Pemberton Township Schools

Transcription

1 Pemberton Township Schools Course of Study/Curriculum Guide Curricular Area: Health and Physical Education Course Title: Health Grade Level(s): Kindergarten - Fifth Written By: Joe McColgan Date: December 2015 Approved by 1

2 Course of Study/Curriculum Guide Table of Contents Rationale and Philosophy... page 3 Goals and Objectives (Outcomes)... page 3 Health Themes... page 4 Determination of Grade page 4 Units of Study/Learning Objectives/NJCCCS (k-2) pages 5-16 Units of Study/Learning Objectives/NJCCCS (3-5)...pages Scope and Sequence (Curriculum Maps K-2)..pages Scope and Sequence (Curriculum Maps 3-5)..pages

3 Rationale and Philosophy The rationale or underlying principle for the study of Physical Education and Health is to cultivate for all students the ability to grow towards Health literacy. The students should be prepared to take personal responsibility for one's health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The curriculum should include interdisciplinary connections among these areas. The philosophy of Health education is to have students learn enough health literacy and skills to empower them to assume lifelong responsibility to develop physical, social, and emotional wellness. Goals and Objectives (Outcomes): The ultimate goal of the Physical Education and Health curriculum is to help students: Maintain physical, social, and emotional health by practicing healthy behaviors and goal setting. Engage in a physically active lifestyle; Become knowledgeable about health and wellness and know how to access health resources; Recognize the influence of media, technology, and culture in making informed health-related decisions as a consumer of health products and services; Practice effective cross-curricular communication, problem solving, negotiation, and conflict resolution skills. Accept and be respectful of individual and cultural differences; Advocate for personal, family, community, and global wellness and is knowledgeable about national and international public health and safety issues. 3

4 Health Themes. The following is an outline of the Health themes: Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. A. Personal Growth and Development B. Nutrition C. Diseases and Health Conditions D. Social and Emotional Health Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. A. Interpersonal Communications B. Decision-Making and Goal Setting C. Character Development D. Advocacy and Service E. Health Services and Information Fitness and Physical Activity All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. The following will determine the student's grade for the course: Determination of Grade 30% - Skill Tests - Students will be assessed on skills taught in class using a teacher designed rubric. 70%- Participation - This means being present, prepared in the proper Board of Education approved uniform/attire for class, and participation in the daily activities. 4

5 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: I UNIT NAME: Movement Education/ Rhythm # STUDENT LEARNING OBJECTIVES 1 Develop and refine basic gross motor skills (i.e. walking, jogging, jumping). K (2.5.P.A.1) 2 Demonstrate appropriate control while moving in personal and general space.(i.e. game, physical activity, dance) 1 CORRESPONDING NJCCCS (2.5.2.A.1, A.2 ) 3 Explain and demonstrate how basic movement and safety play a role in movement activity. 1 (2.5.2.C.2 ) 4 Utilize refined gross motor skills in an applied setting. 2 (2.5.2.A.1) 5 Understand basic gross motor skills leads to the foundation for regular physical activity. 2 ( A.1, 2.5.P.A.1) 6 Demonstrate levels, direction, ranges and pathways in a controlled and applied setting. K (2.5.2.A.1, A.2 ) 7 Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropriate force and flow. 1 (2.5.2.A.3, A.2) 8 Corrects movement in response to feedback provided by both teachers and peers. 2 ( A.4) 9 Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style). 2 ( A.2, A.3) 5

6 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: I UNIT NAME: Movement Education/ Rhythm Code # 2.5- Motor Skill Development A. Movement Skills and Concepts C. Sportsmanship, Rules, and Safety NJCCCS P Developing competence and confidence in gross and fine motor skills provides a foundation for participation in physical activities. 2.5.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching). 2.5.P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner). 2.5.P.A.3 Use objects and props to develop spatial and coordination skills (e.g., throws and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons). 2 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. 2 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 2.6 Fitness 2 Appropriate types and amounts of physical activity enhance personal health A.1 Explain the role of regular physical activity in relation to personal health. 6

