PHYSICAL EDUCATION COURSE OF STUDY CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS 400 East Washington Street Chagrin Falls, Ohio 44022

Transcription

1 COURSE OF STUDY 2009 CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS 400 East Washington Street Chagrin Falls, Ohio 44022

2 THE PHYSICAL EDUCATION COURSE OF STUDY has been approved by the Chagrin Falls Board of Education on May 18, 2009 Resolution # Amended on May 17, 2010 (Added G.Y.M Course) Resolution # Amended on March18, 2013 (Added I.P.E.P. Course) Resolution # i

3 ACKNOWLEDGEMENTS The development of the Physical Education Course of Study reflects the efforts of the Chagrin Falls School District physical education department professionals. Developing and revising this Course of Study entailed a commitment of time and cooperation of all members. Our Course of Study review process involved the following: 1. Researching national and state standards (guidelines) 2. Studying best practices in physical education 3. Identification of 21 st century skills aligned with benchmarks and indicators 4. Writing and revising The dedication of the members of this Review Team is deeply appreciated. Special thanks are given to the following: Pamela Malone, High School Physical Education Teacher Paul Perrine, High School Physical Education Teacher Carole Dennison, Middle School Physical Education Teacher Joelle Warsh, Intermediate School Physical Education Teacher David Quesinberry, Gurney School Physical Education Teacher Robert W. Hunt Assistant Superintendent ii

4 TABLE OF CONTENTS Page Chagrin Falls Exempted Village School District Philosophy...1 Chagrin Falls Exempted Village School District Goals...2 Organization of the Physical Education Course of Study...4 Philosophy of the Physical Education Course of Study...5 Physical Education Goals...6 Kindergarten...7 Grade Grade Grade Grade Grade Grade Grade iii

5 Grade Grades 9 & Core Training...80 Life Fitness...87 Sport Management...96 G Y M Get Yourself Moving I.P.E.P. Individualized Physical Education Program Evaluation Chagrin Falls Exempted Village Schools Course of Study Development iv

6 PHILOSOPHY OF THE CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS Education is a lifelong process. We, the Chagrin Falls Board of Education, as the elected body being legally responsible for the public school portion of that education, subscribe to the following philosophy: We recognize an obligation to organize and administer the educational program in a manner compatible with a democratic society. We recognize that the unique responsibility of the schools is to pass along a fund of knowledge; and in order to meet this goal, to provide enriched conditions which foster academic excellence and individual growth. We recognize that all persons in our school community have rights and responsibilities that are inherent within that society. We believe that our school system should educate toward responsibility and responsiveness. We recognize that students differ in their physical, intellectual, emotional, and social growth and in the way they develop these aspects. We believe that the school must play a primary role in the students' education and that educational goals grow out of the needs of individuals. We believe that students bring together different abilities, talents, and backgrounds. Intellectual growth will flourish in an environment of trust, respect, and teamwork. The school should strive to heighten the students' appreciation of the cultural and individual diversity within the human family. We believe that students need the freedom to question and should be encouraged to use independent, reflective, and critical thinking. They should have the opportunity to exercise independent judgment by making decisions about their education in addition to following standardized requirements. We believe that students should understand their relationship to the community, the country, and to the world. Our schools should provide meaningful opportunities for students to become familiar with, and react to, a segment of society outside of their own community. We believe the education received in Chagrin Falls should fit the students' needs for supporting themselves in the future by preparing for further academic study and vocational opportunities. We believe objectives and procedures of all educational programs are dynamic rather than static and must change to meet new conditions in an ever-changing world. We should consider changes in the educational program because of their demonstrated worth. 1

7 CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS DISTRICT GOALS The Chagrin Falls Board of Education is committed to quality education as its top priority. The mission of the Chagrin Falls Schools is to provide a comprehensive range of learning opportunities through which students, staff and community, in partnership, can develop each student s knowledge, confidence and responsibility leading to individual success and lifelong learning. The Board defines a quality education as one that prepares the student to compete effectively in any chosen endeavor. Consideration will be given to the academic, social, cultural, physical, practical and emotional development of students in an integrated effort to equip them with a set of functional life skills. The Chagrin Falls Board of Education will establish district goals, set policy, monitor progress, and prioritize its instructional, human, and financial resources to ensure accomplishment of its educational mission and defines the following goals: Establish standards for student achievement in the areas of: Achievement relative to ability; Identification and achievement of personal goals and feelings of positive self-worth in each student; Development of an understanding of the world, its people and the student's role and responsibilities toward others; Development of well-rounded individuals; Development and implementation of marketing strategies to assure district competitiveness in the areas of college acceptance and other post-secondary options; Academic and social behaviors that support student achievement; Technology. Establish standards of teacher effectiveness in the areas of: Professional and personal growth; Development and implementation of stimulating lessons; Development and use of articulate and correct language in all phases of student and employee communication; Instruction encompassing higher-level thinking and problem-solving skills for all students; Integration of curricula; Identification of individual learning styles and adaptation of teaching methods in order to reach all students. 2

