Unit plan by Sam Marcionette Golf-grades 5-8 Title: Elementary Golf Unit length: 4 weeks (8 lessons), students of the

game of Golf will develop an appreciation for all its history, traditions and play. Learner background: Students have little or no contact with the sport of golf and almost all have never played. However most will have miniature golf experience and is used as the introduction to the sport. Students probably have seen golf on television or know somebody that plays, possibly a family member. Almost everything will be new to the students; in point of fact many have never picked up a golf club or putter in this case. Unit overview:(Why we are playing Golf) I am conducting this golf unit as a way to introduce my students to a wonderful and challenging game. This lifetime sport is not only important to keep students active throughout life but is increasingly useful as a tool in world business. I hope to prepare them for the 21st century economy and its world reach. Developing proficiency on the links might parlay into increased business and career opportunities. I therefore am not only preparing them for a life sport but a chance at a better one. This new economy is laden with technology and we will use technology to enhance our own understanding of Golf. I hope that as we create (teaching) videos, this will not only be helpful to the student but will demonstrate synthesis of the information and is the Highest level of Blooms taxonomy (learning pyramid) that will help student teach themselves and others the game of Golf. My hope in conducting this unit is not to create the next Tiger Woods, Nick Faldo, Nancy Lopez or Erika Sorenstam but to prepare my students to succeed in a challenging world that uses golf as a medium to conduct business and pleasure. This unit is the most challenging for the students in terms of knowing and understanding the heavy content, use of technology, rules, vocabulary and traditions.

How Technology will be use in this unit (Six Technology Resources)

1. 2. 3. 4. 5. 6. You Tube for instructional videos The Internet for skills drills that help golf (putting) for students Video Production (Live) broadcast of Finale test to web audience on PE WEB Page Tweeting scores to computer with student projection of scores on the wall (Leader board) Film Instructional video to post on class PE WEB Page for younger student in school. Teaching videos used as class resource for other students making teaching videos

4 Student Investigations:
(Lesson 1) Students will use the Internet to research 1 Pro Golfer, for Homework and then post their information in a thread discussion on the PE Class Home Page after second class. The PE WEB site is a private School account with safeties. Differentiated instruction will allow children to post one minute video of Pro Golfer they researched (Lesson 2) Research questions for Golf Pro that has to do with your game or things you do not understand about the game of Golf. These questions will be put before the group for peer review then sent to me (teacher) who will forward to the Golf pro who will answer in person when he visits the class. (Lesson 4) Golf Hole Design activity Students will work together as a group to design a hole for Lesson 4 they will watch the PBS Video on Golf design either in class or on the PE Web page and Chat on line in a Thread discussion to decide the (elements of the Hole) we will be using TOYS the holes may have a theme like toy animals or a golf hole about trains anything the students can dream up! (Lesson 5) Students will create a 1 minute instructional video on how to play a particular hole they will have to decide what is the best way to get the golf ball in the hole in the fewest number of strokes, this is then available for any students to watch on PE WEB page, self investigation. (Lesson 7) Research current Golf Controversy and send report (2 pages) to a classmate via email for peer review and comments. Discus in class

SAFETY
The students will always consider their own safety and the safety of others when playing golf. In this unit we will be using real golf clubs and with this equipment there is a potential for serious injury if used improperly. The students are never allowed to carry the clubs above the waist. The head of the club must be pointed towards the floor at all time. A putt backswing and follow through would never rise above the ankle for any reason. Chipping and driving conducted at the end of this unit will take place in designated areas fenced off from other students. These driving areas hold one student at a time. Failure to follow the safety rules will result in a warning the 1st time and if occurring again will result in a removal from class for the day. Golf is a game of courtesy and tradition and the students will learn and demonstrate the knowledge and history of the sport by conducting themselves safely at all times. Consequences for failure to follow safety rules: 1st a warning of rule broken and writing of rule broken 2nd sit out of class writing all rules 3rd removal from unit and a zero grade for Golf unit

General Unit Objectives:

Upon completion of this unit, the student will: 1. Explain why golf is a lifetime sport. 2. Understand Golfs rich history and traditions and know its birthplace and what century it came into being. 3. Use Technology to enhance the experience of the students during this lesson 4. Play 18 holes of Golf and keep score during the game 5. Use Technology to Tweet the score to our leaderboard during match play 6. Develop an appreciation and positive experience while playing golf in a competitive, as well as relaxed environment. 7. Enjoyed their experience with golf and contribute to the class knowledge by participating with all activities and homework. These include individual task warm-up and small group work within the unit of golf. 8. Know who the current and former champions of the game are and their contributions to the sport of golf. 9. Demonstrate putting for accuracy with the intent of lowering their golf scores for each round (class) played. 10. Display knowledge and course etiquette during play.

General skills to use in practice throughout the unit:

1. 2. 3. 4. 5. 6. Putting Chipping Driving Correct stance Backswing and follow through Walking (PLAYING 18 HOLES OF MINITURE GOLF TAKES 25 MINUTES) OR ABOUT HALF THE CLASS TIME. THE FIRST TIME IT TAKES 40 MINUTES.