7 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: II UNIT NAME: Wellness # STUDENT LEARNING OBJECTIVES 1 Explain how one s decisions to be active can have a direct impact on the way they feel. K (2.2.2.B.2) 2 Develop decision making skills that promote participation in moderate to vigorous age appropriate physical activities. 1 CORRESPONDING NJCCCS (2.6.2.A.2, B.2) 3 Describe how outside factors influence decision making in regards to setting a fitness goal. 2 (2.6.2.A.3, B.3) 4 Explain how regular physical activity contributes to being well. K (2.6.2.A.1, A.1) 5 Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals. 1 6 Develop a fitness goal and monitor how it might affect one s overall wellness. 2 7 Identify the basic safety rules that should be applied when participating in any movement activity. K (2.6.2.A.2, A.3, B.4) (2.6.2.A.3, B.2, B.4) (2.5.2.C.2) 8 Explain how a safe environment encourages continued participation in physical activity. 1 (2.6.2.A.1, C.2) 9 Demonstrate basic activity and safety rules while engaging in moderate to vigorous age appropriate physical activity. 2 (2.6.2.A.2, C.2) 10 Identify foods that promote a healthy lifestyle. K (2.1.2.B.1) 11 Explain how healthy food choices relate to personal wellness. 1 (2.6.2.A.1, B.1) 12 Determine why making healthier food choices influences long term wellness goals. 2 (2.6.2.A.3, B.1) 13 Recognize how one s feelings can impact the progress toward the achievement of a wellness goal. 1 (2.6.2.A.3, C.3) 7

8 14 Determine how participation in regular physical activity may help to prevent common health (2.6.2.A.1, C.1) CONTENT AREA: Physical Education GRADE: K-2 UNIT #: II UNIT NAME: Wellness Code # 2.6- Fitness A. Fitness and Physical Activity NJCCCS 2 Appropriate types and amounts of physical activity enhance personal health A.1 Explain the role of regular physical activity in relation to personal health A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness A.3 Develop a fitness goal and monitor progress towards achievement of the goal Motor Skill Development C. Sportsmanship, Rules, and Safety 2 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 2.1 Wellness A. Personal Growth and Development 2 Health-enhancing behaviors contribute to wellness A.1 Explain what being well means and identify self-care practices that support wellness. 8

9 2.2-Integrated skills B. Decision Making and Goal Setting C. Diseases and Health conditions 2 Effective decision-making skills foster healthier lifestyle choices B.1 Explain what a decision is and why it is advantageous to think before acting B.4 Select a personal health goal and explain why setting a goal is important. 2 Knowledge about diseases and disease prevention promotes health-enhancing behaviors C.1 Summarize symptoms of common diseases and health conditions. B. Nutrition 2 Choosing a balanced variety of nutritious foods contributes to wellness B.1 Explain why some foods are healthier to eat than others. 9

10 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: III UNIT NAME: Manipulative Skills # STUDENT LEARNING OBJECTIVES 1 2 Develop spatial and coordination skills through movement and manipulative activities such as walking on a balance beam, twirling a hula- hoop, or buttoning and unbuttoning. K Safely demonstrate basic throwing and catching skills that develop coordination. 1 CORRESPONDING NJCCCS (2.5.P.A.3,2.5.2.C.2) (2.5.P.A.3, C.2) Perform various movement and manipulative skills (kicking, striking) with developmentally appropriate control during skill practice. K Demonstrate various movement and manipulative skills (throw, catch) with developmentally appropriate control during games, dance, and physical activity. 1 Demonstrate manipulative skills (kicking, striking, bouncing) with increased mastery during skill practice, games, and other physical activities. 2 Identify body parts (hands, feet, knees, head) that may be used to control different objects during various manipulative activities. K Manipulate objects (ball, beanbags, hula- hoops) with different parts of the body during skill practice. 1 Explain and demonstrate how objects (ball, beanbags, hula- hoops) should be used in practice, games, and other physical activity in a safe manner. 2 Demonstrate changes in movement (time, force flow) while manipulating objects [bouncing, dribbling (soccer), catching] in personal and general space. 1 Demonstrate the appropriate modifications of movement to experience a higher level of success during throwing, catching, bouncing, striking. 2 (2.5.2.A.1) (2.5.2.A.1) (2.5.2.A.1, A.2) (2.5.P.A.3) (2.5.2.A.1) (2.5.2.A.1, C.2) (2.5.2.A.1, A.2, C.2) (2.5.2.A.2, A.1) 10

