FIELD LACROSSE http://www.laxpower.com/common/rules.php

Playing Rules:

Control of the game is held by 2 officials, the umpire and the referee. Sometimes a field judge is also used. The referee is the final word in all decisions.

Play is started at the beginning of each period (and after each goal,) with a faceoff. At a faceoff, each player on the team must stay in a specific area of the field. See diagram below....

When the official blows his whistle to start play, the 2 center midfielders (at position 5 on the chart,) start the faceoff. The 2 wing midfielders are then released from their positions. (at 4 and 6 on the chart) The remaining players on the field must hold their positions until a player on either team gains control of the ball, (usually signified by a whistle) the ball crosses either goal area line, or the ball goes out of bounds. After that, the team in control of the ball tries to score and the gam e progresses.

The offside rule in lacrosse is downright odd. It requires each team to have 3 players on its attack half of the field and 4 players on its defensive half at all times. This prevents all twenty players from jamming up in any one spot on the field.

When a ball goes out of bounds (either by throw or carry,) the opposing team gets possesion. As standard as this is, there is a peculiar exception. If the ball goes out of bounds as a result of a shot on goal, possesion is awarded to the team whose play er is closest to the ball when it goes out of bounds.

Substitutions of players may be made any time play is suspended, or may be made during play. (ice hockey style...) The in-play substitutions are made one player at a time at the special substitution area at the center line.

Body checking is legal if the opponent has the ball, or is within 5 yards of a loose ball, and the contact is from the front or side. (and above the knees...)

Stick checking is legal only when striking an opponents stick, (or his hands upon the stick,) and only in the situations described above. No other part of the body may be checked with the stick. When a player commits a penalty, that player is forced to spend time in the penalty box. His team is then forced to make do with 1 less player. There are 2 types of fouls. Personal fouls are punishable by a 1 to 3 minute penalty. (at the discretion of the officials...) Technical fouls are punishable by a 30 second penalty if the offending team does not have possesion of the ball, and by a loss of possesion if his team does have the ball. The penalized player must spend his penalty time in the penalty box and must remain there until the timekeeper informs him that his penalty is up. The fouls are as follows...

Technical Fouls:

 Holding: Holding an opponent or his stick (in any way...)

 Pushing: Pushing someone who does not have the ball, or is farther than 5 yards from a loose ball

 Illegal action with the stick: Throwing the stick, or playing without the stick (oops...)

 Illegal procedure: Crease violations, (a defending player with the ball running through the crease, or an offensive player stepping in his opponents crease,) or checking the goalies stick when he has the ball

 Withholding ball from play: Lying on a loose ball, or trapping it on the ground longer than is neccesary to pick the ball up

 Offsides: Explained above

Personal Fouls:

 Unsportsmanlike conduct: Cussing, threatening, etc.

 Crosse checking: Checking the opponent with the portion of the stick between the players hands

 Tripping: Self-explanatory...

 Slashing: Striking an opponent with the stick on any illegal part of his body

Physical Education Connections to Social Studies

Lesson # 3
1. Identification:

Candidate: Tammy Guiler, Carli Rota, Lisa Crewe, Meghan Brien, Karen Baulke	Grade: 6 No. of Students: 25
Associate:	Subject/Strand: Physical Education (Cross Connection with Social Studies)
School:	Lesson Type: Lacrosse
Date: February, 2007 Duration: 2 (50 minute periods)	Students Absent for this Lesson:

2. Lesson Topic:

• 
  Introduction and playing of Lacrosse
  
• 
  Assessment of knowledge of Lacrosse History and Rules
  

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

• 
  Perform a combination of locomotion/traveling skills using equipment (e.g., navigating through obstacle courses, skiing, skating)
  
• 
  Demonstrate a variety of running techniques
  
• 
  Throw an object overhand or side arm, using the dominant, to a target or a partner for distance and accuracy
  
• 
  Demonstrate goaltending skills (e.g., blocking, trapping, catching, clearing) with or without a piece of equipment
  
• 
  Participate vigorously in all aspects of the program (e.g., three on three basketball, aerobics)
  
• 
  Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., minimum of fifteen minutes) without undue fatigue
  

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

Oral Report:	Portfolio:	Conference:	Multi-media:	Other: X
Journal:	Projects:	Presentation:	Work Samples:

4.b. Tools for the Teacher: Mark with an x:

Observation: X	Checklist: X	Rubric:	Quiz, Test: X	Other:
Self-assess.:	Rating Scale:	Notes:	Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

• 
  Teacher will observe students while recording these observations with the following checklist (Appendix A)
  
• 
  As well teacher will administer a small test to ensure understanding and comprehension of Lacrosse history and rules (Appendix B)
  

5. Lesson Modifications: (Where applicable, provide student names.)

5.a. Mark with an x:

Increase Time:	Challenge:	Decrease No./Difficulty:		Alternate Assignment:
Oral Explan.:	Repeat:	Re-teach: X	Scribe:	E. A. Assistance:
Peer Tutor:	Visuals:	Manipulatives:	Other:	Instruct. Technologies:

5.b. Teacher’s Routine for Lesson Modifications:

• 
  If students are not understanding the rules and regulations to play the game of Lacrosse the teacher may need to re teach these things to the class
  

6. Materials and Equipment Required:

6.a. For the Students:

• 
  Lacrosse Sticks and Balls
  
• 
  Nets
  

6.b. For the Teacher:

• 
  Appendix A and B
  
• 
  Whistle
  

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

Cooperative:

Centres:

Inquiry; Problem-solving:

Computer-Assisted:

Other: X

7.b. Teacher-Directed: Mark with an x:

Drill:

Lecture:

Guided Inquiry:

Demonstration: X

Other:

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: 15 Minutes

Include reviewing, motivating, and providing a context.

