Unit Plan Overview

Unit: Flag Football

Stage 1- Desired Results
Connections to Context:
Every student is coming into this unit
with various amounts of football
knowledge and skill. This unit was
created for every student to be able
to build upon their own football base.
Our implemented cognitive,
psychomotor, and affective goals will
help the students to become
competent in their football skills,
which will empower them to
participate in flag football for a
lifetime. Upon completion of this
unit, they will possess the knowledge
and skills required to play the game.
The affective objectives will enable
students to gain important character
traits. Teamwork and cohesiveness
will be strongly emphasized, which
will help them achieve any tasks laid
out before them. Being able to work
alongside one another to problem
solve is an essential skill for every
student to possess to attain success
in the workplace.
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)

Established Goals
Standard 1 - The physically literate
individual demonstrates competency
in a variety of motor skills and
movement patterns.
Standard 2 - The physically literate

Transfer
Students will be able to independently use their learning to
Be able to socialize & build relationships with others via playing and watching football.
Connect sportsmanship & teamwork used on the field and apply it to real life situations.
Be able to play flag football indefinitely to maintain physical health and wellness.
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Being physically active will reduce the chance How much exercise do I need to stay healthy?
of many preventable diseases.
Are their flag football leagues I can join after
Football is Americas game & how this came
school?
to be.
Will we get to a point in society where we play
Rules in flag football differ from those in
flag football instead of tackle due to
tackle football.
concussions?
Flag football is a game that can be played
At what intensity do I have to exercise to get
throughout a lifetime.
the full benefit?
How many calories does the average player
burn in a football game?
(What specifically do you want students to
understand?
What inferences should they make?)

(What thought-provoking questions will foster inquiry,

meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
How to accurately identify the Catching the ball with proper Positive attitudes towards
lines on a football field.
technique.
teammates and opponents.
Basic strategies for the
Throwing the ball using
Proper displays of
offensive side of the game.
correct form.
sportsmanship towards
coaches, players, and
Basic strategies for the
Covering offensive players
referees.
defensive side of the game.
with and without the ball.
Teamwork, while completing
What the fouls are and what
Running effective routes
a challenging task with one
punishments correspond with
when trying to get open to
another.
those.
receive the ball.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum


individual applies knowledge of
concepts, principles, strategies and
tactics related to movement and
performance.

Standard 3 - The physically literate

individual demonstrates the
knowledge and skills to achieve and
maintain a health-enhancing level of
physical activity and fitness.
Standard 4 - The physically literate
individual exhibits responsible
personal and social behavior that
respects self and others.

All of the different scoring

options.
A basic history of both flag
and tackle football.
How to analyze gameplay &
problem solve as a team.
All of the positions on a
football field.
How to film, edit, and upload
a video onto Moodle.
How to evaluate other
classmates video projects
according to a rubric.

Punting the football.

Executing a kickoff with
correct technique.

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What discrete skills and processes

should students be able to use?)

(What facts and basic concepts

should students know and be
able to recall?)

Standard 5 - The physically literate

individual recognizes the value of
physical activity for health,
enjoyment, challenge, selfexpression and/or social interaction.
(National PE Standards)

9-12.CC.3. Collaborate in contentrelated projects that integrate a

variety of media (e.g., print, audio,
video, graphic, simulations, and
models)

(What content standards and programor mission-related goal(s) will the unit
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
The evaluation of this unit will be
done by active observations along
with a couple of formal assessments.
The majority of observations will be
to assess participation. Participation
includes being ready for class with
athletic clothes & shoes on hand,
giving 100% effort (ready to work),
and possessing a positive attitude
(displaying good sportsmanship).
Overall, students are expected to
participate to the best of their
abilities every class period. The more
formal forms of evaluation will be in
the way of a skill test, video project,
and unit quiz. My informal
observations will be a way to test
their individual skill abilities. It will
give me the most honest feedback I
can get because they will feel no
pressure as with a skill test. The
video project will be a way for me to
test their teamwork skills as it is a
group project and also their
knowledge of the subject area. The
short quiz will allow me a chance to
evaluate their understanding of the
strategy, rules, and terminology
associated with flag football. All of
these different assessments should
give students plenty of opportunities
to show their competency in flag
football.

