Lacrosse UBD

Erika Krip & Jessie Fleury

ECUR 357: Louise Humbert
University of Saskatchewan
Introduction

*This unit plan is designed for 25 grade 9 students who are in the control and utilization levels in projectiles and implements

Safety Considerations:

 Be aware of surroundings
 Be aware of projectiles and implements (lacrosse balls and lacrosse sticks)
 Stay within boundaries
 Use equipment that is appropriate for age, size, strength, and skill level
 If goaltender is used, require him/her to wear face mask
 Use ‘soft’ lacrosse balls
 Use molder plastic sticks or wooden sticks (lacrosse sticks)
 Check lacrosse sticks for cracks and splinters
 Wear protective goggles
 Wear suitable clothing and footwear
 No jewelry
 Wear sun protection (when outside)

Special Rules and Instructions:

 Teach skills in appropriate progression
 Base games on skills that are taught
 Stress student responsibility regarding individual space
 No intentional body contact
 No intentional stick on body contact
 No stick-on stick contact
 Establish a crease area on the goal
 Don’t allow anyone except the goaltender to be in the crease
 Teach appropriate skills for sending and receiving the ball to prevent accidental stick on body contact
 Provide on-sight supervision

Equipment needed:
 25 wiffle balls
 25 soft lacrosse balls
 25 sticks
 25 scoops
 25 cones (cones can be used as nets)
 Roll of tape (for targets)
 25 Pinnies
  4 Nets
 4 Face masks
 25 goggles
Teaching Tips:
 Design age-appropriate practices
 Make sure skills are progressed appropriately
 Make sure modifications and adaptations are made for students with exceptionalities and lower abilities
 Remember kids are not mini-adults
 Define success appropriately for grade 9 students
 Provide positive feedback
 Use appropriate equipment
 Have challenges prepared for students who are more skilled

Strategies to Increase Activity Time:

 Two games going at once
 Enough equipment for everyone
 Easy access to equipment
 Management is pre-planned
 Group work is done if not enough equipment is available
 Increase activity time with clear and concise instructions

Management Considerations:
 When giving instructions, students will hold stick by their side, head of stick facing down (if they don’t obey, sticks will be
placed on ground)
 Sticks & balls will be placed in buckets at two pick up points and drop off points
 Targets on wall should be made prior to lesson by teacher
 Students can help distribute cones for faster set-up
 Music will be the start and stop (this will depend on what school this is used in and their guidelines)
 Teacher will form groups by numbering students, keeping in mind students with exceptionalities/lower ability
 Students will pick their own partners for partner activities, but cannot pick the same partner twice

Resources
Haberman, D., & Meeks, A. (n.d.). Lacrosse Unit Plan. Retrieved from
https://fewellpeandhealth.weebly.com/uploads/1/5/3/5/1535991/lacrosse.pdf

Irvington High School. (2017). Physical education: Lacrosse. Retrieved from https://www.fremont
.k12.ca.us/Page/16623
MonkeySee. (2009). Lacrosse: Throwing and catching. Retrieved from https://www.youtube.com/
watch?v=aLH__Qw5NxA

Playsport. (2017). Territorial games. Retrieved from http://www.playsport.net/activity

Stanford schools. Lax skill rubric. Retrieved from https://www.staffordschools.net/site/handlers/f

iledownload.ashx?moduleinstanceid=23005&dataid=38660&FileName=2017%20Lax%20Skill%0Rubric.pdf

Understanding By Design Unit Template

 Title of Unit Lacrosse Grade Level 9

Subject Physical Education Time Frame 5 classes

Developed By Erika Krip and Jessie Fleury

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

1. Building Lifelong Learners:

- Basic skills: throwing and catching with an implement, moving into open space, target practice, teamwork, and evading
- Life-long learning: skills learned in lacrosse can be transferable to other sports or physical activity
- Self-Concept Development: will develop a balance of attitudes, understandings, skills, and strategies necessary for various
movement activities

2. Building a Sense of Self and Community:

- Understanding and relating to others: Students will work together as a team to build communication skills, so they can
help one another succeed. By working together, students will have a better understanding of fundamental movement
skills, active living, and relationships.
- Spiritual Development: Lacrosse can build a sense of the Indigenous community through spiritual development by
supporting the Saskatchewan Rush.

3. Building Engaged Citizens:

- Opportunities to initiate and guide social, cultural, and environmental activities that will benefit all citizens. Students will
learn the culture of Indigenous sport by participating in class activities.

Cross curricular Competencies

How will this unit promote the CCC?
 1. Developing Thinking:
- In this unit, students will explore different transferable skills, create relationships with other students, communicate
strategies of teamwork, and apply deeper understandings of skillful physical movement, active living, and relationships.
Students will think about how the skills learnt can be transferable to other physical activities.

2. Developing Identify and Interdependence:

- While working as a team, students will develop their role within their team. Students will learn what works best for them
and can share with their team to help them succeed.

3. Developing Literacy:
- This unit will help students develop their physical literacy by improving their competence and confidence in a wide variety
of skillful physical movements. Students will learn the skills needed to succeed in lacrosse through diverse strands of
communication. Visual demonstrations, auditory directions, speaking by communicating to their teammates, kinesthetic
maneuvering, and other literacies can be applied to teach the same skillful physical movement.

4. Developing Social Responsibility:

- Students will work on positively interacting and being respectful toward their peers while being in partners for the activity.
Students will work together to achieve shared goals within the unit.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

PE9.4- Implement personal plans for improvement of a self-selected skill-related component of fitness (power, agility, speed,
reaction time, balance, and coordination) as it applies to complex movement skills used in a sport or activity of interest (e.g.,
power in the legs to increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance used in ballet,
coordination used in juggling or cup stacking).

PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one from four of the following
categories:

o target games (e.g., bowling, curling, golf, archery)

o striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee,
double ball, team handball)
o alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog
 sledding, wall climbing, in-line skating, skate boarding, cycling)
o body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga, aerobics, gymnastics).

PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while considering rules and skills
when participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in
each of the following:

o target games (e.g., bowling, curling, golf, archery, bocce ball)

o striking/fielding games (e.g., long ball, softball, slo-pitch)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee,
double ball, team handball)
o low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner’s base, speedball, kick the can,
bombardment, dodgeball).

PE9.7- Design and implement, collaboratively, plans to use effective tactics and strategies to enhance performance and
enjoyment of self and others, while showing respect for the environment, when participating in a variety of alternate
environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog sledding, wall
climbing, in-line skating, skate boarding, cycling, completing a challenge course, Quincy building).

PE9.12- Demonstrate an understanding of and incorporate positive social behaviours into all aspects of personal involvement in
movement activities, in the context of both a participant and a spectator, after examining the positive and negative influences of
organized sports, movement competitions (e.g., dance competition), and mass media on the social behaviour of self and others.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years
from now)
What misunderstandings are predictable?
Students will understand that...
- Strategies, rules, and skills that are necessary to play the
game of lacrosse
- How to effectively communicate with others
- How skills from lacrosse can transfer to other physical
activities
- Students will understand practicing skills can help
improve performance
- Students will understand the necessary skills required for
enjoyment of lacrosse
What provocative questions will foster inquiry into the
content? (open-ended questions that stimulate thought and
inquiry linked to the content of the enduring understanding)
Content specific….
- Who were the people that invented and first played
lacrosse?
- Who can play lacrosse?
- What skills are necessary to play lacrosse?
- What skills can be transferred to other physical
activities and sports?
FNMI, multicultural, cross-curricular…
- Who were the people that invented and first played
 - Students will understand that lacrosse can be played in lacrosse?
multiple environments
- Students will understand spatial and body awareness

Related misconceptions…
- Lacrosse is known for its fighting and aggression;
however, it is a technical sport that requires high skill
level

Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or might
also address pre-requisite knowledge that students will need for
this unit.
Skills
What skills will students acquire as a result of this unit? List
the skills and/or behaviours that students will be able to
exhibit as a result of their work in this unit. These will come
from the indicators.

Students will know... Students will be able to…

- Rules and skills that apply to lacrosse - Incorporate strategies that will help your team or
- Communication skills within a group group succeed
- Students will learn how to apply teacher feedback - Demonstrate a game of lacrosse
- Different sports and physical activities that lacrosse would - Be able to throw and catch with an implement
relate to - Able to attempt a goal
- Students will know safety precautions of using equipment - Ability to cradle the ball
(i.e., being aware of proper use of the lacrosse stick) - Successfully scoop the ball
- Students will understand effective tactics and
strategies in game-like situations
- Hand-eye coordination
- Teamwork

