Unit Plan: Handball Kira Carre Matt Burford Josh Stanley ... · PDF filestop signal, and that...

Unit Plan: Handball 1

Unit Plan: Handball

Kira Carre

Matt Burford

Josh Stanley

EDUC 506-17

October 28th, 2012


Table of Contents

Introduction to the PE Class: pg. 3

Unit Plan: pg. 4

Lesson Plans: pg. 7

Lesson 1: pg. 7

Lesson 2: pg. 9

Lesson 3: pg. 11

Lesson 4: pg. 15

Lesson 5: pg. 17

Handball Handout: pg. 19

Summative Assessments: pg. 20

Cognitive assessment: pg. 20

Psychomotor assessment: pg. 24

Affective assessment: pg. 26


The PE Class

This unit plan has been created for a class of 24 grade 8 students in PE. The class is an even split of girls and

boys. Each class is 60 minutes long.

Of note is Jimmy, a student with a partial hearing impairment. Efforts will be made throughout the unit to

accommodate Jimmy. Important information will be displayed on whiteboards and walls around the gym, rather

than just verbally communicated. When verbal communication is unavoidable, the PE teacher will be certain to

stand close to Jimmy, and will ensure that he/she is facing in Jimmy’s direction the entire time, so that Jimmy

can lip read. Providing a copy of the lesson plan, or assigning a peer helper to Jimmy may also assist him.

The Unit

The handball unit is based on Teaching Games for Understanding. There is more of a focus on strategy and

formation then there is on directly teaching skills (ie through drills). The unit is focused on gameplay and

incidental learning. Accompanying the unit plan and 5 lesson plans are 3 summative assessments, one for each

of the domains in Bloom’s taxonomy.

The Space

This unit will take place in the school gymnasium. The gymnasium is large for a junior high school, a basketball

court fits comfortably with at least ten feet of space from the edges of the court to the wall on each side. A

divider can be used to separate the gym in to two halves. Each half of the gymnasium is large enough to

comfortably fit one volleyball court and a smaller sized basketball court. These smaller basketball courts will be

used as handball courts for this unit, with the key being the crease, and hockey nets used as goals.


UNIT PLAN

Grade: 8 Resources: International Handball Federation:

http://www.ihf.info/

Equipment: Wikipedia: Pinnies, nets, handballs, whiteboard, pencils, unit tests http://en.wikipedia.org/wiki/Team_handball

Dimension/Unit: Handball Dates: October 30th, 31

st, November 1

st, 2

nd, 5

th

Lesson General

Outcomes

Specific

Outcomes

Learning Activities/Teaching

Strategies

Assessment/ Evaluation/

Communication Safety Considerations

1

A – Activities

C –Cooperation

A8-1

A8-5

A8-10

A8-11

C8-3

C8-4

C8-6

Class Objectives: Students will know the types

of Handball Students will demonstrate

moving into space and making accurate passes

Games will focus on passing and utilizing teammates to move the ball down the court

No formal assessment today.

Observation of application of basic skills: Were students able to send and receive passes accurately, did students consistently attempt to create space and move for a pass and did students accurately answer questions

Ensure gym floor has been

swept and is free of obstacles

Remind students to keep their

heads up when running around

court

2

A – Activities

C –Cooperation

A8-1

A8-5

A8-10

A8-11

C8-3

C8-4

C8-6

Class Objectives: Students will demonstrate

effective defensive positioning

in relation to offense Students will demonstrate

proper defensive body position technique

Games will focus on ball movement and passing while introducing defensive teams and working on defensive concepts

No formal assessment today.

Observation of application of basic skills: Did students demonstrate proper defensive technique, did students stay with their check on defense and were students able to accurately answer questions

Ensure gym floor has been

swept and is free of obstacles Remind students to make sure there is space between courts

http://www.ihf.info/


3

A – Activities

C –Cooperation

A8-1

A8-5

A8-10

A8-11

C8-3

C8-4

C8-6

Class Objectives:

Passing –Students will

continue to show their skills in

passing and teamwork

Movement – Students will

continue to show their

understanding of the importance of moving to open

areas

Shooting – Students will learn

the techniques of effective

shooting Formation Strategy – Students

will understand the importance of a certain formation style

Activities will focus on shooting technique and strategies/formations

Ask reflective, open-ended questions, regarding formation and strategy

Review questions: Ask

questions about Handball

(what they learned)

How should your body

position look if you want

to receive a pass?

