Physical Education Essential Learning Card/Yearly Plan Grades K-2

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1 Physical Education Essential Learning Card/Yearly Plan Grades K- Assessed All Year III.I. Engage in moderate to vigorous activity most days of the week. III.I. Participate regularly in a variety of non-structured and minimally-organized physical activities outside of physical education class (i.e., ball play, tag, hide and seek, skipping, etc.). V.I. Recognize that personal space and emotional safety will be protected. V.III. Demonstrate the elements of socially acceptable conflict resolution. V.V. Consistently comply with the physical education classroom rules to ensure the physical and emotional safety for all. V.V. Distinguish between compliance and non-compliance with games rules and fair play. V.V. Accept consequences of personal choices. VI.III. Accept all playmates without regard to personal differences (i.e., age, race, ethnicity, gender, ability level, etc.). VII.II. Willingly try new activities. VII.II. Continue to participate when not successful on the first attempt. The student will engage in physical activities most days of the week and complete a PE log (journal) that will be assessed by a teacher created rubric. The student will engage in physical activities that include large motor activities most days of the week and complete a PE log (journal) that will be assessed by a teacher created rubric. and assessed by teacher and assessed by teacher and assessed by teacher and assessed by teacher the physical education program and accept the consequences for all personal choices as modeled by the teacher and assessed by teacher and cooperative games by communicating and encouraging others during activities with a variety of partners as assessed by teacher The student will participate in new physical activities during class and recess time as monitored by teacher The student will continue to participate in new physical activities during class and recess time even when not successful as monitored by teacher Other VI.IV. Identify the three human somatotypes (endomorph, ectomorph, mesomorph) and recognize own healthy body type. VI.I. Articulate cultural/ethnic self-awareness through written, oral or physical expression. The student will participate in a discussion on how advertising influences our perception of the ideal body type, identify the three different body types and which ones are the healthiest as assessed by teacher The student will participate in several cultural dances (e.g., folklorico, square-dancing, May Pole etc.) as assessed by teacher observati

2 st Weeks Exercises Warm-ups Procedures Exercises Warm-ups Procedures II.I. Place a variety of body parts into high, medium, and low levels. I.II. Balance demonstrating momentary stillness in symmetrical and asymmetrical shapes on a variety of body parts. Tetherball V.I. Use space and equipment safely and properly. The student will successfully perform the Chicken Dance at high, medium and lowlevels of stance during the different verses as demonstrated by the instructor and assessed by teacher game of red Light, Green Light to stop and start after momentary stillness as assessed by teacher The student will use all physical education equipment properly and safely as assessed by teacher Soccer VII.III. Celebrate personal successes and achievements and those of others. Soccer II.II. Recognize similar movement concepts in a variety of skills. Relays I.I. Travel in a variety of locomotor patterns (i.e., hop, skip, jump, gallop, slide, etc.) using mature form. Football IV.III. Recognize physiological signs and benefits associated with participation in moderate to vigorous physical activity. Football I.I. Demonstrate skills of chasing, fleeing and dodging to avoid others. Assessment IV.III. Recognize personal strengths and weaknesses based on participation in various physical activities. and encouraging others and their successes during activities as assessed by teacher mini-marathon using similar movements to complete different tasks (e.g. jumping to jump rope; running to move down the court in basketball or running to long-jump). The student will complete a relay in the gym where the first round is hopping, the second round is skipping and the third round is galloping as assessed by teacher The student will complete a game of Hula- Hoop Tag by chasing, fleeing, and dodging other students as assessed by teacher Challenge on Physical Fitness (e.g., climbing, push-ups, pull-ups etc.) and chart growth (e.g., strength, endurance, heart-rate etc.) as assessed by a teacher created rubric.

