Stage 1: Desired Results

Lesson This unit has been created to introduce camping games, or fun summer games to the students.
Overview: There will be a station rotation created to allow the students to cycle through 10 stations in the
8 classes, as well as participate in outdoor games as well. The games include croquet,
horseshoe, shuffleboard, can jam, corn hole, spike ball, ball pong, scooter hockey, hacky sack,
and ladder toss. These games will be separated in grouping of 1-7 and then 8-4 (8-10 and 1-4)
for other days
Today we will be cycling through station 1,2,3,4,5,6,7
GOs: General Outcome C Students will interact positively with others.
General Outcome D Students will assume responsibility to lead an active way of life.
SOs: A8–1 select, combine and perform specific locomotor skills in a variety of activities to
improve personal performance
A8–2 select, combine and perform locomotor skills by using elements of body and space
awareness, effort and relationships to improve personal performance
A8–3 select, combine and perform specific nonlocomotor skills in a variety of activities to
improve personal performance
A8–4 select, combine and perform nonlocomotor skills by using elements of body and space
awareness, effort and relationships, to improve personal performance
A8–5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy
and distance in skills specific to an activity
A8–6 select, combine and perform manipulative skills by using elements of space awareness,
effort and relationships, with and without objects, to improve performance
A8–10 select, combine and perform activity-specific basic skills in a variety of games
A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort with
others; e.g., team/fair play, in order to achieve a common activity goal
B8–2 demonstrate and monitor ways to achieve a personal functional level of physical fitness
C8–1 communicate thoughts and feelings in an appropriate respectful manner as they relate to
participation in physical activity
C8–2 discuss positive active living role models
C8–3 demonstrate etiquette and fair play
C8–5 recommend practices that contribute to teamwork
C8–6 identify and demonstrate positive behaviors that show respect for self and others
D8–1 participate regularly in, and identify and describe the benefits of, an active lifestyle
D8–7 evaluate different ways to achieve an activity goal, and determine personal and team
approaches that are challenging for both the individual and the group

Learning Students will:

Objectives  Students will understand the fundamental rules of croquet
 Students will understand challenges regarding a horseshoe
 Students will understand the rules of shuffleboard
 Students will understand how to play can jam
 Students will understand rules of corn hole
 Students will understand rules of spike ball
 Students will know how to play ball pong
 Students will be able to take what they have learnt and implement it into their daily
lives.

Stage 2: Assessment Evidence

Formative Knowledge Recall Summative
Assessment Assessment
STEM
1-Skills
2-Teamwork/ Cooperation
3-Active Lifestyle STEM

Students will be given a number from

1-4 in the categories above. Mainly in
an Observation format.
1(limited)
4(Excellent)

 Stage 3: Learning Experience

Prior to  Teacher supervision Resources:  Croquet sticks
Lesson:  Space consideration  Balls
 Expectations for equipment use  Hoops
and clean up  Pegs
 Expectations for each station and
Horseshoes
equipment that will be present
 Rules for all games so that
 Ringers
students will understand how to  Disks
treat each other and the  Shuffle stick
equipment.  Disk
 As a class, we will go over the  Can
rules and regulations  Ring
 Pylon
 Spike ball net
 Spike ball
 Table tennis ball
 Cups
 Gatorskin balls (for gaga ball)
 Sanitation bottles
 Paper towels

Time: Content/Description Differentiation/

Assessments:
Introduction:
10 Review of Previous Concepts/New Learning: STEM
minutes Warmup and Stretch
 Students will warm up with a game of GAGA BALL
Transition
Meet at white board for further explanation, attendance, break up into teams,
and review of stations.
Body:
8 Learning Activity 1: Explanation of station open and accessible for the STEM
minutes lesson.
Verbally list and explain the general understandings of each station open:
  Croquet (1)
can be played by two, four players. The object of the game is to hit your ball(s)
through the course of six hoops in the right sequence in each direction and finish
by hitting them against the center peg. The side which completes the course first
with both balls wins.
 Horseshoe (2)
If both of one player's horseshoes are closer than the opponent's, two points are
scored. A ringer scores three points. In the case of one ringer and a
closer horseshoe, both horseshoes are scored for a total of four points. If a
player throws two ringers, that player scores six points
 Shuffleboard (3)
The Players (or teams of two players, one at each end) take turns going first
during a game. Flip a coin to decide who plays yellow and who plays brown;
yellow starts the first end. Players slide disks alternately. To start, the four
yellow disks are placed within the right half of the 10-off area and brown disks
within the left side, the small thin triangle in the middle of this area dictating the
middle boundary of each side. Each disk must be played with a cue and the
sliding motion must start within the 10-off area and finish within the scoring
triangle. If a disk does not reach the furthest deadline, it is immediately removed
from play. Any disk that tips off the edge of the court is also immediately
removed from play.
 
Naturally, players will aim both to push their own disks into the scoring areas or
strategically advantageous positions while also attempting to knock opponents
disks out of play or into the 10-off area.

 Can Jam (4)

Can Jam scoring is relatively simple. Normally, it takes 21 points to win.
Whichever team has the most points at the end of the time is the winner.
DINGER (1 point): Your teammate deflects the disc to hit the can.
DEUCE (2 points): The disc throw hits the can, unassisted by a teammate.
BUCKET (3 points): Your teammate deflects the throw into the can.
INSTANT WIN: The disc throw goes into the can through the small slot
opening in the front. Game over.
 Corn Hole
Cornhole (also known regionally as bags, sack toss, or bean bag toss) is a lawn
game in which players take turns throwing 16 ounce bags of corn kernels at
a raised platform (board) with a hole in the far end. A bag in the hole scores
3 points, while one on the board scores 1 point
 Spike Ball
A player starts a point by serving the ball down onto the Spikeball net so it
ricochets up at his opponents. The returning team has up to 3 hits between them
(think bump, set, spike) to return the ball back onto the net. The rally continues
until a team can't return the ball onto the net within their three touches.
 Ball Pong
 Pong is generally played by teams of two in which each team takes turns
throwing a table tennis ball into the other team's cups. Once a ball lands in a
cup, the cup is taken away and the opponent then does 10 jumping jacks. If both
 teammates hit cups, the balls are rolled back and they get to shoot again.

5 Transition
Separate students into their groups of 4 ready to begin at a station and
understand the rotation will go
1
2
3
4
5
6
7
30 Learning Activity 2: STATION ROTATION STEM
minutes  Students will rotate in groups of around 4
 (around 10 groups dependent of class size)
 Students will spend 10 minutes at each station and then rotate.
 Students will continue this cycle for the duration of class.
EACH STATION WILL…
 Have a number so it makes it easier to see which station to go to next
Have a set of rules so that if they need extra clarification it is accessible.
Transition
Call students back into the white board.
Consolidation:
5 Review of Key Concepts/Point to Next Class: STEM
minutes
Clean up whatever needs to before next group.

Questions
Do students understand the expectations of each station?
Do students understand the rotation cycle?

Amazing job today everyone! Next class we are going to be playing tchoukball
or kick ball outdoors or GAGA ball indoors dependent on weather.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: