8th Grade PE Teacher Manual

8th Grade PE Teacher Manual
Acknowledgements
This handbook was produced with the help of many members of the HEALTHY study group, especially the
Physical Education Intervention Committee and the Physical Activity Coordinators.
Participating
Institutions
Baylor College of Medicine
Children’s Nutrition Research Center
1100 Bates Street
Houston, TX 77030
Oregon Health & Science University
Health Promotion and Sports Medicine
3181 SW Sam Jackson Park Rd.
Portland, OR 97239
University of California at Irvine
University Tower, Suite 620
4199 Campus Drive
Irvine, California 92697-4450
University of North Carolina at Chapel Hill
School of Nursing
Campus Box 7460
Chapel Hill, NC 27599-7460
© Copyright 2008 The George Washington University
Temple University
CORE: Center for Obesity Research & Education
3223 N Broad Street
Philadelphia PA 19140
University of Pittsburgh
Western Psychiatric Institute and Clinic
3811 O’Hara Street
Pittsburgh, PA 15213
University of Texas Health Science
Center at San Antonio
7703 Floyd Curl Drive
San Antonio, TX 78229–3900
Table of Contents
■ Introduction to FLOW
■ Fitness Unit Plan
Lessons # 1-12
Appendix
■ Basketball Unit Plan
Lessons # 1-10
Appendix: Citation Card
■ Soccer Unit Plan
Lessons # 1-10
■ Handball Unit Plan
Lessons # 1-10
■ Cooperative Games Unit Plan
Lessons # 1-10
Appendix
■ Football Unit Plan
Lessons #1-10
■ Volleyball Unit Plan
Lessons # 1-10
Appendix
■ Swimming Unit Plan
Lessons # 1-13
■ Track Unit Plan
Lessons # 1-10
■ Hockey Unit Plan
Lessons #1-10
Appendix
■ Tennis Unit Plan
Lessons #1-10
■ Badminton Unit Plan
Lessons #1-10
■ Table Tennis Unit Plan
Lessons #1-11
■ Dance Unit Plan
Lessons # 1-15
Appendix
■ Softball Unit Plan
Lessons # 1-10
Appendix
■ Lacrosse Unit Plan
Lessons #1-10
■ Frisbee Unit Plan
Lessons # 1-10
Appendix
■ General Appendices
■ HRPA Task Cards
■ PE Messages
How to Use
this Handbook
This handbook contains the intervention unit plans.
Sections 1, FLOW
This section is an introduction to the Fitness Laboratory on Wheels, a series of activities that will be included in
all Unit Plans.
Sections 2–18, Unit Plans
This section contains the four core unit plans (i.e., fitness, basketball, soccer, and handball) and seven optional
unit plans. Unit-specific appendices precede the last lesson in some units. All task cards for other than HRPA
activities are included in the appendix of each Unit.
Section 19, General Appendices
The general appendices contain the following sections:
1. Physical Activity Daily Lesson Plans Components & Glossary of Terms
2. HPRA Task Cards
3. In-class Messages
FLOW
FLOW (Fitness Laboratory on Wheels)
■ FLOW is a circuit training activity designed with at least 6 stations incorporating health-related fitness components and skill development:
1. Cardiovascular Fitness I
2. Upper Body Strength /Muscular Strength
3. Theme Based Skill Development
4. Cardiovascular Fitness II
5. Power/Agility/Speed/Flexibility
6. Lower Body Strength/Muscular Endurance
FLOW Equipment
■ FLOW stations are set-up for 60 students to participate simultaneously. If there are more than 60 students
per class, you can create additional stations, or have half the class doing FLOW and other half working on a
different activity.
■ The stations, activities, and equipment are merely suggestions and invite individual teacher creativity and
innovation.
■ Safety is constantly in the forefront of considerations in FLOW. Some equipment needs specific safety direction, and some stations may require extra supervision.
Teacher and Teacher Assistant Role
The teacher and teacher assistant are crucial to the success of FLOW implementation. Teachers and assistant are
encouraged to:
■ Select equipment, task for each component, amount of time at each station (1-2 ½ minutes), and music to
be used.
■ Place the equipment for efficient access to set up for FLOW
■ Provide instruction to the students on:
1. The specific task to be performed at each station
2. Safe use of the equipment and consequences for unsafe usage
3. Procedures for set up and take down of equipment
4. Start and stop cues
5. Rotation pattern or direction
Maintain a proper station movement sequence through all stations. Timed and/or to music. Direction
(rotation pattern), duration (time per station and time for change), and delineation (which activity at each
station).
■ Reinforce technique, effort, and improvement among students.
■
Organizing FLOW Sets
■ When planning FLOW, avoid placing especially demanding stations back-to-back. It is best to alternate cardio and power stations to allow recovery. For example: mini steppers, medicine ball, agility ladder, basketball dribble, jump rope, duck walker.
■ It is helpful to assign permanent colors to each fitness component and use the same color cone with the
FLOW station that develops that area of fitness. This helps with organization and student association between the concept and the activity. For example:
■ Cardiovascular I – red
■ Upper Body Strength/Muscular strength – blue
■ Power/Agility/Speed/Flexibility – orange
■ Cardiovascular II – Green
■ Skill Development – Yellow
■ Lower Body Strength/Muscular Endurance – Purple
Set-Up
To develop teaming and cooperation, the students should
set up and break down the FLOW stations. Before class,
set out equipment in station “piles” that includes the
specific FLOW task card and color-coded cone for easy
distribution.
■ Divide students into groups of six and assign them a
station
■ Note: The first time students use FLOW they should be
instructed where there stations are to be placed, and
informed of the equipment necessary for each station.
After the first few experiences with FLOW students
should be able to accomplish set up with only guidance from the teacher”
■ The students begin their rotation at the station they
set up.
■ At the end of the complete rotation, students return
equipment to the area(s) designated by the teacher or
the teacher’s assistant. Typically to a storage area or
the perimeter of the activity area.
■ Alternative to student set-up, is the teacher and the assistant set-up FLOW before the class begins
Examples of FLOW Organization
LINES
CLUSTER
Red (R)
Violet
Blue (B)
Blue
Red
Green
Yellow
Yellow (Y)
Green (G)
Orange (O)
Violet (V)
Orange
SQUARE: 48 Students
(R)
(V)
(O)
(G)
(Y)
(B)
T
(V)
(R)
(V)
(O)
(O)
(G)
(G)
(Y)
(Y)
(B)
(R)
(B)
TA
(B)
(Y)
(G)
(O)
(V)
(R)
Implementation
■ Have students partner, get equipment, move to proper area, set up equipment, and perform warm-up
stretches until the teachers gives the start signal
■ Group students into equal size according to the number of stations and the size of the class.
■ Demonstrate any new stations.
■ On signal, (music, whistle, verbal cue), all students begin prescribed activity at station. Length of time allotted to each station and time between stations is dependent upon the student’s stamina and preparedness
for FLOW. Generally, time per station is 1-2 minutes, with 15 seconds to move to next station.
■ On next signal, students replace equipment, move to the next station and begin activity.
■ Continue process until all 6 (or more) stations have been visited. If using FLOW for an entire period some
classes may be able to go through circuit twice or more.
■ At the end of the activity, have students return all the equipment
and the cone from their station to the area prescribed by you or your
teacher assistant.
FLOW Components and Equipment
1. CARDIOVASCULAR (2 stations)
■
■
■
■
■
■
Step aerobics
Jump Kones
Jump Ropes
Spot Markers
Bounce-N-Hopper
Mini Steppers
2. UPPER BODY STRENGTH/ENDURANCE
■
■
■
■
■
■
■
Turtl
Dumbbell
Medicine Ball
Mats
Physio-Gymnic Ball
Exercise Band
Ultra Foam Rockets
3. POWER/AGILITY/SPEED/FLEXIBILITY
■
■
■
■
■
■
Jump Kones
Turtl
Agility Ladder
Physio-Gymnic Ball
Shuttle run
Mats
4. LOWER BODY STRENGTH/ENDURANCE
■
■
■
■
■
Exercise Mats
Turtl
Physio-Gymnic Ball
Exercise Band
Bounce-N-Hopper
5. SKILL
■ Teacher’s choice (ex. partner soccer instep pass or volleyball sets
w/ partner or basketball keep away – see below)
Turtl Activities:
(explained in the “Introduction to the Turtl” booklet)
Cando Exercise Band Activities
(Explained in the Dyna-Band booklet)
Physio-Gymnic Ball Activities:
(More activities are in Roll-R-Cise cards)
■ Walk-Out into Push-Up
■ From a standing position behind the ball, crouch down, place abdomen on top of ball, and roll forward
until hands reach the floor.
■ Walk out with your hands until the ball has rolled past your hips and is under your quadriceps
■ Focus on preventing your hips from sagging, and avoid any hip or torso rotation
■ Continue to walk out on your hands until only your feet remain on the ball
■ Complete the movement by doing one push-up, and then walk your hands back in toward the ball
■ Ball Walk-Around
■ From a standing position behind the ball, crouch down, place abdomen on top of ball; roll forward until
your hands reach the ground in front of the ball.
■ Walk out with your hands until only your feet remain on the ball
■ Focus on preventing your hips from sagging, and avoid any hip or torso rotation.
■ Keep your feet on the ball, with the body in a push-up position to maintain a long lever
■ Begin to walk your hands laterally, rotating your body around the ball in a clockwise direction (this is
done by picking up right hand and moving it away from your midline, supporting your body weight
with your left arm until you replant the right hand
■ Pick up left hand and move it closer to the right hand
■ Alternate these steps so that your hands will complete a circle around the ball
■ Once you have rotated 360 degrees, perform same movement in a counter-clockwise direction
■ Balance Push-up
■ Standing behind the ball, place hands shoulder width apart on the ball
■ Shuffle feet back until the chest is over the ball and toes touch the ground
■ Slowly bend elbows to 90 degree angle, do not let hips sag or relax
■ Hold the lowered position for two seconds, keeping shoulders and hips square
■ Extend arms to bring upper body back to set up position
■ Kneeling Roll-Out
■ Kneel in front of ball; keeping the torso straight, place hands on top of the ball and lift feet up. This allows the knees to be the pivot point
■ Walk your hands out on the ball, moving the both the ball and your arms away from your body
■ Once you feel your abdominal muscles beginning to work, you have established the starting position
■ Keeping hands on the ball, pivot on your knees, brining torso and hips forward as the ball rolls away
from your knees
■ Keep moving until your chest drops down; try to keep your chest as upright as possible, without hyperextending your lower back (*if you feel any strain in lower back, make sure you are positioned correctly
or return to the set-up stage and check body alignment)
■ Hold position at the far reach for two seconds; and then roll back to the starting position
■ Abdominal Crunch
■ Sit on top of ball and slowly roll forward until your hips move off the ball
■ Continue rolling until your lower back is supported by the curve of the ball; keep your hands beside
your ears or cross your arms across your chest. DO NOT clasp hands behind your heads
■ After setting your position, crunch forward until you are at approximately a 45 degree angle to the ball.
It is important to maintain your neutral neck position, not allowing your chin to tuck down as you move
■ Once you have reached the desired angle, slowly lower yourself back to the starting position
■ Continue to do the desired number of repetitions
■ Abdominal Side Crunch
■ Lie across the ball so you are bending laterally, (on your side) over it
■ From the supported position, begin crunching laterally until your knees, hips, and shoulders are all in
line
■ Once your body is aligned, return to the starting position.
■ Be sure to extend fully back over the ball
■ Body Busters
■ One ball for every 2 people. Place the fitness ball between each other.
■ Try moving with the ball between stomachs while holding hands
■ Stomachs not holding hands
■ One person walking forward and the other backward using no hands
■ One person rotating 360 degrees while the other partner maintains tension on the ball using only the
torso
■ Both people rotating 360 degrees at the same time
■ Side to side while walking
■ Back to back
■ Start in a sitting position back to back and standing up and back down in a sitting position again
■ Start in a sitting position and standing up and rotating to face each other.
Agility Ladder Activities:
■
■
■
■
■
■
■
■
Bounce in and out of every space
Z bounce; bounce in and out to the side, back in and out to the opposite side
Power bounce; bounce inside every 2 spaces (3 spaces?)
High Knees #1; run inside spaces with knees high, 1 step in each space
High Knees #2;run inside spaces with knees high, 2 steps in each space
2 Forward One back; bounce over two spaces, then back one space
Try all the above with hopping
Try jumping/running patterns while moving sideways
Medicine Ball Activities:
Partner-to partner underhand toss.
Partner-to-partner overhead toss.
Partner-to-partner back to back hand around after every ten handoffs.
Partner-to-partner back to back over and under and reverse
Partner-to-partner figure 8; back to back both twist to the right to hand the medicine ball off, reverse and
twist left. Reverse after every ten twists.
■ One partner lunges forward and hands ball to other partner. Reverse and repeat.
■ Sit-ups and hand-offs. Both partners sit up and the student who has the ball hands it to his/her partner.
■ Stand five-six feet apart facing partner with their feet apart. Roll the medicine ball to each other
■
■
■
■
■
Dumbbell Activities:
Chest Dumbell Exercises
Flat Dumbell Press
Works the pectorals, triceps and the anterior deltoid (front of shoulder).
1. Lying flat on a bench or physio ball hold the weights directly above your chest, arms extended and palms
facing towards your feet.
2. Lower the weights to your chest under control.
3. Press the dumbells back up to the starting position and repeat.
4. Avoid locking your elbows. This keeps the tension in your pectoral muscles and prevents joint damage.
Flat Flies
1. Lying flat on a bench or physio ball, hold the weights directly above your chest. Palms facing towards each
other.
2. Bend your elbows slightly and maintain this flexion for the rest of the exercise.
3. Open your arms in an arc lowering the weights. Your elbows should remain ‘locked’ in a slightly bent position. Imagine opening your arms to give someone a hug and you won’t go far wrong!
4. When your upper arms are parallel to the floor, use the same movement to return the weights to the starting position and repeat.
Seated Shoulder Press
Works all 3 heads of the deltoid (shoulder) muscle.
1. Sit upright on the end of the bench with the dumbells extended directly above your head. Make sure your
back is not rounded. Adjust the bench so it forms an upright chair to support your back if necessary.
2. Lower the weights slowly and under control to your shoulders.
3. When your arms are bent to 90 degrees, press the dumbells back up without locking your elbows and repeat.
Lateral Raises
Most dumbell exercises are superior to the machine equivelent. This one is no exception. Out of all the dumbell
exercises described this is also the one that is invariably performed badly. If you keep good form you cannot lift
a heavy weight.
1. Stand upright, knees slightly bent and shoulder width apart, holding the dumbells at your sides.
2. Bend you elbows slightly and raise the dumbells out to the side. Keep you elbows slightly bent as you do
this.
3. When your arms are parallel to the floor, slowly lower the weights back down and repeat.
4. If you catch yourself arching your back, dipping your knees or bringing your shoulders back use a lighter
weight.
Reverse Flies
Works the posterior (rear) deltoid. The exercise is performed as its name suggests. It’s simply a chest fly in
reverse.
1. Sit on the edge of a bench, feet flat on the floor and knees bent at right angles. Bend right over so your
chest is almost resting on your thighs.
2. Hold 2 dumbells next to your feet and bend your arms slightly. Open your arms out in an arc keeping your
elbows bent.
3. When your arms are parallel to the floor slowly lower the weights back to the ground with the same motion.
4. You can and should only use a light weight for this exercise.
Front Raises
Isolates the anterior (front) deltoids.
1. Stand upright, knees slightly bent and shoulder width apart. Hold the dumbells at against your thighs. Your
palms should be towards your body.
2. Starting with your weaker side and keeping your arm straight, raise the weight directly in front of you.
3. When your arm is parallel to the ground lower the weight slowly back to the starting position. Repeat with
the other arm.
4. Avoid the tendency to arch your lower back on the last few repetitions. You will be able to handle more
weight on the concentric phase (lifting the weight up) of this exercise. Make sure you can lower (eccentric
phase) the dumbell under control before you progress to a higher weight
Trapezius Dumbell Exercises
Upright Row
1. Stand upright, feet shoulder width apart, knees slightly bent. Hold 2 dumbells against your thighs.
2. Keeping the weights close to your body, raise the dumbells up to your chin.
3. Hold for a count of 2 and slowly lower to the start position and repeat.
Shrugs
1. Stand upright, feet shoulder width apart, knees slightly bent. Hold 2 dumbells against your thighs.
2. Keeping your arms straight ‘shrug’ your shoulders as high as they will go and hold for a count of 2.
3. Relax and repeat.
4. Do not roll your shoulders backwards as you shrug up. This can cause damage to your rotator cuff muscles
over time.
Biceps Dumbell Exercises
Concentration Curls
Some dumbell exercises are difficult to describe on paper but eay when you see it. This is one of them (images
for all dumbell exercises are on their way). For now let’s give it a shot...
1. Sit on the very edge of the bench with your feet flat on the floor and about 2 feet apart.
2. Holding a dumbell in your right hand place your right elbow on the inside of your right thigh, just above
your knee. Support your back by placing your left hand on your left knee. Your right palm should be facing
towards your left ankle.
3. From here use only your biceps to curl the weight up towards your face. Do not swing back as you lift the
weight.
4. Slowly lower the weight and repeat for the desired number of reps before switching to your left arm.
Leg Dumbell Exercises
Half Squats
One of the best dumbell exercises for working the entire lower body. Works the quadriceps, hamstrings, glutes
and lower back.
1. Holding a dumbell in either hand at your sides, stand upright with your feet shoulder width apart.
2. Bend from the knees until your thighs are almost parallel to the ground.
3. It is essential that you keep your back flat (not rounded), lower back slightly arched inwards and your head
up.
4. Return to an upright position and repeat.
Lunges
1. Holding a dumbell in either hand at your sides, stand upright with your feet slightly less than shoulder width
apart.
2. Step forward about 2 feet with your right foot. As you plant your right foot bend your right knee to about
90 degrees. Your left knee will bend automatically and should just touch the floor.
3. Push off with your right foot to return to the starting position.
4. You can alternate legs or perform all the reps on one leg at a time.
Fitness
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Participate in cardiovascular activities.
■ Demonstrate basic kickboxing moves.
■ Develop muscular strength, endurance
and flexibility.
■ Fitness testing - practice.
■
■
■
■
BEFORE CLASS SET UP
Theme from “Rocky”
2 CD players
Boxers
Multiple reach boards or
multiple tape measures
■ Multiple Curl Up strips
■
■
■
■
■
2 Fitnessgram CDs for cadences or stopwatch
Cones
Jump ropes
Mats
1 Clipboard, pencil, and paper per student
Cone to Cone
Box, Kick, and Jump Rope
(5 minutes)
(6-8 minutes)
ROLE OF ASSISTANT
■ As students enter activity area they shuffle from
4 Set up cones
cone to cone.
10-15 feet apart.
■ After reaching last cone, students walk or jog out- 4 Set up more areas
side perimeter of activity area back to first cone
for large classes.
and repeat.
■ Explain activity.
4 Start and stop
➜ Variation: Students can walk, jog, sprint, back
music.
pedal or do a movement of choice.
■ Keep students
moving.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
4 Stagger cones on sidelines of
activity area.
4 Set up equipment for HRPA.
4 Tape down tape measures for
Sit and Reach.
4 Tape down Curl Up strips.
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3.
■ 1 student punches a Boxer, 1 student does front
kicks and 1 student is jumping rope.
■ Students switch roles every 30 seconds on your
cue (pausing music or whistle).
■ If Boxers aren’t available, students can punch air.
4 Set up Boxers
and jump ropes
in groups around
activity area.
4 Play music.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Fitness
8th Grade
Cardio-Kickboxing
Fitness Testing–Practice
(10-12 minutes)
(15-20 minutes)
ROLE OF ASSISTANT
■ Have students form groups of 6 (or 12 if class size 4 Attach 1 Kickboxis large) from groups above.
ing task card to
each cone.
■ Explain to students that cardio-kickboxing is
designed to help improve fitness levels; it is not a 4 Start and stop
competitive, combative sport. Demonstrate basic
music.
punches and kicks. Have students shadow practice ■ Assist students at
with you.
stations.
■ Remind students to keep their elbows and knees
soft when they extend; they should not lock
elbows or knees.
■ Kicks should be waist high or lower.
■ Punches: jab, upper cut, hook.
■ Kicks: front kick, side kick, rear kick, roundhouse
kick.
■ Students go to a kickboxing task card and perform kickboxing/cardio move listed for 45 seconds
then jog to next task card and perform kickboxing
move listed.
■ Students will do each task card twice.
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
➜ Variation: A video or written script with accompanying music may be used for instruction. Written
scripts have been included.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 1
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Set up fitness testing stations. 10 students per
station. For large classes, set up multiple stations.
For example, there can be 2 or 3 stations for curlups. See diagram below. If multiple stations are
used, they should be nearby so students can hear
cadence.
■ Explain and demo fitness testing components. If
using Fitnessgram cadence CD for curl-ups and
push-ups, instruct students to wait for cue to begin. Play CD during demo so students will know
what to do.
■ Students should be reminded that they are trying
to improve their fitness levels, not competing
with classmates.
■ Students partner up and go to a station. 1 partner performs activity while other partner counts
and records. Partners switch roles and repeat.
Once all students have completed task at 1 station they rotate clockwise to next station on your
signal.
■ Station 1: Curl-ups – If not using cadence, time
students for 1 minute.
■ Station 2: Abdominal stretch – modified cobra
stretch.
■ Station 3: Push-ups/Modified push-ups – If not using cadence, time students for 1 minute.
■ Station 4: Chest stretch.
■ Station 5: Mini shuttle run – set up cones 10 or 15
meters apart. Students jog or run from cone to
cone.
■ Station 6: Sit and Reach – Best of 3 tries. Multiple
tape measures should be used to speed things up.
■ Monitor sit and
reach station.
■ Help students
record stats.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(3-5 minutes)
COOL DOWN/CLOSURE
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in stretches that focus on upper and
■ Lead students in
lower body (shoulders, biceps, triceps, quadriceps
stretches.
and hamstrings).
■ Reinforce key
■ Think, Share, Pair (After a minute or so with each
concepts taught
question, have a few students share answers with
during the lesson.
the class.)
■ Can anyone tell me what the fitness components are? (muscular endurance – how long
a muscle can work, muscular strength – the
amount of force a muscle can exert, flexibility
– the range of motion between joints, and cardiovascular endurance – continued, sustained
aerobic activity).
■ What component(s) of fitness do push-ups
demonstrate? Sit-ups? Sit and reach?
■ What muscles or part of the body do push-ups
work? Sit-ups?
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Fitness
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
■ Participate in cardiovascular activities.
■ Participate in team fitness activities.
■ Demonstrate basic kickboxing moves.
■
■
■
■
■
BEFORE CLASS SET UP
Boxers
Polyspots
10 basketballs
10 Frisbees
2 medicine balls
■
■
■
■
■
10 multi-colored cones
10 volleyballs
3 yellow trash cans
10 softballs
Pinnies
4
4
4
4
Punch, Jack, and Run
Set up Boxers around activity area.
Set up Team Relays around perimeter of activity area.
Group pinnies together for team relay.
Set up CD player.
Kick and Shuffle
(5 minutes)
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Supervise
students.
■ Offer encouragement and keep
students focused.
■ Students sprint diagonally towards Boxers, kick
them, and shuffle or backpedal diagonally to
cones. Continue down the line. Students jog
back to start and repeat. Students can start at
any cone.
4 Put Boxers and
cones in a line 20
feet apart from
each other.
■ Circulate through
activity to ensure
students don’t
collide with each
other.
4 Begin setting up
Team Relays.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
■ As students enter activity area they punch a Boxer
4 times (Right, Left, Right, Left), perform 2 jumping jacks and run to another Boxer and repeat.
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Fitness
8th Grade
Team Relays
Team Relays (continued)
(20-30 minutes)
LESSON CONTENT
■ Students form 2 groups of 5 at each relay station.
■ Teams at each relay station compete against each
other. Students rotate to next relay station every
2 to 3 minutes.
■ Station 1: Rowing – Teams line up in a single
file line behind a row of polyspots spaced 3 feet
apart. First student on each team holds a medicine ball and passes it back to teammates. When
last member of team gets ball, he or she sprints to
front to first polyspot and sequence repeats until
teams make it to finish line.
■ Station 2: Frisbee Golf – Label Brute containers with a 1, 3, or 5 (1 number per container).
Container with a #5 should be farthest away and
#1 should be closest. All students from each team
have a Frisbee (1 color per team). Designate a
throwing point (students must throw from this
area or behind this line): 10 feet from first container, 15 feet from second container and 20 feet
from third. Each Frisbee landing in a container is
worth number of points posted. Students keep
track of their points. Team with most points wins.
■ Station 3: Dribble and jump shots – All students
from each team have a basketball. Each team
member has same colored ball and/or pinnie. All
students start from a free throw line, dribble and
shoot. Student can only shoot jump shots (no layups). Each basket made is 1 point and students
should yell out number of points they have. After
a student makes a basket, he or she must return
to a free throw line and start over. Team with
most points wins.
■ Station 4: Volleyball Circle – Each team counts
amount of passes they are able to complete in a
row. Students can bump or set. If ball drops or
is caught, count starts over. Team with highest
number wins.
4 Set out a cone
and polyspots for
rowing station.
4 Set out cone,
trash cans, 5 Frisbees 5 of 1 color,
5 of another
color, and jump
rope for start.
4 Set out a cone
and 10 basketballs.
4 Set out a cone
and 2 volleyballs.
4 Set out a cone,
poly spots and 10
softballs.
4 Set out buckets,
if needed, for
lacrosse station.
■ Keep track of
team points.
■ For larger classes
add additional
stations.
■ Station 5: Aerobic target shooting – Tape
polyspots randomly on a wall or bleachers. Cones
can also be used for targets. Students are 20 feet
away from targets. Each student from a team has
a softball and tries to hit a polyspot/cone. A point
is awarded for every hit. Students must run to retrieve their balls and sprint back to start position
and repeat.
■ Station 6: Lacrosse Toss – Baskets or buckets
needed. Teams circle around baskets/buckets
20 feet away. Each team member will have a
lacrosse stick and ball. Teams compete by trying
to get their balls in baskets/buckets. Each basket
made is a point.
ROLE OF ASSISTANT
➜ Variation: Students can record points at end of
each session and an overall winner or first, second, and third place teams can be acknowledged
at end of lesson.
Cool Down/Closure
COOL DOWN/CLOSURE
(3-5 minutes)
ue
Act
☛ Cues or Key Concepts
ACTIVITY #1
ROLE OF ASSISTANT
s
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students sit in V-Sit position and practice sit
and reach while you speak.
■ Review definitions of:
■ aerobic (with oxygen and/or sustained activity)
■ anaerobic (little or no oxygen and/or short
burst activities)
■ Ask students to provide examples.
■ Challenge students to create a new kickboxing
move and/or show family members moves they
have learned.
■ Lead students in
V-Sit practice.
4 Clean up and
store equipment.
tin
ACTIVITY #1
(20-30 minutes)
4 Set Up or Prep Duties
Lesson 2
y
i vit
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Participate in cardiovascular activities.
■ Participate in FLOW stations.
■ Teamwork.
■ Jump bands
■ Music
■ Stopwatch
BEFORE CLASS SET UP
■ CD player
■ FLOW equipment
Jump Bands
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students walk, jog, skip, or run around perimeter
of activity area.
■ Change locomotor movement every 30 to 60
seconds.
4 Set up cones to
mark jogging
area.
4 Play music.
■ Maintain on task
behavior.
■ Students form groups of 4-8.
■ Demonstrate jump band skills and activities. (See
Jump Band Section.)
■ Students perform jump band skills.
■ Help students
form groups.
■ Explain directions
and demonstrate
skills as needed.
■ Circulate through
groups encouraging creativity and
new ideas.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(17 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW (see FLOW section)
■ 1 station should include Fitness test activity. For
example: Curl Ups, Push-Ups, Sit and Reach, etc.
4 Set up FLOW
equipment.
■ Ensure safety
compliance at all
FLOW stations.
4 Start and stop
music.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Locomotor Moves
4 Set up FLOW equipment.
4 Have Jump bands accessible.
4 Mark off relay distance.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Fitness
8th Grade
Goofy Relays
Cool Down/Closure
(6-8 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Wheel Barrow Relay.
■ Twister Relay: First student from each team twists
to line and back. When first student gets halfway
down, second student begins. Second student
cannot pass first student.
■ Crab Walk Relay: Students have their hands and
feet on floor with stomachs facing up. First
student begins. When first student gets halfway
down, second student begins. Second student
cannot pass first student.
■ Leap Frog Race: Students combine to make
groups of 4. Students are in a single file line
squatting down. Students leap frog over each
other. Last student jumps over teammates. When
student leaps over teammates in front, new last
student in line begins jumping over teammates.
4 Set up cones to
mark relay course,
20-40 feet.
■ Monitor for
safety, especially
with leap frog.
■ Students stretch.
4 Lead students in
stretches.
■ Clean store
equipment.
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 3
➜ Variation: Give teams a time limit to beat.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in basic fitness
skills related to muscular
strength, aerobic endurance,
and flexibility.
■ CD player with music
■ 4-8 cones with cardio and
lower body strength task cards
■ 1 hula-hoop per student
■ 1 step aerobic bench per
student
4 Have hula-hoops set up around activity area.
4 Put task cards on cones around perimeter of activity area.
4 Have step bench accessible.
Step Aerobics
(3-5 minutes)
(10-15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find hula-hoops as they enter activity
area and begin spinning.
■ Encourage students to walk and hula-hoop.
■ Demonstrate.
4 Start and stop
music.
■ Instruct students to get steppers.
■ Students follow a step aerobics video or you can
lead routine.
4 Place step benches in corners of
activity area.
■ Move around
area, help
students stay focused on activity.
■ Offer encouragement and praise.
HEALTH RELATED PHYSICAL ACTIVITY
Cardio and Lower Body Strength
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ When music starts, students run, jog, or skip randomly around activity area for 60 to 90 seconds.
■ When music stops, students sprint to a cone and
perform task posted (squats, lunges, split squats,
wall sits, 1-leg squat, toe raises, front kicks, side
kicks) for 30 seconds.
4 Start and stop
music.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Hula-Hoop
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Fitness
8th Grade
Push-Ups and Abs
Cool Down/Closure
(8 minutes)
(3-5 minutes)
ROLE OF ASSISTANT
■ Help students form groups of 6 and have them
■ Assist with
pair off.
grouping.
■ Students can choose if they want to do push-ups
■ Demonstrate
or abs first. Allow students to do modified pushpush-up and
ups.
crunch moves.
■ Provide sugges■ Students are to create a synchronized push-up or
abdominal routine using at least 4 types of moves
tions for
exercises.
for 15 seconds each.
■ For push-ups, students should face each other in
push-up position and demonstrate same type of
push-up at same time.
■ Examples: shake right hands, shake left hands,
right hi-5, left hi-5, lift right foot, lift left foot,
original
■ For crunches (abs), students can be side-by-side or
feet-to-feet and should demonstrate same type of
crunch at same time.
■ Examples: right leg lifted toward ceiling, left
leg lifted toward ceiling, both feet lifted toward ceiling, bicycle, original
■ Have students switch roles.
H Challenge: Ask students to perform each move for
30 seconds.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
Lesson 4
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice shoulder stretch from Fitnessgram during Cool Down.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the benefits of stretching?
■ Explain how stretching improves flexibility (range
of motion at the joints).
■ At home make sure you warm up before and
stretch after playing active games.
■ Lead students in
stretches.
4 Clean store
equipment.
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Enhance muscular strength and endurance, aerobic
endurance, and flexibility.
■ Demonstrate jump rope skills.
■
■
■
■
BEFORE CLASS SET UP
8 cones
1 long jump rope per 3 students
6-12 Turtles
12-24 Stability Balls
■
■
■
■
1 jump rope per student
Mats
6-12 Medicine Balls
CD player with music
INSTANT ACTIVITY
Jump Rope
Team Jump Rope
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students find jump ropes and begin jumping.
■ Circulate and
monitor IA.
■ Assist teacher as
needed.
■ Students put individual ropes away.
■ Make sure students are jump■ Students from groups above divide themselves
ing as they move
into groups of 3, 2 rope turners and 1 jumper. 1
across activity
member from each team gets a long jump rope.
area.
■ Teams should line up at baseline or start area.
4 Set up cones with
■ On your signal, teams in front row begin. When
abdominal task
teams are a quarter of way down, next group of
cards for next
rope turners begin turning while jumper jumps.
activity.
All members of a team are moving forward.
Students are jumping/turning/moving down the
activity area to the end line. When students reach
the end line one person holds the rope and they
all sprint back on the sidelines to the start area
and switch roles until all team members have had
a chance to jump.
H Challenge: How fast can each team make it
down? Can turners jump while turning a rope?
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6. All but 1 student in
each group should put their jump ropes around
perimeter of activity area.
■ Groups form circles.
■ Student with jump rope stands in center of circle.
■ Student in center begins spinning jump rope
low to ground and students try to jump over it.
Students in center should be encouraged to jump
as well.
■ If students get tagged by jump rope, they must
jump rope on sidelines for 10 jumps and return to
continue play.
H Challenge: Which group can continue longest?
How many jumps can each group do? Can they
get 15, 20, 30 consecutive jumps?
■ Watch for
students who are
tagged.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
Rope Tag
(6-8 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
4 Get jump ropes ready for distribution.
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Fitness
8th Grade
Crunch It
Cool Down/Closure
(8-10 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Instruct previous groups of 3 to form groups of 6.
■ On your signal, groups will go to a task card and
perform abdominal exercise posted for 1 minute.
■ After 1 minute, students rotate to next station
and perform next abdominal exercise.
■ Regular crunch or curl-up
■ 6 inches with stability ball/ small balls
■ Bicycles
■ Medicine ball twist
■ Plank
■ 100s
■ Turtle crunches
■ Crunches on stability ball/ large balls
■ Help students
form groups.
■ Students stretch.
■ Ask students what type of activity jumping rope
is.
■ Jumping rope is a cardiovascular or aerobic
activity.
■ Aerobic is using oxygen generally during sustained activity.
■ Ask student to name other types of cardiovascular/aerobic activities.
■ Swimming, jogging, basketball, aerobic dance
■ Ask students to try doing 2 cardiovascular activities at home.
■ Lead students in
stretches.
4 Clean up and
store equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 5
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in activities that enhance muscular
strength and endurance, aerobic endurance, and
flexibility.
■ 1 multi-colored ■ 1 deck rings for every
cone for every 3
3 or 4 students
or 4 students
4 Set up cones for IA.
4 Place HRPA equipment around perimeter of activity area.
Cone to Cone
Box, Kick, and Jump Rope
(5 minutes)
ROLE OF ASSISTANT
INSTANT ACTIVITY
■ As students enter activity area they shuffle from
■ Explain activity.
cone to cone.
4 Start and stop
■ After reaching last cone, students walk or jog outmusic.
side perimeter of activity area back to first cone
■ Keep students
and repeat.
moving.
➜ Variation: Students can walk, jog, sprint, back
pedal or a movement of your choice.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
(6-8 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3.
■ 1 student punches a Boxer, 1 student does front
kicks and 1 student is jumping rope.
■ Students switch roles every 30 seconds on your
cue (pausing music or whistle).
■ If Boxers aren’t available, students can punch air.
4 Set up Boxers
and jump ropes
in groups around
activity area.
4 Play music.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Fitness
8th Grade
FLOW
Cool Down/Closure
(17 minutes)
ACTIVITY #1
Lesson 6
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW (see FLOW section).
■ Assist students
with tasks as
needed.
■ Offer encouragement and positive
reinforcement.
4 Set up cones for
Activity #2.
■ Students stretch.
■ What fitness components were demonstrated in
FLOW today?
H Challenge students to practice a drill or game at
home (use this whenever possible).
■ Lead students in
stretches.
4 Clean up and
store equipment.
Never Ending Relays
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form teams of 2 or 3.
■ Each team should line up diagonally behind a
cone.
■ First student on each team has a deck ring.
■ On your signal, first student runs clockwise and
tries to tag student in front of him or her.
■ If someone is tagged, tagging team gets a point.
Student tagged hands off deck ring to next student in line on their team.
■ When first students get back to their teams, they
hand off deck rings to next student in line and
play continues.
■ First team to reach 10 points wins. (You can
change value of points.)
4 Place a different
colored cone in
each corner of
rectangular activity area (10 feet x
5 feet or 15 feet x
10 feet). Multiple
relays stations
should be used.
4 Set out deck
rings. Deck rings
should match
the color of the
cones.
■ Monitor activity.
4 Track scores.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
(10-12 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
■ Participate in activities that enhance muscular
strength and endurance, aerobic endurance,
and flexibility.
■ Flexibility training for running and jogging.
■ Practice Pacer or mile run for fitness testing.
■
■
■
■
■
BEFORE CLASS SET UP
CD player
Mats
Stretching task cards
Basketballs
Softballs
■
■
■
■
■
Pacer CD
Cones
Volleyballs
Soccer balls
1 jump band for every 4 or 8 students
LESSON CONTENT
ROLE OF ASSISTANT
■ Students walk as fast as they can around activity
area.
■ Students should pump their arms while walking.
■ Assist teacher
as needed.
Running and Jogging Stretching Circuit
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
4 Set Up or Prep Duties
Fitness
LESSON CONTENT
ROLE OF ASSISTANT
■ Stretches include:
■ Lower back
■ Quadriceps stretch
■ Hip oblique
■ Calf stretch
■ Hamstring
■ Lower leg
■ Triceps
■ Butterfly (students hold legs down with
elbows, no bouncing)
ue
s
■ On your signal, students jog around activity area
4 Set up stretchfor 1 minute then stop at a stretching station for
ing stations with
1 minute.
cones and task
cards.
■ Students should go to each station.
■ If there are 2 sides to a stretch, students should do ■ Help students
stretch.
30 seconds per side.
(8 minutes)
tin
HEALTH RELATED PHYSICAL ACTIVITY
Running and Jogging Stretching Circuit
(continued)
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Fitness Walking
4 Mark off mile if track is not available.
4 Mark off Pacer distance and put cones at
each end line.
4 Set up stretching circuit
4 Put balls in receptacles for Sport Skills .
4 Get CD Player out.
Act
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Fitness
8th Grade
Pacer or Mile Run/Walk - Practice
Cool Down/Closure
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ See Fitnessgram manual.
■ Students finishing early should go to Sport Skill
Practice stations listed below.
■ Help count laps.
4 Time students
running a mile.
■ Students stretch.
■ Ask students about Pacer/mile run and how they
can improve their times.
■ Ask students where in their communities they can
practice running.
■ Ask students which component of fitness does the
Pacer/mile run measure. (cardiovascular endurance).
■ Lead students in
stretches.
■ Review concepts
taught during
lesson.
4 Collect
equipment.
Sport Skill Practice
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Basketball Dribble: Students dribble around scattered cones.
■ Volleyball Forearm Passes: Student self-passes
while walking down to end line and back.
■ Soccer Dribble: Students dribble around scattered
cones.
■ Softball Throws: Students practice throwing overhand for 20, 30, or 40 feet.
■ Coach skills.
COOL DOWN/CLOSURE
ACTIVITY #1
(15-20 minutes)
ACTIVITY #2
Lesson 7
➜ Variation: Set up other skill stations for students
to work on.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in activities that will improve muscular
strength, aerobic endurance, and flexibility.
■ FLOW equipment
■ 1 soft ball per student
■ 1 pair of jump bands for every 4 students
FLOW
(5 minutes)
(17 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students jog and juggle 2 soft balls around
activity area.
■ Help students
find partners.
■ Reinforce proper
tossing form.
■ FLOW (see FLOW section).
■ Circulate during
activity.
HEALTH RELATED PHYSICAL ACTIVITY
Jump Bands
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4-8. (See Jump Band
Section.)
■ Demonstrate jump band skills and activities.
■ Students perform jump band skills.
■ Help students
form groups.
■ Explain directions
and demonstrate
skills as needed.
■ Circulate through
groups encouraging creativity and
new ideas.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Jog and Juggle
4 Sort jump bands.
4 Set up FLOW equipment around
perimeter of activity area.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Fitness
8th Grade
Fitness Relays
Cool Down/Closure
(10 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Students line up in single file. First student in line
is #1, second student is #2.
■ Each student performs 2 skills, alternating with
partner (#1 goes then #2, then #1 again, etc.).
When #1 gets halfway down, #2 begins.
■ Each number performs a different movement during relay.
■ #1: Skip; #2: Power walk
■ #1: Jump; #2: Sprint/Run
■ You can choose movement (hop, walk backwards,
etc.).
■ First team back wins. Points can be awarded.
■ Have students switch roles after completion.
4 Set up cones to
mark relay course,
20-40 feet.
■ Circulate during
activity.
■ Keep scores.
■ Students stretch.
■ Lead students in
stretches.
4 Clean up and
store equipment.
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 8
➜ Variation: Give teams a time limit to beat.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate basic fitness skills related to muscular strength,
aerobic endurance, and flexibility.
■ Enhance muscular strength, muscular and aerobic endurance,
and flexibility.
■ Develop leadership skills.
■
■
■
■
BEFORE CLASS SET UP
1 hula hoop per student
8 Turtles
Agility ladder
CD player
■ 6 to 8 electronic steppers
■ 25 step aerobic benches
■ Music
Hula-Hoop
4 Set up trailblazing obstacle
on half of activity area.
Musical Hoops
(5 minutes)
(6-8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find hula-hoops as they enter activity
area and begin spinning.
■ Encourage students to walk and hula-hoop.
■ Demonstrate.
■ Start and stop
music.
■ Have students scatter hula-hoops around half of
activity area.
■ Set up hula-hoop trails on other half of activity
area for students to run, hop, or jump through.
■ On your signal (music), students begin walking,
jogging, skipping, etc., around hoops.
■ Students have 3 seconds to get inside a hula-hoop
when music stops.
■ Students who don’t make it inside a hoop are out
and will go to open activity area and run through
trailblazing obstacle.
■ Remove hula-hoops after each stop.
■ Last inside a hoop wins.
■ Repeat if time permits.
■ Assist students
with scattering
hula-hoops.
■ Start and stop
music.
■ Monitor trailblazing activity.
INSTANT ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Fitness
8th Grade
Hula-Hoop Relays
Jump Bands
(8-12 minutes)
(8-12 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 hula-hoop per pair.
■ Relays run half-court or about 40 feet.
■ First partner hula-hoops down and sprints back
while carrying hoop.
■ Second partner performs right or left arm hulahoop circles while walking down and sprints back
while carrying hoop.
■ First partner jumps through hula-hoop down and
sprints back while carrying hoop.
■ Partners join other pairs and form groups of 4, 1
hula-hoop per pair.
■ 1 student holds hula-hoop while other 3 students
jump or hop through it.
■ Last student through hoop grabs it and student
who was holding hoop jumps.
■ Other students continue jumping and exchange
hoop until finish line is reached.
■ After team goes through hoop, they move up 1
foot (mark progression with cones or tape).
■ First team in wins.
■ Help students
form groups.
4 Mark progression
for hula-hoop
shuttle run.
■ Monitor students.
■ Groups of 4 form groups of 8.
■ Demonstrate jump band skills and activities (see
Jump Band Section).
■ Students perform jump band skills.
■ Help students
form groups.
■ Explain directions
and demonstrate
skills as needed.
■ Circulate through
groups encouraging creativity and
new ideas.
Cool Down/Closure
(3-5 minutes)
➜ Variation: Give teams a time limit to beat.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #2
LESSON CONTENT
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 9
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stretch.
■ Encourage students to find creative ways to stay
active when they go home today.
■ Lead students in
stretches.
4 Clean up and
store equipment.
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Enhance muscular strength, aerobic endurance, and flexibility.
■ Monitor personal fitness.
■ 1 hula-hoop per student
■ Cones
■ CD player and music
■ Stopwatch
Hula-Hoop Jump
4 Mark off distance for fitness relays.
Hyper Space
(5 minutes)
(6-8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students jump over hula-hoops like jumping
ropes.
H Challenge students to run while jumping.
4 Start and stop
music.
■ Set up a 35 X 25 rectangle with 4 cones and a
mid-line marked.
■ Divide class into 2 teams, 1 on each side of dividing mid-line.
■ Object of game: to get to other side without being tagged by a member of opposing team.
■ When students are tagged, they must go to their
sidelines, do 3 exercises (jumping jacks, push- ups,
sit-ups, etc.) then return to their side to start
again.
■ Students keep track of how many times they
made it across.
■ Assist with
grouping.
4 Start and stop
music.
INSTANT ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
H Challenge
➜ Variation: Use flags for students to pull when
crossing mid-line. They pick up their pulled flags,
go to sideline and do 3 exercises before they can
return to their side of line.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Fitness
8th Grade
Personal Fitness Relays
Never Ending Relays
(10-15 minutes)
ACTIVITY #1
Lesson 10
(8-10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Divide class in 2 groups.
■ Students line up on both baselines of activity area
facing each other.
■ On your signal, each group of students performs
following activities down and back to starting
point (about 40 feet) as you start a stopwatch.
Repeat each activity 2 or 3 times.
■ Power walk
■ Skip
■ Shuffle step
■ Run
■ Walking/Sliding push-up (should be about 10
to 25 feet): Students get into push-up position
and walk using their hands. Their feet slide or
drag behind them.
■ Yell out time as students pass finish line. Students
should make a mental note of their times. On
second trial, students should be encouraged to
match or better their previous times.
■ A group time can also be recorded. Group with
fastest time wins.
4 Mark off start
and end line.
4 Start and stop
stopwatch.
■
■
■
■
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
Students form teams of 2 or 3.
4 Place a different
colored cone in
ach team should line up diagonally behind a cone.
each corner of
First student on each team has a deck ring.
rectangular activOn your signal, first student runs clockwise and
ity area (10 feet x
tries to tag student in front of him or her.
5 feet or 15 feet x
■ If someone is tagged, tagging team gets a point.
10 feet). Multiple
Student tagged hands off deck ring to next sturelays stations
dent in line on their team.
should be used.
■ When first students get back to their teams, they
4 Set out deck
hand off deck rings to next student in line and
rings. Deck rings
play continues.
should match
■ First team to reach 10 points wins. (You can
the color of the
change value of points.)
cones.
■ Monitor activity.
■ Track scores.
COOL DOWN/CLOSURE
➜ Variation: Set time criteria according to how
long it takes students to complete first set. For
example, see if students can make it back in less
than 60 seconds, 45 seconds, 30 seconds, depending on locomotor movement.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Cool Down/Closure
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stretch.
■ Ask students:
■ What fitness relay did you do the best in?
■ What can you do to improve your time?
■ Encourage students to practice at home.
■ Lead students in
stretches.
4 Clean up and
store equipment.
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 11
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Fitness testing - Students assess their muscular
strength, muscular endurance, and flexibility levels.
■ 10-20 tape measures or Sit and Reach boxes ■ Mats
■ Fitnessgram CD
■ CD player
■ 1 Frisbee per student
■ 16 cones
4 Set up Curl-Up and Push-Up stations.
4 Set up Sit and Reach stations.
Fitness Testing -Sit and Reach
(10-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students power walk around activity area; this
serves as a warm-up for fitness testing.
4 Start and stop
music.
■ See Fitnessgram manual.
■ Demonstrate.
■ Help students
record scores.
HEALTH RELATED PHYSICAL ACTIVITY
Fitness Testing -Curl-Ups and Push-Ups
(10-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ See Fitnessgram manual.
■ Assist with
testing.
■ Assist students
with proper
technique.
■ Circulate
throughout
activity area.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Walk
(3-5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 11
Fitness
8th Grade
Awesome Add-On
Lesson 11
Cool Down/Closure
(8-10 minutes)
(3-5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students walk around activity area.
■ On your signal, all students stop. Call out an
exercise and a number of repetitions; students
perform exercise then resume walking. After 2-3
exercises, students begin to jog.
■ On your signal, students stop, you call out another exercise and a number of repetitions. Students
do both exercises, in order.
■ Continue until 5 or more exercises are added.
■ Circulate
throughout
activity area.
■ Assist with
exercises.
■ Students stretch.
■ Remind students that they will be tested again
and their goal is to improve scores they made
today.
■ Encourage students to practice fitness testing
components at home.
■ Lead students in
stretches.
4 Clean up and
store equipment.
ACTIVITY #2
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness
8th Grade : Lesson 12
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Assess aerobic endurance.
■ Cones to mark off mile or Pacer
■ CD
■ Stopwatch (for mile only)
■ Fitnessgram CD (for Pacer only)
4 Mark off mile or 20 meters for Pacer.
Stretching
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students warm up for mile/Pacer run.
■ Explain activity.
■ On your signal, students jog around activity area
■ Demonstrate
for 1 minute then stop at a stretching station for
stretches.
1 minute.
■ Students should go to each station.
■ If there are 2 sides to a stretch, students should do
30 seconds per side.
■ Stretches include:
■ Hamstring
■ Quadriceps
■ Calf
■ Hamstring stretch 2
■ Quadriceps stretch 2
■ Calf stretch 2
HEALTH RELATED PHYSICAL ACTIVITY
Mile Run or Pacer
(15-25 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ See Fitnessgram Manual.
■ Count laps.
■ Helps students
record laps or
time.
4 Set Up or Prep Duties
Fitness
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Walk
(2-3 minutes)
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 12
Fitness
8th Grade
Lesson 12
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stretch independently focusing on lower
body.
■ Ask students:
■ Where can you jog a mile in your community?
■ What did you learn about pacing yourself during the mile/Pacer run?
■ What can you do to improve your score?
■ Remind students that they will be tested again
and their goal is to improve score they made
today.
■ Lead students in
stretches.
4 Clean up and
store equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Fitness Appendix
Task Cards
KICKbOxIng
March in place with fist up – 8 counts
Walk forward and back – 8 counts
step touch with a jab right and left –
8 counts
Jab lunge right and left – 8 counts
March in place with fist up – 8 counts
Walk forward and back with a front kick –
16 counts
Front kick (R,L), side kick (R,L), Rear Kick
(R,L), and 2 Jacks – 16 counts
Jab (R,L), Upper Cut (R,L), Hook (R,L) Jab
(R,L) – 8 counts 2x – 16 counts
Repeat
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Front Kick
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
side Kick
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Rear Kick
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Round House Kick
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Jab
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Upper Cut
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
Hook
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
squat Jab
FITness | LessOn 1 TAsK CARD
KICKbOxIng FITness MOves
squat Kick
FITness | LessOn 1 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
squats
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
Lunges
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
split squats
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
Wall sits
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
Front Kicks
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
side Kicks
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
1 Leg squat
FITness | LessOn 4 TAsK CARD
CARDIO AnD LOWeR bODy
sTRengTH
Toe Raises
FITness | LessOn 4 TAsK CARD
CRUnCH IT
Regular Crunch or curl-up
FITness | LessOn 5 TAsK CARD
CRUnCH IT
6 inches with stability ball – small balls
FITness | LessOn 5 TAsK CARD
CRUnCH IT
bicycles
FITness | LessOn 5 TAsK CARD
CRUnCH IT
Medicine ball twist
FITness | LessOn 5 TAsK CARD
CRUnCH IT
The plank
FITness | LessOn 5 TAsK CARD
CRUnCH IT
100s
FITness | LessOn 5 TAsK CARD
CRUnCH IT
Turtle Crunches
FITness | LessOn 5 TAsK CARD
CRUnCH IT
Crunches on stability ball – large balls
FITness | LessOn 5 TAsK CARD
sTReTCHIng
Lower back
Quadriceps
Hip Oblique
Calf
Hamstring
Lower Leg
Triceps
butterfly (students hold legs down
with elbows, no bouncing)
FITness | LessOn 7 TAsK CARD
sTReTCHIng
Hamstring
Quadriceps
Calf
Hamstring stretch 2
Quadriceps stretch 2
Calf stretch 2
FITness | LessOn 12 TAsK CARD
basketball
8th Grade : Lesson 1
Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
Students will demonstrate basic basketball dribbling skills.
Students will use dribbling skills in class activities.
Students will work cooperatively with other students
Students will demonstrate a basic lay up.
Students will demonstrate dynamic passing accuracy.
Dribble and Shoot
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity
area.
■ Students pick up balls, go to a basket, take a shot,
and then dribble to another basket and take
another shot.
■ Activity continues until you give a “Stop” signal.
4 Post IA
instructions.
■ Give positive
feedback to students performing
appropriately.
■ Remind students
of instructions as
necessary.
➜ Variation: After shooting, students move to next
basket in a clockwise direction.
➜ Variation: Students take 2 shots at each basket, a
long and a short shot.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
■ 1 basketball
per student
■ Pinnies
TRANSITION
■
■
■
■
■
■
EQUIPMENT
BEFORE CLASS SET UP
■ Cones
4 Have balls available in multiple receptacles.
4 Arrange cones in grid set-up.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit after hearing “Stop” signal and take
hands off balls. Explain and demonstrate Dribble
Hospital.
Dribble Hospital
(5-10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
LESSON OUTCOMES
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student has a ball and is in personal space
within boundaries.
■ Object of game: To maintain control of a dribble.
■ On your “Go” signal all students begin to jog and
dribble around area within boundaries. If they
have to touch ball with 2 hands, they must go to
Dribble Hospital.
■ In Dribble Hospital, students must perform: 10
dribbles with each hand before returning to
game.
4 Set up grids.
Number of grids
is total class attendance divided
by 6.
4 Give pinnies to 1
team per grid.
■ Help students understand activity.
➜ Variation: Play a Dribble knockout game. If
students lose control of dribbles, they must go to
Dribble Hospital before returning to game.
➜ Variation: Allow students to run if they can maintain ball control.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Basketball
8th Grade
Transition
LESSON CONTENT
Speed Pass
3 vs. 3
ROLE OF ASSISTANT
(10 minutes)
■ Students sit after hearing “Stop” signal. Play Pac
Man Math to form groups of 3. Tell students that
you will give them a math problem and they will
have 10 seconds to form groups, the size of which
equal the answer to the math problem. They
should raise their hands until they find a group.
No talking or touching. (Groups of 4 may form if
number of students is not a multiple of 3.)
■ After groups are formed tell students that on
your “Go” they will have 8 seconds to walk with
their groups to closest grid, sit on floor with eyes
on you.
LESSON CONTENT
ACTIVITY #1
TRANSITION
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 1
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ 1 ball per group, 2 groups per grid. 1 team puts
4 Set up grids.
on pinnies.
Number of grids
is total class at■ 2 opposing players play Rock, Paper, Scissors to
tendance divided
determine first possession.
by 6.
■ Quickly explain and demonstrate.
4
Give pinnies to 1
■ Object of game: Maintain possession of ball inside
team per grid.
boundaries and make more consecutive passes
■
Help students unthan opposing team.
derstand activity.
■ Student with ball may only pivot when he or she
has ball.
■ Other team members move to get open.
■ Opposing team tries to get ball.
■ Rules of 3 apply:
■ 3 foot defense
■ 3 seconds to pass
■ Each successful pass counts as a point. Count
passes out loud.
☛ Dynamic Passing: Head up with eyes on teammates, Anticipate pathway of teammate, Step and
pass to ahead of teammate.
Italics indicate the teacher speaking directly to the student.
Transition
LESSON CONTENT
Basic Lay-Up
(2 minutes)
ROLE OF ASSISTANT
TRANSITION
ACTIVITY #2
■ Students sit immediately after hearing “Stop” signal. On your “Go” signal they will have 8 seconds
to power walk to a designated basket and sit
down in personal space behind 3-point line. Say
“Go” and count down from 8.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Maintain groups within grids.
■ Explain and demonstrate proper lay up form.
■ Lay up skill used when you shoot near the basket.
INSTRUCTIONAL CUES – LAY UP
■ Approach basket – diagonal
■ Hop from inside foot
■ Eyes on backboard
■ Release with hand high
■ Off backboard.
■ Have students shadow practice lay up form without ball.
■ TRANSITION – When teacher says, “GO” students
will have 7 seconds to find the other players from
the Speed Pass game (both 3 v 3 teams) and go
to hoop or shooting area and sit on the floor. :
READY – GO”
■ Maintain groups within grids.
■ Demonstrate as
needed.
■ Help students
understand skill.
■ Praise good
practice.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ When you say “Go,” students will have 7 seconds
to find teammates from Speed Pass game and go
to hoop or shooting area and sit on floor.
TRANSITION
TRANSITION
Basketball
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Stop” signal, students sit. On “Go,” students
power walk to self-space and sit for Cool Down.
Lay-Up Line Drill
Cool Down/Closure
(10 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Maintain groups of 6 and move to basket and/or
targets.
■ Demonstrate drill with students.
■ 3 students have a ball and form a line to right of
basket.
■ 3 students are on left side of basket and parallel
to other students.
■ On your signal, first student with ball proceeds to
dribble ball to basket (walking or jogging) and
shoots a lay up.
■ While this is happening, first student in other line
moves to basket area to rebound ball. After layup, both students return to end of opposite lines.
■ As soon as rebound is made, next students in line
will go.
■ Switch to left side lay-ups after 3 minutes.
■ Help with group
organization
■ Give each group
3 balls.
■ Maintain on-task
behavior
■ Give pointers in
regard to footwork, shooting
positions, and
other skills as
needed.
■ TA leads flexibility exercises.
■ Discuss:
■ What must you remember when passing a ball
to a moving player?
■ What should you remember when shooting a
lay-up?
■ Congratulate students on their participation today and challenge them to use those skills before
next class.
4 Put equipment
away.
■ Help lead
stretches.
■ Acknowledge
new or innovative
ways to stretch.
COOL DOWN/CLOSURE
ACTIVITY #3
Lesson 1
➜ Variation: Encourage students to jog or run; allow
less skilled students to walk.
➜ Variation: Set up short obstacle courses for students as they return to back of line (ex. jump over
or crawl under obstacles).
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
■ Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ Students will demonstrate proper positioning and movement when playing in the 2-1-2-zone
defense.
■ Students will demonstrate moving to open space while playing a modified form of basketball.
■ Students will know the meaning of the term “triple threat” relative to basketball.
■ Students will know where they can play basketball in the community.
■ Cones to
mark grids
■ 1 pinnie for
every 3
students
■ 5 poly spots
per court
Jump Rope Challenge
4 Have ropes dispersed throughout activity area.
■ Assist with jump
rope skills as necessary.
■ Note students
performing well
and acknowledge
effort.
➜ Variation
TRANSITION
■ As students enter activity area, they will read
posted IA instructions.
■ Instructions will direct them to walk to their assigned spot or find a self-space. Students should
pick up ropes and see how many times they can
jump without a miss: forward slow, fast, backward, 1 foot, high knees.
INSTANT ACTIVITY
ROLE OF ASSISTANT
Basketball
4 Have jump ropes available in
multiple locations.
4 Set up cones in designated grids.
4 Have basketballs in multiple
containers around activity area.
LESSON CONTENT
LESSON CONTENT
☛ Cues or Key Concepts
■ 1 jump
rope
per
student
■ 5 hula
hoops
Transition
(3 minutes)
4 Set Up or Prep Duties
BEFORE CLASS SET UP
H Challenge
ROLE OF ASSISTANT
■ Students sit after hearing “Stop” signal. Play Pac
Man Math to form groups of 3. Tell students that
you will give them a math problem and they will
have 10 seconds to form groups, the size of which
equal the answer to the math problem. They
should raise their hands until they find a group.
No talking or touching. (Groups of 4 may form if
number of students is not a multiple of 3.)
■ After groups are formed tell students that on
your “Go” they will have 8 seconds to walk with
their groups to closest grid, sit on floor with eyes
on you. 2 groups per grid
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Basketball
8th Grade
Speed Pass 3 vs. 3
3 dribble
Speed Pass 3 vs. 3
3 dribble (continued)
(10 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Quickly review Speed Pass from previous lesson.
■ Explain one of purposes of game is to move without ball and become a “triple threat.”
■ As a “triple treat” receiver of the ball should be in
position to:
■ Pass
■ Dribble
■ Shoot
■ Students form teams of 3, 2 teams per grid, 1 ball
per grid. Teams should wear like-colored pinnies.
■ 2 opposing players play Rock, Paper, Scissors to
determine first possession.
■ Object of game: control ball inside boundaries
and make successful passes to teammates.
■ Player with ball cannot move but may pivot when
he or she has ball.
■ Other team members move to open space.
■ Opposing team tries to get ball.
■ Rules of 3 apply. Count passes out loud
■ Each successful pass counts as a point. After 10
successful passes ball is given to other team.
4 Set up grids.
■ Supervise activity.
■ Give suggestions
as to strategies
students may use
to pass quickly
and efficiently.
4 Arrange cones for
grids.
4 Have basketballs in multiple
containers around
activity area.
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
➜ Variation: After 3 minutes, explain and demonstrate new rule. Players may now move and
take up to 3 dribbles. May add more dribbles if
students are successful.
tin
ue
s
HEALTH RELATED PHYSICAL ACTIVITY
Lesson 2
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
➜ Variation
co
n
H Challenge
Italics indicate the teacher speaking directly to the student.
Transition
ROLE OF ASSISTANT
■ Students sit immediately after hearing “Stop” signal. On your “Go” signal they will have 8 seconds
to power walk to a designated basket and sit
down in personal space behind 3-point line. Say
“Go” and count down from 8.
LESSON CONTENT
TRANSITION
TRANSITION
Transition
LESSON CONTENT
Zone Defense
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate zone defense.
■ Set up 5 hula-hoops in a basketball lane in appropriate location for a 2-1-2 zone defense.
■ Tell students there are 2 types of defenses in basketball, zone and 1-on-1 (man-to-man).
■ Have 5 volunteers stand in a hoop. In a zone
defense, players keep hands up and leave 1 foot
in hula-hoop.
■ Goal is to keep ball away from lane and force ball
away from basket.
■ Have 5 players demonstrate passing ball, trying
to get it in a lane as defenders try to prevent ball
from going to a player in lane by “sliding” in
zone.
4 Set hoops out at
each goal.
■ Explain and
demonstrate as
necessary.
■ Enforce zone
defense.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
■ Students sit after hearing “Stop” signal. Play Pac
Man Math to form groups of 5. Tell students that
you will give them a math problem and they will
have 10 seconds to form groups, the size of which
equal the answer to the math problem. They
should raise their hands until they find a group.
No talking or touching. (Groups of 6 may form if
number of students is not a multiple of 5.)
■ After groups are formed tell students that on
your “Go” they will have 8 seconds to walk with
their groups to closest grid, sit on floor with eyes
on you. 2 groups per grid.
In the Zone
No Dribble
(12 minutes)
ACTIVITY #2
ACTIVITY #1
(5 minutes)
ROLE OF ASSISTANT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 teams of 5 will play in each court lane area. 5
students will be on offense and 5 on defense.
Poly spots should be set up in proper 2-1-2 zone
defense locations. 1 team wears pinnies.
■ Object of game: Offensive team attempts to score
a point by passing ball to a team member inside
of lane.
■ 5 passes are permitted.
■ Offensive players must keep trying to “get open”
inside of lane area.
■ Offensive players have 3 seconds to make a pass.
■ Offense and defense change roles if a point is
scored or if offense does not score within 5 attempts.
■ After 5 minutes allow offensive players with ball
to move and take up to 3 dribbles.
4 Place pinnies at
each basket.
■ Assist students
with game organization and
process.
■ Enforce rules.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Basketball
8th Grade
Half Court Touch and Go Basketball
Cool Down/Closure
(12 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ Keep same teams as above.
■ Make sure all
defense zone.
■ Object of game: Score baskets worth 2 points
each.
■ Game begins when 1 offensive player holds ball
and touches a foul line with his or her foot. He or
she may take 3 dribbles or pass. Offensive team
attempts to move ball toward basket for a good
shot. Rules of 3 apply.
■ Defensive team must play a 2-1-2-zone defense.
■ After a basket, a player on defense must touch a
foul line while holding ball to begin play. Team
that was on offense quickly defends in 2-1-2 zone.
■ Play for 2 minutes, then move high scoring team
1 grid to right, and low scoring team moves to
other end. Repeat for length of activity.
COOL DOWN/CLOSURE
ACTIVITY #2 (OPTION 2)
LESSON CONTENT
Lesson 2
LESSON CONTENT
ROLE OF ASSISTANT
■ TA and a student lead “follow me” flexibility
exercises while you review:
■ What is the objective of a zone defense?
(Force out side shot or bad pass)
■ What should you remember when playing a
zone defense? (Keep hands up, stay in area,
and slide quickly)
■ Where can we practice and play basketball
in our community? (List parks and locations
in the community where students can play
basketball)
4 Gather equipment and select
leader to help
you lead stretches. This may be
someone who put
forth extra effort
during class.
Transition
TRANSITION
LESSON CONTENT
ROLE OF ASSISTANT
■ Use “Stop” signal. Students sit and face you. On
“Go,” students should jog to designated location
or gym spot for Cool Down/Closure activity.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Students will demonstrate an ability to maintain MVPA
■ 1 basketball per student
for 50% of the lesson.
■ 1 cone per court
■ Students will demonstrate basic basketball set shot skills. ■ CD player with music
■ Students will demonstrate the proper forms of various
fitness related activities.
■ 1 pinnie for every
5 students
■ FLOW
equipment
FLOW
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read posted IA instructions as they enter
activity area.
■ Students find a partner, 1 ball per pair.
■ Pairs play Odds or Evens for first possession.
■ Student with ball may dribble or shoot at any
basket in activity area.
■ Partners defend by blocking pathway to basket.
They cannot grab or touch offensive player.
■ Possession goes to partner after a basket, turn
over, or out of bounds.
■ Storage cans may be used as additional baskets.
■ Explain IA.
4 Distribute balls
to students as students enter area.
■ Give positive
feedback to
students.
Transition
■ Students sit on “Stop” signal. On “Go” students
form cooperative groups of appropriate size for
FLOW then power walk to a FLOW station and sit
down. Count down from 15 and provide positive,
specific feedback for cooperation.
4 Set Up or Prep Duties
Basketball
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Start and stop
music.
■ Provide student
re-direction and
positive reinforcement.
4 Help put away
equipment.
ROLE OF ASSISTANT
☛ Cues or Key Concepts
Transition
LESSON CONTENT
TRANSITION
TRANSITION
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Mass Basketball
4 Set out several containers of basketballs for students as they enter the activity area.
4 Place pinnies on a like color cone near a basket.
4 Arrange FLOW equipment.
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Students put down equipment and sit at FLOW
station on “Stop” signal. Review Set Shot.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Basketball
8th Grade
Set Shot
1 Plus 1
(2 minutes)
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stand in personal space.
☛ Set Shot: Feet shoulder width apart, Knees flexed,
Shooting hand behind ball, Assist hand on side of
ball, Extend knees and push, Push shooting hand
and form a “candy cane” with follow-through,
Assist hand guides ball.
■ Have students shadow practice set shot form
without ball.
■ Provide individual
feedback and
redirection.
■ 1 basketball per student.
■ Assign students to baskets.
■ On “Start” signal students begin to shoot set
shots.
■ On “Change” signal students retrieve their balls
and jog while dribbling in same direction around
perimeter of activity area, past basket at which
they were shooting, continue to next basket and
begin immediately shooting set shots again.
■ Change every 90 seconds.
4 Have appropriate
number of basketballs in hula
hoops at each
shooting station.
■ Help teacher with
groupings.
■ Provide individual
student feedback
or redirection.
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
Half Court Touch and Go Basketball
(10 minutes)
ACTIVITY #2 (OPTION)
LESSON CONTENT
Transition
TRANSITION
Lesson 3
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” signal students form cooperative groups
of appropriate number. They may raise their
hands until they find a group. Groups move to a
shooting station and sit for instructions.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Same teams and baskets as previous day’s lesson
4 Help students
for this activity recommended.
with pinnies.
■ Redirect students
■ 2 teams of 5 per court.
and provide feed■ Object of game: Score baskets worth 2 points
back.
each.
■
Serve as referee.
■ Game begins when 1 offensive player holds ball
and touches a foul line with his or her foot. He or
she may take 3 dribbles or pass. Offensive team
attempts to move ball toward basket for a good
shot. Rules of 3 apply.
■ Defensive team must play a 2-1-2-zone defense.
■ After a basket, a player on defense must touch a
foul line while holding ball to begin play. Team
that was on offense quickly defends in 2-1-2 zone.
■ Play for 2 minutes, then move high scoring team
1 grid to right, and low scoring team moves to
other end. Repeat for length of activity.
Italics indicate the teacher speaking directly to the student.
Transition
LESSON CONTENT
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
TRANSITION
4 Set Up or Prep Duties
Basketball
ROLE OF ASSISTANT
■ TA leads stretches for legs and shoulders.
■ Ask about set shot skills:
■ What do you do with your hands and your
legs before you shoot a set shot?
■ Congratulate students on their participation today and challenge them to use those skills before
the next class.
4 Put away
equipment.
■ Help lead
stretches.
■ Acknowledge
new or innovative
ways to stretch.
COOL DOWN/CLOSURE
■ Use “Stop” signal. Students sit and face you. On
“Go” students jog to designated location or gym
spot for Cool Down/Closure activity.
LESSON CONTENT
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Basketball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
■ Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ Students will demonstrate man-to-man defensive skills.
■ Students will demonstrate proper procedures for bring the ball into play from
out of bounds.
■ Students will work cooperatively with other students.
■ DVD and DVD player
■ 1 pinnie for every 5
students
■ CD player with music
BEFORE CLASS SET UP
■ 1 basketball
per student
■ Cones
Kickboxing
(3-5 minutes)
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity ■ Help students
area.
find partners.
■ Students find partners.
4 Control music.
■ Partners play Odds or Evens to determine who is
■ Provide individual
first leader and shadow.
feedback or
redirection.
■ On “Start” signal, leader moves as directed by you
or TA (walk, jog, run) within activity area, trying
to flee shadow.
■ On designated “Stop” signal (music off or whistle)
both partners must freeze.
■ Point awarded to shadow if he or she is within 3
steps of leader. If they are not within 3 steps a
point is awarded to leader.
■ Partners change roles.
HEALTH RELATED PHYSICAL ACTIVITY
Shadow Tag
Basketball
☛ Cues or Key Concepts
LESSON CONTENT
ROLE OF ASSISTANT
■ Students are in self-space.
■ Lead students through basic kick boxing moves to
music.
■ Students will follow instructions and visual cues
from you, TA, or instructional DVD.
■ Lead and demonstrate skills.
■ Provide individual
feedback or redirection.
4 Control music.
➜ Variation
LESSON CONTENT
TRANSITION
TRANSITION
ROLE OF ASSISTANT
■ On “Go” signal, students will hop to a gym spot
or personal space and perform 5 push-ups, then
sit for instructions.
4 Set Up or Prep Duties
(10 minutes)
Transition
Transition
LESSON CONTENT
4 Set up traffic cones for boundary
markings.
4 Have basketballs available in
multiple containers.
H Challenge
ROLE OF ASSISTANT
■ On “Go” signal students form cooperative groups
of appropriate number. They may raise their
hands until they find a group. Groups move to a
shooting station and sit for instructions.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Basketball
8th Grade
Transition
ACTIVITY #1
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ 1 basketball per student.
■ Assign students to baskets.
■ On “Start” signal students begin to shoot set
shots.
■ On “Change” signal students retrieve their balls
and jog while dribbling in same direction around
perimeter of activity area, past basket at which
they were shooting, continue to next basket and
begin immediately shooting set shots again.
■ Change every 90 seconds.
4 Have appropriate
number of basketballs in hula
hoops at each
shooting station.
■ Help teacher with
groupings.
■ Provide individual
student feedback
or redirection.
TRANSITION
1 Plus 1
■ Briefly explain and demonstrate Man-to-Man
Defense.
☛ Man-to-Man Defense: Stay with 1 player, Keep
body between opponent and basket, Stay low,
Hands up, Wide feet, Slide step.
■ What is a foul?
■ An illegal touch (students can touch ball but
not another player)
■ “Foul out” of game after fifth foul
■ Help teacher
with groupings.
■ Provide individual
feedback or
redirection.
☛ Cues or Key Concepts
➜ Variation
■ Students are challenged to form groups of 5, with
2 groups sitting at each grid within 10 seconds.
Count down from 10-1 and congratulate those
who complied.
LESSON CONTENT
ACTIVITY #3
ACTIVITY #2
ROLE OF ASSISTANT
ROLE OF ASSISTANT
(10 minutes)
(2 minutes)
LESSON CONTENT
LESSON CONTENT
Bring It In
Man-to-Man Defense/Fouls
4 Set Up or Prep Duties
Lesson 4
H Challenge
ROLE OF ASSISTANT
■ 1 ball per grid.
4 Set up grid areas.
■ Redirect students
■ Students play Odds or Evens for first possession.
and provide
■ Object of game: Prevent offensive team from
feedback.
successfully bringing ball in from out of bounds
■ Serve as referee.
while playing a man-to-man defense.
■ Defensive teams should be set in man-to-man
defense, closely guarding but not touching.
■ Defensive players must be 3 feet away from
player throwing in ball.
■ Offensive team must make 3 successful passes
including an out of bounds pass to earn a point.
■ If ball is dropped or pass is incomplete, then student with ball puts it down on floor and opposing
team takes possession right there.
Italics indicate the teacher speaking directly to the student.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form 2 teams of 5 at each goal.
■ In-bounds area must be defined with lines or
cones.
■ Object of game: Score baskets worth 2 points
each.
■ Game begins when an offensive player starts play
as in Bring It In activity (5 second rule). Offensive
team attempts to work ball toward basket for a
good shot.
■ Rules of 3 apply.
■ Change possession after baskets.
■ Defensive team must play man-to-man defense.
■ All play begins with a throw in from out of
bounds.
4 Set up boundary
markings.
4 Help students
with pinnies.
■ Redirect students
and provide
feedback.
■ Serve as referee.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Use “Stop” signal. Students sit and face you. On
“Go” students jog to designated location or gym
spot for Cool Down/Closure activity.
Cool Down/Closure
(3 minutes)
LESSON CONTENT
COOL DOWN/CLOSURE
ACTIVITY #3 (OPTION)
(10 minutes)
TRANSITION
Half-Court Out of Bounds
H Challenge
ROLE OF ASSISTANT
■ TA leads stretches for legs and shoulders.
4 Put away
equipment.
■ Discuss rules and strategies of bringing ball in
from out of bounds.
■ Help lead
stretches.
■ How does the strategy of man-to-man defense
■ Acknowledge
differ from zone defense?
new or innovative
■ What is a foul? How many are allowed before
ways to stretch.
you “foul out?
■ Congratulate students on their participation today and challenge them to use today’s new skills
before the next class.
■ Healthy Teams Procedure: Select 12 or more students to be Healthy Team Captains. Captain’s role
is to fairly divide students in class to form Healthy
teams. These teams will be used again in this unit.
Names of all students should be written on individual slips of paper. Explain importance of their
role in dividing students into even, fair teams.
They should be aware of following criteria:
■ All teams should be diverse with regard to
ability, gender, and race
■ Captains have a designated amount of time to
form teams
■ When Captains all agree that teams were
selected according to criteria they should write
down students’ names on their team sheets
and turn lists into you for posting. Captains
may select a team name.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Basketball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 5
LESSON OUTCOMES
■
■
■
■
■
EQUIPMENT
BEFORE CLASS SET UP
Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ 1 basketball per ■ 1 noodle for
student
every 15
Students will demonstrate legal basketball dribbling while moving in general space.
students
■ 1 pinnie per pair
Students will demonstrate proper form for a lay up.
■
Cones
■ Cards for
Students will demonstrate teamwork and good sportsmanship.
Dribble Police
Students will demonstrate shooting skills after receiving a pass while moving.
Move, Catch, Shoot
French Fry Tag
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity
area.
■ Students find partners, 1 basketball per pair, and
find a goal.
■ One partner is a passer, the other a shooter.
■ Passer stands outside of lane and gives shooter a
bounce pass.
■ Shooter moves laterally to open space with and
stands with bent knees, receives bounce pass,
extends legs and shoots.
■ Passer attempts to catch ball before it hits floor.
■ Partners repeat sequence and change roles every
3 shots.
■ Explain IA.
4 Distribute balls
to students as
they enter activity
area.
■ Give positive
feedback to
students.
HEALTH RELATED PHYSICAL ACTIVITY
(5 minutes)
INSTANT ACTIVITY
4 Set out basketballs in multiple
containers.
4 Set up traffic cones to designate
boundaries.
4 Post Healthy Team lists in various
locations around activity space.
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of full basketball
court, or half-court for a small class.
■ Quickly discuss negatives of fatty foods. Then 2-4
students are given a noodle; these students are
French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together neither person can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Help with
equipment.
■ Keep students
■ on task.
TRANSITION
Transition
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit on “Stop” signal.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Basketball
8th Grade
Dribbling Violations
Dribble Police
(2 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate dribbling violations.
■ Traveling or Walking: moving feet without
dribbling.
■ Double dribble: when 2 hands contact ball at
same time.
■ Discontinue: when a player dribbles, stops dribbling, and dribbles again.
■ Carrying or Palming: when underside of ball is
touched between dribbles.
■ Up and Down: when both feet come off floor
simultaneously.
■ Violations result in loss of ball to other team.
■ Demonstrate
violations.
4 Help with equipment distribution and student
compliance.
■ Object of game: dribble in general space legally.
■ 3 to 5 students are chosen to be dribble police. Dribble Police wear pinnies, dribble legally
around space and carry a dribbling citation card.
■ If a dribbling police officer observes a student
dribbling illegally they must:
■ Tell student “Stop, Police!”
■ Tell student name of violation as indicated on
citation card
■ Hand card to violator, then those students
switch roles.
■ Set up boundary
cones.
■ Redirect students
and provide feedback.
■ Hand out cards to
Police.
ACTIVITY #2
ACTIVITY #1
Lesson 5
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ As you finish explaining violations, have students
move to ball containers and find 1 basketball per
student and move to personal space in activity area and stand with ball under 1 foot. This is
your signal that students are prepared for further
instruction.
Transition
4 Set Up or Prep Duties
TRANSITION
TRANSITION
LESSON CONTENT
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ After “Stop” signal, students will have 10 seconds
to go to multiple posted lists that include names
of students on each Healthy team and which
numbered basket they are to report to for instruction. 2 teams are assigned to each basket.
Italics indicate the teacher speaking directly to the student.
Lay Up Line Drill
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of 10 are assigned to each basket.
■ 5 students (a Healthy team) have a ball and form
a line to right of basket.
■ 5 students (another Healthy team) are on left side
of basket and parallel to opposing students.
■ Review lay up line drill.
■ On your signal, first student with ball dribbles to
basket and shoots a lay up.
■ While this is happening, first student in other line
approaches basket to rebound ball.
■ Students return to end of opposite lines.
■ As soon as rebound is made, next students in line
proceed to perform a lay up and a rebound.
■ Help organize
groups.
4 Have 5 balls in
hoops at each
basket.
■ Maintain on-task
behavior.
■ Give pointers in
regard to footwork, shooting
positions, and
other skills as
needed.
■ TA leads stretches for legs and shoulders.
■ Review:
■ What is the difference between a foul and a
violation in basketball?
■ Name and describe a dribbling violation.
■ Congratulate students on their participation
today and challenge them to use this skill before
the next class. “Where can you practice your
skills?”
4 Put away
equipment.
■ Help lead
stretches.
■ Acknowledge
new or innovative
ways to stretch.
Half-Court Out of Bounds – Unlimited Dribble
ACTIVITY #4
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate activity.
■ Keep same teams and baskets as previous activity.
■ In-bounds area must be defined with lines or
cones.
■ Object of game: score baskets worth 2 points
each.
■ Game begins when an offensive player starts play
as in Bring It In activity (5 second rule). Offensive
team attempts to work ball toward basket for a
good shot.
■ Rules of 3 apply.
■ Change possession after baskets.
■ Defensive team must play man-to-man defense.
■ All play begins with a throw in from out of
bounds.
4 Set up boundary
markings.
4 Help students
with pinnies.
■ Redirect students
and provide feedback.
■ Serve as referee.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Basketball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 5
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
Students will demonstrate an ability to participate in a Step Aerobics Class for 10 minutes.
Students will demonstrate proper defensive body position.
Students will demonstrate teamwork and good sportsmanship while participating in a
modified form of basketball.
■ Student will demonstrate PACER procedures.
■ 1 handball per pair
■ 1 basketball for every
5 students
■ Cones
■
■
■
■
BEFORE CLASS SET UP
Step Aerobics
(5 minutes)
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity ■ Explain IA.
area then stand by an end line marked by 2 cones. 4 Distribute balls
to students as
■ On your signal, students jog to opposite end line
marked by cones.
they enter activity
area.
■ When they reach end line, students stop, turn
around and wait for your next signal, then return ■ Provide appropriate feedback.
to starting line.
■ If a student does not reach opposite end line before your next signal then he or she stops, turns,
and jogs to other line.
■ Students should pace, not race.
HEALTH RELATED PHYSICAL ACTIVITY
Pacer
■ 1 step per 4 Have handballs available
student
in multiple containers.
■ Pinnies
4 Arrange steps for HRPA.
■ CD player 4 Arrange cones in grids.
and music
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in a short Step Aerobics workout.
■ Model step moves at beginning of each move.
Students should follow you.
■ Change moves every 30 seconds.
4 Help with
equipment.
■ Manage music
or lead aerobics
session.
■ Keep students
on task.
■ Provide appropriate feedback.
Transition
ROLE OF ASSISTANT
■ Students immediately sit on “Stop” signal. On
“Go” signal, students power walk to perimeter
of space, pick up an aerobic step, and return to
designated self-space.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
Transition
TRANSITION
TRANSITION
LESSON CONTENT
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit on “Stop” signal. Lead class in a pulse
check and allow students who volunteer to report
their pulse rate. On “Go” signal, students will
return aerobic steps then jog back to self-space.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Basketball
8th Grade
Transition
(2 minutes)
ROLE OF ASSISTANT
■ Students stand in personal space.
■ Explain and demonstrate proper defensive position and slides. Students should shadow practice.
☛ Defensive Position: Stand with feet wide apart,
Knees are flexed, Hips low, Hands are up and extended, Slide with short shuffle steps side to side
without crossing feet.
■ Discuss defensive players’ goal--to cut off offensive players’ pathway to basket.
■ Students stand in defensive position around perimeter of court facing center.
■ On your signal, students begin to slide in clockwise direction around perimeter of court. On
“Stop” signal students slide in a counter clockwise
direction.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” signal Healthy teams of 5 students,
formed in previous lesson, sit at designated traffic
cones.
Protect the Flag
(5 minutes)
LESSON CONTENT
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
TRANSITION
Defensive Positions and Slide
Lesson 6
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Explain and demonstrate activity.
■ Demonstrate.
■ 4 students stand and hold hands; 1 student wears ■ Provide appropria flag football belt.
ate feedback.
■ A 5th student (Catcher) stands outside group opposite student wearing flag belt.
■ When group is ready, student wearing belt says,
“Go.”
■ Catcher tries to run around group and snatch flag.
■ Group of 4 slides together in a circular direction
to protect flag.
■ After 30 seconds, or when flag is snatched, a new
catcher pursues flag.
Italics indicate the teacher speaking directly to the student.
Basketball Touchdown
Half -Court Out Of Bounds –
Unlimited Dribble
ACTIVITY #3
(10 minutes)
ROLE OF ASSISTANT
■ Set up teams of 5 vs. 5 in grids.
■ Boundaries must be defined with lines or cones.
■ Object of game: advance ball over opposing
team’s baseline to score a point.
■ Game begins when an offensive player starts play
as in Bring It In activity (5 second rule). Offensive
team attempts to work ball toward opposing
team’s end line by passing and dribbling.
■ Rules of 3 apply.
■ Change possession after a basket, steal, foul, or
ball out of bounds.
■ Defensive team must play man-to-man defense.
■ All play begins with a throw in from out of
bounds.
■ After 3 minutes teams that are leading move up a
basket.
4 Set up boundary
markings.
4 Help students
with pinnies.
■ Redirect students
and provide feedback.
■ Serve as referee.
(10 minutes)
ACTIVITY #3 (OPTION)
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate activity.
■ Keep same teams and baskets as previous activity.
■ In-bounds area must be defined with lines or
cones.
■ Object of game: score baskets worth 2 points
each.
■ Game begins when an offensive player starts play
as in Bring It In activity (5 second rule). Offensive
team attempts to work ball toward basket for a
good shot.
■ Rules of 3 apply.
■ Change possession after baskets.
■ Defensive team must play man-to-man defense.
■ All play begins with a throw in from out of
bounds.
4 Set up boundary
markings.
4 Help students
with pinnies.
■ Redirect students
and provide feedback.
■ Serve as referee.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
TRANSITION
■ Use “Stop” signal. Students sit and face you. On
“Go” students jog to designated location or gym
spot for Cool Down/Closure activity.
4 Set Up or Prep Duties
Basketball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Basketball
8th Grade
Lesson 6
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ TA leads stretches for legs and shoulders.
■ Discuss:
■ Where should your feet, knees, and hands be
in a defensive position?
■ What is good sportsmanship?
■ Congratulate students on their participation
today and challenge them to use skills before the
next class.
4 Put away
equipment.
■ Help lead
stretches.
■ Discuss PE
Message of the
Week.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 7
LESSON OUTCOMES
■
■
■
■
EQUIPMENT
Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
Students will demonstrate following the ball after a shot.
Students will demonstrate good sportsmanship in a competitive game.
Students will demonstrate good form in all FLOW activities.
BEFORE CLASS SET
UP
■ Cones
■ FLOW equipment
■ 1 hoop and 1 spot per pair
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity
area find partners.
■ Partners play Rock, Paper, Scissors to determine
who is “It.” Winner is “It.”
■ “It” performs 5 jumping jacks or another designated exercise.
■ Partner jogs to get away from ”It.”
■ If tagged, students perform 5 jumping jacks then
change roles.
4 Mark off play
area (VB or BB
size) with cones.
■ Explain IA.
■ Provide appropriate feedback.
■ Redirect students.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit on “Stop” signal. On “Go” students
form cooperative groups of appropriate size for
FLOW then power walk to a FLOW station and sit
down. Count down from 15 and provide positive,
specific feedback for cooperation.
4 Move FLOW
equipment to
activity area.
Basketball
☛ Cues or Key Concepts
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Start and stop
music.
■ Provide redirection and positive
reinforcement.
4 Help clean up
equipment.
Transition
LESSON CONTENT
TRANSITION
TRANSITION
Transition
4 Set Up or Prep Duties
4 Set up boundary
cones.
4 Arrange FLOW
equipment.
FLOW
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
Partner Tag
■ 1 basketball per student
■ CD player and music
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ On “Stop” signal students sit. On “Go,” all students move FLOW equipment to a designated
area then find a partner. Partners sit next to a
hula hoop.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Basketball
8th Grade
Follow Your Shot
Cool Down/Closure
(2 minutes)
ACTIVITY #1
Lesson 7
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate.
☛ Following a Shot: Move and follow ball to basket,
Hands high, Jumping position.
■ Explain reasons for following a shot after release.
■ If shot is missed, you want to get to the ball
before your opponents do.
■ Have students shadow practice these skills.
■ Demonstrate skill.
■ Move among
students offering
suggestions and
positive feedback.
■ TA leads stretches.
■ Discuss with students:
■ Why is it important to follow your shot?
■ How does a shooter follow his or her shot?
■ Did anyone see an example of good sportsmanship in the game today? What happened?
■ Lead or demonstrate stretches.
■ Redirect students.
King or Queen of the Island
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: make a basket from a designated
spot before partner.
■ Students choose partners, 2 balls per pair, and
both go to same hoop or spot.
■ On “Go” signal partners alternate shooting ball
from a spot and retrieve ball quickly between
shots.
■ First partner to make shot is a King or Queen.
Partner must go to another spot to challenge a
different student. King or Queen continues to
shoot from same spot until dethroned by a new
challenger. King or Queen begins each challenge
by saying “Go.”
4 Scatter hoops or
polypots.
■ Help students
find partners.
■ Demonstrate
game.
■ Provide individual
feedback or redirection.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
(10 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ Students will demonstrate pacing while jogging.
■ Students will demonstrate “movement off the ball” while participating in a modified form of
basketball.
■ 1 basketball per ■ 1 hula
student
hoop for
every 10
■ 1 pinnie for every
students
5 students
4 Have balls in receptacles.
4 Arrange cones for game.
Pace Don’t Race
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity
area.
■ Object of game: after shooting a set shot, catch
ball before it hits floor.
■ Students pick up balls and go to a basket.
■ Students shoot a set shot, follow ball to basket,
and catch ball high.
■ After catching ball students dribble to opposite
end of court, around a cone, return to same basket, and shoot again.
■ Explain IA.
■ Provide appropriate feedback.
■ Redirect students.
Transition
4 Set Up or Prep Duties
Basketball
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Briefly explain and demonstrate concept of
pacing.
■ Pacing is speed that you can maintain for a long
time without stopping. You should be able to
talk to someone if you are pacing yourself.
■ Explain jogging area and boundaries. On your
signal students begin jogging.
■ Students can walk when necessary, but should
keep moving. They should continue to slowly jog
when possible.
H Challenge: Students can see how long (or how
many laps) they can jog without walking.
4 Set up boundary
cones.
■ Demonstrate pacing.
■ Provide feedback
and redirection.
ROLE OF ASSISTANT
■ Students sit on “Stop” signal. On “Go” signal
students will dribble ball to various receptacles
dispersed throughout activity area return ball
then jog to designated area for next activity and
sit. Count backwards from 10.
☛ Cues or Key Concepts
Transition
LESSON CONTENT
TRANSITION
TRANSITION
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Follow It Up
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ On “Stop” signal students sit. On “Go” they
power walk to a designated court area with their
Healthy teams.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Basketball
8th Grade
Pok-A-Tok Mayan Basketball
5 vs. 5
Touch and Go Basketball
5 vs. 5
(10 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Explain and demonstrate Pok-A-Tok, a game similar to one played by Mayans.
■ Students form groups of 10, 5 vs. 5, 1 ball per
group, 1 group per grid.
■ 1 team puts on pinnies. 2 opposing players play
Odds and Evens to determine first possession.
■ Briefly discuss Mayan people:
■ Ancient civilization
■ Rich in culture and traditions
■ Lived in rain forest and mountains of what is
now Mexico
■ Object of game: control ball inside boundaries and score points by throwing ball through a
hoop that is held by a teammate (Living Goal) at
baseline.
■ All rules of 3 apply.
■ Play begins with a throw-in from out of bounds.
■ Living Goal may move along baseline, side to side,
holding up hoop.
■ Player with ball may only pivot.
■ Rotate Living Goal every 60 seconds.
■ Depending upon skill level of students, you may
choose to move teams after 2 minutes.
4 Set up grids.
4 Give pinnies to 1
team per grid.
■ Provide feedback
and redirection.
■ Serve as referee.
■ Same teams as above. Move to court area.
4 Set up courts.
■ Provide feedback
■ Object of game: Score baskets worth 2 points
and redirection.
each.
■ Serve as referee.
■ Game begins when 1 offensive player holds ball
and touches a foul line with his or her foot. He or
she may take 3 dribbles or pass. Offensive team
attempts to move ball toward basket for a good
shot. Rules of 3 apply.
■ Defensive team must play a 2-1-2-zone defense.
■ After a basket, a player on defense must touch a
foul line while holding ball to begin play. Team
that was on offense quickly defends in 2-1-2 zone.
■ Play for 2 minutes, then move high scoring team
1 grid to right, and low scoring team moves to
other end. Repeat for length of activity.
