Grade 4 Introduction To Striking and Fielding-330

Unit Overview
Movement Competence, Active Living

Introduction to Striking and Fielding
What Will the Students Learn?

4
Summary
Students will demonstrate the ability to strike (with and without implements), throw and catch objects of different shapes and
sizes at different levels and speeds.

Students will work apply relationship and social skills to work cooperatively with others, as they actively participate in a variety of
striking and fielding activities.

Students will demonstrate behaviours and apply procedures that maximize their safety and that of others during striking and
fielding activities.
Students will identify and apply a variety of strategies to help them participate effectively during a variety of striking and fielding
activities.
Key Questions
How can I demonstrate the value of regular physical activity through participation in striking and fielding games?
How can I ensure my own safety as well as that of others during striking and fielding games?
How will simple offensive and defensive strategies and movement skills improve my success while actively participating in striking
and fielding games?

How can I apply relationship and social skills as I participate in striking and fielding activities?
Curriculum Expectations
See the Ontario Curriculum, Health and Physical Education, Grades 1-8 (2015) for examples, teacher prompts
and student responses related to expectations.
1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge
and skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade
1.4 - apply relationship and social skills as they participate in physical activities, develop movement competence and acquire
knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships and become
effective team members
A1 - participate actively and regularly in a wide variety of physical activities and identify how regular physical activity can be
incorporated into their daily lives
A1.1 - actively participate in a wide variety of program activities, according to their capabilities, while applying behaviours that
enhance their readiness and ability to take part [PS, IS]
A2 - demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices
that contribute to healthy, active living
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and
cool-down activities to the best of their ability for a minimum of twenty minutes each day
A3 - demonstrate responsibility for their own safety and the safety of others as they participate in physical activities
A3.1 - demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity [PS, IS]
B1 - perform movement skills, demonstrating awareness f the basic requirements of the skills and applying movement concepts as
appropriate, as they engage in a variety of physical activities
B1.4 - send and receive objects of a variety of shapes and sizes at different levels and speeds, using different body parts and
equipment, while applying basic principles of movement [PS, IS]
B2 - apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities,
in order to enhance their ability to participate successfully in those activities
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in physical activities [IS, CT]
I
Ophea 2015 I H&PE Curriculum Support Resource I ISBN no. 978-1-926555-32-4 I Page 4.SF.a.1
Unit Overview
How Will I Know What the Students Have Learned?

4
Assessment of Learning
Students will demonstrate the ability to effectively send, receive and strike different objects using various types of equipment (e.g.,
cricket bat, soft ball bat, hand) during small- and large-group activities.
Students will demonstrate the ability to position themselves to cover space in the field and hit to open spaces to increase their
chances of success while they participate in a variety of striking and fielding games.
Students will demonstrate behaviours and apply procedures that maximize their safety and that of others as they actively
participate in a variety of striking and fielding activities.

Students will apply relationship and social skills, interact positively with others and become effective team members as they
participate in striking and fielding activities.
Assessment for Learning

Throughout the unit, students achievement of the identified Learning Goals is monitored during the learning using a variety of
assessment strategies and tools that have been identified and embedded in the lessons.
How Will Assessment and Instruction Be Organized For Student Learning?
Lesson 1: Introduction to Cricket

By the end of the lesson, the students will be able to:
actively participate while demonstrating behaviours and applying procedures that maximize their safety and that of others during
striking and fielding activities

strike a ball (of various shapes and sizes) with an implement, while applying basic principles of movement
apply a variety of tactical solutions to increase their chances of success while directing the balls to open space (away from the
fielders) in the physical activities.

A1.1, A3.1, B1.4, B2.3
Know before you go

Checkpoint 1:
Are students able to actively and safely participate in modified cricket games?
Teacher Resource 2: Active Living and Living Skills Checklist
Checkpoint 2:
Are students able to strike the ball with an implement and to direct the ball to open space?
Teacher Resource 1: Anecdotal Recording Chart
Checkpoint 3:
Are students able to explain tactical solutions for avoiding the fielders and safety practices during the striking fielding activities?
Teacher observation with verbal feedback
Lesson 2: Batting
actively participate while demonstrating behaviours and applying procedures that maximize their safety and that of others during
striking and fielding activities

throw and catch balls of a variety of sizes at different levels and speeds, while applying basic principles of movement
apply a variety of tactical solutions to increase their chances of success while directing the balls to open space (away from the
fielders) in the striking and fielding activities.

A1.1, A3.1, B1.4, B2.3
I
Ophea 2010 I H&PE Curriculum Support Resource I ISBN no. 978-1-926555-32-4 I Page 4.SF.a.2
Unit Overview
Know before you go

Checkpoint 1:
4
Are students able to demonstrate throwing and catching skills?
Teacher Resource 3: Throwing and Catching Checklist
Checkpoint 2:
Are students able to demonstrate active and safe participation during the striking and fielding activities?
Checkpoint 3:
Are students able to apply a variety of tactical solutions when striking the ball during the activity to increase their chances of
success?
Lesson 3: Fielding
apply relationship and social skills as they participate in striking and fielding activities
describe common behaviours and procedures for maximizing safety and preventing injuries
throw and catch balls of a variety of sizes at different levels and speeds while applying basic principles of movement.
1.4, A3.1, B1.4
Know before you go

Checkpoint 1:
Are students able to describe safe behaviours and procedures for injuries in striking and fielding games?
Checkpoint 2:
Are students able to apply relationship and social skills (i.e., cooperation) as they actively participate?
Checkpoint 3
Are students able to catch/field balls of a variety of sizes at different levels and speeds during the activities?
Lesson 4: Throwing and Catching

apply relationship and social skills to demonstrate fair play as a member of a team as they actively participate in striking and
fielding activities
actively participate in the sustained moderate to vigorous physical activity during the activities.
throw (over and underhand) and catch balls of a various sizes at different levels and speeds, while applying basic principles of
movement.
1.4, A1.1, A2.1, B1.4
Know before you go

Checkpoint 1:
Are students able to demonstrate throwing skills including overhand and underhand throws while participating in a modified game of
cricket?
I
Ophea 2015 I H&PE Curriculum Support Resource
Unit Overview
Checkpoint 2:
4
Are students able to use positive relationship and social skills and work well with others during striking and fielding games?
Student Self-Assessment: Four Finger Self-Assessment Strategy
Checkpoint 3:
Are students able to actively participate in the striking and fielding activities during the activities?
Lesson 5: Hitting to Open Space

actively and safely participate while applying relationship and social skills during striking and fielding activities
actively participate in the sustained moderate to vigorous physical activity
apply a variety of tactical solutions to increase their chances of success during striking and fielding activities.
1.4, A1.1, A2.1, A3.1, B2.3
Know before you go

Checkpoint 1:
Are students able to demonstrate the application of relationship social skills while actively participating in the striking and fielding
activities?
Checkpoint 2:
Are students able to apply a variety of tactical solutions to increase their chances of success during the Action activity?
Checkpoint 3:
Are student able to actively participate in the sustained moderate to vigorous physical activity?
Lesson 6: Long Ball

strike, throw and catch balls of various sizes at different levels and speeds, with and without the use of equipment, while applying
basic principles of movement

apply a variety of tactical solutions to increase their chances of success while safely participating in striking and fielding activities.
A3.1, B1.4, B2.3
Know before you go

