Roth, Scheel

Part 2- Big Picture Goal, Learning Outcomes, and Standards

Big Picture Goal

In this unit we will be teaching Rugby.  Our big picture goal is, by the end of the unit, ESWBAT
engage in the lifetime sports of rugby using the knowledge and skills they gained and practiced
in class.  It is our hope that during Rugby, the students will gain enough enjoyment that they will
want to continue the sport into their adult lives.  

Opportunities to play outside of class- Weld has a high school boys rugby team who plays in the
spring and summer, for boys all around the Weld/Greeley area, practices are typically in Greeley.
The closest girls team is Fort Collins, who play in the spring; although my dream is to make a
team like the Weld boys, but for girls that can play in the Greeley area.
Other opportunities- Rugby 7s is Olympic Rugby, watch it in 2021, it's all tournament style.

Standards/Outcomes
National
Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime
activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target
games). (S1.H1.L1)

Refines activity-specific movement skills in 1 or more lifetime activities (outdoor pursuits,

individual-performance activities, aquatics, net/wall games, or target games). (S1.H1.L2) 

Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)

Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve
performance of self and/or others in a selected skill. (S2.H2.L1) 
 

Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity
and/or social dance. (S4.H2.L1)

Solves problems and thinks critically in physical activity and/or dance settings, both as an
individual and in groups. (S4.H4.L1) 

Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury
prevention, proper alignment, hydration, use of equipment, implementation of rules, sun
protection). (S4.H5.L1) 

Develops and maintains a fitness portfolio (e.g., assess- ment scores, goals for improvement,
plan of activities for improvement, log of activities being done to reach goals, timeline for
improvement).43 (S3.H11.L2) 

State
Explain and demonstrate offensive, defensive and transitional strategies in lifelong sports and
games. (Level 1) (1.1.1.b)
 
Analyze principles, utilize problem-solving skills and provide feedback to support peers in
activities. (Level 1) (1.2.3.b)
 
Participate in a variety of self-selected physical activities, and consider the value of each as it
relates to personal fitness goals. (Level 1) (2.3.1.d)
 
Explain the benefits of participation in a variety of physical activities and their connections to
lifelong wellness. (Level 1) (2.4.2.d)

2. Apply movement concepts, principles, strategies, and tactics to learning and performing
physical activities.

3. Apply rules, principles, problem-solving skills and concepts to traditional and nontraditional
movement settings.

 a. Apply rules, protocols, and procedures to enhance game settings and maintain an organized
game environment. (Level 1)

d. Participate in a variety of self-selected physical activities and consider the value of each as it
relates to personal fitness goals. (Level 1)

Evaluate the role of cooperation and positive interactions with others when participating in a
variety of settings. (3.5.1.d)

Positively influence the behavior of others in physical activity settings. (3.5.1.c)

Combine and apply movement patterns from simple to complex to participate successfully in
activities such as aquatic, rhythms/dance, combatives, outdoor adventure activities, and a variety
of lifelong sports and games. (Level1) (1.1.1.a)

Participate in a variety of self-selected physical activities, and consider the value of each as it
relates to personal fitness goals. (Level 1) (2.3.1.d)

5. Exhibit responsible personal and social behavior that respects self and others in physical
activity settings.