Madison Public Schools
6-8 Physical Education
Written by:
Jessica Rosella
Jill Tyburczy
Reviewed by:
Matthew A. Mingle
Assistant Superintendent of Curriculum and Instruction
Sean Dowling
Supervisor of Health & Physical Education/Athletic Director
Approval date:
October 13, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Debra Coen
John Flynn
Johanna Habib
Leslie Lajewski
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Program Overview
Description
The Madison Junior School Physical Education Curriculum seeks to provide each student with the
necessary skills and experiences to achieve optimal wellness and success. The curriculum exposes
students to a wide range of fitness based games and activities, team and individual sports, and
lifetime recreational and leisure activities. This exposure will enhance their ability to achieve an
optimal fitness level as well as have the skills and knowledge to engage in lifelong fitness.
The Junior School Physical Education Department recognizes that students will achieve optimal
wellness by learning and applying movement and fitness concepts and skills to their daily routines.
We strive to create a learning environment where all our students no matter the skill level or
knowledge base will feel safe, confident, and able to succeed.
Goals
This course aims to:
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have the students analyze their own fitness levels.
have students receive information on how to improve or maintain their fitness level.
have to ability develop and maintain a healthy fitness level.
give the students opportunities to practice their communication skills and the ability to work
with others.
have the students experience healthy spirited competition and develop the ideals of fair play,
teamwork and good sportsmanship.
give students the opportunity to develop positive social behavior patterns and skills.
teach the skills and concepts needed to participate in various team sports.
teach the skills and concepts needed to participate in various individual sports.
teach the skills and knowledge to engage in lifelong fitness.
give the students the opportunity to demonstrate their knowledge of the appropriate, rules,
regulations and strategies.
provide opportunities to learn and apply the components of health related fitness using the
technology of the time.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: Flag Football- 6th Grade
Unit Summary: The activities in the flag football are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, push ups, sit ups, upper body strength), relate to
successful playing in a flag football game and improve your overall health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior?
● What is the purpose for rules of play in sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary?
● How does knowledge of the purpose and care of the equipment help create responsible
physical education participants?
● Why are honesty, respect, good sportsmanship and cooperative team play important skills in
P.E. and in life?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in football skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in flag football. Assessment also contains questions about skill
technique learned throughout the unit.
● Flag Football Study Guide
Objectives
(Students will be able to…)
Demonstrate how to put
the belt and flags on.
Demonstrate safety
procedures in the game of
flag football
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills need to play flag
football.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Define the following terms:
(Center, QB, end, guard,
safety, three point stance,
four point stance, blocking,
lateral, hand off, punt,
place kick, first down,
fumble, turnover,
touchdown, rushing, off
sides, line of scrimmage).
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health
promotion concepts and skills to support
a healthy active lifestyle.
Pacing
1 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4: Communicate effectively and
clearly
CRP8: Utilize critical thinking to make
sense of problems and persevere in
solving them.
CRP9:model integrity, ethical leadership
and effective management
CRP12:Work productively in teams while
using cultural global competence
Demonstrate how to throw
the ball to a fixed target,
moving target
Demonstrate how to catch
the ball Demonstrate how
to center the ball
Demonstrate the hook in
and square passing
patterns
Skill development-small
groups
Student and Teacher
Observation
Drills: pair passing shuttle
passing, position passing,
punting drills, place
kicking drills
Active Participation
Demonstrate man to man
defensive and offensive
positions.
Skill development-small
groups (2 v. 2; 3 v. 3).
Student and Teacher
Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Demonstrate game like
situations.
Lead up games
Games: 8 v 8 (depending
on class size)
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 1 Overview
Unit Title: Flag Football- 7th Grade
Unit Summary: The activities in the flag football are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good physical fitness and playing flag football relate to good health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior? What is the purpose for rules of play in
sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary?
● How does knowledge of the purpose and care of the equipment help create responsible
physical education participants?
● Why are honesty, respect, responsibility ,courtesy, judgment, good sportsmanship and
cooperative team play important skills in P.E. and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants
and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in football skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in flag football. Assessment also contains questions about skill
technique learned throughout the unit.
● Flag Football Study Guide
Objectives
(Students will be able to…)
Define the following terms:
(Center, QB, end, guard,
safety, three point stance,
four point stance, blocking,
lateral, hand off, punt,
place kick, first down,
fumble, turn over, touch
down, rushing, off sides,
line of scrimmage).
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills need to play flag
football.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
1 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and perservere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrate how to throw
the ball to a fixed target,
moving target
Demonstrate how to catch
the ball Demonstrate how
to center the ball
Demonstrate the hook in
and square passing
patterns
Skill development-small
groups
Student and Teacher
Observation
Drills: pair passing shuttle
passing, position passing,
punting drills, place
kicking drills
Active Participation
Demonstrate man to man
defensive and offensive
positions.
Skill development-small
groups (2 v. 2; 3 v. 3).
Student and Teacher
Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Demonstrate game like
situations.
Lead up games
Games: 8 v 8 (depending
on class size)
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 1 Overview
Unit Title: Flag Football- 8th Grade
Unit Summary: The activities in the flag football are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does physical fitness and playing flag football relate to good health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior? What is the purpose for rules of play in
sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary?
● How does knowledge of the purpose and care of the equipment help create responsible
physical education participants?
● Why are honesty, respect, responsibility, courtesy, judgment, good sportsmanship, integrity,
and perseverance and cooperative team play important skills in P.E. and in life?
Unit Enduring Understandings:
● Implementing effective offensive, defensive and cooperative strategies is necessary for all
players to be successful in game situations.
● In order for all participants
and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in football skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in flag football. Assessment also contains questions about skill
technique learned throughout the unit.
● Flag Football Study Guide
Objectives
(Students will be able to…)
Define the following terms:
(Center, QB, end, guard,
safety, three point stance,
four point stance, blocking,
lateral, hand off, punt,
place kick, first down,
fumble, turn over, touch
down, rushing, off sides,
line of scrimmage).
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills need to play flag
football.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
1 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and perservere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrate how to throw
the ball to a fixed target,
moving target
Demonstrate how to catch
the ball Demonstrate how
to center the ball
Demonstrate the hook in
and square passing
patterns
Skill development-small
groups
Student and Teacher
Observation
Drills: pair passing shuttle
passing, position passing,
punting drills, place
kicking drills
Active Participation
Demonstrate man to man
defensive and offensive
positions.
Skill development-small
groups (2 v. 2; 3 v. 3).
Student and Teacher
Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Demonstrate game like
situations.
Lead up games
Games: 8 v 8 (depending
on class size)
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 2 Overview
Unit Title: Soccer- 6th Grade
Unit Summary: The activities in the soccer unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, sit ups, push ups and upper body strength) relate
to playing soccer and your health?
● What is the purpose for rules of play in sports? Why do we have to be responsible for our
own behavior?
● Why are consequences for not following rules necessary?
● How do team rules make individual sports more enjoyable?
● How do class rules and team rules help make team and individual sports more enjoyable?
● How does knowledge of the purpose and care of equipment create responsible physical
education participants?
● Why are respect, honesty, good sportsmanship and cooperative play important skills in P.E.
and in life?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants
and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in soccer skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in soccer. Assessment also contains questions about skill technique
learned throughout the unit.
● Soccer Study Guide
Objectives
(Students will be able to…)
Define the following terms:
dribble inside/outside of
foot, through pass,
triangular pass, give and go
pass, throw in, goal kick,
corner kick, defensive
positions, offensive
positions, penalty kick,
guarding, tackling, heading
the ball, goal keeper skills
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills needed to play
soccer.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
1 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrate how to
dribble the ball in a
straight line, in and out of
cones, around an
opponent.
