Physical Education Curriculum

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1 Physical Education Curriculum Stafford Public Schools Stafford, Connecticut Adopted by the Stafford Board of Education June 16, 2008

2 DISTRICT ACKNOWLEDGEMENTS STAFFORD PUBLIC SCHOOLS BOARD OF EDUCATION Mr. Mark Fontanella, Chairperson Mrs. Sandy Fowler, Secretary Mrs. Lisa Bradway Mrs. Lisa Finch Mrs. Tracy Rummel Ms. Julie Stafford Ms. Patricia Saunders SUPERINTENDENT OF SCHOOLS Thérèse G. Fishman, Ed.D. DIRECTOR OF CURRICULUM AND INSTRUCTION Michael J. Bednarz i

3 CONTRIBUTOR ACKNOWLEDGEMENTS This curriculum guide was created through the contributions of the following persons: Mark Dunn Physical Education Stafford High School John Gracey Physical Education Stafford Middle School Colleen Heuitson Physical Education Stafford High School Patricia Kritzman Physical Education Stafford Middle School Sharon Mlyniec Physical Education Stafford Elementary School Robert Schadt Physical Education Staffordville School West Stafford School Robert Terry Physical Education Stafford Elementary School Jean Titus Physical Education/Health Stafford Middle School Curriculum Team Leader Marco Pelliccia Physical Education/Health Stafford Middle School Curriculum Team Admin. Assistant Principal ii

4 TABLE OF CONTENTS Title Page... District Acknowledgements... i Contributor Acknowledgements... ii Table of Contents... iii Equal Opportunity Statement... 1 Introduction... 2 Stafford Board of Education Mission/Philosophy and Goals... 3 Stafford Guiding Principles for Curriculum Development... 5 Healthy and Balanced Living Chart... 6 Physical Education Standards... 8 Philosophy... 9 Program Goals Learning Environment Statements Curriculum at a Glance: K iii

5 EQUAL OPPORTUNITY STATEMENT The Stafford Board of Education does not discriminate on the basis of race, color, national origin, religion, age, sex, marital status, sexual orientation, or disability in its educational programs and services or employment decisions, under the provisions of Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, The Americans with Disabilities Act of 1991, and appropriate Connecticut Statutes. Revised and Adopted by the Stafford Board of Education June 21,

6 INTRODUCTION The creation of the Stafford Public Schools physical education curriculum was a dynamic process. The physical education curriculum team developed this program to align with the national and the state of Connecticut frameworks for physical education instruction and the Connecticut Fitness Test. This curriculum was developed to coincide with the Stafford Strategic School Profile. Throughout the past year, this curriculum team has collaborated with colleagues throughout the region to ensure the curriculum aligns with current methodologies and practices. This curriculum reflects the knowledge, skills, and behaviors that students are expected to acquire as they progress through the Stafford Public Schools Physical Education program. The curriculum team worked hard to ensure all Stafford students acquire the skills necessary to be active, healthy members of the community upon graduation. The physical education curriculum team recognizes the necessity to continue to review and update this document. Research is constantly providing the field with more advanced strategies and equipment. The physical education curriculum must continue to remain progressive and offer diverse activities and experiences in order to encourage healthy lifestyles for all students. 2

7 MISSION STATEMENT/PHILOSOPHY OF THE STAFFORD PUBLIC SCHOOLS The mission of the Stafford Public Schools is to enable all students to realize their full potential as lifelong learners and responsible citizens. This mandate is based on the conviction that the dignity and worth of each child is of primary concern, and that the aim of education is to prepare and inspire our youth to assume meaningful roles in a culturally diverse, ever-changing world. In pursuit of this mission, we subscribe to the following beliefs: That it is our obligation to support and challenge students and staff to perform at their highest capabilities as part of a learning community; That students will best develop knowledge and skills enabling them to thrive in a global economy when their unique needs, interests, strengths, weaknesses, backgrounds, learning styles, and range of scholastic /creative abilities are addressed; That our program will strive to foster a positive sense of self, an appreciation of the diversity and worth of others and the environment, aesthetic values, joy in learning, and motivation to achieve standards of excellence; That educators will clearly convey to students the purpose of the educational program, performance expectations, and students shared responsibility for success; That the ongoing curriculum and instruction development process will provide comprehensive, substantive programs and a range of instructional strategies based on research, state and national standards, and emerging needs including technology; That students, families, staff, administration, board of education, local businesses, and residents are members of a learning community that recognizes that communication and involvement by all constituents are essential in attaining our mission; That in the final analysis we are all accountable for the present and future success of the Stafford Public Schools and realize that a commitment to today s education is a commitment to society s future. 3

