Part 5

Part 5

18 week program for 6th -8th grade:

Length of Time:

6th- Soccer will last 9 weeks, this is because foot work/coordination is something many students struggle with and will take longer to learn. Soccer
also has many different components that Students would benefit from getting a more all-around learning experience in.

7th- Basketball will last for 7 weeks, this is because there are many fine skills that the students will need to build upon for speedball coming in the
next year. Also having a good understanding of basketball will give the students a great way to stay physically active for life because of the
popularity of the sport.

8th- Speedball will last for 4 weeks, this is because it is a combination of the invasion games the students did in the past years so they should catch on
fairly quickly.

Unit 6th 7th 8th

Soccer (Invasion) Basketball (Invasion) Speedball (Invasion)

-Introduction to history, field of play,
basic rules.
Activities/Skills - Stretching and running
-Fundamental skills (kicking, trapping,
dribbling, throw-in etc.)
- Strategies (possession, space,
communication etc.)
-Principles (attacking/defending)
-Systems (formations)
-Restarts (corner kicks, goal kicks)
-Introduction to history, court play,
basic rules.
-Conditioning and stretching
-Fundamental skills (pivoting,
passing, dribbling, shooting,
rebounding
-Offense (cutting, driving, screening)
-Defense (stance, on/off ball)
-Team strategy (Offensive and
Defensive)
-Introduction to history, field of
play, basic rules.
-Stretching and running
-Fundamental skills
-Personal conversion to aerial
(roll-up, two-foot lift, one-foot
lift)
-Systems (formations)
-Restarts (kickoff, throw-in, free
kick, penalty kick)

-Station Work -Station Work Group Dribble, Continuous One-

-Mini Soccer Game
-Competitions (relay races, target
shots, challenges, mini-games)
-Mini Games (knock-out, steal the
bacon, dribbling king, GA Tech)
-3 vs 3 (3 dribbles only)
-5 vs 5 (passing only)
-5 v 5 (scoring)
Touch Pass, Passing through
Defense
- Mini Game (keep away, 3
passes, 4 downs score)
- Kick-Ball with a twist
- Full Game

Standards Standard 1A Performs complex
movement patterns used in small-
sided game situations.
Example: Moves to open space to
receive a pass from teammate
Standard 2C Describes basic
strategies for offense and defense in
small sided game play.
Example: Describes a “give and go”
Standard 5A Participates
successfully within the rules of a
small sided game
Assessment Students will be able to complete 5
lead passes to teammates with
defenders trying to defend the pass in a
3 vs 2 simulation game.
Length of Time:
6th- Pickle ball will last 4 weeks, this is because it is a less complex sport and will be able to be learned faster than the other sports we have chosen
for the 6th grade.
Standard 2B Identifies and
predicts the open person concept in
team sports activities.
Examples: Delivers a bounce pass to
open teammate after the teammate
executes a pick and roll in basketball.
Standard 2C Describes and
demonstrates the difference
between person to person and
zone defenses in invasion games.
Examples: Moves into proper
position to guard an opponent using a
person to person defense in a
basketball game.
Standard 4C Assesses physiological
indicators of exercise during and
after physical activity designed to
improve or maintain
cardiorespiratory endurance.
Examples: Keeps a record of heart
rate before, during, and after
vigorous physical activity.
Students will be able to run two
different offenses that create open
space for an opportunity to score in a
5 vs 5 game.
Part 5
Standard 1A Performs
specialized manipulative skills in
an applied setting to include
dribbling and passing.
Examples: Dribbling while
preventing an opponent from
stealing the ball.
Standard 2A Identifies
movement and strategies
necessary for skilled physical
performance. Examples:
Explaining a strategy for scoring
a point or setting up defense
Students will be able to create
open space and execute a jump
shot using correct form in a live
game format.
 Part 5

7th- Badminton will last for 5 weeks, this is because the birdie that is used to play slows down the game which makes the game easier to learn. Also
the students will already have a little experience using a racquet so the basic skills will take less time.