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to
apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal - G: The goal for students is to be competent in the skills acquired to play a game of
What should students lacrosse. Skills include throwing and catching a lacrosse ball with an implement, work
accomplish by completing this together as a team player, moving to open space, cradling the ball.
task? - R: The role would be for all students to work respectively in teams or in pairs during
R – Role activities. Students are expected to engage and experience lacrosse that may or may
What role (perspective) will not be a new activity.
your students be taking? - A: The target audience for this unit is grade 9 students who are not relatively familiar
A – Audience with the game of lacrosse. This unit on lacrosse will aim towards students who are in
Who is the relevant audience? the control to utilization skill levels to teach them basic skills and strategies that can be
used for the game of lacrosse.
S – Situation - S: The challenge involves applying tactics, skillful movements, and strategies in
The context or challenge coherence to one another in an unstable environment (game-like situations). Another
provided to the student. challenge that students might encounter is working together cooperatively with their
peers at different skill levels.
P – Product, Performance - P: At the end of this unit, students should be able to apply strategies to team sports
What product/performance will and transfer skills learned in lacrosse to other physical activities. As a final product,
the student students should be able to engage in a modified and/or adapted game of lacrosse.
create?
S – Standards & Criteria for
Success Attach rubric to Unit Plan (Appendix 3)
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students
demonstrate achievement of the desired results? Formative
and summative assessments used throughout the unit to arrive
at the outcomes.

- Students will be assessed by a checklist indicating skills
on catching and throwing, cradling, scooping,
teamwork, target shooting (formative) (Appendix 1)
- Students will record personal reflection at the end of
each lesson of the unit to record their growth during the
unit (summative) (Appendix 2)
- Teacher observations throughout the unit providing
constant feedback (formative)
- Students will record personal reflection on each lesson
during the unit in a journal. The journal prompt
questions are what they’ve learned and what they can
improve on and what skills are still in progress. (Note*
journals are for self-reflection only, marks will be given
for completion, not criteria).

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they
are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained?
Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to
be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to
enhance learning?

The grade 9 students entering the lacrosse unit will be at different proficiencies within the control and utilization levels. This unit
is made to enhance student skills that can be transferable to other sports or physical activities they may participate in the future.
The discussion at the beginning of the unit will give us a better understanding to where they have been. A discussion with our
students will take place with what the unit will look like, in terms of what skills will be learned and what the end goal is. Some
students will have played club lacrosse and other students will have not held a lacrosse stick before, and with some students
falling in-between those categories. Depending on the student’s comfort level with a projectile and implement, students will come
to class with high energy or low self-confidence. We will differentiate instruction to accommodate all learners, as well as take
suggestions for different modified activities that can be incorporated in the unit. Skill progressions will start at a level that
students are comfortable at. Prior to the developmental of the unit plan, students were asked what skills they thought were
important to learn for the game of lacrosse, which were taken into account. Students with exceptionalities will have certain
modifications and adaptations to meet their needs and to help them succeed. Lacrosse will be learned best in the gymnasium and
transferred to the outdoor football field for a different environment. The environment can be arranged to create two games with
smaller playing field versus one large playing field.

How will you engage students at the beginning of the unit? (motivational set)

If funding is available or donated tickets, we will take a field trip to the SaskTel Centre to watch the Saskatchewan Rush team
prior to the start of the unit. Students will observe skills at a proficient level and visually understand lacrosse. After watching the
Saskatchewan Rush, a discussion will take place brainstorming the skills needed in order to play a successful game of lacrosse
and what skills can be transferred to other sports and physical activities.

What events will help students experience and explore the enduring understandings and essential questions in
the unit? How will you equip them with needed skills and knowledge?
# Lesson Lesson Activities CCCs Resources
Title
1 1. Warm-up (fitness circuit) *Resources
Introduction provided
to basic skills 2. Discussion on what skills are necessary to play lacrosse within
of the introduction
lacrosse stick 3. Ready stance

4. Grip

5. Cradling

6. Scooping

7. Journal Entry
2 Throwing & 1. Review skills from last day (verbally)
Catching 2. Warm-up (game of mountains and valleys)
3. Throws and catches made to wall
4. Throws and catches made to partner (stationary)
5. Throws and catches made in groups (while moving)
6. Relay passing game (stationary & follow-through)
7. Journal Entry

3 1. Review throwing and catching skills

Target 2. Warm-up (fitness circuit)
shooting 3. Target practice on the wall (each time you hit the target, take one step back)
4. Target practice on the wall with a partner
5. Three-man-weave with shot at the net
6. Journal Entry

