Acquire beginning skills for a few by MfT85YYG

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									Physical Education Curriculum



           Sara Carmon
           Chris Jones
          Jamie Donahue
                                                              2


                                    Table of Contents

Contextual Characteristics                                    4
  Hartford School System                                      4
  Sand Everywhere School PK-6                                 6
  Impact                                                      7
Strategic School Profile                                      8
Mission Statement                                            15
Philosophy Statement                                         15
Instructional Models                                         16
  Movement Exploration (K-2)                                 16
     1a Overview:                                            16
     1b Skill Themes To Be Addressed:                        16
     1c Statement on the utilization of teaching styles      19
  Movement Education Demonstration Lesson Plans              20
  Skill Themes (3-5)                                         26
     2a Overview                                             26
     2b Skill Themes to Be Addressed                         26
     2c Statement on the utilization of teaching styles      27
Goals                                                        29
  Kindergarten                                               29
  Fourth Grade                                               31
Objectives                                                   33
  K-1                                                        33
     Content Standard 9- Motor Skill Performance             33
     Content Standard 10- Applying Concepts and Strategies   33
     Content Standard 11- Engaging In Physical Activity      33
     Content Standard 12- Physical Fitness                   33
     Content Standard 13- Responsible Behavior               34
     Content Standard 14- Benefits of Physical Activity      34
  2-3                                                        35
     Content Standard 9- Motor Skill Performance             35
     Content Standard 10- Applying Concepts and Strategies   35
     Content Standard 11- Engaging In Physical Activity      35
     Content Standard 12- Physical Fitness                   35
     Content Standard 13- Responsible Behavior               36
  4-5                                                        37
     Content Standard 9- Motor Skill Performance             37
     Content Standard 10- Applying Concepts and Strategies   37
     Content Standard 11- Engaging In Physical Activity      37
     Content Standard 12- Physical Fitness                   37
     Content Standard 13- Responsible Behavior               38
Number of PE Class Periods & Minutes per Year                39
Curriculum Map                                               40
  Kindergarten through 2nd grade                             40
  Curriculum Map Grades 3 Through 5                          41
                                                  3


  Scope and Sequence                             42
     Locomotor Movements                         42
     Levels                                      43
     Speed                                       44
     Dribbling                                   46
     Throwing                                    47
Student Assessment                               49
  Statement on Assessment:                       49
  Standard 9 (Psychmotor) Assessment             50
  Standard 10 (Cognitive) Assessment 1           51
  Standard 10 (Cognitive) Assessment 2           52
  Standard 11 (Participation) Assessment         52
  Standard 12 (Fitness Testing) Assessment       54
  Standards 13 & 14 (Affective) Assessment       55
Technology and Equipment                         56
  Technology:                                    56
     Statement on Technology:                    56
  Equipment Available                            57
Program and Teacher Evaluation and Improvement   58
  Curriculum Updates                             58
  Getting Student Feedback                       59
  Long-Term Goals                                60
  Professional Development Requirements          60
Extracurricular Physical Education Activities    60
Community Connections                            61
  Hartford Parks and Recreation                  61
  Downtown Hartford YMCA                         61
  Riverfront Adventure Challenge Course          61
  W.F.C Martial Arts & Fitness                   61
  DiscoverOurTown.com                            61
  HARC, Inc                                      61
Disseminating Information to Students            61
Resources                                        62
                                                                                                 4


                           Contextual Characteristics
                                Hartford School System
Community Data
Hartford’s population in 2000 was 121,578 people which was a 13.0% decline over the ten year
span of 1990 to 2000. There are 39 public schools as well as 9 nonpublic schools. Only 95.4% of
student-age children are enrolled in public school. 38.7% of adults do not have a high school
diploma as of 2000. However, there at 2,744 adults enrolled in adult education for the 2004-2005
school year. 382 adults received a diploma during the 2004-2005 school year. The Hartford
school district is classified as being in DRG I.
District Need:
        68% of students were eligible for free or reduced-price meals in the 2005-06 school
            year which is down from greater than 95% for the 2002-03 school year
        46.8% of K-12 students in 2005-06 school year came from a non-English home
Student Enrollment:
     Enrollment has dropped 1.6% over 5 years
Race/Ethnicity
     The Minority population during the 2005-06 school year was 94.2%
District Resources
     Staff Count
            o There are no department chairs in the school system
     Total Hours of Instruction Per Year – District – DRG – State
            o The elementary schools are higher than the state level in total hours of instruction
                per year but the middle and high schools are ~50 hours less than the state level
     Resource Ratios – District – DRG – State
            o Students Per Teacher
                      The average student: teacher ratio in Hartford is 13.0, which is less than
                         the state level
Student Performance (Physical Fitness)
     % Passing All 4 Tests
            o Only 22.4% of students in the district passed all four tests compared to 35.6% at
                the state level
Student Performance (Connecticut Mastery Test) % Meeting State Goal:
     The percentage of students meeting the state goal for reading in grades 3 and 4 are
       significantly lower than the state level and in grades 5 through 7 the scores are
       significantly lower for mathematics
     Activity of Graduates
     Class of 2005
            o 85% of students are pursuing some form of higher education and 8.4% of in the
                Military
Expenditures (District/State)
                                                                                              5


   The district is spending much more money on instructional staff and services as well as
    instructional supplies and equipment.
   The district is spending less than the state on student support services
                                                                                              6


                           Sand Everywhere School PK-6

School Type: Traditional/Regular
Student Enrollment: 350
School Need (Enrollment In Special Programs)
-Compensatory Education is defined by Merriam-Webster as “educational programs intended to
make up for experiences (as cultural) lacked by disadvantaged children”
        --There are 337 students in the school receiving compensatory education which is 96.3%.
        --99.4% of students in the district receive compensatory education while only 24.1% of
students in Statewide K-6 school receive it
Student Race/Ethnicity
-There are only 2 Asian American students and 3 White students, and 193 Black students and
152 Hispanic Students
-In 2005-06, 99.1% of the school was a minority
School Resources (Instructional Time, Print and Non-Print Materials, School Staff, Class
Size)
-Instructional Time
        --Sands is above the state level by ~20 hours
-Print and Non-Print Materials
        --Sands is about 15 percentage points lower than the State in print volume per student
        --Sands is about 200 percentage points lower than the State in non-print materials
-School Staff
        --Sands is quite a bit lower with teachers holding a Master’s degree, compared to
statewide
        --Sands has a lower percentage of teachers who are trained as mentors, assessors and
cooperating teachers
-Class Size
        --They are equal with the state if not lower
School Processes (Selected Subject Areas)
-While Sands uses 13 more hours for Physical Education than the State, they also focus less on
Science and Social Studies by almost 30 hours each
Student Performance (Physical Fitness Testing)
-Sands has extremely low % passing all four physical fitness testing with only 8.8% passing in
Grade 4 and a very low 3.8% passing in Grade 6. This is significantly lower than both State and
District percentages
                                                                                                       7


                                              Impact

    1.) Low Scores on Physical Fitness Testing
The low scores on the physical fitness testing will impact our curriculum because we will focus
more on performing the various components of the physical fitness testing. This being an
elementary school, instead of focusing specifically on the actual fitness testing in the younger
grades, we will focus more on the health-related fitness components throughout the curriculum.
This could be done during the warm-up, lesson focus or during the culminating activity, or
potentially all three

    2.) High percentage of minority students
Having a high percentage of minority students, we will tailor the activities done throughout the
grades to activities that they might enjoy such as basketball, football and soccer as well. Instead
of focusing on the actual sport, we will focus on the basic movements that are done in various
team sport settings as well as skills related to the sports. Trying to avoid putting them into full-
sided games, the games will be more creative to keep their interest as well as reinforcing the
concepts that we are covering throughout class.

    3.) Teachers with less experience teaching in Connecticut
Teachers with less experience teaching especially in Connecticut will not bring different
experiences and more knowledge to the table as teachers who have a higher number of years
teaching. Teaching in an inner-city school is a different experience than teaching in a suburban
setting, so it would benefit both the school as well as the students if teachers are able to bring a
wealth of teaching experience and knowledge to better serve their students. While a teacher with
less experience may be able to effectively teach a class, a teacher who has plenty of experience
will have more ideas to help improve the physical fitness testing scores.

    4.) Increased instructional time for Physical Education
Increased curriculum time will give teachers more time to devote to their lessons. Teachers will
have more time to develop a concept, giving students a better chance to understand as well. With
increased instructional time, it allows for more breadth and depth to cover more topics in a bit
more detail. This will hopefully help to increase the low physical fitness testing score.

