Gaga/Hand/Dodgeball Unit

Cid Padron
Title of Unit and Physical Education, Grade Level Grade 7-9
Subject: Gaga/Hand/Dodgebal
l

Teacher: Cid Padron Number of Days 7 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of a variety of manipulative games

(Gagaball, Handball, and Dodgeball), which consists of focusing on specific skills, such as

striking the ball towards specific targets, dodging the balls, and teamwork skills. Students will

be assessed based on their cooperation, fairplay, team work, and how they lead a healthy and

active life. The unit focuses on helping each other to create a positive environment for

everyone, while ensuring that students are being safe by following the safety standards or

expectations set by the teacher, while working towards leading an active and healthy life.
Grade 7-9 Basketball Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology

Students should be
cautioned about
maintaining a low follow
through on their hits to
prevent physical contact
with others. The ball is
never dribbled, picked up,
Gagaball Introduction or held.
Introducing the game of
Gagaball. Explain the rules and Watch for allegiances
the safety of Gagaball. getting out of hand in
Observation Why do we only aim for the
Introduce the two variations of targeting specific
(F) feet or in between the knee
Gagaball individuals on a constant
and your feet?
basis. Dodgeballs
C8-1 Cooperation,
Revenge Gagaball
C8-3 Fairplay, and How do we properly strike in
Day 1 This variation allows students to If using the pits, do not Gagaball Pit
Gagaball C8-6 Teamwork Gagaball?
get back in the game when the allow students to lean or
D8-1 (S)
person that got them out is out. sit on the boards. Pinnies
D8-3 What strategy is better,
Healthy and dodging the ball or attacking
Elimination Gagaball When whistle is blown,
Active Living with the ball? Being defensive
This variation is an elimination, stop and listen
(S) or more aggressive?
once a person gets out, they are
out for good. Allow students to No kicking the ball
get back in the game if they
catch a ball that was going out. When you are sitting out,
don’t lean or sit on the
boards

Remind students to be
aware and be careful of
balls

Talk about the boundaries

Day 2 Gagaball C8-1 Observation What is the best strategy to get Dodgeballs
C8-3 (F) into the Monarch/Royals pit? Monarch/Royals Court Students should be
C8-6 Have two Gagaball pits set up. cautioned about 2 Gagaball Pits
D8-1 Cooperation, What is the best way to stay in Have a Monarch/Royals pit and maintaining a low follow
 through on their hits to
prevent physical contact
with others. The ball is
never dribbled, picked up,
or held.

a Peasants pit. People in the Watch for allegiances

Peasants pit can move up to the getting out of hand in
Monarch/Royals pit if they get targeting specific
one/two people out. If they get individuals on a constant
you in this pit, it will be a basis.
Fairplay, and Revenge style game to let them
Teamwork go back, but in the If using the pits, do not
the Monarch/Royals court?
(S) Royals/Monarchs pit will be allow students to lean or
D8-3 eliminated. When they get out sit on the boards. Pinnies
Did you prefer Recreational or
Healthy and in the Monarch/Royals pit,
Competitive?
Active Living students will go back to the When whistle is blown,
(S) Peasants pit stop and listen
2 Tiered Gagaball Games
Have two Gagaball pits. One for No kicking the ball
Recreational and one for
Competitive. Let the students When you are sitting out,
choose don’t lean or sit on the
boards

Remind students to be
aware and be careful of
balls

Talk about the boundaries

Day 3 Handball C8-1 What is the proper way of Hands on Head Warm Up When whistle is blown, Dodgeballs
C8-3 Observation passing or throwing of the ball Students will be partners, they students will stop what
C8-5 (F) will follow directions, such as they are doing Pinnies
C8-6 How is Handball a team hands on your head, and when I
D8-1 Cooperation, game? say “go” students will race to Be aware of how hard they Cones
D8-3 Fairplay, and pick up the cones. First one to are throwing
Teamwork Why is it important to work as grab the cone wins Hockey Nets
(S) a team to be successful in No obstacles in the way
Handball? Handball Partner Passing
Healthy and Students will get into groups of Boundaries
Active Living 3 to practice passing to each
(S) other. Demonstrate proper Talk about the goalie
 passing or throwing of the ball.
Progression gets the groups of 3
to start at the wall and pass the
ball around towards the goal,
then shoot when they reach the
goal. If students have ball they
can’t move

Keep Away
Split class into 4 teams. Goal of crease
the game is for teams to hold the
ball the longest. Students can Students should not be in
take 2-3 steps when they have the way while games are
the ball. Person that doesn’t happening
have a ball can move around.
Progression, students can only
hold the ball for 3 seconds