Skill development-small
groups
Student and Teacher
Observation
Drills: Coordination
Dribbling. Inside and
outside foot dribbling.
Pass and Go skills.
Trapping
Partner group activity
(throw and trap) (throw
and head) Dribbling
through cones
Relay Races
Active Participation
Demonstrate how, when
and where to take a goal
kick. Demonstrate when
and where to take a corner
kick. Demonstrate how to
set up for a goal and corner
kick when playing either
offense or defense.
Shooting Drills
Corner Kick and shoot
Goal Kick- learning how to
clear a ball.
Learning how to and where
to kick the ball from.
Student and Teacher
Observation
Demonstrate the ability to
play a lead up game of
soccer using the rules,
good skills and being
respectful of all players
abilities.
Lead up games
Demonstrate the correct
body mechanics of a throw
in.
Indoor soccer in case of
inclement weather.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Learning the dimensions
and boundaries of the
soccer field.
Games: 11 v. 11 (depending
on class size)
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 2 Overview
Unit Title: Soccer- 7th Grade
Unit Summary: The activities in the soccer unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, sit ups, push ups and upper body strength) relate
to playing soccer and your health?
● What is the purpose for rules of play in sports? Why do we have to be responsible for our
own behavior?
● Why are consequences for not following rules necessary?
● How do team rules make individual sports more enjoyable?
● How do class rules and team rules help make team and individual sports more enjoyable?
● How does knowledge of the purpose and care of equipment create responsible physical
education participants?
● Why are respect, honesty, good sportsmanship and cooperative play important skills in P.E.
and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in soccer skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in soccer. Assessment also contains questions about skill technique
learned throughout the unit.
● Soccer Study Guide
Objectives
(Students will be able to…)
Define the following terms:
dribble inside/outside of
foot, through pass,
triangular pass, give and go
pass, throw in, goal kick,
corner kick, defensive
positions, offensive
positions, penalty kick,
guarding, tackling, heading
the ball, goal keeper skills
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills needed to play
soccer.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
1 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrate how to
dribble the ball in a
straight line, in and out of
cones, around an
opponent.
Skill development-small
groups
Student and Teacher
Observation
Drills: Coordination
Dribbling. Inside and
outside foot dribbling.
Pass and Go skills.
Trapping
Partner group activity
(throw and trap) (throw
and head) Dribbling
through cones
Relay Races
Active Participation
Demonstrate how, when
and where to take a goal
kick. Demonstrate when
and where to take a corner
kick. Demonstrate how to
set up for a goal and corner
kick when playing either
offense or defense.
Shooting Drills
Corner Kick and shoot
Goal Kick- learning how to
clear a ball.
Learning how to and where
to kick the ball from.
Student and Teacher
Observation
Demonstrate the ability to
play a lead up game of
soccer using the rules,
good skills and being
respectful of all players
abilities.
Lead up games
Demonstrate the correct
body mechanics of a throw
in.
Indoor soccer in case of
inclement weather.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Learning the dimensions
and boundaries of the
soccer field.
Games: 11 v. 11 (depending
on class size)
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 2 Overview
Unit Title: Soccer- 8th Grade
Unit Summary: The activities in the soccer unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, sit ups, push ups and upper body strength) relate
to playing soccer and your health?
● What is the purpose for rules of play in sports? Why do we have to be responsible for our
own behavior?
● Why are consequences for not following rules necessary?
● How do team rules make individual sports more enjoyable?
● How do class rules and team rules help make team and individual sports more enjoyable?
● How does knowledge of the purpose and care of equipment create responsible physical
education participants?
● Why are respect, honesty, good sportsmanship and cooperative play important skills in P.E.
and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Teacher observation of proper technique in soccer skills.
● 20 question unit summative assessment based on the history, rules, regulations of the sport
and terminology used in soccer. Assessment also contains questions about skill technique
learned throughout the unit.
● Soccer Study Guide
Objectives
(Students will be able to…)
Define the following terms:
dribble inside/outside of
foot, through pass,
triangular pass, give and go
pass, throw in, goal kick,
corner kick, defensive
positions, offensive
positions, penalty kick,
guarding, tackling, heading
the ball, goal keeper skills
Essential
Content/Skills
Discussion regarding
playing by the rules and
skills needed to play
soccer.
Suggested
Assessments
Reviewing all discussed
terms through a study
guide hand out.
Summative written
evaluation.
Standards
(NJCCCS CPIs, CCSS, NGSS)
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle. 2.1
Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
1 lessons
2.5 Motor Skill Development
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence.
Demonstrate how to
dribble the ball in a
straight line, in and out of
cones, around an
opponent.
Skill development-small
groups
Student and Teacher
Observation
Drills: Coordination
Dribbling. Inside and
outside foot dribbling.
Pass and Go skills.
Trapping
Partner group activity
(throw and trap) (throw
and head) Dribbling
through cones
Relay Races
Active Participation
Demonstrate how, when
and where to take a goal
kick. Demonstrate when
and where to take a corner
kick. Demonstrate how to
set up for a goal and corner
kick when playing either
offense or defense.
Shooting Drills
Corner Kick and shoot
Goal Kick- learning how to
clear a ball.
Learning how to and where
to kick the ball from.
Student and Teacher
Observation
Demonstrate the ability to
play a lead up game of
soccer using the rules,
good skills and being
respectful of all players
abilities.
Lead up games
Demonstrate the correct
body mechanics of a throw
in.
Indoor soccer in case of
inclement weather.
1 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Strategy
Learning the dimensions
and boundaries of the
soccer field.
Games: 11 v. 11 (depending
on class size)
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 3 Overview
Unit Title: Speedball- 6th Grade
Unit Summary: Throughout this unit of study, students will experience the promotion of effective
movement development and fitness through Speedball skills and game participation. Skill
development will include focusing on the development of the jump ball, ground ball dribbling, air
ball passing, the lift, game rules and safety
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, push ups, sit ups, upper body strength), relate to
successful playing in a speedball game and improve your overall health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior? What is the purpose for rules of play in
sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? How does knowledge of the
purpose and care of the equipment help create responsible physical education participants?
● Why are honesty, respect, good sportsmanship and cooperative team play important skills in
P.E. and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill testing,
○ Speedball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain and demonstrate
the transition of speedball
skills from a drill into a
speedball game. Discuss
how the principles of force
and motion impact the
quality of each speedball
skill. Demonstrate the use
of offensive, defensive, and
cooperative strategies in
speedball.
Essential
Content/Skills
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Understand how energy
and flow add to a more
effective and efficient
speedball game. Assess the
effectiveness of specific
mental strategies applied
to improve performance.
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Student and Teacher
Observation
Demonstrate how to
increase ball and body
control when performing
speedball skills. Indicate
ways to modify speedball
skills in response to
dynamic and interactive
environment. Analyze how
speedball skills and games
allow for teamwork. Apply
rules and procedures for
speedball and describe
how they enhance
participation and safety.
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2 lessons
Unit 3 Overview
Unit Title: Speedball- 7th Grade
Unit Summary: Throughout this unit of study, students will experience the promotion of effective
movement development and fitness through Speedball skills and game participation. Skill
development will include focusing on the development of the jump ball, ground ball dribbling, air
ball passing, the lift, game rules and safety
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, push ups, sit ups, upper body strength), relate to
successful playing in a speedball game and improve your overall health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior? What is the purpose for rules of play in
sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? How does knowledge of the
purpose and care of the equipment help create responsible physical education participants?
