Unit Plan 1 (Grade 7 PE): Routines, Expectations & Student Leadership

Focus: Establish strong middle school routines, clear safety expectations, and beginning leadership roles through dynamic warm-ups, team organization, and Leadership Tag.

Grade Level: 7

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this opening Grade 7 Physical Education unit, students build the foundation for a successful year by learning how to move safely, transition efficiently, and take increasing ownership of the class environment. The unit introduces expectations for effort, safety, equipment use, respect, and middle school independence, while also helping students step into leadership roles such as captain, referee, and equipment manager. Through a teacher-led dynamic warm-up and then student-created warm-up sequences, students begin to understand that leadership in PE is not just about being in charge, but about helping others feel included, prepared, and safe. By the end of the week, students should be able to follow routines with minimal reminders, manage simple game responsibilities, and identify early strengths and preferences that can guide their participation throughout the year.

Essential Questions

• What does it look like to meet middle school expectations for safety, effort, and responsibility in PE?
• How can students show leadership in ways that help the whole class, not just themselves?
• Why do routines and transitions matter in making PE safe, active, and enjoyable?
• What early strengths and activity preferences can help me grow this year in PE?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor skills such as sprinting, shuffling, skipping, bounding, and cutting with control while responding to game cues and changing direction.
2. Follow class rules, routines, and safety procedures with minimal reminders during warm-ups, activity setup, game play, and cleanup.
3. Demonstrate beginning leadership roles such as captain, referee, or equipment manager during class activities.
4. Work cooperatively with a variety of classmates while helping ensure all students are included and treated respectfully.
5. Transition efficiently between tasks, manage equipment responsibly, and stay engaged without constant teacher prompting.
6. Identify one or more physical activities they enjoy and one or more personal strengths they notice in themselves as movers, teammates, or leaders.

Standards Alignment — Grade 7 PE (SHAPE America-based custom)

• PE:S1.7a – Locomotor Skills with Advanced Speed & Change of Direction Perform locomotor skills (e.g., sprinting, shuffling, skipping, bounding) with control while making rapid changes in direction, speed, and level in game situations.
  • Example: In invasion games, a student sprints to space, plants and cuts sharply to lose a defender, then accelerates again to receive a pass.
• PE:S4.7a – Following Rules, Routines & Safety Protocols Independently Consistently follow and model classroom rules, procedures, and safety expectations with minimal reminders, and help ensure a safe environment for others.
  • Example: Students choose safe warm-up spaces, use equipment properly, respond immediately to signals, and remind peers of safety rules when necessary.
• PE:S4.7b – Cooperative Teamwork, Leadership & Inclusion Work effectively with diverse peers, taking on and rotating leadership roles (captain, coach, referee, equipment manager) while ensuring all teammates are included and valued.
  • Example: A student leading a small-sided game organizes fair teams, encourages quieter players, and delegates roles like scorekeeper or official fairly.
• PE:S4.7e – Responsibility, Initiative & Self-Management in PE Show responsibility by arriving prepared, managing time, effort, and equipment, transitioning efficiently, and staying engaged without constant teacher prompts.
  • Example: Students independently gather equipment, begin warm-ups, rotate through stations, and clean up at the end of class while staying on task.
• PE:S5.7a – Identifying Preferred Activities & Personal Strengths Identify physical activities they enjoy and areas of strength and use this insight to make activity choices and set personal improvement goals.
  • Example: A student recognizes they enjoy distance running and sets a goal to increase their weekly mileage gradually and safely.

Success Criteria — Student Language

• I can move with control when I sprint, shuffle, cut, and change direction.
• I can follow class routines and safety rules with little or no reminding.
• I can take on a leadership role and help my team or class stay organized and included.
• I can handle equipment, transitions, and my own behavior responsibly.
• I can identify one activity I enjoy and one strength I already have in PE.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Cones, floor tape, or boundary markers for warm-up lanes, activity zones, and Leadership Tag play areas.
• Pinnies or colored wristbands for team identification.
• Soft tagging tools if used (e.g., pinnies tucked in, flag belts, or safe hand-tag rules depending on class setup).
• Whistle, timer, and whiteboard/chart paper for routines, expectations, and role reminders.
• Clipboards or quick reflection sheets for end-of-class responses.
• Optional role cards or signs for:
  • captain
  • referee
  • equipment manager
  • boundary checker
  • substitution leader

Preparation

• Mark clear boundaries for warm-up space, activity stations, and Leadership Tag playing areas.
• Post visible class expectations for:
  • entering and starting quickly
  • freezing on the signal
  • respecting space
  • using equipment correctly
  • including others
  • cleaning up responsibly
• Prepare a visual chart of leadership roles with brief descriptions of what each role does.
• Decide on a simple, safe version of Leadership Tag with clear tagging, substitution, and boundary rules.
• Organize equipment so students can retrieve and return it efficiently with minimal confusion.

