K-12 Physical Education

Transcription

1 K-12 Physical Education Introduction to the K-12 physical education curriculum which is based on the Maine Learning Results parameters for instruction. The Health Education and Physical Education Section of the Maine Learning Results outlines the health education and physical education standards and performance indicators. In the Health and Physical Education Standards document, health standards are labeled A-F and physical education is labeled G-I. Index K-12 Curriculum Spiral pp. 3-4 Kindergarten pp. 5-9 Unit: Movement/Motor Skills and Knowledge pp. 5-6 Unit: Personal Responsibility pp. 7-8 Unit: Physical Fitness pp. 9 Grade 1 pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp. 14 Grade 2 pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp. 19 Grade 3 pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp. 22 Unit: Physical Fitness pp. 23 Grade 4 pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp. 28 Grade 5 pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp Grade 6 pp Presented to CCC /Curriculum Board Approved Page 1 Of 51

2 Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp. 39 Middle School pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp High School pp Unit: Movement/Motor Skills and Knowledge pp Unit: Personal Responsibility pp Unit: Physical Fitness pp Return to the Curriculum Index Page Page 2 Of 51

3 Movement/Motor Curriculum Spiral Locomotor/Non-locomotor Grade K Self-space/general space and move/stop safely Grade 1 Locomotor skills-walk, jog, run, hop, jump, leap; non-locomotor skills-balance Grade 2 Locomotor and non-locomotor- gallop, skip, swing, bend, stretch, curl, sway, twist, turn, jump, land Grade 3 Combine locomotor and non-locomotor to rhythmic pattern Grade 4 Locomotor and non-locomotor skills in games and activities Grade 5 Locomotor and non-locomotor skills in games and activities and change direction, level, pathway Grade 6 Specialized movement skills and adapt to sports/games; combine locomotor and manipulative skills Middle School Apply motor skills to enhance performance in games; apply offensive and defensive strategies, team strategies; body movement in dance High School Motor and manipulative skills in various sports and games; demonstrate techniques and styles of various dances High School Motor and manipulative skills in various sports and games; demonstrate techniques and styles of various dances; compare/contrast dance styles Manipulative Grade K Toss and catch in self-space Grade 1 Toss and catch with various objects in self-space Grade 2 Toss and catch and bounce and catch with a partner; dribble with hands in self-space Grade 3 Pass to a partner while moving with hands and/or feet; dribble with hands or feet while moving in general space Grade 4 Compare and contrast overhand and underhand throw; crossing the mid-line Grade 5 Manipulative skills in games and activities and change direction, level, pathway Grade 6 Demonstrate correct technique while combining locomotor and manipulative skills to games and activities Middle School Apply manipulative skills to enhance performance in games/activities High School Motor and manipulative skills in various sports and games; demonstrate techniques and styles of various dances Personal/Social Responsibility Grade K Safe moving choices, cooperative behavior Grade 1 Safe moving choices, respectful listening and following directions, cooperative behavior Grade 2 Identify and use class rules for safe participation, cooperative behavior with a partner Grade 3 Identify and use behaviors related to good sportsmanship Grade 4 Identify and use behaviors related to respect, safety, and cooperation in groups Grade 5 Describe purpose of rules, demonstrate responsible personal and social behaviors Grade 6 Demonstrate cooperative, inclusive and supportive behaviors High School Demonstrate personal and social responsibility by being prepared (proper attire, hygiene, locker care), working together, group initiatives, and respect for individual differences High School Acknowledge and understand the positive and negative influences of peer pressure on decisions and actions in physical education. Physical Fitness Grade K Find/describe working and resting heartbeat Grade 1 Relate working and resting heartbeat to activity Grade 2 Heartbeat as pulse, locate and relate to activity Grade 3 Recognize 3 health-related fitness components Return to the Curriculum Index Page Page 3 Of 51