8 STAFFORD DISTRICT GOALS The goal of the Stafford Board of Education is to provide the leadership, programs, and materials to ensure that all Stafford students will: Demonstrate high levels of proficiency in communication skills: reading, writing, speaking, listening, viewing, and technology. Strengthen their understanding of basic mathematical concepts, relationships and operations, and demonstrate the ability to apply them to practical problem solving. Strengthen their knowledge and understanding of physical, earth, space, and life sciences and demonstrate the ability to apply these concepts to the investigation of natural phenomena. Develop their understanding of society by demonstrating knowledge of the principles of history, government, geography, and economics. They will expand their appreciation of cultures via exemplary literature and the fine and performing arts. Cultivate the habits of personal responsibility and good citizenship. They will develop the cooperative life skills and appreciation of diversity necessary in our global community. 4

9 STAFFORD GUIDING PRINCIPLES FOR CURRICULUM DEVELOPMENT Expectations/Standards In order to encourage the pursuit of excellence, the curriculum will reflect a strong commitment to high expectations and standards. Independent Learners The curriculum will foster independence and responsibility in all learners. Community The curriculum will provide opportunities for students to develop the skills required to become effective members of the school, local, and global communities. Learning must encompass the wide array of cultures, creeds, value systems and morés present in our diverse and increasingly complex world. Respect The curriculum will provide opportunities for students to develop respect for themselves and others. It will be inclusive, gender-fair, multicultural, and globally oriented. Communication The curriculum will foster the development of communication skills. These include expressive and receptive language skills, as well as skills in the areas of the visual arts and music. Coordination The curriculum will provide learning experiences that are systematic and sequential. Equity The curriculum will provide equitable educational experiences for all students. The experiences will reflect multiple intelligence, interests, talents, abilities, and diversity. The curriculum will offer a multitude of possibilities. Meaningful Learning The curriculum will provide experiences that cause students to be active learners and to make connections between their learning and real world experiences. Content The curriculum will reflect current practice and theory, as well as relevant and enduring content. The content will be delivered in a flexible and challenging manner to students of all skill levels. Responsibility The curriculum will provide experiences that elevate the student to a position of significant responsibility for what is mastered. Outcomes The curriculum will empower students to grow. It is a series of opportunities and challenges, not obstacles. Technology The curriculum will infuse technology in an integral way to support dynamic, interactive, and worthwhile learning experiences. 5

10 STAFFORD PUBLIC SCHOOLS 6 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

11 STAFFORD PUBLIC SCHOOLS 7 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

12 Standard 9 PHYSICAL EDUCATION STANDARDS Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 10 Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities The intent of this standard is facilitation of learners ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one s performance. This includes the application of concepts from disciplines such as motor learning and development, sport psychology and sociobiology, and biomechanics and exercise physiology. Standard 11 Participant regularly in physical activity The intent of this standard is the establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is crucial to developing an active, healthy lifestyle that has the potential to help prevent a variety of problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis. Standard 12 Achieve and maintain a health-enhancing level of physical fitness The intent of this standard is the development of students knowledge, skills and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardio respiratory endurance, muscular strength and endurance, flexibility and body composition. Standard 13 Exhibit responsible personal and social behavior that respects self and others in physical activity settings The intent of this standard is the achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race and socioeconomic status. Standard 14 Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for selfexpression and social interaction and can be enjoyable, challenging and fun. These benefits develop selfconfidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span. 8 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

