Unit Plan 18 (Grade 4 PE): Badminton/Balloon Rally Games
Grade 4 badminton and balloon rally PE unit builds striking control, tracking, timing, and cooperative partner rally skills through fun net games.
Focus: Develop striking control, improve tracking of an object in the air, and build cooperative rallying skills through balloon and beginner badminton-style partner games.
Grade Level: 4
Subject Area: Physical Education (Net & Wall Games • Racket Skills • Cooperative Rallying)
Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session
I. Introduction
Students explore badminton-style activities as games that depend on control, timing, and teamwork rather than power alone. In this unit, students begin with balloon taps using hands and then paddles or rackets so they can practice tracking an object in the air, adjusting force, and keeping it playable. They then apply those skills in Balloon or Birdie Rally Over a Line/Net in pairs, trying to keep the object in the air as long as possible and improve their longest rally. Throughout the unit, students focus on gentle striking, ready position, safe spacing, and helping a partner succeed through cooperative play.
Essential Questions
- How can I strike a balloon or birdie with better control?
- What helps me track an object in the air and move into the right position?
- Why do force and timing matter in rally games?
- How can partners work together to build a longer cooperative rally?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Strike a balloon or birdie with a paddle or racket using improving control of direction and force.
- Combine movement and striking skills in sequence, such as track → move → strike → recover to ready position.
- Use personal and general space effectively by staying in safe partner areas and moving into playable positions.
- Adjust force and timing to keep the balloon or birdie in the air and send it to a partner successfully.
- Reflect on what makes rally games enjoyable, satisfying, or interesting.
Standards Alignment — 4th Grade (SHAPE America-based custom)
- PE:S1.4e – Striking with Implements in Games Strike a moving or stationary object with a short- or long-handled implement (paddle, racket, bat, stick) with control of direction and force.
- Example: Students strike a pitched or tossed ball in wiffle ball, or pass a ball along the floor with a hockey stick to a target or teammate.
- PE:S1.4f – Combining Skills in Game Sequences Combine multiple skills (dribble, pass, catch, shoot, strike, run, dodge) in game-like sequences with basic fluidity.
- Example: In handball lead-up games, students catch a pass, take a few steps to open space, and then pass or shoot toward a goal.
- PE:S2.4a – Space Awareness & Positioning Use personal and general space effectively by moving to open areas, avoiding overcrowded zones, and maintaining safe distances in games.
- Example: In small-sided games, students spread out instead of clustering around the ball, making it easier to receive passes.
- PE:S2.4c – Adjusting Effort, Force, and Timing Adjust speed, force, and timing of movements and skills to match the demands of the task (distance, target size, defender pressure).
- Example: Students throw softly to a nearby teammate and more forcefully to a distant target, or time their jump to catch a thrown ball at its peak.
- PE:S5.4a – Enjoyment & Preference for Activity Types Express enjoyment of various physical activities and identify personal favorites, explaining why they are fun or satisfying.
- Example: Students share that they enjoy basketball because they like teamwork and fast-paced play, or dance because of music and expression.
Success Criteria — Student Language
- I can hit a balloon or birdie with better control.
- I can move under the object and get ready before I strike.
- I can use softer or stronger hits depending on the distance.
- I can help my partner keep the rally going.
- I can explain what I enjoy about this kind of activity and why.