4 1. Review skills previously learned

Offensive & 2. Warm-up (catching and throwing lacrosse tag)
Defensive 3. 3-on-2 offensive drills
Strategies 4. Monkey in the middle (circle, defensive strategies)
5. Mini game (if time)
6. Journal Entry
5 1. Warm-up (fitness circuit)
Game 2. Review all skills learned
3. Teach proper face-off
 4. Two games (one game will be control level and the other will be utilization
level)
5. Closing & Journal Entry
Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs and
diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and
student centered instructional approaches?
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
Comments
There is correlation between the lessons, tasks, and assessment with the
outcomes provided in the curriculum. The lessons were planned to meet
the outcomes selected for this unit.
For struggling students:
Students that are struggling in the unit can use modified equipment
including sticks, balls, and targets as well as modified and adapted skills.
For students who need a challenge:
Students who need to be challenged will be able to refine basic skills such
as throwing and catching, target shooting, and work on in-depth strategies.
Students can also use their expertise by helping their peers move towards
proficiency in a skill that they struggle with (This will help with their
teamwork aspect).
When introducing new skills and strategies, teacher-directed instruction will
be used. But, when reviewing these skills and strategies, student-centered
instruction will be applied. Student-centered instruction will also be used
during game-like situations with occasional teacher-directed instruction.
Students will have access to modified equipment if they choose to utilize.
The teachers are always available for resource purposes, answering
questions, giving feedback, etc. Students will have access to online
resources through school computers for better understanding.
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
The unit addresses FNIM content as lacrosse is an Indigenous sport. Each
student will be given the same opportunities to succeed with differentiated
instruction. The content of the unit will be delivered in a way that respects
all students and their cultural and personal identities.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)
Checklist- Lacrosse Skills: Appendix 1

Throwing Catching Scooping Cradling Target Strategies

Shooting
Tom ____ ____ ____ Holds ____ ____Steps ____
Steps Stick is stick dominant with non- Understands
with non- out in correctly hand at dominant strategies
dominant front of the top of foot being
foot student ____ Same the stick applied
motion as towards ____
____ ___ shoveling the head Holds ____ Part-
Holds Absorbs snow when and non- stick takes in
stick the ball scooping dominate correctly team
correctly hand strategies
____ ____ Uses towards ____
____ Uses two hands, the Rotates ____
Rotates different one is not bottom hips Displays
hips gripping appropriate (butt) of team work
for over- the stick ____
____ hand and ____ Flicks
Flicks under- Approach ____ use wrist
wrist hand ball so it’s dominant
catching near front hand and ____
____ foot arm to Follow-
Follow- ____ curl stick Through
Through Non- ____ Bend forward
dominant at knees and back ____ Re-
foot in arranging
front ___ one gripping
smooth for
rhythm different
shots
Ben ____ ____ ____ Holds ____ ____Steps ____
Steps Stick is stick dominant with non- Understands
with non- out in correctly hand at dominant strategies
dominant front of the top of foot being
foot student ____ Same the stick applied
motion as towards ____
 ____ ___ shoveling the head Holds ____ Part-
Holds Absorbs snow when and non- stick takes in
stick the ball scooping dominate correctly team
correctly hand strategies
____ ____ Uses towards ____
____ Uses two hands, the Rotates ____
Rotates different one is not bottom hips Displays
hips gripping appropriate (butt) of team work
for over- the stick ____
____ hand and ____ Flicks
Flicks under- Approach ____ use wrist
wrist hand ball so it’s dominant
catching near front hand and ____
____ foot arm to Follow-
Follow- ____ curl stick Through
Through Non- ____ Bend forward
dominant at knees and back ____ Re-
foot in arranging
front ___ one gripping
smooth for
rhythm different
shots
Jerry ____ ____ ____ Holds ____ ____Steps ____
Steps Stick is stick dominant with non- Understands
with non- out in correctly hand at dominant strategies
dominant front of the top of foot being
foot student ____ Same the stick applied
motion as towards ____
____ ___ shoveling the head Holds ____ Part-
Holds Absorbs snow when and non- stick takes in
stick the ball scooping dominate correctly team
correctly hand strategies
____ ____ Uses towards ____
____ Uses two hands, the Rotates ____
Rotates different one is not bottom hips Displays
hips gripping appropriate (butt) of team work
for over- the stick ____
____ hand and ____ Flicks
Flicks under- Approach ____ use wrist
 wrist hand ball so it’s dominant
catching near front hand and ____
____ foot arm to Follow-
Follow- ____ curl stick Through
Through Non- ____ Bend forward
dominant at knees and back ____ Re-
foot in arranging
front ___ one gripping
smooth for
rhythm different
shots
Emma ____ ____ ____ Holds ____ ____Steps ____
Steps Stick is stick dominant with non- Understands
with non- out in correctly hand at dominant strategies
dominant front of the top of foot being
foot student ____ Same the stick applied
motion as towards ____
____ ___ shoveling the head Holds ____ Part-
Holds Absorbs snow when and non- stick takes in
stick the ball scooping dominate correctly team
correctly hand strategies
____ ____ Uses towards ____
____ Uses two hands, the Rotates ____
Rotates different one is not bottom hips Displays
hips gripping appropriate (butt) of team work
for over- the stick ____
____ hand and ____ Flicks
Flicks under- Approach ____ use wrist
wrist hand ball so it’s dominant
catching near front hand and ____
____ foot arm to Follow-
Follow- ____ curl stick Through
Through Non- ____ Bend forward
dominant at knees and back ____ Re-
foot in arranging
front ___ one gripping
smooth for
rhythm different
shots
*Checklist will be filled out formatively throughout the lessons