13 PHYSICAL EDUCATION PHILOSOPHY Physical education plays a vital role in the development of students in the Stafford Public Schools. This development occurs in the psychomotor, cognitive, social, and emotional domains through an organized and sequential program of activities. The goal of physical education is to equip students with the knowledge and skills needed to be successful in leading an active, healthy and well-balanced life. The Physical Education curriculum will support and guide student s personal and academic achievement through development of skills needed to: participate in a physically active and healthy lifestyle access, evaluate, and use information from various sources to achieve overall health and well-being comprehend concepts related to health and fitness and implement realistic plans for ongoing, lifelong physical activity health and overall wellness make plans and take actions that lead to healthy and balanced living for themselves and for the world around them. The curriculum provides the blueprint for the district to address the health and physical education of students and guide them toward becoming well-informed, health and fitness literate individuals. Student s interests are reflected in a variety of choices, including exposure to fitness options, which allow opportunities for individuals to become competent, confident, and joyful movers. 9

14 PROGRAM GOALS As a result of physical education in pre-k-12, students will: demonstrate the physical skills and knowledge necessary to participate in a variety of physical activities and the appreciation to observe others performing selected activities make choices to enable themselves to develop and maintain a healthy lifestyle throughout their lifetimes demonstrate behavior traits and social skills that will benefit them and others in competitive and social situations recognize and understand the different effects of physical activity on their minds and bodies will have a greater understanding of how personal fitness impacts their lives and society as a whole 10

15 General Environmental Statements Appropriate for all Classrooms LEARNING ENVIRONMENT STATEMENTS 1. The physical and emotional environment is safe and conducive to learning for all students. e.g. student work is displayed; interest and respect are apparent between teacher and students and between students; rules are posted; the physical environment is clean, ordered, and without hazards. 2. Grouping for instruction is flexible. e.g. there is a purposeful and appropriate mix of small and whole group work, such as whole group discussions, peer conferencing and evaluations, group projects, and cooperative learning groups, which reflects the true enterprise of science. 3. Instruction is developmentally appropriate for the intellectual and emotional level of the students. 4. Discourse, which leads to learning, is evident between teacher and students and between students. 5. Students are engaged in learning through hands-on activities, various opportunities for involvement and application of science to real world problems, and collaboration. 6. The learning environment is supportive. e.g. there is availability of multiple resources such as books, multi-media, instructional support teachers and co-teachers, technology appropriate for scientific enterprise, and instructional supplies. e.g., students use a variety of current materials for investigation and research. When appropriate, the teacher extends the learning environment to the outdoors and into the community to include a wide variety of resources. 7. Routines and transitions are orderly and use time appropriately. 8. There is a clear structure for learning, which leads students to learn. e.g. initiations are used to focus the student learning; closures are used to ascertain the purpose of a lesson and its link to long-term learning; the learning is focused on clear lesson objectives; concepts are presented in an orderly fashion and are linked to previous and to new learning; clear expectations are communicated to students about the skills which are necessary for success. 11

16 9. A variety of assessment tools and procedures are used. e.g. various levels of understanding are assessed; various methods are used to assess student achievement including teacher observation, evidence from student work, oral assessments, performance tasks and application of skills and knowledge, and benchmark assessments. Students incorporate analysis and communication of scientific investigation, including critique of work. Periodic assessments should be in place, which help promote consistency in educational opportunities for students in the same course or grade levels. Methods such as benchmark, mid-course, and end-of-course assessments should be used to achieve this. 10. Teacher and student reflections are evident. e.g. what changes are made based on evidence gathered during lessons, assessments and professional development? 11. Cross-curricular integration is evident. e.g. reading, writing, speaking and listening are integrated throughout all content area lessons; a clear link is made between mathematics, science, and social studies; the use of technology is evident in all content areas. 12. There is instructional consistency among and within schools and grade levels, which is achieved through procedures such as department and cluster meetings, grade level meetings, teacher evaluations, and curriculum committees. 13. The teacher will guide students through inquiry-based learning activities and will encourage and develop students curiosity about the world. 14. The teacher will encourage students to raise questions, pursue investigations, and draw conclusions. 15. Students have experiences that will contribute to the understanding of unifying concepts in science, which provide students with powerful ideas and connections to deepen their understanding of the natural world. 16. Teachers engage in collegial conversations about standards, achievement, and improvement of instruction by reflecting on student data including student work samples. 12