What should you do after

you pass?

How can we successfully move the item forward if

we are playing in a narrow

court?

Why would you want to

jump into the crease?

Where should you receive

the pass if you want to

jump into the crease?

When shooting at the net,

where should one aim?

Watch out for the walls,

pylons, cones, nets so they do

not run into them or slip on

them

People getting hit in the face

People running into to one

another

Rolling ankles when they land

4

A – Activities

C –Cooperation

A8-1

A8-5

A8-10

A8-11

C8-3

C8-4

C8-6

Class Objectives:

Passing –Students will continue to show their skills in

passing and teamwork

Movement – Students will

continue to show their

understanding of the

importance of moving to open

areas

Shooting – Students will

continue to work on their

shooting techniques Dribbling – Students will

learn how to dribble the ball during the game

Activities will focus on all skill areas

Ask open-ended questions regarding gameplay, skills, and player choice:

Ask what other sports can

we use these kind of skills

in

Ask what the benefits are with dribbling and what

the challenges arise? Ask what was harder,

playing with a goalie or playing trying to hit targets? Why?

Watch out for the walls, others,

cones, and nets so they do not run into them or slip

Getting hit in the face with a

ball

Getting hit anywhere with the

ball Running into others


of the game, leading up to gameplay in this class and the next

5

A – Activities

C –Cooperation

A8-11

B8-7

C8-3

C8-5

C8-6

Handball unit test Handball skills assessment

(students self-assess) Round robin handball

tournament, full gameplay – 4 teams (pre-determined), semi-final and final

See handball rules outlined on

Lesson Plan 5 for rules that will

be used in this class – different

from “official” rules

Formative assessment day –

cognitive, affective,

psychomotor

Keep head up, especially when

transitioning between games

When shooting, students need to keep the ball low to prevent unnecessary contact with the goalie’s head


Physical Education Lesson

Grade: 8 Unit: Handball, Lesson 1 Date: October 30th

General

Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life Specific

Outcomes

Basic

Skills

Application of

Basic Skills

Functional

Fitness

Body

Image

Well-

being

Communi-

cation

Fair Play

Leadership

Team

work

Effort

Safety

Goal Setting/

Personal

Challenge

Active Living In

the

Community

1, 5 10, 11 3 4 6

Introduction/Warm Up (10 mins)

Introduction

Introduce types of Handball –Beach and Indoor

Walk around and point out important lines of court

Warm up

Timed Tag

Divide students into four teams, two teams and one ball per

half court

One team starts off with a rubber chicken and must ‘tag’ the opposing players with the ball.

Students must pass the chicken in order to ‘tag’ the players

out of the game. Players may take three steps with chicken.

Players cannot throw the chicken at the other players. If

players go outside the boundaries they are out.

Time to see how long it takes each team to ‘tag’ all the

opposing players out.

Assessment/Evaluation/Comments Students will circle around white

board for introduction/instructions

Give handout with lines of court to

every student

Remind students of “Freeze” as the

stop signal, and that equipment

should be place on the floor when

teacher is talking

Players are not allowed to dribble Play at least twice, to see if they

can beat their time

Learning Activities/Teaching Strategies (35 mins)

Activity One: (5 mins)

Students will get into groups of three

Player with the bean bag will pass to either

partner and cut to the open pylon.

Player catching the bean bag will then

pass and cut to the open space pylon.

Increase challenge by increasing court

distance.

Have students count the number of

successful passes

Progression (5 mins)

Have students toss the bean bag to the open pylon and it is

the responsibility of one of the other players to make it there

in time and catch it Count the number of successful passes

Activity Two (5 mins)

Keep students in groups of three

Gradually increase the intensity by asking the students to

walk around the gym, then jog, then run and pass the bean

bag

Get students to count the number of consecutive passes they

can make, if they drop the ball, they have to start counting

again

Students can pick their own groups

Emphasis on passing followed by

cutting to open space

Beanbags may only be tossed

underhand

Show target and signal for pass Students should demonstrate

accurate passing

Students should focus on catching

pass while on balance and

maintaining a strong base

Question: How can you make yourself

ready to receive a pass?