8 Establish a plan and allocate sufficient resources to provide support services for the educational mission, including: A safe environment; An efficient transportation system; Healthy and appetizing food service; Professional development of classified employees; Up-to-date instructional equipment and supplies; Specialized services to meet individual student requirements. Establish a long-term facility plan to ensure: Facilities that will enhance the educational program; Maintenance and preservation of the community's investment in district facilities, grounds and equipment. Establish working relationships and communication networks within the community to ensure: Identification of citizen, Board, parent, and student educational goals; Commitment of citizens, Board, parents and students to ongoing support of the educational mission of the schools. Establish standards for administrator effectiveness in the areas of: Fiscal management; Personnel recruitment and development; Policy development; Curriculum development and coordination; Implementation of district goals; Appropriate educational offerings for all students; Effective communications with all sectors of the school community. 3

9 ORGANIZATION OF THE PHYSICAL EDUCATION COURSE OF STUDY The Physical education Course of Study is divided into grade levels, K 10. Each of these is organized into Benchmarks, Indicators, Reference Code, Clarification, Resources/Suggestions, and Curriculum Connections. The Benchmarks column is the big idea or major concept that students should understand. The National Standards Benchmarks are noted with symbols in the Reference () column. The Indicators delineate the understandings students need to build the major concept (Benchmark). The Benchmarks in Chagrin s Course of Study come from the National Standards for Physical Education, 2 nd Edition developed by the National Association for Sport and Physical Education. The Clarification column provides information related to its adjoining Indicator. This column includes relevant lesson ideas, resources, curriculum connections and applicable 21 st century skills. The information generally serves one of these purposes: (1) provides lesson ideas and indicator reconceptualization, (2) provides relevant instructional resources, or (3) identifies 21 st century skills that can be infused into the lesson. Curriculum connections will assist teachers with the identification of indicators that can be enhanced and / or reinforced in other content areas. This document will serve as an important resource for lesson development, delivery and assessment of the overall physical education department. 4

10 PHILOSOPHY OF THE PHYSICAL EDUCATION COURSE OF STUDY Physical Education is a fundamental part of the whole school curriculum as well as a vital part of the education of each child. There is a direct correlation between physical activity and academic growth. Active participation in physical education program teaches students the short and long term importance of physical activity and nutrition. The mission of the physical education department is to develop lifelong learners who recognize the value of personal development in the physical, affective and cognitive domains. This mission will be accomplished through student achievement of the physical education program goals and objectives. Physical Education is taught as only one means by which students can improve their physical fitness. All students will be exposed to and encouraged to participate in a variety of activities that promote fitness over their lifetimes. The physical education arena serves as a place where students can learn respect, responsibility and teamwork. Through games and activities requiring both cooperation and sportsmanship, students recognize the uniqueness of others as well as themselves. This environment will provide a unique opportunity to develop these important life long skills. 5

11 GOALS OF THE PHYSICAL EDUCATION COURSE OF STUDY 1 I. The student will demonstrate competency in many movement forms and proficiency in a few movement forms. () II. III. IV. The student will apply movement concepts and principles to the learning and development of motor skills. () The student will exhibit a physically active lifestyle. () The student will achieve and maintain a health-enhancing level of physical fitness. () V. The student will demonstrate responsible personal and social behavior in physical activity settings. () VI. The student will demonstrate understanding and respect for differences among people in physical activity settings. () 1 Taken from NASPE,

