Unit Plan
BOWLING UNIT PLAN
Discipline
Student & Class Level
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Class Make-up (past experience):
7th
Graders
Beginning
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8th
Graders
Intermedia
te
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9th
Graders
Advanced
Educational Objectives & Standards
Unit Objectives
State Standards
1. To know how to select and fit a ball correctly.
1PA-E1PO1 & PO2, 1PA-E2PO2
2. To perform the correct stance, grip and use of point of origin.
1PA-E1PO1 & PO2, 1PA-E2PO2
3. To perform the 4-step approach
1PA-E1PO1 & PO2, 1PA-E2PO2
4. To develop and use the strike and spare technique.
1PA-E1PO1 & PO2, 1PA-E2PO2
5. To learn the rules and scoring of bowling and modified games.
1PA-E4PO1
6. To work cooperatively in partners and groups in practice and game
situations.
5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2,
3PA-E2PO1, 5PA-E3PO1
7. To perform flexibility and strength exercises correctly.
4PA-E1PO2, 4PA-E2PO1, 7PA-E1PO2
8. To develop CV fitness during into and class activities.
4PA-E1PO2, 4PA-E2PO1, 7PA-E1PO2
9.
Skills to be Taught
(Not necessarily to be taught in order listed)
 Ball selection & fitting
 Strike and Spare technique
 Vocabulary and Terminology
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 Stance, grip, point of origin
 Reading comprehension in
understanding rules
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 4-step delivery approach
 Method of scoring & math skills
involved
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Unit Plan
Daily Overview
Day 1
Ball selection and
Day 2
Four-step approach
Delivery
Day 6
Review and practice
S & S system
Day 11
Tournament Play
Day 7
Scoring
Day 12
Tournament Play
Day 3
Practice approach
and delivery using
bowling bingo.
Day 8
Scoring and bowling
the 10th frame.
Day 13
Tournament Play
Day 4
Same as Day three
Day 5
Developing a strike
and spare system
Day 9
Quiz on scoring.
Practice game.
Day 10
Begin round robin
tournament
Day 14
Tournament Play
Day 15
Test
Unit Plan
DATE _____________ EQUIPMENT: at least 1 ball (of various sizes) per 4 students, the more
the better
UNIT: Bowling
Day 1
LOCATION: gym or outside courts
STANDARDS : 1PA-E1PO1 & PO2, 1PA-E2PO2
OBJECTIVE: The student will learn how to select and fit the bowling ball and begin to
develop the approach, focusing on stance, grip and point of origin.
ACTIVITIES
Intro: Jog 3 to 5 minutes
CUE PHRAZES/INSTRUCTIONS
Around area.
Fitness: Teacher led exercises.
Lesson Focus: Ball selection, stance, grip and
point of origin.
Scatter or squads formation
1.
2.
3.
4.
5.
Explain and demonstrate the method of selecting
the ball using the skill cues. Allow students to try to
fit a variety of balls.
Have students practice their grip as described in
the skill cues. They should put the ball down, pick
it up and grip it several times to get the proper
feeling of grip and control
Have students develop a point of origin from which
to start their approach. While facing away from
the lane, students should stand with their heels just
of the foul line and take 4 and a half toward the
end of the approach area. The spot where the last
foot lands will be the correct starting distance to
the foul line. Students should do this several times
to find a consistent spot for starting their
approach. Right-handed students should identify
their lateral placement to the lane by standing far
enough left on the approach so the right arm is in a
direct line with the second arrow from the right on
the lane. If there are no arrows, stand so that right
arm is just to the right of the head pin.
Explain and demonstrate the stance, emphasizing
skill cue 7. Allow students to practice their stance.
Have partners check each other for correctness.
Have students start from their point of origin, and
move forward toward the lane without using the
ball but going through all the cues. Student should
start with the foot on the same side as their bowling
hand and practice taking four steps and a slide
toward the lane. They should adjust their point of
origin if they slide over the foul line. Have partner
watch and give feedback to each other
Closure Review, discuss and question about the
proper method of selecting a ball, point of origin,
lateral alignment and stance.
