PHYSICAL EDUCATION UNIT PLAN FORMAT

TITLE OF UNIT PLAN

I. Introduction:

A. Name of school

B. Grade level

C. Number of students in class

D. Complete list of equipment needed

II. History:

A. Briefly describe the value/contribution of the activity: include important dates, people, and a description of how the activity was played in its beginning.

B. If a historical perspective is not appropriate (such as an elementary unit plan entitled "Locomotor/Combination Activities"), briefly describe the purpose of the unit.

III. Instructional Goals and Objectives:

Consider the following questions in formulating these goals:

A. What do you anticipate the students will achieve?

B. What do you want the students to have learned as a result of having received instruction?

C. Can the students realistically achieve these goals?

Note: Make sure that your objectives answer these questions.

IV. Skill Development, Teaching Cues, and Drills

This section will include a list of skills and/or lead up activities that you plan to teach in this unit.

A. For each skill, include at least two but no more that four verbal teaching cues. These teaching cues should focus on the critical aspects of performing each specific skill.

Example: Forward roll

1. Place hands on mat shoulder width apart

2. Tuck chin into chest

3. Land on shoulders and back of neck

4. Grab shins and stand up

B. In addition to the verbal teaching cues, include at least one or more drills and/or lead up activities for each skill. The drills or activities need to be appropriate for the targeted grade level. A diagram with a written explanation is acceptable.

C. Lead-up Activity Description:

These are "game-like" activities which utilize basic game strategies of the sport/activity, i.e. line soccer, 3 on 3 for basketball, etc. In gymnastics, activities such as group shapes, putting together progressions, finding different ways to demonstrate concepts or themes (rotations, prepositional gymnastics, and/or various equipment) are all appropriate for section IV. Be sure to include an explanation and/or diagram describing each lead-up activity.

V. Scope and Sequence Chart:

Depending on the number of days the unit requires, list in sequential order the skills and activities described in Part IV. Specify each day as "Day 1," "Day 2," etc. and list the skills to be taught. Keep in mind proper teaching progression for skill development. Normal unit length will be 15 sessions.

Example: Tennis (Days 1-3 of a 15 day unit plan, note days 4-15 are not included to save space)

Day 1

Introduction

History

Court dimensions, lines, etc.

Day 2

Grip

Ready Position

Forehand ground stroke

Day 3

Review forehand ground stroke

VI. Terms:

Include a list of terms and their definitions which are necessary for fully understanding the knowledge base of the sport or activity. Limit your list to 20 terms.

VII. Evaluation:

In order to determine if student learning of the sport/activity has occurred, you must include some appropriate evaluation procedures. These may include the following:

A. Skills Testing: Which fundamental skills will be tested? What percentage of the final grade will be based on skill proficiency?

B. Written Test: What percentage of the final grade will be based on knowledge?

C. Other: Include percentage of final grade if used.

*Evaluation requirements need to add up to 100%

VIII. Resources:

Provide an annotated list of suggested resources for use in the teaching of the unit. Include such resources as:

A. Bibliography - books, articles, etc.

B. Instructional aids - films, videotapes, etc.

C. National Organization with address (i.e., ASA, USVBA, NCAA, etc.)

D. Community resources - i.e., local tennis pro