12 KINDERGARTEN 7

13 KINDERGARTEN Demonstrate locomotors and nonlocomotors in a variety of ways Demonstrate developing control of fundamental manipulative skills. 1. Use locomotor and nonlocomotor skills in exploratory and controlled environments. 2. Contrast clearly between slow and fast movement. 3. Throw and catch and dribble objects in a variety of ways in self and general space. 4. Kick and strike light weight objects/balls. Students will participate in the following games and activities: Simon Says Hokey Pokey Relay races with movement forms Resources:, Balance beam, Cross Curriculum: Music/moving to the beat 21 st Century Skills: Self-management, teamwork Students will participate in the following games and activities: Obstacle course Red Light Green Light 21 st Century Skills: Self-management Students will participate in a variety of ball handling drills and activities. Resources: Cones, balls, goals, nets, scoops, hula hoops, noodles, scarves Students will participate in soccer skills as well as play kickball. Resources: Cones, balls, goals, nets, hula hoops, noodles, balloons Demonstrate knowledge of movement concepts related to body, space, effort and relationships. 5. Identify body parts and move them in a variety of ways 6. Establish a movement vocabulary through exploration of body, space, effort and relationships. Students will participate in a variety of balance games. Cross Curriculum: Health 21 st Century Skills: Self-management Students will perform circle drills as well as develop individual dance skills through instruction. Resources: Dance music Cross Curriculum: Music 21 st Century Skills: Self-management Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 8

14 KINDERGARTEN Engage in regular physical activity inside and outside of school to meet NASPE recommendation for daily physical activity. Indentify health related concepts through a variety of physical activities Know and follow procedures and safe practices Demonstrate responsible behavior in physical activity setting Actively participate in physical activities that promote enjoyment and variety of movement challenges 7. Identify interests connected with participation in physical activity 8. Recognize changes in the body that result from participation in vigorous physical activities. 9. Follow directions and handle equipment safely 10. Respond positively to reminders of appropriate safety procedures 11. Follow instructions and class procedures while participating in physical education activities. 12. Try new movement tasks willingly. Students will be encouraged to participate in school sponsored activities including community education programs. Resources: Bulletin 21 st Century Skills: Self-esteem, sociability Students will learn to monitor heart rate/breathing rate by stopping and checking their own heart rate as well as peers. Resources: Heart rate monitors Cross Curriculum: Health Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will follow instructions and day to day classroom procedures. They will demonstrate this while working alone as well as with peers. Cross Curriculum: All content areas 21 st Century Skills: Self management, integrity, listening Students will participate in a variety of games and activities that promote movement. They will understand the relationship between movement and personal health. 21 st Century Skills: Self esteem Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 9

15 GRADE 1 10

16 GRADE 1 Demonstrate locomotors and nonlocomotors in a variety of ways. Demonstrate developing control of fundamental manipulative skills 1. Demonstrate and use locomotor and non-locomotor skills in exploratory and controlled environments and in response to verbal and nonverbal (e.g., mirroring or matching a partner) stimuli. 2. Throw and catch and dribble objects using different body parts in variation in time and force. Students will participate in the following games and activities throughout the course of the school year: Simon Says Hokey Pokey Relay races with movement forms Parachute Resources: Scooters, balance beam, parachute Cross Curriculum: Music/moving to the beat Students will participate in a variety of ball handling drills and activities. Resources: Cones, balls, goals, nets, scoops, hula hoops, noodles scarves 21 st Century Skills: Self management, cooperation Demonstrate knowledge of movement concepts related to body, space, effort and relationships. 3. Demonstrate an understanding of relationships (lead, follow, over, under) in a variety of physical activities. Students will participate in the following activities: Follow the Leader Red Light Green Light Simon Says Dance unit Resources: Music Cross Curriculum: All content areas Engage in regular physical activity inside and outside of school to meet NASPE recommendation for daily physical activity. 4. Participate in a variety of moderate to vigorous play activities on a regular basis. 21 st Century Skills: Self-management, sociability, self esteem Students will participate in a variety of games and activities that promote light, moderate and intense activity. Resources: Cones, balls, goals, nets, scoops, hula hoops, noodles scarves 21 st Century Skills: Teamwork, initiative, adaptability Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 11

