PE+7

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Enhance their cardiovascular endurance through the game of ultimate frisbee. Learn and follow the rules of Ultimate Frisbee || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * Teachers** (list):
 * Textbook** (name, publisher, year):
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 * **Obj #** || **Unit** || **Objective:**
 * || Fitness || Learn and list the five health related and six skill related fitness components, and test out in each. || Standard 4: Achieves and maintains a health-enhancing level of fitness. || 7 || Cardiovascular Endurance, Muscular Endurance, Muscular Strength, Flexibility, Body Composition, Speed, Power, Coordination, Agility, Reaction Time, balance || Fitness-gram NWCA Website || Fitness-gram NWCA Website || Testing Battery ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || Ultimate Frisbee || demonstrate competency in a variety of frisbee throwing techniques, and demonstrate proficiency in a few frisbee throwing techniques.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 5 || Traditional, backhand, sidearm, underhand, overhand. || Frisbee and field || Practice throwing and catching skills in a variety of game-like activities. || Practical and written test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. To throw and catch a football properly. C. To identify the player positions on a football team. D. Have knowledge of the rules. E. Understand the difference between offense and defense. F. Be able to explain the history of the game and football terminology. G. Play and perform a football game using flags instead of tackling. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Flag Football || A. Increase speed and endurance through soccer.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || flag, blocking, football pass, downs, touchdown, punt, kick || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999. B. Football practice field. C. Flag footballs. D. Belts with flags. || Skills practice and game play || Practical and written test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Be able to gain an understanding of the following: 1.basic ball handling techniques of overhand setting and underhand passing 2.serving 3.spiking and blocking 4.digging 5.major concepts related to strategy 6.rotation 7.offense coverage 8.defense coverage 9.terminology of the game 10.history of the game 11.rules of the game 12.play and perform games || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Volleyball || A. Gain an appreciation and enjoyment of the sport.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Serving, Serve-receive, Spiking, Volley, bump, set, lebaro || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999. B. Gym. C. Volleyball. D. Volleyball standards and nets. || A. Introduction. 1.history 2.rules B. Basic ball handling techniques. 1.overhead setting 2.forearm bump pass 3.spiking ñ blocking 4.serving ñ overhand, underhand C. Major concepts related to strategy. 1.pass, set, hit - offense 2.team formation - rotations 5 - 1, 6 - 2 3.defense 4.contests - setting, passing, spiking, serving 5.co-ed tournaments - round robin 6.skill test and written test || Written and Skills Test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || 1.serve 2.half volley or push shot 3.top spin (forehand and backhand) 4.chop (forehand and backhand) 5.drop shot 6.smash 7.scoring B. Acquire knowledge specific to: 1.rules, terminology, and etiquette of the game 2.brief history 3.selection and care of equipment 4.safety precautions 5.offensive and defensive play 6.tactics in singles and doubles || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Table Tennis || A. Acquire the skill to properly execute the following:

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Serve, volley, forehand, backhand, drop shot, smash, let || Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. || skills practice and game play || Written and skills test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || b. Gain cardiovascular fitness. c. Develop and gain agility. d. Show good sportsmanship. e. Know the history of the sport. f. Relate Pickle-Ball with tennis, and show appreciation of lifetime activity. g. Know the rules of Pickle-Ball. h. Know the rules and scoring of tennis. i. Understand the variety of strategies used to be successful. j. Show responsibility by setting up and taking down of nets. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Pickleball || a. Develop and gain hand-eye coordination.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Short Service Line, non volley zone, double bounce rule || a. http://www.pickleball.com/Home.aspx b. Gym. c. Standards / Nets / Paddles / Balls. || I. Outline of Content. a. Introduction. b. History and rules/regulations of the game. c. Relationship of Pickle-Ball to Tennis. d. Serving – Serve/Receive. e. Forehand, backhand, overhead, underhand shots. f. Round Robin Tournament and regular play for Singles and Doubles. || Written and skills ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Move forward, backward, and laterally very quickly. C. Increase reaction time and wrist action. D. Develop the fundamental skills of striking with an implement used to propel the shuttlecock. E. Know the history and terminology of the game. F. Understand the strategy of the game. G. Know the rules of the game. H. Gain an appreciation for a lifetime activity. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Badminton || A. Develop hand-eye coordination.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || serving, overhand strokes, underhand strokes, side arm strokes, strategy, single tournaments, doubles mixed doubles || rebound, dribble, double dribble, post, lay-up, jump shot, pivot || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. B. Gym and nets. C. Rackets and Shuttlecocks || Written and skills ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Increase physical activity and emotional release. C. Develop cardiorespiratory endurance. D. Develop hand-eye coordination, agility, strength. E. Develop social and ethical values of teamwork. F. Know history of the game. G. Know rules and regulations of the game. H. Know terminology of the game. I. Know the strategy of the game. J. Understand the fundamentals. K. Know the offense and defense strategies. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Basketball || A. Gain an appreciation of the sport as a recreational sport as well as competitive.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || rebound, dribble, double dribble, post, lay-up, jump shot, pivot || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. B. Basketball Rules Book. C. Gym and basketball goals. D. Basketballs || A. Introduction. history rules and regulations individual techniques catching and receiving passing dribbling pivots and turns jumping and rebounding shooting offense ñ man defense - 2/1/2, man-to-man game strategies 3 on 3 tourney co-ed tourney hot shot contest 3 point shooting contest || Written and skills test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Be able to pass and trap the soccer ball with their feet as well as tackling and punting. C. Be able to identify the player positions on a soccer team. D. Be able to explain the rules and history of the game. E. Develop a concept of strategy of advancing the ball down the field to score a goal. F. Gain knowledge in how to play defense. G. Know terminology. H. Be able to perform and play a game using all the fundamental skills they have acquired. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Soccer || A. Be able to dribble the soccer ball with their feet.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Trap, Dribble, Corner shot, goalie || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999. B. Practice football field. C. Soccer balls and goals. || A. Introduction. 1.history 2.player positions 3.the activity - rules of the game 4.explanation of the soccer field and boundaries 5.equipment used 6.explanation of strategy in scoring goals 7.terminology used B. Fundamentals taught. 1.practice proper dribbling techniques 2.practice proper passing techniques 3.practice proper trapping and tackling techniques 4.practice running and passing the ball down the field 5.practice keep away 6.practice scoring kicks, throw-ins, etc. 7.play some 3 on 3 leading up to the regular game 8.play a regular soccer game 9.skills test and written test over soccer || Written and skills test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Relax and release pent-up tensions while participating in a joyful activity. C. Develop fundamental skills necessary for performing well during a game. D. Develop a concept of strategy of the game. E. Know player positions and responsibilities. F. Know the rules and regulations of the game. G. Know the terminology and history of the game. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
 * || Softball || A. Gain an appreciation of the sport as a recreational activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Pop Fly, Tag up, Ground out, strike, ball, foul, || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. B. Practice Field. C. Softball, bats, gloves || A. Introduction. 1.history 2.terminology 3.rules 4.player positions and responsibilities 5.strategies of the game B. Fundamentals taught. 1.throwing 2.overhand 3.underhand 4.pitching 5.fielding 6.hitting 7.running C. Specific game situations. 1.lead-up skills and games 2.co-ed game || Written and skills test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Increase their fitness levels. C. Gain an understanding of proper weight lifting techniques. D. Be aware of the benefits to their body through lifting weights. E. Be aware of the safety and precautions needed in doing weight training. F. Understand the concept of running, stretching, and strength training must go together. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. || 72 || Form, isotonic, isometriric, isokenitic, spotter || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. B. Weight room and weights || A. Introduction. 1.safety necessary to perform skills properly 2.proper warm-up and cool down 3.teaching proper techniques of lifting weights B. Weight Training. 1.circuit training 2.proper lifting techniques 3.students have lifting program to follow || Daily evaluation and skills test ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || B. Relax and release pent-up tensions while participating in a joyful activity. C. Develop fundamental skills necessary for performing well. D. Gain an understanding of proper archery techniques. E. Be aware of the safety and precautions needed in doing archery. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. || 10 || Target, bow, string, double recurve bow, fletching, nocking, draw, point, shaft, scoring system. || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. B. Bows. C. Targets D. Arrows E. Open Field || A. Skills practice B. Target Shooting. || Skills and Written test. ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || Weight training || A. Gain an understanding of the importance of cardiorespiratory endurance and flexibility.
 * || Archery || A. Gain an appreciation of the sport as a recreational activity.