Unit Plan 17 (Grade 7 PE): Scooter Games, Core & Safety

Focus: Develop body control on moving equipment, reinforce safety procedures, and build responsible peer support through scooter activities with rotating roles such as player, spotter, and safety monitor.

Grade Level: 7

Subject Area: Physical Education

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

I. Introduction

In this Grade 7 Physical Education unit, students learn how to move safely, efficiently, and responsibly while using scooter equipment in active game settings. Through core activation, scooter handling practice, and structured games such as Scooter Relays, Scooter Hockey, and Scooter Tag, students develop better stability, balance, and control while moving at different speeds and changing direction. The unit emphasizes that scooter activities are only successful when students follow clear safety routines, respect space, and support peers through active roles such as spotter and safety monitor. Students also learn that body control on equipment depends on strong posture, controlled movement, and responsible decisions rather than reckless speed. By the end of the week, students should be able to explain how core strength, balance, and safety awareness help them succeed in scooter-based activities.

Essential Questions

• How does core strength help with balance and body control on scooters?
• What safety habits matter most when students use moving equipment in PE?
• How can students support each other through roles such as spotter and safety monitor?
• What does responsible movement look like when activities are fun, fast, and competitive?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform movement skills such as pushing, gliding, stopping, turning, and changing direction with control while using scooters.
2. Maintain balance, stability, and body control during scooter movement, starts, stops, turns, and game play.
3. Follow scooter safety rules and PE procedures with minimal reminders.
4. Show responsibility by handling equipment correctly, transitioning efficiently, and staying engaged during all class roles.
5. Support peers by rotating through player, spotter, and safety monitor responsibilities in a respectful and helpful way.

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 scooter games, students push efficiently, glides into space, changes direction, and slows safely before entering crowded areas.
• PE:S1.7b – Balance, Stability & Coordination in Complex Movement Sequences Maintain balance and body control during complex actions that include jumping, landing, rotating, dodging, and changing levels, even when contact or defensive pressure is present.
  • Example: On a scooter, students keeps a stable body position while turning, reaching, avoiding others, and stopping under control.
• 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 keep hands on the scooter correctly, avoid reckless collisions, use only approved movement patterns, and respond immediately to stop signals.
• 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 gather and return scooters properly, rotate roles smoothly, remain on task, and help maintain a safe and organized activity space.

Success Criteria — Student Language

• I can move on a scooter with control instead of just going fast.
• I can use my core and balance to turn, stop, and stay stable.
• I can follow safety rules and help keep scooter activities safe for everyone.
• I can take different class roles seriously, including player, spotter, and safety monitor.
• I can handle equipment responsibly and stay engaged throughout class.