Manipulative: Striking With Long Implement (Floor Hockey)

Lesson Plan
#3 of #3

NYS/National
Standards

Teacher Candidate(s):

School:

Date: March 6, 2023
Grade: 8
# In Class: 25



Unit/Activity: Manipulative: Striking with long implement (Floor Hockey)




Central Focus and Lesson Focus: This unit will build upon students' prior knowledge of invasion games. This unit will help students develop three concepts: the importance of passing and receiving, various stick skills, and offensive and defensive strategies for gameplay. This unit will help students develop the following skills, passing, stick skills, and gameplay strategy. Students will be able to apply the learning from the unit to future hockey or invasion game activities. Students will be able to demonstrate this learning when they participate in the culminating activity of a 3v3 tournament.




Link to the previous lesson(s): EDUC 360: Floor Hockey Day 2




Objectives – Students will be able to……..
Behavior / Condition / Criteria

Assessment Tool

Length of class: 45 minutes

Objective #1
Domain:
Psychomotor

2/(S2.M1.8)

SWBAT open and close space during small-sided game play by combining locomotor movements with movement concepts.

Culminating Activity

Teaching Styles/Strategies:
Demonstration: The teacher can demonstrate the proper technique of passing and receiving with an implements combination, along with locomotor patterns of running and change of direction, speed, and/or level.
Practice: Students can practice passing and receiving with each other in pairs or small groups, with the teacher monitoring and providing feedback as necessary.
Positive Reinforcement: The teacher can provide positive feedback and reinforcement to students on task and demonstrate respect towards equipment and peers.
Modified Games: The teacher can introduce modified invasion games such as lacrosse or hockey (floor, field, ice), where students can apply the passing and receiving skills they have learned in a game-like setting.

Objective #2
Domain:
Cognitive

2/(S2.M12.8)

SWBAT list various gameplay strategies when asked.

Closure Questions


Objective #3
Domain:
Affective

3/S4.M2.8

SWBAT be on task most of the time without teacher monitoring.
SWBAT respects equipment and peers (placing stick down, encouraging partner).

Teacher observation
(Informal assessment)


List of Academic Language Used

Vocabulary
words

Neutral Grip, Blade, center circle, dribble, defenseman, forward, high sticking, pass, puck, rebounds, shot, tripping, and goalie.

Common errors/misconceptions:
High sticking is allowed, body checking is allowed, slap shots are the only way to score, only the forwards can score, and goalies cannot leave the crease.

Equipment:
* Hockey Sticks (25)
* Pucks (15)
* Balls (15)
* Bean bags (10)
* Nets (4)
* Hurdles (14)
* Cones (14)

Language
Function/Common
Core

Examples: analyze, compare, evaluate, sequence, signal, & summarize

New York State English Language Arts Anchor Standards:
8L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Resources for support:
Visual Aids: (Poster) The teacher can create posters with images and definitions of the vocabulary words and common errors/misconceptions to display in the classroom.common errors/misconceptions.
Vocabulary Review: The teacher can review and reinforce the vocabulary words with students using strategies such as word walls, flashcards, or games.


RESOURCES used:

References (e.g. books with page #’s, journals, complete web address URL):

Books/Journals (include page #’s) and Websites

Safety Statement (NYS standard 2c/National Standard 4)




* Teacher will keep “back to the wall” so the teacher can see ALL students, ALL of the time!

NYS Learning Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression.
6. Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall wellness.

National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor sk...