11 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: III UNIT NAME: Manipulative Skills Code # 2.5- Motor Skill Development A. Movement Skills and Concepts C. Sportsmanship, Rules, and Safety 2.6 Fitness A. Fitness and Physical Activity. NJCCCS P Developing competence and confidence in gross and fine motor skills provides a foundation for participation in physical activities. 2.5.P.A.3 Use objects and props to develop spatial and coordination skills (e.g., throws and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons). 2 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. 2 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 2 Appropriate types and amounts of physical activity enhance personal health. 11

12 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness. UNIT NAME: Movement Education- CONTENT AREA: Physical Education GRADE: K-2 UNIT #: IV Locomotor/Nonlocomotor Skills # STUDENT LEARNING OBJECTIVES 1 Develop and refine fine and stationary gross motor skills while in self- space. (e.g. twisting, bending e.g., work towards using smaller sized manipulative during activity). K CORRESPONDING NJCCCS (2.5.P.A.1, 2.5.P.A.2) 2 3 Demonstrate changes in time, force, and flow while moving in self- space. (e.g. stretching, curling) 1 Demonstrate movement in self- space (stationary) at different levels, directions, and ranges while correcting movement errors in response to teacher feedback. 2 (2.5.2.A.2) (2.5.2.A.2, A.4) 12

13 4 5 6 Demonstrate basic activity and safety rules when refining non-locomotor skills (e.g. twisting, bending, stretching, curling). K Demonstrate basic activity and safety rules and explain how they contribute to stationary movement ( e.g twisting, curling) in a safe environment. 1 Explain the role that non-locomotor skills (e.g. twisting, bending, stretching, curling) play in regular physical activity in relation to personal health. 2 (2.5.2.C.2) (2.5.2.C.2) (2.6.2.A.1) UNIT NAME: Movement Education- CONTENT AREA: Physical Education GRADE: K-2 UNIT #: IV Locomotor/Nonlocomotor Skills Code # 2.5- Motor Skill Development A. Movement Skills and Concepts NJCCCS P Developing competence and confidence in gross and fine motor skills provides a foundation for participation in physical activities. 13

14 2.5.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching). 2.5.P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner). 2 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways A.4 Correct movement errors in response to feedback. C. Sportsmanship, Rules, and Safety 2 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment Fitness A. Fitness and 2 Appropriate types and amounts of physical activity enhance personal health. Physical Activity A.1 Explain the role of regular physical activity in relation to personal health. 14

15 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: V UNIT NAME: Cooperative Games # STUDENT LEARNING OBJECTIVES CORRESPONDING NJCCCS 1 Distinguish between an offensive player and a defensive player during game play. K (2.5.2.B.2) 2 3 Explain and demonstrate the roles of offensive and defensive players and the impact they have during game play. 1 Independently transition from offensive to defensive effectively during games or recreational activities. 2 (2.5.2.B.2, B.4) (2.5.2.B.2, B.4) 4 Explain what it means to display good sportsmanship. K (2.5.2.C.1) 5 Demonstrate good sportsmanship in games or other activities. 1 (2.5.2.B.3, C.1) Determine how basic safety, good sportsmanship and attitudes impact physical performance in games or recreational activities. 2 Demonstrate cooperative and competitive strategies in movement activities and modified games. K Compare and contrast cooperative versus competitive strategies in games, sports, and movement activities. 1 Explain and demonstrate how student attitudes affect cooperative strategies when trying to attain a common goal. 2 (2.5.2.B.3, C.1, C.2) (2.5.2.A.1, B.1, B.4) (2.5.2.B.1, B.4) (2.5.2.B.1, B.3, B.4) 15

16 CONTENT AREA: Physical Education GRADE: K-2 UNIT #: V UNIT NAME: Cooperative Games Code # 2.5- Motor Skill Development A. Movement skills and Concepts NJCCCS 2 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). B. Strategy 2 Teamwork consists of effective communication and other interactions between team members B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities B.2 Explain the difference between offense and defense B.3 Determine how attitude impacts physical performance B.4 Demonstrate strategies that enable team members to achieve goals. C. Sportsmanship, rules, and Safety 2 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.1 Explain what it means to demonstrate good sportsmanship C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 16

