompt question that is given to the students or Manual
will have the choice to write on anything they learned from today’s lesson (Appendix 2). pp.51,139,
Students can hand in a paper copy or digital copy at home on their own time (word document) 142
3 1. Warm-up: Students will have a choice of what they would like to do for a warm up (Tag, DT, DL, -Paper for
dynamic stretch, warm up will volleyballs, etc.) DSR, DII Journal Entry
Introduction to 2. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of - volleyballs
Overhand overhand passing should look like and use student volunteers to help. (number
Passing 3. Passing stance (feet, arm (triangle), hand placement, contact point) Teacher depends on
will demonstrate what the stance should look like first then students will perform this how many
stance on their own with teacher feedback students in
4. Self-pass against wall/bleachers Students will work individually and practice class)
overhand passing to themselves, also for those who are struggling: catching the ball off - net
the wall in the correct position could be practiced at this time. - Sask
5. Pass from toss stationary students will work in partners and one partner will toss the Volleyball
ball with the other partner overhand passing back. Tosses should be directly to the partner website
so little movement is required. - youtube
6. Pass from toss with movement students will work in partners and one partner will video on skill
toss the ball with the other partner overhand passing back. Tosses should be made to the - TopYA!
right or left or short or deep to allow the partner to move while passing. Volleyball
7. Partner pass students will work in partners to attempt to continuously overhand pass Phone App
the ball - NCCP
8. Group circle game (how many contacts before ball hits ground) Students will Coaching
work in groups and will have to count how many consecutive passes they can make Manual
without the ball hitting the floor. *underhand and overhand pass allowed Break students pp.56,139,
into groups based on their learning ability to help differentiate the task to support their 142
learning needs.
9. Journal entry students will reflect on the prompt question that is given to the students
or will have the choice to write on anything they learned from today’s lesson (Appendix 2)
Students can hand in a paper copy or digital copy at home on their own time (word
document)
4 1. Dynamic stretch and ball warm up 2 laps around gym, dynamic stretch working on DT, DL, -Paper for
lower body (quads, hamstrings, calves), warm up arms with balls (throws and throws with DSR, DII Journal Entry
bounces to partner) - volleyballs
Overhand Float 2. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of (number
Serve Serving overhand float serve should look like use student volunteers to help. depends on
3. Toss on a line Students will work individually and practice tossing the ball and landing in how many
the correct spot (in front of dominate foot and the side and in front of non-dominate foot). The students in
line will help guide the students by placing their dominate foot on the line. class)
4. Trap the ball on wall students will stand one step away from the wall and work on the - net
height of tossing the ball and contact point of hitting the ball. Students will throw the ball their - Sask
reach and the student will attempt to trap the ball at their highest reaching point. Volleyball
5. Overhand throw ball over net students will work in partners starting on either side of the website
net on the attack lines and will overhand throw the ball over the net working on transferring - youtube
their weight and rotation of the trunk and arms. video on skill
 6. Serve ball over net from attack line Students will work in partners starting on either side - TopYA!
of the net on the attack lines. Partners will over hand serve the ball back and forth. Steps can Volleyball
be taken back when comfortable. Also, the partner receiving can underhand/overhand pass the Phone App
ball back. Break students into groups based on their learning ability to help differentiate the - NCCP
task to support their learning needs. Coaching
7. Serve ball over net from succession point students will work individually at the point Manual
where they are successful at and attempt to overhand serve the ball over the net. Students will pp.43,139,
work together and retrieve together. 142
8. Around the world serving game students will work in two groups, with one target person
on the court on the opposite side. Teams must serve the ball to all six positions on the court
hitting the target person. Team who hits all six position wins
9. Journal entry students will reflect on the prompt question that is given to the students or
will have the choice to write on anything they learned from today’s lesson (Appendix 2).
Students can hand in a paper copy or digital copy at home on their own time (word document)
5 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, - Heart rate
put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
2. Weave with under/overhand pass, dynamic warm-up In groups of three or four wipes
Introduction to students will pass the ball under/over hand to the person across from them. After you pass -Paper for
Attacking you will follow your ball to the other side and get ready to pass the ball again. Dynamic warm Journal Entry
up will be lead by a student of choice. - volleyballs
3. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of a (number
hit/attack should look like use student volunteers to help. depends on
4. Attacking stance (batman, superman, robin hood, cat woman, contact point) how many
students will work on their own without a ball imitating the 4 superhero movements that apply students in
to an attack. Teacher will demonstrate first and explain each movement and then walk around class)
to provide feedback. - net
5. Hit against a wall Students will work individually against a walk /bleachers and practice - Sask
