SHAPE STANDARDS
S1.E25.K- Strikes a ball with long-handled implement Developmentally appropriate/emerging outcomes appear in Grade 3.
S4.E6.K- Follows teacher directions for safe participation and proper use of equipment with minimal reminders.

CASEL STANDARDS
Responsible Decision-Making: Evaluating

ASSESSMENT RUBRIC

 

Objective: Dribble in a straight line while walking

Hockey Unit | Level 2

TECHNIQUE
Today we are going to learn how to dribble in a straight line while walking. 

IMPORTANCE
Dribbling in a straight line while walking is important because it is the first step to moving the ball from one point to another.

VOCABULARY
Dribble: to advance a ball or puck by giving it a series of short pushes.

When dribbling in a straight line while walking, it is important to:

1. Bend your knees and lean forward.

2. Keep the ball close to your body.

3. Use both sides of the hockey stick to control the ball.

PRACTICE

  1. I will divide the class into two groups. One group will start on the baseline and the other group will start on the end line. When I say, "GO!" dribble your ball while walking to the midline. When you reach the midline turn around and dribble back to where you started. When you reach the baseline or end line, sit down so I know that you are done.
  2. Repeat as many times as needed.

COLOR RUN

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
20 tall cones (4 red, 4 yellow, 4 blue, 4 green, 4 orange)
1 hockey stick per student
1 Wiffle Ball per student

STORYLINE
Today we are playing Color Run. Your goal is to dribble in a straight line while walking to the correct color cone.

INSTRUCTIONS

  • Before the game begins, line up shoulder-to-shoulder on the baseline with your hockey stick and ball. 
  • When I say a color, dribble to that color and back to the baseline.
  •  Try your best to stay in one lane when dribbling.
 

Game 1: Play as indicated above. Call out various colors.
Game 2: Call out fruits or vegetables. Students have to run to whatever color the fruit or vegetable is.
Game 3: Call out articles of clothing that specific students are wearing (ex. “Dribble to the color of Susie’s shirt”). 
Game 4: Call out objects in the immediate area (ex. “Dribble to the color of the sign in the corner”).
Game 5: Choose students to call out different colors.
Game 6: Set a time limit all students must be back at the baseline by. Count down aloud so students are aware.
Exit Ticket: Students dribble in a straight line as they go to put their equipment away.

 

TEACHING TIPS

  • Approach:
    • Ask students to place their ball between their feet when they get back to the baseline to indicate they are ready for the next game.
    • Try to trick students by calling out colors that are not on the field.
  • Safety:
    • Remind students to dribble with their heads up. Focus on not bumping into others when dribbling.  
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • When dribbling, keep the ball __________ to your body.
    • Today I encouraged a friend by...

MIND READER

mind reader.png

TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
1 hockey stick per student
1 Wiffle Ball per student
1 blindfold
10 short cones
1 hula-hoop

STORYLINE
Today we are playing Mind Reader. Your goal is to dribble in a straight line while walking back and forth to trick the minder reader.   

INSTRUCTIONS

  • I will select a mind reader to stand in the center hula-hoop with a blindfold on.
  • Everyone else will begin on the baseline with their hockey stick and ball.
  • When I say, "GO!" the mind reader will spin around in a circle, counting down from "45".
  • Everyone will dribble their ball back and forth from the baseline to the midline.
  • When the mind reader reaches "0" everyone must freeze. The mind reader will have five seconds to guess how many people are on the baseline.
  • If the mind reader guesses correctly, everyone must run a lap around the boundary cones.
  • If the mind reader guesses incorrectly, he/she must run a lap around the boundary cones.
  • The teacher will pick a different mind reader each game.
 

Game 1: Play as indicated above.
Game 2: Create a different challenge if the mind reader guesses wrong (10 jumping jacks, push-ups, sit-ups, lunges, wall-sits, etc.)
Game 3: Increase or decrease the amount of time students have to go back and forth from the baseline to the midline.
Exit Ticket: Students dribble in a straight line as they go to put their equipment away.

 

TEACHING TIPS

  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • When dribbling, keep the ball __________ to your body.
    • Today I encouraged a friend by...

REVOLUTION RACE

TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
2 hockey sticks
2 Wiffle Balls
2 tall cones
4 dots (1 red, 1 yellow, 1 blue, 1 green)
Optional: 4 + dots (1 red, 1 yellow, 1 blue, 1 green)

STORYLINE
Today we are playing Revolution Race. Your goal is to dribble in a straight line while walking and make your way around the entire square.

INSTRUCTIONS

  • I will divide the class into two teams. Each team will form a single file line behind their team’s short cone.
  • The course runs in a clockwise direction.
  • When I say, “GO!” you have to dribble around the course with your hockey stick and ball. Each team will end at the opposite team’s line.
  • When you get to the next team, give the first student in line your hockey stick and ball so that he/she may go. Then, go to the back of the line.
  • We will begin a new game once everyone has had a chance to go around the course.
 

Game 1: Play as indicated above. Remind students they should be walking.
Variation: To increase participation, create more courses and teams (depending on class size and classroom management).
Exit Ticket: Students dribble in a straight line as they go to put their equipment away.

 

TEACHING TIPS

  • Approach:
    • Starting with a demonstration is crucial for students to understand which direction they are meant to dribble in and which line to end in.
    • To increase difficulty, have students dribble around the entire course and line back up at their original line.
  • Safety:
    • Dribblers should be mindful not to dribble into each other when getting to the next dot.
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • When dribbling, keep the ball __________ to your body.
    • Today I encouraged a friend by...