4 Grade 4 Identify all health-related fitness components and participate in fitness assessments Grade 5 Describe health-related fitness components and how to improve each Grade 6 Demonstrate improvement of health-related fitness components Middle School Perform exercises with proper technique that improve health-related fitness components/assess and evaluate personal fitness progress High School Students will use measurement and assessment data (heart rate monitors, pedometers, heart rate monitors, fitness tests, fitness software, etc.) to develop personal goal improvement Return to the Curriculum Index Page Page 4 Of 51

5 Grade Kindergarten Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor skills Manipulative skills Balance Unit Questions: What part of your body do you use to catch a ball? Why are your eyes important in catching a ball? What happens if you lose your balance? What are the 7 ways to move in the general space? How does your heart beat change when moving? Why is it important to keep self / personal space? Eyes Hands Toss Catch Balance Support Coordination Movement Fast Slow Boundary Lines Safe Stop Forward Slow Body Parts Together Straight HAO K01-- Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will toss a ball to self at or higher than head level using underhand pattern and catch the tossed ball before it touches the ground with two hands. (G2a, G3, G4) Students will bounce and catch a ball. (G2a, G3, G4) Students will balance on various body parts and on various surfaces for a determined amount of time. (G1a, G3) Students will distinguish between self-space and general space. (G1b) Students will travel within a large group without bumping into others or falling while using various locomotor skills (G2a) i.e.: walk, jog, run, hop, jump, leap, side-step. Students will demonstrate movement concepts of relationships i.e.: on/off, over/under, near/ far, beside, in front, behind. Assessment Possibilities: Student demonstration Observation Self analysis Peer or group Task cards Checklist Math -Count the tosses Return to the Curriculum Index Page Page 5 Of 51

6 Count the catches Reading - Use alphabet bean bags Hold balance and count 10, say the alphabet, spell your name Balance on a given number of body parts Safe moving choices in classroom and recess Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 6 Of 51

7 Grade Kindergarten Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Personal Space General Space Taking Turns Safe Moving Choices Boundaries Unit Questions: How does personal space keep us safe? Why do we need to move safely in general space? What does moving safely in general space look like? Why is it important to take turns? Why is it important to stay within the boundaries? Bubble Body Space Boundary Lines Safe Responsible Respectful Directions HAO K03--Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Students will take turns during class activities. (I1) Students will share equipment as needed. (I1) Students will demonstrate safe moving choices and show cooperative behavior. (I1) Assessment Possibilities: Student demonstration Observation Self-analysis Peer or group analysis Task cards Checklist Citizenship personal responsibility Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Panicucci and Constable Return to the Curriculum Index Page Page 7 Of 51

8 Eat Well and Keep Moving by Cheung, Gortmaker and Dart Nutrition and Activity Education, Horizon Student Nutrition Guide Return to the Curriculum Index Page Page 8 Of 51

9 Grade Kindergarten Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Body Awareness Unit Questions: What can we do to make our heart beat faster? Can you feel your heartbeat? How does personal space keep us safe? Why do we need to move safely in general space? What does moving safely in general space look like? Fast Slow Beat Chest Hand Bubble BodySpace Boundary Lines Safe Directions Personal Space General Space HAO K02--Students demonstrate and apply fitness concepts. (H) Students will place their hand on their chest and feel their heartbeat increase with activity. (H4) Assessment Possibilities: Student Demonstration and Teacher Observation Self, Peer or Group Analysis Task Cards Checklist Health: Locating your heart and other organs inside your body Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Phys. Education - Project Adventure by Panicucci and Constable Eat Well and Keep Moving by Cheung, Gortmaker and Dart Nutrition and Activity Education, Horizon Student Nutrition Guide Return to the Curriculum Index Page Page 9 Of 51