Handball Game Explanations

Depending on how many
students there are, make 4 or 5
teams of 5 or 6. Explain the
game of Handball
When whistle is blown,
students will stop what
What strategy is best to win
they are doing Dodgeballs
the Relay Race?
Observation Caterpillar Relay Race
Be aware of how hard they Pinnies
(F) Did you communicate with Get students into 4 groups.
are throwing
each other? Students will warm up with the
C8-1 Cones
Cooperation, Caterpillar Race
C8-3 No obstacles in the way
Fairplay, and How can we be safe with our
Day 4 C8-5 Hockey Nets/Hula
Handball Teamwork sticks? Quidditch Handball
C8-6 Boundaries Hoops
(S) Get students into 4 teams. 2
D8-1
What is the best strategy to teams will be playing against
D8-3 Be aware of the sticks on One unique
Healthy and win in Quidditch? each other, 2 teams will sit out.
the ground or when they coloured ball
Active Living Explanation will be in the lesson
are riding it
(S) What skills did you use in plan
Sticks or pool
Quidditch that you used in
Students should not be in noodles
Handball?
the way while games are
happening
Day 5 Dodgeball C8-1 Why is it easier to move Scatter Ball When whistle is blown, Dodgeballs
C8-3 Observation around freely with the ball Students will warm up by stop and listen
C8-5 (F) with teammates? playing Scatterball. It is 2 Big Mats
 basically free for all Dodgeball.
Students that don't have a ball No head shots, student will
can move freely, but the person be out automatically
with the ball can only take 2
steps. Progression: Make teams No kicking the ball
of 3 to allow students to work
together When you are sitting out,
make sure you are not in
Cooperation,
Swamp Dodgeball the middle of the game and
Fairplay, and How can you move freely?
There will be two teams and are sitting where you
Teamwork
C8-6 two mats, which will act as the won’t get hit with the ball
(S) What strategies as a team
D8-1 swamp. Dodgeball rules, but Pylons
should you do to win the
D8-3 when a person gets hit from the Remind students to be
Healthy and game? Focus on getting more
other team, they go to their aware and be careful of
Active Living numbers or hitting the
opponents swamp. First team to balls
(S) opponent's more?
get everyone in their swamp
wins. Teammates can be saved Hit, hips and shoulders
by having someone from their below
team toss a ball to them to
catch, if caught they can go Talk about the boundaries
back to their side and play again

Day 6 Human C8-1 Observation 4 Way Dr. Dodgeball When whistle is blown, Dodgeball
Fooseball C8-3 (F) Students will be put into 4 stop and listen
C8-5 groups. The gym will be split Pylons
C8-6 Cooperation, How does changing positions into 4 sections. Doctor No head shots or hitting
D8-1 Fairplay, and help you understand the game dodgeball rules, when one other students with the ball Mats
D8-3 Teamwork better? person gets out, they can get
(S) saved by the doctor. One doctor No kicking the ball Hockey Nets
Does limiting your movement is assigned per team. Once the
Healthy and help you focus more on doctor is hit, they can revive When you are sitting out, Pinnies
Active Living teamwork? anyone make sure you are not in
(S) the middle of the game and
Is there a difference between Human Fooseball are sitting where you
being on your knees versus Students will be put into two won’t get hit with the ball
sitting on your butt? teams. For each team, there will
be a goalie, 3 defense, and 4 Remind students to be
offense. Each player will have aware and be careful of the
their own individual mat. They goalie posts and not to hit
have to stay on their butt the them if they’re playing
whole game, but goalies can get goalie
on their knees. Goal of the game
is for teams to pass the ball Talk about the boundaries
 around and score a goal, similar
to how Fooseball is played
When whistle is blown,
stop and listen
Elephant Soccer
No head shots, student will
At the start of the class, students
be out automatically
will be playing Elephant Soccer.
Students will get into 3 small
No kicking the ball
circles and the goal of the game Dodgeballs
Observation
is to strike the ball in between
(F) When you are sitting out,
another student's leg and if that Gagaball Pit
make sure you are not in
C8-1 How does Elephant Soccer happens, they lose a life or an
Cooperation, the middle of the game and
C8-3 prepare you for Gagaball? arm. Students will have 3 lives. Fake Medals
Fairplay, and are sitting where you
C8-5
Day 7 Gagaball Teamwork won’t get hit with the ball
C8-6 How does being in a team in Gagalympics/Elimination Speakers
(S)
D8-1 Gagaball make a difference? Students will get into groups of
Remind students to be
D8-3 5 and have to represent a Pinnies (if
Healthy and aware and be careful of
country. Students will play an needed)
Active Living balls
elimination game of Gagaball,
(S)
while working with their
Students can only hit
teammates to get other players
below the knee or at the
or countries out. There will be
knees. When they hit
fake medals handed out for
higher, the person that
students that come in 3rd, 2nd,
striked it is out
and 1st.
Talk about the boundaries
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life through Basketball
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will increase their ability to ● How do we properly strike in Gagaball?
cooperate with others, increase their
● What strategy is better, dodging the ball or attacking
teamwork, while being able to have a
better understanding of fair play with the ball? Being defensive or more aggressive?
● Students will step towards leading an ● Did you prefer Recreational or Competitive?
active and healthy lifestyle, by focusing ● Did you communicate with each other?
on improving their attitude and effort
● What skills did you use in Quidditch that you used in
Handball?
● Why is it easier to move around freely with the ball
with teammates?
● How can you move freely?

