Bozeman Public Schools Health Enhancement Curriculum Grade Five

Transcription

1 Essential Understandings: By the end of grade five, all students will understand 3-5 Enduring Understandings: A complete fitness program promotes participation in grade level skills and activities that build health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity. We can measure health-enhancing fitness in a variety of ways and understand the wellness implications. Good sportsmanship includes following rules and being responsible for yourself and the safety of others. We can choose a healthy lifestyle by participating in daily physical activities based on health-related concepts and skill knowledge. We are responsible for taking precautions to reduce the risk of injury to ourselves and to others. Responsible participants demonstrate positive & appropriate interpersonal skills and self-responsibility. There are many short and long term health benefits and risks associated with nutritional choices. Our body systems are interrelated. Medicines must be used correctly in order to be safe. We recognize that drugs affect the mind and body. Personal wellness depends on our choices made based on health-related concepts. My self-esteem is related to my physical, social and emotional health. Physical activity enhances my academic performance. Essential Skills: Throughout 5th grade, students will demonstrate locomotor skills, non-locomotor skills, manipulative skills, and proficient understanding of the concepts and principles of movement. Content Standards: 5th grade content standards include four strands: Movement, Wellness, Human Body and Social Skills. These strands will be taught throughout the school year in multiple learning opportunities. Participation Standards: Throughout 5 th grade, all students demonstrate health-enhancing behaviors including Fitness, Disease and Prevention, Safety, Nutrition, Substance Use and Abuse, Stress Management and Resilience, Growth and Development, Responsible Behaviors, and Health Resources. Bozeman Public Schools, Grade 5 Page 1 of 12

2 (M) Movement: The Movement strand encompasses competency in movement forms, principles and concepts of fitness and the role of a physically active lifestyle in healthy individuals. The specific proficiencies found in the Movement strand will remain consistent with current National Association of Sport and Physical Education (NASPE) standards. (M) Essential Learning Expectation-Movement: By building a foundation for movement, students continue to develop and apply skills in a variety of movement tasks, games, dances, activities and gymnastics routines. M.1.0 Locomotor Skills: Student will perform locomotor movements. M.1.1 Student will demonstrate a mature pattern of locomotor skills in dynamic small-sided practice tasks, gymnastics and dance. Example: Jumping, running, skipping, leaping, hopping, sliding. M.1.2 Student will combine locomotor and manipulative skills in a variety of small-sided practice tasks/games environment. Example: Running and dribbling, passing and receiving while moving, jumping and shooting. M.1.3 Student will combine traveling with manipulative skills for execution to a target. Example: Scoring in soccer, hockey and basketball. M.1.4 Student will demonstrate appropriate pacing for a variety of running distances. Example: Pacing long distance, sprinting short distance. M.1.5 Student will combine jumping and landing patterns with locomotors and manipulative skills in dance, gymnastics and small-sided practice tasks/games environments. Example: Layups, hitting in volleyball, tennis serve. M.1.6 Student will demonstrate combinations of locomotor skills in single and group dances using correct rhythm and pattern. Example: Square dancing, traditional dance, creative dance. Bozeman Public Schools, Grade 5 Page 2 of 12

3 M.2.0 Non-locomotor Skills: Student will perform non-locomotor movements. M.2.1 Student will combine balance and transferring weight in a gymnastics sequence or dance with a partner. Example: Movement sequence, cooperative stunts, gymnastics routine. M.2.2 Student will perform curling, twisting and stretching actions with correct application in dance, gymnastics and small-sided practice/game environments. Example: Stretching to reach a thrown ball, expressive dance, and combination of skills. M.2.3 Student will combine locomotor skills and movement concepts to create and perform a dance with a group. Example: Levels, shapes, extensions, force, time, flow, slide, gallop, leap, skip. M.3.0 Manipulative Skills: Student will manipulate a variety of objects. M.3.1 Student will throw underhand and overhand using a mature pattern in non- dynamic environments with different sizes and types of objects. Example: Football, hand-sized ball, smooth progression, face target, step with opposite foot, underarm motion, follow through to target, side to target, over arm motion. M.3.2 Student will throw to a large target with accuracy, both underhand and overhand. Example: 8 of 10 attempts using critical elements. M.3.3 Student will throw with accuracy, both partners moving. Example: Anticipate partner, 8 of 10 attempts, look for partner. M.3.4 Student will throw with reasonable accuracy in dynamic, small-sided practice tasks. Example: 7 of 10 attempts using critical elements, game situation. M.3.5 Student will catch a batted ball in various places around the body using critical elements in a non-dynamic environment. Example: Above the head, chest or waist level, along the ground, pinkies together below the waist, thumbs together above the waist. M.3.6 Student will catch with accuracy, both partners moving. Example: Move to meet ball, give with body, pull ball to body, reach out, 8 of 10 attempts. M.3.7 Student will catch with reasonable accuracy in dynamic small-sided practice tasks. Example: 7 of 10 attempts, using critical elements, game situation. Bozeman Public Schools, Grade 5 Page 3 of 12