8th- Volleyball will last for 9 weeks, this is because volleyball is a game of many particular skills. Also it is unlike the other net wall games the
students have played because of the lack of racquet, because of this it will take the students longer to learn.

Unit 6th 7th 8th

Pickleball (Net/Wall) Badminton (Net/Wall) Volleyball (Net/Wall)

-Introduction to history, field of -Introduction to history, court -Introduction to history, court

play, basic rules.
Activities/Skills - Stretching and running
-Fundamental skills (Holding
racquet, different swings(shots),
positioning)
-Offense (finding open court,
setting shots up, and using a variety
of shots/swings)
-Defense (positioning on
court(singles and doubles))
- Strategies/ Team Strategy
(offense and defense)
-Station Work
-Competitions (serving, target
shots, challenges, mini-games)
Standards Standard 2A Identifies concepts
that apply to the movement and
sports skills being
practiced.(Properly positions self in
a pickle ball game to strike the ball
in a manner that places it away
from their opponent.)
Standard 4C Participates in
play, basic rules.
-Conditioning and stretching
-Fundamental skills (Holding
racquet, different swings(shots),
positioning)
-Offense (Finding open court,
setting shots up, and using a
variety of shots/swings)
-Defense (Positioning on court
(singles and doubles))
-Strategy/ Team strategy
(Offense and Defense)
-Station work
-Live play (tournament style)
-1 vs 1
-2 vs 2
Standard 1A Performs
specialized manipulative skills
in an applied setting to include
striking and kicking (Executes a
variety of shots to place the
shuttlecock away from the
opponent during a badminton
game.)
play, basic rules.
-Stretching and running
-Fundamental skills [passing,
setting, hitting (approach and
swing), serving]
-Passing, serving, and setting to
a target
-Rotations
-Errors
Pepper, Serve Receive passing
to a target, Tennis (volley over
net), Servers vs passers,
- Mini games
- 4v4 passing only
- 4v4 hitting
- Queens court
- Full Game tournament style
Standard 1B Performs
movement skills in complex
activity settings. (Places the ball
away from opponent during a
rally in a net game and returns
to ready position.)
Standard 2A Identifies
movement and strategies

activities designed to improve or
maintain flexibility.(Demonstrates
proper warm-up and cool-down
techniques specific to class
activities.)
Standard 5C Identifies the
importance of etiquette in physical
activity.(Takes a knee when a
student injury is signaled)
Assessment Student will be able to strike the
ball with a paddle underhand or
overhand to the open space 3/5
Standard 2A Explores basic
physics concepts such as
action-reaction, trajectory,
levers, and linear velocity that
are important in sports
activities. (Observes differences
in distance/force when using
striking implements of varied
lengths.)
Standard 5A Demonstrates
cooperation with peers of
different gender, race, ethnicity,
and/or ability in a physical
activity setting. (Seeks out,
participants with, and shows
respect for peers with
differences in ability during a
small-sided game.)
Student will be able to
implement 2 drop shots and 2
deep shots during a 1v1
badminton game.
Part 5
necessary for skilled physical
performance. (Knows why you
step in opposition when
serving)
Standard 2C Analyzes an
athlete’s performance of a
sports skill and provide
suggestions for improving the
performance. (Observes a team
of elite volleyball players
during game play and describes
the movement skills that enable
success in serving, passing, and
spiking.)
Standard 2D Identifies and
applies principles of practice
and conditioning to enhance
performance.(Practices the
volleyball forearm pass in a
stable or closed environment
(e.g. against a wall or with a
partner toss).)
Standard 5A Demonstrates the
ability to resolve conflicts in a
physical activity setting.
(Handles conflict with others
without confrontation during a
disagreement in a volleyball
game)
Student will be observing
another student and identifying
correct and incorrect form
(including passing setting
hitting and serving) during a
 Part 5

times in a 1v1 pickleball game. live 4v4 volleyball game.