Lacrosse Journal Entry: Appendix 2

*Note: The following questions are prompts, however, students are required to record experience(s) during the lesson(s).

Lesson 1

Describe 2 skills you’ve learned today and 1 skill that was difficult.

Lesson 2

What are the cues to properly throwing and catching a lacrosse ball with a lacrosse stick?

Lesson 3

Does target shooting in lacrosse differ from throwing in lacrosse? Why or why not?

Lesson 4

Describe at least 3 ways in which you encouraged a teammate today.

Lesson 5

When playing a game of lacrosse, how does your role change from offensive to defensive strategy?
Marking Rubric- Lacrosse Skills: Appendix 3

1 2 3 4
Throwing Does not step Does not Usually steps Always steps
with non- always step with non- with non-
dominant foot with non- dominant foot dominant foot
when passing dominant foot when passing when passing
and throwing when passing and throwing. and throwing.
the ball. and throwing Often rotates Rotates hips
Forgets to the ball. hips and snaps and snaps
rotate hips and Sometimes wrist. Usually wrists
snap wrist forgets to follows- accurately.
forward for rotate hips and through. Always follows-
accurate pass. has trouble through.
No follow- remembering
through. to snap wrist.
Occasional
follow-through.
Catching Cannot hold Has difficulty Holds stick Holds stick
stick properly holding stick correctly and correctly and
nor catch the and catching catches the ball catches the ball
ball tossed to the ball tossed tossed to tossed to them
him/her using to him/her. him/her rarely with lacrosse
lacrosse stick. dropping it. stick
accurately.
Scooping Never staggers Doesn’t always Usually Always has feet
feet correctly. stagger feet staggers feet staggered
Never bends correctly. correctly with correctly with
knees properly. Bends knees bent knees and knees bent and
Doesn’t hold minimally. holds stick holding stick
stick correctly. Doesn’t correctly. correctly.
Little success concentrate on Successfully Consistently
when scooping holding stick scooping the scoops the ball.
ball from the correctly. ball most of
ground. Success is the time.
minimal when
scooping ball.
Target Does not step Does not Usually steps Always steps
Shooting with correct always step with correct with correct
foot (non- with correct foot when foot when
dominant) foot while shooting. shooting.
when shooting. shooting. Rotates hips Rotates hips
Does not rotate Sometimes and snaps and snaps wrist
hips or snaps rotates hips wrist inherently.
wrist. Cannot and snaps accurately. Holds stick
properly hold wrist. Struggles Holds stick accurately
stick. with hand correctly. adapting grip
placement on to shot.
stick.
Cradling Cannot Trouble Holds stick Holds stick
determine determining properly. properly, able
which hand which hand Carries ball in to cradle the
goes where on goes where on lacrosse stick, ball with rare
the stick. the stick. but drops drops.
Cannot hold Attempts to occasionally.
the ball in the cradle ball,
lacrosse stick, dropping more
dropping often than
consistently. holding it.
Game Play Does not Does not Understands Understands
understand understand all and abides by and abides by
rules- rules of the rules, usually the rules.
Constantly game, with few Strategies are
reminded of therefore, mistakes. Most applied and
rules. Does not making strategies are understood to
understand mistakes. Does applied and create
strategies of not understand understood. offensive and
the game. all strategies of defensive
the game. advantages.