17 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: I UNIT NAME: Movement Education/ Rhythm # STUDENT LEARNING OBJECTIVES 1 Demonstrate essential elements of movement while performing non locomotor (stretching, bending) and locomotor (galloping, running) activities. 3 (2.5.4.A.1,2.5.4.A.3) CORRESPONDING NJCCCS 2 Perform essential elements of movement in a rhythmic activity. 3 (2.5.4.A.1,2.5.4.A.3,2.6.4.A.2) Demonstrate appropriate control when engaging in game, activity, or dance in various applied settings. 3 Explain how executing essential elements of movement may affect one s personal health and fitness. 4 Explain how the correction of movement errors in response to teacher/peer feedback will improve movement in games, activities or dance. 4 Combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance. 4 (2.5.4.A.2) (2.5.4.A.1,2.5.4.A.3,2.6.4.A.2) ( A.4) (2.5.6.A.1,2.5.4.A.1) Explain and engage in a games, activities,, or dance from a variety of different cultures and historical periods. (i.e. cricket, salsa, line dance) 5 Create and demonstrate a rhythmic routine/dance of smooth flowing sequential movement patterns. 5 Demonstrate a synchronized group rhythmic activity that engages students in moderate to vigorous physical activity. 5 (2.5.6.C.3) (2.5.6.A.1) (2.5.6.A.1,2.5.6.A.2) 17

18 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: I UNIT NAME: Movement Education/ Rhythm Code # 2.5- Motor Skill Development A. movement Skills and Concepts NJCCCS 4 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. 4 Ongoing feedback impacts improvement and effectiveness of movement actions A.4 Correct movement errors in response to feedback and explain how the change improves performance. 6 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures Fitness 18

19 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: I UNIT NAME: Movement Education/ Rhythm A. Fitness and Physical Activity 4 Each component of fitness contributes to personal health as well as motor skill performance A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related fitness. 19

20 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: II UNIT NAME: Wellness # STUDENT LEARNING OBJECTIVES 1 Identify each health-related and skill-related fitness component of fitness. 3 (2.6.4.A.2) Describe specific strategies that will maintain or improve each health-related and skill- related fitness component. 4 Explain and demonstrate specific exercises, activities, and strategies that will maintain or improve health and skill related fitness components. 5 Determine the short and long term physical, social, emotional and intellectual benefits of participating in regular physical activity. 3 Develop health-related fitness goals based on the assessment of one s personal fitness- level and track progress using health/fitness indicators. 4 Develop a personal fitness plan based on the assessment of one s personal fitness levels and goals. 5 CORRESPONDING NJCCCS (2.6.4.A.2 ) ( A.2) (2.6.4.A.1) (2.6.4.A.3, B.4) (2.6.6.A.3) Identify and monitor health/fitness indicators through the development and implementation of a personal fitness plan. 5 Identify which factors (personal, hereditary, environmental) might play a role in determining one s personal fitness level. 3 Identify factors (health status, interests, environmental) that impact personal fitness and explain their potential positive and negative effects. 4 Use knowledge of the health factors to explain how decision making affects physical activity, and nutrition in relation to attaining personal health and fitness goals. 5 (2.6.6.A.3) (2.6.4.A.4) (2.6.4.A.4, B.1, B.3, A.2, B.1) (2.6.6.A.5, B.1) 20

21 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: II UNIT NAME: Wellness Code # 2.6 Fitness A. Fitness and Physical Activity NJCCCS 4 Each component of fitness contributes to personal health as well as motor skill performance A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related fitness A.3 Develop a health-related fitness goal and track progress using health/fitness indicators A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training, diet, and technology. 6 Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status A.1 Analyze the social. emotional, and health benefits of selected physical experiences A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness A.3 Develop and implement a fitness plan based on the assessment of one s personal fitness level, and monitor health/fitness indicators before, during, and after the program A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.1-Wellness A. Personal Growth and 4 The dimensions of wellness are interrelated and impact overall personal well-being. 21