17 LEARNING ENVIRONMENT STATEMENTS FOR PHYSICAL EDUCATION The Physical Education environment should provide exposure to a variety of activities, allowing the student to experience cooperative activities, skill development, and sports competition on an individual as well as a team level. The Physical Education environment will be safe and conducive to learning for all students. The students are: interacting with each other as members of teams, as well as working independently able to accept all students regardless of varied skill levels, social, economic, racial, or religious differences during various activities able to help each other in mastering many of the various skills actively engaged in activity for a majority of the physical education class able to easily access the teacher for individual needs and personalized instruction in an environment that encourages positive physical, social, and emotional well being The teachers are: engaging students to participate in activity assisting as needed with individual skill development and improvement monitoring student progress separately as well as in group situations constantly evaluating and assessing student learning in the physical education area 13

18 14

19 15 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

20 16 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

21 17 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

22 18 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

23 19 Source: Healthy and Balanced Living Curriculum Framework, CSDE 2006

24 Physical Education Minutes per Week Grade Number of Classes/Week Length of Class Total P.E. Class Minutes/Week PK K Total of 12 weeks (2 marking periods) Total of 12 weeks (2 marking periods) Total of 12 weeks (2 marking periods) Total of 18 weeks (1 semester) Total of 18 weeks (1 semester) Total of 18 weeks (1 semester) Total of 18 weeks (1 semester)) 20

25 K 12 Essential Questions 1. How can physical fitness activity contribute to a lasting healthy lifestyle? 2. How can participation in sports activities manifest healthy personal characteristics and positive social traits? 3. How can participation and physical activities, i.e., sports and team activities contribute to the development of social and cultural diversity? 4. What effect does technology have on improving physical fitness and athletic programs? 5. How has sport history had an impact upon our culture and society? 6. How can participating in a team sport develop physical fitness both now and in the future? 7. Can I develop responsible behavior to become physically active and stay fit now and in the future? 21

26 CURRICULUM AT A GLANCE Unit: Movement Concepts Grade: Kindergarten Duration: 5-10 Lessons 9. Motor Skill Performance Explore and demonstrate selected elements of space awareness movement concepts for location, directions, levels, pathways and extensions in isolated settings. Explore and demonstrate selected elements of effort movement concepts for time, force and flow in isolated settings. Explore and demonstrate selected elements of relationship movement concepts for body parts, objects and/or people, and with people in isolated settings. 10. Applying Concepts and Strategies Identify selected elements of space awareness, effort, and relationship movement concepts. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to explore and develop motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Identify the physiological effects on the body when participating in various movement concepts activities and games. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate recognition that physical activity is beneficial to good health. Demonstrate a connection between physical activity and a positive experience. CURRICULUM AT A GLANCE Unit: Fundamental Motor Skills Grade: Kindergarten Duration: Lessons 9. Motor Skill Performance Explore and demonstrate selected elements of mature form of the locomotor skills of walking, running, sliding, galloping and hopping in isolated settings. Explore and demonstrate basic even and uneven rhythmic patterns, and creative and expressive dance experiences. Explore and demonstrate selected elements of mature form of the non-manipulative skills of balancing, bending, stretching, rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, and jumping and landing in isolated settings. Explore and demonstrate selected elements of the four foundational skills of educational gymnastics (rolling actions, weight transference, balance and flight) in isolated settings. Explore and demonstrate selected elements of manipulative skills of throwing, catching, kicking, punting, dribbling, volleying, striking with rackets, and striking with long-handled implements in isolated settings. 10. Applying Concepts and Strategies Identify selected critical elements of locomotor skills, rhythmic patterns and dance, non-manipulative skills, educational gymnastics, and manipulative skills. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to explore and develop motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Identify the physiological effects on the body when participating in various fundamental motor skill activities and games. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate recognition that physical activity is beneficial to good health. Demonstrate a connection between physical activity and a positive experience. 22