● What strategies as a team should you do to win the

game? Focus on getting more numbers or hitting the
opponent's more?
● How does changing positions help you understand
the game better?
● Does limiting your movement help you focus more
on teamwork?
● Is there a difference between being on your knees
versus sitting on your butt?
● How does Elephant Soccer prepare you for Gagaball?

● How does being in a team in Gagaball make a

difference?
Specific Outcomes (in full): Prior understanding…
Students will be able to…
● C7-1: communicated thoughts and feelings in an
appropriate respectful manner as they relate to
● C8-1: communicate thoughts and participation in physical activity
 feelings in an appropriate respectful
● C7-3: demonstrated etiquette and fair play
manner as they relate to participation in
physical activity ● C7-5: selected and applied practices that contribute to
● C8-3: demonstrate etiquette and fair teamwork
play. ● C7-6: identified and demonstrated positive
● C8-4: describe, apply, and practice behaviours that show respect for self and others
leadership and followership skills ● D7-1: participated regularly in, and identify the
related to physical activity
benefits of, an active lifestyle
● C8-5: recommend practices that
● D7-3: identified, described and followed the rules,
contribute to teamwork.
routines and procedures for safety in a variety of
● C8-6: identify and demonstrate positive activities in all dimensions
behaviours that show respect for self and
others.
● D8-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
● D8-3: select and apply rules, routines
and procedures for safety in a variety of Where does this lead? (Future outcomes in the same
activities course, following grade-level classes, etc.)
● C9-1: Students will communicate thoughts and
feelings in an appropriate respectful manner as
they relate to participation in physical activity
● C9-3: Students will continue to demonstrate
etiquette and fair play
● C9-5: Students will continue to develop and apply
practices that contribute to teamwork
● C9-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D9-1: Students will participate regularly in, and
realize the benefits of, an active lifestyle
● D9-3: Students will select and apply rules,
routines and procedures for safety in a variety of
activities from all movement dimensions

Learni Stage 2: Assessments

ng Title Cooperation, Healthy and Observation
Outco Fairplay, and Active Living
mes Teamwork
 Type
Summative Summative Formative
(Formative/Summative)
Weighting 50% 50% N/A
C8-1: Communicate thoughts and
feelings in an appropriate respectful
x x
manner as they relate to participation
in physical activity
C8-3: Demonstrate etiquette and fair
x x
play.

C8-4: Describe, apply, and practice

leadership and followership skills x x
related to physical activity

C8-5: recommend practices that

x x
contribute to teamwork.

C8-6: identify and demonstrate

positive behaviours that show respect x x x
for self and others.
D8-1: participate regularly in, and
identify, and describe the benefits of, x x
an active lifestyle
D8-3: select and apply rules, routines
and procedures for safety in a variety x x x
of activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Gaga/Hand/Dodgeball, as well as, demonstrating
ideas such as teamwork, communication, and how
Observation x x
the skills develop from start to end of the unit,
while demonstrating positive interactions, such as
respect with each other.
Is used to assess students communicating
Cooperation, positively with others, demonstrating inclusivity,
Fairplay, and following rules/expectations, demonstration of x x
Teamwork sportsmanship, listening and following directions,
and showing leadership in class.
Is used to assess students having a positive
Healthy and attitude, making positive choices to improve
x x
Active Living health and wellbeing, acting safely in all
environments, and helping others
APPENDIX A – Teacher/Student Resources
Assess student participation during the Unit by using observable student behaviour as criteria.
Assign a 1 (Poor), or 2 (Basic), or 3 (Good), or 4 (Excellent) to each student for each category.

Student: Day Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

1
Cooperation, Fair Play, and Teamwork:
- Communicate positively with
others
- Demonstrate inclusivity
- Followed rule/expectations
- Demonstrated Sportsmanship
- Listened and followed directions
- Showed leadership in the class
Healthy and Active Living:
- Had a positive attitude
- Made positive choices to improve
health and wellbeing
- Acts safely in all environments
- Helped others

Final Score: ____