Fifth Grade Physical Education Curriculum

Transcription

1 5.1.1 (1 st semester) Date A Students will be able to: Hobbs Physical Education Standards Fifth Grade Physical 1. Demonstrate proficiency in combining basic skills for participating in a variety of physical fitness activities: dance, outdoor pursuits, individual and team activities/sports a. Reproduce sequences of combined skills in practice situations and modified team sports (i.e. pivot & shoot, dribble & shoot; catch & throw, run & slide) b. Reproduce sequences of combined skills in practice situations and modified individual sports/activities (i.e. grip, serve, stance) 2. Demonstrate proficiency using basic offensive and defensive strategies while playing a modified version of learned team and individual sports a. Team sports: defensive players will show & maintain proper position and techniques while offensive players use practiced plays & deception to attempt to move to open space b. Dual sports: reproduce sequences of basic techniques and skills consisting of footwork, court position, offensive & defensive strokes, placement of projectile and court position 3. Demonstrate competency in the use of the concepts of body, effort, space and relationships in movement a. Describe how changing effort affects the outcome of a sport skill (i.e. tennis: smash vs. lob, basketball: lay up vs. 3pointer, track: distance run vs. sprint) 4. Demonstrate competency in the use of motor skills, motor behaviors, and motor learning concepts in increasingly complex movement situations a. Use increasingly complex skills & movements to achieve the desired level of motor skill and performances (i.e. dribbling without opposition to dribbling with opposition to dribbling in a game situation) NM Standards & Benchmarks CK=Core Knowledge NM I A 1 NM I A 2 NM I B 1 NM I B 2 NM II A 1 NM II B 1 Resources Basic texts are Supplemental Books supplied Additional materials in binder o/funkidsfitness/ Hobbs Municipal Schools Physical Education Elementary Activity Guide (HMS PEEAG): Sections 5, 7, 8, 11, 15, 24 HMS PEEAG: Sections 7, 8, 11, 15, 24 HMS PEEAG: Sections 9, 18, 21, 27 HMS PEEAG: Sections 7, 15 Fifth Grade Physical Education 6/4/2009 Page 1

2 B Social, Emotional, and Mental 1. Select and utilize safety principles in physical activity settings a. Use equipment appropriately & for intended purposes b. Follow general classroom and specific activity rules c. Follow established emergency procedures (first aid, fire drills, etc.) d. Wear appropriate activity attire properly 2. Exhibit appropriate personal and group conduct while engaging in physical activity a. Identify a bullying situation and respond appropriately b. Identify a sexual harassment situation and respond appropriately c. Accept responsibility for own actions and modifies behaviors accordingly 3. Recognize the influence of peer pressure and make appropriate decisions using problem solving techniques to resolve conflict a. Identify and make positive choices in a variety of physical education settings b. Recognize and ignore poor behavior choices of peers c. List coping skills for dealing with negative behaviors d. When in conflict, use appropriate problem-solving techniques e. Identify & list components of sportsmanship f. Demonstrate the ability to apply the concepts of good sportsmanship in a variety of situations: spectator, participant, referee, coach, etc. 4. Work cooperatively with a group to achieve group goals a. Explain aspects of cooperative activities b. Participate positively in team building/cooperative activities c. Apply listening skills d. Explain different styles of leadership skills e. Demonstrate the importance of positive attitudes f. Explain what is meant by a good team player g. Analyze cause & effect during physical activities 5. Identify the contribution that physical activity plays in multicultural/ethnic awareness and in the acceptance of all peers a. Identify/explain the role of games, sports, and dance in getting to know and understand various cultures b. Distinguish the difference between varying cultures and their native sports/activities 6. Acknowledge all people of different gender, culture, ethnicity, and disability NM V A 1 NM V A 2 NM V A 3 NM VA 4 NM V B 1 NM V B 2 NM V B 3 NM V C 1 NM V C 2 NM V C 3 NM V C 4 NM V C 5 NM V C 6 NM V D 1 NM V D 2 NM V D 3 NM V D 4 NM V D 5 NM V D 6 NM V D 7 NM VI A 1 NM VI A 2 HMS PEEAG: Sections 10, 13, 16, 20, 21, 29 HMS PEEAG: Sections 5, 16 HMS PEEAG: Sections 1, 2, 5, 16, 17, 22 HMS PEEAG: Sections 10, 17 Fifth Grade Physical Education 6/4/2009 Page 2