10 Grade 1 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor Skills Non-Locomotor Skills Manipulative Skills Balance Unit Questions: What are 7 different ways to move from one place to another on your own feet? What is the difference between locomotor and non-locomotor skills? What part of your body do you use to catch a ball? How can you get the ball from your hands to your partner s hands? Why are your eyes important in catching a ball? How can balance keep us from getting hurt? Walk Jog Run Gallop Hop Jump Leap Side-step Balance Support Coordination Stable Eyes Hands Toss Catch Step Opposite Stop Forward Slow Body Parts Together HAO 101 Movement/Motor Skills and Knowledge.: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Stability and Force - Demonstrate how body position can be adapted. (G1B) Movement Skills - Demonstrate correct technique for a variety of locomotor skills. (G2A) Performance. (G3, G4) Skill-Related Fitness Components Students identify the skill-related fitness components of balance and coordination. (G3) Skill Improvement - Student instructional experiences will help them to understand the importance of practice. (G4) Assessment Possibilities: Student demonstration Observation Self analysis Peer or group Task cards Checklist Return to the Curriculum Index Page Page 10 Of 51

11 Math counting, number of times Health body parts Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Panicucci and Constable Pre-Sports Skills Activities Program by L.F. Bud Turner and Susan L. Turner Return to the Curriculum Index Page Page 11 Of 51

12 Grade 1 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Space Boundaries Safety Responsible Respect Following Directions Taking Turns Safe Moving Choices Unit Questions: Why is personal space important to safety while moving? How does personal space keep us safe? Why do you need to follow directions in P.E.? Why is it important to recognize and stay within the boundaries? Bubble Body Boundary Lines Safe Personal Space General Space HAO 103 Personal and Social Skills and Knowledge Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Cooperative Skills - Students demonstrate taking turns and sharing while participating in physical activities. (I1) Responsible Behavior - Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities. (I2) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Analysis Task Cards Checklist Health: finding heart beat and recognizing changes Safe moving concept and personal space used school wide Suggested Resources: Ready to use P.E. Activities K-2 by Landy and Landy Return to the Curriculum Index Page Page 12 Of 51

13 P.E. Central Website - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Eat Well and Keep Moving by Cheung, Gortmaker and Dart Return to the Curriculum Index Page Page 13 Of 51

14 Grade 1 Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Body awareness Unit Questions: What are two ways to increase your heartbeat? How can we stay physically fit? How does exercise change your heartbeat? Fast Slow Beat Chest Hand HAO 102 Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts. (H) Physical Activity Benefits - Students identify the physical benefits and bodily responses related to physical activities. (H4) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Analysis Task Cards Checklist Health: finding heart beat and recognizing changes Suggested Resources: Ready to use P.E. Activities by Landy and Landy P.E. Central Website - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Eat Well and Keep Moving by Cheung, Gortmaker and Dart Return to the Curriculum Index Page Page 14 Of 51

15 Grade 2 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor Skills Non-Locomotor Skills Movement Relationships Manipulative Unit Questions: What part of the hands is used in dribbling? What are two ways to pass a ball to a partner? How can we stop a ball with our feet? Why should you use your instep to kick the ball? How can you transfer your weight on various body parts in various movements? On/Off Under/Over In Front/Behind Swing/Sway Twist/Turn Bend/Stretch/ Curl Balance Push/Pull Trapping Bounce Pass Chest Pass Straight Curved Zigzag Support Base Aim Target HAO 201 Movement/Motor Skills and Knowledge.: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Skill Improvement -Student instructional experiences will help them to understand the importance of practice. Students demonstrate a variety of manipulative skills. (G4) Stability and Force -Show how base of support changes during static balances. (G1A) Movement Skills - Demonstrate a locomotor skill applying changes in direction, level, and/or pathway. (G2B) Movement Skills - Demonstrate combinations of locomotor skills. (G2C) Movement Skills - Demonstrate correct technique for a variety of locomotor skills. Students will demonstrate skipping and galloping. (G2A) Health related components of fitness Assessment Possibilities: Student demonstration Observation Self analysis Peer or group Return to the Curriculum Index Page Page 15 Of 51