ACTIVITY #2
ACTIVITY #1
Lesson 8
ROLE OF ASSISTANT
Transition
TRANSITION
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit on “Stop” signal. Review Touch and
Go Basketball.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Transition
LESSON CONTENT
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
TRANSITION
4 Set Up or Prep Duties
Basketball
ROLE OF ASSISTANT
■ TA leads stretches.
■ Discuss:
■ What does it mean to pace? (Speed that one
can maintain for a long time without stopping.)
■ How can you tell if you have a good pace?
(You’re not breathing so hard that you cannot
talk.)
■ Explain how your team used teamwork today.
■ Lead or demonstrate stretches.
■ Redirect students.
COOL DOWN/CLOSURE
■ On “Stop” signal students sit. On “Go” students
return balls to closest receptacle, then jog to
touch 3 different walls with their hands and return to their gym spot or self-space and sit.
LESSON CONTENT
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Basketball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 9
LESSON OUTCOMES
■
■
■
■
■
EQUIPMENT
Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ 1 rubber chick- ■ Cones 4 Prepare sound equipment.
en for every
Students will demonstrate teamwork and sportsmanship while playing a modified basketball game.
4 Set up boundary cones.
5-10 students
Student will demonstrate moving to open space without the ball.
4 Arrange cones and pinnies
■ 1 pinnie for evat courts.
Student will demonstrate following their shot to the basket.
ery 5 students
Students will demonstrate the man-to-man defensive position.
Quick Sand Tag
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students read IA instructions as they enter activity
area.
■ Students form groups of 5 with each group in
single file.
■ First student has a rubber chicken. When music
begins, that student (leader) begins to move
around activity area creating a movement to music. Other students follow doing same movement.
■ When last person jogs to front Leader passes
chicken to that student and he or she becomes
new leader and performs new movement.
■ Explain IA.
4 Manage music.
■ Provide appropriate feedback.
■ Redirect students.
Transition
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Pass the Chicken
■ Students will sit down on “Stop” signal. On “Go”
they will have 7 seconds to find a partner and sit
in general space.
4 Set Up or Prep Duties
Basketball
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate.
■ Assign 3-6 students to be “Its.” “Its” carry a magic
rock (foam handball).
■ Other students scatter within boundaries.
■ Define appropriate movement (walk, jog, etc.).
■ “Its” must tag as many students as possible by
touching them with magic rock.
■ Students must freeze when tagged. Frozen students stand with feet wide apart.
■ Free students can rescue frozen students by crawling through quick sand (crawl through their legs).
■ Change “Its” every 1-2 minutes.
4 Set up boundary
cones.
4 Distribute and
collect balls.
■ Observe all students.
■ Redirect students.
ROLE OF ASSISTANT
Transition
LESSON CONTENT
TRANSITION
TRANSITION
BEFORE CLASS SET UP
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Students sit down on “Stop” signal. On “Go” they
power walk to their pre-assigned Healthy team
court. Students can review posted list.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Basketball
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams, courts, and pinnie colors same as last lesson.
■ Review game with students.
■ Post a sign near each court with a court number,
1-6.
■ Play 5-minute games.
■ Team that is leading after 5 minutes moves up a
court. Team that is losing moves down a court.
Winners on court 6 should not move to another
court. Losing team on court 1 should not move to
another court. Begin second game.
■ Teams should play man-to-man defense.
■ Continue above procedure as time permits. Rock,
Paper, and Scissors breaks ties.
■ Briefly provide positive specific feedback between
games concerning lesson objectives.
4 Set up courts.
■ Provide feedback
and redirection.
■ Serve as referee.
4 Set Up or Prep Duties
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Stop” signal students should sit. On “Go”
students return balls to closest receptacle, then
jog to their gym spot or self-space and perform 3
push-ups then sit.
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ TA leads stretches.
■ Discuss:
■ Why is it important to move without the ball?
(So that you can get open to receive the ball
and become a “triple threat”)
■ What examples of good sportsmanship did
you witness today?
■ What are some team skills that need practice?
■ Lead or demonstrate stretches.
■ Redirect students.
COOL DOWN/CLOSURE
ACTIVITY #1
(17 minutes)
TRANSITION
Touch and Go Basketball Tournament
Lesson 9
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
basketball
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
■ Students will demonstrate an ability to maintain MVPA for 50% of the lesson.
■ Students will demonstrate good sportsmanship and proper game procedures while participating in
half court basketball.
■ Students will demonstrate cooperation and teamwork while participating in a cooperative game.
■ Students will demonstrate legal dribbling with good form.
■ Students will demonstrate moving without the ball to open space.
■ Students will demonstrate the “triple threat position.”
■ Basketballs
■ Jump ropes
■ Cones
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: avoid getting tagged by monster.
■ First student to enter activity area is designated
as the monster and is handed 2 pinnies, 1 for each
hand.
■ As remaining students enter they should pick up 1
pinnie, then scatter in activity area.
■ Monster tries to tag other students. Students
who are tagged join growing monster by holding on to 1 of tagger’s pinnies. Growing monster
moves around activity area trying to tag students
and continues to get bigger until last student is
tagged.
■ Start over if time permits.
4 Set up boundary
cones.
4 Distribute pinnies.
■ Provide appropriate feedback.
■ Redirect students.
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain and demonstrate.
■ On “Go signal, partner on perimeter begins to
single jump rope.
H Challenge: How long can each student jump before missing?
■ Other partner begins to jog steeplechase course.
H Challenge: How many laps can each student do in
90 seconds?
■ After 90 seconds, give “Stop” signal. Partners
should power walk to change locations and activities.
■ On “Go” signal students begin again.
4 Set up jump ropes
on perimeter.
4 Set up steeplechase obstacle
course elements.
■ Redirect students
4 Control music.
Basketball
☛ Cues or Key Concepts
➜ Variation
Transition
TRANSITION
TRANSITION
ROLE OF ASSISTANT
■ Students should sit on “Stop” signal. On “Go”
signal students will have 10 seconds to find partners. 1 partner should sit down next to a rope and
other partner should sit down in a line behind
beginning of obstacle course.
4 Set Up or Prep Duties
4 Set up balls, ropes, and
hoops in containers.
4 Arrange cones and
pinnies for game.
(10 minutes)
Transition
LESSON CONTENT
■ Hoops
■ Volleyballs
■ 1 pinnie
per student
Steeplechase
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
It’s Alive
BEFORE CLASS SET UP
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Stop” signal students sit. On “Go” students
go to posted Healthy team list and find first game
court location. Students then jog to first game
court, put on pinnies and sit with team.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Basketball
8th Grade
Touch and Go Basketball
Tournament
Cool Down/Closure
(2 minutes)
(18-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams, courts, and pinnie colors same as last lesson.
■ Review game with students.
■ Post a sign near each court with a court number,
1-6.
■ Play 5-minute games.
■ Team that is leading after 5 minutes moves up a
court. Team that is losing moves down a court.
Winners on court 6 should not move to another
court. Losing team on court 1 should not move to
another court. Begin second game.
■ Teams should play man-to-man defense.
■ Continue above procedure as time permits. Rock,
Paper, and Scissors breaks ties.
■ Briefly provide positive specific feedback between
games concerning lesson objectives.
4 Set up court signs,
pinnies, and balls.
■ Provide feedback
and redirection.
■ Serve as referee.
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 10
LESSON CONTENT
ROLE OF ASSISTANT
■ TA leads stretches.
■ Discuss:
■ Is basketball an activity that improves your
fitness? How?
■ Where can you play basketball in your neighborhood?
■ Is basketball a sport you can play throughout
your lifetime?
■ Congratulate students on completion of Basketball unit and announce next unit of study.
■ Lead or demonstrate stretches.
■ Redirect students.
Transition
TRANSITION
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Stop” signal students sit and take pulse. On
“Go” students power walk to Cool Down/Closure
area.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
DRIbbLe POLICe CITATIOn
DRIbbLe POLICe CITATIOn
1. Traveling
1. Traveling
2. Double Dribble
2. Double Dribble
3. Discontinue
3. Discontinue
4. Carrying
4. Carrying
5. Up and Down
5. Up and Down
bAsKeTbALL | TAsK CARD
bAsKeTbALL | TAsK CARD
DRIbbLe POLICe CITATIOn
DRIbbLe POLICe CITATIOn
1. Traveling
1. Traveling
2. Double Dribble
2. Double Dribble
3. Discontinue
3. Discontinue
4. Carrying
4. Carrying
5. Up and Down
5. Up and Down
bAsKeTbALL | TAsK CARD
bAsKeTbALL | TAsK CARD
soccer
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate basic dribbling skills.
■ Execute basic ball shielding and stealing
techniques during game situation.
■ 1 soccer ball per student
■ 4 additional cones for HRPA and IA
■ Stopwatch
■ 2 cones for every 4 students
■ Pinnies for half of class
Dribbling
Soccer Team Relays
(5 minutes)
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ As students enter activity area they find soccer balls and begin dribbling inside square and
around random cones.
☛ Dribbling: Use instep of both feet, Keep soccer
ball close to feet (2-3” away), Keep head up.
■ Students should practice dribbling around cones
without touching them.
4 Set up grids.
4 Distribute
soccer balls and
alert students to
direction around
square.
■ Remind students
to control ball.
■ Divide class in half, giving 1 half of class pinnies.
4 Pass out pinnies.
■ Time relays.
■ Each team starts on center line back to back.
■ Students will compete at same time in relays using
various soccer skills with a time limit to beat (e.g.,
30 seconds or 60 seconds to make it down and
back).
■ When students get to their end lines, they pick up
their balls and sprint back to center line and wait
for your signal to start again.
■ Repeat 2 or 3 times.
➜ Variation: Dribble with right foot only, left foot
only, walk, jog, or run.
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 Set up grids using cones.
4 Place soccer ball receptacles around
activity area for easy distribution.
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Soccer
8th Grade
Soccer Pass Shuttle Run
Cool Down/Closure
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 (2 with pinnies, 2
without) and return all but 1 soccer ball for their
groups.
■ Students line up in pairs facing another group of
2, 10-15 feet away.
■ First student in line passes a ball across to first
student in opposing line. Students follow their
passes and join end of opposing line.
xx------------xx
H Challenge: How many times can each team get
through their line in 30 seconds? 1 minute?
■ Help students
form groups.
■ Encourage movement and activity.
■ Collect equipment.
■ Students stretch as they answer questions:
■ What are the skills for effective dribbling?
■ Why is dribbling important? Passing?
■ Practice dribbling at home by yourself or passing
with a partner.
4 Help collect
equipment.
2-on-2 Soccer
(10-15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students remain in same groups from above.
■ Switch teams every 3 or 4 minutes, with winning
teams moving up to next grid. Last team goes
to an open grid. In case of a tie, play 1 game of
Rock, Paper, Scissors; winning team advances.
■ Students should focus on dribbling and passing.
■ Offense: shield ball from opponent
■ Defense: steal ball from opponent
■ Encourage participation.
■ Identify students
whose balls travel
outside of
boundary.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
(6-8 minutes)
ACTIVITY #2
Lesson 1
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate dribbling, passing and
trapping skills.
■ Apply skills in a game situation.
■ 1 ball per
student
BEFORE CLASS SET UP
■ 1 cone per
student
4
4
4
4
Set up cones for IA.
Set up multiple soccer goals or cones around perimeter of activity area.
Set up grids for HRPA and IA.
Place soccer ball receptacles and cones around activity area for easy distribution.
1-on-1 Soccer
(5 minutes)
ROLE OF ASSISTANT
■ Students each get a ball and dribble
randomly around cones.
■ Monitor activity.
INSTANT ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Obstacle Dribble
(8-10 minutes)
LESSON CONTENT
■
■
■
■
■
ROLE OF ASSISTANT
Students find partners.
1 partner returns a ball to receptacle.
Students play 1-on-1 soccer against each other.
Students can score at any goal.
Switch possession after each score or every 2
minutes.
4 Pick up cones
from IA.
4 Help collect balls.
■ Remind students
to play offense
and defense.
1- and 2-Foot Toe Lifts
(6-8 minutes)
ACTIVITY #1
LESSON CONTENT
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Students Same pairs from above.
■ Demonstrate lifts.
■ One student from the pair will practice a one foot
toe-lift while the other jogs or dribbles around
the perimeter of activity area. If dribbling, partner
will have to get a ball.
■ Student roles switch every 60-90 seconds.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Soccer
8th Grade
Trap, Lift and Throw-In
Cool Down/Closure
ACTIVITY #2
(6-8 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students keep their partners from above activity.
■ Partners face each other about 10-15 feet away.
■ Partner 1 passes ball to partner 2. Partner 2 traps
ball, does a 1- or 2-foot lift and throws (throw-in)
ball to partner 1.
■ Partner 1 retrieves ball and performs skills.
■ Encourage good
form.
■ Help students
understand
activity.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What skills were used to score a goal? (Responses may include slowing down, looking
up, using the inside of my foot, hustling, etc.).
■ What were strategies that you used for the
toe lifts?
■ At home find a partner to play 2-on-2 soccer. Use
any markers for goals.
4 Help collect
equipment.
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners begin facing each other about 10-15 feet
apart, but may move once play starts.
■ Partner 1 passes ball to partner 2. Partner 2 traps
ball, does a 1- or 2-foot lift and throws (baseball
throw or any other throw) the ball down the activity area. Partner 1 runs to retrieve the ball and
repeats cycle.
■ Switch every 5 trys.
■ Monitor activity.
■ Encourage
trapping before
passing.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
Trap and Go
ACTIVITY #3
Lesson 2
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW to enhance
personal fitness.
■ Practice speedball skills.
■ Practice soccer/speedball skills
during a game situation.
■ FLOW equipment
■ 1 cone for every 2
students
■ CD player
■ 1 ball per
student
■ Pinnies
■ Music
4
4
4
4
Prepare FLOW equipment around perimeter of activity area.
Place soccer ball receptacles and cones around activity area for easy distribution.
Set up cones for IA from line to line.
Set up grids for 4-on-4.
FLOW
(5 minutes)
ROLE OF ASSISTANT
■ Students get a ball, dribble to first cone or line
and return to start, dribble to second cone or line
and return to start, etc., until they have gone to
each cone or line and back.
4 Set up cones if
lines aren’t
available.
INSTANT ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Line to Line
(17 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW (see FLOW section)
4 Move FLOW
equipment to
activity area; have
students assist.
4 Start and stop
music.
4 Help students
clean up
equipment.
Kick and Catch for Speedball
(6-8 minutes)
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
ACTIVITY #1
➜ Variation: Students dribble around cone.
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form pairs, 1 ball per pair, and line up
10-15 feet apart.
■ 1 partner kicks an aerial ball to his or her partner
and partner throws ball back.
■ Switch roles every 60 to 90 seconds.
■ Demonstrate as
needed.
■ Assist students
who are having
difficulty.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Soccer
8th Grade
Transition
Cool Down/Closure
(3-5 minutes)
ROLE OF ASSISTANT
■ Tell pairs to join another pair to make groups of
4. Groups should put 1 ball away.
■ Speedball is a combination of basketball, soccer
and football.
■ Hands can be used but only with an aerial pass or
fly ball (ball is in air).
■ Types of aerial passes
■ A kick
■ A 1-foot toe lift
■ A 2-foot toe lift You may not hold and run
with the ball in hand.
■ An aerial ball may be passed back and forth as in
basketball.
■ Once ball hits ground it can only be kicked or
dribbled.
■ For full Speedball rules see Speedball Section.
■ Assist with grouping.
4 Collect extra balls.
■ Demonstrate
speedball skills.
COOL DOWN/CLOSURE
TRANSITION
LESSON CONTENT
Lesson 3
4-on-4 Soccer/Speedball
LESSON CONTENT
ROLE OF ASSISTANT
■ Choose a student who participated well in this
class to lead stretching exercises.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are some keys to being a successful
partner/team?
■ What are some of the skills used in speedball?
■ Encourage playing at home or teaching friends
and family how to play speedball.
4 Collect
equipment.
ACTIVITY #2
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams try to score by passing ball through opponent’s goal.
■ Rotate goalies every 90 seconds.
■ Winning teams move up a grid every 3 minutes.
■ Time and manage
goalie rotation.
■ Time games.
➜ Variation: Play without goalies.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
■ Dribbling and targeting.
■ 6-10 or 12-20 goals
■ Field markers
■ Pinnies
BEFORE CLASS SET UP
■ Cones for goals
4 Set up cones to make a 30 X 30 yard square.
■ 1 soccer ball per student 4 Place soccer ball receptacles and cones around activity area for easy distribution.
4 Set up 6-10 soccer goals around perimeter of activity area.
Dribble
Score and Go
(5 minutes)
(6-10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter activity area they find
soccer balls and begin dribbling inside square and
around random cones.
4 Assist with
equipment.
■ Encourage
students.
■ Each student dribbles to each goal and tries to
score by kicking ball into goal.
■ Remind students to use instep.
■ Students should practice ground and aerial scoring for speedball.
4 Set up 6-10 goals
around perimeter
of activity area
with a 5-foot
marker in front of
each.
■ Help model
activities.
INSTANT ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
H Challenge
➜ Variation: Shorten/Lengthen targets according to
student ability. Each student keeps their own ball
and moves to one of the goals on the perimeter.
■ Students must dribble, trap and try to score in
each goal before rotating.
■ Students rotate to the next goal after each score
or every 30 seconds.
■ No Goalie
➜ Variation: Have 1 student be goalie at each goal,
with other students moving from goal to goal.
Change goalie every 1 minute. Goalie exchanges
goalie position with ball form new goalie.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Soccer
8th Grade
Offense and Defense
Lesson 4
4-on-4 Speedball
(8-10 minutes)
(12 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
Students form groups of 2, 1 ball per pair.
1 team is offense, 1 is defense.
All teams are moving at same time.
Each offensive team member has a ball and
dribbles down to end line or sideline to sideline.
■ Defensive player is in front of offensive player
trying to steal ball.
■ Each stolen ball is a point. If an offensive player
makes it down to end line, he or she receives a
point.
■ After each point or every 60 seconds, switch roles.
4 Have alternate
balls ready for
distribution
4 Set up goals and
cones for upcoming games.
■ Have groups of 2 form groups of 4 and return
extra balls.
■ Teams try to score by passing ball through opponent’s goal.
■ Rotate goalies every 90 seconds.
■ Winning teams move up a grid every 3 minutes.
4 Set out 4 pinnies
next to each goal.
■ Assist with
grouping.
4 Assist with ball
return.
■ Monitor games.
■ Remind students
to play offense
and defense.
➜ Variation: Play without goalies.
ACTIVITY #1
■
■
■
■
ACTIVITY #2
LESSON CONTENT
Cool Down/Closure
COOL DOWN/CLOSURE
(3-5 minutes)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What is offense? Defense? Why are they
important?
■ Why is passing the ball important?
■ Find friends at home to practice offense and
defense and play a game.
4 Collect
equipment.
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate basic skills in dribbling
and passing by participating in relays
and games.
■ Demonstrate understanding of rules
of speedball by playing in games.
■ 1 soccer ball ■ CD player
per pair
■ 1 cone for every
■ Music
2 students
■ Pinnies
4
4
4
4
4
Distribute soccer balls for IA.
Set up cones for a 20 X 20 yard square for HRPA.
Set up HRPA circuit stations around perimeter of activity area.
Place soccer ball receptacles and cones around activity area for easy distribution.
Set up grids for 4-on-4.
INSTANT ACTIVITY
Partner Dribble Pass
Soccer Team Relays
(3-5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Partners pass a ball while going around cones.
■ Give 1 partner a pinnie for Soccer Team Relays
and Speedball games.
4 Assist with
equipment.
4 Pass out pinnies.
■ Divide class in half, giving 1 half of class pinnies.
■ Assist students
with formation of
■ Each team starts on center line back to back.
teams, and orga■ Students will compete at same time in relays using
nization of such.
various soccer skills with a time limit to beat (e.g.,
■ Move among
30 seconds or 60 seconds to make it down and
groups making
back).
sure all students
■ Dribble using inside of feet down to endline
are participating
or baseline
and engaged.
■ Dribble using outside of feet down to endline
or baseline
■ Kick ball and chase it down, retrieve it
■ When students get to their end lines, they pick up
their balls and sprint back to center line and wait
for your signal to start again.
■ Repeat each skill 2 or 3 times.
HEALTH RELATED PHYSICAL ACTIVITY
(15 minutes)
LESSON CONTENT
■
■
■
■
■
■
■
■
ROLE OF ASSISTANT
Dribble around cones
Aerial kick with target
2-foot lift
Dribble around perimeter of activity area
1-foot toe lift
Dribble sprints
Squats
Throw-in – students can throw at a wall
or target.
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
4 Start and stop
music.
➜ Variation
ACTIVITY #1
Speedball/Soccer Circuit
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Soccer
8th Grade
4-on-4 Speedball
Lesson 5
Cool Down/Closure
(15 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play soccer with 4 to a team. 3 field players and 1 goalie.
■ 1 team per field wears pinnies.
■ Goalie rotates every 90-120 seconds.
■ Play with throw-ins if ball goes out of bounds.
■ Demonstrate throw-in: 2 hands, ball overhead, 2
feet on ground.
■ Shots must be between cones and within reach of
goalie to count.
■ Play for 3 to 5 minutes, winners moving up a grid.
■ Assist with
grouping.
4 Assist with field
set-up and equipment distribution.
■ Monitor and
manage goalie
change.
■ Manage game
time.
■ Think, Share, Pair (After a minute or so with each 4 Collect
question, have a few students share answers with
equipment.
the class.)
■ What have you learned by playing speedball?
■ What skills does speedball use that are used in
other sports? (Team handball, soccer, football,
basketball).
■ Encourage students to practice skills at home or at
their local parks and rec., the Boys and Girls Club
or the YMCA/YWCA.
ACTIVITY #2
COOL DOWN/CLOSURE
➜ Variation: Eliminate goalies.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply previously learned skills in a game situation.
■ Practice playing offense and defense.
■ 1 cone or marker
per student
■ Pinnies
■ 1 ball per pair
4 Set up multiple soccer goals or cones around perimeter of
activity area for 1-on-1 soccer.
1-on-1 Soccer
(3-5 minutes)
LESSON CONTENT
(8 minutes)
ROLE OF ASSISTANT
■ Students start jogging when music starts and walk ■ Encourage
when music stops. Repeat for 8 minutes.
participation.
4 Start and stop
➜ Variation: When music stops, students can do
music.
push-ups, crunches, squats, lunges or another type
of muscular strength/endurance exercise.
HEALTH RELATED PHYSICAL ACTIVITY
Thrown-in, Trap and Pass
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ 1 partner performs an overhead throw-in to his or
her partner.
■ Partner traps ball and passes it back.
■ Repeat 10 times, then change roles.
4 Distribute balls.
■ Watch for
students whose
balls cross over
boundary.
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students can score at any goal.
■ Switch possession after each score or every 2
minutes.
■ Object of game: to score a goal.
■ Student with soccer ball tries to dribble around
defender and score.
■ Defender must guard shooter and not goal.
■ Start game in center of activity area.
4 Distribute
equipment.
4 Set up multiple
goals around
activity area.
■ Assist with
demonstration.
■ Monitor games.
■ Encourage fair
play.
ACTIVITY #1
INSTANT ACTIVITY
Random Run
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Soccer
8th Grade
4-on-4 Speedball
Lesson 6
Cool Down/Closure
(15 minutes)
(3-5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners find other pairs, form groups of 4, and
challenge other groups of 4 to play. 1 group
wears pinnies.
■ Game is played on a mini-field.
■ No goalies.
■ Throw in all soccer balls that go out of-bounds.
■ Shots must roll through or bounce once before
going through goal. No throwing balls into goal.
■ Winners move up a grid every 3 to 4 minutes.
4 Set up cones
for goals.
■ Monitor games.
■ Students stretch.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What strategies did you use to get around
your defender?
■ Explain your favorite move.
■ Encourage activity outside of PE.
4 Collect
equipment.
■ Lead stretches.
ACTIVITY #2
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW.
■ Apply soccer or speedball skills in a game situation.
■ FLOW equipment
■ 1 cone per pair
■ CD player
■ 1 soccer ball
per pair
■ Pinnies
■ Music
4 Distribute soccer balls for IA.
4 Set up FLOW equipment around perimeter of activity area.
4 Set up grids for 4-on-4 Speedball.
1-on-1 Soccer
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Form pairs and get 1 soccer ball and 1 cone per
pair.
■ Object of game: to score a goal by touching the
cone with the ball.
■ Demonstrate game.
■ Student with soccer ball tries to dribble around
defender and hit cone.
■ Defender must guard shooter and not cone.
■ Start game and after each score about 20 feet
from cone.
■ Switch every 60 seconds or after each score;
whichever one occurs first.
■ Assist with
equipment
■ Clarify rules
■ FLOW (See FLOW section)
4 Move FLOW
equipment to
activity area; have
students assist.
4 Start and stop
music.
4 Help students
clean up
equipment.
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(3-5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Soccer
8th Grade
4-on-4 Speedball
Lesson 7
Cool Down/Closure
(15 minutes)
(3-5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play soccer with 4 to a team, 3 field
players and 1 goalie.
■ 1 team per field wears pinnies.
■ Goalie rotates after every goal scored.
■ Play with throw-ins if ball goes out of bounds.
■ Demonstrate throw-in: 2 hands, ball overhead, 2
feet on ground.
■ Shots must be between cones and within reach of
goalie to count.
■ Play for 3 to 5 minutes, winners moving up a grid.
■ Assist with grouping students.
■ Referee and/or
monitor games.
■ Encourage
participation.
■ Collect equipment.
■ Students stretch.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What was the hardest FLOW station and why?
■ What was your favorite FLOW station and
why?
■ Encourage students to play soccer/speedball after
school.
4 Gather
equipment.
ACTIVITY #1
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate goalie skill of punting.
■ Demonstrate dribbling, passing, and
teamwork in a game situation.
■ 1 ball per
pair
■ Circuit
equipment
BEFORE CLASS SET UP
■ Pinnies
■ Cones
4
4
4
4
4
Separate soccer balls in receptacles by color.
Set up cones for a 30 X 30 yard square for HRPA.
Set up stations for soccer circuit around perimeter of activity area.
Set up soccer goals for mob soccer according to class size and number of members on a team.
Make teams for tournament play for lessons 9 and 10.
Soccer/Speedball Circuit
ROLE OF ASSISTANT
■ Students each get a ball and punt it.
■ Students should retrieve ball and begin from start
position.
■ Remind students to step and kick.
4 Distribute balls
around play space
before students
enter.
■ Demonstrate
punting.
INSTANT ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Punting
(5 minutes)
(10-15 minutes)
LESSON CONTENT
■
■
■
■
■
■
■
Dribble around cones
Aerial kick with target
2-foot lift
Dribble around perimeter of activity area
1-foot toe lift
Dribble sprints
Squats
(6-8 minutes)
ACTIVITY #1
Soccer
☛ Cues or Key Concepts
■ Assist with
grouping.
■ Encourage
participation.
■ Monitor activity.
Soccer Relays
➜ Variation: Set up targets.
4 Set Up or Prep Duties
ROLE OF ASSISTANT
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams of 2 or 4.
■ Students compete in relays using various soccer
skills.
■ Dribble using inside of feet
■ Dribble using outside of feet
■ Kick, chase down, return
■ Encourage safety;
work with students who need
to control their
punts.
4 Set up fields for
next activity.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Soccer
8th Grade
Multi-Ball Speedball
Cool Down/Closure
(15 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide class into 2 or 4 teams.
■ If students vary in skills, set up 2 games, 1 with
highly skilled students and 1 with less skilled
students.
■ 1 team wears pinnies.
■ Teams compete with each other using multiple
soccer balls (1 ball per 10 students; e.g., a class
size of 30 would have 3 balls or class size of 60
would have 6 balls) and 4 to 8 goals around perimeter of activity area.
■ Assign teams to goals.
■ Teams can score at any goal that’s not their own.
Colored cones should be used to help students
remember which is their goal.
■ No goalies.
■ Randomly throw balls into activity area to start
game.
■ Assist with
groupings.
■ Monitor games.
■ Encourage safety.
■ Keep score.
■ Think, Share, Pair (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the positives or negatives of having
more players on a team?
■ What are good strategies for avoiding everyone crowding around the ball?
■ Encourage activity outside of PE.
4 Collect
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 8
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate clear communication between teammates.
■ Apply learned skills in a game situation.
■ 1 ball per pair
■ Pinnies
■ Music
BEFORE CLASS SET UP
■ Cones for goals
■ CD player
4 Set up a 30 X 30 square for HRPA.
4 Set up soccer grids for 6-on-6 soccer.
4 Make teams ahead of time for tournament play.
1-on-1 Soccer w/Cone
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form pairs, 1 soccer ball and 1 cone per
pair.
■ Object of game: score a goal by hitting cone.
■ Demonstrate game.
■ Partner with soccer ball tries to dribble around
defender and hit cone.
■ Defender must guard shooter and not cone.
■ Game starts about 20 feet from cone. Ball is returned there after each point.
4 Distribute
equipment.
■ Monitor games.
Random Run
(8-10 minutes)
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain tournament rules.
■ Lead stretching as
teacher explains
rules of
tournament.
4 Assist with
equipment.
TRANSITION
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(3-5 minutes)
ROLE OF ASSISTANT
■ Students start jogging when music starts and walk ■ Encourage
when music stops. Repeat for 8 minutes.
participation.
4 Start and stop
➜ Variation: When music stops, students can do
music.
push-ups, crunches, squats, lunges or another type
of muscular strength/endurance exercise.
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Soccer
8th Grade
Speedball Tournament
Cool Down/Closure
(15-20 minutes)
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students are grouped in teams of 6.
■ Goals 2 yards apart.
■ Teams try to score by passing ball through goal on
either side.
■ Game begins with a dropped ball to side of a
goal.
■ No goalies.
■ Winners move up a grid every 3 to 5 minutes.
4 Set up grids for
the tournament.
■ Encourage
participation.
■ Monitor games.
■ Track and record
scores.
■ Collect equipment.
■ Students stretch.
■ Gather students and debrief; note positive teamwork and other desirable behaviors as well as skill
improvement.
■ Encourage being active outside of school; have
students note local soccer opportunities.
4 Collect
equipment.
➜ Variation: Determine which direction is scoring
direction for each team. If ball is kicked through
by a team in the wrong direction, it is regarded as
a pass.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 9
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
soccer
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply soccer or speedball skills in a game situation.
■ 1 ball per student
■ Pinnies
■ Cones
4 Set up grids for HRPA.
4 Set cones 20 yards apart for HRPA.
4 Set up 1 soccer field for every 12 students.
Speedball Tournament
(3-5 minutes)
(15-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students each get a ball and dribble down to 1
end line and back.
■ Students should focus on speed and control.
4 Distribute balls to
students as they
enter play space.
■ Students form groups of 6.
■ Games of 6-on-6 (including goalie), 1 team wears
pinnies.
■ Teams can decide to play soccer or speedball.
■ Goalies need to be rotated every 2 minutes.
■ All soccer balls that go out of bounds are thrownin.
■ Shots must be between cones and within reach of
goalie to count.
■ Winning teams move up a grid every 3 minutes.
■ Use Rock, Paper, Scissors to settle ties.
■ Assist with grouping students.
■ Referee and/or
monitor games.
■ Encourage
participation.
HEALTH RELATED PHYSICAL ACTIVITY
Soccer Pass and Shuttle Run
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3, 1 ball per group.
■ Students line up in 3s facing another group that is
10-15 feet away.
■ First student in 1 line passes ball with feet across
to first student in opposing line. Students follow
their passes and join end of opposing line.
4 Set up grids for
activity.
ACTIVITY #1
INSTANT ACTIVITY
Speed Dribble
xx------------x
H Challenge: How many times can each team get
through their line in 30 seconds? 1 Min?
4 Set Up or Prep Duties
Soccer
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Soccer
8th Grade
Lesson 10
Cool Down/Closure
(3-5 minutes)
ROLE OF ASSISTANT
■ Collect equipment.
■ Students stretch.
■ Review soccer unit with class and preview
upcoming unit.
4 Collect
equipment.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Team Handball
LESSON OUTCOMES
■
■
■
■
8th Grade : Lesson 1
EQUIPMENT
BEFORE CLASS SET UP
Demonstrate successful ball handling skills.
■ Music for HRPA
Demonstrate making an accurate and catchable overhead pass. ■ Cones for HRPA space
Demonstrate making an accurate and catchable overhand pass.
Demonstrate a successful 2-handed catch.
■ 1 handball
per pair
Take Down
Astronaut Drills
(7-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Stand along perimeter with students so that they
all can see you.
■ When music begins, indicate a locomotor movement for everyone to perform while moving
counter-clockwise around area.
■ Students may not pass each other and must maintain a moderate pace.
■ Examples of aerobic, locomotor movements can
include:
■ Jogging
■ Skipping
■ Sliding
■ Brisk walking
■ Bear walk
■ When music pauses, or on your signal, students
stop and perform an exercise in place:
■ Crunches: Belly button pressed to spine
■ Hurdler stretch
■ Push-ups
■ Arm circles
■ Sit and reach
■ Pretzel stretch
4 Start music when
ready.
■ Participate in
short bouts, moving in opposite direction on outside
of group, offering
encouragement
to students to
maintain MVPA.
■ When music pauses, take a place
inside formation
and perform exercise with class.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form either a large circle or rectangle.
■ Students face center with enough space between
them so that they cannot touch when their arms
are spread.
■ Assist with
grouping.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
4 Spread handballs around perimeter of play space.
4 Music for HRPA.
4 Have cones ready to set up HRPA space.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Team Handball
8th Grade
Transition
TRANSITION
LESSON CONTENT
Throwing and Catching Skills Review
(5 minutes)
ROLE OF ASSISTANT
■ Students form groups of 6.
■ Each group finds space and forms a small circle
facing each other.
■ 1 student from each group gets a handball from
perimeter.
LESSON CONTENT
■ Encourage students to move
quickly to form
groups and make
circles with their
groups.
■ Help each group
find a ball for
their circle.
Group Juggle
(5 minutes)
ACTIVITY #1
ROLE OF ASSISTANT
■ Demonstrate this activity.
■ Participate with
groups where
■ Beginning with 1 ball, students begin tossing it
appropriate.
across circle, focusing on making a soft, underhand toss that is catchable.
■ Students may not toss ball to student next to
them on either side.
■ Object is for ball to be successfully tossed across
circle, to every member of the group once, until it
returns to student who began pattern.
■ Once groups have successfully worked 1 ball
around circle, another ball can be added; after
first ball is tossed by second student, student who
began pattern begins tossing another ball in same
pattern.
H Challenge: How many consecutive catches with 1
ball can each team make?
H Challenge: How fast can each group pass a ball
around circle so that every student catches it
once?
H Challenge: How many balls can each team juggle
around a circle before a ball touches the ground?
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
LESSON CONTENT
Lesson 1
H Challenge
ROLE OF ASSISTANT
■ Students find partners, 1 ball per pair.
■ Encourage students to quickly
■ Demonstrate each of these passes as review.
find a ball to
☛ 2-Hand Overhead Pass: Ball in both hands, Finbegin passing and
gertip grip, Hold overhead, Face partner, Step
catching.
forward with dominant foot, Follow through with
■
Emphasize
both hands.
short passes and
☛ Overhand (Baseball) Pass: Non-dominant side
accuracy.
toward target, Ball held in dominant hand with
fingertip grip, elbow bent at 90 degrees, Step
toward target with non-dominant foot, Throw
ball toward target while stepping forward, Follow
through toward target by pointing with throwing
hand.
☛ 2-Handed Catch Above Waist: Thumbs up, Eyes on
ball, Step toward ball and reach out for it, “Give”
while catching ball (“soft hands”), Bring ball into
body.
☛ 2-Handed Catch Below Waist: Thumbs down,
Bend knees, Eyes on ball, Step toward ball and
reach out for it, “Give” while catching ball (“soft
hands”), Bring ball into body.
■ Students can shadow practice as you review each
skill.
Italics indicate the teacher speaking directly to the student.
3-on-3 Keep Away
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 teams of 3 within each grid, 1 ball per grid.
■ Object of game: to complete 3 passes (1 to each
member of team).
■ Students should:
■ Move without ball
■ Look for short passes
■ Move toward student with ball for support
■ Principle of 3’s is in effect:
■ 3 passes scores 1 point
■ Defender plays 3 feet away from passer
■ All 3 teammates must catch ball
■ 3 seconds to pass ball
■ Passer may take only 3 steps before passing
■ No dribbling.
■ After 3 passes, ball is set down and opposing
team takes over from that spot.
■ If a pass is incomplete, teams change possession at
that spot.
■ Help students
set up their grids
and understand
activity.
■ Move among
groups to encourage participation.
■ Remind offensive
players to move
without ball to
get open for a
pass.
■ Offer feedback on
critical elements
of throwing and
catching skills.
■ Students return equipment.
■ Think, Pair, Share (After a minute or so with question, have a few students share answers with the
class.)
■ What made your group successful at Group
Juggle?
■ What is the proper position for catching a ball
thrown below the waist?
■ Practice throwing and catching with a friend after
school, using any kind of ball.
■ Practice making sharp cuts and throwing a
catchable pass.
4 Help gather
equipment.
■ Offer positive
reinforcement for
correct answers.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(8 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Team Handball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate an effective pivot.
■ Demonstrate an accurate and catchable lead pass to a moving
teammate.
■ Demonstrate catching while moving.
■ Music for
HRPA
■ 1 handball
per pair
BEFORE CLASS SET UP
■ HRPA task cards
■ Cones for task cards and
for grids
Rock, Paper Scissors Tag
Spread handballs around perimeter of play space.
Mark out 10 x 20 yard or larger grids with cones.
Set out equipment and task cards for HRPA.
Prepare music for HRPA.
Partner Race Track Fitness
(5 minutes)
(7-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
4 Set out cones
for Partner Race
Track Fitness.
■ Students keep partners from IA. Partner 1 jogs,
Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
■ At end of HRPA,
collect task cards
and cones.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4
4
4
4
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Team Handball
8th Grade
Running Partner Passing
Running Partner Passing (continued)
(7 minutes)
(7 minutes)
ROLE OF ASSISTANT
■ Students form groups of 6 and each group moves
to a grid, 1 ball per pair in each group (3 balls).
■ Partners stand side by side, about 5-10 yards
apart, depending on space available and size of
grids.
■ Partners take turns running and passing to each
other using overhand passes.
■ Receiver takes 3 steps, stops, and throws a lead
pass to his or her partner to compensate for their
speed as they run ahead.
■ Receiver turns toward passer and gives passer
a target with both hands up at about shoulder
height.
■ After passing, passer continues running straight,
becoming a receiver.
■ Partners continue throwing and catching while
moving down court toward cones.
■ Partners pivot and turn around at cones, returning to line; next pair begins running and passing.
■ Start moving slowly at first. Increase speed after
partners can pass and catch consistently.
■ Players can only take 3 steps when in possession
of ball before they must pass or dribble.
H Challenge: How many successful catches in a row
can each pair make?
H Challenge: Set game up as a relay, with groups of
6 competing against each other.
■ Help students
find grids.
■ Pick up task cards.
■ Watch all students for safety.
■ Remind receivers
to keep running
in a straight line.
■ Remind passers to
lead their receivers slightly with
their passes.
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #1
LESSON CONTENT
X
X
X
X
X
X
tin
ue
s
ACTIVITY #1
Lesson 2
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
v
c
ity
on
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
3-on-3 Keep Away
Cool Down/Closure
(12-15 minutes)
(5 minutes)
ROLE OF ASSISTANT
■ Groups of 6 form 2 teams of 3 within each grid, 1 ■ Help students set
ball per grid.
up and understand game.
■ Object of game: to complete 3 passes (1 to each
member of team).
■ Encourage teams
to keep games
■ Students should:
moving and to
■ Move without ball
look for short
■ Look for short passes
passes to
■ Move toward student with ball as support
teammates
■ Principle of 3’s are in effect:
■ 3 passes are made to score 1 point
■ Defenders play “soft” defense; 3 feet away
from passer
■ All 3 teammates must catch ball
■ 3 seconds to pass ball
■ Only 3 steps allowed before passing
■ No dribbling.
■ After 3 passes, ball is set down and opposing
team takes over from that spot.
■ If a pass is incomplete, teams change possession at
that spot.
■ After several minutes stop games and remind
students of previous teaching cues.
■ Start a game of Keep Away, instructing students
to keep game moving and challenging teams
to see how many consecutive passes they can
complete.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return ball to perimeter.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why is it important to lead a receiver with a
pass?
■ How many steps are you allowed before passing the ball?
■ Name another game that is similar in strategy
to Team Handball.
■ Practice playing Keep Away with a ball after
school.
4 Help gather
equipment.
■ Offer positive
reinforcement for
correct answers.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Team Handball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Participate in FLOW.
■ Demonstrate controlled dribbling while
standing still and moving.
■ Music for HRPA
■ 1 handball per student
■ Pinnies
BEFORE CLASS SET UP
■ FLOW equipment
■ Cones for grids
4
4
4
4
FLOW
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
Transition
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Take Down
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Start and stop
music as needed.
■ Move around play
area, supervising stations and
participating for
short bouts when
appropriate.
ROLE OF ASSISTANT
■ Students form groups for FLOW.
Transition
Team Handball
TRANSITION
TRANSITION
4 Set Up or Prep Duties
Spread out handballs around perimeter of play space.
Have FLOW equipment ready.
Have cones available to set up grids.
Put pinnies near each grid.
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return FLOW equipment.
■ Each student gets a ball.
■ Students form groups of 6 within a grid.
4 Help move FLOW
equipment.
■ Help students
find balls to begin
dribbling practice.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Team Handball
8th Grade
Review Basic Dribbling
Dribble Freeze Tag (continued)
(5-8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stop dribbling and place ball between
feet.
☛ Dribbling: Good athletic position, Knees bent,
Head up, Control ball with 1 open hand on top
(as in basketball), Extend elbow and push ball to
floor, Snap wrist down and let fingertips direct
ball.
■ Students dribble in place.
H Challenge: How low can each student dribble?
H Challenge: Students dribble in a figure-8 pattern
through their legs.
H Challenge: Students dribble around both legs
with their feet together.
■ Students begin moving around the area.
H Challenge: Crossover dribble, with students
changing hands as they move in open space.
H Challenge: Dribble behind their backs while moving in open space.
H Challenge: Dribble while moving backwards.
H Challenge: Dribble and skip, gallop, slide, etc.
4 If using grids,
help students set
up their grids
with cones.
■ Move around play
area, offering
students feedback
and reinforcement.
■ Students turn their bodies to their opponents
so that their bodies are between their balls and
students guarding them.
■ Students can increase control by bending their
knees and keeping their heads up as they dribble
and move.
■ Begin with dribbling while walking and increase
speed as students increase their ability to control
balls.
■ When tagged, a student stops and dribbles in
place until a “free” student comes by and frees
frozen student, who can then dribble and move.
■ After a short time, stop game and change
taggers.
4 Have pinnies
available for
taggers.
■ Participate with
students.
Cool Down/Closure
(5 minutes)
Dribble Freeze Tag
(5-8 minutes)
ROLE OF ASSISTANT
■ If using small groups within grids, shrink space
according to group size in order to create a challenge as students control dribbling while moving
through area.
■ Number of taggers (wearing pinnies) will depend
upon size of group.
■ Object of game: for taggers to maintain control
of their own balls as they dribble and tag others
who are also dribbling and trying to avoid being
tagged.
4 Have pinnies
available for
taggers.
■ Participate with
students.
ROLE OF ASSISTANT
■ Students return equipment and come together to
stretch and review lesson activities.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Turn to a partner and demonstrate a good
dribbling position.
■ Why is dribbling important in Handball?
■ When dribbling, how can you protect the ball
from being stolen?
■ Practice dribbling and moving after school, using
different types of balls.
4 Help collect
equipment.
ue
tin
y
vit
Acti
☛ Cues or Key Concepts
LESSON CONTENT
s
LESSON CONTENT
4 Set Up or Prep Duties
ACTIVITY #2
LESSON CONTENT
COOL DOWN/CLOSURE
ACTIVITY #1
(3-5 minutes)
ACTIVITY #2
Lesson 3
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate moving to an open space to catch a pass.
■ Demonstrate throwing a catchable pass to a teammate on offense.
■ Demonstrate cutting down passing lanes while playing defense.
■ Music for
HRPA
■ 1 handball
per pair
■ HRPA task cards
■ Cones for task
cards and for
grids
4
4
4
4
Partner Race Track Fitness
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3 as they enter play
space, 1 ball per group.
■ 2 students play Keep Away from third student in
middle.
■ Students in possession of ball may not dribble,
but can pivot, move, and use any passes to try to
complete as many passes as possible while middle
student tries to intercept ball.
■ After an interception students switch so there is a
new student in middle.
■ If no interception is made, change positions after
every 5 successful passes.
■ Supervise, make
sure students
follow directions
and stay on task.
■ Move around play
area and participate for brief
periods with different groups.
HEALTH RELATED PHYSICAL ACTIVITY
Monkey in the Middle
Spread handballs around perimeter of play space.
Set out cones to mark grids.
Set out equipment and task cards for HRPA.
Prepare music for HRPA.
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students keep partners from IA. Partner 1 jogs,
Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to perimeter and find a
partner.
4 Help return balls
to perimeter.
4 Set Up or Prep Duties
Team Handball
Transition
TRANSITION
TRANSITION
Transition
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6, 1 team at each end of
a 20 X 30 yard grid.
■ 1 ball per group.
4 Help students
find their groups
and set up their
grids for game.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Team Handball
8th Grade
4 vs. 2 Team Handball Modified End-Line Game
Cool Down/Closure
(15-20 minutes)
■ Groups of 6, 4 on offense vs. 2 on defense.
4 Set up several courts across
■ Offensive students move to open spaces to receive
width of play
passes.
space, about 20
■ Offense must make at least 3 passes before atX 30 yards (see
tempting a goal.
diagram), marked
■ Defense tries to cut down passing lanes and interoff with cones.
cept passes.
■ Move through
■ Defenders can guard a passer but must remain at
play area reinleast an arm’s distance away.
forcing critical
■ Defenders count out loud to “3 Alligator,” after
skills.
which time passer must pass ball.
■ Participate where
■ To encourage moving without a ball, student with
appropriate with
ball may take 3 steps before passing to a teamdifferent groups
mate, but may not dribble more than 3 dribbles.
of students.
■ If a pass is incomplete, knocked down, or intercepted, possession changes and offense starts
over again from opposite end line.
■ 1 point is scored on offense by completing a pass
to an end-line receiver, who must catch ball behind end line.
■ 1 point is scored on defense every time a pass is
deflected or intercepted.
■ If a goal is scored, student making successful
throw becomes end line receiver.
■ After several minutes, stop play and have students
rotate positions.
4 Set Up or Prep Duties
(5 minutes)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Describe good defensive positioning when
guarding someone in Team Handball.
■ Describe what it means to cut down a passing
lane.
■ Play a game of 2 vs.1, or 3 vs. 2 Keep Away with
friends in order to practice defensive moving to
cut down passing lanes.
4 Help gather
equipment.
■ Reinforce concepts taught in
lesson.
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 4
H Challenge
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate faking, pivoting and passing while being defended.
■ Demonstrate moving to an open space to receive a pass on offense.
■ Demonstrate basic defensive positioning.
■ Music for HRPA
■ Cones for grids
■ 1 jump rope per
student
■ 1 handball
per grid
■ Pinnies
Rock, Paper, Scissors Tag
Continuity Exercises
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
4 Start and stop
music as needed.
■ Participate with
students for short
bouts as you
supervise
■ Encourage students to maintain
MVPA by jumping continuously
while music is
playing.
Transition
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 Spread handballs and jump ropes around
perimeter of play space.
4 Have cones available to set up grids for lesson
activities.
ROLE OF ASSISTANT
TRANSITION
■ Students get jump ropes and begin jumping.
4 Set Up or Prep Duties
Team Handball
TRANSITION
Transition
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return jump ropes and find partners
with a similar running speed.
■ Help students
find partners
quickly.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Team Handball
8th Grade
Cops and Robbers
4 vs. 4 • 5 Passes (continued)
(10-15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ 1 student stands behind the other, completely
stretches arms out in front, places hands on other
student’s shoulders, then drops arms.
■ Object of game: for front partner (robber) to
escape from other partner (cop) while staying
within boundaries.
■ If robber is more than arm's length away when
whistle blows, then cop does 5 jumping jacks.
■ If robber is within reach at whistle, he or she does
5 jumping jacks.
■ Switch roles after each round.
■ Encourage
students to participate.
■ Demonstrate
activity if needed.
■ A ball is thrown out of bounds
■ Move to different
grids, offering
■ A student may hold ball for only a count of “3
reinforcement for
alligator” before he or she must either dribble or
good team play.
pass.
■ When a student has possession of ball, he or she
may take 3 steps. After 3 steps, ball must be
dribbled or passed to another student.
■ If a student stops dribbling, he or she must pass to
a teammate.
■ Encourage students to move in order to get open.
■ Encourage short, quick passes.
■ Encourage students to move toward student with
ball in order to create a passing lane.
■ Encourage defenders to move in good athletic
position, with head up, knees bent and hands up
for a deflection or interception.
ACTIVITY #2
ACTIVITY #1
(5 minutes)
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 8 then divide into 2
teams of 4, 1 ball per grid.
■ 1 team per grid wears pinnies.
4 Help students set
up their grids.
4 Have pinnies
available.
ROLE OF ASSISTANT
➜ Variation: Teams must complete 5 passes to score
a point.
4 vs. 4 • 5 Passes
Cool Down/Closure
(10-15 minutes)
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: for team on offense to score a
point by completing 5 passes.
■ Offensive players without ball attempt to fake
and move to open spaces in order to receive a
pass.
■ Defensive players each guard an offensive player,
attempt to cut down passing lanes and anticipate
passes, and attempt to deflect or intercept passes,
causing a change of possession.
■ Change of possession occurs at spot
where 1 of following occurs:
■ Ball is dropped
■ A pass is intercepted
■ Encourage teams
to use quick,
short passes.
■ Students return equipment then come to center
of play space.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ When a player has possession of the ball in
Handball, how many steps is he or she allowed
to take before dribbling, passing or shooting?
■ What can an offensive player do to get open
when not in possession of the ball?
■ Play a game of Keep Away with friends after
school.
4 Help collect
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ue
s
COOL DOWN/CLOSURE
LESSON CONTENT
tin
ACTIVITY #2
Lesson 5
y
vit
Acti
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate set and jump shots on goal.
■ Demonstrate basic goaltending skills.
■ Music for HRPA
■ Cones for grids and goals
■ Polyspots, rope, or tape to mark
goal areas
■ 1 handball per pair
■ Pinnies
4
4
4
4
Partner Pass, Dribble and Catch
Astronaut Drills
(7-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Partners get a handball from perimeter and practice throwing and catching.
■ Challenge students to see how many accurate
throws and consecutive, successful catches they
can make with their partners using different
passes and catches.
■ Have students begin in a stationary position close
together, then challenge them to dribble, move,
pass and catch (remind students that after they
stop dribbling, only 3 steps are allowed).
■ Have pairs walk. Increase difficulty by having
pairs move faster through play area.
■ Challenge students to see how many successful
passes and catches they can make while dribbling
and moving.
■ Circulate around
area sharing ideas
for improvement
and success.
■ Continually
reinforce concept
of control while
dribbling, passing
and catching.
■ Stand along perimeter with students so that they
all can see you.
■ When music begins, indicate a locomotor movement for everyone to perform while moving
counter-clockwise around area.
■ Students may not pass each other and must maintain a moderate pace.
■ Examples of aerobic, locomotor movements can
include:
■ Jogging
■ Skipping
■ Sliding
■ Brisk walking
■ Bear walk
■ When music pauses, or on your signal, students
stop and perform an exercise in place:
■ Crunches: Belly button pressed to spine
■ Hurdler stretch
■ Push-ups
■ Arm circles
■ Sit and reach
■ Pretzel stretch
4 Start music when
ready.
■ Participate in
short bouts, moving in opposite direction on outside
of group, offering
encouragement
to students to
maintain MVPA.
■ When music pauses, take a place
inside formation
and perform exercise with class.
Transition
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
Spread handballs around perimeter of play space.
Have cones ready to mark grids
Have cones, folding mats or portable goals available.
Prepare music for HRPA.
ROLE OF ASSISTANT
■ Students return balls to perimeter, come to center
of play space, and spread out in either a large
circle or rectangle.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Team Handball
8th Grade
Transition
TRANSITION
LESSON CONTENT
Shooting and Goal-Tending Skills
(5-8 minutes)
ROLE OF ASSISTANT
■ Students return to their partners, each pair gets
a ball and then students find a space where they
can practice shooting against a wall, if available.
■ If no wall is available, have partners practice
shooting toward a designated target (cones,
hoops, bowling pins, etc.).
LESSON CONTENT
4 Place targets on
wall or bleachers using tape
marks, portable
hockey or lacrosse
goals, hula-hoops,
cones, folding
mats, or other appropriate targets.
Shooting and Goal-Tending Skills
(5-8 minutes)
■ Move among stu■ Review 2 basic handball shots: set shot and jump
dents and offer
shot.
feedback.
■ Have students practice each after a quick review
■ Have partners
and demonstration.
take turns as
■ The important things to consider when shooting
shooter and
are accuracy, watching the goalie and adjusting
goalie.
the angle and height of the shot in relation to the
shooter’s location near the goal.
■ After introducing Set Shot, give students an opportunity to practice as you move around and
offer feedback, then introduce Jump Shot.
☛ Set Shot (Mechanics are same as an overhand
(baseball) throw, except that ball is thrown
harder): Good shooting position with non-dominant side facing direction of shot, Bring ball up
with dominant hand to head height, Extend arms
back and flex elbow to 90 degrees or greater with
weight on back foot, Keep head up and goal/
goalie within sight, Step forward and shift weight
from back to front foot, Rotate and open shoulders so they are facing goal, Lead with throwing
elbow and whip arm forward, Allow momentum
n
to move forward, Follow shot with arm moving
co
across body.
y
it
ACTIVITY #1
ROLE OF ASSISTANT
tin
ue
s
ACTIVITY #1
LESSON CONTENT
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 6
v
➜ Variation
H Challenge
ROLE OF ASSISTANT
☛ Jump Shot (Mechanics are same as set shot, except ■ Remind shooters
to look for an
it is performed while jumping): Run to receive
opening to shoot
ball, Take 3 steps toward goal with non-dominant
at in high or low
side facing direction of throw, Plant foot oppocorners, and to
site throwing hand on third step, Drive dominant
avoid shooting
knee up, Bring shooting arm up and back as in
directly at goalie.
set shot, Bring non-shooting arm up slightly in
front of body, Keep non-dominant side toward
■ Encourage shootgoal, Rotate shoulder, Lead with throwing elbow
ers to follow
as in set shot, Whip throwing arm forward, Allow
through after a
momentum to move body forward toward goal,
shot.
Follow shot with throwing arm across body, Land ■ Remind students
on take-off foot.
about critical cues
■ After students have had a short period to pracof weight on balls
tice shooting, do a brief review of goal-tending,
of feet, eyes on
giving partners an opportunity to practice both
ball and good
shooting and goaltending.
athletic stance.
☛ Goaltending: Eyes on ball, Stand tall with knees
slightly bent in a good athletic stance, Weight on
balls of feet, Step out 1 step from goal line, Move
side to side in a slight arc using a slide step with
hands up and ready, Block ball with any part of
body, then recover the ball as quickly as possible,
ready to pass it to a teammate.
■ Goalie is permitted to:
■ Block a shot with any part of body while inside
goal area
■ Leave goal area when not in possession of ball
■ Goalie is not permitted to:
■ Leave goal area while in possession of ball
■ Touch ball when it is outside goal area
■ Receive a pass from a teammate while inside
goal area
■ A Goal-Throw is awarded to goalie for:
■ Blocking a shot and recovering it in goal area
■ A ball going over end line after goalie blocks
it
■ If attacking team throws ball over end line
Italics indicate the teacher speaking directly to the student.
Line-Shooting Challenge w/Goalie
Cool Down/Closure
(10-12 minutes)
(5 minutes)
ROLE OF ASSISTANT
■ Students participate as a goalie, retriever, or
4 Using polyspots,
shooter.
tape or another
way of marking
■ Goalie stands within goal area (circle marked with
the area, help
polyspots, jump rope or tape line, size depending
students mark off
upon size of grid).
goal areas and
■ Shooters may not enter goal area.
restraining lines.
■ Object of game: for shooters to attempt to score a
goal, not to shoot directly at goalie.
■ Size of opening is relative to size of space available. Goals can be 2 cones, portable hockey or
lacrosse goals, folding mats, etc.
■ Each shooter has a ball and takes a turn shooting
on goal. Retriever gets ball and passes it to next
shooter. Shooter becomes next goalie and goalie
becomes next retriever.
■ Remind shooters to shoot at an open spot in goal,
either high or low corners, and not directly at
goalie.
■ 1 point for shooter for each goal scored.
■ 1 point for goalie for each shot blocked.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment then come to center
of play space.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Describe good basic positioning when you are
a goalie.
■ When is a goal-throw awarded?
■ Play a game of 2 vs.1, or 3 vs. 2 Keep Away with
friends in order to practice defensive moving to
cut down passing lanes.
■ Practice both shooting at a goal and playing the
goalie position.
4 Help gather
equipment.
■ Reinforce concepts taught in
lesson.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Team Handball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate a pick and roll in.
■ Demonstrate defending against a pick
and roll strategy.
■ Music for HRPA
■ 1 handball for every 5
students
■ Polyspots, jump ropes, or
tape to mark goal area
■ 1 jump rope per
student
■ Cones for grids
and goals
■ Pinnies
4
4
4
4
4
4
Spread handballs around perimeter of play space.
Spread jump ropes around perimeter of play space.
Prepare music for HRPA.
Have cones available to set up grids.
Put pinnies near each grid.
Have 2 cones, mats, or other suitable goals available for each grid.
Take Down
Continuity Exercises
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
4 Start and stop
music as needed.
■ Participate with
students for short
bouts as you
supervise
■ Encourage students to maintain
MVPA by jumping continuously
while music is
playing.
Transition
TRANSITION
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student gets a jump rope and begins
jumping.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Team Handball
8th Grade
Transition
TRANSITION
LESSON CONTENT
2 vs. 2 Pick and Roll W/Goalie (continued)
(10 minutes)
ROLE OF ASSISTANT
■ Students form groups of 5, 1 ball per group, and
gather at end of a grid.
Lesson 7
LESSON CONTENT
4 Help students to
set up 20 X 30
yard grids.
4 Set up 1 goal at
each end of grids
using cones, folded mats, portable
hockey/lacrosse
goals, etc.
ROLE OF ASSISTANT
2 vs. 2 Pick and Roll W/Goalie
4 Help students set
up goals at each
of grids.
■ Monitor games
and give feedback about critical skills.
■ Encourage defenders to move
actively to try and
fight through a
pick.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #1
ROLE OF ASSISTANT
■ Object of game: to introduce strategy of “pick
and roll,” creating an opportunity to shoot for a
goal.
■ 2 offensive players vs. 2 defensive players plus 1
goalie per grid.
■ 1 offensive player begins with a ball and on your
signal, a second offensive player standing near
restraining line moves to set a pick by stepping in
front of a defender with his or her back to that
defender and facing his or her offensive partner.
■ Second defender must decide to step out to actively defend offensive player with ball or to stay
back to defend against a shot by offensive player
with ball.
■ If second defender steps out toward player with
ball, offensive player who set pick moves around
first defender (roll), looks for a pass, then shoots
on goal.
■ If second defender stays back, then offensive
player with ball takes a shot.
■ 1 point is scored by offense for each successful
score.
■ 1 point is scored by defense for each ball that is
intercepted, or each shot that is blocked.
■ Players change positions after every 3 attempts to
score.
ue
s
LESSON CONTENT
tin
ACTIVITY #1
(10 minutes)
Acti
v
c
ity
➜ Variation
on
H Challenge
Italics indicate the teacher speaking directly to the student.
5 vs. 5 Team Handball
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Groups of 5 come together from adjacent grids to
form 2 teams within larger grid.
■ 1 goalie and 4 court players for each team, 1 team
per grid wears pinnies (optional).
■ Players on each team choose 1 person to guard on
opposing team.
■ Object of game: to attack opposing team’s goal
and shoot for a score after completing at least 3
passes to different players.
■ Play starts with 1 team in possession of ball at
mid-court.
■ Teams move up court, emphasizing short passes
and creating open space when on offense.
■ Before a goal can be scored, at least 3 successful
catches by different members of offense must be
made.
■ Passer may only hold ball for a count of 3 alligator
before it must be passed or dribbled.
■ Remind defenders to play a “soft defense” when
guarding a passer (at least an arm’s length away
from offensive player).
■ Team on offense remains on offense as long as
passes are completed.
■ Play is continuous and teams change possession at
spot where a pass is incomplete or intercepted.
■ If ball is thrown out of bounds, opposing team
starts with ball at that spot on a sideline.
■ Stop individual games on occasion to talk about
strategy.
4 Have pinnies
available at each
grid.
■ Move to different
grids, helping students organize.
■ Offer feedback
to students and
encourage fair
play and
■ self-refereeing.
■ Encourage short
passes and moving to open
spaces to
■ help passers when
on offense.
■ Encourage defenders to keep
their hands up
and maintain
good defensive
positions.
■ Students return equipment then come together in 4 Help collect
center of play area.
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How do you execute a pick and roll on offense?
■ How does the pick and roll create an advantage for your team?
■ In what other sport is the pick and roll used on
offense?
■ Practice the pick and roll with your friends after
school.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(10-12 minutes)
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Team Handball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Team Handball
8th Grade : Lesson 8
EQUIPMENT
BEFORE CLASS SET UP
■ Actively participating in FLOW.
■ Apply all offensive and defensive
skills and strategies in a game.
■ Equipment for FLOW
■ 1 handball for every 3 students
■ Folding mats, portable goals, or
cones for goals
Monkey in the Middle
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3 as they enter play
space, 1 ball per group.
■ 2 students play Keep Away from third student in
middle.
■ Students in possession of ball may not dribble,
but can pivot, move, and use any passes to try to
complete as many passes as possible while middle
student tries to intercept ball.
■ After an interception students switch so there is a
new student in middle.
■ If no interception is made, change positions after
every 5 successful passes.
■ Supervise, make
sure students
follow directions
and stay on task.
■ Move around play
area and participate for brief
periods with different groups.
■ Music for FLOW
■ Cones for grids and
goals
■ Pinnies
HEALTH RELATED PHYSICAL ACTIVITY
LESSON OUTCOMES
4
4
4
4
4
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Set up equipment
for FLOW.
4 Start and stop
music as needed.
4 Help clean up
equipment.
■ Supervise stations.
■ Participate in
activities for short
bouts.
Transition
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return team handballs to perimeter then
form groups of 8 for FLOW.
■ X
■ After FLOW, students return equipment and remain in groups of 8.
■ 2 groups move to each grid for a game of 4 vs. 4.
■ 1 team on each grid wears pinnies (optional).
4 Help mov FLOW
equipment.
4 Have pinnies
available for 1
team in each grid.
4 Have cones,
folding mats or
portable goals
ready to use in
each grid.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
TRANSITION
TRANSITION
Spread handballs around perimeter of play space.
Set up FLOW equipment.
Have music ready for FLOW.
Set up grids with cones.
Set out pinnies and goals for each grid
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Team Handball
8th Grade
4 vs. 4 Team Handball
Cool Down/Closure
(15 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Groups of 8 form 2 teams of 4 within each grid, 3
offensive players and 1 goalie per team.
■ Game begins with a throw-in by 1 team at center
court.
■ Offensive players pass and dribble in attempt to
score a goal while being defended.
■ Principle of 3s is in effect:
■ Guard ball from 3 feet away
■ Must complete 3 passes before shooting
■ Allowed only 3 steps before or after dribbling
■ 3 passes to 3 different students before scoring
■ Goalie can use hands, feet or any part of body to
block shots.
■ Goalie clears ball to teammates who try to move
it down court to score in opponent’s goal.
■ Teams should rotate goalies frequently.
■ Short, quick passes are best.
■ Students can utilize pick and roll to create scoring
opportunities.
■ Students should move without ball and look for a
pass when on offense.
■ Students need to keep their bodies low and hands
up when playing defense.
■ Out of bounds ball is put in play at spot by opposing team with a throw-in.
■ Following infractions result in a free throw from
spot of infraction:
■ Holding ball for longer than 3 seconds
■ Running more than 3 steps with ball
■ Kicking ball or contacting it below waist
■ Grabbing, tackling or holding an opponent
■ Double dribble (dribble, stop, dribble)
4 Set up 2 goals on
each grid with
folding mats or
portable goals.
4 Mark off goal
areas with
polyspots, rope,
or tape.
■ Help students
organize teams.
■ Encourage teams
to keep games
moving.
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
■ Encourage short
passes and moving to open
spaces to help
passer when on
offense.
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
■ Students return equipment then come together in 4 Help collect
center of play area.
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ In what ways is Handball similar to Basketball?
■ Describe 1 penalty that results in a free throw
for the opposing team in Handball.
■ Find a group of friends and play a game of Handball after school or during lunch recess.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 8
H Challenge
Italics indicate the teacher speaking directly to the student.
Team Handball
LESSON OUTCOMES
EQUIPMENT
■ Apply all handball offensive and defensive skills
and strategies in a game
situation.
■ Music for HRPA
■ Cones for grids
■ 1 handball per grid
8th Grade : Lesson 9
BEFORE CLASS SET UP
■ HRPA task cards and cones
■ Pinnies
■ Cones or other equipment for goals
4 Spread handballs and pinnies around perimeter of play space.
4 Have cones available to set up grids.
4 Have task cards available for HRPA.
Rock, Paper, Scissors Tag
Partner Race Track Fitness
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
4 Set out cones
for Partner Race
Track Fitness.
■ Students keep partners from IA. Partner 1 jogs,
Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
4 Set Up or Prep Duties
Team Handball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Team Handball
8th Grade
4 vs. 4
Team Handball
4 vs. 4
Team Handball (continued)
(12-15 minutes)
(12-15 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 within each grid, 3 offensive players and 1 goalie per team.
■ Game begins with a throw-in by 1 team at center
court.
■ Offensive players pass and dribble in attempt to
score a goal while being defended.
■ Principle of 3s is in effect:
■ Guard ball from 3 feet away
■ Must complete 3 passes before shooting
■ Allowed only 3 steps before or after dribbling
■ 3 passes to 3 different students before scoring
■ Goalie can use hands, feet or any part of body to
block shots.
■ Goalie clears ball to teammates who try to move
it down court to score in opponent’s goal.
■ Teams should rotate goalies frequently.
■ Short, quick passes are best.
■ Students can utilize pick and roll to create scoring
opportunities.
■ Students should move without ball and look for a
pass when on offense.
■ Students need to keep their bodies low and hands
up when playing defense.
■ Out of bounds ball is put in play at spot by opposing team with a throw-in.
4 Set up 2 goals on
each grid with
folding mats or
portable goals.
4 Mark off goal
areas with
polyspots, rope,
or tape.
■ Help students
organize teams.
■ Encourage teams
to keep games
moving.
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
■ Following infractions result in a free throw from
spot of infraction:
■ Holding ball for longer than 3 seconds
■ Running more than 3 steps with ball
■ Kicking ball or contacting it below waist
■ Grabbing, tackling or holding an opponent
■ Double dribble (dribble, stop, dribble)
■ A penalty throw is taken by an offensive player
against goalie from outside goal crease. Player
taking penalty throw must keep 1 foot stationary
and must take shot within 3 seconds. All other
players must stay outside free throw line, except
for goalie, who defends against shot.
■ Following infractions result in a penalty throw:
■ When a foul by defense prevents a clear
chance for offense to score a goal
■ When a player displays unsportsmanlike behavior
■ Encourage short
passes and moving to open
spaces to help
passer when on
offense.
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
Cool Down/Closure
(5 minutes)
ue
tin
☛ Cues or Key Concepts
v
c
ity
on
➜ Variation
COOL DOWN/CLOSURE
LESSON CONTENT
Acti
4 Set Up or Prep Duties
ACTIVITY #1
LESSON CONTENT
s
ACTIVITY #1
Lesson 9
H Challenge
ROLE OF ASSISTANT
■ Students return equipment then come together in 4 Help collect
center of play area.
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What happens when a pass is unsuccessful or
intercepted in Handball?
■ How long can you hold the ball in Handball
before you must pass, dribble, or shoot it?
■ Find a group of friends and play a game of Handball after school or during lunch
Italics indicate the teacher speaking directly to the student.
Team Handball
LESSON OUTCOMES
8th Grade : Lesson 10
EQUIPMENT
BEFORE CLASS SET UP
■ Apply all offensive and defensive ■ Music for HRPA
skills and strategies in a game.
■ Cones for grids and goals
■ Demonstrate ability to
■ Polyspots, rope, or tape to
self-officiate a game.
mark goal areas
■ 1 handball
per student
■ Pinnies
4
4
4
4
Team Handball
Ball Handling Challenge
Astronaut Drills
(7-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student finds a handball and practices following ball handling skills:
■ Move ball around head, shoulders, waist, and
knees in 1 direction, then reverse direction.
■ Move balls around legs in a figure 8 pattern.
■ Holding ball with 2 hands at waist level, throw
it against floor just hard enough for it to
bounce back up into hands. Check for correct
hand position for catching balls thrown above
waist, with thumbs and forefingers forming a
triangle on top of ball.
■ From a standing position, toss ball with 2
hands above head. Let ball drop below shoulders and catch it with 2 hands. Check for correct hand position for catching balls thrown
below waist, with pinkies almost touching and
thumbs pointed up.
■ Stand about 3 yards from a wall or bleachers. Throw ball hard against wall and catch
rebound in air. Catch with different hand
positions.
■ Make sure
students follow
directions and
stay on task.
■ Make sure that
students start
at a reasonable
distance apart.
■ Move around
play area offering feedback on
throwing and
catching and
pointing out
students who are
being successful.
Team Handball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
4 Set Up or Prep Duties
Spread handballs around perimeter of play space.
Mark grids with cones.
Prepare music for HRPA.
Portable goals, cones or other equipment to be used as goals for each grid.
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Stand along perimeter with students so that they
all can see you.
■ When music begins, indicate a locomotor movement for everyone to perform while moving
counter-clockwise around area.
■ Students may not pass each other and must maintain a moderate pace.
■ Examples of aerobic, locomotor movements can
include:
■ Jogging
■ Skipping
■ Sliding
■ Brisk walking
■ Bear walk
■ When music pauses, or on your signal, students
stop and perform an exercise in place:
■ Crunches: Belly button pressed to spine
■ Hurdler stretch
■ Push-ups
■ Arm circles
■ Sit and reach
■ Pretzel stretch
4 Start music when
ready.
■ Participate in
short bouts, moving in opposite direction on outside
of group, offering
encouragement
to students to
maintain MVPA.
■ When music pauses, take a place
inside formation
and perform exercise with class.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Team Handball
8th Grade
Transition
(15 minutes)
ACTIVITY #1
■ Students form groups of 5, 2 groups per grid.
■ 1 team wears pinnies.
■ 1 ball per game.
5 vs. 5
Team Handball Mini-Tournament
(15 minutes)
ROLE OF ASSISTANT
■ Teams are comprised of 5 active court players and
1 goalie.
■ Teams in each grid compete for approximately
3 minutes. Games end on your signal. Winning
teams remain in their grid. Losing teams rotate
1 grid in a counterclockwise direction to begin
another game.
■ Game begins with a throw-in at center court by
losing team.
■ Offensive players advance ball and attempt to
score a goal by passing and dribbling while being
defended.
■ Principle of 3s is in effect:
■ Guard ball from 3 feet away
■ Must complete 3 passes before shooting
■ Allowed only 3 steps before or after dribbling
■ 3 passes to 3 different students before scoring
■ Goalie can use hands, feet or any part of body to
block shots.
■ Goalie clears ball to teammates who try to move
it down court to score in opponent’s goal.
■ Out of bounds ball is put in play at spot by
opposing team with a throw-in.
4 Set up 2 goals on
each grid with
folding mats or
portable goals.
4 Mark off goal
areas with
polyspots, rope,
or tape.
■ Help students
organize teams.
■ Encourage teams
to keep games
moving.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ue
s
LESSON CONTENT
tin
ACTIVITY #1
5 vs. 5
Team Handball Mini-Tournament (continued)
ROLE OF ASSISTANT
Act
y
i vit
co
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Following infractions result in a free throw from
spot of infraction:
■ Holding ball for longer than 3 seconds
■ Running more than 3 steps with ball
■ Kicking ball or contacting it below waist
■ Grabbing, tackling or holding an opponent
■ Double dribble (dribble, stop, dribble)
■ A penalty throw is taken by an offensive player
against goalie from outside goal crease. Player
taking penalty throw must keep 1 foot stationary
and must take shot within 3 seconds. All other
players must stay outside free throw line, except
for goalie, who defends against shot.
■ Following infractions result in a penalty throw:
■ When a foul by defense prevents a clear
chance for offense to score a goal
■ When a player displays unsportsmanlike
behavior
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
■ Encourage short
passes and moving to open
spaces to help
passer when on
offense.
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
Cool Down/Closure
(5 minutes)
LESSON CONTENT
COOL DOWN/CLOSURE
TRANSITION
LESSON CONTENT
Lesson 10
n
H Challenge
ROLE OF ASSISTANT
■ Students return equipment then come together in 4 Help collect
center of play area.
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ In what ways is Handball similar to other
games like soccer or basketball?
■ Is there another sport you have played which
uses some of the same skills as Handball?
■ Play handball when you get home.
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Encourage others by name.
■ Work together in small groups.
■ 8 cones
■ 2 20-25 foot ropes
8th Grade : Lesson 1
BEFORE CLASS SET UP
■ Upbeat 4/4 music
4 Have music cued.
4 Set out long jump ropes and signs for Success/Try Again areas.
4 Set up cones for HRPA.
Knee Tag
Be Healthy
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to tag a partner’s knees 3 times.
■ Students find partners and their own space in
activity area.
■ Learning Cues
■ Find a partner
■ Go to poly spot
■ One partner says “Ready go”
■ Use fingers only
■ Touch your partner’s knees gently
■ Move around poly spot to escape
■ STAY NEAR SPOT – AVOID OTHERS
■ One point awarded for each touch
■ When the music stops find a new partner
■ Signal (music off) for students to switch partners
every minute.
4 Post learning
cues.
4 Scatter poly spots
in designated
area.
■ Walk around,
providing positive
feedback.
■ Watch spacing for
safety.
■ Divide students into 4 equal groups, each group
starting at a different corner.
■ When music starts, each group jogs forward
around t course staying in their same order; they
do not pass each other. They should maintain a
pace easy enough e for everyone in their group.
■ On your signal, last joggers sprint forward on
inside passing their teammates. When they get to
front of groups they yell “Be healthy!”
■ As soon as “Be healthy!” is yelled, new last joggers run to front.
■ Continue this pattern until music stops or you
signal.
■ Have students walk slowly around course inhaling
and exhaling deeply. Groups can compare how
many yells they completed.
4 Set up 8 cones
around a basketball court size
area: 1 cone at
each corner, 2
spread out on
sides.
4 Start and stop
music.
■ Stay opposite
from teacher to
help supervise
activity.
■ Give positive
feedback to students.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➔ Variation: Increase time music plays or increase
size of course.
➔ Variation: Change locomotor movements to add
variety.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Cooperative Games
8th Grade
Follow the Leader/Group Line Up
Turnstiles
(10 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Use same groups as previous activity.
■ Each group forms 1 side of a square.
■ All groups must be equidistant from leader who
stands in center.
■ Each group stands in order of height, with shortest player on right and tallest on left.
■ All 4 groups must memorize where they are when
facing leader. Are they behind leader? Are they
to a side? Object of game is to return to same
position no matter which direction leader turns.
■ When music is turned on, students perform an
exercise (jumping jacks, jog in place, bell jumps,
something aerobic or strength building).
■ When music is turned off, leader pivots in place in
middle of square, being careful not to give away
which direction he or she will stop.
■ As soon as leader stops turning and faces a team,
all teams race to return to their proper positions,
lining up in height order as described above. They
must move individually without holding hands.
■ First team to line up in new positions scores 5
points, second place scores 3 points and third
place scores 1 point.
■ 1 player from winning team becomes next leader.
■ After a few turns, have leader move to a new
position in activity area, making groups run to
follow and keep up.
■ Make sure a new leader is chosen every round.
■ Participate in
activity.
■ Share information
with students.
■ Supervise students, encouraging them and
providing positive
feedback.
■ In our next activity we will challenge all of you to
use words of encouragement. What are words of
encouragement we can use while playing games
or sports?
■ Try to use people’s first name when you encourage them.
■ Students form groups of 6-8.
■ Using a section of rope 16-25’ long, have 2 turners
turn rope slowly.
■ Object of game: for group to go through rope
from 1 side to other by:
■ Going through 1 at a time
■ Not missing a beat of rope between students
H Challenge: Go through, jump 1 time and out, next
student goes in without missing a beat.
H Challenge: Go through, jump 3 times with next
student coming in after second jump, (Both will
jump 1 time together), then first student gets out.
H Challenge: If group is successful with these challenges, then have them try challenges again, but
this time in pairs.
H Challenge: See if entire group can jump rope 3
times consecutively.
H Challenge: At end of activity, see if entire class can
go through rope without missing a beat.
4 Spread ropes
around area
outside of boundaries for quick
distribution.
■ Encourage students to work
together.
■ Offer praise to
students.
■ Make sure you
get around to all
groups.
■ Remind students
to help each
other.
■ Make sure all
students jump.
Some may try remain as turners.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #2
ACTIVITY #1
Lesson 1
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
2 in a Row
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Keep students in their groups of 6-8.
■ Let me hear words of encouragement and first
names.
■ If a group is successful, try combining it with
another successful group to increase number of
jumpers. 20 people is challenging but not impossible.
■ Object of game: to see how many students in
a group can make 2 consecutive jumps without
missing.
■ Change turners occasionally to combat arm
fatigue and keep a consistent turn and arc.
■ Walk around
supervising students.
■ Look for positive
behavior and give
positive feedback.
4 Collect ropes.
■ Collect equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Did anyone hear words of encouragement
during today’s activity? What did you hear?
■ How did you feel when someone encouraged
you?
■ Did anyone encourage people by using their
first name?
4 Assist with
equipment.
■ Encourage
students to answer questions.
Praise those who
answer.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Work together in small groups.
■
■
■
■
■
5 4-square balls
11 jump ropes
11 basketballs
Koosh balls
4 pinnies
8th Grade : Lesson 2
BEFORE CLASS SET UP
■
■
■
■
■
11 hoops
11 8 1/4” balls
11 cards listing exercises
12 chickens
Team marathon task cards
4 Mark off 5 unlimited 4-square courts.
4 Set up team marathon cards on cones.
Clean up Your Room
Team Marathon
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Activity area should be divided by a center line.
Volleyball net or folding mats standing up on
their side may also be used to separate areas.
Many foam, tennis, or handballs should be scattered on each side of court.
■ As students enter they are assigned to 1 side of
court or other and they pick up 1 ball at a time
and throw it over center line and/or net of mats
to clean their side and make other side messy.
■ Count objects on each side to see who had least.
4 Post written instructions.
4 Set up nets or
mats and scatter balls prior to
class.
■ Assign students
to a team as they
enter activity
area.
■ Move around
area to supervise
students, reminding them of rules.
■ When I say go, get in groups of 3 and sit down
next to a hoop.
■ Quickly review activity.
■ If there are extra students, make a group of 4.
■ Each group will have a hoop with 3 basketballs
and jump ropes and 1 task card.
■ Each group will complete following activities:
■ Run a lap
■ 25 jumps with a jump rope
■ Dribble a ball 50 times
■ 10 push-ups (can be modified)
■ 10 jump twists
■ Run a lap
■ 15 jumping jacks
■ Jump rope 25 times
■ Snap fingers 20 times
■ Run a lap
■ Take a ball around your waist 15 times
■ Grapevine step 10 times (5 right, 5 left)
■ Give a high 5 to each team member
■ Punch up above head 20 times alternating
right and left hand
■ Repeat activities if time permits.
4 Set out cones and
equipment for
activity.
■ Supervise students and offer
encouragement.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Cooperative Games
8th Grade
Warp Speed
Chuck the Chicken II
(15 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form circles in groups of 6-8, 1 ball per
group.
■ Each group tosses a ball around until all have received it (without repeating or passing to student
next to them).
■ Groups practice same sequence multiple times
without stopping.
■ Stop students and tell them you will time them
to see how fast they can pass a ball and have it
return back to first student.
■ After timing them, ask them to think of how they
can improve their time.
■ Let them think, discuss, and practice.
■ Tell students they are going for a world record
this time.
■ Time them again.
■ Ask each group how they can improve and time
them again.
■ Walk around
supervising
students.
■ Help groups
having trouble.
■ Give positive
feedback and
praise to students
doing well.
4 Help collect balls.
■ Use 6-12 rubber chickens, (or tie knots in towels)
depending on class size; number of chickens is
equal to about a third of class.
■ Assign 2-3 students to be it. Have them wear pinnies. Add more taggers if action is slow.
■ Students are immune from tagging if they are not
holding chickens.
■ If carrying a chicken, a student can avoid being
tagged by chucking chicken to another student.
■ If a tagger picks up a chicken from floor or intercepts a chicken, ALL students being chased must
stop and do 3 push-ups.
■ Chickens cannot be taken from students.
■ When tagged, a student must go to “Chicken
Kitchen” (a small designated area) and perform
these fitness tasks: 3 push-ups, 3 sit-ups, and 3
jumping jacks.
4 Pass out chickens
and pinnies.
■ Stay opposite of
teacher to supervise the activity.
■ Encourage
students to be
honest and do fitness activity when
tagged.
ACTIVITY #2
ACTIVITY #1
Lesson 2
➔ Variation: Time students for 30 seconds and see
how many sequences they can do. Can they
improve?
➔ Variation: Once they have a pattern down, have
students follow ball. For example, if student A
throws to student B, student A moves to where
student B was standing while student B throws to
C and take’s C’s place. Time them for 30 seconds
and see how many times their group can complete a sequence.
➔ Variation: Add in exercises like “while in a pushup position…” or “after a curl up, pass ball.”
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Gotcha
COOL DOWN/CLOSURE
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment.
■ Have class form a large circle and ask everyone to
hold his or her right hand, palm up, with his or
her right elbow bent at a 90-degree angle.
■ Students take their left hands, with index fingers
extended, and place tips of those rigid digits into
palms of students to their left.
■ On your signal, extended palms try to catch a
finger and, obviously, those digits try to escape.
Only 1 grab can be attempted, no second tries. If
students can catch a finger while their finger escapes, they have achieved a premier level of Gotcha, but they can lose their status in next round.
■ Change signal for go each round.
■ DO NOT play this for long periods of time;
remember to leave students wanting more, not
bore.
■ Join in opposite
form teacher or
lead activity.
➔ Variation: Switch palms and fingers (left palm,
right index finger).
➔ Variation: Turn receiving palm upside down and
extended digit comes from down under (Australian Version).
➔ Variation: Ask students to close their eyes and
indicate that anyone can give a go signal after 5
seconds; this will be the fastest 5 seconds you’ll
see.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Share space with others.
■ Work together in small groups.
■ 4-square balls
■ 3-4 beach balls
■ Jump ropes
8th Grade : Lesson 3
BEFORE CLASS SET UP
■ FLOW equipment
■ Cones
4
4
4
4
4
Set up 4-square courts.
Put 4-square balls in container.
Set out FLOW equipment on side of play area.
Fill 5-6 beach balls.
Put jump ropes in 3-4 containers.
Amoeba Tag
FLOW
(5 minutes)
ROLE OF ASSISTANT
■ Object of game: Avoid getting tagged by
■ Walk around
amoebas.
providing positive feedback and
■ Start with 1 pair as amoebas that are hooked tohelping students.
gether by a wrist hold (instead of holding hands,
they grab each others wrists).
■ Help amoebas
divide.
■ Amoebas try to tag other students.
■ Students who are tagged join growing amoeba by
joining with a wrist grab.
■ Once amoeba grows to 4 students it can divide
into 2 partner amoebas.
■ Each time a tagging group grows to 4 they divide.
■ Eventually all students will be tagged.
■ Start over if time permits. Ask for volunteer
amoebas. To speed up game start with multiple
amoebas.
■ Remind students of importance of cooperating
with each other and playing by the rules.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
■ Help students set
up FLOW, explaining where equipment goes.
■ Supervise FLOW
stations as necessary.
4 Supervise students as they
return FLOW
equipment.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(15 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Cooperative Games
8th Grade
Countdown Moonball
Cool Down/Closure
(15 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: To keep a beach ball in air continuously while counting each hit.
■ Students should be in groups of 6-8.
■ Groups number themselves 1-8.
■ Student #1 starts with first hit upward and group
continues in order.
■ After hitting ball, each student runs to a cone and
returns.
■ You can see how many times in succession a team
can accomplish this. Each time students get to #1,
whole team yells out total number of times they
have successful counted from 1 to 8.
■ You may want students to pause after a few trials
to have groups discuss strategies for improving
their scores. Do not ask students to call out their
scores. Just ask how many groups improved their
score instead.
➔ Variation: Count Up Moonball
■ Divide groups in half. Half of group (4 students) should line up in a straight line facing
first student in line from other half of group. 2
single file lines should be 10 feet apart.
■ First student in 1 line sets ball to first student
in other line. After setting ball, hitter follows
it and runs to back of opposite group. Group
counts how many consecutive hits before ball
hits ground.
■ If ball hits ground groups start a new count.
■ In a free-for-all version, students simply keep ball
in air.
4 Set up 4 cones
around area to
form a jogging
track.
■ Walk around
supervising students.
■ Look for positive
behavior and give
positive feedback.
■ Remind students
of rules.
4 Collect beach
balls.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How can this class continue to be safe for
everyone?
■ How well did your group work together in
Moonball? How could you improve?
■ Encourage students to answer
questions.
■ Point out positive
actions you saw
during activity.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 3
H Challenge
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Work together in small groups.
■ Cones
■ 2 different colored foam
balls
■ Hoops
8th Grade : Lesson 4
BEFORE CLASS SET UP
■ Pinnies
■ 16 cinder blocks (or steps)
4 Set up success and try again zones
4 Set up team toss tag area
4 Mark floor to designate where blocks go for Meuse
Rock, Paper, Scissors 6 Step Getaway
Team Toss Tag
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ 4 cones close together to designate how far apart
students stand as they play Rock, Paper, Scissors
and 4 cones designate how far each student has
to run.
4 Set up cones.
■ Move around
supervising students.
■ Play against a
student or 2.
■ Divide gym into as many sections as there are
members on tagging team. For example, divide
gym into 6 sections if there are 6 students on tagging team.
■ Put a colored pinnie on each tagger and assign
each tagger to a section.
■ Remaining students can move anywhere they
want in gym.
■ Taggers can only tag students in their section and
can only tag with a foam ball. Taggers have to
work together, passing a ball to help each other
tag students.
■ To begin, give 2 taggers a foam ball. As students
run to other sections to avoid being tagged, taggers must pass ball to their teammate taggers in
other sections in order to tag a student.
■ Once tagged, that student has to run/walk 1 full
lap outside of court and reenter at same point.
■ After 2-3 minutes change taggers.
4 Make sure area is
set up for activity.
4 Hand out pinnies
to each team.
■ Help students follow rules, encourage students, give
positive feedback.
■ Students find partners and compete against each
other playing Rock, Paper, Scissors.
■ Winner must chase losing partner.
■ Partner gets away if he or she can get past far
cones before being tagged.
■ 1 point for tagging a partner and 1 point for
escaping.
■ You could set up gym with Success and Try Again
areas. Students change sides every time they get
3 points.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
➔ Variation: Change locomotor movement around
court (skip, hop, slide, etc.).
➔ Variation: Instead of going around court, have
tagged student freeze and freed by another student giving a Hi-5.
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Cooperative Games
8th Grade
A Good Citizen
Stargate Hoop
(7 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: Help a visually impaired partner
(with his or her eyes closed) safely walk across
activity area.
■ Students find partners and go to perimeter of
large activity area (basketball court size). Court
lines or traffic cones designate activity area.
■ Numerous traffic cones and balls are scattered on
floor in activity area.
■ Partners decide who will be visually impaired first
and who will be a “good citizen”.
■ On “Go,” good citizens give verbal cues to their
partners to get them to other side of activity
area to safely navigate traffic cones. They cannot
touch their partners.
■ Good citizens closely follow their partners to keep
them safe.
■ After safely crossing, partners switch roles.
■ On their next try, good citizens help visually impaired students touch 1 line then another.
■ Move around to
all groups encouraging teamwork.
■ Remind students
of rules, encourage positive interaction, and give
positive feedback.
4 Collect
equipment.
■ Students form groups of 8 in a circle formation
holding hands or wrists, 3 hoops evenly spread
around circle.
■ Tell students in which direction hoops should
move.
■ On “Go,” first student carefully steps and bends
through a hoop while other students hold hands.
Then next student steps through until everyone
has a turn and hoop returns to start.
■ Object is to get group through all hoops as
quickly and efficiently as possible, including hoop
holders and without letting go of hands.
4 Pass out hoops to
each group.
■ Do not offer solutions to students.
4 Collect equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #2
ACTIVITY #1
Lesson 4
➜ Variation
H Challenge
➔ Variation: Each group has 1 red hoop and 2 hoops
of another color. How many times around group
can red hoop go in 1 minute? Can each group
improve?
Italics indicate the teacher speaking directly to the student.
Quick Dragon Ball
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Class scatters, 2 students have an 8 ½ inch foam
ball (use 2 different color balls if available).
■ On your signal, 2 students with balls throw them
to someone else and then run up behind them
placing their hands on shoulders of catchers.
Catchers must wait for throwers to line up behind
them.
■ As soon as a connection is made, catchers throw
balls to other students and dragon continues to
grow.
■ For larger classes use more foam balls for more
action.
4 Pass out balls.
■ Remind students
of rules, encourage positive interaction, and give
positive feedback.
4 Collect balls.
■ Collect equipment.
■ Ask students:
■ Which activity did you enjoy the most and
why?
■ Which one needed the most cooperation and
why?
■ Encourage students to answer
questions.
■ Point out positive
actions you saw
during activity.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Work together in small groups.
■ Problem solve as a team.
■ 20 different types of
balls
■ Noodles
■ Traffic cones
8th Grade : Lesson 5
BEFORE CLASS SET UP
■ 5 medicine balls (or other
large balls)
■ Poly Spots
■ Beanbags
2 Pass-with Defender
Cannonball Run (continued)
(10 minutes)
ROLE OF ASSISTANT
■ Spread many different types of balls around play
■ Encourage stuspace. Students find partners.
dents to work
together.
■ Object of game: to pick up a ball, complete 2
passes with partner, set ball back down and move ■ Offer praise to
to another ball.
students.
■ Assign students as defenders (4-5) who disrupt passes. ■ Offer encouragement to defend■ Establish a goal (how many different balls, differers.
ent types of passes, etc.) or set a time limit.
(10 minutes)
ROLE OF ASSISTANT
■ Students form 4-5 equal teams, 1 medicine ball
per team.
■ Each team stands in file formation at a different
corner of play area facing in a CCW direction.
■ When music starts, each team starts jogging
around track with last runner carrying a medicine
ball. Students stay in this order and do not pass to
each other.
■ On your signal, last runner sprints forward on inside of track, passing all team runners. As last runners reach front of teams, they yell “Cannonball!”
This is a signal for whole team to turn sideways
and slide step along as medicine ball is passed
from student to student to new last runner.
