PHYSICAL EDUCATION INSTRUCTIONAL GUIDE

Transcription

1 CHINO VALLEY UNIFIED SCHOOL DISTRICT PHYSICAL EDUCATION INSTRUCTIONAL GUIDE GRADE 1 Board of Education Irene Hernandez-Blair, President Andrew Cruz, Vice President Sylvia Orozco, Clerk James Na, Member Pamela Feix, Member Wayne M. Joseph, Superintendent Norm Enfield, Ed. D, Deputy Superintendent Daniel J. Sosa, Director, Elementary Curriculum and Instruction

2 Acknowledgements This version of the Physical Education Curriculum Guide was developed in by a team of dedicated teachers under the leadership of then Educational Services Associate Superintendent, Nancy Harms and the Director of Curriculum and Instruction/GATE, Victoria Broberg. It is updated periodically, as the CDE Framework, CVUSD policies & procedures and/or assessments change. Version

3 CHINO VALLEY UNIFIED SCHOOL DISTRICT Physical Education Instructional Guide Table of Content P.E. Standards Section 1 P.E. Year-Long Scope & Sequence Section 2 P.E. Assessments Section 3 Fitnessgram/Healthy Fitness Zone Section 4 Inclement Weather Policy Section 5 P.E. Activities Section 6 FAQ Physical Fitness Test Section 7 *California Ed. Code A The Education Code currently mandates 200 minutes of physical education every 10 schooldays for pupils in elementary school Revised: 8/2014

4 Grade One STANDARD Students demonstrate the motor skills and movement patterns needed 1 to perform a variety of physical activities. Movement Concepts 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space. 1.2 Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills. 1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping. 1.4 Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills). 1.5 Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving. Body Management 1.6 Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support. Locomotor Movement 1.7 Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form. 1.8 Land on both feet after taking off on one foot and on both feet. 1.9 Jump a swinging rope held by others. Manipulative Skills 1.10 Demonstrate the underhand movement (throw) pattern Demonstrate the overhand movement (throw) pattern Demonstrate the two-handed overhead (throw) pattern Catch, showing proper form, a gently thrown ball Catch a self-tossed ball. 5 California Department of Education Reposted September 17, 2010

5 GRADE ONE 1.15 Catch a self-bounced ball Kick a rolled ball from a stationary position Kick a stationary ball, using a smooth, continuous running approach Strike a balloon upward continuously, using arms, hands, and feet Strike a balloon upward continuously, using a large, short-handled paddle Dribble a ball in a forward direction, using the inside of the foot Dribble a ball continuously with one hand. Rhythmic Skills 1.22 Create or imitate movement in response to rhythms and music. STANDARD 2 Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Movement Concepts 2.1 Identify the right and left sides of the body and movement from right to left and left to right. 2.2 Identify people/objects that are within personal space and within boundaries. Body Management 2.3 Identify the base of support of balanced objects. Locomotor Movement 2.4 Distinguish between a jog and a run, a hop and a jump, and a gallop and a slide and explain the key differences and similarities in those movements. Manipulative Skills 2.5 Identify examples of underhand and overhand movement patterns. 2.6 Explain that in the underhand throw, the position of the fingers at the moment of release can influence the direction a tossed object and a thrown object travel. 2.7 Explain that the nonthrowing arm and hand provide balance and can influence the direction a tossed object and a thrown object travel. 2.8 Explain that the point of release influences the direction of a tossed object and of a thrown object. 2.9 Describe the proper hand and finger position for catching a ball Demonstrate and explain how to reduce the impact force while catching an object Identify the placement of the nonkicking foot when kicking with a smooth, running approach. 6 California Department of Education Reposted September 17, 2010

6 GRADE ONE 2.12 Identify the location of the contact point to strike an object upward Determine and analyze how much force is needed to move the ball forward while dribbling with the hand and with the foot. STANDARD 3 Students assess and maintain a level of physical fitness to improve health and performance. Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging. Aerobic Capacity 3.2 Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate. Muscular Strength/Endurance 3.3 Demonstrate, for increasing periods of time, a v sit position, a push-up position with arms extended, and a squat position. 3.4 Move from a sitting to a standing position and from a lying to a sitting position without using arms to brace oneself while on the floor. 3.5 Travel hand-over-hand along a horizontal ladder or hang from an overhead bar. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyperextending the joints. Body Composition 3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity. Assessment 3.8 Identify and use two indicators of increased capacity for vigorous physical activity to measure a change in activity levels. STANDARD 4 Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Fitness Concepts 4.1 Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping. 7 California Department of Education Reposted September 17, 2010