Technology Objectives 1. Use technology to enhance the learning of my students and to support my general objectives 2. Prepare 21st century students who view technology positively and are not afraid of it. 3. Use technology (PE Class Home page) to communicate and start thread discussions to talk about golf problems or homework (hole design) video reviews.

4. Create a peer review system of classwork (videos, assignments and projects) that will promote the best quality documents and will allow groups to share ideas and methods. 5. Make a fun golf unit representational of quality instruction and meeting the student and teachers expectations. Differentiated instruction This instruction is tailored to the learners needs; its integration is seamless and should not affect the overall structure or integrity of the lesson. However to do differentiated instruction one must know your students their shortcomings, and also tailored to meet the needs of the accelerated student who has the ability to overachieve. The implementation of this instruction is difficult at first for those not practiced in its use but becomes 2nd nature and easily manageable when conceived well in advance during the planning stages of the unit. It does not mean just giving more homework too advanced students and less to marginal students, the quality is what is important and it must be both stimulating and beneficial to all the learning levels in a classroom. Each lesson will have two new students for that days D.I. but the instruction will benefit all.

(Photo S. Marcionette teaching collection)

Picture of the Unit with out the addition of Technology in 2010 Chairs are where students sit who are not putting (for safety). BLOCK CALENDER Lessons 1-8 (1 month) Objectives / Activities Skills / Concepts Homework, Differentiated instruction Standards
Lesson 1 (Safety, picking up speed with the aid of Technology) Objectives:
Students will grip putter correctly Use scorecards correctly Safely handle a putter Learn all safety rules and consequences for violations Play in the group Play 18 holes of miniaturegolf (MOST GROUPS WILL ONLY PLAY 9 HOLES IF THAT) Watch You Tube video on putting

Skills
Listening and watching Being respectful of others Waiting your turn (DESIGNATED ON SCORECARD) Keeping a correct score Signing your scorecard Tweeting your scores to score board

Concepts
Act and move safely Keep your club pointed at the floor Move as a group to the next hole If the group ahead of you slow asked to play through Inform others if you see unsafe play and tell the teacher

Activities:
9 holes of miniature golf

Differentiated instruction Jason- personal instruction with putting Ted- Teach others Homework: Play video games on our class web site. Talk to group about video games. Research one golf pro for video upload on history and accomplishments to group after second class Lesson 2 (18 Holes of history and tradition)

Standards Used PE- 1,2,5 Snets-1b, 2a,b Tnets-1a, Literacy-5, 7 Writing- 3,4,5

Skills
Develop plan of action

Concepts
Golf is a game of honor and

Objectives:
Everyone play 18 holes of miniature golf Keeping correct scorecard for the group Everyone signs the back of the scorecard to indicate that the play has been fair and no cheating has taken place tweet score to score boards. Understand a little bit of the storied history of golf Know you cannot cheat at golf because you are cheating yourself Watch 1st video on putting http://www.youtube.com/w atch?v=OgWl2GlywxQ

After 1st put analyze the hole how do you plan to get your ball in the hole What obstacles lie in your way Reduce the number of putts to finish the hole Give the scorecard recorder the proper score (number of strokes)

tradition No one is looking over your shoulder to make sure you are not cheating Cheating is not part of the sport Rules are for everyone's benefit

Activities:
18 holes of miniature golf

Standards Used PE-1, 2,5,6, Snets-1a, b, 2a,b, d, Tnets-1, 2, Literacy- 1,4 Writing- 2,3,4

Differentiated instruction Bill -You Tube Video Julia- (social) group work Homework: 1.Think of two questions for the Golf Pro. 2. Video and send your short history of golfer you researched to group members for review and your questions for the golf pro. Lesson 3 (Guest speaker Golf Pro) Objectives:
Listen, watch and ask questions of Golf pro.

Skills
Develop plan of action After 1st put analyze the hole how do you plan to get your ball in the hole What obstacles lie in your way Reduce the number of putts to finish the hole Give the scorecard recorder the proper score (number of strokes)

Concepts
Golf pro will be walking around during this class helping the teacher correct for swing and putting problems please use this valuable resource for this class if you need help with your game. Do not be afraid to ask for help everyone struggles at Golf. Talk to your group and think about next class and the Golf design Day where the students walk into a blank canvass and build their own 18-hole golf course and play it.

Activities:
18 holes of miniature golf (with Golf pro advice and instruction)

Differentiated instruction WillSamanthaHomework:

1. Work with your group to design a hole plan or theme for your golf design day project. The group must have a paper layout or email me an electronic version of their design. 2. Thank you email to the golf pro for

Standards Used PE- 1,2,5,6 Snets-1b, 2a, 2b, 2d, 4 Tnets-1, 2, 5

his/her visit and what you learned from their visit (email will be first sent to me so I may credit your grade and check for content. I will then forward all correspondences together to the Golf Pro.)

