Floor Hockey Unit
Title of Unit and Physical Education Grade Level Grade ½ (focusing on
Subject : grade 2 outcomes)
Teacher: Jordan Kosowan Number of Lessons Should be 1 month -
and Classes January, TBD
Unit Overview and Rationale
The floor hockey unit should take approximately 1 month, Monday-Thursday, with half-hour
blocks. It is possible based on the students that the unit goes quicker than a month or much
longer.
Overall, this unit will teach students basic floor hockey skills, along with rules of the game.
The main goal within this unit is to develop movement and awareness skills, create enjoyment
and fun, develop teamwork skills, and to play games and activities safely. The unit includes a
variety of activities, games, and actual floor hockey games. The various activities are
scaffolded so that students are able to learn the basic rules and skills, and then build on this
through activities. The unit begins with basic hand eye coordination skills, and basic passing
skills. Students then throughout the course of a couple days will develop these skills through
various activities and feedback. Once students are a little more confident in their skills we will
work our way up to playing some actual floor hockey games.
At the end of the unit, students will be assessed on their application of skills, application of
rules and participation within games and activities, personal/social responsibility and safety,
and overall effort in games and activities. The goal is for students to develop a variety of skills
that they can use confidently, understand and apply the rules of floor hockey within a game
setting, participate in activities and do activities to the best of their ability, and work well with
teammates and partners, be respectful of others, and play activities and games safely.
Curricular Outcomes and Essential Questions
GUIDING QUESTION
How are awareness and movement connected?
LEARNING OUTCOME
Students modify movement to improve control and efficiency.
KNOWLEDGE
The preparation phase or ready position includes
- facing the target
- establishing a stable position
- finding a lower centre of gravity
- The carrying-out phase includes the body gathering momentum and working to produce
movement.
- The completion or follow-through phase includes movement continuing in the direction of
action, slowing down of movement, and regaining stability.
UNDERSTANDING
- Three phases of movement include preparation, carrying out, and completion or follow-
through.
SKILLS & PROCEDURES
- Experiment with the three phases of movement in a variety of physical activities.
- Modify one or more phases of movement to improve control and efficiency.
KNOWLEDGE
- Locomotor movements can occur in a variety of ways, such as
● galloping
● wheeling
● jogging
- Non-locomotor movements can occur in a variety of ways, such as
● swinging
● hanging
● landing
- Object manipulation can occur in a variety of ways, such as
● sending objects, including passing and pulling
● retaining objects, including bouncing
● receiving objects, including collecting
UNDERSTANDING
- Learned movements can be utilized across physical activity contexts.
SKILLS & PROCEDURES
- Utilize movement skills from one physical activity in another physical activity.
GUIDING QUESTION
How can teamwork support participation, safety, and enjoyment?
LEARNING OUTCOME
Students demonstrate teamwork and support participation in a variety of physical activities.
KNOWLEDGE
- Behaviours that support participation include
● using fair-play practices
● respecting others
● supporting others
● using kind language
UNDERSTANDING
- Physical activities have expectations that support participation, safety, and enjoyment for
all.
SKILLS & PROCEDURES
- Display behaviours that support participation, safety, and participant enjoyment.
KNOWLEDGE
- Teamwork can build relationships and support others in unique ways.
- Teamwork includes
● communicating
● making decisions
● sharing ideas
● contributing
● involving all participants
UNDERSTANDING
- Some physical activities require teamwork.
- Teamwork is working with others to achieve a common goal.
SKILLS & PROCEDURES
- Exhibit teamwork in a variety of physical activity contexts.
Resources
- Lead-Up Games to Floor Hockey for Elementary Kids
- Elementary PE Floor / Street Hockey Stations K-5
- https://www.pinterest.ca/pin/303218987414524450/
- Floor Hockey Shooting Skill Stations
- Follow the leader Warm-up Games - Hockey Drills, | Sportplan
- 11 Warm Up Activities & Drills for Youth Hockey Practice
- https://www.pe-kansas.com/lesson-builder/activities/6-8/team-activities/floor-hockey/
- https://www.hockeycanada.ca/en-ca/hockey-programs/drill-hub/under-7
-
Learning Sequence
Mon. Jan. 9 Tues. Jan. 10 Wed. Jan. 11 Thurs. Jan. 12
Observing, not Observing, not Duration: 30 min Duration: 30 min
teaching teaching
Lesson 1: Lesson 2:
Warm up - 2 laps and Warm up
watermelon yoga or shake
out Mr Freeze with sticks,
then add balls/pucks
Intro and rules. Equipment
should be down and on Passing (push pass) and
the ground. Ask why stopping ball before
students think it should be passing again - with
this way partners
- Keep stick
below your waist Passing softly
- Never throw
stick Challenge - see how
- Never step on many passes students
stick can get without losing
the ball/puck
(pretend you are walking
your dog on a leash etc. Obstacle course
stickhandling
Show how to properly hold
stick and have students do
it - with dominant hand Outcomes:
lower than non dominant GUIDING QUESTION
hand - wide grip How are awareness and
movement connected?
