Author:
Gina Dean, Lea Jaspers, MSDE Admin, Lindsay Hlavka, Hannah Closson
Subject:
Education
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
K, 1, 2
Tags:
Grade 3; Grade 4; Grade 5, MSDE, MSDE PE, NE PE, Nebraska Department of Education, Physical Education, Physical Education; Volleying; Striking;, ne-pe, physical-education, wa-hpe
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Education Standards (6)

Elementary Volleying/Striking with Hands Unit

Elementary Volleying/Striking with Hands Unit

Overview

This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended.  

Attributions:

SHAPE America Standardshttps://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

Volleying Clip Art:  https://pixabay.com/en/volleyball-player-silhouette-309628/

Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.

Key Terms and Elements of Striking

Below you will find a 'sample' lesson plan that can be used within the unit. Please be advised that this is an example and is met to be modified and/or extended to meet the specific needs of your class and students. 

Striking Underhand with Hands- "Striking Spelling Bee"

Grade Level: Second Grade

Unit-Strand: Striking with Hands (underhand)

Exit Outcomes: SHAPE America

Volleys an object upward with consecutive hits. (S1.E22.2)

Accepts specific corrective feedback from the teacher. (S4.E3.2)

Works independently with others in partner environments. (S4.E4.2)

Lesson Objective: Posted in your gymnasium

Pyschomotor (Movement): Students will be able to demonstrate the critical elements of striking underhand while attempting to hit letter targets on the wall in order to spell a word on their spelling list.

Cognitive: Students will be able to identify the critical elements of striking underhand, as well as, different vocabulary words connected to striking.

Affective (Attitude): Students will demonstrate 100% effort when attempting to strike a letter target on the wall.

Value of Physical Activity: Standard 4 & Standard 5 

Works independently and safely in physical education. (S4.E6.2a)

Works safely with physical education equipment. (S4.E6.2b)

Equipment: 

30 Balloons and/or soft balls

30 Different Letter Targets- taped to the wall 

15 Laminated Spelling Lists

Assessment:

Teacher Observation: While students are independently working through their spelling lists, assess student's ability to perform all striking, underhand, critical elements. Use a teacher checklist. 

Self-Assessment: During closure, students may rate their performance. Students may use the below rating scale:

  • WOW!
  • Got it!
  • Getting there!
  • Not there yet! 

Safety Rules:

Students must travel in general space with his/her partner. Students must be aware and stay within their bubbles when moving in general space.

When students are striking to the different letter targets on the wall, there may only be ONE striker at a time. If there is already a partner set at that letter target, they must travel in general space to a different target.

While one partner is striking to a letter target, the other partner is holding the spelling list and offering corrective feedback when needed. 

Warm-Up:

  1. Students will enter gymnasium and have a seat in their own self-space. 
  2. Around the border of the gymnasium will be different hula-hoops filled with balloons and/or different types of striking balls.
  3. Choose 2-3 students to be the 'Striking Coaches"
    1. The 'Striking Coaches' will move in general space and attempt to 'tag' other students who are near. If a student gets 'tagged' they must walk with the coach to a hula-hoop and retrieve one piece of equipment to strike with.
    2. The "Striking Coach' must watch and assess the student while he/she volleys the ball consecutively for an attempt of 10 times in a row. The 'Striking Coach' will offer feedback as needed, to ensure the student has successfully warmed up his/her striking skills.
    3. Once the student has completed the challenge, he/she returns to movement in general space.
  4. Teacher may choose 1-2 different locomotor skills to be performed in general space to warm student's muscles and heart up. Teacher may also chose to do a couple of rounds, with different coaches and different challenges to be performed when the coach tags you.

Authentic Activity: 

Students will participate in an underhand striking activity that integrates spelling and reading skills. The teacher has two options:

  1. Teacher may create the spelling list for students on a word document or whiteboard/chalkboard. The words may relate to striking or can be pulled from their second grade language arts curriculum.
  2. Students may help teacher create spelling list. Students may chose 3-5 words to include on the list to spell. 