    5.) Low # of students enrolled in the school (350) PK-6
Lower number of students enrolled in the school can mean smaller class sizes which will lead to
increased activity time and decreased waiting time. The low number will give students more
chances to use the equipment and to get more “touches” in the activity that they are doing. It will
also help to increase the number of positive feedback the teacher is able to specifically give each
student to help increase self-esteem
                           8


Strategic School Profile
9
10
11
12
13
14
                                                                                                   15


                                   Mission Statement
The mission of The Sand Everywhere School is to provide quality physical education in which
students will be given numerous opportunities to learn necessary motor skills to help lead an
active lifestyle. The students will gain an appreciation for the values to leading an active lifestyle.
They will learn how to cultivate respect for themselves and others that they can apply both in
physical activity settings and elsewhere.




                                Philosophy Statement

     It is the philosophy of The Sand Everywhere School that students are in need of Physical
Education and the benefits that are gained thereof. The benefits include higher self-esteem,
reducing the feelings of depression and anxiety, helping to control weight, building and
maintaining healthy bones, muscles and joints. Physical activity also helps to promote
psychological well-bring, and helps to reduce mental and muscular tension while at the same
time increasing concentration and energy level.
     Teachers will help to facilitate learning by bring their vast wealth of knowledge to the
students in engaging, fun lessons. Students will begin their Physical Education program in
Kindergarten with Divergent and Convergent problem solving. This allows students to use
critical thinking for solving teacher posed problems.
     The goal over the long-term is to increase the physical fitness scores and obtain new
equipment to help facilitate learning. Another goal is to display the activities of the physical
education program on numerous bulletin boards both inside the gymnasium as well as
throughout the school.
     Since Sands Everywhere is a diverse school, we will incorporate a variety of activities and
games that help cater to the population’s needs and interests. It is also important that activities
are played during class that students can play outside the classroom for a relatively low amount
of money so they are able to stay active outside of school as well. The obesity trend is alarming
so fitness will be incorporated into each unit to help combat the alarming trend.
                                                                                                16


                                 Instructional Models
                             Movement Exploration (K-2)


1a Overview:
        Movement Education or Movement Exploration will focus on the students coming up
with the understanding of the material on their own. This approach uses a style that is called
constructivist teaching. Constructivist teaching is when students come up with the answer or
construct one of their own. Students also have the chance to be creative and think about the
answers instead of just being told what they are. This can also be done through the guided
discovery approach. Movement education has concepts and themes that students will be able to
develop an understanding for. The concepts that are involved are effort awareness, space
awareness, body and fitness, movement skills, and relationship awareness. Students will also be
able to understand these concepts better by answering questions of different levels. The different
levels that are involved goes as follows knowledge, comprehension, application, analysis,
synthesis, and evaluation. This is also known as Blooms Taxonomy. Students will be given
question that will make them think about the answer instead of saying yes or no. Students are
also given a chance to think about the answer known as wait time. This will give the students a
chance to develop an answer instead of saying the first thing that comes to mind. There are two
teaching concepts that are incorporated with the movement education model are the spiral
curriculum and traditional teaching units. The spiral curriculum will gives us a chance to revisit
previously taught skills. This will give students the chance at remembering those better than just
learning once a year. Students can also practice those skills throughout the year and become
better at them. The traditional teaching units are mainly focusing on the locomotive movements
where you do the movement and move on. In movement education you can use the locomotive
movements as a lesson and ask the students to think what would happen at different levels and
weight.


1b Skill Themes To Be Addressed:
RELATIONSHIP AWARENESS:
Objects & People:
Close to/far from
In back/in front
Between
Over/under
Outside/inside
Parallel (alongside)
On/off
Along/through
Around
Just People:
Mirror/copy
Lead/follow
                           17


SPACE AWARENESS:
Division of Space:
Self/general space
Open space
Invasion of space
Space with equipment
Levels:
High/medium/low
Directions:
Forward/backward
Right/Left (sideways)
Clockwise/Counter
Up/Down
Range:
Range of success
Range of motion
Pathways:
Curved/Straight/Zigzag
Planes:
Horizontal/Vertical
Shapes:
Round/Flat
Narrow/Wide
Symmetrical/Asymmetrical
Small/large
Creative shapes
Surfaces
Flat/bumpy surface
Large/small surface
EFFORT AWARENESS:
Transfer of weight:
Heavy/light
Transfer of weight
Weight distribution
Landing
Balance:
Static/dynamic
Center of gravity
Speed:
Fast/medium/slow
Accelerate/decelerate
Rhythm:
Even/Uneven rhythm
Patterns/Routines
Beats/Cadence
Unison/Alternate
                                                                      18


Forces:
Create/absorb
Strong/light (degrees of)
Explosive/gradual
On center/off center
Spin/rotate
Inertia/momentum
Flow:
Bound/free flow
Manipulation of Objects:
Manipulate/in control
Loss of control
Movement Sequences:
Short sequence
Long sequence
Transitional sequence
Non-Locomotor Skills
Swing/Sway
Bend/Stretch
Twist/Turn
Push/Pull
BODY & FITNESS:
Body Parts:
Head, neck, knees, legs, trunk, hands, feet
Muscles:
Biceps/triceps
Quads/hamstrings
Deltoids
Abdominals
Pectoralis Major
Gastrocnemius
Fitness:
Health related fitness concepts (MS, ME, BC, Flex, CV)
Overload
Warm-up
Heart rate
MOVEMENT SKILLS:
Locomotor:
Hop, Skip, Run, Walk, Gallop, Slide, Grapevine, Jump, Shuffle, Leap
Basic Manipulative (Gr. 2-3)
Throw
Catch
Kick
Punt
Dribble
Roll
                                                                                              19


Strike
Trap


1c Statement on the utilization of teaching styles
The teaching styles what will be utilized are productive and reproductive styles of teaching. The
reproductive style is when the students reproduce what the teacher wants and productive is when
students produce the learning and understanding on their own. Even thought they are on their as
teacher we will provide questions for the students to help them in the right direction. For
movement education it focuses on the student centered such as the guided discovery approach.
The guided discovery approach is when students answer questions that will lead them to the
answer. This gives the students a chance to think and come up with the answer on their own. We
will also use the problem solving approach and have students try and solve the problem on their
own. Students will have to opportunity to work in pars and groups to get to the answer. Students
will also be able to explore the new concepts and equipment by using them first and think about
how they are used. The focus will be to have the students think about what they are doing. We
will do this by questioning them and having them think for the answer. Students will also be able
to explore the movements and equipment such as different size balls to get a feel for them.
                                                                                        20


      Movement Education Demonstration Lesson Plans

LESSON PLAN
Unit name              Pathways                Lesson #                  Grade: K-2


Equipment/supplies: Music, scooters, cones

Major movement concept or skills: students will move in different pathways forming
curves, zigzags and straight lines.

Safety considerations: spatial awareness, students will be moving around next to each
other

References: www.pecentral.org

Initiation:
        Good morning class today we will focus on pathway in which we can move. Can
anyway tell me paths they take when walking. Today we will focus on the straight,
curved and zigzag pathways and we will be able to identify when someone is using them.
Why do you think we would use different pathways? Can we always go in a straight line?
Why or not?




Introductory Activity
Std(s)        Objective                                             Assessment
1             Students will be able to demonstrate a                Observation
              pathway
2             Students will be able to identify a pathway           Questioning to see
              for a poster board.                                   if the students
                                                                    understand what a
                                                                    pathway is
Time:
Movement experiences:                  1) Organization: Students will stand on one line
Students will move from one            of the basketball court then move to the other
end to the other first using a         end of the basketball court.
straight line then a curved            2) Teaching cues:
pathway and then finally a             Remember to keep looking up
zigzag pathway.                        Watch out for other students
                                                                                               21


                                              3) Questions to ask:
                                              Which pathway got you the fastest to the other
                                              side? Why was that?

      Differentiated Instruction:


Lesson focus
      Std(s)         Objective                                             Assessment
      2              Students will be able to identify the cues for        Verbal Questioning
                     different pathways
      1              Students will be able to demonstrate the              Observation:
                     different pathways                                    Watching the
                                                                           students perform
                                                                           the pathways
      Time:
      Movement experiences:                   1) Organization: students will be using different
      Students will be moving                 locomotive moves to for different pathways
      around the gym using the                around the gym. Students will use the music
      different pathways. Students            for performing the movement and stop when
      will also be asked to change            the music stops.
      the levels that they do the
      locomotive movement at.                 2) Teaching cues:
                                              Look at which way they are going
                                              Keep switching up the pathways
                                              Look where you are going


                                              3) Questions to ask:
                                              What is one way we can tell they took a zigzag
                                              path, curved path, and a straight line?