27 CURRICULUM AT A GLANCE Unit: Physical Fitness Grade: Kindergarten Duration: 5-10 Lessons 9. Motor Skill Performance Participate in physical activities, exercise and games that increase heart rate, breathing rate, perspiration, etc. to develop and improve cardiorespiratory endurance. Participate in physical activities, exercise and games that require briefly supporting one s own body weight to develop and improve muscular strength and endurance. Explore and perform safe stretches and flexibility exercises to improve range of motion of the major joints. 10. Applying Concepts and Strategies Identify one of the five health related components of physical fitness. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to explore and develop motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Demonstrate an understanding that different physical activities have different effects on the body. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate recognition that physical activity is beneficial to good health. Demonstrate a connection between physical activity and a positive experience. CURRICULUM AT A GLANCE Unit: Movement Concepts Grade: One Duration: Lessons 9. Motor Skill Performance Demonstrate selected elements of space awareness movement concepts for location, directions, levels, pathways and extensions in isolated settings. Demonstrate selected elements of effort movement concepts for time, force and flow in isolated settings. Demonstrate selected elements of relationship movement concepts for body parts, objects and/or people, and with people in isolated settings. 10. Applying Concepts and Strategies Identify most elements of space awareness, effort, and relationship movement concepts. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to develop and improve motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Identify the physiological effects on the body when participating in various movement concepts activities and games. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate individual success and confidence through physical activity. Demonstrate appropriate social interactions and experiences in physical activity settings. 23

28 CURRICULUM AT A GLANCE Unit: Fundamental Motor Skills Grade: One Duration: Lessons 9. Motor Skill Performance Demonstrate selected elements of mature form of the locomotor skills of walking, running, leaping, sliding, galloping, hopping, skipping, fleeing, chasing and dodging in isolated settings. Demonstrate a rhythmic movement pattern to even and uneven rhythms, and demonstrate creative, expressive and communicative dance experiences. Demonstrate selected elements of mature form of the non-manipulative skills of balancing, bending, stretching, rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, and jumping and landing in isolated settings. Demonstrate selected elements of the four foundational skills of educational gymnastics (rolling actions, weight transference, balance and flight) in isolated settings. Demonstrate selected elements of manipulative skills of throwing, catching, kicking, punting, dribbling, volleying, striking with rackets, and striking with long-handled implements in isolated settings. 10. Applying Concepts and Strategies Identify most critical elements of locomotor skills, rhythmic patterns and dance, non-manipulative skills, educational gymnastics, and manipulative skills. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to develop and improve motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Identify the physiological effects on the body when participating in various fundamental motor skill activities and games. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate individual success and confidence through physical activity. Demonstrate appropriate social interactions and experiences in physical activity settings. CURRICULUM AT A GLANCE Unit: Physical Fitness Grade: One Duration: Lessons 9. Motor Skill Performance Participate in sustained physical activities, exercise and games that increase heart rate, breathing rate, perspiration, etc. to develop and improve cardiorespiratory endurance. Participate in physical activities, exercise and games that require supporting one s own body weight to develop and improve muscular strength and endurance. Explore and perform safe stretches and flexibility exercises to improve range of motion of the major joints. 10. Applying Concepts and Strategies Identify three of the five health related components of physical fitness. 11. Engaging in Physical Activity Participate in physical activities both inside and outside of physical education that provide opportunities to develop and improve motor skills, various movement concepts, and physical fitness levels. 12. Physical Fitness Demonstrate an understanding that different physical activities have different effects on the body. 13. Responsible Behavior Demonstrate safe behavior for self and toward others. Demonstrate responsibility for self and toward others. Demonstrate behaviors that show respect for individual differences. 14. Benefits of Physical Activity Demonstrate individual success and confidence through physical activity. Demonstrate appropriate social interactions and experiences in physical activity settings. 24

29 CURRICULUM AT A GLANCE Unit: Manipulatives Grade: 2 Duration: 30 Classes 9. Motor Skill Performance Demonstrate a developmentally mature form in throwing, catching, kicking, dribbling and striking in a closed environment. Demonstrate simple applications combining manipulative skills with locomotor and nonlocomotor skills. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body goes and how the body performs. 11. Engaging in Physical Activity Engage in moderate developmentally appropriate activities using the skill being taught. Engage in appropriate physical that promotes development and improvement of physical fitness levels. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. CURRICULUM AT A GLANCE Unit: Locomotor/ Nonlocomotor Grade: 2 Duration: 16 Classes 9. Motor Skill Performance Demonstrate developmentally mature form in locomotor and nonlocomotor skills. Demonstrate simple applications combining locomotor and nonlocomotor with manipulative skills. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body goes and how the body performs. 11. Engaging in Physical Activity Engage in moderate, developmentally appropriate activities using the skill being taught. Engage in appropriate physical activity that promotes development and improvement of physical fitness levels. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively with partners to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. 25

30 CURRICULUM AT A GLANCE Unit: Cooperative Activities Grade: 2 Duration: 16 Classes 9. Motor Skill Performance Explore and adapt fundamental movement skills in a variety of dynamic environments. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use cooperative activities as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. CURRICULUM AT A GLANCE Unit: Physical Fitness Grade: 2 Duration: 16 Classes 11. Engaging in Physical Activity Engage in a variety of moderate developmentally appropriate physical activities on a regular basis. Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness levels. 12. Physical Fitness Developmentally appropriate recognition of the effects of physical activity and exercise. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self- expression. 26

31 CURRICULUM AT A GLANCE Unit: Manipulatives Grade: 3 Duration: 30 Classes 9. Motor Skill Performance Demonstrate a developmentally mature form in throwing, catching, kicking, dribbling and striking in a closed environment. Demonstrate simple applications combining manipulative skills with locomotor and nonlocomotor skills. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body goes and how the body performs. 11. Engaging in Physical Activity Engage in moderate developmentally appropriate activities using the skill being taught. Engage in appropriate physical activity that promotes development and improvement of physical fitness levels. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. CURRICULUM AT A GLANCE Unit: Locomotor/ Nonlocomotor Grade: 3 Duration: 16 Classes 9. Motor Skill Performance Demonstrate developmentally mature form in locomotor and nonlocomotor skills. Demonstrate simple applications combining locomotor and nonlocomotor with manipulative skills. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body goes and how the body performs. 11. Engaging in Physical Activity Engage in moderate developmentally appropriate activities using the skill being taught. Engage in appropriate physical activity that promotes development and improvement of physical fitness levels. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. 27

32 CURRICULUM AT A GLANCE Unit: Cooperative Activities Grade: 3 Duration: 16 Classes 9. Motor Skill Performance Explore and adapt fundamental movement skills in a variety of dynamic environments. 10. Applying Concepts and Strategies Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement. 13. Responsible Behavior Understand, participate in the development of and follow classroom rules; follow activity-specific rules and safety practices. Demonstrate etiquette and good sportsmanship. Work independently and cooperatively in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences. Develop skills needed for resolving conflicts. 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use cooperative activities as a means of self-expression. Use physical activity as a positive opportunity for social and group interaction. CURRICULUM AT A GLANCE Unit: Physical Fitness Grade: 3 Duration: 16 Classes 11. Engaging in Physical Activity Engage in a variety of moderate developmentally appropriate physical activities on a regular basis. Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness levels. 12. Physical Fitness Developmentally appropriate recognition of the effects of physical activity and exercise. Demonstrate an understanding of the relationship between activities and physical fitness components. (e.g., cardiorespiratory endurance, muscular strength and endurance and flexibility) 14. Benefits of Physical Activity Express and identify feelings about participating in physical activity and begin to make choices based on those feelings. Use physical activity as a means of self- expression. 28