Length of Time:

6th -Whiffle ball will last 5 weeks, this is because it is a simpler sport but the foundation it builds for the other field games is very important so we
want to make sure we don’t cover it too quickly.

7th- Softball will last for 6 weeks, this is because the accuracy the skills used in the game will take. Also having a good understanding of this sport
will allow for easier understanding of other sports.

8th- Cricket will last for 5 weeks, this is because not many American middle school students know how to play this sport. This means more time is
going to be spent on learning the rules. Also the sport should flow a little more smoothly because of the exposure to similar games in past years.

Unit 6th 7th 8th

Whiffle Ball (Field) Softball (Field) Cricket (Field)

-Introduction to history & playing -Introduction to history & -Introduction to history, field of
field playing field play, basic rules.
Activities/Skills - Stretching and running - Stretching and Warm-ups - Stretching and running
- Fundamental skills - Fundamental skills - Fundamental skills
● Throwing overhand ● Gripping ● Bowling
● Underhand pitching ● Catching ● Batting
● Catching with two hands ● Throwing ● Fielding
● Hitting ball with whiffle ● Batting ● Throwing
ball bat ● Fielding
- Game Rules (two teams, 3 outs, ● Base running
innings) ● Bunting
- Positions -Game Rules
● Pitcher
● Catcher Activities:
● Infielders ● Quick Feet & Hands
● Outfielders ● Lap Tosses
● Self Tosses
● Get up and Catch
● Target Throw
● Slap and Run
 Part 5

Standards Standard 1A Performs complex Standard 1A Performs Standard 1C Demonstrates use

movement patterns used in small- specialized manipulative skills of tactics in small-sided games.
sided game situations. in an applied setting to
include striking Standard 2A Identifies
Standard 1B Performs movement and strategies
specialized manipulative skills in Standard 1C Performs a necessary for skilled physical
movement sequence in a performance.
an applied setting to include
physical activity or game.
throwing and catching.
Standard 3A Accumulates
Standard 2C Describes basic
recommended amount of
strategies for offense and defense physical activity daily in and
in small sided game play. outside of the physical
education setting on a regular
basis.

Standard 3B Identifies places

Assessment Each student will be giving a skills
assessment in the areas of throwing
overhand, underhand pitching,
catching w/ two hands, hitting. 1
out of 5 is beginning. 3 out of 5
meets criteria. 4 or more out of 5
mastery.
in the community where the
activities and sports learned
in class can be played and
enjoyed.
Each student will be giving a
skills assessment in the areas of
throwing, catching, fielding,
and batting. 2 out of 10 is
beginning. 5 out of 10 meets
criteria. 7 out of 10 above
criteria. 8 or more out of 10 is
mastery level.
Each student will be giving a
skills assessment in the areas of
bowling, batting, fielding, and
throwing. 2 out of 10 is
beginning. 5 out of 10 meets
criteria. 7 out of 10 above
criteria. 8 or more out of 10 is
mastery level.

18 Week Matrix
 Part 5

Skill/Tactic/Concept 6th 7th 8th

Performs complex movement I R M

in games

Identifies the concepts, I,R R M

principles, strategies, and
tactics as they apply to the
skills being practiced.

Participates regularly in I R M
physical activity.

Achieves and maintains a I R M

health-enhancing level of
physical fitness.

Exhibits responsible personal I,R R M

and social behavior that
respects self and others in
physical activity settings.