16 Task cards Checklist Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 16 Of 51

17 Grade 2 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Safety Responsibility Respect Rules Unit Questions: How does following directions lead to a better P.E. class? Why is personal space important in all group activities? Why do we have rules? Personal responsibility Fairness HAO 203 Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Cooperative Skills - Students demonstrate taking turns and sharing while participating in physical activities. ( I1) Responsible Behavior - Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities. (I2) Students will identify and use class rules and cooperative behaviors for safe participation. Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Health related components of fitness Suggested Resources: Ready to Use PE Activities K-2 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Return to the Curriculum Index Page Page 17 Of 51

18 Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 18 Of 51

19 Grade 2 Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Pulse Exercise Fitness Unit Questions: What does exercise do to your pulse rate? Why should we get exercise everyday? What are two places on the body to find your pulse? Jumping Jacks Sit-Ups Push-ups Heartbeat Stretching HAO 202 Physical Fitness Activities and Knowledge: Students will demonstrate and apply fitness concepts. ( H) Students participate in physical activity to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance and muscular strength. (H3) Students identify the physical benefits and bodily responses related to physical activity. (H4 ) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Discussions Task Cards Check List Health related components of fitness Suggested Resources: Ready to Use P.E. Activities K-2 by Landy and Landy P.E. Central Website - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Learning on the Move K-6, 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Return to the Curriculum Index Page Page 19 Of 51

20 Grade 3 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor Skills Non-Locomotor Skills Manipulative Skills Rhythmic Movement Unit Questions: How can rhythmic movement improve physical fitness? What ways can you move to the music? Which locomotor and non-locomotor skills are you using? How can jump roping improve one's level of fitness and coordination? What are different ways to jump rope? What is the difference between short rope jumping and long rope jumping? What sports/games use manipulative skills? What part of the foot do you use when you dribble? Kick? What foot do you step forward with when you throw? How can you use my hands and feet to control a ball while moving in general space? Locomotor Non-Locomotor Rhythm Beat Space Count Levels Partner Jump Coordination Swing Pattern Single-Bounce Double-Bounce Rocking Opposite Double Dribble Travel Soft Hands Fingertips Step Aim Push Instep Tracking HAO 301 Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will correctly perform locomotor skills and non-locomotor skills to a rhythmic pattern. (G1, G2b, G4) Students will demonstrate a jump roping pattern using both short jump rope and long jump rope skills. (G2b, G3, G4) Students will demonstrate dribbling with their feet. (G2a) Students will trap (stop) the ball with their feet. (G2a) Students will kick at a target. (G2a) Students will pass a ball to a partner while moving. (G2a) Students will dribble a ball with their hands while moving. (G2a) Assessment Possibilities: Student Demonstration Observation Return to the Curriculum Index Page Page 20 Of 51

21 Self Analysis Peer or Group Task Cards Checklist Health related components of fitness Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 21 Of 51

22 Grade 3 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Safety Responsibility Respect Sportsmanship Unit Questions: What does bad and good sportsmanship look like? Why is it important to have good sportsmanship? Positive Attitude Communication Skills Follow Rules Cooperate Conflict Resolution HAO 303 Students will demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Students will identify and use behaviors related to good sportsmanship. (Ia, Ib, Ic) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Health related components of fitness Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 22 Of 51

23 Grade 3 Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Health Related Fitness Components Muscle Specific Exercises/Activities Unit Questions: What are some activities that may improve the health related fitness components? What can you do to improve your fitness levels? Why is it important to be physically fit? Cardiovascular Endurance Muscular Strength Muscular Endurance Flexibility Body Composition Core Strength HAO 302 Students will demonstrate and apply fitness concepts. (H, G) Students will discuss and describe the effects of cardiovascular activities on the body. (H1,H3, H4, G4) Students will recall the health-related fitness components. (H2) Students will identify and demonstrate various stretches, exercises, and activities that will improve the health-related fitness components. (H3, H4, G4) Students will demonstrate muscle group-specific exercises, stretches, and activities. (H3, H4, G4) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Health related components of fitness Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 23 Of 51

24 Grade 4 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor/Non-Locomotor Skills Manipulative Skills Unit Questions: Which locomotor/non-locomotor skills are used in various games and activities? How do self control/body control/manipulative skills affect your performance in various games and activities? How will improving these skills improve the game? What is the difference between the overhand and underhand throw? Why use the overhand throw instead of the underhand throw? How do you perform an overhand throw with correct technique? What are cross-brain activities and why do we use them? Aim Target Follow Through Eye Contact Control Push Overhead Pass Waist Speed Form Step Release Wrist Lead Point Opposition Dominant Non-Dominant Eye-Hand Coordination Cross-Over Catch Snatch Mid-Line Tracking HA0 401 Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will participate in and demonstrate correct technique while throwing/catching, dribbling, and kicking in modified games/activities. (G2a, G2b, G4) Students will discuss and demonstrate the correct technique while performing the overhand throw. (G1a, G1b, G2a, G4) Students will overhand throw to a target. (G1a, G1b, G2a, G4) Students will compare and contrast the overhand throw to the underhand throw. (G1a, G1b, G2a, G3, G4) Students will perform various cross-brain activities. (G2a, G4) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Return to the Curriculum Index Page Page 24 Of 51

25 Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 25 Of 51

26 Grade 4 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Safety Responsibility Respect Sportsmanship Unit Questions: What does it look like to respect myself? What does it look like to respect others? What does it look like to respect environment/equipment? How will good personal/social skills help bring success? Why is it important to be safe, responsible and respectful during PE? Communication Skills Personal Accountability Character Integrity Sportsmanship HAO 403 Students will demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Students will identify and use behaviors related to respect, safety, and cooperation in physical education class activities. (I1a, I1b, I1c, I2) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Return to the Curriculum Index Page Page 26 Of 51

27 Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 27 Of 51

28 Grade 4 Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Physical Fitness Assessment Unit Questions: What is physical fitness? How will physical fitness help improve quality of life? What choices can you make to improve your performance in the health related fitness components assessed? Body Composition Flexibility Cardiovascular Endurance Muscular Strength Muscular Endurance Sit and Reach Flexed-Arm Hang Pull-ups Pacer Test Mile Run Sit-Ups Pace Breathing Core Strength HAO 402 Students will demonstrate and apply fitness concepts. (H, G) Students will discuss, practice, and participate in fitness assessments. (H1, H2, H3, H4, G4) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 3-4 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 28 Of 51

29 Grade 5 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor/Non-Locomotor Skills Manipulative Skills Unit Questions: How can you combine locomotor skills and change direction, level and/or pathway in games and activities? How can you combine locomotor and manipulative skills during games and activities? How will improvement of this skill improve performance? Set Bump Volley Rotation Contact Point Follow Through Net Forehand Backhand Blade Control Aim Target Safety Waist Height Open space Offense Defense HAO 501 Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance (G, I) Students will discuss and demonstrate goalie techniques. (G1a, G1b, G2a, G2b, G3, G4) Students will discuss and demonstrate shooting, passing and pivoting. (G1a, G1b, G2a, G2b, G3, G4) Students will recall game/activity-specific rules. (I3) Students will discuss and demonstrate striking skills using a long-handled implement in various practice activities and modified games. (G1, G2, G4) Students will discuss and demonstrate proper technique in hand striking practice activities and modified games. (G1, G2, G3, G4) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Return to the Curriculum Index Page Page 29 Of 51

30 Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 30 Of 51

31 Grade 5 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Safety Responsible Respect Problem Solving Unit Questions: What is problem solving? How will problem solving be used in life? Challenge Goal Task Choose Opinion Cooperate Listening to Peers Risk taking HAO 503 Students will demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I, G) Students will demonstrate responsible personal and social behaviors. (I1a, I1b) Students will be given a challenge (physical and/or cognitive) to overcome with a group. (I1a, I1b, G2b) Assessment Possibilities: Student demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Return to the Curriculum Index Page Page 31 Of 51

