Running Head: UNIT PLAN

Grade 10 Floor Hockey Unit Plan Outline

Created by:

Mr. Mitch Law

Mr. Alex Park

Faculty of Education

February 7th, 2018

UNIT PLAN 2

Grade 10 Unit Plan: Floor Hockey (Choice Block #3 – April 16-19)

INTRODUCTION:
 This unit will be a continuation of the grade nine (Senior 1) floor hockey program.
 This unit will increase their knowledge of a sport that is culturally relevant within
Canada.
 This unit will increase their knowledge of basic rules of floor hockey.
 This unit will increase their ability to stick handle (dribble) in an invasion game based
environment.
 This unit will increase their ability to pass and receive the puck as required in floor
hockey setting
 This unit will increase their ability to shoot the puck as required in floor hockey setting
 This unit will increase knowledge of offensive and defensive strategies.
 This unit will increase on the ball and off the ball knowledge.
 This unit will teach students safety precautions involved with floor hockey.
 Upon conclusion of this unit, students will be able to participate.

RATIONALE/DESCRIPTION:
This unit is included in the grade 10 physical education curriculums and is important to
implement because it promotes social and physical literacy through team based cooperation. This
unit will build upon the basic skills and strategies acquired in the grade nine program. The unit
will build towards the intended objective of having students become capable of participating
with proper skills and safety precautions used in formal floor hockey games inside and outside of
the classroom.

FORMAT:
This unit will be broken down into 4 lessons, each building upon the skills of the one
before it to help students deepen their understanding of the skills required. Each lesson, the skills
covered will focus on two categories; on-the-ball (when you possess the ball) and off-the-ball
(when you do not possess the ball, but are still an active part of the play). In the first three
lessons, skill development will be followed by an adaptation of the formal game. The fourth
lesson will consist of a dynamic warm-up, followed by formal game play.

LOCATION:
The unit will take place in the Tec Voc Hornet Dome. If the dome is unavailable, unit
will be taught in the Lower Gym, or will be replaced by a previously scheduled activity that is
more accommodating for a smaller space.
 UNIT PLAN 3

SPECIFIC LEARNING OUTCOMES (UNIT):

The specific learning outcomes for the unit are as follows:

Select and refine balance abilities (i.e., static, dynamic), applying

Acquisition of biomechanical principles (i.e., force, motion, balance), using a variety of
Balance S.1.S2.A.3
Movement Skills equipment (e.g., skates, skis, boards, stilts, pogo sticks…) related to
activity-specific physical activity skills

Select and refine manipulation skills (e.g., serve, forehand stroke,

Acquisition of dribble, receive a pass…), applying mechanical bioprinciples (i.e.,
Manipulation S.1.S2.A.2
Movement Skills force, motion, balance) related to activity-specific physical activity
skills

Select and refine transport skills, applying biomechanical

Acquisition of
Transport S.1.S2.A.1 principles (i.e., force, motion, balance) related to activity-specific
Movement Skills
physical activity skills

Analyze the effectiveness of offensive and/or defensive strategies

Activity Specific
Game Strategies K.1.S2.C.3 in a variety of specific games and sport situations (e.g., analyze a
Movement
team's strategies for strengths and weaknesses...)

Demonstrate an understanding of rules (i.e., safety rules, game

Activity Specific
Rules K.1.S2.C.1 rules, etiquette, officiating signals) associated with selected sports
Movement
while participating and/or officiating

Activity Specific Teamwork and Fair Examine moral and ethical conduct in specific sport situations
K.1.S2.C.4
Movement Play (e.g., intentional fouls in basketball, fighting in hockey...)

Apply the terminology associated with the skills and rules for
Activity Specific
Terminology K.1.S2.C.2 selected individual and dual activities/ sports (e.g., forehand/
Movement
backhand in badminton, bogie/par/birdie/eagle in golf...)

