The Bruins I.C.E. School

Transcription

1 The Bruins I.C.E. School Lesson 1: Hungry, Hungry, Bruins Lesson 2: Go for the Cup Relay Lesson 3: Adding Up to the Cup Lesson 4: Cleaning Up the Trash Lesson 5: Tuukka Rask Goalie Game Worksheets Included: Please see each lesson for frameworks applied to that lesson

2 Concept/Topic to Teach: Puck Handling, Defense Standards Addressed: See your state standards Lesson 1: Hungry, Hungry Bruins General Goal(s) Students continue to develop puck handling and defensive skills. Specific Objectives: Students will work on keeping control of their own puck while using both sides of the stick and avoiding the defenders. The defensive players will work on stealing or knocking away the opponents puck. Required Materials: 1 Stick and 1 Puck for each student. Introduction: Students start activity on one end line, with each student holding a stick, and puck at their feet. One Student is selected to be the defender, and they start in the middle with out a puck. When the defender in the middle says Let s Go Bruins!, all the students on the end line attempt to make it across the gym without the defender taking, or knocking, their puck out of the court. If the defender knocks out a student s puck, that student becomes an additional defender. The game continues until all students have been caught. The winner of the game becomes the new defender for the next game. Modeling/Explanation: Proper puck-handling and defensive skills should be pre-taught. Students need to be reminded to keep their stick below their waist at all times. Any student that shoots their puck the length of the court will knock himself /herself out and become a defender. Independent Practice: The teacher supervises the game. Differentiated Instruction: Adaptations (For Students with Learning/Physical Disabilities): Students may use a larger ball instead of puck. Students may have a safe zone, where they can only be knocked out in a smaller portion of the court.

3 Check for Understanding: During, and at the end of the game, the teacher observes and corrects puck-handling skills. Closure/Wrap-Up: At the end of the game, the class can discuss what went well and what was challenging. Evaluation: Observation & Class Discussion

4 Concept/Topic to Teach: Puck/Stick handling Standards Addressed: See your state standards Lesson 2: Go for the Cup Relay General Goal(s) Students continue to develop puck and stick handling skills. Specific Objectives: Students will work on their puck and stick handling skills as well as moving through space with and without the presence of obstacles. Required Materials: 1 Stick for each student 1 puck for each group 20 cones 4 Cups (See Below) Introduction: Each student starts activity by choosing the correct (right or left handed) stick. Class is then divided into 4 groups who each line up behind one of four cones located on the end line. The game will consist of 5 relay races. If teams are uneven, one student can go twice for their team. Each activity will be timed (determined by teacher based on skill level and size of space). If the class completes a relay race in the time limit, they earn a piece of the cup. In order to win the cup, a group must complete 3 or 4 (determined by the teacher) of the races in the time limit. The Cup can simply be a picture of the Stanley Cup laminated and cut into 3 to 4 pieces. Possible relay races: Stick handle a puck down and back across far end line. Stick handle a puck around 4 cones and back Stick handle a puck using non-dominant hand Stick handle a puck going backwards Stick handle a puck around cones backwards Modeling/Explanation: Prior to each relay race, the teacher will explain, and then demonstrate each relay race.

5 Independent Practice: Students can be given the opportunity to practice puck and stick handling skills prior to game. Differentiated Instruction: Adaptations (For Students with Learning/Physical Disabilities): Students may use a larger ball instead of a puck Students may have a shorter distance to travel The waiting team member may start prior to the student returning Student may be paired with another student. Check for Understanding: During, and at the end of the game, the teacher observes and corrects stick-handling skills. Closure/Wrap-Up: At the end of the game, the class can discuss what went well and what was challenging. Evaluation: Teacher observation & peer observation.

6 Lesson 3: Adding Up to the Cup Concept/Topic to Teach: Teamwork, Puck-handling, Shooting, and Adding Standards Addressed: See your state standards General Goal(s) The students will develop puck-handling, shooting, and teamwork skills in this activity. They will also work on math skills while adding, subtracting, and multiplying. Specific Objectives: Students will continue to develop shooting skills by shooting at a goal or target. Students will continue to develop puck-handling skills by retrieving pucks and advancing them to the shooting zone. Having teams calculate their team score at the end of the game will reinforce math skills. Required Materials: 1 Stick for each student 50 pucks (numbered and either +, -, or x next to number) 2-4 hoops 2-4 goals Introduction: Class is divided into 2 or more teams with each team lining up beside their goal. Pucks are placed in the middle of the gym. On the signal, the first person runs out, retrieves one puck, and advances the puck to the shooting zone (determined by the teacher) while attempting to shoot the puck into the goal. If the student makes the shot, the puck is placed in the team s hoop. If the student misses the goal the puck is returned to the middle of the gym. After the first person either places the puck in the hoop, or returns it to the middle, the next member of the team starts. After all the pucks are in hoops, the game ends and the students calculate their score. Modeling/Explanation: Prior to the activity, the teacher will model what is to done (i.e. retrieving and shooting the puck). Independent Practice: This activity is designed to follow a skills practice, which include shooting and stick handling.