32 Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 32 Of 51

33 Grade 5 Unit: Physical Fitness Essential Question(s): How can physical fitness and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Health Related Fitness Components Winter Recreation Unit Questions: What can you do to improve your health related fitness components? What can we do to stay active in the winter? How will this help to keep us healthy and fit? Personal Fitness Snow Shoes Skis Ice Skates Trails Woods Leave No Trace Equipment Size Binding Adjust Problem Solve Help Safety HAO 501 Students demonstrate fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will discuss skills involved, safety, and expectations in various winter recreation activities. (G3, G4) Students will participate in various winter recreation activities. (G1a, G1c, G2b) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Return to the Curriculum Index Page Page 33 Of 51

34 Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 34 Of 51

35 Grade 6 Unit: Movement/Motor Skills and Knowledge Essential Question(s): How can movement/motor skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Locomotor/Non-Locomotor Skills Manipulative Skills Unit Questions: How can the combination of locomotor and manipulative skills be used with offensive/ defensive concepts during games and activities? How will improvement of this skill improve my performance and/or the success of the game or activity being played? How can I change my direction, level, and/or pathway to be more successful in a game or activity? Long-Handled Implement Forehand Backhand Cradling Scooping Stick Handling Stroke Face Grip Serve Strategies HAO 601 Students will demonstrate fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will strike a ball using their hand in various practice activities and modified game. (G1a, G2a, G3) Students will serve a ball over a net, using underhand movement pattern. (G1a, G2a, G3) Students will set and bump a ball to a teammate and/or over a net. (G1a, G2a, G3) Students will strike an object toward a target with different implements by using forehand/ backhand/underhand/overhand movement patterns and/or from a side orientation. (G1a, G2a, G3, G4) Students will dribble, shoot, and throw and catch an object while avoiding an opponent. (G2a, G3, G4) Assessment Possibilities: Student demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Return to the Curriculum Index Page Page 35 Of 51

36 Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 36 Of 51

37 Grade 6 Unit: Personal Responsibility Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Safety Responsible Respect Cooperation Group Work Unit Questions: How can I work well with others to accomplish a goal? What does it mean to be a team player? Leadership Cooperation Teamwork Conflict Goals Challenge Opinion HAO 603-Students will demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings. (I) Students will be given a physical task to perform and/or demonstrate as a group. (I1a, I1b, I1c, I1d) Students will discuss and demonstrate expectations and safety in practice activities and modified games. (12, 13) Students will recall game rules. (I3) Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Return to the Curriculum Index Page Page 37 Of 51

38 Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert & Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 38 Of 51

39 Grade 6 Unit: Physical Fitness Essential Question(s): How can physical fitness skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Personal Health and Fitness Choices Unit Questions: What choices can you make to be within healthy fitness zones? Lifetime Activities Healthy Choices Personal Fitness HAO 601 Students will demonstrate fundamental and specialized movement skills and apply principles of movement for improved performance. (G1A, G2A, G3, G4) Students will participate in a variety of activities designed to improve physical fitness. Assessment Possibilities: Student Demonstration Observation Self Analysis Peer or Group Task Cards Checklist Math Science Health Language Arts Suggested Resources: Ready to Use PE Activities Gr. 5-6 by Landy and Landy PE Central web site - Adventure Curriculum for Physical Education - Project Adventure by Pancucci and Constable Learning on the Move K-6 85 Engaging Movement Activities by Phyllis S. Weikert and Elizabeth B. Carlton Teaching Strategies for Improving Youth Fitness by Charles B. Corbin and Robert P. Pangrazi Return to the Curriculum Index Page Page 39 Of 51