Give student choice of underhand

or overhand pass

Students must stay two arm lengths

away from group mates Once students are comfortable, see

which group can get the most

consecutive passes in 1 minute

Question: What type of pass was better for


Activity Three (15 mins)

Divide students into six teams (4 per team), two teams per

court

Teams try to score by placing the bean bag down on the

opposing team’s end line.

They are allowed to take as many steps as they want and as

many passes

Opposing team tries to ‘tag’ or touch the player holding the

bean bag

If they ‘tag’ the player holding

the bean bag, it is turned over to the

other team. Give the player 3 meters to

pass in the turned over bean bag

After a few minutes progress to

only 5 steps, then to 3 steps

Rotate winning teams after 5

minutes

Progression : (5 mins)

Make courts narrower and

have them play again

shorter distances? Longer distances?

Set up three courts with cones

Number students off (1-6)

Each player must touch the bean

bag before scoring

Emphasize short passes

Question: When might longer passes be

better than short ones?

Question: When you don't have the chicken,

what can you do to increase your chances of getting it?

Students should understand that

this is harder because they cannot

space out and it is harder find open

space to get open

Question: What makes this game

harder/different?

Closure/Cool Down (5 mins)

Ask students to gather equipment and sit down in

front of the white board

Debrief: Ask students to call out important lines,

what the types of handball are, and what helps them

receive/make a space

Next class: Adding defense

Assessment:

No formal assessment today. Observation of application of basic skills:

Were students able to send and receive

passes accurately, did students consistently attempt to create space and move for a pass and did students accurately answer questions

Equipment

-12 cones -3 different colors

-24 Pinnies

-8 Bean bags

Safety Considerations

Ensure gym floor has been swept and is free of obstacles

Remind students to keep their heads up when running around

court



Grade: 8 Unit: Handball, Lesson 2 Date: Oct. 31st

General

Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Specific

Outcomes

Basic

Skills

Application of

Basic Skills

Functional

Fitness

Body

Image

Well-

being

Communi

-cation

Fair Play

Leadership

Team

work

Effort

Safety

Goal Setting/

Personal

Challenge

Active

Living In the

Community

1, 5 10, 11 3 4 6

Introduction/Warm Up (10 mins)

Introduction

Will continue to develop Handball skills

Working on adding defense today

Warm up

Get students in groups of 5

Start with 2 play ground balls and have them stand in a circle

and pass in a star pattern

Gradually add more handballs to the group until all group

members have ball

Assessment/Evaluation/Comments Students will circle around white

board for instructions

If students pick this up easily, can

ask them to count consecutive

passes

Students should try different types

of passes (underhand, overhead,

bounce)

Learning Activities/Teaching Strategies (35 mins)

Activity One: (7 mins)

Get students into pairs

Partner A has a ball and moves around the gym while partner

B follows

On whistle, Partner A tosses the ball up and B tries to catch the ball before it hits the ground

Partner B is trying to stay close enough to Partner A to be

able to catch the ball when it is tossed

Partner A is trying to get away from Partner B and then

trying to toss the ball so that B cannot catch it

Activity Two (10mins)

Get students into groups of 4 (use pinnies)

Two are on offense and two are on defense

Keep away- students attempt to make consecutive passes without allowing defenders to intercept the passes

Students should count the number of successful passes they

can make

Once defense gets ball, they go on offense

Allow students to choose size of area they wish to play in

(using lines on court), get them to try least two different

sizes

Progression (10 mins)

Same activity, put students in groups of 6 for 3 on 3, and

after a few minutes get students in groups of 8 for 4 on 4

Students can choose court size again ________________________________________________

Activity Three (18 mins)

Get students in a line and pair

students off

Students should demonstrate

marking an opponent

Remind students to stay low on

defense Switch offense and defense every

minute

Switch pairs after a few minutes

Question: What made this activity

easy/hard?

Question: What type of body position was

better for the defense?