      Differentiated Instruction:




      Culminating Activity
      Std(s)        Objective                                              Assessment
      2             Students will be to identify what pathways             Verbal questioning
                                                                                     22


               someone is moving                                   of the students to
                                                                   identify a
                                                                   demonstration of a
                                                                   pathway
1              Students will be to demonstrate the                 Observation: Watch
               different types of pathways                         students as they
                                                                   demonstrate the
                                                                   pathways
Time:
Movement experiences:                 1) Organization: Students will break up into
Students will be in their             groups of four or more. Students will be using
groups and works together to          scooters to get around the gym and use
figure out what pathway a             different pathways
group member choose to take.
The students will be able to          2) Teaching cues:
talk about it to come up with         Keep your heads up
the answer then the next              Watch out for fingers
student would go until all the        Change up the pathways
group members have gone 3
times.                                3) Questions to ask:
                                      Which pathway did u like to do best and why?
                                      Which one was harder for you?
                                      Do you think that the scooter made it harder to do
                                      a pathway and why?
Differentiated Instruction:




Closure:
       Can anyone tell what pathways we worked on today? Did anyone find a pathway
that was easier for them? Why was it easier for you? Why were the other pathways harder
for you?
                                                                                    23



LESSON PLAN

Unit name     Beats/Cadence                                 Grade: K-2
Equipment/supplies: Rhythm sticks, maracas, tambourines, basketballs
Major movement concept or skills: Creating rhythm with using patterns and routines.
Safety considerations: spatial awareness, use of different equipment at same time

References: www.pecentral.org

Initiation:
        Good morning class today we will be working on creating rhythm with different
types of instruments and seeing if we can reproduce the pattern our partner does. In
previous classes we worked on what a rhythm was. Can someone tell me the definition?
Today we are going to work on patterns and routines. Can someone tell me what they
think a pattern or routine is? Can you show me using your hands?

Introductory Activity
Std(s)        Objective                                            Assessment
1             Students will be able to use different               Observation:
              locomotive movements at different beats of           Watching students
              music                                                to see if they are
                                                                   keeping up to the
                                                                   tempo of the music.
5,6             Students will be able to demonstrate proper        Observation:
                behavior with using the classroom                  Watch students in
                equipment                                          the way interact
                                                                   with each other
Time:
Movement experiences:                  1) Organization: Students will use different
Students will use different            locomotive movements around the gym to
locomotive movements                   different tempos. The teacher will have a cod
around the gym to different            with different songs on it and the students
beats of music. Students will          have to figure out what the tempo is. Students
listen to the music and will be        will be moving around the gym at different
able to ask other students             locomotive movements the teacher chooses.
what kind of beat it is.               2) Teaching cues:
                                       Listen to the music
                                       Is the music fast or slow
                                        3) Questions to ask:
                                                                                      24


                                         Would your movements be quick or slow with
                                         the fast beat?
                                         Would your movements be quick or slow with
                                         the slow beat?
                                         Why is this?




Differentiated Instruction:

Lesson focus
Std(s)          Objective                                            Assessment
1               Students will be able to demonstrate a beat          Observation:
                pattern                                              Watching the
                                                                     students perform
                                                                     the patterns
2               Students will be able to understand that it is       Observation:
                okay to make a mistake in the activity               Watching the
                                                                     student’s reaction
                                                                     when they get it
                                                                     wrong.
Time:
Movement experiences:                    1) Organization: Students will be broken up
Students will be broken up               into pairs and sit around the gym. The first
into pairs. One student will             student will come up with a pattern or routine.
begin and the other student              The second student will try and reproduce
will try to reproduce that               what the first student did
pattern. The students can use            2) Teaching cues:
different objects that produce           Remember to pay attention
noise but must be respectful             Listen
of the equipment and to                  3) Questions to ask:
others. Students will then               What are ways to remember what your partner
come up with one pattern                 did?
they like. If students get the
pattern wrong they can just
try it again.
Differentiated Instruction:


Culminating Activity
                                                                                       25


Std(s)         Objective                                             Assessment
1              Students will be able to perform a pattern            Observation:
               using an item                                         Watching the
                                                                     students during the
                                                                     activity
2              Students will be able to recognize the                Questioning the
               importance of counting the beats                      students during and
                                                                     after the activity
Time:
Movement experiences:                  1) Organization: Students will be formed into
Students will be break up into         groups of four and combine the patterns they
bigger groups and try to make          used from before to create new ones. After a
longer patterns. Students will         period students will be broken up into bigger
demonstrate to each other and          groups and show each other beat patterns
help with the new students to          2) Teaching cues:
understand. Students will also         Help your other group members if they don’t
have the opportunity to work           know a step
with different equipment that          Be patient it might take time to get it down
did not get to before. At the          3) Questions to ask:
end students can demonstrate           What are ways to remember the patterns?
to the whole class                     Is it easier for the same movements done over or
                                       new movements?
                                       Does practicing the routine or pattern help you to
                                       remember?
Differentiated Instruction:
If students seem to understand creating patterns and reproducing them for long period of
counts joint he groups so that the whole class is doing it together.

Closure:
Can anyone tell me what a routine or pattern is. Would someone like to demonstrate what
a pattern they used today? What where ways to help you remember what your partner
did.
                                                                                                     26


Skill Themes (3-5)
2a Overview
         The skill themes being implemented at this grade level will be a build up of what the
students have learned through their movement exploration. The skill theme approach will take
what students have learned from the movement exploration and being to put them to use when
performing activities where a variety of movements are required at a single time to perform the
specific skill. Along with performing a specific activity the students will learn how to perform
that activity during sport games and activities. The skill theme approach to learning provides the
students with an in depth opportunity to enhance their mental and physical knowledge of what
they learned during the movement exploration stage. This stage is important for the next state in
which the children will begin sport education learning where the skill themes they have learned
come into play during competition and athletics. The skill themes they will learn will serve as the
basics for the next level of the learning process. It is important to stress the emphasis that this is a
level in which the students are not expected to be able to perfect the skills but more so to build
on prior knowledge and be able to apply it to the next stage. The students should be provided
with the ability to perform the skill at a control to utilization proficiency level with a possible
chance for a few outliers. Such students should not be ignored but given the opportunity to
develop the skill theme being taught rather then to diminish the opportunity to learn the skill and
grow to dislike the skill theme in itself. The overall goal is to take the movement exploration
level to the next step and allow students to implement multiple skills and actions when
performing a specific skill (such as those listed below). The skill themes learned shall then be
applied to when they are introduced to the sport education approach which will be the next step
in their learning process.


2b Skill Themes to Be Addressed
Manipulation of Objects
1. Self manipulation:
    a. Dribble: soccer, basketball, hockey (field and floor)
    b. Cradling: lacrosse
2. Exchange:
    a. Throw (through air): baseball, football, handball (vary distance, trajectory, speed)
    b. Pass (along ground): soccer, hockey
    c. Passing to moving target: football, handball, basketball, soccer, hockey
    d. Catch: baseball, football, handball, lacrosse
    e. Control: soccer (trap, chest, thigh), hockey pass
    f. Redirect: volleyball pass, soccer/hockey redirect
    g. Hand-off: football
3. Accuracy and Power:
    a. Shots: basketball, lacrosse, soccer, hockey
    b. Hitting: volleyball, baseball, tennis
    c. Punts: football, soccer
    d. Kicks: soccer
4. Combinations:
    a. Dribble/pass, dribble/shoot, pass/catch, pass/shoot, pass/redirect
                                                                                                27



Movement and Position in Space
1. Offense:
    b. Creating spaces
    c. Standard plays (give/go, pick/roll)
    d. Creating plays (made-up)
    e. Positioning
    f. Speed and direction/changes
    g. Fakes
    h. Picks/blocking
2. Defense:
    a. Guarding/covering
    b. Intercepting
    c. Positioning and support
    d. Goal tending
    e. Tagging/marking
    f. Blocking
    g. Angles (pursuit, intercept)

Communication and Teamwork
1. Terms: open, covered, switch
2. Cooperative games/project adventure

Quality of Movement
1. Flow: correct form
2. Sequences: combining movements together, transition from one movement to another

Rhythm and Dance
Fitness – health related components
Gymnastics


2c Statement on the utilization of teaching styles
        The best teaching style to fit the skill themes posted above would be practice. While the
teacher is able to teach the students the correct techniques for their activity the teacher will
provide the student with corrective feedback to make sure that they have a clear understanding of
the skill they are performing. With the teacher providing feedback as the student is performing,
the student gets maximal activity time while being provided with the correct information to
perform the activity successfully both in and out of the classroom. The student will then be able
to use the skills learned outside of the classroom when there is no learning environment provided
for them. The students will provide themselves with the ability perform the activities based on
what they have learned in the classroom to perform and perfect their skills outside the classroom.
The main objective for the practice style of teaching is to make sure that the students are being
provided with the “proper” feedback and corrections to perform the activity at the proper
proficiency level, preferably control to utilization. Through correct teaching the students will be
able to recognize when they are performing the skill incorrectly and correct themselves when a
                                                                                                28


teaching is not available. The available teacher in the learning environment shall strengthen the
students’ ability to correctly perform the skill.
                                                                                               29