40 Middle School Physical Education Curriculum Unit: Movement/Motor Skills and Knowledge Essential Question: How can Movement/Motor Skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concepts: Motor Skills Manipulative Skills Specialized Skills Unit Questions: How can movement skills and strategies that are learned in one physical activity be transferred and used during another activity? How does body positioning affect the outcomes of activities? What is the difference between offensive and defensive techniques? How does maintaining balance help you performing different moves? Coordination Balance Transition Opposition Transfer of Weight Stability Power Rhythm Center of Gravity Patterns Movement HAO 1 - Students change their motion and the motion of objects by applying the principles of stability and force during skill practice. (G1) Students will demonstrate the principle of opposition. Students will demonstrate how the point of contact changes the path of an object. Students will show how the point of release changes the path of an object. Students will explain how positive and correct feedback affects skill improvement. HAO 2 - Students demonstrate motor skills and manipulative skills during drills physical activities. (G2, G4) Students will demonstrate correct technique for motor skills and manipulative skills during drills or modified games/physical activities. Demonstrate loco motor skills and manipulative skills in combination using changes in direction, level, or pathway. Combine manipulative skills with motor skills during drills or modified games/physical activities. Students will explain the basics of offensive and defensive strategies while participating in activities. Students will create/demonstrate patterns to musical beats. Students will be able to explain the difference between anaerobic and aerobic activities. Assessment Possibilities: Written Assessments Self Analysis Active Watches Return to the Curriculum Index Page Page 40 Of 51

41 Heart Rate Monitors Math Spanish Science Health Suggested Resources MAHPERD (Maine Association for the Health, Physical Education, Recreation & Dance) NASPE (National Standards for PE) TeachPE.com PEcentral.com Gophersport.com Project Adventure YouTube.com Workshops Guest Speakers Return to the Curriculum Index Page Page 41 Of 51

42 Middle School Physical Education Curriculum Unit: Personal Responsibilities Essential Question: How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concepts: Safety Hygiene Etiquette Personal Responsibility Cooperation Team Building Unit Questions: Why is it important to follow PE safety practices? What character traits are pertinent to being effective participant in PE? What precautions can be taken to minimize risk of injury? How can learning the rules of activities make the activity more enjoyable? Respect Responsible Participation Safety Behavior Tolerance Bullying Etiquette Communication Data Hypothermia Peer Pressure Sportsmanship HAO 1 Students demonstrate cooperative and inclusive skills while participating in physical activities. (I1) Students will cooperatively work together as a team. Students will demonstrate how to respond appropriately to peer pressure. Students will learn how to manage conflict. Students will engage with peers respectfully during activities. Students will understand proper verbal commands and terminology. HAO 2 - Students demonstrate safe behaviors and appropriate equipment use while participating in physical activities. (I2, I3) Students will demonstrate responsible personal behaviors while participating in activities. Students will describe activity rules and safety rules associated to each activity. Students will understand the impact of their behavior while using PE facilities and equipment. Assessment Possibilities: Written Assessments Self Analysis Active Watches Heart Rate Monitors Return to the Curriculum Index Page Page 42 Of 51

43 Math Spanish Science Health Suggested Resources MAHPERD (Maine Association for the Health, Physical Education, Recreation & Dance) NASPE (National Standards for PE) TeachPE.com PEcentral.com Gophersport.com Project Adventure YouTube.com Workshops Guest Speakers Return to the Curriculum Index Page Page 43 Of 51

44 Middle School Physical Education Curriculum Unit: Physical Fitness Essential Question: How can physical fitness activities and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concepts: Components of physical fitness Variety of exercise/activities Safety Unit Questions: How can you use a variety of types of exercise to improve personal fitness? Why is it important to warm-up and cool-down? How do you know if you are becoming more fit? Cardio-Respiratory Endurance Muscular Strength Muscular Endurance Fitness Anaerobic Aerobic Flexibility Pacing Weight-Bearing Activities Non-Weight Bearing Activities Range of Motion Base-Line Data HAO 1 Students will demonstrate and apply fitness concepts. (H1.H2, H3) Students will participate in health related fitness assessment(s) (Oxford Hills Fitness Challenge). Students will use personal fitness data to improve personal health components. Students will set personal fitness goals. Students will participate in activities that address components including flexibility, cardiovascular, and endurance. HAO 2 Students will describe how mental and emotional are effect by physical activity. (H4) Assessment Possibilities: Written Assessments Self Analysis Active Watches Heart Rate Monitors Math Spanish Science Health Suggested Resources MAHPERD (Maine Association for the Health, Physical Education, Recreation and Dance) Return to the Curriculum Index Page Page 44 Of 51