7 GRADE ONE 4.2 Explain the importance of drinking water during and after physical activity. 4.3 Explain that nutritious food provides energy for alertness and mental concentration. Aerobic Capacity 4.4 Recognize that the heart is the most important muscle in the body and is approximately the size of a fist. 4.5 Explain that increasing the heart rate during physical activity strengthens the heart muscle. 4.6 Identify physical activities that cause the heart to beat faster. 4.7 Describe the role of blood in transporting oxygen from the lungs. Muscular Strength/Endurance 4.8 Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force. 4.9 Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time. Flexibility 4.10 Explain that the proper body position while stretching and strengthening will help prevent injury Diagram how flexible muscles allow more range of motion in physical activity. Body Composition 4.12 Identify the body components (e.g., bones, muscles, organs, fat, and other tissues). STANDARD 5 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 5.1 Participate willingly in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in physical activity. 5.4 Invite others to use equipment or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the attributes of an effective partner in physical activity. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. 8 California Department of Education Reposted September 17, 2010

8 CVUSD ELEMENTARY EDUCATION STATNDARDS-BASED CURRICULUM AND INSTRUCTION ESSENTIAL AGREEMENTS Physical Education First Grade As a teacher in the Chino Valley Unified School District, I understand that the following Essential Agreement outlines the District s fundamental expectations for the instructional program that I will offer in first grade Physical Education. Curriculum Design Grade Level Content Standards Instructional Strategies Textbook Time Allocation The Chino Valley Unified School District is committed to a standards-based model for curriculum and instruction. Our goal is for all students to master grade level standards as defined in the following Physical Education Content Standards. Towards this end, instruction will be differentiated to best meet the individual needs of student learners. The curriculum for first grade Physical education is defined by the CVUSD Physical Education Grade Level Content Standards. This is the curriculum that teachers are required by Board policy to deliver. Teachers are encouraged to use research-based best practices to create a learning environment that maximizes individual student health and well being. Board Adopted Textbook: None It is anticipated that teachers will provide a minimum of 20 minutes of Physical Education instruction each day. Mathematics, Language Arts, Science and History/Social Science Grade Level Content Standards should be integrated throughout instruction in Physical Education. 1

9 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 1.0 Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Content Standards The student will Movement Concepts 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions at high, medium and low levels in space. 1.2 Travel over, under, in front of, behind and through objects and over, under, in front of, and behind partners using locomotor skills. 1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways using the locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, skipping. 1.4 Change direction from forward and back, and right and left, in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (locomotor skills) 1.5 Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving. Body Management 1.6 Balance, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support. Locomotor Movement 1.7 Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form. 1.8 Land on both feet using one and two footed takeoffs. 1.9 Jump a swinging rope held by others. Benchmark Activities for Standard 1: The student will complete one or more of the activities below or others as assigned by the teacher. Students participate in Clean out the Backyard. In this game, the class is divided into two equal teams and each player finds a personal space on their designated half of the play area. A centerline or net divides the teams, and players must not cross this line. A large number (two dozen or more) of Nerf/fleece/paper balls are scattered around the play area (on each side). On the go signal, students on both sides throw balls to the other side trying to clean their backyard. On the stop signal, students drop and count all balls on their side to determine which team has the cleanest yard. The skills are described and reinforced during the game. Overhand/underhand throw, or kicking can be the designated skill. Have students demonstrate locomotor and non-locomotor skills when performing warmup exercises. Ask students to demonstrate these concepts using movements they created on their own. Using various types of equipment, design an obstacle course that challenges students to use the movement concepts of pathways, levels and directions. Obstacle components can include hurdles using cones and jump ropes; locomotor movements in and out of cones; hula hoops in different formations for jumping, hopping, leaping; and mats to jump and land or perform animal walks, or have them dribble a ball with hands or feet. Design obstacle courses for maximum participation. o Lines - no more than four to a line. The next person in line starts soon after the person in front of them passes a designated point; and o Circle/square-set-up a circuit that will accommodate half the class while the other half is assigned a skill to practice in the middle of the area. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. dribble obstacle course straight curved zigzag rhythm signals stillness 2