- Stick handling
back and forth LEARNING OUTCOME
over line without Students modify
ball or puck to movement to improve
start control and efficiency.
- Add in a ball
when students GUIDING QUESTION
are feeling
comfortable How can teamwork
support participation,
safety, and enjoyment?
Outcomes: LEARNING OUTCOME
GUIDING QUESTION
How are awareness and Students demonstrate
movement connected? teamwork and support
participation in a variety
LEARNING OUTCOME of physical activities.
Students modify
movement to improve Assessment:
control and efficiency. Summative: Students
will be assessed on if
Assessment: they are following
Summative: Students will directions and doing the
be assessed on if they are activities (passing with
following directions and partners). Students
doing the activities (the passing can also be
line drill). Students assessed throughout the
dribbling or stick handling unit.
can be assessed
throughout the unit. Formative: The Mr.
Freeze game will be
formative
Mon. Jan. 16 Tues. Jan. 17 Wed. Jan. 18 Thurs. Jan. 19
Duration: 30 min Duration: 30 min Duration: 30 min Duration: 30 min
Lesson 3: Lesson 4: Lesson 6: Lesson 7:
Warm up Warm up Warm up Warm up
Creators and Destroyers - Teaching - Line tag slow - Around the world activity
without balls/pucks slapshots, to person who is it (2 teams shooting one at
- One team has knee, never steals ball (think a time in semi-circle)
sticks - knock above waist - of way to not be
over cones, shooting into dangerous and Who took the cookies
other team is buckets or for students to from the cookie jar game
putting them targets (slapshot go slowly) - toe with large balls (4 teams)
back up city) to heel so they
- Have to be don’t run and
careful during Obstacle course #2, hurt each other Outcomes:
this activity shooting at the end - 2 GUIDING QUESTION
courses where students Explaining positions How are awareness and
Knocking things over with are racing (forward, defence, goalie
points - partner competition movement connected?
Explain face off, explain
Outcomes: penalties and rules LEARNING OUTCOME
GUIDING QUESTION Outcomes: - Game - non Students modify
How are awareness and GUIDING QUESTION competitive, just movement to improve
movement connected? How are awareness and shooting no control and efficiency.
movement connected? goalies
- Work towards GUIDING QUESTION
LEARNING OUTCOME real game
Students modify movement LEARNING OUTCOME
to improve control and Students modify movement How can teamwork
efficiency. to improve control and support participation,
efficiency. Outcomes: safety, and enjoyment?
GUIDING QUESTION GUIDING QUESTION
Assessment: How are awareness and LEARNING OUTCOME
How can teamwork support Formative: Students will be movement connected?
participation, safety, and given feedback throughout Students demonstrate
enjoyment? the lesson, slapshots and teamwork and support
LEARNING OUTCOME
shooting can be participation in a variety
Students modify
LEARNING OUTCOME summatively assessed of physical activities.
movement to improve
later in the unit. control and efficiency.
Students demonstrate Assessment:
teamwork and support GUIDING QUESTION Formative: This will
participation in a variety of improve students skills
physical activities. How can teamwork and work them towards
support participation, playing a real game of
Assessment: safety, and enjoyment? floor hockey. Students
Summative: Students will can be given feedback.
be assessed on if they are LEARNING OUTCOME
following directions and
doing the activities. Students demonstrate
Students will be assessed teamwork and support
on aiming skills. This can participation in a variety of
also be assessed physical activities.
throughout the unit. I will
be looking for effort in Assessment:
trying to do the skill we are Formative: This will be the
learning. first game-like activity we
will do and students will be
given feedback. Students
will be assessed on
teamwork and skills later
in the unit.
Mon. Jan. 23 Tues. Jan. 24 Wed. Jan. 25 .Thurs. Jan. 26
Duration: 30 min Duration: 30 min Duration: 30 min Duration: 30 min
Lesson 8: Lesson 9: Lesson 11: Lesson 12:
Warm up Warm up Warm up Warm up
Mr Freeze to start Bowling - pins and Cheerleader game with Sharks and minnows -
beanbags, shooting to sticks, then add in balls partner steals ball and
Start real games, 3 on 3, knock down pins (rock paper scissors team everyone else lines up
have several games going, game) on wall to stay out of
teams can rotate every Obstacle course and shoot way (keep away)
little bit. Re-explain rules at end - somehow with Real game - couple games
etc. partners - incorporate going on with teams Passing in partners
teamwork switching through gates
Outcomes:
GUIDING QUESTION Outcomes:
How are awareness and Outcomes: Outcomes: GUIDING QUESTION
movement connected? GUIDING QUESTION GUIDING QUESTION How are awareness and
How are awareness and How are awareness and movement connected?
LEARNING OUTCOME movement connected? movement connected?
Students modify movement LEARNING OUTCOME
to improve control and LEARNING OUTCOME LEARNING OUTCOME Students modify
efficiency. Students modify movement Students modify movement to improve
to improve control and movement to improve control and efficiency.