■ Stay opposite
from teacher to
help supervise the
activity.
■ Help students get
medicine ball.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
ue
s
LESSON CONTENT
tin
HEALTH RELATED PHYSICAL ACTIVITY
Cannonball Run
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
4 Spread out balls in play area.
4 Set up rectangular track for HRPA.
Act
y
i vit
co
➜ Variation
n
H Challenge
ROLE OF ASSISTANT
■ Music can be used as signal.
■ Give positive
feedback to
■ New last runner, when receiving medicine ball, runs
students
to front of team and continues medicine ball pass.
■
Help collect
■ Continue at a steady pace until music stops. No
medicine balls.
team is permitted to pass another during a run.
■ Each team should yell out number “cannonball
runs” made by their team.
■ Yell out “push-up break, crunches break” students
stop where they are and perform push-ups and
crunches. Vary type of push-ups: Trojan salute,
(right hand touches left shoulder, then left arm
touches right shoulder) reverse (crab position)
push-ups, turn-overs (reverse from front to back,
back to front, etc.
■ To cool down, students walk slowly around track
inhaling and exhaling deeply. Each team can
report their score to you.
➔ Variation: Teams could pass a basketball or large
utility ball.
➔ Variation: Increase size of track (where possible)
or duration of run as fitness improves.
➔ Variation: Introduce a break signal in which each
team stops in place, quickly forms a circle, and
while jogging in place, passes a ball back and
forth across circle to a teammate who is not on
either side of them
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Cooperative Games
8th Grade
Bumper Cars
Lesson 5
Magical Stepping Stones
(5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ 1 partner stands behind other and places his or
her hands on partner’s shoulders.
■ Partner in back steers front partner around area
without bumping into anything.
■ Partner in front can close eyes for an added trust
activity and to get an idea of what it’s like to be
blind and have to rely on others.
■ Place obstacles in area for students to get around.
■ Keep opposite
from teacher to
supervise students.
■ Encourage
students to be
patient with each
other.
■ Do not offer
suggestions or
solutions.
■ Students form groups of 6, 1 poly spot per student.
■ Object of game: Students cooperatively problem solve to safely cross toxic wasteland without
touching ground. They can only touch poly spots
as they get from 1 side to other. Poly spots may be
moved.
■ Toxic wasteland must be marked with lines or
traffic cones. Width of area is approximately 30
feet across. This distance and number of poly
spots can be modified.
■ Students are told a story such as following:
■ You are camping in the wilderness with a
group of friends. Suddenly a huge bear chases
you towards a toxic stream and you must get
to the other side.
■ Only the protective shields (poly spots) can
touch the toxic waste.
■ Success is only accomplished if the entire
group crosses.
■ If someone touches the floor with any part of
his or her body he or she must go back to the
start.
■ The group must work as a team and solve
the problem. You have 5 minutes to solve the
problem.
■ After a group passes this challenge tell them they
must go back and cross with only 5 poly spots,
then 4.
4 Pass out poly
spots.
■ Keep opposite
from teacher.
■ Remind students
of rules.
4 Collect
equipment.
ACTIVITY #2
ACTIVITY #1
➔ Variation: Have partners create distinct sounds to
communicate while seeing partner stays behind
line to shout out directions to “blind” partner as
he or she moves across area.
➔ Variation: Use more or less poly spots.
➔ Variation: They must carry a medical equipment
case (traffic cone), medicine (1 basketball) and/or
food (beanbags).
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
French Fry Tag
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of full basketball
court, or half-court for a small class.
■ Quickly discuss negatives of fatty foods. Then 2-4
students are given a noodle; these students are
French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together neither student can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Help with
equipment.
■ Keep students
on task.
■ Collect equipment.
■ Assistant leads stretching while you review:
■ How did students use problem-solving strategies in this lesson?
■ Did anyone show cooperation towards you in
the lesson? How did you feel?
■ Did anyone help anyone else in today’s lesson?
How?
■ Lead activity or
participate.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 5
Italics indicate the teacher speaking directly to the student.
Cooperative games
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Work together in small groups.
■ Apply previously learned catching and tossing skills.
■ 1 ball or object to
toss per student
■ Lots of cones
Hi-10 Everybody’s It
Crazy Cones
(5 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of the game: To tag and free as many
people as possible.
■ Use 4 comes to form a 25 x 25 yd square or use
boundaries of basketball court.
■ All students are “it”.
■ If tagged, a student must sit or kneel down with
both hands up.
■ A tagged student returns to game when given a
“high 10” by another student.
■ If 2 students tag each other at the same time and
argue they must both sit or kneel.
■ After being freed, there are no immediate tag
backs between those 2 students.
4 Set up 4 cones
forming a 25 X 25
yard square.
■ Encourage
participation.
■ Clarify rules.
■ 2 teams compete against each other; 1 team sets
up cones while other team knocks them down.
■ All set-ups and knock downs must be done by
hands; no feet!
4 Spread out cones
across gym floor,
half of them laying flat and half
of them standing
up.
■ Walk around
providing positive feedback,
encouragement,
and praise.
4 Collect cones.
4 Set up oval.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 Put 4-square balls in bins.
4 Set out cones on side of play area.
H Challenge
➔ Variations: Students should use different methods
of knocking them down and setting them up as
designated by teacher: 1 finger, elbows only, opposite hand, while in a push-up position, doing 3
jumping jacks, etc.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Cooperative Games
8th Grade
Last Runner Out
Group Juggle Variations
(10 minutes)
ACTIVITY #1
(11 minutes)
ROLE OF ASSISTANT
■ Students form groups of 6.
4 Set up an oval
with cones about
■ Start groups at different spots on around oval.
50 meters in pe■ First student in each group begins jogging a slow
rimeter. If you set
to moderate pace with entire group following in
up indoors, make
single file.
sure you have
■ On your signal, last runner sprints around outside
enough passing
of group to front of line and becomes new leader.
room between
■ On each successive signal, last runner takes a turn
cones and walls.
running to front and then slows to a jogging
pace.
■ Group continues this pattern until everyone has
been a leader, then group can walk once around
oval.
■ Be aware of students running too fast. Encourage
students to stay close to leader.
■ Remind students about those who have difficulty
keeping up, they should begin at end of line so
they are first students to sprint to front.
■ Groups can continue this activity for a designated
distance or time.
ACTIVITY #2
LESSON CONTENT
Lesson 6
LESSON CONTENT
ROLE OF ASSISTANT
■ Students remain in groups of 6.
■ Have each group designate a leader and that
student gets 6 tossing items.
■ Start passing 1 item around so that each student
receives it once. Item can only be passed across
circle, not to student standing next to them. Each
time item goes around students pass to same
student.
■ Students should call out name of student they are
throwing to.
■ Leader begins to add additional tossing objects to
each group as they become more proficient.
■ Call “Reverse” as soon as most items are in play.
Group will probably fumble around, drop items
and complain.
■ Using 2-4 items per group (per group of 10), try
starting with 2 items in 1 direction and 2 items in
reverse direction. It’s difficult, but can be done.
■ Each student has a ball or tossing object and
group attempts to keep all 6 going at same time.
■ Pass out balls to
each leader.
■ Move around offering encouragement.
➔ Variation: Toss and follow ball and change places
with student ball was tossed to. See if group can
do this with more than 1 ball at a time.
COOL DOWN/CLOSURE
Cool Down/Closure
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment.
4 Collect
equipment.
■ Teaching Assistant and a student lead stretching
while you ask:
■ What was the most difficult part of the tossing
activity?
■ How did your group improve during the ball
tossing activity?
Italics indicate the teacher speaking directly to the student.
Cooperative games
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply Challenge by Choice to risk-taking activities.
■ Apply previously learned catching and throwing skills.
■ FLOW equipment
■ Deck rings
■ Pinnies
4 Set up Success/Try again areas.
4 Set out Flow equipment on side of play area.
Crab Grab
FLOW
(5 minutes)
ROLE OF ASSISTANT
■ Divide activity area into 2 areas with traffic cones ■ Move around
or lines. Designate 1 side as Success area and
area supervising
students.
other as Try Again area.
■ Students find partners and go to either side.
■ Play against a
Partners assume classic crab position—bellies up,
student or 2.
elbows and knees bent, bodies elevated on hands ■ Encourage and
and feet.
praise students.
■ Students must maintain this position supported by
at least 3 extremities.
■ Each student tries to make his or her partner
touch ground. Allow students to make contact
only with their feet, (no kicking).
■ Partners play best out of 3 then go to Success or
Try Again areas.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Help students set
up FLOW, explaining where equipment goes.
■ Supervise FLOW
stations as necessary.
4 Supervise students as they
return FLOW
equipment.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(15 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Cooperative Games
8th Grade
UDT-Ultimate Deck Tennis
Cool Down/Closure
(15 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide class into 4 teams (more if space permits)
to play games simultaneously.
■ Give each team a set of pinnies.
■ Game is similar to ultimate Frisbee but with a
deck ring.
■ To score a point, a team must throw a deck ring
over end line and have it “speared” by a teammate (ring goes around teammate’s arm).
■ Ring can be caught in any way: grabbing, spearing, trapping, etc.
■ If a ring is dropped or knocked down, it immediately changes possession.
■ Players cannot move with a ring.
■ Guarding and blocking shots is allowed, but
absolutely no physical contact between players is
permitted during activity.
■ If a goal shot is attempted and dropped, opposing
team gets immediate possession outside goal line.
■ Principle of 3s is in effect:
■ 3 passes completed before a score
■ Must pass to 3 different students
■ Must guard from 3 feet away
■ To begin play after a score, ring is placed in center
of play area.
■ Pass out pinnies
and deck rings.
■ Move around
area staying opposite of teacher.
■ Remind students
to follow rules.
■ Shout out encouragement to
students.
4 Collect
equipment.
■ Collect equipment.
■ Teaching Assistant leads stretching while you ask:
■ How difficult is it to play Deck Tennis? Why?
■ What is your favorite FLOW activity?
■ What is the most difficult FLOW activity?
■ Encourage students to provide
answers.
■ Point out students who did
good jobs.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 7
H Challenge
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Apply Challenge by Choice to risk-taking activities.
■ Work together as partners.
■ Cones
■ Mats
8th Grade : Lesson 8
BEFORE CLASS SET UP
■ Balls
4 Have cones out in groups of four or set-up grids prior to activity
4 Balls in 3-4 containers
4 Mats out on side
Knee Tag
3-on-3 Keep Away
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to tag a partner’s knees 3 times.
■ Students find partners and their own space in
activity area.
■ Learning Cues
■ Find a partner
■ Go to poly spot
■ One partner says “Ready go”
■ Use fingers only
■ Touch your partner’s knees gently
■ Move around poly spot to escape
■ STAY NEAR SPOT – AVOID OTHERS
■ One point awarded for each touch
■ When the music stops find a new partner
■ Signal (music off) for students to switch partners
every minute.
4 Post learning
cues.
4 Scatter poly spots
in designated
area.
■ Walk around,
providing positive
feedback.
■ Watch spacing for
safety.
■ Students set up 4 cones in a 10 foot X 10 foot
grid.
■ Object of game: for a team to make 3 catches
consecutively without losing possession.
■ 1 point is scored when 1 team makes 3 consecutive catches. Opposing team takes possession.
■ No body contact allowed.
■ Principle of 3s is in effect:
■ 3 catches to 3 different people to score a point
■ 3 steps to stop
■ 3 alligators to throw
■ Change of possession for interceptions or if object
touches floor.
■ After 3 minutes of play have teams play against a
different team.
4 Make sure
each group has
enough equipment and is set
up properly.
■ Move around
area supervising
students.
■ Give positive
feedback, encouragement, and
praise.
4 Collect
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➔ Variation: Play 2-on-2
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Cooperative Games
8th Grade
Partner Pacer
Lesson 8
Stand ‘Em Back Up
(7 minutes)
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of 6 from above break off into 2 groups
of 3.
■ Designate a large running area (50-200 yards)
with cones in square or oval.
■ 2 students jog while 1 student stretches in infield.
■ When partners 1and 2 complete first lap, partner
3 jogs up next to partner 2 and jogs along side for
next lap. Partner 1 stops and performs stretches in
infield.
■ After second lap, partner 2 rests as partners 1 and
3 complete course.
4 Assist with set-up.
■ Encourage participation and
pacing.
■ Students develop courage to fall off balance, responsibility for safety of others, and arm strength.
■ Mats are scattered throughout play area, about 4
feet of mat for every 2 students.
■ Students need to be paired with someone of similar size and stand on a mat.
■ 1 student (faller) stands facing partner with feet
together and crosses their arms over their chest.
■ 1 student (catcher) stands in stride position in
front of faller with arms extended.
■ When ready, faller says, “ready to fall A” (catcher).
■ Catcher responds by saying, “ready B”.
■ Faller says, “falling A” and catcher replies, “Fall
B”.
■ Faller falls towards catcher keeping body straight.
■ Catcher contacts faller with hands on shoulders,
bending arms to absorb force.
■ Catcher gently pushes partner back up to standing position.
■ Catcher steps back a short distance, about 4 inches, and commands, fall and catch are repeated.
■ As distance between students increases, catcher
will have to bend knees and get lower in order to
catch faller.
■ During fall, if faller feels catcher can’t provide
support, he or she steps forward with 1 foot to
regain balance.
■ Walk around
encouraging
students to challenge themselves.
■ Remind students
about trust,
responsibility, and
safety.
■ Praise students.
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
➔ Variation: Easier-perform several times at each
distance before stepping back.
➔ Variation: Harder-faller closes eyes throughout
activity.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Awesome Add-On
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students jog or walk around play area. Movement pattern can be changed (skip, gallop, hop,
etc.).
■ Students begin when you give a signal (music,
whistle, “Go,” etc.).
■ When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch t ground, change
directions, turn around, 10 jumping jacks, 5 pushups, a shoulder stretch, etc.
■ Each time you signal for students to stop, a new
skill will be added on.
■ Students must do all previous skills first, from
memory, before adding a new skill.
■ Encourage
participation.
■ Clarify rules.
■ Collect equipment and have students sit in pairs.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ As the catcher, what did you feel as you
caught your partner?
■ When you were the faller, how did you feel as
you fell?
■ What makes a good partner in a trust activity?
■ Encourage students to provide
answers.
■ Point out students who did a
good job.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Apply Challenge by Choice to risk-taking activities.
■ Respect and support your own and others’ decisions.
■ Work together in small groups.
■ Pins
■ 20 cones
8th Grade : Lesson 9
BEFORE CLASS SET UP
■ Mats
4 Set up ones for Rock, Paper, Scissors
4 Put pins in a container.
4 Set out mats.
Rock, Paper, Scissors 6 Step Getaway
Aerobic Bowling
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ 4 cones close together to designate how far apart
students stand as they play Rock, Paper, Scissors
and 4 cones designate how far each student has
to run.
4 Set up cones.
■ Move around
supervising students.
■ Play against a
student or 2.
■ Students form groups of 3, 1 pin and 1 ball per
group.
■ Set pin 15 to 30 feet from a cone (could be a
partially filled plastic water bottle) depending on
the age group.
■ 1 member will stand 2 feet behind pin.
■ On your signal, first bowler rolls ball at pin from
behind cone.
■ If pin is knocked over or off-line, it is bowler’s
responsibility to set it back up properly, and then
replace t student behind pin.
■ Student behind pin retrieves ball and runs back to
give it to next student in line.
■ Continue this rotation for a set period of time and
see how many times each group can hit pin.
■ Challenge groups to move as fast as they can to
strike most pins.
4 Pass out a ball
and pin to each
group.
■ Move around
area supervising
students.
■ Give positive
feedback, encouragement, and
praise.
4 Collect
equipment.
■ Students find partners and compete against each
other playing Rock, Paper, Scissors.
■ Winner must chase losing partner.
■ Partner gets away if he or she can get past far
cones before being tagged.
■ 1 point for tagging a partner and 1 point for
escaping.
■ You could set up gym with Success and Try Again
areas. Students change sides every time they get
3 points.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
➔ Variation: Use 2 pins (or water bottles) for each
group so you can have strikes and spares.
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Cooperative Games
8th Grade
Circle of Friends
Follow the Leader/Group Line Up
(10 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Objectives are to develop courage to fall off
balance and develop trust and responsibility for
safety of students falling.
■ Divide students into groups of 8-10.
■ Each group forms a tight circle with 1 student in
center. Students in circle should be about 1 foot
apart from each other.
■ Student in center folds arms across chest, putting
hands on opposite shoulders.
■ Student in circle stands with 1 foot in front of
other with hands up and out in front, ready to
support friend in center.
■ When center student is ready, he or she says,
“Ready friends?”
■ Those in circle respond in unison “Ready A (center
student).”
■ Center student says “Falling friends” and those in
circle respond “Fall A.”
■ Center student leans off balance in any direction
keeping his or her body straight and rigid.
■ Friends in circle gently catch center student and
push him or her back up and across circle or to a
friend along side. Push firmly but not rapidly, i.e.,
don’t throw student across circle.
■ If center student fears he or she is falling, that
student steps in direction of fall to maintain balance.
■ After 20-25 seconds, center student and member
of circle exchange places.
■ Repeat until all have an opportunity in center.
4 Make sure mats
are set up (or do
this activity outside on grass).
■ Walk around
encouraging
students to challenge themselves.
■ Remind students
about trust,
responsibility, and
safety.
■ Praise students.
■ Use same groups as previous activity.
■ Each group forms 1 side of a square.
■ All groups must be equidistant from leader who
stands in center.
■ Each group stands in order of height, with shortest player on right and tallest on left.
■ All 4 groups must memorize where they are when
facing leader. Are they behind leader? Are they
to a side? Object of game is to return to same
position no matter which direction leader turns.
■ When music is turned on, students perform an
exercise (jumping jacks, jog in place, bell jumps,
something aerobic or strength building).
■ When music is turned off, leader pivots in place in
middle of square, being careful not to give away
which direction he or she will stop.
■ As soon as leader stops turning and faces a team,
all teams race to return to their proper positions,
lining up in height order as described above. They
must move individually without holding hands.
■ First team to line up in new positions scores 5
points, second place scores 3 points and third
place scores 1 point.
■ 1 player from winning team becomes next leader.
■ After a few turns, have leader move to a new
position in activity area, making groups run to
follow and keep up.
■ Make sure a new leader is chosen every round.
■ Participate in
activity.
■ Share information
with students.
■ Supervise students, encouraging them and
providing positive
feedback.
ACTIVITY #2
ACTIVITY #1
Lesson 9
➔ Variation: Easier-use fewer students in groups to
make circle smaller.
➔ Variation: Harder-center student close eyes.
➔ Variation: Use more students to enlarge circle.
➔ Variation: Center student stands on a low platform (e.g., bench, milk crate).
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment and have students sit in pairs.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ In the activity circle of friends what worked
and why?
■ What didn’t work and why?
■ How did you learn to trust your friends?
■ How do you earn the trust of your fellow
students?
■ Encourage students to provide
answers.
■ Point out students who did a
good job.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Cooperative Games
4 Set Up or Prep Duties
☛ Cues or Key Concepts
8th Grade
➜ Variation
H Challenge
Lesson 9
Italics indicate the teacher speaking directly to the student.
Cooperative games
LESSON OUTCOMES
EQUIPMENT
■ Work together in small groups.
■ Problem-solve challenging activities.
■ Balloons
■ 2-4 noodles
8th Grade : Lesson 10
BEFORE CLASS SET UP
■ Many cones
4 Blow up balloons.
Hi-10 Everybody’s It
French Fry Tag
(5 minutes)
ROLE OF ASSISTANT
■ Object of the game: To tag and free as many
4 Set up 4 cones
people as possible.
forming a 25 X 25
yard square.
■ Use 4 cones to for a 25 x 25 yd. square, or use
court lines.
■ Encourage
participation.
■ All students are “it”.
■
Clarify rules.
■ If tagged a students must sit or kneel down with
both hands up.
■ A tagged student returns to the game when given
a “HIGH 10” by another student.
■ If 2 students tag each other at the same time and
argue they must both sit or kneel.
■ After being freed, there are no immediate tag
backs between those 2 students.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Cooperative Games
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(5 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of full basketball
court, or half-court for a small class.
■ Quickly discuss negatives of fatty foods. Then 2-4
students are given a noodle; these students are
French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together neither student can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Help with
equipment.
■ Keep students
on task.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Cooperative Games
8th Grade
Boop
Crazy Cones
(10 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ A group of 4-6 students join hands in a circle and
try to keep a balloon aloft with any part of their
body except their hands.
■ Try playing with isolated body parts.
■ Is it possible to keep balloon afloat by blowing
only?
4 Pass out balloons.
■ Move around to
each group offering praise and
encouragement.
■ 2 teams compete against each other; 1 team sets
up cones while other team knocks them down.
■ All set-ups and knock downs must be done by
hands; no feet!
4 Spread out cones
across gym floor,
half of them laying flat and half
of them standing
up.
■ Walk around
providing positive feedback,
encouragement,
and praise.
4 Collect cones.
➔ Variation: Try sitting down on floor while “booping.”
➔ Variation: Allow a designated student to call out
boop commands: heads only, hands only, clockwise,
counterclockwise, sit down and toes only, etc.
ACTIVITY #3
ACTIVITY #1
Lesson 10
➔ Variation: Students should use different methods
of knocking them down and setting them up as
designated by teacher: 1 finger, elbows only, opposite hand, while in a push-up position, doing 3
jumping jacks, etc.
Balloon Trolleys
ROLE OF ASSISTANT
■ Students form groups of 8.
■ Blow up enough balloons so that you have 1 to
fit between every student if they stand in a single
file; if students are X and balloons are O the line
would look like this:
XOXOXOXOX
■ Have groups go from 1 end of play area to other
without losing a balloon.
■ A balloon touching floor may result in:
■ Entire group starting over again
■ 2 students who dropped balloon having to go
to front or end of line and replace balloon
■ Group has to figure out how to pick up balloon and reinsert it without losing another
balloon
■ All of above; use whatever consequence
coincides with your keen sense of challenge,
tempered with a dollop of compassion
■ While moving to beat of music, small units gradually link up until there is 1 long train.
4 Pass out balloons
to students where
needed.
■ Keep opposite of
teacher to help
supervise.
■ Offer praise and
encouragement.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
Cool Down/Closure
(5 minutes)
COOL DOWN/CLOSURE
ACTIVITY #2
(10 minutes)
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment and have students sit in pairs.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What was your favorite activity today? Why?
■ What was your favorite activity in the cooperative games unit? Why?
■ Encourage students to provide
answers.
■ Point out students who did a
good job.
Italics indicate the teacher speaking directly to the student.
Cooperative Games Appendix
Task Cards
TeAM MARATHOn
Run a lap
25 jumps with a jump rope
Dribble a ball 50 times
10 push-ups (can be modified)
10 jump twists
Run a lap
15 jumping jacks
Jump rope 25 times
snap fingers 20 times
Run a lap
Take a ball around your waist 15 times
grapevine step 10 times (5 right, 5 left)
give a high 5 to each team member
Punch up above head 20 times
alternating right and left hand
COOPeRATIve gAMes | TAsK CARD
Football
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate how to throw on the run to the right and left sides.
■ Demonstrate how to run an out pattern and catch the ball.
■ 1 football
per student
■ 1 flag and belt set 4 Have footballs and flag belts ready.
per student
4 Set up grids for activities.
Flag Pulling
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and play catch with each
other. Receiver must catch ball while running.
4 Distribute 1 flag
and belt set per
student and1
football per pair.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
HEALTH RELATED PHYSICAL ACTIVITY
Catch
(5 minutes)
(10-12 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Use a large area.
■ On your signal, students pull flags off opposite
team members while holding on to a football.
■ Object of game: to pull as many flags as possible
from opponents in allotted time.
■ If a student’s flag is pulled off, he or she reattaches it and continues.
■ Ask students who had highest number of pulls
within time limit.
■ Play multiple times as students try to beat their
own scores.
4 Distribute 1 football per student.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
4 Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
Transition
TRANSITION
TRANSITION
Transition
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and quickly gather around
you for a skill demonstration.
■ Students leave their flags on.
■ Assist with
instruction.
■ Help students
find partners.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Football
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #1
Lesson 1
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” students go to grids.
■ Help students
find open space.
■ Assign grids.
Right and Left Rollout
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice right and left rollouts.
■ Quarterback throws 2 times to receiver and then
they switch roles.
H Challenge: How many consecutive catches can
each pair complete?
■ Control quality
of activity.
■ Monitor spacing.
Transition
TRANSITION
■ Ask 2 students to demonstrate.
■ Explain activity.
■ Demonstrate
■ Rollout to right side:
activity.
■ 2 students line up parallel to each other about 10
steps apart. 1 is quarterback, 1 is receiver.
4 Collect extra balls.
■ On quarterback’s signal, play begins with quarterback running a half circle route behind line of
scrimmage and throwing ball to receiver at end of
route.
■ Receiver will run a square pattern while quarterback runs. Receiver should catch quarterback’s
pass at end of his or her route.
■ Rollout to left side: Same as above, though to left
side rather than right.
ACTIVITY #2
Throwing on the Run
TRANSITION
8th Grade
LESSON CONTENT
ROLE OF ASSISTANT
■ Pairs form groups of 6 and put 1 football aside.
■ Each group of 6 will divide into 2 groups of 3 for
a 2-on-1 game.
■ Groups go to assigned grids.
■ Assist with
grouping.
■ Assign grids.
2-on-1
ACTIVITY #3
(10 minutes)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice right and left rollouts.
■ Quarterback throws 2 times to receiver and then
they switch roles.
■ Third student in each group defends receiver,
trying to intercept or knock down ball or pull
receiver’s flag.
■ Students quickly run back to line of scrimmage
after every play.
H Challenge: QB and receiver get a point for every
completion and a bonus point if their flags are
not pulled.
■ Control quality
of activity.
■ Monitor spacing.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment.
■ Lead class in cool down exercises.
■ Facilitate discussion:
■ Why do you think it is important to learn to
throw the ball on the run?
■ How might throwing on the run give you an
advantage in a game situation?
■ Is throwing the ball on the run more difficult
than throwing it when you’re standing still?
Why?
■ Play catch with a friend after school today.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate running different patterns.
■ Demonstrate throwing accurately to a moving receiver.
■ 1 football per student
■ 2 cones for every 10-12
students
■ 1 flag and
belt set per
student
Throwing on the Run
Breakout
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and practice throwing
while running, rolling out right and then left.
Receiver works on running a square out pattern.
4 Distribute 1 flag
and belt set per
student and1
football per pair.
■ Provide
instructions.
■ Ensure that students are spaced
properly.
■ 2 defenders without flags or footballs stand at
mid-court or mid-line.
■ All other students are on end line with a football
under their arms and flags on.
■ Object of game: to run past defenders to other
end line without losing flags.
■ If students lose both flags, they place their footballs in a ball container and become defenders.
■ Play until all students are caught.
■ New defenders for next game are last 2 students
caught.
4 Set up cones 12
steps from each
other in a straight
line (2 cones for
10-12 students) in
a rectangle about
25 X 40 feet, or
use a basketball
court.
4 Distribute1 football per student.
■ Provide
instructions.
■ Control quality
of activity.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
4 Have footballs and flag belts ready.
4 Set up cones for HRPA about 12 steps apart from
each other (10-12 students per grid).
4 Set up multiple grids for activities.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Football
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and quickly gather around
you for a skill demonstration.
■ Assist with
instruction.
■ Help students
find partners.
TRANSITION
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” students find partners and go to a
designated area.
■ Help students
find designated
areas.
■ Monitor spacing.
Running Patterns
Running Patterns
(4 minutes)
ACTIVITY #1
Lesson 2
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Ask 2 students to demonstrate:
■ 10 and out (sprint about 10 steps and make a
right angle cutting out toward sideline).
■ Buttonhook (sprint about 10 steps, stop and
turn around).
■ Stop and go (sprint about 10 steps and fake
stopping, then take off sprinting).
■ 2 students line up parallel to each other about 10
steps apart (1 is quarterback, 1 is receiver).
■ On quarterback’s signal, play begins with quarterback dropping back and throwing ball to receiver
at end of a selected pattern.
■ Explain activity.
■ Demonstrate
activity.
4 Collect extra balls.
■ On quarterback’s signal, students practice running
different patterns:
■ 10 and out (sprint about 10 steps and make a
right angle cutting out toward sideline).
■ Buttonhook (sprint about 10 steps, stop and
turn around).
■ Stop and go (sprint about 10 steps and fake
stopping, then take off sprinting).
■ Receiver runs each pattern once then switches
roles with quarterback.
H Challenge: How many consecutive catches can
each pair complete?
■ Control quality
of activity.
■ Monitor spacing.
ACTIVITY #2
LESSON CONTENT
TRANSITION
Transition
■ All 3 patterns look identical for first 5 yards; this
is what makes them difficult for a defender to
cover.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Pairs form groups of 6 and put 1 football away.
■ Each group of 6 will divide into 2 groups of 3 for
a 2-on-1 game.
■ Assist with
grouping.
Italics indicate the teacher speaking directly to the student.
2-on-1
Cool Down/Closure
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Groups go to assigned grids.
■ Students practice running different patterns with
a defender.
■ Quarterback, receiver, and defender switch roles
after every 2 plays.
■ Receiver can run any pattern.
■ Defender tries to intercept or knock down ball or
pull receiver’s flag.
■ Students quickly run back to line of scrimmage
after every play.
H Challenge: QB and receiver get a point for every
completion and a bonus point if their flags are
not pulled.
■ Assist with grid
assignments.
■ Control quality
of activity.
■ Monitor spacing.
■ Students collect equipment then stretch.
4 Help collect
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with ■ Move among
the class.)
students to help
with exercises.
■ What are some different patterns that you can
run?
■ Provide feedback
for answers to
■ Why might you choose one pass pattern over
question.
another?
■ What makes one pattern better or more useful
than another?
■ What does the defender need to pay attention
to when trying to defend against the receiver?
■ What is your favorite receiving pattern? Why?
■ Practice running patterns at home.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #3
(10 minutes)
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate modified punting and kickoff.
■ Promote teamwork and cooperative skill building.
■ 1 football per student
■ 6 cones for every field
(18 cones for 3 fields).
■ 1 flag and belt
set per student
4 Have footballs and flag belts ready
4 Set up cones for HRPA. Use entire basketball court or
larger area outside. Put cone in each corner.
4 Set up cones for punt game.
Running Patterns
Breakout
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Review prior lesson’s activity.
■ Students form groups of 3 and practice running
different patterns with a quarterback, receiver,
and a defender.
4 Distribute 1 flag
and belt set per
student and
1 football per
group.
■ Provide
instructions.
■ Ensure that students are spaced
properly.
■ 2 defenders without flags or footballs stand at
mid-court or mid-line.
■ All other students are on end line with a football
under their arms and flags on.
■ Object of game: to run past defenders to other
end line without losing flags.
■ If students lose both flags, they place their footballs in a ball container and become defenders.
■ Play until all students are caught.
■ New defenders for next game are last 2 students
caught.
4 Set up cones 12
steps from each
other in a straight
line (2 cones for
10-12 students) in
a rectangle about
25 X 40 feet, or
use a basketball
court.
4 Distribute1 football per student.
■ Provide
instructions.
■ Control quality
of activity.
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather by teacher for
instructions.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Football
8th Grade
Kickoff
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and quickly gather around
you for a skill demonstration.
■ Help students
find partners.
■ Assist with
instruction.
(5 minutes)
ACTIVITY #2
TRANSITION
Transition
Lesson 3
Punting
LESSON CONTENT
ROLE OF ASSISTANT
■ Students remain in pairs.
■ Students stand about 10 steps away from each
other. 1 student throws football and his or her
partner catches it and throws it back.
■ On your signal, each student takes 2 steps backward and continues to throw football.
H Challenge: How high and far can each student
throw football?
■ Control quality of
activity.
■ Monitor spacing.
LESSON CONTENT
ROLE OF ASSISTANT
■ Have 2 students demonstrate.
■ Explain that for safety reasons, this is how punts
and kickoffs will be done.
■ Select a kicker (thrower).
■ Kicker (thrower) throws football as far as possible
down field.
■ Team members cannot move until football has
been thrown.
■ Explain activity.
■ Demonstrate
activity.
4 Collect extra balls.
Transition
TRANSITION
ACTIVITY #1
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have partners combine and form groups of 6, 8 or
10 students (smaller groups are more active).
■ Make sure you have an even number of teams.
■ Assist with
grouping.
4 Collect extra
footballs
Punt Game
Transition
TRANSITION
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” students find partners, get 1 football per ■ Assist with findpair, and find open areas or go to their assigned
ing open areas.
grids.
■ Monitor spacing.
4 Distribute 1 football per pair.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #3
(10 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 teams per field.
■ Football is thrown; once receiving team controls
ball, all receiving team members try to run to end
zone without getting their flags pulled by kicking
team.
■ A point is award for every player without a football that reaches end zone safely.
■ 5 points are awarded for each student with a
football reaching end zone safely.
■ Switch roles for punting.
■ If time allows, rotate teams.
4 Set up fields with
cones.
■ Control quality of
activity.
■ Monitor spacing.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students collect equipment and stretch.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What do you think is the purpose for punting
(throwing) the ball high and deep?
■ Would there be a situation where you
wouldn’t want to punt high and/or deep?
■ What should your teammates do when the
ball is punted high and deep?
■ Practice throwing far at home with a friend.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
question.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate tucking the football.
■ Apply previously learned football skills in a
game.
■ 1 football
per student
■ 6 cones per
field
BEFORE CLASS SET UP
■ 1 flag and
belt set per
student
■ 3 noodles
4
4
4
4
Have footballs and flag belts ready.
Set up cones for HRPA if needed.
Set up small grids if needed.
Set up 6 cones per field (6 fields = 60 students) for Arena Football. Use entire
gym or larger area; preferred area 50 steps long X 25 steps wide.
Noodle Tag
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and practice throwing to
each other.
■ Receiver runs different patterns.
■ Students switch roles.
4 Distribute 1 flag
and belt set per
student and
1 football per
group.
■ Provide
instructions.
■ Ensure that students are spaced
properly.
HEALTH RELATED PHYSICAL ACTIVITY
Throwing and Running
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Use entire gymnasium or large outdoor activity
space.
■ On your signal, taggers tag students’ footballs.
■ Students tuck footballs under their arms to avoid
getting tagged.
■ If tagged, a student must run 1 lap around perimeter before getting back in.
■ Make sure to switch taggers.
4 Set up cones for
boundaries.
4 Distribute 1 football per student.
4 Give 3 students
noodles.
■ Provide
instructions.
■ Control quality
of activity.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
Transition
TRANSITION
TRANSITION
Transition
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and quickly gather around
you for a skill demonstration.
■ Help students
find partners.
■ Assist with
instruction.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Football
8th Grade
Tucking the Football
Tucking the Football
(2 minutes)
LESSON CONTENT
Demonstrate tucking football.
Hold 1 end of football firmly in your hand.
Tuck other end firmly under your armpit.
Ask a student to gently tap football on top. Goal
is not to have football dislodge.
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain activity.
■ Demonstrate
activity.
■ Students find partners, 1 quarterback and1 receiver.
■ On a signal from quarterback, receiver runs a pattern, catches football thrown by quarterback and
tucks ball away.
■ Partners switch roles.
H Challenge: How many consecutive passes can each
pair complete?
■ Control quality
of activity.
■ Monitor spacing
and safety.
ACTIVITY #1
ACTIVITY #2
■
■
■
■
Lesson 4
Transition
Transition
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” students find an open area or report to
their grids.
■ Help students
find open areas.
■ Partnerships form groups of 10, 1 football per
group.
■ Groups divide into 2 teams of 5 for a game.
Groups can be made smaller to encourage more
activity.
■ Assist with
grouping.
4 Collect extra footballs and noodles.
TRANSITION
TRANSITION
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Arena Football
Cool Down/Closure
(15-20 minutes)
■
■
■
■
■
■
ACTIVITY #3
■
■
■
■
■
■
■
■
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams if time permits.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
(2 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute equipment.
■ Help groups find
fields.
■ Explain activity as
needed.
■ Provide positive
feedback.
■ Students collect equipment and stretch.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How are the two ends of the football tucked
away?
■ Practice holding a football at home.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
question.
➜ Variation
COOL DOWN/CLOSURE
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Engage in FLOW activities.
■ Apply previously learned football skills in a game.
■ FLOW equipment
■ 1 flag and belt set
per student
■ 1 football per student
■ 6 cones per field used
4 Set up for FLOW activities.
4 Have footballs ready for instant activity distribution.
4 Have fields set up for Arena Football after FLOW. Set up 6 cones per field
(6 fields = 60 students) for Arena Football. Use entire gym or larger area;
preferred area 50 steps long X 25 steps wide.
FLOW
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find group and play 2-on-1 with each
other.
4 Distribute 1 football per pair.
HEALTH RELATED PHYSICAL ACTIVITY
2-on-1
(5 minutes)
(15-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
■ Demonstrate station activities to
students.
■ Assist with
organization of
groups.
4 Set up and adjust
equipment as
needed.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
■ Assist with instruction.
4 Collect footballs.
■ Students quickly form teams of 5. Make sure you
have an even number of teams. Smaller teams
mean more MVPA for students.
■ Assist with
grouping.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Football
8th Grade
Arena Football
Cool Down/Closure
(10-15 minutes)
■
■
■
■
■
■
ACTIVITY #1
■
■
■
■
■
■
■
■
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams if time permits.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
(1 minute)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute
equipment.
■ Help groups find
fields.
■ Explain activity
as needed.
■ Provide positive
feedback.
■ Students collect equipment and stretch.
■ Ask students:
■ What is the purpose of the FLOW activities?
■ Tell and show your parents and friends about
FLOW and demonstrate some of the activities to
them.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Give feedback for
correct answers to
questions.
➜ Variation
COOL DOWN/CLOSURE
LESSON CONTENT
Lesson 5
H Challenge
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply previously learned football
skills in a game.
■ Promote teamwork and cooperative
skill building.
■ 1 football per
student
■ 6 cones per field
■ 1 flag and belt
set per student
■ 4 cones for HRPA
4 Have footballs and flag belts ready.
4 Set up cones for HRPA.
4 Set up 6 cones per field (6 fields = 60 students) for Arena Football. Use entire gym or larger area; preferred area 50 steps long X 25 steps wide.
Courtesy Tag
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3 and practice in and out
fly patterns with a defender.
■ Receivers tuck football away after a catch.
4 Distribute 1 flag
and belt set per
student and
1 football per
group.
■ Provide
instructions.
■ Ensure that students are spaced
properly.
HEALTH RELATED PHYSICAL ACTIVITY
In and Out Fly Patterns
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student wears a set of flags.
■ Object of game: to pull as many flags and free as
many students as possible.
■ All students are “It.” If students lose any flags
they have to kneel down.
■ Student can free frozen students by giving them
a set of flags they are carrying.
■ With gratitude, a frozen student says “thank you”
and student helping says “You’re welcome.”
■ Students may only carry 1 flag at a time, so in
order to pull more, they have to give flags away.
■ If a student’s flag is pulled while he or she is carrying 1, they kneel down and put that flag on.
4 Set up 20 X 20
yard square with
cones.
4 Assist with
equipment.
■ Provide
instructions.
■ Control quality
of activity.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you
for instructions.
■ Assist with
instruction.
■ Students form groups of 5. You must have an
even number of teams.
■ Assist with
grouping.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Football
8th Grade
Arena Football
Cool Down/Closure
(20 minutes)
■
■
■
■
■
■
ACTIVITY #1
■
■
■
■
■
■
■
■
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams after 10 minutes.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
■ Distribute
equipment.
■ Help groups find
fields.
■ Explain activity
as needed.
■ Provide positive
feedback.
■ Lead class in cool down exercises.
■ Integrate messages with other components.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What football skill do you need to work on
the most? Why?
■ What is your best skill? Why?
■ Practice football with friends at home.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
question.
➜ Variation
COOL DOWN/CLOSURE
LESSON CONTENT
Lesson 6
H Challenge
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate guarding a receiver.
■ Apply previously learned football
skills in a game.
■ 1 football per
student
■ 6 cones per field
■ 1 flag and belt
set per student
4 Have footballs and flag belts ready.
4 Set up cones for HRPA if needed.
4 Set up 6 cones per field (6 fields = 60 students) for Arena Football. Use entire
gym or larger area; preferred area 50 steps long X 25 steps wide.
Leading a Receiver
Cops and Robbers
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and practice leading a
receiver.
■ Have students practice 10 and out or in.
4 Distribute 1 flag
and belt set per
student and 1
football per pair.
■ Provide instructions.
■ Ensure that students are spaced
properly.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner close to same speed.
■ 1 student stands behind the other, completely
stretches arms out in front, places hands on other
student’s shoulders, then drops arms.
■ Object of game: for front partner (robber) to
escape from other partner (cop) while staying
within boundaries.
■ If robber is more than arm's length away when
whistle blows, then cop does 5 jumping jacks.
■ If robber is within reach at whistle, he or she does
5 jumping jacks.
■ Switch roles after each round.
■ Remind students to use proper defending/
covering skills.
4 Set up a large
square with
cones.
■ Assist class with
organization and
implementation
of drill.
■ Provide positive
feedback on effort, success, and
improvement.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
■ Assist with
instruction.
■ Students quickly gather around you for a skill
demonstration.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Football
8th Grade
Transition
ACTIVITY #1
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form a semi-circle.
■ Select a student to help demonstrate main points
of defending/covering.
☛ Defending/Covering: Always keep receiver in
front, Stay low to ground with feet spread out as
much as possible (this helps with quick directional
changes), Stay as close to receivers as possible
(within touching distance).
■ Help with
discipline and
cooperation.
TRANSITION
Defending/Covering Skill Demonstration
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of 3 form groups of 6. Use smaller groups
for more MVPA.
■ Assist with
grouping.
4 Help collect
equipment.
Arena Football
(10-15 minutes)
LESSON CONTENT
■
■
■
■
■
2-on-1 Passing Game
■
ACTIVITY #2
(5 minutes)
ROLE OF ASSISTANT
■ Demonstrate.
■ Students form groups of 3: 1 quarterback, 1 receiver, and 1 defender.
■ Quarterback and receiver decide on which pass
pattern to run.
■ QB with a ball says “go” and receiver runs a pattern.
■ Defender attempts to knock down ball or intercept it.
■ If pass is completed, the defender immediately
pull flags.
■ Rotate positions every 3 passes.
■ 1 point for QB and receiver for
every completion and 1 point
for defender for every
interception.
■ Control quality of
activity.
■ Monitor spacing
and safety.
■
ACTIVITY #3
LESSON CONTENT
■
■
■
■
■
■
■
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 7
➜ Variation
H Challenge
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams after 10 minutes.
ROLE OF ASSISTANT
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute
equipment.
■ Help groups find
fields.
■ Explain activity
as needed.
■ Provide positive
feedback.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Integrate messages with other components.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How do you best cover a receiver?
■ How can you watch both quarterback and
receiver at the same time?
■ Practice covering a receiver by playing the 2-on-1
passing game at home.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
question.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate changing direction after
catching a football.
■ Promote teamwork and cooperative skill
building.
■ 1 football per
student
■ 6 cones per
field
BEFORE CLASS SET UP
■ 1 flag and
belt set per
student
4
4
4
4
Have footballs and flag belts ready.
Set up cones for HRPA if needed.
Set up grids for activities.
Kick-Off Game: Set up 6 cones per field (6 fields = 60 students). Use entire
gym or larger area; preferred area 50 steps long X 25 steps wide.
3-on-2
Breakout
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 5, 1 quarterback, 2 receivers, 2 defenders.
■ Students switch roles after each pass play.
■ Quarterback passes to any open receiver and tries
to complete a pass successfully.
4 Distribute 1 flag
and belt set per
student and 1
football per pair.
■ Assist with
grouping.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
■ 2 defenders without flags or footballs stand at
mid-court or mid-line.
■ All other students are on end line with a football
under their arms and flags on.
■ Object of game: to run past defenders to other
end line without losing flags.
■ If students lose both flags, they place their footballs in a ball container and become defenders.
■ Play until all students are caught.
■ New defenders for next game are last 2 students
caught
4 Set up cones 12
steps from each
other in a straight
line (2 cones for
10-12 students) in
a rectangle about
25 X 40 feet, or
use a basketball
court.
4 Distribute1 football per student.
■ Provide instructions.
■ Control quality of
activity.
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you
for instructions.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Football
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for a skill
demonstration.
■ Assist with
instruction.
TRANSITION
TRANSITION
Transition
Changing Direction After a Catch
LESSON CONTENT
ROLE OF ASSISTANT
■ On “Go” students form groups of 3 and open
areas or grids.
■ Help students
find groups.
Changing Direction After a Catch
(2 minutes)
ACTIVITY #1
Lesson 8
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate.
■ Select who will be a thrower first and who will be
a receiver.
■ Partners get together and determine which route
receiver will run.
■ On thrower’s signal, receiver runs route and
thrower passes football to receiver at end of
route.
■ If receiver catches football, he or she quickly
changes direction and runs.
■ Object is for receiver to get away and making it
more difficult for opponent to take flags.
■ Explain activity.
■ Demonstrate
activity.
■ Select who will be quarterback, receiver, and
defender.
■ Quarterback throws, defender defends, and
receiver will catch football after running a route
and changing directions to avoid defender.
■ Students switch roles.
H Challenge: How many times can each receiver
make defender miss?
4 Distribute
footballs.
■ Control quality
of activity.
■ Monitor spacing
and safety
ACTIVITY #2
LESSON CONTENT
TRANSITION
Transition
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 5.
■ Assist with
grouping.
4 Collect extra
footballs.
Italics indicate the teacher speaking directly to the student.
Arena Football
Cool Down/Closure
(20-25 minutes)
■
■
■
■
■
■
ACTIVITY #3
■
■
■
■
■
■
■
■
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams after 10 minutes.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute
equipment.
■ Help groups
find fields.
■ Explain activity
as needed.
■ Provide positive
feedback.
■ Lead class in cool down exercises.
■ Integrate messages with other components.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why do you think it is important to learn to
change direction after the catch?
■ Practice catching the football and then changing
directions with friends after school.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
question.
➜ Variation
COOL DOWN/CLOSURE
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Football
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Apply previously learned football skills in a game. ■ 1 football
per student
■ Promote teamwork and cooperative skill building.
■ 6 cones per
field
BEFORE CLASS SET UP
■ 1 flag and
belt set per
student
4 Have footballs and flag belts ready.
4 Set up cones for HRPA if needed.
4 Set up 6 cones per field (6 fields = 60 students) for Arena Football. Use
entire gym or larger area; preferred area 50 steps long X 25 steps wide.
Football Practice
Breakout
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Each pair or group finds a football.
■ Each student puts on a set of flags.
■ Groups practice any skills learned during this unit.
4 Distribute 1 flag
and belt set per
student and
1 football per
group.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
■ 2 defenders without flags or footballs stand at
mid-court or mid-line.
■ All other students are on end line with a football
under their arms and flags on.
■ Object of game: to run past defenders to other
end line without losing flags.
■ If students lose both flags, they place their footballs in a ball container and become defenders.
■ Play until all students are caught.
■ New defenders for next game are last 2 students
caught.
4 Set up cones 12
steps from each
other in a straight
line (2 cones for
10-12 students) in
a rectangle about
25 X 40 feet, or
use a basketball
court.
4 Distribute1 football per student.
■ Provide
instructions.
■ Control quality of
activity.
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instructions.
■ Assist with
instruction.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Football
8th Grade
TRANSITION
Transition
LESSON CONTENT
Cool Down/Closure
(5 minutes)
ROLE OF ASSISTANT
■ Students form groups of 5.
LESSON CONTENT
■ Assist with
grouping
(20-25 minutes)
■
ACTIVITY #1
■
■
■
■
■
■
■
■
ROLE OF ASSISTANT
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams after 10 minutes.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute
equipment.
■ Help groups find
fields.
■ Explain activity
as needed.
■ Provide positive
feedback.
➜ Variation
■ Play football with friends after school.
COOL DOWN/CLOSURE
■
■
■
■
■
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
4 Help collect
equipment.
■ Integrate messages with other components.
■
Move among
■ Think, Pair, Share (After a minute or so with each
students to help
question, have a few students share answers with
with exercises.
the class.)
■ Name some skills that you have learned during ■ Provide feedback
for answers to
this unit?
question.
Arena Football
LESSON CONTENT
Lesson 9
H Challenge
Italics indicate the teacher speaking directly to the student.
Football
8th Grade : Lesson 10
EQUIPMENT
BEFORE CLASS SET UP
■ Engage in FLOW activities.
■ Apply previously learned football skills in a game.
■ FLOW equipment
■ 1 football per pair
■ 1 flag and belt set per student ■ 6 cones per field
4 Set up for FLOW activities.
4 Have footballs ready for distribution IA.
4 Have fields set up for Arena Football after FLOW.
INSTANT ACTIVITY
LESSON OUTCOMES
Catch
Transition
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and play catch with each
other.
4 Distribute 1
football per pair.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 5.
■ Assist with
grouping.
FLOW
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Set up and adjust
equipment as
needed.
■ Demonstrate
station activities
to students.
■ Assist with
organization of
groups.
4 Set Up or Prep Duties
Football
☛ Cues or Key Concepts
➜ Variation
TRANSITION
HEALTH RELATED PHYSICAL ACTIVITY
(15-20 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Football
8th Grade
Arena Football
Cool Down/Closure
(10-15 minutes)
■
■
■
■
■
■
ACTIVITY #1
■
■
■
■
■
■
■
■
Demonstrate game during explanation.
Ball is started in center of field.
Each team has 1 quarterback and 4 receivers.
Team on defense must use 1-on-1 coverage.
Object of game: to score points by moving football past opponent’s goal line.
Student defending quarterback must count to “7
alligators” before approaching.
Quarterback cannot run past line of scrimmage
(demo this for students).
Teams get 5 downs to score.
After each offensive play there must be a new
quarterback; students cannot quarterback twice
in a row.
Points equal number of students that caught a
pass before scoring a touchdown. If only 1 player
received a pass before a touchdown was scored,
team gets 1 point. If all 5 players caught a pass
before a touchdown was scored, team gets 5
points.
If football is intercepted, interceptor may run
until his or her flag is pulled.
If a team cannot score after 5 downs, ball goes to
other team at center of field.
There are no kickoffs or punts and all change of
possessions begin at center of field.
Rotate teams after 10 minutes.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
4 Set up an area
about the size of
a basketball court
or larger using
cones Use 6 cones
per field.
4 Distribute
equipment.
■ Help groups find
fields.
■ Explain activity as
needed.
■ Provide positive
feedback.
■
■
■
■
➜ Variation
ROLE OF ASSISTANT
Students return equipment.
4 Help collect
equipment.
Integrate messages with other components.
■
Move among
Lead class in cool down exercises.
students to help
Ask students:
with exercises.
■ What did you like about football?
■ Provide feedback
■ What was the hardest skill to learn in football?
for answers to
Why?
question.
■ Play football with your friends at home.
COOL DOWN/CLOSURE
LESSON CONTENT
Lesson 10
H Challenge
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate basic forearm pass skill.
■ Control and pass a ball while stationary and moving.
■ Work cooperatively in small groups.
■ 4 cones
BEFORE CLASS SET UP
■ 1 ball per
pair
4 Set up 5-6 hula-hoops around play area.
4 Place 4-5 balls in each hula-hoop.
Popcorn
(5 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 volleyball per pair, and
stand 5-10 feet apart.
■ Forearm passes are used to pass volleyball back
and forth.
■ Partners try to have as many consecutive passes as
possible.
■ Help students
with equipment
and organization.
■ Offer feedback
on form.
■ Students remain in groups of 6, 3 balls per group.
Groups number off and form circles.
■ Call out number combination (odd, even, 1-3, 4-6,
etc.).
■ Called numbers run to middle, pick up a ball,
return to circle, self-toss, then forearm pass ball
up into air.
■ Object of Game: Keep as many balls moving in
circle as long as possible.
■ While balls are in air, other students use forearm
pass to keep balls active.
■ When most balls have stopped “popping,” give a
signal for balls to be returned middle, and then
give another number combination.
■ Help students
with organization
and implementation of game.
■ Help students
with forearm pass
form and cooperation within
group.
HEALTH RELATED PHYSICAL ACTIVITY
Sit Up Rounder
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6, 3 balls per group, and
form circles lying on their backs with their feet
facing middle of circle, knees bent.
■ Every other student has a ball. Movement will be
clockwise initially.
■ On your signal, all students do sit-ups, and students with balls pass to student next to them.
Continue this motion until your next signal, which
reverses direction of ball.
■ Have 3 pairs from
IA join together
to form circle.
■ Help students
with pattern.
■ Explain activity as
needed.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Partner Pass
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Volleyball
8th Grade
Forearm Pass
Forearm Pass-Shuffle Off
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
☛ Forearm Pass: Sit in chair, Arms straight, Interlock
hands, Contact, Follow through (have students
stand up as they follow through).
■ To contact ball, student rises up, straightening
legs, and contacts ball on area of arm between
wrists and elbows.
■ Students are in semi-circle around you. You and a
student demonstrate forearm pass.
■ All students find their personal space and shadow
practice forearm pass.
■ Use verbal cues to
direct students as
they shadow skill.
■ Assist students
with correct form.
■ Help keep students on task by
moving through
groups.
■ Students pair up, 1 volleyball per pair, and stand
10 feet apart.
■ 1 student (P1) tosses volleyball at least 10 feet in
air to partner (P2), who returns it with a forearm
pass.
■ After first successful attempt, P1 tosses volleyball
10 feet high to left or right of P2. This will require
P2 to use a shuffle step or slide to move into
proper position to contact volleyball. P2 forearm
passes volleyball to P1.
■ P1 tosses 5 volleyballs, then partners exchange
tasks.
H Challenge: P1 and P2 forearm pass back and forth,
even though passes may be off-target. This is
what is desired.
■ Help with tosses
being correct
height.
■ Demonstrate toss
as needed.
■ Provide feedback
with forearm
passing skill and
with body position.
■ Move to students
having problems
and give 1 on 1
attention, as possible.
Touch-n-Pass
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 ball per pair, and face
each other 10 feet apart.
■ Tosser slaps ball and passer runs 3 steps toward
tosser.
■ When passer has taken 3 steps, tosser releases
ball high. Passer gets into correct body position to
pass ball and passes it back.
■ Partners complete 5 tosses and reverse roles.
■ Helps students
find partners and
balls.
■ Move from group
to group demonstrating as
needed and providing feedback
for all.
■ Help students
➜ Variation: Passer turns back to tosser, tosser gives
with variations.
verbal cue to turn around, tosser releases toss as
■
Congratulate
passer turns around, finds ball, moves into passing
improvement
position, and passes ball back.
ACTIVITY #4
ACTIVITY #2
(2 minutes)
ACTIVITY #3
Lesson 1
➜ Variation: P1 makes a good toss (high and to 1
side), and if P2 misses P1 gets a point. If P1 makes
a good toss and P2 passes back successfully then
P2 gets a point. Any other situations result in no
point. All bad tosses are repeated with no points.
How many points can be scored in 5 tosses?
Switch roles.
➜ Variation: If passer is not yet ready to perform a
forearm pass, he or she can perform an underhand catch similar to a forearm pass.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
3 vs. 3
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 6 per court, 1 volleyball
per group, and establish a “net zone” set up with
cones.
■ Object of game: to score points using forearm
pass.
■ Depending on skill level, volleyball may be put
into play with underhand serve or toss from back
of “net zone area.”
■ Point scored if volleyball is out of bounds, volleyball is misplayed, lands in court untouched or
lands in “net zone.”
■ All hits must be upward with an arc, or point is
lost.
■ Play 5 minutes, and then move high point teams
to next court up and lower scorers to next court
down.
4 Help with court
set-up and implementation of
game.
4 Court set-up: 2
rectangles with
area in middle
designated “net
zone.”
■ Assist teams with
rules and game
play.
■ Move among
groups to provide
feedback and
help.
■
■
■
■
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #5
(5 minutes)
H Challenge
ROLE OF ASSISTANT
Students return equipment.
Students form a semi-circle around you.
Assistant leads stretching.
Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
class.)
■ When preparing your body for a forearm pass,
show your partner the position of your feet,
shoulders, and eyes. Then switch roles and
have your partner show you.
■ How did the toss you received affect the way
you prepared for and passed the ball? Show
your partner the different body positions for a
low ball and then a high ball.
■ Lead stretching.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Volleyball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate skills in body positioning and technique for
overhead pass
■ Move in reaction to a ball on the court.
■ Contact the ball with accuracy.
■ 1 ball per
pair
■ 10 pinnies
BEFORE CLASS SET UP
■ Cones
4 HRPA: Set up 2 connected fields and 1 separate field. Place
volleyballs in separate field.
4 Game: Set up net zone sets.
4 Put volleyballs in hula-hoops across gym for easier distribution.
Forearm Pass
Fitness Stations
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 3, 1 volleyball per group,
and gather in a triangle formation.
■ Students use forearm pass to move volleyball
around triangle continuously.
■ Passes must be kept high enough for students to
prepare properly for pass.
H Challenge: If students are doing well with forearm pass, have them alternate between forearm
and overhead passes.
■ Assist students
with equipment
and organization.
■ Give feedback on
form and technique.
■ Push-Ups – Do as many push-ups as you can in the ■ Help students
time allowed.
with form.
■ Jump Rope – jump as many times as you can in
the time allowed.
■ Front and back hops – Start inside a hula-hoop
and jump in and out of it as many times as you
can in the time allowed.
■ Sit-Ups – Do as many sit-ups as you can in the time
allowed.
■ Jumping Jacks – Do as many jumping jacks as you
can in the time allowed.
■ Lunges – Do as many lunges as you can in 1 minute.
■ Side Hops - Start inside a hula-hoop and side jump
in and out of it as many times as you can in the
time allowed. Remember to land inside the hulahoop.
■ Crab Walk – Perform the crab walk in an area assigned by the teacher for the time allowed.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Volleyball
8th Grade
Forearm Pass and Overhead Pass
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stand in semi-circle in front of you.
■ Review forearm pass critical elements and form.
Have students shadow that form.
■ Introduce overhead pass critical elements. Have
students shadow.
☛ Overhead Pass: Face target with shoulders square,
Hands above forehead in shape of ball, Knees
bent before contact, Knees give on contact, Knees
extend on follow through, Elbows even with eyes
before contact, Elbows give on contact, Elbows
lift ball toward target, Hands high, Body extended
■ Review form
and movement
with Individual
students.
TRANSITION
(3 minutes)
ACTIVITY #1
Lesson 2
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners find 2 other pairs and form groups of 6,
1 volleyball per group. Group divides into 2 teams
of 3. Students put other balls away.
4 Set up net zone
courts.
■ Assist with groupings.
4 Help collect
equipment.
3 vs. 3 Net Zone
(10 minutes)
Up-n-Back
ROLE OF ASSISTANT
■ Students find partners, 1 ball per pair.
■ 1 student has ball, partner is 15 feet away with
back to tosser.
■ Tosser says “Go.” Partner turns around, takes 3
steps toward tosser, tosser tosses ball high in air
while his or her partner locates ball, gets into
position underneath it, and uses an overhead pass
to pass ball back to tosser.
■ Continue for 3 exchanges, then switch positions.
■ Modification: Students having difficulty can catch
ball using set form and self-toss and set back to
their partners. Students not ready to have their
backs to their partners can start facing partners.
H Challenge: Partners keep ball in continuous motion using both forearm and overhead passes.
How many consecutive forearm and overhead
passes can each pair make in 30 seconds? In 1
minute? Can they improve their scores?
■ Assure compliance with drill
design.
■ Move from group
to group providing feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #3
ACTIVITY #2
(5 minutes)
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ 3 students on each side of court, 1 volleyball per
group. Use “net zone” set-up for those without
court.
■ Object of game: to score points using a forearm
pass.
■ Depending on skill level, ball may be put into play
with an underhand serve or rainbow toss from
back of net zone area.
■ A point is scored if volleyball lands in an opponent’s area without being touched, if volleyball is
misplayed, if volleyball is hit out of bounds, or if
volleyball is too low over “net zone.”
■ Teams play 5 minutes then rotate; high scorers
move to next court up and low scorers to next
court down.
4 Use 8 cones or
markers for “net
zone” set-up.
■ Assist teams with
rules and game
play.
■ Move among
groups to provide
feedback.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(2 minutes)
COOL DOWN/CLOSURE
LESSON CONTENT
ROLE OF ASSISTANT
■ 3 students gather cones and balls and return them 4 Help clean up
to equipment area.
equipment.
■ Students gather in middle of activity area.
■ Supervise students and offer
■ Think, Pair, Share (After a minute or so with each
help if needed for
question, have a few students share answers with
cues.
class.)
■
Acknowledge
■ What are the verbal cues for the overhead
proper form on
pass?
shadow drill of
■ Call out cues, not necessarily in order, and all stucues.
dents shadow movement or position.
■ Go home and teach 1 student the proper form for
the overhead pass.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Volleyball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 3
LESSON OUTCOMES
■
■
■
■
EQUIPMENT
Demonstrate body positioning skills and technique of overhead pass.
Contact ball with accuracy.
Apply previously learned skills to activities.
Work cooperatively with other students and teachers.
■ 1 ball per
pair
■ Cones
BEFORE CLASS SET UP
■ 3-5 pinnies,
any color
INSTANT ACTIVITY
Passing
Brush-Up Play
(5 minutes)
(12 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Pairs, 1 ball per pair, 10 feet apart, facing each
other
■ Each student alternates forearm pass, overhead
pass back and forth.
■ Count numbers of successful combinations.
■ Assist students
with equipment.
■ Move among
pairs offering
help and feedback as needed.
■ Students form groups of 3, 1 volleyball per group.
Divide 1 volleyball court into 3 sections with 3
groups per court.
■ 1 group member, P1, is on 1 side of net with volleyball and remaining group members, P2, P3 and
P4, spread out across backline.
■ P1 slaps volleyball, P2 moves to middle back to
receive toss from P1. P3 moves into front middle
or setting position, and P3 moves right and close
to setter. This will be the hitting (spiking) area.
(See diagram.)
■ P2, the passer, passes volleyball to P3, the setter, who sets volleyball to P4, the hitter, who hits
volleyball over net toward P1, the tosser. Repeat
process until each student has had 3 contacts in
that position then rotate.
■ Assist with organization and
understanding of
this drill.
■ Make sure groups
are staying true
to spirit of drill
while waiting for
tosser to slap ball.
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Assign 1 “It” for every 15 students. Each “It”
4 Mark off activity
wears a pinnie.
area if needed.
■ Other students are scattered within game area.
4 Assist with choice
You may need a 30 X 30 area for large classes.
of “It” and pass
out pinnies.
■ On your signal, “It” tries to tag as many students
as possible. If tagged, a student must leave the
■ If class is large, it
court and perform 10 jumping jacks before remay be better to
entering game.
split into 2 games,
and create 2 play
■ Students are only safe from being tagged if they
areas.
assume the up position of a push-up when tagger
approaches. If position is incorrect or “sagging,”
“It” can tag that student and he or she must go to
side and do jumping jacks.
■ “It” is changed every 1-2 minutes.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
Up Jack Tag
HEALTH RELATED PHYSICAL ACTIVITY
4 HRPA: Set up a 30 X 30 yard square with cones.
4 Game: Set up VB nets or net zones.
4 Spread out balls in hula-hoops.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Volleyball
8th Grade
Circle Up
Cool Down/Closure
(12 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 volleyball per group,
and position themselves in a circle formation with
1 student in center of circle.
■ Student in center has volleyball and begins with
a set (overhead pass) to a student on outside of
circle.
■ That student uses a forearm pass to return volleyball.
■ Desired result is continuous movement of volleyball back and forth.
■ When volleyball is mis-hit, student in center is
replaced. All students should have opportunity to
be in center.
■ Help with set up
and organization
of groups.
■ Move among
groups providing
positive feedback about body
position, contact,
footwork, and
follow through.
■ Demonstrate as
needed.
■ Student return equipment to equipment area.
■ Students exercise in their personal space (goal is
for them to reach MVPA).
■ Move among students providing positive feedback about choice of exercise, benefits of regular
and vigorous exercise, and appreciating effort
and exertion.
4 Help clean up
equipment.
■ Assist students
with exercises.
■ Congratulate effort and imagination in choices of
exercises.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 3
H Challenge
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate proper body position and technique in an
underhand serve.
■ Serve accurately using an underhand serve.
■ Move properly into “ready position” after serving.
■ Work cooperatively with other students and teachers.
■ 1 ball per pair
■ Nets and
courts
BEFORE CLASS SET UP
■ Cones for net
zone set-up
4 IA: Set up nets up for serving practice.
4 Game: Have cones in groups of 8 for easy distribution.
Birthday Serves
Awesome Add-On
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Upon entering area, students with birthdays
from January to June go to far side of court area.
Those with birthdays from July to December get a
volleyball and go to back line of other side.
■ Students serve volleyball to other side using underhand serves.
■ Students on other side retrieve volleyball and do
same thing from their side of court.
■ After serving, students perform 10 Jumping Jacks.
■ Assist with organization and
implementation.
■ Compliment students on spirit of
cooperation.
■ Prevent safety
problems.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students walk around activity area.
■ Provide feedback
in regard to form
■ Students halt on your signal. Call out an exercise
and cooperation.
and a number of repetitions. Students perform
exercise then resume walking.
■ Students halt on your signal. Call out another
exercise and a number of repetitions. Students do
both exercises in order. New exercise is followed
by previous exercise, etc.
■ Continue until 5 or more exercises are added.
After 2-3 exercises, students begin to jog.
■ Exercises can be volleyball-related: calf-stretch, hamstring stretch, high-skip, groin stretch, stride lunges,
triceps stretch, push-ups, squats, ski jumps, etc.
■ Alternate stretching, strength, and aerobic exercises.
TRANSITION
Transition
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Call out a number. Students have 5 seconds to
form groups of that number. You could have
students jogging or speed walking around gym
during this transition to increase MVPA.
■ Extras join you in middle of activity area, or
groups can invite students to join them.
■ Help students understand activity.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Volleyball
8th Grade
Underhand Serve
Move Your Feet
(3 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Partners, 1 ball per pair, stand 20 feet apart, fac■ Provide positive
ing each other or across a net.
feedback on serving and passing
■ Student with ball underhand serves it to his or her
form.
partner. Receiver uses forearm pass to return ball
to a target.
■ Congratulate
improvement.
■ Server can start from 10 foot line and move back
as he or she serves successfully.
☛ Underhand Serve: Feet shoulder with apart, Left
foot forward if right-handed, Right foot forward
if left-handed, Weight evenly distributed, Hold
ball in front of body, Swing arm back, Transfer
weight to rear foot, Swing arm forward and
transfer weight from rear to front foot.
■ Partners change roles after 5 serves.
H Challenge: How many serve and pass combinations can be made in 30 seconds? Partners switch
roles and try again. How many serve and forearm
passes can each pair make in a row over a net?
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Lesson 4
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form 4 teams of 3, 1 team on each side
of net, 1 ball per court.
■ Object of Game: To score points by making good
service returns.
■ 1 team lines up single file at serving line.
■ 2 teams are on other side of net in a triangle
formation, 2 serve receive and one is the target.
Players rotate as receivers and target clockwise
■ First student in line serves. If serve goes over net
opposing team plays it. If they return serve successfully, they get a point. If not, serving team
gets a point.
■ If serve is not successful, server goes to end of
line and next student serves. After all members
have had 3 opportunities to serve, tally score and
change places with receiving team.
■ Repeat.
4 Divide each net
into 2 courts.
■ Help groups get
organized.
■ Move among
groups ensuring
compliance.
■ Congratulate
good serves and
good passes.
Italics indicate the teacher speaking directly to the student.
Let’s Play a Game
Cool Down/Closure
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Keep teams of 3, 4 teams per regulation court.
Adjust to class size and facilities.
■ In large classes, use courts with “net zone” areas.
Only 2 teams per net zone court.
■ In “net zone” games, all hits must have an upward arc.
■ Play a serve and pass game.
■ If needed, serves can take place inside of back
line.
■ Ball must be hit 2 or 3 times before being returned to opposing side.
■ Side out or point are earned by: Unsuccessful
serve, mis-hit, less than 2 hits or more than 3 per
side, or ball is passed out of bounds.
■ Play for 3 minutes and then rotate teams. If a
game is tied, use Rock, Paper, Scissors to determine which team moves. Leading team moves up
a court and other team moves down.
■ See that all teams have an opportunity to play on
a net at some point.
■ Suggestion: 3 student teams minimum, 4 student
teams optimal, 5 student teams maximum.
4 Divide each regulation court into 2
courts.
4 Help students
with set-up.
■ Be available to
answer questions
about scoring.
■ Compliment
groups playing
cooperatively and
enjoying themselves.
■ Student return equipment.
■ Students stretch shoulders as per your and/or assistant.
■ While students are stretching, ask:
■ What are the skills needed for an underhand
serve?
■ Who can demonstrate the proper form for an
underhand serve?
■ Have students shadow proper underhand serve
form.
■ When you get home, find a friend and see who
can serve the ball the farthest with a proper underhand serve.
4 Help clean up
equipment.
■ Supervise students while
stretching.
■ Help maintain on
task behaviors
during shadow
skill demonstration.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(15 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Volleyball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate proper body position and technique with overhand serves.
■ Exhibit correct body position and movement in reaction to served, tossed,
or passed volleyballs.
■ Develop fitness through participation in class activities.
■ 1 ball per pair
BEFORE CLASS SET UP
■ 3 soft Frisbees
Triangle Passing
Frisbits Tag
(3-5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3, 1 volleyball per group,
and position themselves in triangle formation.
■ Server stands 15 feet from passer and setter
stands close to server.
■ Server underhand serves to passer.
■ Passer passes volleyball to setter who then sets it
to server, who catches it.
■ Repeat until setter has set 5 volleyballs and then
rotate positions and restart.
4 Help set up
equipment.
■ Move among
groups helping to
maintain on-task
behavior.
■ Give 3 students (“Frisbits”) soft Frisbees.
■ Give 6 students volleyballs. They are “Free Righters.”
■ Remaining students scatter around playing area.
■ On your signal, Frisbits tag others.
■ Tagged students must assume “ready position”
and remain there until a Free Righter comes along
and performs a toss, pass, pass, and catch with
tagged student. Tagged student should end up
with ball. That student becomes a Free Righter,
and former Free Righter becomes a player.
■ Neither a player in process of being freed nor a
Free Righter can be tagged while this is happening.
■ Change Frisbits often.
■ As you change Frisbits students should do 15
jumping jacks.
4 Pick Frisbits and
give them Frisbees.
4 Pick Free Righters
and give them
volleyballs.
■ Assist in game
organization and
implementation.
■ Check for adherence to game
rules.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 HRPA: Mark off area if needed.
4 Set up nets and courts for class activities.
4 Set balls out in hula-hoops.
➜ Variation: Allow Free Righters to choose a volleyball skill to perform to free tagged students.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Volleyball
8th Grade
Overhand Serve
Serve ‘Em Up
Cool Down/Closure
(2 minutes)
(8 minutes)
ROLE OF ASSISTANT
■ Assist teacher
☛ Overhand Serve: Arm/Elbow back, Hand behind
with grouping
head, Toss above head and over serving shoulder,
and organization.
Step into volleyball, Contact with firm hand.
■ Split area with
■ Model overhand serving technique. Students
teacher and move
shadow this motion.
among students
■ Students form pairs, 1 ball per pair, 1 student on
offering feedeach side of a net.
back.
■ Starting 10 feet from net, partners practice serving back and forth. With each successful overhand
serve, server moves back 1 step until he or she is
behind back line.
H Challenge: How many serves can be served in 30
seconds? 1 minute?
Clear the Decks
ACTIVITY #2
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Keep same courts as previous activity. Each side of
court becomes a group.
■ On your signal, students serve volleyballs continuously until next signal. Students may only retrieve
volleyballs from their side of net. Serves must
begin behind back line.
■ On second signal, students stop and move directly
to back line of court. You and assistant count
number of volleyballs on each side of court.
Group with fewer volleyballs on their side moves
up a court and other team moves down a court.
■ Assist class with
set up and organization.
■ Assure compliance with spirit of
activity.
■ Commend good
effort and good
serves.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 5
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Students stand in a semi-circle in front of you.
■ Ask:
■ We practiced the overhand serve today. Show
me the position of the arm, elbow, and hand
in preparation for contact with the ball.
■ Shadow the form of the overhand serve.
■ When you are at home today, find any type of
soft ball and teach someone how to do an overhand serve. After that, see who can serve the ball
to a target.
4 Help clean up
equipment.
■ Move among
students offering
demonstrations
and positive feedback.
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 6
LESSON OUTCOMES
■
■
■
■
EQUIPMENT
Play fairly with other students.
Demonstrate control over forearm passes while playing tag game.
Demonstrate forearm pass, overhead pass and serving in a circuit.
Work cooperatively with other students and teachers.
■ 9 jump
ropes
■ 3 hoops
■ 10 cones
BEFORE CLASS SET UP
■ 1 volleyball
per pair
■ Set of task
cards
Forearm Pass Tag
Circle Walk
(5 minutes)
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter activity area, they find partners
and get 1 ball per pair.
■ Pairs pass ball back and forth to warm up.
■ After a couple of minutes, pairs play forearm pass
tag. They pass ball back and forth until 1 partner
misses. That student becomes “It” and must try to
tag his or her partner. If not tagged by a count of
10, partners return and start over.
4 Pass out equipment.
■ Explain activity.
■ Make sure
students are in
compliance.
■ Students form groups of 6 and form circles lying
on their backs with their feet facing middle of
circle, bottoms of their feet almost touching. After all students are in position, they turn over into
down position for push-ups.
■ Groups should look like a wheel with bodies as
spokes.
■ On your signal, students rise up into up position
of push-up, and begin “walking” with hands and
feet toward their right. Continue for 15-30 seconds, depending on class ability.
■ On your second signal, students stop and put 1
knee to floor to rest (15-20 seconds).
■ Repeat signals for starting and stopping. Groups
can move in either direction.
■ Continue for about 3 minutes.
■ Group students
and help with
organization.
■ Congratulate
excellence and
effort.
■ Give feedback on
push-up form and
level of participation.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 ACTIVITY #1: Set up equipment for circuit with
task cards for each station.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Volleyball
8th Grade
Volleyball Circuit
Volleyball Circuit (continued)
(20-25 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Place 10 hoops around area for circuit stations,
with equipment and a copy of the task card at
each.
■ Have no more than 5-6 students at each hoop.
■ Station 1: Overhead Pass. Depending upon number in class pass to partner or self. Equipment: 3-6
volleyballs
■ Station 2: Jump Rope. Equipment: 6 Ropes, varying lengths
■ Station 3: Forearm Pass. Depending on class size
pass to partner or self. Equipment: 3-6 Volleyballs
■ Station 4: Forearm pass/Overhead pass with partner. Equipment: 1-3 volleyballs
■ Station 5: Push-Up Hockey. 2 Players 1 ball. Both
players in up position of push-up. Ball in middle.
Count to 3 and both try to push ball under other
person with 1 hand. If ball goes under you, point
for the other person. Equipment: 1-3 volleyballs
■ Station 6: Serve to Hoop. 3 hoops-15-20 feet
away. Use underhand serve to get ball to land
inside hoop. Equipment: 3 hoops, 3 volleyballs
■ Station 7: Running in place. Equipment: cones to
delimit area.
■ Station 8: Zig-Zag Jumps. Place 1 jump rope on
floor. Jump side to side over rope. Equipment: 1
rope per 2 people.
■ Station 9: Hit and Run. 2 Lines facing each other.
20 feet apart. Pass ball and run to end of other
line.Try to keep action continuous. Equipment: 1
-2 balls
4 While teacher is
getting class into
groups and at stations, make sure
equipment is correct and that task
cards are present.
■ Assist with skills
needed at particular stations.
■ Notice safety
concerns and be
especially attentive to those
stations.
■ If students are
too challenged
at a particular
station, alter the
activity to meet
their skill level.
■ Station 10: Hit/Spike to floor. Pair with 1 ball.
Practice hitting ball to floor to other person.
Equipment: 1-3 balls
■ There are 10 stations, so any students who have
not found a hoop should come to you for assignment.
■ Refer to task card for descriptions of activities.
■ Students are rotated through stations every 2
minutes.
ROLE OF ASSISTANT
Cool Down/Closure
COOL DOWN/CLOSURE
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students return equipment from their stations to equipment area, then join you in middle
of activity area, always in front of you.
■ As students follow your lead on stretches, ask:
■ What was your favorite station today in the
circuit?
■ What muscles did you feel working there?
■ Challenge students to teach 1 station to an adult
today.
4 Help clean up
equipment.
■ Assist students
with stretches.
■ Listen and respond to student
answers.
■ Always congratulate students on
their performance
during class.
s
Activ
☛ Cues or Key Concepts
ACTIVITY #1
LESSON CONTENT
ue
ACTIVITY #1
(20-25 minutes)
4 Set Up or Prep Duties
Lesson 6
it
o
yc
nt
➜ Variation
in
H Challenge
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate proper form in underhand and overhead serves.
■ Use previously acquired skills to play in a game situation.
■ Work cooperatively with other students and teachers.
■ 1 ball per student
■ FLOW equipment
■ Courts or net
zone set-ups
Gym Go Round Serve
Continuous Volleyball
(8-10 minutes)
ROLE OF ASSISTANT
■ If possible, have 2 large court areas set up with
4 Have balls acnets.
cessible for all
students.
■ Scatter balls around this area or have students
pick up a ball as they enter.
■ See that all
students are
■ Students serve from behind 1 serving line, then
involved and on
go to next court, serve, then go to other side of
task.
net and serve, then to next net on that side, serve,
then repeat process.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(17 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW (see FLOW section).
4 Help students set
up FLOW, explaining where equipment goes.
■ Supervise FLOW
stations as necessary.
4 Supervise students as they
return FLOW
equipment.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
4 IA: Set up nets or net zone areas.
4 HRPA: Set up FLOW equipment.
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 18, and then subdivide
into groups of 6.
■ 2 groups play a game to 5 points, while third
group is off–court with 1 volleyball in a circle
passing activity.
■ After 5 points, team with less than 5 points goes
off-court and circles up and passes and third team
becomes a new opponent.
■ After 3 minutes, team with most wins moves to
next court. In case of a tie, play Rock, Paper, Scissors to see who moves to next court.
■ Suggestion: You can play in smaller groups if
you desire. You can also divide court into smaller
courts so 3 vs. 3, 4 vs. 4, or 5 vs. 5 are feasible.
■ Use net zone
courts if there are
not enough nets
available.
■ Try to get each
group to a full
net at least once
during activity.
■ Help with organization.
■ Make sure students off-court
are on-task.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Volleyball
8th Grade
Hit and Spike
Lesson 7
Cool Down/Closure
(8 minutes)
(3 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ After games are over, students go to end line of
their courts and spread out on that line.
■ Describe and/or review steps of spiking. Remember to name cues.
☛ Hit (Spike): Approach, Arm swing, Contact with
open hand, Snap wrist, Follow through.
■ Half of group acts as setters and other half as
hitters. Practice, going through line 3 times, then
switch lines. Students are to retrieve their own
balls.
■ Assist students
with skills and
ball contact.
■ Maintain highest
safety requirements at all times.
■ After putting away all equipment, students join
you and assistant in middle of activity area for leg
stretches.
■ While stretching, ask:
■ Which FLOW station worked on your heart or
cardiovascular system?
■ Which was your favorite FLOW station today?
■ Why is exercise important to good health?
■ Challenge students to get their families active
today when they go home.
4 Clean up equipment.
■ Lead leg stretches
and demonstrate
a new stretch
never done in
class.
■ Recognize good
thoughts and
answers to
questions, and
respond accordingly.
ACTIVITY #2
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate passing and serving skills through participation
in station practice.
■ Develop cardiovascular endurance by playing 2-side tag.
■ Work cooperatively with peers.
■ 1 volleyball
per pair
■ 10 cones
BEFORE CLASS SET UP
■ 10 pinnies
4 IA: Have balls accessible.
4 HRPA: Mark off 2 20 X 20 connected fields and 1 separate
area for volleyballs.
4 ACT: Enlist students to help set up.
Partner Pass, Set, and Hit
2-Side Tag
(5 minutes)
(6-8 minutes)
LESSON CONTENT
■ Students form pairs, 1 ball per pair, and stand facing each other 10 feet apart.
■ Partners alternate forearm passes and overhead
passes.
■ Partners count numbers of successful combinations and compare with other pairs.
4 Assist students
with equipment
and organization.
■ Give feedback on
form and technique.
■ Divide class into 2 groups, 1 group per field.
4 Set up 2 connected, square
■ Assign 5 “Its” per field. “Its” wear pinnies and
playing fields and
are at mid-field.
1 square area for
■ Other students are in scatter formation around
volleyballs.
their fields.
4 Equipment
■ On your signal, “Its” tag students.
needed: 10
■ When tagged, a student goes over to area with
cones, 10 pinnies,
volleyballs and performs 5 overhead passes to self,
10 volleyballs.
or other skills as designated by you. After com4
Assign “its” and
pleting, student sets down volleyball, and moves
give them pinto other square and joins that game.
nies.
■ Change “Its” every 2 minutes.
■ Explain activity
to those having
trouble with understanding.
■ Move around
whole area to
make sure students are following the rules and
playing appropriately.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Volleyball
8th Grade
Volleyball Circuit
Lesson 8
Cool Down/Closure
(20 minutes)
(5 minutes)
LESSON CONTENT
■ Place 10 hoops around area for circuit stations,
with equipment and a copy HRPA task card #12 at
each.
■ Have no more than 5-6 students at each hoop.
■ There are 10 stations, so any students who have
not found a hoop should come to you for assignment.
■ Refer to task card for descriptions of activities.
■ Students are rotated through stations every 2
minutes.
4 While teacher is
getting class into
groups and at stations, make sure
equipment is correct and that task
cards are present.
■ Assist with skills
needed at particular stations.
■ Notice safety
concerns and be
especially attentive to those
stations.
■ If students are
too challenged
at a particular
station, alter the
activity to meet
their skill level.
■ After completing all stations, students return
4 Clean up equipequipment then join you in middle of activity
ment.
area.
■ Assist with
■ While students are doing stretches led by you or
stretches, demassistant, ask:
onstrating as
needed.
■ While doing the stations, how did you communicate with your teammates?
■ Congratulate
students on their
■ Are you ready for the tournament?
improvement dur■ Congratulate students on their efforts to improve
ing unit.
their volleyball skills throughout unit, and let
them know that they now have an opportunity to
show their skills in a tournament.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ROLE OF ASSISTANT
ACTIVITY #1
LESSON CONTENT
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate volleyball skills through tournament play.
■ Work cooperatively with peers to achieve a common goal.
■ Respond appropriately to teacher and assistant.
■ Nets, courts,
and net zones
if needed
BEFORE CLASS SET UP
■ 1 volleyball
per student
4 IA: Have nets set up and balls scattered around activity area.
4 ACTIVITY: Have courts set up and ready for tournament play.
Gym Go Round Serving
Tournament
LESSON CONTENT
(20-30 minutes)
ROLE OF ASSISTANT
■ If possible, have 2 large court areas set up with
4 Have balls acnets.
cessible for all
students.
■ Scatter balls around this area or have students
pick up a ball as they enter.
■ See that all
students are
■ Students serve from behind 1 serving line, then
involved and on
go to next court, serve, then go to other side of
task.
net and serve, then to next net on that side, serve,
then repeat process.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW (see FLOW section).
4 Help students set
up FLOW, explaining where equipment goes.
■ Supervise FLOW
stations as necessary.
4 Supervise students as they
return FLOW
equipment.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams have already been organized. Place teams
on courts and start games. Serve is determined by
Rock, Paper, Scissors.
■ Use underhand serves at all times
■ Play for 3 minutes, then teams with fewer points
move clockwise to play a new team. If there is
a tie, then play Rock, Paper, Scissors to see who
moves and who stays.
■ At end of tournament time, find out which teams
have most wins. Write down scores to add to
next classes’ totals.
4 Set up nets and
courts.
4 Have equipment
ready for tournament.
■ Help teams get
started.
■ Make sure all
students are
engaged and on
task.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Volleyball
8th Grade
Lesson 9
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
■ Students return equipment away and join you in
4 Clean up equipmiddle of activity area.
ment.
■ While students are stretching by your lead, review ■ Demonstrate
game process and how a tournament works.
stretches.
■ Congratulate teams who have most wins, and
make everyone aware that tournament is not
over until end of the next class, so anyone can win
overall title.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
volleyball
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate volleyball skills through tournament play.
■ Work cooperatively with peers to achieve a common goal.
■ Respond appropriately to teacher and assistant.
■ Nets, courts,
and net
zones if
needed
BEFORE CLASS SET UP
■ 1 volleyball
per student
4 IA: Have nets set up and balls scattered around activity area.
4 ACTIVITY: Have courts set up and ready for tournament play.
Partner Pass
Up Jack Tag
(5 minutes)
(6-8 minutes)
LESSON CONTENT
■ Students form pairs, 1 ball per pair, and stand facing each other 10 feet apart.
■ Pairs alternate forearm passes and overhead
passes.
■ Partners count numbers of successful combinations and compare with other pairs.
4 Assist students
with equipment
and organization.
■ Give feedback on
form and technique.
■ Assign 1 “It” for every 15 students. Each “It”
4 Mark off activity
wears a pinnie.
area if needed.
■ Other students are scattered within game area.
4 Assist with choice
You may need a 30 X 30 area for large classes.
of “It” and pass
out pinnies.
■ On your signal, “It” tries to tag as many students
as possible. If tagged, a student must leave the
■ If class is large, it
court and perform 10 jumping jacks before remay be better to
entering game.
split into 2 games,
and create 2 play
■ Students are only safe from being tagged if they
areas.
assume the up position of a push-up when tagger
approaches. If position is incorrect or “sagging,”
“It” can tag that student and he or she must go to
side and do jumping jacks.
■ “It” is changed every 1-2 minutes.
4 Set Up or Prep Duties
Volleyball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Volleyball
8th Grade
Tournament
Lesson 10
Cool Down/Closure
(20 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams have already been organized. Place teams
on courts and start games. Serve is determined by
Rock, Paper, Scissors.
■ Play for 3 minutes, then teams with fewer points
move clockwise to play a new team. If there is
a tie, then play Rock, Paper, Scissors to see who
moves and who stays.
■ At end of tournament, get a count on which
teams have most wins.
4 Set up nets and
courts.
4 Have equipment
ready for tournament.
■ Help teams get
started.
■ Make sure all
students are
engaged and on
task.
■ Students return equipment away and gather in
the middle of activity area.
■ Team that had most wins gets to lead cool down
stretching.
■ Challenge all students to always do their best at
whatever they do, and that teamwork works!!
4 Clean up equipment.
■ Congratulate all
students on effort.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ROLE OF ASSISTANT
ACTIVITY #1
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
sTATIOn 1:
OveRHeAD PAss
Pass to self or partner
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 2:
JUMP ROPe
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 3:
FOReARM PAss
Pass to self or partner
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 4:
FOReARM/OveRHeAD PAss
With partner, alternate
between forearm and
overhead passes
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 5:
PUsH-UP HOCKey
Pairs with a ball in between.
Begin in the “up” position of
a push up. On go, try to push
the ball with one hand through
your partner’s arms.
If successful, 1 point.
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 6:
seRve TO HOOP
Pairs with 1 ball,
1 person at hoop,
1 with ball 20 feet away.
Serve ball to hoop.
If in, 1 point.
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 7:
RUnnIng In PLACe
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 8:
ZIg-ZAg JUMPs
1 long jump rope per pair,
rope laid out straight.
Jump side to side
over rope.
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 9:
HIT AnD RUn
1 ball per group.
Make even lines facing each
other 20 feet apart.
Use overhead and/or
forearm passes to keep ball
going. Move to end of other
line after hitting ball.
vOLLeybALL CIRCUIT | TAsK CARDs
sTATIOn 10:
HIT/sPIKe TO THe FLOOR
Pairs with 1 ball. Hit/Spike
ball into floor toward partner.
Partner catches, and
returns in same way.
vOLLeybALL CIRCUIT | TAsK CARDs
swimming
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Review floating.
■ Review and practice front crawl stroke.
■ Goggles
■ Pull buoys
■ Waterproof volleyball
BEFORE CLASS SET UP
■ Kickboards
■ Rope
■ Water polo balls
4 Have kickboards out on deck readily available.
Bobbing
Freestyle (or Crawl)
INSTANT ACTIVITY
(5 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students get into water, in a depth where they
are comfortable, as soon as they leave locker
room.
■ Students inhale above water and exhale below
water.
■ Students repeat until you transition to next
activity.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ Students swim widths or lengths depending upon ■ Observe and keep
size of class and facilities.
students on task.
■ Students practice arm stroke for Freestyle.
■ Give positive and
corrective feed☛ Freestyle Arms: Hand enters water in front of
back
shoulder index finger first, Pull down and through
■ More advanced
past hip, High Elbow recovery.
students can
■ Students place buoy between thighs and practice
be placed into
Front Crawl arm stroke while buoy stabilizes legs.
another area to
■ Students add kicking to arms and breathing for
refine skills (i.e.,
complete Freestyle stroke.
longer distances,
■ Advanced: Students swim 300 yards in 1 lane: 100
more repetitions).
yards swimming, 100 yards kicking, 100 yards arm
pulling.
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
H Challenge: Students swim 2 lengths, kick 2 lengths
using a kickboard, swim 2 lengths with a pull
buoy between their legs, and swim 2 lengths using arms only.
Treading Water
ROLE OF ASSISTANT
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
☛ Treading Water: Keep body vertical with head up,
Move arms and legs simultaneously to keep head
above water.
H Challenge: Students practice throwing a water
polo ball around in groups of 3-4.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
➜ Variation: Students can use a wall.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Swimming
8th Grade
Jellyfish Tag
Water Volleyball (continued)
(8 minutes)
LESSON CONTENT
■ Pick 2 or 3 taggers (jellyfish) randomly.
■ Students that are not taggers go to opposite side
of pool.
■ On your signal, students try to cross to other side
without being tagged.
■ If students are tagged they float and can make
other students jellyfish by tagging them.
■ Once a majority of students are jellyfish, remaining students become jellyfish and game restarts.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback
■ Holding, catching, throwing, lifting, rolling, and
pushing are illegal hits because of prolonged
contact with ball.
■ A double hit occurs when a student illegally
contacts ball twice in succession or ball rebounds
from 1 part of body to another on a single attempt to play it. Exception: A hard driven spike.
■ If ball is simultaneously contacted by 2 opposing
students then team on whose side ball falls shall
have right to play ball 3 times.
■ If ball is held simultaneously by two opposing
students it is a double fault and official will direct
a replay.
■ A ball contacting and crossing net shall remain in
play provided contact is entirely within playing
area. Exception: A service hitting or not clearing
the net results in a dead ball and sideout.
■ A net foul occurs when ball is in play and a
student contacts any part of net (including cable
attachments). It is not a foul when a player’s hair
touches net or force of a ball hit by an opponent
pushes net or net cables into a student. A net
foul also occurs when there is interference by a
student making contact with an opponent who is
making a legitimate effort to play ball.
■ A screen is an intentional act that obstructs receiving students’ view of server or flight of ball from
server. Screening includes server being hidden behind a group of 2 or more teammates while ball is
being served over them. A screen also includes a
student with hands extended above head height
or with arms extended sideways at moment of
service.