hitting the ball against the wall. The focus on this drill is contact point, rotation of body, and Volleyball
snapping the wrist over top of the ball to get a downward spin motion. website
6. Hitting with a partner In partners students will work on hitting the ball down with a - youtube
bounce to each other. This activity focuses on contact point, body rotation, and downward spin video on skill
with control. - TopYA!
7. Working on approach (steps, timing, arms) students will work individually in a line Volleyball
working on the steps to an approach along with arm positions. Phone App
8. Hitting from a toss Students will attempt an attack from a toss. This drill focuses on - NCCP
timing of the ball along with all prior skills worked on in this lesson. Break students into groups Coaching
based on their learning ability to help differentiate the task to support their learning needs. Manual
9. Hitting from a set Students will attempt an attack from a set simulating an in-game pp.75, 140,
situation where they may have to adjust their approach to accommodate the set given. Break 142
students into groups based on their learning ability to help differentiate the task to support
their learning needs.
10. Journal entry students will reflect on the prompt question that is given to the students or
will have the choice to write on anything they learned from today’s lesson (Appendix 2).
Students can hand in a paper copy or digital copy at home on their own time (word document)
6 Multicultural 1. Motivational Set Gym will be set up so that it simulated the medicine wheel. Students will DT, DL, -Paper for
Volleyball work in groups of 4-5 to work on filling out a diagram of the medicine wheel labelling each of DSR, DII Journal Entry
Activity the 7 aspects of the 4 dimensions. Once students have completed the activity we come - volleyballs
 together as a group in a big circle and discuss our findings along with go over the Medicine (number
Wheel teaching sheet depends on
2. Warm-up Students will stay in their big circle and run for 3 minutes. After the run, each how many
student will teach the group a dynamic/static stretch. The stretches should focus on all parts of students in
the body. class)
3. Medicine Wheel Game The court will be split into four quadrants with poly-spots. Each - Medicine
quadrant will represent one of the four dimensions of the medicine wheel. Volleyball skills and Wheel
rules will be modified to play this game. worksheet
4. Journal entry students will reflect on the prompt question that is given to the students or -Medicine
will have the choice to write on anything they learned from today’s lesson (Appendix 2). Wheel
Students can hand in a paper copy or digital copy at home on their own time (word document) teaching
Sheet
- Equipment
for Medicine
Wheel
simulation
7 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -heart rate
put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
Game Play 2. Warm-up Students will have a choice of what they would like to do for a warm up (Tag, wipes
dynamic stretch, warm up will volleyballs, etc.) -Paper for
3. positions on the court The teacher will explain each position on the court and what the Journal Entry
position represents and what the role of this position is. - volleyballs
4. Rules of the game Teacher will go over and demonstrate the rules of the game with a (number
hand out provided for the students for reference depends on
5. Modified game play (2 courts) The gym will be separated into two courts how many
(competitive/non-competitive) with modified rules made by teacher to accommodating student students in
needs/abilities. This will also allow for more activity time for the students. Break students into class)
groups based on their learning ability to help differentiate the task to support their learning - net
needs. - Sask
6. Strategies A student led discussion will be had on what strategies students used when Volleyball
playing in the volleyball game. What worked well for some students and what didn’t work well? website
7. Journal entry students will reflect on the prompt question that is given to the students or - youtube
will have the choice to write on anything they learned from today’s lesson (Appendix 2). video on skill
Students can hand in a paper copy or digital copy at home on their own time (word document) - TopYA!
Volleyball
Phone App
-Volleyball
Canada Rule
book
(highlight
only the
major rules)
8 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -Heart rate
Game play put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
2. Circuit warm up stations will be set up in the gym with exercises containing all wipes
components of fitness. Students will rotate in group to each of these stations. -Paper for
3. Review rules and strategies Students will lead a discussion on what rules apply to the Journal Entry
 game of volleyball and what adapted rules could be made to accommodate everyone. Students - volleyballs
will also review the strategies that they came up with in the last lesson for other to try during (number
this lesson of game play. depends on
4. Modified game play (2 courts) The gym will be separated into two courts how many
(competitive/non-competitive) with modified rules made but the students themselves students in
accommodating student needs/abilities. This will also allow for more activity time for the class)
students. Break students into group based on their learning ability to help differentiate the task - net
to support their learning needs. - Sask
5. Journal Entry students will reflect on the prompt question that is given to the students or Volleyball
will have the choice to write on anything they learned from today’s lesson (Appendix 2). website
Students can hand in a paper copy or digital copy at home on their own time (word document) - equipment
needed for
circuit warm-
up
- youtube
video on skill
- TopYA!
Volleyball
Phone App
- Volleyball
Canada Rule
book
(highlight
only the
major rules)