10 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 1.0: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Content Standards The student will Manipulative Skills 1.10 Demonstrate the underhand movement (throw) pattern Demonstrate the overhand movement (throw) pattern Demonstrate the two-handed overhead (throw) pattern Catch a gently thrown ball showing proper form Catch a self-tossed ball Catch a self-bounced ball Kick a rolled ball from a stationary position Kick a stationary ball, using a smooth, continuous running approach Strike a balloon upward continuously, using arms, hands, and feet Strike a balloon upward continuously, using a large, short-handled paddle Dribble a ball in a forward direction, using the inside of the foot Continuously dribble a ball with one hand. Rhythmic Skills 1.22 Create or imitate movement in response to rhythms and music. Benchmark Activities for Standard 1: The student will complete one or more of the activities below or others as assigned by the teacher. Students stand facing one another approximately 5 feet apart. One student will begin with a light weight ball, such as a Nerf-Ball. The teacher will call out directions such as: o Throw the ball underhand to your partner; o Throw the ball overhand to your partner; o o Throw the ball using two hands; and Throw the ball into the air and catch it before throwing it to your partner. Have students stand facing one another approximately 5 feet apart. One student will begin with a light weight kick ball. The teacher will call out directions such as: o Place the ball in front of you and kick the ball to your partner; o Place the ball in front of you, take ten steps back, run forward and kick the ball making sure the ball remains on the ground; and o Using your feet, dribble the ball to your partner. Provide students with a balloon. Have the students stand approximately 5 feet apart. The teacher will call out directions such as: o Strike the balloon with your hand to make it fly into the air and catch it; o Strike the balloon with your foot and make it fly into the air and catch it; and o Strike the balloon with your arm to make it fly into the air and catch it. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. underhand overhand partner 3

11 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 2.0: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Content Standards The student will Benchmark Activities for Standard 2: The student will complete one or more of the activities below or others as assigned by the teacher. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. Movement Concepts 2.1 Identify the right and left sides of the body and movement from right to left, and left to right. 2.2 Identify people/objects that are within personal space and within boundaries. Body Management 2.3 Identify the base of support of balanced objects. Locomotor Movement 2.4 Distinguish and explain the differences between a jog and a run, a hop and a jump, and a gallop and a slide.. Manipulative Skills 2.5 Identify examples of underhand and overhand movement patterns. 2.6 Explain that in the underhand throw, the position of the fingers at the time of the release can influence the direction a tossed and thrown object travels. 2.7 Explain that the nonthrowing arm and hand provide balance and can influence the direction a tossed and thrown object travels. 2.8 Explain that the point of release influences the direction a tossed and thrown object travels. 2.9 Describe the proper hand and finger position for catching a ball. The following techniques can be used to divide into partner or group activities: o Use type of shoe closure (tie, Velcro, etc.) o Letters of first, middle, or last name; o Birthday; o Color of clothing; o Height; o Playing cards; o Stickers given on entering class; and o Count off by odds, even, multiples, random (mix it up each time) Students begin at a starting line and move backward with the directions of the leader who stands approximately 60 feet in front of players. The leader calls out commands which the children follow such as: o Jump and land three times; o Complete two leaps; o Walk slowly until you hear stop; and o Hop six times forward and twice backward; Have students participate in large group games and incorporate movement concepts into movements of the game ( Red Light, Green Light ). personal space jog run hop jump gallop slide leap 4

12 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 2.0: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities. Content Standards The student will Manipulative Skills 2.10 Demonstrate and explain how to reduce the impact force when catching an object Identify the placement of the non-kicking foot when kicking with a smooth, running approach Identify the location of the contact point to strike an object upward Determine and analyze how much force is needed to move the ball forward while dribbling with the hand and with the foot. Benchmark Activities for Standard 2: The student will complete one or more of the activities below or others as assigned by the teacher. Have students stand facing one another approximately 5 feet apart. One student will begin with a light weight kick ball. The teacher will call out directions such as: o Place the ball in front of you and kick the ball directly to your partner keeping it on the ground; o Place the ball in front of you, take ten steps back, run forward and kick the ball making sure the ball remains on the ground; o Place the ball in front of you and kick the ball up in the air directly to your partner; and o Using your feet, dribble the ball to your partner while dribbling with the hand and foot. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. force 5