                                            Goals
                                       Kindergarten
Content Standard 9- Motor Skill Performance
    P 9.1. Demonstrate coordination in gross motor and fine motor tasks using control,
      balance, strength and coordination; and demonstrate progress toward the mature form of
      selected fundamental motor skills needed for engagement in developmentally
      appropriate tasks, activities, creative movement, dance and play
    P.9.2. Demonstrate the ability to stop and start on a signal; combine sequences of several
      motor skills in an organized way; and move through an environment with body control
      and good spatial awareness in personal and general space
    P.9.3. Apply problem-solving skills in movement-related activities by solving simple
      movement challenges involving body parts in isolation or in combination
    P.9.4.
    P.9.5. Respond to cues and problem-solve as well as use whole self in personal and
      general space

Content Standard 10- Applying Concepts and Strategies
    P.10.1. Demonstrate an understanding of body awareness concepts by identifying large
      and small body parts; show understanding of movement concepts and apply them to
      psychomotor skills (e.g., demonstrating momentary stillness in balance activities,
      distinguishing when to kick a ball softly or with force); and show understanding of space
      concepts by identifying and demonstrating personal and general space
    P.10.2. Recognize that when some movements, activities and noises are appropriate for
      the space that they are in, whether indoors or outside.
    P.10.3. Follow safety and age-appropriate classroom and playground rules and
      procedures

Content Standard 11- Engaging in Physical Activity
    P.11.1. Engage in physical activities when presented with opportunities and with teacher
      encouragement. Engage in a wide variety of gross-motor activities that are child-selected
      and teacher- initiated
    P.11.2. Demonstrate understanding that different movements are performed by different
      body parts, singly and in combination (e.g., kicking with foot, throwing with hand) in an
      organized way
    P.11.3.
    P.11.4. Participate in healthy physical activity, and demonstrate understanding that
      physical activity is beneficial to good health

Content Standard 12- Physical Fitness
    P.12.1 Demonstrate understanding that different physical activities have different effects
      on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster,
      not as fast, and slow, respectively)
    P.12.2 Developmentally appropriate recognition of the effects of physical activity and
      exercise are beneficial to good health
                                                                                               30


     P.12.3 Use words, symbols and other media to express feelings and sensations about
      physical activity and nutrition. This can be done by collecting, describing and
      recording feelings and observations about physical activity and its effects on the
      body and on how one feels during and after exercises, and before, during and after
      eating.
    P.12.4
Content Standard 13- Responsible Behavior
    P.13.1. Demonstrate safe behavior for self and toward others by following established
      class rules, procedures and safe practices with teacher guidance and reinforcement
    P.13.2. Interact appropriately with peers and familiar adults (e.g., sharing, taking turns,
      following rules) with teacher guidance and reinforcement; stay on task for short periods
      with teacher supervision; listen quietly without interruption for short periods with teacher
      reinforcement; and exhibit self-control in group situations
    P.13.3. Demonstrate willingness to play with any child in the class; and recognize
      similarities and appreciate differences in people
    P.13.4. Use age-appropriate conflict resolution strategies; seek help from adults when
      conflict arises; and engage in developing solutions and work to resolve conflicts with the
      other student and teacher collaboratively.
    P.13.5. Respect other’s views, differences and beliefs.

Content Standard 14- Benefits of Physical Activity
    P.14.1. Begin to develop positive feelings about being physically active; and with
      teacher encouragement, make connections between physical activity and fun
    P.14.2. Participate in creative movement and dance; identify several activities that are
      personally enjoyable; and use a variety of means for self-expression
    P.14.3. Demonstrate appropriate social interactions with peers during physical activity
      (e.g., sharing, taking turns, following rules, playing cooperatively) with teacher guidance
      and reinforcement
    P.14.4
    P.14.5. Recognize the difference between physical activity levels in different children’s
      tasks (e.g., sitting at sand table compared to playing tag)
    P.14.6. Develop individual success and confidence by attempting movement skills and
      activities with teacher guidance
                                                                                                 31


                                        Fourth Grade
Content Standard 9- Motor Skill Performance
E.9.1. Demonstrate developmentally mature form in the fundamental movement skills:
locomotor, nonlocomotor and manipulative, in a closed environment (skills in isolation)
E.9.2. Demonstrate simple applications combining locomotor, nonlocomotor and manipulative
skills to participate in developmentally appropriate movement and fitness activities
E.9.3.
E.9.4. Acquire beginning skills for a few specialized movement forms
E.9.5. Participate in a variety of modified games, developmentally appropriate tasks, activities,
creative movement, dance and play using various locomotor, nonlocomotor and manipulative
skills.

Content Standard 10- Applying Concepts and Strategies
E.10.1. Demonstrate an understanding of what the body does, where the body moves, how the
body moves as well as the relationships that occur in movement
E.10.2. Recognize critical performance skill elements in self and others using movement
vocabulary
E.10.3.
E. 10.4. Begin to develop the analyzing skills to constructively critique a peer’s
performance of a movement or skill

Content Standard 11- Engaging in Physical Activity
E.11.1. Engage in a variety of moderate to vigorous developmentally appropriate physical
activities on a regular basis
E.11.2. Demonstrate an understanding of a variety of movements and how they affect the body
and the body’s systems.
E.11.3. Apply the understanding of physical activity concepts to developing movement
sequences and game strategies
E.11.4. Engage in appropriate physical activity during and outside of school that promotes the
development and improvement of physical fitness level

Content Standard 12- Physical Fitness
E.12.1 Demonstrate understanding of the relationship between activities, health-related
components and the physical fitness components (e.g., cardiorespiratory endurance, muscular
strength and endurance, flexibility, nutritional status and body composition)
E.12.2 Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst)
of exercise during and after physical activity
E.12.3 Be knowledgeable about the results of formal fitness testing and correctly associate
these results with overall physical fitness, nutritional levels and personal health status
E.12.4 Maintain a wellness log including exercise and food intake for a set period of time and be
able to make suggestions to improve the quality of their or a peer’s food intake and exercise.

Content Standard 13- Responsible Behavior
E.13.1. Understand, participate in the development of, and follow classroom rules; follow
activity-specific rules, safety practices and procedures; and demonstrate etiquette and good
sportsmanship in a variety of physical activity settings
                                                                                                   32


E.13.2. Work independently or cooperatively and productively with partners or in small groups
to complete assigned tasks
E.13.3.
E.13.4. Develop and display the skills needed for resolving conflicts peacefully as well as
behaviors that are sensitive to individual differences that can affect group activities

Content Standard 14- Benefits of Physical Activity
E.14.1. Express and identify feelings about participating in physical activity and begin to make
choices based on those feelings
E.14.2. Use physical activity as a means of self-expression and as a positive opportunity for
social and group interaction
E.14.3.
E.14.4. Experience personal challenges through physical activity
E.14.5.
E.14.6. Experiment with new physical activities
                                                                                                   33


                                         Objectives
K-1
Content Standard 9- Motor Skill Performance
     Recognize a run, skip, gallop, hop, jump, leap, and a slide.
     Demonstrate understanding of changes in speed, and directions
     Demonstrate understanding of the various pathways, and rhythms
     Demonstrate ability to respond to various cues used throughout the lesson such as start,
      stop, among other
     Demonstrate critical thinking to solve simple movement challenges


Content Standard 10- Applying Concepts and Strategies
     Recognize the basic divisions of space
     Recognize small and large body parts
     Realize and demonstrate understanding that some movements, activities and noises are
      appropriate for certain areas, such as outdoors or inside
     Understand and follows all safety precautions and classroom rules
     Recognize and understand movement concepts and be able to apply them to various
      activities and skills

Content Standard 11- Engaging In Physical Activity
     Students will participate in the numerous physical activities during class
     Demonstrate competency in movements performed by different body parts individually
      or in combination
     Students will be able to explain how physical activity is important for good health at a
      developmentally appropriate level
     Students will participate in healthy activities that will be beneficial to their overall well-
      being.
     Students will engage in activities that are selected by themselves or peers.

Content Standard 12- Physical Fitness
     Students will show knowledge of how different activities effect the body such as a heart
      beating faster or slower after different activities
     Students will show a basic grasp on the effects of physical activity and how it is
      beneficial to good health
     Students will begin to expand their vocabulary to express various feelings about physical
      activity and nutrition
     Students will be able to keep an activity and nutrition log to record their thoughts and
      feelings about food and exercise
     Students will demonstrate understanding of basic information regarding nutrition and
      exercise
                                                                                                34


Content Standard 13- Responsible Behavior
     Students will demonstrate proper behavior towards themselves and others during
      activities and transition time
     Students will stay on task for a short amount of time under direct teacher supervision
      during activities.
     Students will exhibit self-control throughout the class during activities as well as
      transition time.
     Students will attempt to solve a problem with basic conflict resolution skills themselves
      and with teacher involvement as necessary
     Students will be open and willing to participate in activities with all of their classmates

Content Standard 14- Benefits of Physical Activity
     Students will develop positive feelings about physical activity and associate it to fun
      feelings
     Students will be able to name activities that they find enjoyable and that they can use for
      self-expression
     Students will interact with their peers during activities in appropriate ways
     Students will be able to develop confidence by practicing skills and activities under
      supervision of a teacher
     Students will participate in various activities of creative movement and dance
                                                                                                    35


2-3
Content Standard 9- Motor Skill Performance
     Students will be able to be proficient at the run, skip, gallop, hop, jump, leap, and slide
     Students will be able to demonstrate their understanding of changing speed, direction,
      pathways, and rhythms
     Students will demonstrate aptitude for responding to various cues used through each
      lesson.
     Students will be able to use critical thinking to solve simple and more complex
      movement challenges
      Students will begin to develop skill with the different skill theme concepts


Content Standard 10- Applying Concepts and Strategies
     Students will demonstrate understanding of the basic divisions of space
     Students will recognize body parts and begin to understand the location of major muscle
      groups
     Students will be competent in understanding when it is appropriate to use certain
      movements, use particular activities and certain level of noise
     Students will understand and follow all safety precautions and classroom rules
     Students will problem solve various problems regarding balance, movement, and skills


Content Standard 11- Engaging In Physical Activity
     Students will participate and contribute in numerous physical activities during class
     Students will demonstrate proficiency in movements performed by different body parts
      individually or in combination. They will begin to demonstrate understanding in complex
      movements performed by various body parts
     Students will be able to explain in greater detail the effects that physical activity has on
      their bodies, they will begin to demonstrate competency in the effects of a sedentary
      activity on their body’s systems
     Students will begin to create simple variations for some activities
      Students will find activities that they enjoy to play both in class as well as outside the
      classroom

Content Standard 12- Physical Fitness
     Students will be able to keep a more detailed food and exercise log, recording their
      thoughts, feelings before, during, and after eating and exercising.
     Students will attempt to solve problems with conflict resolution skills themselves and
      with teacher involvement as necessary
     Students will expand upon and regularly use their vocabulary to express various feelings
      about physical activity and nutrition
     Students will understand the concept of physical education as well as the health-related
      components of physical fitness
                                                                                                  36


     Students will be able to relate the benefits of physical fitness to improving their lives

Content Standard 13- Responsible Behavior
     Students will demonstrate proper behavior towards themselves and other during activities
      and transition time.
     Students will attempt to solve problems with conflict resolution skills themselves and
      with teacher involvement as necessary
     Students will stay on task for a short amount of time with little teacher reinforcement and
      encouragement
      Students will exhibit self-control throughout class during activities as well as transition
      time
     Students will be open and willing to try and participate in different activities with their
      classmates
                                                                                                  37


4-5
Content Standard 9- Motor Skill Performance
     Students will be able to demonstrate the various skill themes using various equipment
     Students will display understanding to various cues used throughout each lesson by
      responding quickly and efficiently.
     Students will be able to use critical thinking to solve challenges relating to skill themes.
     Students will be proficient at all locomotor movements
     Students will be able to string together simple skills


Content Standard 10- Applying Concepts and Strategies
     Students will understand and follow all safety precautions and classroom rules
     Students will problem solve various tactical challenges relating to the various skill
      themes
     Students will demonstrate an advance understanding of the basic divisions of space as
      well as maintaining good spatial awareness
     Students will begin to recognize the relationship between specific muscles groups and
      movements associated with them
     Students will begin to master the basic skill themes


Content Standard 11- Engaging In Physical Activity
     Students will participate and contribute in numerous physical activities during class
     Students will demonstrate understanding in complex movements performed by various
      body parts
     Students will be able to explain the effects that physical activity has on their bodies, they
      will demonstrate competency in the effects of a sedentary lifestyle on their body’s
      systems.
     Students will know what resources to use to find after school activities to keep an active
      lifestyle outside of school
     Students will find different activities that they enjoy doing and are able to play in school
      as well as outside of school

Content Standard 12- Physical Fitness
     Students will be able to keep a detailed food and exercise log
     Students will attempt to solve problems with conflict resolution skills themselves using
      “I-statements” and talking about why they feel the way they do
     Students will regularly use their physical education vocabulary to express their feelings
      about physical activity and nutrition
     Students will be able to name the components of health-related components of physical
      fitness
     Students will be able to relate the benefits of physical fitness to improving their lives
                                                                                             38


Content Standard 13- Responsible Behavior
     Students will demonstrate respect and compassion towards themselves and others during
      activities and transition time
     Students will stay on task for the majority of class with little teacher reinforcement and
      encouragement
     Students will exhibit and maintain self-control throughout class
     Students will demonstrate understanding of the classroom rules and why they are in place
                                                                                                                                 39



          Number of PE Class Periods & Minutes per Year
In elementary school, classes for grades K-2 are typically 30 minutes long while for grades
3-5, the typical duration is 40 minutes. Elementary classes typically meet once or twice per
week. Grades 6-12 typically meet two times per week for a duration between 40 and 50
minutes. High school groups may choose block scheduling (~90 minutes) but the number of
classes per cycle is halved.

Number of Classes per Year
1. Number of days in a cycle (set by instructor)..................................................... 6_____
2. Number of cycles in a year (180/# of days in a cycle) ....................................... _30___
3. Number of days a class will have PE per cycle .................................................. __2___
              a. Either 1 or 2 times per week for ES and 2 times per week for MS, HS
4. Number of cycles in a year (step 2) multiplied by number
    of PE days per cycle (step 3). This equals the number of “scheduled” PE
    classes per year ................................................................................................. _60____
5. Multiply the number of scheduled PE classes per year (step 4) by 90% for
    “actual” number of PE class periods per grade per year (10% of classes are
    “lost” due to assemblies, field trips, health screenings, bus drills, etc) ............. __54__


Number of Instructional Minutes per Year
1. Number of minutes per class period ................................................................. _45____
              a. Elementary school is typically 30 minutes K-3 and 40-45 minutes
                    4-5. Middle and high school are typically 45 minutes.
2. Total number of minutes per year (step 5 above times # of minutes) .............. __2430_
3. Divide by 60 for number of hours (round to nearest hour) ............................... _40.5__
                                                                                          40



                               Curriculum Map
                       Kindergarten through 2nd grade


  GRADE: Kindergarten             GRADE: 1st Grade              GRADE: 2nd grade

Content:            Less. #   Content:            Less. #   Content:            Less. #
Orientation            1      Orientation            1      Orientation            1
Division of Space      3      Division of Space      1      Division of Space      1
Levels                 5      Levels                 5      Levels                 3
Locomotor             15      Locomotor              7      Locomotor              5
Directions             3      Directions             2      Directions             3
Pathways               3      Pathways               3      Pathways               2
Shapes                10      Shapes                 5      Body Parts             3
Body Parts             5      Body Parts             5      Fitness                6
Fitness                3      Fitness                4      Objects/People         5
Objects/People         4      Objects/People         5      Speed                  4
Speed                  2      Speed                  3      Rhythm                 3
                              Rhythm                 3      Planes                 2
                                                            Manipulation of
                              Planes                 2      Obj.                   4
                              Manipulation of
                              Obj.                   4      Non-Locomotor          4
                                                            Basic
                              Non-Locomotor          4      Manipulation           8




Total Lessons         54                            54                            54
                                                                               41




                    Curriculum Map Grades 3 Through 5

GRADE:3rd Grade        GRADE:4th Grade             GRADE:5th Grade
            Less.                    Less.                             Less.
 Content:    #          Content:       #            Content:            #
Orientation  1         Orientation     1           Orientation          1
Dribbling    6         Dribbling       4           Dribbling            3
Throwing     5         Throwing        4           Throwing             3
 Passing     5          Passing        4            Passing             3
 Catching    4          Catching       3            Catching            2
Pass/Catch   3         Pass/Catch      3           Pass/Catch           2
 Control     3          Control        3            Control             2
 Creating
  Space       6      Creating Space     4        Creating Space         2
Cooperative            Cooperative
  Games       5          Games          5      Cooperative Games        5
 Rhythm
and Dance     5     Rhythm and Dance    5      Rhythm and Dance         4
  Fitness     6          Fitness        6           Fitness             7
Division of
  Space       1       Shots/Kicks       4         Shots/Kicks           3
  Levels      1      Standard Plays     2        Standard Plays         2
Locomotor
Movement      2     Guarding/Covering   2      Guarding/Covering        2
 Pathways     1        Gymnastics       4         Gymnastics            4
                                                    Speed and
                                                direction/changes       2
                                             Positioning and Support    2
                                                      Hitting           2
                                                     Cradling           3
   Total      54          Total         54            Total             54
                                                                                            42




                                 Scope and Sequence
Locomotor Movements

                                                                        Grades
                                                            K     1     2               5
Content Area              Skill or Concept                                  3     4
Locomotor Walk                                             M     M     M     M    M     M
          Run                                              I/D   D     M     M    M     M
          Jump                                             I     D     M     M    M     M
          Hop                                              I     D     D     M    M     M
          Skip                                             I     D     D     D    M     M
          Slide                                            I     D     D     M    M     M
          Gallop                                           I     D     D     D    M     M
          Grapevine                                                          I    D     M

Unit Objectives

SWBAT is an acronym for the “students will be able to.”

Content Area – Locomotor Movements
Standard 9 – Motor Skills and Movement Patterns
   1. SWBAT properly perform the skip
   2. SWBAT perform the locomotor movements at different speeds
   3. SWBAT properly perform the gallop movement
   4. SWBAT perform the locomotor movements in various pathways

Standard 10 – Understanding of movement concepts, principles, strategies, and tactics
   1. SWBAT distinguish the difference between the hop and jump
   2. SWBAT recognize each locomotor movement when demonstrated to them
   3. SWBAT identify the key cues for each locomotor movement
   4. SWBAT transform the slide into a gallop and vice versa

Standard 11 – Participate regularly in physical activity
   1. SWBAT describe opportunities when they can use the locomotor movements outside of
       school
   2. SWBAT describe the benefits of doing locomotor movements
   3. SWBAT explain games that they could use the different locomotor movements
   4. SWBAT name the various sports that use locomotor movements as well as the locomotor
       movements that are used

Standard 12 – Achieves and maintains a health-enhancing level of physical fitness
   1. SWBAT perform the locomotor movements for an extended period of time to benefit
       their cardio-respiratory fitness levels
                                                                                             43


   2. SWBAT explain the benefits of combining locomotor movements with other physical
      activity
   3. SWBAT use locomotor movements to increase their heart rate
   4. SWBAT use locomotor movements in conjunction with pedometers to understand how
      different locomotor movements effect their step count

Standard 13 – Exhibits responsible personal and social behavior
    1. SWBAT give positive feedback to other students in regards to locomotors movements
        that they are performing
    2. SWBAT avoid other students while performing the various locomotor movements
    3. SWBAT support other student’s quest to master the locomotor movements
    4. SWBAT participate with the other students while performing the various locomotor
        movements
Standard 14 – Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction
    1. SWBAT integrate locomotor movements into a sequence of movements that describe a
        portion of the students daily life
    2. SWBAT explain their favorite locomotor movement and why they like it
    3. SWBAT work with a partner to combine both of their favorite locomotor movements
        into a sequence
    4. SWBAT explain the health benefits of using locomotor movements in our everyday lives


Levels

                                                                        Grades
                                                            K     1     2                5
Content Area               Skill or Concept                                 3     4
Levels         Low while standing                          I     M     M     M    M     M
               Medium while standing                       I     D     M     M    M     M
               High while standing                         I     D     M     M    M     M
               Low/Medium/High while walking               I     D     M     M    M     M
               Low/Medium/High while running                     I     D     M    M     M
               Low/Medium/High while performing other            I     D     D    M     M
               locomotor movements

Unit Objectives

SWBAT is an acronym for the “students will be able to.”

Content Area – Levels
Standard 9 – Motor Skills and Movement Patterns
   1. SWBAT demonstrate a high level while standing, walking and running
   2. SWBAT demonstrate a low level while standing, walking, and running
   3. SWBAT demonstrate a medium level while standing, walking and running
   4. SWBAT demonstrate the various levels while performing other locomotor movements
                                                                                               44


Standard 10 – Understanding of movement concepts, principles, strategies, and tactics
    1. SWBAT describe what a high level is
    2. SWBAT describe what a medium level is
    3. SWBAT describe what a low level is
    4. SWBAT name situations when we may use the different levels
Standard 11 – Participate regularly in physical activity
    1. SWBAT engage in moderate to vigorous physical activity using various levels
    2. SWBAT engage in a variety of various level activities during leisure time
    3. SWBAT will participate regularly in a variety of non-structured and minimally organized
        physical activities outside of PE class that incorporate the three different levels
    4. Students will choose to participate in structured and purposeful activity that explores the
        different levels
Standard 12 – Achieves and maintains a health-enhancing level of physical fitness
    1. SWBAT engage in a series of level activities without tiring easily
    2. SWBAT participate in a variety of games focuses on levels that increase breathing and
        heart rate
    3. SWBAT use the playground equipment and demonstrate the various levels
    4. SWBAT engage in an appropriate level of physical activity related to levels to increase
        their endurance
Standard 13 – Exhibits responsible personal and social behavior
    1. SWBAT practice the activity related to levels until the teacher gives the stop cue
    2. SWBAT share their observations about their partners performance during a level activity
    3. SWBAT encourage their classmates to keep working towards mastering the level activity
    4. SWBAT cooperate with all class members by taking turns and sharing equipment when
        needed during activities relating to levels
Standard 14 – Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction
    1. Students will be willing to try new activities and game relating to the levels concept
    2. SWBAT develop a sequence of movements using various levels that they find interesting
    3. SWBAT explain how varying levels can make a game easier or harder
    4. SWBAT express their ideas about games and activities relating to the levels concept

Speed

                                                                        Grades
  Content                                                      K    1    2                 5
   Area                   Skill or Concept                                    3      4
Speed        Walking at a slow pace                        I/D/M   M     M     M     M    M
             Walking at a fast pace                        I/D     M     M     M     M    M
             Walking at a medium pace                      I/D/M   M     M     M     M    M
             Running at a slow/medium/fast pace            I/D     M     M     M     M    M
             Skipping/Galloping at a slow/medium/fast      I       D     M     M     M    M
             pace
             Hopping/Jumping/Slide/Grapevine at a          I       D     D     M     M    M
             slow/medium/fast pace
                                                                                              45


Unit Objectives

SWBAT is an acronym for the “students will be able to.”

Content Area –Speed
Standard 9 – Motor Skills and Movement Patterns
    1. SWBAT maintain control while walking at a slow, medium and fast pace
    2. SWBAT maintain control while running at a slow, medium and fast pace
    3. SWBAT maintain control while skipping and galloping at a slow, medium and fast pace
    4. SWBAT maintain control while hopping, jumping, sliding, or doing the grapevine at a
        slow, medium or fast pace
Standard 10 – Understanding of movement concepts, principles, strategies, and tactics
    1. SWBAT comprehend when it may be appropriate to use a slow, medium or fast pace
        during a game-like activity
    2. SWBAT understand what locomotor movements are easier at each speed
    3. SWBAT recognize what level they are traveling at during the various activities relating to
        the speed concept
    4. SWBAT recognize appropriate safety practices during activities relating to the speed
        concept
Standard 11 – Participate regularly in physical activity
    1. SWBAT explain activities that can be done outside of class that use the three different
        speeds (slow, medium and fast)
    2. SWBAT engage in various activities relating to the concept of speed
    3. SWBAT participate in activities during class as well as outside of the classroom that will
        reinforce the use of the different types of speed
    4. SWBAT use a variety of speeds to engage in moderate to vigorous physical activities
Standard 12 – Achieves and maintains a health-enhancing level of physical fitness
    1. SWBAT demonstrate sufficient cardiorespiratory endurance to perform a variety of
        speed activities
    2. SWBAT participate in a variety of games that increase breathing and heart rate
    3. SWBAT explain how changing their speed will increase or decrease their heart rate
    4. SWBAT explain which health-related fitness standards can be affected by continuously
        changing your speed
Standard 13 – Exhibits responsible personal and social behavior
    1. SWBAT use equipment and space safely and properly during speed activities
    2. SWBAT follow directions given to the class for a speed activity
    3. SWBAT enjoy participating in an activity alone while exploring speed tasks
    4. SWBAT work productively to gain an understand of the speed concept
Standard 14 – Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction
    1. Students will continue to participate even if they do not get the concept of speed right
        away
    2. SWBAT observe a partner’s speed and determine their speed effectively
    3. SWBAT identify activities that they enjoy while working on a speed concept
    4. SWBAT choose to participate in group physical activities relating to the speed concept
                                                                                            46


Dribbling
                                                                          Grades
                                                              K       1   2            5
Content Area                Skill or Concept                                  3    4
Dribbling      Dribbling a soccer ball in general space       I   D       D   M    M   M
               Dribbling a basketball in general space        I   D       D   D    M   M
               Dribbling a floor hockey ball in general                            I   D
               space
               Dribbling a field hockey ball in general                            I   D
               space
               Dribbling a soccer ball in a game situtation       I       D   D    D   D
               Dribbling a basketball in a game situation                 I   D    D   D

               Dribbling a floor hockey ball in a game                             I   D
               situation
               Dribbling a field hockey ball in a game                             I   D
               situtation

Unit Objectives

SWBAT is an acronym for the “students will be able to.”

