LBHS Football Unit Plan

PE: 10
Introduction
The Physical Education 10 program emphasizes active living, with focuses on physical activity being

integrated into daily living of students, and to promote a positive attitude of being physically active for life.

Throughout this course, students will be introduced to a variety of different sports that touches on specific

skills and strategies that are necessary to be successful in the sport, as well as developing the interest,

knowledge, and attitudes that lead to a healthy lifestyle.

Unit Overview
Throughout the year, units taught in PE will be in weekly modules; with each week having different

sports to be played/taught. The football unit is created to introduce multiple aspects of the sport, such as

sport related skills needed to be successful, understanding rules and regulations, developing specific game

strategies, and lastly, integrating all these aspects into game like situations. Examples of these can include
proper footwork when throwing, weight transfer in the legs for further throws, understanding where to

throw the ball to the receiver, etc. Each week/module will have 5 days, with exceptions to holidays, which

would only be 4 days. The first day of the week will be focused on introducing basic rules and regulations,

followed by the skills related to the sport (throwing, catching, footwork). Towards the end of each day,

students will get a chance to demonstrate the skills they have learned by playing scrimmages with set rules

to allow students more opportunities to be successful. The next few days of the unit will focus on

developing/refining more of those skills with drills/activities. These activities can include route running for

strategies, drills to emphasize throwing ahead of the runner to maintain speed, and target practice activities

to improve accuracy of the throws. This unit will also cover some aspects of kicking, more specifically

punting and field goal tries. This will work on students developing strategies in the game, such as deciding

when to punt the ball if they are close to their own endzone. Lastly, the final day of the unit will have a

review of all the skills that have been taught, and then applying all those skills in game like situations.

Assessments will be based on observation of students, seeing whether students understand how to perform

the sport specific skills, as well as having a positive attitude, fair play, leadership and sportsmanship during
this unit. Self-evaluation sheets will be handed out at the end of each unit, with questions regarding their

own performance. This will be used as a reference for entering grades.

Philosophy
My physical education teaching philosophy is focused on teaching the knowledge and skills of

physical education for a lifetime. My values and beliefs are that the content we teach to the students, they

can retain that knowledge and apply it throughout their life. To reach this goal, building/fostering effective

relationships with students and peers is important. It creates a sense of trust between teacher and student.

Along with that, creating an inclusive environment where students are accepted and grow together

increases those student relationships between one another. I also want to emphasize the importance of

mental health and how physical activity can make a positive impact on their life. Along with staying active

for life, making sure your mental health is stable is essential for maintaining health and wellness. To do so,

teaching the importance of participating and learning about physical activity in education will help students
identify benefits of physical activity earlier, which allows more time for development. Teaching this at an

earlier age can help prevent any potential risks of illness. By accomplishing this, it will benefit the lives of

students, not only in school, but for the rest of their life.

Class expectation/management
The first thing I would want to establish is gym rules and expectations. It is important for students to

understand what I am looking for so that they know what they need to do to be successful in my class.

Standard rules would be showing up dressed and prepared to participate (gym shorts, leggings, athletic

shirt, proper indoor/outdoor footwear), raising hands for questions during instruction time, not playing with

equipment when we are not using it, and using a whistle to get everyone’s attention. One thing I value in

my classroom/gym is openness to mistakes. Making mistakes in physical activity is the perfect way to

improve your skills. Students will begin to analyze what went wrong, ask for feedback, and apply that
feedback to their skill. Therefore, I want to emphasize to students that it is not the end of the world if they

make mistakes in gym class, there is always room and time to work on these skills.

Grade 10
Unit: Football
Dates: 4 Classes: Sept 7-10
Date Lesson Title G SLO’s Assessment Key Questions Learning Safety Instructiona Equipment/
Planned to L related to this Activities l Strategies Resources/
Teach O Lesson Technology
’s

Introduction to A A- Assessment Introduction No tackle Direct Footballs

Day 1 the Football B 10.1 will be to the first football. Instruction Pinnies
Sept 7. unit C A- made by day of the Either flag or Cooperative Cones (for
D 10.3 observation new unit. double touch learning goal
when playing
A- s of the lines/bound
games.
10.5 learning Explanation aries)
A- activities/fo of the basic Students
10.10 cus of that rules of should be
A- specific football, how aware of the
10.11 day. to play, how space they
B- End of day the game are
10.6 games will works (how using/people
 B- be used to to score around them.
10.8 compare points, how
C- skills/knowl many downs Calling/yelli
10.1 edge from a team has ng “ball”
when the ball
C- previous per
is coming
10.4 days. This possession) towards them
C-10- is to to alert
5 understand Introducing/p others.
C- if students racticing
10.6 used what skills (how to
D- they have throw a
10.1 learned in football,
D- previous proper
10.3 days to footwork/stan
D- improve/de ce) starting
10.4 velop in off with stand
game still catching
situations. and throwing.