Checkpoint 1:
Are students able to strike, throw and catch balls of a variety sizes at different levels and speeds, with and without the use of
equipment?
Teacher Resource 4: Striking and Fielding Skills and Strategies Rubric
Checkpoint 2:
Are students able to apply a variety of tactical solutions to hit to open space and increase their chances of success during striking
and fielding activities?
Checkpoint 3:
Are students able to demonstrate safe behaviours during striking and fielding activities?
I
Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A3.1, B1.4, B2.3
Topics: Movement Competence, Active Living
Introduction to Cricket
Grade 4 | Introduction to Striking and Fielding
Learning Goals
By the end of this lesson, students will be able to:
actively participate while demonstrating behaviours and applying procedures that maximize their safety
and that of others during striking and fielding activities
strike a ball (of various shapes and sizes) with an implement, while applying basic principles of movement
apply a variety of tactical solutions to increase their chances of success while directing the balls to open
space (away from the fielders) in the physical activities.
Facility
Gymnasium, Field, Paved area
Safety Requirements
Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.
Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 1 of 10

Lesson 1 of 6
30 minutes
Equipment List
4 5 balls (e.g., soft skin balls, beach balls, utility balls)
7 10 paddles (e.g., tennis racquet, soft foam bat, pickle ball paddle) (1 per group)
7 10 low impact balls (1 per group)
7 10 large pylons (1 per group)
7 10 pylons (1 per group)
6 10 buckets or milk crates
15 21 scoops or lacrosse sticks (optional)

Lesson 1 of 6
30 minutes
Warm-Up
Students will gradually increase their heart rate by participating in the following activity.
Elephant Ball Cricket

Organize the students in groups of 3 4 with one low-impact ball, one large pylon and one standard pylon
per group. The large pylon is used to strike from and the other pylon marks the base to run to.
Explain to students that in this game they are to take turns batting a low-impact ball from a pylon, running
bases and retrieving the ball as a fielder.
Instruct the student at bat to use his/her hand to strike the ball, which is balancing on top of the pylon, and
then to run between the batting pylon and the base pylon as many times as possible.
Instruct the fielding students to retrieve the ball and return it to the large batting pylon.
When at bat, remind students to count their own score based on the number of times they reached a pylon.
Direct students to rotate positions after taking a turn at bat.
To accommodate various learners, allow students to select an alternate ball (e.g., utility ball, soft skin
ball, beach ball) to achieve success.

Lesson 1 of 6
30 minutes
Minds On
Share and clarify the lesson Learning Goals with students.
Using the Think Pair Share Strategy (see Appendix) ask students to share with an partner 2 3
different tactics they used to try to score more runs when at bat in the Warm-Up activity. Ask
volunteers to share with the group.
Student response: I tried to hit away from the fielders to the open space. Another time I hit the ball
high so it went over the fielders, or I hit it hard along the ground between the fielders.
Explain to students that they will be able to hit the balls better into open space if they know how to
strike an object/ball effectively. During this lesson they are going to practise this skill with an
implement (e.g., a paddle, racquet or soft foam bat).
Introduce and demonstrate the Success Criteria for Striking an Object with an Implement:
Preparation Phase
Stand facing home plate with feet slightly wider than shoulder width apart and with most of body weight
on back foot. Hands and implement are toward the back of the body (away from the pitcher).
Execution Phase
Move body weight forward toward incoming object by pushing back hip toward the pitcher and swing the
implement forward toward the object and parallel to the ground or with a slight upswing.
Follow-Through Phase
Continue swing of implement until it is pointing toward the target area of the ball.
Consider highlighting other tips as required.
Establish the grip: Students who are right handed will put their right hand above their left. They will do the
opposite if they bat left handed. Encourage students to grip close to the bottom of the bat/paddle, but
allow them to move up their grip for greater control.
Place the feet: Students will stand facing home plate (e.g., pylon), while allowing enough room to hit the
ball over home plate. Encourage students to have good balance and place their feet shoulder distance
apart. Make sure their back foot (the one farthest from the pitcher) is well planted as this foot is used to
push and gain power as they swing.

Lesson 1 of 6
30 minutes
Watch the ball: Encourage students to look at the ball constantly until it meets the bat/paddle and to
decide quickly whether the incoming pitch is one they will hit.
Swing at the ball: Instruct students to begin the swing with the bat/paddle pulled backwards away from the
pitcher. When the pitcher throws the ball, the batter swings quickly forward toward the ball and shifts their
body weight forward. Remind students to swing the bat/paddle parallel to the ground or slightly upward.
Key factors are bat speed and follow through. Encourage students to get the widest part of the bat/paddle
to meet the middle of the ball.
A&E - Minds On
Teacher observation with verbal feedback of students ability to demonstrate knowledge of the tactical
solutions for hitting a ball to open space

Lesson 1 of 6
30 minutes
Action
Introduce and use one group of students to demonstrate the activity to the other students. Using
large-group discussion, brainstorm the safety strategies that should be used throughout the activity
and identify hazards and precautions to ensure a safe environment.
Buck-It
Organize the students into groups of 6 8 students per game. Have multiple games going on at the
same time to increase student participation.
Place two buckets or milk crates about 10 metres apart.

Within the group, one student is the batter while the others are the fielders.
The batter uses a racquet as the bat (e.g., a paddle, racquet or soft foam bat)
If no racquets are available, batter uses his/her hand as the paddle.
To accommodate various learners, allow students to choose a different size of ball and/or racquet to
achieve success.
The batter stands at the home bucket and one of the fielders pitches the ball underhand to the batter.
The pitcher continues to pitch the ball until the batter makes contact (no strike outs).
The batter can strike the ball to anywhere in the activity area.
Once the batter strikes the ball, he/she then runs with the racquet back and forth between the two buckets.
One run is scored each time the batter reaches a bucket safely. The batter can stop at either of the
buckets.
The fielding team attempts to get the batter out by either: a) catching the ball in the air after it has been
struck or b) hitting one of the buckets with the ball while the batter is running in between the buckets.
To accommodate various learners, fielders can use implements to collect the ball if needed (e.g., lacrosse
stick, scoops).
A batter continues to bat until the fielding team gets the batter out or the batter has hit the ball six times.
The pitcher then becomes the new batter, one of the fielders becomes the new pitcher and the batter joins
the fielding team.
Play until everyone has had a chance to be the batter and the pitcher.
Over 2 3 classes encourage players to score more runs each time they play, as opposed to comparing
who scored the most runs.
Ask students the following: Teacher prompt: When you are at bat, which places should you try to hit
the ball? Student response: I should try to hit the ball away from the fielders to open space, between
them or over their heads.
Ask students the following: Teacher prompt: Why is it important to be able to hit a ball to different
parts of the field? Student response: Because it gives you more options to try and hit the ball away
from fielders, and provides opportunities to score more runs.

Lesson 1 of 6
30 minutes
Ask students the following: Teacher prompt: Why is it important to follow the safety rules when
striking and fielding? Student response: It is important in fielding so I don t run into someone and so I
don t get hit by the ball or a runner. It is important while striking so I don t hit someone with my bat or
paddle and so the fielders are ready when I m ready to hit.
Students continue to play the Action activity keeping in mind the previous discussion regarding
strategies and safety.
A&E - Action
Teacher observation with anecdotal writing of students ability to strike the ball with an implement and
to direct the ball to open space using Teacher Resource 1: Anecdotal Recording Chart
Teacher observation with verbal feedback of students ability to demonstrate active and safe
participation using Teacher Resource 2: Active Living and Living Skills Checklist
Cool-Down
Students gradually decrease their heart rate to a resting rate by participating in the activity below.
Students also stretch the body parts that have been active throughout the lesson. See Appendix for
stretches.
Instruct the students to stand in scatter formation with a ball and follow the leader through a series of ball
handling cool-downs. Some examples include passing the ball around the head, then neck, waist, knees
and ankles. These movements can be completed in both clockwise and counter-clockwise directions.
Lead the students in some slow stretches starting from the head and working down to the arms, legs and
ankles.

