Physical Education Curriculum Unit Plan Overview

Subject(s): Physical Education Grade/Class: 8th

Learning Pacing: Number of
Segment or Unit Bowling instructional days 6 Days
Topic:

Overview of Unit
*Detailed description of the unit including skills, concepts, and appropriate activities to support the goals and
objectives of the unit.

Priority and Supporting CCSS

National PE Standards (SHAPE America)
Connecticut Healthy and Balanced Living Curriculum Framework (CT Standard)
Common Core State Standard (CCSS)

National Standard:1.Demonstratescompetencyinavarietyofmotorskillsandmovementpatterns.

2.Appliesknowledgeofconcepts,principles,strategiesandtacticsrelatedtomovementandperformance.

4.Exhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfandothers.
CT Standard(s): 9.Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.

10. Demonstrate understanding of movement concepts, principles, strategies and tactics as they
apply to the learning and performance of physical activities.

13. Exhibit responsible personal and social behavior that respects self and others in physical activity
settings.
 Physical Education Curriculum Unit Plan Overview

CCSS:
CCSS.ELA-LITERACY.L.9-10.4.A
CCSS.MATH.CONTENT.7.NS.A.1.D
Essential Questions
*Questions that probe for deeper meaning and promote
inquiry
1. How does the release of the roll effect the
pathway of the ball? Why does this matter?
2. How might your beginning position in relation
to the pins affect your approach and strategy?
Enduring Understandings
Overarching Understandings/Big Ideas
*Important ideas that have lasting value beyond the
classroom; answering essential question and why/how we
will learn this concept
Bowling is a lifelong activity that can be participated at all
levels, recreationally to professionally. Bowling uses a
combination of psychomotor and cognitive abilities. The
skills and corresponding elements of movement used in
bowling are transferable to other movement activities.

3. How might certain muscles and body parts

impact a bowlers strength and technique?

4. What other activities play a role in a bowlers

physical strength?
Standards by number
*NATIONAL/CCSS
Central Focus/Unit Goals
These are the broad goals the unit will achieve. The goals for the unit
must be measurable and performance based. Specifically, the goals
should indicate what your students will know and be able to do at the
end of the unit.

National: 1, 2
CT: 9, 10 Psychomotor: 1)Students will demonstrate basic and intermediate
CCSS: fundamental skills of bowling.

2) Students will be able to apply movement skills into game situations.

 Physical Education Curriculum Unit Plan Overview

National: 2 Cognitive: 1) Students will know the history and origin of bowling and
CT: 10 the value of the sport.
CCSS: 2) Students will demonstrate the proper scoring of a ten-frame game
CCSS.ELA-LITERACY.L.9- using BPAA regulations.
10.4.A
CCSS.MATH.CONTENT.7.NS.
A.1.D
National: 4 Affective: 1) Students will develop interest in and understanding of
CT: 13 bowling that evokes a lifelong competitive fun and enjoyment as a
CCSS: leisure activity.

Overview of Assessment Methods Instructional

Lesson Lesson Include all assessments that
Appropriate Materials/Resourc
# Focus/Objectives will be used to monitor
Lesson Activities student progress. es
1 4-step pattern, Review: Prior Psychomotor pre- Smartboard; pins,
history, etiquette, experience assessment of 4-step cones, poly spots,
terminology, New: Stations of: 4- approach. Cognitive jump ropes, bowling
equipment step pattern Cardio interactive assessment balls
Bowl; Smartboard completed on
activity on history, SmartNotebook activity.
etiquette,
terminology, and
equipment
2 Fitness in bowling, Review: 4-step Peer assessment and Evaluation and log
stance, arm swing pattern peer log sheets. First, sheets for students;
and tempo, arm New: Circuit students assess a light dumbbells,
and leg bowling, classmate based on the jump ropes, pins,
coordination reciprocal/peer five critical elements. bowling balls, cones,
 Physical Education Curriculum Unit Plan Overview

evaluation to cue Then they log any poly spots.

and analyze peer comments suggestions
performance. on the log sheet.

3 Release and follow Review: Complete Student self-checklist Task sheets, cones,
through, force, 4-step approach students move through jump ropes, tape,
pathway, lane dots New: Relay Bowling, a checklist at their own pins, bowling balls.
and arrows Spot Bowling, pace, completing tasks
Champs / and creating their own
Challengers tasks to challenge or
Release and simply tasks.
pathway while using
the lane indicators
4 Scoring and Spare Review: Release, Score sheet completed Score sheets,
play follow through, lane during the introductory bowling balls, pins,
indicators activity, lesson focus, mats, jump ropes,
New: Scoring and culminating tape, cones.
worksheet scenario, activity.
Bowling and keeping
score (die roll), full
game
5 Scoring and a Review: Scoring Teacher rubric of the Tests, score sheets,
complete 10th /spares students ability to bowling balls, pins,
frame New: Circuit perform different mats, jump ropes,
bowling, all ten pins release and roll types tape, cones.
and ten frames based on the pin
location. Written test on
scoring, etiquette, rules,
and terminology.
 Physical Education Curriculum Unit Plan Overview

6 Scoring and Review: Scoring Self-evaluation Rubric, video

etiquette and ten frames questionnaire about camera, score
New: Student-lead personal experience sheets, balls, pins,
ten frame bowling throughout unit. jump ropes, tape,
all rules, etiquette, Summative assessment cones.
safety, and through a video analysis
performance criteria and corresponding
are practiced. rubric addressing all
three learning domains.

Assessment Evidence/Artifacts of Learning

Formative (Pre) Assessment - Describe your method(s). What questions will you ask? What types of tasks
will you ask them to demonstrate?
- Task sheet: Students work through a task sheet that brings them through a developmentally appropriate progression of a
fundamental skill most frequently used in bowling.
- SmartNotebook activity: as a group, students work together to complete a written activity that includes the rules,
etiquette, safety, terminology, and history of the sport / activity of bowling.
- Teacher observation (psychomotor, cognitive, affective domains): The teacher uses observations to frequently assess
student competencies in all three learning domains.
- Peer assessment: together, students compare and contrast, analyze, and evaluate each others performance in the
psychomotor, cognitive, and affective domains.
- Log sheets: Students track themselves and peers through an activity using a log sheet to see their enhancement or
digression of the skill.
- Self-checklist: students practice a new task at their own pace while moving throught this checklist. They also create new
tasks that are appropriate for their level of comfort of the particular skill. Here they critically think about their current
performance and plan and design ways to challenge themselves or improve upon a skill they struggle with.
- Score sheets
- Question and answer: students are asked open-ended questions relating to bowling strategy, lifelong fitness, and healthy
habits.
Summative (Post) Assessment Performance Tasks - Describe your method(s). What types of tasks will
you ask them to demonstrate?
 Physical Education Curriculum Unit Plan Overview

- Written exam: Students take a written exam that assesses their competencies in the cognitive domain. The exam covers
etiquette, history, strategy, safety, rules, scoring, and terminology.
- Video Analysis and rubric: This is done at the end of the unit to assess the students competencies of all elements of the
sport of bowling. The purpose is to assess the students capability of success and level of enjoyment when placed in a
setting outside of PE.

Suggested Enrichment Activities:

- Bowling galaxy night at the school
- Field trip to a bowling alley
- Before, during, and after school opportunities
- Bowling club
- Bowling league

Suggested Modifications:
- Bright pins
- Pins that make noise
- Gutters
- Ramps
- Wider, shorter lanes
- Fewer target, larger targets
- More frequent verbal cues
- Visual cues and markers