Common Misconceptions to Surface

• “Leadership means bossing people around.” → Good leadership means helping others, listening, encouraging, and keeping the group safe and organized.
• “Routines do not matter if I am good at sports.” → Strong routines help everyone stay active, safe, and successful.
• “Captains or refs are more important than everyone else.” → Every role matters, including equipment setup, fair substitutions, and supportive teamwork.
• “PE is just about playing games.” → PE also teaches responsibility, communication, self-management, and healthy habits.

Key Terms (highlight in lessons) routine, expectation, safety, leadership, captain, referee, equipment manager, inclusion, transition, responsibility, initiative, self-management, strength, preference

IV. Lesson Procedure

(Each day follows: Launch → Warm-Up → Game/Activity → Reflect. Timing for a 45–55 minute block.)

Session 1 — Entering PE, Safety Expectations & Movement Control

• Launch (5–7 min)
  • Ask: “What does a successful PE class look and sound like?”
  • Build a short class list of expectations such as:
    • move quickly but safely
    • listen for signals
    • respect space
    • include others
    • care for equipment
  • Introduce the idea that Grade 7 PE includes more independence and more chances to lead.
• Warm-Up (8–10 min) — Teacher-Led Dynamic Warm-Up
  • Equipment: Cones or open space markers.
  • Procedure:
    • Teacher leads students through a full dynamic sequence such as:
      • light jog
      • side shuffle
      • backpedal
      • skips
      • lunges
      • high knees
      • butt kicks
      • inchworms
      • short acceleration and deceleration runs
    • During the warm-up, teacher explicitly models expectations for:
      • spacing
      • stopping on signal
      • safe changes of direction
      • moving with body control
• Game/Activity (28–30 min) — Leadership Tag Introduction
  • Equipment: Cones, pinnies or tag markers, whistle.
  • Procedure:
    • Introduce a simple version of Leadership Tag:
      • class divided into teams
      • each team has a student captain
      • captain helps organize teammates inside boundaries
      • referee helps watch tags or rule issues
      • equipment manager helps manage pinnies/flags and reset materials
    • Begin with teacher-directed rounds so students learn:
      • where to move
      • how tagging works
      • what happens when tagged
      • how substitutions or re-entry happen
      • how to stop immediately on the whistle
    • Focus on:
      • safe speed
      • looking up while moving
      • avoiding reckless contact
      • understanding how roles help the game function
• Reflect (5 min)
  • Prompt: “What class expectation or safety rule seemed most important today, and why?”

Session 2 — Transition Routines & Small-Group Warm-Up Design

• Launch (5–7 min)
  • Ask: “Why do transitions matter in PE?”
  • Discuss how fast, organized transitions create more activity time and fewer safety problems.
• Warm-Up (8–10 min) — Teacher-Led Dynamic Warm-Up, Then Small-Group Design
  • Equipment: Cones, open space.
  • Procedure:
    • Teacher begins with a shortened dynamic warm-up.
    • Then students move into small groups and are assigned to create a short warm-up sequence with:
      • one locomotor movement
      • one flexibility/mobility action
      • one balance or control movement
      • one quick movement-prep element
    • Each group rehearses the sequence and prepares to lead it to another group or the full class.
• Game/Activity (28–30 min) — Leadership Tag with Rotating Roles
  • Equipment: Pinnies/flags, cones, timer.
  • Procedure:
    • Students play Leadership Tag again, but with more student ownership.
    • Before each round, teams assign or rotate:
      • captain
      • referee/helper official
      • equipment manager
      • substitution leader if needed
    • Captains help:
      • organize starting positions
      • remind teammates of safety rules
      • make sure everyone knows their role
    • Referees practice making calm, fair calls if boundary or tagging questions arise.
    • Teacher pauses briefly to reinforce positive examples of:
      • quick transitions
      • fair team setup
      • including quieter classmates
• Reflect (5 min)
  • Prompt: “How did your group handle transitions or leadership roles better today than yesterday?”