Lesson 1 of 6
30 minutes
Consolidation
Divide students into two teams to brainstorm responses to the following teacher prompts:
Team 1
Teacher prompt: What are some effective tactics to use to score more runs and avoid getting out as
quickly? ; Do you risk having the fielders catch the ball by hitting the ball high in the air over them? ;
Do you try and hit the ball on the ground and reduce the distance the ball is hit? Student response: I
look for open areas in the activity area to hit the ball away from the fielders. I need to decide whether I
can hit the ball hard and high enough to go past the fielders so I can score more runs, or if it is better
for me to hit low and hard to avoid the pop fly and therefore score additional runs.
Team 2
Teacher prompt: What are some safe practices to follow during striking and fielding games? Student
response: As the batter, performing the left-right-back check before batting, look forward when
running bases to avoid fielders. As the fielder, pay attention to the batter so I don t get hit with ball or
bat, communicate when fielding to avoid collisions.
Have one student from each group share their groups responses.
A&E - Consolidation
Teacher observation with verbal feedback of students ability to demonstrate knowledge of tactical
solutions during the striking and fielding activities

Lesson 1 of 6
30 minutes
Ideas for Extension
Play another game of Elephant Ball Cricket while adding paddles/racquets instead of hands.
Modify the rules for Buck-It:
To score a run, the batter must get to the opposite bucket and back.
Place the buckets in the middle of the playing area and the batter can hit it anywhere, including behind
him/her.
If the pitcher hits the bucket on a pitch, the batter is also out.
Each fielder must touch the ball before the fielding team can try to get the batter out.
The batters must use a different type of locomotion each time they run back and forth between the
buckets.
Play in pairs when batting. Each batter stands at one of the buckets. Always bat from the home bucket.
Whoever is at the home bucket hits the ball from the pitcher. Pairs score a run each time they both reach
the opposite bucket safely.
Notes to Teacher
While Teacher Resource 2: Active Living and Living Skills Checklist identifies relationship and social skills
and daily physical activity (DPA), they will not be assessed until later lessons.
Prior to activity, inspect activity area for safe traction and eliminate potential hazardous conditions.
Set up the activity areas so that the balls are not being hit into other activity areas.
Throughout the activity, have batters carry their paddle so that they do not throw the paddle.
Emphasize the need for students who are batting to be aware of their surroundings and do a quick
left-right-back check before they swing the paddle or bat.
Remind students to be cautious when moving and to be aware of the personal space of others.
Low impact ball could include a foam or sponge ball.
Success Criteria for Underhand Throw

Preparation
Stand facing the target
Keep eyes on the target
Swing arm backward
Complete a windmill throw throwing arm circles in full arm swing
Execution
Step forward with opposite foot
Transfer weight from back foot to front foot
Release the ball in front of body, at waist height

Lesson 1 of 6
30 minutes
Follow-Through
Point throwing hand toward the target
Success Criteria for Overhand Throw

Preparation
Stand sideways to target with arms outstretched (throwing arm farthest from target)
Keep eyes on the target
Throwing arm circles downward and backward and up to a bent elbow position (big J ) at shoulder height
with elbow pointing backward
Keep weight on back leg
Execution
Step forward with front foot
Transfer weight from back foot to front foot
Twist hips toward the target
Release ball in front of head
Follow-Through
Point throwing hand toward the target
Throwing hand drops toward the opposite knee
Success Criteria for Catching

Preparation
Start from ready position, with a wide base of support
Keep eyes on the object until it is caught/trapped
Execution
Move body directly in the path of the ball, move hands or feet to meet the object, create large reception
surface for object
If the object is below waist hold little fingers close together. If the object is above waist hold thumbs close
together
Follow-Through
Absorb the object toward the body

Lesson 2 of 6
30 minutes
Batting
Learning Goals
actively participate while demonstrating behaviours and applying procedures that maximize their safety
and that of others during striking and fielding activities
throw and catch balls of a variety of sizes at different levels and speeds, while applying basic principles of
movement
apply a variety of tactical solutions to increase their chances of success while directing the balls to open
space (away from the fielders) in the striking and fielding activities.
Facility
Gymnasium, Field, Paved surface
Safety Requirements
Grade 4 | Introduction to Striking and Fielding | Batting | Page 1 of 8

Lesson 2 of 6
30 minutes
Batting
Equipment List
20 30 low impact balls (1 for each student)
4 5 wall targets (squares, rectangles or circles taped on wall, approximately one metre squared)
10 16 tees or large pylons (1 per group in first activity and 2 per group in second)10 16 tees or
large pylons (1 per group in first activity and 2 per group in second)10 16 tees or large pylons (1 per
group in first activity and 2 per group i
5 8 bats or paddle bats (1 per group)
40 56 pylons or domes (8 per group)


Lesson 2 of 6
30 minutes
Batting
Warm-Up
Catch the Ball

In scatter formation, students work with a partner with a low impact ball to practise throwing and catching
skills used in the following activities.
Catch it as high as you can.
Catch it as low as you can.
Clap your hands before catching the ball.
Sit down before catching the ball.
Spin around before catching the ball.
Kneel on one knee before catching the ball.
Find different ways of hitting the target on the wall using an overhand throw.
Instruct them to throw the ball up high using underhand or overhead throws. Remind pairs that both must
have a turn throwing and catching before switching to the next catching activity.
After the pair has completed each catching activity, instruct them to perform 10 pogo-jumps before
attempting the next variation.

Lesson 2 of 6
30 minutes
Batting
Minds On
Share and clarify the lesson Learning Goals with students. In a large group, using question and answer
strategy, ask students to quickly review the Success Criteria for Throwing and Catching (see Lesson 1).
To accommodate various learners, consider posting this information on the wall for student reference.
Introduce the Race to the Base activity to students. Discuss with students the safety strategies that
should be used throughout the activity and identify hazards and precautions to ensure a safe
environment (e.g., staying away from batter, paying attention to where the ball is, being aware).
Remind students of the Success Criteria for Striking an Object with an Implement (see Lesson 1).
Race to the Base

Students work in groups of four to maximize participation.
One student is the batter and stands at home base. The batter hits a low impact ball off home base (e.g., a
tee or a large pylon) with a paddle/bat.
Another base (e.g., tee or pylon) is located directly in front of the home base, approximately five metres
away.
The batter attempts to get to the base and back to home as many times as possible before the fielders
return the ball to home base and place it on the tee/pylon.
Fielders cannot move with the ball. They must throw overhand and all fielders must touch the ball before it
is placed back on the tee.
The batter is out if the ball is caught on the fly or when the ball is returned to home base and the batter is
caught between bases.
Score one point each time the batter gets back to home base safely.
The batter s turn is over after completing five consecutive hits or if he/she gets called out.
Rotate players until each player has had a turn as the batter.
A&E - Minds On
Teacher observation with verbal feedback of students ability to demonstrate throwing and catching
skills using Teacher Resource 3: Throwing and Catching Checklist