___________________________________

Ask students to join another pair

from pervious activity

Students will need to move to an

open space to receive a pass

Students should communicate with

each other, letting ball carriers

know who and where to pass to

Short, quick passes will be more successful than long, lob passes

Students cannot run with ball

Defensive Cues: Stay low, knees

bent, stay on balls of feet, and push

off outside foot (to change

direction)

Students will need to move into

open space and defense will

practice marking

Assign students into groups, give


Two teams of 4 play against each other in the attempt to

score more points than the other team

Each team has one 'goalie' who may move anywhere along

the end line as long as he/she stays behind this line

To score, players must pass the ball up the court and to the

goalie; if the goalie catches the ball

behind the end line, a point is awarded

Each player on the team must

touch the ball before a point can be

awarded

Defenders may not touch the ball carrier, the defender simply tries to

prevent the opponent from making a

successful pass

out pinnies when students are in

groups of 4

Question: Did defensive strategy change as

the number of students increased?

Set up three courts with cones Use same groups of 4 from last

activity (will need pinnies)

After a point is won, a new goalie

must take the place of the current

goalie

Students start with passing only,

no steps with ball

After first game, allow students to

take 3 steps

Rotate winning teams clockwise

after 4 minutes Questions: Did defensive strategy/technique

change when offense was moving forward

towards a goal?

Closure/Cool Down (5 mins)

Ask students to gather equipment and sit down in

front of the white board

Debrief: What does good defensive body position

look like? Where does the defense want to position

their body to prevent offense from getting the ball?

Next class: Shooting and offensive formations

Assessment:

No formal assessment today. Observation of application of basic skills:

Did students demonstrate proper defensive

technique, did students stay with their check

on defense and were students able to

accurately answer questions

Equipment

-12 cones -3 different colors

-24 Pinnies

-25 small playground balls

-4 Gator Balls


Ensure gym floor has been swept and is free of obstacles

Remind students to make sure there is space between courts



Grade: 8 Unit: Handball, Lesson 3 Date: Nov. 1st

General

Outcomes


Specific

Outcomes

Basic

Skills

Application of

Basic Skills

Functional

Fitness

Body

Image

Well-

being

Communi

-cation

Fair Play

Leadership

Team

work

Effort

Safety

Goal Setting/

Personal

Challenge

Active

Living In the

Community

1, 5 10, 11 3 4 6

Introduction/Warm Up (15 minutes)

Spilt class into 4 different groups. (6 members each)

2 games

Each team has 4 bowling pins they must set up in their goal or

beside the goal. Students must knock down their opponents

bowling pins by throwing a ball at it to knock it over.

Students cannot leave their half unless they jump over the line

and release the ball before they land and return after they

have landed with no ball

Students can only take 3 steps with ball and then pass it or

throw it

There will be 4 balls in play

The balls will be form and range in different sizes

Have teams play all teams before the warm up is finished

Assessment/Evaluation/Comments

Explain the game before sending

them off in teams

Have a good start stop word or

whistle so it is easy to stop and get

them ready for the next game

Explain the objective is to hit the

targets and not the people

Have pinnies for 3 of the teams

Break up teams evenly as they will

be in these groups all class

Learning Activities/Teaching Strategies

Activity One –Shoot Out Relay (15 Minutes)

Keep students in the groups they are already in

Explain the crease and that no one is allowed in the crease

except the goalie. All shots must come from outside this

crease

Have the group members stand in a line that is back from the

crease line. Have one member stand right next to the crease

line.

The students in the line will pass a dodge ball to the person near the crease and run towards the crease. They will receive

a pass back and throw the ball at one of the five targets set up

in the goal

Explain to students that once they receive a pass they have 3

steps before they shoot as long as they do not step in the

crease.

Explain there are many different types of shots and that they

should try them all, however do not tell what the shots are.

They them figure it out themselves.

The team who hits all the targets first wins.

Activity Two – Lane Handball (15 Minutes)

Staying in the groups they will now play a game against other

teams.

We will show them a certain formation strategy that shows

where they should be when on defense and where they should

be on offence (they will quickly see that both are in the same

line)

They will now play a game where they must move the ball up

the court and shoot to hit the targets in the net.

Players cannot move with the ball unless its their 2 steps

Use flat cones to show the crease

Net should be in the middle and at

the back of the crease

Demonstrate using one group and

have other groups follow

Ask what kind shots would be more

effective in what kind of situations

Ask them to show you some

different kinds of shots that will be effective

Make sure they are able to perform

the jump shot as well as the

standing shot

SEE ATTACHED DIAGRAMS

Use 2 groups to demonstrate the

game

Ask group how the strategies

change when we add the defender

Ask groups how staying in the

lanes helps with the game?

Make sure everyone is passing to

everyone

Again use flat cones to make the


They must stay in the lane that we have just discussed. In this

lane will also be the other player form the other team. So the

both of them learn how to play with man-on-man coverage

Emphasize the concept of passing and getting an open shot

Must make at least 3 passes before you shoot

PROGRESSION

Use a smaller ball. Keep playing with smaller balls until we

start to play with an actual handball

Have students switch lanes so they get to experience the

different areas

Activity Three – Pin Handball (15 Minutes)

crease

Discuss defensive positioning – see

layout on test answer key

Staying in the same groups they will play games

Using the knowledge of everything they learned in class they

will attempt to knock over the 5 pines lined up along the goal

line

The lane are in play however players can move all around the

court if they feel they have a better chance to score

Must have at least 5 passes before they can shoot

No moving with the ball unless it is the 3 steps that is allowed

Closure/Cooldown: (1 Minute)

Have everyone come together

Ask questions about Handball (what they learned)

How should your body position look if you want to receive a

pass?

What should you do after you pass?

How can we successfully move the item forward if we are

playing in a narrow court?

Why would you want to jump into the crease?

Where should you receive the pass if you want to jump into

the crease?

When shooting at the net, where should one aim?

Games for 5 minutes then switch

the opponents

3 different games for a total of 15

minutes

Make sure everyone is playing and

getting involved

Ask them how the strategy changes

when you are allowed to move

from just your lane?

What are the benefits from the lane and what are disadvantages

Assessment:

Ask Questions

Observations

Equipment

-Foam Balls (different sizes)

-Cones/Pylons

-Pinnies

-Bowling Pines

-Goals


-Watch out for the walls, pylons, cones, nets so they do not run

into them or slip on them

-People getting hit in the face

-People running into to one another

-Rolling ankles when they land



Grade: 8 Unit: Handball, Lesson 4 Date: Nov. 2nd

General

Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life Specific

Outcomes

Basic

Skills

Application of

Basic Skills

Functional

Fitness

Body

Image

Well-

being

Communi

-cation

Fair Play

Leadership

Team work

Effort

Safety

Goal Setting/ Personal

Challenge

Active Living In the

Community

1, 5 10, 11 3 4 6


Spilt times into 4 groups (different than other times)

Explain concepts we learned last class

Warm up will be Lane Handball. A game we learned last

class

Students will recall that they have one person to defend and

that they must pass to move the ball and get open in order to

have a better shot

Assessment/Evaluation/ Comments

Explain the game before sending

them off for the warm up

Have a good start stop word or

whistle so it is easy to stop and get

them ready for the next game

Have the crease made with flat cones

Emphasize skills that we learned

last class

Learning Activities/Teaching Strategies

Activity One – Dribbling Knockout (10 Minutes)

Students will all be given a ball and they must dribble their

ball in the activity area

Students must maintain a controlled dribble while trying to

knock away other peoples balls as well as watching out for

people trying to knock their ball

Once your ball in knocked out, the students will get their ball

and then stand on the side line and try to knock others from

that point

As the numbers decrease the size of the playing area smaller

PROGRESSION (5 Minutes)

Make the activity area smaller

Make the activity area smaller while they playing

Activity Two – Lane Handball With Dribbling (10 Minutes)

Get students back into 4 groups

Explain that in Handball you are allowed to dribble. You are

allowed to dribble after you take 3 steps and when you stop

you can take 3 steps again but then you must stop and either pass or shoot. Once you have used your dribble and stopped

you cannot dribble again until you have passed the ball and

received in back

They will be playing the lane handball game again however

this time they are allowed to dribble

In this game they will pass dribble and shot, but one in their

lanes.

A defender can steal the ball when you are dribbling so you

must be cautious of your surroundings

Use the lines on the gym floor as a reference for the playing area

If there is not enough handballs

use basketball balls, handball balls,

volleyball balls or any balls that

bounce. They only need to learn

the skills that come with bouncing

(where to bounce the ball, look

around, where are you in space

etc.) they do not necessarily need

the handball.

Reinforce safety rules Walk around to help and give

feedback

Ask students what kind of

strategies they need and are using

Demonstrate using a student and

yourself

SEE DIAGRAMS WITH

LESSON 3

Demonstrate using one group and

have other groups follow

Have pinnies ready for teams

Talk about how it is different from

not being allowed to dribble

Ask what kind of strategies you

need to know that you are allowed

to move? What is better?