45 NASPE (National standards for PE) TeachPE.com PEcentral.com Gophersport.com Project Adventure YouTube.com Workshops Guest Speakers Return to the Curriculum Index Page Page 45 Of 51

46 High School Physical Education Curriculum UNIT: Movement/Motor Skills and Knowledge Essential Question(s): How can Movement/Motor Skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Motor Skills Manipulative Specialized Movement Skills Unit Question(s): What can you do to maximize your performance in a physical education/activity setting? What are some offense, defense, and transition strategies used in individual, and team activities? How do you adjust movement to avoid injury? Balance Speed Force Center of gravity Rotational Force Coordination Transfer of Weight Trajectory Rhythm Biomechanics Stability Reaction Time Power Transition Opposition Trajectory Leverage Agility HAO 1 Student will demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance. (G) Students will be able to demonstrate and explain when, where and how to use offensive, defensive, and transition strategies in individual, dual and team activities. (G2) Students will demonstrate a variety of specialized movement (mature fundamentals that have been refined and combined) skills specific to a game while participating in a physical activity (Throwing, kicking, running, shooting and jumping, etc.). (G2) Students will more effectively transfer acquired skills from activity to activity (i.e.: Moving to open space, deny open space, principle of opposition, etc.). (G2, G3, G4) Students will explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion and opposition); apply the principles to achieve advanced performance in dance, individual, dual and team activities. (G1, G3) Students will combine and apply movement patterns, simple to complex, in dance, individual, dual and team activities. (G2, G4) Examine the physical, emotional, cognitive and scientific factors that affect performance and explain the relationship between those factors. (G2, G3, G4) Return to the Curriculum Index Page Page 46 Of 51

47 Assessment: Observation by Student and Teacher Checklist Video Self Analysis Test (Written and/or Verbal) Heart Rate Monitors Active Watches Math Health Music Science Suggested Resources: MAHPERD (Maine Association for the Health, Physical Education, Recreation and Dance) JOPERD (Journal of Physical Education, Recreation and Dance) PECentral.com YouTube.com Project Adventure Workshops Spark ( Return to the Curriculum Index Page Page 47 Of 51

48 High School Physical Education Curriculum UNIT: Personal Responsibilities Essential Question(s): How can personal and social skills and knowledge contribute to a person being physically active and healthy for a lifetime? Unit Concept(s): Personal responsibility Social responsibility Ethical Behaviors Team Building Unit Question(s): Explain how do rules/etiquette contribute to productive participation? Demonstrate how do modifications to activities can impact safety How can you identify and evaluate Identify and evaluate your own responsible personal behaviors while participating in physical activities? How do you critique the groups ability to cooperatively and productively working together to accomplish a set goal in both cooperative and competitive settings? Etiquette Ethical Competitive Cooperative Conflict Hygiene Fairness HAO 3 Students will demonstrate and explain responsible personal behavior and responsible social behavior in a physical activity setting. (I) Students will work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive settings (i.e.: team sports, lifetime activities, etc.). (I1,I2) Students will acknowledge and understand the positive and negative influence of peer pressure on decisions and actions in physical education. (I1,I2) Students will demonstrate responsible personal behaviors while participating in physical activities (i.e.: Being prepared for class, attendance, appropriate dress for activities, proper hygiene, etc.). (I2) Students will predict how rules/etiquette improve activities. (I3) Students will explain how rules/etiquette contribute to productive participation. (I3) Students will discuss how modifications to activities can impact safety. (i.e.: skill level, competitive level, age level, etc.). (I3) Students will demonstrate the elements of teamwork (communication, decision making, cooperation, leadership, etc.). (I1) Return to the Curriculum Index Page Page 48 Of 51