UNIT PLAN



BOWLING UNIT PLAN

|Discipline |Student & Class Level |

| | | |7th Graders |8th Graders |9th Graders |

| | | |Beginning |Intermediate |Advanced |

| | | |Class Make-up (past experience): |

| | | | |

| | | | |

|Educational Objectives & Standards |

|Unit Objectives |State Standards |

|To know how to select and fit a ball correctly. |1PA-E1PO1 & PO2, 1PA-E2PO2 |

|To perform the correct stance, grip and use of point of origin. |1PA-E1PO1 & PO2, 1PA-E2PO2 |

|To perform the 4-step approach |1PA-E1PO1 & PO2, 1PA-E2PO2 |

|To develop and use the strike and spare technique. |1PA-E1PO1 & PO2, 1PA-E2PO2 |

|To learn the rules and scoring of bowling and modified games. |1PA-E4PO1 |

|To work cooperatively in partners and groups in practice and game situations. |5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1 |

|To perform flexibility and strength exercises correctly. |4PA-E1PO2, 4PA-E2PO1, 7PA-E1PO2 |

|To develop CV fitness during into and class activities. |4PA-E1PO2, 4PA-E2PO1, 7PA-E1PO2 |

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| Skills to be Taught |

|(Not necessarily to be taught in order listed) |

|Ball selection & fitting |Stance, grip, point of origin |4-step delivery approach |

|Strike and Spare technique |Reading comprehension in understanding rules |Method of scoring & math skills involved |

|Vocabulary and Terminology | | |

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|Daily Overview |

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

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|Ball selection and |Four-step approach |Practice approach and delivery |Same as Day three |Developing a strike and spare |

| | |using bowling bingo. | |system |

|Delivery | | | | |

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|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |

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|Review and practice S & S |Scoring |Scoring and bowling the 10th |Quiz on scoring. Practice game.|Begin round robin tournament |

|system | |frame. | | |

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|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |

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|Tournament Play |Tournament Play |Tournament Play |Tournament Play |Test |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3 to 5 minutes |Around area. |

|Fitness: Teacher led exercises. |Scatter or squads formation |

|Lesson Focus: Ball selection, stance, grip and point of origin. |Skill Cues for Selecting a ball (This procedure is for real and PE |

|Explain and demonstrate the method of selecting the ball using the skill cues.|balls). |

|Allow students to try to fit a variety of balls. |The weight of the ball is important- 9 – 11 pounds for beginning girls |

|Have students practice their grip as described in the skill cues. They should |and 11 –15 pounds for beginning boys. The PE balls are going to weigh |

|put the ball down, pick it up and grip it several times to get the proper |less. The thumb and finger holes should fit snugly but the fingers |

|feeling of grip and control |should come out of the ball without popping. The span (the distance |

|Have students develop a point of origin from which to start their approach. |between the thumbhole and the finger holes_ of the ball is also import |

|While facing away from the lane, students should stand with their heels just |to a good fit. Put your thumb comfortably in the thumbhole and stretch |

|of the foul line and take 4 and a half toward the end of the approach area. |the hand across the other two holes. Fingers flat out. The line on the |

|The spot where the last foot lands will be the correct starting distance to |second knuckles of your middle and ring fingers should fall approx. ¼ |

|the foul line. Students should do this several times to find a consistent spot|inch beyond the edge of the finger holes. If they don’t the ball span |

|for starting their approach. Right-handed students should identify their |is too large or small. |

|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 |Skill cues for Grip and stance, |

|lane. If there are no arrows, stand so that right arm is just to the right of |Hold the hand position constant throughout the stance, swing and |

|the head pin. |delivery. Hold the ball in the non-bowling hand while taking the stance|

|Explain and demonstrate the stance, emphasizing skill cue 7. Allow students to|position. In gripping the ball, spread the two outside fingers apart |

|practice their stance. Have partners check each other for correctness. |and press downward against the surface of the ball with the tips of the|

|Have students start from their point of origin, and move forward toward the |fingers, Insert the middle fingers in to the finger holes. Grip the |

|lane without using the ball but going through all the cues. Student should |ball using the 10 o’clock - 4 o’clock technique. (See picture) |

|start with the foot on the same side as their bowling hand and practice taking|Develop a point of origin for consistently beginning the approach. |

|four steps and a slide toward the lane. They should adjust their point of |Coordinate lateral placement for the approach with the point of origin.|

|origin if they slide over the foul line. Have partner watch and give feedback |In a right-handed stance place the left foot slightly in from of the |

|to each other |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. |

|Closure Review, discuss and question about the proper method of selecting a | |

|ball, point of origin, lateral alignment and stance. | |

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|DATE _____________ EQUIPMENT: 1 ball per every 2 to 4 students |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: 4-step delivery approach and hook ball release. | |

| |Skill cues for 4-step approach and hook release. |

|Review the stance, grip, and point of origin from previous lesson. | |

|Explain and demonstrate the 4-step delivery approach. Have students practice |During the approach, take three steps and a slide. Step in a straight |

|without using the ball, on the lane if possible. Have them practice several |line, focusing on the target. Straighten the elbow, with weight of the |

|times so they develop a rhythm. Have partners watch and evaluate each other. |ball one the push-away, which is start of the swing. The push-away |

|Repeat above with ball but no pins. Emphasize the skill cues for the hook |pushes the ball away from the body straight out toward the lane, which |

|release. |causes the bowling arm elbow to extend. Keep the wrist firm during the |

|Have students practice the entire motion from the stance to the |swing and use the 10-o’clock-4 o’clock position to develop a hook ball |