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: There is correlation between the lessons, tasks, and assessment with the
Is there alignment between outcomes, performance outcomes provided in the curriculum. The lessons were planned to meet
assessment and learning experiences?
the outcomes selected for this unit (PE9.5, PE9.6, and PE9.12). The
performance assessment includes participating in a game of volleyball in
which all necessary skills will be taught through the learning experiences in
prior classes. The assessment directly relates to what is to be learned in the
outcomes chosen for this unit.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
1. Working from where the student is successful from
2. Using a bigger and lighter ball (more air time for students to get under
ball)
3. Allowing once bounce before contact
4. Teach underhand serving to those of shoulder injuries or exceptionalities
5. Create two game play court for those of lesser skilled and advanced skilled

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
6. Lower the net or use a badminton net
7. For students who are EAL I will demonstrate all skills and use short cues
for better understanding (google translate will also be available if needed)
8. A variety of visual, verbal, and kinesthetic instructional strategies will be
used for students who are EAL
9. Use a microphone for students with hearing impairments
10. Offer time when students can come into the gym to practice their skills
11. Students who struggle to put the heart rate monitors on will be assisted by
their peers or if comfortable by the teacher
For students who need a challenge:
1. Challenge student to work on target practice (setter spot, serving on the
court)
2. Allow them to work/ take steps back to create a greater distance to work
from
3. Serving (teach an overhand spin serve/jump)
4. Allow advanced student to work with student of a lesser skill to guide them
in better understanding of what could be improved (recognizing what could
be improved)
5. Challenge advance students to work in a higher heart rate level zone
For all Students:
The instructional strategies used in this lesson were made to be culturally
responsive that strive to make an inclusive setting. These culturally responsive
instructional strategies push for students to learn from one another through
interaction and communication.
When introducing new skills and strategies, teacher-directed instruction will
be used. But, when reviewing these skills and strategies, student-centered
instruction will be applied. Student-centered instruction will also be used
during game-like situations with occasional teacher-directed instruction.
Partner and teacher feedback will also take part in task drills. Most lessons
will start off as a whole group instruction (direct) and will develop into
collaborative instruction (put into smaller groups/partners) with feedback
from peers/teacher.
To be a culturally responsive classroom, instructional strategies including
scaffolding (breaking down skills into steps), collaborative teaching
(students working in groups in similar learning abilities), modelling
(demonstrations), student centered learning (student choice), and
responsive feedback (when students are performing skills) will be used to
meet the needs of all students within my classroom. EAL learners will also
 pair/group with others of EAL that speak the same language to help them
communicate better between each other and help each other learn.
Resource Based Learning: I planned my unit so that it allows my students to be successful. I plan to
Do the students have access to various resources on an include all necessary materials for students to reach this success. I will
ongoing basis?
strive to learn all new terms and ways of performing volleyball skills. I know
there are variety of diverse ways to perform a volleyball skill and I will
teach students these various ways to allow student choice with their own
comfortability. Students will have access to modified equipment and rule
adaptations if they choose to utilize. The teachers are always available for
resource purposes, answering questions, giving feedback, etc. Students will
have access to online resources through school computers for better
understanding along with apps that allow student development in volleyball
skills. Students will have the opportunity to use heart rate monitors
throughout the unit. This will support them in tracking their physical activity
to help assess their engagement in the activities. Heart rate monitors will
also serve as a purpose of motivation and will have knowledge of physical
activity trackers they can use outside of school to help them improve their
fitness.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: This unit will create an environment where every student feels welcomed.
Have I nurtured and promoted diversity while honoring It will include progressions and accommodations that account for the
each child’s identity?
diversity of student’s skills level being pre-control, control or utilization
levels. Each student will be given the same opportunities to succeed with
differentiated instruction. The content of the unit will be delivered in a way
that respects all students and their cultural and personal identities. Also,
FNIM content will be incorporated into a Medicine Wheel game of
volleyball. This will include splitting up the court with poly-spots into 4
sections with each section representing a portion of the medicine wheel.
Students will also learn the 7 aspects of the Medicine Wheel within the 4
dimensions.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
 Checklist - Volleyball Skills: Appendix 1

Underhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Thumbs point down

and aligned

Platform flat and

45-degree angle at
contact

Step in Direction of
target

Legs extend on
 contact

Arm swing
controlled and no
higher than
shoulder height

Eyes follow ball into

arms

Ball contacts
platform above
wrists and below
elbows

Rotates angle of
platform to target

Overhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Arms make a
triangle in air

Thumbs in eyes

Wrists flexed
 (wrinkles in wrist)

Contact on ball is
just above forehead

Arms extend out

once contact made
(push)

Palms face out on

finish

Step towards target

and extends legs

Serving

Rarely Sometimes Often Always

Non-dominate Foot
Forward

Holds Ball in Non-

dominate Hands

Weight Starts on
Back Leg

Elbow Behind and

Above Shoulder

Hand and Wrist are

Stiff (high five)

Ball Toss is
Diameter Above
Student’s Reach

Weight Transfers
 Forward when
Contacting Ball

Non-dominate Arm
Pulls Down to
ground (Generate
Force)

Follow Through is
Not Below the
Height of Shoulder

Attacking

Rarely Sometimes Often Always

Non-dominate Foot
Forward and weight
starts on forward
leg

Steps (right, left,

together) or vise-
versa

Arm motions follow

batman, superman,
robin hood and cat
woman sequence

Contacts ball high

and in front

Wrist snaps over

top of ball

Can time the ball

Jumps towards net
without making
contact with net

Follows through on
contact

Gameplay

Rarely Sometimes Often Always

Follows Rules of
Game

Can apply strategies

in game like
situations

Works to obtain 3
contacts

Moves to cover
open space

Communicates with
teammates

Teamwork

Rarely Sometimes Often Always

Engaged in Activity

Play with a positive

attitude and shows
enthusiasm

Communicates to
 team/partner

Works to obtain
three contacts in
game play

Volleyball Journal Entry: Appendix 2

*Note: The following questions are prompts, however, students are required to record experience(s) during the lesson(s).

Lesson 1

Describe 2 skills you’ve learned today and list 1 skill that was difficult.

Lesson 2
What are the cues to properly execute an overhand pass?

Lesson 3

What are 3 important things to remember when performing a overhand float serve?

Lesson 4

What is the proper superhero sequence when performing an attack and what do they represent?

Lesson 5

Describe at least 3 ways in which you encouraged a teammate today.

Lesson 6

What is one strategy that you applied today when participating in game play?

Marking Rubric- Volleyball Skills: Appendix 3

1 2 3 4
 Does not use two arms to Does not always contact Usually contacts ball with Always contacts the
contact the ball. Forgets to the ball with two arms. two arms. Often makes flat ball with two arms.
make a flat surface with Sometimes has a flat passing surface. Usually Makes flat surface for
Underhand forearms. Rarely contacts surface on forearms. contacts the ball with passing every time.
passing the ball. Does not bend Contacts ball with high/uncontrolled passes. Contacts the ball with
knees and move fluently low/uncontrolled passes. Usually bends knees and high/controlled passes.
through the ball. Excessive Occasionally bends knees follows through with the Automatic bending
swinging of arms and follows through with ball. Arm swing minimal. knees and follows
the ball. Sometimes through.
swings arms
Does not contact the ball Sometimes contacts ball Usually contacts ball with Contacts ball with two
with two hands above head. with two hands above two hands. Thumbs are hands. Thumbs
Does not have thumbs in head. Forgets to contact often pointed towards eyes. pointed in eyes with
eyes. Does not make ball with thumbs pointing Sometimes forgets to make arms making diamond
diamond shape with arms. in eyes. Sometimes makes diamond shape with arms. shape. Contact on ball
Overhand Rarely contacts ball. Slaps diamond shape with arms. Contact on ball is high but is high and has
Passing ball at contact. Does not Contact on ball is has no distance. Often distance. Bending of
bend knees and push ball low/carried/rolls bends knees and pushes knees and pushing ball
out and up. backwards off fingers. ball out and up. up and out is
Sometimes bends knees automatic.
and pushes ball out and up
Holds ball in non-dominate Holds ball in non- Hold ball in non-dominate Holds ball in non-
hand. Toss of ball is dominate hand. Toss of hand. Toss of ball is high dominate hand. Toss is
uncontrolled. Does not step ball is low. Sometimes but uncontrolled. Often high and controlled.
with non-dominant foot. steps with non-dominate steps with non-dominate Always steps with
Swing of arm is foot. Swing of arm is foot. Arm swing is straight non-dominate foot.
Serving sideways/uncontrolled sideways/uncontrolled but uncontrolled power Arm swing is straight
(underhand) (underhand) (underhand) and controlled
Does not contact the ball Contact on ball is low and Contacts ball high but (underhand).
high and in front and has no no follow through uncontrolled (overhand). Contacts ball high and
follow through (overhand) (overhand) Often contacts the ball controlled with follow
Rarely contacts ball Sometimes contacts the through.
ball Always contacts the
ball.
Does not have an approach. Does not have approach. Approaches ball with Approaches ball with
Does not time the ball. No Timing of the ball is late or correct steps. Timing of correct steps. Times
contact with ball. Contacts early. Contacts ball low or ball is a little too late or a ball correctly. Contacts
net. Does not use the behind them. Often tad too early. Often ball high and with
batman, superman, cat contacts the net. contacts the ball high but control. Does not
Attacking woman arm technique. Sometimes uses the uncontrolled. Rarely contact net. uses the
Does not follow through batman, superman, cat contacts net. Often uses the batman, superman, cat
 woman arm technique. batman, superman, cat woman arm technique.
Sometimes follows woman arm technique. Follow through is
through Often follows through automatic
Does not understand rules Does not understand all Understands most rules of Understands all rules
of game. Does not move to rules of the game. the game. Often moves to of the game. Moves to
cover open space. Does not Sometimes moves to cover cover open space. Often cover open space.
understand strategies of open space. Sometimes applies strategies of the Always applies
Game Play game. No communication applies strategies of the game. Often communicates strategies of the game.
with team/partner game. Little with team/partner Always communicates
communication with with team/partner
team/partner
Does not engage in activity. Sometimes engages in Often engages in activity. Highly engaged in
Sits out on sidelines. No activity. Sits out on Rarely sits out on sideline. activity. Never sits on
enthusiasm/communication sidelines occasionally. Often is enthusiastic and sideline (unless
with teammates/partners. Minimal communicates with excused reason). Has
Does not attempt to work as enthusiasm/communicatio teammates/partners. Often high enthusiasm and
Teamwork a team (3 contacts). n with teammates/partners. attempts to work as a team communication with
Sometimes attempts to (3 contacts). teammates/partner.
work as a team (3 Always attempts to
contacts). work as a team (3
contacts).