NHL STREET is designed to give the best of what sports can offer — having fun, staying active, making friends, learning teamwork, and creating life-long memories.
Through simple, game-based activities, students develop coordination and build social skills while experiencing the excitement of hockey in a format that works in any school environment.
The NHL STREET School Curriculum is designed to be inclusive and accessible, allowing students of all abilities and backgrounds to participate.
SHAPE America National Physical Education Standards
SHAPE America’s National Physical Education Standards define what a student should know and be able to do as result of a highly effective physical education program. The standards serve as an important framework to address the holistic development of students and ensure consistency and quality in physical education programs nationwide. States and local school districts across the country use the National Physical Education Standards to develop or revise existing standards, frameworks and curricula.
The National Physical Education Standards are utilized as the essential framework and guidance document within the NHL STREET School Curriculum.
Learn more about the SHAPE America National Physical Education Standards at shapeamerica.org/standards/pe.
References: SHAPE America. (2024). National Physical Education Standards. Champaign, IL. Human Kinetics.
Introduction to the NHL STREET School Curriculum
The NHL STREET School Curriculum was developed to provide physical education teachers with an exciting and fun, structured, standards-based approach to teaching hockey skills in a way that promotes inclusion, safety, and fun for all students. The lessons are designed to help students develop control, coordination, teamwork, and confidence through accessible hockey activities that require minimal equipment and setup.
This curriculum is organized into multiple lessons for each grade band, from primary through middle school. Each lesson follows a consistent format that includes a warm-up or introductory activity, skill development, application through small-sided play or challenges, and a closing reflection. The structure allows teachers to easily adapt lessons to their class size, available space, and daily schedule while maintaining clear learning goals aligned to SHAPE America’s National Standards and Grade-Level Outcomes.
Every lesson incorporates both Content and Language Objectives (CLOs) to support student learning. The content objective identifies the specific skill or concept students will demonstrate, while the language objective highlights how students will articulate their learning. Together, these objectives help students make sense of what they are learning and why it matters, encouraging them to express their understanding both physically and verbally.
The curriculum also integrates opportunities for learning aligned to Standards-Based Social Skills (SBSS) within each lesson. Students are encouraged to practice teamwork, cooperation, and encouragement during activities and reflections. These experiences promote empathy, respect, and sportsmanship, which are skills that extend beyond the gym and contribute to a positive learning environment.
In addition to promoting skill development, safety, and social skills, the curriculum emphasizes teacher flexibility and ease of implementation. Equipment and setup are consistent across lessons so that teachers can transition efficiently between activities and grade levels. Each lesson includes suggestions for differentiation and assessment, allowing teachers to adjust instruction to meet the needs of every student and to document progress toward physical education standards.
By combining purposeful structure with opportunities for reflection, communication, and cooperation, the NHL STREET School Curriculum helps teachers deliver standards-based, developmentally appropriate hockey instruction that supports the whole child. The sections that follow provide additional insight into the use of Content and Language Objectives, the integration of standards-based social skills, equipment needed, and approaches to assessment within this curriculum.
How to Use This Curriculum
This curriculum is designed to support physical education teachers in delivering developmentally appropriate, standards-based instruction that connects skill development, social-emotional learning, and student reflection. Each unit includes a sequence of lessons that build from foundational movement concepts toward applied performance in small-group or modified game settings.
Every lesson follows a consistent structure that supports ease of implementation and alignment across grade levels:
• Setup and Entry Routine: establishes safety, expectations, and transitions.
• Intro Activity: engages students immediately in movement while reviewing or previewing key concepts.
• Skill Introduction and Activities: combines direct instruction, exploration, and practice through individual, partner, and small-group challenges.
• Closure and Reflection: guides students in using language to explain, justify, or describe what they learned.
• Assessment Notes: provide teachers with opportunities to collect observational data on both physical skills and language use.
Teachers are encouraged to adapt activities to fit class size, available equipment, and instructional time while maintaining the lesson’s instructional focus and learning objectives. Each lesson emphasizes both movement outcomes (what students can physically do) and language outcomes (how students explain their learning). Over time, this dual focus helps students become more reflective and self-directed learners in physical education.
Why Content and Language Objectives Are a Part of This Curriculum
Each lesson in this curriculum includes both a content objective and a language objective. These objectives clarify what students are learning and how they can demonstrate their progress and understanding in different ways. In physical education, this approach connects movement and cognitive rigor, reminding teachers and students alike that every activity has a clear, standards-based purpose beyond participation.
There are two primary reasons to include language objectives alongside content objectives in daily lessons. First, they give students additional ways to demonstrate learning beyond physical performance. Some students will demonstrate progress through movement, while others may articulate their understanding verbally. This creates multiple pathways for success and helps teachers differentiate instruction to support every learner.
Second, aligning both content and language objectives with national standards reinforces the rigor and credibility of physical education. It helps distinguish PE as a discipline focused on learning outcomes rather than an extension of recess or unstructured play. This distinction strengthens how the subject is viewed and ensures students develop both physical and cognitive skills that support lifelong health and wellness.
Using CLOs provides structure for instruction and helps teachers connect physical practice with understanding. A short, student-friendly objective such as “I can move safely with my hockey stick and justify why it’s important to make safe choices with equipment” or “I can describe how I control the ball when I change directions” clarifies expectations and builds language skills. When students can talk about what they’re learning, they begin to internalize how and why they’re improving.
Teachers using this curriculum are encouraged to experiment with CLOs as part of daily instruction. Begin by reading the objectives aloud, referencing them during activities, and revisiting them during closure.
These small moments of discussion and reflection strengthen student understanding of standards-based concepts and elevate the overall learning experience in a high-quality physical education program.
Turn & Talk Structure
Turn & Talks are used throughout this curriculum to give every student a structured opportunity to think, speak, and listen to their peers. A Turn & Talk allows students to practice the language connected to the lesson’s content and language objective, reflect on skill cues, and articulate their learning.
During a Turn & Talk, all students get a chance to share ideas and hear someone else’s perspective. This routine also promotes equitable participation and supports the communication skills needed for success in PE and beyond.
To keep the structure consistent across lessons, each Turn & Talk follows the same simple routine:
1. Find a partner:
Before asking the question, the teacher ensures all students have a partner. This prevents lost time and ensures everyone has the ability to share their thoughts with a partner.
2. Pose the question:
The teacher poses a short, standards-aligned prompt connected to the lesson’s objectives.