22 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: II UNIT NAME: Wellness Development A.2 Determine the relationship of personal health practices and behaviors on an individual s body systems. B. Nutrition 4 Choosing a balanced variety of nutritious foods contributes to wellness Integrated Skills B.1 Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively. B. DecisionMaking and Goal Setting 4 Many health-related situations require the application of a thoughtful decision-making process B.3 Determine how family, peers, technology, culture, and the media influence thoughts, feelings, health decisions, and behaviors B.4 Develop a personal health goal and track progress. 6 Every health-related decision has short- and long-term consequences and affects the ability to reach health goals B.1 Use effective decision-making strategies. 22

23 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: III UNIT NAME: Manipulative Skills # STUDENT LEARNING OBJECTIVES Manipulate a variety of objects with control in personal and general space. (e.g. hula hoop, jump rope, bean bags, ribbons, etc.) 3 Explain and demonstrate throwing, catching, dribbling, shooting, and striking an object from a stationary position with mechanical correctness. 4 Explain and demonstrate how to dribble, pass, and receive an object while moving with a partner. 4 Explain and demonstrate throwing and catching using correct mechanical techniques in games, sports and activities. 5 Explain and demonstrate striking and kicking of an object with and without an implement, using correct mechanical techniques in games, sports and activities. 3 Explain and demonstrate how to strike an object continuously with a variety of body parts and implements (hands, feet, and paddle/racquet). 4 Explain and demonstrate striking and kicking of an object continuously with various body parts and implements in games, sports and activities. 5 Explain and demonstrate how to dribble and shoot an object for a goal in a variety of games, sports, and activities. 3 Explain and demonstrate passing and receiving of an object showing accuracy while moving safely in relation to boundaries in games, sports, and activities. 4 Explain and demonstrate how to control a variety of objects within non-competitive, cooperative and competitive environments (apply rules) while moving in general space at varying pathways, directions, and speeds. 5 CORRESPONDING NJCCCS (2.5.4.A.1) (2.5.4.A.2) (2.5.4.A.2) ( A.1, A.2) (2.5.4.A.1 ) (2.5.4.A.1, A.2) (2.5.6.A.1, A.2, A.2) (2.5.4.A.1,) (2.5.4.A.2, C.2) (2.5.6.A.1, A.2, C.2) 23

24 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: III UNIT NAME: Manipulative Skills Code # 2.5- Motor Skill Development A. Movement Skills and Concepts NJCCCS 4 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space. 6 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. C. Sportsmanship, rules, and Safety 4 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment. 6 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events 24

25 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: III UNIT NAME: Manipulative Skills contributes to enjoyment of the event C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety Fitness A. Fitness and Physical Activity 6 Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 25

26 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: IV UNIT NAME: Movement Education- Locomotor/Nonlocomotor Skills # STUDENT LEARNING OBJECTIVES Demonstrate controlled static balances in a variety of shapes and levels (stretching, yoga), including upright and inverted positions, using different body parts. 3 Demonstrate fluid controlled movements involving weight transfer in upright, inverted, and horizontal support positions. 4 Demonstrate a variety of rolls (front roll, log roll) with control while moving in different shapes, directions, and speeds. 3 Demonstrate a variety of ways to move in the air and land with control. (i.e. jumping, leaping, vaulting) 4 Perform a self-designed gymnastics/movement sequence with the following 7 components: (1)A starting shape, (2) roll, (3) transfer of weight from feet to hands, (4) a balance, (5) leap or jump, (6) turn, and (7) ending shape. 5 CORRESPONDING NJCCCS (2.5.4.A.1, A.2) (2.5.4.A.1, A.2) (2.5.4.A.1, A.2, A.4) (2.5.4.A.1, A.2, A.4,) ( A.2) 26

27 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: IV UNIT NAME: Movement Education- Locomotor/Nonlocomotor Skills Code # 2.5- Motor Skill Development A. Movement Skills and Concepts NJCCCS 4 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. 4 Ongoing feedback impacts improvement and effectiveness of movement actions A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space A.4 Correct movement errors in response to feedback and explain how the change improves performance. C. Sportsmanship Rules, and Safety 6 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 6 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety. 27

