DESERT ISLAND VOLLEYBALL

Standards:

One: performs versatile striking or throwing skills.
Two: understands the application of force when striking or throwing a ball; understands force absorption when catching or receiving a pass or strike.
Three: understands the importance of volleyball as a resource for everyone regardless of age or ability; volleyball encourages family play; volleyball can often be found at a local "Y" or other youth groups.
Four: understands that constant movement promotes aerobic fitness.
Five: focuses on cooperation and teamwork between partners or groups.
Six: works well with all partners or groups regardless of individual ability.

Equipment: One ball or balloon for every two to three students. Choices include volleyballs, beach balls, volleyball trainers, slo-mo balls, balloons, playground balls, etc. May use volleyball net or nets.

The game:

• If using, place one or more volleyball nets along the centerline or in the middle of the play area.
• Divide the students into pairs or groups of three.
• Each pair or group begins at either end of the play area behind one of the lines. The lines may be the width lines of a basketball court. If lines are not available, use game markers such as traffic cones or poly spots.
• Tell the students: "Behind the line on one side of the play area you are on a desert island with plenty of food, but no water. On the other side, you are on a desert island with plenty of water, but no food."
• The object of the game is for the students to cross the ocean to the other side. The ocean begins at the line on both ends of the play area. The net or nets are debris. The ball is the life preserver. The life preserver may never touch the ocean (floor). The life preserver travels over the net, while the students go under. If not using a net, just travel back and forth between islands.
• The person with the ball (life preserver) may not move. The person without the ball should judge the distance s/he can move away and still be able to receive the pass.
• Students choose the manipulative according to age and ability.
• First and second graders may toss or throw and then move.
• Balloons must be passed, set, or spiked back and forth with partners or group in constant motion. Other balls may be self set and passed (forearm pass), set, spiked, or served to a partner who catches it.
• If the ball or balloon drops, the students go back to the island they last left.
• Once the students reach their destination, they may travel back and forth between the two islands. Each group or pair counts how many times they were able to go back and forth in the given time period.

Variations:

1. After each completed trip, use pennies, marbles, puzzle pieces or some other object that students can collect and use as counters.
2. Vary the way the students may strike the ball. Each ball may require a different volleyball skill, or the students may choose their own skill.
3. With a more advanced class, students may be asked to continually set the ball to each other, but allow them to catch it as they approach the net, so that one then the other may pass under it.
4. After each successful or unsuccessful trip, allow the students to change equipment.
5. After a given period of time, change partners or groups.
6. Assign points to different skills. The harder the skill, the more points the partners or groups score.
7. Add class total successful trips (cooperative), and try to beat the score next time. See if the class can complete more trips in the same amount of time.
8. Each pair or group tries for the best score (competitive).
9. Change the equipment and play Dessert Island Basketball, Football, Soccer, Lacrosse, Tennis, etc.

Differentiation:

1. Respects the readiness level of each student (ball choice, type of strike: set, pass, or spike, distance traveled with each strike, speed of travel).
2. Offers advice to all students to improve growth (teacher walks around to each pair or group).
3. As students develop skills, they may escalate the degree of difficulty (teacher or students may change partners or groups, perform more difficult skills).
4. Assessment is on going and diagnostic.