● Why are honesty, respect, good sportsmanship and cooperative team play important skills in
P.E. and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill testing,
○ Speedball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain and demonstrate
the transition of speedball
skills from a drill into a
speedball game. Discuss
how the principles of force
and motion impact the
quality of each speedball
skill. Demonstrate the use
of offensive, defensive, and
cooperative strategies in
speedball.
Essential
Content/Skills
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence.
Understand how energy
and flow add to a more
effective and efficient
speedball game. Assess the
effectiveness of specific
mental strategies applied
to improve performance.
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Student and Teacher
Observation
Demonstrate how to
increase ball and body
control when performing
speedball skills. Indicate
ways to modify speedball
skills in response to
dynamic and interactive
environment. Analyze how
speedball skills and games
allow for teamwork. Apply
rules and procedures for
speedball and describe
how they enhance
participation and safety.
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2 lessons
Movement Skills
Movement Concepts
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2 lessons
Unit 3 Overview
Unit Title: Speedball- 8th Grade
Unit Summary: Throughout this unit of study, students will experience the promotion of effective
movement development and fitness through Speedball skills and game participation. Skill
development will include focusing on the development of the jump ball, ground ball dribbling, air
ball passing, the lift, game rules and safety
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness (dynamic stretches, push ups, sit ups, upper body strength), relate to
successful playing in a speedball game and improve your overall health?
● How can people protect themselves from sore muscles or injury from over exercising?
● Why do we have to be responsible for our behavior? What is the purpose for rules of play in
sports and cooperative games?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? How does knowledge of the
purpose and care of the equipment help create responsible physical education participants?
● Why are honesty, respect, good sportsmanship and cooperative team play important skills in
P.E. and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill testing,
○ Speedball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain and demonstrate
the transition of speedball
skills from a drill into a
speedball game. Discuss
how the principles of force
and motion impact the
quality of each speedball
skill. Demonstrate the use
of offensive, defensive, and
cooperative strategies in
speedball.
Essential
Content/Skills
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrate how to
increase ball and body
control when performing
speedball skills. Indicate
ways to modify speedball
skills in response to
dynamic and interactive
environment. Analyze how
speedball skills and games
allow for teamwork. Apply
rules and procedures for
speedball and describe
how they enhance
participation and safety.
Skill development-small
groups Drills Lead-up
games (Sideline Speedball;
Modified Steal the Bacon;
Zone Speedball)
Discussion regarding
playing by the rules and
skills need to perfect
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
4 lessons
Unit 4 Overview
Unit Title: Basketball- 6th Grade
Unit Summary: The activities in the basketball unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness ( dynamic stretches, push ups, sit ups and upper body strength) relate
to playing basketball and your health?
● What is the purpose for rules of play in sports?
● How do team rules make individual sports more enjoyable?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? Why are honesty, respect,
sportsmanship, and cooperative team play important skills in P.E. and in life?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Basketball Study Quiz
○ Basketball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain the importance
and demonstrate good
warm up exercises for
basketball -Demonstrate a
minimum proficiency in
the following skills: dribble
with right/left hand,
bounce pass, chest pass,
lay up shot, set shot, free
throw.
Demonstrate B.E.E.Fproper way of shooting a
basketball
Essential
Content/Skills
Skills developing how to
dribble properly.
Fingertips, head up,
dribbling the ball waist
high.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Pass and Move
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Partner passing; step to
receiver, stepping when
passing, coming to the ball.
Chest pass to partner’s
chest. Bounce pass to
partners waist.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Triple Threat position.
Balance, Eyes, Elbow,
Follow through.
Full court lay-ups, full
court dribbling, Outside
shots around the perimeter
Standards
(NJCCCS CPIs, CCSS, NGSS)
Demonstrate the correct
body mechanics for
guarding an opponent.
Demonstrate good body
mechanics in rebounding
and how it relates to a
basketball game.
Demonstrate the basic
guarding skills in man to
man play and explain the
guarding skills in zone
play. Demonstrate the twostep stop and pivot, and
explain the travel rule.
Staying low
Explain the basic rules and
court markings and apply
them to a game of
basketball using good
sportsmanship and
respecting the playing
ability of both teammates
and
Lead up games
Sliding feet, do not cross
feet
Hands out, guarding the
passing lanes.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Stay between man and ball,
always seeing the ball.
Student and Teacher
Observation
2 v. 2 games
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Game like situations.
Summative Unit
Evaluation.
Movement Skills
Movement Concepts
Strategy
3 lessons
Unit 4 Overview
Unit Title: Basketball- 7th Grade
Unit Summary: The activities in the basketball unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness( dynamic stretches, push ups, sit ups and upper body strength) relate
to playing basketball and your health?
● Why are consequences for not following rules necessary?
● Why do we have to be responsible for our own behavior?
● What is the purpose for rules of play in sports?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? Why are honesty, respect,
sportsmanship, and cooperative team play important skills in P.E. and in life?
● How does knowledge of the purpose and care of equipment help create responsible physical
education participants?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Basketball Study Quiz
○ Basketball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain the importance
and demonstrate good
warm up exercises for
basketball -Demonstrate a
minimum proficiency in
the following skills: dribble
with right/left hand,
bounce pass, chest pass,
lay up shot, set shot, free
throw.
Demonstrate B.E.E.Fproper way of shooting a
basketball
Essential
Content/Skills
Skills developing how to
dribble properly.
Fingertips, head up,
dribbling the ball waist
high.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Pass and Move
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Partner passing; step to
receiver, stepping when
passing, coming to the ball.
Chest pass to partner’s
chest. Bounce pass to
partners waist.
Triple Threat position.
Balance, Eyes, Elbow,
Follow through.
Full court lay-ups, full
court dribbling, Outside
shots around the perimeter
Demonstrate the correct
body mechanics for
guarding an opponent.
Demonstrate good body
mechanics in rebounding
and how it relates to a
basketball game.
Demonstrate the basic
guarding skills in man to
man play and explain the
guarding skills in zone
play. Demonstrate the twostep stop and pivot, and
explain the travel rule.
Staying low
Explain the basic rules and
court markings and apply
them to a game of
basketball using good
sportsmanship and
respecting the playing
ability of both teammates
and
Lead up games
Sliding feet, do not cross
feet
Hands out, guarding the
passing lanes.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Stay between man and ball,
always seeing the ball.
Student and Teacher
Observation
2 v. 2 games
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Game like situations.
Summative Unit
Evaluation.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 4 Overview
Unit Title: Basketball- 8th Grade
Unit Summary: The activities in the basketball unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● How does good fitness( dynamic stretches, push ups, sit ups and upper body strength) relate
to playing basketball and your health?
● Why are consequences for not following rules necessary?
● Why do we have to be responsible for our own behavior?
● What is the purpose for rules of play in sports?
● How do class rules and team rules help make team and individual sports more enjoyable?
● Why are consequences for not following rules necessary? Why are honesty, respect,
sportsmanship, and cooperative team play important skills in P.E. and in life?
● How does knowledge of the purpose and care of equipment help create responsible physical
education participants?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Basketball Study Quiz
○ Basketball game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Explain the importance
and demonstrate good
warm up exercises for
basketball -Demonstrate a
minimum proficiency in
the following skills: dribble
with right/left hand,
bounce pass, chest pass,
lay up shot, set shot, free
throw.
Demonstrate B.E.E.Fproper way of shooting a
basketball
Essential
Content/Skills
Skills developing how to
dribble properly.
Fingertips, head up,
dribbling the ball waist
high.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Pass and Move
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence.