3. Think first:
Students get a brief moment of quiet think time before speaking.
4. Share and listen:
One partner speaks while the other actively listens, then they switch roles. This ensures both students have time to contribute.
5. Return to the whole group:
After partners share, the teacher highlights a few student ideas. Sometimes a cold call or a quick share-out reinforces accountability and helps students stay engaged in future Turn & Talks.
While students are talking to their partner, the teacher circulates and listens to a few conversations. This allows for feedback and a chance to gather assessment data on how well students can articulate their learning.
Turn & Talks are intentionally included in each lesson because they support deeper understanding, reinforce standards-based instruction, and give all students opportunities to use language to articulate their learning.
Standards-Based Social Skills in This Curriculum
Standards-Based Social Skills (SBSS) are a vital part of physical education because they directly support students’ ability to work together, regulate emotions, and contribute to a positive learning environment. The SHAPE/NHL Hockey Curriculum embeds SBSS as an intentional and teachable component rather than treating it as an add-on to physical activity. When students learn to communicate respectfully, cooperate with teammates, and encourage others, they build the same foundational skills that support success across all areas of school and life.
Each unit in this curriculum includes at least one lesson where SBSS are the primary focus and assessment target. For example, in the final lesson of the K–2 hockey unit, students are asked to demonstrate how they encourage and support others during gameplay. This approach ensures that SBSS skills like empathy, self-awareness, and relationship building are practiced, observed, and reflected upon, just like physical skills.
Even outside of these dedicated lessons, SBSS are woven throughout instruction. Partner activities, cooperative challenges, and turn-and-talk discussions create opportunities for students to listen to one another, celebrate effort, and respond constructively when mistakes occur. Teachers are encouraged to highlight and model these moments, helping students connect how positive interactions contribute to safety, learning, and enjoyment in physical education.
Integrating standards-based social skills into physical education strengthens both individual growth and class culture. It allows teachers to educate the “whole child” by combining physical competence with social awareness, communication, and responsible decision-making. Through intentional reflection and practice, students develop habits of empathy, encouragement, and respect that extend beyond the gym and into other real-world contexts.
Assessment Guidance
Teachers should aim to collect multiple data points for each student across the entire unit, rather than attempting to assess every student every day. The goal is to build a well-rounded picture of student progress over time.
During each lesson, focus on observing approximately 10-12 students, recording both physical demonstrations and language evidence from discussions or Turn & Talks. Over the course of the five lessons, strive to have at least two to three documented observations per student.
For students who are not yet meeting grade-level expectations, revisit their scores later in the week or during station activities in Lesson Five to gather additional evidence of growth.
NHL STREET School Curriculum Data Tracker and Rubrics (K-8)
Equipment Overview
Lessons in this curriculum are designed to be flexible and accessible across a wide range of school settings. Each unit lists the recommended equipment for the full lesson sequence, along with suggestions for safe and appropriate substitutions. For example, foam balls or yarn balls can replace pucks, and pool noodles can serve as introductory hockey sticks for younger learners.
The K-5 portion of this curriculum is designed with the reality of elementary PE schedules in mind. Many teachers serve students in grades K–5 with only a few minutes between classes, which makes major equipment changes impractical. Each lesson intentionally strives to maintain a consistent gym setup so teachers can transition smoothly from one grade band to the next with minimal adjustments. While the skill focus and rigor increase from K–2 to 3–5, the core equipment arrangements remain similar. This approach allows teachers to maximize instructional time and create a predictable, safe learning environment for students across all grade levels.
NHL STREET Unit Plan, Grades 3–5
Lesson Focus/Skill SHAPE Standard
Lesson 1: Hockey Ready and Stickhandling Moving safely and maintaining control of the hockey ball/ puck.
Lesson 2: Stickhandle, Move, Pass Stickhandling and passing while moving.
2.5.1 Applies movement concepts and strategies for safe movement within dynamic environments.
3.5.4 Demonstrates safe behaviors independently with limited reminders.
1.5.11 Demonstrates striking with a long-handled implement in a variety of practice tasks.
Content and Language Objectives
By the end of the lesson, I will be able to … Move safely in general space with my hockey stick while changing directions and controlling speed.
Explain what might happen if I do not move safely or make good choices with equipment.
By the end of the lesson, I will be able to …
Control the ball/puck while moving and accurately pass to my partner.
Explain what helps me stay in control and make accurate passes to my partner.
Progressions/Notes
Reinforces stickhandling, safe movement, and situational awareness.
Partner and smallgroup activities to encourage combining stickhandling with passing.
Lesson 3: Ready, Aim, Shoot Shooting with force and accuracy.
4.5.4 Explains the rationale for one’s choices related to physical activity based on personal interests.
Lesson 4: Offensive or Defensive Strategies in Small-Sided Games
Teacher Note: This lesson is available in two versions*:
Lesson 4a: Offensive Strategies
Lesson 4b: Defensive Strategies Basic offensive and defensive strategies
2.5.2 Demonstrates knowledge of offensive strategies in small-sided invasion practice tasks.
Or
2.5.3 Demonstrates knowledge of defensive strategies in small-sided invasion practice tasks.
By the end of the lesson, I will be able to …
Use proper form to shoot a ball/puck accurately at different types of targets.
Explain why I choose certain shooting challenges based on what I want to practice.
By the end of the lesson, I will be able to …
Apply basic offensive strategies while playing in small-sided games.
Explain how specific offensive strategies help my team during smallsided games. Or
Apply basic defensive strategies while playing in small-sided games.
Explain how specific defensive strategies help my team during smallsided games.
Introduces the skill of shooting and provides students with opportunities to reflect on choices they make aligned with their own personal interests.
Applies offensive and/or defensive strategies. Players practice marking opponents, creating space, and quick transitions.
*Choose the version that best fits your instructional sequence. Most teachers will teach either offensive strategies or defensive strategies based on what students have learned in previous units. Do not teach both offensive and defensive strategies in the same lesson. If desired, teachers can extend this unit to six lessons by teaching both lessons.
Lesson 5: Small Sided-Games and Stations Modified small-sided gameplay with emphasis on a standardsbased social skill
3.5.3 Demonstrates respectful behaviors that contribute to positive social interaction in group activities.
By the end of the lesson, I will be able to …
Demonstrate respectful behaviors (encouragement, fair play, including others) that contribute to positive social interactions during hockey activities.