7 Differentiated Instruction: Adaptations (For Students with Learning/Physical Disabilities) Students may use larger ball or puck. A partner can help the student get a puck. Student s goal can be larger. Student s shooting zone may be closer to target. Extensions (For Gifted Students): Shooting zone may be further away from goal. Student can shoot from where they get the puck. Check for Understanding: The teacher may double check the team s score to check for math skills as well as observe hockey skills. Closure/Wrap-Up: Discuss the challenges and successes of the activity. Evaluation: Observation

8 Lesson 4: Cleaning Up the Trash Concept/Topic to Teach: Staying in position, defensive clearing Standards Addressed: See your state standards. General Goal(s) Students will develop the ability to clear the puck from an area. Students will work on puck striking and passing. Specific Objectives: The students will continue to develop hockey skills including passing/clearing, puck/stick handling, and defensive clearing. Required Materials: 1 Stick for each student Cones or floor tape to divide gym into enough squares for each student to have his or her own. A large amount of trash (pucks, balls, Frisbees, rubber chickens, etc.) Introduction: Prior to class, the gym should be either lined with floor tape, or divided with cones, so there is one square for each member of the class (if there is too many squares, they can become a dead zone). Each student needs a stick and chooses a square to defend (they must stay in their own square). The teacher spreads all of the trash around the gym. On the signal, the students attempt to clear all the trash out of their square and into another player s square. The game continues for a predetermined length of time (3-5 minutes). The object of the game is to have the least amount of trash in their square. A variation of this game would be to divide the gym into 4 squares and have students on teams. Modeling/Explanation: Teacher demonstrates how to hit the trash out of a square. Remember to reinforce that students need to stay in their own square and keep their stick below their waist. Independent Practice: Pre-teaching should be done with passing and stick handling. Differentiated Instruction: Adaptations (For Students with Learning/Physical Disabilities): Students may have a partner help defend their square. Students may have to defend a smaller area.

9 Extensions (For Gifted Students): Students may have to defend two or a larger square. Check for Understanding: Checking for understanding can be done with questions and answers at the beginning and end of the activity. Closure/Wrap-Up: Discuss the successes and challenges of this activity. Stress the importance of defense and the ability to keep the puck away from the scoring zones. Evaluation: Observation

10 Lesson 5: Tuukka Rask Goalie Challenge Concept/Topic to Teach: Shooting, Team Work, and Goalie Skills Standards Addressed: See your state standards. General Goal(s) The goal of this activity is to give students the opportunity to develop shooting and goalie skills. Specific Objectives: Students will continue to develop shooting, goalie, and defensive skills. Required Materials: 1 Stick for each student 2 Pucks for each shooter 2-4 goalie sticks and equipment 2-4 goals (cones may be used) 2-4 cones Introduction: The class is divided into 3 to 5 teams, depending on class size and equipment. Each team will have the opportunity to be the goalie team and the shooting team. The goals should be set on the baseline at a safe distance apart. The other teams line up behind one of the cones placed 15 to 20 feet from the goals. On the signal, the shooting team attempts to score on the goal lined up in front of them. Only one student may shoot on goal at a time. After all the pucks have been shot, count how many saves the goalies made (pucks not in the net). Rotate a new team to the goalie team and repeat until all teams have had the chance to be goalies. At the end, students can figure out their teams save percentage (goals/shots) then compare it to Tuukka Rask s save % (.929). Modeling/Explanation: The teacher should model the proper goalie stance and how to hold the goalie stick. The teacher should model different types of shot the students can use (wrist shot, slap shot (teachers option), snap shot, backhand, etc.) The teacher can demonstrate with a student being the goalie.

11 Independent Practice: After teams are set, have the teams practice with each student getting a turn in goal for a short amount of time. Shooting skills without a goalie should be pre-taught. Differentiated Instruction: Adaptations (For Students with Learning/Physical Disabilities): Students can move closer to the goal prior to shooting When a student is goalie, the shooters may use a larger, softer ball Extensions (For Gifted Students): Students can shoot further away Students can be limited to a type of shot they need to improve on (ex. backhand) Check for Understanding: At the end of the activity check to see if the students can demonstrate the proper goalie stance and different types of shots. Closure/Wrap-Up: Discuss the different successes and challenges of being a goalie compared to a shooter. Discuss the importance of making sure the puck is shot on net. Evaluation: Observation