Values physical activity for I,R R M

health, enjoyment, challenge,
self-expression, and/or social
interaction.
 Part 5

9 week program for 6th – 8th grade:

Length of Time: 3 weeks

Unit 6th 7th 8th

Soccer (Invasion) Basketball (Invasion) Speedball (Invasion)

-Introduction to history, field of play, basic rules.
Activities/Skills - Stretching and running
-Fundamental skills (kicking, trapping, dribbling,
throw-in etc.)
- Strategies (possession, space, communication etc.)
-Principles (attacking/defending)
-Systems (formations)
-Introduction to history, court play, basic
rules.
-Conditioning and stretching
-Fundamental skills (pivoting, passing,
dribbling, shooting, rebounding
-Offense (cutting, driving, screening)
-Defense (stance, on/off ball)
-Introduction to history, field of play,
basic rules.
-Stretching and running
-Fundamental skills
-Personal conversion to aerial (roll-up,
two-foot lift, one-foot lift)
-Systems (formations)

-Restarts (corner kicks, goal kicks) -Team strategy -Restarts (kickoff, throw-in, free kick,
penalty kick)
-Station Work -Station Work
-Group Dribble, Continuous One-Touch
-Mini Soccer Game -Mini Games (knock-out, steal the bacon, Pass, Passing through
dribbling king, GA Tech) Defense
-Competitions (relay races, target shots, challenges,
mini-games) -3 vs 3 (3 dribbles only) - Mini Game (keep away, 3 passes, 4
downs score)
-5 vs 5 (passing only)
- Kick-Ball with a twist

Standards Standard 1A Performs complex movement
patterns used in small-sided game situations.
Example: Moves to open space to receive a pass from
teammate
Standard 2C Describes basic strategies for offense
and defense in small sided game play.
Example: Describes a “give and go”
Standard 5A Participates successfully within the
rules of a small sided game
Standard 2B Identifies and predicts the
open person concept in team sports
activities.
Examples: Delivers a bounce pass to open
teammate after the teammate executes a pick
and roll in basketball.
Standard 2C Describes and demonstrates
the difference between person to person
and
- Full Game
Standard 1A Performs specialized
manipulative skills in an applied
setting to include
dribbling and passing.
Examples: Dribbling while preventing an
opponent from stealing the ball.
Standard 2A Identifies movement and
strategies necessary for skilled physical
performance. Examples: Explaining a
 Part 5

zone defenses in invasion games. Examples: strategy for scoring a point or setting up
Moves into proper position to guard an defense
opponent using a person to person defense in a
basketball game.

Standard 4C Assesses physiological

indicators of exercise during and after
physical activity designed to improve or
maintain cardiorespiratory endurance.
Examples: Keeps a record of heart rate before,
during, and after vigorous physical activity.

Assessment Skill Test (pass/trap/dribble). The student passes and
traps the ball three times in succession. Student must
then dribble the ball around a three-cone diagonal
zigzag course under control.
Written Test multiple choice test about the history,
play, basic rules, and strategy.
Skill Test (pass/catch/dribble/shot). The
student must make a two-hand chest pass to
pass the ball at one target and slide sideways
to catch the rebounding ball.
Journal Entries (tracking heart rates).
Students will monitor resting and active heart
rates throughout the basketball unit.
Skill Test (aerial conversion). The
student performs the roll-up, two-foot lift,
and one-foot lift to convert a stationary
ball into aerial conversion.
Written Test- multiple choice test about
the history, play, basic rules, and strategy.

Length of Time: 3 weeks

Unit 6th 7th 8th

Swimming/ Water Skills (Outdoors) Badminton (Net/Wall) Golf (Target)

-Introduction to history -Introduction to history -Introduction to history, rules, course

Activities/Skills -Proper warm up and stretching
-Skill Assessment (water orientation, holding
positions, front float, back float, front glide
with kick, front beginner stoke, treading etc.)
-Video of actual play
-Basic strategy and court courtesies
overview, etiquette
-Putting (grip, stance, alignment,
pendulum stroke, lag putting, short,
reading greens)