3 nd Weeks Football II.II. Use concepts of space awareness and relationships to others to run, hop and skip in different pathways and directions in a large group without bumping into others or falling. Vollyball V.III. Demonstrate effective communication skills. Vollyball I.III. Receive and send an object in a continuous motion (i.e., throwing/ catching. kicking/trapping, striking, volleying, etc.). Vollyball II.III. Accurately recognize critical elements of selected skills made by a fellow student and provide positive information and corrective information feedback to that student. Basketball I.III. Continuously dribble a ball, using hands or feet, without losing control. Basketball II.I. Travel, changing speed, direction and pathway, quickly and safely without falling: travel while demonstrating a variety of relationships with objects (i.e. over, under, behind, alongside, through, etc.). Basketball V.II. Assist partner by sharing observations about skill performance during practice. Basketball II.III. Demonstrate the application of critical cues in selected motor skills. Assessment IV.I. Recognize that health-related physical fitness consists of several components. game of Simon Says while required to run, hop and skip without running into one another as assessed by teacher assessed by teacher The student will successfully throw and catch a large ball in teams as assessed by teacher The student will successfully kick and trap a soccer ball in teams as assessed by teacher The student will work in teams to recognize critical elements and give feedback to teammates to help improve the skills of one another as assessed by teacher The student will successfully complete dribbling relays to dribble down the court with one hand without losing control as assessed by teacher n obstacle course which includes a balance beam, monkey bars, and a tunnel quickly and safely without falling as assessed by teacher assessed by teacher The student will recognize critical elements and receive feedback from the teacher to improve skills as assessed by teacher Challenge on Physical Fitness (e.g., sit-ups, push-ups, pull-ups etc.) and chart growth (e.g., strength, endurance, heart-rate etc.) as assessed by a teacher created rubric.

4 rd Weeks Tumbling VII.IV. Create movement sequences that are personally interesting and satisfying. The student will create a dance in the style of his/her own choosing and perform it for the class. Tumbling I.II. Form round, narrow, wide, and twisted body shapes alone and with a partner. Scooters V.II. Invite a peer to take his turn at a piece of apparatus before repeating turn. Scooters VII.I. Identify several individual and dual physical activities that they find personally enjoyable. Jumprope I.III. Repeatedly jump a self-turned rope and a rope turned by others. Jumprope IV.II. Participate in a variety of games and activities that increase respiration and heart rate. Bean Bags II.III. Repeat cue words for selected motor skills and demonstrate/explain what is meant by each. Bean Bags V.IV. Demonstrate independent work habits during short-term activity. Assessment III.II. Experience and recognize different types of physical activities and their healthful benefits. game of Statues as assessed by teacher The student will participate in the activity Stretch Ropes from the CATCH material as assessed by teacher The student will follow all of the rules and procedures for the physical education program as modeled by the teacher and assessed by teacher The student will participate in station activity day, choosing to participate in different stations, including both individual activities (e.g., hop-scotch, disc throw, jump-rope) and dual activities (e.g., tether ball, tennis, badminton) as assessed by teacher activity of jumping rope alone and with partners while observing the safety rules and practices as assessed by teacher game of Simon Says while required to perform different skills as assessed by teacher The student will work independently to complete a teacher designed fitness routine and record results in a journal. The student will complete the Presidential Physical Fitness program with an improved score on each reading.

5 th Weeks Relay I.I. Demonstrate smooth transitions between sequential motor skills (i.e., running into a jump). Relay I.II. Roll sideways and forwards without hesitating or stopping using control. Softball IV.II. Sustain activity for increasingly longer periods of time. Softball II.III. Refine movement errors in response to positive information and corrective information feedback. Softball The student will complete a long-jump by jumping as far as possible from a running start as assessed by teacher The student will complete a sideways roll and then a summersault during an obstacle course relay as assessed by teacher The student will respond to the teacher s demonstration of a specific activity and understand how to correct formation when directed by the teacher as assessed by teacher Parachute VI.II. Work productively with a variety of partners. Parachute IV.II. Demonstrate sufficient muscular strength to be able to bear body weight for climbing, hanging, and momentary body support on the hands. Field Day VII.III. Cooperate and share with partners in physical activities. Assessment IV.I. Identify activities designed to improve health-related fitness components. and encouraging others during activities with a variety of partners as assessed by teacher Challenge on Physical Fitness (e.g., climbing, push-ups, pull-ups etc.) and chart growth (e.g., strength, endurance, heart-rate etc.) as assessed by a teacher created rubric. assessed by teacher The student will walk, jog or run laps as directed by the teacher and chart progress over a specified period of time in a PE journal.