• 
  Students will enter gym and complete 8 laps of the track outside
  
• 
  Once they have returned to the gym they will stretch individually
  

8.b. A Sequence of Teaching and Learning: 15 Minutes

Include checking for understanding and reviewing key points.

• 
  Ask students to review with you the rules and regulation of Lacrosse
  
• 
  Demonstrate concepts that students are having trouble with
  
• 
  Make sure all rules and regulations are clear and individuals
  

8.c. Application: 60 Minutes

Include facilitating guided and/or independent practice.

• 
  Divide students into four teams, having two half gym games
  
• 
  Each team will play all other teams (12 minute games with 3 minutes break in between)
  
• 
  Have students keep track of score (1 point for a tie, 2 for a w in, o for a loss)
  
• 
  The top two teams then play for the final 13 minutes, and the bottom two teams play as well
  
• 
  Have students stretch out with their team maters
  

8.d. Closure and Assessment: 10 Minutes

Include sharing, reflecting, and considering next steps.

• 
  Ask students to recall information they may need to know for the quiz
  
• 
  Administer quiz, those who are finished early can go change
  
• 
  Class is dismissed
  

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.
Appendix A

Teacher Checklist

Students Name	Participated full in all physical activities ( check yes)	Worked cooperatively with team members during game (Check yes)	Was on task during centered activities: Required little supervision (check yes)	Had an open mind and cheerful attitude when introduced to activities unknown to them (check yes)
Susie
Jane
Bryan
Mac

Appendix B

Lacrosse Quiz –True/False

Name: ________________

1. Present day Lacrosse games take less than an hour to play? T F

2. The Iroquois call Lacrosse Tewaarathon? T F
3. An enclosed goal net has always been used? T F
4. Traditionally Lacrosse could last for days? T F
5. The Lacrosse ball is now made of hard sponge rubber? T F
6. There are twelve players on each Lacrosse team? T F
7. A Lacrosse game is made up of halves? T F
8. The Lacrosse ball can be kicked? T F
9. Goaltenders can only touch the ball with their hands? T F
10. Lacrosse is the National Sport of Canada? T F
Bonus: What is Canada’s National Winter Sport? ___(Hockey)______

Out of /20

RESOURCES
FIELD TRIP

Sainte Marie Among the Hurons-Midland, ON (705) 526-7838

DVD

History of The Fur Trade (The Fur Institute of Canada)

A 20-minute video program chronicling the role the fur trade played in the unfolding history of Canada from 1400 to 1867.

ARTICLES
“250-million a year is needed for native land claims, report says”-Bill Curray, Globe and Mail
WEBSITES

A list of trading goods in Albany Fort America, 1706: http://www.canadiana.org/eco/english/hbc/_popups/albany_e.htm

Who Wants to be a Viking-Quiz Game

http://history.cbc.ca/histicons/games/viking.swf 

Passageways - True Tales of Adventures for Young Explorers http://www.collectionscanada.ca/2/3/index-e.html 

Who Goes There: European Exploration of the New World http://library.thinkquest.org/J002678F/welcome.htm 

The Explorers:  From the Virtual Museum of New France  http://www.civilisations.ca/vmnf/explor/explcd_e.html 

Canadian Explorers http://www.zoomwhales.com/explorers/canada.shtml 

Who Explored the World http://library.thinkquest.org/J0113213/ 

BOOKS

Irwin, A. (1997). First Nations in Canada. Ottawa: The Department of Indian Affairs and Northern Development http://www.ocup.org/public/units55/AbPeEuEx.pdf (for comparison charts) 

Bruchac, J. (1991). The Native Stories from Keepers of the Earth. Saskatoon: Fifth House Publishers.

Bruchac, J. & Caduto, M. (1991). Keepers of the Animals: Native Stories and Wildlife Activities for Children. Calgary: Fifth House Ltd.

Melancon, C. (1974). Indian Legends of Canada. Toronto: Gage Publishing Limited.

Stewart, H. (1993). Looking at Totem poles. Vancouver: Douglas & MacIntyre http://epe.lac-bac.gc.ca/100/205/301/ic/cdc/totems/default.htm (To the Totem Forests: Emily Carr and Contemporaries Interpret Coastal Villages) 

Garrod, S (1985) Journeys of Exploration. Prentice-Hall Canada.

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