-Strokes (front crawl, backstroke, back crawl,
sidestroke)
-Diving (Slide-in dive, sitting dive, kneeling
dive, etc.)
-Mini Games (sharks and minnows, relays,
ring-dive)
-Snorkeling Skills and Techniques
Standards Standard 1 Demonstrates competency in
motor skills and movement patterns needed to
perform a variety of activities.
Standard 3A Identifies opportunities in school
and community to be physical active.
Assessment Skill Test- students will be evaluated on stoke
form and technique.
Journal Entries- Students will complete a list
of physical activities in which one can
participate at school and outside the school
setting. List intramural and recreation activities
within the school and community. Students will
have to record at least 30 minutes of physical
activity outside of class in their journal.
-Grip (forehand, backhand)
-Stokes (overhead clear, long serve, short
serve, smash, block
-Footwork and movement (backcourt, lateral,
forecourt)
-Singles and Doubles (basic strategy,
offensive and defensive techniques)
-Station work and mini games
-Ladder Tournament
Standard 2A Explores basic physics
concepts such as action-reaction, trajectory,
levers, and linear velocity that are important
in sports activities.
Example: Observe differences in
distance/force when using striking
implements of varied lengths.
Skills Test- Students will be evaluated on
serve and clear.
Written Test- Multiple choice test about the
history, play, basic rules, and strategy
Part 5
-Pre-swing fundamentals (grip,
alignment, stance, target)
-Full swing techniques (takeaway,
backswing, downswing, follow-through,
balance)
-Strategy
-Target hitting
-Mini competitions
-Real Game play
Standard 1C Demonstrates use of tactics
in small-sided games.
Examples: Chooses the appropriate club
for strokes of varied distances during a
golf unit.
Standard 2B Identifies key critical
elements of complex motor skills.
Examples: Lists three factors that
contribute to a slice in golf swing.
Skills Test- Putting, Medium Iron
Written Test - Multiple choice test about
the history, play, basic rules, and strategy.

Length of Time: Combining Activities 3 weeks
Unit 6th
Yoga (Fitness) and Whiffle Ball (Field)
-History, Benefits
Activities/Skills -Basic principles, Breathing, Relaxation
-Movement principles, Relaxation pose, Breath
observation, Pelvic rock, Fundamental standing
pose, Shoulders back and down, Safe forward
bending.
-Mini Games
-Skill challenges
Standards Standard 1C Performs advanced rhythm
sequences that combine movement, complex
concepts and skills.
Examples: Performs a sequence of yoga
movements to increase flexibility.
Standard 4B Identifies the basic principles of
training to improve physical fitness.
Example: Explains the importance of frequency
while improving fitness.
Standard 4C Participates in activities designed
to improve or maintain flexibility.
Example: Participates in yoga classes to
measure progress towards healthy fitness
7th
Jump Rope (Rhythms) and Softball (Field)
- History, Basic Rules, Playing Field
-Conditioning
-Basic game concepts
-Skill Station (catching, throwing, fielding,
etc.)
-Mini Games
-Skill challenges
-Game play
Standard 2A Explores basic physics
concepts such as action, reaction, trajectory,
levers, and linear velocity that are important
in sports activities.
Example: Throws a ball for distance using
the most appropriate trajectory (path of
object).
Standard 4C Assesses physiological
indicators of exercise during and after
physical activity designed to improve or
maintain cardiorespiratory endurance.
Examples: Keeps a record of heart rate
before, during, and after vigorous physical
activity.
Part 5
8th
Weight Training (Fitness) and Volleyball
(Net/Wall)
-History
-Equipment overview
-Work out plans/training programs
-Skills and techniques (grip, feet, breathing
Volleyball rules (net play, scoring)
-Fundamental skills (forearm pass, overhand pass,
attack)
-Skill Stations
-Mini Games
-Game Play
Standard 1 Demonstrates competency in motor
skills and movement patterns needed to perform a
variety of activities.
Standard 2A Interprets results of criterion-
referenced fitness assessments and develops a plan
for reaching fitness goals.
Example: a set of exercises using own body weight
to increase strength. Develops an individualized
physical activity program using results from
fitness assessments, personal interests, and
available resources.
Standard 3A Participates daily for 60 minutes in
physical activity of their choosing.
Examples:
Standard 4B Applies basic principles of training
 Part 5

standards for flexibility. to design and implement a program for

maintaining or improving health related muscular
Standard 6A Selects and evaluates physical strength.
activities to participate in for social interaction
and continued personal growth. Example: Writes and implements a circuit weight-
training program designed to meet physical fitness
Examples: Participates in a yoga class to goals.
maintain/increase flexibility
Standard 5A Demonstrates the ability to resolve
conflicts in a physical activity setting.