Skill Cues for Selecting a ball (This procedure is for real
and PE balls).
The weight of the ball is important- 9 – 11 pounds for
beginning girls and 11 –15 pounds for beginning boys.
The PE balls are going to weigh less. The thumb and
finger holes should fit snugly but the fingers should come
out of the ball without popping. The span (the distance
between the thumbhole and the finger holes_ of the ball is
also import to a good fit. Put your thumb comfortably in
the thumbhole and stretch the hand across the other two
holes. Fingers flat out. The line on the second knuckles of
your middle and ring fingers should fall approx. ¼ inch
beyond the edge of the finger holes. If they don’t the ball
span is too large or small.
Skill cues for Grip and stance,
Hold the hand position constant throughout the stance,
swing and delivery. Hold the ball in the non-bowling
hand while taking the stance position. In gripping the
ball, spread the two outside fingers apart and press
downward against the surface of the ball with the tips of
the fingers, Insert the middle fingers in to the finger
holes. Grip the ball using the 10 o’clock - 4 o’clock
technique. (See picture) Develop a point of origin for
consistently beginning the approach. Coordinate lateral
placement for the approach with the point of origin. In a
right-handed stance place the left foot slightly in from of
the right and flex the knees. Hold the ball at waist height
on the right side of the body with the forearm resting on
the hip. Square shoulders and hips to the target.
Unit Plan
DATE _____________ EQUIPMENT: 1 ball per every 2 to 4 students
UNIT: Bowling
Day
2
LOCATION: gym or outside courts
STANDARDS : 1PA-E1PO1 & PO2, 1PA-E2PO2
OBJECTIVE: The student will demonstrate the four-step delivery approach and hook
release for a hook ball.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: 4-step delivery approach and hook
ball release.
1. Review the stance, grip, and point of
origin from previous lesson.
2. Explain and demonstrate the 4-step
delivery approach. Have students practice
without using the ball, on the lane if
possible. Have them practice several times
so they develop a rhythm. Have partners
watch and evaluate each other.
3. Repeat above with ball but no pins.
Emphasize the skill cues for the hook
release.
4. Have students practice the entire motion
from the stance to the follow-through.
Emphasize the development of rhythm
and smoothness. Concentrate on rolling,
not throwing the lane.
Closure:
Discuss and question students about skill cues for
the approach. Have one student demonstrate it
one last time.
Skill cues for 4-step approach and hook release.
During the approach, take three steps and a
slide. Step in a straight line, focusing on the
target. Straighten the elbow, with weight of the
ball one the push-away, which is start of the
swing. The push-away pushes the ball away
from the body straight out toward the lane,
which causes the bowling arm elbow to extend.
Keep the wrist firm during the swing and use
the 10-o’clock-4 o’clock position to develop a
hook ball spin. Keep the shoulders and hips
square to the target during the swing. During
the delivery, release the ball over the foul line
as it starts upward in the swing. During release
keep the grip constant and in the 10-4 o’clock
position. Release the thumb from the ball first.
Then the fingers in an upward motion. This offcenter release will give the ball
counterclockwise rotation This results in a
slight hook when the ball reaches the pins.
During the follow-through, keep the eyes
focused on the target and move the arm forward
in line with the target arrow or pin.
Unit Plan
DATE _____________ EQUIPMENT: 1 ball and set of pins per 2 to 4 students. Bowling
Bingo sheet, pencils and clipboards
UNIT: Bowling
Day 3 &4 LOCATION: gym or outside courts.
STANDARDS : 1PA-E4PO1, 1PA-E1PO1 & PO2, 1PA-E2P
OBJECTIVE: The student will review and practice bowling skills in a modified game
situation.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Practice skills of bowling in by
playing Bingo bowling.
1. Explain and demonstrate the Bingo
bowling and scoring card.
2. Divide the class into sets of partners and
then assign two sets of partners to a lane
to compete against each other.
3. Play Bingo Bowling. Have more score
ready if needed.
Closure:
Answer questions about games. Collect cards.
Give out prizes.
Bingo bowling.
The partners bowl, alternating one partner from
each set. Both sets of partners have a bingo
card. After each person bowls two balls, count
the total number pins knocked down and across
out that number. The object is to get bingo
across, down, or diagonal. You can also go for
boarder or blackout. You may have prizes for
the winner. Rotate sets of partner to play a new
game.
Unit Plan
DATE _____________ EQUIPMENT: 1 ball per 2 to 4 students
UNIT: Bowling
Day 3 LOCATION: gym or outside courts
STANDARDS : 1PA-E1PO1 & PO2, 1PA-E2PO2
OBJECTIVE: The student will learn how to adjust to hit the 1-3 pocket to get a strike and
learn how to evaluate where to start their approach based on the pins standing after they
have thrown their first ball.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Developing a strike and spare
system. This system involves spot bowling
technique, if the floor marking you have don’t
include arrows, you will have to adjust the system
to aim for pins.
1. Explain the rationale of hooking the ball
into the 1-3 pocket to increase the
probability of getting a strike. Inform
students that they should move in the
direction of the error in throwing the ball.
That is, if the ball goes too far to the right,
the bowler should move the lateral point
of origin to the right while continuing to
sue the second arrow in from the gutter as
the aiming point. Demonstrate the
technique.
2. Have students practice throwing strikes at
only the 1-2-3 pins. Have partners check
each other as they make adjustments.
3. Explain the spare conversion system,
emphasizing skill cues 5 – 8. Demonstrate
the technique.
4. Have students practice picking up spares
by making the necessary adjustments to
the lateral point of origin. Have partners
check each other.
Closure:
Skill cues for Strike and spare system.
Use the second lane arrow as the constant point
of aim. Move the point of origin in the direction
of the error. Face and approach the target
arrow- approach the lane at a slight angle. To
have the ball strike the 1-3 pocket at the
appropriate angle, hook the ball into the pocket.
Identify a key pin- usually the pin closest to the
bowler- in all spare conversion attempts. To
pick up a spare, move to the side of the
approach area opposite the side on which the
pins are standing. Always walk toward the key
pin and deliver the ball in the same way as you
would a strike. Square the shou7lder to the
target and not the foal line. Using the lane
identifiers as intermediate targets to hit the key
pins is called spot bowling.
Unit Plan
DATE _____________ EQUIPMENT: 1ball and 1set of pins per every 2 to 4 students. Score
cards, pencils and clipboards.
UNIT: Bowling
Day 6 LOCATION gym or outside courts
STANDARDS : 1PA-E1PO1 & PO2, 1PA-E2PO2
OBJECTIVE: The student will review and practice the strike and spare system by
playing a modified game.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Review and practice the strike and
spare system
1. Review the strike and spare system using
the procedures and skill cues from lesson
5.
2. Explain the rules of the Most “Marks”
Contest. Divide the class into groups of 2
or 4 depending on the Number of lanes
you have. Distribute the regulation
scorecards and pencils and assign lanes.
Have students player as individuals or as
teams of 2to 4 to compete against each
other on a lane or compete against all the
other teams.
Closure:
Answer any questions about the strike and spare
system. Collect score sheets and give prizes to
winners.
Rules for Most “Marks” Contest
In bowling a “Mark” is a strike or a spare.
In this contest the individuals or teams will
keep track of how many strikes and spares they
can bowl in 10 frames. A running score is not
calculated. On the scorecard the student will
record the number of pins knocked in each
frame, using “x” for strike and “/” for spare. Do
Not keep a running total. At the end of 10
frames, count the number of strikes and spares,
“Marks” to see who wins.