Partner passing; step to
receiver, stepping when
passing, coming to the ball.
Chest pass to partner’s
chest. Bounce pass to
partners waist.
Triple Threat position.
Balance, Eyes, Elbow,
Follow through.
Full court lay-ups, full
court dribbling, Outside
shots around the perimeter
Demonstrate the correct
body mechanics for
guarding an opponent.
Demonstrate good body
mechanics in rebounding
and how it relates to a
basketball game.
Demonstrate the basic
guarding skills in man to
man play and explain the
guarding skills in zone
play. Demonstrate the twostep stop and pivot, and
explain the travel rule.
Staying low
Explain the basic rules and
court markings and apply
them to a game of
basketball using good
sportsmanship and
respecting the playing
ability of both teammates
and
Lead up games
Sliding feet, do not cross
feet
Hands out, guarding the
passing lanes.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lessons
Movement Skills
Movement Concepts
Stay between man and ball,
always seeing the ball.
Student and Teacher
Observation
2 v. 2 games
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Game like situations.
Summative Unit
Evaluation.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 5 Overview
Unit Title: Floor Hockey- 6th Grade
Unit Summary: The activities in the floor hockey unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● What are the proper physical mechanics for dribbling the hockey ball?
● What are the proper physical mechanics for passing the hockey ball?
● What are the proper mechanics of shooting the hockey ball
● Why are consequences for not following rules necessary?
● What are the safety concerns in floor hockey
● How does knowledge of the purpose and care of equipment help
● How does knowledge of the purpose and care of equipment help create responsible physical
education participants?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Floor Hockey Study Guide
○ Floor Hockey game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Students will be able to use
proper stick work
stationary and with
movement.
Students will be able to
dribble the hockey ball up
and down the gymnasium.
Students will be able to
pass the hockey ball, with
proper mechanics to a
partner.
Students will be able to
pass the hockey ball, with
proper mechanics to a
moving target
Essential
Content/Skills
Suggested
Assessments
Getting use to using both
sides of the stick.
Student and Teacher
Observation
Hand positioning of the
shaft of the stick.
Dominant hand on the
shaft and non dominant on
the “butt” or the end of the
stick.
Active Participation
understand the importance
of safety goggles and goalie
equipment.
Demonstration of proper
shooting. Clarifying the
importance of using a wrist
shot and keeping the stick
below the waist.
2 lessons
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence.
Using proper dribbling
skills around cones, and
shooting at a target
Rules and safety discussed
when going over study
guide.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Practicing passing using
the wrist and not bringing
the stick above the waist
Explain the importance
and demonstrate keeping
the stick down and under
control for everyone’s
safety.
Standards
(NJCCCS CPIs, CCSS, NGSS)
Student and Teacher
Observation
Active Participation
Unit Evaluation on
vocabulary, rules and
regulations of the sport.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Students will demonstrate
knowledge of the rules
while playing a game of
Floor Hockey.
Demonstrate good
sportsmanship and
respecting the playing
ability of peers.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
4 lessons
Unit 5 Overview
Unit Title: Floor Hockey- 7th Grade
Unit Summary: The activities in the floor hockey unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● What are the proper physical mechanics for dribbling the hockey ball?
● What are the proper physical mechanics for passing the hockey ball?
● What are the proper mechanics of shooting the hockey ball
● Why are consequences for not following rules necessary?
● What are the safety concerns in floor hockey
● How does knowledge of the purpose and care of equipment help
● How does knowledge of the purpose and care of equipment help create responsible physical
education participants?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Floor Hockey Study Guide
○ Floor Hockey game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Students will be able to use
proper stick work
stationary and with
movement.
Students will be able to
dribble the hockey ball up
and down the gymnasium.
Students will be able to
pass the hockey ball, with
proper mechanics to a
partner.
Students will be able to
pass the hockey ball, with
proper mechanics to a
moving target
Essential
Content/Skills
Getting use to using both
sides of the stick.
Student and Teacher
Observation
Hand positioning of the
shaft of the stick.
Dominant hand on the
shaft and non dominant on
the “butt” or the end of the
stick.
Active Participation
Using proper dribbling
skills around cones, and
shooting at a target
Rules and safety discussed
when going over study
guide.
understand the importance
of safety goggles and goalie
equipment.
Demonstration of proper
shooting. Clarifying the
importance of using a wrist
shot and keeping the stick
below the waist.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Practicing passing using
the wrist and not bringing
the stick above the waist
Explain the importance
and demonstrate keeping
the stick down and under
control for everyone’s
safety.
Students will demonstrate
knowledge of the rules
while playing a game of
Floor Hockey.
Demonstrate good
sportsmanship and
respecting the playing
ability of peers.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Unit Evaluation on
vocabulary, rules and
regulations of the sport.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
4 lessons
Unit 5 Overview
Unit Title: Floor Hockey- 8th Grade
Unit Summary: The activities in the floor hockey unit are appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
● What are the proper physical mechanics for dribbling the hockey ball?
● What are the proper physical mechanics for passing the hockey ball?
● What are the proper mechanics of shooting the hockey ball
● Why are consequences for not following rules necessary?
● What are the safety concerns in floor hockey
● How does knowledge of the purpose and care of equipment help
● How does knowledge of the purpose and care of equipment help create responsible physical
education participants?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation and testing
○ Floor Hockey Study Guide
○ Floor Hockey game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Students will be able to use
proper stick work
stationary and with
movement.
Students will be able to
dribble the hockey ball up
and down the gymnasium.
Students will be able to
pass the hockey ball, with
proper mechanics to a
partner.
Students will be able to
pass the hockey ball, with
proper mechanics to a
moving target
Suggested
Assessments
Getting use to using both
sides of the stick.
Student and Teacher
Observation
Hand positioning of the
shaft of the stick.
Dominant hand on the
shaft and non dominant on
the “butt” or the end of the
stick.
Active Participation
understand the importance
of safety goggles and goalie
equipment.
Demonstration of proper
shooting. Clarifying the
importance of using a wrist
shot and keeping the stick
below the waist.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Using proper dribbling
skills around cones, and
shooting at a target
Rules and safety discussed
when going over study
guide.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Practicing passing using
the wrist and not bringing
the stick above the waist
Explain the importance
and demonstrate keeping
the stick down and under
control for everyone’s
safety.
Students will demonstrate
knowledge of the rules
while playing a game of
Floor Hockey.
Demonstrate good
sportsmanship and
respecting the playing
ability of peers.
Essential
Content/Skills
Student and Teacher
Observation
Active Participation
Unit Evaluation on
vocabulary, rules and
regulations of the sport.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
4 lessons
Unit 6 Overview
Unit Title: Fitness- 6th, 7th and 8th
Unit Summary: The fitness unit is appropriate for use with students between grades 6-8 (ages
11-14) and is designed to be delivered during a standard 40 minute physical education class over the
course of the whole year broken down into different aspects of fitness. Each marking period is
broken down into four categories of fitness. Categories through the fitness unit include baseline
fitnessgram testing, circuit training with an emphasis on resting and target heart rate, technology
infused through the XBOX Kinect Fitness system, and fitnessgram post testing. All these aspects of
fitness uses a combination of individual, small and large group skill development activities that are
in alignment with the 2014 New Jersey State Physical Education Standards and encourage and
emphasis of the importance of lifelong fitness.
Suggested Pacing: 24 lessons
Learning Targets
Unit Essential Questions:
● Why is it important to be physically fit and how can someone stay fit?
● How will physical activity help us now and in the future?
● What are the 5 components of fitness?
● How can someone find their pulse?
● How is resting and target heart rate calculated?
● What is proper technique found in the fitness unit?
● How can someone move effectively and efficiently through fitness?
● How can technology be incorporated into lifelong fitness?
● Why is it important to know your fitness level?
● What are ways to maintain and improve on your fitness level?
● What is the importance of knowing BMI?
● What is a healthy weight for gender and age of an individual?
● Why is it important to have a baseline test and a posttest at the end of the year?
Unit Enduring Understandings:
● Current and future personal wellness is dependent upon applying health-related concepts
and skills in everyday lifestyle behaviors.
● There are many short and long term health benefits and risks associated with nutritional
choices.
● Developing and implementing a plan to reach realistic wellness goals increases the likelihood
of reaching those goals.
● Giving a variety of different fitness options will increase the likelihood of staying physically
fit through the lifetime.
● How fitness plans will change and modify overtime due to different stages of life.
Evidence of Learning
Unit Benchmark Assessment Information:
●
●
●
●
●
(SCAN HEARTRATE SHEETS)
Recording on the XBOX
Fitnessgram report card
Class and group participation
Teacher and Student Observation
Objectives
(Students will be able to…)
define important fitness
terms such as strength
training, cardio training,
endurance training,
plyometric training.
Calculate resting and
target heart rates.
Essential
Content/Skills
Suggested
Assessments
Standards
Muscular strength will be
tested in the pushup test,
pull-up test, and flex-arm
hang test
Target heartrate sheet
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Core Strength will be
tested by the sit up test
Fitness Gram report card
Teacher and Student
Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Cardio Strength will be
tested in the pacer, mile
test and the shuttle run.
Flexibility will be tested by
the sit and reach test, the
trunk lift test, and yoga
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Students will fill in an
equation sheet allowing
them to understand how to
find resting and target
heart rate.
To use the correct
technique for each piece of
equipment.
Follow all instructions
posted for each station.
Stay with their group to
keep the class in an orderly
and enjoyable atmosphere.
Test to the best of their
ability and their skill level
in order to get accurate
results.
Use technology to
incorporate fitness in a
different aspect.
Take care and be
responsible for technology
equipment.
SWBAT have pedometers
to track their steps during
a period of physical
education.
proper way to use
medicine balls, jump
ropes, steppers, hurdles,
ladders, bosu balls, hand
weights, and resistance
bands.
Finding Pulse
ability to move through
stations at an orderly
fashion to get the
maximum amount of time
in each station.
Teacher observation
Peer teamwork
Student observation/
Participation
XBOX fitness activities.
Zumba
Yoga
Biggest Loser
Adventure Ed
Aerobics
Cleaning up equipment
(NJCCCS CPIs, CCSS, NGSS)
Recording target heart rate
Student observation/
Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
2.6 Fitness
All students will apply health-related and
skill-related fitness concepts and skills to
develop and maintain a healthy active
lifestyle.
A. Fitness and Physical Activity
B. Training
C. Achieving and Assessing Fitness
Teacher observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
8.1.8.F.1
Explore Educational Technolgoy.
Pacing
Unit 7 Overview
Unit Title: Nitro Ball- 6th, 7th and 8th
Unit Summary: The activities in the nitro ball is a lead up beginner game to the unit of volleyball.
This unit is appropriate for use with students between grades 6-8 (ages 11-14) and are designed to
be delivered during a standard 40 minute physical education class over the course of three weeks
(or 6 lessons) Each lesson uses a combination of individual and small and large group skill
development activities that are in alignment with the 2014 New Jersey State Physical Education
Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
●
●
What is the similarities of nitro ball compared to volleyball?
What are the differences of nitro ball compared to volleyball?
What is the proper way to bump a nitro ball?
What is the proper way to set a nitro ball?
What is the proper way to spike a nitro ball
How do you serve in the game of nitro ball?
How many times can you hit the nitro ball on one side?
How do you score in the game of nitro ball?
What is the scoring procedure for nitro ball?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
* Students will have the skills and terminology testing in the volleyball unit.
Objectives
(Students will be able to…)
Understand the following
skills: underhand serve,
set, bump.
Demonstrate the correct
ready position on the
court. Demonstrate how to
rotate with more than two
players. Define the court
markings, and rules of the
game.
Essential
Content/Skills
Proper technique will be
demonstrated by teacher
for bumping, setting and
spiking.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Bumping skill, keeping
hand over hand, using the
forearms when you bump.
Ace of spades with
fingertips when properly
setting the ball.
Indian drill with the use of
bump and set
Emphasis on underhand
serve only used in nitro
ball.
The ball must bounce
before a person hits the
ball.
Participate lead up games
allowing students to
practice nitro ball skills
without net.
Maximum amount of hits
is three on each time.
Game play with the net
sequences of bump, set
and spike will be
emphasised.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Spiking using an open
hand using heal.
Define the court markings,
and rules of the game.
Standards
(NJCCCS CPIs, CCSS, NGSS)
4 lessons
Unit 8 Overview
Unit Title: Volleyball- 6th Grade
Unit Summary: The activities in the volleyball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
Why are skills and game knowledge important to participate in volleyball?
How does your movement affect performance?
What role does cooperation play in volleyball?
What is the importance of the sequence of bump, set and spike in volleyball?
Why is communication so important in the game of volleyball?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Volleyball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Essential
Content/Skills
Suggested
Assessments
Standards
Understand the following
skills: underhand serve or
overhand serve, set, bump
and spike.
Proper technique will be
demonstrated by teacher
for bumping, setting and
spiking.
Student and Teacher
Observation
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Demonstrate the correct
ready position on the
court. Demonstrate how to
rotate with six players.
Bumping skill, keeping
hand over hand, using the
forearms when you bump.
Objectives
(Students will be able to…)
Active Participation
Bow and Arrow technique
for serving the ball
overhand.
Indian drill with the use of
bump and set
Emphasis on underhand
serve only used in nitro
ball.
Define the court markings,
and rules of the game.
King of the court lead up
game
Student and Teacher
Observation
Participate lead up games
allowing students to
practice volleyball skills
without net.
Beach balls, and lighter
weight balls are used for
modifications
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Maximum amount of hits
is three on each time.
Rally scoring is used.
Combining skills, strategy
and scoring to game play.
Student Participation
Teacher Observation
Active Participation
Unit Evaluation at the end
of the unit.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2 lessons
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
.
Spiking using an open
hand using heal.
Participate in game
situations.
Pacing
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Ace of spades with
fingertips when properly
setting the ball.
Undersatnd the
importance of blocking a
spike.
(NJCCCS CPIs, CCSS, NGSS)
3 lessons
Unit 8 Overview
Unit Title: Volleyball- 7th Grade
Unit Summary: The activities in the volleyball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
Why are skills and game knowledge important to participate in volleyball?
How does your movement affect performance?
What role does cooperation play in volleyball?
What is the importance of the sequence of bump, set and spike in volleyball?
Why is communication so important in the game of volleyball?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Volleyball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Essential
Content/Skills
Understand the following
skills: underhand serve or
overhand serve, set, bump
and spike.
Proper technique will be
demonstrated by teacher
for bumping, setting and
spiking.
Demonstrate the correct
ready position on the
court. Demonstrate how to
rotate with six players.
Bumping skill, keeping
hand over hand, using the
forearms when you bump.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Ace of spades with
fingertips when properly
setting the ball.
Spiking using an open
hand using heal.
Bow and Arrow technique
for serving the ball
overhand.
Indian drill with the use of
bump and set
Emphasis on underhand
serve only used in nitro
ball.
Define the court markings,
and rules of the game.
King of the court lead up
game
Student and Teacher
Observation
Participate lead up games
allowing students to
practice volleyball skills
without net.
Beach balls, and lighter
weight balls are used for
modifications
Active Participation
Understand the
importance of blocking a
spike.
Participate in game
situations.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Maximum amount of hits
is three on each time.
Rally scoring is used.
Combining skills, strategy
and scoring to game play.
Student Participation
Teacher Observation
Active Participation
Unit Evaluation at the end
of the unit.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
1 lesson
3 lessons
Unit 8 Overview
Unit Title: Volleyball- 8th Grade
Unit Summary: The activities in the volleyball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
Why are skills and game knowledge important to participate in volleyball?
How does your movement affect performance?
What role does cooperation play in volleyball?
What is the importance of the sequence of bump, set and spike in volleyball?
Why is communication so important in the game of volleyball?
Unit Enduring Understandings:
● Implementing effective offensive, defensive and cooperative strategies is necessary for all
players to be successful in game situations.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Volleyball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Essential
Content/Skills
Understand the following
lls: underhand serve or
overhand serve, set, bump
and spike.
Proper technique will be
demonstrated by teacher
for bumping, setting and
spiking.
Demonstrate the correct
ready position on the
court. Demonstrate how to
rotate with six players.
Bumping skill, keeping
hand over hand, using the
forearms when you bump.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Ace of spades with
fingertips when properly
setting the ball.
Spiking using an open
hand using heal.
Bow and Arrow technique
for serving the ball
overhand.
Indian drill with the use of
bump and set
Emphasis on underhand
serve only used in nitro
ball.
Define the court markings,
and rules of the game.
King of the court lead up
game
Student and Teacher
Observation
Participate lead up games
allowing students to
practice volleyball skills
without net.
Beach balls, and lighter
weight balls are used for
modifications
Active Participation
Undersatnd the
importance of blocking a
spike.
Participate in game
situations.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Maximum amount of hits
is three on each time.
Rally scoring is used.
Combining skills, strategy
and scoring to game play.
Student Participation
Teacher Observation
Active Participation
Unit Evaluation at the end
of the unit.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
1 lesson
3 lessons
Unit 9 Overview
Unit Title: Badminton- 6th Grade
Unit Summary: The activities in the badminton unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in badminton?
How does your movement affect performance in badminton?
How does badminton compare to tennis?
What are the key concepts in the game of badminton?
What are the proper mechanics of serving the shuttlecock/birdie in badminton?
How can students apply the skills to a badminton game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Badminton Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Apply the rules and terms
when playing a singles
game and a doubles game.
Essential
Content/Skills
Suggested
Assessments
Looking at the study guide
with rules and terminology
Student and Teacher
Observation
Serving skills- cues like
underhand serve, starting
on the right side of the
court, rotation when serve
is won, Serve has to be
diagonal cross court and
has to land in the service
box. Can only be returned
by opponent on the
opposite side of the serve.
Active Participation
Demonstrate a minimum
proficiency in the skills :
holding the racket,
forehand, backhand
contact of the shuttlecock
below the waist. Define the
terms :
birdies/shuttlecock, short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives?
Forehand and Backhand
drills with partner with no
net in between them.
Student and Teacher
Observation
Successfully perform the
following skills: short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives in a game
like situation.
Service back and forth
with partners. Practicing
the skills like smash,
forehand, and backhand
with no net.
Demonstrating good
sportsmanship and
cooperation with a
teammate
2 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Active Participation
Hand eye coordination
drills.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
1 lesson
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Game like contests to test
the student’s skill in their
badminton skills.
Students will have fun
learn strategy of the game.
Students will peer critique
positive reinforcement.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
Assessment in rules and
regulations of badminton.
Hold racquet properly
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
Standards
(NJCCCS CPIs, CCSS, NGSS)
Student and Teacher
Observation
Active Participation
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 9 Overview
Unit Title: Badminton- 7th Grade
Unit Summary: The activities in the badminton unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in badminton?
How does your movement affect performance in badminton?
How does badminton compare to tennis?
What are the key concepts in the game of badminton?
What are the proper mechanics of serving the shuttlecock/birdie in badminton?
How can students apply the skills to a badminton game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Badminton Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Essential
Content/Skills
Suggested
Assessments
Standards
Looking at the study guide
with rules and terminology
Student and Teacher
Observation
Serving skills- cues like
underhand serve, starting
on the right side of the
court, rotation when serve
is won, Serve has to be
diagonal cross court and
has to land in the service
box. Can only be returned
by opponent on the
opposite side of the serve.
Active Participation
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Demonstrate a minimum
proficiency in the skills :
holding the racket,
forehand, backhand
contact of the shuttlecock
below the waist. Define the
terms :
birdies/shuttlecock, short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives?
Forehand and Backhand
drills with partner with no
net in between them.
Student and Teacher
Observation
Successfully perform the
following skills: short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives in a game
like situation.
Service back and forth
with partners. Practicing
the skills like smash,
forehand, and backhand
with no net.
Demonstrating good
sportsmanship and
cooperation with a
teammate
Students will have fun
learn strategy of the game.
Students will peer critique
positive reinforcement.
Objectives
(Students will be able to…)
Apply the rules and terms
when playing a singles
game and a doubles game.
(NJCCCS CPIs, CCSS, NGSS)
Pacing
2 lessons
Assessment in rules and
regulations of badminton.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Hold racquet properly
Movement Skills
Movement Concepts
Hand eye coordination
drills.
Game like contests to test
the student’s skill in their
badminton skills.
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 9 Overview
Unit Title: Badminton- 8th Grade
Unit Summary: The activities in the badminton unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in badminton?
How does your movement affect performance in badminton?
How does badminton compare to tennis?
What are the key concepts in the game of badminton?
What are the proper mechanics of serving the shuttlecock/birdie in badminton?
How can students apply the skills to a badminton game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Implementing effective offensive, defensive and cooperative strategies is necessary for all
players to be successful in game situations.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Badminton Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Apply the rules and terms
when playing a singles
game and a doubles game.
Essential
Content/Skills
Suggested
Assessments
Looking at the study guide
with rules and terminology
Student and Teacher
Observation
Serving skills- cues like
underhand serve, starting
on the right side of the
court, rotation when serve
is won, Serve has to be
diagonal cross court and
has to land in the service
box. Can only be returned
by opponent on the
opposite side of the serve.
Active Participation
Demonstrate a minimum
proficiency in the skills :
holding the racket,
forehand, backhand
contact of the shuttlecock
below the waist. Define the
terms :
birdies/shuttlecock, short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives?
Forehand and Backhand
drills with partner with no
net in between them.
Student and Teacher
Observation
Successfully perform the
following skills: short
serve, long serve, overhead
clear, underhand clear,
smash, forehand &
backhand drives in a game
like situation.
Service back and forth
with partners. Practicing
the skills like smash,
forehand, and backhand
with no net.
Demonstrating good
sportsmanship and
cooperation with a
teammate
Students will have fun
learn strategy of the game.
Students will peer critique
positive reinforcement.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Assessment in rules and
regulations of badminton.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Hold racquet properly
Movement Skills
Movement Concepts
Hand eye coordination
drills.
Game like contests to test
the student’s skill in their
badminton skills.
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 10 Overview
Unit Time: Pickleball- 6th Grade
Unit Summary: The activities in the pickleball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in pickleball?
How does your movement affect performance in pickleball?
What are the rules and history of the game of pickleball?
What are the key concepts in the game of pickleball?
What are the proper mechanics of serving in pickleball?
How can students apply the skills to a pickleball game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Pickleball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
pickleball rules and the
terms as they relate to
cooperative doubles
games.
