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Subject Area

Grade Level
Topic
Length of Unit
(days)

PHE
7-8
Team Sports
7 weeks

Rationale
Students will learn how communication, use of space and interaction
are important in team sports. These are all very important concepts to
master in the game and in life. Communication is used in a game for
teammates to communicate plays, this helps them work together as a
team. Players need to pay attention and understand each other’s roles
so they can communicate through verbal and nonverbal cues. This will
also help in the real world which values a team player, someone who
works well with others and can communicate effectively. In life, students
will need to listen, understand and speak for effective communication.
Team sports will help in the development of collaboration skills, students
will need to work effectively with others, and part of this is encouraging
others to contribute. There is no “I” in team, all players will need to be
involved and encouragement among each other will help all feel
included. They will identify how to cooperatively interact with others.
They will identify what governing bodies do for team sports, what the
players roles are on a team, and individual training programs within a
team. Knowing how the system works can help them gain an
appreciation and respect for the game and those involved. This is part
of building a community, students should know how things are run so
they are prepared for any future roles they may play in their community.
Students will work on technique and rules for American football, hockey,
and lacrosse; which are all sports played in America. This will allow
students to learn new sports and be able to play them. They will be
aware that there are other sports out there that they can play and that
are popular in different parts of the world. They will also have theory
work where they will have the opportunity to analyze themselves
playing football and determine how well they demonstrated being part
of a team with use of space, interaction, and communication. This will
also help them give and receive meaningful feedback, which is a useful
skill throughout their life. There will also be formative game of jeopardy
of review to help prepare students for the written test. The activities
and assignments are all in place for growth of the students. There is
also a possibility of a football player coming in for a lesson to run the
students through a football practice. This will allow students the
opportunity to learn from a professional in the sport.
Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

PHE
7-8
Team Sports
7 weeks

Subject Area
Grade Level
Topic
Length of Unit
(days)

PHE
7-8
Team Sports
7 weeks

Established Goals:
General outcome C
Cooperation: interact positively with others
Understandings:
Students will understand…





Communication
Fair play
Leadership
Teamwork
ATL skills, communication and social
skills
Global context: identities and
relationships

Students will know…





Essential Questions:
 What are the governing bodies in team
sports? (funding)
 How do individualized training
programs differ within a team?
 Is the role of the individual more
important than the team as a whole?

Students will be able to do…

Components of fitness within a team;
strength, endurance, flexibility,
cardiorespiratory activity.
Governing bodies in team sports.
Football rules, team positions.
Hockey rules, team positions.
Lacrosse rules, team positions.
Training programs for different players
within football.





Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Functional Fitness
Demonstrate and evaluate ways to achieve a
personal functional level of physical fitness.
Analyze individual abilities and formulate an
individual plan for growth.
Body Image
B7–4 identify different body types and how all
types can contribute to, or participate positively
in, physical activity
B7–5 discuss performance-enhancing
substances as a part of the negative effect on
physical activity
Well-being
B7–6 identify and explain the effects of exercise
on the body systems before, during and after
exercise
B7–7 interpret personal fitness changes as a
result of physical activity
All outcomes are achieved through active and
safe participation in physical education.

Subject Area
Grade Level
Topic
Length of Unit
(days)

Resources Needed:
Football, hockey, and lacrosse equipment.

Summer 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

PHE
7-8
Team Sports
7 weeks

Assessment Tool Overview
Assessment
Tool Title

Outcomes

Description

Group
discussions

all

Get students talking about the subject
items.

Written Test

All
Criterion A

Criterion A: Knowing and understanding.
i. outline physical health educationrelated factual, procedural and
conceptual knowledge. ii. Identify
physical and health education knowledge
to describe issues and solve problems set
in familiar and unfamiliar situations. iii.
Apply physical and health terminology to
communicate understanding.

Jeopardy

all

Formatively assess students’ knowledge
to prepare them for the written test.

Analysis Project

Functional
fitness
Criterion
D:reflect and
improve
performance

In-class
assignments/
activities

all

Film video of students playing football.
Have them watch their performance and
analyze self and peers in an essay format
how they can improve as a team. Pay
attention to positioning, communication,
and interaction among the team.
In class a variety of work will be
completed over the unit. Some will be
individual and other group work.
Assessments such as thumbs up or down
will be done to check for understanding
throughout the lesson. This will be
assessed through observation and
discussion. There will be different games
to check for understanding and review for
exam.

%

Fo
r

AS

OF

X

X

X

X

X

X

X

X

Summative: there is an analysis project and a test throughout this unit, they will have time
to work in class and prepare so they can do well.

Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

5 Monday September
6 Tuesday

7 Wednesday

Thursday

Friday

7/8 PHE 11:45-12:45 8 Theory 2:30-3:20 7/8 PHE 11-12
7 Theory 2:30-3:20
Get to know you games
Football rules
Technique of throwing
Where everyone is from
-organized
and catching football
What sports are
-field lines
Aiming game
common in different -players roles
countries?
Components of fitness
Same as Tuesdays
Why exercise before theory
and
After
Personal fitness changeswill you notice a difference
by the end of the unit?

12 Monday

13 Tuesday

14 Wednesday Thursday

Friday

More football practice
Training programs Football practice- more
Where players stand,for individual playersOn positioning, spacing,
Importance of spacing
within a team and how
Interaction. Use team
and interaction among
their skills work
work
players
together to be unified
as a team. Different
body types for different
positions

19 Monday

20 Tuesday

21 Wednesday Thursday

Friday

Game time football Governing bodies/funds
Game time football
Performance enhancing
Record parts of this substances
game
Analysis project intro

.

26 Monday

27 Tuesday

28 Wednesday Thursday

Friday

Football practice

Analysis Project
Time to work

Hockey game

Hockey intro discussion

3 Monday October4 Tuesday

5 Wednesday

Thursday

Hockey

Analysis Project due Football Competition.
Review-jeopardy game

10 Monday

11 Tuesday

12 Wednesday Thursday

Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Friday

Friday

Hockey

Test

Hockey
Test

17 Monday

18 Tuesday

19 Wednesday Thursday

Hockey

Look back on test, how
Students’ choice of
Everyone did
Game before holiday
Discuss how if the individual
is more important in a
team or not

Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)

Friday
.