Explain how respectful behaviors helped my team work together positively during hockey activities.
Applying hockey skills in smallsided games and demonstrating respectful behaviors
Lesson 1: Hockey Ready and Stickhandling
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.5.1 Applies movement concepts and strategies for safe movement within dynamic environments.
Standard 3: Develops social skills through movement.
• 3.5.4 Demonstrates safe behaviors independently with limited reminders.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Move safely in general space with my hockey stick while changing directions and controlling the ball.
2. Justify why safe behaviors are important when using hockey equipment.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 3–5
MATERIALS NEEDED:
Hockey sticks (or pool noodles) for each student, ~12 cones, ~24 poly spots
SETUP AND ENTRY ROUTINE:
Before students enter, place all hockey sticks evenly spaced along the perimeter of the gym. This keeps the center space completely open for safe movement and allows the teacher to visually manage who is ready for equipment.
Activity One Assessment: Collect data on safe movement and controlled stickhandling.
Activity Two Assessment: The teacher collects data on whether students move safely. The teacher also notes whether students can verbally explain why safe behaviors are important when using hockey equipment.
Closure/Turn & Talk Assessment: Collect data on students’ ability to explain how they moved safely and why that was important.
Data Tracker and Rubric
Entry Routine
Explain that in today’s lesson, students will be learning how to move safely with control and awareness.
Teacher Prompt
` “Today we’re starting by showing that we can move safely with control and awareness. When I call your name, enter the gym and find personal space that isn’t touching any cones or dots. When the music begins, move using the locomotor skill I call out while keeping your eyes up and respecting others’ space. When the music stops, freeze in the hockey-ready position: feet apart, knees bent, eyes up, quiet body. Who can remind me what we do when the music stops?”
Ideal Student Responses
` “We freeze in hockey-ready.”
` “We keep our eyes up and bodies still.”
` “We stop our movement and wait for instructions.”
Intro Activity: Hockey Ready and Quick Freezes (~7 minutes)
While music plays, students travel through general space with the teacher calling locomotor patterns.
When the music stops, students freeze in hockey-ready: feet apart, knees bent, stick low (once they receive one), eyes up, voice level zero
After 2-3 consistent freezes, begin distributing hockey sticks:
Teacher Prompt
` “If you’ve shown safe movement and quick freezes, I’ll call your name to pick up a stick. Remember, the stick blade stays on the floor at all times.”
Students who need more time continue without a stick until ready.
Once students have sticks, add additional movement challenges:
• Shuffle left/right
• Move in a zig-zag pathway
• Move curved pathway
After three minutes, pause the music and give a challenge:
Teacher Prompt
` “If we can do three perfect starts and stops in a row with our sticks on the floor, eyes up, and voice level zero, we’ll move on to the next part of the lesson.”
Once students have demonstrated three perfect freezes in a row, gradually release students to place their sticks on the baseline and sit on their home base spots.
Purpose
Reinforces safety expectations and control before adding hockey sticks. Increases challenge with direction changes once sticks are introduced.
Communicate CLO (~5 minutes)
Teacher Prompt
` “Today you’re going to show me that you can move safely in general space with your hockey stick while changing directions and controlling speed. You’ll also be able to justify why safe behaviors are important when using hockey equipment.”
Teacher models
Safe: blade stays on floor, two hands on stick, eyes up.
Unsafe: high stick, swinging above the knees
Turn & Talk (~2 minutes)
` “Think about other times in PE when we’ve used equipment like bats, rackets, or sticks. Justify why safe behaviors with equipment are important. Use ‘because.’”
Ideal Student Responses
` “Safe behaviors with equipment are important because they prevent injuries and keep everyone safe.”
` “Safe behaviors are important because equipment like sticks or bats can be dangerous if we’re not careful and in control.”
Purpose
Encourages students to articulate why safe behaviors with hockey sticks are important and emphasizes community responsibility.
Activity #1: Stickhandling Pathways (~10 minutes)
ACTIVITY
Students each have a stick and ball.
They navigate through pathways using controlled stickhandling. The teacher models and describes cues for stickhandling: soft taps, use both sides of the stick, keep the ball under control
Teacher Prompts/Questions (to individual students during play)
` “Explain why keeping your stick blade on the floor is important when you’re moving through general space with other students around you.”
Ideal Student Responses
` “I need to keep my stick blade on the floor because if I lift it up, I could hit someone and hurt them.”
` “Keeping my stick blade on the floor is important because it prevents injuries when people are moving around me.”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use cones and poly spots to create 8–10 short pathways or lanes across the gym.
MODIFICATIONS: Wider cone spacing
Fewer direction changes
Only forward movement EXTENSIONS: Prompt students to keep their eyes up as they stickhandle
Allow two students to travel safely at the same time
(continued)
Stickhandling Pathways (continued)
ACTIVITY
Teacher Feedback (during play)
` “Nice work moving safely while you control the ball with light taps.”
` “Good job tapping gently with both sides of the stick.”
Purpose
Strengthens stickhandling and safe movements while traveling through space.
Assessment
Collect data on safe movement and controlled stickhandling.
DIAGRAM/SETUP DIFFERENTIATION
Activity #2: Stickhandling Obstacles and Direction Changes (~10 minutes)
ACTIVITY
Students each have a stick and ball.
They navigate through pathways using controlled stickhandling. The teacher models and describes cues for stickhandling: soft taps, use both sides of the stick, keep the ball under control
Teacher Prompts/Questions (to individual students during play)
` “Explain why keeping your stick blade on the floor is important when you’re moving through general space with other students around you.”
Ideal Student Responses
` “I need to keep my stick blade on the floor because if I lift it up, I could hit someone and hurt them.”
` “Keeping my stick blade on the floor is important because it prevents injuries when people are moving around me”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use the same pathways but add obstacles:
• Cones to weave through
• Spots students must go around
• Mini “decision points” where students choose left or right
MODIFICATIONS:
Wider cone spacing
Fewer direction changes Only forward movement
EXTENSIONS:
Prompt students to keep their eyes up as they stickhandle
Allow two students to travel safely at the same time
(continued)
Stickhandling Obstacles and Direction Changes (continued) ACTIVITY
Teacher Feedback (during play)
` “Nice work moving safely while you control the ball with light taps.”
` “Good job tapping gently with both sides of the stick.”
Purpose
Strengthens stickhandling and safe movements while traveling through space.