13 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 3.0: Assess and maintain a level of physical fitness to improve health and performance. Content Standards The student will Benchmark Activities for Standard 3: The student will complete one or more of the activities below or others as assigned by the teacher. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging. Aerobic Capacity 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Muscular Strength/Endurance 3.3 Demonstrate for increasing periods of time a v sit position, a push-up position with arms extended, and a squat position. 3.4 Move from a sitting to standing position and a lying to sitting position without using arms to brace self while on the floor. 3.5 Travel hand-over-hand along a horizontal ladder, or hang from an overhead bar. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyper-extending the joints. Have students participate in various levels of physical skills and exertion. Have the students choose from a list of activities, participate in the activity, and explain the level of physical exertion and/or skill (locomotor or object control skills, tag, rope jumping, etc). Have students keep an activity log, and chart activities they participate in outside of physical education. Offer students opportunities to participate in organized fitness activities during recess time. Work with the other teachers to organize fun runs/walks so that students can accumulate mileage to reach a specified location. This is an opportunity to merge instruction with other curricular areas. 6

14 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 4.0: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Content Standards The student will Fitness Concepts 4.1 Identify enjoyable and challenging physical activities that one can do for increasing amounts of time without stopping. 4.2 Explain the importance of drinking water during and after physical activity. 4.3 Explain that nutritious food provides energy for alertness and mental concentration. Aerobic Capacity 4.4 Explain that the heart is the most important muscle in the body and is approximately the size of a fist. 4.5 Explain that the heart becomes stronger from regularly beating faster during physical activity. 4.6 Identify physical activities that cause the heart to beat faster. 4.7 Explain that blood collects oxygen from the lungs. Muscular Strength/Endurance Benchmark Activities for Standard 4: The student will complete one or more of the activities below or others as assigned by the teacher. Have students participate in a variety of moderate physical activities. Have students participate in a variety of vigorous physical activities. Have students do various levels of physical activity and check their heart rate and breathing rate after each activity. Use stethoscopes to have students listen to their hearts and breathing while participating in physical activities. Have the students find their pulse. Discuss the differences of the heart rate before and after exercising. Explain to students that they should be able to talk to a partner while performing moderate physical activity. If the students are unable to talk, they are working above a moderate level, should check their pulse, and adjust their physical activity level. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. heart rate heart pulse blood breathing rate oxygen lungs stethoscope endurance nutritious food 4.8 Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force. 4.9 Explain that prolonged participation in physical activity will increase endurance, which allows for movement to occur for longer periods of time. Have students do various levels of physical activity and check their heart rate. Use stethoscopes to have students listen to their hearts and breathing while participating in physical activities. Use the following kits from the American Heart Association o "Heart Power" o "Just Jump." 7

15 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 4.0: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Content Standards The student will Benchmark Activities for Standard 4 : The student will complete one or more of the activities below or others as assigned by the teacher. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. Flexibility 4.10 Explain that proper body position while stretching and strengthening will help prevent injury Explain that flexible muscles will allow more range of motion in activity. Body Composition 4.12 Identify and list the body components of bones, muscles, organs, tissue, and fat. Have students participate in a variety of stretching activities that increase their flexibility. Provide students with a variety of reference materials media (books, magazines, videos, posters, etc.) that helps the students to identify bones, muscles, organs and fat. bones muscles organs tissue fat flexible stretch strengthen injury 8

16 Chino Valley Unified School District Elementary Standards: Physical Education First Grade 5.0: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity. Content Standards The student will Benchmark Activities for Standard 5: The student will complete one or more of the activities below or others as assigned by the teacher. Physical Education vocabulary at the first grade level should be utilized as background information for the teacher. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Create classroom rules for safety, participation and cooperative activities. Create activities that allow students to work independently and cooperatively with others. share cooperation equipment challenge Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Provide students with the opportunity to participate in group discussions related to rules and procedures. Incorporate lead-up games that allow students to use and develop rules and procedures. Group Dynamics Identify common etiquette, rules and behaviors for individual and group physical activities. 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. Integrate lessons that challenge students present skill level and allow them to try new skills. Provide station work and cooperative group work with manipulatives. Use simple tests for assessing safety rules and cooperative behaviors. Participate in activities such as: o Fitness Videos o Parachute o Whistle Stop o Simon Says o Bean Bag Boogie 9

