Unit #6: Bowling

Content Area: Physical Education

Course(s): Generic Course
Time Period: Marking Period 2
Length: 2 weeks
Status: Published
Unit Overview (Content)
While participating in the bowling unit, the students will identify and demonstrate the different approaches to
bowling. The student will also demonstrate how to roll the ball correctly. During this unit, students will be expected to
keep their own score. Bowling is considered a lifetime activity and can be done individually, with a partner or on a
team.

Essential Questions
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•How can I make movement more interesting, fun, and enjoyable?
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•How can understanding movement concepts improve my performance?
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•How does my use of movement influence that of others?
Student Learning Objectives (Skills)
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•Compare and contrast the roles of players and observers in regards to proper sportsmanship and recommend strategies to
improve these behaviors.
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•Demonstrate knowledge of rules, procedures, and safety concepts and apply effectively as an observer and participant in games,
sports, and activities.
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•Explain and demonstrate how to control a variety of objects within non-competitive cooperative and competitive environments
(apply rules) while moving in general space at varying pathways, directions, and speeds.
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•Explain and demonstrate throwing and catching using correct mechanical techniques in games, sports, and activities.
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•Explain and engage in a game, activity, or dance from a variety of different cultures and historical periods. (i.e. cricket, salsa, line
dance)
Lessons/Activities
Possible activities to complete the Student Learning Objectives are listed below:

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•Bowling a game
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•Chalk talk: explain how to keep score with a paper and pencil.
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•How to hold and roll the ball correctly
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•Wacky bowling: use different objects to bowl (nerf ball, basketball, football, bowling ball, and a frisbee)
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•Walk through of the approach: a) 3 step, b) 5 step, and c) 7 step
Vocabulary
Possible vocabulary to cover during the bowling unit:

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•Approach
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•Foul
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•Frame
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•Gutter ball
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•Head pin
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•Lane
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•Pin
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•Spare
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•Split
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•Strike
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•Turkey
Cross-Curricular Connections
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•Music
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•Quote of the day
Extended Learning Opportunities
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•Fitness Club (after school activity that focuses on both health related fitness and skill related fitness).
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•Possible pull-outs during enrichment time.
Students with Disabilities
Students with disabilites will be accommodated as necessary. Accommodations may include but are not limited to the
use of assisted listening devices, extra time to complete the task, shortening of the length of the task, peer assistance
and/or teacher assistance.

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•Extra time to complete the task
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•Gestures
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•Step by step instructions
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•Teacher and/or peer assistance
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•Visuals
English Language Learners
Lessons for english language learners can be modified by using visual aids, step by step instructions, teacher assistance
and extra time to complete the task.

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•Extra time to complete the task
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•Gestures
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•Step by step instructions
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•Teacher and/or peer assistance
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•Work independently
Advanced Learners
Advance learners may have the opportunity to complete tasks independently, serve as team leaders, model skills, or
assist less capable peers with the task.

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•Demonstrate (model) the skill for classmates
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•Pairing of students (reader with non-reader)
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•Team leader
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•Work independently
Assessments

Formative Assessments
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•Group discussion
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•Student effort and participation
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•Student preparation
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•Teacher observation of student's questions and answers to check for understanding of the activity and related concepts.
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•Warm-up activities
Summative Assessments
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•Demonstration of assigned task
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•Skills test
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•Student project
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•Written question and answer to check for understanding
Standards
HE.5-6.2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing
sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and
recreational activities).
HE.5-6.2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and
 relationships in interactive dynamic environments.
HE.5-6.2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one's movement performance.
HE.5-6.2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make modifications for
improvement.
HE.5-6.2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance
sportsmanship-like behavior.
HE.5-6.2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they
enhance participation and safety.
HE.5-6.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
HE.5-6.2.6.6.A.1 Analyze the social. emotional, and health benefits of selected physical experiences.
HE.5-6.2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
21st Century Standards
WORK.5-8.9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
WORK.5-8.9.1.8.B.1 Use multiple points of view to create alternative solutions.
WORK.5-8.9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
WORK.5-8.9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
Resources & Technology

Core Resources
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•Bowling balls
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•Bowling pins
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•Chalk board
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•Clipboards
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•Floor tape
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•Footballs
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•Frisbees
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•Nerf balls
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•Score sheets
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•Volleyballs
Supplemental Resources
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•Adapted Physical Education and Sport
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•Elementary Teacher's Handbook of Indoor and Outdoor Games
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•Great Activities Newspaper
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•Music
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•The Physical Education Handbook
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•www.pecentral.com
Intervention Resources
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•Occupational Therapist
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•Physical Therapist
Literature Connections
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•Famous quotes (from google)
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•www.brainyquote.com