Assessment
Collect data on safe movement and controlled stickhandling.
DIAGRAM/SETUP
DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
` “Think about a time outside of PE when you need to move safely with awareness and control — maybe carrying something, riding a bike, or playing a sport. Justify why safe behaviors are important in that situation.”
Whole Group Share
[Call on 2-3 students to share aloud.]
Ideal Student Responses
` “When I’m riding my bike, safe behaviors are important because I need to watch where I’m going and control my speed so I don’t crash into people or things.”
` “In soccer, moving under control is important because it prevents injuries when we’re all running around the field together.”
Assessment
Collect data on students’ ability to explain why it’s important to show safe behaviors outside of PE.
Lesson 2: Stickhandle, Move, Pass
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 1: Develops a variety of motor skills.
• 1.5.11 Demonstrates striking with a long-handled implement in a variety of practice tasks.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Control the ball while moving and accurately pass to my partner.
2. Describe the skill cues for controlling the ball and making accurate passes.
MATERIALS NEEDED:
GRADE LEVEL: 3–5
Hockey sticks for each student, one ball per pair, ~12 cones for pathways, ~24 cones for passingpairs, poly spots
SETUP AND ENTRY ROUTINE:
Use the full gym by dividing it into two functional halves. On one side, create 8–10 short stickhandling pathways using cones, placing a pair of cones halfway down each pathway for “pass through the cones” targets. On the other side of the gym, spread 10–15 cone pairs throughout general space to create multiple passing areas where students can move freely and choose their own spots. Each student has a hockey stick, and each pair shares one ball. Keep wide, open lanes between all cone areas to ensure safe movement, smooth transitions, and easy teacher circulation for feedback and assessment.
ASSESSMENT DESCRIPTION:
Activity One Assessment: The teacher collects data on students’ ability to control the ball while moving, perform accurate passes, and explain what supported their control and accuracy.
Activity Two Assessment: The teacher collects data on students’ ability to move safely with control, accurately pass to a partner, and explain the strategies that supported their control and accuracy.
Closure/Turn & Talk Assessment: The teacher collects data on whether students can clearly explain what helped them stay in control while moving and what helped them make accurate passes to their partner.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today we’re going to learn how to control the ball while moving and make accurate passes to a partner. We’ll also describe the skill cues that help us do both of those things. As you enter, you’ll notice our hockey equipment is already setup around the gym.”
` “When I call your color row, enter and find personal space anywhere inside the boundaries, making sure you’re not touching any cones or other equipment. Remember our safety expectations: stick blade stays on the floor, eyes up, move under control, respect equipment and space, and freeze when the music stops. Who can remind me what we do when the music stops?”
Ideal Student Responses
` “We freeze right away.”
` “We get in hockey-ready.”
` “Eyes up and voice level zero.”
Intro Activity: Hockey Ready and Quick Freezes (~7 minutes)
Begin without sticks.
When the music plays, students move safely in general space using the locomotor skill the teacher calls out.
When the music stops, students freeze in the hockey-ready position: feet apart, knees bent, eyes up, quiet bodies.
[After 2-3 strong freezes, call students by name to pick up a stick and return to personal space.]
Teacher Prompt
` “If you’ve shown safe movement and quick freezes, I’ll call your name to pick up a stick. Remember, the stick blade stays on the floor at all times.”
[Continue movement with sticks: direction changes, pivots, backward movement, speed adjustments.]
[After three minutes, pause the music and give a challenge:]
Teacher Prompt
` “If we can do three perfect starts and stops in a row with our sticks on the floor, eyes up, and voice level zero, we’ll move on to the next part of the lesson.”
[Once students have demonstrated three perfect freezes in a row, gradually release students to place their sticks on the baseline and sit on their home base spots.]
Teacher Feedback
` “I like how you slowed down when you got close to the other students; that keeps everyone safe.”
` “Excellent choice freezing in the hockey-ready position when the music stopped.”
Purpose
Reinforces safety expectations in a more complex environment with equipment already setup.
Skill Introduction: Control and Accurate Passing (~8 minutes)
[Students sitting in their assigned home base spots.]
Teacher Prompt
` “Today our goals are to control the ball while moving and to make accurate passes to a partner. You’ll also be able to describe the skill cues for controlling the ball and making accurate passes.”
Teacher Demonstration
Model stickhandling while moving at different speeds, then demonstrate an accurate push pass to a partner.
Teacher Prompt
` “Let me show you what controlling the ball and making accurate passes looks like. Watch how I control the ball while I’m walking. Notice that I keep the ball close to my stick so it doesn’t bounce away. My eyes stay up so I can see space and people around me. When I’m ready to pass, I step toward my target and push the ball gently — I don’t slap at it. Then I follow through low, pointing my stick where I want the ball to go. These are all skill cues that help me stay in control and make accurate passes.”
Turn & Talk (~2 minutes)
` “You need to have control of the ball before you pass. Think about our last lesson when we practiced controlling the ball while moving. Describe the skill cues you used to keep control of the ball.”
Ideal Student Responses
` “The skill cues for controlling the ball are using soft taps, keeping the ball close to my stick, and using both sides of my stick.”
` “To control the ball, I use soft taps and keep my eyes up to see where I’m going.”
Purpose
Connects to previous lesson on ball control and introduces skill cues for accurate passing.
Activity #1: Stickhandling Pathways and Pass Through the Cones (~10 minutes)
ACTIVITY
Students work in pairs. Each student has a stick and ball.
Students are assigned a pathway to start at.
Stickhandle forward using controlled taps.
At the cone-pair midpoint, perform a pass through the cones.
Retrieve the ball safely.
Continue to the end of the lane.
Teacher Prompts/Questions (to individual students during play)
` “Show me how you adjust your speed to keep control.”
` “Show me how you make an accurate pass through the cones.”
` “What helps your pass go straight to your partner?”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use cones to create 8–10 short pathways across one half of the gym. Place a pair of cones halfway down each pathway to serve as passing targets. Each student has a hockey stick and ball. Ensure there is enough space between pathways for safe movement and for the teacher to circulate for feedback and assessment.
MODIFICATIONS:
Students who are struggling to control the ball may choose wider pathways or skip the pass on the first run through the lane until they regain control.
EXTENSIONS:
Challenge skilled students to increase speed between passes or perform two consecutive accurate passes through the cone pair before finishing the lane.