Lesson 2 of 6
30 minutes
Batting
Action
Gather students and using Think Pair Share Strategy (see Appendix) ask them to review with a partner
the tactics they can use to keep the ball away from the fielders and allow them to score more runs. Ask
for volunteers to share their responses with the class. Explain the Parallel activity and demonstrate
with one group of students.
Parallel
Students work in groups of 6 8 players with two batters on a team against fielders.
The two batters each have a tee (or large pylon) in the middle of the activity area.
Eight pylons are set up in two lines of four on either side of the batters (parallel to one another). The
fielders spread out around the batters.
Both batters hit their balls off their tees at the same time and run along their respective lines of pylons in
an attempt to reach as many pylons as possible.
If they reach the end, they run back along the line.
Each pylon is worth one point and both batters create a collective score.
Fielders cannot move when they have the ball. They must throw overhand to the other fielders until the
balls are placed back on each tee and the batters must stop running.
Batters get six hits in total (three for each) to determine the number of points they can score. If they are
caught out they subtract five runs off their score.
Bring the students in for a large-group discussion and ask the following questions about the activity.
Teacher prompt: How can you work together to strike the balls away from the fielders? Student
response: By hitting to two different open spaces and ensuring we don t hit the balls to the same
place.
Teacher prompt: Where can you place the ball so that the fielders have to do the most running?
Student response: I can hit over the ball over or to the side of the fielders.

Lesson 2 of 6
30 minutes
Batting
A&E - Action
participation using Teacher Resource 2: Active Living and Living Skills Checklist (from Lesson 1)
Teacher observation with verbal feedback of students ability to demonstrate throwing and catching
skills using Teacher Resource 3: Throwing and Catching Checklist
Teacher observation with verbal feedback of students ability to demonstrate knowledge of tactical
solutions
Cool-Down
Students also stretch the body parts that have been active throughout the lesson. See Appendix for
stretches.
Circle Stretch
Students form a circle and perform slow group stretches.
One student demonstrates the first stretch and everyone follows.
The next person in line performs a stretch until all students have led one stretch.
Encourage students to start stretching the head/neck area and slowly work down the body towards the
feet, holding each stretch for 15 30 seconds.

Lesson 2 of 6
30 minutes
Batting
Consolidation
Have students play Parallel again, keeping in mind the tactical solutions discussed.
At the end of the game, gather students and using the Think Pair Share Strategy (see Appendix), have
students reflect on the activities in the lesson and discuss the following.
Teacher prompt: To which parts of the field should the batter hit the ball to in order to score more
points? Student response: Hitting the ball between or over fielders. Hit the ball on the ground to
avoid getting out by pop fly.
Brainstorm with students other games or activities in which these tactical solutions could be used.
A&E - Consolidation
Teacher observation with anecdotal writing of students ability to apply tactical solutions using Teacher
Resource 1: Anecdotal Recording Chart (from Lesson 1)
participation using Teacher Resource 2: Active Living and Living Skills Checklist (from Lesson 1)
Ideas for Extension
Parallel:
Rather than returning the balls to the tees, fielders must hit the base the players are running to or tag the
player.
Reduce the number of batters to one.
Use a smaller pylon to make a lower tee and change the implement to a cricket bat.

Lesson 2 of 6
30 minutes
Batting
Notes to Teacher
Set up the activity area so that the balls are not being hit into other activity areas.
Throughout the activity, have batters carry the paddle and instruct them not to throw it.
Emphasize the need for students who are batting to be aware of their surrounding and do a quick
Low impact ball could include a foam or sponge ball.

Lesson 3 of 6
30 minutes
Curriculum expectations: A3.1, B1.4, 1.4
Fielding
Learning Goals
apply relationship and social skills as they participate in striking and fielding activities
describe common behaviours and procedures for maximizing safety and preventing injuries
throw and catch balls of a variety of sizes at different levels and speeds while applying basic principles of
movement.
Facility
Gymnasium, Field, Large open space
Safety Requirements
Equipment List
14 20 pylons
2 cricket wickets or large cones
14 20 balls (e.g., cricket-sized rubber balls and larger utility balls) (2 per group)
2 bats
Grade 4 | Introduction to Striking and Fielding | Fielding | Page 1 of 7

Lesson 3 of 6
30 minutes
Fielding
Student Resource 1: Fast Feet Fitness Activities
Student Resource 2: Exit Card
Warm-Up
Run the Bases

Direct students to set up eight bases/pylons (four sets of two bases). The bases in each set are spaced 15
metres apart and the next set of bases/pylons is placed 3 4 metres parallel from the first set.
Students in partners practise running between the bases.
All pairs start in the popping crease (home plate) of the first pair of bases.
The first pair of students begin the activity by running from the home plate/popping crease to the other
base and back to home plate/popping crease. Then they move to the second set of bases and repeat the
activity and continue with the third and fourth sets of bases.
When the first pair completes the run between the first set of bases, the next group goes.
Repeat the whole circuit of bases three times gradually increasing the intensity up to a full sprint on the
last run.
Ask students the following. Teacher prompt: In striking and fielding activities, why is it important to be
able to run quickly between the bases? Student response: If I run quickly, I will score more runs
before the fielders catch and return the ball.

Lesson 3 of 6
30 minutes
Fielding
Minds On
Using the Think Pair Share (see Appendix) ask students to quickly review while demonstrating for their
partner, the Success Criteria for Overhand and Underhand Throwing, Catching/Fielding a Moving Ball
and Striking an Object with an Implement (see Lesson 1). Select volunteers to demonstrate each of
these skills.
Using large-group discussion, ask the following questions. Teacher prompt: The activity Continuous
Cricket is a fast moving game. You will be running as fast as you can and trading places quickly. To
maximize your safety in our classes, what do we need to consider when playing active games?
Student response: We need to make sure we follow the instructions for all tasks, cooperate so no one
gets hurt, be in control of our bodies, monitor our actions so we don t distract others, ensure there are
no obstacles like chairs and benches in our way and we need to use equipment properly.
Teacher prompt: Those are good ideas to follow as the activity is happening. What precautions
things we can do ahead of time can we take to prevent injuries from happening? Student response:
We can check equipment like bats and paddles to ensure they are safe to use and we can check the
field for holes and mud puddles and place a pylon near them to help prevent injuries.
A&E - Minds On
Teacher observation with verbal feedback of students ability to demonstrate knowledge of safe
behaviours and procedures in physical activities using Teacher Resource 2: Active Living and Living
Skills Checklist (from Lesson 1)

Lesson 3 of 6
30 minutes
Fielding
Action
Remind students of the importance of relationship and social skills, fair play and that working together
helps accomplish the team goals.
Modified Cricket
Divide the class into four equal groups, two groups for each game. In each game, one group is the batting
team and the other is the fielding team.
Set up the activity as outlined in Fig. 1. One member of the fielding team stands in the playing area and is
the bowler, while the other fielders scatter throughout the activity area. Each bowler delivers (i.e., pitches)
five balls before rotating positions with a fielder.
The batting team bats until all its members have had a chance to bat.
To accommodate various learners, batters can choose the size of the ball and to have the ball bowled
underhand (one bounce) or rolled. The batter runs around the pylon of their choice (two are provided, one
on each side, to cater for left-and right-handers) and back to the popping crease (home plate) to score a
run. The batter must begin to run regardless of whether or not the ball is hit.
The batter counts the times he or she has run between the pylon and home plate. Runs from all team
members are added up at the end of their team being at bat.
The batter carries the bat while running and may use it to touch the cones.
The batter continues to run between the pylon and home plate until he/she gets out.
Fielders return the ball to the bowler as quickly as possible, who then touches the wicket.
The batter is out when the bowler touches the wicket with the retrieved ball or a pop fly is caught.
The next batter moves in quickly to take his/her place.
Batters who are not up to bat will perform a variety of fitness activities with the remaining group (see
Student Resource 1: Fast Feet Fitness Activities).
Once all batters have had their chance to bat, teams switch roles and begin again.
To accommodate various learners, vary the distance to the cones, the size of the ball, shape and type of
bat and distance of the fielders to the batter.
Gather students and ask them to give a few examples of how they demonstrated relationship and
social skills (e.g., cooperation) during the Modified Cricket activity.
Ask students the following. Teacher prompt: What skills are important when your team is fielding?
Student response: It is important to be able to catch the ball quickly even when it bounces or rolls on
the ground.
Remind students of the Success Criteria for Catching. Explain to students the following. Teacher
prompt: Fielding the ball requires a good ready position - weight on balls of the feet, leaning slightly
forward and hands in front, quick movements and the ability to focus on the ball in the air or after it
bounces off the ground. Use the next activity, Salt and Pepper, to work on your fielding skills.

