Lara Buchmann-Duck January 2017

Unit Plan: Kindergarten Throwing and Catching

Rationale

This is a unit plan on throwing and catching for Kindergarten Physical Education. I have
designed this unit to teach students the foundational skills of underhand and overhand throwing,
as well as catching. These skills are ones which will be built upon in later grades and become
useful in various sports and physical education activities. I have outlined a plan to use two
different instructional methods for teaching throwing and catching which I think are best suited
for the Kindergarten level. These include Direct Instruction and Teaching Games for
Understanding. I have also included a variety of different activities from practicing throwing and
catching individually and in partners, to stations involving these skills, and several games. These
activities have been chosen to suit the age level of Kindergarteners as well to be brief enough to
fit into our short 15 minute Physical Education lessons.
The main Activity outcome which is focused on in this unit is AK-5, experience and develop
ways to receive, retain and send an object, using a variety of body parts and implements and
through a variety of activities. This is the outcome which will be focused on in the final
summative performance task and graded for the report card. However, naturally a few other
Activity outcomes will come up in this unit through the various exercises and activities, and I
will assess these formatively. Summative grades for these Activity outcomes will be decided in
other more directly related units. Naturally in Physical Education, other outcomes from the GLO
topics of Benefits Health, Cooperation, and Do it Daily For Life, will also be addressed
through the various activities in this unit. However, they are secondary to the Activity outcomes
around which this unit is focused.
For assessment in this unit I will try to use a variety of formative assessment on an ongoing
basis. This will involve lots of observation of my students as they learn the related skills, and
conversing with my students by providing constant verbal feedback. I will attempt to always
know where my students are towards acquiring the throwing and catching skills, and to give
them a sense of where they are and how they can improve. I will also begin to model positive
peer feedback for my students and encourage them to do the same for each other, particularly
when they are placed in partners or groups. I believe peer feedback is a useful assessment tool
and can be particularly useful in later grades, and so the skills for peer feedback should begin as
early as Kindergarten. Equally important, is self-assessment or meta-cognition. I will have a few
opportunities in this unit for students to self-assess their own throwing and catching skills using a
familiar traffic light self-assessment form for students using red, green, and yellow colours.
Finally, the main summative piece for this unit will come in the form of a performance task on
the last day of this unit. The students will carry out two activities which involve all of the
throwing and catching skills they have acquired over the two weeks. As they do these activities I
will carry out anecdotal notes on every student recording the degree to which they have met the
AK-5 outcome. This will then be transferred to their report cards.
For this unit and every unit to be successful in Physical Education, I believe expectations and
routines need to be well established. This classroom management will begin in the classroom as I
set the tone for the gymnasium by asking students to quietly line up and quietly make their way
to the gym. Students will also always know what my expectations are when they get to the gym,
and they will know that when I blow my whistle they are to freeze and listen. Ultimately, the
routines that I carry out will largely reflect the routines which my Teacher Mentor already has in

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place. Routines are crucial in Kindergarten and I think that it is in the students and my best
interest to mostly continue the routines which they are already familiar with. Of course if an
issue arises in my P.E. class where I think I need to establish a new or different expectation, then
I will do so with the help of my Teacher Mentor. Expectations and routines are also particularly
important for the safety of my students in the gymnasium, and so this will always be a priority. I
will further strive to form a relationship with each and every one of my students both in the
classroom and in the gymnasium. I believe a trusting relationship is important for my students to
respect me as a leader and will help me with my classroom management.

Unit Planning Organizer

Subject: Physical Education
Grade: Kindergarten
Unit/Topic: Throwing and Catching
Date and Unit Duration: Mon. Jan. 9th Mon. Jan. 22nd (2 weeks)
1. Unit Overview Critical Inquiry Question
What is the best way to throw and to catch an object?

2. General Learning Outcomes for Unit

A) Activity: Students will acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
B) Benefits Health: Students will understand, experience and appreciate the health
benefits that result from physical activity.
C) Cooperation: Students will interact positively with others.
D) Do it Daily For Life: Students will assume responsibility to lead an active way of
life.

3. Focusing Questions for Unit (Related Questions)

What is the best way to position my body when I throw?
What is an overhand throw?
What is an underhand throw?
What is the best way to position my body when catching?
How can we throw and catch items safely?

4. Key Concepts for Unit

Throwing
Catching
Underhand
Overhand
Safety
Cooperation
Teamwork

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5. Specific Learning Outcomes for Unit

A) Activity:*
Students will:
AK-1 experience and develop locomotor skills through a variety of activities

AK-3 experience and develop nonlocomotor skills through a variety of

activities

AK-5 experience and develop ways to receive, retain and send an object,
using a variety of body parts and implements and through a variety of activities
AK-10 demonstrate body and space awareness when performing space
awareness games
AK-11 demonstrate an understanding of basic rules and fair play
B) Benefits Health:
Students will:
BK-2 recognize improvement in physical abilities
BK-3 experience cardio-respiratory activities
BK-6 experience how physical activity makes one feel
C) Cooperation:
Students will:
CK-1 begin to develop respectful communication skills appropriate to context
CK-3 identify and demonstrate etiquette and fair play
CK-5 display a willingness to play alongside others
D) Do it Daily For Life:
Students will:
DK-2 participate with effort in physical activities
DK-3 show a willingness to listen to directions and simple explanations
DK-4 participate in safe warm-up and cool-down activities
* Activity SLOs will serve as the focus in this unit. However through the various exercises and
activities, SLOs from B, C, and D will also be addressed.

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Grade: Kindergarten Unit: Throwing and Catching Dates: January 9th 19th 2017
Date Lesson Title GLOs SLOs Learning Activities Assessment Safety Instructional Equipment and
Planned to Strategies Resources
Teach
Mon. Jan. Intro. to A AK-1 Warm-up game: Formative: Observe Gym is clear Direct Need about 9
9th underhand B AK-5 Scrambled Eggs with the students to see with no Instruction tennis balls for
(15 min.) rolling C AK-11 different locomotor how well they are objects in the partners to
D BK-2 movements (5 min.). able to roll the ball way; all doors practice
CK-3 with little assistance; closed; underhand roll.
DK-2 Main activity: converse with them students are in Scrambled eggs
DK-3 Demonstrate underhand and demonstrate proper game from
DK-4 roll; students practice stance individually clothing and Eastern Active
underhand roll in pairs as needed; provide as shoes; adult Schools (link
using tennis balls, much verbal supervision; below), roll
increase distance after feedback to all rules about practice from
each partner receives 5 students as possible. listening when Active for Life
rolls (10 min.). the whistle is (link below).
blow and
using
equipment is
understood.

Tues. Jan. Underhand A AK-3 Warm-up: Shape Roll Formative: Observe Gym is clear Direct Need about 18
10th rolling B AK-5 where students are in students in both with no Instruction/ tennis balls or
(15 min.) practice 2 C AK-11 partners and stand in warm-up and objects in the Teaching other small balls
D BK-2 two lanes, one partner bowling game to see way; all doors Games for for both warm-up
CK-3 forms a shape while how well they are closed; Understanding and bowling;
CK-5 standing using their legs able to underhand students are in (TGFU) need about 30
DK-2 and the other partner roll; converse and proper bowling pins or
DK-3 must roll ball between interact with students clothing and foam blocks (to
DK-4 their legs (5 min.). as much as possible shoes; adult give 5 per team,
providing lots of supervision; can use more or
Main Activity: Bowling verbal feedback; rules about less).
for 3 where students encourage students listening when Both activities
practice underhand roll to give positive the whistle is from Active for
by rolling ball towards feedback to each blow and Life.

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pins or foam blocks and other. using

tries to knock them over equipment is
in teams of three (10 understood;
min.). rules about
games and
activities are
well
understood.

Thurs. Jan. Underhand A AK-1 Warm-up: Island Formative: Observe Gym is clear Direct Need about 17
12th (15 rolling B AK-5 Hopping using hula students during Hot with no Instruction/ hula hoops and 9
min.) practice 3 C AK-10 hoops with different Potato activity to see objects in the TGFU beanbags. Both
D AK-11 locomotor movements how well they can way; all doors activities from
BK-2 (5 min.). underhand throw, closed; Active for Life.
BK-3 and interact with students are in
CK-3 Main Activity: Hot them and assist as proper
DK-2 Potato where students needed; try to clothing and
DK-3 are put into pairs and provide as much shoes; adult
DK-4 form two lines facing verbal feedback to supervision;
their partners, each each student as rules about
partner is given a possible; encourage listening when
beanbag and the students to give the whistle is
partners must throw the positive peer blow and
beanbag underhand to feedback to their using
each other while music partners and model equipment are
plays, when the music is this for them. well
paused the students understood;
must stop throwing and Self-assessment: rules about
freeze, students caught After back in the games and
with a beanbag in their classroom have activities are
hands must do 5 students fill in a well
jumping jacks or traffic light self- understood.
another exercise (10 assessment of their
min.). underhand throw.

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Fri. Jan. Intro. to A AK-1 Warm-up: Toss Tag Formative: Observe Gym is clear Direct Need for warm-
13th overhand B AK-5 where there are hula how well students with no Instruction/ up about 8-10
(15 min.) throwing C AK-11 hoops throughout the are able to toss objects in the TGFU hula hoops, and
D BK-2 gym with balls in them, objects to themselves way; all doors need 8-10
CK-3 two children are it and during the warm-up; closed; different soft
DK-2 children who are tagged observe their ability students are in objects and balls
DK-3 must jump in a hula to overhand throw proper for inside the hula
DK-4 hoop and toss the ball to during the main clothing and hoops; for
themselves 5 times activity stations and shoes; adult overhand stations
before re-joining the assist and provide supervision; need about 4 hula
game (5 min.). direction to rules about hoops taped to the
individual students listening when wall, about 6
Main activity: as needed; give the whistle is tennis balls, about
demonstrate overhand students as much as blown and 4 different sized
throw throwing a small verbal feedback as using buckets, about 6
ball at a target; then possible as they equipment are tennis balls, about
divide students into rotate through the understood; 2 more hula
three groups and put overhand throwing rules about hoops placed on
them at three different stations. games and the floor, about 6
stations of wall target, activities are poly spots or
bucket toss, and hula well pylons, and about
hoop toss, have the understood. 30 more beanbags
students practice (5 per student at
overhand throwing at station). Activities
each station and then from Active for
rotate (10 min.). Life.

Mon. Jan. Overhand A AK-1 Warm-up: Scrambled Formative: Observe Gym is clear TGFU Need about 8-10
16th throwing B AK-5 Eggs with different students overhand with no hula hoops spread
(15 min.) practice 2 C AK-11 locomotor movements throw during Hoop objects in the around one half of
D BK-2 (5 min.). Elimination game way; all doors the gym, and
BK-6 and provide closed; about 50
CK-3 Main activity: Hoop assistance and students are in beanbags.
DK-2 Elimination game where direction as needed; proper Scrambled eggs
DK-3 students stand behind a try to give each clothing and game from
DK-4 line and toss beanbags student positive shoes; adult Eastern Active

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 Lara Buchmann-Duck January 2017

into hula hoops on the verbal feedback on supervision; Schools, Hoop

floor on the other side of their overhand rules about Elimination game
the line, after each throw; encourage listening when from Active for
round hula hoops with students to give the whistle is Life.
beanbags in them are positive feedback to blown and
eliminated and the game each other as they using
continues until all hula take turns throwing. equipment are
hoops are eliminated, understood;
repeat game if needed Self-assessment: rules about
(10 min.). After back in the games and
classroom, have activities are
students fill in a well
traffic light self- understood.
assessment of their
overhand throw.

Tues. Jan. Intro. to A AK-5 Warm-up: Individual Formative: Observe Gym is clear Direct Need about 17
17th catching B BK-2 toss and catch where students as they with no Instruction soft balls (foam or
(15 min.) C BK-6 students toss a soft ball practice catching objects in the inflated, one per
D CK-1 against the wall above both in the warm-up way; all doors student).
CK-5 them and explore and main activity and closed; Activities from
DK-2 different ways to catch assist as needed; give students are in Active for Life.
DK-3 the ball (i.e. with two students lots of proper
DK-4 hands or one hand than verbal feedback; clothing and
the other ) (5 min.). when the students are shoes; adult
in partners encourage supervision;
Main activity: them to give their rules about
demonstrate catching, partner positive listening when
then put the students feedback, and model the whistle is
into partners and have this for them. blown and
them practice tossing using
and catching equipment are
experimenting again understood;
with different ways to rules about
catch the ball (10 min.). games and
activities are

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well
understood.