Make sure everyone is playing and

getting a turn to pass


Objective is too knock down the targets in the goal

Teams must make at least 4 passes before shooting

Activity Three – Handball Games (20 Minutes)

Playing Handball games against other teams

Playing with goalies not targets

Playing with dribbling and passing

Must make a pass to everyone on the team before shooting

Explain that when a ball goes out of bounds behind the net it

is the goalies ball. Out of bounds to the side means it the

opposites teams ball.

Goalies can not leave the crease, however students can rotate

their goalies around so they all get a chance to play

Closure/Cooldown: (5 Minute)

Have everyone come together

Ask questions about handball (what they learned)

Ask what other sports can we use these kind of skills in

Ask what the benefits are with dribbling and what the

challenges arise?

Ask what was harder, playing with a goalie or playing trying

to hit targets? Why?

Games for 7 minutes then switch

the opponents

3 different games

Assessment:

Ask Questions

Observations

Equipment

-Foam Balls (different sizes)

-Cones/Pylons

-Pinnies

-Bowling Pines

-Handballs

-Basketballs


-Watch out for the walls, others, cones, and nets so they do not

run into them or slip

-Getting hit in the face with a ball

-Getting hit anywhere with the ball

-Running into others



Grade: 8 Unit: Handball, Lesson 5 Date: November 5

th

General

Outcomes


Specific

Outcomes

Basic Skills

Application of Basic Skills

Functional Fitness

Body Image

Well-being

Communi-cation

Fair Play

Leadership

Teamwork

Effort

Safety

Goal Setting/

Personal Challenge

Active Living

In the Community

11 7 3 5, 6


1. Handball unit test (10 minutes) 2. Handball skills assessment (students) (5 minutes)

3. Handball affective behaviors rubric (students) (5 minutes) Students can do

both the unit test, skills assessment, and affective rubric at the same time.

Students can write while sitting wherever they choose in the gym, so long as

they are separate from each other. Students that finish quickly must wait

quietly until their classmates have finished writing. Collect all tests and

assessments at the end of 20 minutes.

4. Divide class up in to pre-determined teams (see attached team rosters). Each

team must come up with a team name, and team cheer. The team cheer will

be presented to the opposing team before the start of each game. Jimmy’s

team will have to ensure that Jimmy can hear the discussion about the cheer, meaning that they will have to be standing close to him, and that they are not

facing away from him when they speak. (2 minutes)

Learning Activities/Teaching Strategies (35 minutes)

Round robin (see attached round robin schedule). Games are to be played with full

rules, which students have learned throughout the unit. There will be two courts, one

on each half of the gym. Use the half-size basketball courts as boundaries, and hockey

nets as goals. The key will be utilized as the crease on these courts. Games are 6 on 6,

and 6 minutes long. No one can be the goalie more than once. At the completion of

each game, a representative from each team will tell the teacher who won. The teacher

will keep track of game results in order to set up the final rounds.

After scores have been reported, teams move to their next game. The teacher will give

instructions to touch a set of objects as quickly as possible before moving to the next

game:

1. “Touch something red, a chair, and a wall”

2. “Give someone not on your team a highfive, and touch two walls”

3. “Touch a door, a bench, and three lines on the gym”

4. “Touch all four walls, and a whiteboard”

As soon as both teams have completed their task and arrived at the court, team cheers

can begin, followed by the start of the game. The goal is for students to be moving as

quickly as possible between games, and to keep energy high.

Closure/Cool Down (3 minutes)

Each student needs to give a high five to ten different people, and then bring in all the

equipment.

Assessment/Evaluation/

Comments

Rules of handball (in our class) 1. If a pass is incomplete, or

if the ball goes out of bounds, the ball goes to the defensive team

2. Players have three seconds and three steps with the ball. They must then either dribble, shoot, or pass. Failure to do so results in a turnover.

3. If a player handles the ball in the crease, it is a turnover

4. There must be 3 passes before a team can shoot. Failure to pass the ball 3 times before shooting results in a turnover

To assess Specific Outcome C8-

6: identify and demonstrate

positive behaviours that show

respect for self and others,

observe the team cheers. If an

individual is not participating in

the cheer with enthusiasm, then

they have not met this specific

outcome.


