1. Concord University PETE Unit Plan
Unit Activity Zumba Dance Fitness
Unit Context Learner Characteristics:All of the students are at the beginner level
of skill activity for dance, and they all vary in height and weight. All of
the students participated in organized athletics at least some point in
their lives. There are 6 males and 1 female in the class.
Physical Environment: The class will be taught inside the carter
center in either the dance studio or one of the two gyms. All of these
areas will be large enough to conduct a dance lesson. There are
bleachers in the gyms, which could be a safety issue. Thus students
will be spread out in center court. The dance studio has desks on the
sides, so students will avoid this area. If in the dance studio, the use of
the mirrors will be utilized to assist students with learning and
understanding the dance steps.
Equipment Access: There is a music player in the gymnasium. There
is also a large space in the dance studio to practice dance movements.
The gymnasiums are also available for utilization if the dance studio is
taken.
Special Concerns: Students should wear proper athletic shoes and
attire. Safety concerns should be monitored while we are moving
around inside; there should be no horseplay during lessons.
Standards
Addressed
NASPE Standards for PE
_x_ Motor Skills & Movement Forms
x Movement Concepts
x Physical Activity
x Health-Related Fitness
x Personal & Social Behavior
x Values Physical Activity
WV Standards for PE
_x_ Movement Forms
_x_ Motor Skills
_x_ Physical Activity
_x_ Physical Fitness
_x_ Personal & Social Behavior
Unit Goal Introduce students to new forms of Zumba dance that will incorporate
all levels of physical fitness.
Name: Darrell and Leanne Date:

2. Unit Objectives Psychomotor: Students will be able to demonstrate basic movement
patterns related to Zumba dance fitness skills by performing critical
points with 80% accuracy at the conclusion of each lesson.
Cognitive:Students will be able to identify critical points pertaining to
Zumba dance fitness skills on a 10-question quiz by answering 8
correctly at the end of the unit. Students will be able to recite at least 2
cues from each specific lesson at the end of each class.
Affective: Students will display good sportsmanship and teamwork
while encouraging their classmates during each dance lesson.
Health-Related Fitness:Students will maintain a moderate to vigorous
level of physical activity at least half of the class period.

3. Content Outline Motor Skills:
Salsa
Cha-Cha
Critical Elements:
1. Stand with both feet
together.
2. Rock step to the
right. A "rock step"
means take one step
to the right completely
putting your weight on
the foot, but
WITHOUT picking up
or moving the trailing
foot, then shifting your
weight back
completely onto that
other foot.
Bend your knees.
3.Return to the
middle.
4.Rock step to the left.
Bend your knees
slightly.
5.Return to the
middle.
6. Repeat all 5 steps.
1. Rock step forward
with your left foot.
2. Chasse or cha-cha
to the left. A "chasse"
means you take a
step, then bring your
feet together and put
your weight on the
foot you just moved,
then take a third step
with the original foot.
3. Rock step
backward with the
right foot.
4. Chasse to the right.
5. Repeat all 4 steps.
Instructional Cues:
1. Feet together
2. Rock step right
3. Middle
4. Rock step left
5. Middle
6. Repeat
1. Rock step forward
2. Cha-cha left
3.Rock step
backwards
4. Cha-cha right
5. Repeat

4. Content Outline Motor Skills:
Travel Salsa
Merengue
Cumbia
Critical Elements:
1. Bend your
knees. Slightly bend
arms. Point them to
the right towards the
sky.
2.Take four steps to
the right-use your hips
to move.
3. Repeat step 1. This
time point arms to the
left.
4. Take four steps to
the left-use your hips
to move.
5. Repeat all 5 steps.
1. Stand with both feet
together.
2. Start with the left
foot and take a step in
place like walking up
stairs and places
weight on that foot.
3. Repeat step 2 with
the right foot.
4. Continue these
steps 3 more times.
1. Start with the feet
together.
2. Start with the left
foot and step behind
the right foot while
moving your hips
down, up, and down.
3. Step back to the
starting point with the
left foot repeating the
hip movement of
down, up, and down
again
4. Repeat these 2
steps with the right
foot.
5. Repeat all steps.
Instructional Cues:
1. Arms right
2. 4 steps right
3. Arms left
4. 4 steps left
5. Repeat
1. Feet together
2. Step with left
3. Step with right
4. Repeat
1. Feet together
2. Left foot behind
3. Back to start
4. Right foot behind
5. Repeat steps

5. Content Outline Motor Skills:
Reggaeton
(Twist & Knee lift)
Reggaeton
(Side step & Arm
swings)
Critical Elements:
1. Start with feet
together.
2. Twist your feet to
the left by moving just
your toes and leaving
the heels in place.
Then follow your toes
by moving the heels
and leaving the toes
in place.
3. Repeat twist 3
times.
4. Lift left knee waist
high then alternate
and lift right knee
repeating 3 more
times.
5. Repeat to all steps
to the right.
1.Start with the feet
together.
2. Step to the left with
the left about a foot
leaving the right foot
in place while bringing
your arms out to the
side and shoulder
high.
3. Step to the left
again a little farther
and bring arms
together in front of the
chest.
4. Step to the left a
little farther and bring
arms back out to the
side and shoulder
high.
5. Perform steps 1-5
again to the right.
Instructional Cues:
1. Feet together
2. Twist left
3. Repeat twist
4. Knee lifts
5. Repeat right
1. Feet together
2. Step left and arms
out
3. Step left and arms
front
4. Step left and arms
out
5. Repeat to the right