Essential
Content/Skills
Discussion of rules and
regulations of terms.
Review with study guide.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Demonstration of all the
rules in the game of
pickleball.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Demonstrate and apply
rules such as the double
bounce rule, non volley
zone, service rotation, and
scoring.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrating good
sportsmanship and
cooperation with a
teammate
Demonstrate the proper
skills of forehand,
backhand, and serving in a
game like setting.
Positive reinforcements.
Self critique, teamwork
and communication.
Example: “Mine, You got
it, Short, Let it go out of
bounds, did not let it
double bounce.
Student and Teacher
Observation
Lead up games
Student and Teacher
Observation
Drills of hand eye
coordination. Pickleball
taps with paddle.
Active Participation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Movement Skills
Movement Concepts
Strategy
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
Movement Skills
Movement Concepts
Summative Assessment
Game like situations with
partners.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 10 Overview
Unit Time: Pickleball- 7th Grade
Unit Summary: The activities in the pickleball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in pickleball?
How does your movement affect performance in pickleball?
What are the rules and history of the game of pickleball?
What are the key concepts in the game of pickleball?
What are the proper mechanics of serving in pickleball?
How can students apply the skills to a pickleball game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Pickleball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
pickleball rules and the
terms as they relate to
cooperative doubles
games.
Essential
Content/Skills
Discussion of rules and
regulations of terms.
Review with study guide.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Demonstration of all the
rules in the game of
pickleball.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Demonstrate and apply
rules such as the double
bounce rule, non volley
zone, service rotation, and
scoring.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrating good
sportsmanship and
cooperation with a
teammate
Demonstrate the proper
skills of forehand,
backhand, and serving in a
game like setting.
Positive reinforcements.
Self critique, teamwork
and communication.
Example: “Mine, You got
it, Short, Let it go out of
bounds, did not let it
double bounce.
Student and Teacher
Observation
Lead up games
Student and Teacher
Observation
Drills of hand eye
coordination. Pickleball
taps with paddle.
Active Participation
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
1 lesson
Movement Skills
Movement Concepts
Active Participation
Summative Assessment
Game like situations with
partners.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Unit 10 Overview
Unit Time: Pickleball- 8th Grade
Unit Summary: The activities in the pickleball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
Why are skills and game knowledge important to participate in pickleball?
How does your movement affect performance in pickleball?
What are the rules and history of the game of pickleball?
What are the key concepts in the game of pickleball?
What are the proper mechanics of serving in pickleball?
How can students apply the skills to a pickleball game?
How is communication important to the success of the game?
Unit Enduring Understandings:
● Implementing effective offensive, defensive and cooperative strategies is necessary for all
players to be successful in game situations.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Pickleball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
pickleball rules and the
terms as they relate to
cooperative doubles
games.
Essential
Content/Skills
Discussion of rules and
regulations of terms.
Review with study guide.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Demonstration of all the
rules in the game of
pickleball.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
2 lessons
Summative Assessment
Demonstrate and apply
rules such as the double
bounce rule, non volley
zone, service rotation, and
scoring.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrating good
sportsmanship and
cooperation with a
teammate
Positive reinforcements.
Self critique, teamwork
and communication.
Example: “Mine, You got
it, Short, Let it go out of
bounds, did not let it
double bounce.
Student and Teacher
Observation
Demonstrate the proper
skills of forehand,
backhand, and serving in a
game like setting.
Lead up games
Student and Teacher
Observation
Drills of hand eye
coordination. Pickleball
taps with paddle.
Active Participation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Summative Assessment
Game like situations with
partners.
Depending on class size
singles or doubles will be
played. Score can be
modified due to class time
and class size. Skill levels
can be combined to get
more of a success rate.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Pacing
Unit 11 Overview
Unit Time: Softball- 6th Grade
Unit Summary: The activities in the softball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
What are the skills needed to be successful in softball?
How does hand eye coordination help in the game of softball?
Why is it important to know the role of each position on the field?
What are the proper techniques of throwing, catching and batting?
What is the correct way of running the bases in the game of softball?
What is the proper way of pitching in the game of softball?
Why is it important to communicate and work with teammates in the game of softball?
Unit Enduring Understandings:
● Performing movement skills in a technically correct manner improves overall performance
and increases the likelihood of participation in lifelong physical activity.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Softball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
softball rules and the terms
as they relate to playing a
game. .
Essential
Content/Skills
Discussion of rules and
terminology of the game
related to the study guide
that is handed out to
students.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Demonstrate and apply
rules such as pitch count,
strikezone, force plays, fly
ball rules, stealing, tagging,
and baserunning.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
Demonstrating good
sportsmanship and
cooperation with a
teammate
Positive reinforcements.
Self critique, teamwork
and communication
Demonstrate the proper
technique of throwing,
catching, batting and
pitching.
Stepping with the opposite
foot. Throwing over the
top. Stepping towards the
target. Forming a triangle
when fielding with glove
out in front. Hand over
top of the ball for
protection. Making a
target for partner throwing
the ball.
Student and Teacher
Observation
Active Participation
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Summative Assessment
Partners will give each
other five ground balls to
practice. Having a catch
with a partner to develop
good throwing and
catching skills.
Batting skills- Hands
together on the bat, swing
through the ball, Proper
positioning to the plate.
Watch the ball hit the bat.
.
To make decisions based
off of scenarios found in
the game of softball.
Students will have time to
focus on what type of play
is needed to make a
successful out. Offense
will practice watching the
Active Participation
Teacher Observation
Student Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
ball hit the bat and
running to the appropriate
base. Students have a
choice to what position
they play.
Unit 11 Overview
Unit Time: Softball- 7th Grade
Unit Summary: The activities in the softball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
What are the skills needed to be successful in softball?
How does hand eye coordination help in the game of softball?
Why is it important to know the role of each position on the field?
What are the proper techniques of throwing, catching and batting?
What is the correct way of running the bases in the game of softball?
What is the proper way of pitching in the game of softball?
Why is it important to communicate and work with teammates in the game of softball?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Softball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
softball rules and the terms
as they relate to playing a
game. .
Essential
Content/Skills
Discussion of rules and
terminology of the game
related to the study guide
that is handed out to
students.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health
promotion concepts and skills to support
a healthy active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Demonstrate and apply
rules such as pitch count,
strikezone, force plays, fly
ball rules, stealing, tagging,
and baserunning.
2.5 Motor Skill Development
All Students will utilize safe, efficient,
and effective movement to develop and
maintain a healthy active lifestyle.
Demonstrating good
sportsmanship and
cooperation with a
teammate
Positive reinforcements.
Self critique, teamwork
and communication
Demonstrate the proper
technique of throwing,
catching, batting and
pitching.
Stepping with the opposite
foot. Throwing over the
top. Stepping towards the
target. Forming a triangle
when fielding with glove
out in front. Hand over
top of the ball for
protection. Making a
target for partner throwing
the ball.
Student and Teacher
Observation
Active Participation
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient,
and effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
2.5 Motor Skill Development
All Students will utilize safe, efficient,
and effective movement to develop and
maintain a healthy active lifestyle.
3 lessons
Summative Assessment
Partners will give each
other five ground balls to
practice. Having a catch
with a partner to develop
good throwing and
catching skills.
Batting skills- Hands
together on the bat, swing
through the ball, Proper
positioning to the plate.
Watch the ball hit the bat.
.
To make decisions based
off of scenarios found in
the game of softball.
Students will have time to
focus on what type of play
is needed to make a
successful out. Offense
will practice watching the
ball hit the bat and
running to the appropriate
base. Students have a
choice to what position
they play.