■ If a serve hits net and falls inside opposing team’s
n
court, ball is ruled in play. If a serve hits net and
co
y
does not fall inside opposing team’s court, then
vit
Acti
it is considered to be illegal and a point will be
awarded to opposing team.
Water Volleyball
(8 minutes)
ROLE OF ASSISTANT
■ Students form teams of 5-6.
■ Teams of weaker swimmers are in very shallow
water, while better swimmers move to chest deep
water.
■ Object of game: To score points by having ball hit
water on opponent’s side or by opponent taking
more than 3 passes to get ball over net.
■ Each team is allowed a maximum of 3 successive
contacts of ball in order to return ball to opponent’s side of net. A block is not considered to be
a contact.
■ A student who contacts a ball shall be considered
as playing the ball.
■ Ball may be hit with any part of body at or above
waist but cannot come to rest visibly on body.
■ If ball hits below waist it is considered dead.
■ An illegal hit occurs when ball visibly comes to
rest or has prolonged contact with a student. This
is a judgment call.
4 Depending upon
what is available for making
boundaries and a
net, set up a net
or rope across
pool and some
way to make side
boundaries.
4 Set out waterproof volleyballs.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
tin
ue
s
LESSON CONTENT
ACTIVITY #3
➜ Variation: To increase activity, tagged students
must tread water rather than float; hands can be
raised for added difficulty.
Acti
v
c
ity
➜ Variation
on
H Challenge
ROLE OF ASSISTANT
s
ROLE OF ASSISTANT
ue
LESSON CONTENT
tin
ACTIVITY #2
(8 minutes)
ACTIVITY #3
Lesson 1
Italics indicate the teacher speaking directly to the student.
Water Volleyball (continued)
Cool Down/Closure
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #3
■ An in bounds ball hits water within or on lane
lines/ropes that comprise boundaries of court.
■ Ball is out of bounds if it hits water outside court
boundaries, pool deck, or any object on pool
deck.
➜ Variation: Increase number of volleyballs to increase activity.
4 Set Up or Prep Duties
Swimming
(3 minutes)
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Review skills:
■ What is one thing to remember when using a
freestyle breathing technique?
■ What are some things to remember when
floating on either your front or your back?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Swimming
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Learn proper technique for treading water.
■ Review back crawl stroke.
■ Goggles
■ 1 pool ball for every group of 4
■ Source of music
Jellyfish Tag
LESSON CONTENT
ROLE OF ASSISTANT
■ Pick 2 or 3 taggers (jellyfish) randomly.
■ Students that are not taggers go to opposite side
of pool.
■ On your signal, student try to cross to other side
without being tagged.
■ If students are tagged they float and can make
other students jellyfish by tagging them.
■ Once a majority of students are jellyfish, remaining students become jellyfish and game restarts.
H Challenge: Play “Sharks and Minnows” in deep
end. Give students only 5 second to get into
the water after your signal to go. Be sure the
students are climbing out of pool without using
ladders.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Have equipment on deck for activities.
Fitness Progression Relay
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into groups of 4.
■ Students start with a noodle.
■ Students kick across pool, do a wall push-up and
1 jumping jack. Students in deep end can bob off
bottom of pool instead of a jumping jack.
■ Students progress to more repetitions.
H Challenge: Give groups of 2 a weighted object
(2-5 lbs) to hold while treading water.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Treading Water
(3 minutes)
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
■ Noodles for each group
■ Pull buoy
HEALTH RELATED PHYSICAL ACTIVITY
swimming
LESSON CONTENT
ROLE OF ASSISTANT
■ All students are in deep end.
☛ Treading Water: Keep body vertical with head up,
Move arms and legs simultaneously to keep head
above water.
H Challenge: Practice open Freestyle turn or Freestyle flip turn.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback
➜ Variation: Use wall.
4 Set Up or Prep Duties
Activity Title
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Swimming
8th Grade
Backstroke
Cool Down/Closure
(8 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ Students float on back and practice flutter kick.
■ Observe and keep
students on task.
☛ Backstroke Arms: Arms move continuously in opposition, 1 arm recovers while other arm pulls, 1
■ Give positive and
hand enters water little finger first just outside
corrective
shoulder above head, Roll body to side of enfeedback.
try arm while other arm is coming out of water
thumb first, Hand underwater pulls through to
hip while other hand is beginning to enter water.
■ Students swim widths using Backstroke arms and
kicking. Advanced students can work in groups of
2, 1 swimming while other critiques.
Hot Potato
(8 minutes)
ACTIVITY #3
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Review skill elements:
■ What are elements of treading water?
■ What are elements of streamlining during
backstroke flutter kicking?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
Lesson 2
■ Divide students into groups of 4.
■ Observe and keep
students on task.
■ Students tread water and pass a ball within their
groups.
■ Give positive and
corrective
■ When music is stopped, whoever has the ball must
feedback.
rotate to another group.
H Challenge: Use a 5 pound weighted object instead
of a ball.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review and practice Freestyle stroke.
■ Learn reaching and throwing technique for safety.
■ Goggles
■ Balls for each advanced swimmer
■ Pull buoys
■ 1 noodle for each pair
■ Kickboards
Freestyle
(4 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students jump in pool, move to side and tread
water before climbing out to jump in again. Students count to 30 while treading water.
■ Remind students not to running on deck.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ Students should focus on correct breathing pattern; exhale underwater, inhale while turned to 1
side.
■ Set a goal of swimming 2 lengths without stopping.
■ Once student meets goals, move that student
from beginner group to advanced group.
H Challenge: Swim 100 yards of front crawl, head
out of water, with a ball between arms. Do not
hold onto ball (called dribbling in water polo).
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
HEALTH RELATED PHYSICAL ACTIVITY
Pool Battleship
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into 4 groups.
H Students use various pool equipment to build
rafts to transport groups across pool. Allow 3
minutes for students to build rafts.
■ Give each group a token for each successful lap.
■ All students must be on a raft for duration of
each lap for it to be considered a successful lap.
H Challenge: Have students swim Freestyle for 200
yards, head out of water, with a ball between
arms. Do not hold onto ball (called dribbling in
water polo).
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Biggest Splash
4 Have equipment on deck for activities.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Swimming
8th Grade
Reaching and Throwing
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3 and gather safety
equipment to pull partners to side of pool.
■ Students throw safety equipment to partners in
pool.
■ Students use arms or legs as a reaching assist
while holding on to gutter, ladder or anything
stable in water.
H Challenge: Rescuer swims across pool to victim,
gives victim a kickboard, and swims victim back.
Rescuer then becomes a victim.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ Review skill elements:
■ What are the elements of freestyle breathing?
■ What are the elements of reaching and
throwing techniques?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Sharks and Minnows
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Pick 2 or 3 taggers (sharks) randomly.
■ Remaining students (minnows) go to opposite
side of pool.
■ On your signal minnows try to cross to other side
without being tagged.
■ If students are tagged they become sharks and
can tag minnows.
■ Once a majority of students are sharks, remaining
students become sharks and game restarts.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
ACTIVITY #3
Lesson 3
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review and practice of backstroke.
■ Goggles
■ 1 kick board per swimmer
■ 2 pool balls
■ Various equipment distributed between
4 teams (teacher discretion)
Backstroke and Water Polo Passes
(3 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students swim 50 yards each of: any stroke, any
kick, arm pull only.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ Students practice backstroke with a goal of 6
■ Observe and keep
continuous widths.
students on task.
■ Once goal is met begin water polo passes.
■ Give positive and
corrective
■ Water polo pass and dribble between 3 students.
feedback.
2 (#1, #2) students on 1 (#3). #1 and #2 are on 1
■ More advanced
side of pool and #3 is on opposite side. #1 has a
ball and swims half way across and passes to #3
students can
be placed into
and takes #3’s place. #3 swims half way across,
another area to
passes ball rest of way across pool to #2, and takes
#2’s place. #2 swims half way across, passes ball
refine skills (i.e.,
longer distances,
rest of way across pool to #1, and takes #1’s place.
more repetitions).
This continues until you signal to stop.
HEALTH RELATED PHYSICAL ACTIVITY
3-Catch
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Break class into teams of 3-4 students.
■ Students pick someone on opposing team to
defend.
■ In order for a team to score a point they must
have 3 successful (consecutive) passes in a row. If
ball is touched or even tipped by opposing team
possession is lost. No stealing.
■ Students play without hanging on sides of pool.
■ Students play until you call time. Students swim
for duration of activity.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
ACTIVITY #1
INSTANT ACTIVITY
50 Yards
4 Have equipment on deck for activities.
ROLE OF ASSISTANT
➜ Variation: Weak swimmers can play in shallow
end while walking or jogging.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Swimming
8th Grade
Flip Turn
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students begin turn with a summersault next to
wall in shallow end.
■ They add a quarter turn during summersault by
ducking under a shoulder.
■ If this approach does not work try using a shoulder roll rather than a somersault next to wall in
shallow end.
■ Students swim toward wall and do turn.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■ Review skill elements:
■ What are the elements of the backstroke?
■ What are the elements of the flip turn?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Water Pirates
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
Break class into 4 groups.
Groups go to 4 corners of pool.
Designated equipment is placed in center of pool.
Groups must go and get their designated equipment and bring it back to their corner.
■ Groups can steal each other’s equipment from
middle of pool. Guarding is not allowed.
■ When time is called each group counts what they
have to determine a winner.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■
■
■
■
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
ACTIVITY #3
Lesson 4
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Learn proper technique for the elementary backstroke kick.
■ Learn proper arm technique for the elementary backstroke.
■ Learn to combine kick and arms for elementary backstroke.
■ Goggles
BEFORE CLASS SET UP
■ 1 pool buoy per student
Elementary Backstroke Kick
(5 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students get into water and start swimming
around edges of pool, swimming freestyle for
lengths of pool and underwater for widths.
■ Students swim in a clockwise direction.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
☛ Elementary Backstroke Kick: Float on back, Both
legs bent at knee circle around in a whipping
action, Draw heels downward to a point under
and outside of knee, Bring feet back together in a
whipping action.
H Challenge: Students can perform this skill while
moving across width of pool. They can perform
entire stroke if they are capable.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
HEALTH RELATED PHYSICAL ACTIVITY
Swim Freeze
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Choose 2-3 taggers.
■ Taggers stand in middle of pool.
■ On your signal, taggers start to chase other students.
■ If swimmers are tagged, they must freeze and
stand with their legs apart. A swimmer that has
not been tagged can then swim through their
legs to unfreeze them; front to back only so
swimmers don’t come from opposite sides and hit
heads.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
Swimming Around the World
4 Have equipment on deck for activities.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Swimming
8th Grade
Elementary Backstroke Arms
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
☛ Backstroke Arms: Arms move continuously in
opposition,1 arm recovers while other arm pulls,
1 hand enters water little finger first just outside
shoulder above head, Roll body to side of entry arm while other arm is coming out of water
thumb first, Hand underwater pulls through to
hip while other hand is beginning to enter water.
H Challenge: Students can perform this skill while
moving across width of pool. They can perform
entire stroke if they are capable.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■ Review skill elements:
■ What are the elements of the elementary
backstroke kick?
■ What are the elements of the backstroke
arms?
■ Describe the timing of putting those elements
together.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Complete Elementary Backstroke
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students begin with arms at sides.
■ Observe and keep
students on task.
■ When hands reach armpits, they begin kick.
■
Give positive and
■ Power to move forward comes from arms and legs
corrective
moving at same time.
feedback.
■ Students glide for a count of 1001, 1002, 1003
after each stroke.
■ Students can perform this skill while moving
across width of pool.
■ Stronger swimmers can help coach other students.
H Challenge: Once accomplished, groups of 6 (2
teams of 3) move to deep end and play 3-pass
water polo.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
ACTIVITY #3
Lesson 5
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review proper arm technique for
the elementary backstroke.
■ Review proper life jacket safety.
■ Goggles
■ 1 kick board per student
■ 1 noodle per student
■ Net, rope and ball for volleyball
Swim Lengths
4 Have equipment on deck for activities.
Noodle Tag
(5 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students swim 2 lengths each of: front crawl,
elementary backstroke, and breaststroke.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■
■
■
■
Choose 2-3 taggers.
Remaining students float on noodles.
Taggers start to chase other swimmers.
If taggers tag a noodle floater, floaters must give
up their noodles and become taggers.
■ Games continue for allotted time. You can add
more taggers.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
➜ Variation: Advanced swimmers can swim 100
yards each of swim, kick, and arm pull.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Swimming
8th Grade
Water Volleyball
Water Volleyball (continued)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form teams of 5-6.
■ Teams of weaker swimmers are in very shallow
water, while better swimmers move to chest deep
water.
■ Object of game: To score points by having ball hit
water on opponent’s side or by opponent taking
more than 3 passes to get ball over net.
■ Each team is allowed a maximum of 3 successive
contacts of ball in order to return ball to opponent’s side of net. A block is not considered to be
a contact.
■ A student who contacts a ball shall be considered
as playing the ball.
■ Ball may be hit with any part of body at or above
waist but cannot come to rest visibly on body.
■ If ball hits below waist it is considered dead.
■ An illegal hit occurs when ball visibly comes to
rest or has prolonged contact with a student. This
is a judgment call.
■ Holding, catching, throwing, lifting, rolling, and
pushing are illegal hits because of prolonged
contact with ball.
■ A double hit occurs when a student illegally
contacts ball twice in succession or ball rebounds
from 1 part of body to another on a single attempt to play it. Exception: A hard driven spike.
■ If ball is simultaneously contacted by 2 opposing
students then team on whose side ball falls shall
have right to play ball 3 times.
■ If ball is held simultaneously by two opposing
students it is a double fault and official will direct
a replay.
■ A ball contacting and crossing net shall remain in
play provided contact is entirely within playing
area. Exception: A service hitting or not clearing
the net results in a dead ball and sideout.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■ A net foul occurs when ball is in play and a
student contacts any part of net (including cable
attachments). It is not a foul when a player’s hair
touches net or force of a ball hit by an opponent
pushes net or net cables into a student. A net
foul also occurs when there is interference by a
student making contact with an opponent who is
making a legitimate effort to play ball.
■ A screen is an intentional act that obstructs receiving students’ view of server or flight of ball from
server. Screening includes server being hidden behind a group of 2 or more teammates while ball is
being served over them. A screen also includes a
student with hands extended above head height
or with arms extended sideways at moment of
service.
■ If a serve hits net and falls inside opposing team’s
court, ball is ruled in play. If a serve hits net and
does not fall inside opposing team’s court, then
it is considered to be illegal and a point will be
awarded to opposing team.
■ An in bounds ball hits water within or on lane
lines/ropes that comprise boundaries of court.
■ Ball is out of bounds if it hits water outside court
boundaries, pool deck, or any object on pool
deck.
☛ Cues or Key Concepts
ACTIVITY #1
ACTIVITY #1
(8 minutes)
4 Set Up or Prep Duties
Lesson 6
ROLE OF ASSISTANT
➜ Variation: Increase number of volleyballs to increase activity.
Ac
tivity continues
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Ping Pong Scramble
Surface Diving
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Divide class into 2 teams.
■ Teams line up on opposite sides of pool.
■ Dump a basket of ping pong balls into middle of
pool.
■ At your signal both teams scramble to collect as
many balls as possible.
■ No team member may collect more than 1 ball at
a time.
■ When all balls have been collected, each team
adds numbers on balls and team with highest
score wins.
■ Team members caught holding on to side of pool
for more than a count of 5 lose a ping pong ball;
ball is thrown back into the center of the pool.
(Non-swimmers are excluded from this rule.)
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ Feet First Dive
■ Move among
students and
■ While treading water students give a big kick and
coach as needed.
push downward on water with arms to thrust
body up and out of water. Movement ends with
students standing at attention in water.
■ Students let their bodies sink underwater.
■ Once submerged, students turn their hands outward and “pull” t water over their heads to sink
deeper. This arm movement can be practiced on
land before attempting in pool.
■ Students do a half somersault to continue sinking
deeper.
■ All students can practice this skill while treading
water in deep end.
■ Head First Dive
■ Students swim forward using front crawl or
breaststroke and choose a spot to dive.
■ When students reach their spot they take a deep
breath and thrust a last armstroke downward into
water.
■ Students bend at waist, either in a tuck or jackknife position.
■ Students lift their legs out of water over their
heads.
■ Students continue underwater using a breaststroke arm pull.
■ Divide students into 2 groups, 1 on each side of
deep end of pool. Students practice swimming
out from side of pool, surface dive then swim
underwater to other side of pool.
ACTIVITY #3
ACTIVITY #2
(8 minutes)
ROLE OF ASSISTANT
➜ Variation: Strong swimmers can help beginners.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Swimming
8th Grade
Lesson 6
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Review skill elements:
■ What are the rules for water volleyball?
■ What are the keys to a successful feet first
surface dive?
■ What are the keys to a successful headfirst
surface dive?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review diving from the side of the pool.
■ Review underwater swimming.
■ Goggles
■ 12 different diving items per team
■ 1 pull buoy per student
■ 2 water polo balls
INSTANT ACTIVITY
Freestyle Arms with Pull Buoy
Have equipment on deck for activities.
Diving Skills Progression
(3 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place buoy between thighs and practice
freestyle arm stroke swimming widths of pool.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ Students learn skill progressions and practice at
their own pace.
☛ Kneeling Position Dive: On 1 knee with toes of
opposite foot on edge of pool (kneeling foot used
as pushing foot), Arms extended over head, Focus
on target in water 1 to 2 feet from side of pool,
Lean forward and push with kneeling leg into
water, Straighten body when entering water.
☛ Compact Dive: (can be done in 3-5 feet of water)
1 foot forward and 1 foot back, Crouch down
with knees bent, Arms extended over head, Focus
on target in water 1 to 2 feet from side of pool,
Lean forward and push with back leg into water,
Straighten body when entering water.
☛ 1 Leg Dive: (can be done in water at least 7 feet
deep with spotter beside diver) Toes on edge of
pool, Spotter places an arm in front of diver’s
chest while diver extends arms over head, Diver
leans forward lifting a leg straight backward,
Spotter grabs upward leg and keeps other arm in
front of diver’s chest to control forward motion,
Diver falls into water in this position.
■ Once 1 leg dive is mastered, students can start to
have both legs come up (starting at step 3) without a spotter. The dive is still started by lifting 1
leg upward, but at last moment after push-off,
leg that is pushing off is kicked up to meet other
leg.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
Scavenger Hunt
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide class in to 4 or 5 groups.
■ Place a variety of diving toys at bottom of pool.
■ Each group will have a list of items to collect from
bottom of pool.
■ Group that collects most items on their list in
allotted time wins.
■ No student can retrieve more than 2 items.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
(10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
4
H Challenge
Activity c
in
ont
ue
s
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Swimming
8th Grade
Diving Skills Progression (continued)
Water Polo
(8 minutes)
(8 minutes)
ROLE OF ASSISTANT
■ Students can progress to walking up pool and
performing progressions. This gives student a
little forward momentum, which helps get both
legs up in air.
H Challenge: Students can dive in and work on holding a tight streamline position. Once they have
a good handle on that they can dive and swim
length of pool.
ACTIVITY #3
ACTIVITY #1
LESSON CONTENT
Lesson 7
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide class into 4 teams.
■ 2 teams face off in half of pool.
■ Each team tries to score by putting ball into opposing team’s net.
■ Team with most goals at end of allotted time
wins.
■ Rotate teams after a winner is declared.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Underwater Swimming
ROLE OF ASSISTANT
■ Students glide underwater then finish with any
stroke and kick.
■ After a few practice laps students push off wall
and swim underwater 1 width on your signal.
■ Students progress from 1 to 2 widths, then to 3
widths, etc.
■ If students can only do 1, 2, or 3 widths then they
continue at that distance, practicing holding their
breath and underwater swimming techniques.
■ Explain hyperventilation (prolonged deep breathing) and risk of passing out when attempting
distance swims underwater after prolonged
hyperventilation.
■ Safety: Do not have the students swim underwater as far as possible; increases risk of passing out
underwater.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
Cool Down/Closure
(3 minutes)
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Review skill elements:
■ What are the elements of the standing dive?
■ What are precautions for underwater swimming?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ Discuss hyperventilation and
problems with
underwater
distance swims.
Italics indicate the teacher speaking directly to the student.
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Learn and practice proper arm technique for the breaststroke.
■ Learn “survival floating” by using various pieces of clothing to
maintain buoyancy.
■ Goggles
■ Life jackets
Stroke Practice
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice skills until you call time.
☛ Elementary Backstroke Kick: Float on back, Both
legs bent at knee circle around in a whipping
action, Draw heels downward to a point under
and outside of knee, Bring feet back together in a
whipping action.
☛ Backstroke Arms: Arms move continuously in
opposition,1 arm recovers while other arm pulls,
1 hand enters water little finger first just outside
shoulder above head, Roll body to side of entry arm while other arm is coming out of water
thumb first, Hand underwater pulls through to
hip while other hand is beginning to enter water.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■ Water polo balls and goals
4 Set Up or Prep Duties
Swimming
4 Have equipment on deck for activities.
Sand Bank
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: Capture opponents in deep end.
■ Observe and keep
students on task.
■ Divide class into 2 teams.
■ Give positive and
■ 1 or 2 students on each team are nominated as
corrective
taggers.
feedback.
■ Once students are caught they must go to deep
end and tread water until being set free by a student on their team swimming through their legs.
■ Games continues for a specific duration or until all
from 1 of the teams are trapped in deep end.
■ Beginners and non-swimmers can participate but
use opposite sides of shallow end for each team.
Breaststroke Kick
(8 minutes)
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
BEFORE CLASS SET UP
HEALTH RELATED PHYSICAL ACTIVITY
swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
☛ Breaststroke Kick: Bend at hips and knees, Bring
heels up toward butt (heels stay just under surface), Toes are pointed outward, With a continuous whipping action press feet outward and
backward so feet and ankles touch.
H Challenge: Students can perform this skill while
moving across width of pool. They can perform
entire stroke if they are capable.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Swimming
8th Grade
Life Jacket Safety
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ For those students who are comfortable with it,
they can try a guided discoveries challenge.
■ Students get into pool and tread water as you
hand out life jackets.
■ Give students 5 minutes to figure out how to put
life jackets on while in pool.
■ After 5 minutes describe how to put on life jacket
while in water.
■ Students hold jacket face up and unzipped.
■ Students hold on to jacket while trying to sit on
inside back panel of it.
■ While sitting on jacket, students slip an arm at a
time through armholes.
■ Students then pull jackets up over shoulders and
fasten or zip them.
■ Students swim 8 widths with life jackets on.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
■ Review skill elements:
■ What are the elements of the breaststroke
kick?
■ What are some of the elements of using a life
preserver/jacket?
■ What are some of the basic rules for water
polo?
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
Water Polo
(8 minutes)
ACTIVITY #3
Lesson 8
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide class into 4 teams.
■ 2 teams face off in half of pool.
■ Each team tries to score by putting ball into opposing team’s net.
■ Team with most goals at end of allotted time
wins.
■ Rotate teams after a winner is declared.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Review and practice proper technique for the breaststroke arm
pull and complete stroke.
■ Learn proper technique for diving off the diving block.
■ Goggles
■ Pull buoys
BEFORE CLASS SET UP
■ Kick boards
■ Diving rings and diving sticks
Fitness Circuit
Breaststroke Arms
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Dive in, swim across pool, climb out, and do 5
sit-ups. Dive back in and swim back across pool,
get out and to 5 push-ups. Dive back in and swim
across pool and do 5 pool-side arm presses. Continue circuit for remainder of time. Additional
activities can be added pool-side, but be sure to
avoid activities where slippage can cause injury.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
☛ Breaststroke Arms: Hands start out in front of
■ Observe and keep
body in streamline position, Pull hands down and
students on task.
outward with palms turned outward then bend
■ Give positive and
elbows, Sweep hands downward and outward
corrective feeduntil they pass under elbows with forearms vertiback.
cal, Sweeping hands together squeeze elbows
■ More advanced
and palms together, Extend arms forward to glide
students can
position, Rotate wrist until hands are palms down.
be placed into
H Challenge: Students can perform this skill while
another area to
moving across width of pool. They can perform
refine skills (i.e.,
entire stroke if they are capable.
longer distances,
more repetitions).
Spiders and Flies
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
Choose 2-3 students to be taggers (spiders).
All other students (flies) stand on 1 side of pool.
On your signal spiders will try to tag flies.
When flies are tagged by a spider they become
webs.
■ Webs must stay planted on 1 foot while trying to
tag flies.
■ Non-swimmers can remain in shallow end
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■
■
■
■
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
4 Have equipment on deck for activities.
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Swimming
8th Grade
Breaststroke Timing
Cool Down/Closure
(8 minutes)
(3 minutes)
ROLE OF ASSISTANT
☛ Breaststroke Timing: Start in streamline position,
■ Observe and keep
Pull with arms, Kick with legs while arms return to
students on task.
streamline position, Glide with arms in front and
■ Give positive and
legs extended for a 3 second count.
corrective
feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
Dive for 5
ACTIVITY #3
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice proper diving technique from a
diving block as they retrieve 5 objects from bottom of pool.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Review skill elements:
■ Observe and keep
students on task.
■ What are the elements of the breaststroke?
■
Give positive and
■ What are some safety precautions when diving
corrective
from diving blocks?
feedback.
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
Lesson 9
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Fun and fitness.
■ None required, but fitness sessions can be enhanced with kickboards, water
jugs, fins, specialized water resistant equipment, and music.
4 Have equipment on deck for activities.
Laps
Aerobic Warm-Up
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students should do 2 laps of following:
■ forward walk
■ giant strides backward
■ forward jog
■ student’s choice
■ Stretching: Instruct students on appropriate
stretching techniques. Once learned, they can
begin to lead this portion of lesson.
■ Calf (1 or 2 feet at a time)
■ Quadriceps (standing while holding on to pool
wall)
■ Obliques (standing with arms stretching in
opposition)
■ Shoulders (shrugs)
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ During stretching,
remind students
to keep as much
of their bodies
submerged as
possible to reduce
the chances of
students getting
cold.
■ Designed to gradually prepare body for upcoming aerobic exercises. Include movements that
stimulate major muscle groups and progressively
build in tempo.
■ March in place
■ Move across pool using side slides
■ Jog in place (knees in front/heels up in back)
with various arm movements (curls, presses)
■ Jumping jacks with arms just below surface
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Swimming
8th Grade
Aerobic Activities
Aerobic Activities (continued)
(8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Cross country skier (simulate movement).
■ Rocking horse (use a split stance and continuously
rock from front leg onto back. leg while arms
sweep from front to back).
■ Jump with shoulders in water moving forward/
backward.
■ Side kick (similar to quick leg lifts) with arms
sweeping across front of body.
■ Use jogging as a transition move when switching
to a new exercise. Utilize equipment to increase
resistance.
■ Race Track Fitness: Set up several fitness stations
around perimeter of pool. Divide students into
partners and place 2 to 3 sets of partners at a station. 1 partner remains at station to perform an
exercise from list while other partner jogs around
perimeter of pool. Students switch roles when
jogging partner returns. Add music for motivation
and enjoyment. Vary locomotor movement used
by jogging partner (backward jog, side slides, low
impact jumps). Examples for stations:
■ Cross country skiers
■ Neck stretches
■ Rear kicks with arms moving in a figure 8
pattern alongside body
■ Front kicks while crossing arms behind back
■ Muscular Strength and Endurance: Be sure to
tone both sets of opposing muscle groups (triceps/
biceps) and give equal attention to both sides of
body.
■ Leg lifts (front, side, and back)
■ Press a kickboard under water (in front of
body, to side, or behind)
■ Abdominal crunches (use a kickboard under
each arm to suspend body while floating on
back)
■ Tidal waves (push ups at pool wall)
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ Encourage students to reach
their target heart
rate ranges.
■ Music helps students maintain a
rhythm.
➜ Variation: Have each student, or a group of students, lead a section.
➜ Variation: Use music to guide small groups
through any number of stations lasting 5-7 minutes each. Examples:
■ Stationary kicking at pool wall (quadriceps/
hamstrings)
■ Arm curls and extensions using water barbells
(biceps/triceps)
■ Vertical streamline stretch (abdominal flexibility)
■ Stationary sprinting intervals (cardiovascular)
➜ Variation: Add floatation devices to assist students
with balance and support in t water.
➜ Use peer-tutoring. Pair up an able-bodied student
with a student who needs assistance.
➜ Water resistant wheelchairs can be lowered into
pool so students can participate while in a chair.
➜ Some exercises can be done on pool deck on a
mat if it would be easier for a student with a disability.
☛ Cues or Key Concepts
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
Cool Down/Closure
Act
y
i vit
co
n
➜ Variation
COOL DOWN/CLOSURE
ue
s
(3 minutes)
tin
ACTIVITY #1
(8 minutes)
4 Set Up or Prep Duties
Lesson 10
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Gentle stretching, slower locomotor patterns, and
easy dance moves can be used during this time.
Visualization while in a position of comfort (floating or supported) is also a possibility.
■ Examples of cool down activities:
■ 2 laps walking of long side slides
■ 2 laps swimming stroke of choice
■ Water angels (just like snow angels)
■ Stationary back float with relaxation tips
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade : Lesson 11
LESSON OUTCOMES
EQUIPMENT
■ Learn to swim the sidestroke
■ Kick boards
■ Water polo balls
BEFORE CLASS SET UP
■ Inner tubes
Kick and Swim
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students kick 8 widths with 2 widths each of:
■ Flutter
■ Whip (breaststroke)
■ Flutter on back
■ Elementary backstroke kick
■ Students swim 8 widths with 2 widths each of:
■ Breaststroke
■ Backstroke
■ Crawl
■ Underwater swimming
■ After each width students do 4 bobs.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ During stretching,
remind students
to keep as much
of their bodies
submerged as
possible to reduce
the chances of
students getting
cold.
HEALTH RELATED PHYSICAL ACTIVITY
swimming
4 Have equipment on deck for activities.
Fitness Circuit
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Dive in, swim across pool, climb out, and do 5
sit-ups. Dive back in and swim back across pool,
get out and to 5 push-ups. Dive back in and swim
across pool and do 5 pool-side arm presses. Continue circuit for remainder of time. Additional
activities can be added pool-side, but be sure to
avoid activities where slippage can cause injury.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
Scissor Kick
(8 minutes)
ACTIVITY #1
LESSON CONTENT
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
☛ Scissor Kick: Lie on side with side of head in water, ■ Provide individual
Legs are close together and extended with toes
help and
pointed, Hold feet together and draw heels up
feedback.
toward seat as far up as comfortable, Move top
leg forward and bottom leg backward with knees
bent, Snap legs together.
■ You can use a wall or have students hold each
other on their sides to practice. Once they get
basic motion allow them to use kickboards to
practice kicking widths.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 11
Swimming
8th Grade
Sidestroke Arm Pull
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
☛ Sidestroke Arm Pull: Extend bottom arm ahead
with palm down under water, Top arm lies alongside top leg, Sweep bottom arm down through
water until it’s pointed nearly straight down,
Bend elbow and sweep hand up to chest, Slide
top hand sideways through water from thigh
to chest, Sweep top arm back down to starting
position while pushing water down toward feet,
Extend bottom arm forward again.
■ The arm stroke is like picking an apple off a tree
overhead, putting it in your other hand, and then
throwing it on the ground.
■ Assist the teacher
or work with beginner students in
the shallow end.
■ What are some key elements of the sidestroke?
■ How does the stroke synchronize?
Sidestroke
(8 minutes)
ACTIVITY #3
ROLE OF ASSISTANT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #2
(8 minutes)
LESSON CONTENT
Lesson 11
■ Review timing of sidestroke arm and leg move■ Assist the teacher
ments poolside.
or work with beginner students in
☛ Sidestroke Timing: Pull, Kick, Glide.
the shallow end.
■ Students practice timing while standing in shallow
water and pushing off side of pool.
■ Be sure students are on their sides when they
push off.
■ Start with glide followed by pull and kick.
■ When they glide, students count 1001, 1002, 1003
before beginning next stroke.
■ Continue work on stroke using the width of pool.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 12
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review the use of mask, fins
and snorkel.
■ 1 mask, fins, and snorkel per student
■ Trash cans or floating bb hoops
■ Dive rings, coins, or anything that
does not float (Scavenger Hunt)
■ Balls
Mongolian Battle Ball
(10 minutes)
ROLE OF ASSISTANT
■ Students swim 2 lengths each of:
■ front crawl
■ back stroke
■ breaststroke
■ underwater swimming
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ More advanced
students can
be placed into
another area to
refine skills (i.e.,
longer distances,
more repetitions).
INSTANT ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Lengths
4 Have equipment on deck for activities.
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: Be first team to get 3 balls into
opponent’s trash can or hoop.
■ Partially submerge 2 trash cans so 6-12 inches
remain above water, 1 at each end of pool.
■ Divide students into teams of 4-5. There are no
goalies.
■ You can monitor multiple games at once.
■ Start game with teams on either side of pool.
Toss balls into middle of pool and have teams
swim to gain possession.
■ Water polo rules apply with regard to ball movement.
■ Stealing balls from opponent’s basket is allowed.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set out 2 large
plastic trash cans
or floating basketball hoops and
4-5 water polo
(or water proof)
balls.
Equipment Fitting
ACTIVITY #1
(8 minutes)
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students each receive a mask, snorkel, and fins.
■ Students learn how to properly fit equipment.
■ Mask should remain on a student’s face when
he or she is breathing in without a strap in place
around head.
■ When students are properly fitted they may go in
water and explore.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 12
Swimming
8th Grade
Clearing Masks
Dive Challenge
(8 minutes)
ACTIVITY #2
Lesson 12
(8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate how to properly clear a mask.
☛ Clearing a Mask: Breathe out through nose gently, Tilt bottom of mask out slightly so that water
can escape, Once mask has been cleared breath
through mouth using snorkel.
■ Have students practice this on their own at their
own pace according to their comfort level. First,
have students fill masks with water and blow it
out without being submerged. Once they are
comfortable with this, have them try clearing
while submerged.
■ Students surface dive, flood their masks, and clear
a few times.
■ Students can also practice surface diving and
clearing their snorkels (a review from 7th grade).
■ Have students swim several laps with fins, doing surface dives in deep end, clearing snorkels,
surface dives in shallow end, and flood and clear
their masks.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ Object of game: Students practice using a mask,
snorkel, and fins to collect items from bottom of
pool.
■ In the year 1650 the great ship Spartania sank
in the waters you see before you. Among the
remains of the ship are its treasures. Using your
mask, fins and snorkel, find as many coins as you
can. The red coins are worth 1 dollar, the black
are worth 2 dollars and the silver medallions
(nickels) are worth 3 dollars. Get as many as you
can and bring then back to your side. You have 3
minutes. After all the coins have been collected,
count them and determine a tribal winner!
■ Observe and keep
students on task.
■ While students
are engaged
in the activity,
travel around
the pool providing feedback or
asking them to
demonstrate different skills such
as clearing their
mask or clearing
their snorkel.
■ Give positive and
corrective feedback.
4 Set out checkers
and nickels.
ACTIVITY #3
LESSON CONTENT
➜ Variation: Assign different colored chips to different students based on their abilities and needs.
➜ Variation: Use nets and floating objects for students who cannot submerge.
➜ Variation: Advanced (when comfortable with
snorkeling gear): underwater hockey with mask,
fins and snorkel.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Review skill elements:
■ What are things to remember when fitting
mask, fins, and snorkels?
■ What are some of the elements of clearing a
filled mask?
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
Italics indicate the teacher speaking directly to the student.
swimming
8th Grade : Lesson 13
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Learn to play Inner Tube Water Polo.
■ Learn survival techniques using clothes as flotation devices.
■ 1 inner tube per student
■ 2 sets of goals
■ Water polo balls
4 Have equipment on deck for activities.
■ 1 pair of old pants per
student (students provide)
Lengths
3-Pass with Inner Tubes
(5 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students swim 2 lengths each of front crawl and
backstroke.
■ Students kick 2 lengths with kickboard and stroke
of their choice.
■ Students sit in an inner tube and paddle 2
lengths.
■ Observe and keep
students on task.
■ Give positive and
corrective feedback.
■ During stretching,
remind students
to keep as much
of their bodies
submerged as
possible to reduce
the chances of
students getting
cold.
■ Object of game: complete 3 passes between 3
students.
■ Played like 3-pass soccer or basketball (keep
away).
■ Students cannot push each other out of inner
tubes.
■ Students must swim to free spaces to be able to
receive passes.
■ Each time 3 passes are completed a point is
scored. Switch opponents at least once.
■ Observe and keep
students on task.
■ Give positive and
corrective
feedback.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 13
Swimming
8th Grade
Inner Tube Water Polo
Survival Floating
(12 minutes)
(12 minutes)
ROLE OF ASSISTANT
s
■ Assist the teacher
■ Today, our warm up will cover a review of previor work with beous lessons as well as an introduction to today’s
ginner students in
topic. We will also be discussing various ways of
the shallow end
surviving a life or death situation in the water. We
doing the same
have gone over various swimming strokes. For the
activity
first 10 minutes of class, I want you to perform
one of those strokes continuously. You will swim
one width of the pool and back without stopping
until you hear the signal. I want you to use good
judgment as to which stroke to use; I suggest you
use the stroke that is easiest to perform and uses
the LEAST amount of energy.
■ After approximately 10 minutes, signal for students to stop and stand in shallow end of the
pool, or sit on deck.
■ I would like everyone to catch their breath while
I talk for a moment. I saw many of you using various strokes. If you are in a life or death situation
it is important to maintain buoyancy and conserve
energy until help arrives. Many of you may have
discovered the elementary backstroke is probably
n
co
the best stroke to use when trying to conserve
y
t
vi
energy in the water. When I say go, I would like
Acti
everyone to put on a pair of jeans from the side
deck and return to the water. Hold onto the side
when in the water. Go.
■ Once students are assembled, demonstrate how
to make pants into a floatation device.
ue
■ Object of game: Score more points than oppo4 Goals can be set
nent.
either in the water or on the deck
■ Set up 2 games, 1 in deep end and one in shallow
using cones, etc.
end.
■
Officiate 1 game
■ Students form teams of 4-6 with or without goalwhile teacher ofies.
ficiates the other.
■ All students are required to sit in inner tubes,
belly up, with their butts through center. Swim
goggles, masks, or fins should not be worn.
■ Start with teams lined up along wall on same
side as their goal. Drop ball into middle of pool.
Teams race toward middle to gain possession.
■ Possession is lost if a bad pass or shot is made,
or if student with possession has his or her inner
tube flipped. A student cannot touch ball or other
students if he or she is out of his or her inner
tube.
■ Students may not flip anyone unless they posses
ball.
■ Holding inner tubes of other students is against
rules.
■ Shots must be taken at least 2 meters from goal.
■ Ball cannot be taken from goalie once he or she
has possession.
■ Goalies must remain in their inner tubes but they
are a bit more “free.” They may sit in a tube any
way they want, so long as some part of their
bodyies goes through center of tube.
LESSON CONTENT
tin
ROLE OF ASSISTANT
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Lesson 13
➜ Variation: Goals scored by girls (in co-ed play)
count for 2 points.
➜ Variation: No goalies.
➜ Variation: Set up games for non-swimmers in shallow end.
➜ Variation: Require 2-3 passes before a goal may
be scored.
➜ Variation: Give opponent a free pass once a goal
has been scored.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Survival Floating (continued)
Cool Down/Closure
(12 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ First, while taking off your jeans, tread water to
maintain buoyancy. Once your jeans are off, tie
the bottom of the pant legs into a knot. Once
they are in a knot, reach the pants up and catch
air in the legs. Hold the pants underwater upside
down (the legs should be out of the water and
the opening facing the bottom of the pool). You
can then use the jeans as a means to maintain
buoyancy until help arrives.
■ Now, I would like everyone to try another way to
use jeans to keep buoyant in the water. For this
technique, you tie the jean legs together. The
jeans will now be in the shape of a circle. As you
exhale, breath into the jean opening. Eventually,
the legs will fill with air. As they fill, place the jean
legs around your torso area. They will act as a life
preserver until help arrives.
4 Set Up or Prep Duties
Swimming
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ What were some key elements that made your
team successful?
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 13
Swimming
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 13
Italics indicate the teacher speaking directly to the student.
Track and Field
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate sprint technique.
■ Demonstrate starting sprint position.
■ Music
8th Grade : Lesson 1
BEFORE CLASS SET UP
■ 2 cones and 1 baton
for ever 4 students
Jog and Stretch
4 Set up cones 20 yards apart from each other in lines for relays.
Circle Walk and Random Running
(5 minutes)
(9 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students complete stretching exercises alone or
with others, and perform a slow jog around assigned area.
■ Stretches include calf stretch, groin stretch, quadstretch, hamstring-stretch, and shoulder stretch.
■ Students should jog for 1 minute, stretch, jog for
2 minutes, etc.
■ Assist students
with exercises.
■ Count off
intervals.
■ Groups of 6 form circles lying on their backs with
their feet facing middle of circle, bottoms of their
feet almost touching. After all students are in
position, they turn over into down position for
push-ups.
■ Groups should look like a wheel with bodies as
spokes.
■ On your signal, students rise up into up position
of push-up, and begin "walking" with hands and
feet toward their right. Continue for 15-30 seconds, depending on class ability.
■ On your second signal, students stop and put 1
knee to floor to rest (15-20 seconds).
■ Repeat signals for starting and stopping. Groups
can move in either direction.
■ Continue for about 3 minutes.
■ Students scatter around area in their own space.
■ On your signal, all students begin to walk quickly
around area in a random fashion.
■ On your next signal have students begin to jog.
Encourage them to find a partner to run and talk
with while jogging.
■ After 3 minutes, signal students to begin walking
quickly around area for 30 seconds to a minute
and then signal them to resume jogging pattern.
■ You may want to add time for stretching to add
variety.
■ Assist with student grouping
and organization.
■ Congratulate
excellence and
effort.
■ Give feedback on
push-up form and
level of participation.
4 Start and stop
music.
INSTANT ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Track and Field
8th Grade
Sprinting Technique
Start Technique
ACTIVITY #1
(3 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
☛ Sprinting Technique: Body leans forward, Arm
swing, Knees forward and up.
■ Students shadow skills as you explain.
■ Assist students
with form, feedback, and skill
practice.
■ Students stand in lines as in previous activity, with ■ Assist students
attention toward 1 end of activity area where you
with form, feedback, and process
are demonstrating starts. If space permits, have
of skill.
all students line up behind line and run at same
time.
■ Commend good
effort. Success
☛ Standing Start: (On Your Mark) - Feet are a halfwill be different
stride apart, (Set) - Body leans forward, Weight on
toes, Knees slightly bent, Arms down or slightly
for differing skill
back, (Go) - Drive legs and swing arms.
levels.
☛ Racing Start: (On Your Mark) - Kneel down, Front
foot 4-12 inches behind start line, Thumb and finger parallel to line, Knee on ground next to your
front foot, (Get Set) - Raise hips, Rear knee raised,
Shoulders over hands, Eyes focused several feet
down path, (Go) - Push with both feet, Raise body
gradually, Drive arms.
■ Students shadow practice as you explain.
■ Students practice as you call out cues.
Sprint Relays-Hi-5 Batons
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 baton per group,
and stand in straight lines all facing the same
direction.
■ Student at back of line holds baton.
■ On your signal students begin jogging in place.
■ Student with baton says “stick” and passes baton
Hi-5 style (high to low) into outstretched hand of
student immediately in front.
■ This student then jogs for a bit then says “stick”
and passes baton to next student in line.
■ When baton reaches first student line continues
to jog in place and turns 180 degrees in opposite
direction and starts over.
■ After a few minutes of passing have groups begin
to jog around area, running in a straight line and
passing baton up to front of line.
■ Once runner in front receives baton he or she
runs to back of the line and starts again.
■ Success in this drill can only be achieved by staying together.
4 Set up 4 cones
around perimeter
of play area for
students to run
around.
■ Move among
groups making
sure everyone is
complying with
rules; check running form.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #3
(7 minutes)
ACTIVITY #2
Lesson 1
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
Practice Starts
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Repeat Activity #2 except this time each student
must assume a starting position before receiving
baton.
■ Start all students in a standing start then they
receive baton like a Hi-5.
■ Use first attempt as practice, then make activity
competitive.
■ Try to have all students begin from a racing start.
This will make handoffs a little more difficult.
Student in racing position must rise up just before
teammate reaches line in order to receive baton.
■ If time permits, race after a couple of practice
rounds.
■ Help groups
maintain skill
level as they go
from practice to
competition.
■ Commend good
performance.
■ Students return equipment.
■ Students gather at center of activity area in front
of you.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
class.)
■ What are the cues to a standing start?
■ What are the cues to a racing start?
■ Urge students to use skills they have acquired or
honed today to have competitions with peers,
family members, and others.
4 Clean up
equipment.
■ Commend those
who improved
during lesson.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #4
(8 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Track and Field
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate visual baton exchanges.
■ Demonstrate blind baton exchanges.
■ 1 cone per student
■ Task cards for Jump and
Jog Fitness
■ Music
■ 1 jump rope for every
2 students
■ 1 baton for every
4 students
4 IA: Set up 2 20 X 20 rectangles.
4 ACTIVITY #2, #4, HRPA: Set up a large oval with cones
marking places; need 1 cone for every 4 students.
Challenge Races
Visual Baton Exchange
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and move to start line. On
4 Using cones, set
“Go,” they race to other side of play area. Winner
up 2 20 X 20 rectstays at far line and slower partner returns to start
angles for Success
and Try Again
area (This will be Try Again side of rectangle),
sides.
finds another partner and repeats.
■ Move around
■ Winners find new partners and use Success side
area to make
of rectangle to race their new opponents. At finish line, winner stays on Success side and partner
sure students are
returns to Try Again side of rectangle.
following spirit of
activity.
Jump and Jog Fitness
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Split group in half using a partnering skill.
■ Partner 1 jogs outside oval while partner 2 performs jump rope skills inside circle.
■ When music is paused, or on your signal, partners
switch from jogging to inner activity area.
4 Set up a large
oval using 6-8
cones with task
cards and jump
rope variations.
■ Stand opposite
teacher to help
with supervision.
➜ Variation: Integrate sport skills for outer oval
(e.g., dribble a basketball or soccer ball).
➜ Variation: Strength or flexibility activities can be
incorporated into inner oval activities.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(3-5 minutes)
H Challenge
ROLE OF ASSISTANT
■ Students can shadow practice as you demonstrate. ■ Move among
students to help
☛ Visual Relay Handoff: Recipient looks behind at
with instruction.
incoming runner, 1 arm extended at shoulder
height, Fingers pointing at runner, Start slow jog
up track when incoming runner is within 10 feet,
Focus on baton, Feed baton into hand, Turn and
begin running. (This technique is used mostly in
distance races.)
■ Incoming runner makes baton visible to receiver
as exchange begins.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Track and Field
8th Grade
Relay Races
Relay Races
(6 minutes)
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 baton per group.
■ Each group moves to a cone. Each group will be
part of a relay team.
■ On your signal, student with baton runs around
oval to next team member and uses a visual handoff. After handoff, incoming runner moves to end
of that line.
■ Students wait inside oval next to their cones.
Once first runner approaches, second runner
moves onto running area, ready to receive baton.
■ Each receiver moves to outside of oval area so he
or she will not be in other runners’ way.
■ After handoff, students remain inside running
area. Next runner steps onto running area as his
or her teammate draws near.
■ Race is finished once every student has completed
1 lap.
4 Using cones form
an oval running
area; 1 cone for
every 4 students
in class.
4 Set up staggered
lanes for each
group around
activity area.
Step forward 3
steps, and across
2 steps.
■ All groups begin at same cone and race.
■ Race ends when all 4 runners have finished.
■ To make races more competitive, slower teams
can be given a head start after first race.
■ Repeat as many times as students can physically
handle and time permits.
■ Help with handoff skills.
■ Divide area with
teacher to ensure
each student has
opportunity to be
given feedback.
ACTIVITY #3
LESSON CONTENT
Cool Down/Closure
(3 minutes)
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 2
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Students gather at center of activity area in front
of you and stretch legs and shoulders.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
class.)
■ What are the cues to successful visual handoffs?
4 Collect
equipment.
■ Move among
students making
sure they are on
task and engaged
in discussion.
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate standing long jump technique.
■ Apply running long jump technique.
■ 1 jump rope per student
■ 2 long ropes for every 6
students
■ FLOW equipment
■ Music
4 IA: Set out ropes.
4 HRPA: Set out FLOW equipment.
4 ACTIVITY #3: Have ropes ready to set up.
Long Jump Skills
(3-5 minutes)
(4 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ As students enter activity area, they find jump
ropes and their own space.
■ Have students try different types of jumps: front,
back, cross, etc.
■ Students can pair up and compete.
■ Explain activity
as students enter
area.
4 Help collect
equipment.
☛ Long Jump: Foot is planted with knee flexed, Lift, ■ Assist students
leap, and reach with lead leg, Thrust arms upwith cues.
ward, Feet and hands reach forward, Fall forward
if necessary when landing.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(15-17 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Distribute and/or
set up equipment.
■ Monitor stations
as necessary.
Note any stations
where safety may
be an issue.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
ACTIVITY #1
INSTANT ACTIVITY
Jump Rope
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Track and Field
8th Grade
Jump Off
Cool Down/Closure
ACTIVITY #2
(4 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students line up, a little farther apart than
shoulder to shoulder.
■ On your signal, students take 1 step and then a
jump, then return to start line. Repeat.
■ Have students back up and add more steps.
■ Give feedback.
■ Demonstrate as
needed.
■ Students return equipment.
■ Students join you in middle of activity area. Have
students take a knee and raise arms above their
heads and stretch arms, shoulders, and back.
■ While they are stretching, ask them to mentally
go through process of long jump. When landing,
what is your body doing?
■ Explain rules and how marking takes place at spot
closest to take-off mark.
4 Collect ropes.
■ Join students
stretching. Comment on good
stretches and
those students
with good flexibility.
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3-4, 2 long jump ropes
per group; 1 to mark take off and other angled at
a distance so that students can jump across it at its
widest point.
■ Students run and jump across river. Each student
must choose where he or she can be successful yet
challenged. Challenge by Choice: where is widest
spot they can jump across? Can their teammates
help them jump farther? Are they using their
arms when they jump?
■ Repeat several times to allow students an opportunity to use their arms and legs in jumping technique. Move among students providing feedback.
4 Help students
form groups.
4 Help with
equipment.
■ Assist with
jumping technique and skills.
■ Provide positive
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
Jumping the River
ACTIVITY #3
Lesson 3
H Challenge
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate proper triple jump footwork.
■ 1 jump rope per pair
■ Music
BEFORE CLASS SET UP
■ Cones to set up rectangle
4 IA: Set up cones in a 20 X 20 yard rectangle.
4 Put jump ropes in middle of rectangle.
Awesome Add-On
INSTANT ACTIVITY
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Split group in half using a partnering skill.
■ Partner 1 jogs outside oval while partner 2 performs jump rope skills inside circle.
■ When music is paused, or on your signal, partners
switch from jogging to inner activity area.
4 Set up a large
oval using 6-8
cones with task
cards and jump
rope variations.
■ Stand opposite
teacher to help
with supervision.
➜ Variation: Integrate sport skills for outer oval
(e.g., dribble a basketball or soccer ball).
➜ Variation: Strength or flexibility activities can be
incorporated into inner oval activities.
HEALTH RELATED PHYSICAL ACTIVITY
Jump and Jog Fitness
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students jog or walk around play area. Movement pattern can be changed (skip, gallop, hop,
etc.).
■ Students begin when you give a signal (music,
whistle, “Go,” etc.).
■ When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch t ground, change
directions, turn around, 10 jumping jacks, 5 pushups, a shoulder stretch, etc.
■ Each time you signal for students to stop, a new
skill will be added on.
■ Students must do all previous skills first, from
memory, before adding a new skill.
■ Give positive specific feedback.
■ Encourage participation.
Triple Jump
ACTIVITY #1
(3 minutes)
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
☛ Triple Jump: Footwork - left, left, right, both OR
right, right, left, both.
■ Students shadow practice skills as you provide
explanation.
■ Students need to use their arms on jumps to gain
distance.
■ Assist with
demonstration.
■ Give positive
feedback while
students are
shadow
practicing.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Track and Field
8th Grade
Single Leg Bound, Alternate Bound,
Combination Bound
Leap Frog Triple Jump
(10 minutes)
ROLE OF ASSISTANT
■ Demonstrate skill set with a student.
■ Students line up along basketball baseline or
football yard marker. They do 1 of the movements below to far cone or line and do either
same or different movement back. Repeat as
often as needed.
■ Single Leg Bound - Students perform hops on 1
foot, trying to cover as much ground as possible.
Arms should be thrust forward with each jump.
This is not always natural so has to be coached.
Make sure they bound with both right and left
leg. This will help students determine lead leg.
■ Alternate Bound - Students take large strides to
move forward. They should attempt to remain
off ground as long as possible. Arms can be in opposition as in running.
■ Combination Bound - Students use triple jump
form (left, left, right). This is difficult, and should
not be tried until first 2 jumps have been accomplished.
■ Help students
having trouble
with coordination
or skill development.
■ Make them
understand that
effort is more
important than
achievement.
☛ Cues or Key Concepts
ACTIVITY #3
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ If outside, have students cross a distance of about
50 yards or more.
■ If inside gym have students cross from 1 side of
gym to other and then go back.
■ All partnerships line up behind a line. 1 student
from each pair does a triple jump. Other partner
then starts a triple jump where first partner is
now standing.
■ Partners continue alternating jumps across field;
similar to leap frog but they jump beside their
partners, not over. Can be done as a race or just a
challenge.
■ Encourage good
technique.
■ Help monitor
activity.
Cool Down/Closure
(3 minutes)
COOL DOWN/CLOSURE
ACTIVITY #2
(10 minutes)
4 Set Up or Prep Duties
Lesson 4
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment then join you in
middle of activity area.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
class.)
■ What makes the triple jump difficult? How
can you jump further?
■ Challenge class to teach someone to triple jump
at home.
4 Collect equipment.
■ Move among students and listen
to conversations.
Commend those
who are on-task
and engaged.
Italics indicate the teacher speaking directly to the student.
Track and Field
■
■
■
■
EQUIPMENT
Demonstrate sprint technique.
Demonstrate long jump technique.
Demonstrate shot put technique.
Demonstrate baton exchange technique.
BEFORE CLASS SET UP
■ 5 cones
■ Bucket with 12-18 markers,
2-4 shot puts, and 4 cones
■ Bucket with 2 jump ropes, 3
batons and 24 cones.
Take Down
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
4 Set Up or Prep Duties
Track and Field
4 HRPA: Set up a large oval with 5 cones.
4 Prepare all equipment for track and field
circuit.
Pass and Sting
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners of similar running speed
and 1 beanbag.
■ On your signal, partners move around activity
area tossing beanbag back and forth.
■ On your next signal, student with beanbag is “It”
and chases his or her partner. If tagged, tagged
partner does an exercise (jumping jacks, push-ups,
crunches, etc.). If no tag is made then both partners do 5 jumping jacks and reverse roles.
■ Repeat.
4 Pass out
beanbags.
■ Help students
find partners.
■ Move among
groups to ensure
compliance with
rules of game.
■ Commend pairs
hustling and playing game with
zeal.
Shot Put review
(4 minutes)
ACTIVITY #1
INSTANT ACTIVITY
(3-5 minutes)
■ Bucket with 3 batons
■ Bucket with 2 jump ropes
and 4 cones
HEALTH RELATED PHYSICAL ACTIVITY
LESSON OUTCOMES
8th Grade : Lesson 5
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
☛ Shot Put: Hold shot in palm of hand under jaw
between chin and ear, Elbow down and in, Push
upward and out, No wrist snap.
■ Demonstrate technique
■ Have students shadow practice without
equipment
4 Get one shot put
for demonstration
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Track and Field
8th Grade
Cool Down/Closure
Track and Field Circuit
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have all students divide into 5 equal groups. You
may use a grouping technique, roll groups, or any
other effective method you have developed for
grouping.
■ Give quick explanation of what is done at each
station, and allow students to move to their station.
■ Station 1: Sprint station
■ Station 2: Shot Put
■ Station 3: Triple jump
■ Station 4: Relays
■ Station 5: Long jump
4 Have all buckets
and equipment
ready for distribution.
4 Set-up stations
either before class
or while teacher
organizes class
■ Divide stations
with teacher and
keep your stations on-task.
■ Commend good
effort and cooperation.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Students gather at middle of activity area in front
of you and stretch legs, arms, and shoulders.
■ Ask:
■ What was the favorite station today?
■ Challenge students to sprint race someone when
they go home.
4 Collect
equipment.
■ Demonstrate
stretches.
COOL DOWN/CLOSURE
(20 minutes)
ACTIVITY #2
Lesson 5
■ Each group takes a bucket and moves to station assigned to them and performs tasks as
directed.
■ On your signal, all equipment is placed back in
buckets and students move 1 station and perform tasks at that station. Repeat process until
all groups have performed tasks at all stations.
■ Add extra stations if space permits.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply previously acquired skills in a class activity.
■ Apply jumping techniques to activity.
■ 1 cone per student
■ 6-10 balls
4 HRPA: Set up a 40 X 40 rectangle marked by cones around activity
area.
Jog and Stretch
End Around Run
(3-5 minutes)
(8-10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students complete stretching exercises alone or
with others, and perform a slow jog around assigned area.
■ Stretches include calf stretch, groin stretch, quadstretch, hamstring-stretch, and shoulder stretch.
■ Students should jog for 1 minute, stretch, jog for
2 minutes, etc.
■ Assist students
with exercises.
■ Count off
intervals.
■ Students form groups of 8-10.
■ Groups form a straight line. On your signal, each
line begins walking. There is no particular pattern for the lines, except that they need to stay as
straight as possible. When entire line is moving,
last student jogs up to front of line and becomes
leader.
■ As soon as that student arrives in front of line,
new last student jogs to front and so on.
■ Students continue for 2 minutes until you signal
to jog.
■ After jogging, students speed up to a faster jog
and sprint to front, then back to jog, then to
walk.
■ Students will soon see that the closer they stay
together, the less distance they must run. This
activity is good for developing teamwork and
cooperation.
■ Help students
form groups and
lines.
■ Explain directions
to students who
don’t understand.
■ Follow groups
and commend
good individual
running as well as
teamwork.
INSTANT ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Track and Field
8th Grade
Triple Jump Technique
The Old Run Around
ACTIVITY #1
(3 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stand in a semi-circle in front of you.
■ Walk through footwork for triple jump.
☛ Triple Jump: Footwork - left, left, right, both OR
right, right, left, both.
■ Have students practice in their own space.
■ Demonstrate arm work for triple jump.
■ Students shadow your demonstration.
■ Put both skills together-footwork and arm skills.
■ Help with demonstration as
needed.
■ Make sure all students understand
techniques and
are attempting
them appropriately.
■ Demonstrate skill set with a student.
■ Students form groups of 6, 1 ball and 6 cones/
markers per group. Groups are in zig-zag formation with extra cone outside zig-zag area.
■ Cones must be 5 large steps apart and in zig-zag
formation. 1 student is at each cone/marker and
first student in line has ball. Extra student is at
cone on outside of area and is a runner.
■ On your signal, student with ball tosses it to student at second cone, and so on until ball gets to
end of line. While ball is being passed, runner is
running around group.
■ Object of game: for runner to make it around
group and back to cone before ball is passed
down line.
■ If runner is faster, then he or she gets a point. If
passing line is faster, then everyone in line gets a
point.
■ Change positions by having student who ends up
with ball become runner and runner become first
student in line who makes first throw.
■ Students keep track of their own points.
■ Assist students
with setting up
formation.
■ Supervise groups
by making sure
runners are
following rules
and passers are
passing to next
student in line
and not further
down line.
■ Please see Appendix A for diagram.
Single Leg Bound, Alternate Bound,
Combination Bound
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate skill set with a student.
■ Students line up along basketball baseline or
football yard marker. They do 1 of the movements below to far cone or line and do either
same or different movement back. Repeat as
often as needed.
■ Single Leg Bound - Students perform hops on 1
foot, trying to cover as much ground as possible.
Arms should be thrust forward with each jump.
This is not always natural so has to be coached.
Make sure they bound with both right and left
leg. This will help students determine lead leg.
■ Alternate Bound - Students take large strides to
move forward. They should attempt to remain
off ground as long as possible. Arms can be in opposition as in running.
■ Combination Bound - Students use triple jump
form (left, left, right). This is difficult, and should
not be tried until first 2 jumps have been accomplished.
■ Help students
having trouble
with coordination
or skill development.
■ Make them
understand that
effort is more
important than
achievement.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #3
(8 minutes)
ACTIVITY #2
Lesson 6
H Challenge
➜ Variation: Have passers pass ball up and back
before student finishes.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ Students return equipment then join you at center of activity area.
■ Pick a student to lead leg stretches for entire
group.
■ During stretching, go around group and give
feedback on performance during class, commend
good effort, and congratulate good form.
■ Challenge each student to teach triple jump technique to someone.
4 Collect
equipment.
■ Help student who
is leading stretches as necessary.
■ Move among
students and
commend their
performance in
class today.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Track and Field
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW activities.
■ Demonstrate proper discus technique.
■ 1 jump rope per student
■ 1 cone and 1 discus per pair
■ FLOW equipment
4 IA: Have Jump Ropes easily accessible.
4 HRPA: Set out FLOW equipment.
4 ACTIVITY #2: Have cones and discus out for easy access.
Discus Review
(3-5 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ As students enter activity area, they find jump
ropes and their own space.
■ Have students try different types of jumps: front,
back, cross, etc.
■ Students can pair up and compete.
■ Explain activity
as students enter
area.
4 Help collect
equipment.
■ Students gather and in semi-circle around you to
■ Provide posiview demo.
tive feedback
on technique,
☛ Discus: For a right handed student (adjust for
cooperation, and
left-handers) - Left shoulder toward target, Rest
inclusion.
discus in first knuckle of hand and on “pad” near
wrist, Body twists around, Arm swings straight out
in a circular motion, Release pinky to index finger
order.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Distribute and/or
set up equipment.
■ Monitor stations
as necessary.
Note any stations
where safety may
be an issue.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
ACTIVITY #1
INSTANT ACTIVITY
Jump Rope
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Track and Field
8th Grade
Discus Bowling
Slow Motion Discus Toss
(6 minutes)
(6 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate a proper throw done in slow motion.
■ Emphasize to students that discus needs to be released off forefinger and not from back of hand.
■ Students toss discus back and forth but do so in
slow motion.
■ Slowing down motion will help students release
discus properly and will maintain student safety.
■ Assist with demonstration.
■ Help individual
students with
proper throwing
technique.
ACTIVITY #2
■ Students find partners, 1 discus per pair.
4 Assist with equipment distribution.
■ 1 partner is 15 feet away from other partner. Partner with a discus shows his or her grip to partner, ■ Help students
and partner suggestions any grip modifications.
find partners.
■ Assist all students
■ After grip is appropriate, then student uses
with form and
“bowling” technique to deliver discus to partner.
Discus should be rolled on edge.
technique.
■ Partners go back and forth 5-10 times each.
■ Review finger release order after each throw.
Maintain proper beginning grip.
ACTIVITY #3
LESSON CONTENT
Lesson 7
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students gather in center of activity area.
■ Have students shadow proper discus grip.
■ Have students shadow finger release order of
discus.
■ Ask students what they could use as a substitute
for a discus if they wanted to practice at home.
4 Collect
equipment.
■ Move among
students offering
feedback on hand
positions.
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Apply track skills in circuit activity.
■ Demonstrate proper distance running technique.
■
■
■
■
BEFORE CLASS SET UP
4-6 hoops
2-3 batons
2-3 long jump ropes
2-3 discus
■ 2-3 jump kones
■ 2-3 shot puts
■ 4-6 short ropes
Take Down
4 HRPA: Set up equipment for circuit.
Full Track Circuit (continued)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
Full Track Circuit
■ Each station should take 45 seconds with a 15 sec- ■ Supervise all
ond change of station. Continue until all stations
groups, especially the shot and
have been completed.
discus to insure
■ Return equipment to storage area.
cooperation and
■ Station 1: Shuttle Run - 2 hoops per pair. Students
safety.
start at 1 hoop facing each other, and together
shuffle step back and forth between 2 hoops.
■ Station 2: Jump Kones - 2 cones and Jump Kone
system needed. Set up at level comfortable for
both participants. Students jump over cones with
2 feet back and forth.
■ Station 3: Handoffs - 1 baton per pair. Practice
visual and blind handoffs.
■ Station 4: Standing Long Jump - Students jumpoff against each other to see who can jump
furthest.
■ Station 5: Shot Put - 1 shot put or softball per pair.
Have a large ball (i.e., soccer or junior basketball) at station. Each student “puts” shot or ball
toward partner. Safety rules must be followed at
all times.
(25 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students equally among 10 stations.
■ Have students stretch in place while watching
rapid demonstration of each station by you or a
student.
■ On your signal, students perform task at each
station. On your next signal, students replace all
equipment at station and move to next.
4 Either have
equipment ready
to distribute or
already set up.
■ Help students
form groups.
4 Set Up or Prep Duties
Track and Field
ROLE OF ASSISTANT
Ac
t
Activity con
☛ Cues or Key Concepts
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
INSTANT ACTIVITY
(25 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
(3-5 minutes)
inu
➜ Variation
tivity continues
es
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Track and Field
8th Grade
Full Track Circuit (continued)
Distance Running Technique
(25 minutes)
☛ Cues or Key Concepts
ACTIVITY #1
■ Station 6: Zig-Zag Jumping - 1 long jump rope
per pair. Students place rope straight out. Starting at end of rope, they jump over in a zig-zag
pattern to other end, then turn around and come
back.
■ Station 7: Jog - Students jog around entire area
and return to station.
■ Station 8: Triple Jump - Have a line or a rope on
floor to indicate general take-off area. Have 1
student perform a slow triple jump with other
student watching. After positive comments are
given, switch roles.
■ Station 9: Jump Rope - 2 short ropes are needed
per pair. Keep short ropes at station. Students do
different types of jumps (i.e., front, back, 1 foot,
crossover).
■ Station 10: Discus - 1 discus per pair. This station
concentrates on release. Students face each other
10 feet apart. 1 student performs a mini-throw
and release toward partner. Partner makes positive comments and roles reverse.
4 Set Up or Prep Duties
(5-7 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
☛ Distance Running Technique: Body is erect and
there is little arm movement, Swing arms up and
down rather than across body, Use good stride
with heel/toe strike.
■ Students jog in place demonstrating proper running form.
■ Leave time to talk about technique and pacing.
■ Assist students
with technique.
Cool Down/Closure
(2 minutes)
COOL DOWN/CLOSURE
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
Lesson 8
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Gather students in middle of activity area.
■ Students stretch legs, focusing on hamstrings and
quads.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
class.)
■ In the circuit what was your favorite station?
What was your most challenging?
■ Challenge all students to teach someone good
distance running technique at home before next
class.
4 Put away
equipment.
■ Assist students
with stretches.
Model as needed.
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply running skills in a relay.
■ Enough long and short jump
ropes for entire class
■ 1 ball for every 6 students
■ 1 beanbag per pair
■ 1 baton for every 3 students
4
4
4
4
Jump Rope Long and Short
Tunnel Ball Plus
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter activity area, they may choose a
short or long rope.
■ Students move to a safe space and jump.
■ Students may change from long to short ropes,
but they must turn in their equipment before
moving.
4 Have ropes ready
for distribution.
■ Move among
groups making sure same
students are not
turning long
ropes for an
extended period
of time.
■ Demonstrate skill set with a student.
■ Students form groups of 6 in a line formation, 1
ball per group.
■ 4 students form a tunnel by getting into up position of push-up, fifth student is at front of line
and has a ball, and sixth student is bending over
at end of line to receive ball.
■ On your signal, student with ball rolls it under
students through tunnel to sixth student. Upon
receiving ball, this student runs to front with it.
■ Student who rolled ball joins tunnel in front
and last student in line gets up and prepares to
receive the next pass.
■ Continue until whole line has been in all 3 positions.
H Challenge: How fast can each group go through
all 3 positions? Push-up, crab walk, and standing
positions.
■ Help students
with set-up
■ Explain anything
students may not
understand
■ Help those
who are having
trouble staying
in up position of
push up
■ Commend effort
Pass and Sting
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners of similar running speed
and 1 beanbag.
■ On your signal, partners move around activity
area tossing beanbag back and forth.
■ On your next signal, student with beanbag is “It”
and chases his or her partner. If tagged, tagged
partner does an exercise (jumping jacks, push-ups,
crunches, etc.). If no tag is made then both partners do 5 jumping jacks and reverse roles.
■ Repeat.
4 Pass out beanbags.
■ Help students
find partners.
■ Move among
groups to ensure
compliance with
rules of game.
■ Commend pairs
hustling and playing game with
zeal.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
INSTANT ACTIVITY
(3-5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
IA: Set out ropes for easy access.
ACTIVITY #1: Have balls in a receptacle
ACTIVITY #2: Have batons ready for distribution.
Set up relay race oval.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Track and Field
8th Grade
Distance Relay
Cool Down/Closure
(10 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Form groups of 3 students for each station. Each
group will have a clipboard and a sheet.
■ At each station, there will be a task card and
method of scoring. 1 team performs skill while
other team marks, scores, or picks winners of
event.
■ If it is an individual event, each student performs
task and has a score recorded. If it is a team/relay
event, divide group into 2 for competition. After
1 team completes a task, other team goes.
■ Groups move to another station onlyon your
signal.
■ If a group either is off-task, not following rules,
or not cooperating, it is your option to disqualify
a team from an event and give students scores of
zero.
4 Help set up
stations.
■ Move among all
groups to ensure
compliance to
rules and safety
precautions.
■ Students gather in center of activity area.
■ Ask students which track and field activity is their
favorite.
■ After all have gathered and are stretching by
your lead, challenge students to use skills they
have learned in this unit to educate others in the
variety of activities in track and field.
4 Put away
equipment.
■ Move among
students, offering
praise to those
who participated
successfully during class.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 9
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Track and Field
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate cooperative spirit in track and field circuit.
■ Demonstrate previously learned skills in track and field circuit.
■ 8-10 cones
BEFORE CLASS SET UP
■ Track and field
circuit equipment
4 4 cones for HRPA
4 4-6 Track stations according to your activity space
and equipment
Take Down
Awesome Add-On
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Students jog or walk around play area. Movement pattern can be changed (skip, gallop, hop,
etc.).
■ Students begin when you give a signal (music,
whistle, “Go,” etc.).
■ When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch t ground, change
directions, turn around, 10 jumping jacks, 5 pushups, a shoulder stretch, etc.
■ Each time you signal for students to stop, a new
skill will be added on.
■ Students must do all previous skills first, from
memory, before adding a new skill.
■ Give positive
specific feedback.
■ Encourage
participation.
4 Set Up or Prep Duties
Track and Field
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(3-5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Track and Field
8th Grade
Track and Field Circuit
Cool Down/Closure
(20 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Have all students divide into 5 equal groups. You
may use a grouping technique, roll groups, or any
other effective method you have developed for
grouping.
■ Give quick explanation of what is done at each
station, and allow students to move to their station.
■ Each group takes a bucket and moves to station
assigned to them and performs tasks as directed.
■ On your signal, all equipment is placed back in
buckets and students move 1 station and perform tasks at that station. Repeat process until all
groups have performed tasks at all stations.
4 Have all buckets
and equipment
ready for distribution.
4 Set-up stations
either before class
or while teacher
organizes class
■ Divide stations
with teacher and
keep your stations on-task.
■ Commend good
effort and cooperation.
■ Students return equipment and gather at center
of activity area.
■ Review events of track and field.
■ Explain that running and throwing are lifetime
activities that they can be used in different ways
at different times. Students can be successful at
any level of play.
■ Congratulate students upon completion of track
and field unit.
4 Collect
equipment.
■ Congratulate
students.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 10
H Challenge
Italics indicate the teacher speaking directly to the student.
Track Appendix
Task Cards
JUMP & JOg FITness
Two Foot basic
Jog step
skier
scissors
Jumping Jack
your Choice
*try each backwards, fast time,
or with crossing arms
TRACK | TAsK CARD
Hockey
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate correct grip of a hockey stick.
■ Demonstrate correct stick handling technique.
■ Demonstrate controlled dribbling of hockey
puck while moving.
■ Music for HRPA
■ 25-30 cones for
relay
BEFORE CLASS SET UP
■ 1 hockey stick
and puck/ball
per student
4 Spread hockey sticks and pucks/balls around perimeter of play space.
4 Have cones ready for relay markers.
Triangle Tag
Add-On Fitness
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Students begin walking or jogging around perimeter of play area.
■ When music stops, instruct students to perform
stretch “A,” which is being modeled by TA
(stretches may be posted on cones).
■ Students hold stretch for 5 seconds.
■ When music begins again, students resume walking or jogging.
■ When music stops, call out stretch “B.”
■ Students perform stretch “A” first, and then perform stretch “B.” For example: A, AB, ABC, ABCD,
etc.
■ Pattern continues until 6-8 stretches have been
completed.
■ Participate in
short bouts with
several groups as
you supervise.
■ Reinforce students who are
participating.
■ Remind students
about working
within MVPA by
keeping their feet
moving during all
aerobic tasks.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Change locomotor movements while
music is playing.
➜ Variation: Incorporate muscular strength, endurance, or yoga activities when music stops.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Hockey
8th Grade
Transition
Controlled Dribble in Open Space
■ Help students
find equipment.
■ Encourage students to move
safely around
area with controlled dribbling.
Proper Stance, Grip, and Carry
(3-5 minutes)
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stop/look/listen on your signal and place ■ Move throughout
1 foot on puck/ball.
play area offering
feedback to stu■ Quickly review critical elements of hockey grip
dents on critical
and carry.
skills.
☛ Hockey Stance: Feet slightly wider than shoulder
■
Watch all stuwidth, Knees slightly bent, Back straight, Head up.
dents for safety.
☛ Grip: Use handshake grip, Hold hands apart with
non-dominant hand near top of stick, Dominant
hand is midway down shaft, Hands form a “V”
with thumb and forefinger.
☛ Stick Position: Blade flat on floor forming triangle
with feet.
☛ Freeze/Rest Position: Hold stick in front of body
parallel to floor.
■ Students practice moving around area with
proper grip and carry and freeze on your signal.
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
■ Each student gets a hockey stick and puck/ball
from perimeter and begins controlled dribbling
around area.
4 Set Up or Prep Duties
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice control dribbling and stickhandling.
■ Students dribble by making a series of short taps
with stick in direction he or she is moving, using
both sides of blade and keeping blade flat on
floor.
■ Students use their wrists to “cup” or “cradle”
puck, keeping puck out in front and away from
their feet but not more than a full stride away.
■ When students stop, puck should be no more
than a full stride in front of their bodies.
■ Watch all
students and
reinforce keeping
stick below waist.
■ For larger classes,
monitor activity in 2 separate
areas.
Transition
LESSON CONTENT
TRANSITION
TRANSITION
LESSON CONTENT
Lesson 1
H Challenge
ROLE OF ASSISTANT
■ On your signal, students form groups of 4-6,
4 Help set up cones/
depending on class size and facility. Smaller
polyspots for
groups are better.
game activity.
■ 1 student in each group keeps his or her puck/ball, 4 Help with equipwhile others return theirs’ to container.
ment return.
Italics indicate the teacher speaking directly to the student.
Dribble and Pass Relay
Cool Down/Closure
(8-10 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into teams of 2-3, 1 puck/ball per
team. Size may vary depending on class size.
■ On “Go,” teams dribble to turning cone (TC) then
back to starting cone (SC), handing off puck to
next player in line.
■ Each time a player returns to his or her line, team
counts out a number (1, 2, etc.).
■ First team to 8 wins. Score is arbitrary and can be
adjusted based on students’ abilities, class size,
etc.
■ After a few minutes, teams can be changed to
adjust to dynamics of competition.
4 Set up cones
across from each
other across
width of play
space.
■ Help students
set up their lines
and understand
activity.
■ Move among
groups to encourage participation.
■ Offer feedback on
critical elements
of dribbling and
puck control
■ Students return equipment.
■ Lead group in stretching.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Describe to a partner what it means to ”cradle” the puck/ball with the hockey stick.
■ When stick handling the puck in hockey, why
is it important to keep your head up?
■ Encourage students to be active at home.
4 Help collect
equipment.
■ Help lead
stretches.
■ Offer positive
feedback for
answers.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ROLE OF ASSISTANT
ACTIVITY #3
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 2
Demonstrate accurate forehand and backhand passing skills.
Demonstrate how to correctly “give” when receiving a pass.
Demonstrate basic defensive position.
Demonstrate correct stick-checking technique when playing
defense.
■ Timed music for
HRPA
■ 1 hockey stick per
student
■ 1 jump rope per
student
Flash Tag
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
➜ Variation: Students run.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
BEFORE CLASS SET UP
➜ Variation
TRANSITION
■
■
■
■
EQUIPMENT
■ Boombox
■ 1 puck/ball for
every 2 students
■ Cones or
polyspots for
grids
4 Spread out jump ropes around perimeter of
play space.
4 Spread out hockey sticks, pucks/balls around
play space.
4 Set up cones to mark grids.
4 Prepare music for HRPA.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a jump rope and begin jumping.
■ Encourage students to hustle.
Continuity Exercises
(7-10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
LESSON OUTCOMES
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
■ Start and stop
music as needed.
■ Participate with
students for short
bouts as you
supervise
■ Encourage students to maintain
MVPA by jumping continuously
while music is
playing.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Hockey
8th Grade
Transition
TRANSITION
LESSON CONTENT
Triangle Passing and Defending
(8 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students return jump ropes to perimeter and find ■ Help students
a partner.
move quickly
to their grids or
■ 1 student from each pair gets 2 hockey sticks and
have grids set up.
1 puck/ball.
■
Move through
■ Students form groups of 4, gather 4 cones/
play area helping
polyspots to mark off their own grids (or grids can
pairs remain on
be set up ahead of time).
task as groups get
■ Partners in each group practice controlled passing
ready.
while they wait for Activity.
Review Passing, Fielding, and Basic Defending
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
■ As you review, either have students:
■ Shadow practice without a puck.
■ Stop/look/listen as they pass with a partner
and review forehand pass and receive. Then
they continue to pass using proper skills.
■ Repeat passing drill above for backhand skills.
☛ Forehand Pass: Push puck with blade, Control
push with lower hand, Puck should stay on or
close to ground as it travels to receiver, Follow
through keeping blade of stick low to ground.
☛ Forehand Receiving: Good hockey stance, Keep
blade on floor slightly in front of front foot,
Watch puck come to blade, “Give” with stick (cupping or cradling puck with blade while moving it
toward back foot) as puck touches blade.
☛ Backhand Pass: Puck starts at back foot, Weight is
on back foot, Transfer weight to front foot, Push
puck keeping blade low to ground.
☛ Backhand Receiving: (Same as forehand receiving)
Good hockey stance, Watch puck and “give” as it
touches blade.
■ High Sticking
■ Stick must remain below knees at all times.
■ Follow-through must remain low.
4 Set up grids using
1 cone at each
corner.
■ Watch all students for safety.
■ Remind receivers
to make a sharp
cut.
■ Remind passers to
lead their receivers slightly with
passes.
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
(8 minutes)
4 Set Up or Prep Duties
Lesson 2
H Challenge
ROLE OF ASSISTANT
■ Introduce basic defensive position:
■ Help students set
up their grids and
■ Face puck/ball.
understand game.
■ Use a good athletic stance (knees bent and
■ Move to different
shoulder width apart).
areas to assist and
■ 1 or 2 hands on stick using correct grip with
offer feedback.
head up.
■ Blade of stick on floor, ready to deflect or
intercept a pass.
■ Stick checking is using a stick to move opponent’s
stick from puck long enough to steal it.
☛ Stick Checking: Approach student with puck,
Move stick under shaft of his or her stick, Quickly
lift up opponent’s stick, Place blade of stick on
puck and cradle it to back foot.
■ Groups of 4 form triangles within their grids with
1 player (defender) in center, 3 offensive players
at each corner.
■ Offensive players attempt to pass puck/ball to
each other using proper skills and keeping puck/
ball close to floor. Offensive players can stick
handle puck and may pivot for either a forehand
or backhand pass, but may not move and dribble
from their positions.
■ Defender moves toward player with puck to cut
down passing lane, either stick checking puck
away or deflecting or intercepting passes.
■ Defender scores a point each time a pass is successfully stolen.
■ Offensive players score a point for every successful
pass.
■ When a pass is stolen, have student
■ Who initiated pass change places with defender
■ Or change places after a specified number of
steals have been made
■ Or change places every 30-45 seconds
Italics indicate the teacher speaking directly to the student.
2 vs. 2 Hockey
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups remain in their grids and play 2 vs. 2.
■ Each pair sets up a small goal using 2 cones at
each end of their grid. If outside use a half or full
basketball court for each game.
■ Cones are set up approximately 3 feet apart.
■ Partners can dribble and move to create space
and passing lanes.
■ Puck/ball must cross below top of cones in order
to score.
■ If puck/ball is intercepted it is kept in play by
intercepting team and play continues.
■ If puck/ball is hit out of grid, opposing team retrieves it and begins play from spot where it was
hit out.
■ Face-offs are from middle of court. Students
stand to side of puck/ball and tap ground and
each other’s sticks 3 times before attempting to
control or pass puck/ball.
■ Stop individual games on occasion and review
basic dribbling, passing and defensive critical skills
already taught.
■ Move through
play area helping
students set up
their grids.
■ Offer feedback
on critical skills
and strategy and
help keep games
moving.
■ Students return equipment.
■ Lead stretching.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ When passing to a teammate, why is it important to keep the blade of your stick on the
floor during the follow-through?
■ Describe to a partner how to stick check an
opponent when playing defense.
■ What is the rule regarding high-sticking in
Floor Hockey?
■ Find friends to play hockey at home. Use brooms
and a larger ball for a hockey puck.
4 Help collect
equipment.
■ Help lead
stretches.
■ Offer positive
feedback for
answers.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #3
(10-15 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW.
■ Apply hockey skills to a small game.
■ 1 hockey stick per student, ■ Cones for grids and
1 puck per pair
goals for each team
■ Timed music for FLOW
■ FLOW equipment
4 Have cones available for grids.
4 Spread out hockey sticks, pucks/balls around play space.
4 Prepare music for HRPA.
FLOW
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
HEALTH RELATED PHYSICAL ACTIVITY
Take Down
■ Students form groups for FLOW.
■ Encourage
students to find
groups quickly
and hustle to
their stations.
➜ Variation
TRANSITION
TRANSITION
ROLE OF ASSISTANT
Hockey
ROLE OF ASSISTANT
■ FLOW.
4 Start and stop
music as needed.
■ Encourage students to participate actively to
achieve MVPA.
■ Participate in
activities for short
bouts as you encourage students.
LESSON CONTENT
LESSON CONTENT
☛ Cues or Key Concepts
LESSON CONTENT
Transition
Transition
4 Set Up or Prep Duties
(15 minutes)
H Challenge
ROLE OF ASSISTANT
4 Help students
■ Students form groups of 4.
return FLOW
■ 1 student from each group gets 1 puck and 4
equipment.
cones. Another student gets 4 sticks, 2 of each
color.
■ Groups move to grids or courts and find their own
space, setting up 2 goals with 4 cones at each end
of grid. Cones are set up approximately 3 feet
apart.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Hockey
8th Grade
2 vs. 2 Hockey
Cool Down/Closure
(15 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners can dribble and move to create space
and passing lanes.
■ Puck/ball must cross below top of cones in order
to score.
■ If puck/ball is intercepted it is kept in play by
intercepting team and play continues.
■ If puck/ball is hit out of grid, opposing team retrieves it and begins play from spot where it was
hit out.
■ Face-offs are from middle of court. Students
stand to side of puck/ball and tap ground and
each other’s sticks 3 times before attempting to
control or pass puck/ball.
■ Stop individual games on occasion and review
basic dribbling, passing and defensive critical skills
already taught.
■ Move through
play area helping
students set up
their grids.
■ Offer feedback
on critical skills
and strategy and
help keep games
moving.
■ Students return equipment.
■ Lead the group in stretching.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What was your favorite FLOW station and
why?
■ What was the hardest FLOW station and why?
■ After school today take a 30 minute walk with a
family member or a friend.
4 Help collect
equipment.
■ Help lead
stretches.
■ Offer positive
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 3
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate a correct face-off to gain control of
the puck.
■ Demonstrate proper goal stance and positioning.
■ Apply offensive, defensive and goaltending skills
in a mini-game situation.
■ 1 hockey stick and per
student
■ Cones for grids and
goals for each team
■ Task cards for HRPA
■ Pucks/balls
■ Music for HRPA
■ Playing cards, divided into suits,
enough for 1 suit per group (size of
group depending upon size of class)
Triangle Tag
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6.
■ Each group lines up behind a cone along a sideline or designated line and face another cone
across court or field.
■ Help students
form groups
quickly.
4 Spread cones
across 1 side of
play space, 1 for
each group.
4 Place a second
cone across field/
court about 50
feet from group
cones.
4 Put 1 stick, 1
puck/ball, 1 task
card, and 1 suit of
cards next to each
group’s cone.
TRANSITION
(5 minutes)
INSTANT ACTIVITY
4 Spread out hockey sticks, pucks/balls
around play space.
4 Set up cones to mark grids.
4 Prepare cones, task cards, playing cards,
and music for HRPA.
TRANSITION
Transition
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students remain in groups of 6.
■ Each student gets a hockey stick from perimeter.
■ Each group needs 2 pucks/balls.
4 Collect task cards,
playing cards and
cones.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Hockey
8th Grade
Aces Wild Fitness
Goaltending Contest
(6-8 minutes)
(7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Activity begins on your signal or when music
begins.
■ First student in line begins as follows:
■ He or she turns over a playing card and calls
out card to his or her group.
■ First student then picks up hockey stick and
dribbles puck/ball down and around opposite
cone
■ Students in line perform exercise on Aces Wild
Task Card corresponding to card that was chosen:
■ 1,3,5: Push-ups
■ 2,4,6: Abdominal Crunches
■ King: Hurdler Stretch
■ Queen: Triceps Stretch
■ Ace: Student Choice
■ As each student takes a turn at head of line, he or
she quickly shuffles deck and chooses a new card.
■ Encourage
students to watch
where they are
moving and to
use a controlled
dribble, keeping
their puck close
to them as they
move
■ Encourage
exercising students to keep
moving while
their partner is
dribbling
■ Groups find space inside grids or on outdoor basketball courts.
☛ Goalie Stance: Use balanced crouch position, Feet
a little wider than shoulder width apart, Grip stick
by placing 1 hand in center of shaft, Other hand
near blade or next to stick.
■ Goalie moves from side to side to block puck with
stick, hands or feet.
■ Each group of 6 forms 2 groups of 3 and each
group works with 1 goal on opposite sides of
same court.
■ 1 goalie tries to keep partners from scoring a
goal.
■ 1 point for each goal scored and 1 point for each
save.
■ Rotate goalie every minute. All players in each
group must play goalie.
■ Move from group
to group, reminding students to
keep sticks below
waists on their
shots and offering feedback.
■ Make sure that
students are
working in their
own space
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
Lesson 4
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
3-on-3 Hockey
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Groups put 1 puck/ball away for a 3-on-3 game.
■ Each group sets up a small goal using 2 cones at
each end of grid or, if outside, use a half or full
basketball court for each game.
■ Cones are set up approximately 3 feet apart.
■ Puck/ball must cross below top of cones in order
to score.
■ 1 student plays goalie. Goalies rotate each time
someone scores from either team.
■ All students must rotate and play goalie.
■ If puck/ball is hit outside grid, opposing team
retrieves and begins play from spot where puck
was hit out (or allow for no out of bounds if appropriate).
■ Game play and play after every score starts with
a face-off in middle of court. Students stand to
side of puck/ball and tap ground and each other’s
sticks 3 times before attempting to control or pass
puck/ball.
■ Stop individual games on occasion and review
goalie skills.
4 Help students
set up grids with
cones/polyspots
around play area.
■ Move around
play area helping
students understand concepts of
moving without a
puck on offense,
and moving to
anticipate and
cut down passing
lanes on defense.
■ Remind students
to keep sticks
below waists.
■ Students return equipment then come to center
4 Help collect
of playspace.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Help lead
question, have a few students share answers with
stretches.
the class.)
■ Offer positive
feedback.
■ How can players on offense support the player
who has the puck?
■ Where should teammates go in order to get
open for a pass?
■ How should a goalie stand?
■ Get some friends together after school for a game
of floor hockey.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(10-15 minutes)
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate controlled, 1-touch passing and
receiving on the move.
■ Demonstrate passing to an open receiver.
■ Demonstrate attacking the puck/ball on defense.
■ Music for HRPA
■ 1 hockey stick per
student
■ Cones and/or polyspots
for marking circles
■ 1 jump rope per
student
■ 1 puck/ball for
each group of 5
4 Spread hockey sticks, pucks/balls around perimeter of play
space.
4 Have cones available to set up circles for lesson activities.
4 Spread jump ropes around perimeter for HRPA.
4 Have music ready for HRPA.
Rock, Paper, Scissors Tag
Continuity Exercises
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
4 Start and stop
music as needed.
■ Participate with
students for short
bouts as you
supervise
■ Encourage students to maintain
MVPA by jumping continuously
while music is
playing.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student finds a jump rope and begins
jumping.
4 Have music ready.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 10, each student with a
hockey stick and each group in a grid.
4 Help students
set up their
grids with cones/
polyspots.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Hockey
8th Grade
5 vs. 0 to 4 vs. 1 Planet Hockey
5 vs. 0 to 4 vs. 1 Planet Hockey (continued)
(15 minutes)
(15 minutes)
■ Using cones/polyspots (or just have students stand ■ Move to different
in a circle), set up 2 circles next to each other. If
grids and encouryou are outside, use chalk on blacktop to draw
age teams on
circles.
offense to move
without puck/ball.
■ Leave a space between each circle so they are
not connected. Divide students into 2 teams of 5
■ Encourage teams
each, 1 team per circle, 1 puck/ball per circle.
to keep games
moving.
■ Each team of 5 counts off around circle, 1-5.
■ Help students
■ Teams pass puck/ball across their circle without
officiate their
defenders (5 vs. 0) to begin game. Players are
own games.
encouraged to run across circle after a pass,
changing positions and altering pace of their
movements.
■ Emphasize quick, 1-touch receiving and passing
and looking for an open receiver.
■ When you call out a number, that player from
each circle sprints to join adjacent circle and challenges remaining group of 4 players in that circle
(4 vs.1).
■ Defender receives a point for his or her team for a
controlled steal of puck.
■ Offense scores a point for every successful pass/
reception.
■ Call all numbers so that everyone has an opportunity to play defense as well as offense.
■ Teams remain at the same group through the
entire game
ROLE OF ASSISTANT
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Students can stretch and cool down while answering questions.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How can players on offense support the player
who has the puck?
■ Where should teammates go in order to get
open for a pass?
■ Play hockey at home with friends.
4 Help collect
equipment.
■ Help lead
stretches.
■ Offer positive
feedback.
tin
ue
s
➜ Variation: Call out 2 numbers to play defense (3
vs. 2).
➜ After 4 minutes, have teams move up a grid to
compete against different teams.
LESSON CONTENT
ACTIVITY #1
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 5
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
v
c
ity
on
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate a 1-touch pass.
■ Demonstrate passing and moving.