4 M.3.8 Student will demonstrate hand dribbling in combination with other skills during one on one-practice tasks. Example: Dribbling against a defender, changing direction and speed. M.3.9 Student will demonstrate foot dribbling in combination with other skills during one on one-practice tasks. Example: Dribbling against a defender, changing direction and speed. M.3.10 Student will pass with the feet, using a mature pattern, while both partners are traveling. Example: Pass into path of receiver, look for partner, keep ball in self-space, use inside or outside of foot to pass. M.3.11 Student will receive a pass, using critical elements, with the feet as both partners travel. Example: Give with the foot, contact middle of ball, surface of foot faces ball, move into open space. M.3.12 Student will demonstrate hand/feet dribbling using critical elements in a variety of smallsided game forms. Example: Dribbling against a defender, changing direction and speed, passing to open teammates. M.3.13 Student will demonstrate kicking and punting using critical elements in small-sided practice tasks environments. Example: Eyes on ball, step with opposite, follow through, performing skills quickly while being defended. M.3.14 Student will demonstrate striking or volleying a ball using a two-handed overhead pattern, sending it upward to a target Example: Extend arms, bend knees, move under ball, follow through. M.3.15 Student will demonstrate striking consecutively with a partner, using a short-handled implement in either competitive or cooperative games. Example: Over a net, against a wall, appropriate angles and force. M.3.16 Student will strike a pitched ball with a bat using critical elements. Example: Side to target, handshake grip, level swing, extend to target. M.3.17 Student will combine striking with a long-handled implement with receiving and traveling skills in a small-sided game Example: Batting and running, hockey dribbling and passing. Bozeman Public Schools, Grade 5 Page 4 of 12

5 M.3.18 Student will combine manipulative skills and traveling for execution to a target. Example: Scoring in soccer, hockey and basketball. M.3.19 Student will demonstrate intermediate jump rope skills for both long and short rope with a partner. Example: Variety of tricks, running in/out of long rope, partner tricks. M.4.0 Concepts and Principles: Student develop and apply an understanding of movement frameworks as they relate to all games and sports. M.4.1 Student combines spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics, dance and games environments. Example: Open and closed spaces in basketball. M.4.2 Student combines movement concepts with skills in small-side practice tasks, gymnastics and dance with self-direction Example: Pathways, shapes, levels, with groups and partners. M.4.3 Student applies movement concepts for strategies in game situations. Example: Speed, force, direction, when to move into open space and at what speed and direction. M.4.4 Student applies the concepts of direction and force to strike an object with a longhandled implement. Example: Angles of direction, appropriate force for distance. M.4.5 Student analyzes movement situations and applies movement concepts in small-sided practice tasks/games environments, dance and gymnastics. Example: Force, direction, speed, pathways, extensions. M.4.6 Student applies basic offensive and defensive strategies/tactics in invasion small-sided practice tasks. Example: Open space, moving to stay open, close down passing lanes, get between ball and goal. M.4.7 Student applies basic offensive and defensive strategies/tactics in net/wall small-sided practice tasks. Example: Hit object to open space, anticipate opponents. M.4.8 Student recognize the specific type of throw, volley, striking action needed for games/sports situations. Example: Overhand/underhand, volley upward or forward, strike hard or soft. Bozeman Public Schools, Grade 5 Page 5 of 12