6. Scope and
Sequence of
Content
Informing Tasks:
Salsa
Start with both feet
together and step to
the right applying
weight to that foot
and bending the knee
slightly. Next come
back to the middle,
step to the left
applying weight to
that foot, and bending
the knee slightly.
Lastly, repeat all the
steps again.
Cha-cha
Start with both feet
together and perform
a rock step forward
with your left foot.
Next cha-cha left by
taking a step left, then
bring your right foot to
your left and put your
weight on the foot you
just moved, then take
a third step with the
original foot. Then
perform a rock step
backwards and cha-
cha right. Lastly,
repeat all steps again.
Travel Salsa
Start with both feet
together, knees bent,
and arms slightly
bent. Point them to
the right towards the
sky. Now take 4 steps
to right while using
your hips to move.
Then return to the
middle by repeating
the same steps to the
left.
Extension Tasks:
Students will complete
the steps with music,
but without any arm
motions trying to be
more fluent with their
feet to the rhythm of
the music. Color-
coded poly spots will
be used to assist the
students with the
steps. (Blue –
start/Red-right/Green-
left)
Students will complete
the steps with music
trying to be more
fluent with their feet
and hips to the rhythm
of the music while
watching themselves
in front of mirrors for
assistance.
Students will complete
the steps with music
trying to be more
fluent with their feet
and hips to the rhythm
of the music.
Applying Tasks:
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music.
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music. Students
will be split into 2
teams and conduct a
dance off being
judged on the correct
steps and in
sequence by the
teacher.
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music back and
forth without stopping.
Students will rate
each other on a scale
of 1-10 to see who
performs the steps
correctly, in
sequence, and with
rhythm.

7. Scope and
Sequence of
Content
Informing Tasks:
Merengue
Start with both feet
together. Start with
the left foot taking a
step in place like
walking up stairs and
placing weight on the
left foot after it strikes
the ground. Repeat
using the right foot.
Repeat these steps 3
times for a total of an
8 count.
Cumbia
Start with the feet
together. Step behind
your right foot while
moving the hips
down, up, and down
again. Step back to
the starting point with
the left foot repeating
the hip movement of
down, up, and down
again.
Reggaeton
(Twist & Knee lift)
Start with your feet
together and twist
your feet to the left by
moving just your toes
and leaving the heels
in place. Then follow
your toes by moving
the heels and leaving
the toes in place.
Repeat the twist
again and then do
two knee lifts
alternating knees.
Repeat all steps back
to the right.
Extension Tasks:
Students will complete
the steps with music
trying to be more
fluent with their feet
and hips to the rhythm
of the music.
Students will complete
the steps with music
trying to be more
fluent with their feet
and hips to the rhythm
of the music.
Students will complete
the steps with music
trying to be more
fluent with their feet
and steps to the
rhythm of the music.
Applying Tasks:
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music back and
forth without stopping.
The teacher for
rhythm and correct
steps will judge
students.
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music back and
forth without stopping.
Students will complete
the steps with music,
arm motion, and
fluently in rhythm with
the music back and
forth without stopping.
Students will be
competing in a dance
competition to see
who can perform the
steps correctly without
missing a step or a
beat.

8. Scope and
Sequence of
Content
Informing Tasks:
Reggaeton
(Side step & Arm
swing)
Start with the feet
together then take a
step to the left about
a foot in length while
moving the arms out
to the side at
shoulder height. Next
take another step to
the left while bringing
the arms out in front
of the chest at
shoulder height. Then
take a final step to the
left while brining the
arms back out to the
side at shoulder
height. Complete
these steps again this
time to the right.
Repeat all steps left
and right over again.
Extension Tasks:
Students will complete
the steps with music
trying to be more
fluent with their steps
to the rhythm of the
music. Taped will be
placed on the floor as
a guide for the steps
to ensure not too
small or large.
Applying Tasks:
Students will complete
the steps with music,
and fluent step and
arm motion in rhythm
with the music back
and forth without
stopping.