(continued)
Stickhandling Pathways and Pass Through the Cones (continued)
ACTIVITY
Ideal Student Responses
` “Pointing my stick where I want the pass to go helps me make an accurate pass.”
Teacher Feedback (during play)
` “Nice adjustment! Slowing down helped you control the ball before passing.”
` “Great job keeping the ball close; that made your pass more accurate.”
Purpose
Blends movement and passing to increase rigor.
Assessment
The teacher collects data on students’ ability to control the ball while moving, perform accurate passes, and explain what supported their control and accuracy.
DIAGRAM/SETUP DIFFERENTIATION
Activity #2: Move, Control, Pass in General Space (~10 minutes)
ACTIVITY
Pairs share one ball.
Students may move freely between:
• Stickhandling pathways (Activity 1 lanes)
• Passing cone pairs in general space
Pairs continuously:
• Move through space with controlled stickhandling.
• Choose a cone pair and perform an accurate pass.
• Retrieve the ball.
• Move to a new cone pair or enter a lane.
• Adjust speed and direction based on space and people around them.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Spread 10–15 pairs of cones throughout the other half of the gym to create multiple passing areas. Each pair of students shares one ball and each student has their own stick. Maintain wide, open lanes between cone pairs so students can move freely, choose their own passing spots, and transition safely between areas. This layout allows students to practice moving, controlling the ball, and passing in dynamic space while keeping the overall setup consistent with Activity #1.
DIFFERENTIATION
MODIFICATIONS/ EXTENSIONS: Students choose spaces that match their skill needs.
(continued)
Move, Control, Pass in General Space (continued)
Teacher Feedback (during play)
` “Slowing down helped your control. That made your pass more accurate.”
` “I like how you looked first before passing.”
Teacher Prompts/Questions (to individual students during play)
` “Show me how you adjust your speed to keep control.”
` “Show me how you make an accurate pass through the cones.”
` “What helps your pass go straight to your partner?”
Ideal Student Responses
` “Pointing my stick where I want the pass to go helps me make an accurate pass.”
` “When I step toward my partner and push gently, my pass goes where I want it to.”
Purpose
Challenges students to combine movement control, decision-making, and partner passing in dynamic space.
Assessment
The teacher collects data on students’ ability to move safely with control, accurately pass to a partner, and explain the strategies that supported their control and accuracy.
DIAGRAM/SETUP
DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
[Students return their sticks and sit on their home base spots.]
Turn & Talk Prompt
` “Today you practiced controlling the ball and making accurate passes. Describe which skill cue you did best and which skill cue you want to improve.”
Whole Group Share
[Call on 2-3 students to share aloud.]
Ideal Student Responses
` “The skill cue I did best was keeping my eyes on my partner. The skill cue I want to improve is following through toward them.”
` “I was good at using soft taps to control the ball. I want to improve at keeping the ball on my stick blade when I pass.”
` “I did my best at looking at my target. I want to improve my follow-through so my passes are more accurate.”
Assessment
Collect data on students’ verbal responses when describing which skill cues they did best and which they want to improve.
Lesson 3: Ready, Aim, Shoot
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 4: Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.
• 4.5.4 Explains the rationale for one’s choices related to physical activity based on personal interests.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Use proper form to shoot a ball accurately at different types of targets.
2. Explain why I choose certain shooting challenges based on what I want to practice.
GRADE LEVEL: 3–5
MATERIALS NEEDED:
One hockey stick per student, a mix of small and large soft balls, ~24 poly spots, 12-14 targets (cones, hoops, buckets, floor tape squares, walls, or goals), music for start/ stop cues.
SETUP AND ENTRY ROUTINE:
Before students enter, setup a variety of shooting targets around the gym. Each target should have two poly spots placed at different distances. Create wide travel lanes between targets to ensure safe movement. Hockey sticks should be placed along the perimeter for students to pick up when directed to.
ASSESSMENT DESCRIPTION:
Activity One Assessment: The teacher collects data on students’ ability to shoot with control, choose appropriate challenge levels, and verbally explain their choices using accurate language.
Activity Two Assessment: The teacher collects data on students’ ability to stickhandle, pass, and shoot with control, and explain their choices clearly in dynamic space.
Closure/Turn & Talk Assessment: The teacher collects data on students’ ability to explain why they make personal choices and connect that reasoning to their experience in PE.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today we’re learning how to shoot with control and accuracy. You’ll also be able to explain why you choose certain targets or distances based on what you want to practice.”
Teacher Prompt
` “When I call your name, pick up a hockey stick and a ball. You’ll have time to explore shooting at different targets around the gym. Remember our safety rules: stick blade stays on the floor, eyes up, move under control, and respect others’ space. When the music stops, freeze in the hockey-ready position with your stick on the floor and your ball under control. Who can remind me what we do when the music stops?”
Ideal Student Responses
` “We freeze right away.”
` “We get in the hockey-ready position.”
` “Eyes up, voice level zero.”
[Gradually release students by color rows to enter the gym and find personal space while avoiding targets and cones.]
Intro Activity (~7 minutes)
[Gradually release students in small groups to pick up a stick and ball and begin exploring shooting at targets. Play music as students explore shooting for 2-3 minutes. After 2-3 minutes, pause the music and give a challenge:]
Teacher Prompt
` “If we can do three perfect starts and stops in a row with our sticks on the floor, balls under control, eyes up, and voice level zero, we’ll move on to the next part of the lesson.”
[Once students have demonstrated three perfect freezes in a row, gradually release students to place their sticks and balls on the floor and transition to their home base spots.]
Teacher Feedback
` “Nice job keeping your stick blade low while shooting.”
` “I like how you controlled your ball after each shot.”
` “Great freeze with your ball completely stopped!”
Purpose
Provides exploratory practice with shooting while reinforcing safety expectations and control. Builds excitement for today’s focus on choosing challenges.
Skill Introduction: Shooting Cues and Choice Making (~8 minutes)
The teacher communicates the content and language objectives in student friendly language.
Gather students in homebase spots for debrief and instruction.
Teacher Prompt
` “Today our goals are to shoot the ball with control and accuracy, and to explain why we choose certain targets or distances. Watch how I aim at this target. I keep my ball close, my eyes on the target, and I step and push instead of slapping. My follow-through points right where I want the ball to go. I can choose a close spot to start or a farther spot if I want more of a challenge. You’ll make your own choices today and be ready to explain why.”