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Class Discussions: At the beginning & end of each class, students will have an opportunity to
show the teacher how much information they have learned & retained. The questions at the
beginning of class will be directed at information already learned in the unit. Discussion questions
concluding class will be aimed at material presented within that class period. These discussions will
be crucial in guiding further lessons based on what the students have learned.
Skill Test or Informal Observations (depending on how the unit is going)
Informal Observation (If the students are working hard & progressing): I am going to be
an active observer throughout the whole unit. I will be walking around with a clipboard and class
roster attached. My eyes will be looking for specific skills. If I see all of the necessary skills, students
will be exempt from the skill test. If students are not working hard and not showing much, then they
will be subject to a skill test.
Skill Test (If the students arent taking the unit seriously): students will be given a list of
skills associated with flag football. It is their responsibility to make sure they know proper technique
for these tasks as well as being able to successfully complete them. They will be asked at random
to demonstrate two to three tasks. Three fourths of the grade will come from technique, while the
other quarter comes from successful completion. Students will complete the skill test on the last
day of the unit. Half of the class will be doing the skill test and the other half will be doing the quiz.
The two groups will switch once they are finished.
Video Project: Students will be put into groups of three to four students. Each group will be
assigned a skill. They will be responsible for videotaping the teaching of this skill. The videos must
be between two and four minutes and address all components of the skill. The grade will be
determined by their level of team cohesiveness and video content. This will take place the last
week of the unit. Students will have some class time to complete.
Written Quiz: The written quiz will consist of true or false, matching, and multiple choice
questions. This quiz will be an indicator of the cognitive gains each student has made in our flag
football unit. The quiz will take place on the last day of the unit. This will be a twenty-five question
quiz and shouldnt take more than thirty minutes to complete. When the test is completed, the
students will head over and do their skill test and vice-versa.
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

(What criteria will be used in each

assessment to evaluate attainment of
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

the desired results?)

(Regardless of the format of the
assessment, what qualities are most
important?)
It is essential to make sure the students
are progressing throughout the unit. This
gives both the teacher and student
essential feedback. The teacher needs to
know if they need to change their
teaching method and the student will
know what they really need to work on.
Assessment is meant to help every
person involved. It is not meant to single
out students and make them feel bad if
they are not top of the class.

OTHER EVIDENCE:
Observing to see how students interact with one another, I will look to see if there are more positive
or negative interactions.
Listening to students to hear if they are talking positively about flag football & understanding the
game.
Looking at how students are progressing through the unit.
Asking questions for understanding and potentially conclude our unit with a flag football
questionnaire.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Physical education can sometimes be rapid fire with the amount of units needing to be fit in a certain amount
of time, so a pre-assessment will probably have to be short. I will have the students fill out a flag football questionnaire
when they finish their last unit (day before we start flag football) and ask questions for understanding
the day we start our unit (questions for understanding can be used to start & end all classes). Either of these methods will
give me an idea of where these students are coming from. The questions for understanding will be used throughout the
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

Learning Events
Student success at transfer, meaning, and acquisition depends upon their
participation in these learning events

Class Activities
o Skill drills
o Games
o Competitions
Group Discussions
o Beginning of class to review past material
o End of class to review new material learned
Tests
o Pre-test/Questionnaire at the beginning of the unit
o Summative test to conclude the unit
In-class Projects
o Football Skill/Strategy Video Project
Written Assignments
o Completing own group evaluation rubric
o Completing other group evaluation rubric

Progress Monitoring

The students progress will be

monitored via formal and informal
assessments. I will be an active
observer watching how students
are progressing with their skills.
Asking questions for understanding
at the beginning and end of class
will be a good indicator of how
students are doing as well. These
informal assessments are what will
give me current feedback on how
the unit is going. The formal
assessments scheduled for the end
of the unit will let me know how
much information the students
learned and retained throughout
the whole lesson. (How will you
monitor students progress toward
acquisition, meaning, and transfer
during lesson events?)

Students will be able to

monitor their progress in a
similar fashion of how the
teacher is monitoring them. If
the student is not receiving
corrective feedback from the
teacher, but rather positive
feedback than they know they
are on the right track. If they
are not where they are
supposed to be, the teacher
will help them get back on
track. Students will also know
how they are doing by if they
are able to answer the

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

questions for understanding in

class. They will know how they
did on the unit once they
receive feedback on their
formal assessments at the
conclusion of the unit. (How will
students monitor their own
progress toward acquisition,
meaning, and transfer?)

(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Probably one the toughest areas of

the flag football unit will be
understanding all of the rules and
strategies involved with the game.
It will take a deliberate effort for
students not already familiar with
the game to pick up on all of these.
Students will be encouraged to look
at their study guide where this
information can be found written
down along with listening to
information being delivered in
class. (What are potential rough
spots and student
misunderstandings?)
Most of the feedback will be given
orally from the teacher. Most of this
will be given while students are
participating in an in class activity.
Written feedback will be given on
the formal assessments given to
close out the unit. (How will
students get the feedback they
need?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum