National Standards

● Standard 1: The physically literate individual demonstrates competency in a variety

of motor skills and movement patterns
○ Demonstrates competency and/or refines activity-specific movement skills in 2 or
more lifetime activities (outdoor pursuits, individual-performance activities,
aquatics, net/wall games or target games).(S1.H1.L1)
■ ESWBAT know different techniques to pass the ball during small sided
games.
● During the lesson the small sided games were modified to promote
passing. For example, one game was scored by how many passes
they took before scoring. So if they made 3 passes and made the
shot then they scored 3 points.
■ ESWBAT demonstrate correct cues for the three skills: overhead pass,
catching, and chest pass during small sided games.
● During our gathering before transitioning to the next activity the
different cues were covered for each skill so that they could
demonstrate each skill accurately.
● Standard 4:The physically literate individual exhibits responsible personal and
social behavior that respects self and others.
○ Exhibits proper etiquette, respect for others and teamwork while engaging in
physical activity and/or social dance. (S4.H2.L1)
■ ESWBAT treat their teammates and other classmates with respect
throughout the lesson.
● During the lessons positive feedback was given when good
sportsmanship was demonstrated. The teacher also would promote
good sportsmanship by saying things like “ If you run into each
other make sure everyone is alright, say sorry, and continue with
the game.”
○ Uses communication skills and strategies that promote team or group
dynamics.50 (S4.H3.L1)
 ■ ESWBAT know different communication skills and strategies that they
used during game play when prompted.
● During the lesson time was specifically give to allow students to
talk with their teams to strategize how ever they would like.
Communicating during games was also promoted by saying things
like “If your open tell your teammate somehow so they know they
can pass to you.”
○ Solves problems and thinks critically in physical activity and/or dance settings,
both as an individual and in groups. (S4.H4.L1)
■ ESWBAT know different strategies to be able to achieve each game’s goal
during station game play.
● Each lesson there was a focus on different strategies that could be
used to help the teams on offense or defense. For instance, one
lesson focused on how passing can actually create better openings
and opportunities to score.
■ ESWBAT employ effective self-management skills throughout the lesson.
● Although this is about individual performance it is important that
students are able to listen, communicate, and participate to be able
to make sure they are aware what they are doing and how that
affects their team and others.
State Standards
● Standard: 1. Movement Competence and Understanding in Physical Education
○ a. Combine and apply movement patterns from simple to complex to participate
successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities,
and variety of lifelong sports and games (DOK 1-3)
■ ESWBAT know different tactics to improve their game/ teams handball.
● Different tactics such as moving to open space or cutting to get
open were focused on during group discussion before activity
change. The different tactics can range from simple to complex.
■ ESWBAT use different tactics during station game play.
 ● Different tactics such as moving to open space or cutting to get
open were focused on during group discussion before activity
change. The different tactics can range from simple to complex.
■ ESWBAT know the top three tactics to be able to score as an offense.
● The lesson activities were focused on the offensive side of the
game. Throughout the activities different tactics were brought to
the students’ attention to see what worked best for them and why
they worked.
● Standard 3: Emotional and Social Wellness in Physical Education
○ 3g. Implement cooperative learning strategies to achieve group goals (DOK 1-4)
■ ESWBAT use strategies and tactics during game play of handball.
● Most of the strategies and tactics could only work as long as the
students were working as a team and not individuals. When
explaining different strategies and tactics there was always an
emphasis on working with their teammates.
■ ESWBAT cooperatively work with their team during station game play.
● Students tend to try and do everything by their self rather than
work with the team. Teamwork was always emphasised during
group discussions and was always acknowledged through positive
feedback to individuals and groups.
■ ESWBAT cooperatively work with their team during game play.
● Students tend to try and do everything by their self rather than
work with the team. Teamwork was always emphasised during
group discussions and was always acknowledged through positive
feedback to individuals and groups.