Examples: Handles conflict with others without

confrontation during a disagreement in a volleyball
game. Officiates games during sport education
units

Standard 6B Analyze the relationship between

inactivity and obesity and diabetes type II.

Assessment Skill Test (throwing and fielding). Testing
accuracy, power, and catching ground and fly
balls
Journal Entries - Students will need to
document 30 minutes of yoga done outside of
class and benefits associated with yoga.
Skill test (throwing and fielding).
Testing accuracy, power, and catching
ground and fly balls
Journal Entries- (tracking heart rates).
Students will monitor resting and active heart
rates during jump roping.
Portfolio: Students will design and create own
fitness portfolio. Must include workout, sports or
activities performed outside of school,
documentation, goals and steps to attain them,
dangers of inactivity (obesity).

Curriculum Assessment (Grade 8 exit): Students will design and create their own fitness portfolio. Must include fitness goals and a plan to attain them. Must include sports or
activities performed outside of school setting (yoga, swimming, basketball, soccer, jump rope, weight training, etc). Must include documentation (journal entry, coach/guardian
signature, video, etc). Must include information on dangers of inactivity and the benefits associated with an active lifestyle.

Overview: Students in sixth, seventh, and eighth grade will learn and improve upon invasion game tactics and skills (maintaining possession of the ball or object, attacking the
goal, defending the goal, kicking/foot dribble and punting) through soccer, basketball, and speedball for the first 3 weeks of the curriculum. A minimum of 3 weeks is needed to
implement the Sport Education model (teams will be created, jobs will be assigned, point system implemented). The skills learned in sixth and seventh grade will be carried over to
speedball in the eighth grade.

In the second 3 weeks of the program students in the sixth grade will be introduced to swimming and a water skills class (outdoors), seventh grade students will participate in
badminton (net/wall), and eighth grade students will work on their golf (target) skills. A minimum of 3 weeks is needed to fully implement the skills and tactics needed to pursue
this sport outside of class.
 Part 5

In the last 3 weeks students in the sixth grade will be introduced to yoga (fitness) and whiffle ball, seventh grade students will participate in jump roping (rhythms) and softball
(field), and eighth grade students will be introduced to a weight training program (fitness) and volleyball (net/wall). In 6th grade students will begin with yoga and finish with
whiffle ball. Different techniques will be learned each class period. Teams will be created in whiffle ball and tournament style competition will be implemented. In 7th grade
students will begin with jump roping and finish with a softball lesson. New skills and techniques will be learned each class period. Students will monitor resting and active heart
rates during jump roping and keep track of data. Teams will be created in softball and tournament style competition will be created. In 8 th grade students will be introduced to
weight training and will work on creating a fitness portfolio and will also participate in a volleyball lesson. A minimum of 3 weeks is needed to implement the Sport Education
model (teams will be created, jobs will be assigned, point system implemented). A minimum of 3 weeks is necessary to fully teach skills, techniques, monitor progress and give
feedback.

9 Week Matrix

Skill/Tactic/Concept 6th 7th 8th

Performs complex movement I R M

in games

Identifies the concepts, I,R R M

principles, strategies, and
tactics as they apply to the
skills being practiced.

Participates regularly in I R M
physical activity.

Achieves and maintains a I R M

health-enhancing level of
physical fitness.

Exhibits responsible personal I,R R M

and social behavior that
respects self and others in
physical activity settings.

Values physical activity for I,R R M

health, enjoyment, challenge,
self-expression, and/or social
interaction.