Apply and refine selected activity-specific movement skills (e.g.,

Application of
Group/Team shooting for a goal...) in physical activities, including team games
Movement Skills S.1.S2.B.2
Activities using an implement (e.g., field hockey, lacrosse, ice hockey,
to Sport/Games
bandy...)
 UNIT PLAN 4

Apply and refine selected activity-specific movement skills and

Application of variations (e.g., running for long distance, dynamic balancing,
Individual/Dual
Movement Skills S.1.S2.B.1 double-polling, lunging, chipping, putting...) in physical activities,
Activities
to Sport/Games including individual/dual type activities (e.g., cross-country skiing,
golf, cycling...)

Analyze own level of performance of selected movement skills

according to proper form/ technique (e.g., use peer-coaching or
Basic Movement
Basic Movement K.1.S2.A.1 video tape to analyze tennis serve for placement of toss,
Skills
preparatory swing, transfer of weight, contact point, and follow-
through...)

Explain biomechanical principles (i.e., force, motion) for the

Mechanical improvement of specific movement skills in a physical activity
Movement
Principles of Human K.1.S2.B.2 selected by self or others (e.g., keep your head down in a golf
Development
Movement swing, lean into the wind to reduce air resistance while cycling,
rotate trunk and hips forward in batting...)

Examine the factors (e.g., personal, environmental, prior

Movement Skill Development
K.1.S2.B.1 experiences...) that may have influenced own movement skill
Development Process
development

Physical Activity Review safety rules, routines, and procedures prior to participating
Physical Activity
Risk K.3.S2.A.1 in each physical activity (e.g., allow space for full backswing and
Safety
Management follow-through in golf…)

Identify safety and risk factors for selected activities (e.g., cross-
Physical Activity
Equipment and country skiing…) related to people (e.g., right of way, adaptations
Risk K.3.S2.A.4
Facilities for persons with a disability…), facilities (e.g., snow conditions…),
Management
and equipment (e.g., appropriate clothing…)

Design and implement effective warm-up and cool-down routines

Fitness Warm-up/Cool-
K.2.S2.C.3 for specific individual/ dual-type physical activities (e.g., running,
Development down
table tennis, cycling...)

Apply rules and procedures for safe and responsible participation

Acquisition /
and use of equipment in selected, specific physical activities and
Application of Physical Activity S.3.S2.A.1
environments (e.g., self-regulation, teamwork, promotion of fair
Safe Practices
play and inclusion…)
 UNIT PLAN 5

Acquisition of Apply communication skills and strategies (e.g., listen actively,

Personal and clarify feelings, summarize...) in case scenarios for getting along
Social Interpersonal Skills S.4.S2.A.3 with others in a variety of contexts (e.g., while participating in
Management physical activities, discussion groups, project work, job interviews,
Skills conversations with adults in home/school/ community...)

Explain biomechanical principles (i.e., force, motion) for the

Mechanical improvement of specific movement skills in a physical activity
Movement
Principles of Human K.1.S2.B.2 selected by self or others (e.g., keep your head down in a golf
Development
Movement swing, lean into the wind to reduce air resistance while cycling,
rotate trunk and hips forward in batting...)

Social
Examine the contribution of games, sports, and the arts to social
Social Responsibility
K.4.S2.B.1a development and cultural diversity (e.g., getting to know and
Development (responsible social
understand others of like and different cultures, Olympics...)
behaviours)

Social
Discuss the historical and/or current roles of games, sports, and
Social Responsibility
K.4.S2.B.1b other physical activity pursuits for the appreciation of different
Development (appreciation of
cultures
diversity)

Application of
Demonstrate the ability to keep score and/or officiate in selected
Movement Skills Officiating Skills S.1.S2.B.3
organized sports (e.g., scoring in bowling, golf...)
to Sport/Games

LESSON OUTLINES:

The content of each lesson will be as follows:

Lesson 1: Movement and Safety: Stick Safety Protocols, and Puck Handling Boot Camp + Relay