Lesson 3 of 6
30 minutes
Fielding
Salt and Pepper

Organize students in groups of three and explain that in this activity they are trying to field grounders (salt)
and fly balls (pepper).
The activity is set up in a square formation with two pylons, spaced about four metres apart, that form the
bottom corners of the square and two students/tossers form the upper corners of the square. Each tosser
stands directly in front of and four meters from one of the pylons.
The third student is the fielder who stands beside one of the two pylons and is ready to move to the other
pylon when a ball is tossed there.
The tossers take turns tossing the ball to the open pylon and the fielder catches the ball and tosses it back
to the tosser.
Instruct the tossers to throw a variety of grounders and fly balls just prior to the fielder getting to each
pylon.
Switch roles after the fielder has fielded for about one minute.
Fig. 1
A&E - Action
Teacher observation with verbal feedback of students ability to apply relationship and social skills
using the Teacher Resource 2: Active Living and Living Skills Checklist (from Lesson 1)
Teacher observation with verbal feedback of the students ability to catch/field balls using the Teacher
Resource 3: Throwing and Catching Checklist (from Lesson 2)

Lesson 3 of 6
30 minutes
Fielding
Cool-Down
Students should also stretch the body parts that have been active throughout the lesson.
Pentagonal Star Fielding Drill

Organize students into two groups and create a pentagon (a five-sided shape).
There can be more than one person at each point of the pentagon, but the ball must start in a line that has
at least two people.
Students toss the ball around the pentagon to the first person in the line that is two spaces to the right of
them.
Instruct the student to follow the ball and join the end of the line to which they passed.
Consolidation
Direct the students to return to playing Modified Cricket and to apply the fielding skills they learned
from Salt and Pepper.
Ask the students waiting to bat to complete Student Resource 2: Exit Card. Guide activity with the
following prompt. Teacher prompt: You can see that we needed to set up our activity carefully to
ensure we were safe in the field. Here is an exit card. I would like you to describe two or three safety
behaviours or procedures that are important to prevent injuries in striking and fielding activities. You
can use any situation you want.
A&E - Consolidation
Teacher observation with verbal feedback of students catching/fielding skills using Teacher Resource
2: Throwing and Catching Checklist (from Lesson 2)
Teacher observation and verbal feedback of students ability to list safety behaviours and procedures
during striking/fielding activities

Lesson 3 of 6
30 minutes
Fielding
Ideas for Extension
Switch teams during Modified Cricket and create a mini tournament.

Play another round of Salt and Pepper using paddles and or soft bats.
Notes to Teacher
Ensure that the minimum distance from the popping crease to the pitcher is 10 metres in Modified Cricket.
Ensure that the on deck students (students who are waiting to bat) are at a safe distance from the batter.
Set up the activity area so that balls are not being hit into other activity areas.
Throughout the Action activity, have batters carry the paddle so that they do not throw the paddle.
[image:26374]

Lesson 4 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, B1.4, 1.4
Throwing and Catching
Learning Goals
apply relationship and social skills to demonstrate fair play as a member of a team as they actively
participate in striking and fielding activities
actively participate in the sustained moderate to vigorous physical activity during the activities
throw (over and underhand) and catch balls of a various sizes at different levels and speeds, while
applying basic principles of movement.
Facility
Gymnasium, Outdoors on paved surface, Field
Safety Requirements
Grade 4 | Introduction to Striking and Fielding | Throwing and Catching | Page 1 of 7

Lesson 4 of 6
30 minutes
Equipment List
14 18 pylons (2 per group)
6 8 cricket wickets or large pylons (1 per group)
12 16 balls (e.g., cricket-sized rubber balls, larger utility balls) (2 per group)
6 8 bats (e.g., plastic cricket bats, foam bats, paddles) (1 per group)
20 30 beanbags (1 per student)
Chart paper and markers (optional)

Lesson 4 of 6
30 minutes
Warm-Up
Explain that the students are going to warm-up by playing a smaller group version of Modified Cricket from
Lesson 3 but using the same equipment and distances.
In a large-group discussion, quickly review the tactics the batters can use to keep the ball away from the
fielders to score more runs (e.g., hit to open space, over the fielders or between them).
Review the tactics that the fielders can use to prevent the batter from scoring runs (e.g., watch the ball as
it is hit, move quickly to field it and return it to the bowler as quickly as possible.
Organize students into groups of 4 5
Explain that one student is the bowler and another the batter who strikes the ball from the popping
crease/home plate in front of a large pylon.
The remaining students are fielders.
When the batter is out, the bowler replaces the batter and the batter becomes a fielder.
Continue playing until all players have had the opportunity to be the batter.
To accommodate various learners, batters can choose the size of the ball and to have the ball bowled
underhand (one bounce) or rolled.

Lesson 4 of 6
30 minutes
Minds On
Ask students the following. Teacher prompt:

striking and fielding activities? Student response:
quickly field/catch the ball and accurately throw it to prevent the batter from scoring too many runs. As
a bowler or pitcher it is important to accurately throw underhand to the batter.
In a large group quickly review the Success Criteria for Underhand and Overhand Throws (see Lesson
1).
Explain to students the importance of being able to use both their dominant and non-dominant hand.
Ask students to use the Think Pair Share Strategy (see Appendix) to discuss other opportunities when
they might need to use their
Have students practise their overhand and underhand throws with their non-dominant hand in the
following activity.
Hot Peppers
Students form groups of three. Two students stand three metres apart and throw a beanbag to each other
alternating between overhand and underhand throws. The third student runs around the throwers until the
beanbag is dropped. See Fig. 1.
The student who drops the beanbag becomes the new runner.
Students should change positions frequently even if the beanbag is not dropped.
Throughout the activity, indicate when students are to use their dominant and non-dominant hands. Ask
students what changes they need to make to the game to still be successful when throwing with their
non-dominant hand.
To accommodate various learners, students can change the object to be thrown as well as the distance
between students to increase or decrease the level of difficulty.
Fig. 1

Lesson 4 of 6
30 minutes
A&E - Minds On
Teacher observation with verbal feedback of students

Teacher Resource 3: Throwing and Catching Checklist (from Lesson 2)
Action
Gather students to review the relationship and social skills required to demonstrate fair play as a
member of a team. Ask students to brainstorm a list of things they can do to play fair, and select one
item from the list that they will implement during this lesson (e.g., cooperate with others, share, take
turns, maintain self-control, respect others, work together to achieve group goal). To accommodate
various learners, consider displaying responses on chart paper for student reference.
Modified Cricket
Replay the Modified Cricket game from Lesson 3.
Divide the class into four equal groups, two groups for each game. In each game, one group is the batting
team and the other is the fielding team.
Ask students to concentrate on their overhand throws.
At the end of the game, gather students and ask them to self-assess the relationship and social skill
they decided to work on to play fair using the Four Finger Self-Assessment Strategy (see Appendix).
Ask students to hold up one, two, three or four fingers to reflect a rating of their fair play and ability to
work in a group (four fingers = almost all the time, three fingers = most of the time, two fingers =
some of the time, one finger = need to improve). Ask for students to provide reasons and examples for
their ratings.
A&E - Action

skills and active participation using Teacher Resource 2: Active Living and Living Skills Checklist (from
Lesson 1)

Teacher Resource 3: Throwing and Catching Checklist (from Lesson 2)

Lesson 4 of 6
30 minutes
Consolidation
Students should also stretch the body parts that have been active throughout the lesson. See
Appendix for stretches.
Throw Away
Prior to the activity review with students the importance of the strategy of throwing to an open space
(e.g., to prevent the other team from getting a point, hopefully getting a point yourself).
Divide class into two teams. One team goes on either side of a 15 square metre activity area that is
divided down the centre line with pylons.
Instruct students to throw their beanbag slowly and with exaggerated form (to cool down) and to have it
land on the other team
Points are awarded for having the beanbag hit the floor on the opponent
Periodically call out throwing qualifiers that students must use: overhand, underhand, dominant hand,
non-dominant hand.
Lead the students in stretches for the arms and legs.
A&E - Consolidation

Teacher Resource 2: Active Living and Living Skills Checklist (from Lesson 1)
Ideas for Extension
Replay Hot Peppers changing the sending pattern (bounce and catch, roll and catch, high toss, low toss).
Play a second game of Modified Cricket rotating teams, creating a mini-tournament.

Lesson 4 of 6
30 minutes
Notes to Teacher
Set up the activity area so that balls are not being hit into other activity areas.
Throughout striking activities, have batters carry the paddle so that they do not throw the paddle.

Lesson 5 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B2.3,
1.4
Hitting to Open Space Topics: Movement Competence, Active Living
Learning Goals
actively and safely participate while applying relationship and social skills during striking and fielding
activities
actively participate in the sustained moderate to vigorous physical activity apply a variety of tactical
solutions to increase their chances of success during striking and fielding activities.
Facility
Gymnasium, Field, Paved area
Safety Requirements
Equipment List
1 3 bats of various types (e.g., plastic bat, paddle, racquet)
5 6 balls (e.g., utility, rubber, playground, soft-skin)
4 bases (e.g., pylons, dome cones)
7 10 tennis balls (optional)
7 10 bats (optional)
Grade 4 | Introduction to Striking and Fielding | Hitting to Open Space | Page 1 of 7

Lesson 5 of 6
30 minutes
1.4
Warm-Up
Fitness Train
Students slowly jog around the field in line.
The last student sprints to the front of the line and joins the front.
The second last person goes when the last person is about five metres ahead of them.
Minds On
Using large-group discussion, have students discuss how they have exhibited appropriate relationship
and social skills (e.g., cooperation, fair play, safety throughout the unit).
Explain to students that in this class they will be playing one large game of Rounders and that you will
be watching that they participate actively and safely in their positions in the game. In a large group,
ask the students to volunteer the characteristics for active and safe participation.
A&E - Minds On
Teacher observation with verbal feedback on students

relationship and social skills (e.g., cooperation, fair play, safe and active participation) using Teacher
Resource 2: Living Skills and Active Living Checklist (from Lesson 1)

Lesson 5 of 6
30 minutes
1.4

Lesson 5 of 6
30 minutes
1.4

Lesson 5 of 6
30 minutes
1.4
Bowlers must bowl/throw underhand from the designated bowling area.

The bowler must aim the ball between hip and shoulder of the batter.
In the event of a no ball the batter will have the choice of an extra ball or to walk to first base.
Begin playing Rounders and after several batters, stop the game to clarify the tactical solutions for the
game.
Teacher prompt:
people out. Good throwing comes not just from your arm, but from your whole body.
Teacher prompt:
get out in order to stop runs from being scored? Student response:
Teacher prompt:
many runs as possible?
will communicate this to your teammates? Student response:
open spaces, over the fielders or between them. I make the decision to run to more than first base if
the ball goes a long way or the fielders are slow getting to the ball. I let my team mates know that I
going to the next base by pointing to it as I run.
Continue to play Rounders.
Fig. 1

Lesson 5 of 6
30 minutes
1.4
A&E - Action
Teacher observation with anecdotal writing of students

Resource 1: Anecdotal Recording Chart (from Lesson 1)

relationship and social skills and actively participate in moderate to vigorous physical activity using
Teacher Resource 2: Active Living and Living Skills Checklist (from Lesson 1)
Cool-Down
Students begin walking quickly and gradually slow down as they go around the bases three times.
At each base and at home plate they stop and perform a slow stretch before walking to the next base.
Upon completion they get together in groups of 3 4 to develop a team cheer that they will share with the
class.
Consolidation
Review the lesson Learning Goals (i.e., appropriate relationship and social skills, safe and active
participation, the demonstration of tactical solutions during the Action activity) with students and what
those goals look like based on the Success Criteria identified in Minds-On.
Ask students to self-assess separately each of the Learning Goals (e.g., relationship and social skills,
safe and active participation, tactical solutions) using the Thumbs-Up Strategy (see Appendix).

Lesson 5 of 6
30 minutes
1.4
A&E - Consolidation

relationship and social skills, safe and active participation and tactical solutions
Ideas for Extension
Hi-Low Striking
The objective of the activity is for the batter to practise hitting grounders to the first fielder and then
hitting over his/her head.
Students work in groups of three.

The batter stands on the sideline of the activity area and hits the ball to the two fielders.
The first hit is to the first fielder who is three metres away.
The fielder fields the ball and rolls it back to the batter.
The second hit is to the second fielder, who is behind the first batter, 8 10 metres away.
The batter hits 10 grounders and 10 fly balls and the students switch positions.
Notes to Teacher
Prior to activity, inspect the activity area for safe traction and eliminate potential hazardous conditions.

Lesson 6 of 6
30 minutes
Curriculum expectations: A3.1, B1.4, B2.3
Long Ball
Learning Goals
strike, throw and catch balls of various sizes at different levels and speeds, using different body parts and
equipment, while applying basic principles of movement
apply a variety of tactical solutions to increase their chances of success while safely participating in
striking and fielding activities.
Facility
Gymnasium, Outdoor field, Paved area
Safety Requirements
Equipment List
5 8 small balls (1 per group)
5 8 balls of various sizes (e.g., utility, soft-skin)
4 6 bats or racquets
4 6 batting tees
20 30 pylons
Grade 4 | Introduction to Striking and Fielding | Long Ball | Page 1 of 6

