Arturo Basurto Curriculum Project

Arturo Basurto
Cal Poly Pomona

9th Grade
Physical Education Curriculum
2018-2019
1
Table of Content
Program Objectives………………………………………………………….….…….. 3
Physical Education Yearly Block Plan.....……………………………….…….…….. 4
Cooperative Activities....................................................................................................7
Dance…………………………………………………………………………....…….. 12
Self-Defense.............………………………………………………………….….……. 17
Team Handball…..………………………………………………………….….…….. 22
Innovative Activities..……………………………………………………….….…….. 27
Pickle-Ball……………………………………………………………………….……..32
Badminton……………………………………………………………………….……..37
Orienteering……………………………………………………………………..……..41
Health & Nutrition…………………………………………………………….…..…..45
Individual Fitness………………………………………………………………….…..49
Yoga……………………………………………………………………………...……..53
Ultimate…………….…………………………………………………………………..58
Weight Training..….…………………………………………………………………..63
Aquatics..…………….……………………………………………………………..…..67
Olympic Games…….…………………………………………………………………..71
2
Program Objectives
Psychomotor:
▪ Students will learn the basic motor skills in a variety of physical activities
▪ Students will learn the amount of physical activity needed to participate in most
activities such self-defense, dancing, swimming, innovative activities and others
▪ Students will learn the different muscles activated and how to train specific muscle
groups in order to enjoy physical activities
▪ Students will participate in moderate to vigorous physical activity at least four days a
week.
Cognitive:
▪ Students will be able to create different health plans and help others achieve their
goals.
▪ Students will learn and explain techniques and concepts for a variety of games and
activities
▪ Students will be able to list safety equipment necessary for activities such as self-
defense, dancing, swimming, innovative activities and others
▪ Students will be able to identify and utilize different resources outside of campus in
order to meet their own objectives and goals
Affective:
▪ Students will interact with each other and treat each individual with the respect and
trust they want to be treated with
▪ Students will develop an attitude of trust for the PE teacher and each student as they
fulfill leadership roles
▪ Students will respond to journal prompts on their outlook of their own personal
physical lifestyle and how to help others improve on their own goals and objectives
▪ Students will invite other’s to join them once each unit is complete becoming health
ambassadors of their community
Students will be able to identify their enjoyment and which unit brings out the most
3
Physical Education Yearly Block Plan
Week Date # of lessons Content Area

1 8-16-18 2 Rules, Policies, Expectations and Permission Slips,
8-17-18 Locker checkout with locks.
2 8-20-18 5 Cooperative Activities: Intro, Giant Puzzle, Bench
8-24-18 Jumper, Tennis Ball Transfer
3 8-27-18 5 Cooperative Activities: Balloon pass, Group Juggling
8-31-18
4 9-3-18 4 Labor Day, Cooperative Activities: Almost Infinite
9-7-18 Circle and Trust Fall
5 9-10-18 5 Dance: Intro, leading and following, rhythm (4
9-14-18 quarter timing), weight change
6 9-17-18 5 Dance: Two-Step, Merengue
9-21-18
7 9-24-18 5 Dance: Bachata, Fox Trot and Salsa, Students create
9-28-18 own routine in groups
8 10-1-18 5 Self Defense: Intro, Vocal Authority and strikes
10-5-18
9 10-8-18 5 Self Defense: Offense and Defense, Counter moves for
10-12-18 Defense and Offense, Reaction to scenarios (proper use
of techniques) 2222
10 10-15-18 5 Team Handball: Intro and History, Overhand and
10-19-18 Wrist Pass, Catching static and running, Passing to a
partner
11 10-22-18 5 Team Handball: Intro and History, Overhand and
10-26-18 Wrist Pass, Catching static and running, Passing to a
partner
12 10-29-18 5 Team Handball: Dribbling, Passing to a partner
11-2-18 (static/on the run) Shooting (distance vs on the court
line) Jump, Wing, Fall
13 11-5-18 5 Team Handball: Offense and Defense Tactics, Game
11-9-18 play 3v3 through Elimination
14 11-12-18 4 Veteran’s Day, Innovative Activities: Intro, In-line
11-16-18 skating, Cup Stacker, Virtual Reality Gym, Human
Checkers
15 11-19-18 0 Thanksgiving Break,
4
11-23-18
16 11-26-18 5 Innovative Activities: Adelante Ball, KurfBall,
11-30-18 Horseshoes
17 12-3-18 5 Pickle Ball: Rules, Scoring and Position, Serving
12-7-18
18 12-10-18 5 Pickle Ball: Returning Serve, Dinks, Drop Shots,
12-14-18 Groundstrokes
19 12-17-18 4 Non-School Day, Pickle Ball: Volleys, Tournament 1 v
12-21-18 1 or 2v2
20 12-24-18 0 Christmas Break,
12-28-18
21 12-31-18 0 Christmas Break,
1-4-19
22 1-7-19 5 Badminton: Rules, Forehand and backhand grip,
1-11-19 Footwork, Strokes, Defense
23 1-14-19 5 Badminton: Offense, Stance, Drop-Shot

