Unit Plan 25 (Grade 5 PE): Lacrosse — Small-Sided Possession

Focus: Develop possession skills, improve passing into space, and strengthen defensive marking through modified lacrosse activities using soft balls, light sticks, and small-sided play.

Grade Level: 5

Subject Area: Physical Education (Stick Skills • Invasion Games • Possession & Team Play)

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

I. Introduction

Students explore modified lacrosse through activities that emphasize control, teamwork, and smart movement rather than hard contact or advanced stick play. In this unit, students begin with scooping, cradling, and passing on the move with partners so they can learn how to keep the ball secure and send it accurately to a teammate in space. They then apply those skills in 3v3 lacrosse-style games using soft balls, light sticks, and either endzones or small goals. Throughout the unit, students focus on keeping possession, moving to open lanes, making better passing choices, and defending by marking opponents safely and staying between the attacker and the scoring area.

Essential Questions

• How can I use my stick to scoop, cradle, and pass with better control?
• How do offensive players keep possession by moving into space and passing at the right time?
• What does strong defensive marking look like in a small-sided lacrosse game?
• How can teammates work together so everyone has a role in keeping the ball moving safely and effectively?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use a lacrosse stick to scoop, cradle, pass, and receive a soft ball with improving direction, control, and timing.
2. Combine multiple skills in sequence, such as scoop → cradle → pass → cut to space → receive again.
3. Move to open space on offense to give the ball carrier a safe and useful passing option.
4. Adjust the force, angle, and timing of passes based on distance, defender pressure, and teammate movement.
5. Apply basic defensive marking and containment by staying with an opponent and taking away easy passing lanes.
6. Work cooperatively with teammates by sharing roles, communicating, and including all players in small-sided game play.

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:S1.5f – Combining Multiple Skills in Game Sequences Combine multiple skills (dribble, pass, catch, strike, run, dodge, jump, shoot) fluently and appropriately during game-like sequences.
  • Example: In a modified invasion game, a student dribbles to space, passes to a teammate, cuts toward the goal, receives a return pass, and shoots.
• 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:S2.5e – Defensive Strategies: Marking, Containment, & Help Defense Apply defensive strategies including marking a player, maintaining proper body position, containing attackers, and providing help defense.
  • Example: Students stay between their assigned player and the goal, communicate switches, and step in to help when a teammate is beaten on defense.
• PE:S4.5b – Cooperation, Leadership, and Inclusive Team Behavior Work cooperatively with classmates, take on and rotate leadership roles, and actively include others regardless of skill level or background.
  • Example: During group games, students volunteer as captains or equipment managers, ensure everyone has a role, and invite quieter classmates to join.

Success Criteria — Student Language

• I can scoop, cradle, and pass with better control using my stick.
• I can move into open space to help my team keep possession.
• I can pass to where my teammate is moving instead of where they were standing.
• I can defend by staying with my player and taking away easy passes.
• I can communicate and work with my teammates so everyone stays involved in the game.