Session 3 — Leadership, Inclusion & Fair Team Management

• Launch (5–7 min)
  • Ask: “What makes a good captain or referee?”
  • Generate ideas such as:
    • fair teams
    • calm voice
    • encouragement
    • listening
    • knowing the rules
    • helping everyone feel included
• Warm-Up (8–10 min) — Student-Led Small-Group Warm-Up Shares
  • Equipment: Open space, cones if needed.
  • Procedure:
    • Selected groups lead the class through their short warm-up sequences.
    • Classmates follow directions and give quick feedback on:
      • clarity
      • safety
      • variety
      • whether the warm-up prepared them to move
    • Teacher reinforces that leadership includes planning, communication, and awareness of the group.
• Game/Activity (28–30 min) — Leadership Tag with Inclusion Goals
  • Equipment: Cones, pinnies/flags, timer.
  • Procedure:
    • Continue Leadership Tag, but now add team goals such as:
      • every player must have a chance to lead
      • every player must be included in strategy or setup
      • captains must check that all teammates understand the rules
    • Teams play several short rounds.
    • Teacher watches for:
      • who gets left out
      • whether captains share responsibility
      • whether referees stay calm and fair
      • whether equipment managers handle setup and cleanup responsibly
    • Pause between rounds for quick team huddles:
      • What are we doing well?
      • Is everyone included?
      • Do we need to change roles?
• Reflect (5 min)
  • Prompt: “What did you notice about inclusion or leadership today that helped your team work better?”

Session 4 — Independent Responsibility & Self-Management

• Launch (5–7 min)
  • Ask: “What does responsibility look like in PE when the teacher is not reminding you every minute?”
  • Highlight ideas such as:
    • getting ready quickly
    • starting on time
    • using equipment correctly
    • staying on task
    • helping with cleanup
• Warm-Up (8–10 min) — Small-Group Warm-Up with Minimal Teacher Direction
  • Equipment: Cones, open space.
  • Procedure:
    • Groups independently gather in their warm-up areas and run a previously practiced short warm-up sequence.
    • Teacher gives minimal directions and looks for:
      • initiative
      • appropriate spacing
      • readiness
      • quick start
    • Students should show that they can begin productively without waiting for constant prompts.
• Game/Activity (28–30 min) — Leadership Tag with Student-Managed Setup
  • Equipment: Pinnies/flags, cones, timer, role cards.
  • Procedure:
    • Students set up the activity with support from assigned roles:
      • equipment managers collect and distribute materials
      • captains help establish teams and boundaries
      • referees review rules and signals
    • Play several rounds where teacher involvement is reduced.
    • Students are expected to:
      • reset quickly
      • manage substitutions
      • solve small problems respectfully
      • stay active and focused
    • Teacher steps in only for larger safety issues or to highlight strong examples of independence.
• Reflect (5 min)
  • Prompt: “How did you show responsibility or initiative today without needing many reminders?”

Session 5 — Leadership Showcase & Strength Reflection

• Launch (5 min)
  • Review the key goals of the week:
    • routines
    • safety
    • leadership
    • inclusion
    • responsibility
    • self-management
  • Explain that today students will show what they can do with greater independence.
• Warm-Up (8–10 min) — Student-Led Warm-Up Showcase
  • Equipment: Based on warm-up choice.
  • Procedure:
    • Student groups lead favorite or strongest warm-up sequences from the week.
    • Teacher and classmates observe:
      • safe movement
      • leadership clarity
      • organization
      • whether the warm-up prepares the body well
• Game/Activity (28–30 min) — Leadership Tag Showcase
  • Equipment: Full Leadership Tag setup.
  • Procedure:
    • Students run the activity with rotating roles and strong emphasis on independence.
    • Each student should take or observe at least one leadership role.
    • Teams are encouraged to focus on:
      • safe play
      • fair role sharing
      • clear communication
      • encouraging teammates
      • efficient cleanup at the end
    • Teacher evaluates not just game play, but also how well students handle the structure of PE as a responsible middle school community.
• Reflect (5–7 min)
  • Final prompts:
    • “What role fit you best this week—captain, referee, equipment manager, or active player—and why?”
    • “What is one personal strength you noticed in yourself?”
    • “What is one goal you want to work on in PE this year?”

V. Differentiation and Accommodations

Advanced Learners

• Encourage students to lead longer or more complex warm-up sequences that include multiple movement patterns.
• Ask them to help mentor peers in leadership roles such as captain or referee.
• Challenge them to reflect on how different leadership styles affect team success and inclusion.