1-18-19
24 1-21-19 4 Martin Luther King Jr. Badminton: Smashing,
1-25-19 Tournament
25 1-28-19 4 K-12 Teacher In-Service Day, Orienteering: Intro and
2-1-19 history, gear and clothing, Map and Compass,
Navigating,
26 2-4-19 5 Orienteering: Viewing local maps, Planning,
2-8-19 Navigating on Campus
27 2-11-19 4 Lincoln’s Day, Health and Nutrition: Essential Foods,
2-15-19 Calories vs Fat, Myth Busters, Journal Entries,
28 2-18-19 4 Washington’s Day, Health and Nutrition (1): Creating
2-22-19 a plan
Individual Fitness (3): 5 components, Exercise vs
Physical Activity
29 2-25-19 5 Individual Fitness: Choosing appropriate gear,
3-1-19 Amount of Time needed, journal entries creating a
fitness plan
30 3-4-19 5 Individual Fitness: strength training,
3-8-19
31 3-11-19 5 Yoga: History, Benefits, Social Component
3-15-19
32 3-18-19 5 Yoga: Poses, Beginner, Intermediate, Advanced
3-22-19
33 3-25-19 5 Fitness Testing: Practice x2, Rest Day x2, Test
3-29-19
34 4-1-19 5 Ultimate: Rules, Field Space, Grip of Frisbee, Play and
4-5-19 Scoring, Movement of Disc
35 4-8-19 5 Ultimate: Non-contact, Fouls, Self-Refereeing,
4-12-19 Sportsmanship
5
36 4-15-19 0 Spring Break,
4-19-19
37 4-22-19 5 Weight Training: Initial Test, Weights v Calisthenics,
4-26-19 Affective Component
38 4-29-19 5 Weight Training: Creating and Implementing a
5-3-19 Routine, Barriers and Over coming
39 5-6-19 5 Aquatics: Intro, Pool Safety, CPR
5-10-19
40 5-13-19 5 Aquatics: Strokes: Freestyle, BackStroke, Front
5-17-19 Stroke, Butterfly, Breaststroke
41 5-20-19 5 Aquatics: Relay Race: Medley and Freestyle,
5-24-19
42 5-27-19 4 Memorial Day, Olympic Games: History, Countries
5-30-19 Picked, Student Choice of Games, Practice
43 6-3-19 4 Olympic Games: Day Rest Day, DayI-III
6-7-19 Gym Administration: Returning Locks,
Total 183
6
Cooperative
Activities
7
Unit Title: Cooperative Activities
Teacher Name: Mr. B
Date: 8/20 thru 9/7
Grade/Class: 9th
Space Needed: Baseball Field and/or Blacktop
California State Model Content Standards to be Addressed:
HSC 1: 1.10, 1.11, 2.1, 3.1, 3.2, 3.6, 3.7, 3.8, 3.10
California Teacher Performance Expectations Addressed: 1b, 4d, 4i, 7c, 8c
Equipment Needed: Giant Puzzle Pieces, Benches, flash cards, balloons, Different Size balls
(tennis balls, squishy ball), rope, hula hoops, Bungee cord
Provisions for Students with a Disability:
Anxiety Disorders are commonly labeled incorrectly and therefore students are usually
labeled as the “problem student”. Understanding the students’ background can assist in
understanding their specific disability (within the Anxiety Order. This unit introduces
many group interactions where students get to know each other in a relaxed environment.
The student can participate according to their level of comfort.
Unit Objectives:
Psychomotor:
Students will move kinesthetically while trying to solve each lesson’s objective.
8
How assessed: Students will be assessed by the use of rubrics and checklists.
Cognitive:
Students will create a plan for each of lesson that requires an object being moved from one
location to another.
How assessed: Students will be assessed through free response questions at the end of each
lesson and through short quizzes.
Affective:
Students will assess their role in each of their groups and the responsibility they hold in their
group’s outcome.
How assessed:
Students will be assessed through peer-to-peer checklist and through journal prompts for each
week.
Scope and Sequence of Content /or Developmental Analysis
Students begin the year with the convenience of getting to know each other through the various
Cooperative Activity. Each activity will facilitate the hierarchy that prevails within other subject
matters. Cooperative Activities changes the context where a more reserved student is able to
showcase his/her ability for that particular lesson. Not limited by student interaction, the students
also benefit in strategically solving each lesson’s objective as a team. The skills learned in this
unit are easily applicable to other subjects. Additionally, weekly prompts gives a medium in
which students are afforded the opportunity to express their feelings on the lesson and the
entirety of the unit.
1. Ice breakers
a. “Commonalties”
b. “How do we differ”
2. Social Interaction
a. Human Treasure Hunt
b. Giant Puzzle
i. Listening
ii. Speaking
3. Problem-solving
a. Who are you (questions asked of each student)
b. Bench Jumper (by birthday dates)
4. Group Juggling
a. Name recognition
b. Communication
c. Team Building
5. Trust fall
a. Pairs of students or groups of three
9
Unit Block Plan
Name of Unit: Cooperative Activities
Monday Tuesday Wednesday Thursday Friday

8-20 8-21 8-22 8-23 8-24
Ice Breakers: Ice Breaker: Ice Breaker: “Who Ice Breaker: Ice Breaker:
“Name by Name” are you” “It Ain’t me “Human
“Commonalties” Friend” Treasure Hunt”
Giant Puzzle: Each Bench jumper
“How do we differ” student has a Tennis Ball Balloon Pass
puzzle piece need Two groups Transfer
to connect with (-) Peer
other students “how can you Same groups Pressure
strategize to finish as Wednesday
quicker?”
HSC 1: 3.8, 3.10 HSC 1: 1.10, 3.10 HSC 1: 1.11, 3.10 HSC 1: 3.1, 3.10 HSC 1: 3.2,
3.10
8-27 8-28 8-29 8-30 8-31
Ice Breaker: Ice Breaker: Ice Breaker: Ice Breaker: Ice Breaker:
“Human Treasure
Hunt” (Different “Name by Name” “Truth Stronger “Truth Stronger “Truth
questions) large circle toss than fiction” than fiction” Stronger than
fiction”
Up Chuck Ball Jenga (with many (first 17 students) (second group of
pieces) 17) (last group of
Group Juggling Group Juggling 17)
(pairs, switch off,
half way through (Larger groups) Almost infinite
period) Circle
Enough rope
for 55 students
Lesson Plan
HSC 1: 2.10, 3.10 HSC 1: 3.1, 3.10 HSC 1: 3.2, 3.8, HSC 1: 3.2, 3.8, HSC1: 2.1, 3.8,
3.10 3.10 3.10
9-3 9-4 9-5 9-6 9-7
Labor Day
No School Cave In Four_Quad Trust Fall Trust fall
(Hula hoops) (Bungee cord) (Pairs) (Groups)

Mats are Mats are
Use groups from Use groups from available available
8/29, 8/30, 8/31 8/29, 8/30, 8/31
10
HSC 1: 1.11, 3.2, HSC 1: 1.11, 3.2, HSC 1: 3.7, 3.1, HSC 1: 3.7,
3.10 3.10 3.2, 3.10 3.1, 3.2, 3.10
9-10
Dance
11
Dance
12
Unit Title: Dance
Teacher Name: Mr. B
Date: 9/10 thru 9/28
Grade/Class: 9th
Space Needed: Indoor Dance Studio with wall mirror and roll out mat
HSC 3D: 1.1, 1.5, 1.6, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9
California Teacher Performance Expectations Addressed: 1a, 3d, 4d, 6g, 13c
Equipment Needed: Music, poly spots (various colors), speakers, white board, rhythm
sticks
Anxiety Disorders are commonly labeled incorrectly and therefore students are usually
labeled as the “problem student”. Understanding the students’ background can assist in
understanding their specific disability (within the Anxiety Order. This unit introduces
social interactions where a student may find it difficult in staying focused. Collaborating
with other instructors, this student can use video game programs, for example, Wii Dance,
for participation points.
Unit Objectives:
Psychomotor: Students will be able to dance to a variety of genres of dance.

How assessed: Students will be assessed through checklists, group performances, and
participation (Y/N) for the day
Cognitive:
Students will demonstrate keeping rhythm with different genres of music, using rhythm sticks, or
body or a combination of both
How assessed:
Students will have short quizzes, open discussions or demonstration of skills learned for the day
Affective:
Students will be comfortable dancing with other students and helping each other when a
technique is forgotten
How assessed:
13
Students answer journal prompts and questions at the end of their quizzes, specifically of their
like or dislike of dance.
Students learning dance ties in heavily with social interaction and math along with listening
skills and communication. During this unit, students will engage in asking each other to dance
and waiting for consent from each other, both male and female students will need to take lead
roles. Through the assessment process, students will gain knowledge in a variety of classic
dancing techniques and other’s.
1. Listening to Music
a. New Jargon
b. Counting beats
c. Tempo
d. When to count steps
2. Genres of Dance
a. Two-Step
b. Fox-Trot
c. Merengue
d. Bachata
3. Social Interaction
a. Fear of dancing
b. Asking a partner to dance
c. Group discussion on Dance specifically to student’s culture
d. Challenge by Choice
4. Group Demos
a. Group performances
i. Single
ii. Partner
iii. Group’s (5-8 per)
14
Unit Block Plan
Name of Unit: Dance

9-10 9-11 9-12 9-13 9-14
Introduction to Introducing the Two-Step Two-Step Introduction to Fox-

dance Two-Step Assessment Trot
Listening to more
Performance Find out from songs Students partner Origin of Dance
Expectations students who up and perform
knows the dance Split Class moves with music Prevalence around the
Using rhythm (boys and girls) world
sticks to keep beat How can dance After a few songs,
be used to interact Practice without rotate Listening to rhythm
Safety concerns with others? music
and equipment Peer-to-Peer Beginning stage of
Students will Practice With evaluations learning steps
Class Discussion: practice steps: Music
“What is a leader” individually “Did your partner
Using rhythm lead well?
sticks to keep beat Checklist
provided
HSC 3D: 1.1, 1.5, HSC 3D: 1.6, 2.2 HSC 3D: 3.3. 3.7, HSC 3D: 2.2, 3.1 HSC 3D: 2.2, 2.4
3.7 2.2
9-17 9-18 9-19 9-20 9-21
Refresher on Two Refresher on Two Introduction to Refresher on Introduction to Bachata

Step Step Merengue Two-Step and
Fox-Trot Origin of Dance
Continue with Continue with Origin of Dance
Fox-Trot steps Fox-Trot Listening to Prevalence around the
Prevalence around rhythm on slow, world
Listening to songs Practice with the world medium and fast
partner without tempo songs Listening to rhythm
Practice with music Listening to rhythm
partner without How can this Beginning stage of
music Create a dance Beginning stage of genre make you learning steps
routine learning steps more physically
active? How can this genre
How can this genre make you more
make you more Introduce physically active?
physically active? locations for
further skills Lesson Plan
HSC 3D: 2.2, 2.5, 3.2,

HSC 3D: 3.1, 3.2, HSC 3D: 3.6, 3.8 HSC 3D: 1.1, 3.6 HSC 3D: 3.7, 3.9 3.9
15
9-24 9-25 9-26 9-27 9-28
Refresher on Learning how to How are you Students continue
Two-Step, Fox- spin and follow feeling now about to work on their Students will present
Trot, and up with complex dancing? routine. their routine in front of
Merengue movement class
patterns Students will Those needing
Listening to receive a refresher help will ask each Those wishing not to
rhythm on slow, Engage with on each dance. other and then the perform in front of
medium and fast other students in a teacher class can record and
tempo songs circle (girls Students partner up upload to school’s
inside) and begin to work website
How can this on choreograph for
genre make you Ask girls who are dance routine Encourage students to
more physically comfortable in participate in dance
active? standing in for the outside of school
male part
Introduce
locations for
further skills
HSC 3D: 1.6, 3.7, HSC 3D: 2.3, 3.7 HSC 3D: 3.2 HSC 3D: 3.2, 3.6 HSC 3D: 3.2, 3.6, 3.7,
3.9 3.9
10-1
Self-Defense
16
Self-Defense
17
Unit Title: Self-Defense
Teacher Name: Mr. B
Date: 10/1 thru 10/12
Grade/Class: 9th
Space Needed: Gym Space or Outside Field by the Track
HSC 2: 1.1, 1.2, 1.4, 1.5, 1.9, 1.10, 1.11, 2.1, 2.5, 2.7, 2.10, 3.2, 3.3, 3.5, 3.6 3.7, 3.8, 3.9
California Teacher Performance Expectations Addressed: 1a, 2a, 12b
Equipment Needed: Music, White Board, dummys, mats, pads for hand and feet, speakers,
This unit may be difficult for a student with Anxiety Disorder. Challenge by choice will be
granted to the student with adaptations in order to receive participation points. When it
comes time for mounting another student, the student is able to use a dummy. The striking
portion of the unit, the student can use the dummy or paper targets.
Unit Objectives:
Psychomotor: Students will be able to defend themselves from various types of attacks
Cognitive:
Students will demonstrate what to do in different scenarios they may find themselves in
How assessed:
Students will have short quizzes, open discussions or demonstration of skills learned
Affective:
Students will be have the comfort of knowing they are learning how to deal with potential threats
on and off campus
How assessed:
Students answer journal prompts and questions at the end of their quizzes

18
Students learning self-defense will become more aware of their surrounding areas. By learning
different styles from boxing, Kung-Fu, mixed-martial arts, and others they will better equipped
in dealing with different potential threats. Additionally, the amount of time necessary in
becoming proficient in any one self-defense discipline is highly stressed. One unit cannot cover
everything a student can learn off campus.
1. Introduction on Self-defense
a. Importance
b. Crime Stats
c. Rape Stats
d. Situational awareness
2. Boxing
a. Basic Punch
b. Single
c. Combo Punches
d. Anatomy
3. Kung-Fu
a. Stance
b. defense
c. Offense
4. Body
a. Communication
i. Consent
ii. Voice Projection
iii. Intervening for friends
iv. Anatomy
5. MMA
a. Creating an exercise routine using the skills already learned
b. Present demonstrations of different scenarios and how to use MMA, or other types of
self-defense
19
Unit Block Plan
Name of Unit Self-Defense

10-1 10-2 10-3 10-4 10-5
Introduction to Importance Boxing: Boxing Cont’d: Kung Fu:

Unit
Situational Anatomy Single Stance
Stats Awareness
Basic Punch Combo/Punches Break into
Importance Rape Statistics Anatomy groups
Practice
Stances and
Boxing
skills
HSC 2: 3.3, 3.6 HSC 2: 3.3, 3.6 HSC 2: 1.1, 1.2, HSC 2: 1.1, 1.2,
2.1, 2.10, 3.9 1.4, 2.1, 2.10, HSC 2: 1.1,
3.9 1.2, 1.4,
1.10, 2.10,
3.9
10-8 10-9 10-10 10-11 10-12
Kung Fu Body Practice skills Use MMA style Use MMA

from each type format to style format
Defense Communication of Self-Defense develop a Self- to develop a
Consent Defense routine Self-
Offense Voice Boxing for different Defense
Projection Kung Fu scenarios routine for
Anatomy different
(Weak Points) scenarios
Body : Review:
Communication
through
Anatomy
HSC 2: 1.5, 1.8, HSC 2: 1.5, HSC 2: 1.1, 1.2, HSC 2: 1.2, 1.9, HSC 2: 1.2,
1.11, 2.5, 3.2, 1.8, 1.11, 3.2, 1.4, 1.5, 1.10, 2.7, 3.9 1.9, 2.7, 3.9
3.9 3.9 1.11, 2.1, 2.5,
2.10, 3.2, 3.3,
3.5, 3.6 3.7, 3.8,
20
3.9
10-15 10-16 10-17 10-18 10-19

Team Handball
21
Team Handball
22
Unit Title: Team Handball
Teacher Name: Mr. B
Date: 10/15 thru 11/9
Grade/Class: 9th
Space Needed: Gym
HSC 2: 1.1, 1.2, 1.3, 1.4, 1.6, 1.10, 2.1, 3.2, 3.3, 3.5, 3.6 3.7, 3.8, 3.9
California Teacher Performance Expectations Addressed: 1a, 2a, 5c, 7a
Equipment Needed: handball, eye guard, white board, cones, pennys, poly spots, tape
This unit may be challenging for a student with Anxiety Disorder. Challenge by choice is
also granted to the student with adaptations in order to receive participation points. During
warm ups, student can participate on their own pace or choose to follow along with the rest
of the class.
Unit Objectives:
Psychomotor: Students will be able to move up and down the court while using different motor
skills
Cognitive:
Students will demonstrate how to use defensive and offensive strategies against their opponent
How assessed:
Students will have short quizzes, open discussions or demonstration of what to do in different
scenarios
Affective:
Students will realize their participation is important for the group to be successful. How
assessed:

23
Team Handball is the introduction of one of the units where being tall does not equate with
greater athleticism. Everyone needs to participate in order to score on the opponent’s goal.
Group communication is crucial in order to carry out defensive and offensive strategies.
Team Handball is a fast pace game where everyone needs to know their position and the
opponent’s as well. Leadership is fluid depending on the play and can change from one
member to the next. The fast pace environment allows very little downtime and uses every
possible minute allowed. Small games allow each group to think of different routes that can
be used with a larger team.
1. Introduction to Team Handball

a. Basic Rules
b. Court Layout
c. Positions
2. Ball Handling
a. Basic Pass
b. Side Arm Pass
c. Long Pass
d. Dribbling
e. Movement up and down court
3. Defense
a. Strategies
b. Counter-strategies
4. Offense
a. Strategies
b. Counter-strategies
5. Conditioning
a. Cardiovascular
6. Games
a. Small games
b. Tournament Bracket
24
Unit Block Plan
Name of Unit Team Handball

10-15 10-16 10-17 10-18 10-19
Introduction to Ball Handling Ball Handling Defense: Defense:

Team Handball
Basic Pass Dribbling Strategies Strategies and
Basic Rules Side Arm Pass Movement up and Counter Counter
Court Layout Long Pass and down court Strategies Strategies
Positions
HSC 2: 1.3,
1.10, 1.11 HSC 2: 1.2, 1.3, HSC 2: 1.2, HSC 2: 1.1, HSC 2: 1.1,
3.9 1.3, 3.9 1.4, 1.10, 1.4, 1.10, 2.1,
2.1, 3.9 3.9
10-22 10-23 10-24 10-25 10-26
Defense: Offense: Offense: Offense: Small games:
Strategies and Strategies and Strategies and Strategies 5v5

Counter Counter Counter and Counter
Strategies Strategies Strategies Strategies
HSC 2: 1.1, 1.4, HSC 2: 1.1, 1.2, HSC 2: 1.1, HSC 2: 1.1, HSC 2: 1.2,
1.10, 2.1, 3.9 1.4, 2.1, 3.8, 3.9 1.2, 1.4, 2.1, 1.2, 1.4, 2.1, 3.8, 3.9
3.8, 3.9 3.8, 3.9
10-29 10-30 10-31 11-1 11-2
Ball Handling Ball Handling Ball Handling Ball Conditioning

Handling for upcoming
Basic Pass Basic Pass Dribbling Tournament
Side Arm Pass Side Arm Pass Movement up Dribbling Week
Long Pass Long Pass and down court Movement
25
up and down Cardiovascular
Stations to Stations to Stations to court Exercises:
improve on each improve on each improve to Jump Rope,
of the passes of the passes increase Stations to Sprints,
dribbling skills improve on Jumping Jacks
dribbling etc
skills and
moving
while
dribbling
HSC 2: 1.1,
HSC 2: 1.1, 1.2, HSC 2: 1.1, 1.2, HSC 2: 1.1, 1.9, 3.8, 3.9 HSC 2: 1.8,
1.4, 2.1, 3.9 1.4, 2.1, 3.9 1.2, 1.4, 2.1, 3.9
3.9
11-5 11-6 11-7 11-8 11-9
Practice Practice Day 1 of Day 2 of Day 3 of

Tournament Tournament Tournament
Strategies: Strategies:
Defense/Offense Defense/Offense
Passes/Dribbling Passes/Dribbling
With Team
Members
HSC 2: 1.2, 1.4, HSC 2: 1.2, 1.4, HSC 2: 1.2, HSC 2: 1.2, HSC 2: 1.2,
2.1 2.1 2.1, 3.8, 3.9 2.1, 3.8, 3.9 2.1, 3.8, 3.9
26
Innovative
Activities
27
Unit Title: Innovative Activities
Teacher Name: Mr. B
Date: 11/13 thru 11/30
Grade/Class: 9th
Space Needed: Gym, blacktop, or Track field
HSC 1:
California Teacher Performance Expectations Addressed: 1a, 2a, 5c, 7a, 9b
Equipment Needed: in-line skates, VR goggles, cups, eye guard, white board, cones,
pennys, poly spots, tape, horseshoes(metal and plastic), penny’s (black and red), bean bags
This unit may be challenging for a student with Anxiety Disorder. Challenge by choice is
also granted to the student with adaptations in order to receive participation points. The
student has more options during this unit. More options should alleviate any anxiety since
there are many to choose from.
Unit Objectives:
Psychomotor: Students will use different movement skills, balance, and hand and eye
coordination in order to participate in every
How assessed: Students will be assessed through checklists, and participation (Y/N) for the day
Cognitive:
Students will identify the use of different skills for each activity learned
How assessed:
Students will have short quizzes, one-on-one discussions or demonstration of old skill to current
activity
Affective:
Students will encourage each other throughout each activity
How assessed:
Students will write down what encouraging word or phrase they said to another classmate in
their journals
28
Innovative Activities gives students the opportunity in trying different activities that are
not normally done at the high school level. Human Speed Chess, for example involves all
students with minor adaptations, every student is an essential component on their team.
Others such as in-line skating give a chance in learning balance and coordination. These
activities can be done after the student has graduated and are straightforward and have
simple rules. Additionally, class hierarchy changes when a student is more proficient at one
activity compared to the natural athlete. This changes any stereotypes other classmates
may have on the student.
1. Introduction to Innovative Activities

a. In-line Skating
b. Cup Stacker
c. Virtual Reality Games
d. Human Speed Chess
i. Rules
ii. Moving Patterns for each Piece
e. Kurfball
i. Rules
ii. Positions
iii. Defense
iv. Offense
v. Strategies
f. Adelente ball
i. Rules
ii. Positions
iii. Defense
iv. Offense
v. Strategies
29
Unit Block Plan
Name of Unit Innovative Activities
HSC 1: 1.1, 1.3, 1.10, 2.9, 3.1, 3.2, 3.4, 3.9, 3.10
11-12 11-13 11-14 11-15 11-16
Veteran’s Day In-Line Virtual Reality Human Speed Kurfball

No School Skating Games Chess
Rules and
Cup Stacker Human Speed Positions
(Alternative Chess
Activity for
those opting Basic Rules of
out of in-line each piece
skating)
HSC 1: 1.1, HSC 1: 1.1, HSC 1: 1.10, HSC 1: 1.1,

2.9, 3.4 1.10, 3.1, 3.4 3.1, 3.2 1.3, 3.1, 3.4
11-19 11-20 11-21 11-22 11-23
Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving

Break Break Break Break Break
11-26 11-27 11-28 11-29 11-30
Kurfball Play Kurfball Adelente Ball Adelante Ball Play Adelante

Ball
Defense/ Defense/ Rules and Defense/
Offense Offense Positions Offense Alternate
Strategies Strategies Strategies Options:
Cup Stacker
Alternate Human Speed
Options: Lesson Plan Chess
Cup Stacker
Human Speed
Chess
30
HSC 1: 1.1, HSC 1: 1.1, HSC 1: 1.1, HSC 1: 1.1, HSC 1: 1.1,
1.3, 1.10, 3.2, 1.3, 1.10, 2.9, 1.3, 3.1, 3.4 1.3, 1.10, 3.2, 1.2, 3.1, 3.2,
3.8, 3.9 3.2, 3.4, 3.8, 3.8, 3.9 3.10
3.9, 3.10
12-3
Pickle Ball
31
Pickle Ball
32
Unit Title: Pickle Ball
Teacher Name: Mr. B
Date: 12/3 thru 12/20
Grade/Class: 9th
Space Needed: Tennis Courts
HSC 3C: 1.1, 1.3, 1.5, 2.2, 2.6, 3.1, 3.3, 3.6, 3.7, 3.8, 3.9
California Teacher Performance Expectations Addressed: 1a, 2a, 5c, 7a, 8c, 11a
Equipment Needed: paddles, wiffle balls, cones, hula hoops, buckets, white board
Student with an Anxiety disorder may find this unit more inviting. Racquets are large and
the speed of the wiffle ball is minimal. Also, student can play with another student they are
more comfortable with during the one v one portion of the unit. Hopefully they have
become more comfortable at this stage of the school year to participate with other students.
Unit Objectives:
Psychomotor: Students will manipulate racquet to clear the net
How assessed: Students will be assessed through checklists
Cognitive:
Students will identify which racquet position is more advantageous
How assessed:
Students will have short quizzes, peer-to-peer assessments or demonstration of racquet handling
Affective:
Students will promote positive sportsmanship whether in singles or dual game play
How assessed:
Students will write down what encouraging word or phrase they said to another classmate or
team in journal

33
Pickle ball is a great introductory into court sports. The game is generally at a slower pace
compared to badminton. The introduction of the racquet develops an important concept of
hand positioning. The court dimension gives a visual image of fault lines. This unit ushers
in not only hand and eye coordination but also control in strength. Wiffle balls need wrist
action in order to get it over the net. Once the students move into Badminton, they will
realize the importance of properly holding a racquet when they begin to play and their
power generates from their wrist.
1. Introduction to Pickle Ball
a. Rules
b. Court Dimensions
c. Scoring
2. Paddle Grip
a. Continental
b. Eastern Forehand
c. Western Forehand
d. Backhand
3. Ball Control
a. Walking with ball on paddle (dominant-hand)
b. Walking with ball on paddle (non-dominant hand)
c. Striking ball waist high
d. Striking ball waist high while walking
e. Hit the ball overhead (dominant hand)
f. Hit the ball overhead (non-dominant hand)
4. Paddle Control
a. Forehand
i. Strike a balloon with Forehand (dominant hand)
ii. Strike a ball against a wall (non-dominant hand )
b. Backhand
i. Strike a ball over the net
ii. Strike the ball over the net into bucket
iii. Strike ball over the net to partner
iv. Strike ball over net to partner for X amount of times
c. Backhand Drive
i. Strike a balloon
ii. Strike a ball
iii. Strike a ball against a wall
iv. Strike a ball towards partner
5. Play
a. Singles
i. Defense
ii. Offense
iii. Strategies
b. Doubles
i. Defense
ii. Offense
iii. Strategies
34
Unit Block Plan
Name of Unit: Pickle Ball

HSC 3C: 1.1, 1.3, 1.5, 2.2, 2.5, 2.6, 3.1, 3.3, 3.5, 3.6, 3.7, 3.8, 3.9
12-3 12-4 12-5 12-6 12-7
Rules and Court Paddle Grip Ball Control Ball Control Ball Control
Dimensions
Scoring Continental Walking with ball Striking ball waist Hit the ball
Eastern Forehand on paddle high overhead (dominant
Western Forehand (dominant-hand) hand)
Backhand Striking ball waist
Walking with ball high while walking Hit the ball
on paddle (non- overhead (non-
dominant hand) Small Games dominant hand)
Small games Small Games
HSC 3C: 1.1, HSC 3C: 1.1,

HSC 3C: 1.3, HSC 3C: 1.1, HSC 3C: 1.1,
1.5, 2.2, 3.3, 3.8 2.2, 3.9
2.2 3.9 2.2, 3.9
12-10 12-11 12-12 12-13 12-14
Paddle Control: Paddle Control: Paddle Control: Paddle Control: Paddle Control:
Forehand Backhand Backhand Backhand Drive Backhand Drive
Strike a balloon Strike a ball over Strike ball over Strike a balloon Strike a ball against
with Forehand the net the net to partner a wall
(dominant hand) Strike a ball
Strike the ball over Strike ball over Strike a ball
Strike a ball against the net into bucket net to partner for towards partner
a wall (non- X amount of times
dominant hand )
HSC 3C: 1.3, HSC 3C: 1.3,

HSC 3C: 1.3, HSC 3C: 1.3, HSC 3C: 1.3,
2.5, 3.1, 3.7 3.6, 3.8
3.1, 3.5, 3.8 3.1, 3.8 2.5, 3.8
12-17 12-18 12-19 12-20 12-21
Singles Double Games: Games: Winter Break

Defense/Offense Defense/Offense
Strategies Strategies 1 v1 1 v1
35
2v2 2v2
3v2 3v2
2v2 2v2
HSC 3C: 1.2, HSC 3C: 1.2, HSC 3C: 1.2, HSC 3C: 1.2,
1.3, 2.5, 3.1, 3.8 1.3, 2.5, 3.1, 3.8 2.2 3.9 2.2 3.9
12-24 12-25 12-26 12-27 12-28
Winter Break Winter Break Winter Break Winter Break Winter Break
36
Badminton
37
Unit Title: Badminton
Teacher Name: Mr. B
Date: 1/7 thru 1/25
Grade/Class: 9th
Space Needed: Gym
HSC 3C: 1.1, 1.3, 1.5, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9
California Teacher Performance Expectations Addressed: 1a, 3d, 3g, 4d, 6g, 7c, 13c
Equipment Needed: Badminton nets, racquets, birdies, eye guard, poly spots (various
colors), white board, poster-board
The student with Anxiety Disorder is placed with the same partner they were with for
Pickle Ball. Poster boards at each station depicts the proper way a birdie goes over the net.
Step by step instructions reduces any anxiety Badminton may cause. Student can also
choose where in the gym they would like to practice their skills.
Unit Objectives:
Psychomotor: Students will be able to use various racquet positions during single and double
matches
Cognitive:
Students will demonstrate the various shots for Badminton
How assessed:
Students will have short quizzes, T/F false diagrams, and demonstration of skills learned for the
day
Affective:
Students will explain the social interaction taking place throughout the unit, whether positive or
negative and how they can be the change for the better
How assessed:
38
Badminton is a life-long sport. Whether played competitively or for recreation, staying

physical active is accomplished. From the previous unit, students put into practice their
racquet handling skills in a faster pace game. The various shots done in Badminton allow
students to analyze their opponent’s position and act accordingly.
1. Introduction to Badminton
a. Rules
b. Court Dimension
2. Racquet Handling
a. Racquet Grip
i. Continental
ii. Eastern Forehand
iii. Western Forehand
iv. Backhand
3. Footwork
a. Defense
b. Offense
4. Serve
a. Long
b. Short
c. Return
d. Drive and Flick
5. Stroke
a. Overhead
b. Underhead
c. Forehand and Backhand for both
6. Shots
a. Drop-Shot
b. Smash
c. Clear
d. Drive
39
Unit Block Plan
Name of Unit Badminton