Thurs. Jan. Catching A AK-1 Warm-up: Triangle Toss Formative: Observe Gym is clear TGFU Need about 10
19th (15 practice 2 B AK-5 and Catch where students skill level with no soft balls (foam or
min.) C AK-11 students practice their at catching during objects in the inflated, one per
D BK-2 throwing and catching warm-up and during way; all doors group of 3 and
BK-3 in groups of 3, and Hot Potato Tag closed; then one per
CK-3 teacher changes how the game; give students students are in partner).
CK-5 students are supposed to extra direction and proper Activities from
DK-2 throw (i.e. change assistance as need; clothing and Active for Life.
DK-3 direction, throw below give as much verbal shoes; adult
DK-4 the waist ) (5 min.). feedback as possible supervision;
to students as a class rules about
Main activity: Hot and individually; listening when
Potato Tag where in encourage students the whistle is
partners students pass a to give each other blown and
ball around the gym, positive feedback using
cold potato means and model this for equipment are
pass to each other, hot them. understood;
potato means the rules about
person with the ball Self-assessment: games and
must pass the ball to After, back in the activities are
themselves 3 times and classroom, have well
then run after their students fill in a understood.
partner and try to tag traffic light self-
them (10 min.). assessment of their
catching skills.

Mon. Jan. Throwing A AK-5 Warm-up: Put students Formative: Observe Gym is clear TGFU Need about 10
22nd (15 and Catching B AK-11 in partners and have students on their with no soft balls (foam or
min.) Performance C BK-2 them practice throwing throwing and objects in the inflated, one per
Task D BK-6 a soft ball to each other, catching skills and way; all doors partner then one
CK-1 have them practice assist them as closed; per game), and
CK-3 underhand throwing and needed; give lots of students are in about 6 gym mats
CK-5 then overhand and to be verbal feedback; proper to serve as nets.

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Lara Buchmann-Duck January 2017

DK-2 mindful of how they encourage the clothing and Have anecdotal
DK-3 position their bodies, students in their shoes; adult notes/checklist
DK-4 challenge them to see partners and teams to supervision; prepared in
how many times they give positive rules about advance and
can throw the ball back feedback to each listening when ready with a
and forth without other. the whistle is clipboard and
dropping it, and ask who blow and pencil. Both
got the most passes in Summative: As the using activities from
after (5 min.). students carry out equipment is Active for Life.
both the warm-up understood;
Main activity: Catch and and the main activity, rules about
Pass game where have a checklist games and
students are divided into prepared and take activities are
4 teams of 4 or 5 and anecdotal notes on well
two lines of mats are set each student on their understood.
up on the gym floor to level of meeting the
serve as nets and two Activity outcomes,
teams are set up across paying particular
from each other at each attention to SLO AK-
line of mats, a soft ball 5 and recording the
is given to one team and students ability to
they must pass the ball overhand throw,
to every team member underhand throw,
and the last person to and catch. This will
receive it must throw it serve as the main
over the nets to the other performance task and
team to do the same summative
thing, call out whether assessment for this
you want the students to unit.
throw overhand or
underhand, challenge
each game to see how
many times they can get
the ball over the net
without dropping it (10
min.).

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Lara Buchmann-Duck January 2017

Assessments
Learning Anecdotal
Conversation Traffic Light
Peer Notes on
Outcomes Title Observation & Verbal
Feedback
Self-
Performance
Feedback Assessment
** Task
Type Formative Formative Formative Meta-cognition Summative
(Formative/Summative)

AK-1 experience and develop locomotor

skills through a variety of activities
AK-3 experience and develop
nonlocomotor skills through a variety of
activities

AK-5 experience and develop ways to
receive, retain and send an object, using a
variety of body parts and implements and
through a variety of activities
AK-10 demonstrate body and space
awareness when performing space
awareness games

AK-11 demonstrate an understanding of
basic rules and fair play
** Activity SLOs will be the focus of assessment in this unit.
Assessment Overview

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Lara Buchmann-Duck January 2017

Resources and Materials

Websites and resources consulted:

Active for Life. (2016). Pro resources: Lesson plans for 3-12 year olds. Retrieved
from http://activeforlife.com/lesson-plans-and-resources/#!prettyPhoto.
Eastern Active Schools. (n.d.). Grades 1-3 non-equipment activities. Retrieved
from http://web.wnlsd.ca/student_health/DPA/1%20-%203%20Non-Equipment
%20Activities.pdf.

Materials needed:
18 tennis balls or other small balls
About 30 bowling pins or foam blocks
17 hula hoops
50 beanbags
Various soft objects/balls (8-10)
Duct tape
4 different sized buckets or containers
About 6 poly spots or small pylons
17 medium-sized soft balls (foam or inflated
6 gym mats
Pre-made anecdotal notes/checklist, clipboard, & pencil
Gym whistle
Students need proper gym shoes and appropriate clothing

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