Turn & Talk (~2 minutes)
` “Explain why a player might choose a closer target or a farther target when practicing shooting.”
Ideal Student Responses
` “A closer spot helps me warm up and get control.”
` “A farther spot is a challenge when I’m ready for it.”
` “I choose depending on how confident I feel.”
Purpose
Builds language for explaining choices, aligning directly with the standard.
• In pairs or small groups, students are assigned a shooting station.
• Students choose a distance from the target (using poly spots at different distances) and practice shooting.
• Retrieve the ball safely and repeat until the signal to rotate.
• Rotate clockwise every 2 minutes on the teacher’s signal.
Teacher Prompts/Questions (to individual students during play)
` “Show me how you step and push when you shoot.”
` “Explain why you chose this shooting distance or target. What skill cue do you want to practice or improve?”
Ideal Student Responses
` “I chose the small target because I want to practice my accuracy and make my shots more precise.”
` “I chose the close distance because I want to work on my form before trying harder shots.”
Teacher Feedback (during play)
` “Smart choice moving to a smaller target once you were ready.”
` “Nice follow through! That helped you make an accurate shot.”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use the full gym with 12–14 targets placed in safe distances.
Place two poly spots at each target (near and far).
Each student has a stick and ball.
MODIFICATIONS/ EXTENSIONS:
Students can choose to take shots from various distances and smaller or larger targets.
(continued)
Stationary Shooting Challenges (continued)
ACTIVITY
Purpose
Builds accuracy, form, and reflective decision-making before adding movement.
Assessment
The teacher collects data on students’ ability to shoot with control, choose appropriate challenge levels, and verbally explain their choices using accurate language.
• Partner A stickhandles toward an open target, makes a controlled pass to Partner B
• Partner B receives and shoots at a target of their choice
• Retrieve safely
• Move to a new target and switch roles
• Pairs repeat continuously
Teacher Feedback (during play)
` “Smart choice challenging yourself at a larger target once you were ready.”
` “Nice step and push! That helped you make an accurate shot.”
Teacher Prompts/Questions (to individual students during play)
` “Explain why you chose this shooting distance or target. What skill cue do you want to practice or improve?”
` “Show me how you step and push when you shoot.”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use all targets from Activity #1.
Pairs share one ball; each student has a stick.
Open pathways remain for safe movement.
MODIFICATIONS/ EXTENSIONS:
Students can choose to take shots from various distances and smaller or larger targets.
(continued)
Choice Shooting Circuit (Stickhandle, Pass, and Shoot) (continued)
ACTIVITY
Ideal Student Responses
` “I chose the small target because I want to practice my accuracy and make my shots more precise.”
` “I chose the close distance because I want to work on my form before trying harder shots.”
Purpose
Brings together shooting, movement, and decision-making in dynamic space while reinforcing reflective verbal explanations.
Assessment
The teacher collects data on students’ ability to stickhandle, pass, and shoot with control, and explain their choices clearly in dynamic space.
DIAGRAM/SETUP DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
` “In PE today you chose a target or distance that matched how confident you felt. Describe a time outside of PE when you chose something because you wanted a challenge, or because you needed more control first.”
Ideal Student Responses
` “In math I tried a challenge problem because I felt ready.”
` “In music I played an easier song first to warm up.”
` “I chose a harder book because I like adventure stories.”
Assessment
The teacher collects data on students’ ability to explain why they make personal choices and connect that reasoning to their experience in PE.
Lesson #4a and #4b: Offensive or Defensive Strategies in Small-Sided Games
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.5.2 Demonstrates knowledge of offensive strategies in small-sided invasion practice tasks. or
• 2.5.3 Demonstrates knowledge of defensive strategies in small-sided invasion practice tasks.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Content: Apply basic offensive strategies while playing in small-sided games.
2. Language: Explain how specific offensive strategies help my team during small-sided games. Or
1. Content: Apply basic defensive strategies while playing in small-sided games.
2. Language: Explain how specific defensive strategies help my team during small-sided games.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 3–5
MATERIALS NEEDED:
Hockey sticks, soft balls, cones for two 3v3 courts, nets, cones/poly spots for strategy mini-stations
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks in general space on the gym floor. Provide ⅔ of the students with a ball on their way in the gym for the intro activity.
Activity One Assessment: The teacher collects data on how well students use offensive or defensive strategies safely in dynamic space and how clearly they can describe the strategy they used.
Activity Two Assessment: The teacher collects data on students applying the chosen strategy during play and whether they can describe the strategy using looks-like/sounds-like language.
Closure/Turn & Talk Assessment: The teacher collects data on students’ ability to describe the chosen strategy clearly and accurately.
Data Tracker and Rubric
Entry Routine
Explain that in today’s lesson, students will be learning how to apply basic offensive (or defensive) strategies and describe what they look like.
Teacher Prompt
`
“Today we’re warming up by working on safe movement and quick decisions. If you have a ball, your job is to keep control by moving into open space and protecting it. If you don’t have a ball, your job is to safely try to take one by tapping the ball away with the flat part of your stick; no swinging your stick, blade stays on the floor, eyes up to avoid collisions, and sticks stay on the floor at all times.”
` “If you lose your ball, become a defender and try to find a different ball. If you gain a ball, you become an attacker and try to keep it. You can only try to steal someone’s ball for five seconds, so if you don’t have their ball within five seconds, go find someone else and try to take their ball.”
` “When the music stops, everyone freezes in hockey-ready with eyes up and their stick on the floor. Let’s see who can move safely, stay under control, and make smart choices about space.”
[Gradually release students into the gym by the color of their row to get hockey sticks and a ball. The last row to enter the gym gets a stick, but not a ball — they will be the first group of defenders.]
Intro Activity: “Keep It / Get It” Stickhandling Game (~7 minutes)
Students with a ball stickhandle safely through general space, keeping their blade on the floor and eyes up. Students without a ball try to gain control of a loose ball by safely tapping it away (no lifting of the stick, no slashing).
If a student loses their ball, they become a “getter”; if they gain a ball, they become a “keeper.”
When the music stops, all students freeze in hockey-ready with their stick and ball under control.
Purpose
Introduces the idea of attacking (protecting/keeping the ball) and defending (regaining the ball), while preparing students for applying strategies in the later activities and games.
Communicate CLO (~7 minutes)
Teacher Prompt
` “Today we’re going to focus on offensive (or defensive) strategies. A strategy is a plan that helps your team during play. Let me show you an example.”
If focusing on Offense:
` “Watch how I move into open space after my teammate passes. Offense means helping your team keep the ball by spreading out, supporting teammates, finding open space, and trying to score.”
If focusing on Defense:
` “Watch how I stay between the player with the ball and our goal. Defense means protecting space, sliding with the opponent, and making it harder for the other team to score.”
` “Today, you’re going to be able to apply offensive (or defensive) strategies in our games and be able to explain how these strategies help your team.”
Turn & Talk (~2 minutes)
If focusing on Offense:
` Think about what you’ve learned about playing invasion games this year. Explain how spreading out (instead of bunching together) helps a team move the ball forward.
If focusing on Defense:
` Think about what you’ve learned about playing invasion games in PE this year. Explain how staying between your opponent and the goal helps stop them from scoring.
Ideal Student Responses (Offense)
` “Spreading out helps my team because it gives us more passing options and the other team can’t guard everyone.”
` “When we spread out, it helps us because there’s more space to move the ball and we don’t get in each other’s way.”
` “Spacing helps our team because the defense can’t cover all of us at once, so someone is usually open.”
Ideal Student Responses (Defense)
` “Staying between my opponent and the goal helps my team because they have to get past me first before they can shoot.”
` “When I’m between them and the goal, it helps because I can block their shot or make them pass.”
` “Positioning myself between the opponent and goal helps because it forces them to go around me or make a harder shot.”
Purpose
Builds a clear understanding of offensive (or defensive) strategies before students attempt to implement them.
Activity #1: Get Through the Gates / Strategic Movement in Pairs (~10 minutes)
ACTIVITY
Students work in pairs.
One partner begins as the Attacker with the ball.
The other partner is the Defender, staying in front with a low stick and controlled footwork.
The Attacker moves throughout general space trying to dribble through as many cone pairs as possible using control, direction changes, and speed adjustments.
The Defender tries to block the gates by positioning themselves between the Attacker and the open gate (no reaching or lifting sticks).
After 60 seconds, call “Switch!” and partners switch roles.
After two rounds, rotate partners to give students different offensive/defensive experiences.
Teacher Feedback (during play)
` “Nice job scanning the space before you moved. That’s a strong offensive choice.”
` “Great positioning on defense! You stayed between the player and the gate without reaching.”
Purpose
This activity prepares students for 3v3 play by strengthening essential strategic skills such as recognizing open space on offense, marking and blocking space on defense, and making quick, safe decisions in dynamic movement.
Assessment
The teacher collects data on how well students use offensive or defensive strategies safely in dynamic space.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Use 6–9 cone pairs spread out across half of the gym.
Cone pairs should be far enough apart to allow safe movement and clear paths between them.
Each pair shares one ball; each student has a stick.
DIFFERENTIATION
MODIFICATION:
Students who need more support can use larger gates or choose to slow the pace while focusing only on positioning or movement.
EXTENSION:
Students ready for a challenge can aim to reach all gates before time is up, work with a defender who applies more realistic pressure, and/or keep count of successful gates to compare improvement
Activity #2: 3v3 Mini-Games — Strategy in Action (~12
minutes)
ACTIVITY
Students play 3v3 games that emphasize offense or defense, based on teacher choice.
Rotate teams every 3 minutes.
If focusing on offense:
` Students focus on spacing, supporting the ball carrier, and moving to open space.
If focusing on defense:
` Students focus on guarding space, shadowing the ball carrier, and staying between the ball and the goal.
Teacher Feedback (during play)
` “Be sure to spread out when on offense.” or
` “Nice work staying between the player with the ball and the goal while on defense.”
Teacher Prompts/Questions (to individual students during play)
If focusing on offense:
` “Explain how the offensive strategy your team is using right now helps you score or move the ball forward.”
If focusing on defense:
` “Explain how the defensive strategy your team is using right now helps stop the other team from scoring.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
3v3 courts, each with:
• Two goals
• Boundary cones
DIFFERENTIATION
EXTENSION:
Add a “strategy card” (offense or defense) that teams must emphasize during their next round
(continued)
3v3 Mini-Games — Strategy in Action (continued)
Ideal Student Responses
If focusing on offense:
` “Spreading out helps my team because when I have the ball, I have multiple people to pass to.”
` “Supporting my teammate with the ball helps because if they get stuck, they can pass to me.”
` “Communicating by calling for the ball helps because my teammate knows I’m open and can pass to me.”
If focusing on defense:
` “Staying between my opponent and the goal helps my team because I can pressure them and make it harder to shoot.”
` “Working together on defense helps because when one person gets beat, their teammate can help cover.”
` “Communicating helps my team because we can tell each other who we’re guarding and when someone needs help.”
Purpose
Modified games provide students with opportunities to apply offensive (or defensive) strategies.
Assessment
The teacher collects data on students applying the chosen strategy during play and whether they can explain how the strategy is helping their team.
DIAGRAM/SETUP
DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
If focused on offense:
` “Think about the next time you play a game in PE, at recess, or outside of school. Explain how you could use one of today’s offensive strategies to help your team.”
If focused on defense:
` Think about the next time you play a game in PE, at recess, or outside of school. Explain how you could use one of today’s defensive strategies to help your team.
Ideal Student Responses
If focused on offense:
` “Next time I play soccer during recess, I’ll remember to spread out so my team has more passing options.”
` “When I play basketball, I’ll make sure to support my teammates by moving to open spaces so they can pass to me.”
` “Next time I play capture the flag, I’ll communicate more with my team so we know where everyone is.”
If focused on defense:
` “Next time I play defense in soccer, I’ll stay between my opponent and the goal like we did today.”
` “When I play tag, I can use the strategy of working with my teammates to corner people.”
` “Next recess when we play games, I’ll remember to communicate with my teammates about who we’re guarding.”
Assessment
The teacher collects data on students’ ability to explain how the offensive or defensive strategies they learned today can be used in other contexts.
Lesson 5: Small-Sided Games and Stations
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 3: Develops social skills through movement.
• 3.5.3 Demonstrates respectful behaviors that contribute to positive social interaction in group activities.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Content: Demonstrate respectful behaviors (encouragement, fair play, including others) that contribute to positive social interactions during hockey activities.