17 GRADE 1 Participate in various drills and lead-up games to develop skills in lifetime physical activities. Indentify health related concepts through a variety of physical activities. Know and follow procedures and safe practices Demonstrate responsible behavior in physical activity setting. Actively participate in physical activities that promote enjoyment and variety of movement challenges. 5. Perform push-ups and situps. 6. Recognize what activities increase heart rate, flexibility and muscle strength. 7. Explain rules related to safety and activity-specific procedures. 8. Demonstrate consideration of others with varying skill or fitness levels while participating in physical education activities. 9. Attempt to perform tasks using a variety of equipment/ apparatus. Extracurricular physical activities Community education programs 21 st Century Skills: Self-esteem, sociability Students will learn to monitor heart rate/breathing rate by stopping and checking their own heart rate as well as peers. Students will participate in a variety of games and activities that increase flexibility and muscle strength. Resources: Heart rate monitors Cross Curriculum: Health Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will participate in a variety of games and activities that allow them to interact and work with peers. They will also be provided the opportunity to teach games to each other. Cross Curriculum: Responsive Classroom 21 st Century Skills: Self-esteem, sociability, responsibility Students will be exposed to a variety of resources to utilize to engage them in physical activity throughout the course of the school year. Resources: Scoops, scooters, hula hoops, balls, 21 st Century Skills: Responsibility Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 12

18 GRADE 2 13

19 GRADE 2 Demonstrate locomotors and nonlocomotors in a variety of ways. 1. Perform combinations of locomotor, weight transfer and balance skills. Students will participate in a variety of games and activities that promote these Balance activities Relay races Scooter Team building games Resources: Scooter, cones, jump ropes, playground balls 21 st Century Skills: Collaboration, cooperation 2. Combine non-locomotor and locomotor skills in a movement pattern. Students will participate in a variety of games and activities that promote these Balance activities Relay races Scooter Team building games Resources: Scooter, cones, jump ropes, playground balls 21 st Century Skills: Collaboration, cooperation Demonstrate developing control of fundamental manipulative skills. 3. Catch objects coming from different directions, heights, speed. Students will participate in a variety of games and activities that promote these Throwing drills Square drill Catching games (partner, distraction) Resources: Balls, bean bags Cross Curriculum: Science 21 st Century Skills: Collaboration, cooperation, teamwork Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 14

20 GRADE 2 Demonstrate developing control of fundamental manipulative skills. (cont.) 4. Strike a variety of objects with the hand or an implement attempting to control force/direction. Students will participate in a variety of games and activities that promote these Wiffle ball Volleyball Pinball Corn hole Kickball Resources: Beach balls, rackets, paddles, waffle bats Cross Curriculum: Science 21 st Century Skills: Collaboration, cooperation Demonstrate knowledge of movement concepts related to body, space, effort and relationships. 5. Apply movement concepts to modify performance. Students will participate in a variety of games and activities that promote these Square dancing Social dances Resources: Music Cross Curriculum: Music 21 st Century Skills: Self-esteem, self management, sociability 6. Apply different degrees of effort to accomplish a task. Students will participate in a variety of games and activities that promote these Speed stacking Juggling Resources: Cups, scarves, balls 21 st Century Skills: Teamwork, self management Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 15

21 GRADE 2 Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. Recall physical activities participated inside and outside of school. Recognize changes to the body during physical activity that will contribute to good health. Identify health-related concepts through a variety of physical activities. 7. Choose to participate in a variety of physical activities on a regular basis inside and outside of school to improve health. 8. Share activities participated in and out of school. 9. Recognize that healthrelated fitness consists of several different components. 10. Describe feelings in the body that result from consistent participation in different types of physical activity. 11. Identify ways to demonstrate sufficient strength-to-support body weight while climbing, hanging and momentarily taking weight on hands. Students will participate in a variety of games and activities that promote these Fitness station Extracurricular sports Community education Cross Curriculum: Community education 21 st Century Skills: Teamwork Students will create presentations on their favorite activities outside of the classroom. Tiger Trek Home activities After school sports Community sports program 21 st Century Skills: Teaching others, listening, creativity Students will prepare for and participate in the President s Physical Fitness Program 21 st Century Skills: Responsibility Students will monitor physical results of various activities in a variety of ways including the following: Heart rate monitoring Class discussions Pair / Share describing one another Students will participate in a variety of games and activities that promote these Hand stands Push ups Pull ups Calisthenics Aerobic unit Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 16

22 GRADE 2 Know and follow procedures and safe practices. Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Participate in physical activities that promote self-expression and interaction with others. 12. Follow directions and handle equipment safely. 13. Practice manipulative skills (e.g., throw, catch, kick) to improve performance. 14. Practice to refine the performance of a movement pattern. 15. Enjoy participating with others to accomplish a movement challenge or achieve a physical activity goal. Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: : Responsibility, integrity honestly, exercising leadership, cooperation Students will participate in a variety of games and activities that promote these Peer assessment- jump rope Kick ball Variety of sports in which these skills will be practiced Cross Curriculum: Math 21 st Century Skills: Responsibility, teaching others Students will participate in a variety of games and activities that promote these Square dance Free dance Social dance Resources: Music Cross Curriculum: Music 21 st Century Skills: Participating as a member of a team, teaching others, sociability Students will participate in a variety of games and activities that promote these Jumping rope Square dance President s Fitness Challenge Cross Curriculum: Music 21 st Century Skills: Participating as a member of a team, teaching others, sociability Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 17