Lesson 6 of 6
30 minutes
Long Ball
Warm-Up
Ready Position
Organize students in groups of five. Explain and demonstrate the following activity and review the Success
Criteria for Safe Participation.
One student the leader has a ball and faces the others who are lined up side by side in front of him/her.
Students take the ready position and jog on the spot with extremely fast steps.
When the leader calls down the students in the line drop to the ground and get back up as quickly as
possible.
As the students get up the leader tosses the ball to one of the students in line.
If the student catches the ball he/she switches places with the leader. To accommodate various learners,
instruct the leaders to vary the size of the ball and the distance of the throw in order to promote success
for all.
Minds On
Using large group discussion review the Success Criteria for Striking an Object with an Implement,
Throwing (Underhand and Overhand) and Catching and discuss the strategies and tactical solutions the
students have used throughout the unit in relation to striking and fielding activities.
A&E - Minds On
Teacher observation with verbal feedback of students ability to demonstrate knowledge of striking,
throwing and catching skills and tactical solutions and strategies using Teacher Resource 4: Striking
and Fielding Skills and Strategies Rubric

Lesson 6 of 6
30 minutes
Long Ball
Action
Line Ball
Create four teams of approximately 6 8 players each. To maximize participation, divide the activity area
in half using pylons to mark the perimeter of each activity area and have two games played at once.
Explain and demonstrate the game and rules of play. Remind students to apply the tactical solutions to hit
to open space when they are up at bat.
In each game, the batting team is lined up safely back from the baseline and the fielding team is scattered
in the field of play, with one member as the pitcher.
The pitcher throws the ball underhand to the batter, who attempts to hit it.
The batter then tries to score a run by running to the far line (marked with a pylon) and back.
The batter may wait as long as they like behind the far line for a chance to return but they may only run
back when a batter strikes a ball.
The fielders try to put the other team out by tagging a batter with the ball while they are running. A fielder
may throw the ball to another fielder nearer to the batter in an attempt to do this.
The batter is out if:
a running batter is tagged with the ball
a fielder catches a hit on the fly (in the air/fly ball)
a batter hits the ball over the sidelines
a running batter goes over either of the sidelines.
When there are three outs, have the teams change sides.
To accommodate various learners, the batter can also choose to strike the ball from a tee/large pylon, or
do a self-toss and hit/throw the ball out into the field of play.
The batter can also request a larger smaller ball.
A&E - Action
Teacher observation with verbal feedback of students application of tactical solutions to hit to open
space and their striking, throwing and catching skills using Teacher Resource 4: Striking and Fielding
Skills and Strategies Rubric

Lesson 6 of 6
30 minutes
Long Ball
Cool-Down
Cool-Down Call Out
Organize students in groups of four.
Students create two lines of two facing each other 3 4 metres apart.
Students decide on a specific multiple of a number (e.g., three, five).
The multiple cannot be the same as the number of people in the group.
The ball is tossed back and forth with the students calling mine until the multiple comes up at which
point the person that catches the ball on the multiple calls mine and leads the group in a stretch and
then switches places in the line after throwing to the other line.

Lesson 6 of 6
30 minutes
Long Ball
Consolidation
Bat and Call

Organize the students into groups of 4 5 (one batter and the rest are fielders) and set up pylons in a
square about five metres apart.
Emphasize the importance of using the strategy of hitting to open space. Teacher prompt: How can
the hitters cause communication problems for the fielding team? Student response: I would aim
directly between the fielders because they might think it is the other person s ball and not even go for
it. If the ball is hit closer to one player than the other it is clearer whose ball it is. I might also try to hit
it over one person s head and just in front of another for the same reason, but I think this is harder to
do so I might get out more often.
Explain and demonstrate the game and the rules of play.

Fielders number off from 1 4 and spread out in the square.
The batter strikes the ball off a tee into the square, where it is fielded by one of the fielders, who calls
Mine! when catching it.
Each of the other fielders runs to a corner of the square and prepares to receive a pass.
The batter calls out numbers randomly about every two seconds and the fielders throw to the appropriate
person.
The batter calls out as many numbers as he/she wants.
When a number is called the student with that number calls, Here! or puts his/her hand out in front, to
communicate to their team mates that he/she is ready.
When the batter calls home the ball is tossed back to the batter and the batting activity continues.
A&E - Consolidation
Teacher observation with verbal feedback of students application of tactical solutions to hit to open
space and their striking, throwing and catching skills using Teacher Resource 4: Striking and Fielding
Skills and Strategies Rubric
Teacher observation with verbal feedback of students ability to demonstrate safe participation using

Lesson 6 of 6
30 minutes
Long Ball
Ideas for Extension
Play extra innings of the Long Ball game.
Replay student s favorite games from the past lessons such as: Modified Cricket Lesson 3, Rounders
Lesson 5, Hot Peppers Lesson 4.
Notes to Teacher

4
Introduction to Cricket (Page 1 of 2)
Class:
Specific Expectations
B2.3 - apply a variety of tactical solutions to increase their chances of success as they participate in physical activities [IS, CT]
Success Criteria
B1.4 Sending: Striking with an Implement B2.3 Tactical Solutions
Preparation Placement Away from Fielders: hit the ball over or between the
Stand facing home plate with feet slightly wider than shoulder fielders into open space
width apart and with most of body weight on back foot.
Hands and implement are toward the back of their body (away
from pitcher)
Execution
Move body weight forward toward incoming object by pushing
back hip toward the pitcher and swing the implement forward
toward the object and parallel to the ground or with a slight
upswing
Follow-Through
Continue swing of implement until it is pointing toward the
target area of the ball
Student
Name Sasha
Didnt extend arm in follow-through.
Observation
Rarely hit to open space.
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
I
4
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
I
4
Class:
1.4 - apply relationship and social skills as they participate in physical activities, develop movement competence and acquire
knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships and become
effective team members
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and
cool-down activities, to the best of their ability for a minimum of twenty minutes each day
A1.1 - actively participate in a wide variety of program activities, according to their capabilities, while applying behaviours that
enhance their readiness and ability to take part [PS, IS]
A3.1 - demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity [PS, IS]
Success Criteria
Application Application Application Application
1.4 Relationship and A1.1 Active A2.1 Physical Fitness A3.1 Safety
Social Skills Participation 1. participates 1. monitors their own
1. shows 1. demonstrates actively in actions to ensure
consideration for readiness and sustained moderate safety
others ability to take part to vigorous physical 2. applies safety
2. demonstrates fair 2. participates activities for the rules and safety
play actively in all duration of the procedures while
3. collaborates to physical activities activity time participating in a
achieve common 2. actively engages variety of physical
goal in all aspects of activities
4. respects others physical activities
opinions and ideas including Warm-Up
and Cool-Down.
Still Still Still Still

Got It Working Got It Working Got It Working Got It Working
Student Names on It on It on It on It
Michelle 1, 4 2, 3 1, 2 2 1 1, 2
I
4
Still Still Still Still

Got It Working Got It Working Got It Working Got It Working
Student Names on It on It on It on It
I
4
Batting (Page 1 of 2)
Class:
Specific Expectation
Success Criteria
Application Application Application
Underhand Throw B1.4 Overhand Throw B1.4 Catching B1.4
Preparation: Preparation: Preparation:
1. stands facing the target 1. stands sideways to target 1. starts from ready
2. keeps eyes on the target with arms outstretched position, with a wide
3. swings arm backward (throwing arm farthest base of support
4. completes a windmill from target) 2. keeps eyes on the object
throw-throwing arm 2. keeps eyes on target until it is caught/trapped
circles in full arm swing 3. throwing arm circles Execution:
Execution: downward and backward 3. moves body directly
5. steps forward with and up to a bent elbow in the path of the ball,
opposite foot position (big J) at move hands or feet to
6. transfers weight from shoulder height with meet the object, create
back foot to front foot elbow pointing backward large reception surface
7. releases the ball in front 4. keeps weight on back leg for object
of the body, at waist Execution: 4. if the object is below
height 5. steps forward with front waist holds little
Follow-Through: foot fingers close together. If
8. points throwing hand 6. transfers weight from the object is above waist
toward the target back foot to front foot holds thumbs close
7. twists hips toward the together
target Follow-Through
8. releases ball in front of 5. absorbs the object
head toward the body
Follow-Through:
9. points throwing hand
toward the target
10. throwing hand drops
toward the opposite knee
Still Working Still Working Still Working