- This lesson will be the first of our 4-day floor hockey block, it will involve learning the
various safety precautions involved with the sport. The students will learn the proper
technique of holding a stick and be instructed on how to keep their stick from contacting
other players in a dangerous manner.
- Once the students grasp the basics of stick control combined with body movement, they
can be introduced to ball handling (“stick handling”). This is the most basic of
manipulation techniques utilized in hockey and is essential to acquiring the ability to
combine ball possession and movement together as required in formal play.
- All students must be engaged and show that safety protocols are being identified and
abided by.
- Sections:
o On-ball: Stick Handling (Dribble)
o Off-ball: Movement with Stick Safety in mind
 UNIT PLAN 6

Specific Learning Outcomes Involved in Lesson 1:

Select and refine manipulation skills (e.g., serve, forehand stroke, dribble,
Acquisition of
Manipulation S.1.S2.A.2 receive a pass…), applying mechanical bioprinciples (i.e., force, motion,
Movement Skills
balance) related to activity-specific physical activity skills

Select and refine transport skills, applying biomechanical

Acquisition of
Transport S.1.S2.A.1 principles (i.e., force, motion, balance) related to activity-specific
Movement Skills
physical activity skills

Demonstrate an understanding of rules (i.e., safety rules, game

Activity Specific
Rules K.1.S2.C.1 rules, etiquette, officiating signals) associated with selected sports
Movement
while participating and/or officiating

Apply and refine selected activity-specific movement skills (e.g.,

Application of
Group/Team shooting for a goal...) in physical activities, including team games
Movement Skills S.1.S2.B.2
Activities using an implement (e.g., field hockey, lacrosse, ice hockey,
to Sport/Games
bandy...)

Analyze own level of performance of selected movement skills

according to proper form/ technique (e.g., use peer-coaching or
Basic Movement
Basic Movement K.1.S2.A.1 video tape to analyze tennis serve for placement of toss,
Skills
preparatory swing, transfer of weight, contact point, and follow-
through...)

Physical Activity Review safety rules, routines, and procedures prior to participating
Physical Activity
Risk K.3.S2.A.1 in each physical activity (e.g., allow space for full backswing and
Safety
Management follow-through in golf…)

Examine the factors (e.g., personal, environmental, prior

Movement Skill Development
K.1.S2.B.1 experiences...) that may have influenced own movement skill
Development Process
development
 UNIT PLAN 7

Identify safety and risk factors for selected activities (e.g., cross-
Physical Activity
Equipment and country skiing…) related to people (e.g., right of way, adaptations
Risk K.3.S2.A.4
Facilities for persons with a disability…), facilities (e.g., snow conditions…),
Management
and equipment (e.g., appropriate clothing…)

Apply rules and procedures for safe and responsible participation

Acquisition /
and use of equipment in selected, specific physical activities and
Application of Physical Activity S.3.S2.A.1
environments (e.g., self-regulation, teamwork, promotion of fair
Safe Practices
play and inclusion…)

Social
Examine the contribution of games, sports, and the arts to social
Social Responsibility
K.4.S2.B.1a development and cultural diversity (e.g., getting to know and
Development (responsible social
understand others of like and different cultures, Olympics...)
behaviours)

Social
Discuss the historical and/or current roles of games, sports, and
Social Responsibility
K.4.S2.B.1b other physical activity pursuits for the appreciation of different
Development (appreciation of
cultures
diversity)

Assessment Strategies for Lesson 1:

- Exit slips:
o Safety protocol exit slips (assessment of learning) handed out to students prior to
the end of class, to be submitted to teacher before leaving gymnasium
o Exit slips review intended outcomes on safe physical activity

Lesson 2: Sending and Receiving: Partner Passing, Monkey in the Middle, Wall Target Practice

- This Lesson will be the second of the block, and will building off the ball handling taught
in lesson 1.
- Students will now focus on the use of force to send the ball away towards a target, during
passing instruction they will be instructed on how to send and receive a pass.
- Generating max force for shooting through the facilitation of body positioning and
balance will be instructed
- Students must participate as many of the activities will be reliant on partners and
cooperation
- Sections:
o On-ball: Passing and Shooting
o Off-ball: Pass Receiving and Defensive interception
 UNIT PLAN 8

Specific Learning Outcomes Involved in Lesson 2:

Select and refine balance abilities (i.e., static, dynamic), applying

Acquisition of biomechanical principles (i.e., force, motion, balance), using a
Balance S.1.S2.A.3
Movement Skills variety of equipment (e.g., skates, skis, boards, stilts, pogo
sticks…) related to activity-specific physical activity skills

Select and refine manipulation skills (e.g., serve, forehand stroke,

Acquisition of dribble, receive a pass…), applying mechanical bioprinciples (i.e.,
Manipulation S.1.S2.A.2
Movement Skills force, motion, balance) related to activity-specific physical activity
skills

Apply and refine selected activity-specific movement skills (e.g.,

Application of
Group/Team shooting for a goal...) in physical activities, including team games
Movement Skills S.1.S2.B.2
Activities using an implement (e.g., field hockey, lacrosse, ice hockey,
to Sport/Games
bandy...)

Apply and refine selected activity-specific movement skills and

Application of variations (e.g., running for long distance, dynamic balancing,
Individual/Dual
Movement Skills S.1.S2.B.1 double-polling, lunging, chipping, putting...) in physical activities,
Activities
to Sport/Games including individual/dual type activities (e.g., cross-country skiing,
golf, cycling...)

Analyze own level of performance of selected movement skills

according to proper form/ technique (e.g., use peer-coaching or
Basic Movement
Basic Movement K.1.S2.A.1 video tape to analyze tennis serve for placement of toss,
Skills
preparatory swing, transfer of weight, contact point, and follow-
through...)

Explain biomechanical principles (i.e., force, motion) for the

Mechanical improvement of specific movement skills in a physical activity
Movement
Principles of Human K.1.S2.B.2 selected by self or others (e.g., keep your head down in a golf
Development
Movement swing, lean into the wind to reduce air resistance while cycling,
rotate trunk and hips forward in batting...)
 UNIT PLAN 9

Physical Activity Review safety rules, routines, and procedures prior to participating
Physical Activity
Risk K.3.S2.A.1 in each physical activity (e.g., allow space for full backswing and
Safety
Management follow-through in golf…)

Identify safety and risk factors for selected activities (e.g., cross-
Physical Activity
Equipment and country skiing…) related to people (e.g., right of way, adaptations
Risk K.3.S2.A.4
Facilities for persons with a disability…), facilities (e.g., snow conditions…),
Management
and equipment (e.g., appropriate clothing…)

Apply rules and procedures for safe and responsible participation

Acquisition /
and use of equipment in selected, specific physical activities and
Application of Physical Activity S.3.S2.A.1
environments (e.g., self-regulation, teamwork, promotion of fair
Safe Practices
play and inclusion…)

Explain biomechanical principles (i.e., force, motion) for the

Mechanical improvement of specific movement skills in a physical activity
Movement
Principles of Human K.1.S2.B.2 selected by self or others (e.g., keep your head down in a golf
Development
Movement swing, lean into the wind to reduce air resistance while cycling,
rotate trunk and hips forward in batting...)