3 and seek to learn more about their similarities and differences a. Understand the need for game modification to allow persons with special needs to participate b. Recognize the diverse attributes of age, race, ethnicity, gender and ability level and acknowledge how these differences can enhance group activities c. Participate in games/activities in which handicapping conditions are simulated d. Describe the social dynamics that occur when peers participate in cooperative activities NM VI B 1 NM VI B 2 NM VI B 3 NM VI B 4 HMS PEEAG: Sections (2nd SEMESTER) A Physical 1. Demonstrate competency in the use of critical elements of fundamental and specialized movement skills a. Apply knowledge of results to correct and improve future performance b. Demonstrate ability to analyze a movement pattern by using knowledge of its critical elements (self-analysis, peer observations, etc.) 2. Set personal physical activity goals and participate in individualized programs of physical activity and exercise a. List and describe the benefits of setting personal fitness goals b. Maintain heart rate within the target rate zone (1) demonstrate proper technique to take heart rate (2) explain target heart rate zone c. Choose physical activities with the intent to improve or maintain each of the following health related fitness components: (1) Muscular strength: push-ups, weights, pull-ups, thera-bands, etc. (2) Endurance: running, aerobic activities (3) Flexibility: stretching/warm-up, cool down activities (4) Cardiovascular: running, aerobic activities (5) Body composition: toning, weights, aerobic/anaerobic activities 3. Determine-long term benefits that may result from regular participation in physical activity a. Comprehend the benefits of physical activity and physical lifestyles b. Recognize the difference between anaerobic and aerobic fitness activities NM II C 1 NM II C 2 NM III A 1 NM III A 2 NM III A 3 NM III B 1 NM III B 2 HMS PEEAG: Sections 6, 18, 26 HMS PEEAG: Sections 1, 2, 6, 9, 12, 18, 19 HMS PEEAG: Sections 6, 9, 12, 18 Fifth Grade Physical Education 6/4/2009 Page 3

4 4. Participate in physical activities that address each health-related physical fitness component a. Engage in appropriate physical activity that results in cardiovascular endurance b. Select appropriate fitness activities that require muscular strength and endurance c. Comprehend the benefits of flexibility d. Explains the benefits of a healthy body composition 5. Assess personal fitness status within each health-related physical fitness components a. Comprehends personal fitness data and recognizes individual strengths and weaknesses 6. Interpret the results of physical fitness assessments and use this information to develop individualized physical fitness goals with guidance from the teacher a. Comprehends personal fitness data and recognizes individual strengths and weaknesses b. Chooses appropriate physical activities to maintain and/or improve strengths and weaknesses 7. Evaluate the effectiveness of exercise and other factors to obtain personal fitness goals a. Identify the components of a fitness program and apply them to personal fitness plans ( more aerobics, increase reps & sets) NM IV A 1 NM IV A 2 NM IV A 3 NM IV A 4 NM IV B 1 NM IV C 1 NM IV C 2 NM IV D 1 HMS PEEAG: Sections 1, 2, 6, 9, 18 HMS PEEAG: Sections 6, 26, 27 HMS PEEAG: Sections 6, 26, 27 HMS PEEAG: Sections 6, 16, 18, 26, 27 B Social, Emotional, and Mental 1. Analyze how the media, particularly advertising, influences the perception of ideal body types a. Initiate discussion of media influences on behavior choices b. Explain/describe how media influences our consumer choices and personal/physical self-concept c. Describe differences between healthy bodies and media-generated bodies d. Produce a media advertisement that promotes the benefits of an active and healthy lifestyle 2. Participate in physical activity a. Identify a variety of physical activities that will provide satisfaction and NM VI C 1 NM VI C 2 NM VI C 3 NM VI C 4 NM VII A 1 VHS tape: Get Moving, Get Eating, Get Fit Fifth Grade Physical Education 6/4/2009 Page 4

5 lead to continued participation b. Choose to participate in games/activities both in and out of school c. Identify benefits of participating in physical activities throughout life d. Show a desire to improve one s own physical ability, fitness level and performance 3. Participate in new and challenging physical activities a. Identify opportunities in & out of school that encourage regular participation in physical activities b. Choose and join in on new activities both in and out of school 4. Identify the social benefits of participating in physical activities a. Identify the basic ideals of fair play, rules & communication b. Appreciate the aspects of competition with self and others c. Feel satisfaction as a result of physical activity 5. Practice and demonstrate physical activity as a vehicle for self-expression a. Use physical activities and movements to communicate feelings & ideas b. Demonstrate aesthetic appreciation of skilled body movements c. Describe personal feelings resulting from participating in physical activity d. Exhibit appropriate protocol during dance, fine arts, and other physical activity events NM VII A 2 NM VII A 3 NM VII A 4 NM VII B 1 NM VII B 2 NM VII C 1 NM VII C 2 NM VII C 3 NM VII D 1 NM VII D 2 NM VII D 3 NM VII D 4 HMS PEEAG: Section 16 HMS PEEAG: Sections 10, 17 Fifth Grade Physical Education 6/4/2009 Page 5