Apple to Bucket

Lesson Plan

Grade(s): 5 Unit: Striking and Fielding Games

Lesson: 4 of 6

H&PE Curriculum Expectations

2015 H&PE Curriculum Expectations: 1.3, A1.1, A3.1, B2.3

2019 H&PE Curriculum Expectations: B1.1, B3.1, C2.3

Learning Goals

By the end of this lesson, students will be able to:

demonstrate responsibility for their own safety and the safety of others as they participate in physical
activities involving equipment

demonstrate the tactical strategy of sending an object away from the defensive team

demonstrate active participation and communication skills while working with team mates verbally and
non-verbally, to cover space and field the ball.

Safety Requirements

Refer to the Ontario Physical Activity Safety Standards in Education .

Equipment List
1 bat per group

1 low-impact ball (e.g., soft skin, whiffle, mush balls) per group

1 tee or large pylon per group

10 – 16 pylons

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 15 – 24 beanbags

15 – 24 coloured hula hoops or skipping ropes

1 tennis ball per group (optional)

1 tennis racquet per group (optional)

Teacher Resource: Anecdotal Recording Chart

Teacher Resource: Checklist

Appendix: Stretches

Warm-Up

Students will gradually increase their heart rate by participating in the following activity.

Number by Colours

Students play in groups of four.

Each group needs three hula hoops of different colours (or three skipping ropes of different colours,
with their ends tied together to make three circles). Spread the hoops or ropes out in the “fielding” area.

Place two pylons next to the “batting” area, 8 – 12 metres apart, for the batter to run between.

The batter uses an overhand throw to toss three beanbags out into the field. The batter then runs
between the pylons.

Fielders cannot start collecting until the last beanbag has been tossed. They then each collect a
beanbag and use an overhand throw to toss it into one of the hula hoops or ropes.

Once all beanbags have been collected, the batter stops running at the nearest pylon. Players then
rotate positions, each time attempting to beat their previous score.

Consider increasing the number of beanbags to be collected.

Minds On

Share and clarify the lesson Learning Goals with the students. Have students reword Learning Goals using
their own words. Students will share newly worded Learning Goals orally.

In a large-group discussion, students identify strategies they used in the Warm-Up activity to bat
successfully.

Teacher prompt: “How did you beat your score when you were playing Number by Colours?” Student
response: “I threw the beanbags to the open spaces, away from the fielders.”; “I threw the beanbags over a
variety of distances.”

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Review with students the Success Criteria for Striking with a Bat shared in Lesson 2. Share with students
additional strategies to increase their chances of success, such as:

Strike the ball into the open space, away from fielders.

Vary the length of the backswing and follow-through to send the ball over a variety of distances.

A&E - Minds On

Teacher observation with verbal feedback of students’ prior knowledge of batting strategies

Action
Apple to Bucket

Students work in groups of 5 – 6.

The objective of the activity is to strike a ball into open space without it being caught.

The “tree” (batter) wants to strike its “apple” (soft skin or low-impact ball) off a tee or large pylon so that
it hits the ground before a “bucket” (fielder) is able to catch it.

If the “tree” succeeds in having the “apple” hit the ground, the batter scores five points.

Consider the following point system to encourage teamwork on the field: If the “apple” is caught with no
bounce, the fielders are each awarded five points. If the “apple” is caught after one bounce, the fielders
are each awarded two points. If the “apple” is retrieved before it stops rolling, the fielders are awarded
one point. If the fielder calls “mine” to indicate they will receive the ball, fielders are awarded one point.

Once the “tree” has had three batting opportunities, all team members jog one lap around the activity
area, and one of the “buckets” takes a turn as the “tree.”

Use a larger bat or use a larger implement such as a tennis racquet to decrease the level of difficulty.
(Use tennis balls with tennis racquets.)

Students may continue to throw the ball instead of striking it with an implement to successfully
demonstrate the tactic of sending away from fielders.

For an additional challenge, have two batters strike a ball simultaneously. Ensure batters are a safe
distance apart.

NOTE: Establish a line or an area into which the batter must hit the ball to avoid the ball simply rolling on the
ground to the fielders. This gives the fielders a chance to catch the ball.

A&E - Action

Teacher observation with anecdotal writing of students’ ability to participate safely and communicate
effectively using Teacher Resource: Anecdotal Recording Chart

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Teacher observation with feedback of students’ application of striking and fielding movement strategies using
Teacher Resource: Checklist

Cool-Down

Students gradually decrease their heart rate to a resting rate by participating in the activity below. Students
should also stretch the body parts that have been active throughout the lesson. See Appendix for stretches.

Students do an easy jog around the activity area, rotating arms, shoulders and ankles. They then cool
down with a group stretch, led by the teacher. Stretch muscles from head to toe.

Bring students back together. Ask students to identify one strength and one area for improvement
regarding their ability to hit the ball away from fielders.

Consolidation

In a large-group discussion, students identify the batting and fielding tactics and strategies they are using to
play successfully.

With partners, students connect the movement strategies used in this lesson to the ones that they learned in
Lesson 3. Have partners share with the class how these skills and strategies are similar or different. How did
the skills and strategies learned in Lesson 3 help their understanding and participation today?

Using the Popcorn Strategy, ask students to share how they demonstrated active participation during the
lesson. Provide feedback.

A&E - Consolidation

Teacher observation of students’ demonstrated knowledge and application of the skills and strategies
required for successful striking and fielding and their ability to demonstrate active participation during the
activity

Ideas for Extension

Number by Colours

Play as outlined in the Warm-Up but have students strike three soft skin or other low-impact balls off a
tee or large pylon with a bat or a tennis racquet.

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