UW-Platteville HPE Unit Plan

Age Level: 3-6th grade Dates: September 2nd-5th and 9th-12th NASPE Lesson Standards Outcomes Day 1 Standard #1 #2 Unit: Volleying/Basic Volleyball Activities Resources: SPARK, PEcentral.org

Specific Objectives

Main Learning Activity

Assessment Demonstrations -how many in row? -how high? -how many in 15 seconds? visual aid 1 Psychomotor/ Cognitive Assessment Demonstrations -How many in a row? -How high? -How many in 15 seconds? visual aid 2 psychomotor/ Cognitive assessment ObservationsHow well did game go for each group? Using proper technique?

Safety Issues

Introduction to forearm TSW learn the basic form and skills passing related to passing. TSW learn stance, Bumping buddies cues, and enhance their skills Students will work as individuals to throughout the lesson. learn proper skills, and then work with a partner to enhance those skills.

-running while looking up at ceiling -colliding with other classmates

Day 2

Standard #1 #2

TSW learn the basic fundamentals related to the overhead pass. TSW develop the proper skills and incorporate them into setting pairs while working with a partner.

Introduction to setting Setting pairs Students will work as individuals to learn proper skills, and then work with a partner to enhance those skills. 4 square volleyball Students will enhance passing and setting in a small game like situation. This emphasizes team work and communication while improving in passing and setting areas.

-running while looking up at ceiling -colliding with other classmates

Day 3

Standard #1 #2 #5

TSW enhance their passing and setting skills learned in previous lessons. TSW use these skills in different activities, in hopes to win challenges and improve abilities.

-Be aware of volleyball from the other court

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UW-Platteville HPE Unit Plan

Day 4 Standard #1 #3 #6 TSW take part in different stations around the gym. These stations will further enhance their passing and setting skills, as well as different fitness components. Volleyball stations Students will take part in 7different stations around the gym for 3-4 minutes each. These activities will be volleyball related, individually or with a partner, or fitness related. Introduction to underhand serve Dead fish serving game Emphasizes serving properly and in bounds. Competitive in trying to beat the other team. Serving Challenges Incorporates serving games that provide competition and challenges for the students, as well as further practice in developing skills. Giant Volleyball See game details here -Observations -Make sure all students are participating continuously Lesson Plan Day 5 Standard #1 #2 TSW learn proper form and fundamentals of the underhand serve. After practicing the basic skills, TSW apply the learned skills to the serving game. TSW use skills learned in previous lesson to take part in different serving challenges. They will use the skills learned to perform a proper and accurate underhand serve. TSW use combined skills of serving, passing, and setting in a full game like setting. They will work with their teammates and use proper form throughout the entire activity. TSW use combined skills of serving and passing in small competitive activities. This allows small groups of student for maximum involvement. -Volleyballs flying from all different directions -volleyballs from different stations may be hit to other stations

Psychomotor/ Cognitive/Affective Assessment

Day 6

Standard #1 #2 #5

ObservationsHow did the games go for each team?

-Volleyballs flying from all different directions

Day 7

Standard #1 #5 #6

ObservationsHow did the games go for the different teams? Affective Assessment ObservationsHow did the games go for the different teams? Using appropriate skills? Affective Assessment

-Be aware of volleyball from the other court

Day 8

Standard #1 #5 #6

King of the Court 2 ball volleyball

Both activities will take place at same time and students will be prompt to switch half way through the lesson. Maximum involvement and participation of all students is achieved.

-Be aware of both volleyballs in air at same time.

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UW-Platteville HPE Unit Plan

Research or Resources: Pecentral.com and SPARK

Formal and Informal Assessments: checklists to determine skill level, ratings by student on enjoyment of activities, questions of understanding for students to answer based upon proper form and cues of different volleyball hits.

Adaptation of content or activities for special populations: lighter balls may be used, nets may be lowered, a ball with a noise maker may be used.

Instructor Reflection: responses to these questions need to be included for the unit plan to be complete
1. How are your students productively engaged in the development of the identified skill-related fitness components? Students will be learning new volleyball related skills throughout the entire unit plan. These skills include passing, setting, and serving. They will learn the skills, practice the skills, develop them in different activities, and then incorporate the skills in over all games. They will be continuously developing these skills each day of the 8 day unit plan. 2. How are your students productively engaged in the development of the identified health-related fitness components? The students will be constantly developing fitness related components, whether its developed through strength, cardio, etc. The students will enhance arm strength through the volleyball related skills as well as other forms of strength (core) through different warm ups. The students will enhance their respiratory system through the continuous movement in all activities each day. Day 4 of the unit plan will have volleyball stations as well as stations just used to enhance fitness levels. 3. What informal assessment activities are planned as a formative measure to check for understanding of unit content knowledge and affective or physical skill development?

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UW-Platteville HPE Unit Plan

Informal assessments will be conducted throughout the 8 day unit plan based upon observation and question/answer. These are necessary for myself to take part in, as in gives me an idea of how the lessons are going and if I am able to progress to the next learning point. Questions may include the proper way to pass, etc.

4. What formal assessment activities are planned as a summative measure to check for understanding of unit content knowledge and affective or physical skill development? Different categories of formal assessment incorporated in this unit plan include cognitive, psychomotor, and affective assessments. Cognitive assessment will be done through a variety of questions related to skill form and cues learned throughout the various lessons. Psychomotor assessment will be performed through observing the students skills in volleyball (serving, passing, setting, and teamwork) and rating them accordingly. Affective assessment will be performed by having the students rate how they enjoyed each activity and why. 5. What materials are included for special populations in this particular unit? Many materials may be included and modified for special populations throughout this unit plan. A softer, lighter ball may be used during setting and passing activities. When participating in a game the volleyball net may be lowered. Rules may be modified; letting the ball bounce before hitting or being able to catch the ball and then toss it.

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