Unit: Volleyball

Lesson: Beach Ball Games

Grade: 5/6

Essential Understanding:
Students will demonstrate the proper skills and techniques they have learned to execute bums,
sets, and underhand serves to carryout a modified volleyball game.

Essential Questions:
- How do I use my volleyball skills in a game situation?

Curricular Outcomes/Achievement Indicators

The student will be able to:
K.1.6.B.3
Design movement sequences (e.g., group routine in rhythmic gymnastics...) that show contrast
in qualities of movement (e.g., levels, pathways, directions...) and formations (e.g., circles, lines,
scattered...) performed in a group.

S.1.6.B.3
Demonstrate the ability to work cooperatively/collaboratively in planning, organizing, and/or
officiating physical activities.

Performance Indicators:
Bumping:
- Player uses their legs by bending and extending their knees rather than swinging their
platform (arms).
- Players move their feet so they have their hips squared to where they want the ball to
go.
- Players hands are overlapping (their fingers are not interlocked) with their thumbs
pointing downward.
- Players arms are straight and their forearms are as close as they can be.
- The ball hits the player on their platform, not their hands.
- The ball often goes to the intended target.
Setting
- Player uses their legs by bending and extending their knees rather than swinging their
arms.
- Player moves their feet to position themselves correctly so they are able to set correctly.
- The players’ body is facing the direction they want the ball to go (their hips and
shoulders are square).
 - Player makes a triangle target with their pointer fingers and thumbs.
- Player uses fingertips to set the ball, not letting it touch palms (carry).
- Player sets the ball at their forehead.
- Player gets the ball high rather than forward.
Underhand Serve:
- Player stands with their hips and shoulders squared to the net.
- The ball is held at about hip/belly button height.
- The opposite foot of the swinging arm comes forward.
- The swinging arm remains straight during the pendulum motion.
- The ball is not tossed up to make contact, rather it sits on a steady hand (like a tee in
golf/baseball).
- Contact with the ball occurs on the heel of the wrist (the hard part of the wrist).
- The ball goes over the net and lands in the court.

Materials:
- Volleyballs (1 per student)
- 2-3 volleyball courts
- 2-3 volleyball nets
- 2-4 beach balls
- Phone for music
- Speaker

References/Sources for Lesson:

How to bump:
https://www.youtube.com/watch?v=IE9H9XCzukE
Bumping with a partner:
https://www.youtube.com/watch?v=Rm0yvvBx7oc

How to set:
https://www.youtube.com/watch?v=7gVEX0kDBoY&t=64s
Setting with a partner:
https://www.youtube.com/watch?v=58w4Aeyyy_0&t=63s

How to underhand serve:

https://www.youtube.com/watch?v=Vl2RzPTjRDU

Cross-Curricular Integration:
N/A

Differentiation Strategies:
Accommodations/modifications
- For exceptional learners: additional time to practice skills, further
explanations/demonstrations of skills, one-on-one work, extra personal space,
motivations, encouragement, and confirmation of correct execution.
- Use a slower moving ball, like a beachball, for students having problems using a
volleyball.

Multiple Intelligences:
1. Verbal/Linguistic: listening, reading, speaking, viewing, and representing.
2. Mathematical/Logical: patterns (counting rallies).
3. Visual/Spatial: visual demonstration, individual assessment.
4. Bodily/Kinesthetic: movement during game.
5. Musical/Rhythmical: rhythm for movements, music may be played in background.
6. Interpersonal: teamwork.
7. Intrapersonal: individual work, self-assessment.

Key Words/Vocabulary:
- Home base: the circle in the middle of the gym.
- Bump: the method of passing by bouncing it simultaneously off both forearms that is
used when the ball is below the head and is typically the first touch of the three
contacts.
- Set: an over the head pass to a hitter so they are able to spike the volleyball over the
volleyball net.
- Underhand Serve: a type of serve in which the player holds the ball in one hand, swings
the other in an arc motion below the waist and strikes the ball from the bottom with a
fist to put it in play.
- Rally: the complete number of hits between the teams. The team that wins the rally
wins the serve.

Assessment Evidence (Assessment for AS/FOR/OF Learning):

FOR: Observations of proper form and technique during the game (see performance
indicators).
AS: Students will self-assess their skills based on criteria.
OF: N/A

Consideration of Assessments for IEP Students (if any):

Additional time to practice skills, further explanations/demonstrations of skills, one-on-one
work, extra personal space, observation in quiet area, extra time for assessment, motivation,
encouragement and confirmation of correct execution.
Activating Strategies: Preparing for Learning: (how will students activate and extend prior
knowledge and make connections with what they know and what they will learn?)
- Instant activity: Have a list of 8-10 exercises listed on the whiteboard ready for when the
students enter the gym (ex. 3 Laps, 20 jumping jacks, 25 arm circles, 15 mountain
climbers, 25 squats,10 push-ups, 10 lunges, 1 minute wall sit).
- Have the students grab a volleyball and allow them to recall their knowledge to
manipulate the ball while they wait for other students to complete the warm-up.

Acquiring Strategies: Integrating and Processing Learning: (how will students acquire new
information or processes?)
- The students will be introduced to “Pepper,” a volleyball drill or exercise you can see in
just about every pre-match routine and training session warm-up. Pepper comprises of
a touch sequence executed by 2 players which replicates some of the contacts used in
competitive volleyball to get as many contacts in a row as possible:
o One player hits the ball at their partner.
o That player digs the ball back to the first partner
o The first player sets the ball back to the second
o The second hits the ball to the first
o The cycle repeats
- Remind students to call the ball before making contact (to avoid collisions between
players) and move your feet (the ball will not always go directly to you so you will have
to move to the ball).
- Teacher will gather students and explain rules and boundaries.
o Only 6 players on the floor at any given time: 3 in the front row and 3 in the back
row.
o There is a maximum of 3 hits per side.
o Points are made on every serve for the winning team of rally (rally-point scoring).
o Players may not hit the ball twice in succession (a block is not considered a hit).
o Ball may be played off the net during a volley and on a serve.
o A ball hitting a boundary line is in.
o A ball is out if it hits an antennae, the floor completely outside the court, any of
the net or cables outside the antennae, the referee stand or pole, or the ceiling.
o It is legal to contact the ball with any part of a player’s body.
o It is illegal to catch, hold or throw the ball.
- Students will be numbered off to create teams.

Applying Strategies: Consolidating Learning: (how will students apply, consolidate, or

extend the information or processes?)
- Students will play beach ball games while incorporating the skills and techniques
learned previously in the previous lessons.
 - Beach balls will be used for this lesson to increase the playing time because they float
longer which help students with reaction time.

Closure: (why are we doing this?)

Explain to students the importance of calling the ball before hitting it to avoid potential
collisions with teammates. Remind students how important it is to move their feet because the
call will not always do directly to them.