West Virginia University PETE Unit Plan

Name: Alyson Snyder

Date: 20 Feb. 2015

Unit Activity

Manipulatives Scoops and Racquets

Unit Context

Learner Characteristics: Twenty-four 1st Grade students; 14 boys and 10

girls, no students with special needs. Students will have already had
one lesson with scoops before I teach partner scoops. The only prior
experience with racquets would be from the year before so I will need to
start from the very basics with racquet skills.
Physical Environment: PE takes place in the gym that is set up like a
typical basketball court. There is one wall of bleachers and a wall with a
stage; the other two walls are padded.
Equipment Access: There is an equipment closet in the corner of the
gym that will have enough scoops, racquets, and balls for every student
to have their own.
Special Concerns: Make students aware of their personal space so that
they are not hitting each other with scoops or racquets while they are
practicing.

Standards
Addressed

NASPE Standards
for PE

WV P-4 Wellness
Standards for PE

WV 5-12 Standards for

PE

_x Motor Skills &

Movement Forms
Movement Concepts
x Physical Activity
Health-Related
Fitness
x Personal & Social
Behavior
Values Physical
Activity

__ Wellness Promotion
__ Wellness Information
__ Wellness Behaviors
_x Personal & Social
Behavior
__ Movement Forms
_x Motor Skills

__ Movement Forms
__ Motor Skills
__ Physical Activity
__ Physical Fitness
__ Personal & Social
Behavior

Unit Goal

Students will learn different ways to use manipulatives such as scoops

and racquets. By the end of the unit they should be able to pass a ball
to their partner with scoops and perform locomotor movements while
balancing a ball on their racquet.

Unit Objectives

Psychomotor: SWBAT demonstrate proficiency in using both scoops

and racquets as manipulatives. They will demonstrate scoop proficiency
by throwing and catching a ball with their partner 7/10 times at the
designated distance. They will demonstrate proficiency in racquet skills
by being able to balance a ball on their racquet while walking for a
minimum of 25 seconds.
Cognitive: When prompted SWBAT identify all of the parts of the
racquet as well as recite 4/5 of the critical elements of the underhand
toss using scoops.
Affective: SWBAT understand and respect their personal space (keep
hands to themselves, remain a safe distance away from other students
so that they will not hit other students with manipulatives) while working
with classmates.
Health-Related Fitness: SWBAT reach a level of 50% MVPA during

each lesson.
Content
Outline

Motor Skills:
Underhand
catch/toss with
scoops.
Balancing a ball
with racquet.

Critical Elements:
1.Face the target
2. Arm back
3. Step with opposite
foot as arm moves
forward
4. Release
5. Follow through

Instructional Cues:
Tick, Tock, Target
Ready step
Follow through
Eyes on the ball

Scope and
Sequence of
Content

Informing Tasks:
Provide an
explanation of the
task as well as the
cues that go along
with the tasks.

Extension Tasks:
Have students switch
from dominant to nondominant hands for
both scoops and
racquets.
Increase or decrease
distance between
partners when using
scoops based upon
students needs.

Applying Tasks:
Ask students to use the
scoops to throw to their
partner 10 times and
keep track of how many
catches they make.
During the game see how
fast students can make it
to a certain distance
apart.
Ask the students to walk
across the gym while
balancing a ball on their
racquet and see how far
they can make it.

Block Time
Plan

Lesson 1: Partner
Scoops
ASAP cookie
monster tag
Intro
Catching and
throwing with a
partner using
scoops
Partner scoops
game
Closure

Instructional
Strategy

The students will enter the gym and run three laps followed by superman
hold and planks. After that a tag game will be used as the ASAP activity.
Then I will introduce the lesson/activity for the day. Students will practice
on their own or in groups of two depending upon the lesson. I will be
walking around and giving feedback while this is happening. After the
lesson is complete there will be a cool down activity/lesson closure. The
students will follow their normal routine for lining up to leave the gym.

Plans for Use

of Instructional
Technology

Music will be used as start and stop signals throughout the class.

Assessment
Procedures

Psychomotor Students will be observed throughout the entire lesson

and given feedback throughout.
Cognitive During the closure of the lesson students will be asked
questions about the tasks they learned that day and will be expected to
recite the critical elements.
Affective Students will be observed throughout the lesson on whether
or not they are able to respect their personal space and communicate
effectively with their partner.
Health related fitness Students will be observed throughout the lesson;
they should be actively moving/participating at least 50% of the time.

Resources
Used

Books: SPARK Manual K-2, Ready to use PE Activities Grades K-2

Journal Articles:
Electronic Sources:

Lesson 2: Racquet
Skills
ASAP cookie
monster tag or other
various tag game
Intro parts of the
racquet
Experiment with
racquet
Balance ball on
racquet
Grip
Bounce Ball
Closure

Lesson 3: Culminating
Event
ASAP cookie monster
tag or other various tag
game
Intro
Station 1 - partner scoops
Station 2 - Racquet skills
Closure