6 (F) Essential Learning Expectation Fitness: Student will understand that fitness is comprised of different components. F.1.0 Personal Fitness and Activity: Students begin to apply knowledge of concepts and components of fitness for individual fitness improvement. F.1.1 Student can identify several health-related fitness components that are inherent in a variety of activities. Example: Cardiovascular, endurance and strength in soccer, strength and flexibility in football, flexibility and strength in gymnastics. F.1.2 Student participates in a formal physical fitness assessment. Example: Fitness gram, Presidential Fitness, personal best. F.1.3 Student will describe personal short and long-term benefits of engaging in health- related fitness. Example: I look healthier, I have higher-self esteem, I have more energy. F.1.4 Student will use personal fitness assessment data to enhance his/her understanding of fitness. Example: Healthy fitness zone, set personal goals. F.1.5 Student will show improvement in at least one component of health- related fitness. Example: Improve pacer score, improve flexibility, increase number of push-ups. F.1.6 Student will participate in aerobic, anaerobic, flexibility, and muscular strength and endurance activities. Example: Warm up games, class activities, cool-down activities. F.2.0 Physically Active Lifestyle: Student will understand that physical activity will increase their overall wellness and academic performance. F.2.1 The student will participate in their Health Enhancement classes and show they participate in daily health-enhancing physical activities. Example: Activity logs, journals, creating a fitness plan. F.2.2 Student will describe two physiological changes that occur in the brain during physical activity, which could improve their academic performance. Example: Increased blood flow to the brain, endorphin production, neurotransmitter enhancement. Bozeman Public Schools, Grade 5 Page 6 of 12

7 (W) Wellness: The Wellness strand includes the ability to use critical thinking and decision making skills to enhance health and includes the topics of safety, nutrition, substance use and abuse and stress management. (D) Essential Learning Expectation: Student will understand that wellness is made up of different parts of health. D.1.0 Disease and Disease Prevention: Student will understand the factors that cause disease and there are healthy habits that may help prevent many illnesses. D.1.1 Student will be able to define genetics, lifestyle and environment with regard to disease. Example: DNA composition, sedentary, active, pollution, ground water, pesticides. D.1.2 Student will explain the difference between communicable and non-communicable diseases. Example: Colds, flu, cancer, diabetes, communicable diseases are spread by contact, noncommunicable diseases are genetic or environmental. D.1.3 Student will explore the role of the immune system in disease prevention. Example: White blood cells, antibodies and vaccinations. D.1.4 Student will explain ways people can protect themselves from blood borne diseases. Example: Wear gloves for first aide, wash hands, protect eyes, protect from contact with bodily fluids. (S) Essential Learning Expectation Safety: Students will demonstrate precautions to reduce the risk of injury to themselves and others. S.1.0 Injury Prevention: Student takes responsibility for their own and others safety. S.1.1 Student will follow personal safety behaviors. Example: Follow class safety expectations, use of helmets, using equipment safely. S.1.2 Student will describe ways to prevent common childhood injuries. Example: Helmet, seatbelt, traffic education. S.2.0 First Aid: Student will examine procedures for responses to minor and major injuries. Bozeman Public Schools, Grade 5 Page 7 of 12

8 S.2.1 Student will demonstrate basic first aid skills. Example: Nosebleeds, control bleeding. S.2.2 Student will describe basic safety procedures in an emergency situation. Example: Fire (home & school). S.2.3 Student will differentiate between a minor injury and a major injury. Example: Nosebleed vs. broken nose, scraped knee vs. broken leg. (N) Essential Learning Expectation Nutrition: Student will understand benefits associated with positive nutritional choices. N.1.0 Concepts of Nutrition: Student will know the importance of eating a variety of foods for meals and snacks, and avoiding unhealthy amounts of certain foods. N.1.1 Student can describe the relationship between food and personal health. Example: Proper nutrition helps a person feel better, perform better, look better. N.1.2 Student explores the information that food labels provide. Example: Serving size, nutritional information, ingredients. N.1.3 Student examines how the body uses food. Example: Energy, minerals, vitamins, proteins, carbohydrates, fat. (U) Essential Learning Expectation Substance Use and Abuse: Students will understand that drugs can have an effect on the human body and mind. U.1.0 Health Impact: Student will know that the use of drugs impacts personal health. U.1.1 Student identifies the physical effects of using of tobacco, alcohol and other drugs. Example: Addiction, liver disease, lung disease, heart disease. U.1.2 Student identifies the psychological effects of using of tobacco, alcohol and other drugs. Example: Addiction, developmental complications, depression. Bozeman Public Schools, Grade 5 Page 8 of 12