|follow-through. Emphasize the development of rhythm and smoothness. |spin. Keep the shoulders and hips square to the target during the |

|Concentrate on rolling, not throwing the lane. |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 off-center 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. |

|Closure: | |

|Discuss and question students about skill cues for the approach. Have one | |

|student demonstrate it one last time. | |

| |

|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: Practice skills of bowling in by playing Bingo bowling. | |

| |Bingo bowling. |

|Explain and demonstrate the Bingo bowling and scoring card. | |

|Divide the class into sets of partners and then assign two sets of partners to|The partners bowl, alternating one partner from each set. Both sets of |

|a lane to compete against each other. |partners have a bingo card. After each person bowls two balls, count |

|Play Bingo Bowling. Have more score ready if needed. |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. |

|Closure: | |

|Answer questions about games. Collect cards. Give out prizes. | |

| |

|DATE _____________ EQUIPMENT: 1 ball per 2 to 4 students |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |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 |Skill cues for Strike and spare system. |

|will have to adjust the system to aim for pins. |Use the second lane arrow as the constant point of aim. Move the point |

|Explain the rationale of hooking the ball into the 1-3 pocket to increase the |of origin in the direction of the error. Face and approach the target |

|probability of getting a strike. Inform students that they should move in the |arrow- approach the lane at a slight angle. To have the ball strike the|

|direction of the error in throwing the ball. That is, if the ball goes too far|1-3 pocket at the appropriate angle, hook the ball into the pocket. |

|to the right, the bowler should move the lateral point of origin to the right |Identify a key pin- usually the pin closest to the bowler- in all spare|

|while continuing to sue the second arrow in from the gutter as the aiming |conversion attempts. To pick up a spare, move to the side of the |

|point. Demonstrate the technique. |approach area opposite the side on which the pins are standing. Always |

|Have students practice throwing strikes at only the 1-2-3 pins. Have partners |walk toward the key pin and deliver the ball in the same way as you |

|check each other as they make adjustments. |would a strike. Square the shou7lder to the target and not the foal |

|Explain the spare conversion system, emphasizing skill cues 5 – 8. Demonstrate|line. Using the lane identifiers as intermediate targets to hit the key|

|the technique. |pins is called spot bowling. |

|Have students practice picking up spares by making the necessary adjustments | |

|to the lateral point of origin. Have partners check each other. | |

|Closure: | |

| |

|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: Review and practice the strike and spare system | |

| |Rules for Most “Marks” Contest |

|Review the strike and spare system using the procedures and skill cues from | |

|lesson 5. |In bowling a “Mark” is a strike or a spare. |

|Explain the rules of the Most “Marks” Contest. Divide the class into groups of|In this contest the individuals or teams will keep track of how many |

|2 or 4 depending on the Number of lanes you have. Distribute the regulation |strikes and spares they can bowl in 10 frames. A running score is not |

|scorecards and pencils and assign lanes. Have students player as individuals |calculated. On the scorecard the student will record the number of pins|

|or as teams of 2to 4 to compete against each other on a lane or compete |knocked in each frame, using “x” for strike and “/” for spare. Do Not |

|against all the other teams. |keep a running total. At the end of 10 frames, count the number of |

| |strikes and spares, “Marks” to see who wins. |

|Closure: | |

|Answer any questions about the strike and spare system. Collect score sheets | |

|and give prizes to winners. | |

| |

|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|A bowling game consists of 10 frames in which the bowler attempts to |

|projector or white board to do some situations as a class. Divide the students|knock down as many pins as possible with one or two balls each frame. |

|into partner or small groups and provide them with sample games to score. Have|Roll 3 balls in the 10 frame if you make a strike of spare in that |

|partners help each other. Go around to the groups and answer questions and |frame. The bowling score is cumulative- add the score made in a frame |

|check for understanding. |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|

|Closure: |on the next ball thrown. Add the actual pin count to the running total |

|Ask questions that review the scoring process and the symbols used. |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 |

|Collect practice score sheets to check for understanding. |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). |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: Practice Scoring | |

| |See Lesson 7 for Skill cues for scoring. Have a couple copies on hand |

|1. Divide the class into groups of 2 to 4 depending on the equipment you have.|for students to reference. |

|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. | |

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|Closure: | |

|Collect scorecards. Answer any questions students have regarding scoring. | |

|Remind them of scoring quiz tomorrow. | |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: Scoring Quiz and Practice games. | |

| |Skill cues; |

|Pass out a pre-filled score card and have each student score the game. Trade |Review any skills you feel the students are lacking. |

|cards and grade. Go over any questions. Collect cards. | |

|Divide student into groups, no more than 4, depending on the equipment you | |

|have. Have student bowl an entire game and score it. | |

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|Closure: | |

|Answer any questions about skills or scoring. Explain the tournament that will| |

|start tomorrow | |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Jog 3mins, no walking |Around area |

|Fitness: Teacher led stretches and strength exercises. |Scatter or squads formation |

|Lesson Focus: Play tournament. | |

| | |

|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 | |

|If you prefer to mix up the teams, you can just play each day as a | |

|mini-tournament and switch partner everyday | |

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|Closure: | |

|Record scores and answer any questions the students have about scoring. | |

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|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 |CUE PHRAZES/INSTRUCTIONS |

|Intro: Explain test-taking procedures |Classroom |

|Fitness: | |

|Lesson Focus: Take test | |

| | |

|Pass out pencils, answer sheets and test. | |

| | |

|Students take test. | |

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|Collect answer sheet, test and pencils. | |

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|Review answer to test. (trade and grade test if you wish) | |

| | |

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|Closure: | |

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

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

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

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