Once the spelling list is complete, you must tape letter targets around the gym wall, at different levels/heights. You may also put standing targets on the ground, where students must stand. This will challenge students to strike using different forces and levels. 

Students will work with a partner. One partner will be the coach and will hold the spelling list. Below are the steps to success in this learning task:

  1.  Partner A & B choose the word they would like to 'strike spell' first. 
  2.  Then, together, they travel through general space on a scavengar hunt to find the letter targets on the wall that they need. 
  3.  Partner A will strike first. Partner B will hold the spelling list.
  4.  Partner A finds the first letter target and chooses the distance away he/she will stand. Partner A demonstrate all critical elements of underhand striking while attempting to hit the balloon/ball to the target. 
  5.  If Partner A hits the target, he/she would switch with Partner B. 
  6.  Partner A & B cannot move on to the next work until they strike to every letter target needed for their word. 
  7.  If students finish early, challenge them to create a new word and 'strike spell' the new word. Studnents may also serve as coaches to other partner sets who may be struggling to 'strike spell.'
  8.  In closure, be sure to include essential exit questions that pertain to the levels and forces used when 'strike spelling.'

Modifications/Extensions:

Modifications: Change the equipment students use to strike. Spelling lists may also be modified: words may be shortened. Offer multiple targets of the same letter with different levels and distances away.

Extensions: Change the equipment students use to strike. Increase the difficulty of the words to spell. Increase the distance and height of the letter targets. Increase the amount of times student must strike the letter in order for it to be counted. 

Closure:

Students may complete the self-assessment during closure. In addition, teacher may ask some exit questions such as:

  1. How many words were you and your partner able to 'strike spell' today?
  2. Identify two levels and forces you used to 'strike spell' today.
  3. Name 1-2 critical elements of underhand striking you performed today to ensure your success in 'strike spelling.'
  4.  What is one challenge you and your partner faced today and what solutions did you find to overcome the obstacle/challenge?

Resources:

SHAPE America Standardshttps://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

Vocabulary/Spelling Words:

  • Striking
  • Volleying
  • Underhand
  • Upward
  • Volleyball 

Critical Elements for Performance:

Face the target in preparation for the volley.

Opposite foot forward.

Flat surface with hand for contact of the ball 

Contact with ball between knee and waist level.

Follow through upward and to the target.

Volleying Progressions

Suggested Learning Tasks:

Exploratives (Self->Partner->Small Group)

Striking balloons in the air

Striking a balloon forward

Striking with different body parts

Striking with lightweight objects

Learning Experiences Leading to Skill Development

Striking a ball using the correct technique (underhand pattern)

Striking a ball toward the wall/over a line

Striking a ball over a low net

Volleying with a partner

Learning Experiences Leading to Game Play

Hoop Volley

Two/Four Square

Keep it up

 

Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.

Volleying/Striking with Hands (Progressive Order with Critical Elements/Cues)

Underhand Volley/Forearm Pass/Bump

Flat Surface, Arms extended

Bend Knees

Extend to target (NO arm swing)

Overhead Volley/Set

Both arms extended over head (Crab fingers/Deer antlers)

Elbows Out

Move to get under the ball

Finger Pads absorbing the force (Give with the Ball/Absorb)

Volleying (Underhand)

To repeatedly hit an object upward

Face the target in preparation for the volley.

Opposite foot forward.

Flat surface with hand for contact of the ball or volleybird.

Contact with ball or volleybird between knee and waist level.

Follow through upward and to the target.

Volleying (Overhead) 

To repeatedly hit an object upward

Body aligned and positioned under the ball.

Knees, arms and ankles bent in preparation for the volley.

Hands rounded; thumbs and first fingers make triangle (without touching) in

preparation.

Ball contacts only the finger pads; wrists stay firm.

Arms extended upward on contact; follow through slightly toward target.

 

Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.