28 CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: V UNIT NAME: Cooperative Games # STUDENT LEARNING OBJECTIVES Demonstrate fundamental offensive and defensive strategies (faking, dodging, defending open space) in an isolated setting (skill practice). 3 Compare and contrast the proper situations for strategies (faking, dodging, defending open space) to be implemented. 4 Explain and demonstrate passing and receiving an object while moving cooperatively with a partner or small group in games, sports and activities. 4 Demonstrate the ability to perform both offensive and defensive strategies in applied settings (games, sports and other activities). 5 Explain and demonstrate how to maintain team possession in competitive, partner and small group games, sports and activities. 5 CORRESPONDING NJCCCS (2.5.4.A.1, B.1) (2.5.4.A.1, B.1) (2.5.4.B.1, B.2) (2.5.6.A.1, B.1) ( B.1) Describe how team members may motivate each other for success during cooperative games and activities. 3 Demonstrate effective team building skills in a variety of cooperative physical challenges and activities. 4 Identify the characteristics of good sportsmanship that are displayed by both players and observers. 3 Demonstrate appropriate sportsmanship behaviors and apply specific rules during competitive games, sports, and other cooperative activities. 4 Compare and contrast the roles of players and observers in regard to proper sportsmanship and recommend strategies to improve these behaviors. 5 (2.5.4.B.2) (2.5.6.B.1, B.2) (2.5.4.C.1) (2.5.4.C.1, C.2) (2.5.6.C.1) 28

29 11 Demonstrate knowledge of rules, procedures and safety concepts and apply them effectively as an observer or participant in games, sports and activities. 5 (2.5.6.C.1) CONTENT AREA: Physical Education GRADE: 3-5 UNIT #: V UNIT NAME: Cooperative Games Code # NJCCCS 2.5- Motor Skill Development A. Movement skills and concepts 4 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 6 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). B. Strategy 4 Offensive, defensive, and cooperative strategies are applied in most games, sports, and other activity situations B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating open areas, and defending space) B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments. 29

30 6 There is a relationship between applying effective tactical strategies and achieving individual and team goals when competing in games, sports, and other activity situations B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team activities. C. Sportsmanship, Rules, Safety 4 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment Fitness A. Fitness and Physical Activity 6 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 6 Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 30

31 Pemberton Township Curriculum Map k-2 physical education Grade Level: K-2 Unit: Movement Education and Rhythm Enduring Understandings Efficient movement improves performance. Physical movement can be creative, enjoyable, and individually rewarding. Physical and cognitive skills are necessary to successfully participate in a variety of physical activities and sports. Essential Questions How do you move efficiently and safely within a physical setting? How does your movement affect performance? Why is the development of motor skills essential? Why are skills and game knowledge important for participation? Knowledge Lesson/Activity/Procedure & Skills 1, 2; C, D, E Learning directions: The purpose of this activity is to integrate the concept of directions with moving to a rhythm. The "6" directions taught--forward, backward, left, right, up, down, plus the "2" directions--clockwise and counterclockwise. 1, 2; C, D, E To allow the students opportunities to create their own rhythms and explore different ways to solve problems. 1; A, B, C, D, G To reinforce specialized motor skills and habitats. The science and physical education teacher will work together to teach the named specialized motor skill (alligator crawl, bear walk, crab walk, Time Frame 35 minutes 35 minutes 35 minutes Resources/Notes 31

32 frog jump, gorilla walk, inchworm, penguin walk, rabbit jump, snake, turtle) and habitats (rain-forest, desert, forest, oceans). Student will form the body shapes (wide, narrow, rounded, and twisted) while using a piece of equipment. 3, 4; E, F, G Students will demonstrate an understanding of and ability to move in straight, curved, and zigzag pathways. After introducing the concept of straight, curved and zigzag pathways, and having students move through general space while making different pathways, give each student a pair of skis (paper plates) to place underneath their feet. Students must keep their feet on the paper plates while listening to the ski instructor (you). 3, 4; E, F, G To introduce the skill of balancing and to combine it with different movement concepts. 1. Students practice balancing a beanbag on their heads (or other body part) while stationary. 2. Students practice balancing a beanbag on their heads (or other body part) while moving in general space. 3. Students practice balancing a beanbag on their heads (or other body part) while moving through an obstacle course set up throughout the gym. 4. Partners. Students take turns being the follower and the leader while traveling through general space with a beanbag balanced on their head (or other body part). 5. Partners. Students take turns being the follower and the leader while traveling through the obstacle course with a beanbag balanced on his/her head (or other body part). 35 minutes 35 minutes 32

