Unit Plan 25 (Grade 4 PE): Lacrosse Scoop, Cradle & Pass

Focus: Develop implement control, improve passing and receiving in motion, and strengthen the use of open space through beginner lacrosse-style activities with soft balls and sticks.

Grade Level: 4

Subject Area: Physical Education (Lacrosse-Style Skills • Passing & Receiving • Space & Support)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore lacrosse-style movement and stick skills through activities that emphasize control, teamwork, and safe use of equipment. In this unit, students begin with scoop and cradle practice while walking and then jogging so they can learn how to pick up a soft ball cleanly, carry it with control, and keep the head of the stick stable. They then apply those skills in passing grids, 2v1 keep-away, and lead-pass drills, where they practice passing and receiving while moving into space. Throughout the unit, students focus on safe stick handling, smooth scooping, controlled cradling, accurate passes, and helping teammates by moving into open support positions.

Essential Questions

• How can I use the stick with better control when I scoop, cradle, and pass?
• Why is it important to move into open space before I receive a pass?
• How can I change force and timing so a pass is easier for a teammate to catch?
• What does good teamwork look like in a lacrosse-style passing game?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use a lacrosse-style stick with improving control to scoop, cradle, pass, and receive a soft ball.
2. Combine skills in sequence, such as scoop → cradle → pass → move to open space → receive.
3. Use personal and general space effectively by spreading out, creating passing lanes, and avoiding crowding.
4. Adjust force, speed, and timing so passes are more accurate and easier to receive in motion.
5. Work cooperatively with teammates by rotating roles, communicating, and helping group activities run smoothly.

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:S4.4b – Cooperation, Leadership, and Team Roles Work cooperatively with classmates, accept and share roles (captain, scorekeeper, equipment manager), and demonstrate inclusive leadership.
  • Example: During small-sided games, students rotate roles fairly, encourage quieter peers to participate, and help organize teams.

Success Criteria — Student Language

• I can scoop and cradle the ball with better control.
• I can pass to a teammate who is moving instead of only to someone standing still.
• I can move into open space to help my team keep possession.
• I can change how hard or soft I pass depending on the distance.
• I can help my group by communicating and doing my role fairly.