17 CHINO VALLEY UNIFIED SCHOOL DISTRICT PHYSICAL EDUCATION INSTRUCTIONAL GUIDE First Grade Year-Long Scope and Sequence September October November December January Cooperative Activities (Sportsmanship) Locomotor Activities Ball Manipulation Ball Manipulation Ball Manipulation Standards Covered: 1.2, 2.2, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 Standards Covered: 1.1, 1.2, 1.3, 1.4, 1.5, 1.22, 2.4 Upper Body Standards Covered: 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.18, 1.19, 1.21, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.12, 2.13 Upper Body Standards Covered: 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.18, 1.19, 1.21, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.12, 2.13 Lower Body Standards Covered: 1.16, 1.17, 1.18, 1.20, 2.11, 2.13 February March April May June Ball Manipulation Lower Body Standards Covered: 1.16, 1.17, 1.18, 1.20, 2.11, 2.13 Fitness Knowledge Aerobic Capacity Standards Covered: 3.2, 3.7, 3.8, 4.1, 4.4, 4.5, 4.6, 4.9 Fitness Knowledge Body/Nutrition Standards Covered: 3.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12 Gymnastics/ Weight Transfer Standards Covered: 1.6, 1.7, 1.8, 1.9, 2.1, 2.3, 3.4, 3.5 Gymnastics/ Weight Transfer Standards Covered: 1.6, 1.7, 1.8, 1.9, 2.1, 2.3, 3.4, 3.5 Daily Stretching / Warm-Up / Cool Down / Fitness Activities: Standards Covered: 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.10

18 First Grade Physical Education Course Description A high quality elementary physical education program is essential for health and well-being of all students. The goal in physical education is for students to move through space and time in their environment, the way in which the student and a partner move in space together, the continuity and change in movement, the manipulation of objects in time and through space, and the manipulation of objects with accuracy and speed. The goal in physical education is for the students to: Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Assess and maintain a level of physical fitness to improve health and performance. Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physicals activity. This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the California Physical Education Framework. The emphasis is on moving through space and time. Students will learn to demonstrate the qualities of movement (space, time, force, flow, levels, directions, and pathways) as they perform a variety of fundamental locomotor (running, hopping, skipping, jumping, leading, sliding, galloping) and nonlocomotor (bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, and pulling) skills. Students will learn to manipulate objects with purposeful movement (throwing, catching, striking, kicking, bouncing, and rolling). Students will participate in a variety of fitness development exercises. Students will learn playground rules and safety for self and others. Units of instruction include social skills, fitness, movement qualities, and manipulatives.

19 Chino Valley Unified School District Physical Education Courses, Grades K 3 District-wide Course Sequence GRADE LEVEL Kindergarten COURSE FOCUS AREAS Motor Skills, Movement Patterns, Concepts and Principles as They Apply to Physical Fitness Motor Skills, Movement Patterns, Concepts and Principles as They Apply to Physical Fitness Motor Skills, Movement Patterns, Concepts and Principles as They Apply to Physical Fitness Motor Skills, Movement Patterns, Concepts and Principles as They Apply to Physical Fitness M MAJOR SUBTITLES Movement Locomotor and Nonlocomotor Rhythm Physical Fitness Beginning Ball Skills Gross Motor Activities: Running, Jumping, Galloping, Hopping, Marching, Sliding and Skipping Beginning Ball Skills Physical Fitness Over, Under, Behind, and Through Physical Fitness Stunts and Tumbling Ball Handling Gross Motor Activities: Running and Tagging Rhythms Hoops Parachutes Moving Backwards Gross Motor Skills: Running, Kicking, and Striking Physical Fitness Net Games Tumbling Use of the Apparatus, Rhythms and Dance Balance K-6 GOALS Development of efficient and effective motor skills and an understanding of the basic principles involved. Maintenance of the best possible level of performance, understanding, and appreciation for physical fitness in order to meet the demands of wholesome living and emergency situations. Awareness and understanding of the body and of its structure, functions, and movements as parts of the whole person and as an important means of expression. Socially desirable behavior involving movement in interactions with others. Interest and proficiency in using skills essential for successful participation in worthwhile physical recreational activities. Appreciation of the concept of physical activity as a positive and enjoyable aspect of healthy living. Individual excellence. K-6 PHYSICAL EDUCATION REQUIREMENTS 200 Minutes required for every 10 school days in Physical Education.