Assessment Strategies for Lesson 2:

- Partner assessment:
o Due to the high involvement of partner activities, students will be given criteria to
assess and assist their partner during drills (assessment as/for learning)
o Partner assessment reviews intended outcomes on manipulation and basic
movement skills

Lesson 3: Formal Rules + Offensive and Defensive Strategy: Rules Explained, Group
Possession Travelling, Team Possession Battles, Keep Away

- This lesson will build of the previous two blocks in the use of puck handling and sending
and receiving.
- Teamwork to achieve movement will be required, students will be tasked with using their
skills in sending and receiving to maneuver their groups around the space to achieve
goals
- Students will be taught the keys to spatial awareness and positioning as a form of strategy
(finding the open space) (Opening towards a pass or for a shot)
- Students participation will be heavily encouraged as many of the activities will be team
based and require cooperation.
- Sections:
o On-ball: Offensive/Defensive positioning and techniques
 UNIT PLAN 10

o Off-ball: Offensive/Defensive positioning and strategy involved

Specific Learning Outcomes Involved in Lesson 3:

Analyze the effectiveness of offensive and/or defensive strategies

Activity Specific
Game Strategies K.1.S2.C.3 in a variety of specific games and sport situations (e.g., analyze a
Movement
team's strategies for strengths and weaknesses...)

Demonstrate an understanding of rules (i.e., safety rules, game

Activity Specific
Rules K.1.S2.C.1 rules, etiquette, officiating signals) associated with selected sports
Movement
while participating and/or officiating

Activity Specific Teamwork and Fair Examine moral and ethical conduct in specific sport situations
K.1.S2.C.4
Movement Play (e.g., intentional fouls in basketball, fighting in hockey...)

Apply the terminology associated with the skills and rules for
Activity Specific
Terminology K.1.S2.C.2 selected individual and dual activities/ sports (e.g., forehand/
Movement
backhand in badminton, bogie/par/birdie/eagle in golf...)

Apply and refine selected activity-specific movement skills (e.g.,

Application of
Group/Team shooting for a goal...) in physical activities, including team games
Movement Skills S.1.S2.B.2
Activities using an implement (e.g., field hockey, lacrosse, ice hockey,
to Sport/Games
bandy...)

Apply and refine selected activity-specific movement skills and

Application of variations (e.g., running for long distance, dynamic balancing,
Individual/Dual
Movement Skills S.1.S2.B.1 double-polling, lunging, chipping, putting...) in physical activities,
Activities
to Sport/Games including individual/dual type activities (e.g., cross-country skiing,
golf, cycling...)

Analyze own level of performance of selected movement skills

according to proper form/ technique (e.g., use peer-coaching or
Basic Movement
Basic Movement K.1.S2.A.1 video tape to analyze tennis serve for placement of toss,
Skills
preparatory swing, transfer of weight, contact point, and follow-
through...)
 UNIT PLAN 11

Physical Activity Review safety rules, routines, and procedures prior to participating
Physical Activity
Risk K.3.S2.A.1 in each physical activity (e.g., allow space for full backswing and
Safety
Management follow-through in golf…)

Identify safety and risk factors for selected activities (e.g., cross-
Physical Activity
Equipment and country skiing…) related to people (e.g., right of way, adaptations
Risk K.3.S2.A.4
Facilities for persons with a disability…), facilities (e.g., snow conditions…),
Management
and equipment (e.g., appropriate clothing…)

Apply rules and procedures for safe and responsible participation

Acquisition /
and use of equipment in selected, specific physical activities and
Application of Physical Activity S.3.S2.A.1
environments (e.g., self-regulation, teamwork, promotion of fair
Safe Practices
play and inclusion…)

Acquisition of Apply communication skills and strategies (e.g., listen actively,

Personal and clarify feelings, summarize...) in case scenarios for getting along
Social Interpersonal Skills S.4.S2.A.3 with others in a variety of contexts (e.g., while participating in
Management physical activities, discussion groups, project work, job interviews,
Skills conversations with adults in home/school/ community...)