Content Area – Dribbling
Standard 9 – Motor Skills and Movement Patterns
   1. SWBAT dribble a soccer ball using the proper technique (keeping it close, eyes up,
       inside and outside of foot)
   2. SWBAT dribble a basketball using the proper technique (fingerpads, waist height, keep it
       close, eyes up)
   3. SWBAT dribble a manipulative object while avoiding stationary objects
   4. SWBAT dribble a manipulative objects while avoiding moving targets

Standard 10 – Understanding of movement concepts, principles, strategies, and tactics
   1. SWBAT explain the use of dribbling in a basketball setting
   2. SWBAT explain the use of dribbling in a soccer setting
   3. SWBAT comprehend the importance of keeping their body between a “defender” and the
       ball
   4. SWBAT explain the strategy for keeping possession of the manipulative object
Standard 11 – Participate regularly in physical activity
   1. SWBAT name opportunities to practice dribbling outside of the school setting, both in a
       recreational activity and a game setting
   2. SWBAT describe the proper clothing attire for any dribbling sport
   3. SWBAT describe how they can incorporate dribbling into their “regular” afterschool
       games to challenge them
   4. SWBAT explain the different games that use dribbling in some form
Standard 12 – Achieves and maintains a health-enhancing level of physical fitness
   1. SWBAT explain how dribbling can increase their heart rate
                                                                                              47


    2. SWBAT sustain activity for increasingly longer periods of time while participating in
        dribbling activities
    3. SWBAT run the equivalent of running around the gymnasium twice while dribbling a
        ball without stopping except to maintain ball control
    4. SWBAT engage in a series of dribbling activities without tiring easily
Standard 13 – Exhibits responsible personal and social behavior
    1. SWBAT give constructive feedback on a student’s dribbling technique in a positive way
    2. SWBAT maintain good body control while dribbling in general space with other students
    3. SWBAT maintain a positive attitude towards the selected dribbling activity whether
        teacher and/or student selected
    4. SWBAT cooperate with all class members by taking turns and sharing equipment when
        needed during dribbling activities
Standard 14 – Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction
    1. SWBAT describe how they can challenge themselves while dribbling to increase the
        difficulty level
    2. Students will willingly tried new movements and skills associated with dribbling
    3. SWBAT select and practice a dribbling skill on which improvement is needed
    4. SWBAT express their feelings regarding dribbling and their improvement in dribbling


Throwing
                                                                        Grades
                                                            K     1     2                 5
Content Area               Skill or Concept                                 3      4
Throwing       Underhand throw to a stationary target      I     D     M     M     M    M
               Overhand throw to a stationary target       I     D     D     M     M    M
               Underhand throw to a partner                I     D     M     M     M    M
               Overhand throw to a partner                       I     D     D     M    M
               Overhand throw to a moving target                       I     D     D    M
               Overhand throw while moving to a target                       I     D    M
               Overhand throw while moving to a partner                      I     D    D

Unit Objectives

SWBAT is an acronym for the “students will be able to.”

Content Area – Throwing
Standard 9 – Motor Skills and Movement Patterns
   1. SWBAT demonstrate an underhand throw using the proper technique to a stationary
       target
   2. SWBAT demonstrate an underhand throw using the proper technique to a partner
   3. SWBAT demonstrate an overhand throw using the proper technique to a moving target
   4. SWBAT demonstrate an overhand throw using the proper technique while moving to a
       target
Standard 10 – Understanding of movement concepts, principles, strategies, and tactics
                                                                                                48


    1. SWBAT recognize appropriate safety practices by throwing balls only when others are
        not in the direct lines of their throw or their partner is ready for the throw
    2. SWBAT correct throwing errors in response to corrective feedback given by the teacher
    3. SWBAT accurately recognize the critical cues of a throw make by a fellow student and
        provide feedback to them
    4. SWBAT explain the necessity of transferring weight from the back leg to the front leg
        during a throw
Standard 11 – Participate regularly in physical activity
    1. SWBAT name and describe throwing activities that they can participate in outside of
        physical education
    2. SWBAT participate regularly in a variety of non-structured and minimally organized
        throwing activities outside of the school setting
    3. SWBAT describe the proper attire for any throwing activity
    4. SWBAT engage in moderate to vigorous physical activity using the throwing technique
Standard 12 – Achieves and maintains a health-enhancing level of physical fitness
    1. SWBAT engage in a series of throwing activities without tiring easily
    2. SWBAT recognize the health-related fitness components that the throwing technique can
        effect
    3. The students will choose to participate in throwing activities that require higher levels of
        muscular strength
    4. SWBAT explain the personal consequences of a poor throwing technique
Standard 13 – Exhibits responsible personal and social behavior
    1. SWBAT effectively work with a partner to give feedback to each other regarding their
        throwing technique
    2. SWBAT understand and recognize the appropriate safety considerations and will
        maintain control of their body to help decrease the risk for injury to self or others
    3. Students will maintain a positive attitude towards the class while performing throwing
        activities
    4. SWBAT work with a variety of partners throughout numerous throwing activities without
        any negative instances
Standard 14 – Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction
    1. SWBAT interact with other students and help them with their throwing challenges
    2. SWBAT select and practice the throwing component that they are having difficulty with
    3. SWBAT identify several throwing activities that they find enjoyable
    4. Students will be willing to try a variety of throwing activities and skills.
                                                                                                         49


                                          Student Assessment
Statement on Assessment:
        The Sand Everywhere School believes that students should not be graded strictly on their
performance level in class nor should their grade be based upon participation only. It is our belief
that the assessment should be a balance of all of the Connecticut Physical Education Content
Standards. Students should not be subjected to performance-only grading as it will discourage
students who are not skilled athletes. Instead the performance area of grading will be based upon
improvement or maintaining a high level of skill or fitness. Quizzes will be given both
informally and formally, this includes questioning at the end of class as well as exit slips and
written quizzes based upon the content covered. Participation and behavior will be assessed by
teacher observation as well as talking with students. Students will be rewarded for staying on
task without needing a reminder.

Component Weight:
     Standard or Assessment                                                                Percentage
     1. Psychomotor Performance ................................................... __25__
     2. Verbal/Written Content Quizzes .......................................... __30__
     3. Participation ......................................................................... __25__
     4. Behavior/ Compliance To Class Rules ................................ __20__
                                                                                  Total: 100%
                                                                                                    50


Standard 9 (Psychmotor) Assessment


Assessment Rubric – Standard 9 - Psychomotor

Activity: Catching

                 Students use      Students         Students keep Student was      Student fully
  Students       two hands to     move to the        eyes on the  able to catch   participated in
   Name             catch            ball               ball      the ball          the activity




+ =Student shows the proper criteria for completing a catch.

- =Student do not show that criteria for the skill completion.
A = Student was absent for the activity that day.
                                                                                               51


Standard 10 (Cognitive) Assessment 1

Study the picture and notice what levels the animals are using to answer the following questions.




   1.) Is a low level close to the ground or close to the sky?



   2.) Name one animal from the picture that is using a high level to get around



   3.) Name one animal from the picture that is using a low level to get around.




   4.) Give an example of how you would move at a low level.



   5.) Give an example of how you would move at a high level.
                                                                                        52


Standard 10 (Cognitive) Assessment 2
                                 Soccer Kicking Sheet


1. The two children below are practicing their soccer kicking skills. Only one of them
is practicing correctly. Circle the student you think is kicking the soccer ball using the
correct form.




2. Write down why you chose this answer. What is this child doing correctly?




Standard 11 (Participation) Assessment
                                                                                                       53



Student Name:   Wearing       Participated in   Participated in   Participated in         Total for day:
                sneakers?     Warm-up?          lesson focus?     culminating activity?
Ralph           1             1                 1                 1                       3
Joe             1             1                 0                 1                       3
Cassie          1             0                 0                 1                       2
Kaylee          1             1                 1                 1                       4




*For each category, students will either get a 1 or a 0. A 1 indicates that they participated in that
category and a 0 means that they did not participate. The maximum number of points a student
can receive for participation each day is 4.
                                                                                                 54


Standard 12 (Fitness Testing) Assessment


Name:             1 mile run/walk      Sit-and-reach      Curl-ups     Push-ups




        The fitness testing results will be incorporated into the grading through the performance
assessment section. Students will be tested two times, once at the beginning of the year and a
month or two from the first test. After the students are given the results from their first fitness
testing, they will complete a goal-setting sheet, specifying which component of the fitness test
they would like to improve. They will describe how and what they will do to improve their score
or time as well as when they will practice. After the second test, they will look at their new
scores and compare them to the first scores. They will fill out a post-assessment sheet stating
whether or not they improved their score or time and why or why not. The teacher will look at
the scores as well as the sheets. Students will receive grades based upon their improvement as
well as if they maintained a high level of physical fitness.
                                                                                                   55


Standards 13 & 14 (Affective) Assessment

Level of Involvement Scale
From: Farmington HS, CT

                                   LEVEL OF INVOLVEMENT
Personal/Social Responsibility                 LEVEL         Engagement
 Lack of self-control                                        Not dressed for class
                                           IRRESPONSILBE
 Verbally or physically abusive                              Swearing
                                             BEHAVIOR
 Unprepared for learning                                     Rude
                                              0 POINTS
   Maintains self-control                                      Dresses for class
   Respects everyone’s rights              SELF CONTROL        Shows up
   Not a distraction                         1-3 POINTS        Wall flower
   Low level of activity                                       “Just there”
   Involved in class                                           Participates
   Somewhat willing to try new           TEACHER DIRECTED      Shows some effort
    things                                    4-6 POINTS        Does not extend self
   Works within comfort zone
   On-task independence                                        Works independently
   Sould knowledge base                                        Focused
                                            SELF DIRECT
   Works towards improvement                                   Can keep an activity going
                                             7-8 POINTS
   Strives against external influences                         Tries to get better
   Sensitive to others efforts                                 Extends self to a degree
   Cares about doing quality work                              Tries hard
   Cares about group success                                   Brings positive energy to class
   Helps others without regard            ROLE MODELING        Extends self fully
   Risks “failing forward”                  9-10 POINTS        Postive attitude
   Demonstrates leadership                                     Plays/works hard
   Hustles

Options:
 Teachers may complete at end of class in place of attendance
 Teachers and students may complete and compare results (periodically)
                                                                                                  56


Technology and Equipment

Technology:
        Our role as educators is to prepare students for success as adults. Technology will
undoubtedly grow more prevalent throughout our society and therefore, schools should utilize
the latest technology as much as possible. For this assignment, create a Statement on
Technology (100-250 words) exploring your school’s beliefs regarding the utilization of
technology in PE. Then separately list 5 technologies your school will incorporate into
instruction. After each technology, briefly list how you plan to incorporate it (no word
requirement)


Statement on Technology:
        With the rapid increase in technological advances, the physical education program at
Sand Everywhere is conscious of these changes and will be using them during the physical
education classes. The use of technology in the physical education classes allows students to
broaden the way they learn and the way they participate in physical education. Using technology
provides the students with an alternative approach to learning the skills and movement concepts
learned in class. It will also allow the students to monitor their progress in the class through the
use of pedometers, charts, graphs, etc. Technology utilization in the physical education program
only serves as a benefit for the students and will continue to do so as technology progresses.


Technologies Incorporated into Instruction:
   1. Example 1: Step Pedometers
          a. Pedometers will be used to track the amount of steps students are taking during
              class. Challenges will be implemented to motivate students to be more active.

   2. Example 2: Fitness Gram Software
         a. Vital software used to monitoring the class and an individual’s fitness levels in
            and out of school. Students will continuously monitor their daily fitness by
            contributing to this program.

   3. Example 3: Dance, Dance Revolution
         a. One of the best video games to be presented for arcades has served its purpose
            during physical education. Students will be visually active as well as physically
            active through playing DDR.

   4. Example 4: Playstation Eye Toy
         a. Like DDR, the eye toy is a camera that is placed on top of the television and
            monitors the student’s movements (arms, legs, head, etc.) and converts them to
            game use. Students will use this while competing in the video game.
   5. Example 5: Web Quest
                                                                                             57


          a. Students will use the internet for interactive web quest assignments in which they
             will research information on physical fitness, activities, games etc.


Equipment Available
Equipment Table
Item                               Number       Item                                Number
Volleyballs/Nets                      30/4      Scarves                                100
Basketballs                            30       Bean Bags                              100
Soccer Balls                           30
Cones (varying sizes)                  50
Scooters                               30
Hockey Sticks/Pucks                  30/60
Gymnastics Mats (varying sizes)        20
Hula Hoops                             40
Dynabands                              30
Footballs                              30
Gator balls                            30
Baseball bats/Wiffle balls           10/25
Poly spots                             50
Foam/Yarn balls                        80
Frisbees                               30
Pedometers                             30
Rhythm Sticks                          80
Aerobic Step-Ups                       30
Lacrosse Sticks/Balls                30/60
Shakers                                50
Ropes                                   3
Tennis Racquets/Balls               30/100
Jai Alai Paddles/Balls               30/40
Entertainment System                    1
(Music, DDR, eye toy)
Soccer/Hockey Goals                     6
Parallel Bars                           2
Balance Beams (small and large)         2
Spring Board                            1
Parachute                               2
Hurdles                                20
Rock wall                               1
                                                                                                58


        Program and Teacher Evaluation and Improvement
      8b - Determine and create a method for soliciting student feedback regarding the physical
       education program.
           o Include a copy of the actual instrument students will complete
      8c - Determine and create a method for evaluating the physical education teachers in your
       district.
           o Include a copy of the instrument AND a rationale for why you chose that
                instrument.
      8e - Create a requirement for professional development. The frequency and type of
       activities are at your discretion.



Curriculum Updates
        In attempt to keep the curriculum as update and current as possible, the curriculum shall
be updated on a yearly basis, receiving a complete overhaul every 3-5 years based on the
changes in county, state, and national standards. During the yearly updates, the curriculum will
be adjusted based on what worked in the previous years and what didn’t; modifications will be
made based on the results from the previous year of teaching. For curriculums being modified
after 3-5 years will accommodate the success rate of the curriculum and will accommodate the
changes made to the county, state, and national standards. Also the changes will be designed to
benefit the students and their wellbeing.
                                                                                   59


                               Getting Student Feedback

Student’s Evaluation of Physical Education Program

Student:                                                         Date:
Instructor:

Please answer the following questions:

1.) Did you enjoy the activities that you did during PE class?




2.) Did your teacher give you suggestions on how to improve your skills? How so?




3.) What was your favorite part of PE class? Why?




4.) What was your least favorite part of PE class? Why




5.) Are they any activities or games you think we should play during class?
                                                                                                60


Long-Term Goals
         The long term goals of the program should be one that provides the students with the
ability to learn/utilize what they have learned in the classroom for use outside the classroom. The
program will also provide the students with the opportunity to develop their skills beyond what
they have learned in class. Lastly, the program will provide the students with the greatest
opportunity for success in the future.



Professional Development Requirements
       It is the position of The Sand Everywhere School that teachers should be constantly
developing as a professional. The Sand Everywhere School will offer mandatory Professional
Development for the Physical Education Department every two months. During this time,
teachers will be informed of new developments in Physical Education as well as any new
equipment that may have come out. This time can also be reserved for guest lecturers and
workshops. In addition, the Physical Education teachers will attend the CTAPHERD conference
every year.


Extracurricular Physical Education Activities
   1. Morning Fit Club
   2. After-school sports (Sports rotate based on the season)
   3. Hiking Trip
   4. Families Exercise Together Night
   5. Ropes Courses
   6. Camping trip
   7. Jump Rope 4 Heart
   8. Mini-Marathon
   9. Family Pentathlon
   10. Child vs Parent Olympics
                                                                              61


Community Connections
    Hartford Parks and Recreation
           -http://ci.hartford.wi.us/Municipal_Depts/Recreation.htm
           -Splash-tacular Organized Activities
                    --water football
                    --water basketball
                    --water races
           -Swim lessons offered
           -Tae Kwon Do
           -Game Day After-School Activity

    Downtown Hartford YMCA
           -http://www.ghymca.org/716
           -Swim Lessons
           -Fencing Lessons

    Riverfront Adventure Challenge Course
           -Ropes and Challenge Course
           -Kayaking
           -Cooperative games

    W.F.C Martial Arts & Fitness
           -www.wfconline.com
           -Offered martial arts training
           -After school program and regular lessons


    DiscoverOurTown.com
           -http://www.discoverourtown.com/CT/Hartford/Recreation-1362.html
           -Farmington River Tubing

    HARC, Inc
           -http://www.harc-ct.org/recreation/recreation.htm
           -Unified Sports Camps
           -Camp Courant
           -Local Parks Summer Day Camp


Disseminating Information to Students
    -School Physical Education newsletter
    -Physical Education Website
    -Flyers sent home
    -PE Bulletin Board
                                                                            62


Resources
    PE Central
        o http://www.pecentral.org
    wikiPE
        o http://www.ccsu.edu/physedhltfit/faculty/cummiskey/wikipe.htm
    NASPE
        o http://www.aahperd.org/naspe/
    Teachphysed.com
        o http://teachphysed.com/
    P.E.Links4u
        o http://www.pelinks4u.org
    Education Index
        o http://www.educationindex.com/physed/
    PE Universe
        o www.peuniverse.com/content/terms.php
    American Heart Association
        o http://www.americanheart.org/presenter.jhtml?identifier=1200000
    Center for Weight and Health, U.C. Berkeley
        o http://nature.berkeley.edu/cwh/resources/progs_projs_pa.shtml
    The Educator’s Reference Desk
        o http://www.eduref.org/cgi-bin/lessons.cgi/Physical_Education
    Physical Education Lesson Plan Page
        o http://members.tripod.com/~pazz/lesson.html
    Hotchalk’s Lesson Plans Page
        o http://www.lessonplanspage.com/PE.htm
    Activities
        o http://members.tripod.com/~PhysEd/activities.htm
    Online Ballroom Dance Tutorial
        o http://dancetv.com/tutorial/index.html
    Sports Media
        o http://www.sports-media.org/

								
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