12-31 1-1 1-2 1-3 1-4
Winter Break Winter Break Winter Break Winter Break Winter Break
1-7 1-8 1-9 1-10 1-11
Lesson Plan
1-14 1-15 1-16 1-17 1-18
1-21 1-22 1-23 1-24 1-25
MLK
No School
40
Orienteering
41
Unit Title: Orienteering
Teacher Name: Mr. B
Date: 1/29 thru 2/8
Grade/Class: 9th
Space Needed: Field by Baseball Field or Football Field
HSC 4A: 1.1, 1.4, 2.1, 3.1, 3.2, 3.3
California Teacher Performance Expectations Addressed: 1a, 2a, 3g, 4i, 6g, 7c, 9g
Equipment Needed: Maps, compass, cones, poly spots, white board, phones
Orienteering may prove to be too stressful for the student with an Anxiety Disorder. They
are placed with the same partner they were with for Pickle Ball. Poster boards at each
station depicts the proper way a birdie goes over the net. Step by step instructions reduces
any anxiety Badminton may cause. Student can also choose where in the gym they would
like to practice their skills.
Unit Objectives:
Psychomotor: Students will be able to walk from position to position around campus
How assessed: Students will be assessed through checklist completion, group and individual
performance
Cognitive:
Students will analyze their position and using compass navigate to next objective
How assessed:
Students will have short quizzes on topographical maps and demonstration of skills learned for
the day
Affective:
Students will participate in group and individual responsibility in order to navigate through out
the campus
How assessed:
Students will answer journal prompts on their feelings about orienteering and campus navigation
42
Orienteering is a crucial skill to possess while taking day hikes in the mountains. The use of
a compass and natural landmarks aid students in becoming competent in using a compass
and other objects in order to navigate themselves to different positions. The use of
geocaching adds another element to the adventure of walking from position to position. The
skills learned can be taken outside of the campus and used as a recreational tool.
Geocaching provides students the ability to navigate without the use of a compass.
Learning how to read grid coordinates also enhances math skills. Additionally, shooting a
bearing requires skills of plotting points on a map and calculating distance over time
(Speed). Overall Orienteering skills are necessary in order to properly navigate through
different terrains.
1. Introduction to Orienteering
a. Compass
i. True North
ii. Fred
iii. Spinning Dial
iv. Shooting a bearing
2. Maps
a. Local
b. Topographical
3. Geocaching
a. Phone Use
b. Finding points
c. Reading Clues
4. Land Navigation
a. Inclement Weather
b. Day
c. Night
d. Terrain
5. Gear
a. Clothing
b. Shoes
c. First Aid
d. Water decontamination
43
Unit Block Plan
Name of Unit Orienteering

1-28 1-29 1-30 1-31 2-1
Staff
Development
Day
No School
2-4 2-5 2-6 2-7 2-8
2-11 2-12
Lincoln’s Health and

Birthday Nutrition
No School
44
Health and
Nutrition
45
Unit Title: Health and Nutrition
Teacher Name: Mr. B
Grade/Class: 9th
Space Needed: Gym or Classroom
HSC 2: 1.8, 2.6, 3.3, 3.4, 3.5
California Teacher Performance Expectations Addressed: 1b, 2c, 4g, 7c
Equipment Needed: White board, Chromebooks, Desks, Paper, Markers, Poster-Boards
Health and Nutrition will hopefully relax the student with Anxiety Disorder. This unit is
done inside the classroom, making it similar to other classes the student is accustom to. If
routine relaxes the student, this unit provides seven days of familiarity to the student. The
student can focus on developing a program of health and fitness and use it in order to calm
their anxiety.
Unit Objectives:
Psychomotor: Students will be write a health plan to improve training and conditioning for the
activities covered
How assessed: Students will be assessed by their health plan and the five components of health
and six components of nutrition
Cognitive:
Students will develop a physical fitness plan with health and nutritional components
How assessed:
Students will present their physical fitness plan
Affective:
Students will incorporate personal goals in their fitness plan
How assessed:
46
Students will openly discuss their personal goals in small groups and encourage each other to
adhere to their fitness plan
Health and Nutrition is another crucial skill to maintain physical fitness. By taking small
achievable steps, every student can successfully follow their fitness plan. By encouraging
each other, they will keep to their fitness plan and help others along the way. Learning the
five components of health also ensures that each student develops other aspects of
themselves besides the outer body.
Introduction to Health and Nutrition
1. Health
a. Components
i. Physical
ii. Social
iii. Cognitive
iv. Emotional
v. Cultural
vi. Spiritual
2. Nutrition
a. Components
i. Protein
ii. Carbohydrates
iii. Fats
iv. Vitamins
v. Minerals
vi. Water
47
Unit Block Plan
Name of Unit Health and Nutrition

2-11 2-12 2-13 2-14 2-15
Lincoln’s
Birthday
No School
2-18 2-19 2-10
Washington’s Individual
Birthday Fitness
No School
48
Individual Fitness
49
Unit Title: Individual Fitness
Teacher Name: Mr. B
Date: 2/20 thru 3/8
Grade/Class: 9th
Space Needed: Gym or Field (by baseball field), track
HSC 1: 1.1, 1.15, 1.9, 1.12, 2.1, 2.7, 2.10, 3.1, 3.5, 3.9, 3.10
California Teacher Performance Expectations Addressed: 1b, 2c, 3g, 7c
Equipment Needed: light free weights, White board, cones, poly spots, pull-up bar, dip-bar
The student with Anxiety Disorder benefits tremendously with this unit. Lifting weights,
whether body weight or free weights, releases endorphins. The student will develop a
month long plan and follow it and provide feedback to the success or improvements
necessary for their plan.
Unit Objectives:
Psychomotor: Students will develop a month long fitness plan and use it to become proficient in
one of the motor-skills outlined in their plan
How assessed: Students will be assessed by their fitness plan and the five components of health
and six components of nutrition
Cognitive:
Students will analyze their fitness plan and explain why each component aids to their overall-
health
How assessed:
Students will present their physical fitness plan to another classmate
Affective:
Students will incorporate personal goals in their physical fitness plan
How assessed:
50
Students will openly discuss their personal goals in small groups and encourage each other to
adhere to their fitness plan
Individual Fitness gives every student the ability to choose their favorite activity and
implement it into their month long fitness plan. The Health and Nutrition unit assists each
student in developing their fitness plan. The unit introduces body movements, calisthenics,
to be followed up with weight training. Students can assess their personal improvement
using their own body weight or free weights. They can compare and contrast the benefits of
both, physically and economically.
1. Introduction to Individual Fitness
a. Components
i. Strength Training
ii. HIIT Training
iii. Calisthenics
2. Gear
a. Clothing
i. Shoes
ii. Protections for hands
51
Unit Block Plan
Name of Unit Individual Fitness