Lesson 4 (Course Development) Objectives:

Student will design and build the course of their dreams one hole at a time.

Literacy-2, 6 Writing- 4,6 Email (homework letter to Pro) Skills

Develop plan of action After 1st put analyze the hole how do you plan to get your ball in the hole What obstacles lie in your way Reduce the number of putts to finish the hole Give the scorecard recorder the proper score (number of strokes)

Concepts
Think up a new Hole with your group and design it to be challenging fun or silly it is up to you. Choose from the pile of toys and props, You have 20 minutes to build and experiment with the hole before everyone plays the new course.

Activities:
18 holes of miniature golf Watch PBS YouTube Video of Golf Design

http://www.youtube.com/ watch?v=c_BiFHRTn60 &feature=player_embedd ed#! Differentiated instruction Steve- Runs technology center Rachel-Teach others Homework: Brochure Design assignment; collaborate with group on instructional video. Example: how to play hole five! Lesson 5 (Instructional videos) Objectives:
Use technology to transmit player scores and for the Scorekeeper to inputted onto the leaderboard Tweet scores Ranking is by lowest score Make 1 minute instructional video for lower grades on how to (play Hole five)

Standards Used PE-1, 2,5,6, Snets-2d, 2b Tnets-1a, b2a, b, Literacy- 2,3,6 Writing-1, 2,3,5,7 Blog, E-mail

Skills
Tweeting Communication Understanding leaderboard Input information Math (addition and subtraction) Synthesis of information Develop plan of action After 1st put analyze the hole how do you plan to get your ball in the hole What obstacles lie in your way Reduce the number of putts to finish the hole Give the scorecard recorder the proper score (number of strokes)

Concepts
During game play we will be using Technology to tweet our groups scores to a student imputing them into the Leaderboard a program that list who is leading with the lowest score for the course. If you win you input the scores for the next class. Establishing a PAR for the course

Activities:
18 holes of miniature golf

Differentiated instruction Thomas- Can help with writing dialogue for video

Standards Used PE-1, 2,4,5,6 Snets-1, ab2a, b,

Beth- Directs video and approves concept let work with other groups Homework: Golf is always in
controversy What are the current issues and problems facing the game of Golf? 2 pages (email only)

d Tnets- 1,2,3,5 Writing- 1,3,5 Blog, Email Literacy-3, 4 Skills

Tweeting Communication Understanding leaderboard Input information Math (addition and subtraction) Synthesis of information Develop plan of action After 1st put analyze the hole how do you plan to get your ball in the hole What obstacles lie in your way Reduce the number of putts to finish the hole Give the scorecard recorder the proper score (number of strokes)

Lesson 6 (Last Practice) Objectives:

Play 18 holes of golf Everyone play 18 holes of miniature golf Keeping correct scorecard for the group Everyone signs the back of the score card to indicate that the play has been fair and no cheating has taken place Understand a little bit of the storied history of golf Know you cannot cheat at golf because you are cheating yourself

Concepts
During game play we will be using Technology to tweet our groups scores to a student imputing them into the Leaderboard a program that list who is leading with the lowest score for the course. If you win you input the scores for the next class.

Activities:
18 holes of miniature golf

Differentiated instruction Tina- Help set up last practice Avery- Collects score cards and enters data Homework: Study PE HOMEPAGE for test on Golf Lesson 7 (Cognitive test) Objectives:
Play half round of golf (9 holes) Take cognitive test Demonstrating the understanding of ethics in the game Value the play of others in your group

Standards Used PE-1, 2,3,5,6 Snets-1, 2,3,6 Tnets-1, 2,3,5 Writing- 2,7, Blog, E-mail Literacy-3, 4,5,8

Skills
The implementation of all unit skills Take a cognitive (written) test on golf

Concepts
Knowing golf vocabulary Knowing history of golf Known traditions golf Understanding why Golf is important to modern business

Activities:

Standards Used PE-1, 2,5,6 Snets-1, 2,3,4,6

18 holes of miniature golf

Differentiated instruction Lexy- Hand out test Peter- research new golf vocabulary terms for next years test Homework:
Send Youre (controversy report) by email as attachment to someone else in class for them to review and comment on!

Tnets-1, 2,3,5 Writing-1, 4 (test) Blog, Email Literacy-2, (test)

Lesson 8 (Playing and scoring correctly for a grade) Objectives:

Play and score 18 holes of miniature golf then sign the scorecard, handing in your test Broadcast live sporting event

Skills
The implementation of all unit skills Interpersonal communication about reports Publication of multimedia event on web Page so school can watch or they can watch latter

Concepts
Play a complete round of golf and signing the scorecard, and what that means Using golf as a way to get to know others through sport Talk to people of different opinions and views

Activities: 18 holes of miniature

Golf

Differentiated instruction George- Set up Last class Esmeralda-Teach others Homework: Blog continue the
debate on line in our class chat room and your feelings about the Golf Unit. This is the students time to reflect on the experience and to synthesis all the knowledge they learned. Talk to in class who reviewed your homework and talk about their comments about your report.

