Bowling Unit Plan Revised

Ryan Blain
Bowling Unit Plan

January 25-February 9 Grade K-4
Green Meadow Elementary School

Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level__Grade K-4_________

Unit Outcomes Reference Content to be taught Assessment
MA CF &
NASPE
(By the end of the unit, Standards (include rubrics, quizzes,
students will be able to) etc. in written
by # materials section)
Psychomotor MA CF Day 1- Students will learn Days 1 through 3: Use

2.2 the three-step approach, and checklist. Teacher
Actively participate in a practice stepping with should observe various
game of bowling using NASPE opposition. Modified students in various
the skill cues presented Standard gameplay will be introduced grade levels.
by the teacher 1
Day 2- Students will continue
practicing by leading with
opposite foot and face palm
to target
Day 3- Students will focus on

low follow through while
competing with partners
Day 4- Students will play a

modified game of bowling
Day 5: Actively participate in

the money bowling game
Cognitive MA CF Day 1-Understand the Pre and Post Test

2.4 importance of a three step Assessment (given in
Understand how to approach classroom)
score using official NASPE
scoring rules Day 2-Identify at least two Pre test given outside
Standard skill cues when asked by the of class prior to lesson
2 teacher 4
Day 3-Understand how to Post test given outside

complete the official of class after lesson 5
scorecard
Day 4-Understand the

concept of best ball bowling
Day 5: Understand how to

add money when knocking
down pins
Affective MA CF Day 1-Students will provide Day 4: Checklist

2.7 feedback to classmates when competed by the
Demonstrate practicing three step teacher through
sportsmanship and fair approach observation
play by respecting their
opponent and NASPE Day 2- Students will follow
teammates during all Standard the safety rules and
activities 5 regulations mandated by the
Assessment # 1 Lesson 1,2
Teacher checklist of 5 students
Name: Lesson #: Date: Class:
By the end of the lesson SWBAT:
1. Step with opposition Y N
2. Bowl with one hand Y N
3. Releases ball with palm to target Y N

4. Provide feedback to classmates Y N
5. Correctly fill out the scorecard Y N
Assessment # 2: Lesson 3, 4
Teacher scale of 5 students behavior
Name: Lesson #: Grade: Class:
By the end of the lesson SWBAT:
1. Step with opposition 1 2 3 4 5
2. Bowl with one hand 1 2 3 4 5
3. Releases ball with palm to target 1 2 3 4 5
4. Provide feedback to classmates 1 2 3 4 5
5. Bends legs when releasing 1 2 3 4 5
6. Ball has forward rotation 1 2 3 4 5

7. Identify difference between strike and spare 1 2 3 4 5
8. Works well with teammates 1 2 3 4 5

Affective Assessment
Name ____________________
Date__________
Skill___________________
Bowling Checklist
Only put a check mark in the blank only if you fully completed
the skill.
_______ - I showed respect toward all students and the
equipment.
_______ - I participated fully in all activities.
_______ - I gave only constructive/positive comments.
_______ - I helped others when they needed it
Rainy Day/ Sub Plan:

http://www.tlsbooks.com/bowlingwordsearch.pdf
Print the word search and key from the link above.
Students should work independently to complete the search

Percentage of Description of Grading Component
Grade
Daily Performance Grade (0-10 points per day)
60%
Performance Assessment of Skills

20%
Cognitive assessment (pre and post test)
20% Self assessment (Affective)

SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Ryan Blain DATE: 1/25 TIME: 9:00-9:40
SCHOOL: Green Meadow LESSON#: 1 FACILITIES: Gymnasium CLASS SIZE: 20

GRADE: 1 UNIT/THEME: Bowling GENERIC LEVEL: Control
EQUIPMENT: 1. 5 bowling lane carpets 2.5 bowling balls 3. 50 pins
4. 15 hula hoops 5.20 bean bags6. 5 hot spots
FOCUS OF LESSON: Underhand roll
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Perform a three-step approach by leading with the opposite foot at least 5 times
during the lesson (S1.E9.1) MACF 2.2
Cognitive: Explain the three-step approach to the class when asked during the closure (S3.E1.1)
MACF 2.6
Affective: Follow the safety protocols and work together with group mates to ensure safe
participation throughout the activity (S4.E6.1) MACF 2.7
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide at least 10 specific feedback statements throughout the lesson
2. Thoroughly demonstrate the rotation used when 4 bowlers participating in the activity
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
Thumbs up rule used for bowlers. Must confirm with pin setter and ball retriever
they are ready to bowl
Pin setter and ball retriever respond when ready with a thumbs up
REFERENCES :
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=279
LESSON PLAN FORM
TIM SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

E
Group students
as they enter the
0-10 Instant Activity: Bean bag toss room
immediately
Teacher pairs students off
and sends them to 1 of 5 hot
spots 0
Students are expected to 00 Use numbered

wait quietly at hot spots hot spots so
grouping is
Groups of 4 students quick
One student at a time tosses

4 bean bags to a group of S
hula hoops (Demonstration)
S
The two front hoops are
S
worth 1 point, while the
back hoop is worth 2
S
Student tosses 4 bean bags,
safely retrieves and places
them at the hot spot, where 0 = hoop
the next student will toss the
bean bags S = Students
Activity is timed; students
have 3 minutes to gain
points for their team 5 separate groups will be
set up between lanes
2 rounds will be played
Transition: Students will work

together to clean up hula hoops and
bean bags then gather around
meeting place
Demonstration will occur:
Teacher will use a visual to assist

with rotation when 4 bowlers are at
their lane. 1 person will be the Demonstrate
bowler, 1 person is the pinsetter, 1 clean up
person is the ball retriever, and the
last student is the scorekeeper.
Teacher will have 3 students assist.
10-12 Bowler must give thumbs up to pin
setter and ball retriever prior to
rolling. Position yourself
so the whole
Demonstration will occur: Teacher class can see the
will explain the three step approach visual
Step forward with

opposition
Pick 3 quiet
12-15 Step forward with bowling S S students to help
hand demonstrate
L
Plant left foot and follow
through A
N
Pick the daisy on the
ground
E
Teacher will check for
understanding with students
T S
Transition: Teacher will have the

same groups from beanbag activity
T = Teacher
move to a lane, one at a time.
Teacher will say that the groups
S = Student
who wait quietly will retrieve
equipment first.
Activity: (15-35 mins)
Guided practice bowling
With the limited skill cues

presented, students will
explore the various ways to
bowl by rolling the ball
down the lane.
Students are encouraged to

find new ways to bowl (two
handed, through legs, one
hand)
Students are expected to

follow safety protocol and
the prescribes rotation
Transition: (35-37 mins)
Students will put pins in bags, and

return balls to the teacher.
Make sure
students follow
Closure: (37-40 mins) safety protocol
What can we improve on?
What is the importance of Enforce thumbs

the three-step approach? up rule
Is bowling a lifetime
activity?
S S
S S
5 lanes will be set up
Question the
students on skill
cues
T
S SSSSSSS
SS SSSS S
SSSS

4. 15 hula hoops 5.20 bean bags6. 5 hot spots 7. 5 Scorecards
FOCUS OF LESSON: Underhand roll
Psychomotor: Step with opposition and have palm facing target when bowling (S1.E9.2) MACF
2.2
Cognitive: Explain the scoring system to the class when asked by the teacher (S3.E1.2) MACF
2.6
Affective: Provide encouraging and skill specific feedback to classmates to help improve
(S4.E6.2) MACF 2.7
2. Thoroughly demonstrate how the scorecard will be filled out
No running or walking across any groups lanes
REFERENCES :
LESSON PLAN FORM

E
Tell students
that each there
0-10 Instant Activity: Bean bag toss will be two
rounds played if
Teacher pairs students off they move
and sends them to 1 of 5 hot quietly to the
spots 0 activity upon
entering room
Students are expected to 00
wait quietly at hot spots
Groups of 4 students
One student at a time tosses

4 bean bags to a group of
hula hoops (Demonstration) S
The two front hoops are S

worth 1 point, while the
back hoop is worth 2 S
Student tosses 4 bean bags, S

safely retrieves and places
them at the hot spot, where
the next student will toss the
bean bags 0 = hoop
Activity is timed; students S = Students

have 3 minutes to gain
points for their team
2 rounds will be played 5 separate groups will be

set up between lanes
Transition: Students will work

together to clean up hula hoops and
bean bags then gather around
meeting place
Ask student to
demo the clean
Demonstration will occur:
up learned from
the previous
Teacher will review the visual to
lesson
assist with rotation when 4 bowlers
are at their lane. 1 person will be
the bowler, 1 person is the pinsetter,
1 person is the ball retriever, and the
last student is the scorekeeper.
Teacher will have 3 students assist.
Stress the
Bowler must give thumbs up to pin
importance of
setter and ball retriever prior to
10-12 the proper
rolling.
rotation
Demonstration using visual:
Teacher will use visual to
demonstrate how to use scorecard.
Students who do
not follow safety
The teacher will write their
protocol will be
name in the appropriate told to take a
12-15 location S S break
Next the teacher will use an L

example of 2 consecutive
rolls of 7 and 2 A
Teacher will explain to add N CFU for scoring

the two, and mark the
number 9 in the correct spot E

T S
Transition: Teacher will have the

same groups from beanbag activity T = Teacher
move to a lane, one at a time.
Teacher will say that the groups S = Student
who wait quietly will retrieve
equipment first.
Bowling with scoring Mr. Blain / 7+2 Use teacher wait

time
Students will follow the 9
rotation and regular rules of
bowling
2 throws per turn (unless a

Strike occurs)
Scorekeeper will ask pin

setter how many pins are
down.
Pin setter should clear pins

before second role
Ball retriever must walk the Enforce thumbs

ball back to the bowler up rule
Transition: (35-37 mins) Teams should
work together to
Students will put pins in bags, and fill out score
return balls to the teacher. Students card correctly
will then move to the objectives
board
Closure: (37-40 mins)
Teacher will review objectives with

the class
Additional Questions:
What muscles are involved

in bowling
What type of game is it?

(Target game) S S
S S
Relate to other
5 lanes will be set up target games
________Board_______
S SSSSSSS
SS SSSS S
SSSS
SCHOOL: Green Meadow LESSON#: 3 FACILITIES: GymnasiumCLASS SIZE: 25

4. 5 score cards 5. 5 pencils 6. Visual
FOCUS OF LESSON: Official Scoring
Psychomotor: Demonstrate the proper hand position (palm to target) when asked by the teacher
(S1.E9.4) MACF 2.2
Cognitive: Understand the difference between a strike and a spare when asked by the teacher
(S3.E1.4) MACF 2.6
Affective: Provide encouraging and skill specific feedback to classmates to help improve
(S4.E6.4) MACF 2.7
3. Assess at least 5 students using the checklist
If a student needs help with scoring, call teacher over to lane
REFERENCES :
http://www.pba.com/Resources/Bowling101
LESSON PLAN FORM

E
Students must
walk around the
Transition: (0-1 mins.) Students equipment on
enter room by walking around the the sideline when
perimeter of the gym, and gather at entering the gym
the meeting place
Demonstration will occur: (1-12

mins.) Review rotation
thoroughly
Teacher will review the visual to S S
assist with rotation when 4 bowlers
are at their lane. Bowler must give L
thumbs up to pin setter and ball
retriever prior to rolling. A
Demonstration using visual: N

demonstrate how to use scorecard. E
Get at the
The teacher will write their students level
name in the appropriate when using
location T S visual
The teacher will play out a

multiple scenarios to the
class that have to do with T = Teacher Set up visual
scoring. with names of
S = Student students
One scenario is how to
score a spare
One scenario is how to CFU on

difference
score a strike
between spare
and strike
The last is how to score a
spare and strike on
consecutive rolls

Transition: (12-13 mins.)Teacher T (w/visual)

will have the designated groups
move to a lane, one at a time. SSSSSSS
Teacher will say that the groups SSSSSSS
who wait quietly will retrieve SSSSSSS
equipment first. Students will then
collect a bowling ball and scorecard
with pencil from the teacher
Bowling with official scoring
Students will follow the

bowling

Strike occurs)

before second role
Teams must work together

to successfully complete
score card
Ball retriever must walk the

Have students
ball back to the bowler
call over teacher
to help with
Teacher will walk around classroom scoring
and assess 5 random students using
the scale
S S
L Thumbs up rule
enforced
If students have questions about
scoring, teacher should be called A
over
N Have back to
wall while filling
E out checklist
S S
Pick 2 lanes to
Transition: (33-34 mins) fill out checklist
5 lanes will be set up
Students will set the pins back up
for the next class, and return balls
and scorecards to the teacher.
Students will then move to the
objectives board

the class
Next the teacher will ask teams to

finalize their scorecard and check
with the teacher to see if it is
correct.
________Board_______
Additional Questions: Transition to
T objective board
Do we understand why a
strike leads to an advantage
in pins when officially
scoring? S SSSSSSS
What is the difference SS SSSS S

between a spare and strike?
SSSS
Go through each
key objective
Reinforce idea of
team work and
cooperation

4. 5 score cards 5. 5 pencils 6. Visual
FOCUS OF LESSON: Best Ball Scoring
Psychomotor: Perform a three-step approach with palm to target when bowling (S1.E9.3)
MACF 2.2
Cognitive: Understand the concept of best ball bowling and how to score it (S3.E1.3) MACF 2.6
Affective: Provide encouraging and skill specific feedback to classmates and be a good
teammate (S4.E6.3) MACF 2.7
1. Provide at least 10 positive specific feedback statements throughout the lesson
3. Circulate around room and keep back to the wall
Students walk ball back
REFERENCES :
LESSON PLAN FORM

E
Make sure
students walk
Transition: (0-1 mins.) Students around sidelines
enter room by walking around the when entering
perimeter of the gym, and gather at the gym
the meeting place

mins.) Thoroughly
review official
Teacher will review official scoring S S scoring rules
from the previous class. The
teacher will play out a scenario of L
three frames. The teacher will then
have a student fill out the three A Go over various
frames using official scoring rules. scenarios
N
Demonstration using visual:
Teacher will use visual to E
demonstrate how to use score best CFU best ball
ball bowling. bowling
The teacher will have five T S

name slots filled out; player
1, player 2, player 3, player
4, Best Ball Score
T = Teacher Ask class to
The teacher will play out a a think about
full frame to the class and S = Student where else best
fill in scores ball scoring
could be
The teacher will then ask used...Answer is
the class to identify the best golf
score out of the 4
Student will answer and the

teacher will then explain
that this is the best ball of
the 4 players
The best ball will be scored

in the frame designated,
Best Ball Score Students should
provide
To assist with knowing T (w/visual) feedback to each
which score is the best, other
students will circles the best SSSSSSS
score from each frame SSSSSSS
SSSSSSS
***Positive
Environment***
Teacher will then explain it is on the

students to work together and
promote a positive environment
among teammates
Transition: (7-8 mins.)Teacher will

have the designated groups move to
a lane, one at a time. Teacher will
say that the groups who wait quietly
will retrieve equipment first.
Students will then collect a bowling
ball and scorecard with pencil from
the teacher
Bowling with best ball scoring
Students will follow the Group students

rotation and regular rules of at the meeting
bowling place

Strike occurs)
Have them move
quietly to lanes
before second role

and provide encouraging
feedback
Ball retriever must walk the

Provide constant
The best ball scoring will feedback when
allow teams to score well moving around
into the 100s or even 200s
Scores should be
If students have questions about high because of
scoring, teacher should be called best ball scoring
over
Thumbs up rule
Transition: (33-34 mins) enforced
Students will set the pins back up

for the next class, and return balls S S
and scorecards to the teacher.
Students will then move to the L
objectives board
A
N
E
the class S S
Next the teacher will ask teams to

finalize their scorecard and check
with the teacher to see if it is 5 lanes will be set up
correct.
Teacher will announce the gold,

silver and bronze medal winners
from the day Bring
equipoment to
Additional Questions: meeting place
Did we enjoy best ball
bowling and work together
as a team? Hand teacher
score cards
What other sports could use
a scoring system like this?
Answer: Golf
Review top best

ball scores
________Board_______
T
S SSSSSSS
SS SSSS S
SSSS

4. 5 score cards/visuals 5. 5 pencils 6. 25 assessments
FOCUS OF LESSON: Bowling for cash
Psychomotor: Perform a three-step approach with palm to target and release ball low to the
ground when bowling (S1.E9.2) MACF 2.2
Cognitive: Understand how to score using the coin conversion sheet (S3.E1.2) MACF 2.6
Affective: Provide encouraging and skill specific feedback to classmates and be a good
teammate (S4.E6.2) MACF 2.7
1. Provide at least 10 positive specific feedback statements throughout the lesson
3. Circulate around room and keep back to the wall

Students walk ball back
REFERENCES :
LESSON PLAN FORM

E
Students must
walk around
Transition: (0-1 mins.) Students outside of the
enter room by walking around the gym
perimeter of the gym, and gather at
the meeting place

mins.)
Use visual of
Teacher will review best ball S S coins to help
assist with
bowling from the previous class. L review
Demonstration using visual: A

demonstrate how to use using coin N Go over pre test
conversion visual with the class
E
Pins will be worth different
amount of coins
Pins will be represented on T S

visual by pennies, nickels, Have student
dimes and quarters identify each
coin
Teacher will explain the T = Teacher
goal of the activity is to
knock down pins and earn S = Student
money for your team
Teacher will play out Use specific

directions on
scenario and ask students to
how to fill out
add up the amount two rolls
the score card
is worth
Students will work together

to identify the coins and add Encourage
them together teams to work at
a fast pace so
Teacher will check for they have time
understanding with students for at least 5
rolls
T (w/visual)
Teacher will then explain it is on the
SSSSSSS
students to work together and
SSSSSSS
promote a positive environment
SSSSSSS
among teammates
Transition: (7-8 mins.)Teacher will

have the designated groups move to
a lane, one at a time. Teacher will
say that the groups who wait quietly
will retrieve equipment first.
Students will then collect a bowling
ball and scorecard with pencil from Groups who wait
the teacher quietly will
retrieve
equipment first
Bowling for cash
Students will follow the

bowling Promote positive
environment
Strike occurs)
Pin setter should clear pins One person

before second role completing the
score card
and provide encouraging
feedback
Refer to visual to
help identify
Ball retriever must walk the coins
Students will work together

to find out how much money
they will earn
Provide specific
The more pins knocked feedback
down, the more money that
will be earned
Strikes will be issued a 10 Enforce all

cent bonus safety protocols
Spares will receive a 5 cent

bonus
Ask teacher for
assistance
scoring of
If students have questions about necessary
scoring, teacher should be called
over
Transition: (33-34 mins)
Students will set the pins back up S S

for the next class, and return balls
and scorecards to the teacher. L
Students will then move to the
objectives board A
Closure: (34-40 mins) E
Teacher will issue affective S S

assessment
Issue affective
Next the teacher will look through assessment while
each scorecard and determine the 5 lanes will be set up groups are at
winning group of the activity their lanes
Additional Questions:
Does bowling for cash Have one lane at

increase motivation? a time complete
the assessment
Did this help you learn and throughout the
identify coins and there class
value
Additional
question: Did
your
identification of
coins increase as
a result of the
pre test and
lesson
________Board_______
S SSSSSSS
SS SSSS S
SSSS
Visual:
.25 .10 .10 .25

.10 .05 .10
.05 .05
.01
Resources
American Heart Association. (2003). Cardiovascular Disease Statistics. Retrieved January 23,
2017, from http://www.americanheart.org/presenter.jhtml?identifier=4478/
Couturier, L. National standards & grade-level outcomes for K-12 physical education.
Reston,VA: SHAPE America- Society of Health and Physical Education. 2014. pg 11
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3#.WLBtr2Tyv6Y
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4525
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4379#.WLBt6WQrL6Y
https://www.youtube.com/watch?v=YjdvIciVOP0
https://www.youtube.com/watch?v=68MsZWiGpMc
D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.
Retrieved from http://www.doe.mass.edu/frameworks/health/1999/1099.pdf

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Bowling Unit Plan Revised

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Ryan Blain

Bowling Unit Plan

Green Meadow Elementary School

PE Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains

Grade/Experience Level__Grade K-4_________

Psychomotor MA CF Day 1- Students will learn Days 1 through 3: Use

Day 3- Students will focus on

Day 4- Students will play a

Day 5: Actively participate in

Cognitive MA CF Day 1-Understand the Pre and Post Test

Day 3-Understand how to Post test given outside

Day 4-Understand the

Day 5: Understand how to

Affective MA CF Day 1-Students will provide Day 4: Checklist

Teacher checklist of 5 students

Name: Lesson #: Date: Class:

By the end of the lesson SWBAT:

1. Step with opposition Y N

2. Bowl with one hand Y N

3. Releases ball with palm to target Y N

5. Correctly fill out the scorecard Y N

Teacher scale of 5 students behavior

Name: Lesson #: Grade: Class:

By the end of the lesson SWBAT:

1. Step with opposition 1 2 3 4 5

2. Bowl with one hand 1 2 3 4 5

3. Releases ball with palm to target 1 2 3 4 5

4. Provide feedback to classmates 1 2 3 4 5

5. Bends legs when releasing 1 2 3 4 5

6. Ball has forward rotation 1 2 3 4 5

8. Works well with teammates 1 2 3 4 5

_______ - I showed respect toward all students and the

_______ - I participated fully in all activities.

_______ - I gave only constructive/positive comments.

_______ - I helped others when they needed it

Rainy Day/ Sub Plan:

Students should work independently to complete the search

Daily Performance Grade (0-10 points per day)

Performance Assessment of Skills

20% Self assessment (Affective)

NAME: Ryan Blain DATE: 1/25 TIME: 9:00-9:40

SCHOOL: Green Meadow LESSON#: 1 FACILITIES: Gymnasium CLASS SIZE: 20

EQUIPMENT: 1. 5 bowling lane carpets 2.5 bowling balls 3. 50 pins

4. 15 hula hoops 5.20 bean bags6. 5 hot spots

FOCUS OF LESSON: Underhand roll

STUDENT PERFORMANCE OBJECTIVES (SPO):

By the end of the lesson, students should be able to:

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

LESSON PLAN FORM

TIM SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Students are expected to 00 Use numbered

One student at a time tosses

Transition: Students will work

Demonstration will occur:

Teacher will use a visual to assist

Step forward with

Transition: Teacher will have the

Grade/Experience LevelGrade K-4_______