23 GRADE 3 18

24 GRADE 3 Demonstrate locomotor and non-locomotor skills in a variety of ways. Apply fundamental manipulative skills in simple settings. 1. Perform a sequence of movements (e.g., dance, jump rope) with a beginning, middle and end. 2. Demonstrate the essential elements of the overhand throw with sufficient force and catch a variety of objects. 3. Demonstrate the essential elements of a strike to an object. 4. Demonstrate the essential elements of the dribble and maintain control while moving through space. Students will participate in a variety of games and activities that promote these Dance unit Rope jumping Balance beam Obstacle course Resources: Cones, balance beam 21 st Century Skills: Self-esteem, collaboration, team work Students will participate in a variety of games and activities that promote these Pinball Baseball Softball Volleyball Resources: Volleyball, football Students will participate in a variety of games and activities that promote these Baseball Kickball Floor hockey Resources: Balls, soft hockey sticks 21 st Century Skills: Teamwork Students will participate in a variety of games and activities that promote these Basketball Soccer Floor hockey Resources: Basketball, soccer ball, soft hockey sticks 21 st Century Skills: Teamwork Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 19

25 GRADE 3 Demonstrate and apply basic tactics and principles of movement. Demonstrate knowledge of essential elements for more complex motor skills. Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. Demonstrate knowledge of principles and strategies to improve components of health related fitness. 5. Modify movement to meet the demands of a task (e.g., throw with more or less force to reach a target or teammate. 6. Describe the essential elements of the fundamental object control skills. 7. Participate to meet the minimum daily expectations for physical activity inside and outside of school. 8. Know parts of a physical activity session/workout. Students will participate in a variety of games and activities that promote these Corn hole Kickball Pinball Volleyball Scooter soccer, hockey Resources: Scooter, balls, pins Students will participate in a variety of games and activities that promote these Skill check list - beach volley ball Rope jumping Peer assessment Cross Curriculum: Science 21 st Century Skills: Responsibility, integrity honesty Students will participate in a variety of games and activities that promote these Ice skate Roller skate After school sports Resources: Community Ed 21 st Century Skills: Participating as a member of a team, sociability, self-esteem Students will participate in a variety of games and activities that promote these Daily calisthenics Jump rope warm ups Scooter warm ups Stretching Resources: Jump ropes, scooters. mats, hula hoops Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 20

26 GRADE 3 Demonstrate knowledge of principles and strategies to improve components of health related fitness. (cont.) Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Interact positively and use communication skills in partner and small group (cooperative and competitive) activities. 9. Compare and contrast the difference between resting, active and cool-down heart rate. 10. Follow rules and safe practices in class activities. 11. Work cooperatively with a partner in the development of an activity, dance sequence or game. 12. Cooperate with a partner or small group by taking turns and sharing equipment. Students will utilize heart rate monitor at a variety of points of lessons to track heart rate. Students will participate in a variety of games and activities that promote these Stretching Walking cool downs Resources: Mats, cones, heart monitors Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: : Responsibility, integrity honestly, exercising leadership, cooperation Students will participate in a variety of games and activities that promote these Rope jumping Square dancing Partner skill activities (catching, throwing) Resources: Ropes, balls, music Cross Curriculum: Music, academic content areas 21 st Century Skills: Self-management, sociability, teaching others, communication Students will participate in a variety of games and activities that promote these All games Dance unit Fitness testing Warm ups Cool downs Skill practicing Cross Curriculum: All content areas 21 st Century Skills: Self-management, collaboration, communication, teamwork Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 21

27 GRADE 3 Participate in physical activities for enjoyment and to broaden the repertoire of skills. Select physical activities that promote self-expression and social and group interaction. 13. Select and practice a skill that needs improvement. 14. Practice physically challenging activities in order to experience success. 15. Interact positively with partners or small groups in a variety of physical activity settings. Students will participate in a variety of games and activities that promote these Skill assessment Target skills Rope jumping Resources: Balls, jump ropes. cones Cross Curriculum: All content areas 21 st Century Skills: Self-management, reflection Students will participate in a variety of games and activities that promote these Relay races Obstacle courses 21 st Century Skills: Teamwork, teaching others, leadership Students will participate in a variety of games and activities that promote these Team building activities Dance Rope jumping Ball skills Cross Curriculum: All content areas 21 st Century Skills: Teamwork, teaching others, collaboration Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 22

28 GRADE 4 23

29 GRADE 4 Combine locomotor and non-locomotor skills into movement patterns. Apply fundamental manipulative skills in simple settings 1. Perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements. 2. Demonstrate the essential elements of the overhand throw a two-handed catch during a game or game-like situation. 3. Demonstrate the essential elements of a strike to an object and kicking a ball. Students will participate in a variety of games and activities that promote these Jump rope cards Dance unit Pyramid building Basic tumbling Resources: Jump ropes, mat, music: 21 st Century Skills: Teamwork, collaboration, critical thinking Students will participate in a variety of games and activities that promote these Flag football Baseball/softball Resources: Footballs, flag footballs, softball, bats, waffle balls, mushball 21 st Century Skills: Teamwork, leadership Students will participate in a variety of games and activities that promote these Soccer Kickball Floor hockey Resources: Soccer balls, nets, hockey sticks 21 st Century Skills: Teamwork 4. Demonstrate the essential elements of the roll to strike targets at different directions and locations Students will participate in a variety of games and activities that promote these Bowling unit Bocce Ball Resources: Pins, balls Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 24

30 GRADE 4 Demonstrate and apply basic tactics and principles of movement 5. Demonstrate the essential elements and maintain control of the dribble while moving through space to avoid stationary objects 6. Describe and demonstrate the correct movement or movement qualities based on the characteristics of the task. 7. Demonstrate basic understanding of spacing in simple performance settings (e.g., line or partner dance spacing, proximity to the ball or teammate in game settings). 8. Demonstrate understanding of tactics needed to score (e.g., ball possession, attack, moving an opponent). Students will participate in a variety of games and activities that promote these Basketball Soccer Floor hockey Resources: Basketballs, nets, hockey sticks, goals 21 st Century Skills: Teamwork Students will participate in a variety of games and activities that promote these Flag football Soccer Rule tests Resources: Football, soccer ball, flags, cones 21 st Century Skills: teamwork, collaboration Students will participate in a variety of games and activities that promote these Dance unit Ball games that include position assignments Resources: Music, balls 21 st Century Skills: Teamwork, sociability, self management Students will participate in a variety of games and activities that promote these Basketball Football Volleyball Resources: Balls, nets 21 st Century Skills: Teamwork, critical thinking Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 25

31 GRADE 4 Demonstrate knowledge of essential elements for more complex motor skills Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity Self-monitor levels of physical activity using information from different sources Demonstrate knowledge of principles and strategies to improve components of health related fitness. 9. Use the knowledge of essential elements to analyze skill performance to determine strengths and weaknesses of motor skills. 10. Plan to use local resources in the community to increase physical activity time. 11. Identify activities outside of school that could contribute to a physically active lifestyle. 12. Use a tool (e.g., journal, log, pedometer) to track weekly physical activity levels within the school day 13. Understand the importance of each part of a physical activity session/ workout Students will participate in a variety of games and activities that promote these Pre and post skill assessment for all new skills Presidential Fitness Challenge Resources: Skill check lists 21 st Century Skills: Self reflection Students will participate in a variety of games and activities that promote these Encourage after school sports participation Community education Resource: Community education 21 st Century Skills: Self- esteem Students will participate in a variety of games and activities that promote these Jump Rope for Heart Activity log Community education 21 st Century Skills: Self-esteem, responsibility Students will utilize an activity journal to track week physically activity in and out of school. Resources: Activity log 21 st Century Skills: Responsibility, integrity /honesty, self-reflection Students will participate in a variety of activities that promote these skills including the following: Warm up Stretching Cool down Resources: Mats, pedometers Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 26