33 Grade Level: K-2 Unit: Fitness/Wellness Enduring Understandings You only have one body; take care of it so that you can be your best every day. Appropriate types and amounts of physical activity enhance personal health and fitness is a lifetime commitment. Essential Questions What does it mean to be fit? Why would people get tired more on some days than others? What are ways to increase your energy (both in the short term and in the long term)? How did I challenge myself today? Knowledge Lesson/Activity/Procedure & Skills 1, 2; A, B, C For students to work on their cardiovascular endurance, locomotor skills and review the sight words (vocabulary words) they are learning in the classroom. I ask in advance from the teachers a list of the sight words/or a vocab list that students have been working on. I write their sight words on address labels and place them on the beanbags. I then put a different color dot in the corner of the label. I place the beanbags with the sight words facing down. I pair students into groups of two to three so they can help each other in case they get to a sight word they do not know. Students can take turns on who reads the beanbag first. I have each group start at one beanbag sitting crisscross applesauce. When I say go, students turn over their beanbag and read the sight word and look at the color dot in the corner. That dot will tell the students which color bean bag to go to next. Throughout the game, I switch up the locomotor Time Frame 35 Minutes Resources/Notes 33

34 movement (running, skipping, galloping etc.). Once the students read the sight word, they place the beanbag face down and go to the next beanbag. When I blow my whistle two times, students sit crisscross applesauce and eyes on me. Make sure students say the word out loud so that their group members can help them if they are saying the word incorrectly and you can go around and check for understanding as well. 1, 2; A, B, C To have students understand and experience the concept that when we exercise our bodies work harder. This makes our hearts beat faster requiring more oxygen that causes us to breathe harder. * First of all, students go to the "mouth" station where they take three big breaths and pick up an object that represents oxygen (i.e., beanbag). * Secondly, they run to the "heart" station and contract their whole body (see the explanation below), pretending to be a heart. * Third, they run to the "muscle" station where they put their beanbag into a bucket and perform a designated exercise (i.e., 10 jumping jacks). * Fourth, the students have "run out of oxygen" and must go back to the mouth to get more. 35 Minutes Remind students that they must stay in the track because it is like the arteries in the body. Teach the students that when they exercise they begin breathing harder, and that when we breathe we take oxygen into our bodies. (Have everyone take three deep breaths.) 3; D, E Place one cone for every two students on the baseline. Scatter the laminated food cards face down on the opposite side of half court. When the 35 Minutes 34

35 music begins, one student from each team (teams of two) performs the specified locomotor movement until s/he gets to a food card. S/he picks up one card and performs the specified locomotor movement back to her/his cone. The partner then performs the specified locomotor movement to pick up another food card. The partners take turns picking up food cards until no cards are left to be picked up. Each team makes two piles: "everyday" foods and "sometimes" foods After all foods are picked up, have one student from each team bring the healthy foods to the instructor. Check for accuracy and then have the students scatter the foods back on the court. Repeat for the sometimes foods. 3; D, E Divide students into groups of four. Scatter containers, plastic food, and bowling pins throughout the activity area. Identify each container as one of the MyPyramid food groups. Ask each group to create a shopping cart by placing a mat on four scooters. Designate two students as shoppers (sit on cart) and two as cart pushers. Shoppers grab a food. The group categorizes which of the MyPyramid food groups the food belongs and the cart pushers push their cart to the labeled container that matches their choice. Shoppers drop the food item in the container. The activity continues until all foods are in a container. Repeat activity challenging the groups to categorize foods 100% correctly. 3; D, E Arrange the students so they are sitting in a circle. If you can have several circles set up as opposed to 35 Minutes 35 Minutes 35