Equipment 4 nets

2 handballs

4 sets of pinnies (6 each, red, green, blue,

yellow)

24 unit tests

24 pencils

Whiteboard, to write down team rosters and

schedule

Safety Considerations Keep head up, especially when transitioning between games

Students need appropriate footwear, as toes may be stepped on

When shooting, students need to keep the ball low to prevent

unnecessary contact with the head of the goalie

Red Pinnies Blue Pinnies

Gerry D. Stephanie

Leslie Malcolm

Mario Tabitha

Hayley W. Mark

Frank T. Jimmy Tammy Suzy S.

Green Pinnies Yellow Pinnies

Peter F. Luigi

Jessica Amanda Sarah Wayne

Gerry Z. Hayley E. Frank O. Peter T. Suzy Q. Jimi H.

Round 1

Round 2

Round 3

Court 1 Court 2 Court 1 Court 2 Court 1 Court 2

Near side Near side Near side Near side Near side Near side

Red Blue Green Red Yellow Blue

Green Yellow Yellow Blue Red Green

Far side Far side Far side Far side Far side Far side

Semi-Finals

Finals

Court 1 Court 2 Court 1 Court 2

Near side Near side Near side Near side

1st Place 2nd Place Gold Medal Game

Bronze Medal Game

4th Place 3rd Place

Far side Far side Far side Far side


Handball Handout

Handball is a team sport in which two teams of seven (six outfield players and a goalie) pass a ball to try to score a

goal on the other team. The team with the most goals at the end of the game wins. The player with the ball can

pass, dribble (at least once every three steps), or shoot. Players have 3 seconds to do one of these three things.

Failure to do so results in a turnover. Players can go wherever they like on the court, with the exception of the

crease around each net – only the goalie can be in the crease. The only time a player may touch the ground inside

the crease is if they jump before throwing the ball and land in the crease, throwing the ball while in the air.

The six outfield players are: wingman (left and right), backcourt (left, right, and centre), and pivot. On defense,

these six outfielders typically form a shell around the 6 metre line, with 5 on the line itself, and one covering

players on the 9 metre line.

Rule infractions in an official game of handball result in a penalty throw from the 7 metre line. The goalie stands at

the 4 metre line, and cannot move forward from the mark before the player throws.

Handball is most frequently played indoors, but there is another form of handball played outdoors on beaches.


Handball Unit Test

Name: ________________ (1 mark)

Date: ________________

Mark: /20

1. What are the two types of handball? (2 marks)

2. In an official game of indoor handball, how many players are on the court for each team, including

the goalie? (1 mark)

3. What are the three choices a player has when they have the ball? (3 marks)

4. True or false:

An offensive player can run through the crease. T / F

A defensive player may run through the crease. T / F

A player may land in the crease after performing a jump shot. T / F

/3

5. Johnny has the ball in both hands. What are his choices now? How much time does he have to act?

(3 marks)


6. There are 6 offensive positions in indoor handball. Name 4 of them. (2 marks)

7. On the following diagram, mark the position of all 6 defensive players playing a 5-1 defensive

strategy, using an X for each player. (3 marks)

8. On the following diagram, label the 9 metre line. (1 mark)

9. On the following diagram, draw a triangle where a player taking a penalty shot would throw from.

(1 mark)


Handball Unit Test Answer Key

Name: ________________ (1 mark)

Date: ________________

Mark: /20

1. What are the two types of handball? (2 marks)

a. Indoor and outdoor, 1 mark each

2. In an official game of indoor handball, how many players are on the court for each team, including

the goalie? (1 mark)

a. 6 players and 1 goalie, total of 7, 1 mark

3. What are the three choices a player has when they have the ball? (3 marks)

a. Dribble, pass, shoot, 1 mark each

4. True or false:

An offensive player can run through the crease. T / F

A defensive player may run through the crease. T / F

A player may land in the crease after performing a jump shot. T / F

/3, 1 mark each

5. Johnny has the ball in both hands. What are his choices now? How much time does he have to act?

(3 marks)

a. Johnny may pass or shoot, 1 mark each. He has 3 seconds to act, 1 mark


6. There are 6 offensive positions in indoor handball. Name 4 of them. (2 marks)

a. Left and right wingman, left and right backcourt, center backcourt, pivot, 0.5 marks each for a

maximum of 2 marks

7. On the following diagram, mark the position of all 6 defensive players playing a 5-1 defensive

strategy, using an X for each player. (3 marks)

8. On the following diagram, label the 9 metre line. (1 mark)

9. On the following diagram, draw a triangle where a player taking a penalty shot would throw from.

(1 mark)

0.5 marks per correctly placed X, for a total of 3 marks

1 mark for correctly placing the triangle

1 mark for correctly labeling the 9 metre line


Physical Summative Assessment (Skill Assessment)

At the end of the unit the teacher will give the student a mark out 5 for each skill. The mark will be based

on how the teacher felt the student did at each skill. The mark will be individual, which means if there are

some students who are not the best but they have improved from day they will be able to get a high mark

because they are showing how far they have come. This is also beneficial for those who were initially

great at the game because they will be able to perform at a high level. As long as they are showing they

are working hard and completing the activities they are able to get a high.

Each student will also fill out his or her own assessment. They can decide how they feel they have done in

the physical aspect of the unit. They will be filling out the exact same assessment as the teacher.

If the results are very different between the teacher and student then the teacher needs to discuss with the

student why they are different and why they deserve the mark they gave themselves.


Physical Assessment:

Unit: Handball

Name: _______________

Date: _______________

Use the scale below answer to each question.

Low High

1 2 3 4 5

1. How much success did the student have at each skill?

Passing

Dribbling

Shooting

2. How effective was the student at getting into space/getting open?

3. How effective was the student at being a teammate?

4. How effective was the student at using communication?

5. How well was the student at showing his or her sportsmanship and fair play?

6. How well did the student understand the rules of the game?

7. How motivated was the student to play the game?

8. How well did the student adapt to the unique situations of the sport?

9. Overall how well did the student do?

Other Comments:


Affective Assessment

Students created their own rubric at the beginning of the year based on the characteristics they thought

were important to be successful in Physical Education. At the end of each unit, teacher will ask student to

give themselves a score in each section and explain why. Teacher will also give a score and the average

will be taken. This is the rubric they came up with:

5 4 3 2 1

Attitude

Models exemplary sports like behavior and positive attitude, accepts winning and losing respectfully, shows respect of opponent.

Consistently follows rules, good attitude, displays cooperation, works hard for self and others.

Inconsistently follows rules, plays well when on winning team or when being observed by teacher.

Uncooperative, bends rules to suit self, displays inappropriate frustration and anger towards others, celebrates mistakes of others.

Physical or verbal abuse to others, doesn’t follow rules, complains about task, concern only for self.

Effort

Gives top effort daily, models a high level of participation, self-motivated, committed to improving personal fitness, encourages others.

Consistent daily effort, good level of participation, displays quality movement during game play, stays on task, maintains personal fitness.

Needs some reminders to participate, puts forth minimum effort, contributes little to team play, does not work hard enough to improve personal fitness.

Poor effort, little or no movement during activity, numerous excuses for inactivity, socializing interferes with participation.

Avoids participation, excessive socialization, off task, interferes with others learning, displays a poor attitude towards activity.

Participation &

Preparation

Excellent attendance, always on time and prepared for class activity; i.e. running shoes, proper PE clothing.

Good attendance, almost always on time, prepared for daily PE activity; ie: running shoes, proper PE clothing.

Fair attendance, frequently tardy, inconsistently prepared for class with running shoes, proper PE clothing.

Seldom prepared with running shoes, PE clothing, often late or absent from class.

Consistently late or absent, does not change into PE clothes, repeated comes up with excuses for missing PE clothes

Behavior

Respectful of all classmates, helps others when needed, positive and fair game play, follows safety rules, treats equipment with care, models self-control.

Supportive of all students in class, follow directions, active listener, follows safety rules, treats equipment with care, stays on task during activity.

Needs some reminders to: listen and follow directions, to follow safety rules, to use equipment appropriately, and to stay on task during activity.

Needs constant reminders to stay on task and follow directions. Talks during directions, ignores safety rules, argues with others during activity, negative comments directed towards others.

Interrupts teacher when talking, asks inappropriate questions, abuses equipment, disrespects safety rules, disrespects others, a danger to self and others in class, refuses to stay on task.

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