Playing
controlled
games to
incorporate
those skills
learned.

Day 2: Day 2: Route A A- Assessment Today’s No tackle Direct Footballs

Sept 8. running, B 10.1 will be lesson will be football. Instruction Pinnies
passing and C A- made by focused on Either flag or Cooperative Cones (for
catching. D 10.3 observation catching, double touch learning goal
when playing
A- s of the more lines/bound
games.
10.5 learning specifically aries)
 A- activities/fo catching on Students
10.10 cus of that the go and should be
A- specific maintaining aware of the
10.11 day. speed. space they
are
B- End of day
using/people
10.6 games will Also will be around them.
B- be used to learning how
10.8 compare to run Calling/yelli
C- skills/knowl specific ng “ball”
10.1 edge from routes to get when the ball
C- previous open for is coming
10.4 days. This passes and towards them
C-10- is to the to alert
5 understand importance of others.
C- if students throwing
10.6 used what ahead of the
D- they have runner.
10.1 learned in
D- previous
10.3 days to
D- improve/de
10.4 velop in
game
situations.
Day 3: Day 3: A A- Assessment Start the day No tackle Direct Footballs
Sept 9 Kicking/puntin B 10.1 will be with warmup football. Instruction Pinnies
g C A- made by activities Either flag or Cooperative Cones (for
D 10.3 observation (using the double touch learning goal
when playing
A- s of the lessons/drills lines/bound
games.
10.5 learning from aries)
A- activities/fo previous day, Students
10.10 cus of that route should be
A- specific running, aware of the
 10.11 day. passing space they
B- End of day drills). are
10.6 games will using/people
B- be used to Introduce around them.
10.8 compare kicking the
Looking
C- skills/knowl football. Why around to see
10.1 edge from teams decide if they can
C- previous to kick the run into
10.4 days. This ball, when to anybody
C-10- is to kick it. when the ball
5 understand is in the air.
C- if students Two ways to
10.6 used what kick the Calling/yelli
D- they have football; ng “ball”
10.1 learned in punting or when the ball
is coming
D- previous field goal. As
towards them
10.3 days to well as to alert
D- improve/de practicing others.
10.4 velop in catching balls
game that are high
situations. in the air.
Day 4: Day 4: Review A A- Assessment This would No tackle Direct Footballs
Sept 10 of all skills, B 10.1 will be be the last football. Instruction Pinnies
game days C A- made by day of the Either flag or Cooperative Cones (for
D 10.3 observation unit. double touch learning goal
when playing
A- s of the lines/bound
games.
10.5 learning Beginning of aries)
A- activities/fo class, go Students
10.10 cus of that through all should be
A- specific the skills we aware of the
10.11 day. have learned space they
B- End of day up to this are
10.6 games will date; using/people
B- be used to throwing, around them.
10.8 compare footwork,
C- skills/knowl catching, Looking
10.1 edge from route around to see
if they can
C- previous running, and
run into
10.4 days. This kicking. anybody
C-10- is to when the ball
5 understand Set up is in the air.
C- if students controlled
10.6 used what games/scrim
D- they have mages.
10.1 learned in
D- previous
10.3 days to
D- improve/de
10.4 velop in
game
situations.

A self
assessment
sheet will
also be
completed
at the end of
the unit.
Assessment and Learning Outcomes
My assessment throughout the football unit will include a combination of formative and summative assessments. The formative
assessment will include: Observation of participation/demonstrations of sports related skills during each class. My summative
assessments will include: Participation on a daily occurrence, teamwork and cooperation, and game participation and self-evaluation
as a reference. My assessment will help ensure students are meeting the intended learning outcomes chosen for this unit as well as
develop skills beyond the physical components. Therefore, working towards lifelong learning. Below is a picture of the self-evaluation
sheet that students will complete at the end of each unit. This will be used as a reference when entering marks. This allows students to
think carefully of their performance in the unit and determine whether they believe they deserve the grade they are giving to
themselves. The statements listed all correspond to certain SLO’s that were chosen for this unit.

Other tools of reference such as a skills checklist (ex. Having the correct leg in front/behind) will be added at a later date. Throughout
the unit, the teacher will give check marks for the students that demonstrate the criteria correctly. Those criteria’s/statements will
reflect on the curricular outcomes listed in this unit.