Targeted Support

• Use visual role cards with short descriptions of each job.
• Provide sentence stems such as:
  • “Let’s spread out more.”
  • “You can go first.”
  • “We need to reset safely.”
  • “A strength I noticed is…”
• Allow students to practice one role multiple times before rotating to a new one.

Multilingual Learners

• Provide visuals and short labels for:
  • captain
  • referee
  • equipment manager
  • safety
  • boundary
  • warm-up
  • inclusion
• Allow students to rehearse leadership phrases with a partner before leading.
• Use modeling and gesture support during activity explanations.

IEP/504 & Accessibility

• Offer flexible roles that match student needs, such as score helper, boundary checker, safety reminder, or assistant equipment manager.
• Modify movement demands, boundaries, or activity pace as needed while keeping students included in leadership and responsibility tasks.
• Provide extra time, repeated demonstrations, and visual checklists for routines and transitions.
• Allow leadership to be shown through organization, encouragement, or equipment care, not only speaking in front of a group.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students demonstrate basic understanding of routines, safety, and locomotor control during Leadership Tag.
• Session 2 — Students begin creating and leading small-group warm-up sequences and show stronger transitions.
• Session 3 — Students rotate leadership roles and show growing awareness of inclusion and fair team management.
• Session 4 — Students manage setup, movement, and equipment with increased independence and responsibility.
• Session 5 — Students demonstrate leadership, self-management, and reflection on strengths and goals.

Summative — Routines, Expectations & Student Leadership Performance (0–2 per criterion, total 10)

1. Locomotor Control & Direction Change (PE:S1.7a)

• 2: Consistently moves with control while sprinting, shuffling, cutting, and changing direction in game situations.
• 1: Shows basic control in locomotor movement, but speed or direction changes are sometimes unsteady.
• 0: Rarely demonstrates controlled locomotor movement in activity settings.

2. Rules, Routines & Safety (PE:S4.7a)

• 2: Follows and models class rules, routines, and safety expectations with minimal reminders and helps others do the same.
• 1: Usually follows routines and safety expectations but may need occasional reminders.
• 0: Frequently forgets or ignores routines, rules, or safety expectations.

3. Leadership, Teamwork & Inclusion (PE:S4.7b)

• 2: Rotates leadership roles responsibly, works well with classmates, and actively helps others feel included and valued.
• 1: Participates positively and attempts leadership, but inclusion or role responsibility may be inconsistent.
• 0: Rarely demonstrates positive leadership or inclusive teamwork.

4. Responsibility & Self-Management (PE:S4.7e)

• 2: Manages equipment, transitions, effort, and behavior independently and stays on task throughout class.
• 1: Usually responsible but needs some reminders to stay organized or engaged.
• 0: Frequently depends on teacher direction for task focus, setup, or behavior.

5. Strengths, Preferences & Goal Awareness (PE:S5.7a)

• 2: Clearly identifies preferred activities, personal strengths, and a realistic goal for future improvement.
• 1: Identifies a preference or strength, but reflection is general or incomplete.
• 0: Reflection is minimal or does not show awareness of strengths or preferences.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You kept your group organized and encouraged everyone during transitions.”).
• Ask one question (e.g., “What leadership role do you want to get better at next?”).
• Give one suggestion (e.g., “Next time, try giving directions a little more clearly so everyone can follow your warm-up faster.”).

VII. Reflection and Extension

Reflection Prompts

• What does a strong start to PE look like in Grade 7?
• Which leadership role felt most comfortable or successful for you?
• What class routine or expectation do you think will help the most this year?
• What physical activity strength do you already notice in yourself?

Extensions

• Role Poster: Create a mini poster explaining one PE leadership role and how it helps the class.
• Warm-Up Builder: Design a new short warm-up sequence for a future class that includes movement, mobility, and control.
• Goal Reflection: Write a short paragraph about one PE goal you want to improve this year and what steps will help you get there.

Standards Trace — When Each Standard Is Addressed

• PE:S1.7a — Sessions 1–5 (dynamic warm-ups, locomotor movement, and Leadership Tag play).
• PE:S4.7a — Sessions 1–5 (rules, routines, safety expectations, and modeling safe behavior).
• PE:S4.7b — Sessions 2–5 (leadership roles, teamwork, inclusion, and group warm-up leadership).
• PE:S4.7e — Sessions 2–5 (independent transitions, equipment care, task focus, and student-managed setup).
• PE:S5.7a — Sessions 1–5 (identifying strengths, preferences, and setting early personal goals).