Standards Used PE-1, 2,5,6 Snets-1, 2,3,6 Tnets-1, 2,3,4,5 Writing- Blog, Email Literacy- 1,2,

Technology Highlights: Tweeting scores after each hole to the scoreboard that updates all the class standings in real time, each group of students will run media for the day. Students will research a Golf pro male or female and produce a video detailing that pro major accomplishment and why they were picked this is then sent to the group for review and when green-lit uploaded on the PE Web page.

 Students film instructional video during golf for each hole Any student can watch or make their own video to help (they can only be 1 minute) teach others (synthesis) and helps with differentiated instruction for advanced students Communicate by tweeting, Blogging about Golf experience, with reflection and peer review of homework and projects. Consulting experts Email to (pro) questions about golf discussions in threads as well as presentations of history and golfer researched. Use media to telecast on web or (homepage) a live sporting our Golf (finale exam) event.
SAMPLE LESSON PLAN: Front / Back

Lesson Plan ACTIVITY______Golf________________________ Number of Students______24________________ Grades___5-8________ Lesson #____2_____ Time 45 PE National/ CT State Standards SNETS (Technology) 1 2 3 4 5 6 1 2 3 4 5 6 Literacy S. Writing S. 1.________2.________1.________2.________ PSYCHOMOTOR. Upon the completion of this lesson the students will be able to: 1. Putt with a pendulum golf swing. 2. Contact the golf ball after a short backswing and follow through. 3. Conduct a ball drop drill by getting in a putting position and then dropping the ball from between your eye, landing on the ball on the floor. COGNITIVE. Upon the completion of this lesson the students will be able to: 1. Know a putting relies on a pendulum swing. 2. Understand the lowest score wins. AFFECTIVE. Upon the completion of this lesson the students will be able to: 1. Give support and encouragement to other students in the group. 2. Hand in a completed scorecard with the correct score and sign scorecard.

Differentiated Instruction: Bill (L) Bill is a visual learner and likes videos, the YouTube putting instructional will be beneficial to him. Julia (H) Julia is very social and today we will be working in groups that promote Julias learning style. Equipment Needed: AMOUNT Putters 26 18 hole mini putt - putt course 18 theme holes Scorecards 30 Pencils (1pergroup) TV/ computer hook-up 1 http://www.youtube.com/watch?v=OgWl2GlywxQ EQUIP

ANTICIPATORY SET: (WHAT ARE WE DOING TODAY? WARM-UP ACTIVITIES: Today we will be watching an instructional video on putting. I would like you to get into your groups from last class play 18 holes. Keep track of your score after every hole. Lowest score wins the hole and the game. Try to have a plan of action to reduce the number of puts. Talk to the class about cheating. That it benefits no one and hurts you in the long run. W-U I would like you to jog 2 minutes without stopping. Then 3 sets of 60 jump ropes. Content 18 holes Miniature Golf, Homework, Wrap up. Write out reflective notes at end of day, File Lesson.

BACK

TIME 45 Tasks____Golf______ Safety Cue: Keep club pointed to floor always Critical Skill Cues Organization of Students Complete X Intro 1 min everyone will play 18 holes of Miniature golf today Skill Development: 40 min The students will None watch a video on putting and understand the pendulum swing-putting stroke. Develop Plan of action after first put What obstacles are in the way? Groups will practice on the putting green on one hole

Listening and Sitting and watching, take watching the You notes on the back of Tube Video your scorecard Arms tight against the body, good grip, Correct wrist alignment, No

Taking turns putting. The furthest away from the hole Will go first then next furthest away and so on. Groups will play and keep score a round (18 holes) of Miniature Golf

Take turns, Golf clubs stays on the floors

Do not take a full swing. Keep the ball on the ground. If you can not act Appropriatel y you will lose your putter.

waggle of the club head. Arms locked at 130 degrees from Group of 4 the shoulder. students working together through a Remember to write game of Miniature down your scores Golf. after every hole. Add the scores in the side column. Put into practice your form of putting. Make good contact with the golf ball and square your shoulder to the ball. Follow through 10 inches. Keep head The students will down through play 18 holes and swing. stay together as a group.

Closure: 4 min Homework 1) Two questions for the Pro How 2) Go to the Home page and chat with your group at 7: 00pm leave your questions or chat live. Did the pendulum swing work for you? Key: T-Teacher! X- Students -Cones FR-Front Write down how you changed your putting and if it worked for you? Reflection and Changes: Rate Lesson: Poor 1 2 3 4 5 6 7 8 9 10 BEST
End Lesson _______________________________________________________________________

UNIT/LESSON SKILLS (LEARNING ACTIVITIES) Psychomotor Skills With proper technique

Cognitive Skills Major themes: 1. Technology Blogging Email Broadcasting Game (video/audio production) Tweeting 2. Communication By technology (email, tweets, blogging and web chats) Person to person TEACHING VIDEOS 3. Interpersonal skills Working in a group Agreement on design project for Golf Unit Major themes of GOLF UNIT and sequence Of skills (to be changed at the direction/discretion of teacher) 1. Introduction A. Unit overview a. Safety 1. Putter 2. Moving in a group 3. Moving around the holes 4. One Golf ball per group b. Skills 1. Putting Stance Backswing Follow through Pendulum swing

 Good club face contact Lining up the putt Eye over the ball Arms in 135 degree bend (limits movement) 2. Driving Stance Addressing the ball Backswing Follow through 3. Chipping Stance Planning trajectory and landing Accounting for roll Addressing the ball Backswing Follow through (Fixing sand trap) c. History / Tradition 1. Origins 2. Who played the sport 3. Length of the game 4. Who outlawed golf and why? 5. When was the modern game born? 6. Olympics 2016 7. Who are the sports most famous male/female players? 8. Why is golf in decline as a sport in the United States? d. Ethics Why cheating at golf ruins the game 2. Lesson Play students will play 18 holes of miniature golf during each lesson as well as get information presented before and after their daily 18 holes of miniature golf.

3. Cognitive testStudents will take 30 questions multiple-choice test on any golf topic, skill or knowledge disseminated during Golf unit. Anything the instructor has said during the unit demonstrated or delivered to by guest speaker (golf pro) instructor is testable. The PE Homepage with have a review section for testable information basically a pre test. 4. Physical test- students will play 18 holes of miniature golf and then sign the scorecard. They will then on separate sheet of paper explain why is it important that they need to sign the scorecard and why is it part of the game? 5. Creative development of hole for golf unit 6. Use of technology to communicate as well as spread ideas and promote golfs identity traditions and history HISTORY OF GOLF (one-page version of which will be given out to students at the beginning of this unit) all subsequent handouts will be sent by e-mail to the students class accounts. All students will be given all relevant and presented information on the unit of golf in an electronic form during the unit at the teachers discretion.

Retrieved: April 16 2013 http://historyofgolf.net/history_of_golf.html A Not so Brief History of Golf The history of golf is rooted in fifteen century gaming and it is derived from games formerly played in the Kingdom of Fife in Scotland. Players would, at one time, strike a stone or pebble with a stick as they hit the pebble around a course constructed out of natural obstacles like rabbit runs, sand dunes, and the like. There are many different nations that likely contributed to the invention and evolution of golf. As such, the history of golf has no clear-cut inventor so to speak, but contributions to the game as we know it today have come from cultures around the world. The Netherlands There was much written about the game of colf or kolf which was played as early as the 13th century in the Netherlands. The basic similarities of the games with todays game of golf were that they were played with a curved stick and ball. Foursomes were also common. Whether kolf was an ancestor of golf is a question many ask. Ancient Rome Were the Romans the first to play a game of golf? They did have a game called paganica that was played with a bent stick and a leather ball made of feathers. Historians say the game spread through Europe as the Romans conquered more lands. China History shows the Chinese had many stick and ball games that could have been a form of early golf. However when the actual game of golf was introduced to the Chinese it was quite foreign to them. Scotland Golf likely evolved, in part, from games formerly played in the Kingdom of Fife in Scotland. Players would, at one time, strike a stone or pebble with a stick as they hit the pebble around a course constructed out of natural obstacles like rabbit runs, sand dunes, and the like. Certain historians assert that this game was influenced by the games of Chole from Belgium or Kolven from Holland; these games first appeared in the early 1420s in Scotland. It should be noted that games like Chole and Kolven, while they were ball and stick games, did not have the inclusion of a hole. Some historical evidence clearly suggests that golf gamine was enjoyed in Scotland in St. Andrews. This location is considered the cradle of the golf game today. It is believed that the game of golf is, at minimum, six centuries old. In fact, some historians believe that the game was being played for at least a century before it was being played in St. Andrews. Some historians also assert that the game was not elite at first and that it was played by sheepherders as they tended to the flocks in the fields. It is believed that to remedy boredom that the herders