9 U.2.0 Refusal and Communication: Student describes how decisions are influenced by media, family and others and steps for thinking independently. U.2.1 Student can identify strategies that will help them avoid negative influence by others. Example: Choosing friends, avoid situations, healthy activities. U.2.2 Student will discuss that family and peers influence decisions about alcohol and drug use. Example: Home environment, culture, religion, groups, and pop culture. (R) Essential Learning Expectation Stress Management and Resiliency: Students will develop skills to maintain positive mental health. R.1.0 Healthy Expression of Emotions: Student reflect on personal emotions and identify healthful ways to handle difficult situations. R.1.1 Student can identify stressors in their life and describe ways to cope. Example: School, friends, parents, exercise, reading, communicating. R.1.2 Student describes how negative and positive stress effects mental health. Example: Negative stress can cause health issues, positive stress can improve performance. R.2.0 Self-Image/Self Esteem: Student reflects on personal strengths and can appreciate diversity. R.2.1 Student will evaluate their own strengths. Example: Academics, art, music, athletics. R.2.2 Student describes the relationship between skill level in an activity that they are experienced in to activities in which they are less experienced. Example: Baskets made compared to practice time, opportunity. Bozeman Public Schools, Grade 5 Page 9 of 12

10 (H) Human Body: The Human Body strand includes an exploration of body systems, growth and development, and anatomy and physiology. (A) Essential Learning Expectation Anatomy and Physiology: Student will investigate the body systems most important to physical activity. A.1.0 Body Systems: Student examine the relationship between muscles, bones, circulatory, and respiratory systems during physical activity. A.1.1 Student understands respiratory and circulatory rate as it relates to health and fitness improvement. Example: Resting heart rate vs. exercise heart rate, target heart rate, breathing rate increases with exercise demands on muscles. A.1.2 Student will understand the process of developing muscular strength and endurance gains. Example: Overload, fatigue, FITT principle. A.1.3 Student will be able to explore how specific body systems work together to create movement. Example: Skeletal, muscular, nervous. (G) Essential Learning Expectation Growth and Development: Students will be introduced to the physical and emotional changes occurring during the maturation process. G.1.0 Puberty: Student will discuss physical and emotional changes specific to their gender. G.1.1 Female student will be able to define puberty and menstruation. Example: Stage of growth, mood swings, menstrual cycle, body development. G.1.2 Male student will be able to define puberty. Example: Stage of growth, mood swings, body development. G.1.3 Student will discuss hygiene and personal grooming as it relates to puberty. Example: Increased sweat production, increased need to bathe, wash and change clothes more frequently. G.1.4 Student will understand that adults in his/or her family can be one of the best resources of information regarding puberty and maturation. Example: Parents have experienced puberty, more likely to get factual information. Bozeman Public Schools, Grade 5 Page 10 of 12

11 (S) Health and Social Skills: The Social Skills strand includes interpersonal communication to enhance health, use of health resources, sportsmanship, responsible behavior and decision-making. (B) Essential Learning Expectation Responsible Behaviors: Students demonstrate positive health and social skills that will maximize personal learning and the learning of others. B.1.0 Conflict Management: Students develop strategies for solving problems. B.1.1 Student resolves conflict in socially acceptable ways. Example: Communicate, walk away, acceptance. B.1.2 Student uses the knowledge of bullying behavior to identify coping strategies. Example: Repeated actions, balance of power, stop, walk and talk, seek adult help. B.1.3 Student displays acceptance of others through verbal and nonverbal behaviors. Example: Tolerance for individual differences. B.2.0 Decision-Making: Students create strategies for making decisions. B.2.1 Student explores different models of decision-making. Example: Define, assess, respond, evaluate. B.2.2 Student will exhibit good decision-making by identifying and following safety rules for all activities. Example: Following rules of the game, cooperating with peers, using equipment properly. B.3.0 Goal Setting: Students understand setting goals is an important component of achieving and maintaining physical fitness. B.3.1 Student sets reasonable goals for personal health and fitness. Example: Exercising a certain number of days per week, increasing repetitions, improving test scores. Bozeman Public Schools, Grade 5 Page 11 of 12

12 B.4.0 Cooperative Learning: Students execute sportsmanship, cooperation and positive interaction with peers in-group settings. B.4.1 Student demonstrates working cooperatively and productively with a variety of partners. Example: Listen without judgment, give appropriate feedback, and help make your partner successful. B.4.2 Student will demonstrate working cooperatively with a small group in cooperative and competitive group settings. Example: Small sided games, cooperative activities, group work. B.4.3 Student will discuss why rules play an important part in sports and games. Example: Safety, fair play, healthy competition. Bozeman Public Schools, Grade 5 Page 12 of 12