20 Chino Valley Unified School District 1 st GRADE PHYSICAL EDUCATION ASSESSMENT GRID FOR USE WITH GRADE LEVEL CONTENT STANDARDS Advanced Proficient - 4 ProficientssProficient - 3 Partially Proficient - 2 Not Proficient - 1 Movement Skills, Physical Activity and Physical Fitness Standard 1 and Standard 3 Student clearly and consistently demonstrates all critical elements of the skill. Developing consistently and independently. Student usually demonstrates critical elements of the skill. Developing with moderate teacher or peer support. Student sometimes demonstrates some critical elements of the skill. Needs more time to develop or requires considerable teacher guidance. Student demonstrates minimal or no critical elements of the skill. Movements are inconsistent and unreliable. Student clearly and consistently demonstrates concept knowledge. Student exhibits behaviors that are focused on the task, works continually without intervention by the teacher, and is helpful to classmates as needed. Movement Concepts and Physical Fitness Cognitive Concepts - Standard 2 and Standard 4 Student demonstrates evidence of concept Student demonstrates some evidence of concept knowledge. knowledge. Personal and Social Responsibility Standard 5 Student exhibits behaviors that are focused on the At times the student exhibits behaviors that are offtask. task and works continually without intervention by Needs frequent reminders to stay focused on his the teacher. or her work. Student demonstrates little or no evidence of concept knowledge. Student exhibits behaviors that prevent him or her from learning. Standard 1. Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Standard 2. Demonstrate knowledge of movement concepts, Standard principles, & strategies, applied to activities decimal: T STUDENTS Space aware Over/Under... Pathways Directions Slow/Fast Balance Smooth roll 2 ft. landing Jump rope Underhnd thr. Overhand thr. 2-hnd. Ovrhd. Catching Self-toss Self-bounce Kick rolled b. Kick statn. b. Strike w/hand Strike w/padl. Foot dribble 1 hand dribl. Rhythmic Rt/Left move Boundaries Support base Locomtr. Dif. Under v. Ovr. U/hnd throw Balance O/hd. Release Catching Absorb force Non-kick foot Contact point Dribble force TOTALS st GRADE PHYSICAL EDUCATION ASSESSMENT GRID FOR USE WITH GRADE LEVEL CONTENT STANDARDS

21 Chino Valley Unified School District Advanced Proficient - 4 ProficientssProficient - 3 Partially Proficient - 2 Not Proficient - 1 Movement Skills, Physical Activity and Physical Fitness Standard 1 and Standard 3 Student clearly and consistently demonstrates all critical elements of the skill. Developing consistently and independently. Student usually demonstrates critical elements of the skill. Developing with moderate teacher or peer support. Student sometimes demonstrates some critical elements of the skill. Needs more time to develop or requires considerable teacher guidance. Student demonstrates minimal or no critical elements of the skill. Movements are inconsistent and unreliable. Student clearly and consistently demonstrates concept knowledge. Student exhibits behaviors that are focused on the task, works continually without intervention by the teacher, and is helpful to classmates as needed. Movement Concepts and Physical Fitness Cognitive Concepts - Standard 2 and Standard 4 Student demonstrates evidence of concept Student demonstrates some evidence of concept knowledge. knowledge. Personal and Social Responsibility Standard 5 Student exhibits behaviors that are focused on the At times the student exhibits behaviors that are offtask. task and works continually without intervention by Needs frequent reminders to stay focused on his the teacher. or her work. Student demonstrates little or no evidence of concept knowledge. Student exhibits behaviors that prevent him or her from learning. Standard 3. Assess and maintain a level of physical Standard 4. Demonstrate knowledge of fitness concepts, principles, and strategies to Standard 5. Demonstrate & utilize knowledge of fitness to improve health and performance. improve health and performance. psychological & sociological concepts, principles, Standard & strategies as applied to performance of PA. decimal: T STUDENTS Participates Aerobic Actv. V,P-up, Squat Sit to stand Hang/Travel Flexibility MVPA partici. Incrs. MVPA ID enjoyable activities Importance of drinking H20 Nutritious food = energy Heart most imp. Muscle PA = heart beat stronger Identify heart activities Blood collects O2 Strength prevent injury Long activity endurance Proper stretch prevent injury Flexibility = incr. motion ID body components Partic. in new activities Acceptable response Shares and cooperates Takes turns Effective partner Group work TOTALS