2. Language: Explain how respectful behaviors helped my team work together positively during hockey activities.
GRADE LEVEL: 3–5
MATERIALS NEEDED:
Hockey sticks (one per student), 6 soft hockey balls (or foam balls), 4 small goals (nets, hoops, or taped goal zones), ~12 cones for boundaries.
SETUP AND ENTRY ROUTINE:
Before students enter, setup 4–5 challenge stations around the gym. Each station highlights a skill students have learned throughout the unit (stickhandling, passing, shooting) and includes at least one that emphasizes encouragement. Clearly mark each area with cones and ensure safe spacing between stations. Place sticks, balls, and any additional equipment near the appropriate areas.
ASSESSMENT DESCRIPTION:
Assessment Note: While this lesson’s primary focus is assessing students’ ability to demonstrate respectful behaviors and contribute to positive social interactions during physical activity, the station format also provides valuable opportunities to capture additional data on students’ physical skill performance. Teachers are encouraged to collect or update evidence for any previously taught hockey skills (e.g., stickhandling, passing, shooting, and spatial awareness) as observed during the challenge stations.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today you’ll be applying the hockey skills you’ve learned throughout this unit in modified games and activities. Our focus is on demonstrating respectful behaviors — like encouragement, fair play, and including others — that help our teams work together positively. You’ll also be able to explain how these respectful behaviors helped your team during our activities. When I call your color row, enter and have a seat on your home base spots at voice level zero.”
[Gradually release students by color rows to enter the gym and sit on their assigned home base spots.]
Skill Introduction: Modified Games and Respectful Behaviors (~7 minutes)
[Students sitting in their assigned home base spots.]
Teacher Prompt
`
“Today our goals are to demonstrate respectful behaviors — like encouragement, fair play, and including others — that help our teams work together positively during hockey activities. You’ll also be able to explain how these respectful behaviors helped your team. Today, we’re focusing on how respectful behaviors make activities better for everyone.”
Teacher Demonstration/Modeling
` “An example of what respectful behaviors look like in hockey are when my teammate misses a shot, I might say ‘Nice try! You’ll get it next time!’ That’s encouragement. When I’m playing defense and the ball goes out of bounds off my stick, I call it honestly — that’s fair play. When I have the ball and see a teammate who hasn’t touched it much, I pass to them — that’s including others. These respectful behaviors help my team work together positively because everyone feels supported, everyone trusts each other, and everyone gets to participate and improve.”
Turn & Talk (~2 minutes)
` “Think about a time recently when someone on your team encouraged you or included you in an activity. Explain how that respectful behavior helped you or your team.”
[Partner discussion — 1 minute. Circulate and listen to responses, then call on 2-3 students to share with the class.]
Ideal Student Responses
` “When my teammate encouraged me after I missed a shot, it helped me because I didn’t give up and I kept trying.”
` “Someone included me by passing to me even though I’m not the best player, and it helped our team because everyone got to participate and improve.”
` “Fair play helped our team because when we played honestly, everyone trusted each other and had more fun.”
Purpose
Connects respectful behaviors to positive teamwork outcomes and prepares students to both demonstrate and explain how these behaviors help during activities.
Activity #1: Modified Games and Stations (~28 minutes)
ACTIVITY
Describe the stations and rules for the 3v3 modified hockey games.
Rotate students through 4–5 stations every 4–5 minutes. Remind students that on the signal, they have ten seconds to tidy up their station and leave the equipment as they found it.
Stations #1 and #2
• Divide students into teams of three.
• Each court plays continuous 3v3.
• No goalies; must make at least one pass before shooting.
• Create three obstacle courses that use half of the gym.
• Use cones, poly spots, and goals to mark the following sequence:
` Stickhandling Section: A short cone weave for stickhandling control.
` Passing Zone: Students retrieve their ball, stickhandle back toward their partner, pass it to the next person in line, and give a quick encouraging comment to the next player before they begin.
` Shooting Finish: A large target (goal, bucket, or hoop) at the end for students to aim and shoot toward.
• Students line up in small groups (2–3 per lane) so everyone gets multiple turns. Students in line encourage their peers who are engaged in the obstacle course.
DIAGRAM/SETUP
Half 1: 3v3 Game Courts
(Two, running baseline to half court, if space allows)
Create two small-sided game spaces using cones as boundaries.
Passing zone (students pass back to next player in line)
Shooting finish into a large target
DIFFERENTIATION
MODIFICATIONS:
Use fewer cones or wider spacing to help students maintain control while still experiencing success.
Allow students to shoot from a closer poly spot or at a larger target to encourage success
EXTENSIONS:
Place two or three poly spots where students must change direction on a cue (e.g., pivot left, pivot right, backward pull).
Groups try to complete as many relay cycles as possible within a set time and each cycle must show respectful communication to count.
(continued)
Modified Games and Stations (continued)
Teacher Prompts/Questions (to individual students during play)
` “Show me how you encourage your teammates.”
` “Explain how the respectful behaviors you’re using right now (like encouragement, fair play, or including others) are helping your team work together.”
Ideal Student Responses
` “Encouraging my teammates is helping us work together because they’re trying harder and not getting frustrated.”
` “Including everyone by passing to all my teammates is helping because everyone feels like part of the team and we’re all improving.”
` “Fair play is helping our team because when we follow the rules, no one argues and we can focus on playing.”
Teacher Feedback (during play)
` “Thank you for encouraging your teammate.”
` “You demonstrated respect to your partner by passing when they were open. Nice teamwork!”
Purpose
These activities give students meaningful opportunities to show respectful behaviors while engaging in hockey activities that draw on skills learned earlier in the unit.
Assessment
The teacher collects data on whether students demonstrate respectful behaviors during gameplay and can explain how the respectful behavior helped their team work together.
DIAGRAM/SETUP
DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
[Students return their sticks and sit on their home base spots.]
Turn & Talk Prompt
` “Think about activities outside of PE — maybe group projects at school, playing with friends at recess, or team sports. Explain how using respectful behaviors helps groups work together positively.”
[Partner discussion — 1 minute. Circulate and listen to responses.]
[Call on 2-3 students to share aloud.]
Ideal Student Responses
` “Using encouragement in group projects helps because when people feel supported, they contribute more ideas and work harder.”
` “Fair play helps teams during recess because everyone wants to play when they know the game will be honest and fun.”
` “Including others helps groups work together because when everyone participates, you get more ideas and everyone feels valued.”
Assessment
Collect data on students’ ability to explain how respectful behaviors help groups work together positively in contexts beyond PE.
