Unit Plan 30 (Grade 5 PE): Four-Square & Wall Games Etiquette

Focus: Develop striking control, improve anticipation and court movement, and strengthen playground rule enforcement and fair self-officiating through Four-Square and Wall Ball routines built around an agreed-upon code of conduct.

Grade Level: 5

Subject Area: Physical Education (Recess & Playground Games • Striking Control • Etiquette & Self-Officiating)

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

I. Introduction

Students explore Four-Square and Wall Ball as games that combine skill, quick thinking, and strong sportsmanship. In this unit, students begin with hand striking to wall targets using forehand- and backhand-style contacts, along with footwork patterns that help them move into position before the ball arrives. They then apply those ideas in Four-Square ladders and Wall Ball rotations, where students are expected to play by an agreed-upon code of conduct that emphasizes fairness, safety, respectful calls, and quick restarts. Throughout the unit, students learn that successful playground games depend on more than skill alone. They depend on clear rules, good anticipation, controlled striking, and students’ willingness to solve disputes fairly so everyone can keep playing.

Essential Questions

• How can I strike a ball with better control, direction, and timing in Four-Square and Wall Ball?
• How do footwork and anticipation help me get to the best spot before the ball arrives?
• What does strong playground etiquette look and sound like during competitive games?
• How can students use fair self-officiating to keep games moving smoothly?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Strike a ball with improved control, direction, and timing during wall-target and Four-Square play.
2. Move to open or useful space with quick footwork to prepare for a playable return.
3. Adjust force, angle, and timing when sending a ball to different wall or court targets.
4. Follow game rules, playground routines, and a shared code of conduct consistently during rotations and competition.
5. Use fair self-officiating tools to solve out-of-bounds, double-bounce, line, or turn-order disputes respectfully.
6. Reflect on which wall or square games they enjoy most and explain why those activities fit their preferences.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S1.5e – Striking with Implements for Direction & Power Strike a stationary or moving object with a short- or long-handled implement (paddle, racket, bat, stick) with control of direction, trajectory, and power.
  • Example: Students strike balls to specific areas of the field in wiffle ball, or place forehand and backhand shots into open spaces in racket games.
• PE:S2.5a – Space Awareness & Positioning in Team Games Consistently move to open space on offense and adjust positioning on defense to support team play and maintain safety.
  • Example: In 4v4 games, students spread out on offense to create passing lanes and reposition on defense to protect key areas of the court or field.
• PE:S2.5c – Adjusting Effort, Force, and Timing for Task Demands Adjust speed, force, angle, and timing of movements based on distance, defenders, and type of shot, pass, or throw required.
  • Example: Students throw softly to a nearby teammate but use greater force and a higher angle when throwing over defenders to a distant partner.
• PE:S4.5a – Consistent Rule-Following & Safety Leadership Consistently follow rules, class routines, and safety procedures and help others follow them without frequent reminders.
  • Example: Students use equipment correctly, respect boundaries, and remind peers to stop and listen when they hear the teacher’s whistle.
• PE:S4.5d – Constructive Conflict Resolution & Self-Officiating Use agreed-upon strategies (e.g., rock-paper-scissors, replay, majority vote) to solve conflicts and participate in simple self-officiating when appropriate.
  • Example: In four-square or small-sided games, students decide out-of-bounds calls using a quick, fair method and restart play without arguing.
• PE:S5.5a – Enjoyment and Preference for Specific Activities Identify physical activities they enjoy, explain why they prefer them, and show enthusiasm and effort during those activities.
  • Example: Students share that they enjoy basketball because of teamwork and pace, or running club because they like pushing themselves and seeing progress.

Success Criteria — Student Language

• I can strike the ball with better control instead of just hitting it hard.
• I can move my feet quickly so I get to the best spot to return the ball.
• I can change my force and angle to hit a wall target or place the ball in a smart spot in Four-Square.
• I can follow the code of conduct and help games stay fair and safe.
• I can solve small disagreements respectfully and keep the game moving.