36 the entire class. In the middle of the circle place food cards (a large variety) face down (food cards must have a paper clip attached to them). Explain to the students that this is the fish pond and the food cards are the fish. Attach the string to the yard stick and a magnet to the end of the string. Give each student a turn to "fish" in the pond by putting the yard stick over the pond and attaching the magnet to the paper clip. The student will then reel in the food card and look at it to decide which food group on the food guide pyramid that it belongs to. The student will then ask the group if they agree. 5; K Divide the class into three equal teams. Have one group of players occupy a space between the other two groups. These players are the landfill fillers. Discuss how landfills take up valuable land, and sometimes create ground water pollution. The two groups on the outer areas are the recyclers. Their mission is to pass balls back and forth between the landfill fillers as many times as they can so that the balls can be recycled. Balls may be thrown or bounced to players, but they may not go higher than the heads of the landfill fillers. Any ball intercepted by the landfill fillers becomes lost in the landfill (placed back in the storage unit. Rotate positions and play again. 35 Minutes 36

37 Grade Level: K-2 Unit: Manipulative Skills Enduring Understandings Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities. Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity. Essential Questions How does effective and appropriate movement affect wellness? Why do I have to understand concepts of movement when I can already perform the movement? Knowledge & Skills 1, 2, 3, 4; A, B, C, D, E, F Lesson/Activity/Procedure Time Frame Resources/Notes Ask students, "If your teacher gave you a crayon and asked you to draw a dog, what hand would you use?" Ask the students to raise this hand and put a rubber band loosely around their wrist. This becomes our "rubber band hand." After determining our rubber band hand, ask the student to step forward on their opposite foot. Place a piece of masking tape on their toe, and this becomes our "tape toe." Move over to a line at one end of the space and hand out imaginary items (Rotten eggs, sloppy slimy tomatoes and big juicy watermelons work great.). Place an item in each player's rubber band hand while instructing them on the correct hand placement. Then ask them to step forward on their tape toe and throw their rotten egg all the way across the gym at the opposite wall. After a few prompts and attempts to throw various rotten fruits 37

38 1, 2, 3, 4; A, B, C, D, E, F and vegetables, we are good enough for yarn balls. With the cues "step on your tape toe" and "throw with your rubber band hand," the students are quickly using correct form. The activity continues with throwing the balls at targets on the floor and walls. After introducing a couple of the cues for the overhand throw and letting students "practice" them a few times in place without a ball, let students know they will play a game against themselves to see how well they can throw. Have one student demonstrate putting a hoop against the wall in front of where they are standing, and then move approximately 8-10 feet away from the wall (this is where they put their cone). The child throws the ball to the wall, and if he/she hits the wall with the ball, they then take a step backward. If the child once again can hit the wall with the ball, he/she moves the cone back to where they just were, and then takes another step back. The student then continues to move a step back until their throw misses the wall. At this point, they then stay at the last place their cone was set, and continue to throw from there until they can once again hit the wall. (Remind students it's not important if they get the ball in the hoop or not, but the hoop can help them to know where to throw.) At the "go" signal, have students get a ball of their choice, a hoop, and a cone and set their "game" up to begin. As students throw against the wall, move around the area and give students feedback on how they are doing, reminding them about a cue(s) they may not be using. For a formal assessment, check off on an observation sheet whether each 38

39 1, 2, 3, 4; A, B, C, D, E, F 1, 2, 3, 4; A, B, C, D, E, F student "consistently", "sometimes", or "hardly ever" uses each of the cues given. Have students get a balloon and find a good selfspace in general space. On teachers signal students are to gently toss the balloon with one hand making it go above their head and almost "behind their head" (the position of the balloon is very important). Just before the balloon reaches its height (one to two feet above the fully extended arm) the student strikes as hard as they can in an upward direction ("try to hit it toward the ceiling"). If the balloon is in the right place the task clearly helps the children practice the over arm throw/strike pattern for force. First demonstrate the "inside of the foot" pass by kicking the ball to a student. Clue the class to watch which part of the foot you use to kick the ball; after kicking, have each student touch (on their foot) the part of the foot used. (If they don't touch the inside of the foot, demonstrate and introduce once again). Also introduce the "foot trap", performed by placing the foot onto the top of the ball as it moves toward you, in order to stop it (without using the hands). Once students understand where the inside of the foot is and what this type of pass is to be used for (for passing the ball to a teammate; ball stays close to the ground), let students know they will be working with a partner for today's activity. Demonstrate the set-up: Students should stand facing their partner, being approximately 5 to 7 yards apart. One student has the ball and passes the ball to his partner using the inside of the foot pass. The other student will then receive the ball by trapping it, then move back a 39