Unit Plan
DATE _____________ EQUIPMENT:
UNIT: Bowling
Day 7 LOCATION: gym or classroom
STANDARDS : 1PA-E4PO1
OBJECTIVE: The student will learn and practice scoring procedures.
ACTIVITIES
CUE PHRAZES/INSTRUCTIONS
Intro:
Fitness:
Lesson Focus: Scoring
Skill Cues for scoring
Explain and demonstrate he skill cues for scoring.
Give each student a copy of the cues. Have
students practice different scoring situations. Use
an overhead projector or white board to do some
situations as a class. Divide the students into
partner or small groups and provide them with
sample games to score. Have partners help each
other. Go around to the groups and answer
questions and check for understanding.
Closure:
Ask questions that review the scoring process and
the symbols used.
Collect practice score sheets to check for
understanding.
A bowling game consists of 10 frames in which
the bowler attempts to knock down as many
pins as possible with one or two balls each
frame. Roll 3 balls in the 10 frame if you make
a strike of spare in that frame. The bowling
score is cumulative- add the score made in a
frame to the running total of the previous
frames. Award a strike if a bowler knocks down
all 10 pins with the first ball rolled in a frame.
Award a spare if a bowler knocks all 10 pins
down with two balls rolled in a frame. Scoring
in bowling involves a bonus system. The bonus
for a strike is 10 plus the number of pins
knocked down on the next 2 thrown balls. The
bonus for a spare is 10 plus the number of pins
knocked down on the next ball thrown. Add the
actual pin count to the running total if a bowler
knocks down less than 10 pins with the two
balls rolled in a frame. The maximum possible
score in a frame is 30, representing 3 strikes in
a row. This is called a “turkey”. The maximum
possible score in a game is 300, representing 12
consecutive strikes. The scoring symbols in
bowling are X (strike), / (spare), - (miss), 0
(split), and F (foul).
Unit Plan
DATE _____________ EQUIPMENT: 1 ball and set of pins per 2 to 4 students, score sheets,
pencils and clipboards and Skill Cues for scoring handout.
UNIT: Bowling
Day 8 LOCATION: gym or outside courts
STANDARD : 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1
OBJECTIVE: The student will review and practice bowling skills and scoring procedures.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Practice Scoring
1. Divide the class into groups of 2 to 4 depending
on the equipment you have. Review scoring
procedures, emphasizing how to score the 10th
frame if a strike or spare is bowled. Hand out
score sheets and clipboards. Have students bowl
from the 5th frame to the 10th frame and score the
game. Have students check each other’s score
sheets. Teacher should also check scores sheets
for accuracy.
Closure:
Collect scorecards. Answer any questions
students have regarding scoring. Remind them of
scoring quiz tomorrow.
See Lesson 7 for Skill cues for scoring. Have a
couple copies on hand for students to reference.
Unit Plan
DATE _____________ EQUIPMENT: Score Card Quiz, 1 ball and set of pins for every 2 – 4
students.
UNIT: Bowling
Day 9 LOCATION: gym or outside courts.
STANDARDS : 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1
OBJECTIVE: The student will demonstrate knowledge of scoring procedures by passing
a quiz and practice bowling skills by bowling and scoring one game.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Scoring Quiz and Practice games.
1. Pass out a pre-filled score card and have
each student score the game. Trade cards
and grade. Go over any questions. Collect
cards.
2. Divide student into groups, no more than
4, depending on the equipment you have.
Have student bowl an entire game and
score it.
Closure:
Answer any questions about skills or scoring.
Explain the tournament that will start tomorrow
Skill cues;
Review any skills you feel the students are
lacking.
Unit Plan
DATE _____________ EQUIPMENT: 1 ball and set of pins per 2 or 4 students, scorecards,
clipboards, pencils.
UNIT: Bowling
Day 10 - 14 LOCATION: gym or outside courts
STANDARDS : 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1
OBJECTIVE: The student will demonstrate skill and knowledge of bowling and
sportsmanship by playing in a round robin tournament.
ACTIVITIES
Intro: Jog 3mins, no walking
CUE PHRAZES/INSTRUCTIONS
Around area
Fitness: Teacher led stretches and strength
exercises.
Scatter or squads formation
Lesson Focus: Play tournament.
1. Divide the class into set of partners
considering skill levels. Create a round
robin tournament schedule with the
number of team you have. Add the
partner scores for a team score or you can
average the partner’s score for a team
score. Make a chart and keep track of
scores, wins and losses. On the last day
have a Championship game. You can also
2. If you prefer to mix up the teams, you can
just play each day as a mini-tournament
and switch partner everyday
Closure:
Record scores and answer any questions the
students have about scoring.
Unit Plan
DATE _____________ EQUIPMENT: Class set of test, answer sheets and pencils
UNIT: Bowling Day 15 LOCATION Classroom
STANDARDS : 1Pa-E4PO1, 1Ma-E2PO3
OBJECTIVE: The SWD knowledge of bowling by taking a written test.
ACTIVITIES
Intro: Explain test-taking procedures
Fitness:
Lesson Focus: Take test
Pass out pencils, answer sheets and test.
Students take test.
Collect answer sheet, test and pencils.
Review answer to test. (trade and grade test if
you wish)
Closure:
CUE PHRAZES/INSTRUCTIONS
Classroom
Unit Plan
Bowling Quiz
DO NOT WRITE ON THIS TEST
1. The footwork used by the bowler when delivering the ball is called
a. Sleeper
b. Lane
c. Approach
d. Mark
2. The number one pin is called
a. Sleeper
b. Mark
c. Pocket
d. King
3. The area on which you bowl is called
a. Line
b. Lane
c. Gutter
d. Mark
4. The bonus points for a spare
a. 10
b. 15
c. 5
d. 20
5. The symbol for a strike on the score sheet
a. 0
b. F
c. X
d. /
6. The symbol for a spare on the score sheet
a. 0
b.
c. X
d. /
7. The space between two pins
a. Pocket
b. Pouch
c. Sleeper
d. Turkey
8. Bowling 3 shrikes in a row
a. Gutter
b. Sleeper
c. Turkey
d. King
Unit Plan
True or False. Mark ‘A” for True and “B” for False
9. To mark a strike make an “X” in the big box in the frame.
10. To indicate a gutter ball, place a “-“in the frame or the small box depending on which ball it was.
11. A spare is awarded bonus points plus the number of pins knocked down on the next ball thrown.
12. A foul is touching or going over the foul line.
13. A strike is awarded 20 point plus the number of pins knocked down on the next two balls.
14. When two bowlers approach the lane at the same time the bowler on the left as the privilege to go
first.
15. If you are right handed you should start your approach with your right foot and end with your right
foot.
Julie bowled six games. She scored 86, 92, 102, 88, 94 and 110. Her number of marks she made in
each game respectively was 3, 5, 6, 2, 4, and 6.
16. What is the MEAN (average) score of the games? (Round to the ones place)
a. 94
b. 90
c. 95
d. 96
17. What is the MODE number of marks she made?
a. 4.5
b. 4
c. 5
d. 6
Read the following selection and answer the question.
Modern bowling began in northern Italy as a game called “bowls”. The game later spread to
Germany, Holland, and England, where it was played on grass and known as nine pins. The Dutch
brought the game to America in the early 1600’s, where it was played on grass or clay and later on a
single board.
18. Bowling was brought to America by
a. Italians
b. Germans
c. Dutch
d. English
19. The earliest form of bowling was played on
a. Clay
b. Grass
c. Boards
d. Sand
20. Modern bowling first began in
a. Italy
b. Germany
c. Holland
d. America
Unit Plan
Bowling Quiz Answers
1. c
2. d
3. b
4. a
5. c
6. d
7. a
8. c
9. b
10. a
11. a
12. a
13. b
14. b
15. b
16. c
17. d
18. c
19. b
20. a