22 DEPARTMENT OF EDUCATION P h y s i c a l F i t n e s s t e s t ( P F t ) STATE OF CALIFORNIA FITNESSGRAM Performance Standards 1 For each test area, the FITNESSGRAM uses the Healthy Fitness Zone (HFZ) to evaluate fitness performance. The performance goal for all test areas is the HFZ which represents a level of fitness that offers protection against the diseases that result from sedentary living. If the performance goal is not met, the results are classified as Needs Improvement (NI) or, for Aerobic Capacity and Body Composition, Very Lean (Body Composition only) or Needs Improvement-Health Risk (NI-HR). Note: There are no changes to the performance standards for the school year. Females Aerobic Capacity Body Composition 3 Skinfold Measurements/ One-Mile Run / 20m PACER / Walk Test VO max (ml/kg/min) Bioelectric Impedance Analyzer 2 2 Percent Body Fat Body Mass Index Age NI Health NI Health NI Health NI HFZ NI HFZ Very Lean Risk Risk Risk NI HFZ Very Lean 5 VO max standards not available for students ages 5 through 9 4. For Walk Test only, standards also not available for students ages 10, 11, and The score is greater than or equal to the indicated value. The score is less than or equal to the indicated value. 1 The FITNESSGRAM and Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute. 2 VO 2 max reflects the maximum rate that oxygen can be taken up and utilized by the body during exercise. It is estimated by utilizing the student s height, weight, and other specific information, which is based on the test option (i.e., One-Mile Run, 20m PACER, or Walk Test) administered. The calculation procedures are found in the Reference Guide on the California Physical Fitness Test (PFT) Resources Web page at 3 For Body Composition, the California Department of Education (CDE) considers a student who exceeds the HFZ as meeting the HFZ. Exceeding the HFZ means obtaining a score less than a number on the lower end or right side of the HFZ. 4 Grade five students age 9 with time or laps reported have a VO 2 max calculated and are compared to the HFZ for students age 10. If a One-Mile Run time or PACER laps are reported for grade five students less than age 9, a VO 2 max will not be calculated, but the student will be reported in the HFZ. FITNESSGRAM Performance Standards 1 of 4 California Department of Education October 2014

23 DEPARTMENT OF EDUCATION P h y s i c a l F i t n e s s t e s t ( P F t ) STATE OF CALIFORNIA Females Age Abdominal Strength and Endurance Curl-Up # completed up to max of 75 Trunk Extensor Strength and Flexibility Trunk Lift # of inches up to max of o Push-Up # completed up to max of 75 Upper Body Strength and Endurance Modified Pull-Up # completed up to max of 75 Flexed-Arm Hang # of seconds up to max of 90 Back-Saver Sit & Reach 5 # of inches up to max of The score is greater than or equal to the indicated value. The score is less than or equal to the indicated value. Flexibility Shoulder Stretch Touching fingertips together behind the back on both the right and left sides by The Cooper Institute, Dallas, Texas. All rights reserved. 5 Student must reach the distance on both the right and left sides to achieve the HFZ. FITNESSGRAM Performance Standards 2 of 4 California Department of Education October 2014

24 DEPARTMENT OF EDUCATION P h y s i c a l F i t n e s s t e s t ( P F t ) STATE OF CALIFORNIA FITNESSGRAM Performance Standards 1 For each test area, the FITNESSGRAM uses the Healthy Fitness Zone (HFZ) to evaluate fitness performance. The performance goal for all test areas is the HFZ which represents a level of fitness that offers protection against the diseases that result from sedentary living. If the performance goal is not met, the results are classified as Needs Improvement (NI) or, for Aerobic Capacity and Body Composition, Very Lean (Body Composition only) or Needs Improvement-Health Risk (NI-HR). Note: There are no changes to the performance standards for the school year. Males Aerobic Capacity Body Composition 3 Skinfold Measurements / One-Mile Run / 20m PACER / Walk Test VO max (ml/kg/min) Bioelectric Impedance Analyzer 2 Percent Body Fat Body Mass Index Age NI Health NI Health NI Health NI HFZ NI HFZ Very Lean Risk Risk Risk NI HFZ Very Lean 5 VO max standards not available for students ages 5 through 9 4. For Walk Test only, standards also not available for students ages 10, 11, and The score is greater than or equal to the indicated value. The score is less than or equal to the indicated value. 1 The FITNESSGRAM and Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute. 2 VO 2 max reflects the maximum rate that oxygen can be taken up and utilized by the body during exercise. It is estimated by utilizing the student s height, weight, and other specific information, which is based on the test option (i.e., One-Mile Run, 20m PACER, or Walk Test) administered. The calculation procedures are found in the Reference Guide on the California Physical Fitness Test (PFT) Resources Web page at 3 For Body Composition, the California Department of Education (CDE) considers a student who exceeds the HFZ as meeting the HFZ. Exceeding the HFZ means obtaining a score less than a number on the lower end or right side of the HFZ. 4 Grade five students age 9 with time or laps reported have a VO 2 max calculated and are compared to the HFZ for students age 10. If a One-Mile Run time or PACER laps are reported for grade five students less than age 9, a VO 2 max will not be calculated, but the student will be reported in the HFZ. FITNESSGRAM Performance Standards 3 of 4 California Department of Education October 2014