Active Participation
Teacher Observation
Student Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient,
and effective movement to develop and
maintain a healthy active lifestyle.
Unit 11 Overview
Unit Time: Softball- 8th Grade
Unit Summary: The activities in the softball unit is appropriate for use with students between
grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute physical
education class over the course of three weeks (or 6 lessons) Each lesson uses a combination of
individual and small and large group skill development activities that are in alignment with the
2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
●
●
●
What are the skills needed to be successful in softball?
How does hand eye coordination help in the game of softball?
Why is it important to know the role of each position on the field?
What are the proper techniques of throwing, catching and batting?
What is the correct way of running the bases in the game of softball?
What is the proper way of pitching in the game of softball?
Why is it important to communicate and work with teammates in the game of softball?
Unit Enduring Understandings:
● Implementing effective offensive, defensive and cooperative strategies is necessary for all
players to be successful in game situations.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
● Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
○ End of unit evaluation
○ Softball Study Guide
● Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Demonstrate an
understanding of the basic
softball rules and the terms
as they relate to playing a
game. .
Essential
Content/Skills
Discussion of rules and
terminology of the game
related to the study guide
that is handed out to
students.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Demonstrate and apply
rules such as pitch count,
strikezone, force plays, fly
ball rules, stealing, tagging,
and baserunning.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Demonstrating good
sportsmanship and
cooperation with a
teammate
Positive reinforcements.
Self critique, teamwork
and communication
Demonstrate the proper
technique of throwing,
catching, batting and
pitching.
Stepping with the opposite
foot. Throwing over the
top. Stepping towards the
target. Forming a triangle
when fielding with glove
out in front. Hand over
top of the ball for
protection. Making a
target for partner throwing
the ball.
Student and Teacher
Observation
Active Participation
Partners will give each
other five ground balls to
practice. Having a catch
with a partner to develop
good throwing and
catching skills.
Batting skills- Hands
together on the bat, swing
through the ball, Proper
positioning to the plate.
Watch the ball hit the bat.
.
Student and Teacher
Observation
Active Participation
Summative Assessment
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
3 lessons
To make decisions based
off of scenarios found in
the game of softball.
Students will have time to
focus on what type of play
is needed to make a
successful out. Offense
will practice watching the
ball hit the bat and
running to the appropriate
base. Students have a
choice to what position
they play.
Active Participation
Teacher Observation
Student Observation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Unit 12 Overview
Unit Time: Ultimate Frisbee- 6th, 7th and 8th Grade
Unit Summary: The activities in the ultimate frisbee unit is appropriate for use with students
between grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute
physical education class over the course of three weeks (or 6 lessons) Each lesson uses a
combination of individual and small and large group skill development activities that are in
alignment with the 2014 New Jersey State Physical Education Standards.
Suggested Pacing: 6 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
What are the skills needed to be successful in ultimate frisbee?
How does hand eye coordination help in the game of ultimate frisbee?
What are the proper techniques of throwing, catching a frisbee?
Why is it important to communicate and work with teammates in the game of ultimate
frisbee?
Unit Enduring Understandings:
● Students will develop an enduring understanding that a physically educated person is aware
of the skills necessary to contribute to a group working towards a common goal.
● In order for all participants and spectators to experience the maximum benefit from
games and sports, everyone must demonstrate knowledge and commitment to
sportsmanship, rules and safety guidelines.
Evidence of Learning
Unit Benchmark Assessment Information:
Summative Assessment:
○ Completion of skill evaluation
○ Game participation
○ Class preparation
Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Define the following
terms: backhand throw,
grip, thumb up, thumb
down catch, footworkopposite shoulder points to
the target, forehand throw,
sandwich or pancake catch,
one hand catch foul, end
zone, mids, longs and
handlers.
Essential
Content/Skills
With partners, students
will work on how to throw
a frisbee correctly. Use the
wrist, point to target, step
with same foot as throwing
hand.
Suggested
Assessments
Student and Teacher
observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.1 Wellness:
All Students will acquire health promotion
concepts and skills to support a healthy
active lifestyle.
D. Safety
Pacing
2 lessons
Summative Assessment
Partner catch and throw,
practicing the different
kinds of catches.
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Students can practice
throwing the frisbee
through a target.
Group frisbee practice.
Students work on all three
skills with a larger group.
Pass and go with learning
how to incorporate
movement with the frisbee
Apply the rules and skills
to a game like situation
All the skills practiced are
applied to game like
situations. Students will
apply the rules found in
frisbee.
Student and Teacher
Observation
Active Participation
Summative Assessment
Demonstrating good
sportsmanship and
cooperation with
teammates.
Positive reinforcements.
Self critique, teamwork
and communication
Student and Teacher
Observation
Active Participation
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
E. Movement Skills
Movement Concepts
3 lessons
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
1 lesson
2.5 Motor Skill Development
All Students will utilize safe, efficient, and
effective movement to develop and
maintain a healthy active lifestyle.
Unit 13 Overview
Unit Time: Backyard Games- 6th, 7th and 8th Grade.
Unit Summary: The activities in the backyard games unit is appropriate for use with students
between grades 6-8 (ages 11-14) and are designed to be delivered during a standard 40 minute
physical education class over the course of two weeks or 3 lessons. As the weather gets warmer and
the school year winds down, we provide an opportunity for the students to relax. Students get to
participate in activities that they will be playing in their backyards in the summer months.
Suggested Pacing: 3 lessons
Learning Targets
Unit Essential Questions:
●
●
●
●
What are some games associated with backyard picnics and bbq’s?
What is teamwork and cooperation needed to play these games?
What are the different rules that go into playing the assorted games?
What role does hand eye coordination play in the various backyard games?
Unit Enduring Understandings:
● Students will understand the importance of communication skill to achieve success when
working in a group as well to overcome conflict in game situations.
● Students will understand the importance of strategy when attempting to be successful in
various life gatherings
Evidence of Learning
Unit Benchmark Assessment Information:
Summative Assessment:
○ Game participation
○ Class preparation
Formative Assessment:
○ Class and group participation
○ Sportsmanship and cooperative behavior
○ Teacher observation during drills and games
Objectives
(Students will be able to…)
Participate in backyard
games such as ladder ball,
horseshoes, bocce ball,
shuffleboard, and croquet.
Essential
Content/Skills
Playing each game
appropriately. Following
all safety procedures with
each game.
Suggested
Assessments
Student and Teacher
Observation
Active Participation
Standards
(NJCCCS CPIs, CCSS, NGSS)
CRP1: Act as a responsible and
contributing citizen and employee
CRP4:Communicate clearly and
effectively and with reason
CRP8:utilize critical thinking to make
sense of the problems and persevere in
solving them.
CRP9:Model integrity,ethical leadership
and effective management.
CRP12:Work productively in teams while
using cultural competence
2.5 A, B,C- Movement Skills
Demonstrate teamwork
and partner work while
playing against peers.
Positive reinforcements.
Self critique, teamwork
and communication
Student and Teacher
Participation
2.5 D- Sportsmanship, Rules and Safety
Active Participation
Prepare students with the
knowledge of the rules of
games played during the
summer months at picnics
and bbq’s.
Explain and demonstrate
how each backyard game is
played and scored.
Handle equipment
properly and be
responsible for the
appropriate use of all
equipment
explain proper use of each
piece of equipment.
Student and Teacher
Observation
2.5 D- Sportsmanship, Rules, and Safety.
Active Participation
Student and Teacher
Observation
Active Participation
2.5 D- Sportsmanship, Rules, and Safety
Pacing
3 lessons