■ Timed music for HRPA
■ 1 puck/ball per pair
■ Cones for grids
■ 1 hockey stick per
student
■ Stretching task cards
for HRPA
4
4
4
4
Prepare music for HRPA.
Spread hockey sticks, puck/ball around perimeter of play space.
Have stretching task cards ready for HRPA.
Set out cones/polyspots for marking grids.
Flash Tag
Add-On Fitness
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Students begin walking or jogging around perimeter of play area.
■ When music stops, instruct students to perform
stretch “A,” which is being modeled by TA
(stretches may be posted on cones).
■ Students hold stretch for 5 seconds.
■ When music begins again, students resume walking or jogging.
■ When music stops, call out stretch “B.”
■ Students perform stretch “A” first, and then perform stretch “B.” For example: A, AB, ABC, ABCD,
etc.
■ Pattern continues until 6-8 stretches have been
completed.
■ Participate in
short bouts with
several groups as
you supervise.
■ Reinforce students who are
participating.
■ Remind students
about working
within MVPA by
keeping their feet
moving during all
aerobic tasks.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Change locomotor movements while
music is playing.
➜ Variation: Incorporate muscular strength, endurance, or yoga activities when music stops.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
TRANSITION
Hockey
8th Grade
Transition
LESSON CONTENT
1-Touch Hockey-Volleyball
(10-12 minutes)
ROLE OF ASSISTANT
■ Students quickly form groups of 6, 1 puck per
group.
■ Each student gets a hockey stick and groups set
up their grids using cones/polyspots.
1-Touch Passing
LESSON CONTENT
ROLE OF ASSISTANT
■ Each group of 6 forms a triangle within their grid,
using cones/polyspots to mark corners of it.
■ Object is to receive puck and make a quick pass,
after an initial touch, to next corner of triangle.
■ Players follow their shot and join back of that line
after passing.
■ 1 point for each accurate pass (a pass that is hit to
blade of a receiver’s stick)
■ 1 point for a good reception of puck/ball, with a
good, 1-touch pass to next student.
☛ 1-Touch Passing: Keep body low in a balanced
athletic stance, Lower hand is near blade to aid in
control, Blade is in front and slightly away from
front foot, Reach out for puck and “give” with
stick, Direct puck to teammate.
■ Help students set
up their triangles.
■ Encourage accurate passing (stick
to stick).
■ Encourage students to follow
their passes and
move quickly to
back of line they
have passed to.
ACTIVITY #2
(5-8 minutes)
ACTIVITY #1
Lesson 6
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups divide into 2 teams for 3 vs. 3.
■ Divide grid in half, 1 team of 3 on each side, 2
players at front of grid and 1 player back as a
“server.”
■ Volleyball rules apply (1 hit per person when on
offense).
■ Object of game: to “serve” puck/ball from back
line to opposing team (serve can be made using
either a wrist shot or slap shot, but must be kept
close to ground).
■ Opposing team then must complete 3 accurate
1-touch passes before returning puck to other
side. Play is then continuous.
■ Serving team scores 1 point each time puck is
double hit by an opposing player.
■ Serving teams scores 1 each time receiving team
hits out of bounds or uses more than 3 passes.
■ If serving team double hits, hits puck out of
bounds, or uses more than 3 passes, possession
goes to opposing team, which rotates counterclockwise to change servers.
■ First team to 15 points wins. You may play first
team to win 2 matches or rotate to next court
after completion of a single game.
■ Help organize
and clarify games.
➜ Variation: If students are having trouble controlling puck, allow for 2-touch.
➜ Variation: Play timed games of 3-5 minutes with
winning team moving up a court and team behind moving down a court.
Ac
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
1-Touch Hockey-Volleyball (continued)
Cool Down/Closure
(10-12 minutes)
LESSON CONTENT
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #2
COOL DOWN/CLOSURE
■ Students return equipment then meet at center of 4 Help gather
play space.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Reinforce conquestion, have a few students share answers with
cepts taught in
the class.)
lesson.
■ Why is it important to move your bottom hand
lower on the stick when receiving a pass?
■ Describe 1-touch passing?
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate active participation in FLOW.
■ Apply previously learned hockey skills in a game.
■ 1 hockey stick per
student and 1 puck/ball
per pair
■ Timed music for FLOW
Take Down
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Cones for grids and
goals for each team
■ FLOW equipment
HEALTH RELATED PHYSICAL ACTIVITY
Hockey
4
4
4
4
Have cones available to set up grids.
Spread out hockey sticks, pucks/balls around play space.
Prepare music for HRPA
Have FLOW equipment ready to set up.
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Start and stop
music as needed.
■ Encourage students to participate actively to
achieve MVPA.
■ Participate in
activities for short
bouts as you encourage students.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups for FLOW.
■ Encourage
students to find
groups quickly
and hustle to
their stations.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ After returning FLOW equipment, students form
groups of 6, 3 pucks/balls per group, 1 stick per
student.
■ Students use cones/polyspots to set up their grids
(10 x 20 yards).
■ Each group of 3 moves to 1 half of a grid.
4 Help move FLOW
equipment to
perimeter.
■ Help set up grids
and organize
groups.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Hockey
8th Grade
3 vs. 3
Possession Hockey
3 vs. 3
Possession Hockey (continued)
(10 minutes)
ROLE OF ASSISTANT
■ Students form 2 teams: 3 players on offense and 3
players on defense in 1 half of a grid.
■ Team on offense (Team A) attempts to complete
3 successful (stick to stick) passes. (Remind offensive players to use give and go and 1-touch
passing).
■ Team on defense (Team B) attempts to steal puck.
■ 3 consecutive passes = 1 point.
■ Team A starts game.
■ Once puck has been stolen by Team B, they begin
immediately to pass.
■ Bonus Score: If a particular team only allows puck
to be stolen no more than once in a given time
period, they receive a 5 point bonus!
■ Occasionally stop play to talk about following
strategies:
■ Retain possession by passing or dribbling, not
standing in 1 place.
■ Support the student with the puck/ball by
moving toward him or her and not standing
still.
■ Be creative when you have the puck/ball; use
body fakes, stick fakes, or other deceptive
movements to try and find a passing lane.
■ On defense, cut down passing lanes by watching the student with the puck/ball and moving
to the space where you think the pass will be
made (anticipate the passing lanes).
■ On defense, use your stick to stick check the
puck away and gain control so that you can
pass the puck across to your teammate.
■ Help students set
up games and get
started.
■ Monitor games
and give feedback about
critical skills of
moving to get
open on offense
and guarding on
defense.
■ Encourage students to hustle in
their transition
from offense to
defense.
■ Remind students
to move to open
space after passing in order to
support teammates.
ROLE OF ASSISTANT
Cool Down/Closure
v
c
ity
on
➜ Variation
COOL DOWN/CLOSURE
ue
s
(5 minutes)
Acti
☛ Cues or Key Concepts
LESSON CONTENT
ACTIVITY #1
LESSON CONTENT
tin
ACTIVITY #1
(10 minutes)
4 Set Up or Prep Duties
Lesson 7
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment then meet in center of 4 Help gather
play area.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Help lead
question, have a few students share answers with
stretches.
the class.)
■ Reinforce con■ Describe the “give and go” in hockey.
cepts taught in
lesson.
■ In what other sports can you use the “give and
go?”
Italics indicate the teacher speaking directly to the student.
Hockey
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate control when dribbling a
puck.
■ Apply offensive and defensive skills
and strategies in a game situation.
■ Music for HRPA
■ Playing cards, divided
into suits, enough for 1
suit per group (size of
group depending upon
size of class)
■ 1 hockey stick per
student and 1 puck/ball
per pair
■ Cones for grids and
goals for each team
■ Task cards for HRPA
4
4
4
4
4
Spread out hockey sticks and pucks/balls around play space.
Set out cones used to mark grids.
Prepare cones, task cards, playing cards, and music for HRPA.
Prepare music for HRPA.
Have 6 pinnies available for each grid.
Rock, Paper, Scissors Tag
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6.
■ Each group lines up behind a cone along a sideline or designated line and face another cone
across court or field.
■ Help students
form groups
quickly.
4 Spread cones
across 1 side of
play space, 1 for
each group.
4 Place a second
cone across field/
court about 50
feet from group
cones.
■ Put 1 stick, 1
puck/ball, 1 task
card, and 1 suit of
cards next to each
group’s cone.
TRANSITION
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Hockey
8th Grade
Aces Wild Fitness
Hockey-Dribble Challenge
(5-7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Activity begins on your signal or when music
begins.
■ First student in line begins as follows:
■ He or she turns over a playing card and calls
out card to his or her group.
■ First student then picks up hockey stick and
dribbles puck/ball down and around opposite
cone
■ Students in line perform exercise on Aces Wild
Task Card corresponding to card that was chosen:
■ 1,3,5: Push-ups
■ 2,4,6: Abdominal Crunches
■ King: Hurdler Stretch
■ Queen: Triceps Stretch
■ Ace: Student Choice
■ As each student takes a turn at head of line, he or
she quickly shuffles deck and chooses a new card.
■ Encourage students to watch
where they are
moving and to
use a controlled
dribble, keeping
their puck close
to them as they
move
■ Encourage exercising students
to keep moving
while their partner is dribbling
■
■
■
■
Groups of 6 play against each other within a grid.
Every student begins with 5 points.
Object of game: to maintain a positive score.
1 point is lost each time 1 of the following happens:
■ If a student bumps into someone else
■ If a student’s stick hits another student or his
or her stick
■ If a student loses control of puck.
■ On your signal, all students begin dribbling and
stick handling within their grids, using good control as they approach each other in open space.
■ Every 20-30 seconds (timed music may be used for
this), students freeze in place and those who have
maintained control, and have their pucks next to
their blades, receive an additional point.
■ On your next signal (or when music begins),
students resume dribbling in open space, attempting to control their pucks while avoiding other
students.
■ Move to different
grids, helping students organize.
■ Encourage students to maintain
control while they
are dribbling.
■ Remind students
to “cradle” pucks
with blades of
their sticks as they
dribble.
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
(6-8 minutes)
Transition
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students remain in groups and are assigned a
hockey court.
■ 1 hockey stick and 1 puck per student.
■ Assist with
groupings.
4 Help with
equipment.
■ Students return individual pucks to perimeter.
■ Groups of 6 divide into 2 groups of 3 for a minihockey game.
■ 1 team in each grid wears pinnies.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Lesson 8
H Challenge
ROLE OF ASSISTANT
4 Help teams set up
grids.
4 Have pinnies
available for each
grid.
Italics indicate the teacher speaking directly to the student.
3 vs. 3 Mini-Floor Hockey
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Each team of 3 will have 1 forward, 1 defender,
and 1 goalie.
■ Use cones, hockey goals, or folded mats for goals.
■ Play starts with a face-off in center of grid or
court.
■ Object of game: to control puck and drive it toward opposing team’s goal to shoot for a point.
■ Forwards can move across center line, but defenders must remain in their zones, helping to protect
goal.
■ Using polyspots, a goalie crease can be set up
around goal. Offensive players on may not enter
crease. Use chalk to draw a line outdoors.
■ After a score, students rotate positions, and puck
is brought back to center for another face-off.
■ If there is no score after 2 minutes, play is stopped
so that players can rotate positions.
■ If a puck is hit out of bounds, it is put in play at
that spot by opposing team.
■ If a player high-sticks, opposing team is allowed a
free shot or pass from spot of infraction.
4 Help students set
up hockey courts
within their grids.
■ Help students
organize their
teams and begin
play.
■ Encourage teams
to self-officiate
and keep play
moving.
■ Move to different
grids, encouraging team play
and reinforcing
students for using critical skills
learned in previous lessons.
■ Students return equipment then meet in center of ■ Help gather
play area.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Reinforce conquestion, have a few students share answers with
cepts taught in
the class.)
lesson.
■ Why is controlling the puck so important?
■ Why is it important to keep the stick low when
passing or shooting?
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #2
(10 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
Hockey
LESSON OUTCOMES
8th Grade : Lesson 9
EQUIPMENT
BEFORE CLASS SET UP
■ Apply offensive and defensive skills and
■ Music for HRPA
■ Jump ropes for
strategies in a game situation.
HRPA
■ 1 hockey stick per
■ Participate in a mini-hockey tournament.
student
■ 1 puck/ball per
group
■ Cones and/or polyspots
for marking grids
■ Pinnies
4
4
4
4
4
Spread hockey sticks and pucks/balls around perimeter of play space.
Have cones available to set up grids for lesson activities.
Have pinnies available for each grid.
Spread jump ropes around perimeter for HRPA.
Have music ready for HRPA.
Flash Tag
Continuity Exercises
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
4 Start and stop
music as needed.
■ Participate with
students for short
bouts as you
supervise
■ Encourage students to maintain
MVPA by jumping continuously
while music is
playing.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Hockey
8th Grade
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6, 1 hockey stick per
student, 1 puck/ball per grid.
■ Students set up grids and goals with cones/
polyspots.
■ 1 team in each grid wears pinnies.
4 Have pinnies
available for 1
team in each grid.
4 Have cones ready
to set up grids
and end zones at
each grid.
Lesson 9
6 vs. 6 Mini-Floor Hockey Tournament
(continued)
(20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
➜ Variation: Reduce game time to increase change
of games.
■ Supervise games
in different grids
and remind
students to avoid
high sticking.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students organize 2 teams of 6 players in each
grid, 1 team wearing pinnies.
■ Teams consist of 3 forwards, 2 defenders, and 1
goalie.
■ Use cones/polyspots, hockey goals or folded mats
for goals.
■ Play starts with a face-off in center of grid.
■ Object of game: to control puck and drive it toward opposing team’s goal to shoot for a score.
■ After a score, students rotate positions, and puck
is brought back to center for another face-off.
■ If there is no score after 2 minutes, play is stopped
so that players can rotate positions.
■ If a puck is hit out of bounds, it is put in play at
that spot by opposing team.
■ If a player high-sticks, opposing team is allowed a
free shot or pass from spot of infraction.
■ Use Rock, Paper, Scissors to decide ties.
■ Move to different
grids, helping students organize.
■ Encourage teams
to keep games
moving.
■ Encourage short
passes and moving to open
spaces to help
passers when on
offense.
■ Remind defenders to cut down
passing lanes and
to use their sticks
to steal puck from
offensive players.
tin
ue
s
➜ Variation: Make teams smaller if space permits (2
vs. 2 or 4 vs. 4).
■ Variation: Eliminate goalies to increase activity of
all students.
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
co
n
➜ Variation
Cool Down/Closure
COOL DOWN/CLOSURE
ACTIVITY #1
(20 minutes)
ACTIVITY #1
6 vs. 6 Mini-Floor Hockey Tournament
H Challenge
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment then meet in center of 4 Help gather
play area.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Reinforce conquestion, have a few students share answers with
cepts taught in
the class.)
lesson.
■ How do you get open for a pass in hockey?
■ Name other sports where getting open is
useful.
Italics indicate the teacher speaking directly to the student.
Hockey
LESSON OUTCOMES
8th Grade : Lesson 10
EQUIPMENT
BEFORE CLASS SET UP
■ Apply offensive and defensive skills ■ 1 hockey stick and 1
■ Music for HRPA
and strategies in a game situation.
puck/ball per student ■ Playing cards, divided
■ Participate in a mini-hockey tourna- ■ Pinnies
into suits, enough for
ment.
1 suit per group (size
■ Task cards for HRPA
of group depending
■ Cones and/or
upon size of class)
polyspots for grids
4
4
4
4
4
Spread hockey sticks and pucks/balls around perimeter of play space.
Have Cones/polyspots ready for marking grids.
Prepare music for HRPA.
Have pinnies available for 1 team in each grid.
Prepare cones, task cards, playing cards, and music for HRPA.
Triangle Tag
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 6.
■ Each group lines up behind a cone along a sideline or designated line and face another cone
across court or field.
■ Help students
form groups
quickly.
4 Spread cones
across 1 side of
play space, 1 for
each group.
4 Place a second
cone across field/
court about 50
feet from group
cones.
4 Put 1 stick, 1
puck/ball, 1 task
card, and 1 suit of
cards next to each
group’s cone.
TRANSITION
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Hockey
8th Grade
Aces Wild Fitness
6 vs. 6 Mini-Floor Hockey Tournament
(20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Activity begins on your signal or when music
begins.
■ First student in line begins as follows:
■ He or she turns over a playing card and calls
out card to his or her group.
■ First student then picks up hockey stick and
dribbles puck/ball down and around opposite
cone
■ Students in line perform exercise on Aces Wild
Task Card corresponding to card that was chosen:
■ 1,3,5: Push-ups
■ 2,4,6: Abdominal Crunches
■ King: Hurdler Stretch
■ Queen: Triceps Stretch
■ Ace: Student Choice
■ As each student takes a turn at head of line, he or
she quickly shuffles deck and chooses a new card.
■ Encourage students to watch
where they are
moving and to
use a controlled
dribble, keeping
their puck close
to them as they
move
■ Encourage exercising students
to keep moving
while their partner is dribbling
■ Two teams of 6 players in each grid, one team
wearing pinnies.
■ Three forwards, 2 defenders, 1 goalie.
■ Students organize 2 teams of 6 players in each
grid, 1 team wearing pinnies.
■ Teams consist of 3 forwards, 2 defenders, and 1
goalie.
■ Use cones/polyspots, hockey goals or folded mats
for goals.
■ Play starts with a face-off in center of grid.
■ Object of game: to control puck and drive it toward opposing team’s goal to shoot for a score.
■ After a score, students rotate positions, and puck
is brought back to center for another face-off.
■ If there is no score after 2 minutes, play is stopped
so that players can rotate positions.
■ If a puck is hit out of bounds, it is put in play at
that spot by opposing team.
■ If a player high-sticks, opposing team is allowed a
free shot or pass from spot of infraction.
■ Use Rock, Paper, Scissors to decide ties.
■ Move to different grids, helping
students to get
organized.
■ Move to different
grids, helping students organize.
■ Encourage teams
to keep games
moving.
■ Encourage short
passes and moving to open
spaces to help
passers when on
offense.
■ Remind defenders to cut down
passing lanes and
to use their sticks
to steal puck from
offensive players.
■ Supervise games
in different grids
and remind
students to avoid
high sticking.
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
(6-8 minutes)
Transition
TRANSITION
Lesson 10
LESSON CONTENT
ROLE OF ASSISTANT
■ After HRPA, have students remain in their groups
of 6.
■ 2 groups move to each grid for games of 6 vs. 6.
■ 1 team in each grid wears pinnies.
4 Assist with gathering HRPA task
cards and equipment.
4 Have pinnies
available for 1
team in each grid.
4 Have cones ready
to set up grids
and end zones at
each grid.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
➜ Variation: Make teams smaller if space permits (2
vs. 2 or 4 vs. 4).
➜ Variation: Eliminate goalies to increase activity of
all students.
➜ Variation: Reduce game time to increase change
of games.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
■ Students return equipment then meet in center of 4 Help gather
play area.
equipment.
■ Think, Pair, Share (After a minute or so with each ■ Reinforce
question, have a few students share answers with
concepts taught
the class.)
in lesson.
■ What did you enjoy about hockey?
■ How can you play hockey with your friends?
4 Set Up or Prep Duties
Hockey
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Hockey
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 10
Italics indicate the teacher speaking directly to the student.
Hockey Appendix
Task Cards
ACes WILD FITness
1,3,5 - Push-Ups
Regular Push-Ups
Triceps Push-ups (hands close together)
2,4,6 – Crunches
Knees bent, arms across chest
Crunch up, twist shoulder toward opposite knee
King – Hurdler stretch
stretch one leg out, sole of opposite foot
against inner thigh
grab leg, stretch as far as possible
Count to 10 switch, repeat
Queen – Triceps stretch
bend arm behind head, palm against upper back
With opposite hand, press down on elbow
Count to 10, switch, repeat
Jack – Jumping Jacks
Ace – student Choice
HOCKey | TAsK CARD
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate the Shake Hands grip.
■ Demonstrate the forehand ground stroke in practice and
modified games.
■ 1 racket and ball
per student
Take Down
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ 30 cones
4 Set Up or Prep Duties
Tennis
4 Place racket boxes, ball boxes, and cones near teacher.
Partner Rock, Paper, Scissors Tag
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
Shake Hands Grip
(3 minutes)
ACTIVITY #1
INSTANT ACTIVITY
(5 minutes)
BEFORE CLASS SET UP
HEALTH RELATED PHYSICAL ACTIVITY
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stand in a horseshoe formation so they
can see you. Shake Hands Grip: Hold head of
racket with non-dominant hand with handle
showing, Grip handle like shaking hands with
racket, Racket is locked into place with finger
across bottom of racket and thumb on opposite
side, Remaining fingers wrap around.
■ Students follow instructions and grip their rackets. Students show partners their grips and give
feedback.
■ Assist with
demonstration if
asked.
■ Give positive
specific feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Tennis
8th Grade
Forehand Stroke Shadowing
Partner Rallies- Forehand Strokes (continued)
(3 minutes)
ACTIVITY #2
Lesson 1
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students use Shake Hands grip.
■ Students follow you as you demonstrate ready
position.
Ready: Feet shoulder width apart with knees
slightly bent, Weight forward on front of feet.
■ Students make a quarter turn to right; this places
non-dominant shoulder toward front wall.
■ Students step with non-dominant foot towards
front wall and swing.
■ Swing is from low to finishing high.
■ Students should bounce from 1 foot to other to
raise their heart rates.
■ Monitor proper
technique.
■ Move students to
more open space
if necessary.
H Challenge: Partners see how many times they can
hit in 1 minute. Do not start counting over if error is made during minute. Repeat. Students try
to beat their scores.
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
4 Cones can be
set up as 2 rows
down middle of
area with about
2 feet between
rows.
ROLE OF ASSISTANT
■ Students get 1 tennis ball each and find partners.
■ Partners face each other about 25-30 feet apart.
(Modify distance based on students’ abilities.) All
pairs line up in same direction for safety.
■ 1 partner drops his or her ball and serves it to
partner across cone net zone. Partners hit ball
back and forth to each other as many times as
possible allowing ball to bounce once before each
stroke. (Allow 2 bounces if needed.)
■ Object is to sustain rallies.
H Challenge: Students count how many consecutive
hits they have, then try to beat their score.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
4 Set up cone
net zone across
middle of gym
so all partners
will practice their
strokes with balls
going over “net.”
ue
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
s
LESSON CONTENT
tin
ACTIVITY #3
(6 minutes)
ACTIVITY #3
Partner Rallies- Forehand Strokes
v
c
ity
on
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Tosser/Hitter Forehand Strokes
Modified Singles Game
(5 minutes)
(8 minutes)
ROLE OF ASSISTANT
ACTIVITY #4
■ Same partners, format, and positions as Activity
■ Assist students as
#3 above.
needed.
■ 1 partner (Tosser) throws or hits a ball over cone
■ Monitor students.
net zone. Other partner (Hitter) hits forehand
stroke.
■ Partners repeat with second ball, then grab 2 balls
from floor and repeat 2 more times.
■ Object is for hitter to execute 2 of 4 forehand
strokes successfully.
■ Switch roles of partners and have new hitter
execute 2 of 4 forehand strokes successfully as
above.
LESSON CONTENT
ACTIVITY #5
LESSON CONTENT
ROLE OF ASSISTANT
■ Same partners and format as above.
■ Assist students as
needed.
■ Students play 2-point no-ad games using forehand strokes.
■ Monitor games.
■ Partners alternate service. 1 partner drops a ball
■ Provide positive
and hits (“serves”) it to other partner across cone
specific feedback.
net zone.
■ If a player causes partner to miss or hit ball into
net or out, then he or she wins that point.
■ Continue hitting back and forth until ball is hit
out of bounds. Partners use their second ball
and repeat activity until ball is hit out of bounds.
Partners grab 2 tennis balls from floor and start
play again as above.
■ Begin new games after 1 partner reaches 2 points.
■ Students may allow ball to bounce twice before
returning it.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return rackets and balls to proper boxes.
■ Students are seated in a semi-circle in front of
you.
■ Without a racket, with a partner, demonstrate a
forehand groundstroke.
■ Practice the forehand stroke with a friend at
home.
4 Help with equipment return.
■ Keep students on
task.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate both forehand and backhand
strokes in modified games.
■ 1 racket and ball per
student
■ Fitness Scavenger
Hunt task cards
■ 30 cones
■ CD player and CD
4 Keep cones near teacher until needed.
4 Place racket and ball boxes, CD player, and task cards
near teacher.
Triangle Tag
Squad Leader Challenge
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Maintain groups of 4. Each squad receives a
“Squad Leader Challenge” task card.
■ Students take turns acting as Squad Leader.
■ Once a task is completed, a new squad leader
reads next task.
■ Squads will perform in different areas based on
order of tasks.
■ Squads start over if they complete all tasks before
other groups.
■ Help students
form groups.
■ Participate with
several groups as
you supervise.
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Allow squads, with your guidance (provide specific options that students choose from) to
develop their own routines.
➜ Variation: Add softball moves to create a SB Fitness Scavenger Hunt.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Tennis
8th Grade
Backhand Ground Stroke Shadowing
Partner Rallies- Backhand Strokes (continued)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students hold racquets in dominant hand (as in
forehand grip).
■ Students then put non-dominant hand on racquet
right above dominant hand (like a left-handed
baseball batter’s grip).
■ All students face forward looking at you.
■ All students make a quarter turn to left---this puts
dominant shoulder toward you.
■ Students step with dominant foot towards front
wall and swing.
■ Swing is from low to high finishing with racquet
over dominant shoulder.
■ Monitor proper
technique.
■ Give specific positive and corrective feedback.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
H Challenge: Partners see how many times they can
hit in 1 minute. Do not start counting over if error is made during minute. Repeat. Students try
to beat their scores.
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
Partner Rallies- Backhand Strokes
(6 minutes)
ROLE OF ASSISTANT
■ Students get 1 tennis ball each and find partners.
■ Partners face each other about 25-30 feet apart.
(Modify distance based on students’ abilities.) All
pairs line up in same direction for safety.
■ 1 partner drops his or her ball and serves it to
partner across cone net zone. Partners hit ball
back and forth to each other as many times as
possible allowing ball to bounce once before each
stroke. (Allow 2 bounces if needed.)
■ Object is to sustain rallies.
H Challenge: Students count how many consecutive
hits they have, then try to beat their score.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ Assist students
with format.
■ Provide specific
positive and corrective feedback.
ROLE OF ASSISTANT
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
tin
ue
s
LESSON CONTENT
ACTIVITY #2
ACTIVITY #1
(3 minutes)
ACTIVITY #2
Lesson 2
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
v
c
ity
on
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Tosser/Hitter Backhand Strokes
Modified Singles GameForehand and Backhand Strokes
(5 minutes)
ROLE OF ASSISTANT
(8 minutes)
LESSON CONTENT
ACTIVITY #3
■ Same partners, format, and positions as Activity
■ Assist students as
#2 above.
needed.
■ 1 partner (Tosser) throws or hits a ball over cone
■ Monitor students.
net zone. Other partner (Hitter) hits backhand
stroke.
■ Partners repeat with second ball, then grab 2 balls
from floor and repeat 2 more times.
■ Object is for hitter to execute 2 of 4 backhand
strokes successfully.
■ Switch roles of partners and have new hitter
execute 2 of 4 backhand strokes successfully as
above.
ACTIVITY #4
LESSON CONTENT
ROLE OF ASSISTANT
■ Same partners and format as above.
■ Assist students as
needed.
■ Students play 2-point no-ad games using forehand and backhand strokes.
■ Monitor games.
■ Partners alternate service. 1 partner drops a ball
■ Provide positive
and hits (“serves”) it to other partner across cone
specific feedback.
net zone.
■ If a player causes partner to miss or hit ball into
net or out, then he or she wins that point.
■ Continue hitting back and forth until ball is hit
out of bounds. Partners use their second ball
and repeat activity until ball is hit out of bounds.
Partners grab 2 tennis balls from floor and start
play again as above.
■ Begin new games after 1 partner reaches 2 points.
■ Students may allow ball to bounce twice before
returning it.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place rackets and balls back in appropriate boxes.
■ Students sit in a semi-circle in front of you.
■ Ask students:
■ Which groundstroke is hardest for you? Forehand or backhand? Why?
■ Practice groundstrokes and play tag games at
home.
4 Monitor equipment return.
■ Monitor students.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Participation in FLOW.
■ Participate in modified singles games.
■ FLOW equipment
■ 30 cones
BEFORE CLASS SET UP
■ 1 racket and ball per
student
4 Set up FLOW equipment.
4 Place racket and ball boxes and cones near teacher.
Flash Tag
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ FLOW
4 Help with
equipment.
■ Encourage
participation.
■ Oversee stations
that need most
supervision.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
➜ Variation: Students run.
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Tennis
8th Grade
Modified Singles Game with
Forehand and Backhand Strokes
Cool Down/Closure
(3 minutes)
(15 minutes)
ROLE OF ASSISTANT
■ Students get 1 racket and 1 tennis ball each and
■ Assist students as
find partners.
needed.
■ Students play 2-point no-ad games using fore■ Monitor games.
hand and backhand strokes.
■ Provide positive
■ Partners alternate service. 1 partner drops a ball
specific feedback.
and hits (“serves”) it to other partner across cone
net zone.
■ If a player causes partner to miss or hit ball into
net or out, then he or she wins that point.
■ Continue hitting back and forth until ball is hit
out of bounds. Partners use their second ball
and repeat activity until ball is hit out of bounds.
Partners grab 2 tennis balls from floor and start
play again as above.
■ Begin new games after 1 partner reaches 2 points.
■ Students may allow ball to bounce twice before
returning it.
■ See diagrams in Lesson 1 or 2.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit in a semi-circle in front of you.
■ Ask students:
■ Which groundstroke is hardest for your partner? Forehand or backhand? What should
you do with this information in your games?
■ Practice groundstrokes and play tag games at
home.
■ Monitor students.
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 3
H Challenge
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate the forehand and backhand baseline strokes.
■ Participate in baseline rallies.
■ Participate in practice and modified singles games.
■ 1 racket and ball per
student
■ 4 noodles
■ CD player and CD
■ 30 cones
■ Race Track Fitness
task cards
Heart Alert
Race Track Fitness
(6 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Give 4 students short noodles with heart attack
■ Monitor game.
risk factors taped to them:
■ Keep students
■ Smoking
walking if tired.
■ Overweight
■ Change noodles
periodically.
■ Lack of exercise
■ Fatty foods
■ Students with noodles tag others. If tagged, students freeze and yell “Heart Alert!”
■ Free students find frozen students and perform 5
jumping jacks together; there are no tag backs for
frozen student or student freeing him or her.
■ Rescued students return to game.
■ Return noodles to sideline.
➜ Variation: Students saving others may be tagged
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
4 Place racket and ball boxes, cones, noodles, task
cards, and CD player near teacher.
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find new partners. Partner 1 jogs, Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
4 Play music while
students race for
45 seconds. Students rotate for 5
seconds.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Tennis
8th Grade
Baseline Strokes
Partner Baseline Rallies (continued)
(3 minutes)
ACTIVITY #1
Lesson 4
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Demonstrate hitting a ball back and forth to an
opponent’s baseline using long forehand and
backhand strokes.
■ This keeps the opponent from charging to the net
to attack you to try to win a point.
■ Explain to students purpose
of these long
strokes.
H Challenge: Partners see how many times they can
hit in 1 minute. Do not start counting over if error is made during minute. Repeat. Students try
to beat their scores.
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
ROLE OF ASSISTANT
Partner Baseline Rallies
■ Students get 1 racket and 1 ball each and find
partners.
■ Partners face each other about 25-30 feet apart
forming their own “skinny courts.” (Modify distance based on students’ abilities.) All pairs line
up in same direction for safety.
■ 1 partner gets 2 cones and places them in middle
of pair to form net area.
■ Object is to sustain baseline rallies. Partners attempt to hit forehand and backhand strokes to
opponent’s baseline.
H Challenge: Students count how many consecutive
hits they have, then try to beat their score.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
■ Assist students
with format.
■ Provide specific
positive and corrective feedback.
ACTIVITY #2
ROLE OF ASSISTANT
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
s
LESSON CONTENT
tin
ue
ACTIVITY #2
(6 minutes)
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
H Challenge
Italics indicate the teacher speaking directly to the student.
Partner Tosser/Hitter Baseline Strokes
Modified Singles Game with
Forehand and Backhand Baseline Strokes
(5 minutes)
ROLE OF ASSISTANT
(8 minutes)
LESSON CONTENT
ACTIVITY #3
■ Same partners, format, and positions as Activity
■ Assist students as
#2 above.
needed.
■ 1 partner (Tosser) throws or hits a ball over cone
■ Monitor students.
net zone. Other partner (Hitter) hits baseline
strokes.
■ Partners repeat with second ball, then grab 2 balls
from floor and repeat 2 more times.
■ Object is for hitter to execute 2 of 4 baseline
strokes successfully.
■ Switch roles of partners and have new hitter execute 2 of 4 baseline strokes successfully as above.
ACTIVITY #4
LESSON CONTENT
ROLE OF ASSISTANT
■ Students get 1 racket and 1 tennis ball each and
■ Assist students as
find partners.
needed.
■ Students play 4-point no-ad games using baseline ■ Monitor games.
strokes.
■ Provide positive
■ Partners alternate service. 1 partner drops a ball
specific feedback.
and hits (“serves”) it to other partner across cone
net zone.
■ If a player causes partner to miss or hit ball into
net or out, then he or she wins that point.
■ Continue hitting back and forth until ball is hit
out of bounds. Partners use their second ball
and repeat activity until ball is hit out of bounds.
Partners grab 2 tennis balls from floor and start
play again as above.
■ Begin new games after 1 partner reaches 4 points.
■ Students may allow ball to bounce twice before
returning it.
■ See diagrams in Lesson 1 or 2.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return rackets and balls to appropriate
boxes.
■ Students sit in a semi-circle in front of you.
■ Ask students:
■ Why do we want to keep the opponent back
at the baseline?
■ Is it hard for you when the opponent keeps
you back at your baseline? Why or why not?
■ Find a friend after school to help you practice
your tennis strokes.
4 Monitor equipment return.
■ Monitor students.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate Doubles play.
■ Apply previously learned skills in a tournament.
■ 1 racket per student
■ 30 cones
■ 1 tennis ball per pair
4 Place racket and ball boxes and cones near teacher.
Side-Slides, Regular Toss, Bounce Toss
Release Tag
(5 minutes)
ROLE OF ASSISTANT
■ Pairs stand on 1 sideline with partners facing each ■ Help students line
other 5-10 feet apart.
up.
■ Pairs begin to side-slide across gym, tossing a ball ■ Initiate
to each other. They should maintain 5-10 feet
challenges.
distance between themselves while tossing.
■ When pairs reach other side they repeat drill back
to their starting place.
■ Pairs continue back and forth across gym settling
into their own pace.
■ After sliding with tosses and catches several times,
pairs switch to bounce tosses and catches.
H Challenge: How many consecutive catches can
each student make while sliding?
H Challenge: How many consecutive bounce passes
can be made while sliding?
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(8 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ 1 corner of gym is a “Cave.” If outside, use cones
to designate cave area.
■ 3 Its try to tag other classmates.
■ When someone is tagged he or she must jog to
cave and be a “Captive.” Captives must jog in
place in cave.
■ Any player can be brave and try to release 1, 2, or
all “Captives” by running into cave and tagging
those students.
■ If “freer” is tagged while trying to free captives,
he or she becomes a captive.
■ After 3 minutes, change taggers and start game
over.
■ Assist students
with questions.
■ Make certain
“captives” are
tagged when
they are freed.
■ As captives are
released they may
be tagged again
immediately.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Tennis
8th Grade
Doubles King/Queen Court Tournament
Cool Down/Closure
(20 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ Students find partners, 1 student per pair finds 2
4 Help with grouprackets and 1 tennis ball.
ings and equipment.
■ Pairs face other pairs on either side of a tennis
court or playing space.
■ Monitor games.
■ Assist with Kings
■ Students play 3 minute no-ad games using
Court rotations.
groundstrokes and baseline strokes.
■ Students alternate service. 1 student drops a ball
and hits (“serves”) it to opponents across cone net
zone.
■ If a player causes opponents to miss or hit a ball
into net or out, then he or she wins that point for
his or her team.
■ Students do not have to alternate turns hitting
ball.
■ Students continue hitting back and forth until
ball is out of bounds. Students use their second
ball and repeat activity until ball is out of bounds.
Students grab 2 tennis balls from floor and start
play again as above.
■ Use Kings Court format with high scoring teams
moving up a court and low scoring teams moving
down a court.
■ Focus on quick transitions; 10-15 seconds then
start next game.
■ Larger classes could use 4 students per side.
(Safety awareness!)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students put equipment away.
■ Students sit in a semi-circle in front of you.
■ Ask students:
■ Where do you hit the ball so the opposing
team will miss? (To the open spaces on their
court.)
4 Help with
equipment.
■ Monitor students.
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 5
H Challenge
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 6
LESSON OUTCOMES
■
■
■
■
EQUIPMENT
Demonstrate forehand and backhand volley grips.
Execute forehand and backhand volleys in practice and modified games.
Demonstrate tennis strategies: shots to open areas, volley winners, baseline hits.
Utilize all previously learned strokes.
■ 1 racket
and ball
per student
Take Down
BEFORE CLASS SET UP
■ Sports
Jamboree
equipment
4 Place racket and ball boxes and Jamboree
equipment near teacher.
Sports Jamboree (continued)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
Sports Jamboree
■ Dribble a basketball down court and score as
many baskets as possible.
■ Dribble a soccer ball as quickly as possible back
and forth between 2 cones.
■ Toss a ball and catch it as many times as possible.
■ While each specified group number is completing
their sports skills, remainder of class keeps moving
in different ways, such as jogging, galloping, and
skipping.
■ After 30 seconds of sports skills, all students move
back to perimeter of basketball court.
■ All students return to walking around perimeter
until whistle is blown again.
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Assign students numbers 1 through 5 and instruct
them to walk around perimeter of the basketball
court or 30 X 30 field.
■ Blow a whistle and call out a number and an activity. For example, call out “5s and basketball.”
■ Students with that number run into a court and
complete a sports skill.
■ Examples of sports skills include:
■ Monitor students.
■ Keep outside students moving
■ Give positive specific feedback.
4 Set Up or Prep Duties
Tennis
Activity
☛ Cues or Key Concepts
ti
con
nu
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
INSTANT ACTIVITY
(10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
(5 minutes)
ROLE OF ASSISTANT
➜ Variation: Students may use a specific type of
locomotion to move around perimeter (shuffle,
hop, jog, etc.).
➜ Variation: Sports skills can incorporate several
types of skills (volleyball, soccer, etc.).
es
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Tennis
8th Grade
Forehand Volley Demo with Shadowing
Backhand Volley Shadowing
(3 minutes)
■
■
■
■
■
■
■
■
ACTIVITY #1
■
■
■
■
Students get 1 racket and 1 ball each.
Students stay in personal spaces.
Students use Shake Hands grip
Students follow you as you demonstrate Ready
position. (Turn your back to students.)
Ready: Feet shoulder width apart with knees
slightly bent, Weight forward on front of feet.
Students hold racket straight out in front of
shoulder with arm extended as if they were a
crossing guard holding a stop sign.
There is no wrist movement.
Student is “blocking” a ball coming towards them
in air.
Right-handed students use a cross-over step with
their left foot when blocking ball.
Power comes from back foot.
Students shadow forehand volley several times.
Students should bounce from 1 foot to other to
raise their heart rates.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
(3 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Monitor proper
technique.
■ Move students to
more open space
if necessary.
■ Use Shake Hands grip then rotate grip a quarter
turn to left so pointer finger knuckle is on top of
racket handle.
■ Students follow you as you demonstrate ready
position. (Turn your back to students.)
■ Ready: Feet shoulder width apart with knees
slightly bent, Weight forward on front of feet.
■ Right-handed students use a cross-over step with
their right foot when blocking ball.
■ There is no wrist movement.
■ Student is “blocking” a ball coming towards them
in air.
■ Power comes from back foot.
■ Ask students: Where can you hit the ball to score
more points?
■ (A.) Away from opponent.
■ Ask students: Is it easier to score points from the
baseline or the net?
■ (A.) Moving forward, from net, using volleys.
■ Students should bounce from 1 foot to other to
raise their heart rates.
■ Monitor proper
technique.
■ Move students to
more open space
if necessary.
ACTIVITY #2
LESSON CONTENT
Lesson 6
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Partner Singles
Partner Singles (continued)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students get 1 tennis ball each and find partners.
■ Partners face each other about 25-30 feet apart.
(Modify distance based on students’ abilities.) All
pairs line up in same direction for safety.
■ 1 partner drops his or her ball and serves it to
partner across cone net zone. Partners hit ball
back and forth to each other as many times as
possible allowing ball to bounce once before each
stroke. (Allow 2 bounces if needed.)
■ Students play 4 point no-ad games using groundstrokes, baseline strokes, and volleys.
■ Students hit to open spaces to win points, continue moving forward to net, and hit volley winners.
■ Students alternate service. 1 partner drops a ball
and hits (“serves”) it to other partner across cone
net zone.
■ If a player causes partner to miss or hit ball into
the net, or out, then he/she wins that point.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
■ Partners play until 1 of them scores 4 points.
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
■ Help students
with format.
■ Provide specific
positive and corrective feedback.
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #3
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
tin
ue
s
ACTIVITY #3
(6 minutes)
Ac
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
ty
ti vi
co
➜ Variation
n
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Tennis
8th Grade
Partner Tosser/Hitter Forehand Backhand Volleys
Cool Down/Closure
(5 minutes)
■ Same partners, format, and positions as Activity
■ Assist students as
#3 above.
needed.
■ 1 partner (Tosser) throws or hits a ball over cone
■ Monitor students.
net zone. Other partner (Hitter) hits volleys.
■ Partners repeat with second ball, then grab 2 balls
from floor and repeat 2 more times.
■ Object is for hitter to execute 2 of 4 forehand volleys and 2 of 4 backhand volleys successfully.
■ Switch roles of partners and have new hitter execute 2 of 4 volleys successfully as above.
Singles Game
(6 minutes)
ROLE OF ASSISTANT
■ Continue singles game from Activity # 3.
■ Give positive
specific feedback.
■ Monitor games.
ACTIVITY #5
LESSON CONTENT
4 Set Up or Prep Duties
(3 minutes)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students put equipment away.
4 Help clean up
equipment.
■ Students sit in a semi-circle in front of you.
■
Monitor
■ Ask students:
stretching.
■ After you move up to make a shot, is it easier
to score points moving backward toward baseline or moving forward, continuing toward
net?
■ Find a friend after school and practice moving
towards net and hitting volleys.
COOL DOWN/CLOSURE
ACTIVITY #4
LESSON CONTENT
Lesson 6
H Challenge
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate the Back Scratch serve.
■ Participate in a modified singles game utilizing Back Scratch serve.
■ Participate in a modified singles game utilizing all previously
learned strokes and strategies.
■ 1 racket and ball
per student
■ CD player and CD
■ 30 cones
4 Set out racket and ball boxes, cones, and CD player
near teacher.
Triangle Tag
Fitness Scavenger Hunt
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Maintain groups of 4. Each squad receives a
“Squad Leader Challenge” task card.
■ Students take turns acting as Squad Leader.
■ Once a task is completed, a new squad leader
reads next task.
■ Squads will perform in different areas based on
order of tasks.
■ Squads start over if they complete all tasks before
other groups.
■ Help students
form groups.
■ Participate with
several groups as
you supervise.
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Allow squads, with your guidance (provide specific options that students choose from) to
develop their own routines.
➜ Variation: Add softball moves to create a SB Fitness Scavenger Hunt.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Tennis
8th Grade
Back Scratch Serve
Partner Singles (continued)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ All students get a racket and 1 ball.
■ Students face front of gym, toward you, with
Shake Hand Grip.
■ Students turn body so non-dominant shoulder is
toward.
■ Students’ feet are shoulder width apart.
■ Students watch your demonstration. (Turn your
back to students.)
■ Bring racket back then put racket head behind
your back, as if scratching it.
■ Pretend to toss ball up in air with other hand.
■ Look up at “ball,” turn body toward front while
extending racket head up to hit “ball” at its highest point.
■ Follow through with racket.
■ Students shadow Back Scratch serve several times.
■ Monitor proper
technique.
■ Move students to
more open space
if necessary.
■ Give positive
specific skill feedback.
■ Hit shots, continue moving forward to net, hit
volley winners.
■ Students alternate service. Use Back Scratch
serves during games. (If MVPA greatly decreases
due to Back Scratch serve, students may use drop
ball and hit serve.)
■ If a player causes partner to miss or hit ball into
the net, or out, then he/she wins that point.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
■ Partners play until 1 of them scores 4 points.
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
■ X
ACTIVITY #2
ACTIVITY #1
(3 minutes)
Partner Singles
(10 minutes)
ROLE OF ASSISTANT
■ Students get 1 tennis ball each and find partners.
■ Partners face each other about 25-30 feet apart.
(Modify distance based on students’ abilities.) All
pairs line up in same direction for safety.
■ 1 partner drops his or her ball and serves it to
partner across cone net zone. Partners hit ball
back and forth to each other as many times as
possible allowing ball to bounce once before each
stroke. (Allow 2 bounces if needed.)
■ Students play 4 point no-ad games using groundstrokes, baseline strokes, and volleys.
■ Students hit to open spaces to win points, continue moving forward to net, and hit volley winners.
■ Assist students
with format.
■ Provide specific
positive and corrective feedback.
ue
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
s
LESSON CONTENT
tin
ACTIVITY #2
Lesson 7
y
i vit
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Back Scratch Serve Practice
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Switch roles of partners and have the new hitter
execute 2 of 4 Back Scratch serves successfully as
above.
■ Same partners, format, and positions as Activity
#2 above.
■ 1 partner makes 2 Back Scratch serve with 2 balls
over cone net zone.
■ Partner retrieves balls and returns them to server.
Server makes 2 more serves.
■ Object is for hitter to execute 2 of 4 Back Scratch
serves successfully.
■ Switch roles of partners and have new hitter
execute 2 of 4 Back Scratch serves successfully as
above.
■ Provide positive
specific and corrective feedback.
■ Students return equipment.
■ Students sit in a semi-circle in front of you.
■ Ask students:
■ Was the hardest part of the serve striking the
ball at its highest point?
■ If so, what can you do to make it easier?
■ Practice Back Scratch serve after school.
4 Help clean up
equipment.
■ Keep students on
task.
COOL DOWN/CLOSURE
ACTIVITY #3
(4 minutes)
Partner Singles
ACTIVITY #4
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Continue Activity #2 singles game with Back
Scratch serves.
■ Monitor students.
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW.
■ Participate in King/Queen Court Singles Tournament.
■ FLOW equipment
■ 30 cones
■ 1 racket and ball per
student
4 Set up FLOW equipment.
4 Place racket and ball boxes and cones near teacher.
Flash Tag
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ FLOW
4 Help with equipment.
■ Encourage participation.
■ Oversee stations
that need most
supervision.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
➜ Variation: Students run.
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Tennis
8th Grade
Singles- King/Queen Court Tournament
Singles- King/Queen Court Tournament
(continued)
■ Students get 1 tennis ball each and find partners.
■ Partners face each other about 25-30 feet apart.
(Modify distance based on students’ abilities.) All
pairs line up in same direction for safety.
■ 1 partner drops his or her ball and serves it to
partner across cone net zone. Partners hit ball
back and forth to each other as many times as
possible allowing ball to bounce once before each
stroke. (Allow 2 bounces if needed.)
■ Students play 4 point no-ad games using groundstrokes, baseline strokes, and volleys.
■ Students hit to open spaces to win points, continue moving forward to net, and hit volley winners.
■ Hit shots, continue moving forward to net, hit
volley winners.
■ Students alternate service. Use Back Scratch
serves during games. (If MVPA greatly decreases
due to Back Scratch serve, students may use drop
ball and hit serve.)
■ If a player causes partner to miss or hit ball into
the net, or out, then he/she wins that point.
■ After ball is hit out of playing area partners use
second ball and repeat activity.
■ After second ball is lost partners grab 2 tennis
balls from floor and continue as above.
■ Partners play until 1 of them scores 4 points.
■ Use “Kings Court” format with high scoring student moving up a court and low scoring student
moving down a court. (On your signal.)
■ Xs are partners hitting across “courts” to each
other.
■ < >s are cones creating a net zone for all partner
groups.
■ (25-30 feet between partners X 1 to X 1, etc.)
■ Assist students
with format.
■ Provide specific
positive and corrective feedback.
☛ Cues or Key Concepts
LESSON CONTENT
ROLE OF ASSISTANT
■ If classes are large---divide area in half and take
out cone net zone. See diagram below:
Cool Down/Closure
(3 minutes)
v
c
ity
on
➜ Variation
COOL DOWN/CLOSURE
ue
s
LESSON CONTENT
Acti
4 Set Up or Prep Duties
(16 minutes)
ACTIVITY #1
ROLE OF ASSISTANT
tin
ACTIVITY #1
(16 minutes)
LESSON CONTENT
Lesson 8
H Challenge
ROLE OF ASSISTANT
■ Students return equipment.
4 Help clean up
equipment.
■ Students sit in a semi-circle in front of you.
■
Keep students on
■ Ask students:
task.
■ How did you do in your game using all components of tennis?
■ What was the most difficult component?
■ Practice tennis with a friend at home.
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Participate in modified Doubles play.
■ 1 racket and ball per
student
■ 4 noodles
■ CD player and CD
BEFORE CLASS SET UP
■ 30 cones
■ Race Track Fitness
task cards
4 Place racket and ball boxes, cones, noodles, task cards,
and CD player near teacher.
Heart Alert
Race Track Fitness
(6 minutes)
ROLE OF ASSISTANT
■ Give 4 students short noodles with heart attack
■ Monitor game.
risk factors taped to them:
■ Keep students
■ Smoking
walking if tired.
■ Overweight
■ Change noodles
periodically.
■ Lack of exercise
■ Fatty foods
■ Students with noodles tag others. If tagged, students freeze and yell “Heart Alert!”
■ Free students find frozen students and perform 5
jumping jacks together; there are no tag backs for
frozen student or student freeing him or her.
■ Rescued students return to game.
■ Return noodles to sideline.
➜ Variation: Students saving others may be tagged
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(10 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find new partners. Partner 1 jogs, Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
4 Play music while
students race for
45 seconds. Students rotate for 5
seconds.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Tennis
8th Grade
Doubles
Cool Down/Closure
(20 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 student per pair finds 2
rackets and 1 tennis ball.
■ Pairs face other pairs on either side of a tennis
court or playing space.
■ Students play 3 minute no-ad games using all
strokes and strategies.
■ Students use regular service format. Students
can only score points if they are on serving team.
Serving student continues to serve until he or she
loses serve through team error. If serving team
makes an error, then serve, (not point), goes to
opposing team.
■ All students should have a serving turn before
first server has second turn.
■ Use Back Scratch serves during games. (If MVPA
greatly decreases due to Back Scratch serve, students may drop ball and hit serve.)
■ Students do not have to alternate turns hitting
ball.
■ Students continue hitting back and forth until
ball is out of bounds. Students use their second
ball and repeat activity until ball is out of bounds.
Students grab 2 tennis balls from floor and start
play again as above.
■ Focus on quick transitions; 10-15 seconds then
start next game.
■ Larger classes could use 4 students per side.
(Safety awareness!)
4 Assist with grouping and equipment.
■ Monitor games.
■ Assist with
rotations
■ Students return equipment.
■ Students sit in a semi-circle facing you.
■ Ask students:
■ What was the hardest shot placement for you
to defend?
■ Practice tennis with a friend at home.
4 Help clean up
equipment.
■ Keep students on
task.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 9
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Tennis
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in modified Doubles play.
■ Use King/Queen Court Tournament format.
■ 1 racket and ball
per student
■ 30 cones
4 Place racket and ball boxes and cones near teacher.
Side-Slides, Regular Toss, Bounce Toss
Release Tag
(5 minutes)
ROLE OF ASSISTANT
■ Pairs stand on 1 sideline with partners facing each ■ Help students line
other 5-10 feet apart.
up.
■ Pairs begin to side-slide across gym, tossing a ball ■ Initiate
to each other. They should maintain 5-10 feet
challenges.
distance between themselves while tossing.
■ When pairs reach other side they repeat drill back
to their starting place.
■ Pairs continue back and forth across gym settling
into their own pace.
■ After sliding with tosses and catches several times,
pairs switch to bounce tosses and catches.
H Challenge: How many consecutive catches can
each student make while sliding?
H Challenge: How many consecutive bounce passes
can be made while sliding?
4 Set Up or Prep Duties
Tennis
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(8 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ 1 corner of gym is a “Cave.” If outside, use cones
to designate cave area.
■ 3 Its try to tag other classmates.
■ When someone is tagged he or she must jog to
cave and be a “Captive.” Captives must jog in
place in cave.
■ Any player can be brave and try to release 1, 2, or
all “Captives” by running into cave and tagging
those students.
■ If “freer” is tagged while trying to free captives,
he or she becomes a captive.
■ After 3 minutes, change taggers and start game
over.
■ Assist students
with questions.
■ Make certain
“captives” are
tagged when
they are freed.
■ As captives are
released they may
be tagged again
immediately.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Tennis
8th Grade
Doubles
King/Queen Court Tournament
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 student per pair finds 2
rackets and 1 tennis ball.
■ Pairs face other pairs on either side of a tennis
court or playing space.
■ Students play 3 minute no-ad games using all
strokes and strategies.
■ Students use regular service format. Students
can only score points if they are on serving team.
Serving student continues to serve until he or she
loses serve through team error. If serving team
makes an error, then serve, (not point), goes to
opposing team.
■ All students should have a serving turn before
first server has second turn.
■ Use Back Scratch serves during games. (If MVPA
greatly decreases due to Back Scratch serve, students may drop ball and hit serve.)
■ Students do not have to alternate turns hitting
ball.
■ Students continue hitting back and forth until
ball is out of bounds. Students use their second
ball and repeat activity until ball is out of bounds.
Students grab 2 tennis balls from floor and start
play again as above.
■ Focus on quick transitions; 10-15 seconds then
start next game.
■ Larger classes could use 4 students per side.
(Safety awareness!)
4 Assist with grouping and equipment.
■ Monitor games.
■ Assist with rotations.
☛ Cues or Key Concepts
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return equipment.
■ Students sit in a semi-circle facing you.
■ Ask students
■ Which did you enjoy more, singles or doubles?
Why?
■ Which was more difficult to play? Why?
■ Practice tennis with a friend at home.
4 Assist with
equipment.
■ Keep students
on task.
COOL DOWN/CLOSURE
ACTIVITY #1
(25 minutes)
4 Set Up or Prep Duties
Lesson 10
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate the correct use of forehand and backhand
grips when holding the racket.
■ Demonstrate teamwork and cooperative skill building.
■ 1 racket and
shuttlecock per
student
■ Nets
BEFORE CLASS SET UP
■ Task cards
4 Remove shuttlecocks from containers and have them
available for distribution along with rackets.
4 Set up nets if possible.
Squad Leader Challenges
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 racket per student and 1 4 Distribute rackets
shuttlecock per pair.
and shuttlecocks.
■ Students find space or go to a grid and hit to each ■ Provide instrucother.
tions after
students have
equipment.
■ Ensure that students are spaced
properly.
4 Set up for HRPA.
HEALTH RELATED PHYSICAL ACTIVITY
Hitting
(5-10 minutes)
(10-12 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Each squad is given a “Squad Leader Challenge”
task card.
■ Students in each squad take turns acting as squad
leader.
■ Squad leader reads instructions from card. Once
a task is completed, a new squad leader reads
next task.
■ If a squad completes all tasks before other groups
finish, instruct squad to start over.
4 Place Squad Leader cards on cones
around boundary
lines.
■ Explain rules.
■ Monitor students.
4 Play music for
1 minute with
30-45 second
breaks.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place rackets and shuttlecocks on perimeter and report quickly to you.
■ On “Go” students form groups of 4.
4 Help with
equipment.
■ Help students
form groups.
■ Students help put HRPA equipment to side.
■ Students gather their rackets and shuttlecocks.
■ Students form groups of 3.
■ Help students
form groups.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Badminton
8th Grade
Triangle Game
Forehand and Backhand Grips (continued)
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ 2 groups of 3 students compete against each
other in a 20 X 40 foot grid.
■ Using 1 shuttlecock, teams play against each other
by hitting shuttlecock to other side of grid.
■ Each team stands in a triangle pattern.
■ Shuttlecock is served and students play out point.
■ 1 point is awarded if shuttlecock hits ground on
opponent’s side.
■ Alternate serving teams. A different student
serves each time.
■ Play until 1 team accumulates 7 points or until
you give a signal to end game.
■ Students must rotate position in their triangle
after every point.
H Challenge: How many points can each team
score?
H Challenge: How many games can each team win?
4 Explain activity.
■ Set up 20 X 40
foot grids using
cones.
■ Assign each
group of 3 to play
against other
groups of 3.
■ Monitor game
for accurate score
keeping.
☛ Backhand Grip: Start with racket head in vertical
position, Place thumb on fat part of grip in an
upward position, Wrap other fingers around grip.
■ Students form a seated or standing semi-circle
around you to watch demonstration.
■ After demonstration, students practice grips together using rackets.
■ Assess students’ grip techniques by calling out a
type of grip and monitoring students’ ability to
grip their rackets correctly.
Forehand and Backhand Grips
4 Distribute
equipment.
■ Monitor discipline
and cooperation.
■ Assist with grip
techniques.
ue
tin
Act
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
Wall Hitting Drill
(5 minutes)
ACTIVITY #3
ROLE OF ASSISTANT
☛ Forehand Grip: Start with racket head in vertical
position, Grip racket as if you were shaking hands
with it, Wrap index finger around racket at a
45-degree angle.
s
ACTIVITY #2
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #2
ACTIVITY #1
(6 minutes)
4 Set Up or Prep Duties
Lesson 1
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Each student locates a space along gymnasium
wall to practice wall hitting.
■ Starting with a forehand grip, student hit a
shuttlecock against wall continuously.
■ Students switch to a backhand grip after 2 and
a half minutes and continue practicing hitting
against wall.
■ Explain drill.
■ Space students
properly.
■ Assist with quality
control.
■ Provide positive
feedback.
Italics indicate the teacher speaking directly to the student.
Wall Hitting Game in Pairs
Cool Down/Closure
(5 minutes)
(1 minute)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Partners hit a shuttlecock against wall, alternating
hits. They should use both forehand and backhand grips.
H Challenge: Each student counts how many consecutive hits they have with their partners.
■ Explain game.
■ Monitor quality
control.
■ Provide positive
feedback.
■ Keep proper
spacing.
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why is it important to use the thumb on the
backhand grip?
■ Why did you learn how to grip the racket correctly first in this lesson?
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
ACTIVITY #4
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review and demonstrate the forehand and
backhand grips.
■ Demonstrate backhand serving skills.
■ 2 shuttlecocks per student ■ 1 badminton racquet
per student
■ 1-3 noodles per grid
■ 4 cones per grid
■ Nets
4
4
4
4
Olympic Countries Tag
(10 minutes)
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 groups of 3 students compete against each
■ Explain activity.
other in a 20 X 40 foot grid.
■ Help students
■ Using 1 shuttlecock, teams play against each other
form groups.
by hitting shuttlecock to other side of grid.
4 Distribute shuttlecocks and rackets.
■ Monitor game
for accurate score
keeping.
HEALTH RELATED PHYSICAL ACTIVITY
Triangle Game
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students spread out between cones.
■ Select 1 student to be a tagger. Tagger begins
game by standing in middle of gym holding a
noodle.
■ Tagger runs toward other students trying to tag
them with a noodle.
■ If a student is tagged, he or she must name a
country within 4 seconds. If he or she cannot
name another country, then that student becomes
new tagger.
■ To make game more challenging, add 2 or 3 taggers.
4 Set up 20 x 20
grids using cones.
■ Explain the directions.
4 Distribute 1
noodle to each
tagger.
■ Monitor the time
it takes tagged
students to name
a country.
Transition
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place rackets and shuttlecocks outside
perimeter then spread out.
4 Distribute
noodles.
■ Students quickly pick up their rackets and shuttlecocks and gather around you for instruction.
4 Collect noodles.
4 Distribute shuttlecocks and rackets.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Set up cones for HRPA and game.
Remove shuttlecocks from tubes for easy distribution.
Set up 20 X 40 foot grids using cones.
Set up nets if possible.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Badminton
8th Grade
Backhand Serving
Transition
LESSON CONTENT
ROLE OF ASSISTANT
☛ Backhand Serve: Stand with feet spread apart
and lead foot slightly forward, Pinch skirt of
shuttlecock with thumb and index finger of nondominant hand at waist height and extend dominant hand’s arm in front of body, Hold racket in
dominant hand with thumb pointing upward on
grip, Turn thumb downward while holding racket,
Place shuttlecock slightly in front of t racket
head, Let go of shuttlecock and push racket head
forward using thumb, Make sure racket head is
below waist when hitting.
■ Students form a seated or standing semi-circle
around you to watch demonstration.
■ Select a student to assist with demonstration.
■ After demonstration, students practice serving
motion first without rackets then with them.
■ Provide
instructions.
■ Demonstrate
serving skills.
■ Assist with discipline and cooperation.
■ Help students
with verbal cues.
TRANSITION
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find open areas or go to assigned grids.
■ Students find partners and stand facing them
about 12 feet apart.
■ Help students
find partners.
■ Assist with grid
assignments.
4 Pass out 2 shuttlecocks and 1 racket
per student.
Short and Long Serve Drill
(5 minutes)
ACTIVITY #2
ACTIVITY #1
Lesson 2
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice serving to each other using 2
shuttlecocks.
■ Server hits first shuttlecock short (approximately 6
feet) and second shuttlecock long (approximately
12 feet).
■ After server has hit both shuttlecocks, partners
switch sides. Original receiving student picks up
shuttlecocks while switching sides and becomes
new server.
■ Play continues until you signal for game to end.
■ Explain drill.
■ Space students
properly.
■ Provide positive
feedback.
TRANSITION
Transition
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students Form groups of 3.
■ Help students
form groups.
Italics indicate the teacher speaking directly to the student.
Triangle Game
Cool Down/Closure
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 groups of 3 students compete against each
other in a 20 X 40 foot grid.
■ Using 1 shuttlecock, teams play against each other
by hitting shuttlecock to other side of grid.
■ Each team stands in a triangle pattern.
■ Shuttlecock is served and students play out point.
■ 1 point is awarded if shuttlecock hits ground on
opponent’s side.
■ Alternate serving teams. A different student
serves each time.
■ Play until 1 team accumulates 7 points or until
you give a signal to end game.
■ Students must rotate position in their triangle
after every point.
H Challenge: How many points can each team
score?
H Challenge: How many games can each team win?
■ Explain activity.
4 Set up 20 X 40
foot grids using
cones.
■ Assign each
group of 3 to play
against other
groups of 3.
■ Monitor game
for accurate score
keeping.
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the techniques used in serving?
■ Practice serving in front of a mirror at home.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(10-12 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Review and demonstrate grips and serving techniques.
■ Demonstrate forehand drives skills.
■ 1 racket and
1 shuttlecock
per student
■ Noodles
BEFORE CLASS SET UP
■ Cones
■ Nets
4
4
4
4
Set up cones for HRPA and game.
Remove shuttlecocks from tubes for easy distribution.
Set up grids.
Set up nets if possible.
French Fry Tag
INSTANT ACTIVITY
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 racket and 1 shuttlecock
per student.
■ Pairs practice serving and hitting to each other.
4 Distribute
equipment.
■ Provide instructions.
■ Ensure that
students are
spaced properly.
HEALTH RELATED PHYSICAL ACTIVITY
Serving and Hitting
(5-7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of the full basketball court, or half-court for a small class.
■ 2-4 students are given a noodle; these students
are French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together, neither person can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Set up play area
using cones.
■ Explain the
activity.
■ Choose the
taggers.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students place rackets and shuttlecocks outside
perimeter then spread out.
4 Distribute
noodles.
■ Students quickly pick up their rackets and shuttlecocks and gather around you for instructions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Badminton
8th Grade
Transition
ACTIVITY #1
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
☛ Forehand Drive – Horizontal Hits: Spread feet
apart and place lead foot slightly forward, Use
forehand grip, Hold racket in front of body at
face level, Hold grip loosely until striking shuttlecock then grab it tightly (this will cause wrist to
snap into stroke), Always have racket up.
■ Students sit in a semi-circle around you to watch
demonstration.
■ Select a student to demonstrate forehand drive
technique.
■ Assist with instruction.
■ Explain the activity
4 Set-up grids
20’x40’ using
cones
■ Assign each
group of 3 to play
against another
group of 3
■ Monitor the
game for accurate
score keeping
TRANSITION
Drives
ROLE OF ASSISTANT
■ Students find partners, stand facing each other
about 12 feet apart, and begin hitting drives.
■ Help students
find partners.
ROLE OF ASSISTANT
■ Students form groups of 3.
■ Help students
form groups.
(10-12 minutes)
ACTIVITY #3
LESSON CONTENT
LESSON CONTENT
Triangle Game
Transition
TRANSITION
Lesson 3
Forehand Drive Drill
LESSON CONTENT
ROLE OF ASSISTANT
■ Students practice hitting drives during game play.
■ 2 groups of 3 students compete against each
other in a 20 X 40 foot grid.
■ Using 1 shuttlecock, teams play against each other
by hitting shuttlecock to other side of grid.
■ Each team stands in a triangle pattern.
■ Shuttlecock is served and students play out point.
■ 1 point is awarded if shuttlecock hits ground on
opponent’s side.
■ Alternate serving teams. A different student
serves each time.
■ Play until 1 team accumulates 7 points or until
you give a signal to end game.
■ Students must rotate position in their triangle
after every point.
H Challenge: How many points can each team
score?
H Challenge: How many games can each team win?
■ Explain activity.
4 Set up 20 X 40
foot grids using
cones.
■ Assign each
group of 3 to play
against other
groups of 3.
■ Monitor game
for accurate score
keeping.
ACTIVITY #2
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ 1 student in each pair begins drill with a forehand
drive serve.
■ Shuttlecock is driven back and forth between
partners using a forehand drive serve and grip.
■ Explain drill.
■ Space students
properly.
■ Assist with quality
control.
■ Provide positive
feedback.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are some important points of the forehand drive shot?
■ Why is it important to focus on the shuttlecock?
■ Find a friend and practice the forehand drive skill
after school.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate grip, serving, and forehand drive skills.
■ Demonstrate backhand drive skills.
■ 1 racket per student ■ 1 shuttlecock per pair
■ Cones
■ Nets
4 Set up cones for HRPA and game.
4 Remove shuttlecocks from tubes for easy distribution.
4 Set up nets if possible.
Forehand Drives
Partner Tag
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students pair up after entering gymnasium, 1
racket per student, 1 shuttlecock per pair.
■ Pairs hit forehand drives to each other.
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
■ Play area is a confined space so movement is
difficult. (e.g., half of a basketball court for 60
students.)
■ Object of game: for each student to tag their
partner.
■ Once students find a partner they must decide
who will be "it" first.
■ The student who is “it” temporarily stands outside boundaries.
■ On your signal, "its" move inside the boundaries
and begin chasing their partners
■ Only speed walking allowed, no running
■ If tagged, a student must spin around 3 times and
then chases partner.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Explain activity
as needed.
■ Monitor the
game.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5-10 minutes)
Transition
ROLE OF ASSISTANT
■ Students place equipment around perimeter and
quickly gather around you for instructions.
4 Set Up or Prep Duties
Badminton
Transition
TRANSITION
TRANSITION
LESSON CONTENT
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly pick up equipment and gather
around you for instructions.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Badminton
8th Grade
Backhand Drive
Backhand Drive
(3 minutes)
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ See Appendix C for skills)
☛ Backhand Drive – Horizontal Hits: Spread feet
apart and place lead foot slightly forward with
knees slightly bent, Hold racket in front of body
with backhand grip at face level (“thumb up”),
Hold grip loosely until striking shuttlecock then
grab it (this will cause wrist to snap into stroke),
Always have racket up.
■ Students are seated in a semi-circle around you
during skill demonstration.
■ Select a student to demonstrate backhand drive
skill.
■ After demonstration, students stand and perform
skill.
■ Monitor discipline
and cooperation.
■ Assist students
with verbal cues.
■ Assist students
with directions.
■ Demonstrate
serving skills.
■ Walk area to
provide feedback.
■ Partners stand facing each other about 12 feet
apart.
■ 1 student serves to begin game.
■ Shuttlecock is driven back and forth using a backhand drive and grip.
■ Explain drill.
4 Distribute equipment as needed.
■ Space students
properly.
■ Assist with quality
control.
■ Provide positive
feedback.
ACTIVITY #2
LESSON CONTENT
Transition
TRANSITION
ACTIVITY #1
Lesson 4
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4.
■ Help students
form groups.
■ Assign grids or
play areas.
Backhand Drive Game
(10-15 minutes)
ROLE OF ASSISTANT
■ Students pair up.
■ Help students
find partners.
■ Assign grids or
play areas.
TRANSITION
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #3
Transition
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Use same set-up but with 2 students on each side
of net.
■ Students stand facing each other about 12 feet
apart.
■ 1 student serves to begin game.
■ Shuttlecock is driven back and forth using a backhand drive and grip only.
■ A point is awarded if an opponent does not hit
shuttlecock back.
■ Students continue to play until 1 pair accumulates
15 points, or until you signal to end game.
■ Teams rotate every 2-3 minutes.
H Challenge: How many drives can each student hit
back?
H Challenge: How many games can each pair win?
■ Explain game.
■ Monitor quality
control.
■ Provide positive
feedback.
■ Keep proper spacing.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are some important points of the
backhand drive shot?
■ Why is it important to focus on the
shuttlecock?
■ Find a friend and practice the backhand drive skill
after school.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion
questions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate FLOW activities.
■ Demonstrate doubles play knowledge.
■ FLOW
■ Cones
BEFORE CLASS SET UP
■ Shuttlecocks
4
4
4
4
Set up FLOW equipment around perimeter.
Remove shuttlecocks from tubes for easy distribution.
Set up 1 coned court for every 4 students.
Set up nets if possible.
FLOW
INSTANT ACTIVITY
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 racket per student,
1 shuttlecock per group.
■ Students report to grids or play areas and practice
drives and prior lesson skills.
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
HEALTH RELATED PHYSICAL ACTIVITY
Drive Practice
(15-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
■ See appendix for instructions.
■ Help organize
groups.
■ Explain activity
as needed.
4 Set up and adjust
equipment as
needed.
■ Demonstrate
activity to
students.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place rackets down and go to a FLOW
station.
■ Help with
stations.
■ Students set aside FLOW equipment and gather
around you for instruction.
■ Students find partners.
■ Help students
find partners.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Transition
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Badminton
8th Grade
Doubles Rules
Cool Down/Closure
(3 minutes)
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ 2 pairs play against each other and are on opposite sides of net.
■ 1 partners tosses a shuttlecock in air and lets it
drop to ground. Team that tip of t shuttlecock
points closest to will serve first.
■ Partners start by standing side by side.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
4 Set up a 30 foot X
30 foot area using
cones.
4 Distribute shuttlecocks and rackets.
■ Explain activity as
needed.
■ Students return equipment.
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What is the purpose for doing the FLOW
activities?
■ Tell and show your parents and friends about
FLOW and demonstrate some of the activities to
them.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 5
Doubles
(12 minutes)
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
■ Pairs go to assigned courts.
■ Help organize
pairs.
■ Students play game to 21 or until you signal to
end game.
■ Monitor games.
■ If there are extra students, they can play in groups ■ Encourage
of 3.
students.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate grip, serve, and forehand and backhand drive skills.
■ Demonstrate hitting forehand clear skills.
■ Demonstrate doubles play understanding.
■ Cones
■ Shuttlecocks
BEFORE CLASS SET UP
■ 1 racket per
student
■ Noodles
4
4
4
4
4
Turtle vs. Rabbit Tag
(5-10 minutes)
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students finds partners, 1 racket and 1 shuttlecock 4 Distribute
per student, and hit back and forth.
equipment.
■ Provide
instructions.
■ Ensure that students are spaced
properly.
HEALTH RELATED PHYSICAL ACTIVITY
Hitting
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students spread out between cones.
■ 3 students are selected to be taggers (Turtles) and
start in middle of grid.
■ Turtles must always lunge when moving. Other
students are Rabbits and must always hop with
both feet when moving.
■ If Rabbit is tagged with the noodle, he or she is a
new Turtle and must lunge at Rabbits.
■ Play game until there are no Rabbits left.
4 Set up grids using
cones.
4 Distribute
noodles.
■ Explain activity.
➜ Variation: Use more taggers on larger grids.
Transition
Transition
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place equipment around perimeter and
quickly gather around you for instructions.
4 Help with
equipment.
■ Students quickly divide themselves into groups of
3, 1 racket per student.
■ Help students
form groups.
4 Help with
equipment.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
Remove shuttlecocks from tubes.
Have rackets ready to distribute.
Set up cones in grids for HRPA.
Set up court for doubles play.
Set up nets if needed.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Badminton
8th Grade
Forehand Clears
Lesson 6
Forehand Clears Drill
(3 minutes)
(5 minutes)
LESSON CONTENT
(See Appendix D for skill):
☛ Hitting Forehand Clears: Step forward with lead
foot, Move racket above head, Racket face should
be angled 45 degrees or more, Snap wrist before
hitting shuttlecock.
■ Students are seated in a semi-circle around you
during demonstration.
■ Select a student to demonstrate forehand clear
skills.
■ After demonstration, students stand and perform
forehand clear on your signal.
■ Monitor discipline
problems.
■ Assist students
with verbal cues.
■ Help students
with directions.
■ Demonstrate skills
if needed.
■ Explain
significance of
wrist snap.
■ Students find partners and space on gym floor.
■ Provide feedback.
■ Each pair practices hitting forehand clears to each
other.
H Challenge: How many forehand clears can be
made in a row?
H Challenge: How many times can shuttlecock be hit
in 1 minute?
ACTIVITY #2
ROLE OF ASSISTANT
ROLE OF ASSISTANT
Transition
TRANSITION
ACTIVITY #1
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners form groups of 4 play 2-on-2.
■ Help students
form groups.
4 Set up 30 X 30
foot courts.
Doubles
TRANSITION
ACTIVITY #3
(15 minutes)
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Help students
find partners.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams go to assigned courts.
■ Games starts with toss of a shuttlecock to determine which team serves first.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
■ Help organize
teams on courts.
■ Monitor games.
■ Encourage students.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(3-5 minutes)
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why is the racket angled at 45 degrees or
higher when you hit the ball?
■ Why is it important to step into your hit?
■ Find someone to hit with you at home.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate grip, serve, forehand clear, and forehand and
backhand drive skills.
■ Demonstrate backhand clear skills.
■ Cones
■ Shuttlecocks
BEFORE CLASS SET UP
■ 1 racket per
student
■ Noodles
4
4
4
4
4
Forehand Clears
French Fry Tag
(5-7 minutes)
ROLE OF ASSISTANT
■ Students find partners, 1 racket and 1 shuttlecock
per student , and practice forehand clears.
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
INSTANT ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of the full basketball court, or half-court for a small class.
■ 2-4 students are given a noodle; these students
are French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together, neither person can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Set up play area
using cones.
■ Explain the
activity.
■ Choose the
taggers.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students place equipment around perimeter and
quickly gather around you for instructions.
4 Make sure
equipment is not
in play area.
Badminton
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
TRANSITION
TRANSITION
Transition
4 Set Up or Prep Duties
Have shuttlecocks out of tubes.
Have rackets ready to distribute.
Set up cones in grids for HRPA.
Set up court for doubles play.
Set up nets.
H Challenge
ROLE OF ASSISTANT
■ Students quickly pick up their rackets and shuttlecocks and gather around you for instructions.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Badminton
8th Grade
Backhand Clears
Backhand Clears Drill
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
(See Appendix D for skills)
☛ Hitting Backhand Clears: Plant feet firmly before
hitting shuttlecock, Place thumb in “up” position
on grip when hitting shuttlecock.
☛ Overhead Backhand Clears: Start with racket head
pointing toward ceiling with elbow above shoulder, Bend arm at elbow with racket face angled
45 degrees or more, Strike shuttlecock. Follow
through by pushing with thumb (this will cause
wrist to snap for more power).
☛ Below Waist Backhand Clears: Move arm toward
shuttlecock with an upward motion and push
with thumb on contact, Contact shuttlecock front
of body.
■ Students are seated in a semi-circle around you
during demonstration.
■ Select a student to demonstrate backhand and
overhead clear skills.
■ After demonstration, students stand and perform
motions.
■ Assist students
with verbal cues.
■ Assist students
with directions.
■ Demonstrate skills
if needed.
■ Explain
significance of
wrist snap.
ACTIVITY #2
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and space on gym floor.
■ Partners serve and practice hitting backhand
clears to each other.
H Challenge: How many overhead backhand clears
can each student hit consecutively?
H Challenge: How many below waist backhand
clears can each student hit consecutively?
■ Provide feedback.
Doubles
(15 minutes)
ACTIVITY #3
ACTIVITY #1
Lesson 7
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams go to assigned courts.
■ Games starts with toss of a shuttlecock to determine which team serves first.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
■ Help organize
teams on courts.
■ Monitor games.
■ Encourage
students.
Cool Down/Closure
COOL DOWN/CLOSURE
(1 minute)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why is the racket angled at 45 degrees or
higher?
■ Why is it important to use your thumb?
■ Practice the backhand strokes with a shuttlecock
on a wall after school with a friend.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate grip, serve, forehand and backhand clears, and
forehand and backhand drive skills.
■ Demonstrate drop shot skills.
■ Demonstrate teamwork and cooperative skill building.
■ Demonstrate doubles play.
■ Cones
■ Shuttlecocks
BEFORE CLASS SET UP
■ 1 racket per
student
■ Hula hoops
4
4
4
4
Backhand Clears
Triangle Tag
(5-10 minutes)
(5-7 minutes)
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
Badminton
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
4 Explain activity.
4 Set up 20 X 40
foot grids using
cones.
■ Assign each
group of 3 to play
against other
groups of 3.
■ Monitor game
for accurate score
keeping.
HEALTH RELATED PHYSICAL ACTIVITY
■ Students find partners and space on the gym
floor, 1 racket per student and 1shuttlecock per
pair.
■ Partners hit backhand clears to each other.
LESSON CONTENT
■ 2 groups of 3 students compete against each
other in a 20 X 40 foot grid.
■ Using 1 shuttlecock, teams play against each other
by hitting shuttlecock to other side of grid.
■ Each team stands in a triangle pattern.
■ Shuttlecock is served and students play out point.
■ 1 point is awarded if shuttlecock hits ground on
opponent’s side.
■ Alternate serving teams. A different student
serves each time.
■ Play until 1 team accumulates 7 points or until
you give a signal to end game.
■ Students must rotate position in their triangle
after every point.
H Challenge: How many points can each team
score?
H Challenge: How many games can each team win?
TRANSITION
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
4 Set Up or Prep Duties
Have shuttlecocks out of tubes.
Have rackets ready to distribute.
Set up cones in grids for HRPA.
Set up courts for doubles games.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students quickly gather around you for
instruction.
■ Assist with
instruction.
H Challenge
Transition
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Badminton
ACTIVITY #1
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
(See Appendix E for skills)
☛ Baseline Drop Shots (Shots from backcourt area
that land just over net on opponent’s side): Point
racket toward ceiling, Loosen grip and contact
shuttlecock gently with racket, Thumb should be
in “up” position on grip on all backhands.
■ Goal is to make shuttlecock land as close as possible to net on the opponent’s side):
■ Help gather
students.
■ Monitor discipline
problems.
■ Provide
directions.
■ Help demonstrate
skills if needed.
■ Explain the significance of the
snap.
Lesson 8
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3.
■ Help students
form groups.
Drop Drill
(5 minutes)
ACTIVITY #2
Drop Shots
TRANSITION
8th Grade
☛ Net Drop Shots (Shots from net position that land
just over net on opponent’s side: Hold grip on
racket loosely, Extend serving arm and step into
shot when making gentle contact with shuttlecock.
LESSON CONTENT
ROLE OF ASSISTANT
■ Baseline drop
■ Students find partners and line up at cones, 1
partner at either end.
■ 1 partner serves a baseline drop long to back
cone. Second partner then hits a baseline drop
from back cone trying make shuttlecock land as
close as possible to middle cone.
■ After students hit, they run to middle cone and
touch cone with racket and then back peddle to
baseline.
■ Students repeat this pattern until you signal stop.
■ Partners switch roles when you signal.
4 Set up cones in a
straight line 13
feet apart.
■ Monitor spacing
and quality of
skill.
■ Provide feedback.
Doubles Tournament
ACTIVITY #3
(15 minutes)
■ Select a student to demonstrate baseline and net
drop shot skills.
■ Students are either seated or standing in a semicircle during demonstration.
■ After demonstration, students perform motions.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams go to assigned courts.
■ Games starts with toss of a shuttlecock to determine which team serves first.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
■ Help organize
teams on courts.
■ Monitor games.
■ Encourage
students.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
■ Lead class in cool down exercises.
4 Help collect
equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with ■ Move among
the class.)
students to help
with exercises.
■ Why is it important to use the same motion set
■ Provide feedback
up as the clear?
for answers to
■ Why is it important to hold the grip loosely?
discussion ques■ Find a friend to practice with at home.
tions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Badminton
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate grip, serve, forehand and backhand drives,
forehand and backhand clears, and drop shot skills.
■ Demonstrate footwork skills.
■ Demonstrate doubles play.
■ Cones
■ Shuttlecocks
BEFORE CLASS SET UP
■ 1 racket per
student
■ Noodles
4
4
4
4
Bunny Hop Tag
INSTANT ACTIVITY
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 racket and 1 shuttlecock
per student, and practice drop shots.
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
HEALTH RELATED PHYSICAL ACTIVITY
Drop Shots
(3-5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students spread out between cones.
■ 3 students are taggers and start in middle of grid
holding noodles.
■ All students must hop with both feet at all times
when moving around grid.
■ If a student is tagged, he or she is a new tagger
and takes a noodle.
4 Set up grids
using cones.
4 Distribute
noodles.
■ Explain activity.
Transition
Transition
■ Students place equipment around perimeter and
quickly gather around you for instructions.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
4 Assist with
equipment.
■ Students quickly gather by you for instructions.
■ Assist with
instruction.
➜ Variation
TRANSITION
TRANSITION
LESSON CONTENT
Have shuttlecocks out of tubes.
Have rackets ready to distribute.
Set up cones in grids for HRPA and doubles games.
Setup nets.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Badminton
8th Grade
Shuffling
Doubles Tournament
(15-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Determine which foot will be lead foot for students.
■ Students practice shuffling sideways, backward,
and forward.
■ Students are seated in a semi-circle around you
during demonstration.
■ Select a student to demonstrate shuffling.
■ After demonstration, students model their skills
for each other.
■ Monitor discipline
problems.
■ Provide
directions.
■ Help demonstrate
skills if needed.
■ Teams go to assigned courts.
■ Games starts with toss of a shuttlecock to determine which team serves first.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
■ Help organize
teams on courts.
■ Monitor games.
■ Encourage
students.
ACTIVITY #3
ACTIVITY #1
(3 minutes)
Shadow Drill
Cool Down/Closure
(5 minutes)
■ Students find partners and practice Shadow Drill.
4 Set up cones.
■ Partners must decide which student will be leader. ■ Monitor spacing.
■ Leader shuffles backwards and sideways trying to ■ Provide positive
get away from his or her partner.
feedback.
■ Partners switch roles.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 group per court, 1
racket per student and 1 shuttlecock per court.
4 Distribute
equipment.
■ Help students
form groups
4 Set Up or Prep Duties
(1 minute)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
TRANSITION
Lesson 9
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead class in cool down exercises.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why was it important to learn the proper
footwork?
■ Practice the Shadow Drill at home with a friend.
4 Help collect
equipment.
■ Move among
students to help
with exercises.
■ Provide feedback
for answers to
discussion questions.
Italics indicate the teacher speaking directly to the student.
badminton
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate grip, serve, forehand and backhand drives, forehand and
backhand clears, drop shots, and footwork skills.
■ Participate in FLOW activities.
■ Demonstrate doubles play.
■ FLOW equipment
■ Cones
■ Shuttlecocks
■ 1 racket per
student
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 racket per student
and 2 shuttlecocks per group, and play doubles.
4 Distribute
equipment.
■ Provide
instructions.
■ Ensure that
students are
spaced properly.
Transition
ROLE OF ASSISTANT
■ Students place equipment on floor in their grids
and go to a FLOW station.
4 Set Up or Prep Duties
Badminton
☛ Cues or Key Concepts
(15-20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
■ Help organize
groups.
■ Explain activity
as needed.
4 Set up and adjust
equipment as
needed.
■ Demonstrate
activity to
students.
■ Transition
TRANSITION
TRANSITION
LESSON CONTENT
Set up FLOW equipment.
Have shuttlecocks out of tubes.
Set up grids for tournament play.
Set up nets.
FLOW
(5-10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
Doubles
4
4
4
4
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return to courts they used prior to FLOW
and continue playing.
■ Help students
form groups.
4 Distribute
equipment.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Badminton
8th Grade
Doubles Tournament
Cool Down/Closure
(15 minutes)
(1 minute)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Teams go to assigned courts.
■ Games starts with toss of a shuttlecock to determine which team serves first.
■ Right side of court serves first and must serve
diagonally.
■ Serves must be contacted below waist.
■ Server keeps serving until a point is lost. Server
must alternate sides after each point won.
■ If serving team loses a point, service goes to opponents.
■ A point is awarded on each serve.
■ Play to 21 or your signal to end game.
■ Help organize
teams on courts.
■ Monitor games.
■ Encourage
students.
■ Students return equipment to the teacher and the 4 Help collect
assistant.
equipment.
■ Lead class in cool down exercises.
■ Move among
students to help
■ Think, Pair, Share (After a minute or so with each
with exercises.
question, have a few students share answers with
■ Provide feedback
the class.)
for answers to
■ What was your favorite FLOW activity and
discussion
why?
questions.
■ Tell other friends about FLOW and how it could
help them.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 10
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
Table Tennis
LESSON OUTCOMES
8th Grade : Lesson 1
EQUIPMENT
■ Demonstrate a shake
■ 1 TT racket
hands grip.
per student
■ Execute a forehand top- ■ Racket conspin stroke of a moving
tainer
ball.
■ 4 cones
■ Demonstrate a multi-ball
drill.
BEFORE CLASS SET UP
■ 5 numbered TT
balls per table
inside a small
bucket
■ 1 large paint
bucket per
table
■ 2-3 noodles
4 IA: Put cones on each side of center line equal distance from line.
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to each table. Each table needs 5 numbered TT balls, a small bucket, and a
large bucket. The buckets can be numbered to correspond to the table and the TT balls. At
table 1 you should have a large paint bucket and a small bucket with 5 TT balls with the number 1 written on both sides. Table 2 should have 5 number 2 TT balls in a small bucket, etc.
4 French Fry Tag: Set up a 25 X 25 yard square with cones.
4 Awesome Add-On: Put 4 cones at the corners of the tables.
Partner Rock, Paper, Scissors Tag
French Fry Tag (6 minutes)
or Awesome Add-On (6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners.
■ Object of game: to either tag a partner or avoid
being tagged.
■ Partners meet at a center line to play Rock, Paper,
Scissors. Partner who wins chases partner who
doesn't.
■ If chased, a student must cross center line or pass
cone before getting tagged.
■ Students earn 1 point for escaping and 2 points
for tagging their partners.
■ Have Success and Try Again sides so partners can
challenge new students.
■ First partner to 3 points moves to Success side.
4 Set up activity
area.
■ Help students
find partners.
■ Encourage
participation.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(2-3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have a quick discussion on negatives of fatty
foods. 2-3 students are given a noodle (they are
Fries).
■ French Fries try to tag and freeze entire class
inside boundaries.
■ Once tagged, a student must kneel down.
■ To be freed, another student must approach
tagged student and offer a solution to eating
fatty foods, then both do 3 jumping jacks (3 pushups, 3 sit-ups, etc.) together.
■ While exercising together, neither student can be
tagged. Students can keep exercising if a tagger
is nearby.
■ Switch taggers after 1-2 minutes.
4 Assist with equipment and set up.
4 Set up a 25 x 25
yard space or use
alternate activity
below.
4 Set up 4 cones, 1
noodle per 15-20
students.
■ Encourage participation.
■ Clarify rules.
Activi
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
tin
ty con
ue
s
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
8th Grade
French Fry Tag (6 minutes)
or Awesome Add-On (6 minutes)
(continued)
LESSON CONTENT
■
■
■
■
■
Skill Review
(5 minutes)
LESSON CONTENT
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ According to their numbers, students are sent to
get their rackets. Remind them to inspect rackets
for harm and immediately report any damage.
■ Students form groups. Size of groups depends on
number of tables. If you have 50 students and 10
tables, form groups of 5.
4 Assist with
equipment.
4 Help with
reported
damages.
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
■ Students stand in a horseshoe formation so they
■ Give positive
all can see you.
specific feedback.
☛ Shake Hands Grip: Hold head of racket with nondominant hand with handle showing, Grip handle
like shaking hands with racket, Racket is locked
into place with finger across bottom of racket and
thumb on opposite side, Remaining fingers wrap
around.
■ Students follow instructions and grip their rackets. Students show partners their grips and give
feedback.
ROLE OF ASSISTANT
or
Students jog/walk around table area. Movement
pattern can be changed (skip, gallop, hop, etc.).
Students begin when you give a signal (music,
whistle, GO, etc.).
When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch the ground, change
directions, turn around, 10 jumping jacks, 5 pushups, or a shoulder stretch, etc.
Each time you signal for students to stop, a new
skill will be added on.
Students must do all previous skills first, from
memory, before adding a new skill.
4 Set Up or Prep Duties
Lesson 1
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
Table Tennis
☛ Ready Position: Feet shoulder width apart, Knees
slightly bent, Weight forward on front of feet.
☛ Forehand Topspin Stroke: Shake Hands Grip,
Racket arm to side of body with elbow against
side, Racket held at waist height and slightly
closed (tilted towards the floor), Racket is brushed
upward to a salute position.
■ Have students shadow practice during explanation and demonstration.
H Challenge
Italics indicate the teacher speaking directly to the student.
(5 minutes)
■
ACTIVITY #2
■
■
■
☛
■
Demonstrate this drill with volunteers.
Have 5 volunteers move to a table.
Warn students about touching nets.
1 student will be a hitter (standing with back to
wall), 1 is a feeder, 1 is a coach, and 2 are ball
chasers.
Feeder is on left side of table with a small bucket
with 5 marked TT balls. A feed can be done by:
■ Dropping ball for 1 bounce then forehand
strike it over net
■ Striking ball over net without a bounce
■ Tossing ball
Ball is aimed to bounce once on hitter’s side of
table on forehand side.
Ball is hit with forehand topspin over net to
catcher(s).
Coach can give key points on technique.
Keys for coach are (Could provide a clipboard
with cues):Closed racket (slightly titled towards
floor), Brush upward to salute, Ball must spin.
After all 5 TT balls have been hit, group rotates
in a clockwise direction. Hitter becomes t coach,
coach becomes catcher without bucket, catcher
without bucket takes bucket, bucket catcher becomes feeder, and feeder becomes hitter. (Picture
has extra person as coach with clipboard)
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
4 Help set up
equipment.
■ Give positive specific feedback.
■ Clarify student
roles.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Assign groups a table to begin practicing forehand topspin. Let them know they will be in
these groups for remainder of week and to remember to which table they are assigned.