32 GRADE 4 Demonstrate knowledge of principles and strategies to improve components of health related fitness. (cont.) Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels. Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings 14. Compare and contrast the difference between resting, active and cool-down heart rate 15. Monitor heart rate effectively during an activity. 16. Meet established healthrelated fitness standards 17. Relate performance on fitness assessment with criteria for healthy fitness zone. 18. Follow rules and safe practices in class activities without reminders. 19. Adjust performance to characteristics of the environment to ensure safe play Students will participate in a variety of activities that promote these skills including the following: Warm up activities Stretching Cool down Resources: Heart rate monitors, pedometers Students will monitor heart rate before, during and after activity as well as monitoring a peer. Resources: Heart rate monitor 21 st Century Skills: Self reflection, collaboration Students will participate in the President Physical Fitness testing to benchmark performance locally and nationally. Students will participate in the President Physical Fitness testing to benchmark performance locally and nationally. Students will develop and understand the physical education rules that promote safety within the environment. These practices will be monitored and reinforced in a variety of settings (halls, cafeteria, playground). Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 27

33 GRADE 4 Interact positively and use communication skills in partner and small group (cooperative and competitive) activities Participate in physical activities for enjoyment and to broaden the repertoire of skills Select physical activities that promote self-expression and social and group interaction 20. Participate with a group in cooperative problemsolving activities. 21. Listen, discuss options and develop a plan to accomplish a partner or group task or to improve play 22. Select and practice a skill that needs improvement 23. Practice physically challenging activities in order to experience success. 24. Create a dance sequence or game that reflects personal feelings, thoughts and ideas. Students will participate in a variety of activities that promote these skills including the following: Mission Impossible Cooperative mat activities New games Cross Curriculum: All content areas 21 st Century Skills: Teamwork, negotiating, exercising leadership, sociability Students will participate in a variety of activities that promote these skills including the following: Mission Impossible Cooperative mat activities New games Cross Curriculum: All content areas 21 st Century Skills: Teamwork, negotiating, exercising leadership, sociability Students will participate in a variety of activities that promote these skills including the following: Jumping rope Club cards Skill assessment Resources: Cards, ropes balls 21 st Century Skills: Self-reflection Students will participate in a variety of activities that promote these skills including the following: Relay race Obstacle course Students will complete a unit of dance study including a variety of methods from a variety cultures. Resources: Music Cross Curriculum: Social Studies 21 st Century Skills: Teamwork, teaching others, collaboration Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 28

34 GRADE 4 Select physical activities that promote self-expression and social and group interaction (cont.) 25. Interact positively with partners or small groups thorough movement activities. Students will complete a unit of dance study including a variety of methods from a variety cultures. Resources: Music Cross Curriculum: Social Studies 21 st Century Skills: Teamwork, teaching others, collaboration Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 29

35 GRADE 5 30

36 GRADE 5 Combine locomotor and non-locomotor skills into movement patterns. Apply fundamental manipulative skills in simple settings. 1. Design and perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements. 2. Demonstrate the essential elements of the overhand throw to a reach a mediumsized target with sufficient force. 3. Demonstrate the essential elements of catching using an implement. 4. Demonstrate the essential elements of the dribble and maintain control during a game or game-like situation. Students will participate in a variety of games and activities that promote these Jump rope cards Dance unit Pyramid building Basic tumbling Resources: Jump ropes, mat Cross Curriculum: Music 21 st Century Skills: Team work Students will participate in a variety of games and activities that promote these Flag football Baseball/softball Resources: Footballs, flag footballs, softball, bats, waffle balls, mushball 21 st Century Skills: Teamwork, exercising leadership Students will participate in a variety of games and activities that promote these Flag football Distraction catching games Baseball/softball Resources: Footballs, flag footballs, softball, bats, waffle balls, mushball 21 st Century Skills: Teamwork, exercising leadership Students will participate in a variety of games and activities that promote these Basketball Soccer Floor hockey Resources: Basketballs, nets, hockey sticks, goals 21 st Century Skills: Teamwork Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 31

37 GRADE 5 5. Demonstrate the essential elements of the roll to strike a moving target at different directions and locations. Students will participate in a variety of games and activities that promote these Bowling unit Flag football Bocce ball Resources: Pins, balls, footballs Cross Curriculum: Science 6. Demonstrate the critical elements to strike an object using the essential elements with an implement within a game or game-like situation. Students will participate in a variety of games and activities that promote these Scooter floor hockey Volleyball Softball Resources: Hockey sticks, volleyballs, softballs, bats Cross Curriculum: Science 21 st Century Skills: Teamwork Demonstrate and apply basic tactics and principles of movement. 7. Analyze and modify a movement based on the characteristics of the task (e.g., size of object, distance to target, goal, speed or time to complete movement) and/or environment (space, number of players) in a dynamic or changing environment. Students will participate in a variety of games and activities that promote these Soccer Flag football Basketball Soccer bowling Resources: Pins, footballs, basketballs, soccer balls 21 st Century Skills: Teamwork, sociability Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 32