Got It Got It Got It
Student Names on It on It on It
Michael 1, 2, 5, 6, 7, 8 1, 2, 3, 4 1, 2, 4, 9, 10 3, 5, 6, 7, 8 3, 4, 5 1, 2
I
4
Batting (Page 2 of 2)
Still Working Still Working Still Working

Got It Got It Got It
Student Names on It on It on It
I
4
Long Ball (Page 1 of 3)
Class:
Overall Expectations
A3 - demonstrate responsibility for their own safety and the safety of others as they participate in physical activities
B1 - perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement
concepts as appropriate, as they engage in a variety of physical activities
B2 - apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities,
in order to enhance their ability to participate successfully in those activities
A3.1, B1.4, B2.3
Level 1 Level 2 Level 3 Level 4

Success Criteria
(Limited) (Some) (Considerable) (High Degree)
Application Safety A3.1 The student applies The student applies The student applies The student applies
monitors their own knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
actions to ensure safety familiar context with familiar context with in familiar context in familiar context
applies safety rules and limited effectiveness. some effectiveness. with considerable with a high degree of
safety procedures effectiveness. effectiveness.
Application Striking with The student applies The student applies The student applies The student applies
an Implement B1.4 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
Preparation: Stands familiar context with familiar context with in familiar context in familiar context
facing home plate with limited effectiveness. some effectiveness. with considerable with a high degree of
feet slightly wider than effectiveness. effectiveness.
shoulder width apart and
with most of body weight
on back foot. Hands and
implement are toward the
back of their body (away
from pitcher)
Execution: Moves body
weight forward towards

incoming object by
pushing back hip toward
the pitcher and swing
the implement forward
toward the object and
parallel to the ground or
with a slight upswing
Follow-Through:
Continues swing of
implement until it is
pointing toward the
target area of the ball
I
4

Success Criteria
Application Catching/ The student applies The student applies The student applies The student applies
Fielding B1.4 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
Preparation: Starts from familiar context with familiar context with in familiar context in familiar context
ready position, with a limited effectiveness. some effectiveness. with considerable with a high degree of
wide base of support, effectiveness. effectiveness.
keep eyes on the object
until it is caught/trapped
Execution: Moves body
directly in the path of

the ball, moves hands or
feet to meet the object,
creates large reception
surface for the object. If
the object is below waist
holds little fingers close
together. If the object
is above waist holds
thumbs close together
Follow-Through: Absorbs
the object toward the

body
Application Overhand The student applies The student applies The student applies The student applies
Throw B1.4 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
Preparation: Stands familiar context with familiar context with in familiar context in familiar context
sideways to target with limited effectiveness. some effectiveness. with considerable with a high degree of
arms outstretched effectiveness. effectiveness.
(throwing arm farthest
from target). Keeps eyes
on the target. Throwing
arm circles downward
and backward and up to a
bent elbow position (big
J) at shoulder height
with elbow pointing
backward. Keeps weight
on back leg
Execution: Steps forward
with front foot. Transfers

weight from back foot
to front foot. Twists
hips toward the target.
Releases ball in front of
head
Follow-Through: Points
throwing hand toward

the target. Throwing hand
drops toward the opposite
knee.
I
4

Success Criteria
Application Underhand The student applies The student applies The student applies The student applies
Throw B1.4 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
Preparation: Stands facing familiar context with familiar context with in familiar context in familiar context
target, Keep eyes on limited effectiveness. some effectiveness. with considerable with a high degree of
the target. Swings arm effectiveness. effectiveness.
backward. Completes
a Windmill Throw -
throwing arm circles in
full arm swing
Execution: Steps forward
with opposite foot.

Transfers weight from
back foot to front foot,
Releases the ball in front
of body, at waist height.
Follow-Through: Points
throwing hand toward the

target.
Application Tactical The student applies The student applies The student applies The student applies
Solutions B2.3 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
accurately hits the ball familiar context with familiar context with in familiar context in familiar context
places ball away from limited effectiveness. some effectiveness. with considerable with a high degree of
fielders into open space effectiveness. effectiveness.
I
4
Fielding (Page 1 of 1)
Name: Date:
Fitness
Activity Fitness Activity Name Diagram
Number
CENTRE STRADDLE CENTRE STRADDLE
1 Plus-Sign-Hops
2 Coffee Grinder
3 Box Hop
4 Swimmer (jog and swim)
5 Half Turns
6 Lollipop Hops
START Return to START position between each jump
7 Scissors
8 Free Choice FREE CHOICE!
I
4
Student Resource 2: Exit Card
Fielding (Page 1 of 1)
EXIT CARD
Name: Date:
Behaviours and Procedures for Maximizing Safety
Safety Behaviour #1: Safety Behaviour #2: Safety Behaviour #3:
Description: Description: Description:
I

Grade 4 Introduction To Striking and Fielding-330

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 4 Introduction To Striking and Fielding-330

Uploaded by

Copyright:

Available Formats

Unit Overview

Movement Competence, Active Living

What Will the Students Learn?

sizes at different levels and speeds.

striking and fielding activities.

and fielding games?

How Will I Know What the Students Have Learned?

participate in a variety of striking and fielding activities.

participate in striking and fielding activities.

Assessment for Learning

How Will Assessment and Instruction Be Organized For Student Learning?

Lesson 1: Introduction to Cricket

striking and fielding activities

fielders) in the physical activities.

Know before you go

striking and fielding activities

fielders) in the striking and fielding activities.

Know before you go

1.4, A3.1, B1.4

Know before you go

Lesson 4: Throwing and Catching

Know before you go

Student Self-Assessment: Four Finger Self-Assessment Strategy

Lesson 5: Hitting to Open Space

actively participate in the sustained moderate to vigorous physical activity

1.4, A1.1, A2.1, A3.1, B2.3

Know before you go

Lesson 6: Long Ball

basic principles of movement

A3.1, B1.4, B2.3

Know before you go

By the end of this lesson, students will be able to:

Gymnasium, Field, Paved area

Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 1 of 10

4 5 balls (e.g., soft skin balls, beach balls, utility balls)

7 10 low impact balls (1 per group)

7 10 large pylons (1 per group)

7 10 pylons (1 per group)

6 10 buckets or milk crates

15 21 scoops or lacrosse sticks (optional)

Teacher Resource 1: Anecdotal Recording Chart

Teacher Resource 2: Active Living and Living Skills Checklist

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 2 of 10

Elephant Ball Cricket

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 3 of 10

Share and clarify the lesson Learning Goals with students.

Consider highlighting other tips as required.

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 4 of 10

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 5 of 10

Place two buckets or milk crates about 10 metres apart.

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 6 of 10

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 7 of 10

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 8 of 10

Ideas for Extension

Modify the rules for Buck-It:

Success Criteria for Underhand Throw

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 9 of 10

Success Criteria for Overhand Throw

Success Criteria for Catching

Grade 4 | Introduction to Striking and Fielding | Introduction to Cricket | Page 10 of 10

By the end of this lesson, students will be able to:

Gymnasium, Field, Paved surface