John Anderson

John Anderson Bowling

John Anderson Objections: Day one: History and rules SWBAT understand the rules and regulations of bowling by taking a written quiz over the rules and regulations of bowling and scoring at least a 75% on the quiz. (PA2B6) SWBAT demonstrate the knowledge of the rules of bowling by obeying them when they and those around them are bowling 100% of the time. (HM2A9) SWBAT demonstrate proper use of the rules while bowling with a partner 4 out of 5 times. (HM2A9) Day two: Bowling form SWBAT understand the proper form of bowling by taking a written quiz over the proper form of bowling and scoring at least a 75% on the quiz. (PA2B6) SWBAT demonstrate good sportsmanship while bowling by giving the person whose turn it is to bowl the entire platform to move about on without getting in their way while being quiet so they can concentrate, 100% of the time. (HM2A9) SWBAT release a bowling ball while using proper technique and get it to their partner, 4 out of 5 times. (HM2A9) Day three: Keeping score SWBAT understand the way score is kept in the game of bowling and implement it on a score card getting at least 75% of the scores correct. (PA2B6) SWBAT show fairness and honesty while keeping track of their scores in a game of bowling and not cheating 100% of the time. (HM2A9) SWBAT keep scare of a bowling game while using proper math and counting while scoring their own game, 4 out of 5 times.(HM2A9) Day four: Game day SWBAT understand the rules and regulations, the proper form, and the way to keep score while bowling by taking a written quiz and scoring at least a 75% on the quiz. (PA2B6) SWBAT demonstrate the knowledge of the rules, good sportsmanship, and show fairness and honesty while bowling 100% of the time. (HM2A9) SWBAT demonstrate proper use of the rules, release of a bowling ball, and keep score while bowling, 4 out of 5 times. (HM2A9) Equipment: Day one: Day two: Day three:

24 copies of the history and rules of bowling 8 bowling balls 24 participants 1 gym 8 tennis balls 48 bowling score cards 80 pins

John Anderson Day four: 8 bowling balls

8 bowling balls 24 participants 80 bowling pins 24 score cards

Monday History/rules

Tuesday Release

Wednesday Scoring

Thursday Game day

John Anderson The Release of a Bowling ball 24 Students 12 year olds / 6th Grade 20 minutes

Lesson Objectives: Students will be able to understand the proper form of bowling by taking a written quiz over the proper form of bowling and scoring at least a 75% on the quiz. (PA2B6 Students will be able to demonstrate good sportsmanship while bowling by giving the person whos turn it is to bowl the entire platform to move about on without getting in their way while being quiet so they can concentrate, 100% of the time. (HM2A9) Students will be able to release a bowling ball while using proper technique and get it to their partner, 4 out of 5 times. (HM2A9) Equipment, Materials and Preparation 8 bowling balls 24 participants 1 gym 8 tennis balls Gym Set-up

Black dots are the people across from their partner (also black dots) Four pointed stars are the approach lines, where you start your approach for the release.

John Anderson The lines marked by the arrows are the foul lines the ball should be released before this line and the students should never cross this line. Five pointed stars mark the side of the gym that starts with the bowling balls.

Anticipatory Set: 2 min Go over the basic rules of the game and the basic form for the release, along with some of the dimensions of a bowling lane. Warm-up: 4 min Form 6 equal groups with half of each group standing on the opposite side of the gym from the rest of their group. Practice the form of bowling by bowling a tennis ball from one half of the group to the next, after each person bowls they go to the back of the line to await their next turn. Transition: 30 sec The person with the tennis ball for each team walk over and gently put the tennis ball down where they got it, then pick up a bowling ball and return to where they were, while the rest of the group who didnt have the ball stays where they were. Instruction # 1 Prepare students Central Demonstration Full Speed (1 time) Explain TLP/ SAMs (Formative Assessment) Movement sequence 1. Stand staggered with off foot slightly in front of the other, with feet shoulder width apart 2. Have fingers on dominant hand in the proper holes of the bowling ball, with elbow at 90 degree angle, tucked against your side while supporting the weight of the ball with your off hand. 3. Take step with dominant foot as you straighten both arms in front of you keeping the ball on your dominant side. 4. Step with your off foot and allow the ball to drop down to your dominant hip. 5. Step with dominant foot, lean forward and swing the ball back as far as you feel comfortable. 6. Step with off foot and swing ball forward. 7. Release towards your target when the ball is 45 degrees past your hip. 8. Follow through with your hand being brought up palm facing in as though shaking a hand, with hips pointed at the target. Movement cues 1. Staggered stance 2. 90 degrees 3. Step and straighten 4. Step and drop

John Anderson 5. Step and back swing 6. Step and forward 7. release 8. follow through Visual Description: Students will start in a staggered position with off foot slightly in front of the other, with feet shoulder width apart, while their fingers on their dominant hand in the proper holes of the bowling ball, with elbow at 90 degree angle, tucked against their side while supporting the weight of the ball with their off hand. First step with dominant foot as they straighten both arms in front of them keeping the ball on their dominant side, then step with their off foot and allow the ball to drop down to their dominant hip, then dominant foot, lean forward and swing the ball back as far as they feel comfortable, next step with off foot and swing ball forward as they release towards their target when the ball is 45 degrees past their hip then they follow through with their hand being brought up palm facing in as though shaking a hand, with hips pointed at the target Variables: Learner: Hand eye coordination, balance, general coordination, and vision. Environmental: Weight of ball, spacing of players, and floor surface. Demonstrate slow speed (1 time) Dry Run: 1 min Have the students demonstrate 3 times the proper form of the release without the ball. Practice: 5 min Have the students line back up how they were when they had the tennis balls, and have them practice bowling the bowling ball towards the other half of the group in a controlled manor, so that the person receiving the bowling ball can stop the ball with their foot, then pick it up and bowl it back. Questions to check: 3 min 1. Ask students why proper form is important. 2. Ask students why its important to follow through. 3. Ask students why its important to give each other a proper amount of room while bowling. 4. Ask students why it is important to stop the ball in the way demonstrated. Review: 1 min what were the steps in order for the proper release? Transition: 30 sec The student with the ball will give the ball to the teacher and then join the rest of the class as they line up on the end line facing the gym. Homework: Go home and get your parents to take you bowling and practice using the proper form.

John Anderson

Scoring for bowling

24 Students

12/ 6th Grade

20 minutes

Lesson Objectives (including Standard or Benchmark) SWBAT understand the way score is kept in the game of bowling and implement it on a score card getting at least 75% of the scores correct. (PA2B6) SWBAT show fairness and honesty while keeping track of their scores in a game of bowling and not cheating 100% of the time. (HM2A9) SWBAT keep scare of a bowling game while using proper math and counting while scoring their own game, 4 out of 5 times.(HM2A9) Equipment, Materials and Preparation 48 bowling score cards 8 bowling balls 80 pins Gym Set-up

Draw gym set-up

Anticipatory Set: Go over the basic score card in bowling (10 frames) and how many points are in a perfect game (300), how many points each pin is worth (1), how many points a spare is worth (10 + next bowl) and how to write it on the score card (/) and how much a strike is worth (10 + the next two bowls) and how to write it on the score card (x). Warm-up: Have the students get in their groups from the last class and practice bowling the bowling ball back and forth to each other. Transition: Have the students with the bowling ball go set it down with a set of ten pins and then have everyone gather around the teacher in a horse shoe formation.

Instruction # 1 Prepare students Central Demonstration: The teacher will bowl a bowling ball one time in attempt to know down as many pins as possible and then write down the score on the score card at a normal pace. Explain TLP/ SAMs (Formative Assessment) 1. The person who is up will need to bowl their first ball of the frame. 2. After they bowl they will count how many pins they knocked down.

John Anderson 3. After counting they will write the number of pins knocked down to the left of the small box in the correct frame 4. Then if there are pins left they will take their second bowl of the frame. 5. Count number of pins knocked down with second bowl 6. The number of pins knocked down go inside the small box in the correct frame. 7. Add total number of pins knocked down to number of pins knocked down in all previous frames 8. Write total of all frames thus far on the bottom half of the most recent frame. Cue words 1. First bowl 2. Count pins 3. Left of box 4. Second bowl 5. Count pins 6. In small box 7. Add 8. Total score Demonstrate: The teacher will bowl a bowling ball one time in attempt to know down as many pins as possible and then write down the score on the score card at a slow pace while explaining how/why the teacher came to the score they did. Dry Run: The teacher will bowl and all the students will score his first two throws. Practice: The students will get in equal lines of 8 and take turns scoring their own frames as they bowl. Questions to check 1. How many points are strikes worth? 2. How many points are a spare worth? 3. How many points are in a perfect game? Review Who can tell me how many frames are in a game, and review three important aspects of keeping score. Transition: each of the 8 lines are in charge of putting their 10 pins and 1 bowling ball up where they belong, then line up at the door. Homework: Take a score card home and fill it out correctly.