began striking pebbles or rocks with a stick at various targets located throughout the landscape. Since the landscape varied a great deal, it was not long before players would encounter natural bunkers and hazards. A Favorite of Kings and Queens While the game of golfs roots is somewhat unclear, historians do not dispute the fact that this game is definitely one that was birthed in Scotland. During the fifteenth century in Scotland games like these were so common and popular that they distracted military members from necessary training. When this occurred, King James II decides to ban any kind of sports playing in the year 1457. This same ban was continued and reaffirmed in the year 1470 and the year 1491. While there were rules prohibiting gaming, people largely ignored such rules and continued enjoying their favorite pastimes. In the year 1502, after the implementation of the Treaty of Glasgow, the sports ban was repealed. This could have been due to King James IVs, then the king of England, interests in golfing. Golf was royally endorsed during the sixteenth century and this is what led to its tremendous popularity. In England, King Charles I helped to make the game well known and in France, Mary Queen of Scots also enjoyed the game. In fact, the term caddie is from the French word cadet the term was derived from the French Military helpers assisting Mary Queen of Scots at the time. Later, the first golf course would be created in Leith, a locale nearby Edinburgh. Even King Charles I played on the course in Leith, as this is where he was notified of the 1641 Irish rebellion. Whats more, this is the course where the very first international golfing game was played in the early 1680s; the game was a match between two English noblemen, George Patterson and the Duke of York. The Games Evolution By 1744, the first golf club was created; appropriately the club was identified as the Gentleman Golfers of Leith. This club hosted a yearly golf competition with the prize consisting of a Silver Golf Club. Duncan Forbes created club rules. Rules asserted that a ball had to be teed within a single clubs length of the hole on the course, that the tee must be placed on the ground, and that the ball that was struck off the tee could not be changed. The rules also asserted that bones, stones and other obstacles could not be removed for the purposes of play and that gaming should be honest and golfers should make no attempt to cheat. In 1768, the Gentleman Golfers of Leith changed its name to the Honorable Company of Edinburgh Golfers and moved in 1836 to Musselburgh, Lothian. In the year 1759 stroke play in golf was first introduced. Later, in the year 1764 a brand new golf course was constructed that consisted of eighteen holes. Today, the eighteen-hole golf course has become a gaming standard. By 1895, the very first golf club for women was created too. King William honored this club with the name of the Royal and Ancient, and in 1854 the location got a brand new clubhouse construction. The club later became well known as the Royal & Ancient Golf Club of Saint Andrews. The site had royal patronage, a superb course, and its rules were produced in a publication. During that time, golf clubs had heads on them made of apple tree wood or beech wood while others were crafted out of durable iron. Meanwhile, shafts were constructed out of hazel wood or ash. The golf balls that were in use at the time were made of feathers that were compressed

and stuffed inside a horsehide covering which was later sewn closed. The Sun Never sets on The British Empire nether will Golf During the nineteenth century, many golf clubs were erected in the Commonwealth of the British Empire. In 1766, the Royal Blackheath golf club was created just outside of the city of London, even though golfing had occurred at in London since the early 1600s. Later, in 1820, another club was established in India in the city of Bangalore. In 1829, the Royal Calcutta club was created and many clubs soon followed including the 1842 formation of the Royal Bombay; the 1856 creation of the Royal Curragh in Ireland; the 1856 formation of the Pau in France; the 1870 creation of the Adelaide; the 1873 formation of the Royal Montreal; the 1885 formation of the Cape Town club; the 1888 formation of the Saint Andrews of New York club, and the 1889 formation of the Royal Hong Kong club. Some historians will argue that the 1786 creation of the South Carolina Golf Club predates all other golf club creations. During the twentieth century, golf underwent a number of changes. In the 1900s, the first single pieced golf ball sporting a rubber core was invented. In 1902, the first irons with grooved faces were introduced. Three years later, William Taylor created the very first golf ball sporting the dimpled pattern offering up improved aerodynamics. Five years after that the first steel shafted golf clubs were created by Arthur Knight. Six years later in 1916, the very first association for golf was established: the PGA or the Professional Golfers Association of America. Edited for grammar and content by S. Marcionette Vocabulary: Lifetime sport- A sport that can be played for the duration of that athletes lifetime Putter- smallest of the golf clubs with the shortest range Driver-longest of the golf clubs with the longest range http://www.infogolfonline.com/golf_basicgolfterms.htm Approach - The shot a player takes from the fairway to the green. Away - Describes the ball that lies farthest from the cup when two or more golfers are playing. The away ball is always the first one played on each turn. Birdie - Scored by a player who sinks the ball in the cup one stroke under par for that hole. For example, if a player takes four strokes to put the ball in the cup on a par five, he or she gets a birdie. Bogey - When the number of strokes it takes to sink the ball in a hole exceeds the par by one. On a par three hole, a score of four is called a bogey, and the golfer scores one over par on that hole. A double bogey is two over par and a triple bogey is three over par. Break - The slope of the green between the lie of the ball and the cup.