2-20 2-21 2-22
2-25 2-26 2-27 2-28 3-1
3-4 3-5 3-6 3-7 3-8
3-11
Yoga
52
Yoga
53
Unit Title: Yoga
Teacher Name: Mr. B
Grade/Class: 9th
Space Needed: Gym or Field (by baseball field)
HSC 3C: 1.1, 1.6, 2.2, 3.1, 3.6, 3.8
California Teacher Performance Expectations Addressed: 1b, 2c, 3g, 4d 7c
Equipment Needed: individual mats, yoga blocks, small towels, speakers, music
The student with Anxiety Disorder benefits tremendously with this unit. Yoga provides
relaxation through meditation. The student can use the skills acquired in order for them to
relax when feeling anxious. The different techniques increases blood flow and as a result,
they can calm themselves down.
Unit Objectives:
Psychomotor: Students will perform different yoga poses from beginners, intermediate and
advanced
How assessed: Students will be assessed through the use of checklists, and rubrics
Cognitive:
Students will demonstrate various poses within their group
How assessed:
Students will appropriately name the different poses in a short quiz
Affective:
Students will use the techniques in order to focus on their person
How assessed:
Students will discuss the calming affect Yoga has in their journals
54
Yoga is an ancient form of meditation but currently used as an alternative health lifestyle.
There are many positive benefits from yoga students can use in other areas of their life. It
serves as a calming tool, for example, before a test or presentation. It increases blood flow
to all areas of the body and flexibility. It can be used in order to get a better quality of
sleep. It also helps in strengthening core muscles through static exercises. Each pose is held
for a pre-determined amount of time and hold time increases as the individual repeats each
pose.
1. Introduction to Yoga
a. Seated Poses
i. Virasana
ii. Dolphin
iii. Sukhasana
b. Standing Pose
i. Upward Forward Fold
ii. Warrior I
iii. Warrior II
c. Supine Pose
i. Fish
ii. Supine Spinal Twist
iii. Corpse
iv. Belly Twist
d. Supine Pose
i. Half Shoulder Stand
ii. Downward Facing Frog
iii. Downward Facing Dog
iv. Four Limbed Staff Pose
55
Unit Block Plan
Name of Unit Yoga

3-11 3-12 3-13 3-14 3-15
3-18 3-19 3-20 3-21 3-22
3-25
Fitness Testing
56
Unit Block Plan
Name of Unit Fitness Testing

My management strategy for Fitness testing is to separate boys and girls to separate field.
Fitness Testing is one week, every unit has helped each student arrive to this point.
Day Boys Girls
1 Pacer/BMI Flexed Arm-Hang /
Trunk Lift
2 Curl-up / 1 mile run Pacer/BMI
3 Pull-up/ Sit & Reach Curl-up / 1 mile run
4 Push-up / Walk Test Pull-up/ Sit & Reach
5 Flexed Arm-Hang / Push-up / Walk Test
Trunk Lift
Students who finish early can use their Yoga techniques to relax themselves for the
following day. Additionally, those students who are missing days can write a page
explaining the importance of Physical Education.
57
Ultimate
58
Unit Title: Ultimate
Teacher Name: Mr. B
Date: 4/1 thru 4/12
Grade/Class: 9th
Space Needed: Field (by baseball field)
HSC 1: 1.1, 2.1, 2.2, 3.1, 3.2, 3.5, 3.8
California Teacher Performance Expectations Addressed: 1c, 5c, 6g, 7c
Equipment Needed: Frisbees, cones, white board, penny’s, hula hoops, buckets
The student with Anxiety Disorder may have some difficulty with this unit. It requires
hand and eye coordination while on the move. The student can use any of the many skills
learned in the Yoga unit in order to calm themselves down. They can also partner up with
the same student they have felt comfortable with throughout the semester.
Unit Objectives:
Psychomotor: Students will perform different yoga poses from beginners, intermediate and
advanced
How assessed: Students will be assessed through the use of checklists, and rubrics
Cognitive:
Students will demonstrate various poses within their group
How assessed:
Students will appropriately name the different poses in a short quiz
Affective:
Students will use the techniques in order to focus on their person
How assessed:
Students will discuss the calming affect Yoga has in their journals
59
Ultimate is a group activity that does not take long to learn but it is high intensity workout.
Similar to HIIT (High Intensity Interval Training), the Ultimate unit is a break from
Fitness Testing. Students are receiving their daily time of physical activity without realizing
it. The constant pace of Ultimate distracts participants in focusing on passing the Frisbee to
another player and attempting to score. This unit also culminates in the social interaction
students have had through-out the academic year. Ultimate is a self-refereeing sport,
therefore, students must have integrity and sportsmanship in order to play fairly.
1. Introduction to Ultimate:
a. Rules
b. Field
c. Play
i. Movement of Disc
ii. Change of Possession
iii. Substitution
d. Non-contact
e. Fouls
f. Self-Refereeing
g. Sportsmanhip
60
Unit Block Plan
Name of Unit Ultimate

4-1 4-2 4-3 4-4 4-5
Rules and Field Play: Movement of Non-contact, Fouls Self-Refereeing, Go over Basic
Disc, Change of Sportsmanship Rules
Grips/Throwing of Possession, Small Games:
Frisbee Substitutions Small Games: Break into Teams:
Hula Frisbee
Group Frisbee Frisbee relay race Throw (accuracy) Hula Frisbee Throw Ice breaker for
tossing name game Distance and Teams…Move to
Continue to work Frisbee tag accuracy Team Tic-tac-toe
Break into groups of on grips and (throwing on the
9 throws move) Repeat self- Practice On Grips,
refereeing and Throws (distance
Continue to work sportsmanship and accuracy)
on grips and
throws (distance) Breaking into teams
tomorrow
4-8 4-9 4-10 4-11 4-12
Teams are Teams are Teams are Teams are Teams are
competing in competing in competing in competing in competing in
Tournament Tournament Tournament Tournament Tournament
Brackets Brackets Brackets Brackets Brackets
Quarter Finals Semi-Finals Finals
Chart inside locker Chart inside locker Chart inside locker Chart inside locker Chart inside locker
room and on the room and on the room and on the room and on the room and on the
field field field field field
Team 1 v Team 2 Team 1 v Team 2 Team 1 v Team 2 Team 1 v Team 2 Team 1 v Team 2
Team 3 v Team Team 3 v Team Team 3 v Team Team 3 v Team Team 3 v Team
4…etc 4…etc 4…etc 4…etc 4…etc
61
Teams grouped with Teams grouped Teams grouped Teams grouped Teams grouped with
various degrees of with various with various with various various degrees of
skill degrees of skill degrees of skill degrees of skill skill
4-15 4-16 4-17 4-18 4-19
Spring Break Spring Break Spring Break Spring Break Spring Break
4-22
Weight Training
62
Weight Training
63
Unit Title: Weight Training
Teacher Name: Mr. B
Date: 4/22 thru 5/3
Grade/Class: 9th
Space Needed: Weight Room
HSC
California Teacher Performance Expectations Addressed:
Equipment Needed: Free weights, music, speakers, white board, pull-up bars, dip-bars,
resistant bands (various weights),
Unit Objectives:
Psychomotor: Students will perform a series of exercises, free weights or calisthenics