33 CURRICULUM AT A GLANCE Unit: Team Sports Grade: 4 Duration: classes 9. Motor Skill Performance Explore and adapt fundamental movement skills in a variety of dynamic environments. Acquire beginning skills for a few specialized movement forms. Actively participates in a variety of modified games, developmentally appropriate tasks, and activities. 10. Applying Concepts and Strategies Recognize critical performance skill elements in self and others using movement vocabulary. Demonstrate knowledge of rules, safety practices and procedures of specific activities. 11. Engaging in Physical Activity Demonstrate an understanding of a variety of movements and how they affect the body. Apply the understanding of physical activity concepts to developing movement sequences and game strategies. Engage in appropriate physical activity that promotes the development and improvement of physical activity. 12. Physical Fitness Recognize physiological indicators (heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity. 13. Responsible Behavior Understand and participate in the development of, and follow classroom rules, activity- specific rules, safety practices and procedures. Work independently and/or cooperatively and productively with partners or in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences (eg., physical, gender, cultural/ethnic, social, and emotional) that can affect group activities. Develop skills needed for resolving conflicts peacefully. 14. Benefits of Physical Activity Experience personal challenges through physical activity. Understand that practicing activities increases specific skill competence. Experiment with new physical activities. Unit: Individual / Lifetime Activities Grade: 4 Duration: classes 9. Motor Skill Performance Explore and adapt fundamental movement skills within individual and partner activities. Acquire beginning skills for specialized tasks. Participate in a variety of individual and partner tasks, activities, creative movement, dance and play. 10. Applying Concepts and Strategies Recognize critical performance skill elements in self and others using movement vocabulary. Demonstrate knowledge of rules, safety practices and procedures of specific individual and partner activities. 11. Engaging in Physical Activity Demonstrate proficiency in a variety of movements and how they affect the body. Engage in appropriate physical activity during school that promotes the development and improvement of physical activity. 12. Physical Fitness Demonstrate understanding of the relationship between activities and physical fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, and flexibility. Assess personal physiological indicators (heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity. Understand the results of formal fitness testing and correctly associate these results with overall physical fitness and personal health status. Maintain a wellness log including exercise and food intake for a set period of time. 13. Responsible Behavior Understand and participate in the development of, and follow classroom rules and demonstrate etiquette and good sportsmanship in a variety of physical activity settings. Work independently and/or cooperatively and productively with partners or in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences (eg., physical, gender, cultural/ethnic, social, and emotional) that can affect group activities. 14. Benefits of Physical Activity Experience personal challenges through physical activity. Understand that practicing activities increases specific skill competence. Experiment with new physical activities. 29

34 CURRICULUM AT A GLANCE Unit: Team Sports Grade: 5 Duration: classes 9. Motor Skill Performance Adapt and combine fundamental movement skills in a variety of dynamic environments. Develop increasing competence in skills for a few specialized movement forms. Actively participate in a variety of modified games, developmentally appropriate tasks, and activities. 10. Applying Concepts and Recognize and suggest performance improvements in self and others. Strategies Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of movement situations. 11. Engaging in Physical Activity Demonstrate proficiency in a variety of movements and how they affect the body. Apply the understanding of physical activity concepts to increasingly complex movement sequences and game strategies. Engage in a variety of appropriate physical activity that promotes the development and improvement of physical activity. 12. Physical Fitness Assess personal physiological indicators (heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity. 13. Responsible Behavior Apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings. Continue to develop skills to participate productively with partners or in small groups to complete assigned tasks. Demonstrate behaviors that are sensitive to individual differences (eg., physical, gender, cultural/ethnic, social, and emotional) that can affect group activities. Apply appropriate skills needed for resolving conflicts peacefully. 14. Benefits of Physical Activity Experience personal challenges through physical activity. Value the skill competence that results from practice. Demonstrate willingness to attempt a variety of new physical activities. Unit: Individual / Lifetime Activities Grade: 5 Duration: classes 9. Motor Skill Performance Adapt and combine movement skills within individual and partner activities. Develop increasing competence in skills for specialized tasks. Participate in a variety of individual and partner tasks, activities, creative movement, dance, and play 10. Applying Concepts and Strategies Use self, peer, teacher, and technological resources to suggest performance improvements in self. Demonstrate knowledge of rules, safety practices and procedures of specific activities. 11. Engaging in Physical Activity Apply an understanding of the connections between purposes of movement and how they affect the body. Engage in appropriate physical activity during school that promotes the development and improvement of physical activity. 12. Physical Fitness Demonstrate the skills and knowledge to assess levels of physical fitness and participate in activities that develop and maintain each component. (e.g., cardiorespiratory endurance, muscular strength and endurance, and flexibility. Assess physiological responses to exercise associated with one s level of physical fitness. Analyze the results of one or more components of health-related fitness. Maintain a wellness log including exercise and food intake for a set period of time. 13. Responsible Behavior Apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings. Continue to develop skills to participate productively as an individual or with partners in both cooperative and competitive activities. Demonstrate strategies for including all persons, despite individual differences, in physical activity settings. Apply appropriate skills for resolving conflicts peacefully. 14. Benefits of Physical Activity Realize that physical activity and challenges present opportunities for personal growth. Value the skill competence that results from practice. Demonstrate willingness to attempt a variety of new physical activities. 30