Application of
Demonstrate the ability to keep score and/or officiate in selected
Movement Skills Officiating Skills S.1.S2.B.3
organized sports (e.g., scoring in bowling, golf...)
to Sport/Games

Assessment Strategies for Lesson 3:

- Exit slips:
o Rules and strategies exit slips (assessment of learning) handed out to students
prior to the end of class, to be submitted to teacher before leaving gymnasium
o Exit slips review intended outcomes on game rules and game strategies

Lesson 4: Formal Application: Warm-up, Small Teams Formal Floor Hockey Games

- Formal format of floor hockey games broken down to small team games to maximize
inclusion and activity time for all students.
- Students are required to participate as the game involves specific number of players
actively involved for maximum results.
- Culmination of skills developed over previous 3 blocks used in final production.
- Sections:
o Warm up
o Formal Game
 UNIT PLAN 12

Specific Learning Outcomes Involved in Lesson 4:

Analyze the effectiveness of offensive and/or defensive strategies

Activity Specific
Game Strategies K.1.S2.C.3 in a variety of specific games and sport situations (e.g., analyze a
Movement
team's strategies for strengths and weaknesses...)

Demonstrate an understanding of rules (i.e., safety rules, game

Activity Specific
Rules K.1.S2.C.1 rules, etiquette, officiating signals) associated with selected sports
Movement
while participating and/or officiating

Activity Specific Teamwork and Fair Examine moral and ethical conduct in specific sport situations
K.1.S2.C.4
Movement Play (e.g., intentional fouls in basketball, fighting in hockey...)

Apply the terminology associated with the skills and rules for
Activity Specific
Terminology K.1.S2.C.2 selected individual and dual activities/ sports (e.g., forehand/
Movement
backhand in badminton, bogie/par/birdie/eagle in golf...)

Apply and refine selected activity-specific movement skills (e.g.,

Application of
Group/Team shooting for a goal...) in physical activities, including team games
Movement Skills S.1.S2.B.2
Activities using an implement (e.g., field hockey, lacrosse, ice hockey,
to Sport/Games
bandy...)

Apply and refine selected activity-specific movement skills and

Application of variations (e.g., running for long distance, dynamic balancing,
Individual/Dual
Movement Skills S.1.S2.B.1 double-polling, lunging, chipping, putting...) in physical activities,
Activities
to Sport/Games including individual/dual type activities (e.g., cross-country skiing,
golf, cycling...)

Physical Activity Review safety rules, routines, and procedures prior to participating
Physical Activity
Risk K.3.S2.A.1 in each physical activity (e.g., allow space for full backswing and
Safety
Management follow-through in golf…)

Identify safety and risk factors for selected activities (e.g., cross-
Physical Activity
Equipment and country skiing…) related to people (e.g., right of way, adaptations
Risk K.3.S2.A.4
Facilities for persons with a disability…), facilities (e.g., snow conditions…),
Management
and equipment (e.g., appropriate clothing…)
 UNIT PLAN 13

Design and implement effective warm-up and cool-down routines

Fitness Warm-up/Cool-
K.2.S2.C.3 for specific individual/ dual-type physical activities (e.g., running,
Development down
table tennis, cycling...)

Apply rules and procedures for safe and responsible participation

Acquisition /
and use of equipment in selected, specific physical activities and
Application of Physical Activity S.3.S2.A.1
environments (e.g., self-regulation, teamwork, promotion of fair
Safe Practices
play and inclusion…)

Acquisition of Apply communication skills and strategies (e.g., listen actively,

Personal and clarify feelings, summarize...) in case scenarios for getting along
Social Interpersonal Skills S.4.S2.A.3 with others in a variety of contexts (e.g., while participating in
Management physical activities, discussion groups, project work, job interviews,
Skills conversations with adults in home/school/ community...)

Application of
Demonstrate the ability to keep score and/or officiate in selected
Movement Skills Officiating Skills S.1.S2.B.3
organized sports (e.g., scoring in bowling, golf...)
to Sport/Games

Assessment Strategies for Lesson 4:

- Team assessment:
o Students will be asked to monitor their team after each game, and will rate
their team on a scale of 4, based on communication, cooperativeness, safety,
and strategy (assessment for/as/of learning)
o Team assessment reviews intended outcomes on teamwork and fair play,
interpersonal skills, physical activity safety, and game strategy