How assessed: Students will be assessed through the use of checklists and rubrics
Cognitive:
Students will demonstrate their knowledge of various exercises
How assessed:
Students will appropriately match exercises with strengthening specific body parts in daily short
quizzes
Affective:
Students will interact with their partners in a polite and safely manner
How assessed:
Students will write in their weekly journal on their
64
Ultimate is a group activity that does not take long to learn but it is high intensity workout.
Similar to HIIT (High Intensity Interval Training), the Ultimate unit is a break from
Fitness Testing. Students are receiving their daily time of physical activity without realizing
it. The constant pace of Ultimate distracts participants in focusing on passing the Frisbee to
another player and attempting to score. This unit also culminates in the social interaction
students have had through-out the academic year. Ultimate is a self-refereeing sport,
therefore, students must have integrity and sportsmanship in order to play fairly.
1. Introduction to Weight Training:

a. Safety
b. Weight Room Etiquette
c. Initial Strength Test
2. Stretching
a. Lifting
b. Spotting
3. Exercise and Training
4. Training Loads
a. Exercise
i. Chest
ii. Back
iii. Shoulder
iv. Upper Arm
v. Leg
vi. Core
5. Total Body Exercise
a. Calisthenics
6. Completing First Workout
a. Free weights
b. Calisthenics
7. Program Design Principles
8. Designing Program
a. Final Strength Test
b. Free-weights
c. Calisthenics
65
Unit Block Plan
Name of Unit Weight Training

4-22 4-23 4-24 4-25 4-26
Safety Stretching Basic Basic Basic

Movement in Movement in Movement in
Weight Room Spotting and Exercises: Exercises: Exercises:
Etiquette Lifting
Technique Chest, Back Shoulder, Leg and Core
Initial Strength Upper Arm
Test
Calisthenics Calisthenics Calisthenics Calisthenics
alternative alternative alternative alternative
4-29 4-30 5-1 5-2 5-3
Introduction to Completing Program Designing Turn in

Total Body First Workout Design Program Workout
Exercise Principles Program
Light Day
Free Weights Free Weights Continue with Final Strength
and/or and/or different Tomorrow is Tests
Calisthenics Calisthenics exercises Final Strength
Test
Fill out Chart Using Chart to
improve weak
areas
5-6
Aquatics
66
Aquatics
67
Unit Title: Aquatics
Teacher Name: Mr. B
Date: 5/6 thru 5/24
Grade/Class: 9th
Space Needed: Pool, Classroom
HSC
Equipment Needed:
Unit Objectives:

Cognitive:
How assessed:
quizzes
Affective:
How assessed:
68

a. Safety
2. Stretching
69
Unit Block Plan
Name of Unit Aquatics

5-6 5-7 5-8 5-9 5-10
5-13 5-14 5-15 5-16 5-17
5-20 5-21 5-22 5-23 5-24
5-27 5-28
Memorial Day Olympic

No School Games
70
Olympic Games
71
Unit Title: Olympic Games
Teacher Name: Mr. B
Date: 5/28 thru 6/5
Grade/Class: 9th
Space Needed: Track Field, Both Baseball Fields
HSC 3C: 1.1, 1.3, 1.5, 2.2, 2.6, 3.1, 3.3, 3.6, 3.7, 3.8, 3.9
Equipment Needed:
Unit Objectives:

Cognitive:
How assessed:
quizzes
Affective:
How assessed:
72

a. Safety
2. Stretching
a. Lifting
73
Unit Block Plan
Name of Unit Olympic Games

5-27 5-28 5-29 5-30 5-31
Memorial Day
No School
6-3 6-4 6-5 6-6 6-7
Gym Last Day of

Administration School
6-10
Summer
Vacation Begins
74

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Arturo Basurto

Cal Poly Pomona

Week Date # of lessons Content Area

23 1-14-19 5 Badminton: Offense, Stance, Drop-Shot

Name of Unit: Cooperative Activities

Monday Tuesday Wednesday Thursday Friday

(Hula hoops) (Bungee cord) (Pairs) (Groups)

Psychomotor: Students will be able to dance to a variety of genres of dance.

Name of Unit: Dance

Monday Tuesday Wednesday Thursday Friday

Introduction to Introducing the Two-Step Two-Step Introduction to Fox-

Refresher on Two Refresher on Two Introduction to Refresher on Introduction to Bachata

HSC 3D: 2.2, 2.5, 3.2,

Scope and Sequence of Content /or Developmental Analysis

Name of Unit Self-Defense

Introduction to Importance Boxing: Boxing Cont’d: Kung Fu:

Kung Fu Body Practice skills Use MMA style Use MMA

10-15 10-16 10-17 10-18 10-19

Scope and Sequence of Content /or Developmental Analysis

1. Introduction to Team Handball

Name of Unit Team Handball

Introduction to Ball Handling Ball Handling Defense: Defense:

Defense: Offense: Offense: Offense: Small games:

Strategies and Strategies and Strategies and Strategies 5v5

Ball Handling Ball Handling Ball Handling Ball Conditioning

Practice Practice Day 1 of Day 2 of Day 3 of

1. Introduction to Innovative Activities

Name of Unit Innovative Activities

Veteran’s Day In-Line Virtual Reality Human Speed Kurfball

HSC 1: 1.1, HSC 1: 1.1, HSC 1: 1.10, HSC 1: 1.1,

Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving

11-26 11-27 11-28 11-29 11-30

Kurfball Play Kurfball Adelente Ball Adelante Ball Play Adelante

Scope and Sequence of Content /or Developmental Analysis

Name of Unit: Pickle Ball

Small games Small Games

HSC 3C: 1.1, HSC 3C: 1.1,

HSC 3C: 1.3, HSC 3C: 1.3,

Singles Double Games: Games: Winter Break

Badminton is a life-long sport. Whether played competitively or for recreation, staying

Name of Unit Badminton

Monday Tuesday Wednesday Thursday Friday

1-7 1-8 1-9 1-10 1-11

1-14 1-15 1-16 1-17 1-18

1-21 1-22 1-23 1-24 1-25

Name of Unit Orienteering

Monday Tuesday Wednesday Thursday Friday

2-4 2-5 2-6 2-7 2-8

Lincoln’s Health and

Name of Unit Health and Nutrition

Monday Tuesday Wednesday Thursday Friday

2-18 2-19 2-10

Name of Unit Individual Fitness

Monday Tuesday Wednesday Thursday Friday

2-25 2-26 2-27 2-28 3-1

3-4 3-5 3-6 3-7 3-8

Name of Unit Yoga

Monday Tuesday Wednesday Thursday Friday

3-18 3-19 3-20 3-21 3-22

Name of Unit Fitness Testing

Day Boys Girls

1 Pacer/BMI Flexed Arm-Hang /

2 Curl-up / 1 mile run Pacer/BMI