Caddie - The person who carries a golfers bag around the golf course. Chip Shot - A shot used on a short approach, in which the ball is popped up in the air in such a manner as to have it roll toward the pin when it lands on the green. Club Face - The surface area of the club head used for striking the ball. Cup (or the Hole) - The round hole on each green (4 1/4 diameter). Divot - The clump of grass dug up from under the ball on fairway iron shots. Dog Leg - Any golf hole where the fairway bends either left or right toward the green - like a dogs leg. Drive - Term describing a golfers first stroke from the tee box on every hole. Drop Ball - If a ball lands in a water hazard, is lost, or needs to be repositioned in its lie on the course, the golfer takes a drop ball. From an outstretched hand, the golfer drops the ball on the course in a position no closer to the hole than where the original ball landed. Eagle - When a golfer is two strokes under par for a given hole. On a par four, for example, if a player hits his or her second shot into the hole, the player gets a score of two and it counts as an eagle. A Double Eagle (or Albatross) is when a golfer is three strokes under par on a single hole. It is quite rare. Fairway - The long stretch of neatly trimmed grass that runs between the tee box and the green. Flagstick (Pin or Stick) - The pole (with flag) that stands in the cup on each green. The pin is a marker at which players shoot when approaching or aiming for the green. The flag is usually removed when players begin putting. Fore! - A warning shouted by players who fear a hit golf ball may strike another person on the course. Fringe - The thin strip of slightly longer grass (compared to the grass on the green) that separates the surrounding rough from the green. Green (or Putting Surface) - The short grassy surface where the cup is located. Handicap - A rating system reflecting the average number of strokes above par a player normally scores in one round of golf. It is a method of equalizing competition by allowing a certain number of strokes to a golfer competing against a more skillful player. The handicap is computed from a golfer's previous scores. Hazards - Obstacles strategically placed on a golf course to make play on each hole more difficult. Sand traps, water, and trees are all considered hazards. Hole-in-one (or Ace) - This rare score occurs when the golfer's tee shot goes into the hole. Most hole-in-one shots occur on the shorter par three holes. Hook (or Draw) - Occurs when a golf ball starts straight, but then hooks left while in flight. (For

right-handed golfers.) Lie - The position in which the ball lies on the course after a stroke. Players may not move or lift their ball in any way that may improve their lie - except if the ball rests on an obstruction or in a spot where a stroke is not playable, and a drop ball is required. Links - A term originally describing seaside golf courses, now used to describe golf courses in general. Loft - The angle of incline of the clubface. Mulligan - Used only in casual play (never in tournaments), it is when players permit each other one free shot per round without incurring a penalty stroke. Obstructions - Any path, road, or foreign object on a golf course. A golfer is permitted to move a ball from an obstructed lie using a drop ball. In this instance the golfer incurs no penalty stroke. Par - The number of strokes per hole it should take a player to sink the ball in the cup. Holes measuring up to 250 yards are called par threes; from 251 to 475 yards are par fours; and any hole above 475 yards is considered a par five. Penalty Stroke - If a golf ball lands in water; rests in a lie where it cannot be played; is lost; or goes out-of-bounds; a one-stroke penalty is incurred by the golfer. The golfer must replay another ball near the original spot where the ball was hit or near to where the ball was lost or went out of play. Pitch Shot - A short approach shot similar to a chip, except that the ball is struck in such a way as to cause it to spin backward when it lands on the green. Provisional Ball - When a golf ball is presumed lost, a second (replacement) ball is played from where the first ball was struck at the expense of a penalty stroke. If the original ball is found, the provisional ball is picked up. Rough - The taller grass that lines the fairways and greens on each hole. A Round - Playing eighteen holes of golf. Sand Trap (or Bunker) The sand-filled pits on fairways and next to greens that are placed as hazards on a course to challenge golfers. Slice (or Fade) - The opposite of a hook. It is when the ball starts straight in flight then fades considerably to the right. (For right-handed golfers.) Tee - The small stick used to hold the ball off the ground on drives. A tee may only be used when in the tee box. Tee Box - The area at the start of each hole from where players drive the ball. Water Hazard - A pond or stream. If a ball lands in water and is unable to be played, the golfer takes a penalty stroke.

Representation of Standard Golf Hole Dog leg Left and elements

Typical elements of a hole on a golf course: 1. Tee box 2. Water hazard 3. Rough 4. Out of bounds 5. Sand bunker 6. Water hazard 7. Fairway 8. Putting green 9. Flagstick 10. Hole

EDUCATIONAL STANDARDS USED National Standards for Physical Education Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. NASPE Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

NASPE Standard 3: Participates regularly in physical activity. NASPE Standard 4: Achieves and maintains a health-enhancing level of physical fitness. NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. NASPE Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Common Core Reading Standards (anchor standards) I would break them out individually for each lessons in the unit

Common Core Grade 5

http://www.corestandards.org/ELA-Literacy/W/5 http://www.corestandards.org/ELA-Literacy/RL/5 STUDENT S-NETS 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. Communications and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Researches and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results 4. Critical Thinking, Problem Solving, And Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies NETSS 2007 International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education. TEACHERS T-NETS

1. Facilitate and Inspire Student Learning And Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Designs and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of

an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and

developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community SAMPLE OF WEB CONTENT OF GOLF INFORMATION ON CLASS PE HOME PAGE:

!"#$%&'()&*+,-.%
Golf Hole Quiz 1. Tee Box 2. Water Hazard 3. Rough 4. Out of bounds 5. Sand 6. Water 7. Fairway 8. Putting green 9. Flagstick 10. Hole