GUIDING QUESTION efficiency. control and efficiency. GUIDING QUESTION
How can teamwork support Assessment: GUIDING QUESTION How can teamwork
participation, safety, and Formative: This will support participation,
enjoyment? improve students skills. How can teamwork safety, and enjoyment?
Students can be given support participation,
LEARNING OUTCOME feedback. safety, and enjoyment? LEARNING OUTCOME
Students demonstrate LEARNING OUTCOME Students demonstrate
teamwork and support teamwork and support
participation in a variety of Students demonstrate participation in a variety
physical activities. teamwork and support of physical activities.
participation in a variety of
Assessment: physical activities. Assessment:
Summative: Students will Formative: This will
begin to be assessed on Assessment: improve students skills.
skills that we have learned Formative: The Students can be given
and how they demonstrate cheerleader game will be feedback.
this in the game. Students to work on skills and
will be fully assessed on teamwork. Summative: Passing in
skill development at the partners. Students will
end of the unit. Summative: Skills and be quite used to passing
teamwork will be assessed at this point and can be
in the game. assessed fully on
passing skills at this
point.
.Mon. Jan. 30 Tues. Jan. 31 Wed. Feb. 1 Thurs. Feb. 2
Duration: 30 min Duration: 30 min Duration: 30 min Duration: 30 min
Lesson 13: Lesson 14: Lesson 16: Lesson 17:
Warm up Warm up Warm up Warm up
Partners - one is trying to Team game - trying to Team activity - students Catch up any activities
dribble and knock a cone steal balls and put in your must pass to all players on that were pushed or we
over, the other protects. own net (reverse clean the team before scoring didn’t get to
Partners then switch your room game)
Game Outcomes:
Real game - couple of Free time - students can GUIDING QUESTION
games with teams pass in partners or shoot in
switching the nets (one at a time) - or Outcomes: How are awareness and
GUIDING QUESTION movement connected?
ask students which game
How are awareness and
Outcomes: they would like to play
movement connected? LEARNING OUTCOME
GUIDING QUESTION Students modify
How are awareness and Outcomes: movement to improve
movement connected? GUIDING QUESTION LEARNING OUTCOME
Students modify control and efficiency.
How are awareness and
movement connected? movement to improve
LEARNING OUTCOME control and efficiency. GUIDING QUESTION
Students modify movement
to improve control and LEARNING OUTCOME GUIDING QUESTION How can teamwork
efficiency. Students modify movement support participation,
to improve control and How can teamwork safety, and enjoyment?
GUIDING QUESTION efficiency. support participation,
safety, and enjoyment? LEARNING OUTCOME
How can teamwork support GUIDING QUESTION
participation, safety, and LEARNING OUTCOME Students demonstrate
enjoyment? How can teamwork support teamwork and support
participation, safety, and Students demonstrate participation in a variety
LEARNING OUTCOME enjoyment? teamwork and support of physical activities.
participation in a variety of
Students demonstrate LEARNING OUTCOME Assessment:
teamwork and support
participation in a variety of Students demonstrate physical activities. Summative: By the end
physical activities. teamwork and support of the unit I should have
participation in a variety of Assessment: a good idea of where all
Assessment: physical activities. Summative: Students will the students are at in
Summative: students can be assessed on teamwork their skills to do a final
be assessed on stick Assessment: and passing. assessment.
handling with their Summative: Students can
partners. They can then be be assessed on skills and
assessed on teamwork teamwork during the game
and skills during the game.
Assessment Matrix
Application of Application of Effort Personal/Social
Skills Strategy 25% Responsibility
and Safety
25% 25% 25%
GQ: How are X X X
awareness and
movement
connected?
LO: Students
modify
movement to
improve control
and efficiency.
GQ: How can X X X X
teamwork
support
participation,
safety, and
enjoyment?
LO: Students
demonstrate
teamwork and
support
participation in a
variety of
physical
activities
Assessment Rubric and Overview
4 3 2 1 0
Application of Students The student The student The The
Skills (passing, demonstrate demonstrates demonstrates student student
shooting, stick proper skills. a few skills. inconsistent demonstrat does not
handling, skills. es little or participate.
teamwork) no skills.
Application of The student The student The student Relies on Shows no
Rules and follows the applies major demonstrates others to regard for
Conventions, rules of the rules but an play the rules of
Participation in game or makes few understandin correctly the game
Activities and activity, and errors in rules. g of general and does or activity.
Games demonstrates concepts but not follow
etiquette. needs to be the rules.
corrected to
apply the
rules.
Personal/Social Demonstrates Demonstrates Is Often Does not
Responsibility appropriate appropriate inconsistent needs to play safely
and Safety team behaviour teamwork in fair play, be in the
and works well behaviour and and reminded game and
with others, is respectful to sometimes of safety is not
while including others. needs to be rules and respectful
others in reminded of does not towards
teamwork or safety rules. work well teammates
partner with peers. or
activities. partners.
Problem solves
and resolves
conflict on their
own.
Effort The student The student The student The The
always puts in puts in puts in some student student
maximum effort consistent effort or puts in does not
to learn a skill effort to most inconsistent very little care about
or activity. activities. effort into effort into the activity
activities. activities. or put in
effort.