9. Block Time Plan Lesson 1:
-Introduction to
Dance Fitness &
Zumba
-Skills Combine
Lesson 2:
-Introduce Salsa moves
-Practice Salsa without
Music
Lesson 3:
-Review Salsa
-Application of Salsa
moves to music
-Introduce Travel
Salsa
Lesson 4:
-Demonstrate Travel
Salsa movements
-Practice movements
without music
Lesson 5:
-Review Travel Salsa
-Application of Travel
Salsa moves to music
-Introduce Cha-Cha
Lesson 6:
-Demonstrate Cha-Cha
-Practice Cha-Cha
without music
Lesson 7:
-Review Cha-Cha
movements
-Apply Cha-Cha
movements to music
-Introduce Merengue
Lesson 8:
-Demonstrate
Merengue
-Practice movements
without music
Lesson 9:
-Review Merengue
-Practice movements
and apply with music
-Introduce Cumbia
Lesson 10:
-Demonstrate Cumbia
movements
-Practice movements
without music
Lesson 11:
-Review Cumbia
-Apply Cumbia
movements with
music
-Introduce Reggaeton
Lesson 12:
-Demonstrate
Reggaeton Twist and
Knee Lift
-Practice movements
without music
-Demonstrate
Reggaeton Side-Step
and Arm Swing
-Practice movements
without music
Lesson 13:
-Review Reggaeton
Twist and Knee Lift
-Review Reggaeton
Side-Step and Arm
Swing
-Practice both
movements with
music
Lesson 14:
-“So you think you can
dance” competition of
all dances (Salsa,
Travel Salsa, Cha-
Cha, Cumbia,
Merengue, and
Reggaeton)
-Review skills and
cues for test
Lesson 15:
-Test!
-Remaining time:
Dance Competition

10. Instructional
Strategy
Affiliation: Students will be divided evenly into teams of two and will
have a choice of team name and color. Teams will be split as even as
possible with respect to students skill levels and will practice, play and
compete with each other throughout the unit.
Roles: Students will participate during dances, but those who are
physically unable or are not participating at the time will take on the
roles of DJ’s, judges, and equipment managers. Roles will be rotated
throughout the unit and every student will have a chance to perform
these roles. Students will receive points for completing their role.
Record Keeping: The judges will keep track of points and attendance
for each day. The teacher will keep track of teamwork, participation,
sportsmanship, and skills points for each day. During dances, the
groups that are not participating will help judge and practice their
movements.
Seasons: Classes are Monday through Friday for one hour each.
There are 15 lessons and will take roughly 3 weeks to complete. April-
May is the time frame of months and may have some slight weather
changes due to precipitation which will keep the class inside the gym
rather than outside for most days. During the pre- season students will
be practicing the skills of zumba. During regular season students will
be applying those skills with music. During post season students will
have a dance-off competition.
Formal Competition: There are application tasks for each dance
lesson, a dance competition for all dances, and a test at the end of the
unit.
Culminating Event: One dance-off competition for all students and all
dances.
Skill Combine: Assessments will be regulated on personal
performance, correct form and technique as well as reciting and
remembering cues for skills. There will also be written testing and
verbal testing during class participation. Skills include those
movements involved in the salsa, cha-cha, travel salsa, merengue,
cumbia, and reggaeton. This assessment will occur at the beginning
and end of the unit to show progress.

11. Assessment
Procedures
Psychomotor: Students will be able to demonstrate basic movement
patterns related to Zumba dance fitness skills by performing critical
points with 80% accuracy at the conclusion of each lesson. Students
will be graded by a rubric system which will include the cues and
motions that are needed to score either a "3" = Above average, "2" =
Average, and "1" = Below average based on the skill or strategy that
they are being assessed on. These will be scored as the assessment
tasks during the time where students can perform the movements with
music.
Cognitive:Students will be able to identify critical points pertaining to
Zumba dance fitness skills on a 10-question quiz (worth 50 points) by
answering 8 correctly at the end of the unit. Students will be able to
recite at least 2 cues from each specific lesson at the end of each
class. Tests will include verbal and physical demonstration of
knowledge as well as written tests to assess their knowledge of said
dance movements.
Affective: Students will be expected to use sportsmanship and team
work throughout the unit. Additional bonus points will be awarded to the
students who demonstrate excellent teamwork and sportsmanship
throughout the unit. Extra points will be awarded to those students who
try to work with their teammates to reach specific goals, as well as
being courteous and respectful to other students and opponents. A
rubric will be utilized to allow students to know what areas will be
assessed and how to meet those standards.
Health-Related Fitness:The students will be required to wear a heart
rate monitor at certain times throughout the unit to record their heath
related fitness and participation. Specific goals will be required, such as
heart rate at a specific percentage custom to the student. Students will
maintain this heart rate for at least half of the class period.
Skills Combine: This will be assessed during the introduction of the
unit and at the conclusion of the unit during the “dance-off” competition.
This will help the teacher to measure improvement in the students.
Application Tasks: 15 possible EACH- 7X15=105 points total
Skills Combine: 50 possible points
Quiz: 50 possible points
Reciting Cues: 2 points per lesson- 2X13=26 points total
Roles/Responsibilities: 30 possible points
Participation/Attendance: 30 possible points
Hit & Maintain Target HR (1/2 class)- 80 possible points
= 371 possible points
Resources Used Books: Schmottlach, N. (2010). Physical education activity handbook.
(12th ed.). San Francisco: Pearson Education.