■ Help assign
groups to tables.
Multi-Ball Forehand Topspin
(8 minutes)
LESSON CONTENT
ACTIVITY #3
■
■
■
■
ROLE OF ASSISTANT
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at forehand topspin.
■ Help groups work
together.
■ Groups need to move quickly to make sure each
student gets an opportunity to hit.
■ Give positive
specific feedback.
H Challenge: Can students forehand topspin all 5
balls over net onto table?
H Challenge: How many successful topspins can each
group make in next 3 minutes?
X-Toss Drill
(5 minutes)
LESSON CONTENT
ACTIVITY #4
LESSON CONTENT
TRANSITION
Multi-Ball
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ 4 students at each table form partnerships and
■ Assist with drill
stand diagonally across table from each other.
organization.
■ Give positive
■ 1 partner has a ball and other partner has a
racket.
specific feedback.
■ Partner tosses ball across table and hitter does a
forehand topspin back to tosser.
■ Tosses are diagonal and form an X; hitters try to
return balls to their tossers.
■ Students switch roles after 5 tosses and hits.
H Challenge: How many successful forehand hits out
of 5 can students make?
H Challenge: How many successful forehand hits in
a row can each pair make?
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Table Tennis
8th Grade
Transition
Lesson 1
Cool Down/Closure
(3 minutes)
(2 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets according to their numbers.
4 Help with
equipment.
■ Students perform cool down stretches.
■ Show a partner your forehand topspin stroke.
■ If you have a table at home, continue to practice
your forehand topspin.
4 Help with
equipment.
TRANSITION
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Table Tennis
LESSON OUTCOMES
EQUIPMENT
■ Execute a backhand
topspin stroke of a
moving ball.
■ Demonstrate
receiving position.
■ 1 TT racket per
student
■ Racket container
■ 4 cones
■ CD player
8th Grade : Lesson 2
BEFORE CLASS SET UP
■ 5 numbered TT balls per table
inside small bucket
■ 1 large paint bucket per table
■ 2-4 noodles
■ “Rocky” theme or any upbeat song
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number and set up each table with 5 numbered TT balls, a small
bucket, and a large bucket at each table.
4 Mosquito Tag: Set up a 25 X 25 square marked with 4 cones.
4 Boxer Training: Set up 4 cones at corners of tables.
Mosquito Tag (5 minutes)
or
Boxer Training (5 minutes)
(continued)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 ball and 2 rackets per
pair.
■ Partners hit ball back and forth using forehand
topspin. When a table has at least 3-4 students
begin Multi-Ball practicing forehand topspin.
4 Assist with
equipment.
■ Clarify task.
LESSON CONTENT
Mosquito Tag (5 minutes)
or
Boxer Training (5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If you have space play Mosquito Tag, otherwise
play alternative game below.
■ Object of game: for mosquitoes to freeze entire
class.
■ If tagged, a student must kneel down.
■ To be freed, 2 students have to High-10 above
tagged student's head and yell “OFF!” or any
other type of bug repellant.
■ Students can kill mosquitoes by getting 6-8 students together (shoulder to shoulder) and clap
their hands in unison as if they crushed a mosquito in their hands.
4 Assist with
equipment.
■ Encourage
participation.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
Activity
con
➜ Variation
u
tin
HEALTH RELATED PHYSICAL ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Forehand Rally
ROLE OF ASSISTANT
■ If they clap in unison, all mosquitoes die and are
replaced by new mosquitoes.
■ If they don’t clap in unison, mosquitoes live and
they can tag students in line before they can clap
again.
or
■ Students jog, hop, skip, etc., clockwise or counterclockwise around tables.
■ Call out commands: champions hold hands high,
training-pretend to jump rope, shadow box; dead
bug lie on back screaming and quickly get up.
■ Add any other commands you can think of, situps, push-ups, etc.
■ Change how they move: run, walk, skip, hop,
jump, gallop, etc.
es
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Table Tennis
8th Grade
TRANSITION
Transition
LESSON CONTENT
Forehand and Backhand Topspin Stroke
(continued)
ROLE OF ASSISTANT
(4 minutes)
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any dam- 4 Help with reage.
ported damages.
■ Students return to groups from previous few days.
LESSON CONTENT
Forehand and Backhand Topspin Stroke
ACTIVITY #1
(4 minutes)
ROLE OF ASSISTANT
☛ Review Forehand Topspin Stroke: Shake Hands
Grip, Racket arm to side of body with elbow
against side, Racket held at waist height and
slightly closed (tilted towards the floor), Racket
is brushed upward to a salute position, Weight is
shifted from racket side to non-racket side.
■ During explanation and demonstration, have
students shadow practice.
☛ Demonstrate Backhand Topspin Stroke: Racket
held in front of body with back of hand pointed
outward, Racket slightly closed, Brush upward
and out towards net, Finish like a Frisbee throw.
■ Give positive
specific feedback.
ACTIVITY #1
LESSON CONTENT
Activity
4 Set Up or Prep Duties
☛ Cues or Key Concepts
con
➜ Variation
u
tin
Lesson 2
ROLE OF ASSISTANT
■ Explain how to put racket in ball’s path and
follow through by brushing ball.
■ Have students shadow practice during
explanation and demonstration.
■ At a table, demonstrate where to stand and at
what distance from the table.
■ With racket on forehand side of your body
align racket with middle line of the table.
■ Reach out with racket and with a slight elbow
bend you should be able to touch the edge of
the table.
■ Forehand to center line allows the hitter to
protect the backhand, which doesn’t have the
same reach.
es
H Challenge
Italics indicate the teacher speaking directly to the student.
TRANSITION
Transition
LESSON CONTENT
Backhand Topspin
(10 minutes)
ROLE OF ASSISTANT
■ Assign groups a table to begin practicing forehand topspin. Let them know they will be in
these groups for remainder of week and to remember to which table they are assigned.
LESSON CONTENT
■ Help assign
groups to tables.
Multi-Ball Forehand Topspin
(5 minutes)
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at forehand topspin.
■ Groups need to move quickly to make sure each
student gets an opportunity to hit.
H Challenge: Can students forehand topspin all
5 balls over net onto table?
■ Help groups work
together.
■ Give positive
specific feedback.
ACTIVITY #2
ACTIVITY #3
LESSON CONTENT
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at backhand topspin.
■ Help groups work
together.
■ Groups need to move quickly to make sure each
student gets an opportunity to hit.
■ Give positive
specific feedback.
■ Coach can give key points on technique.
☛ Keys for coach are (Could provide a clipboard
with cues): Closed racket (slightly titled towards
the floor),Brush upward, like throwing a Frisbee,
Ball must spin.
■ Students should be in the proper position at table
before hitting.
■ After all 5 TT balls have been hit, group rotates
in a clockwise direction. Hitter becomes coach,
coach becomes catcher without bucket, catcher
without bucket takes bucket, bucket catcher becomes feeder, and feeder becomes hitter.
H Challenge: Can groups backhand topspin all 5
balls over net onto table?
H Challenge: How many successful topspins can each
group make in 3 minutes?
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Table Tennis
8th Grade
X-Toss Drill
Cool Down/Closure
(4 minutes)
(2 minutes)
ROLE OF ASSISTANT
■ 4 students at each table form partnerships and
■ Assist with drill
stand diagonally across table from each other.
organization.
■ 1 partner has a ball and other partner has a
■ Give positive
racket.
specific feedback.
■ Partner tosses ball across table and hitter does a
forehand topspin back to tosser.
■ Tosses are diagonal and form an X; hitters try to
return balls to their tossers.
■ Students switch roles after 5 tosses and hits.
H Challenge: How many successful forehand hits out
of 5 can students make?
H Challenge: How many successful forehand hits in
a row can each pair make?
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Without a racket, have students show their partners a forehand and backhand topspin.
■ If you have a table practice your forehand and
backhand topspin strokes.
4 Help with
equipment.
COOL DOWN/CLOSURE
ACTIVITY #4
LESSON CONTENT
Lesson 2
Transition
TRANSITION
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets according to their numbers.
4 Help with
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Table Tennis
LESSON OUTCOMES
EQUIPMENT
■ Execute a forehand topspin serve.
■ Understand serving rules.
■ 1 TT racket per
student
■ Racket container
■ 4 cones
8th Grade : Lesson 3
BEFORE CLASS SET UP
■ 5 numbered TT balls per table
inside small bucket
■ 1 large paint bucket per table
■ 1 foam ball or utility ball for
every 5 students
High-10 Everybody’s It (6 minutes)
or
Cannonball Run (6 minutes)
(continued)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners, 1 ball and 2 rackets per
pair.
■ Partners hit ball back and forth using forehand
topspin. When a table has at least 3-4 students
begin Multi-Ball practicing forehand topspin.
4 Assist with
equipment.
■ Clarify task.
LESSON CONTENT
High-10 Everybody’s It (6 minutes)
or
Cannonball Run (6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If 2 students tag each other at the same time and
argue they must both sit or kneel.
■ Seated students hold both hands up over their
heads. A student can be freed when another
student, who has not been tagged, gives a High
10 to tagged student.
■ After being freed, there are no immediate tag
backs between those 2 students.
or
4 Set up 4 cones
forming a 25 x 25
yard square.
■ Encourage participation.
■ Clarify the rules.
Activity
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
co
➜ Variation
n
nti
ue
HEALTH RELATED PHYSICAL ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Forehand Rally
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 5 numbered TT balls, a
small bucket, and a large bucket at each table.
4 Everybody’s it: Set up a 25 X 25 yard Square.
4 Cannonball Run: Set up 4 cones at corners of track.
s
H Challenge
ROLE OF ASSISTANT
■ Students form 4-5 equal teams, 1 ball per team.
4 Assist with
equipment.
■ Each team stands in file formation at a different
corner of play area facing in a CCW direction.
■ Clarify the
activity.
■ When music starts, each team starts jogging
around track with last runner carrying a ball.
■ Encourage
Students stay in this order and do not pass to each
participation.
other.
■ On your signal, last runner sprints forward on inside of track, passing all team runners. As last runners reach front of teams, they yell “Cannonball!”
This is a signal for whole team to turn sideways
and slide step along as ball is passed from student
to student to new last runner.
■ Music can be used as signal.
■ New last runner, when receiving ball, runs to front
of team and continues to pass ball.
■ Continue at a steady pace until music stops. No
team is permitted to pass another during a run.
■ Each team should yell out number of “cannonball
runs” made by their team.
■ To cool down, students walk slowly around track
inhaling and exhaling deeply. Each team can
report their score to you.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Table Tennis
8th Grade
Transition
TRANSITION
LESSON CONTENT
Lesson 3
Topspin Serves (continued)
(4 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
☛ Demonstrate Backhand Topspin Serve at table:
Shake hands grip, Racket in front of body, Racket
held at waist height and slightly closed (tilted
towards floor), Face opponent, Ball is held in
open palm, Ball is tossed upward at least 6 inches,
Racket is brushed upward against ball as it comes
down, Ball hits server side and goes over net to
opponent's side, Ball must be struck behind back
line of table.
■ Key is to have ball strike near back line of server's
side so it doesn’t go off far side of table.
■ Students shadow practice both forehand topspin
and backhand topspin.
■ Show next skill practice before going to tables.
Topspin Serves
(4 minutes)
ROLE OF ASSISTANT
☛ Demonstrate Forehand Topspin Serve at table:
Hold ball in open palm, Turn sideways and point
ball-side shoulder at opponent, Toss ball up 6-12
inches, Racket is brushed upward against ball as
it comes down, Ball hits server side and goes over
net to opponent's side, Ball must be struck behind
back line of table.
■ Key is to have ball strike near back line of serving
side so it doesn’t go off far side of table.
■ Give positive
specific feedback.
ACTIVITY #1
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
Activit
4 Set Up or Prep Duties
☛ Cues or Key Concepts
yc
on
➜ Variation
tin
ue
s
H Challenge
Italics indicate the teacher speaking directly to the student.
Multi-Ball Forehand and Backhand Topspin Serve
Partner Forehand or Backhand Topspin Serve
LESSON CONTENT
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at forehand and backhand topspin serves.
■ Small bucket with 5 TT balls is next to server.
■ Groups need to move quickly to make sure each
student gets an opportunity to hit.
■ Coach can give key points on technique.
☛ Keys for coach are (Could provide a clipboard
with cues):
■ Toss ball from an open palm 6 inches upward
■ Brush ball on its way down
■ Ball strikes server's side and goes over net and
strikes opponent's side
■ Servers aim for their own back lines when
striking balls
■ After all 5 TT balls have been hit group rotates
in a clockwise direction. Hitter becomes coach,
coach becomes catcher without bucket, catcher
without bucket takes bucket, bucket catcher
becomes second coach (no feeder), and second
coach becomes hitter.
H Challenge: Can students topspin serve all 5 balls
over net onto table?
H Challenge: How many successful topspin serves
can each group make in 3 minutes?
■ Help groups work
together.
■ Give positive
specific feedback.
■ Stop previous drill and explain while 1 table of
students demonstrates this drill.
■ Table is divided into 2 halves using center line
■ Partners stand across from each other with 1 ball,
■ 1 partner has a ball and is ready to serve while
other partner places racket on table and gets
ready to catch ball.
■ Server serves backhand and forehand topspins
while partner catches ball.
■ Partners switch roles and serve back and forth.
H Challenge: How many legal serves can partners
make in 30 seconds?
H Challenge: Can pairs improve? How many legal
serves can partners make in a row?
■ Assist with group
organization.
■ Give positive
specific feedback.
Transition
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups go to tables and begin practicing
forehand topspin serve.
■ Assist with table
groups.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
ACTIVITY #3
ROLE OF ASSISTANT
Transition
TRANSITION
(6 minutes)
LESSON CONTENT
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
TRANSITION
ACTIVITY #2
(10 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Table Tennis
8th Grade
Lesson 3
Cool Down/Closure
COOL DOWN/CLOSURE
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the rules for serving?
■ Held in open palm
■ Tossed up 6 inches or more
■ Struck on the way down
■ Must hit your own side before going over the
net and striking your opponent’s side.
■ Hit behind the line
■ Continue to play at home.
■ Help with
stretching.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Table Tennis
8th Grade : Lesson 4
EQUIPMENT
■ Understand the rules for doubles.
■ Successfully play doubles.
■ 1 TT racket per
student
■ Racket container
■ 2-4 noodles
BEFORE CLASS SET UP
■ 2 numbered TT balls per
table inside small bucket
■ 4 cones
French Fry Tag
(5 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and hit back and forth using forehand topspin serve. When a table has 4
students divide it and have students practice serving back and forth on their side of the table.
4 Assist with
equipment.
■ Clarify task.
(continued)
(6 minutes)
or
Awesome Add-On
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have a quick discussion on negatives of fatty
foods. 2-3 students are given a noodle (they are
Fries).
■ French Fries try to tag and freeze entire class
inside boundaries.
■ Once tagged, a student must kneel down.
■ To be freed, another student must approach
tagged student and offer a solution to eating
fatty foods, then both do 3 jumping jacks (3 pushups, 3 sit-ups, etc.) together.
4 Assist with equipment and set up.
4 Set up a 25 x 25
yard space or use
alternate activity
below.
4 Set up 4 cones, 1
noodle per 15-20
students.
A ctivity continu
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
or
Awesome Add-On
(6 minutes)
French Fry Tag
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls
and a small bucket to hold them.
4 French Fry Tag: Set up a 25 X 25 yard square with cones.
4 Awesome add-on: Set up 4 Cones at corners of tables.
Forehand Topspin Serve
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON OUTCOMES
LESSON CONTENT
ROLE OF ASSISTANT
■ While exercising together, neither student can be
tagged. Students can keep exercising if a tagger
is nearby.
■ Switch taggers after 1-2 minutes.
or
■ Students jog/walk around table area. Movement
pattern can be changed (skip, gallop, hop, etc.).
■ Students begin when you give a signal (music,
whistle, GO, etc.).
■ When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch the ground, change
directions, turn around, 10 jumping jacks, 5 pushups, or a shoulder stretch, etc.
■ Each time you signal for students to stop, a new
skill will be added on.
■ Students must do all previous skills first, from
memory, before adding a new skill.
■ Encourage
participation.
■ Clarify rules.
es
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Table Tennis
8th Grade
TRANSITION
Transition
LESSON CONTENT
Doubles Rules (continued)
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
ACTIVITY #1
(5 minutes)
ROLE OF ASSISTANT
■ Demonstrate game while explaining rules.
■ Rules for doubles:
■ All serving rules in effect. Violating a serving
rule is a loss of a point.
■ If a serve hits net but goes over and lands
where it's supposed to, it is a “do over” and
server serves again.
■ Serve cross-court from right side of table to
left.
■ Ball must land inside or hit line or it is opponent's point.
■ No volleying ball (striking it before it hits
table).
■ Players must alternate hits.
■ Student who misses ball or fails to hit it onto
table and over net loses point.
■ Server gets 2 serves. Student receiving serves
becomes next server.
■ Student that just served changes places with
teammate after 2 serves.
■ Students will always hit to same player and
receive serve from other player.
■ Clarify rules.
■ Give positive
specific feedback.
ACTIVITY #1
LESSON CONTENT
☛ Cues or Key Concepts
ROLE OF ASSISTANT
■ To begin play 1 student, places the ball in 1 hand
underneath table and then shows opposing team
his or her hands. Opposing team tries to guess
which hand has ball. Team guesses correctly can
choose to serve first or not.
■ Send students to their tables to begin play. If you
have more than 4 students at a table, have them
rotate in.
Doubles Rules
4 Set Up or Prep Duties
Lesson 4
Activit
yc
on
➜ Variation
u
tin
es
H Challenge
Italics indicate the teacher speaking directly to the student.
Forehand and Backhand Topspin Serves
Transition
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate this drill.
■ Each pair needs a ball.
■ Students serve either forehand or backhand topspin serves cross-court to their partner.
■ 1 partner has a ball and is ready to serve while
other partner places racket on table and gets
ready to catch ball.
■ Server topspin serves while partner catches ball.
■ Students switch roles and serve back and forth.
Serves will go from right to left and left to right.
H Challenge: How many legal serves can partners
make in a row?
■ Assist with
demonstration.
■ Give positive
specific feedback.
TRANSITION
ACTIVITY #2
(4 minutes)
ROLE OF ASSISTANT
■ Have students return to their tables to play
doubles
■ After 3 minutes, stop play and have students
rotate to new opponents.
■ Clarify rules.
■ Give positive
specific feedback.
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
LESSON CONTENT
Table Tennis
■ Students return balls to buckets and rackets according to their numbers.
4 Assist with
equipment.
(2 minutes)
Doubles
☛ Cues or Key Concepts
ROLE OF ASSISTANT
Cool Down/Closure
(10 minutes)
4 Set Up or Prep Duties
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the rules for doubles?
■ Continue to play at home.
■ Assist with
stretching.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Table Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Table Tennis
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Understand the rules for doubles.
■ Successfully play doubles.
■ 1 TT racket
per student
■ Racket
container
BEFORE CLASS SET UP
■ 2 numbered TT balls per
table inside small bucket
■ FLOW equipment
4 Set up FLOW equipment on perimeter of play area.
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls and a
small bucket to hold them.
Transition
(5 minutes)
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play either singles or doubles. Play
singles games to 5 and doubles games to 7.
4 Help with
equipment.
■ Help organize
tables.
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW stations
4 Assist with
equipment.
■ Encourage
participation.
■ Oversee station
with the most supervision needs.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any dam- 4 Help with
age.
reported
■ Students return to groups from previous few days.
damages.
TRANSITION
INSTANT ACTIVITY
Singles and Doubles
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Table Tennis
8th Grade
Doubles
Cool Down/Closure
(15 minutes)
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate game while explaining rules.
■ Play doubles.
■ Royal Court Tournament:
■ High score moves up and low score moves
down
■ Play games for 2 minutes and then rotate
■ Play Rock, Paper, Scissors for all ties
■ High score at top table stays and low score on
bottom table stays; everyone else moves.
■ Send students to their tables to begin play.
■ Extra doubles teams will have to have designated
waiting spots to move to a certain table. For example, every time a team wins on table 3, instead
of moving to table 2 immediately a team waiting
goes to table 2. Winners on table 3 wait 1 game.
■ For students not participating, have FLOW equipment around the outside of the tables for students to be utilizing.
■ Clarify rules.
■ Give positive
specific feedback.
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What was the strongest part of your doubles
play and why?
■ What area of doubles needs the most improvement and why?
■ Continue to play table tennis after school.
■ Assist with
stretching.
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 5
Transition
TRANSITION
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets according to their numbers.
4 Help with
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Table Tennis
8th Grade : Lesson 6
EQUIPMENT
■ Understand the rules for singles.
■ Successfully play singles.
■ 1 TT racket per
student
■ Racket container
■ 2-4 noodles
■ “Rocky” theme or
any upbeat song
BEFORE CLASS SET UP
■ 2 numbered TT balls per
table inside small bucket
■ 4 cones
■ CD player
■ Various exercise equipment
Mosquito Tag
(5 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play doubles.
■ Clarify rules.
4 Help with
equipment.
(5 minutes)
or
Boxer Training
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If you have space play Mosquito Tag, otherwise
play alternative game below.
■ Object of game: for mosquitoes to freeze entire
class.
■ If tagged, a student must kneel down.
■ To be freed, 2 students have to High-10 above
tagged student's head and yell “OFF!” or any
other type of bug repellant.
4 Help with
equipment.
■ Encourage
participation.
A ctivity continu
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
or
Boxer Training
(5 minutes)
Mosquito Tag
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls
and a small bucket to hold them.
4 Mosquito Tag: Set up a 25 X 25 yard square marked with 4 cones.
4 Boxer Training: Set up 4 cones at corners of tables.
4 Set out exercise equipment for students not involved in singles.
Doubles
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON OUTCOMES
es
H Challenge
(continued)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students can kill mosquitoes by getting 6-8 students together (shoulder to shoulder) and clap
their hands in unison as if they crushed a mosquito in their hands.
■ If they clap in unison, all mosquitoes die and are
replaced by new mosquitoes.
■ If they don’t clap in unison, mosquitoes live and
they can tag students in line before they can clap
again.
or
■ Students jog, hop, skip, etc., clockwise or counterclockwise around tables.
■ Call out commands: champions hold hands high,
training-pretend to jump rope, shadow box; dead
bug lie on back screaming and quickly get up.
■ Add any other commands you can think of, situps, push-ups, etc.
■ Change how they move: run, walk, skip, hop,
jump, gallop, etc.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Table Tennis
8th Grade
Transition
Forehand and Backhand Topspin Serves
(4 minutes)
ROLE OF ASSISTANT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
ACTIVITY #2
TRANSITION
LESSON CONTENT
Singles
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate game while explaining rules.
■ Rules for singles:
■ All serving rules in effect. Violating a serving
rule is a loss of a point.
■ If a serve hits net but goes over and lands
where it's supposed to, it is a “do over” and
server serves again.
■ Serve cross-court from right side of table to
left.
■ Ball must land inside or hit line or it is opponent's point.
■ No volleying ball (striking it before it hits
table).
■ Players must alternate hits.
■ Student who misses ball or fails to hit it onto
table and over net loses point.
■ Each server gets 2 serves.
■ Official game is played to 11, win by 2 points;
today play games to 5 and rotate players.
■ Remind the students to hide the ball when seeing
who will serve first.
■ Send students to their tables to begin play.
■ Clarify rules.
■ Give positive
specific feedback.
☛ Cues or Key Concepts
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate this drill.
■ Each pair needs a ball.
■ Students serve either forehand or backhand topspin serves cross-court to their partner.
■ 1 partner has a ball and is ready to serve while
other partner places racket on table and gets
ready to catch ball.
■ Server topspin serves while partner catches ball.
■ Students switch roles and serve back and forth.
Serves will go from right to left and left to right.
H Challenge: How many legal serves can partners
make in a row?
■ Assist with
demonstration.
■ Give positive
specific feedback.
Singles
(15 minutes)
ACTIVITY #3
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students return to their tables to play
■ Clarify rules.
singles.
■ Give positive
■ Have students rotate to new tables in pairs to find
specific feedback.
new opponents.
■ A suggested rotation is to have 1 partnership rotate clockwise 1 table and other partnership stays
to play new team. Rotate every 3 minutes.
Transition
(3 minutes)
TRANSITION
ACTIVITY #1
(5 minutes)
4 Set Up or Prep Duties
Lesson 6
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(2 minutes)
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the rules for singles?
■ Continue to play at home.
■ Assist with
stretching.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Table Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
Table Tennis
LESSON OUTCOMES
EQUIPMENT
■ LESSON OUTCOMES:
■ 1 TT racket
per student
■ Execute a forehand push.
■ Racket
■ Understand how to
container
counter backspin.
■ 4 cones
BEFORE CLASS SET UP
■ 5 numbered TT balls per table inside
small bucket
■ 1 large paint bucket per table
■ 1 foam ball or utility ball for every 5
students
High-10 Everybody’s It
(5 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and hit back and forth using forehand topspin serve. When a table has 4
students divide it and have students practice serving back and forth on their side of the table.
4 Assist with
equipment.
■ Clarify task.
(continued)
(6 minutes)
or
Cannonball Run
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If 2 students tag each other at the same time and 4 Set up 4 cones
argue they must both sit or kneel.
forming a 25 x 25
yard square.
■ Seated students hold both hands up over their
■ Encourage particiheads. A student can be freed when another
pation.
student, who has not been tagged, gives a High
10 to tagged student.
■ Clarify the rules.
■ After being freed, there are no immediate tag
backs between those 2 students.
or
■ Students form 4-5 equal teams, 1 ball per team.
es
■ Each team stands in file formation at a different
inu
t
n
Activity co
corner of play area facing in a CCW direction.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
or
Cannonball Run
(6 minutes)
High-10 Everybody’s It
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 5 numbered TT balls, a small
bucket, and a large bucket at each table.
4 Everybody’s it: Set up a 25 X 25 yard Square.
4 Cannonball Run: Set up 4 cones at corners of track.
Forehand Topspin Serve
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
8th Grade : Lesson 7
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ When music starts, each team starts jogging
4 Assist with
around track with last runner carrying a ball.
equipment.
Students stay in this order and do not pass to each ■ Clarify the
other.
activity.
■ On your signal, last runner sprints forward on in■ Encourage
side of track, passing all team runners. As last runparticipation.
ners reach front of teams, they yell “Cannonball!”
This is a signal for whole team to turn sideways
and slide step along as ball is passed from student
to student to new last runner.
■ Music can be used as signal.
■ New last runner, when receiving ball, runs to front
of team and continues to pass ball.
■ Continue at a steady pace until music stops. No
team is permitted to pass another during a run.
■ Each team should yell out number of “cannonball
runs” made by their team.
■ To cool down, students walk slowly around track
inhaling and exhaling deeply. Each team can
report their score to you.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Table Tennis
8th Grade
TRANSITION
Transition
LESSON CONTENT
Lesson 7
Forehand Push Drill
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any dam- 4 Help with
age.
reported
■ Students return to groups from previous few days.
damages.
Forehand Push
(4 minutes)
ROLE OF ASSISTANT
☛ Demonstrate Forehand Push (To help explain,
have students in shake hands grip with red on
forefinger side and black on thumb side): Racket
held open to side, Red side towards ceiling, Elbow
close to body, Step toward ball with racket side
foot, Lean upper body toward ball, Stroke should
be a smooth karate-type action under the ball
creating backspin.
■ Give positive
specific feedback.
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at a forehand push.
■ Help groups work
together.
■ A small bucket with 5 TT balls is next to server.
■
Give positive
■ Groups need to move quickly to make sure each
specific feedback.
student gets an opportunity to hit.
■ Coach can give key points on t technique.
☛ Keys for coach are (Could provide a clipboard
with cues written on the board): Racket held open
to side, Red side towards ceiling, Elbow close
to body, Step toward ball with racket side foot,
Lean upper body toward ball, Stroke should be a
smooth karate-type action.
■ After all 5 TT balls have been hit, group rotates
in a clockwise direction. Hitter becomes coach,
coach becomes catcher without a bucket, catcher
without bucket takes bucket, bucket catcher
becomes second coach (no feeder), and second
coach becomes hitter.
H Challenge: Can each student forehand push all 5
balls over net onto table?
H Challenge: How many successful forehand pushes
can each group make in next 3 minutes?
■ Students in horseshoe formation shadow practice
during explanation.
■ Key is to push ball over net with backspin.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Partner Forehand Push
Cool Down/Closure
(6 minutes)
(2 minutes)
ROLE OF ASSISTANT
■ Each table divides into 2 pairs.
■ Help groups
organize.
■ Partners play on their half of table; use center line
to divide table.
■ Give positive
specific feedback.
■ Play like singles except instead of serving, student
who serves tosses ball gently over net.
■ All hits back and forth must be forehand pushes
to score.
■ Any and all mistakes result in a point (hit into net,
off table, other side of line, not a forehand push,
etc.) for opponents.
■ Pairs play a 5-point game and then rotate players at each table so they play against different
opponents.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Without a racket, show your partner your forehand push technique.
■ Continue to play at home.
■ Assist with
stretching.
COOL DOWN/CLOSURE
ACTIVITY #3
LESSON CONTENT
TRANSITION
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Table Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Table Tennis
EQUIPMENT
■ Execute a backhand push.
■ Understand the effect of
backspin on an opponent.
■
■
■
■
BEFORE CLASS SET UP
1 TT racket per student
Racket container
2-4 noodles
“Rocky” theme or any
upbeat song
■ 2 numbered TT balls per
table inside small bucket
■ 4 cones
■ CD player
Mosquito Tag
(5 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and hit back and forth using forehand topspin serve. When a table has 4
students divide it and have students practice serving back and forth on their side of the table.
4 Assist with
equipment.
■ Clarify task.
(continued)
(5 minutes)
or
Boxer Training
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If you have space play Mosquito Tag, otherwise
play alternative game below.
■ Object of game: for mosquitoes to freeze entire
class.
■ If tagged, a student must kneel down.
■ To be freed, 2 students have to High-10 above
tagged student's head and yell “OFF!” or any
other type of bug repellant.
■ Students can kill mosquitoes by getting 6-8 students together (shoulder to shoulder) and clap
their hands in unison as if they crushed a mosquito in their hands.
4 Help with
equipment.
■ Encourage
participation.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
ty
Activi
co
➜ Variation
n
tin
or
Boxer Training
(5 minutes)
Mosquito Tag
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls and
a small bucket to hold them.
4 Mosquito Tag: Set up a 25 X 25 yard square marked with 4 cones.
4 Boxer Training: Set up 4 cones at corners of tables.
Forehand Topspin Serve
ue
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON OUTCOMES
8th Grade : Lesson 8
LESSON CONTENT
ROLE OF ASSISTANT
■ If they clap in unison, all mosquitoes die and are
replaced by new mosquitoes.
■ If they don’t clap in unison, mosquitoes live and
they can tag students in line before they can clap
again.
or
■ Students jog, hop, skip, etc., clockwise or counterclockwise around tables.
■ Call out commands: champions hold hands high,
training-pretend to jump rope, shadow box; dead
bug lie on back screaming and quickly get up.
■ Add any other commands you can think of, situps, push-ups, etc.
■ Change how they move: run, walk, skip, hop,
jump, gallop, etc.
s
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Table Tennis
8th Grade
TRANSITION
Transition
LESSON CONTENT
Lesson 8
Backhand Push Drill
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
Backhand Push
(4 minutes)
ROLE OF ASSISTANT
☛ Demonstrate Backhand Push (To help explain,
have students in shake hands grip with red on
forefinger side and black on thumb side): Racket
held open in front of body, Red side towards ceiling, Elbow close to body, Step toward ball with
racket side foot, Lean upper body toward ball,
Stroke should be a smooth karate-type action
creating backspin
■ Give positive
specific feedback.
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
■ Each hitter gets 5 attempts at a backhand push.
■ Help groups work
together.
■ A small bucket with 5 TT balls is next to server.
■
Give positive
■ Groups need to move quickly to make sure each
specific feedback.
student gets an opportunity to hit.
■ Coach can give key points on t technique.
☛ Keys for coach are (Could provide a clipboard
with cues written on the board): Racket held open
to side, Red side towards ceiling, Elbow close
to body, Step toward ball with racket side foot,
Lean upper body toward ball, Stroke should be a
smooth karate-type action.
■ After all 5 TT balls have been hit, group rotates
in a clockwise direction. Hitter becomes coach,
coach becomes catcher without a bucket, catcher
without bucket takes bucket, bucket catcher
becomes second coach (no feeder), and second
coach becomes hitter.
H Challenge: Can each student backhand push all 5
balls over net onto table?
H Challenge: How many successful backhand
pushes can each group make in next 3 minutes?
■ Students in horseshoe formation shadow practice
during explanation.
■ Key is to push ball over net with backspin.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Partner Backhand Push
Cool Down/Closure
(6 minutes)
(2 minutes)
ROLE OF ASSISTANT
■ Each table divides into 2 pairs.
■ Help groups
organize.
■ Partners play on their half of table; use center line
to divide table.
■ Give positive
specific feedback.
■ Play like singles except instead of serving, student
who serves tosses ball gently over net.
■ All hits back and forth must be backhand pushes
to score.
■ Any and all mistakes result in a point (hit into net,
off table, other side of line, not a backhand push,
etc.) for opponents.
■ Pairs play a 5-point game and then rotate players at each table so they play against different
opponents.
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ With your hand show the person next to you
what a backhand push looks like.
■ Continue to play at home.
■ Assist with
stretching.
COOL DOWN/CLOSURE
ACTIVITY #3
LESSON CONTENT
Transition
TRANSITION
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Table Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
Table Tennis
EQUIPMENT
■ Execute a backspin serve.
■ Understand the effect of backspin on your opponent.
■ 1 TT racket
per student
■ Racket
container
■ 4 cones
BEFORE CLASS SET UP
■ 5 numbered TT balls per table
inside small bucket
■ 1 large paint bucket per table
■ 1 foam ball or utility ball for
every 5 students
High-10 Everybody’s It
(5 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play doubles.
■ Clarify rules.
4 Help with
equipment.
(continued)
(6 minutes)
or
Cannonball Run
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ If 2 students tag each other at the same time and
argue they must both sit or kneel.
■ Seated students hold both hands up over their
heads. A student can be freed when another
student, who has not been tagged, gives a High
10 to tagged student.
■ After being freed, there are no immediate tag
backs between those 2 students.
or
■ Students form 4-5 equal teams, 1 ball per team.
■ Each team stands in file formation at a different
corner of play area facing in a CCW direction.
■ Encourage
participation.
■ Clarify the rules.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
Activit
yc
on
➜ Variation
or
Cannonball Run
(6 minutes)
High-10 Everybody’s It
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 5 numbered TT balls, a small
bucket, and a large bucket at each table.
4 Everybody’s it: Set up a 25 X 25 yard Square.
4 Cannonball Run: Set up 4 cones at corners of track.
Doubles
tin
ue
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON OUTCOMES
8th Grade : Lesson 9
s
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ When music starts, each team starts jogging
4 Help with
around track with last runner carrying a ball.
equipment.
Students stay in this order and do not pass to each ■ Clarify the
other.
activity.
■ On your signal, last runner sprints forward on in■ Encourage
side of track, passing all team runners. As last runparticipation.
ners reach front of teams, they yell “Cannonball!”
This is a signal for whole team to turn sideways
and slide step along as ball is passed from student
to student to new last runner.
■ Music can be used as signal.
■ New last runner, when receiving ball, runs to front
of team and continues to pass ball.
■ Continue at a steady pace until music stops. No
team is permitted to pass another during a run.
■ Each team should yell out number of “cannonball
runs” made by their team.
■ To cool down, students walk slowly around track
inhaling and exhaling deeply. Each team can
report their score to you.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Table Tennis
8th Grade
Forehand and Backhand
Backspin Serve (continued)
ROLE OF ASSISTANT
(5 minutes)
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
LESSON CONTENT
Forehand and Backhand
Backspin Serve
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
☛ Demonstrate Forehand Backspin Serve (To help
explain, have students in shake hands grip with
black on forefinger side and red on thumb side):
Stand sideways with non-racket shoulder toward
opponent, Ball in open palm, Toss ball at least 6
inches, Racket is held open with red side up, Forehand stroke should be a smooth karate-type action under ball, Aim closer to net for first bounce.
■ Assist with
demonstration
if needed.
■ Help students
shadow practice.
■ Give positive
specific feedback.
ACTIVITY #1
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students stand a in horseshoe formation and
shadow practice during explanation.
■ Key point is backspin will cause opponent to hit
ball down toward net.
☛ Demonstrate Backhand Backspin Serve (To help
explain, have students in shake hands grip with
black on forefinger side and red on thumb side):
Stand facing opponent, Ball in open palm, Toss
ball at least 6 inches, Racket is held open with
black side up, Backhand stroke should be a
smooth karate-type action under ball, Aim closer
to net for first bounce.
■ Students stand a in horseshoe formation and
shadow practice during explanation.
■ Key point is backspin will cause opponent to hit
ball down toward net.
ACTIVITY #1
Cross Court Backspin Serve
ACTIVITY #2
tin
ue
s
(5 minutes)
Act
4 Set Up or Prep Duties
Lesson 9
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate this drill.
■ Each pair needs a ball.
■ Students serve either forehand or backhand backspin serves cross-court to their partner.
■ 1 partner has a ball and is ready to serve while
other partner places racket on table and gets
ready to catch ball.
■ Server backspin serves while partner catches ball.
■ Students switch roles and serve back and forth.
Serves will go from right to left and left to right.
H Challenge: How many legal serves can partners
make in a row?
■ Assist with
demonstration.
■ Give positive
specific feedback.
Italics indicate the teacher speaking directly to the student.
Transition
ROLE OF ASSISTANT
■ Review rules if needed.
■ Additional rule: For practice, 1 of 2 serves each
student attempts is to be a forehand or backhand
backspin serve.
■ A good return for a backspin serve is a forehand
push; return topspin for topspin serve and backspin for backspin serve.
■ Rules for doubles:
■ All serving rules in effect. Violating a serving
rule is a loss of a point.
■ If a serve hits net but goes over and lands
where it's supposed to, it is a “do over” and
server serves again.
■ Serve cross-court from right side of table to
left.
■ Ball must land inside or hit line or it is opponent's point.
■ No volleying ball (striking it before it hits
table).
■ Players must alternate hits.
■ Student who misses ball or fails to hit it onto
table and over net loses point.
■ Server gets 2 serves. Student receiving serves
becomes next server.
■ Student that just served changes places with
teammate after 2 serves.
■ Students will always hit to same player and
receive serve from other player.
■ To begin play 1 student, places the ball in 1 hand
underneath table and then shows opposing team
his or her hands. Opposing team tries to guess
which hand has ball. Team guesses correctly can
choose to serve first or not.
■ Send students to their tables to begin play. If you
have more than 4 students at a table, have them
rotate in.
■ Help organize
games.
■ Provide positive
feedback.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
Cool Down/Closure
(2 minutes)
COOL DOWN/CLOSURE
ACTIVITY #3
LESSON CONTENT
TRANSITION
Doubles
(15 minutes)
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ With a partner, show how to serve either a
forehand or backhand backspin serve.
■ What can backspin cause your opponent to
do? (Hit downwards or into the net)
■ Continue to play at home.
■ Assist with
stretching.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Table Tennis
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 9
Italics indicate the teacher speaking directly to the student.
Table Tennis
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
■ Understand the rules for doubles.
■ Successfully play doubles.
■ 1 TT racket
per student
■ Racket
container
BEFORE CLASS SET UP
■ 2 numbered TT
balls per table inside small bucket
■ FLOW equipment
4 Set up FLOW equipment on perimeter of play area.
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls and a small
bucket to hold them.
Transition
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students play either singles or doubles. Play
singles games to 5 and doubles games to 7.
4 Help with
equipment.
4 Help organize
tables.
TRANSITION
INSTANT ACTIVITY
Singles or Doubles
LESSON CONTENT
ROLE OF ASSISTANT
■ According to their numbers, students are sent to
4 Assist with
get their rackets. Remind them to inspect the
equipment.
racket for harm and immediately report any
4 Help with
damage.
reported
■ Students return to groups from previous few days.
damages.
Doubles
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Help with
equipment.
■ Encourage
participation.
■ Oversee station
with the most
supervision needs.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
FLOW
(15 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Demonstrate game while explaining rules.
■ Play doubles.
■ Royal Court Tournament:
■ High score moves up and low score moves
down
■ Play games for 2 minutes and then rotate
■ Play Rock, Paper, Scissors for all ties
■ High score at top table stays and low score on
bottom table stays; everyone else moves.
■ Send students to their tables to begin play.
■ Extra doubles teams will have to have designated
waiting spots to move to a certain table. For example, every time a team wins on table 3, instead
of moving to table 2 immediately a team waiting
goes to table 2. Winners on table 3 wait 1 game.
■ Clarify rules.
■ Give positive
specific feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Table Tennis
8th Grade
Transition
Lesson 10
Cool Down/Closure
(3 minutes)
(2 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What was the strongest part of your doubles
play and why?
■ What area of doubles needs the most improvement and why?
■ Continue to play table tennis after school.
■ Assist with
stretching.
TRANSITION
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Table Tennis
8th Grade : Lesson 11
LESSON OUTCOMES
EQUIPMENT
■ Understand the rules for various table
tennis games.
■ Execute a previously learned topspin skill
in a game situation.
■ 1 TT racket
per student
■ Racket
container
■ 4 cones
BEFORE CLASS SET UP
■ 2 numbered TT balls
per table inside small
bucket
■ 1 large paint bucket
per table
4 Set up tables with nets; proper spacing is needed between tables.
4 Assign a number to and set up each table with 2 numbered TT balls and
a small bucket to hold them.
4 French Fry Tag: Set up a 25 X 25 yard square with cones.
4 Awesome add-on: Set up 4 Cones at corners of tables.
French Fry Tag
(5 minutes)
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners and hit back and forth using forehand topspin serve. When a table has 4
students divide it and have students practice serving back and forth on their side of the table.
4 Assist with
equipment.
■ Clarify task.
(6 minutes)
(continued)
French Fry Tag
HEALTH RELATED PHYSICAL ACTIVITY
(6 minutes)
or
Awesome Add-On
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Have a quick discussion on negatives of fatty
foods. 2-3 students are given a noodle (they are
Fries).
■ French Fries try to tag and freeze entire class
inside boundaries.
■ Once tagged, a student must kneel down.
■ To be freed, another student must approach
tagged student and offer a solution to eating
fatty foods, then both do 3 jumping jacks (3 pushups, 3 sit-ups, etc.) together.
4 Assist with equipment and set up.
4 Set up a 25 x 25
yard space or use
alternate activity
below.
4 Set Up or Prep Duties
Table Tennis
☛ Cues or Key Concepts
A ctivity contin
➜ Variation
or
Awesome Add-On
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Forehand Topspin Serve
LESSON CONTENT
ROLE OF ASSISTANT
■ While exercising together, neither student can be
tagged. Students can keep exercising if a tagger
is nearby.
■ Switch taggers after 1-2 minutes.
or
■ Students jog/walk around table area. Movement
pattern can be changed (skip, gallop, hop, etc.).
■ Students begin when you give a signal (music,
whistle, GO, etc.).
■ When music stops (or on your second signal),
students stop and perform a designated skill or
exercise. For example, touch the ground, change
directions, turn around, 10 jumping jacks, 5 pushups, or a shoulder stretch, etc.
■ Each time you signal for students to stop, a new
skill will be added on.
■ Students must do all previous skills first, from
memory, before adding a new skill.
4 Set up 4 cones, 1
noodle per 15-20
students.
■ Encourage
participation.
■ Clarify rules.
ues
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 11
Table Tennis
8th Grade
Transition
ROLE OF ASSISTANT
■ According to their numbers, students are sent to
get their rackets. Remind them to inspect the
racket for harm and immediately report any
damage.
■ Students form groups of 3.
4 Assist with
equipment.
4 Help with
reported
damages.
TRANSITION
TRANSITION
Transition
LESSON CONTENT
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return balls to buckets and rackets
according to their numbers.
4 Help with
equipment.
Triples
Cool Down/Closure
LESSON CONTENT
ROLE OF ASSISTANT
■ Instead of playing doubles, students will play in
groups of 3.
■ Each student must hit in same order and alternate
shots, just like in doubles (no one can hit twice
until all have hit once).
■ Students should hide ball to see who serves first.
When a team is serving, each member serves once
and then other team serves.
■ Change games every 3 minutes.
■ Clarify rules.
■ Give positive
specific feedback.
Brazilian Teams
ACTIVITY #2
(12 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Teams are groups of 3 and game is played like
singles.
■ Each team needs to come up with a rotation of
who will play first, second, and third.
■ First players hide ball to see who will serve first.
■ Player who wins point stays on table and takes on
anew challenger.
■ Every time a team loses a point it brings on a new
player.
■ Whichever team loses a point serves for next
point.
■ Change games every 3 minutes.
■ Clarify rules.
■ Give positive
specific feedback.
☛ Cues or Key Concepts
➜ Variation
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform cool down stretches.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What are the rules to triples?
■ What are the rules to Brazilian teams?
■ Continue to play table tennis after school.
■ Assist with
stretching.
COOL DOWN/CLOSURE
ACTIVITY #1
(12 minutes)
4 Set Up or Prep Duties
Lesson 11
H Challenge
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate basic line dance
skills: grapevine, ¼ turns, hitch,
scoot, and slide.
■ Perform line dances to music
■ 30-40 cones
■ Jump Rope
Task cards
■ 3-4 foam balls
BEFORE CLASS SET UP
■ Jump ropes for
each student
■ Boom box, CD’s
■ 3-4 noodles
4 Set-up cones around play area
4 Have jump ropes in containers spread out around the activity area alternative: fold
in quarters and place individually outside boundary. Ropes piled into containers
are likely to knot and are difficult for individual students to access quickly.
4 Have jump rope club cards ready or place on cones on boundary lines facing in
4 Prepare music for the activity
Crazy Cones
Jump Rope Club Day
TRANSITION
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ The students pair up upon entering the playing
area and spread apart from each another.
■ Partners compete against each other – one team
positions the cones so that they are standing,
while the other team knocks them down.
■ Organize the Crazy Cones Activity into 4 rounds:
■ Round 1: Use only 1 finger to knock down
and stand up cones
■ Round 2: Use only your elbows to knock down
and stand up cones
■ Round 3: Only use feet to push cones, NO
kicking down and stand up cones
■ Round 4: Knock down cones using knees only,
stand up cones using thumbs only
4 Position the cones
in the playing
area so that half
are standing and
half are laying
flat
■ Instruct students
how to knock
down and set-up
cones
■ Supervise the
students
■ Announce the
new round after
each minute
■ Students read task cards on cones around the
gymnasium; each card contains different club levels and the number of jumps it takes to get into
each club level.
■ The students jump rope, trying to reach the
highest club level without missing a jump within
a specified period of time (determined by the
teacher: approximately 1 minute).
■ For this activity use the following jump rope skills:
short rope forward, short rope backward, short
rope right foot, and short rope left foot.
■ During the activity, the teacher signals the students to rotate stations CCW
■ Timed music to signal move to next station. 60 x 5
4 Provide jump
ropes to the
students
4 Scatter task cards
around the gym
■ Supervise and encourage the students to improve
their levels
4 Collect the ropes
at the end of the
activity
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
Transition
LESSON CONTENT
Ac
ROLE OF ASSISTANT
■ On signal students hustle to pick up jump rope
from placement around boundary lines, move to a
cone and begin stretching with the rope.
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Dance
8th Grade
Celebration Line Dance
(10 minutes)
LESSON CONTENT
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Example of sheet of paper at each station:
Club Level
Jumps
01
10
SHORT ROPE FORWARD
02
03
04
05
20
40
75
100
➜ Variation: Before leaving each station, the students write their name and the highest club level
they completed on a large piece of paper designated to record the students’ Jump Rope Club
level for each station
➜ Variation: Mix in flexibility and upper body/abdominal muscular activities.
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students fold ropes in ¼ and return to original
location then move in opens safe space
ACTIVITY #2
TRANSITION
HEALTH RELATED PHYSICAL ACTIVITY
Jump Rope Club Day (continued)
Lesson 1
ROLE OF ASSISTANT
Music: Get Ready For This – Jock Jams Vol. 1
■ Move around
students to moni■ 4 slides to the right, (4 beats)
tor activity
■ 4 slides to the left (4 beats)
■ Walk forward right-left-right touch left beside ■ Encouraging and
assist students
right (4 beats)
encountering
■ Grapevine right & left (8 beats)
difficulty
■ Walk backward left-right-left touch right beside left (4 beats)
■ Grapevine right & left (8 beats)
■ 4 slides to the right, (4 beats)
■ Touch right foot out to the side 2x (4 beats)
■ Touch left foot out to the side 2x (4 beats)
■ Touch foot out to the side 1x right-left-rightleft (4 beats)
■ Pivot on left foot 90 degrees (keeping left foot
in place, turn 4 steps to the left) (4 beats)
■ Repeat dance
■ Once students get the steps perform the dance
to music.
The Scoot Line Dance
(10 minutes)
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
■ Move around
Music: I Feel Lucky – Christy Lane’s Line
Dancing Music
students to monitor activity
■ Grapevine right & left (8 beats)
■ Encouraging and
■ Walk backwards right-left-right (3 beats)
assist students
■ Hitch (lift) left & scoot forward on right (1
encountering
beat)
difficulty
■ Step forward and down on left (1 beats)
■ Slide right beside left (1 beat)
■ Step left & make ¼ turn to left (1 beat)
■ Touch right beside left (1 beat)
■ Repeat dance
■ Once students get the steps perform the dance
to music.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Veggie Tag
Think/Pair/Share
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Depending on class size, choose 3-4 students to
represent the junk food taggers (Foam ball or
chickens).
■ Choose 3-4 students to represent the veggies
(noodles).
■ On the signal, the students try to avoid being
tagged by junk food (chickens or balls).
■ If tagged he or she must squat down and yell, “I
need my veggies” with his or her hands raised up
so the veggies (noodles) can come over and free
him or her by tagging his or her hand with the
noodle.
■ Instruct the students to switch being the veggies
and junk food taggers after 1 minute.
4 Distribute 3-4
foam balls to students in the class
4 Distribute 3-4
noodles to students in the class
■ Help supervise
game keeping
opposite of the
teacher
4 Collect noodles
and balls
■ Lead cool down stretches.
■ Think-share-pair; Ask:
■ What do think are the benefits of warming
up?
■ Which do you prefer; knocking the cones
down or picking them back up?
■ What strategies did you use for Veggie Tag?
■ Describe the grapevine, hitch, scoot and slide
steps
■ Dance to your music at home! Show your family
members the dance you learned!
■ Supervise the cool
down activities
■ Monitor student
responses to the
think/pair/share
questions
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Perform creative line dances using the grapevine, ¼ turn, hitch, scoot, jazz box
step, and slide.
■ Perform a four wall dance.
■ Conduct activities that promote teamwork and improve students’ dance skills.
■ Identify 3 risk factors for Heart Disease
■ 30 balls (of
■ Boom Box, CD’s 4 Spread balls around the play area
various types) ■ Sideline cones
4 Place balls in 8-10 hoops around perim■ 3-4 red &
for dance
eter for easy retrieval
green pinnies
4 Prepare music for the activity
Two Pass: Without Defenders
Cooperative Hi-5’s
(5 minutes)
ROLE OF ASSISTANT
4 Spread differ■ Move with a partner – on signal pick up a ball
ent types of balls
from one of the hoops
around the gym
■ The object of the activity is to pick up any ball and
for set-up
complete two passes with their partner. Then, set
■ Supervise and
the ball back down and move to another ball.
remind students
■ You can designate the type of passes used or alof the rules
low students to use any pass.
4 Assist with
■ Establish a goal for the students (how many difequipment return
ferent balls, different types of passes, etc.) or time
limit.
➜ Variation: balls are placed in hoops around area
rather than simply placing on ground a foot or
two from where last balls was placed. Retrieve
and return balls to closest hoops. May need to
increase hoop with a limit of one ball per hoop
during game.
■ Have students return balls and then line up on
opposite sides of the area facing each other for
HRPA.
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(10 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ The students remain in pairs for the HRPA activity.
■ Instruct students to face their partner on opposite
sides of the playing area about 20 yards apart.
■ On the signal, the partners run to the middle of
the playing area, give each other a hi-five, and
run back to their line to do the exercise.
■ Call out commands for steps to add on next.
Previous commands will not be repeated – the
students must remember them.
■ Suggested sequence:
■ Hi-five right; 10 jumping jacks
■ Hi-five left; 5 push-ups
■ Hi-ten; 5 sit ups
■ Low- five right; 10 arm circles forward
■ Low-five left; 10 arm circles backward
■ Low-ten; 10 jump twists
■ Back-to-back over-the-head ten; 5 triceps dips
(from crab position)
■ Back-to-back between-the-legs ten; 5 crab
kicks
■ Sitting face-to-face touch bottom right foot;
10 skier jumps
■ Sitting face-to-face touch bottom of left foot,
bottom of both feet; grapevine right & left
■ Finish with dead bug (lie on back screaming)
■ Teacher assistant
can cue students
of previous
command(s) if
needed
■ Keep on opposite
end as teacher to
keep students on
task
■ Help students line
up correctly
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Dance
8th Grade
Review Line Dancing:
The Scoot Dance
Lesson 2
Review Line Dancing:
The Celebration Dance
(5 minutes)
(5 minutes)
LESSON CONTENT
■ Monitor dance
moves
■ Provide assistance
as needed
■ Try to remain
facing opposite of
the teacher
Music: Get Ready For This – Jock Jams Vol. 1
■ Monitor dance
moves
■ 4 slides to the right (4 beats)
■
Provide assistance
■ 4 slides to the left (4 beats)
as needed
■ Walk forward right-left-right touch left beside
■
Try to remain
right (4 beats)
facing opposite of
■ Grapevine right & left (8 beats)
the teacher
■ Walk backward left-right-left touch right beside left (4 beats)
■ Grapevine right & left (8 beats)
■ 4 slides to the right, (4 beats)
■ Touch right foot out to the side 2x (4 beats)
■ Touch left foot out to the side 2x (4 beats)
■ Touch foot out to the side 1x right-left-rightleft (4 beats)
■ Pivot on left foot 90 degrees (keeping left foot
in place, turn 4 steps to the left) (4 beats)
■ Repeat dance
■ Perform dance to music
4 Set Up or Prep Duties
ACTIVITY #2
ROLE OF ASSISTANT
Music: I Feel Lucky – Christy Lane’s Line Dancing
Music
■ Grapevine right & left (8 beats)
■ Walk backwards right-left-right (3 beats)
■ Hitch (lift) left & scoot forward on right (1
beat)
■ Step forward and down on left (1 beats)
■ Slide¬ right beside left (1 beat)
■ Step left & make ¼ turn to left (1 beat)
■ Touch right beside left (1 beat)
■ Repeat dance
■ Perform dance to music
ACTIVITY #1
LESSON CONTENT
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
Factor Tag
Boot Scootin’ Boogie
ACTIVITY #3
(5 minutes)
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Select 2-3 students to be wellness professionals &
wear green pinnies (or heart shaped green tags)
and 4-6 students to be risk factor taggers & wear
red pinnies (or stop sign shaped red tags).
■ Taggers try to tag as many students as they can.
■ When tagged the first time the student places
their hand over their heart.
■ The second tag puts them in cardiac arrest. They
stop and scream “Help, I’m having a heart attack!”
■ Wellness professionals (carrying the green tags)
free them by performing 3 jumping jacks with the
tagged student.
■ Switch the taggers after a minute.
■ Have students get back in same lines from activity
#2 for dances.
4 Distribute pinnies
to students
■ Help supervise
the game
■ Remind students
to be honest
when they are
tagged
Music: Boot Scootin’ Boogie – Christy Lane’s Line
Dancing Music
■ Right heel-toe touch 2x- 2 cts
■ Left heel-toe touch 2x- 2 cts
■ Right foot touch front, back, & side & slap right
foot behind left leg-4 cts
■ Grapevine right & left- 8 cts
■ Step forward right-left-right & turn left leg ¼ to
the right-4 cts
■ Backup left-right-left & stomp right foot next to
left- 4cts
■ Keeping the heel down, pivot right foot to the
right 2x- 2 cts
■ Repeat steps
■ Perform dance to music
■ Move through
students to keep
them on task
■ Assist students
that are encountering difficulty
■ Try to remain
facing opposite of
the teacher.
ACTIVITY #4
LESSON CONTENT
Think/Pair/Share
COOL DOWN/CLOSURE
(5 minutes)
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead cool down stretches.
■ Ask the students:
■ Which dance did you like the most?
■ Which dance was the easiest to learn? The
most difficult?
■ What are three risk factors for heart disease?
■ Supervise the cool
down activities
■ Monitor student
responses to the
think/pair/share
questions
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Perform creative line dances using grapevine,
¼ turns, hitch, scoot, jazz box step, slide, and
pump steps.
■ Perform a four-wall dance.
■ Identify at least 3 benefits of physical activity.
■ 6 cones different
colors
■ Boom Box, CD’s
BEFORE CLASS SET UP
■ FLOW equipment
■ Sideline cones
for dance
4 Have FLOW equipment ready on the side so students can set-up
4 Alternative – have stations set up around the perimeter of half or
full court area for quick transitions. This should work easily with
rhythms since no other equipment is used.
4 Music cued
Transition
LESSON CONTENT
Triangle Tag
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
TRANSITION
INSTANT ACTIVITY
■ Groups of 4 in safe space.
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Get in groups of four. Three hold hands/wrists in a ■ Supervise stutriangle, facing each other.
dents
■ One student in the triangle volunteers to be the
■ Remind students
target. The fourth player stands outside of the
to change roles
triangle as the chaser.
4 Set-up for tag
game
■ The object of the game is simple: the chaser tries
to tag the target on the arms or hands by moving
around the triangle.
■ The three players in the triangle all cooperate
to protect the target by moving and shifting.
The target cannot be tagged over or under the
triangle; only around.
■ If you have an odd number of students you can
■ Rotate one extra person with a group or
■ Make a square and the blockers have to close
their eyes and follow the directions of the person
who wants to avoid being tagged
■ Easier yet – two of the four standing side by
side with joined hands become a dual target for
tagger. Everyone continues to be active and this
doesn’t change the activity or make it any easier
or harder
■ Change taggers on outside frequently after 1 min
or so.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
TRANSITION
Dance
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ On signal, students stop and meet teacher in
middle of tag area.
■ Monitor students
Boot Scootin’ Boogie Review/
And Introduce Stray Cat Strut
(10 minutes)
LESSON CONTENT
FLOW
(15 minutes)
TRANSITION
ROLE OF ASSISTANT
■ Refer to FLOW section for complete instructions.
■ Direct student
where to put
■ When setting up FLOW, explain to the students
equipment
what area of fitness each station represents.
■
Supervise and
■ FLOW rotation 1 ½ - 2 minutes per station with 20
stay near activity
seconds (or less) in between to move/set-up. Use
where student
45 sec/station and rotate thru 2x’s – students will
can get wild or
be much more likely to stay active and engaged
hurt
■ Students should be evenly grouped for 6 stations
■
Supervise stuwith no more than 3 students per station. Teacher
dents as they
should stay near stations that require extra superreturn equipment
vision.
■ When the music begins, students perform the task
at the given station for the duration of the music.
■ Music stops, reset all equipment, move to the next
station, and begin next task when music starts
again.
FLOW cont.
■ After 6 rotations, end FLOW and have the students help put equipment away. Leave FLOW
equipment on outside perimeter or half court to
reduce transition time for this class and classes
that follow.
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Review Stray Cat Strut and Boot Scootin’ Boogie
■ Move around
and introduce Whoomp It Up:
helping students
having difficulty
Music: Boot Scootin’ Boogie – Christy Lane’s Line
and keeping
Dancing Music
others on task
Boot Scootin’ Boogie
■ Right heel-toe touch 2x- 2 cts
■ Left heel-toe touch 2x- 2 cts
■ Right foot touch front, back, & side & slap
right foot behind left leg-4 cts
■ Grapevine right & left- 8 cts
■ Step forward right-left-right & turn left leg ¼
to the right-4 cts
■ Backup left-right-left & stomp right foot next
to left- 4cts
■ Keeping the heel down, pivot right foot to the
right 2x- 2 cts
Music: Pump Up the Jam Jock Jams Vol. 1
Stray Cat Strut
■ Right heel forward & back 2x, left heel forward &
back 2x- 8cts
■ Touch right heel forward 2x then back 2x 8cts
■ Right heel forward 1x, Right toe backward 1x -4
cts
■ Right heel forward 1x, Right toe backward 1x – 4
cts
■ Step forward right heel, ball of foot down, step
forward left heel, ball of foot down, step forward
right heel, ball of foot down, step forward left
heel, ball of foot down- 8 cts
ROLE OF ASSISTANT
■ After the equipment has been secured, students
need to quickly get into line dance formation.
Music should be playing during transition and
students can start doing the Stray Cat Strut.
4 Set Up or Prep Duties
Lesson 3
☛ Cues or Key Concepts
Ac
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
Boot Scootin’ Boogie Review/
And Introduce Stray Cat Strut (continued)
Think/Pair/Share
(5 minutes)
LESSON CONTENT
(10 minutes)
■ Jazz box step ¼ turn- 4 cts:
■ right foot cross over left foot:
■ Step back on left foot
■ Step slightly forward on right making ¼ turn
to the right
■ Step left beside right
■ Jazz Box- 4 cts:
■ Cross right foot over left
■ Step back on left
■ Step right beside left
■ Step left beside right
Repeat dance
4 Set Up or Prep Duties
Dance
■ Students participate in stretching cool down
■ Lead stretching
activities.
activities
■ Ask (for think/pair/share):
■ Supervise think/
pair/share
■ What was the activity you liked most in FLOW?
responses
■ Which was the hardest FLOW activity to perform?
■ What are three benefits of physical activity?
ROLE OF ASSISTANT
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
EQUIPMENT
■ Perform creative line dances using grape- ■ Long/Group Jump ropes
vine, ¼ turns, hitch, scoot, jazz box step,
1 rope/ 4 students
slide, pump steps, kicks and cha-cha.
■ 3-4 pinnies for tag
■ Perform a four wall dance.
BEFORE CLASS SET UP
■ Boom box, CD’s
■ 4 large cones for tag
Rock Paper Scissors Partner Tag
(5 minutes)
INSTANT ACTIVITY
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner and compete against each ■ Supervise stuother playing rock paper scissors. Rock (closed
dents
fist), beats scissors (index and middle finger apart ■ Participate with
simulating scissors), scissors beats paper (open
students
hand, palm down), and paper beats rock.
■ The winner must quickly turn and run to and stop
on the line (safety) between cones. The loser
simply tries to tag his or her partner before he or
she gets to the line.
■ After 3 matches change partners (best of 3 wins).
■ Could go with success and try again sides.
➜ Variations:
■ Divide the winners and the losers into separate groups and try again using best of 5.
■ All complete an additional exercise but the
loser does an extra one, (ex. Jumping jacks,
the winner does 5 the loser does 6).
■ If you bump into someone during the game
you must stop, shake hands with that person and apologize by saying, “I am sorry for
bumping into you and it won’t happen again.”
TRANSITION
LESSON OUTCOMES
8th Grade : Lesson 4
4 Have jump ropes in 3-4 containers spread out in area
4 Fold long ropes and place around perimeter for easy
distribution and collection.
4 Have music ready
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Have partners join another set of partners for
HRPA.
■ Monitor students
Jump Rope Challenges
(10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
Dance
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, pick up a long jump
rope, and find an open space on the floor.
■ Two students turn the rope while the other two
students jump.
■ Change positions frequently so that everyone has
an equal opportunity to jump and turn, (watch
for students who only want to turn or jump). Use
4/4 music to jump.
■ Alternative: half group turns other half jumping - jumps one rope then move to any other
rope in area. After they run and jump 5 times
they switch with any turner. Make sure the
same students are not opting to continue as
turners.
4 Distribute jump
ropes to students
■ Supervise, encourage, and help
students
■ Keep students
on task
Ac
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Dance
8th Grade
Jump Rope Challenges (continued)
Jump Rope Challenges (continued)
(10 minutes)
(10 minutes)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
ROLE OF ASSISTANT
■ Front door figure-8 pattern:
■ Jumper stands near the left turner’s right
shoulder. Watch the rope as it swings down
toward you, down & away. As the rope passes
your nose, enter and jump three times; then
exit rope by the right turner’s right shoulder.
■ Reenter front door near right turner’s left
shoulder.
■ Remember to jump in the middle.
■ Repeat this figure-8 pattern three times.
y
i vit
co
LESSON CONTENT
ROLE OF ASSISTANT
■ Have the students form lines even with the sideline cones facing the teacher for line dances.
■ Assist with
grouping
TRANSITION
ue
s
Transition
Act
4 Set Up or Prep Duties
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
➜ Variations:
■ Rope jump challenge 2 people:
■ See which group of partners can jump the longest (both jumpers must be jumping the rope).
Which group of 4 can jump the longest? If
two jumpers jump a long time that means
the 2 turners are inactive. Count jumps then
switch turners/jumps and add to the count.
Music signals switch.
■ Rope exchange challenge:
■ Begin with one jumper near each turner.
■ Left jumper, change places with the right
turner after three jumps (three jumps and out)
■ Right jumper change places with the left
turner after three jumps (three jumps and out)
■ Continue this pattern.
■ Try not to stop the rhythm of the rope’s turning.
■ Front door entry-run-exit pattern:
■ Each jumper should stand near the left
turner’s right shoulder.
■ Watch the rope as the turners turn it toward
you, down, and away. As the rope passes your
nose, enter and run through to exit near the
right turner’s right shoulder.
■ Reenter front door near the right turner’s left
shoulder.
■ Remember, run through—do not jump the
rope!
■ Repeat three times for each jumper.
tin
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
Lesson 4
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Review: Stray Cat Strut Dance; Introduce
New Dance: Whoop it up Dance
Review: Stray Cat Strut Dance; Introduce
New Dance: Whoop it up Dance (continued)
(15 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
Music: Pump Up the Jam Jock Jams Vol. 1
Stray Cat Strut
■ Right heel forward & back 2x, left heel forward &
back 2x- 8cts
■ Touch right heel forward 2x then back 2x -4cts
■ Right heel forward 1x, Right toe backward 1x -2
cts
■ Right heel forward 1x, Right toe backward 1x –
2cts
■ Step forward right heel, ball of foot down, step
forward left heel, ball of foot down, step forward
right heel, ball of foot down, step forward left
heel, ball of foot down- 4 cts
■ Jazz box step ¼ turn- 4 cts:
■ right foot cross over left foot:
■ Step back on left foot
■ Step slightly forward on right making ¼ turn
to the right
■ Step left beside right
■ Jazz Box- 4 cts:
■ Cross right foot over left
■ Step back on left
■ Step right beside left
■ Step left beside right
Repeat dance
■ Move around
keeping students
on task and helping students
Music: C’Mon & Ride It (The Train)
Whoop it up Dance
■ Slide step right and bring left foot together with
right, then slide step left together with right,
right together left, left together right (8 counts)
■ 4 pump steps forward, beginning with the right
foot (8 counts):
■ Pump step- step and hold for one count; step
right hold, step left hold, step right hold, and
step left hold.
■ Pivoting on the left foot, step back with the right
¼ turn right (CW), then pivot turning 180 degrees
facing the left wall (CCW 2 counts)
■ Jump in a clockwise direction—3 jumps to face
back to the front and clap on the final count (4
counts)
Repeat dance
■ Move around
keeping students
on task and helping students
s
ACTIVITY #1
LESSON CONTENT
ue
ACTIVITY #1
(15 minutes)
Transition
tin
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
it
n
➜ Variation
TRANSITION
v
Acti
o
yc
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students meet in middle of tag area for
instructions.
4 Monitor students
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Dance
8th Grade
High Five Tag
Think/Pair/Share
(5 minutes)
(5 minutes)
ROLE OF ASSISTANT
■ Chose 2-4 students to be taggers (depending on
4 Distribute pinnies
the size of the class).
to taggers
■ The rest of the students scatter around the gym.
■ Help supervise
and remind
■ On the signal to begin, the taggers try to tag as
students to say
many students as they can on the hand or arm.
thank you and
■ When a student is tagged, they sit or kneel with
you’re welcome
both hands held up at shoulder height until someone comes up to them and does Hi-5 right hand;
Hi-5 left hand; Hi-10 both hands; 2 claps on thighs
and 2 hip bumps.
■ Alternative – those tagged jump, hop, ski
jump or some other aerobic activity in place
until someone comes to tag them. This would
increase activity for those tagged rather than
have them become inactive while they waited
for help.
■ The rescued person MUST SAY THANK YOU, while
the rescuer responds, YOU’RE WELCOME.
■ While being rescued, neither student can get
tagged.
■ Switch taggers after 1-2 minutes
➜ Variation: After playing for a while, add that the
rescuers can be tagged while doing the High Five
Jive.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Leg Dancing Stretches:
■ Sitting with knees bent, weight leaning back
on hands.
■ Put music on and tap dance with feet following the leader.
■ Foot movements: both feet out/back, to right
side/back, left side/back, split/back, up/down,
up & clap feet, etc.
■ Lead stretching
activity
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
Lesson 4
H Challenge
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Perform creative line dances using grapevine, ¼ turns, hitch,
scoot, jazz box, slide, pump, kicks and cha-cha steps.
■ Create a simple line dance using steps.
■ Boom Box, CD’s
■ 4 cones
BEFORE CLASS SET UP
■ Create a Dance cards
■ 3-4 noodles
One on One Duck, Duck, Goose / Partner Tag
Cannonball Run & Medicine Ball Fitness
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Find a partner and stand facing each other one
arms length apart.
■ Take turns tapping each other on the shoulder
saying duck until one says goose.
■ The partner who says goose runs/walks/crab walks
away from the other (Students can designate
before play).
■ The partner who is the “goose” (i.e. chaser) performs a jumping jack/push-up from crab position,
then attempts to tag partner.
■ Start over after student is tagged.
■ Supervise, or can
participate if
odd number of
students.
Cannonball Run (5 min):
■ Place a cone at each corner and two along each
sideline of a rectangular track that is about the
size of a basketball court.
■ Form 4-5 teams of equal size. Designate 1 player
on each team to hold the medicine ball.
■ Each team stands in file formation at a different corner of the area. If more than 4 teams use
cones along track for start rather than just corner
cones.
■ When the music starts, each team starts jogging
around the track with the last runner of each
group carrying the medicine ball. Stay in this
order. Do not pass the ball to other players.
■ On the teacher’s signal, the runner with the
medicine ball sprints forward on the inside of the
track, passing all of the teams’ runners. As the
last runner reaches the front of the line, the runner yells, “Cannonball!” This is the signal for the
whole team to turn sideways and slide step along
as the cannonball is passed from player to player
down the line to the new last person (the music
can be used as signal for rotating the medicine
ball).
4 Place medicine
balls on perimeter
in hoops for easy
equipment distribution/collection.
■ Stay opposite
teacher to assist
supervision
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Partners join with one other pair for a group of
■ Monitor students
4. One person hustles to get medicine ball from
hoop, while remaining group finds a cone and begins stretching. Person with ball returns to group
and begins handing, rolling or tossing ball around
the circle to group of 4.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
4 Have music ready
4 Set-up Tag game area
4 Put out cones to form Cannonball Run
Ac
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Dance
8th Grade
Cannonball Run & Medicine Ball Fitness
(continued)
Cannonball Run & Medicine Ball Fitness
(continued)
(10 minutes)
(10 minutes)
ROLE OF ASSISTANT
HEALTH RELATED PHYSICAL ACTIVITY
■ When the last runner receives the ball, he runs to
the front of the team and continues the cannonball pass.
■ Continue at a steady pace, taking turns until the
music stops. No team is permitted to pass another
during the run.
■ Each team should yell out the number of “cannonball runs” made by the team.
■ To cool down, walk slowly around the track inhaling & exhaling deeply. Each team can report its
score to the teacher.
➜ Variations:
■ Use a basketball or large utility ball.
■ Increase the size of the track based on student
ability and space.
■ Increase the duration of the run as fitness
improves.
■ Introduce a break signal in which the team
stops in place, quickly forms a circle, and while
jogging in place, passes the ball back and
forth across the circle to a teammate who is
not on either side of them.
■ Each group invents its own pattern or routine;
increase the distance between students to
increase effort.
LESSON CONTENT
ROLE OF ASSISTANT
Medicine Ball Fitness (5 min):
■ Remain in same groups formed for cannonball
run.
■ Each group forms a circle with students standing
an arm length apart from one another.
➜ Variations:
■ Medicine Ball Circle Pass
■ Using both hands, pass the medicine ball
clockwise around the circle. Count 1 point every time the ball returns to the leader (everyone must have received ball before returning
it to leader). Reverse direction after 5 points.
Which group can earn the best score in two
minutes?
■ Move circle in closer to the center. Pass the
medicine ball across the circle to a student
who is not directly next to you. Which group
can complete 30 passes in the least amount of
time?
■ Medicine Ball Circle Roll
■ Stand with feet apart. Roll the medicine ball
across the circle to a person who is not standing next to you. Next, try to roll the medicine
ball past another student. The student on the
receiving end of the pass should try not to let
the ball roll past
■ Medicine Ball Derby
■ Alternate pass and roll the medicine ball
across the circle. Which group can complete 40
passes the quickest?
■ Assist students,
giving encouragement and help
when necessary
■ Move around
from group to
group
■ Collect medicine
balls
tin
ue
s
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
Lesson 5
y
vit
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
co
n
H Challenge
Italics indicate the teacher speaking directly to the student.
TRANSITION
Transition
LESSON CONTENT
Think/Pair/Share
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Student with medicine ball hustles to place it back
in the closest hoop before joining group - remaining students form groups of 4-5 and begin to
stretch
■ Students sit in semicircle in front of teacher.
■ Lead the Hand
Jive Activity while
■ Slap thighs two times, clap two times, cross right
the teacher obhand over left hand twice, and cross left over
serves
right hand twice (counts 1-8).
■ Next, with hands fisted, hit right fist on top of left
fist two times, then hit left fist on top of right fist
two times, (counts 9-12).
■ Then “hitchhike” (fist with thumb sticking up)
twice with right hand and twice with left hand,
(counts 13-16).
Create a Dance
ROLE OF ASSISTANT
■ Explain to the students that they will be creating
their own line dance.
■ Students will be working in groups of 4-6.
■ The dance must have a minimum of 4 parts, each
to a count of 4. You could include that the dance
has to face more than one wall.
■ Students may select parts from the Create-a-Line
Dance cards or they can create their own. (if they
use their own movements they must be approved
by the teacher and everyone in their group must
be able to perform the move).
■ All the dances will be to the same music. Play the
song throughout the time the students are working (use the repeat function).
■ After 15 minutes, have the students perform their
dance for the class.
■ Performances could be solo or two groups at a
time or half the class at a time depending on the
comfort level of the students. The audience is
to cheer and give positive feedback to the group
that just finished.
■ To increase MVPA: Consider smaller groups of 3-4
with less time to “create” – 5 minutes max. Provide lists of possible dance moves to select from.
Could categorize so group must choose one move
from each category. The more showing their
dance at one time the more active the students
and less pressure on individual students.
■ Observe students
for creativity
■ Make sure students are working
together, allowing everyone in
their group to
contribute
4 If tag game was
not set-up before
class, set-up now
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
(20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 5
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
■ Review and perform the following square dance skills: circle left & right,
■ 4 cones with task
cards
forward and back, promenade, do-si-do, elbow swing, allemande left & right,
grand right & left, split the ring, circle right, circle to a line, bend the line,
■ Boom box, CD’s
four B’s chain, and right and left through.
■ Pinnies
■ Develop movement combinations into repeatable sequences.
■ Conduct activities that promote teamwork and improve students’ dance skills.
BEFORE CLASS SET UP
■ Medicine balls
■ Jump ropes
■ 2 foam balls
Four Corners
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3-4 and stand inside the
activity rectangle.
■ The students perform different activities based on
the task cards at each cone.
■ Students continuously move around the perimeter
of the rectangle to complete the activities on the
task cards.
■ Activities for the long sides of the rectangle
include: jogging, power skipping, basketball
shuffle, and the grapevine step.
■ Activities for the short sides include: squat lunges,
crab walk, broad jumps, high knees, and the
pump step.
■ When student reach each cone, they must
perform an exercise at the cone for 10 seconds
before moving around the perimeter of the
rectangle to complete the activity on the task
card. Examples of the activities the students can
work on at each cone include: curl-ups, push-ups,
ski jumps (back and forth over a line), passes with
medicine ball
➜ Variations: Incorporate sports skills and equipment such as basketballs or team handballs (e.g.,
students can dribble a basketball along the perimeter of the rectangle).
4 Set-up 4 cones
in each corner of
the gymnasium
4 Place a task card
on each cone
4 Cones should
be placed far
enough away
from walls to allow for teacher/
student movement around
perimeter
■ Supervise the
activities
■ Make sure students follow the
directions
Dance
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ On the signal, students stop the instant activity
and pick up a jump rope from the buckets set-up
around the gym.
4 Set-up buckets
around the gymnasium with jump
ropes in them
TRANSITION
INSTANT ACTIVITY
(5 minutes)
4 Set Up or Prep Duties
4 Set-up Four Corners activity space
4 Have jump ropes in containers spread
around the play area
4 Prepare music for dance activities
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Dance
8th Grade
Jump Rope Record Setting Day #1
Scatter Square Dance
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ The students count how many jumps in a row
they can perform for the following tasks:
■ Jump rope forward
■ Jump rope backward
■ Jump rope right foot forward
■ Jump rope left foot forward
■ Jump rope right backward
■ Jump rope let foot backward
■ Jump rope crossing
■ Each student must have someone count and verify
the number of times s/he completes each activity.
Afterwards, the record setting student must tell
the teacher and announce, “I have a new record.
The category is_________. The number is___. My
name is_____.”
■ Continue until signal to stop.
■ Note: The students do not have to complete all
of the categories; they can work on any activities
that they choose.
■ Walk around supervising students
■ Assist students
when necessary
4 Collect the ropes
at the end
4 Prepare a sheet of
paper for recording the students’
activities
Making Scatter Square Dance Fun and Successful
1. Change partners often
2. Pick different people
3. Pick someone close
4. Lost and found (designated place to get a partner)
■ Help demonstrate
the skill
■ Move around the
students to assist
the students having difficulty
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
(10 minutes)
Transition
LESSON CONTENT
TRANSITION
Lesson 6
ROLE OF ASSISTANT
■ Students form groups of 8 members, which can be ■ Assist with
broken down into 4 pairs.
grouping
Solo Formations
■ Keep time to the music- Clap, snap, move any part
of your body with the beat of the music
■ Turn one alone- Turn a circle alone
■ Hit the lonesome trail- Walk by yourself any place
around the room
■ Deer – Stride Leaps
■ Tornado – Jump Full Turns
■ Spurs – Jump up and click heels
General Formations
■ Turn and go the other way -Can be used to
change directions in “circle up two”, “circle up
four”, “circle up all”, “right or left star”, or right
or left hand “cross”
■ Star-Can be called for either right or left hand.
Whatever hand is called, all dancers put correct
hand up in center of circle and walk around the
circle in line of direction. Can be done with two
or four people
■ Shoot that star- The star breaks up into whatever
the next call is.
■ Change Jockeys or Drivers- Use with either “horse
and jockey” or “horse and buggy.” All people
just turn and face the other direction so now
there is a new person(s) in front
Ac
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
Scatter Square Dance (continued)
Scatter Square Dance (continued)
(15 minutes)
(15 minutes)
ROLE OF ASSISTANT
Partner Formations
■ Honor your Partner- Partners face each other and
recognize each other by either bowing or shaking
hands.
■ Promenade- Join hands with another person and
walk around the room.
■ Do-Si-Do- Partners face each other and pass right
shoulder to right shoulder, passing back to back
and return to original position.
■ See Saw- Partners face each other and pass left
shoulder to left shoulder, passing back to back
and return to original position.
■ Elbow Swing- Hook either right or left elbows
with a partner and turn once around.
■ Circle up two- Join hands with a partner and walk
in a circle together.
■ Horse and Jockey- Partners one behind the other,
with the back person putting hands on front person’s shoulders.
■ Horse and Jockey Promenade- Everyone lines up
behind lead couple in horse and jockey fashion.
s
ue
tin
Acti
Dance
☛ Cues or Key Concepts
ROLE OF ASSISTANT
Line Formations
■ Skin the Snake- Call from “horse and jockey
promenade”. Lead partners join hands and walk
over kneeling behind them. Each couple in turn
walks down the line the same way. Once at the
end, “hit the lonesome trail.”
■ Tunnel- Two people form an arch; other partners
go under the arch and immediately form an arch
next to the arches. When everyone has gone
through the arch the first couple goes through
and each couple continues through the arch in
turn. Once out, everyone “hits the lonesome
trail.”
Big Circle Formations
■ Circle up all- All partners or individuals form one
big circle.
■ Grand Right and Left- Call out of “circle up all.”
Give right hand to your partner and progress
around the circle alternating left and right hands
until you return to your partner.
■ Wind the Clock- All hands remained joined and
the designated leader leads the group around
and around in an increasingly smaller circle until
the group is “wound up”. Then group turns and
unwinds.
4 Set Up or Prep Duties
LESSON CONTENT
ACTIVITY #1
ACTIVITY #1
LESSON CONTENT
v
c
ity
➜ Variation
on
H Challenge
Group of Four Formations
■ Circle up Four- Two sets of partners (four partners)
all join hands and walk in a circle together.
Music: Wild, Wild West – Christ Lane’s Line Dancing
Music
Sample Scatter Dance Call
■ Hit the lonesome trail
■ Turn one alone
■ Spurs
■ Find a partner: honor that partner
■ R elbow swing: L elbow swing
■ Circle up four
■ Circle left: Circle right
■ Star Right: Star left
■ Shoot that star
■ Hit the lonesome trail
■ Tornado
Ac
■ Find a new partner
tivity continues
■ Horse and jockey promenade
■ Promenade all behind ________
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Dance
8th Grade
Scatter Square Dance (continued)
Team Toss Tag (continued)
(15 minutes)
Tunnel
Hit the lonesome trail
Find a new partner and promenade
Promenade all behind ________
Skin the snake
Hit the lonesome trail
Hit the lonesome trail
Turn one alone
Spurs
Find a partner: honor that partner
Do si do your partner
See saw
Roundup
Grand Right and Left
Meet your partner and do si do
LESSON CONTENT
ROLE OF ASSISTANT
■ Continue to move
around the students to assist the
students having
difficulty
■ The taggers are not permitted to throw the ball
at any time. The taggers must work together, by
passing the ball to help each other in order to tag
the other students.
■ To begin, give two taggers a foam ball. As the
students run to the other sections to avoid being
tagged, the taggers must pass the ball to the tagger in the other sections in order to tag a student.
Once a student is tagged, s/he must “freeze.”
■ Frozen students can re-enter the game, if they
receive a hi-5 from another student.
➜ Variations:
■ Add or take away the number of sections for
the game.
■ Add more foam balls for the taggers to use to
tag the other students.
■ Allow 4-6 students to free those who have
been tagged.
4 Provide foam
balls to each of
the designated
taggers
■ Move around the
students to supervise the game
■ Remind students
of the rules
ACTIVITY #2
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
(6-8 minutes)
ROLE OF ASSISTANT
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide the gym into as many sections as there are
members on a team. For example, use a team of 6
as taggers and divide the gym into 6 sections.
■ Assist with
organization
Team Toss Tag
ACTIVITY #2
(6-8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Provide a colored pinnie to each tagger.
■ The taggers must remain in their section at all
times.
■ The other students are free to move anywhere
they want in the gym.
■ Taggers can only tag students in their section
using the foam ball.
4 Distribute pinnies
to students
Activit
4 Set Up or Prep Duties
☛ Cues or Key Concepts
yc
o
in
nt
ue
➜ Variation
Hand Jive
(5 minutes)
COOL DOWN/CLOSURE
TRANSITION
ACTIVITY #1
LESSON CONTENT
Lesson 6
s
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit in a semicircle in front of the teacher
to receive instructions for the Hand Jive Cool
Down Activity.
■ Below are the instructions for the Hand Jive Cool
Down Activity:
■ Slap thighs two times, clap two times, cross
right over left hand twice, and cross left over
right hand twice (counts1-8).
■ Next, with hands fisted, hit right on top of left
two times, then hit left on top of right two
times, (counts 9-12).
■ Then “hitchhike” twice with right hand and
twice with left hand, (counts 13-16).
■ Lead or supervise
the closure activities
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
■ Review and perform the following Square Dance skills: circle left & right, forward and back,
promenade, do-si-do, elbow swing, allemande left & right, grand right & left, split the ring,
circle right, circle to a line, bend the line, four B’s chain, and right and left through.
■ Learn and perform new skills: left hand star, star promenade, inside out-outside in
■ Conduct activities that promote teamwork and improve students’ dance skills.
■ 20-30 balls
■ CD’s
Two Pass with Defender
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Keeping the same partner form the IA, all of the
partners form two large circles facing in toward
the center.
■ Assist with
organization
Dance
☛ Cues or Key Concepts
➜ Variation
4 Have music ready
4 Set-up area for tag game
4 Spread many different types of
balls around the gym
(10 minutes)
ROLE OF ASSISTANT
■ Move around
■ The students pair up upon entering the gymnathe students to
sium.
ensure quality
■ The teacher assigns students as 4-5 students to be
control
the “defenders,” who will attempt to disrupt the
■ Remind students
passes thrown by the other students.
of the rules
■ The object of the game is to pick up any ball,
complete two passes with their partner, set the
ball back down and move to another ball.
■ Teacher can designate the type of passes, allow
students to pass in a specific direction, or specify
how many different types of passes should be
made.
■ Establish a goal (how many different balls, different types of passes, etc.) or time limit.
➜ Variation: play as a team game; two teams on
each side of the gym. On go make two passes
then roll ball to other side of gym. The object is to
get rid of all the balls on your side.
4 Set Up or Prep Duties
■ Boom box
Aerobic Circle
(5 minutes)
LESSON CONTENT
BEFORE CLASS SET UP
LESSON CONTENT
ROLE OF ASSISTANT
■ After the circles are formed, one partner goes
inside the circle with the teacher, while the other
partner stays along the perimeter of the circle.
■ The assistant begins playing music with a strong 4/4
beat. (Gonna Make You Sweat – Jock Jams Vol. 1)
■ Explain to the students that they have the opportunity to be the leader of the circle for 16 beats.
The leader of the circle must stand in the center
of the circle.
■ After 16 beats, another student replaces the
leader.
■ Examples of aerobic activities:
■ Jog: clapping hands overhead, behind, in
front, under right leg, and under left leg
■ Sailor jumps: jump with one leg forward and
the other back while swinging arms in time to
music
■ Jumping jacks
■ Combo Jacks: alternating jumping jacks and
sailor jumps
■ Side kicks: kick legs from side to side and wave
hands
■ Help supervise
and keep students on task
Ac
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Dance
8th Grade
Christy Lane’s Square Dancing:
Two Times (continued)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
(10 minutes)
ACTIVITY #1
■ Seat kicks: jump up and kick your buttocks
with your heels
■ Mule kicks: place hands on floor, kick legs
straight behind
■ Front kicks, kick legs out front
■ Skier kick; jump from side to side
■ Bell jumps; jump forward and back
■ X-jumps- jump to cross and uncross legs
■ Pantomime jumping rope
■ Cool dancing
TRANSITION
HEALTH RELATED PHYSICAL ACTIVITY
Aerobic Circle (continued)
Christy Lane’s Square Dancing:
Two Times
Lesson 7
LESSON CONTENT
ROLE OF ASSISTANT
■ Four men star left
■ Right arm turn
■ Left allemande the corner
■ Promenade the corner
■ Four ladies chain
Repeat entire dance except bows to partner & corner
■ Assist students/
groups having
difficulty
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Instruct students to sit in the middle of the playing area.
■ Assist with
organization
(10 minutes)
Shadow Tag
ROLE OF ASSISTANT
(5 minutes)
LESSON CONTENT
ACTIVITY #2
Run through the skills a couple of times to help stu■ Help teacher
dents become familiar with the calls before playing
demonstrate new
Christy Lane’s Square Dance CD track “Two Times”
skills
Music: Two Times
■ Walk the dance
floor to assist
■ Bow to the partner
with square danc■ Bow to the corner
ing technique
■ Four men star right
■ Remind students
■ Left allemande
of the instructions
■ Weave the ring
■ Do-si-do
■ Promenade
■ Promenade ½
■ Right & left through
■ Circle to the right
ue
■ Circle to the left
in
t
n
co
■ Left allemande
y
t
i
Activ
■ Do-si-do
s
ACTIVITY #1
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
■ Students pair up with one partner standing with
4 Set-up 4 cones in
a 20’x20’ area
his or her back facing other partner. The other
partner stands one arms length away.
4 Play spy music
■ On teacher’s signal, the front partner tries to get
(optional)
away from “shadow” partner.
■ Help supervise
game
■ After 20-30 seconds, the teacher signals and the
shadow partner can now reach out and tag his or
her partner.
■ When a student is tagged, he or she must perform
5 exercises (push-ups, sit ups, jumping jacks, etc).
■ If the shadow cannot tag his or her partner, then
he or she must do the exercises.
■ Partners switch roles after 3 minutes and continue
playing the game.
Italics indicate the teacher speaking directly to the student.
Stretching
(5 minutes)
ROLE OF ASSISTANT
■ Lead stretching and asks the students:
■ What skills did we learn in square dancing?
■ Which skills can you put together to create a
square dance?
■ Assist with
stretching activities
■ Monitor student
responses to the
think/pair/share
questions
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Review and perform the following Square Dance skills: circle
■ Cones with task cards
left & right, forward and back, promenade, do-si-do, elbow
attached for IA
swing, allemande left & right, grand right & left, split the ring, ■ Boom box, CD’s
circle to a line, bend the line, four B’s chain, right, left through, ■ Pinnies
left hand star, star promenade, and inside out - outside in.
Partner Activities
Partner Activities (continued)
(5 minutes)
(5 minutes)
ue
tin
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
■ Aura: Face your partner at arms length apart.
Touch palms (either right or left). Keeping eyes
closed, each partner turns around 3 times and,
without opening eyes, try to relocate your
partner by placing palms together again
■ If time permits, students can then attempt activities with other students
Transition
TRANSITION
■ Students pair up upon entering the gymnasium.
■ Walk around
the activity area
■ Each pair sits back to back, do not allow pairs to
to supervise the
hook elbows or try to stand up.
students
■ Instruct the students to complete the following
■ Assist students if
activities using the instructions provided:
needed
■ Pair Bicycling: Partners sit crab walk style,
placing bottom of both feet together while
lifting their bodies and attempting to “pedal”
their feet like a bicycle.
■ Wring the Dishrag: Join hands and lift hands
up both turn to right (or left) spin all the way
around back to the starting point without letting go.
■ Stand-Off: Each pairs stand facing each other
at an arms length apart. The feet of each
partner must be side by side together. Partners put their hands with palms facing their
partners. The object is to cause your partner to
lose his or her balance, (move his or her feet at
all) however, you may only make contact with
your hands. It is permissible to dodge and
feint with your hands.
➜ Variation: Each pair can begin the activity with
n
their palms together. The student may not
co
y
vit
lose contact with their partner’s hands or he or
Acti
she will lose the game.
LESSON CONTENT
INSTANT ACTIVITY
ROLE OF ASSISTANT
s
INSTANT ACTIVITY
LESSON CONTENT
■ FLOW equipment 4 Set-up cones with task cards attached
■ Square Dance
4 Have FLOW equipment ready on the side for
skill cards
students to quickly pick up
4 Prepare music for the activities
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 to participate in the
FLOW activities.
■ Assist with
grouping
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Dance
8th Grade
FLOW
Christy Lane’s Square Dancing Today;
Two Times Review
ROLE OF ASSISTANT
■ Explain to the students what each area of fitness
the FLOW stations represent.
■ Students should be evenly grouped at 6 stations
with no more than 3 students per station.
■ Allow 1 1/2- 2 minutes to complete the activities
at each FLOW station with 20 seconds (or less) in
between stations to move or set-up materials.
■ When the music stops, reset all of the equipment
for the FLOW activity, move to the next station,
and begin tasks when the music starts again.
■ After 6 rotations, end the FLOW activities and
have the students help put the equipment away.
■ After the equipment has been put away, the
students need to quickly meet in the middle of
the area.
4 Set up FLOW stations
■ Supervise FLOW
■ Stand near any
activity where
students can get
hurt or too wild
■ Monitor students
as they return
FLOW equipment
(10 minutes)
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
(15 minutes)
LESSON CONTENT
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Instruct the students to form groups of 8, so that
each group can be broken down into 2 subgroups
of 4 for the square dance.
■ Assist with
grouping
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
Lesson 8
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
Run through the skills a couple of times to help students become familiar with the calls before playing
Christy Lane’s Square Dancing Today CD - Two Times
Music: Two Times
■ Bow to the partner
■ Bow to the corner
■ Four men star right
■ Left allemande
■ Weave the ring
■ Do-si-do
■ Promenade
■ Promenade ½
■ Right & left through
■ Circle to the right
■ Circle to the left
■ Left allemande
■ Do-si-do
■ Four men star left
■ Right arm turn
■ Left allemande the corner
■ Promenade the corner
■ Four ladies chain
■ Repeat entire dance except bows to partner &
corner
■ Help demonstrate
the skill
■ Move around the
students to assist
the students having difficulty
Italics indicate the teacher speaking directly to the student.
Continuous Everybody’s It
Hand Jive
(5 Minutes)
■ Everyone in class is it
■ If a student gets tagged they must sit down
where they were tagged
■ If two students tag each other at the same time,
both sit. (if they can’t decide or argue, they must
do a round of rock, paper, scissors, however if
both put out the same sign they both sit)
■ This game is usually over quick with most students
sitting, however, add 1-2 students wearing pinnies
to be “un-freezers”
➜ Variation: Assign “un-freezers” who can do a
special high-5 handshake, exercise, hug, etc. with
frozen student to free them
4 Set Up or Prep Duties
Dance
(5 minutes)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students sit in a semicircle in front of the teacher
to receive instructions for the Hand Jive Cool
Down Activity.
■ Below are the instructions for the Hand Jive Cool
Down Activity:
■ Slap thighs two times, clap two times, cross
right over left hand twice, and cross left over
right hand twice (counts1-8).
■ Next, with hands fisted, hit right on top of left
two times, then hit left on top of right two
times, (counts 9-12).
■ Then “hitchhike” twice with right hand and
twice with left hand, (counts 13-16).
■ Supervise the cool
down activities
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 8
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 9
EQUIPMENT
■ Respect persons from different backgrounds and learn about
dances from different cultures.
■ Perform the Cotton Eyed Joe Folk Dance
■ 30-40 Cones
■ 8-10 Rubber Chickens
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 3-5 as they enter the
gym.
■ Instruct groups to move around rectangle using
the movement indicated on the task cards:
■ Activities for the long sides of the rectangle
can include jogging, power skipping, basketball shuffle, and carioca/grapevine
■ Activities for the short sides can include squat
lunges, crab walk, broad jumps, and high
knees
■ Start students in several different areas of the
rectangle so there is less of a chance of “bunching”
■ Stop students periodically and have them do
strengthening activity for 10 seconds such as curlups or push-ups.
➜ Variations: incorporate sport skills and equipment
such as basketballs or team handballs (e.g., students can dribble when appropriate); incorporate
tumbling skills (e.g., rolls) and pieces of equipment (e.g., low hurdles) to go over on the short
sides of the rectangle.
4 Set 4 cones 20 x
20 depending on
class size, with
task cards on each
cone
4 Cones should
be placed far
enough away
from walls to allow for teacher/
student movement around
perimeter
■ Help supervising
students, keep
them moving and
focused
■ Help students
find a partner
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
■ Music
■ 2-3 pinnies
4 Set up cones for Four corners
4 Have extra cones available on the side for HRPA
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students find a partner, and instruct one to
stand and the other to sit. Form 2 teams from the
standing and sitting students.
■ Assist with
grouping
Crazy Cones
(10 minutes
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
Four Corners
BEFORE CLASS SET UP
TRANSITION
LESSON OUTCOMES
H Challenge
ROLE OF ASSISTANT
■ Activity starts with cones randomly set-up in the
4 Help supervise,
activity area, with an equal number of standing
stay opposite
from teacher,
cones and knocked over cones.
remind students
■ Partners compete against each other: one team
of rules, how they
sets up the cones while the other team knocks
are supposed to
them down.
knock down and
■ Vary method of knocking down and setting cones:
pick up cones
■ Round 1: only knock down and set-up cones
4
At end of activity
with 1 finger
supervise students
■ Round 2: elbows only
to put cones away
■ Round 3: feet only
■ Round 4 knock down with knees only, set-up
with thumbs only
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
TRANSITION
Dance
8th Grade
Transition
LESSON CONTENT
Cotton Eyed Joe (continued)
(10 minutes)
ROLE OF ASSISTANT
■ When the activity is over, ask students to grab the
cone(s) next to them and bring them to a specified area.
LESSON CONTENT
■ Assist with
organization
Cotton Eyed Joe
(10 minutes)
Four ladies promenade in the center of the ring
Swing your partner
Circle to the right
Promenade single file
Four ladies backtrack
Box the gnat
Allemande left with the corner
Do-si-do partner
Four boys star left
Right arm turn partner by the right
Allemande left your corner
Do a right and left grand
Promenade partner
Four boys promenade in the center of the ring
Back home and swing your partner
Repeat from beginning without the bows
Bow to partner, bow to corner
■ Remind students
of the instructions
s
Run through the skills a couple of times to help
■ Help teacher
students become familiar with the calls before playdemonstrate new
ing the Christy Lane Square Dance Today CD – Cotton
skills
Eyed Joe
■ Walk the dance
Cotton Eyed Joe
floor to assist
with square danc■ Bow to the partner
ing technique
■ Bow to the corner
■ Circle to the left
■ Circle to the right
■ Promenade single file
■ Four men backtrack
■ Box the gnat
■ Right & left grand
■ Promenade
■ Couples 1 & 3 promenade ½ around
■ Couples 2 & 4 right and left through
■ Circle to the left
■ Four men star right
■ Left allemande
■ Weave the ring
■ Promenade home
■ Couples 1 & 3 promenade ½ around
■ Do a right and left through
■ Couples 2 & 4 promenade ½ around
n
■ Do a right and left through
co
ACTIVITY #1
ROLE OF ASSISTANT
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
ROLE OF ASSISTANT
tin
ue
ACTIVITY #1
LESSON CONTENT
Lesson 9
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
vit
y
H Challenge
Italics indicate the teacher speaking directly to the student.
Chuck the Chicken
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Use 6-12 rubber chickens, (or tie knots in towels)
depending on class size – equal to about a third
of the class.
■ Assign 2-3 students to be it. Have them wear pinnies. (add more taggers if action is slow)
■ To be immune from a tag, you can’t be holding a
chicken
■ If carrying a chicken, to avoid being tagged the
student can chuck the chicken to another student
■ Since there are only 10 birds in a class of 30, there
is much “chucking the chicken”
■ Students must be carrying chicken in their hand
and can only have one chicken
■ When tagged the student must go to the
“Chicken Kitchen” (a small designated area) and
perform these fitness tasks- 3 push-ups, 3 sit-ups,
and three jumping jacks
■ If a tagger picks up a chicken from the floor or intercept a chicken, (chicken can not be taken from
a student) ALL students being chased must stop
and do three push ups
4 Hand out pinnies
and chickens
■ Help supervise
game
4 Collect chickens
and pinnies
■ Student leads stretching
■ Can lead or
supervise
■ Ask:
■ Which do you prefer; knocking the cones
down or setting them back up? Why?
■ What is your favorite maneuver in Square
Dancing?
■ How did you feel when you were being chased
in Chuck the Chicken and no one passed a
chicken to you? When someone did “chuck”
the chicken to you?
COOL DOWN/CLOSURE
ACTIVITY #2
(10 minutes)
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Return chickens and pinnies to middle of area for
closure.
4 Assist with collecting the equipment
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 9
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Respect persons from different backgrounds and
learn about dances from different cultures.
■ Perform the following dances: Locomotion and
the Modified Virginia Reel
■ Steps: 1 per 2 students
■ 4-8 cones
■ 2-3 green pinnies
■ Boom box, CD’s
■ 5-6 red pinnies
■ 2-3 noodles
4
4
4
4
Set-up activity area
Place steps along the side so students can get them easily
Prepare music for the activity
Mark off 20’ x 20’ area for tag game
Toe Fencing
Step Aerobics
Workout 2: Intermediate
LESSON CONTENT
ROLE OF ASSISTANT
■ Find a partner and face each other holding wrists
or each others shoulders.
■ Then try to tap the tops of each other’s toes with
your feet.
■ When one student scores 3 taps, they move to the
success side while their partner moves to the try
again side.
■ Upon enter new side, find a new partner and
repeat.
■ Supervise
students
■ Make sure the
students follow
the instructions
■ Participate in the
game if there is
an odd number of
students
(10 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
Please see Appendices C and D.
Music: Robi Rob’s Boriqua Anthem & Don’t Stop Moving - Jock Jams Vol. 3
■ Students stay in the same pairs from the IA.
■ The student from each pair who won the last
fencing match picks up a step from the assistant.
■ Each pair must share one step for the aerobics
activity.
■ Below is a list of recommended steps listed in
order of difficulty:
■ Basic right – these all need to be explained
here or in appendix. I have a reference section
where these steps can be found.
■ Basic left wide step
■ Alternating tap up
■ Alternating knee lift
■ Alternating leg lift
■ Alternating heel lift
4 Distribute step
platforms to
students
■ Move around the
activity space to
monitor quality
control
■ Supervise students as they
return their step
platform
Ac
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Dance
8th Grade
Step Aerobics
Workout 2: Intermediate (continued)
Dance Mixer: Locomotion
(10 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Alternating wide-step tap down
■ Over the top
■ Straddle down
■ Hamstring heel press 12 repetitions
■ Alternating lunge B
■ Plie 12 repetitions
■ Outer leg lift 8 repetitions
■ Triceps push up 10 repetitions
■ Abdominal lift 12 repetitions
■ Abdominal cross over 12 repetition
■ Repeater knee lift
■ Repeater heel lift
■ Repeater leg lift
■ Alternating tap up/straddle down
■ Across the top
■ The student in each pair who did not pick-up the
step from the teacher at the beginning of the
activity now returns the step to the assistant.
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
Lesson 10
LESSON CONTENT
ROLE OF ASSISTANT
Music: Ready To Go – Jock Jams Vol. 3
Locomotion
■ Walk fwd 8 steps on 8th step turn to face partner
■ Walk bkwd 4 steps (away from partner)
■ Walk fwd 4 steps (toward partner)
■ Slap rt hand 2x w/partner
■ Slap lft hand 2x w/partner
■ Slap both hands 2x w/partner
■ Slap own thighs 2x
■ Walk bkwd 4 steps away from partner
■ Walk fwd 4 steps & face counterclockwise to
repeat dance OR walk fwd & up to new partner
(Inner circle stays same)
■ Supervise dance
technique
■ Participate in the
dance if there are
an odd number of
students
■ Help students
who are having
problems with
the dance steps
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Instruct students to form two concentric circles
(Inside – outside circles).
■ Monitor organization of circles
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
■ 6 - 8 couples should be in each group, resulting in
12 – 14 students in each group.
■ Assist with
grouping
TRANSITION
TRANSITION
Transition
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
Modified Virginia Reel
Think/Pair/Share
(10 minutes)
(5 minutes)
ROLE OF ASSISTANT
■ Formation: partners stand facing each other in
■ Participate in the
parallel lines.
dance if there are
an odd number of
■ The couple closest to the music is the head couple.
students
■ Steps:
■
Help students
■ Walk fwd & bow to your partner & return to
who are having
home position 8 cts.
problems with
■ Walk fwd grab rt hands and circle 1x return to
the dance steps
home position 8 cts.
■ Repeat with lft hand 8 cts.
■ Repeat with both hands 8 cts.
■ Do-si-do with your partner 8cts.
■ Walk fwd give partner a “high 10” and return.
■ Head couple joins hands and slides down the
line and back 16 cts.
■ Head couple splits going to the outside leading their line to the back of the formation 8
cts.
■ Lines make an arch & each couple meets going
through the arch and back into parallel lines
8cts.
■ The head couple remains at the back of the
line and the couple closest to the music becomes the new head couple.
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Lead stretching
■ Tell students to think, pair, share and asks:
■ How would you describe the dance steps for
the Virginia Reel?
■ What makes a dance a mixer?
■ Why do you think we need mixer dances?
■ Monitor stretching technique and
student answers
to closure
questions
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 10
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 11
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Respect persons from different backgrounds and gain appreciation ■ Steps
for the cultural significance of dance.
■ Pennies
■ Perform Virginia Reel, Hully Gully, and Barn Dance.
■ Cones to mark tag
game area
West African Jumping
TRANSITION
Transition
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
■ Objective: Leg strength/endurance; problem■ Walk around,
solving; cooperation.
supervise-keep
students on task
■ Students form pairs and stand facing each other.
■
Help supervise
■ The students decide who the “same” winner is
students getting
and who the “different” winner is.
their steps
■ The game begins with the players jumping in
place six times. On the sixth jump, both players
randomly stick one foot forward when they land.
■ If the feet match on the same side, the “same”
player wins, if the feet are on opposite sides, the
“different” player wins.
■ The game continues with the students jumping six
times again.
■ After the third turn, each student raises his/her
hand and looks for a new partner to play with.
ROLE OF ASSISTANT
■ Have students with beanbag return them, while
partner gets step and students spread out facing
teacher with their partners and steps.
4 Set Up or Prep Duties
Dance
Have bean bags ready for IA
Have steps on the side for students
Have music ready
Set-up tag game area
(10 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
4
4
4
4
Intermediate Body Sculpting Steps
(5 minutes)
LESSON CONTENT
■ Bean bags for IA
■ Boom box, CD’s
LESSON CONTENT
ROLE OF ASSISTANT
Music: Pump Up the Volume & The Power Jock Jams
Vol. 1
■ Basic right with biceps curl
■ Alternating knee lift with overhead press
■ Basic left with shoulder punch
■ Wide step with alternating upright row
■ Alternating wide-step down with alternating
upright row
■ Turn with chest crossover
■ Alternating tap down with biceps curl
■ Over the top with overhead press
■ Repeater knee lift over the top with shoulder
punch
■ Straddle down alternating knee lift with over
head press
■ Alternating lunge with alternating shoulder
punch
■ Straddle down with alternating biceps curl
■ Alternating knee lift straddle down with triceps
back
■ Straddle down with alternating biceps curl
■ Repeater leg lift with biceps curl
■ Move around,
keep students
focused.
■ Praise students
doing a good job
A ctivity continu
☛ Cues or Key Concepts
➜ Variation
H Challenge
es
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 11
8th Grade
Intermediate
Body Sculpting Steps (continued)
(10 minutes)
LESSON CONTENT
■
■
■
■
■
■
■
■
■
(20 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
Alternating tap down with biceps curl
Wide step with alternating upright row
Basic left with alternating biceps curl
Repeater heel lift with triceps kick back
Basic right with upright row
Repeater knee lift with over head press
cross the top with over head press
Tap up/down with alternating biceps curl
Across the top tap up/tap down with overhead
press
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ The student who did not bring a step out at the
■ Help supervise
start of the activity return steps to TA and then
students returnrejoin partner. Tell students to get into a set of six
ing the steps
couples.
Folk Dances:
Virginia Reel/Hully Gully
ACTIVITY #1
(20 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
Please see Appendix H.
Music: Lloyd Shaw’s Contras CD – Virginia Reel
Virginia Reel:
■ Form sets of 6 couples. If there are more or less
couples in each set, then watch the timing, wait
until all dancers are in place at the end of a sequence and until they can begin the forward and
back on an eight count phrase.
■ Cts 1- 8: All go forward and back with a high-5
■ Can be an extra
dancer if there
is an odd number of students,
otherwise move
around assisting
students
Activity
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 11
Folk Dances:
Virginia Reel/Hully Gully (continued)
ACTIVITY #1
TRANSITION
HEALTH RELATED PHYSICAL ACTIVITY
Dance
co
➜ Variation
n
nti
ue
s
H Challenge
ROLE OF ASSISTANT
■ Cts. 9-16: All go forward and do it again
■ Cts.17-24: Turn your partner right hand around
(can be an elbow swing or the pigeon wing
handhold-hands joined with fingers up, elbows
down, close to partner.)
■ Cts 12-32: Turn your partner left hand around
(elbow swing or pigeon wing handhold)
■ Cts 33-40: Turn your partner both hands around
■ Cts 41-48: All go forward and do-si-do
■ Cts 49-56: First couple sashay down (with both
hands joined take 8 sliding steps sideways down
the center of the set
■ Cts 57-64: Re-sashay back to place (8 slide steps
back up to the set place)
■ Cts 1-40: First couple reel the set (see end of lesson for explanation)
■ Cts 41-48: Same couple sashay up (head couple
slides 8 back to the top of the set)
■ Cts 49-56: March to the foot and arch (see end of
lesson)
■ Cts 57-64: Lines sashay to the head of the set (the
second couple becomes the new head couple,
while the old head couple stays at the end of the
set)
Repeat the dance until all couples have been head
couples
A ctivity continu
es
Italics indicate the teacher speaking directly to the student.
Folk Dances:
Virginia Reel/Hully Gully (continued)
Think/Pair/Share
(5 minutes)
(20 minutes)
ROLE OF ASSISTANT
Music: Watermelon Crawl – Christy Lane’s Line
Dancing Music
Hully Gully:
■ Measures 1-2: grapevine right with left foot kick
at end, then grapevine left with right foot kick at
end.
■ Measures 3-4: step R, touch L, step R, touch L;
walk R, L, turn-step forward on right foot touch
left toe beside R, step forward on L foot touch
right toe beside left. Walk forward right, left,
right; on the forth count, hop on right foot turning ¼ turn R
■ Measures 5: back up, 2, 3, swing-back-u left, right,
left; on the forth count hop on left foot while
swinging right foot across in front of left
■ Need music with a strong 4/4 beat and students
must follow the beat, not the phrase of the music.
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
ROLE OF ASSISTANT
■ Teacher leads stretching
■ Teacher asks:
■ What is the difference between the Modified
Virginia Reel and the Virginia Reel?
■ What are the risk factors for heart disease?
■ Can lead or supervise
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
LESSON CONTENT
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 11
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 11
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 12
LESSON OUTCOMES
EQUIPMENT
■ Show consideration toward others in the physical activity setting by working and encouraging classmates
during jumping rope and folk dancing activities.
■ Perform the following folk dances: Phraze Craze; Cotton Eyed Joe; Apat, Apat
■ Jump rope with a partner to complete challenges.
■
■
■
■
Ropes
14 cones
2-4 noodles
Boom box,
CD’s
BEFORE CLASS SET UP
■ Task cards for HRPA
to put on cones
■ Bicycle inner tubes
1 per 2 students (if
available)
Rock Paper Scissors 6 Step GetawayROLE OF ASSISTANT
Dance
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(10 minutes)
■ Students find a partner and play rock paper scis■ Move around
sors. Rock (closed fist), beats scissors (index and
area supervising
middle finger apart simulating scissors), scissors
the students.
beats paper (open hand, palm down), and paper
■ Participate in the
beats rock.
activity if there
■ The winner must quickly turn and runway 6 steps.
are an odd numThe loser tries to tag their partner before they get
ber of students
6 steps away.
■ Monitor quality
■ After best of 3 matches change partners.
control
■ If you bump into someone during the game you
must stop, shake hands with that person and
apologize by saying, “I am sorry for bumping into
you and it won’t happen again.”
➜ Variations:
■ Set-up the gym in half with success & try again
areas with a best out of 3 or 5.
■ Allow the winner to do one less exercise than
the loser.
4 Set Up or Prep Duties
Have jump ropes ready for HRPA
Put challenge cards on cones and place cones in area for HRPA
Set-up cones for IA and Pass the Fat tag game
Listen to Apat, Apat music
Have music ready
Jump Rope Record Setting Day #2
(5 minutes)
LESSON CONTENT
4
4
4
4
4
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students keep their partners from previous
activity.
■ Get a partner (you could have a group of three if
necessary) and two short ropes, (one for you and
one for partner) Here is the list for records to set
today (tasks to put on cones- see appendix of this
unit):
■ 2 people 1 turns
■ 2 people both turn (one rope)
■ 2X2 (2 people facing same direction, 2 ropes
intertwined)
■ 2X2 facing opposite directions
■ 2 people backward, both turn
■ 2 people backwards, one turns
■ Have a sheet of paper for listing the categories.
For new record to go up, a student must have
someone count and verify the number. The record setting student goes up to the teacher and
announces, “I have a new record. The category
is_________. The number is___. My name is_____.”
Continue until signal to stop.
■ Return the ropes to the assistant.
4 Set-up ropes and
challenge cards
4 Distribute ropes
to the students
■ Supervise and encourage students
■ Monitor the jump
rope records
4 Assist with the
equipment return
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 12
Dance
8th Grade
Folk Dance: Phrase Craze
Cotton Eyed Joe
(12 minutes)
(10 minutes)
ROLE OF ASSISTANT
Music: Lloyd Shaw Mixers/Novelty Dances CD – Phraze ■ Supervise the
Craze
students
■ Each student pair stands in a large circle with the
■ Participate in the
other students.
activity if needed
■ Help students
■ Double Circle partners facing LOD. Hands joined
who are having
B’s on A’s right
difficulty
■ Below are the counts for the Phrase Craze:
■ 1-8- Walk; Face: Walk 7 steps forward turn to
face partner
■ 9-16- Back Away, Clap, Stamp: walk 4 steps
backward, away from partner. A’s moving toward the center, B’s moving away from center.
Clap 3 times, quick, quick, slow, on cts 13 & 14;
stamp feet 3 times quick, quick, slow on cts 15
&16
■ 17-24- To the Right, Do-Si-Do: walk diagonally
to the R to new partner and do-si-do [Changing partners increases the difficulty in this
dance. Suggestion is for the regular dance
they do these moves with the same partner
and as a variation they can change partners.]
■ 25-32- Swing New Partner: elbow swing, end
facing LOD, inside hands joined
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Lesson 12
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
Music: Cotton Eyed Joe Jock Jams Vol. 3
■ Begin with students learning by themselves, then
add lines of 3 to 5 students or couples; hands
joined, or hands on the shoulders of adjacent
dancers, all facing the same direction.
■ Below are the counts for the Cotton Eyed Joe
Activity:
■ 1-2- Cross Kick: weight on R foot, then swing L
foot in front of R, then kick forward with L
■ 3-4- Back Up 2, 3: step back 3 short steps, L, R, L
■ 5-6- Cross Kick: weight on L foot, then swing
R foot across in front of L; then kick forward
with R, R knee straight
■ 7-8- Back Up, 2, 3: step back 3 short steps R,
L, R
■ 9-16- Cross, Kick; Back Up, 2, 3; Cross Kick;
Back Up, 2, 3: repeat counts 1- 8
■ 17-32- Two-Step Forward: Dance 8 forward
two-steps, L close R, R close L, L close R, etc.
■ Supervise the
students
■ Participate in the
activity if needed
■ Help students
who are having
difficulty
Italics indicate the teacher speaking directly to the student.
Pass the Fat Tag
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students pair off and get inside a tube, (if no inner tubes, just link elbows or hold wrists)
■ Chose 3-6 pairs to be “it” and give them the “fat”
represented by the French fry (noodle).
■ If you have the fat, you try to tag another partnership.
■ Once tagged, the partners must freeze to receive
the noodle. After receiving the fat they must
tag another pair. Immediate tag backs are not
allowed.
■ At the end of designated time, 1 minute/round
the students who have the fat must perform 10
jumping jacks.
■ Continue with 2-4 more rounds.
■ Students return equipment to the assistant at the
end of the activity.
4 Set-up a 30’x30’
play area marked
off by 4 cones
4 Distribute 1 bicycle inner tube for
every 2 students
4 Distribute 5
large sponges or
noodles for every
10 students
■ Help supervise
students, remember to keep
opposite of the
teacher
4 Collect and put
away equipment
■ Ask students if any group of students wants to
demonstrate any of the dances learned.
■ If not, ask students to name their favorite
dance(s)and then describe the dances.
■ Monitor students
answers to the
closure questions
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #3
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 12
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 12
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 13
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Show consideration toward others and team work skills during
the jumping rope and tinikling activities.
■ Perform tinikling steps: singles and doubles.
■ Perform tinikling in a triangle formation.
■ Dyna-bands
■ FLOW equipment
■ Red pinnies
■ Boom box, CD’s
■ Jump bands
Individual Jump Rope skills
Dyna-Band Routine (continued)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Student Instructions:
■ Select an individual jump rope.
■ Move into your personal space.
■ Practice individual jump rope skills you know
or want to work on.
■ Reference task cards for help.
■ Return the ropes on teacher’s signal
■ Supervise area,
remind students
of rules.
■
■
■
■
HEALTH RELATED PHYSICAL ACTIVITY
Dyna-Band Routine
(5 minutes)
ROLE OF ASSISTANT
Assign 2-3 students to help hand out bands, have stu- ■ Help give out
dents face teacher in squads or lines so that students
bands
can see and follow teacher.
■ Move around
supervising and
■ Steps for the Dyna-Band Routine:
encouraging
■ Arm pull down; 8-12 reps
students
■ Horizontal pull down; 8-12 reps
■ Horizontal chest press; 8-12 reps
■ Incline chest press; 8-12 reps
s
■ Shoulder abduction; 6-12 reps
ue
n
i
■ Shoulder adduction; 6-12 reps
nt
co
y
■ Shoulder flexion; 6-12 reps
t
i
Activ
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
4 Have Dyna-bands in 3-4 containers HRPA
4 Have music ready
4 Have FLOW equipment ready on the side of
playing area for easy set-up
4 Have jump bands in 3-4 containers
H Challenge
ROLE OF ASSISTANT
Shoulder extension; 6-12 reps
Upright rowing; 8-12 reps
Vertical triceps press 8-12 reps
Kneeling bicep curl 8-12 reps
■ Help supervise
collection of
bands
DYNA-BAND EXERCISES USED IN ROUTINE
Arm pull down
■ Grip band with both hands shoulder width apart
above the head
■ Pull arms down and out to side (shoulder level)
■ Slowly raise arms overhead
Horizontal arm pull
■ Grip band with both hands shoulder-width apart
■ Keep palms up
■ Extend arms in front of body—approximately 4”
below shoulder level
■ Pull arms to side, even with body-DO NOT HYPEREXTEND THE BACK
■ Pinch shoulder blades together
■ Return arms to starting position
Ac
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 13
Dance
8th Grade
Dyna-Band Routine (continued)
Dyna-Band Routine (continued)
(5 minutes)
Horizontal Chest Press
■ Place the band on back across the shoulder blades
and beneath each underarm
■ Grip the band with both hands taking up slack in
the band until it rests snugly against the back
■ Press arms forward
■ Slowly return
Incline Chest Press
■ Place the band on back across the shoulder blades
and beneath each underarm
■ Grip the band with both hands taking up slack in
the band until it rests snugly against the back
■ Press arms forward and up at a 45 degree angle
■ Slowly return
shoulder Abduction
■ Grip one end of the band behind the back gripping the other end with the opposite hand
■ Place alongside the body
■ Raise arm to shoulder level, hold and slowly lower
■ Alternate arms
shoulder Adduction
■ Stand on the end of the band with one foot
■ Grab the band with the hand on the same side
■ Pull the band toward the midline of the body
■ Hold and slowly return
■ Work both shoulders
shoulder Flexion
■ Stand on the end of the band with one foot
forward
■ Grab band with same side hand
■ Raise the arm in front of body to shoulder level
■ Hold and slowly return
■ Work both shoulders
A
4 Set Up or Prep Duties
(5 minutes)
ROLE OF ASSISTANT
☛ Cues or Key Concepts
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
ti
ctivity con
Lesson 13
nue
➜ Variation
s
H Challenge
ROLE OF ASSISTANT
shoulder (Hyper) extension
■ Stand on the end of the band with one foot
forward
■ Grip the band with the same side hand
■ Press arm backward
■ Hold and slowly return
■ Work both shoulders
Upright Row
■ Using a split stance (one foot fwd, one back),
stand on the end of the band
■ Grip the opposite end of the band
■ Hold arm next to side, palm back
■ Take up slack with arm extended
■ Raise elbow NO HIGHER than shoulder level
■ Lower slowly
■ Switch arms
vertical Triceps Press
■ Use half the band
■ Grip in the middle and at one end
■ Place one hand next to opposite shoulder joint
■ Place the other hand directly below
■ Extend bottom arm down
■ Hold and slowly return
■ Remember to alternate arms
Kneeling biceps Curl
■ Kneel on one knee
■ Place band under foot
■ Bend opposite arm across the upright leg just
above the knee
■ Place elbow just over opposite arm next to the
knee on the medial side
■ Grab band in extended position
■ Keeping wrist straight, curl
■ Slowly return
Italics indicate the teacher speaking directly to the student.
Tinikling
Tinikling (continued)
(15-20 minutes)
(15-20 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Arrange students in groups of 12 (two groups of
six, eventually one group will be enders while the
other jumps then they will switch)
■ Lay jump bands on the floor in parallel lines (no
enders) in a triangle formation so that the students jump without the bands moving
4 Distribute 3 pairs
of bands per
triangle
4 Help give out
bands and organize students into
triangle formation
■ Move around
triangles and provide encouragement to students
■ Arrows designate line of direction for students
■ All dancers face CW around outside of triangle
with bands on the right side
■ All dancers right foot lead (step between bands
first time on right foot)
■ Keep hands on hips except as otherwise directed
ACTIVITY #1
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
Tinikling/Jump band Dance steps:
■ 1. Singles- when the bands are on the dancers
right side (right foot lead) the foot work of two
singles steps is:
■ a. Count 1 - hop on left foot outside bands
■ b. Count 2 - hop again on left foot outside
bands
■ c. Count 3 - step on right between bands
■ d. Count 4 – step on left foot between bands
■ e. Count 1 – hop on right foot outside bands
■ f. Count 2 – hop again on right foot outside
bands
■ g. Count 3 – step on left foot between bands
■ h. Count 4 – step on right foot between bands
■ 2. Doubles-the foot work for two doubles steps
(with right side next to bands)is:
■ a. Count 1 – jump on both feet outside the
poles
■ b. Count 2 – jump again on both feet outside
the poles
■ c. Count 3 – jump on both feet between the
bands
■ d. Count 4 – jump again on both feet between
the bands
Activity
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
ti
con
➜ Variation
nu
es
H Challenge
Ac
tivity continues
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 13
Dance
8th Grade
Tinikling (continued)
Tinikling (continued)
(15-20 minutes)
LESSON CONTENT
(15-20 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ 3. Hops- the foot work for two hops steps (right
foot lead) is:
■ a. Count 1 – hop on left foot outside bands
(near side)
■ b. Count 2 – hop again on left foot outside
bands
■ c. Count 3 – hop on right foot between bands
■ d. Count 4 – hop again on right foot between
bands
■ e. Count 1 – hop on left foot outside bands
(far side)
■ f. Count 2 – hop again on left foot outside the
bands (far side)
■ g. Count 3 – hop on right foot between bands
■ h. Count 4 – hop again on right foot between
bands
All three basic steps can be done in a similar (reverse)
manner starting with the bands on the left side (left
foot lead)
ACTIVITY #1
ACTIVITY #1
■ e. Count 1 – jump on both feet outside (straddling) the bands
■ f. Count 2 – jump again on both feet outside
(straddling the bands
■ g. Count 3 – jump on both feet between the
bands
■ h. Count 4 – jump on both feet between the
bands
Activity
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Lesson 13
ti
con
➜ Variation
nu
ROLE OF ASSISTANT
steps For Triangle Routine:
■ 8 singles steps
■ 8 doubles steps; on last doubles step, person
facing away from partner at bands turns half
way to face partner (following steps done facing partner)
■ 8 singles steps
■ 4 doubles steps
■ 4 doubles steps facing partner with hands
joined
■ 3 doubles, turning 1½ turns CW with partner,
hands joined
■ Exit out, facing out, near hands joined
■ As students become familiar with the jump band
routine, add enders, BUT remember to switch
enders every one - two minutes.
es
H Challenge
Italics indicate the teacher speaking directly to the student.
Heart Disease Tag
Think/Pair/Share
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Have a poster on the wall/cone to show positive
risk factors for Coronary Heart Disease.
■ Select 3-4 students to be taggers, each one wearing a red pinnie
■ Emphasize that students will keep their own
score.
■ When the music starts, taggers try to tag as many
students as they can.
■ Tagged students, run in place with arms overhead
as a signal to another student to come free the
tagged student by doing 3 jumping jacks together
with you.
■ If tagged once, that student has one risk factor; tagged twice, two risk factors; tagged three
times, three risk factors, etc.
■ When a student is tagged for the third time, that
student has a “heart attack” and becomes a tagger by putting on a pinnie
4 Give out red
pinnies
■ Move around,
make sure students remember
the rules
4 Collect pinnies
■ Help students
form double circle
■ Student can lead stretching
■ Ask students to think, pair, share to answer the
following questions:
■ What did you like about tinikling?
■ What did you like about the Dyna-bands?
■ Monitor stretching technique and
student answers
to closure questions
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 13
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 13
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 14
LESSON OUTCOMES
EQUIPMENT
■ Perform tinikling steps: singles,
doubles, and hops.
■ Perform tinikling steps in a single
cross and square formations.
■ Paper and 2-3
small baskets
■ Jump ropes
BEFORE CLASS SET UP
■ 6-8 cones with task
cards
■ Jump bands
4
4
4
4
4
Paper for IA and 2-3 small baskets to put paper away when IA is over
Have 6-8 cones with task cards set-up for HRPA
3-4 containers spread out with jump bands
Bean bags in 3-4 containers spread out in area
Prepare music needs
Paper Walk
Jump & Jog Fitness
(5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students walk in a circle with a sheet of paper on
their chest. If they walk quickly enough the paper
will not fall.
■ If paper falls then do 3 jumping jacks (or whatever you would like), then proceed again with the
paper.
■ Return paper to basket.
■ Move around
area to supervise
students
■ Offer encouragement and keep
students focused
■ Make sure students put paper
in baskets
■ 6-8 Cones with task cards with jump rope variations fastened on
■ Set-up large circle/square using 6-8 cones
■ Have students find a partner to begin activity
(partner 1 jogs around cones and partner 2 performs jump rope activities on task cars at cones)
■ Inner circle includes task card with several jump
rope variations.
■ Students either run or do the jump rope task
while music is playing.
■ When music stops, jogger stops and finds nearest cone/jump rope and chooses next jump rope
activity down the line…inner circle partner begins
jogging
➜ Variation: Integrate sport skills for the outer circle
(e.g., dribble b-ball or soccer ball)
■ Help students get
organized
■ Move around
keep students
focused
■ Remind students
of the directions
4 Help students
collect and return
cones and equipment
■ Help students
organize quickly
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 14
TRANSITION
Dance
8th Grade
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students line up by their birthdays. Then
take students in groups of 8 to form tinikling
groupings.
■ Assist with
organization
Tinikling
Single Cross Formation (continued)
(15 minutes)
Tinikling
Single Cross Formation
ROLE OF ASSISTANT
■ Two dancers and two enders with each pair of
bands.
■ Lay jump bands on the floor in parallel lines (no
enders) Two sets of bands per cross. Students
jump without the bands moving (follow the arrows)
■ Help students get
their jump bands
■ Move around
area to help students having difficulty or to keep
them focused
ACTIVITY #1
LESSON CONTENT
ACTIVITY #1
(15 minutes)
ue
s
Ac
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
tivit
co
➜ Variation
n
Lesson 14
tin
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ All dancers facing out from the center of cross
(back to back) with bands on right side
■ All dancers right foot lead (step between the
bands first time with right foot)
■ Students keep their hands on their hips.
■ As students become familiar with the jump band
routine, add enders, BUT remember to switch
enders every two minutes.
■ Counts one and two are outside the bands; three
and four inside.
■ Steps:
■ 8 singles
■ 8 hops
■ 8 singles
■ 8 hops
■ 4 singles
■ 4 hops
■ 8 singles traveling right two full circles CW
around square
■ 6 singles
■ Split (straddle bands facing center of square)
■ Help students
return bands and
get ready for next
activity
Tinikling Dance steps:
■ 1. Singles- when the bands are on the dancers
right side (right foot lead) the foot work of two
singles steps is:
■ a. Count 1 - hop on left foot outside bands
■ b. Count 2 - hop again on left foot outside
bands
■ c. Count 3 - step on right between bands
■ d. Count 4 - step on left foot between bands
t
Activity con
inu
es
Italics indicate the teacher speaking directly to the student.
Tinikling
Single Cross Formation (continued)
Tinikling
Single Cross Formation (continued)
(15 minutes)
Dance
☛ Cues or Key Concepts
➜ Variation
TRANSITION
ROLE OF ASSISTANT
■ f. Count 2 – hop again on left foot outside the
bands (far side)
■ g. Count 3 – hop on right foot between bands
■ h. Count 4 – hop again on right foot between
bands
If the dance pattern called for four hops, the above
footwork for two hops would be repeated twice. If
the call was 8 doubles, this action listed for two doubles would be repeated four times. All three basic
steps can be done in a similar (reverse) manner starting with the bands on the left side (left foot lead)
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students return jump bands and stay with
the person they were tinikling with.
4 Assist with
collection of
equipment
COOL DOWN/CLOSURE
s
Think/Pair/Share
tin
4 Set Up or Prep Duties
LESSON CONTENT
ACTIVITY #1
ROLE OF ASSISTANT
■ e. Count 1 – hop on right foot outside bands
■ f. Count 2 – hop again on right foot outside
bands
■ g. Count 3 – step on left foot between bands
■ h. Count 4 – step on right foot between bands
■ 2. Doubles-the foot work for two doubles steps
(with right side next to bands)is:
■ a. Count 1 – jump on both feet outside the
poles
■ b. Count 2 – jump again on both feet outside
the poles
■ c. Count 3 – jump on both feet between the
bands
■ d. Count 4 – jump again on both feet between
the bands
■ e. Count 1 – jump on both feet outside (straddling) the bands
■ f. Count 2 – jump again on both feet outside
(straddling the bands
■ g. Count 3 – jump on both feet between the
bands
■ h. Count 4 – jump on both feet between the
bands
■ 3. Hops- the foot work for two hops steps (right
foot lead) is:
■ a. Count 1 – hop on left foot outside bands
(near side)
■ b. Count 2 – hop again on left foot outside
bands
■ c. Count 3 – hop on right foot between bands
■ d. Count 4 – hop again on right foot between
n
bands
co
y
■ e. Count 1 – hop on left foot outside bands
vit
Acti
(far side)
ue
ACTIVITY #1
LESSON CONTENT
(15 minutes)
H Challenge
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Student leads stretching
■ Ask students to think pair share to describe the
two new tinikling routines:
■ Single Cross
■ Square
■ Monitor stretching technique and
student answers
to closure questions
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 14
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 14
Italics indicate the teacher speaking directly to the student.
Dance
8th Grade : Lesson 15
LESSON OUTCOMES
EQUIPMENT
■ Work in a group to complete a task.
■ Create a simple tinikling routine using learned skills.
■ Jump ropes
■ Jump bands
■ CD’s
BEFORE CLASS SET UP
■ Dyna-bands
■ Boom box
■ Pinnies
4 Place jump ropes in 3-4 containers spread out in area
4 Place cones around with jump rope task cards attached
4 Place Dyna-bands in 2-3 containers and spread out
Triangle Tag
Movin’ It Routine
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 4. Three hold hands/
wrists in a triangle, facing each other.
■ One student in the triangle volunteers to be the
target. The fourth player stands outside as the
chaser.
■ The chaser moves around the triangle attempting
to tag the target.
■ The three players in the triangle all cooperate to
protect the target by moving and shifting,
■ The target cannot be legally tagged on the hands
or arms or from across the triangle.
■ If you have an odd number of students you can
have two triangles with targets and one chaser.
■ Move around
supervising and
assisting students
who need assistance.
■ Help supervise
students returning the ropes
■ Use lively music for the activity.
■ Move around
keeping students
■ Have students get Dyna-bands.
focused
■ Students should form 4-5 lines equally spaced
■
Encourage stuapart each consisting of 6-7 students.
dents, give praise
■ Lead aerobic routine (can start with 5-6 exercises
and add additional ones as student progress):
■ Music: Ready To Go & I Like it Like That – Jock
Jams Vol. 3Jog in Place: jog on spot 16 times
keeping in time to the music by clapping your
hands.
■ Horizontal arm pull: with Dyna-band Grip
band with both hands shoulder-width apart.
Keep palms up. Extend arms in front of body—
approximately 4”. below shoulder level. Pull
arms to side, even with body 8 times (do not
hyperextend back).
■ Jumping Cross-overs: place hands on hips
and jump feet apart, then jump feet to cross
each other. Alternate the front foot each time
when crossing feet. Keep in time for 8 crossovers.
■ Arm pull down: grip band with both hands
shoulder width apart above the head. Pull
arms down and out to side (shoulder level).
Slowly raise arms overhead 8 times
s
ue
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ When teacher signals that the instant activity is
over, call out the number 6, instructing students
to form groups of 6.
■ Then instruct the groups to get in a line facing
the teacher.
■ Assist with
grouping
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
ROLE OF ASSISTANT
Activity con
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
➜ Variation
H Challenge
tin
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 15
Dance
Movin’ It Routine (continued)
(10 minutes)
ROLE OF ASSISTANT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
Movin’ It Routine (continued)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Diagonal Tricep Press: Wrap one end of band
around each hand. Leave approximately 8-12”
between hands. Raise elbows just below
shoulder level. Extend (press) arm down an
out to one side. Hold and return. Alternate
arms 8 times slowly.
■ Jog in Place: jog on spot 16 times keeping in
time to the music by clapping your hands.
■ Repeat sequence until music is done
■ At the end of activity, return Dyna-bands to TA.
4 Collect Dynabands
Create a Tinikling Routine
s
ACTIVITY #1
(20 minutes)
ue
■ Twist Hops: extend arms sideways to shoulder
level. Keep feet together as you twist your
trunk from waist down. From side to side 8
times.
■ Shoulder Extension/Flexion grip the band
with both hands in front of body. Space hands
approximately 12” apart. Place one hand
slightly higher than the other. Align the top
arm with same shoulder approximately 45 degrees shoulder flexion. Flex the top shoulder.
Simultaneously, extend the bottom shoulder.
Hold and slowly return. Work both shoulders
4 each shoulder.
■ Elbow to knee touches: hop on right foot
while bringing the left knee up to touch right
elbow. Switch and do left elbow to right
knee. Repeat 8 times
■ Incline Chest Press: Place the band on back
across the shoulder blades and beneath each
underarm. Grip the band with both hands
taking up slack in the band until it rests snugly
against the back. Press arms forward and up
at a 45-degree angle. Slowly return 8 times.
■ Rocker Step: hop twice on left foot while
bringing the right knee up and forward. Then
hop twice on right foot bringing the left back.
Repeat 8 times.
■ Double Bicep Curl: Wrap the band around entire hand. Keep wrist straight. Palm is facing
up. Stand with one foot forward. Bend knees.
Place band behind and just above the knee
joint of then front leg. Grip the band with
both hands. Curl—keeping wrists straight.
Hold and slowly return 8 times 4 beats up, 4
beats down.
■ Side Kicks: swing right leg to the right side
while hopping twice on the left foot; then
swing the left leg to the left side while hopping twice on the right foot. Repeat 8 times
Lesson 15
LESSON CONTENT
ROLE OF ASSISTANT
■ Explain to the students that they will be creating
their tinikling routine.
■ Students will be working in groups of 4-8
■ The dance must have a minimum of 4 parts,
each to a count of 4.
■ Students may select parts from the Create-aLine Dance cards or they can create their own.
(if they use their own movements everyone
in their group must be able to perform the
move).
■ All the dances will be to the same music. Play
the song throughout the time the students
are working (use the repeat function on the
stereo).
■ Instruct students to be creative and to combine moves from previous taught dances: line,
square, and folk.
4 Set-up tag game
area
■ Walk around
while supervising
students
■ Make sure they
are trying to work
as a team, no one
dominating the
groups
tin
HEALTH RELATED PHYSICAL ACTIVITY
LESSON CONTENT
HEALTH RELATED PHYSICAL ACTIVITY
8th Grade
Act
y
i vit
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Student Demonstration
Think/Pair/Share
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students perform their routine while teacher and
TA walk around to observe and assess Tinikling
routines.
■ Ask for groups that are ready and while everyone
else is practicing
■ This avoids the pressure of a performance in front
of their peers and students sitting around while
one group at a time performed.
■ Since it was the last day of the unit you could also
allowed groups to either create a line dance or a
jump band routine
■ Play the music the entire time. (suggested song
“Cotton Eye Joe”)
■ Help teacher
assess student
routines
■ Student leads stretch
■ Ask for each group to talk about the process of
creating a routine:
■ What was good about it, bad about it?
■ What strategies worked, and what would you
do different to improve the process?
■ Can lead or supervise
4 Set Up or Prep Duties
Dance
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
(5 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 15
Dance
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 15
Italics indicate the teacher speaking directly to the student.
Dance Appendix A
Jump Rope Task Cards
JUMP ROPe
2 people 1 turns
2 people both turn (one rope)
2x2 (2 people facing same direction,
2 ropes intertwined)
2x2 facing opposite directions
2 people backward, both turn
2 people backwards, one turns
DAnCe | JUMP ROPe TAsK CARDs
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate overhand throw.
■ Demonstrate 2-hand catch.
■
■
■
■
BEFORE CLASS SET UP
1 super soft softball per pair
6 sets of bases
Timed music (45 seconds music/5 seconds rotation)
2 stop watches
Flash Tag
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
➜ Variation: Students run.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
■ Task cards
■ Stereo
■ 6 cones
4
4
4
4
4
Set up cones in front near teacher.
Put cards and stereo in front near teacher.
Set bases together on a sideline.
Put boxes of super soft softballs near teacher.
Have stop watches for you and teacher.
Race Track Fitness
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find new partners. Partner 1 jogs, Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original
partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
Transition
TRANSITION
INSTANT ACTIVITY
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
softball
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find new partners.
■ 1 partner gets a super soft softball, 1 finds space
on a sideline, and they begin activity as soon as
possible.
4 Monitor
equipment.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Softball
8th Grade
Side-Slides, Regular Tosses, Bounce Tosses
Partner Catches
(5 minutes)
LESSON CONTENT
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ACTIVITY #1
ACTIVITY #2
■ Pairs stand on 1 gym sideline with partners facing ■ Help students line
each other 5-10 feet apart.
up.
■ Pairs begin to side-slide across gym, tossing/
■ Initiate
catching ball to each other, maintaining 5-10 feet
challenges.
between themselves.
■ When pairs reach other side they repeat drill back
to their starting place.
■ After sliding with tosses and catches several times,
pairs switch to bounce tosses and catches.
■ All students active at same time.
H Challenge: How many consecutive passes can each
pair make while sliding?
H Challenge: How many consecutive bounce passes
can be made while sliding?
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
Lesson 1
H Challenge
ROLE OF ASSISTANT
☛ Overhand Throw: Step toward target with oppo■ Monitor
site foot and point to target with opposite hand,
technique.
Draw throwing hand back past ear, Extend throw- ■ Monitor space
ing arm, Lead with elbow and follow through.
for safety.
☛ 2-Handed Catch: Catch ball below waist with
hands open with thumbs out, Catch ball above
waist with hands open with thumbs in or together, Absorb shock with a slight inward movement
of hands (“soft hands”).
■ Students keep partners activity above, 1 super soft
softball per pair.
■ Partners should line up facing each other, standing about 15 feet apart.
■ Each student should throw to his or her partner
using overhand throws.
■ Partners should offer positive reinforcement and
constructive feedback to each other regarding
proper throwing and catching form.
H Challenge: How many catches with good form can
each pair make in a row?
H Every 2 catches, 1 partner takes a step back. If
ball is dropped, partners take a step forward.
How far apart can each pair go?
H A “catchable toss” needs to be made (a toss in
which catcher doesn’t have to take more than a
step or 2 to catch ball).
Italics indicate the teacher speaking directly to the student.
Around the World
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students are divided into groups of 5 (1 batter, 1
catcher, and 3 basemen), assigned to a grid and
given 1 ball.
■ Each grid is set up to resemble a softball diamond
(see diagram).
■ 1 baseman should report to each base.
■ Batter starts by throwing ball to first baseman.
Batter follows throw and runs to first base.
■ First baseman catches ball and throws it to second
baseman; first baseman follows throw and runs to
second base.
■ This pattern is repeated until each player returns
to his or her original position.
H Challenge: How many catches in a row can each
group make?
H Challenge: How many catches can each group
make in 1 minute?
4 Set up each grid
as a softball diamond complete
with all bases.
4 Grids can be set
up side by side.
■ Collect equipment.
4 Help clean up
equipment.
■ Have students sit in semi-circle. Tell students
“Teamwork is needed in tosses & catches due to
■ Keep students on
partners or small groups depending on each other
task.
to make the skill/drill work so everyone can get
maximum benefit.”
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ How does teamwork in “Around the World”
make a round successful?
■ What barriers does the 1 minute challenge
bring to the round, if any?
■ Do jogging or fitness exercises at home with a
friend.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #3
(10 minutes)
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate fielding grounders.
■ Demonstrate overhand throws.
■ Demonstrate skills in “game-like” situation.
■ 1 super soft softball per pair
■ 6 sets of bases
■ 2 stopwatches
■ Task cards
■ 2 cones
4
4
4
4
4
Set up cones in front near teacher.
Put cards and stereo in front near teacher.
Set bases together on a sideline.
Put boxes of super soft softballs near teacher.
Have stopwatches for you and teacher.
Triangle Tag
Fitness Scavenger Hunt
(10-12 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Form squads of 6 students. Each squad receives a
“Squad Leader Challenge” task card.
■ Students take turns acting as Squad Leader.
■ Once a task is completed, a new squad leader
reads next task.
■ Squads will perform in different areas based on
order of tasks.
■ Squads start over if they complete all tasks before
other groups.
■ Help students
form groups.
■ Participate with
several groups as
you supervise.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Allow squads, with your guidance (provide specific options that students choose from) to
develop their own routines.
➜ Variation: Add softball moves to create a SB Fitness Scavenger Hunt.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Softball
8th Grade
Partner Fielding and Throwing
Around the World II
(7 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
☛ Fielding a Grounder: 2 hands open with thumbs
out, Field from low to high or from ground up,
Head down and watch ball into hands.
■ Students find partners, 1 ball per pair.
■ Have students stand about 15-20 feet apart from
each other, –about 10 feet apart from other students.
■ 1 student rolls 3 grounders to his or her partner
who fields them and throws them back using
good overhand throwing techniques.
■ Partners switch roles.
H Challenge: How many consecutive catches
(grounders and throws) can each pair make?
■ Help with
demonstration.
■ Encourage proper
forms of fielding
and throwing.
■ Students are divided into groups of 5 (1 batter, 1
catcher, and 3 basemen), assigned to a grid and
given 1 ball.
■ Each grid is set up to resemble a softball diamond
(see diagram).
■ 1 baseman should report to each base.
■ Batter starts by throwing ball to first baseman.
Batter follows throw and runs to first base.
■ First baseman catches ball and throws it to second
baseman; first baseman follows throw and runs to
second base.
■ This pattern is repeated until each player returns
to his or her original position.
H Challenge: How many catches in a row can each
group make?
H Challenge: How many catches can each group
make in 1 minute?
H Challenge: After students can do this accurately,
you can time a group’s round, then re-time them
to see if they can improve.
4 Set up 4 bases
forming a square;
size of square depends on facility.
4 Help teacher time
groups.
➜ Variation: Pairs can increase difficulty by rolling
grounders to either side of their partners.
➜ Variation: Add pedometers to see who can get
most steps during activity. EX: Add a stutter-step
in ready position for fielder, then fielder stuttersteps to thrower as ball is returned.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ACTIVITY #2
ACTIVITY #1
Lesson 2
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
4 Corners
Cool Down/Closure
(5 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ Keep same groups and location from Activity #2.
■ Monitor proper
throws and
■ 1 baseman should report to each base, including a
rotations.
catcher at home plate.
■ Provide positive
■ Batter throws a grounder to third baseman. Batspecific feedback.
ter follows grounder and runs to third base.
■ Third baseman throws ball to second baseman;
third baseman follows throw and runs to second
base.
■ Second baseman throws to first baseman then follows throw to first base.
■ First baseman throws to catcher and follows
throw to home plate.
■ This pattern is repeated until each player returns
to his or her original position.
■ Repeat pattern until you signal to stop.
H Challenge: How many consecutive catches can
each group make?
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Collect equipment.
4 Collect
equipment.
■ Have students sit in a semi-circle. Ask students:
■
Keep students
■ Why are we throwing a grounder to third base
on task.
when everyone else throws overhand?
■ How did teamwork factor in today’s lesson?
■ Do jogging and fitness exercises at home with a
friend. Practice fielding and throwing.
COOL DOWN/CLOSURE
ACTIVITY #3
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate throwing and catching high fly balls.
■ Demonstrate throwing to a relay person.
■
■
■
■
4 noodles
Ball boxes
40 cones
Flag box
BEFORE CLASS SET UP
■ 1 softball per pair
■ 6 sets of bases
■ 1 flag set per student
4 Put noodles, cones, and balls in boxes in front near teacher.
4 Put bases and flags in boxes together on a sideline.
Heart Alert
Sharks
(6 minutes)
ROLE OF ASSISTANT
■ Give 4 students short noodles with heart attack
■ Monitor game.
risk factors taped to them:
■ Keep students
■ Smoking
walking if tired.
■ Overweight
■ Change noodles
periodically.
■ Lack of exercise
■ Fatty foods
■ Students with noodles tag others. If tagged,
students freeze and yell “Heart Alert!”
■ Free students find frozen students and perform 5
jumping jacks together; there are no tag backs for
frozen student or student freeing him or her.
■ Rescued students return to game.
■ Return noodles to sideline.
➜ Variation: Students saving others may be tagged
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ All students, except for 2 Its, go to flag boxes and
put on flags.
4 Help students
with flags.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(6 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ All students wear flags except 2 students who are
sharks.
■ Students with flags go to play area marked by
cones. Sharks go to middle.
■ On your signal, students try to cross to other side
without losing their flags.
■ If students' flags are pulled, they join sharks and
pull flags.
■ Game ends when all flags are pulled.
■ Last 2 students caught become new sharks.
4 Help with
equipment.
■ Encourage
participation.
➜ Variation: Play using one or two hand touch
instead of flags.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Softball
8th Grade
Partner Flies and Catches
Throw and Run Softball (continued)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
☛ Catching Fly Balls: Keep eyes on ball, Move body
underneath ball, Use 2 hands with thumbs
together if ball is above waist, Use 2 hands with
fingers together and thumbs apart if ball is below
waist.
■ Students find partners, 1 ball per pair.
■ Have partners stand about 25-35 feet apart.
1 student throws his or her partner 3 fly balls
which are fielded and thrown back using regular
overhand throwing technique.
Partners switch roles.
H Challenge: How many consecutive catches both of
fly balls and throws backs can each pair make?
■ Assist with demonstration.
■ Encourage proper
form in fielding
and throwing.
■ Outfielders either catch ball or chase it wherever
it has been thrown.
■ Object for defensive team is to get ball and throw
to each defensive player. 4 defensive players
must catch and throw to each other, ending with
catcher, while batter runs around cones.
■ Once catcher touches home batter must stop.
■ After 1 “at bat” all students rotate: batter to
catcher, catcher to RF, RF to LF, LF to pitcher,
pitcher to batter.
■ No fly ball outs.
■ Students keep track of their individual scores.
Student with most laps, (complete times around
the cones,) wins. Distance of cones can vary in
length according to students’ ability. Shorter
distance of pitching cone from catcher cone will
result in more runs possible.
4 Help students
form groups.
■ Monitor
rotations.
■ Give positive
specific feedback.
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
tin
ue
s
■ Students form groups of 5 on your signal, 1 ball
■ Set up skinny
per group.
mini-fields with
a tee (or tall
■ Positions are 2 outfielders, 1 pitcher, 1 catcher, 1
cone), ball, and
batter. Extra students are placed in outfield.
bat. Fields are set
■ Pitcher underhand tosses ball to batter.
up side by side
■ Batter catches ball and throws it inside field
sharing boundary
boundaries (must be fair and beyond pitcher). If a
cones.
ball is thrown foul batter gets another attempt.
■ Batter runs around pitching cone and back to and
around the catcher cone. This counts as 1 lap.
■ Batter continues to run as described above trying
to “score” as many laps as possible.
➜ Variation: Everyone has pedometer. Students are
in a ready position with feet moving at all times
in outfield and everyone moves to chase ball. If
ball is caught everyone runs back to pitcher’s
cone.
s
Throw and Run Softball
ue
ACTIVITY #2
➜ Variation: Pairs can increase difficulty by throwing high flies to either side of their partners.
tin
ACTIVITY #1
(7 minutes)
ACTIVITY #2
Lesson 3
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
Act
H Challenge
y
i vit
co
n
Italics indicate the teacher speaking directly to the student.
Throw and Run Softball (continued)
Cool Down/Closure
(15 minutes)
(3 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
4 Help students
form groups.
■ Monitor
rotations.
■ Give positive
specific feedback.
■ Collect equipment.
■ Have students sit in a semi-circle. Ask students:
■ What skills did we work on in the 5-person
throw and run softball game?
■ How important is teamwork and why?
■ Do fitness exercises, jog, or ride a bike after
school today.
4 Collect
equipment.
■ Keep students on
task.
ACTIVITY #2
COOL DOWN/CLOSURE
LESSON CONTENT
■ For safety your students can use one of the side
cones for the catcher to tag to stop runner (Catcher must tag the cone for the runner to stop.)
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate proper hitting form.
■ Demonstrate fielding hit balls and throwing them in.
■ FLOW equipment
■ 6 cones
■ 8 sets of bases
■ 6 bats
■ Balls in
boxes
4 Set up FLOW equipment.
4 Put bats, cones, balls in boxes, and bases in front near teacher.
Rock, Paper, Scissors Tag
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner; they compete against
each other playing Rock, Paper, Scissors. Rock
(closed fist), beats Scissors (index and middle finger apart simulating scissors), Scissors beat Paper
(open hand, palm down), and Paper beats Rock.
■ Winner must quickly turn and run away. Loser
tries to tag partner.
■ Change partners after 3 matches.
■ If students bump into each other during game
they must stop, shake hands and apologize by
saying, “I am sorry for bumping into you and it
won’t happen again."
■ Help students get
started as they
enter play area.
■ Circulate around
area encouraging students to
participate.
■ Participate in a
game with a pair
of students.
■ FLOW
4 Help with
equipment.
■ Encourage
participation.
■ Oversee stations
that need most
supervision.
4 Supervise return
of equipment.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Softball
8th Grade
Batting Demo with Shadow Practice
Hi-10 Everybody’s It
(3 minutes)
(5 minutes)
ROLE OF ASSISTANT
■ Students follow along during instruction and
■ Help groups that
demonstration. They practice swing without a
don’t understand
instructions.
bat for safety reasons.
☛ Batting Stance and Swing (For right-handers;
■ Give specific corleft-handers do opposite): Hold bat with right
rective feedback.
hand closed and on top of closed left hand, Bring
hands back behind right ear, Raise right elbow,
Feet are shoulder width apart with knees slightly
bent, Left side of body is facing front, Step forward with left foot and swing hands forward and
across body, Bat level with ground while watching
ball, Follow through with swing.
■ Students following along during instructions.
■ Students shadow swing at own pace. Move and
assist students where needed.
ACTIVITY #3
ACTIVITY #1
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Everyone in class is It.
■ Object of game: to tag as many students as possible, free as many students as possible, and to
avoid being tagged.
■ If a student gets tagged he or she must sit or
kneel down where they were tagged.
■ If 2 students tag each other at same time and
argue, they both sit.
■ Seated students hold both hands up and can be
freed when a free student gives a Hi-10.
■ No immediate tag backs.
4 Set up 4 cones
forming a 25 X 25
yard square.
■ Encourage
participation.
■ Clarify the rules.
Cool Down/Closure
3-on-3 Batting Game
(3 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form teams of 3.
■ Team A is in field first: a catcher and 2
outfielders.
■ Team B is up to bat. Team B batter places ball on
a cone/tee and other 2 batters start in front of
home plate.
■ Batter hits ball off cone towards outfield. Runners on team B run bases, trying to circle bases as
many times as possible until outfielders field ball
and throw to catcher. Runners must stop when
catcher has ball.
■ Score 1 run for each time each runner passes
home plate. Keep totals.
■ Repeat with next 2 batters on team B.
■ Teams switch places.
■ Game continues until you call it.
4 Set up several
batting and outfield areas with
enough space for
safety.
■ Monitor games.
■ Collect equipment.
■ Show the student next to you the proper grip on
a bat.
■ Show the student next to you the proper swing.
■ Practice swinging a bat at home.
4 Collect
equipment.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
Lesson 4
H Challenge
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate proper hitting technique.
■ Apply learned softball skills in a modified game.
■ Box of 6
balls
■ Task cards
■ 40 cones
BEFORE CLASS SET UP
■ 6 bats
■ Stereo and
music
■ 4 noodles
4 Set up skinny mini-fields for 5-6 students per field. See diagram for Activity #1.
4 Put box of balls, bats, stereo, and noodles in front near teacher.
4 Put cones near sideline.
Take Down
Race Track Fitness
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Students find new partners. Partner 1 jogs, Partner 2 performs inner circle activity.
■ Inner circle activity includes task cards - See Partner Race Track Fitness Task Cards.
■ Students switch from jogging to inner circle activity, and vice versa, when music is paused.
■ When music stops, Partner 1 stops jogging, finds
nearest cone, and performs next activity. Partner
2 begins jogging.
■ Students do not need to return to original partners when music stops.
■ Supervise inner
circle while teacher is supervising
outer circle.
4 At end of HRPA,
collect task cards
and cones.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Softball
8th Grade
Hit and Run Softball
Hit and Run Softball (continued)
(15 minutes)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 5 on your signal, 1 ball
per group.
■ Positions are 2 outfielders, 1 pitcher, 1 catcher, 1
batter. Extra students are placed in outfield.
■ Pitcher underhand tosses ball to batter.
■ Batter hits ball inside field boundaries (must be
fair and beyond pitcher). If ball is hit foul batter
gets 2 more attempts.
■ Batter runs around pitching cone and back to and
around catcher cone. This counts as 1 lap.
■ Batter continues to run as described above trying
to “score” as many laps as possible.
■ Batter can choose to 1) hit a pitched ball, 2) hit
from a tee, or 3) hit a self-tossed ball.
■ Outfielders either catch ball or chase it wherever
it has been thrown.
■ Object for defensive team is to get ball and throw
to each defensive player. 4 defensive players
must catch and throw to each other, ending with
catcher, while batter runs around cones.
■ Once catcher touches home batter must stop.
■ After 1 “at bat” all students rotate: batter to
catcher, catcher to RF, RF to LF, LF to pitcher,
pitcher to batter.
■ No fly ball outs.
4 Set up fields.
■ Monitor games.
LESSON CONTENT
ROLE OF ASSISTANT
ACTIVITY #1
ACTIVITY #1
Lesson 5
■ For safety your students can use one of the side
cones for the catcher to tag to stop the runner.
(Catcher must tag the cone for the runner to
stop.)
tin
ue
s
Students keep track of their individual scores. Student with most laps, (complete times around the
cones,) wins. Distance of cones can vary in length
according to students’ ability. Shorter distance of
pitching cone from catcher cone will result in more
runs possible.
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
co
n
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
French Fry Tag
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: French Fries try to tag and freeze
entire class inside boundaries of full basketball
court, or half-court for a small class.
■ Quickly discuss negatives of fatty foods. Then 2-4
students are given a noodle; these students are
French Fries.
■ Once tagged, a student must sit or kneel down.
■ To be freed, another student must come up to
tagged student and both students do 3 jumping
jacks (3 push-ups, 3 sit-ups, etc.) together.
■ While exercising together neither person can be
tagged. Students can keep exercising if a tagger is
too close.
■ Switch taggers after 1-2 minutes.
4 Help with
equipment.
■ Keep students
on task.
■ Collect equipment.
■ Ask students:
■ Why is it difficult to hit the ball between the
cones?
■ What did you do to keep the ball fair?
■ Practice hitting with friends at home.
4 Collect
equipment.
■ Keep students
on task.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
(6 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 5
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate base running skills.
■ Demonstrate catching and throwing skills.
■ Apply learned softball skills in a modified game.
■ Task cards
■ 6-8 sets of bases
■ 6-8 tees if needed
BEFORE CLASS SET UP
■ 6-8 bats
■ 1 ball for every 6 students
■ 6 cones
Flash Tag
Fitness Scavenger Hunt
(5 minutes)
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Form squads of 6 students. Each squad receives a
“Squad Leader Challenge” task card.
■ Students take turns acting as Squad Leader.
■ Once a task is completed, a new squad leader
reads next task.
■ Squads will perform in different areas based on
order of tasks.
■ Squads start over if they complete all tasks before
other groups.
■ Help students
form groups.
■ Participate with
several groups as
you supervise.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 Put task cards, bats, bases, tees, cones, and
balls in front near teacher.
4 Put out sets of 4 bases for ever 6 students.
➜ Variation: Allow squads, with your guidance (provide specific options that students choose from) to
develop their own routines.
➜ Variation: Add softball moves to create a SB Fitness Scavenger Hunt.
➜ Variation: Students run.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Softball
8th Grade
Base Running Thunder
Bucketball
(10 minutes)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 6.
■ Students decide who will field on third and first
bases and 1 student in outfield. This is team A.
■ Remaining 3 students line up behind home plate.
This is team B.
■ 1 student gets 1 bat, 1 ball, and 1 tee (Or someone on team B can pitch.)
■ First batter hits as hard as possible. That batter
will run around bases with his or her teammates
following behind. If they round all bases, they can
continue on for more bases. Runners will stop
when all players on team A have touched hit ball.
Number of bases run becomes team B’s score.
■ Continue until all batters on team B have hit.
Total of all bases run their score.
■ Teams switch roles. After both teams have hit,
play another inning.
4 Set up each grid
to resemble a
softball diamond
in cloverleaf format. See diagram
end of Lesson 10
■ Monitor games.
■ Give positive specific feedback.
■ Assign 2 groups of 6 to each diamond.
4 Arrange
diamonds in a
■ Object of game: Score as many runs as possible
cloverleaf format.
before all balls are collected in a bucket by defense.
■ Keep students on
task.
■ Team A will bat first while team B is in field. Players in field must spread out to cover a large area.
■ Monitor games
for proper play.
■ Each player “ batting” has 1 tennis ball; if batting
team has 6 players then defense must collect 6
tennis balls.
■ Team A lines up on first base line with last player
touching home plate.
■ On your cue "Throw!" each player on team A has
2 seconds to throw their tennis balls.
■ After they throw, they all run bases.
■ A team scores a run every time their last player
crosses home plate.
■ Team A keeps running until defense yells they
have collected all thrown balls (in this case 6 tennis balls).
■ A bucket to collect thrown balls is kept about 10
feet behind third base on left field line. Defense
needs a reliable student to count tennis balls and
yell when they are all in.
■ After balls are collected and runs counted, team A
bats again.
■ After 2 rounds, teams switch roles.
■ For each ball miscounted, add 2 runs (defense
calls time before all balls are in).
■ Balls that roll into baseline must be stepped over.
Intentional kicking of tennis balls will result in
2 run penalty (sometimes they are accidentally
kicked so you have to watch).
■ Balls must be thrown by offense in 2-3 seconds or
that ball won't count and defense can collect 1
less ball.
ACTIVITY #2
ACTIVITY #1
Lesson 6
➜ Variation: Add pedometers then compare outfield team steps to batting team steps for score or
bonus points.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ Collect equipment.
■ Have s tudents s it in a s emi-circle: A sk s tudents:
■ Was it hard to perform under pressure during
the games?
■ Which skill was the hardest to perform under
pressure?
■ Jog, bike ride, or swim after school today with a
friend.
■ Keep students on
task.
4 Collect
equipment.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 6
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate fielding grounders.
■ Demonstrate throwing to a base.
■ Demonstrate proper base running.
■ Stereo
■ 2 softballs for every 8 students
■ 6-8 sets of bases
Triangle Tag
Sports Jamboree (continued)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Students whose number was called run onto court ■ Remind students
and complete a sports skill. Examples of sports
of activity and
number called if
skills include:
necessary.
■ Dribble a basketball down court and score as
many baskets as possible.
■ Dribble a soccer ball as quickly as possible back
and forth between 2 cones.
■ Toss a ball and catch it as many times as
possible.
■ While each specified group number is completing
their sports skills, remainder of class keeps moving
in different ways, such as jogging, galloping, and
skipping.
■ After 30 seconds of sports skills, all students move
back to perimeter of basketball court.
■ All students return to walking around perimeter
until whistle is blown again.
➜ Variation: Students may use a specific type of
locomotion to move around perimeter (shuffle,
hop, jog, etc.).
➜ Variation: Sports skills can incorporate several
types of skills (volleyball, soccer, etc.).
Sports Jamboree
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Assign students numbers 1-5 and instruct them to
walk around perimeter of basketball court or 40 x
30 field.
■ As you blow a whistle, call out a number and
specify an activity. For example, call out, “5s and
basketball.”
4 Set up area (mark
perimeter with
cones).
■ Offer
encouragement.
4 Set Up or Prep Duties
Softball
Activity c
☛ Cues or Key Concepts
in
ont
ue
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
HEALTH RELATED PHYSICAL ACTIVITY
4 Set up 4 fields with bases for every 8 students.
ROLE OF ASSISTANT
s
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Softball
8th Grade
Field and Throw
Cool Down/Closure
(15 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students forms groups of 8, 2 softballs per group.
■ Each group forms an infield with 4 bases 20 large
steps apart, like a softball field.
■ There are 4 batters and 4 fielders (1B, 2B, 3B, SS).
Last batter helps retrieve balls thrown back in.
■ First batter rolls ball to third base and runs to
first. Third baseman fields ball and then throws
to first. First baseman catches ball and tosses it
back to retriever.
■ If ball is thrown away, batter touches first and
goes and gets ball.
■ Next batter throws ball to SS and tries to run it
out. Repeat until all 4 hitters and all four fielders
have fielded a ball. Then switch roles and repeat.
■ After about 5 minutes or 2 full rounds, have first
batter start at first base.
■ Batter rolls ball to each fielder but this time play
is a force at second base.
■ Again all bad throws are retrieved by batter going to second in order to keep drill moving.
■ Each time, batter going to first stays on first to
create a force at second.
H Challenge: Batter earns 1 point if he or she rolls
ball directly at a fielder at a medium or catchable
speed.
H Challenge: 1 point for batter or runner on base if
he or she reaches next base before ball is caught
and base tagged.
4 Set up each grid
to resemble a
softball diamond
in cloverleaf
format. (See
diagram end of
Lesson 10)
■ Assist with
grouping
■ Give positive
specific feedback.
■ Monitor for
safety.
■ Collect equipment.
4 Collect
equipment.
■ Have students sit in a semi-circle. Ask students:
■
Keep students
■ Why do we work on quick fielding and getting
on task.
rid of the ball so fast?
■ When would you have to tag the runner out
instead of throwing to a base?
■ What throws are difficult for infielders to
make?
■ Jog, bike, or play tag games after school with
friends.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 7
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Apply learned softball skills in a modified game.
■ FLOW equipment
■ 4 noodles
■ 4 sets of bases
■ 4 bats and balls
4 Set up a large square for IA.
4 Set up FLOW equipment.
4 Set up 1 softball field for every 12 students.
Heart Alert
FLOW
(5 minutes)
ROLE OF ASSISTANT
■ Give 4 students short noodles with heart attack
■ Monitor game.
risk factors taped to them:
■ Keep students
■ Smoking
walking if tired.
■ Overweight
■ Change noodles
periodically.
■ Lack of exercise
■ Fatty foods
■ Students with noodles tag others. If tagged, students freeze and yell “Heart Alert!”
■ Free students find frozen students and perform 5
jumping jacks together; there are no tag backs for
frozen student or student freeing him or her.
■ Rescued students return to game.
■ Return noodles to sideline.
➜ Variation: Students saving others may be tagged
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
4 Set up
equipment.
■ Encourage
participation.
■ Oversee stations
that need most
supervision.
4 Supervise return
of equipment.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
(15 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Softball
8th Grade
Modified Games
Cool Down/Closure
(15 minutes)
(2 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 on your command. 3
groups of 4 (12 students) should report to each
diamond.
■ Have 1 student get 1 bat and 1 ball for each diamond.
■ Each group on a diamond is group 1, 2 or 3.
■ On each diamond group 1 bats first, group 2 are
infielders, and group 3 are outfielders.
■ Batters either hit off a tee or pitch to their own
groups. 3 pitch maximum.
■ Pitcher cannot interfere with a play or batter is
out.
■ Begin softball game. After each batter bats once,
rotate groups: outfielders go to infield, infielders
bat, and batters go to outfield.
■ Batting group supplies catchers.
■ Catcher must always wear a mask and players
not batting must stand away from batter, either
behind a backstop or a cone.
■ Teams keep track of their own scores.
4 Set up diamonds
in a cloverleaf
format. (See
diagram at end of
Lesson 10)
■ Keep students on
task.
■ Monitor games
for proper play.
■ Remind students
of re-dos.
■ Have students stretch.
■ Collect equipment.
■ Ask students:
■ What is the most difficult fielding position?
Why?
■ What is the easiest fielding position? Why?
■ Find some friends to play softball or over-the-line
with after school.
4 Collect
equipment.
■ Keep students
on task
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 8
➜ Variation: To make teams hustle, a team may bat
as soon as their whole team is behind a dugout
cone (or backstop). Teams will run in and out
with this rule.
➜ Variation: Adding pedometers could challenge all
to keep feet moving (“Step Count Wars). At end
of game, each group add up total steps to see
who moved most during game.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
softball
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate how to run on a fly ball.
■ Apply learned softball skills in a modified game.
■ 4 sets of bases
■ 4 large cones
BEFORE CLASS SET UP
■ 4 bats and balls
■ 2 additional bases
4 Set up a large square for HRPA.
4 Set up 1 softball field for every 12 students.
Hi-10 Everybody’s It
Release Tag
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Everyone in class is It.
■ Object of game: to tag as many students as possible, free as many students as possible, and to
avoid being tagged.
■ If a student gets tagged he or she must sit or
kneel down where they were tagged.
■ If 2 students tag each other at same time and
argue, they both sit.
■ Seated students hold both hands up and can be
freed when a free student gives a Hi-10.
■ No immediate tag backs.
4 Set up 4 cones
forming a 25 x 25
yard square.
■ Encourage participation.
■ Clarify the rules.
■ 1 corner of gym is a “Cave.” If outside, use cones
to designate cave area.
■ 3 Its try to tag other classmates.
■ When someone is tagged he or she must jog to
cave and be a “Captive.” Captives must jog in
place in cave.
■ Any player can be brave and try to release 1, 2, or
all “Captives” by running into cave and tagging
those students.
■ If “freer” is tagged while trying to free captives,
he or she becomes a captive.
■ After 3 minutes, change taggers and start game
over.
■ Assist students
with questions.
■ Make certain
“captives” are
tagged when
they are freed.
■ As captives are
released they may
be tagged again
immediately.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Softball
8th Grade
Base Running Drill
Modified Games
(10 minutes)
(15 minutes)
ROLE OF ASSISTANT
■ Set up 2 bases, first base and second base with a
■ Keep students
player at each of those positions and 1-2 outfieldon task.
ers just beyond infield.
■ You have 1 ball.
■ Half of students, beginning just beyond first base,
line up along right field line. Second half are lined
up in foul territory waiting their turn.
■ All students lined up are “on” first base.
■ You throw a fly ball toward an outfielder.
■ Runners come off base and go part way, not too
far. If ball is caught they must return to base. If
ball is dropped they all must run to second.
■ Work on different situations so runners can practice when to run and when not to run.
■ After first group runs to second, next group steps
forward and lines up along right field line.
■ You control when and where ball is thrown and
number of outs.
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Lesson 9
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 on your command. 3
groups of 4 (12 students) should report to each
diamond.
■ Have 1 student get 1 bat and 1 ball for each diamond.
■ Each group on a diamond is group 1, 2 or 3.
■ On each diamond group 1 bats first, group 2 are
infielders, and group 3 are outfielders.
■ Batters either hit off a tee or pitch to their own
groups. 3 pitch maximum.
■ Pitcher cannot interfere with a play or batter is
out.
■ Begin softball game. After each batter bats once,
rotate groups: outfielders go to infield, infielders
bat, and batters go to outfield.
■ Batting group supplies catchers.
■ Catcher must always wear a mask and players
not batting must stand away from batter, either
behind a backstop or a cone.
■ Teams keep track of their own scores.
4 Set up diamonds
in a cloverleaf
format. (See
diagram at end of
Lesson 10)
■ Keep students on
task.
■ Monitor games
for proper play.
■ Remind students
of re-dos.
➜ Variation: To make teams hustle, a team may bat
as soon as their whole team is behind a dugout
cone (or backstop). Teams will run in and out
with this rule.
➜ Variation: Adding pedometers could challenge all
to keep feet moving (“Step Count Wars). At end
of game, each group add up total steps to see
who moved most during game.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ Have students sit in a semi-circle. Ask students:
■ What do you do if a fly ball is hit and you are
a runner on first and there is only 1 out?
■ What do you do if a fly ball is hit and you are
a runner on first and there are 2 outs?
■ Find friends to play softball, over-the-line, or
catch with.
■ Keep students
on task.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Softball
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 9
Italics indicate the teacher speaking directly to the student.
softball
LESSON OUTCOMES
8th Grade : Lesson 10
EQUIPMENT
■ Apply learned softball skills ■ 3-4 sets of bases
in a modified game.
■ 1 flag per student
BEFORE CLASS SET UP
■ 3-4 buckets with
6 balls in each
■ 6 cones
4 Set up a large 30 X 30 square with 4 corner cones and 2 mid-field cones for HRPA.
4 Have flags readily available.
4 Set up 1 softball field for every 12 students.
Take Down
Sharks
(6 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ All students wear flags except 2 students who are
sharks.
■ Students with flags go to play area marked by
cones. Sharks go to middle.
■ On your signal, students try to cross to other side
without losing their flags.
■ If students' flags are pulled, they join sharks and
pull flags.
■ Game ends when all flags are pulled.
■ Last 2 students caught become new sharks.
4 Help with
equipment.
■ Encourage
participation.
4 Set Up or Prep Duties
Softball
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
➜ Variation: Play using one or two hand touch
instead of flags.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Softball
8th Grade
Bucketball
Cool Down/Closure
(20 minutes)
(3 minutes)
ROLE OF ASSISTANT
■ Assign 2 groups of 6 to each diamond.
4 Arrange diamonds in a clover■ Object of game: Score as many runs as possible
leaf format. (See
before all balls are collected in a bucket by dediagram at end of
fense.
Lesson 10)
■ Team A will bat first while team B is in field. Play■
Keep students
ers in field must spread out to cover a large area.
on task.
■ Each player “ batting” has 1 tennis ball; if batting
■
Monitor games
team has 6 players then defense must collect 6
for proper play.
tennis balls.
■ Team A lines up on first base line with last player
touching home plate.
■ On your cue "Throw!" each player on team A has
2 seconds to throw their tennis balls.
■ After they throw, they all run bases.
■ A team scores a run every time their last player
crosses home plate.
■ Team A keeps running until defense yells they
have collected all thrown balls (in this case 6 tennis balls).
■ A bucket to collect thrown balls is kept about 10
feet behind third base on left field line. Defense
needs a reliable student to count tennis balls and
yell when they are all in.
■ After balls are collected and runs counted, team A
bats again.
■ After 2 rounds, teams switch roles.
■ For each ball miscounted, add 2 runs (defense
calls time before all balls are in).
■ Balls that roll into baseline must be stepped over.
Intentional kicking of tennis balls will result in
2 run penalty (sometimes they are accidentally
kicked so you have to watch).
■ Balls must be thrown by offense in 2-3 seconds or
that ball won't count and defense can collect 1
less ball.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Have students sit in a semi-circle. Ask students:
■ Keep students on
task.
■ What did you enjoy most about softball?
■ What was the most difficult aspect of softball?
■ Encourage students to go outside after school and
try to get a small softball game going.
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 10
H Challenge
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate proper grip.
■ Demonstrate scooping balls while stationary and running.
■ Demonstrate catching and throwing lacrosse balls while
stationary and moving.
■
■
■
■
■
■
BEFORE CLASS SET UP
1 stick per student
1 ball per pair
Hacky sacs/ koosh balls
30 pucks
6 jump ropes
12 Dynabands
■
■
■
■
■
■
6 turtls
6 aerobic steps
CD player/CD
Slit cones
White boards
Cones
Push-Up Position Hockey
Fitness Circuit
(4 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Students find partners and face each other in
■ Move around
push-up position about 5 feet apart.
area to supervise
students.
■ Using a ball, partners try to slide or roll object
between each other’s hands.
■ Play against a
student.
■ Partner may stop object with 1 hand only.
4
Collect balls.
■ 1 point for each successful score
■ First student to get 2 out of 3 goes to Success side,
partner goes to Try Again side.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
LESSON CONTENT
4 Set out boxes of pucks, koosh balls or hacky
sacs, lacrosse balls, and sticks.
4 Put fitness circuit equipment along wall.
4 Prepare CD player.
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into 8 groups and assign each
group a station as follows:
■ Jump rope
■ Push-ups
■ Jumping Jacks
■ Curl-ups or crunches
■ Lunges
■ Shoulder press (using Dynabands)
■ Step-ups (using aerobic steps or bleachers)
■ Row (using Dynabands)
■ Students move through circuits as a group. Students perform designated exercise while music is
playing (1 minute). Group moves to next station
when music stops and gets ready to begin next
exercise (10 seconds).
4 Set up HRPA stations, putting task
cards on cones.
4 Start and stop
music as needed.
■ Work with groups
that may need
additional help.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Lacrosse
8th Grade
Scooping Practice
Catching and Cradling
(8 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Each student gets a lacrosse stick and a ball.
■ Demonstrate how to hold stick:
■ Hands should be hip-width apart on stick.
■ Bend knees and put head of stick on ground
with opening facing upwards.
■ Slide stick towards ball making it roll into
pocket.
■ Accelerate stick right through ball.
■ Lift stick and straighten knees.
■ Have students shadow practice scooping without
a ball
■ Scatter balls, koosh, hacky sacs, etc., all over playing area and give students 2 minutes to practice
scooping balls up and putting them down. Ask
students to count how many balls they were able
to successfully scoop up.
H Challenge: Have students practice scooping a
second time and ask them to see if they can beat
their first round score.
■ Move around
area, make sure
each student has
a stick and ball
for activity.
■ Help students
having difficulty.
■ Give tips and
reminders to
students having
trouble scooping and cradling,
“Bend, Slide, and
Lift.”
4 Scatter various
balls in a designated area.
■ Students scatter around play area.
■ Remind students
throwing to
☛ Catching: Upper body must face (be square to)
make a good toss
incoming ball, Hold stick in an upward position
so that it’s easier
with pocket wide open to ball, Reach out for ball
for their partner
with head of stick and catch ball in front of body,
to catch ball.
Like catching a baseball, give with ball at contact
to cushion force, Cradle ball (twisting action) im■ Give tips and
mediately after catching it.
reminders to
students having
■ Cradle ball (twisting action) immediately after
trouble passing
catching it. Cradling is a natural motion; hands
and catching.
and arms should be “pumping” as students run,
creating a natural cradling motion.
■ Give specific positive, corrective
☛ Passing: Draw upper hand backward several
feedback.
inches and then follow through with a snapping
motion of wrist, Pull handle downward with
lower hand making a small arc, After release stick
should be pointing at target in a nearly horizontal
position.
■ Students shadow practice throwing, catching, and
cradling.
■ Students find partners, 2 sticks and 1 ball per pair.
■ Drill 1: Students stand 15 feet apart and begin to
play catch.
■ After 3 consecutive catches and cradles, tell students to take 1 step back.
■ Play for 2 minutes.
H Challenge: How many consecutive catches can
each pair make? If ball is dropped or overthrown,
start counting over. Pairs try to break their records.
ACTIVITY #3
ACTIVITY #1
(4 minutes)
Scooping Shuttle Line Game
(6 minutes)
ACTIVITY #2
Lesson 1
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4 or 6 and divide into 2
groups of 2 or 3 lining up 15-20 feet apart facing
each other. 1 ball per group of 4 or 6.
■ First student in first line (player A1) rolls ball to
first student in second line (player B1) and runs to
end of second line.
■ Player B1 runs, scoops ball, then rolls it to player
A2 and runs to end of first line.
■ Player A2 scoops ball then rolls it back to player
B2 and so on.
H Challenge: How many scoops can each group do
in 1 minute? Can each group improve? Which
group can finish fastest? To complete task each
student must go twice.
■ Help students
having difficulty.
■ Give tips and
reminders to
students having
trouble scooping and cradling:
“Bend, Slide, and
Lift.”
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What could be done to ensure more success
while scooping the ball? (Make sure student
is bending low with stick more horizontal to
ground.)
■ Demonstrate the proper cradling motion to
the person next to you. What are the critical
elements of the cradling motion?
■ Demonstrate proper throwing/catching motion to person next to you. What are the
critical elements of throwing and catching in
lacrosse?
4 Collect equipment.
■ Keep students on
task.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Lacrosse
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 2
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate catching and throwing lacrosse balls from
both sides of body.
■ Apply skills in a small-sided game.
■ 1 jump rope and 1
stick per student
■ CD player/CD
■ 1 ball for every 3
students
■ Cones
4 Set out boxes of jump ropes, sticks, and balls.
4 Prepare CD player.
4 Set up 15 X 20 foot grids.
Triangle Tag
Continuity Exercises
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
■ Encourage students to hustle as
they get a jump
rope and begin
jumping immediately.
4 Start and stop
music as needed.
■ Participate in
activities for short
bouts as you encourage students.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Lacrosse
8th Grade
3-Catch Game
Throw and Catch From Side
(8 minutes)
(4 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 3, 1 stick per student, 1
ball per group.
■ Place teams together for 3-on-3 Keep Away and
assign them to grids.
■ Object is to maintain possession of ball.
■ Each team attempts to complete 3 consecutive
catches before ball is intercepted or dropped.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball
■ All 3 students must catch ball in order for
score to count.
■ Students must guard from 3 feet away from
student with ball.
■ Possession changes for interceptions or if ball
touches floor.
■ After 3 minutes have teams switch and play a different team.
■ Players use cuts, fakes and jab steps to get away
from defenders and into open spaces to support
teammate with ball.
4 Set up grids.
■ Monitor students.
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
■ Keep original groups of 3 players, 1 ball per
■ Monitor students.
group.
■ Provide specific
■ Groups practice throws and catches from opposite
corrective feedside of body by swinging stick to opposite side of
back.
body to throw or catch.
■ As students bring sticks to opposite sides of
bodies they switch hands on stick (on left side of
body, left hand higher on stick, right hand lower
on stick and visa versa).
■ After 1-2 minutes of throws and catches, receiving
players make fakes, 45 degree cuts, and jab steps
before catching ball. Ball may be thrown and
caught from either side of body.
ACTIVITY #2
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
ROLE OF ASSISTANT
3-Catch Game
(10 minutes)
ACTIVITY #3
ACTIVITY #1
Lesson 2
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups from Activity # 1 reform.
■ Students continue as before. When defenders
attempt to guard a student with ball, he or she
throws or catches from “free” side of his or her
body.
■ Students support their teammates by cutting, faking, and using jab steps to get into open areas.
■ Offense creates triangles so there are 2 throwing
options for passers.
■ Change opponents after 3 minute games.
H Challenge: Teams try to increase their scores by
using new skills.
■ Monitor students.
■ Encourage students to go to
open areas with
fakes, cuts, etc.
■ Provide specific
positive feedback.
Italics indicate the teacher speaking directly to the student.
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What does it take to maintain possession of
the ball?
■ What do games with defenders force your
teammates to do?
■ What do you have to do to get away from
your defender?
■ What do you have to do to get open to receive a pass?
■ When you have the ball and have a defender
on you, what are some of your options for
passing? (steps, pivot, throw from one side or
another, fake)
■ What kinds of passes are best to use in the
3-Catch game?
4 Collect equipment.
■ Keep students on
task.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Lacrosse
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 3
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate proper shooting technique.
■ Demonstrate proper catching, throwing, and scooping skills.
■ CD player/CD
■ 1 stick and 1 ball
per student
■ Cones
■ HRPA task cards
Flash Tag
Partner Race Track Fitness
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Students remain with partners. While music plays, 4 Start and stop
Partner 1 jogs, partner 2 performs inner circle
music if needed.
activity according to task cards.
■ Supervise spe■ When music pauses, partners switch roles. Partner
cific stations as
1 stops jogging, finds nearest cone and performs
needed.
next activity. Partner 2 begins jogging.
4 Assist with equip■ Repeat, switching roles each time music pauses.
ment clean-up.
■ Students do not need to return to their original
partners for next activity.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4 Set out boxes of lacrosse sticks and balls.
4 Prepare CD player.
4 Set out cones and HRPA task cards.
ROLE OF ASSISTANT
➜ Variation: Students run.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Lacrosse
8th Grade
Shooting
Lesson 3
Shooting Game
(3 minutes)
(9 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students each get 1 stick and scatter around play
area.
☛ Shooting: Draw upper hand backward several
inches and then follow through with a snapping
motion of wrist, Pull handle downward with
lower hand, making a small arc, After release,
stick should be pointing at target in a nearly horizontal position.
■ Students shadow practice shooting motion.
■ Demonstrate
shooting or help
supervise students.
■ Move around
area assisting
students having
difficulty shooting.
■ Provide specific
positive feedback.
■ Students form groups of 3.
4 Set up “goals” of
2 cones around
■ 1 student gets 1 ball and 3 cones.
gym/play space.
■ Place a cone to indicate a shooting line (“shooting
■ Move around ascone”).
sisting students.
■ Place another 2 cones to form a goal, 30 feet from
■ Provide specific
shooting cone (form a triangle).
corrective feed■ 1 student is passer, one is shooter, and third stuback.
dent is retriever off to side of goal.
■ Passer stands about 12 feet to left of shooting
cone.
■ On your signal, shooter runs toward shooting
cone and catches ball thrown from passer. Shooter
stops at shooting cone and shoots at goal.
■ Retriever gets ball and immediately everyone
rotates. Shooter runs to retriever’s spot, retriever
runs to passer’s spot, and passer is next shooter.
■ Shots count whether they are in air or bounce in.
■ Emphasize that more students hustle, the more
shots their group can attempt.
H Challenge: How many consecutive goals can each
group of 3 score?
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
TRANSITION
Transition
LESSON CONTENT
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ Each group of 3 finds another group of 3, 1 ball
group.
■ Assist with grouping if needed.
Modified 3-on-3 Game
ROLE OF ASSISTANT
■ Object of game: Score by shooting a goal.
■ All 3 players must catch ball at least once before
shot on goal is allowed.
■ If ball is dropped players from either team may try
to scoop ball for possession. If offense successfully scoops that counts as 1 of 3 caught balls.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ All 3 students must catch or scoop ball in order
to shoot.
■ Defenders must be 3 feet away from student
with ball.
■ No goalies.
4 Set up mini fields
with goals (2
cones) on each
side of field.
■ Monitor students
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why are scooping skills so important?
■ What are the keys to shooting?
■ What is the best strategy for a player who
doesn’t have the ball?
4 Collect equipment.
■ Keep students on
task.
COOL DOWN/CLOSURE
ACTIVITY #3
(9 minutes)
LESSON CONTENT
LESSON CONTENT
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Lacrosse
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 4
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in a modified lacrosse game using proper skills
and strategies.
■ 1 stick and 1 ball
per student
■ CD player
■ Cones
Take Down
Set out boxes of sticks and balls.
Prepare CD player.
Set out cones.
Set up fields for 4-on-4 games.
Astronaut Drills
(5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Students stand along perimeter of a circle or rect- 4 Start music.
angle, facing center.
■ Participate with
■ Stand along perimeter as well, within site of every
students, moving
student.
in the opposite
direction on out■ When music begins, give a locomotor movement
side of group, offor everyone to perform while moving counterfering encourageclockwise around play area while music is plays.
ment to students
■ Students may not pass each other and must move
to keep moving
at a moderate pace.
and maintain
■ Examples of aerobic locomotor movements can
MVPA.
include:
■ When music paus■ Jogging
es, take a place
■ Skipping
inside formation
■ Sliding
and perform exercise with class.
■ Brisk walking
■ Bear Walk
■ When music pauses or on your signal, students
stop and perform an exercise in place:
■ Crunches
■ Hurdler stretch
■ Push-ups
■ Arm circles
■ Sit reach
■ Pretzel stretch
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4
4
4
4
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Lacrosse
8th Grade
Pass and Go
4-on-4 Modified Games
(5 minutes)
ACTIVITY #1
Lesson 4
(15 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 4, 1 stick per student, 1
ball per group.
■ Groups stand in pairs 30 feet away from each
other.
■ Student with ball passes to first student directly
across from him or her and then runs to back of
opposite line.
■ Student catches ball, or if he or she misses it,
scoops ball up and passes back to student standing across from him or her and then runs behind
that line.
■ Students pass across and follow pass to run behind that line.
H Challenge: How many catches can each group
make in 1 minute?
H Challenge: How many consecutive catches can
each group make?
■ Assist students
with drill.
■ Provide specific
positive, corrective feedback.
■ Teacher places teams together for 4-on-4 modi■ •
Monitor
fied games.
students
■ Object of game: to move team down playing
■ Assist with Rule
area and shoot ball between 2 cones/in small goal
of 3’s
of opponent.
■ Provide specific
■ Use paper, rock, scissors to decide which team gets
positive feedback
ball first.
■ Starting team begins passes from behind their
own goal, moving toward opponent’s goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ 3 passes to 3 different players before a shot.
Scooping up counts as a catch.
■ Defensive players are 3 feet away from offensive players they are covering.
■ Offensive players try to shoot from in front of goal.
■ Defense tries to stay close to cover their person or
intercept passes.
■ Switch goalies every 2 minutes or after every goal
scored by either team.
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
Cool Down/Closure
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why are plays like the give and go valuable in
lacrosse?
■ In what other games could the give and go be
used?
4 Collect equipment.
■ Keep students on
task.
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW.
■ Apply learned skills in a modified lacrosse game.
■ FLOW equipment
■ 30 pucks
■ 1 stick per student
■ 1 ball for every
8 students
■ CD player
■ Cones
4
4
4
4
4
Put FLOW equipment along perimeter of gym/play area.
Set out boxes of pucks, ball, and sticks.
Prepare CD player.
Set out cones.
Set up fields for 4-on-4 games.
Push-Up Position Hockey
4-on-4 Modified Games
LESSON CONTENT
(15 minutes)
ROLE OF ASSISTANT
■ Students find partners and face each other in
■ Move around
push-up position about 5 feet apart.
area to supervise
students.
■ Using a ball, partners try to slide or roll object
between each other’s hands.
■ Play against a
student.
■ Partner may stop object with 1 hand only.
4 Collect balls.
■ 1 point for each successful score
■ First student to get 2 out of 3 goes to Success side,
partner goes to Try Again side.
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW.
4 Assist with set up.
■ Keep students on
task.
■ Give positive specific feedback.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #1
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Place teams together for 4-on-4 modified games.
■ Object of game: to move team down playing
area and shoot ball between 2 cones/into small
goal of opponent.
■ Use Rock, Paper, Scissors to decide which team
gets ball first.
■ Starting team begins passes from behind their
own goal and moves toward opponent’s goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ 3 passes to 3 different players before a shot.
Scooping up counts as a catch.
■ Defensive players are 3 feet away from offensive players they are covering.
■ Offensive players try to shoot from in front of
goal.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Switch goalies every 2 minutes or after every goal
scored by either team.
■ Monitor students.
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Lacrosse
8th Grade
Lesson 5
Cool Down/Closure
(3 minutes)
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ After a pass, why is it important not to stay in
the same place?
■ When playing defense, where is the best place
to stand with respect to the player you’re covering and the goal?
4 Collect equipment.
■ Keep students on
task.
COOL DOWN/CLOSURE
LESSON CONTENT
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 6
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate various cuts, fakes, and jab steps.
■ Apply learned skills in a modified lacrosse game.
■
■
■
■
■
BEFORE CLASS SET UP
1 stick per student
1 ball for every 4 students
6 jump ropes
12 Dynabands
6 turtles
■
■
■
■
■
6 aerobic steps
CD player/CD
Slit cones
White boards
Cones
Flash Tag
Set out boxes of balls and sticks.
Put fitness circuit equipment along wall.
Prepare CD player.
Set out cones.
Set up lacrosse fields for 4-on-4 game.
Fitness Circuit
(5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Divide students into 8 groups and assign each
group a station as follows:
■ Jump rope
■ Push-ups
■ Jumping Jacks
■ Curl-ups or crunches
■ Lunges (on floor or using turtles)
■ Shoulder press (using Dynabands)
■ Step-ups (using aerobic steps or bleachers)
■ Row (using Dynabands)
■ Students move through circuits as a group. Students perform designated exercise while music is
playing (1 minute). Group moves to next station
when music stops and gets ready to begin next
exercise (10 seconds).
4 Set up HRPA stations, putting task
cards on cones.
4 Start and stop
music as needed.
■ Work with groups
that may need
additional help.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4
4
4
4
4
➜ Variation: Students run.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Lacrosse
8th Grade
Cut and Shoot
4-on-4 Modified Games
(6 minutes)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4, 1 stick per student, 3
balls per group.
■ Player 1 stands about 15 feet to right of goal with
3 balls next to him or her.
■ Remaining 3 players form a single file line next to
Player 1.
■ Player 2 runs straight ahead 20 feet then cuts and
runs to left.
■ Player 1 makes a pass to Player 2.
■ Player 2 catches ball then shoots on goal. Shooter
retrieves ball and returns to end of line.
■ When each player has shot once rotate passer and
repeat. Play continues until you signal to stop.
■ Assist groups with
their starting
positions.
■ Walk around
groups to monitor cuts and
passes.
■ Make sure players
switch with Player
1.
■ Place teams together for 4-on-4 modified games.
■ Object of game: to move team down playing
area and shoot ball between 2 cones/into small
goal of opponent.
■ Use Rock, Paper, Scissors to decide which team
gets ball first.
■ Starting team begins passes from behind their
own goal and moves toward opponent’s goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ 3 passes to 3 different players before a shot.
Scooping up counts as a catch.
■ Defensive players are 3 feet away from offensive players they are covering.
■ Offensive players try to shoot from in front of
goal.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Switch goalies every 2 minutes or after every goal
scored by either team.
■ Monitor students.
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
ACTIVITY #2
ACTIVITY #1
Lesson 6
TRANSITION
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ Students return lacrosse balls to receptacle then
gather around you.
4 Assist with equipment.
4 Help with field
set-ups.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
Cool Down/Closure
H Challenge
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why don’t you usually receive passes if you
remain stationary?
■ Do you find it difficult to execute more than
one cut? Why or why not?
4 Collect equipment.
■ Keep students on
task.
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate a running scoop of a moving ball.
■ Apply learned lacrosse skills in a modified game.
■ 1 ball for every 6
students
■ 1 stick and 1 jump
rope per student
■ CD player/CD
■ Cones
■ Pinnies
4
4
4
4
Triangle Tag
Continuity Exercises
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ Students alternate jump roping during music
segments (approximately 30-40 seconds) with
exercising in place (10-15 seconds) as directed by
you when music stops.
■ Students jump continuously while music is playing.
■ Suggested exercises include:
■ Abdominal crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
■ Encourage students to hustle as
they get a jump
rope and begin
jumping immediately.
4 Start and stop
music as needed.
■ Participate in
activities for short
bouts as you encourage students.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Set out boxes of balls, sticks, and jump ropes.
Prepare CD player.
Set out cones and pinnies.
Set up lacrosse fields for 6-on-6 games.
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Lacrosse
8th Grade
Scooping Shuttle Line Game
Lesson 7
Ultimate Lacrosse
(6 minutes)
(15 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Students form groups of 4 or 6 and divide into 2
groups of 2 or 3 lining up 15-20 feet apart facing
each other. 1 ball per group of 4 or 6.
■ First student in first line (player A1) rolls ball to
first student in second line (player B1) and runs to
end of second line.
■ Player B1 runs, scoops ball, then rolls it to player
A2 and runs to end of first line.
■ Player A2 scoops ball then rolls it back to player
B2 and so on.
H Challenge: How many scoops can each group do
in 1 minute? Can each group improve? Which
group can finish fastest? To complete task each
student must go twice.
■ Help students
having difficulty.
■ Give tips and
reminders to
students having
trouble scooping and cradling:
“Bend, Slide, and
Lift.”
■ Object of game: for each team to pass ball down 4 Hand out pinnies.
playing area to a teammate behind goal line. (No ■ Move around
goals)
games to monitor
■ Students remain in their groups of 6.
play.
■ Rules of 3 are in effect:
■ Remind students
to count out
■ Only 3 “alligators” to hold ball.
3 “alligators”
■ Only 3 steps after receiving ball.
loudly so team■ 3 feet away from offender when playing
mates can hear
defense.
them.
■ Teams must complete 3 passes before attempting pass across goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ Student with ball must stop within 3 steps and
can only pivot.
■ To score, a pass must be caught beyond end line.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Have teams to play other teams every 3-5 minutes.
ACTIVITY #1
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
Cool Down/Closure
COOL DOWN/CLOSURE
(3 minutes)
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ What could you do if the person you are covering gets away from you?
■ Does this game differ much in tactics from the
4-on-4 games you’ve played?
■ Why or why not?
4 Collect equipment.
■ Keep students on
task.
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
■ Apply learned lacrosse skills in a modified game.
■ 1 ball for every 6
students
■ 1 stick per student
BEFORE CLASS SET UP
■ CD player/CD
■ Pinnies
4
4
4
4
Take Down
Astronaut Drills
(5 minutes)
(10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Students find partners as they enter play space.
■ Partners face each other and take 2 steps back.
■ Remind students to keep their heads up during
activity to avoid bumping heads.
■ Object of game: to tag a partner’s knee 3 times.
■ When this happens, students call out “take
down.”
■ After a take down, students begin again, seeing
who can earn most “take downs.”
■ Have students switch partners after awhile or
have Success/Try Again zones.
■ Move through
area providing
encouragement
and participating
for short bouts
with different
pairs of students.
■ Students stand along perimeter of a circle or rect- 4 Start music.
angle, facing center.
■ Participate with
■ Stand along perimeter as well, within site of every
students, moving
student.
in the opposite
direction on out■ When music begins, give a locomotor movement
side of group, offor everyone to perform while moving counterfering encourageclockwise around play area while music is plays.
ment to students
■ Students may not pass each other and must move
to keep moving
at a moderate pace.
and maintain
■ Examples of aerobic locomotor movements can
MVPA.
include:
■ When music paus■ Jogging
es, take a place
■ Skipping
inside formation
■ Sliding
and perform exercise with class.
■ Brisk walking
■ Bear Walk
■ When music pauses or on your signal, students
stop and perform an exercise in place:
■ Crunches
■ Hurdler stretch
■ Push-ups
■ Arm circles
■ Sit reach
■ Pretzel stretch
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Set out boxes of balls and sticks.
Prepare CD player.
Set out pinnies.
Set up lacrosse fields for 6-on-6 games
H Challenge
ROLE OF ASSISTANT
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Lacrosse
8th Grade
Ultimate Lacrosse
Kings Court Tournament
Cool Down/Closure
(3 minutes)
(20 minutes)
ROLE OF ASSISTANT
■ Object of game: for each team to pass ball down 4 Hand out pinnies.
playing area to a teammate behind goal line. (No ■ Move around
goals)
games to monitor
■ Students remain in their groups of 6.
play.
■ Rules of 3 are in effect:
■ Remind students
to count out
■ Only 3 “alligators” to hold ball.
3 “alligators”
■ Only 3 steps after receiving ball.
loudly so team■ 3 feet away from offender when playing
mates can hear
defense.
them.
■ Teams must complete 3 passes before attempting pass across goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ Student with ball must stop within 3 steps and
can only pivot.
■ To score, a pass must be caught beyond end line.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Have teams play other teams every 4-5 minutes.
■ Team that is leading moves up a field, team that
is behind moves down a field. Team that wins at
top field stays there and team that loses at bottom field stays there.
■ Object of tournament is to reach top field and
stay as long as possible.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Stretch.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Why is it important to play as a team and
share the ball in lacrosse?
■ Why is it important is hustle when playing
lacrosse?
4 Collect equipment.
■ Keep students on
task.
■ Assist with
stretching.
COOL DOWN/CLOSURE
ACTIVITY #1
LESSON CONTENT
Lesson 8
H Challenge
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Participate in FLOW.
■ Apply learned lacrosse skills in a modified game.
■ FLOW equipment
■ 1 ball for every 12
students
■ 1 stick per student
■ CD player/CD
■ Cones
■ Pinnies
4
4
4
4
4
Put FLOW equipment along perimeter of gym/play area.
Set out boxes of balls and sticks.
Prepare CD player .
Set out cones and pinnies.
Set up lacrosse fields for 6-on-6 games.
Triangle Tag
FLOW
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students form groups of 4. 3 partners hold hands
in a small triangle, facing each other. 1 of these
students is a “target.”
■ Fourth partner, a tagger, stands outside triangle
across from target student.
■ Object of game: for tagger to tag target student
on an arm or hand by moving around outside of
the triangle.
■ Students in triangle cooperate and move laterally
to protect target student from being tagged.
■ Tagger cannot reach across triangle to tag.
■ Help students
start activity.
■ Supervise, making sure students
follow directions
and stay on task.
■ Encourage students in triangles
to work together
to protect target
student.
■ After 6 rotations, end FLOW and have students
help put equipment away.
4 Assist with set up.
■ Keep students on
task.
■ Give positive specific feedback.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Lacrosse
8th Grade
6-on-6 Modified Games
Cool Down/Closure
(15 minutes)
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Place teams together for 6-on-6 modified games.
■ Object of game: to move team down playing
area and shoot ball between 2 cones/into small
goal of opponent.
■ Use Rock, Paper, Scissors to decide which team
gets ball first.
■ Starting team begins passes from behind their
own goal and moves toward opponent’s goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ 3 passes to 3 different players before a shot.
Scooping up counts as a catch.
■ Defensive players are 3 feet away from offensive players they are covering.
■ Offensive players try to shoot from in front of
goal.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Switch goalies every 2 minutes or after every goal
scored by either team.
■ Monitor students.
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
■ Remind players
to use their skills
to move to open
spaces, make cuts,
use triangles, and
use give and go.
■ Assist with team
rotations.
■ Return equipment.
4 Collect equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with ■ Keep students on
the class.)
task.
■ Which skill is most difficult for you in lacrosse?
Why?
■ Which strategy is most difficult to perform? Why?
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 9
H Challenge
Italics indicate the teacher speaking directly to the student.
Lacrosse
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
■ Apply learned lacrosse skills in a modified game.
■ 1 ball for every 12
students
■ 1 stick per student
BEFORE CLASS SET UP
■ HRPA task cards
■ CD player/CD
■ Cones
4
4
4
4
Flash Tag
Partner Race Track Fitness
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Object of game: to add quickly and then tag
partner.
■ Students form pairs and stand facing each other.
■ Each student makes a fist and shakes it 3 times
(palm facing down). On the third shake, each
partner sticks out any number of fingers (1-5).
■ Students add their number of fingers with their
partner’s number of fingers and try to call out
sum first.
■ Student who correctly calls out answer first wins
and a 1-on-1 tag game begins with winners trying
to get away from their partners. Partners must
speed walk during tag game.
■ Losing partner must catch and tag winner to end
tag game. Partners then start over with a new
math problem and a second tag game.
■ After third turn, each student raises his or her
hand and looks for a new partner to play with.
■ Help students
organize and
understand IA.
■ Move through
play space, participating with
students when
it is appropriate,
and encouraging
students to participate actively.
■ Students remain with partners. While music plays, 4 Start and stop
Partner 1 jogs, partner 2 performs inner circle
music if needed.
activity according to task cards.
■ Supervise spe■ When music pauses, partners switch roles. Partner
cific stations as
1 stops jogging, finds nearest cone and performs
needed.
next activity. Partner 2 begins jogging.
4 Assist with equip■ Repeat, switching roles each time music pauses.
ment clean-up.
■ Students do not need to return to their original
partners for next activity.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Set out boxes of balls and sticks.
Prepare CD player.
Set out cones.
Set up lacrosse fields for 6-on-6 games.
ROLE OF ASSISTANT
➜ Variation: Students run.
4 Set Up or Prep Duties
Lacrosse
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Lacrosse
8th Grade
6-on-6 Modified Games
Kings Court Tournament
Cool Down/Closure
(3 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Place teams together for 6-on-6 modified games.
■ Object of game: to move team down playing
area and shoot ball between 2 cones/into small
goal of opponent.
■ Use Rock, Paper, Scissors to decide which team
gets ball first.
■ Starting team begins passes from behind their
own goal and moves toward opponent’s goal.
■ If ball is dropped or overthrown, players from
either team may try to scoop ball for possession.
■ No body contact allowed.
■ Rules of 3 are in effect:
■ 3 steps can be taken after receiving pass.
■ 3 “alligators” to throw ball.
■ 3 passes to 3 different players before a shot.
Scooping up counts as a catch.
■ Defensive players are 3 feet away from offensive players they are covering.
■ Offensive players try to shoot from in front of
goal.
■ Defense tries to stay close to cover their offender
or intercept passes.
■ Switch goalies every 2 minutes or after every goal
scored by either team.
■ Monitor students.
■ Assist with Rules
of 3.
■ Provide specific
positive feedback.
■ Remind players
to use their skills
to move to open
spaces, make cuts,
use triangles, and
use give and go.
■ Assist with team
rotations.
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Return equipment.
■ Think, Pair, Share (After a minute or so with each
question, have a few students share answers with
the class.)
■ Which do you like to play more, smaller games
or larger games?
■ Which is easier to play? Why?
4 Collect equipment.
■ Keep students on
task.
COOL DOWN/CLOSURE
ACTIVITY #1
(20 minutes)
4 Set Up or Prep Duties
Lesson 10
H Challenge
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 1
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate an accurate backhand Frisbee grip and throw ■ Music for HRPA
■ Demonstrate making a catchable throw
■ Cones for setting
up grids
■ Demonstrate a successful basic sandwich catch
BEFORE CLASS SET UP
■ Frisbees (one for each
pair of students)
■ Squad Leader Task Cards
Transition
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter the play space, each one finds a
partner.
■ Partners get a Frisbee from the perimeter and
practice throwing, catching.
■ Challenge students to see how many accurate
throws and consecutive, successful catches they
can make with their partner.
■ Have students begin close together and with each
successful throw/catch, have the catcher move
back one step.
■ Play continues until a throw is not accurate and
then partners move up 2 steps and begin again.
■ Help students
get started in the
activity
■ Supervise, make
sure students
follow directions
and stay on task
■ Make sure that
students start
at a reasonable
distance apart
■ Move around
the area, offering feedback on
throwing/catching and pointing
out students who
are being
successful
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ One partner returns Frisbee and then both partners join others to form squads of 8 students.
■ Tallest person (shortest person, etc) in each group
gets a “Squad Leader Challenge” task card
■ Assist with
grouping
Squad Leader Fitness
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
Partner Pass-Catch
4 Frisbees spread around perimeter of play space
4 Squad Leader Task Cards ready for HRPA
4 Cones ready for marking 10 x 20 yd. grids
■ Students within the group take turns acting as the ■ Participate (short
squad leader
bouts) with several groups as you
■ Once a task is completed, a new squad leader
supervise
reads the next task
■ Reinforce stu■ (Variation: Squad Leader continues leading the
dents/groups who
task until the music stops, then new Squad Leader
are participating
begins next task).
■ Squads will be performing different tasks through ■ Remind students
about working
the play space based on the order of tasks
within MVPA, by
keeping their feet
➜ Variation(s): Incorporate Frisbee skills as tasks
moving during all
(e.g., Partner toss and catch).
aerobic tasks
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Frisbee
8th Grade
Transition
TRANSITION
LESSON CONTENT
■
■
■
■
Target Throw
(5-8 minutes)
ROLE OF ASSISTANT
Squad Leaders return Task Cards to perimeter
Squads of 8 divide to form groups of four.
One student from each group picks up 2 Frisbees.
Another student from each group gets 4 cones
and the group sets up a 10 x 20 yd.grid (size can
depend upon the space available).
LESSON CONTENT
■ Help students to
quickly return
Task cards and reform groups
Passing/Catching Skills Review
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
■ Each group of four has two Frisbees, and sets up a
grid using four cones.
■ Each pair of students has one Frisbee and practices passing/catching.
■ During activity,
assistant can find
a group that is
demonstrating
good passing
form
■ Ask this group if
they would demonstrate for class
■ Teacher and
assistant watch
all students for
safety
■ Emphasize short
passes and accuracy when throwing and catching
the disc
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ACTIVITY #2
(3-5 minutes)
■ After groups have had a chance to practice for a
few moments, teacher stops students to quickly
review basic grips, throws and catches.
☛ Grip Cue: Pinch disk’s edge with thumb and
middle finger, forefinger along edge of the disc.
■ Backhand Throw Cue: Stand with dominant
side to target. With front edge of the disc
lower than the back edge, bring disc into
the chest, pivot, step toward the target with
dominant foot and release with snap of wrist.
Follow by pointing fingers of throwing hand
toward the target.
■ Sandwich Catch Cue: Watch disk into the
hands. Spread fingers apart, one hand on top,
one on bottom. Clap hands together as you
catch the disc.
Lesson 1
H Challenge
ROLE OF ASSISTANT
■ Partners come together into their original group
■ For larger classes,
of 4.
have teacher and
assistant monitor
■ One line of 2 players facing another line of 2 playgames in separate
ers, approximately 10-15 feet apart (distance may
areas.
vary depending upon space available and skill
level).
■ Player #3 is a Receiver and offers a target with
two hands.
■ Player#1 is the Thrower.
■ Thrower, using proper grip for either a Backhand
or Forehand Throw, steps and throws the disc to
the receiver, attempting to hit the target (receiver’s hands) with an accurate, catchable throw.
■ After throwing, #1 hustles to the end of the opposite line. Player #3 becomes the thrower and
repeats, throwing to player #2 , and then hustling
to the end of that line, etc.
■ Play continues with students practicing accurately
throwing at a stationary target, then hustling to
the opposite line.
■ Receiver catches the accurate throw using either
the Two-Handed or One-Handed Catch with good
form.
H Challenge:
■ One point for every accurate, completed Backhand throw and catch.
■ Two points for every accurate, completed Forehand Throw and catch.
■ How many accurate throws/catches can each
group make in 1 minute?
Italics indicate the teacher speaking directly to the student.
Two on Two Keep Away
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Using one disc, have students begin a game of
2 v. 2.
■ Object of the game is for teams to make three
consecutive, successful throws and catches, using
all the skills practiced in the lesson.
■ Emphasize correct form when throwing and
catching.
■ Student who catches the disc may not move with
it, except to pivot.
■ Player “marking” (guarding the thrower) must
play a “soft” defense, at least an arm’s length
away from thrower.
■ Thrower should pivot in order to find room to
throw the disc.
■ Encourage students to move without the disc in
order to get open for a pass.
■ Encourage students to count out each successful
reception out loud.
■ After 3 consecutive successful throws, the offense
places the disc down at that spot and possession
changes.
■ If a pass is incomplete, knocked down or intercepted, then possession changes at that spot and
counting begins again.
■ Scoring:
■ One point for every 3 consecutive completed
passes.
■ Move among
games, encouraging proper technique and offering reinforcement
and feedback.
■ Think-Pair-Share
4 Assistant help
get Frisbees into
■ One student returns equipment
receptacle.
■ Turn to a partner and review critical element of
backhand and forehand grips and throws, and the
two handed and one handed catches.
■ Are players allowed to run with the disc in
Ultimate Frisbee?
■ Practice the different Frisbee throws and
catches with a friend after school
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #3
(8-10 minutes)
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 1
Frisbee
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 1
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 2
LESSON OUTCOMES
■
■
■
■
■
Demonstrate accurate backhand and forehand Frisbee grip and throw
Demonstrate two-handed sandwich catch and one-handed catch
Demonstrate passing accurately to a moving target
Demonstrate catching while moving
Execute a pivot with the Frisbee
EQUIPMENT
BEFORE CLASS SET UP
■ Music for HRPA
■ HRPA Task Cards
■ Frisbees (one for
■ Cones for Task
each pair of students)
Cards and for
setting up grids
■ Jump Ropes
■ Dynabands
■ Aerobic Steps or
bleachers
4 Frisbees spread around perimeter of play
space
4 Cones used to mark a 10 x 20 yard grid
4 Set out equipment and Task Cards for
HRPA
4 Prepare music for HRPA
Fitness Circuit
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Spread Frisbees around the perimeter of the
area. As they enter the area, each student finds
a partner.
■ The object is to pick up a Frisbee, complete two
passes with a partner, set the Frisbee back down,
jog to another Frisbee with that partner and
repeat.
H Challenge: How many catches in a row can you
and your partner make?
■ Assistant stands
at the area
entrance helping students with
organization, and
understanding of
Instant Activity.
4 During Instant
Activity, assistant gets Fitness
Circuit stations
set-up around the
perimeter of the
play space
HEALTH RELATED PHYSICAL ACTIVITY
Two Pass-Without Defenders
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into 8 groups and assign each
group a station as follows:
■ Jump Rope
■ Push-ups
■ Jumping Jacks
■ Curl-ups or Crunches
■ Lunges
■ Jogging in Place
■ Step-ups (using aerobic steps or bleachers)
■ Flexibility
■ When music stops, groups move up to the next
station
4 Set up HRPA stations, using Task
Cards on cones
■ Start and stop
music as needed
■ Work with groups
that may need
additional help
ROLE OF ASSISTANT
■ Students return Frisbees to perimeter and form
groups of 6
■ Help students
get into groups
quickly for HRPA
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
Transition
TRANSITION
TRANSITION
Transition
LESSON CONTENT
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ Students remain in their groups and each group
moves to a grid.
■ One student retrieves one Frisbee for each pair of
students in his/her group.
■ Help students
move quickly to
their grids
4 Move Fitness
Circuit equipment
and Task Cards
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Frisbee
8th Grade
Passing/Catching Skills Review
Ultimate Stack Game (continued)
(3-5 minutes)
(5 minutes)
ROLE OF ASSISTANT
☛ Forehand Grip Cue: Similar to backhand grip
except with middle finger inside the rim and
index toward the center of the disc. Stand with
opposite side toward the target, knees bent, feet
shoulder-width and throwing arm slightly behind
the back leg.
☛ Forehand Throw Cue: Bring the arm back so
that the disc is next to the back leg and weight is
shifted slightly back. Keep forearm down slightly
so that disc is at about a 45 degree angle, down
and away from the body. Step toward target
with opposite leg, snapping the wrist forward as
the weight is transferred toward the front leg.
The arm moves only a short distance and power
comes from the snap of the wrist. Follow through
by pointing toward the target with the throwing
hand.
☛ One Hand Catch Cue: Thumb of catching hand
down if disc is above the waist. Thumb up if disc
is below the waist. Look the disc into your hand
and “give” with “soft hand” as you catch.
LESSON CONTENT
ROLE OF ASSISTANT
■ After the catch the receiver runs the disc to the
back of the passing line, and the passer runs to
the back of the stack (receiving) line.
■ Players switch lines after receiving and passing.
H Challenges: How many catches in a row can you
group make? How many catches can your group
make in a minute? Can you group improve?
■ Remind receivers
to make a sharp
cut
■ Remind passers to
lead their receiver
slightly with the
pass
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
Lesson 2
Ultimate Stack Game
ACTIVITY #2
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of six with four students lined up in a
“stack formation” facing 3 passers, each with a
Frisbee, facing the stack, about 20 yards away.
Use cones/polyspots as markers to keep students
focused on short passes
■ On “go” the first person in the stack runs a few
steps toward the first passer and makes a sharp
cut to either the left or the right. The passer
throws the disc, leading the receiver.
■ Teacher and assistant must watch
all students for
safety
4 Set up grids using
one cone at each
corner
Ac
4 Set Up or Prep Duties
☛ Cues or Key Concepts
tivity continues
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
3 vs. 3
3 vs. 3 (continued)
(10-15 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of 6 divided into teams of 3.
■ Each game with 1 Frisbee.
■ Object of the game is for each team to complete
3 passes.
■ Introduce the Ultimate Frisbee rule:
■ Players may not run with the Frisbee once it is
caught.
■ 1 point is scored for every 3 consecutive catches.
After 3 catches, the Frisbee is placed down and
the opposing team begins from that spot.
■ If pass is incomplete or intercepted the teams
change possession at that spot and play continues.
■ Principle of 3’s is in effect:
■ Passer must pass the Frisbee in 3 seconds
(“One Alligator, Two Alligator, Three
Alligator”)
■ Team must complete 3 passes to score a point.
■ Defender stands 3 feet away from passer (soft
defense).
■ 3 different students must catch the Frisbee in
order to score a point.
■ Assistant help
students set up
their courts and
understand the
game.
■ Move to different
areas to assist and
offer feedback to
students.
■ Stop the game briefly on occasion to reinforce
critical skills:
■ Thrower cannot run but should pivot with the
Frisbee ready to make either a forehand or
backhand pass.
■ Passer should attempt short accurate passes
rather than attempting long passes down the
field.
■ After throwing, the passer should move immediately to get open for a possible pass.
■ Receivers should move and make sharp cuts to
get open for a pass.
■ Defenders should play a soft defense, with
hands up and knees bent in a good defensive
position, but cannot knock the disc out of the
thrower’s hand.
■ Defender who is guarding the thrower counts
“3 alligator” out loud to encourage the offense to keep the game moving.
H Possible Challenge: Play games for 3-4 minutes
then have teams rotate one grid in a counterclockwise direction.
4 Assistant help
students set up
their courts and
understand the
game.
■ Move to different
areas to assist and
offer feedback to
students.
ACTIVITY #3
LESSON CONTENT
Cool Down/Closure
(5 minutes)
vit
Acti
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
yc
on
➜ Variation
COOL DOWN/CLOSURE
tin
ue
s
ACTIVITY #3
(10-15 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
Think-Pair-Share
■ Return equipment
■ Turn to a partner and review one-handed catching cues.
■ Why is it important to lead a receiver with a
pass?
■ Why is it important to move without the
Frisbee?
■ Practice passing a Frisbee with a partner after
school.
4 Help gather Frisbees and
equipment.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 2
Frisbee
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 2
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 3
LESSON OUTCOMES
■
■
■
■
■
Demonstrate basic defensive marking
Demonstrate moving to an open space to receive a pass
Demonstrate accurate passing/catching
Demonstrate pivoting on one foot to find an open passing lane
Demonstrate self-officiating during a small-sided game of Frisbee
EQUIPMENT
BEFORE CLASS SET UP
■ Music for HRPA ■ Jump Ropes
for HRPA
■ Frisbees (one
for each pair of ■ Cones to set
students
up grids
■ Pinnies
4
4
4
4
Partner Frisbee Tag
Continuity Exercises
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space, one partner gets a Frisbee.
■ Partner with the Frisbee is the first tagger.
■ On “go” tagger with Frisbee chases his/her partner who runs away.
■ When the runner is tagged, the tagger places the
Frisbee down at that spot and the partner who
was tagged picks up the Frisbee and is now the
tagger.
4 Spread out Frisbees around the
perimeter of the
play space
■ Change “defenders” every minute
if partners are not
being successful
catching each
other
■ Supervise the
activity carefully
to make sure that
students are being safe
■ Students alternate jump roping during music
segments (approximately 30-40seconds) with an
exercise in place as directed by teacher (10-15
seconds).
■ Students jump continuously while music is playing.
■ When music stops, place jump rope down and
perform a teacher-initiated exercise (approx.
10-15 seconds).
■ Suggested exercises can include:
■ Abdominal Crunches
■ Leg raises (sitting or lying down)
■ Straddle stretch
■ Pretzel stretch
■ Modified hurdler stretch
■ Calf stretches
■ Push-ups
■ Reverse push-ups
■ Mountain climbers
■ Arm circles
■ Shadow practice forehand or backhand Frisbee throws
■ Encourage students to hustle as
they get a jump
rope and begin
jumping immediately
■ Start/Stop music
as needed
■ Participate in
activities for short
bouts as you encourage students
Transition
LESSON CONTENT
ROLE OF ASSISTANT
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
TRANSITION
Frisbees spread out around perimeter of play space
Jump Ropes spread around the perimeter of play space
Cones available to set up grids
Pinnies spread out near each grid
■ After returning Frisbees, each students gets a
jump rope and finds a self space to begin jumping
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
TRANSITION
Frisbee
8th Grade
Transition
LESSON CONTENT
2 v 1 (continued)
(5-10 minutes)
ROLE OF ASSISTANT
■ Students return jump ropes and form groups of 3
LESSON CONTENT
4 Help with gathering up jump ropes
2v1
■ Groups of 3, each group moves to a grid with one
Frisbee.
■ One student is the defender (D), one the receiver/
supporter (R), and one the passer (P) (see Diagram)
■ When the passer says “go,” defender moves to
“mark” the passer, the receiver (R) takes a few
steps toward Passer (P), then makes a sharp cut to
either side to find an open space for receiving a
pass.
■ The passer cannot run with the disc, but pivots to
find an open passing lane for an accurate pass to
the Receiver.
■ Rotate positons upon teacher signal (30-60 seconds).
■ The Defender should maintain a good “soft-defensive” position:
■ 3 feet away (Arm’s distance from passer)
■ Feet shoulder width apart, knees bent, head
up
■ Arms outstretched and low, ready to deflect a
pass
■ Make sure that
defenders are
playing a “soft
defense” and do
not try to hit the
Frisbee out of the
passer’s hands
■ Encourage receivers to hustle
when running to
an open space
■ During activity,
assistant can find
a group that is
demonstrating
good form
■ Choose a group
that is having
success and ask if
they would
demonstrate
ACTIVITY #1
ROLE OF ASSISTANT
tin
ue
s
LESSON CONTENT
ROLE OF ASSISTANT
■ Goal of activity is for the Defender to run to
“mark” the Passer, for the Receiver to move to
an open position of support and for the Passer to
pivot for an open passing lane.
■ Passes must be around the defender and not over
the head.
H Challenge:
■ Defender scores a point whenever:
■ A pass is not completed
■ When a pass is thrown over his or her head.
■ Or when a pass it knocked down or
intercepted
(5-10 minutes)
ACTIVITY #1
Lesson 3
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
v
c
ity
on
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
3 v 3 Ultimate
Cool Down/Closure
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Two teams of 3 come together within their grid
for a game of 3 v 3 Ultimate Frisbee.
■ Four cones are set up to mark an end zone at
each end of the grid.
■ One team wearing pinnies (optional).
■ Players on each team choose one person to guard
on the opposing team.
■ Object of the game is to complete 3 passes and
then score by completing a pass in the opposing
team’s end zone.
■ Play starts with one team having possession at its
own goal line.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Rules of 3:
■ 3 catches to 3 different players to score
■ Defender 3 feet away and cannot knock the
Frisbee from the hand (soft defense)
■ Must throw in 3 alligators
■ Any unsuccessful pass results in the other team’s
Frisbee (Out of bounds, dropped, intercepted,
etc.)
4 Help students set
up their end zone
with cones
4 Have pinnies
available for one
team in each grid
■ Encourage teams
on offense to
move without the
Frisbee
■ Encourage teams
to keep the
games moving
and officiating
their own games
(i.e. putting the
disc in play at
the spot where it
was dropped or
intercepted)
Think-Pair-Share
■ One student returns equipment
■ Turn to a partner and demonstrate a good “soft
defense” position.
■ What sport is similar to Ultimate Frisbee in the
way you play defense?
■ How do you score a point in Ultimate Frisbee?
■ Play a modified game of Ultimate Frisbee with
some friends after school.
4 Assistant help
collect Frisbees,
cones and pinnies.
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
COOL DOWN/CLOSURE
ACTIVITY #2
(5-10 minutes)
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 3
Frisbee
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 3
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 4
LESSON OUTCOMES
■
■
■
■
■
EQUIPMENT
Demonstrate basic defensive marking
Demonstrate moving to an open space to receive a pass
Demonstrate accurate passing/catching
Demonstrate pivoting on one foot to find an open passing lane
Demonstrate self-officiating during a small-sided game of Frisbee
BEFORE CLASS SET UP
■ Music for HRPA
■ Frisbees (one
for each pair of
students
■ Pinnies
■ Jump
Ropes for
HRPA
■ Cones to
set up grids
4 Frisbees spread out around perimeter of play space
4 Jump Ropes spread around the perimeter of play
space
4 Cones available to set up grids
4 Pinnies spread out near each grid
FLOW
INSTANT ACTIVITY
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space, one partner gets a Frisbee.
■ Partner with the Frisbee is the first tagger.
■ On “go” tagger with Frisbee chases his/her partner who runs away.
■ When the runner is tagged, the tagger places the
Frisbee down at that spot and the partner who
was tagged picks up the Frisbee and is now the
tagger.
4 Spread out Frisbees around the
perimeter of the
play space
■ Change “defenders” every minute
if partners are not
being successful
catching each
other
■ Supervise the
activity carefully
to make sure that
students are being safe
HEALTH RELATED PHYSICAL ACTIVITY
Partner Frisbee Tag
■ After returning Frisbees, each students gets a
jump rope and finds a self space to begin jumping
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
TRANSITION
TRANSITION
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ FLOW
■ Assist with
grouping
■ Participate with
several groups as
you supervise
Transition
Transition
LESSON CONTENT
(15 minutes)
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ After FLOW equipment is put away, groups hustle
to their grids and each group of 6 joins another
group of six to form two teams.
■ One team in each grid wearing pinnies.
■ Assist with forming groups of 6
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Frisbee
8th Grade
3 v 3 Ultimate
(Indoor/limited space variation)
Sideline Ultimate Frisbee
ROLE OF ASSISTANT
■ Two teams of 3 come together within their grid
for a game of 3 v 3 Ultimate Frisbee.
■ Four cones are set up to mark an end zone at
each end of the grid.
■ One team wearing pinnies (optional).
■ Players on each team choose one person to guard
on the opposing team.
■ Object of the game is to complete 3 passes and
then score by completing a pass in the opposing
team’s end zone.
■ Play starts with one team having possession at its
own goal line.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Rules of 3:
■ 3 catches to 3 different players to score
■ Defender 3 feet away and cannot knock the
Frisbee from the hand (soft defense)
■ Must throw in 3 alligators
■ Any unsuccessful pass results in the other team’s
Frisbee (Out of bounds, dropped, intercepted,
etc.)
4 Help students set
up their end zone
with cones
4 Have pinnies
available for one
team in each grid
■ Encourage teams
to keep the
games moving
and officiating
their own games
(i.e. putting the
disc in play at
the spot where it
was dropped or
intercepted)
(15 minutes)
ACTIVITY #2
ACTIVITY #1
(15 minutes)
LESSON CONTENT
Lesson 4
LESSON CONTENT
ROLE OF ASSISTANT
■ Two teams of 6 players within a grid. One team
wearing pinnies.
■ Game consists of 3 sideline players and 3 active
players in the field for each team.
■ Object of the game is to score a point by completing a successful pass and catch in the end zone.
■ Active players move to get open and can pass to
each other or to the sideline players.
■ Sideline players cannot move with the disc, except
to pivot. They may not pass to each other, but
can pass the disc back to the active players.
■ Sideline players cannot score.
■ Rules of Ultimate apply:
■ Play is continuous and if the disc is dropped,
deflected or intercepted, the disc changes possession at that spot.
■ Defenders play a “soft defense” and may
not knock the disc out of the passer’s or the
receiver’s hands.
■ No purposeful contact allowed.
■ Passer can pivot but cannot run with the disc.
4 Assistant helps
students set up
grids and endzones with cones.
■ Keep students in
designated play
space and be sure
they are rotating
positions
■ Move from game
to game, helping
students keep the
games moving
and reinforcing good team
strategy
Activit
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
H Challenge
tin
y con
ue
s
Italics indicate the teacher speaking directly to the student.
(Indoor/limited space variation)
Sideline Ultimate Frisbee (continued)
Cool Down/Closure
(5 minutes)
LESSON CONTENT
(15 minutes)
■ Active, on-court offensive players without the
disc move to an open space to get open for a
pass from either the passer or one of the sideline
players.
■ When defending the passer, the defender counts
to “3 Alligator” after which the disc needs to be
passed.
■ A point is scored when there is a successful pass
and catch beyond the endzone line.
■ After a point is scored, players rotate positions
from active players to sideline players.
■ If no points are being scored within a reasonable
time (3-5 mins.), stop play and have sideline players and active players change roles.
■ Teacher should stop play occasionally to remind
students about the concepts of:
■ No purposeful contact allowed in Ultimate
Frisbee
■ Moving to get open for a pass
■ Basic “marking” on defense
■ Pivoting and attempting different passes in
order to open a passing lane (backhand v.
forehand), etc. depending on the defense.
4 Set Up or Prep Duties
Frisbee
Think-Pair-Share:
4 Assistant help get
gather cones, pin■ Partners return Frisbees and pinnies, then come to
nies and Frisbees
the center of play space.
■ How can players on offense support the player
who has the Frisbee?
■ Where should teammates go in order to get open
for a pass?
■ Get some friends together after school for a game
of Ultimate Frisbee.
ROLE OF ASSISTANT
☛ Cues or Key Concepts
COOL DOWN/CLOSURE
ACTIVITY #2
LESSON CONTENT
ROLE OF ASSISTANT
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 4
Frisbee
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 4
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 5
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate pivoting and passing when being
defended
■ Demonstrate basic defensive positioning and
playing a soft defense
■
■
■
■
BEFORE CLASS SET UP
Music for HRPA
Cones for setting up grids
Jump Ropes
Aerobic Steps
■
■
■
■
Frisbees (one for each grid)
Pinnies
Dynabands
Squad leader task cards
Rock, Paper, Scissors Tag
Squad Leader Fitness
(5-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space either a gym or an activity space marked
with 4 cones.
■ Partners play Rock, Paper, Scissors.
■ The winner is the taggers and quickly attempts to
tag his/her partner, who runs to get away.
■ After the tag is made, play again from that spot.
■ Help students get
started as they
enter the area
from the locker
room.
■ Circulate around
area to encourage students to
participate.
■ Assistant can
participate in a
game with a pair
of students.
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
(5 minutes)
■ Tallest person (shortest person, person with red
shirt, etc) in each squad gets a “Squad Leader
Challenge” task card
■ Students within the squad then take turns acting
as the squad leader
■ Once a task is completed, a new squad leader
reads the next task
■ (Variation: Squad Leader continues leading the
task until the music stops, then new Squad Leader
begins next task).
■ Squads will be performing different tasks through
the play space based on the order of tasks
■ Students start over if they complete all tasks before other groups
4 Set out Task Cards
for squads
■ Start and stop
music as needed
■ Assist with grouping
■ Participate with
several groups as
you supervise
☛ Cues or Key Concepts
Transition
TRANSITION
TRANSITION
Frisbee
ROLE OF ASSISTANT
ROLE OF ASSISTANT
■ Partners join others to form squads of 6-8
students.
4 Set Up or Prep Duties
LESSON CONTENT
➜ Variation(s): Incorporate Frisbee skills as tasks
(e.g., Partner toss and catch).
Transition
LESSON CONTENT
4 4 coned square for IA (30 X 30 yrds.)
4 Spread Frisbees and Pinnies around the
perimeter of play space
4 Have cones available to set up grids for
lesson activities
➜ Variation
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
■ After HRPA, groups move to a grid, each set up
with cones/markers for a small-sided game of
Ultimate Frisbee.
■ One player in each grid gets a Frisbee.
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 5
Frisbee
8th Grade
3 v. 3 Ultimate
Cool Down/Closure
(15-20 minutes)
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
■ Two teams of 3 come together within their grid
for a game of 3 v 3 Ultimate Frisbee.
■ Four cones are set up to mark an end zone at
each end of the grid.
■ One team wearing pinnies (optional).
■ Players on each team choose one person to guard
on the opposing team.
■ Object of the game is to complete 3 passes and
then score by completing a pass in the opposing
team’s end zone.
■ Play starts with one team having possession at its
own goal line.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Rules of 3:
■ 3 catches to 3 different players to score
■ Defender 3 feet away and cannot knock the
Frisbee from the hand (soft defense)
■ Must throw in 3 alligators
■ Any unsuccessful pass results in the other team’s
Frisbee (Out of bounds, dropped, intercepted,
etc.)
4 Have pinnies
available for each
grid
■ Move to different grids and
encourage teams
on offense to
move without the
Frisbee
■ Encourage teams
to keep the
games moving
and officiating
their own games
(i.e. putting the
disc in play immediately at the
spot where it was
dropped or intercepted)
Small Groups:
4 Assistant helps
collect Frisbees,
■ Partners return Frisbees and pinnies, then come to
pinnies and
the center of play space.
cones.
■ Is physical contact allowed when playing Ultimate Frisbee?
■ What can the thrower do to create a passing
lane?
■ Find a friend and play catch after school with a
Frisbee.
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
ACTIVITY #1
Lesson 5
H Challenge
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 6
LESSON OUTCOMES
■
■
■
■
Demonstrate moving to open space to catch the Frisbee
Demonstrate basic defensive position and guarding
Demonstrate cutting down passing lanes in Ultimate Frisbee
Demonstrate self-officiating during a game of Ultimate Frisbee
EQUIPMENT
BEFORE CLASS SET UP
■ Music for HRPA ■ HRPA Task Cards
■ Frisbees (one
■ Cones for Task Cards
for each pair
and for setting up grids
of students)
■ Aerobic Steps or
■ Jump Ropes
bleachers
4
4
4
4
Partner Pass-Catch
Fitness Circuit
(5 minutes)
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter the play space, each one finds a
partner.
■ Partners get a Frisbee from the perimeter and
practice throwing, catching.
■ Challenge students to see how many accurate
throws and consecutive, successful catches they
can make with their partner.
■ Have students begin close together and with each
successful throw/catch, have the catcher move
back one step.
■ Play continues until a throw is not accurate and
then partners move up 2 steps and begin again.
■ Supervise, make
sure students
follow directions
and stay on task
■ Divide students into 8 groups and assign each
group a station as follows:
■ Jump Rope
■ Push-ups
■ Jumping Jacks
■ Curl-ups or Crunches
■ Lunges
■ Jogging in Place
■ Step-ups (using aerobic steps or bleachers)
■ Flexibility
■ Encourage students to hustle
when forming
groups and moving to a station
■ Participate briefly
at different stations, encouraging students to
keep working
hard and maintaining MVPA
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Frisbees spread around perimeter of play space
Cones used to mark grids
Set out equipment and Task Cards for HRPA
Prepare music for HRPA
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 6
Frisbee
8th Grade
4 v. 2 Frisbee Modified End-Line Game
4 v. 2 Frisbee Modified End-Line Game
(continued)
■ Teams of six, 4 Offense v. 2 Defense.
■ One disc for each game.
■ Set up several courts across the width of the
play space, approx. 15 X 20 yards (see Diagram),
marked off with cones.
■ Offensive players move to an open space to receive a pass.
■ Offense must make at least two passes before attempting a goal
■ Defense tries to cut down the passing lanes and
intercept the pass.
■ Defenders can guard the passer but must remain
at least arm’s distance away.
■ Defenders count out loud to “3 Alligator,” after
which time the passer must pass the disc.
■ Passer cannot run with the Frisbee, but may pivot
to create a passing lane.
■ If Frisbee is incomplete, knocked down or intercepted, possession changes and the offense starts
over again from opposite end line.
Scoring:
■ One point is scored on Offense by completing a pass to the End-Line Receiver, who must
catch the disc behind the end line.
■ One point is scored on Defense every time a
pass is deflected or intercepted.
■ If a goal is scored, the player making the successful throw becomes End-Line receiver.
■ After several minutes, teacher stops play and players switch positions.
■ Teacher and assistant move among
groups and offer
ways to improve
defense.
■ Move to different groups in the
area, offer praise
if defense is
working well, and
more information
if not doing as
well as expected.
■ Encourage Defenders to focus
on the critical
skills of defensive
guarding and
cutting down
passing lanes
■ Encourage Offense to focus on
critical skills of
moving without
the Frisbee in
order to get open
for a pass.
ROLE OF ASSISTANT
Cool Down/Closure
y
i vit
co
n
➜ Variation
COOL DOWN/CLOSURE
s
tin
☛ Cues or Key Concepts
LESSON CONTENT
(5 minutes)
Act
4 Set Up or Prep Duties
(15-20 minutes)
ACTIVITY #1
ROLE OF ASSISTANT
ue
ACTIVITY #1
(15-20 minutes)
LESSON CONTENT
Lesson 6
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
Think-Pair-Share
■ One student returns equipment
■ Describe good defensive positioning when
guarding someone in Frisbee End-Line.
■ Describe what it means to cut down a passing
lane.
■ Play a game of 2 v.1, or 3 v. 2 Frisbee, etc. with
friends in order to practice defensive moving to
cut down passing lanes.
4 Assist in gathering equipment
■ Reinforce concepts taught in
lesson
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 7
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate moving to an open space on offense
■ Demonstrate guarding an offensive player while
on defense in a game of Ultimate Frisbee
■ Music for HRPA
■ Jump Ropes for HRPA
■ Frisbees (one for
■ Cones to set up grids
each pair of students
■ Pinnies
4
4
4
4
Partner Frisbee Tag
CONTINUITY EXERCISES
(5 minutes)
(8-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space, one partner gets a Frisbee.
■ Partner with the Frisbee is the first tagger.
■ On “go” tagger with Frisbee chases his/her partner who runs away.
■ When the runner is tagged, the tagger places the
Frisbee down at that spot and the partner who
was tagged is now the tagger.
■ Teacher/Assistant
supervise all
activities for
safety compliance, and correct
throwing form.
■ Make sure all
students are
actively involved
and moving.
■ Students alternate jump roping during music
segments with an exercise in place as directed by
teacher.
■ Students jump continuously whole music is playing (approximately: 30-40 seconds).
■ When music stops, place jump rope down and
perform an exercise (approx: 10-15 seconds).
■ Suggested exercises can include:
■ Crunches
■ Straddle stretch
■ Push-ups
■ Arm circles
■ Hurdler Stretch
■ Mountain Climbers
■ Leg Raises
■ Butterfly Stretches
■ Encourage students to hustle as
they get a jump
rope.
■ Start/Stop music if
needed
■ Participate in
activities for short
bouts as you
encourage students to maintain
MVPA
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
Frisbees spread out around perimeter of play space
Jump Ropes spread around the perimeter of play space
Cones available to set up grids
Pinnies spread out near each grid
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Frisbee
8th Grade
Defensive Triangle Game
(10 minutes)
6v. 6 Ultimate
(10-12 minutes)
(10 minutes)
ROLE OF ASSISTANT
■ Groups of 3 with one Frisbee in approximately a
4 Help students set
10 X 10 yard grid, marked off with cones.
up the game and
get started.
■ Object of the game is for Defenders to guard an
Offensive player by “marking” and moving with
■ Monitor games
that player to defend against a pass.
and give feedback about the
■ Defender plays a soft defense, must remain an
critical skills of
arm’s length away from Offensive player and
moving to get
cannot knock Frisbee from an Offensive player’s
open on Offense
hands.
and guarding on
■ Offensive players attempt to move away from DeDefense
fender to an open space in order to receive a pass.
Scoring:
■ Each successful pass scores one point for the
Offense.
■ Each deflected pass or interception scores one
point for the defense.
■ Rotate Offense and Defense after each deflection/
interception, after each score or after 2 min.
■ Encourage teams to self-referee in order to keep
the games moving.
ACTIVITY #2
ACTIVITY #1
LESSON CONTENT
LESSON CONTENT
ROLE OF ASSISTANT
■ Groups of 6 come together from adjacent grids to
form two teams within a larger grid.
■ Four cones are set up on either sideline to mark
an end zone at each end of the grid.
■ One team wearing pinnies (optional).
■ Players on each team choose one person to guard
on the opposing team.
■ Object of the game is to complete at least 3
passes and then score by completing a pass in the
opposing team’s end zone.
■ Play starts with one team having possession of the
Frisbee at its own goal line.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Before a goal can be scored, at least 3 successful
catches by different members of the offense must
be made.
■ Passer may only hold the Frisbee for a count of 3
Alligator before it must be passed.
■ Remind defenders to play a “soft defense” when
guarding the passer (at least an arm’s length away
from the offensive player).
■ Team on offense remains on offense as long as
passes are completed.
■ Play is continuous and teams change possession if
a pass is incomplete or intercepted, at that spot.
■ If the Frisbee is thrown out of bounds, the opposing team starts with the Frisbee at that spot on
the sideline.
4 Have pinnies
available for each
grid.
■ Move to different grids, helping
students to get
organized.
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
■ Encourage short
passes and moving to an open
space to help the
passer when on
offense.
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
■ Remind students
that there is no
purposeful contact allowed.
Ac
4 Set Up or Prep Duties
☛ Cues or Key Concepts
➜ Variation
Lesson 7
H Challenge
tivity continues
Italics indicate the teacher speaking directly to the student.
6v. 6 Ultimate (continued)
Cool Down/Closure
(10-12 minutes)
LESSON CONTENT
(5 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
Think-Pair-Share
4 Assistant helps
collect Frisbees,
■ Students return equipment then come together in
pinnies and
the center of the area:
cones.
■ How did support your teammates when playing
Offense?
■ Move to an open space by faking and cutting.
■ How do you keep the game moving when there is
an incomplete pass on Offense?
■ The Defense picks up the disc and play continues from that spot.
■ Get some friends together to practice throwing
and catching a Frisbee.
ACTIVITY #2
COOL DOWN/CLOSURE
■ Teacher should stop individual games on occasion
to talk about strategy:
■ Moving to an open space to receive a pass
■ Moving away from the defender
■ Defender moving to cut off an open passing
lane
■ Defender counting out loud to “3 alligator” to
encourage passer to pass and keep the game
moving.
4 Set Up or Prep Duties
Frisbee
ROLE OF ASSISTANT
☛ Cues or Key Concepts
➜ Variation
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 7
Frisbee
4 Set Up or Prep Duties
8th Grade
☛ Cues or Key Concepts
➜ Variation
H Challenge
Lesson 7
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 8
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate actively participating in FLOW
■ Demonstrate all offensive and defensive skills and strategies in an Ultimate Frisbee tournament
■ Equipment for FLOW
■ Frisbees (one for each
pair of students)
■ Pinnies (7 for each grid)
■ Timed music for
FLOW (45 secs music-10 secs. pause)
■ Cones for setting
up grids
Partner Pass-Catch
Set out Frisbees around perimeter of play space
Set up FLOW equipment
Have music ready for FLOW
Grids set up with cones
Set out pinnies for each grid
FLOW
(5 minutes)
(15 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
■ As students enter the play space, each one finds a
partner.
■ Partners get a Frisbee from the perimeter and
practice throwing, catching.
■ Challenge students to see how many accurate
throws and consecutive, successful catches they
can make with their partner.
■ Have students begin close together and with each
successful throw/catch, have the catcher move
back one step.
■ Play continues until a throw is not accurate and
then partners move up 2 steps and begin again.
■ As soon as most
students are in
area, assistant
moves to help
groups.
■ When setting up FLOW, explain to the students
what area of fitness each station represents.
■ FLOW rotation :45 seconds per station with :10
seconds pause in between to rotate.
■ Students should be evenly grouped for 6 stations.
Teaching assistant should stay near stations that
require extra supervision.
■ When the music begins, students perform the task
at the given station for the duration of the music
■ When the music stops, students reset all equipment, move to the next station, and begin tasks
when music starts again
■ After 6 rotations, end FLOW and have the students help put equipment away
4 Gather and
distribute equipment for FLOW
■ Start/Stop music if
needed
4 Assist with equipment clean-up
■ Supervise specific
stations that need
direct supervision
■ Participate in
activities for short
bouts
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
INSTANT ACTIVITY
4
4
4
4
4
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 8
Frisbee
8th Grade
Transition
Ultimate Frisbee Tournament (continued)
4 Assist with moving FLOW equipment.
4 Have pinnies
available for one
team in each grid.
4 Have cones ready
to set up end
zones at each
grid.
(15 minutes)
ROLE OF ASSISTANT
■ Two teams of 7 in each grid for a game of Ultimate Frisbee.
■ All previously learned rules of Ultimate are in
play.
■ Object of the game is to score by completing a
pass in the opposing team’s end zone.
■ Play starts with both teams lining up at its end
zone and one team throwing off to the other.
■ The Frisbee is put into play at the spot where it is
caught or where it lands.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Passer may only hold the Frisbee for a count of 3
Alligator before it must be passed.
■ Remind defenders to play a “soft defense” when
guarding the passer (at least an arm’s length away
from the offensive player).
■ The Frisbee may not be knocked out of the Offensive player’s hands.
4 Have pinnies
available for each
grid.
■ Move to different grids, helping
students to get
organized.
■ When moving to
different grids,
encourage teams
to keep the
games moving.
■ Offer feedback
to students and
encourage fair
play and
self-refereeing.
y
vit
Acti
4 Set Up or Prep Duties
☛ Cues or Key Concepts
co
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ Team on offense remains on offense as long as
passes are completed.
■ Play is continuous and teams change possession at
the spot if a pass is incomplete or intercepted.
■ If the Frisbee is thrown out of bounds, the opposing team gains possession at that spot on the
sideline.
■ Encourage short
passes and moving to an open
space to help the
passer when on
offense.
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
■ Teacher should stop individual games on occasion
to talk about strategy:
■ Moving to an open space to receive a pass
■ Moving away from the defender
■ Defender moving to cut off an open passing
lane
■ Defender counting out loud to “3 alligator” to
encourage passer to pass and keep the game
moving.
■ After approximately 5 minutes, teacher stops play
and the winning teams rotate counter clockwise
into the next grid.
Cool Down/Closure
(5 minutes)
tin
ue
s
LESSON CONTENT
ACTIVITY #1
■ After FLOW, have students form groups of 7.
■ Two groups move to a grid for a game of Ultimate Frisbee.
■ One team in each grid wearing pinnies (optional).
Ultimate Frisbee Tournament
ACTIVITY #1
(15 minutes)
ROLE OF ASSISTANT
COOL DOWN/CLOSURE
TRANSITION
LESSON CONTENT
Lesson 8
n
H Challenge
LESSON CONTENT
ROLE OF ASSISTANT
Think, Pair and Share:
■ Teams return Frisbees, Pinnies and Cones, then
come to the center of the play space.
■ What happens when a pass is unsuccessful or
intercepted in Frisbee?
■ How long can the passer hold onto the Frisbee
before it must be passed?
■ Find a group a friends and play a game of Ultimate Frisbee after school or during recess.
4 Assistant helps
collect Frisbees,
pinnies and
cones.
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 9
LESSON OUTCOMES
EQUIPMENT
■ Demonstrate all offensive and defensive skills and
strategies to an Ultimate Frisbee Tournament
■ Demonstrate the ability to self-officiate a game of
Ultimate Frisbee
■
■
■
■
BEFORE CLASS SET UP
Music for HRPA
Cones for setting up grids
Jump Ropes
Aerobic Steps
■ Frisbees (one for each grid)
■ Pinnies
■ Dynabands
Rock, Paper, Scissors Tag
4 Spread Frisbees and pinnies around the
perimeter of play space
4 Cones available to set up grids for
Ultimate Frisbee games
Squad Leader Fitness
(5 minutes)
(5-7 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space.
■ Partners play Rock, Paper, Scissors.
■ The winner is the tagger and quickly attempts to
tag his/her partner, who runs to get away.
■ After the tag is made, partners begin play again
from that spot.
■ Help students get
started as they
enter the area
from the locker
room.
■ Circulate around
area to encourage students to
participate.
■ Assistant can
participate in a
game with a pair
of students.
■ One partner returns Frisbee and then both partners join others to form squads to 6-8 students.
■ Tallest person in each squad gets a “Squad Leader
Challenge” task card
■ Students within the squad take turns acting as the
squad leader
■ Once a task is completed, a new squad leader
reads the next task
■ (Variation: Squad Leader continues leading the
task until the music stops, then new Squad Leader
begins next task).
■ Squads will be performing different tasks through
the play space based on the order of tasks
■ Students start over if they complete all tasks before other groups
4 Setup HRPA stations
■ Start and stop
music as needed
■ Assist with
grouping
■ Participate with
several groups as
you supervise
4 Set Up or Prep Duties
Frisbee
☛ Cues or Key Concepts
➜ Variation
HEALTH RELATED PHYSICAL ACTIVITY
ROLE OF ASSISTANT
INSTANT ACTIVITY
LESSON CONTENT
H Challenge
➜ Variation(s): Incorporate Frisbee skills as tasks
(e.g., Partner toss and catch).
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 9
Frisbee
8th Grade
Transition
Ultimate Frisbee (continued)
(15-20 minutes)
ROLE OF ASSISTANT
■ After HRPA, have students form groups of 7.
■ Two groups move to a grid for a game of Ultimate Frisbee.
■ One team in each grid wearing pinnies.
4 Assist with gathering HRPA Task
Cards.
4 Have pinnies
available for one
team in each grid.
4 Have cones ready
to set up grids
and end zones at
each grid.
Ultimate Frisbee
LESSON CONTENT
ACTIVITY #1
TRANSITION
LESSON CONTENT
■ Two teams of 7 in each grid for a game of Ultimate Frisbee.
■ All previously learned rules of Ultimate are in
play.
■ Object of the game is to score by completing a
pass in the opposing team’s end zone.
■ Play starts with both teams lining up at its end
zone and one team throwing off to the other.
■ The Frisbee is put into play at the spot where it is
caught or where it lands.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Passer may only hold the Frisbee for a count of 3
Alligator before it must be passed.
■ Remind defenders to play a “soft defense” when
guarding the passer (at least an arm’s length away
from the offensive player).
■ The Frisbee may not be knocked out of the Offensive player’s hands.
■ Team on offense remains on offense as long as
passes are completed.
4 Have pinnies
available for each
grid.
■ Move to different grids, helping
students to get
organized.
■ When moving to
different grids,
encourage teams
to keep the
games moving.
■ Offer feedback
to students and
encourage fair
play and
self-refereeing.
ue
y
vit
Acti
☛ Cues or Key Concepts
■ Play is continuous and teams change possession at ■ Encourage short
the spot if a pass is incomplete or intercepted.
passes and moving to an open
■ If the Frisbee is thrown out of bounds, the opspace to help the
posing team gains possession at that spot on the
passer when on
sideline.
offense.
■ Teacher should stop individual games on occasion
■ Encourage deto talk about strategy:
fenders to keep
■ Moving to an open space to receive a pass
their hands up
■ Moving away from the defender
and maintain a
■ Defender moving to cut off an open passing
good defensive
lane
position.
■ Defender counting out loud to “3 alligator” to
encourage passer to pass and keep the game
moving.
■ After approximately 5 minutes, teacher stops play
and the winning teams rotate counter clockwise
into the next grid.
■ If teams are tied, one player from each team plays
a game of rock paper scissors. The winner’s team
moves to the next grid counterclockwise
Cool Down/Closure
(5 minutes)
COOL DOWN/CLOSURE
ROLE OF ASSISTANT
s
LESSON CONTENT
ROLE OF ASSISTANT
LESSON CONTENT
ROLE OF ASSISTANT
Think, Pair and Share:
■ Teams return Frisbees, Pinnies and Cones, then
come to the center of the play space.
■ What happens when a pass is unsuccessful or
intercepted in Frisbee?
■ How long can the passer hold onto the Frisbee
before it must be passed?
■ Find a group of friends and play a game of Ultimate Frisbee after school or during recess.
4 Assistant helps
collect Frisbees
and cones.
tin
ACTIVITY #1
(15-20 minutes)
4 Set Up or Prep Duties
Lesson 9
co
➜ Variation
n
H Challenge
Italics indicate the teacher speaking directly to the student.
Frisbee
8th Grade : Lesson 10
LESSON OUTCOMES
EQUIPMENT
BEFORE CLASS SET UP
■ Demonstrate all offensive and defensive skills and
strategies to an Ultimate Frisbee Tournament
■ Demonstrate the ability to self-officiate a game of
Ultimate Frisbee
■ Music for HRPA
■ Frisbees (one for each
pair of students)
■ Jump Ropes
■ HRPA Task Cards
■ Cones for Task Cards and
for setting up grids
■ Aerobic Steps or bleachers
Partner Frisbee Tag
ROLE OF ASSISTANT
■ Students find a partner as they enter the play
space, one partner gets a Frisbee.
■ Partner with the Frisbee is the first tagger.
■ On “go” tagger with Frisbee chases his/her partner who runs away.
■ When the runner is tagged, the tagger places the
Frisbee down at that spot and the partner who
was tagged is now the tagger.
■ Assistant supervises all activities
for safety.
■ Make sure all
students are
actively involved
and moving.
HEALTH RELATED PHYSICAL ACTIVITY
Fitness Circuit
(7-10 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
■ Divide students into 8 groups and assign each
group a station as follows:
■ Jump Rope
■ Push-ups
■ Jumping Jacks
■ Curl-ups or Crunches
■ Lunges
■ Jogging in Place
■ Step-ups (using aerobic steps or bleachers)
■ Flexibility
■ Start and stop
music as needed
■ Assist with
grouping
■ Participate with
several groups as
you supervise
Frisbee
➜ Variation
LESSON CONTENT
ROLE OF ASSISTANT
■ After HRPA, have students form groups of 7.
■ Two groups move to a grid for a game of Ultimate Frisbee.
■ One team in each grid wearing pinnies.
4 Assist with gathering HRPA Task
Cards and
equipment.
4 Have pinnies
available for one
team in each grid.
4 Have cones ready
to set up grids
and end zones at
each grid.
TRANSITION
INSTANT ACTIVITY
LESSON CONTENT
☛ Cues or Key Concepts
Frisbees spread around perimeter of play space
Cones used to mark grids
Set out equipment and Task Cards for HRPA
Prepare music for HRPA
Transition
(5 minutes)
4 Set Up or Prep Duties
4
4
4
4
H Challenge
Italics indicate the teacher speaking directly to the student.
8th Grade
Lesson 10
Frisbee
8th Grade
Ultimate Frisbee Tournament
Ultimate Frisbee Tournament (continued)
(15-20 minutes)
(15-20 minutes)
ROLE OF ASSISTANT
LESSON CONTENT
■ Two teams of 7 in each grid for a game of Ultimate Frisbee.
■ All previously learned rules of Ultimate are in
play.
■ Object of the game is to score by completing a
pass in the opposing team’s end zone.
■ Play starts with both teams lining up at its end
zone and one team throwing off to the other.
■ The Frisbee is put into play at the spot where it is
caught or where it lands.
■ Teams move up the field, emphasizing short
passes and creating open space when on offense.
■ Passer may only hold the Frisbee for a count of 3
Alligator before it must be passed.
■ Remind defenders to play a “soft defense” when
guarding the passer (at least an arm’s length away
from the offensive player).
■ The Frisbee may not be knocked out of the Offensive player’s hands.
■ Team on offense remains on offense as long as
passes are completed.
■ Play is continuous and teams change possession at
the spot if a pass is incomplete or intercepted.
■ If the Frisbee is thrown out of bounds, the opposing team gains possession at that spot on the
sideline.
4 Have pinnies
available for each
grid.
■ Move to different grids, helping
students to get
organized.
■ When moving to
different grids,
encourage teams
to keep the
games moving.
■ Offer feedback
to students and
encourage fair
play and selfrefereeing.
■ Encourage short
passes and moving to an open
space to help the
passer when on
offense
■ Encourage defenders to keep
their hands up
and maintain a
good defensive
position.
■ Teacher should stop individual games on occasion
to talk about strategy:
■ Moving to an open space to receive a pass
■ Moving away from the defender
■ Defender moving to cut off an open passing
lane
■ Defender counting out loud to “3 alligator” to
encourage passer to pass and keep the game
moving.
■ After approximately 5 minutes, teacher stops play
and the winning teams rotate counter clockwise
into the next grid.
■ If teams are tied, one player from each team plays
a game of rock, paper, scissors. The winner’s team
moves to the next grid counterclockwise.
ACTIVITY #1
LESSON CONTENT
ROLE OF ASSISTANT
Cool Down/Closure
COOL DOWN/CLOSURE
(5 minutes)
LESSON CONTENT
ROLE OF ASSISTANT
Small Groups:
■ After returning equipment, ask students in small
teams to review basic strategy used in Ultimate
Frisbee (e.g., creating space, moving without the
disc, etc.).
■ What other activities/sports do we use these
skills (e.g., soccer)?
■ Gather some friends together for a game of
Ultimate Frisbee
4 Assistant helps
collect Frisbees,
pinnies and
cones.
tin
ue
s
ACTIVITY #1
Lesson 10
Act
4 Set Up or Prep Duties
☛ Cues or Key Concepts
y
i vit
co
➜ Variation
n
H Challenge
Italics indicate the teacher speaking directly to the student.
Frisbee Appendix
Task Cards
PUsH-UPs
Regular Push-Ups
Hands on floor, shoulder- width
back straight
Variation:
Hands wider/closer than shoulders
From knees
FRIsbee | TAsK CARD
AbDOMInAL
CRUnCHes
Regular Crunch
Arms folded across chest
Head in line with body
Feet flat on floor
Bicycle Crunch
Alternate-twist to opposite knee
Keep head back
FRIsbee | TAsK CARDs
JUMP ROPe
vARIATIOns
Forward
Regular Time
Double Time
Backward
Regular Time
Double Time
Criss-Cross
Arms wide across chest
FRIsbee | TAsK CARDs
LUnges
Stand straight, feet together
Step forward, shift weight
to front foot
Drop back knee close
to the floor
Push back to standing position.
Repeat with opposite
foot forward
FRIsbee | TAsK CARDs
AeRObIC sTeP-UPs
Lead with left foot:
4-count “up-up – down-down”
Lead with right foot:
4-count “up-up – down-down”
Variation
Lift arms high as you step up
FRIsbee | TAsK CARDs
JOggIng In-PLACe
Lift knees high
Swing arms
Change speeds - fast, then slow
FRIsbee | TAsK CARDs
FLexIbILITy
Kneeling calf stretch
Hands and knee on floor
Left knee between hands
Press left heel to floor
stretch forward, hold for 10 count
switch feet and repeat
Butterfly Stretch
sit on floor, legs crossed
Keeping abs in, lean forward
extend arms, head down
Hold for 10 count, up slowly, repeat
FRIsbee | TAsK CARDs
FLexIbILITy
Side Stretch
stand with legs shoulder width
stretch to side, moving arm down leg
Opposite arm straight up
Hold for 10-count
Repeat on opposite side
Continue for 3 sets on each side
FRIsbee | TAsK CARDs
General Appendices
Task Cards
JUMP & JOg
FITness
Two Foot basic
Jog step
skier
scissors
Jumping Jack
your Choice
*try each backwards, fast time,
or with crossing arms
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Run to the bleachers and do 25 step-ups
2. Carioca to each of the groups and do high-five’s
3. Jog to center of the gym/Do 2 sitting stretches
4. Find the short jumpropes/Do 25 fast time jumps
5. Jog and touch five walls, & six different lines
6. Walk to each corner, and do 5 4-count push-ups
7. Perform 10 jumping jacks under three baskets
8. Run to each corner of the gym & do 10 Curl-ups
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Carioca to each of the groups and do high-five’s
2. Jog to center of the gym/Do 2 sitting stretches
3. Find the short jumpropes/Do 25 fast time jumps
4. Jog and touch five walls, & six different lines
5. Walk to each corner, and do 5 4-count push-ups
6. Perform 10 jumping jacks under three baskets
7. Run to each corner of the gym & do 10 Curl-ups
8. Run to the bleachers and do 25 step-ups
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Jog to center of the gym/Do 2 sitting stretches
2. Find the short jumpropes/Do 25 fast time jumps
3. Jog and touch five walls, & six different lines
4. Walk to each corner, and do 5 4-count push-ups
5. Perform 10 jumping jacks under three baskets
6. Run to each corner of the gym & do 10 Curl-ups
7. Run to the bleachers and do 25 step-ups
8. Carioca to each of the groups and do high-five’s
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Find the short jumpropes/Do 25 fast time jumps
2. Jog and touch five walls, & six different lines
3. Walk to each corner, and do 5 4-count push-ups
4. Perform 10 jumping jacks under three baskets
5. Run to each corner of the gym & do 10 Curl-ups
6. Run to the bleachers and do 25 step-ups
7. Carioca to each of the groups and do high-five’s
8. Jog to center of the gym/Do 2 sitting stretches
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Jog and touch five walls, & six different lines
2. Walk to each corner, and do 5 4-count push-ups
3. Perform 10 jumping jacks under three baskets
4. Run to each corner of the gym & do 10 Curl-ups
5. Run to the bleachers and do 25 step-ups
6. Carioca to each of the groups and do high-five’s
7. Jog to center of the gym/Do 2 sitting stretches
8. Find the short jumpropes/Do 25 fast time jumps
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Walk to each corner, and do 5 4-count push-ups
2. Perform 10 jumping jacks under three baskets
3. Run to each corner of the gym & do 10 Curl-ups
4. Run to the bleachers and do 25 step-ups
5. Carioca to each of the groups and do high-five’s
6. Jog to center of the gym/Do 2 sitting stretches
7. Find the short jumpropes/Do 25 fast time jumps
8. Jog and touch five walls, & six different lines
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
FITness
sCAvengeR HUnT
Do all exercises together as a group!!
1. Perform 10 jumping jacks under three baskets
2. Run to each corner of the gym & do 10 Curl-ups
3. Run to the bleachers and do 25 step-ups
4. Carioca to each of the groups and do high-five’s
5. Jog to center of the gym/Do 2 sitting stretches
6. Find the short jumpropes/Do 25 fast time jumps
7. Jog and touch five walls, & six different lines
8. Walk to each corner, and do 5 4-count push-ups
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
RACe TRACK FITness
1. Push-ups
2. Crab Kicks
3. Curl-ups
4. Lower body
Flexibility
5. Lunges
6. Upper body
Flexibility
7. yOUR CHOICe!!
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
AbDOMInALs
Curl-ups
v-sit
Right leg across
Left leg across
UPPeR bODy
sTRengTH
Treadmills
4-count push-ups
Crab kicks – variations
Triceps push-ups
CARDIO
FLexIbILITy
Jumping jack
variations
body twist
Arm circles
sitting stretch
Jog in place
Pretend jump rope
Follow the leader
(shuffle, Power skip, Carioca, etc.)
butterfly
Calf stretch
HeALTH ReLATeD PHysICAL ACTIvITy TAsK CARD
Appendix 1.
Physical Activity
Daily Lesson Plans
Components &
glossary of Terms
UNIT PLAN
A series of lesson plans for each of the following activities: Basketball, Soccer, Team Handball, Frisbee, Track &
Field, Softball, Dance, Cooperative Games, Fitness, Pickleball, and Volleyball. The lesson plans include:
■ Outcome of the lessons describes what the students are expected to know and be able to do as a result of
completing the lessons.
■ Equipment needed to implement the lessons and activity set-up.
■ Lessons contain a developmentally appropriate skill progression.
■ The aim of each lesson is to maximize student MVPA.
LESSON PLAN
All lesson plans include the following Underlined components:
Unit: Identifies the set of lesson plans.
LESSON #: number of the lesson within the unit.
GRADE: Grade (6 TH, 7 TH, OR 8TH) for which the lesson was developed.
LESSON OUTCOME: related directly to the scope and sequence to attain the unit outcome.
SET UP: Arrangement of the activity area prepared prior to the start of class.
EQUIPMENT/MATERIALS/ SUPPLIES: Needed for implementing the daily lesson. Task cards, poster, and
signs would be considered part of the equipment.
ROLE OF ASSISTANT: General in scope and/or specific to the lesson for the day.
CONTENT: Considerations for the teacher and assistant to utilize, in the organization and implementation
of the lesson activities.
ACTIVITY (TIME): Defined below and estimated time to carry out the activity.
ACTIVITIES
The following are components included in each lesson in which students are physically active and have a specific amount of time allocated for their implementation.
INSTANT ACTIVITIES: ¬Low organizational activities in which students engage immediately upon entering the
activity area. They act as incentives to get out of the locker room and get active. Instructions are simple, and
could be written on a dry eraser board, poster, chalk board, viewed on an overhead projector, or provided by
the teacher or assistant as students enter the class.
HEALTH-RELATED PHYSICAL ACTIVITY (HRPA): Students engage in gross motor activities such as tag game,
walking or jogging circuit, cooperative activity, or individual or partner manipulative activities that are related
to the major areas of health-related physical fitness (i.e., cardiovascular fitness, muscular strength and endurance, flexibility, and body composition).
TRANSITION: The act of students receiving instruction and physically moving from one part of the activity area
to another in order to participate in lesson implementation; the act of change to another subject or concept.
8F PE: HEALTHY Cool Down Quizzes
energy balance
A quick discussion for PE teachers and their students on Energy Balance from the HEALTHY Study.
Teacher’s Note: Please share the following information with your students at the end of class, as they cool
down. It should take 3-5 minutes maximum. You may go over all the points in one session (this will take longer), or choose a few points over several days.
There are 8 messages on energy balance (fall semester) in this guide. The HEALTHY Study recommends that you
break up the facts in each message over two-three days of the unit period.
Messages should be delivered in order, ensuring that a new message is introduced every unit period. You can
use the “fun quiz” at the end of that session or at the beginning of the next session. Ask the whole group,
verbally, and allow time for response. Encourage a wide range of exploration.
Duration (per session):
3-5 minutes
Delivery recommendation:
two-three talking points on each message at the end of each session where the
message is scheduled to be delivered.
Important Concepts for 8th grade Fall Semester:
■ Increase movement, decrease time spent in sedentary behavior
■ Choose healthier foods and drinks.
■ Self monitor, set goals, and problem solve to increase intake of water, fruits, vegetables and physical activity.
Range of Potential Correct Answers:
■ Help your students understand the point of each session. There are no incorrect responses. All students
should be encouraged to try something new by the end of the unit.
■ Please correct any misinformation, rumors or myths as soon as a student articulates it – give them the right
information regarding the unit.
Message 1: What are some ways you can increase your daily activity?
Talking points
■ The national goal is to reach 60 minutes of moderate to vigorous physical activity
every day.
■ Moderate to vigorous physical activities include brisk walking, dancing, biking,
skate boarding, playing sports, and participating in PE class.
■ It’s any movement or activity that gets you sweating or your heart rate up.
Example
To reach 60 minutes walk to and from school, participate in PE class, and play sports
or find physical activities you can do after school.
On weekends, when you don’t have PE class, get together with some friends and play
sports, or create some games of your own to stay active.
Fun Quiz
■ Name three ways you can increase your activity and reach 60 minutes a day.
Message 2: What are sedentary behaviors?
Talking points
■ Sedentary behaviors are activities that require little or no movement like watching TV or movies, using the computer, playing most video games, talking on the
phone, or reading.
Example
“I want to go home, text my friends, and play XBOX 360, but I’d rather go to swim
practice.”
“I go home everyday and watch my TV shows, but I think I’ll start playing baseball
with my friends.”
Fun Quiz
■ What sedentary behavior do you spend the most time doing?
■ What are some ways you can cut down on that and increase activity?
Message 3: Be active, not still!
Talking points
■ Be active when you’re usually inactive and increase your overall activity.
■ Play team games, jump rope, and dance. There are tons of things to do.
Example
Walk around the house while you are on the phone or dance when listening to music.
Take your dog for a walk instead of playing video games.
Fun Quiz
■ How can you be active while watching TV?
■ Name three activities that you can do instead of watching TV.
Message 4: Why is drinking water important?
Talking points
■ It keeps you healthy.
■ It’s an important part of nutrition.
■ Most of all, it keeps you hydrated.
Example
“I feel better and more energetic when I drink water throughout the day.”
“I’m always less thirsty in the middle of the day when I drink water.”
Fun Quiz
■ How can you let people know that drinking water is important?
■ What would you tell your friends and family?
Message 5: What makes a snack healthy?
Talking points
■ Keep your snacks less than 200 calories.
■ Read the label so you know the serving size and how much fat it has.
Example
“When I think of a healthy snack, I think of fruit, vegetables, or baked chips.”
“Every time I eat a snack I read the Nutrition Label so I know what I’m eating.”
Fun Quiz
■ What is your favorite healthy snack?
■ What can you do to make sure you eat healthier snacks?
Message 6: What nutritious, lower-calorie foods can you eat instead of higher-calorie foods?
Talking points
■
■
■
■
Frozen yogurt instead of ice cream.
Baked chips instead of potato chips.
Whole wheat bread instead of white bread.
Water instead of soda
Example
“When I think of nutritious, lower-calorie foods, I think of fruits, vegetables, and skim
milk.”
“When I want a snack I have baked chips and a glass of water.”
“I love ice cream, but I’ve started eating frozen yogurt. It’s just as good and much
healthier.”
Fun Quiz
■ What foods did you use to eat before the HEALTHY study?
■ Make a list of nutritious, lower-calorie foods you eat every day?
Message 7: Challenging yourself. Set goals to drink more water and eat more fruits and vegetables.
Talking points
■
■
■
■
First, name your goal.
Then, track your progress.
Look at what gets in your way.
Find ways to get around what’s in your way.
Example
“I want to eat more vegetables. I like red peppers, so I set a goal to take a small bag
of red pepper slices to lunch. When I brought in the red peppers I’d check off that
day on the calendar. I was doing great, but then there weren’t any peppers left. I
asked my Mom to buy twice as many when she goes shopping on Saturday so I’ll have
enough next week.”
“My goal was to drink more water. I even created a chart to show how much I was
drinking. It was going well, but I really wanted soda with dinner. To get around that I
started drinking water every time I wanted a soda.”
Fun Quiz
■ Name a goal you’d like to reach for next week.
■ Try to reach that goal by keeping track of your progress.
Message 8: Break the habit. Find ways to be active instead of sitting in front of the TV or computer.
Talking points
■
■
■
■
First, name your goal.
Then, track your progress.
Look at what gets in your way.
Find ways to solve problems.
Example
“My goal is to do sit-ups during commercials whenever I watch TV. I put a piece of
paper by the TV and checked off whenever I did sit-ups. The first night I did too
many—I was sore the next day. So I skipped a night and then didn’t do as many the
next time. It’s been two weeks and I’m really getting stronger.”
“I love internet games, but my goal is to run a mile before I get to play. If I don’t
run, I don’t play. Let’s just say I’ve played everyday this week. Running a full mile was
tough at first, but I pushed myself and now I’m up to 2 miles.”
Fun Quiz
■ Name a goal you’d like to reach for next week.
■ Try to reach that goal by keeping track of your progress.
8S PE: HEALTHY Cool Down Quizzes
strength, balance, and
Choice for Life
A quick discussion for PE teachers and their students on Strength, Balance, and Choice for Life from the HEALTHY Study.
Teacher’s Note: Please share the following information with your students at the end of class, as they cool
down. It should take 3-5 minutes maximum. You may go over all the points in one session (this will take longer), or choose a few points over several days.
There are 8 messages on strength, balance, and choice for life (spring semester) in this guide. The HEALTHY
Study recommends that you break up the facts in each message over two-three days of the unit period.
Messages should be delivered in order, ensuring that a new message is introduced every unit period. You can
use the “fun quiz” at the end of that session or at the beginning of the next session. Ask the whole group,
verbally, and allow time for response. Encourage a wide range of exploration.
Duration (per session):
3-5 minutes
Delivery recommendation:
two-three talking points on each message at the end of each session where the
message is scheduled to be delivered
Important Concepts for 8th grade Spring Semester:
■
■
■
■
Increase strength
Increase physical activity
Eating a variety of foods.
Self-monitor, set goals, and problem solve to increase physical activity and eat more healthily.
Range of Potential Correct Answers:
■ Help your students understand the point of each session. There are no incorrect responses. All students
should be encouraged to try something new by the end of the unit.
■ Please correct any misinformation, rumors or myths as soon as a student articulates it – give them the right
information regarding the unit.
Message 1: How can you develop your body strength?
Talking points
Little things make a big difference in your strength.
■ Lift a box, work-out with an exercise band, do push-ups and crunches anytime
during the day.
■ Doing little things like that can gradually increase your strength.
Example
Challenge yourself each day:
■ How many push-ups can you do in 30 seconds?
■ How many sit-ups can you do in 60 seconds?
■ Use your Exercise Band for some resistance.
Do them after school, while watching TV, before you go to bed. Anytime you can find
a couple minutes to do them. Do each at least 3 days a week and you will notice a
difference.
Fun Quiz
■ What 2 activities will you try next week to build strength?
Message 2: Increase your time being active during the day.
Talking points
■ Get more physical activity everyday and improve your health.
■ Spend more time doing activities that increase your heart rate and make you
sweat. This will strengthen your heart.
Example
■ Get more exercise in everyday by walking to and from school, and during extra
time at lunch.
■ Do some jumping jacks while you’re watching your shows.
Fun Challenge
■ Work your way up to 60 minutes of exercise a day. See how many days next week
you can reach the goal.
Message 3: Be active, not inactive, as much as possible.
Talking points
Turning sedentary time into active time is a great way to be healthy.
■
■
■
■
Example
Don’t sit and play video games, play a video game that makes you move or dance.
Cut your screen time in half. Spend your extra time being active.
Watch less than 2 hours of television a day.
Being more active will help you relax and give you more energy.
“After school, rather than have screen time for an hour, play outside for 30 minutes
and then play the game for 30 minutes. This will increase your energy level and you’ll
be more prepared for your game.”
“All the games my friends and I play get us moving around. Inside or outside we’re
usually really active and having tons of fun.”
Fun Quiz
■ Think of ways you can be active instead of playing video games or watching television?
■ What video games can you play to keep you active?
Message 4: What can you do outside of school to be active?
Talking points
■ Go biking or hiking in a local park that has trails where you can get a scenic workout.
■ Many parks have tennis and basketball courts, and baseball or softball fields you
can use anytime.
■ If the weather is bad, think of some games that get you walking around your
house or work out at home with exercise equipment, videos, or weights.
Example
“My friends and I to go to the park and play basketball when it’s nice out.”
“Our local park has a bike trail my friends and I ride down all the time.”
“It was raining outside so I used an exercise video to get my heart rate up.”
Fun Quiz
■ What fun activities can you do at the park by your house?
Message 5: Eating the same thing everyday is no fun. How can you add some variety?
Talking points
■ Eating different foods is important to get the vitamins and minerals you need.
■ Eat some fruits, vegetables, whole grains, low-fat yogurt, lean meat, fish, and
poultry without skin. Drink water or skim milk.
Example
“For lunch, I eat a salad with grilled chicken, some skim milk, and a whole wheat roll.
When I get hungry in the afternoon, I eat an apple with low-fat yogurt.”
“I ate apples everyday for lunch, but I started to get tired of them, so I started to
bring oranges, bananas, blueberries, and even kiwis.”
Fun Quiz
■ What will you eat to bring variety to your diet?
Message 6: Why is it important to eat well and exercise?
Talking points
■ Eating well gives you the vitamins and minerals your body needs and exercising
burns the calories you eat.
■ Eating well helps prevent diseases like diabetes.
■ Exercising makes your heart and entire body stronger.
Example
“Everyday I try to workout for an hour. I play basketball or run. I also drink water and
eat healthy snacks. It makes me feel healthier and more energetic.”
“I have people in my family who have diabetes, so I pay close attention to what I eat,
and I make sure I exercise everyday to keep my body healthy.”
Fun Quiz
■ Think of one new activity you can do and a healthy snack you can eat to help you
stay in balance.
Message 7: Being active throughout the day helps relieve stress.
Talking points
■ Everyone feels stressed sometimes.
■ Relieve your stress with exercise.
■ Exercise clears your mind and gives you energy to take on life’s challenges.
Example
“I love my little brother, but he really gets on my nerves. After we argue, I go out
and play basketball with my friends. It calms me down and I feel a lot better.”
“With all the homework I can get sometimes I feel like I can’t handle it all. When I get
like that I take 30 minutes to run, or play soccer, and I always have a clear mind after.”
Fun Quiz
■ What sorts of things stress you out?
■ Can you name a time when being active made you feel less stressed?
■ What active people do you know that handle stress well?
Message 8: Choose HEALTHY. That’s what HEALTHY is all about. Eat well, be active. What have you learned
that you’ll take into high school?
Talking points
■ Make water your life force. Water delivers energy to your muscles, helps your
taste buds work better, replaces what you lose in sweat during physical activity,
helps your heart function, and brings more blood to your brain so you think better.
■ Only you can move you. Being active improves fitness, makes muscles stronger,
makes a healthy heart, helps you sleep better, makes you more alert, helps muscles
work together, helps prevent type 2 diabetes, helps you get rid of stress, makes
stronger bones, and burns calories.
■ Find your balance. Balance eating well and exercise to get the right amount of
vitamins and minerals and burns calories. A good balance can help you avoid type
2 diabetes.
■ What’s your HEALTHY Food? Keep eating healthy. Choose foods with little or no
fat, little or no added sugar, and foods with no toppings or with non-fat or lowfat toppings.
■ Keep your portions under control. Look for small or medium size portions instead
of large or super-size, and eat lots of fruits and vegetables.
Example
“In the HEALTHY program, one thing I learned is that fat has a lot of calories in it and
that some of the foods I’ve been eating have a lot of fat in them. I’m going to try to
eat less fat in high school.”
“I learned that the serving sizes I used to eat were too large. I’m going to watch my
portions and read nutrition labels to make the best food choices.”
Fun Quiz
■ Name one thing you learned in HEALTHY that you think will help you in high
school.
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