!"#$%&'$()&*$+,-+$+,.$/-0.$ *.$()&*$-1$2&34$&5"/")-+.#$")$ 67&+3-)#$")$-)#$-5&')#$+,.$ %.-5$89:;<$$$ =,.5.$-5.$8;>?;@$2&34$A&'51.$ ")$+,.$B)"+.#$6+-+.1C$ =,.$/-0.$&4$2&34$"1$#"44.5.)+$ 45&0$0&1+$1D&5+1$E.7-'1.$&4$"+1$ 1+5"7+$-#,.5.)7.$+&$+,.$5'3.1$ -)#$.+"F'.++.$&4$2&34C$ =,.$&3#.1+$2&34$7&'51.$1+"33$ 5'))")/$")$+,.$B)"+.#$6+-+.1$

Resources
MOTION CAPTURE
Learning about motion capture for GOLF Hill, Dave. (2007, United States Golf Teachers Federation 1295 S.E. Port St. Lucie Blvd. Port Saint Lucie, Florida 34952 1-888-346-3290 772-335-3216 FAX: 772-335-3822). The Technology of Teaching. United states Golf Teachers Federation. Retrieved April 2, 2013 from http://www.usgtf.com/articles/techteaching.html Companies for Golf technology V1 Sports, (2013, V1 sports By Golf web Design V1 Sports 6134 Gotfredson Rd. Plymouth, MI 48179 Support@ifrontiers.com) Sports Motion Analysis & Digital Media Technologies, Athletes and Technology overview Retrieved April 2, 2013 from http://www.v1golf.com/

Sam Putting Technology S.A.M (science and motion) Explanation of technology: http://scienceandmotion.com/minicms/zeigseite.php?filename=sam_puttlab_uebersicht&navid=1 01&node=11:101&lang=en In action: http://www.youtube.com/watch?v=hgyNaEA5WfU&list=PL90F0532B903CB04B Science and Motion Group (2003, June). Sam Putting Lab. Science and Motion. Retrieved April 5, 2013 Science & Motion GmbH Fritz-Lange-Str. 2 D-81547 Mnchen Phone +49-89 2877 7864 Fax +49-89 2877 7866 E-Mail: info@scienceandmotion.com Evaluating technology Rice Acronym R- Relevance I- Implementation C- Cost E- Effectiveness Plyboni, Elaine, (2012, June 17) evaluating technology for the classroom. Examiner.com. Retrieved April 5, 2013 http://www.examiner.com/article/evaluating-technology-resources-for-the-classroom INSTRUCTIONAL VIDEOS USED IN LESSONS Golf Design project: PBS uploaded by WNEDTV (August 3 2012) Golfs Grand Design Trailer Retrieved April 6, 2013 from: http://www.youtube.com/watch?v=c_BiFHRTn60&feature=player_embedded#! Putting Instructional Video Golfersmd. Golfersmd Golfinstruction- (June 12 2008) putting Stroke: Tight= Success Retrieved April 6, 2013 From http://www.youtube.com/watch?v=OgWl2GlywxQ

Technology SNETS https://www.iste.org/ http://www.iste.org/standards/nets-for-students http://www.iste.org/standards/nets-for-teachers

ISTE Group (2012 July) Nets, International Society for Technology in Education Retrieved April 6, 2013 Contact Info: Headquarters - Washington, DC 1.866.654.4777 (US & Canada) 1.202.861.7777 (International) 1.202.861.0888 (Fax)

1710 Rhode Island Ave NW, Suite 900 Washington, DC 20036 USA Operations - Eugene, OR 1.800.336.5191 1.541.302.3777 1.541.302.3778 iste@iste.org 180 West 8th Ave, Suite 300 Eugene, OR 97401-2916 USA (US & Canada) (International) (Fax)

Golf putting games reviewed in Web evaluation project and used in unit to prime the pump for student interest. http://www.learn4good.com/games/sports/mini_golf.htm
http://www.primarygames.com/arcade/sports/minigolf/ Used for the History Section of Golf Unit Wikipedia (June 2002) History of Golf, Origins, Retrieved April 7 2013 http://en.wikipedia.org/wiki/History_of_golf History of Golf, No Author (2013 Saperecom ) Brief History of Golf Retrieved April8th 2013 http://historyofgolf.net/ http://historyofgolf.net/history_of_golf.html

Used for the Vocabulary in Golf Section; this is a small section of terms Used in golf. A full list would be difficult to replicate and provide for my students. http://www.infogolfonline.com/golf_basicgolfterms.htm Historical picture of Golf Retrieved from April17 2013 http://www.georgeglazer.com/archives/prints/sports/golf/images/bruntsdet.JPG Tee and hole Diagram: Also From History of Golf Wikipedia Wikipedia (June 2002) History of Golf, Origins, Retrieved April 7 2013 http://en.wikipedia.org/wiki/File:Golf_field.svg COMMON CORE Common Core State Standards Initiative (June 2005) common core.org Retrieved 18, 2013 http://www.corestandards.org/ http://img.docstoccdn.com/thumb/orig/132259141.png How to reference: http://www.ehow.com/how_6973485_reference-youtube-video-apa-format.html By Forest time, E-How Contributor How to Reference A YouTube Video APA Format