35 CURRICULUM AT A GLANCE Unit: Fitness/Lifetime Activities Grade: 6 Duration: six to seven days of ~50 minutes 9. Motor Skill Performance Critically analyze personal movement patterns and modify personal performance in the following fitness/lifetime activities: Conditioning, Fitness Testing, Stress Reduction 11.Engaging in Physical Activity Demonstrate skill proficiency in the following specialized skills: Conditioning: Sit and reach, Quadriceps stretch, Neck rolls, Arm circles, Calf stretch, Push-up, Forward and lateral raises(deltoids), Butterfly exercises (pectorals), Bicep Curl, Crunches, Leg Press (Quadricep), Tricep Push Down (tricep), Shoulder Press (deltoids), Bench Press (tricep and pectorals), Plyometrics (jumping), Running, Stepping; Fitness Testing: Push-ups, Crunches, One-mile run/pacing, Sit and Reach; Stress Reduction: Relaxation exercises 10. Applying Concepts and Strategies Demonstrate knowledge of when to use the following fitness/lifetime activity strategies: Strength training principles and guidelines for sport or individual fitness, Cardio-respiratory principles and guidelines for sport or individual fitness, Flexibility principles and guidelines for sport or individual fitness, Individual fitness scores for identification of student needs, Knowledge of healthy stress reduction methods Demonstrate knowledge of fitness principles and guidelines, personal fitness level, stress reduction and several healthy ways to manage stress. 12. Physical Fitness Participate in warm-ups at the beginning of class. Participate fully during activities (except when limited or medically excused). 13. Responsible Behavior Understand, participate in the development of, and follow classroom rules, activity-specific rules, safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings. 14. Benefits of Physical Activity Realize that physical activity and challenges present opportunities for personal growth. Unit: Individual Grade: 6 Duration: six to seven days of ~50 minutes 9. Motor Skill Performance Critically analyze personal movement patterns and modify personal performance in the following individual sports: 1)Archery, 2) Circus skills, 3) Gymnastics, 4) Orienteering, 5) Track and field. 10. Applying Concepts and Strategies Demonstrate knowledge of the following individual sport strategies and concepts: Archery: aiming (instinctive), safety, procedure, specific sports facts;circus Skills-practice, patience and perseverance; safety, procedure, specific sport fact Gymnastics -Weight distribution (center of gravity both static and dynamic), Focal point for balance while stationary, moving and turning, safety, procedure, specific sport facts Orienteering, basic knowledge of topographic map, pacing (distance estimation), compass usage, safety, procedure, specific sport facts Track and Field - proper sprinting technique, relaxation vs. contraction (sprint start), baton hand-offs, learning dominate leg (high jumping), trail and lead leg (hurdles), safety, procedure, specific sport facts 11. Engaging in Physical Activity Demonstrate skill proficiency in the following specialized skills: Archery, Circus skills, Gymnastics, Orienteering, Track and field. Archery: 1) Stance, 2) Nock, 3) Draw, 4) Anchor, 5) Aim, 6) Release, 7) Follow through Circus skills: 1) Eye-hand coordination, 2) Dual coordination Gymnastics: 1) Body control, 2 )Balance, 3) Develop mature form in the fundamental movement patterns in stationary and dynamic skills. Orienteering: 1) Pacing, 2) Use of compass Track and Field: Standing sprint start, Sprint form, Underhand baton handoff, High Jumping (Flop Method), Hurdle technique 12. Physical Fitness Participate in warm-ups at the beginning of class. 13. Responsible Behavior Demonstrate self control in regards to safety requirements for the individual sport. Demonstrate proper respect for use of equipment. 12. Physical Fitness Participate fully during activities (except when limited or medically excused) 14. Benefits of Physical Activity Use physical activity as a means of self-and group expression 31

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