25 DEPARTMENT OF EDUCATION P h y s i c a l F i t n e s s t e s t ( P F t ) STATE OF CALIFORNIA Males Abdominal Trunk Extensor Upper Body Strength Strength and Strength and Flexibility and Endurance Endurance Flexibility Modified Back-Saver Curl-Up Trunk Lift 90 o Push-Up Flexed-Arm Hang Age Pull-Up Sit & Reach 5 # completed # of inches # completed # of seconds Shoulder Stretch up to max of 75 up to max of 12 up to max of 75 # completed up to max of 90 # of inches up to max of 75 up to max of Touching fingertips together behind the back on both the right and left sides The score is greater than or equal to the indicated value. The score is less than or equal to the indicated value by The Cooper Institute, Dallas, Texas. All rights reserved. 5 Student must reach the distance on both the right and left sides to achieve the HFZ. FITNESSGRAM Performance Standards 4 of 4 California Department of Education October 2014

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32 Chino Valley Unified School District Revised 8/2014 First Grade Physical Education Activities Standard 1 Demonstrate motor skills and movement patterns needed to perform a variety of physical activities. Movement Concepts Standard 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and with the body at high, medium, and low levels in space. Check Your Space Make sure you are not touching someone else. Then, within your personal space; Move your hands Move your feet Switch with another person (can be prearranged to have students switch by color or number). Go back to original spot Scrambled Eggs This activity has the same directions as Check Your Space, except the area starts big and gets smaller. Ex: Whole basketball court down to 1/2 court. Check Your Space with Partners Same as Check Your Space except students partner up and move within space. Hit the Deck Using a small set boundary, have students travel along the boundary. Teacher says, Hit the Deck! Everyone moves inside the boundary being mindful of personal space. Then reverse it, Clear the Deck. Extension: Make boundaries smaller Girls = Hit the Deck. Boys = Clear the Deck.

33 Follow the Leader Students follow the teacher to travel in straight, curved, and zigzag pathways, including leaping, skipping, galloping, etc. Where s The Boundary? Set-up Students follow teacher around an area on the playground to form boundaries. Activity Students to line up along one side of the area. Teacher calls out movements for students to complete such as: gallop, slide, jog, etc. Students travel from one side of the area to the other and then return home completing the same movement. Movement Concepts Standard 1.2 Travel over, under, in front of, behind and through objects and partners using locomotor skills. Materials: 20 plastic hoops or 20 bowling pins, cones to mark off general space, cards with preposition/direction cues such as next to, beside, and over. Activity Give each child a hoop Use the direction cards (next to, beside, over). Call out where children may go in relation to their hoop. For example, Stand over your hoop and keep your balance. To vary the activity: Have students hold hoops a foot to several feet off the ground and ask students to travel through and under the hoops. Use bowling pins instead of hoops. Call out where students may go in relation to the pin. For example, Stand next to the pin. or Hold your pin above your head. Movement Concepts Standard 1.3 Using all locomotor skills, travel in straight, curved, and zigzag pathways while changing speeds in response to tempos, rhythms, and signals. Follow the Leader Students follow the teacher to travel in straight, curved, and zigzag pathways, including leaping, skipping, galloping, etc. Where s The Boundary? Students follow teacher around playground to form boundaries. Students go from one side to the other. Before they go, call out: gallop, slide, etc. for students. Students then return home.

34 Movement Concepts Standard 1.4 While walking, running, hopping, and jumping (locomotor skills), change direction from forward and back, and right and left, in response to tempos, rhythms, and signals. Follow the Commands Students begin at a starting line and move to the directions of the leader who stands approximately 60 feet in front of players. The leader calls out commands which the children follow such as: o Jump and land three times. o Complete two leaps. o Walk slowly until you hear stop. o Hop six times forward and twice backward. Follow the Leader Students follow the teacher to travel in straight, curved, and zigzag pathways, including leaping, skipping, galloping, etc. Body Management Standard 1.6 Balance, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than two feet as a base of support. Obstacle Course Using various types of equipment, design an obstacle course that challenges students to use the movement concepts of pathways, levels, and directions. Obstacle components can include hurdles, using cones and jump ropes, locomotor movements in and out of cones, hula hoops in different formations for jumping, hopping, leaping, and mats to jump and land or perform animal walks or have them dribble a ball with hands or feet. Design obstacle courses for maximum participation. o Lines no more than four to a line. The next person in line starts soon after the person in front of them passes a designated point. o Circle /square set-up a circuit that will accommodate half the class while the other half is assigned a skill to practice in the middle of the area.