38 GRADE 5 Demonstrate and apply basic tactics and principles of movement. (cont.) Demonstrate knowledge of essential elements for more complex motor skills. 8. Demonstrate basic understanding of positioning in simple game settings (e.g., maintenance or return to base position, positioning relative to a goal or opponent). 9. Use knowledge of essential elements to analyze and provide feedback on motorskill performance of others. 10. Use the principles of practice (e.g., part-practice, simplifying the environment, identify key cues, variable practice) to develop a plan to improve performance for a movement skill. Students will participate in a variety of games and activities that promote these Basketball Volleyball Soccer Flag football Softball Resources: Balls for the games, nets, cones 21 st Century Skills: Teamwork Students will complete a pre and post test for all new skill areas throughout the course. Resources: Skill check lists 21 st Century Skills: Self-reflection Students will utilize pre test results to identify skill areas for improvement within a specific unit. Resources: Skill check list 21 st Century Skills: Self-reflection Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. 11. Participate in self-selected activities to meet the minimum daily expectations for physical activity inside and outside of school. Students will participate in a variety of games and activities that promote these Ice skate Roller skate After school sports Resources: Community Ed 21 st Century Skills: Participating as a member of a team, sociability, self-esteem Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 33

39 GRADE 5 Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. (cont.) Self-monitor levels of physical activity using information from different sources. Demonstrate knowledge of principles and strategies to improve components of health related fitness. 12. Plan to increase activity time inside and outside of school. 13. Use a tool (e.g., journal, log, pedometer) to track weekly physical activity levels within the school day. 14. Understand the components of health-related fitness and identify activities that have potential to develop each component. 15. Identify and perform activities to complete each part (e.g., warm-up, main activity, cool-down) of a physical activity or workout. Students will monitor activity through activity journals throughout the course of the school year. Students will participate in a variety of games and activities that promote movement and increased activity: Jump Rope for Heart Activity log Sneakers program Lunchtime walkers Resources: Activity log Cross Curriculum: Language Arts 21 st Century Skills: Self esteem, responsibility Students will monitor activity through activity journals throughout the course of the school year. Resources: Activity log Cross Curriculum: Language Arts 21 st Century Skills: Responsibility, integrity/honesty Students will participate in a variety of games and activities that promote these Presidents Physical Fitness Testing Activity Log Resources: Activity log Cross Curriculum: Language Arts 21 st Century Skills: Responsibility Students will participate in a variety of games and activities that promote these Daily warm up Daily activity Daily cool down Squad leaders leading 21 st Century Skills: Responsibility, self -esteem Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 34

40 GRADE 5 Demonstrate knowledge of principles and strategies to improve components of health related fitness. Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Interact positively and use communication skills in partner and small group (cooperative and competitive) activities. 16. Understand the importance of each part of a physical activity session/ workout. 17. Compare and contrast the difference between resting, active and cool-down heart rate. 18. Adhere to class and activity-specific rules and safe practices without reminders. 19. Adjust performance to characteristics of the environment to ensure safe play. 20. Lead, follow and support group members in order to improve play in cooperative and competitive settings. Students will participate in consistent segments of a lesson daily incorporating warm up, activity and cool down. They will be able to explain and lead a segment multiple times throughout the course of the school year. Resources: Mats, pedometers 21 st Century Skills: Leadership Students will participate in consistent segments of a lesson daily incorporating warm up, activity and cool down. They will be able to explain and lead a segment multiple times throughout the course of the school year. Resources: Heart rate monitors, pedometers Students will develop and understand the physical education rules that promote safety within the environment. Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will develop and understand the physical education rules that promote safety within the environment. Daily procedures Warm up / cool down Following rules of games Cross Curriculum: All content areas 21 st Century Skills: Responsibility, integrity honestly, exercising leadership, cooperation Students will participate in a variety of games and activities that promote these Mission Impossible Cooperative mat activities Team building activities Cross Curriculum: All content areas 21 st Century Skills: Team work, exercising leadership Line 1: (Standard) = Movement Forms = Movement Concepts = Physical Fitness = Physical Activity for Life = Responsible Behavior = Respect for Others 35