Physical Education Essential Learning Card/Yearly Plan Grade 5

Transcription

1 Physical Education Essential Learning Card/Yearly Plan Grade 5 Assessed All Year IV.I.4 Explain the benefits of a healthy body composition. The student will participate in a class discussion of what constitutes a healthy body composition. V.I.2 Follow general classroom and specific activity rules (i.e., treat each other with respect, honor specific boundaries, use appropriate personal contact, positive response to teachers instructions/comments, distinguish between compliance and non-compliance with rules and regulations apply agreed-upon consequences when officiating, etc.). V.I.3 Follow established emergency procedures (i.e., first aid, fire drills, etc.); wear appropriate activity attire properly (i.e., shoes and socks, clothing specific to activity, clothing specific to school and district rules, no potentially harmful accessories, etc.). V.II.1 Identify a bullying situation and respond appropriately (i.e., refer to specific district bully proofing programs/parameters, go to a safe adult when in an unsafe situation, etc.). V.II.2 Identify a sexual harassment situation and respond appropriately (i.e., refer to specific district regulations/policies, go to a safe adult when in an unsafe situation, demonstrate use of appropriate language and personal contact during physical activities, etc.). V.II.3 Accept responsibility for own actions and modify behaviors accordingly (i.e., take self out of negative situations, go to a safe adult in an unsafe situation, etc.). V.III.1 Identify/make positive choices in a variety of physical education settings (i.e., no teasing, name calling, - use of positive language, follow physical safety rules, follow all game/activity rules, etc.). V.III.2 Recognize and ignore poor behavior choices of peers (i.e., identify bullying behaviors, identify sexual harassment behaviors, etc.). V.III.3 List coping skills for dealing with negative behaviors (i.e., bully proofing, sexual harassment awareness, peer mediation, conflict resolution, etc.). The student will follow all of the rules and procedures for the physical education program as modeled by the teacher The student will follow daily procedures and classroom rules that are related to the practice of lockdown drills, fire drills and procedures of dress and accessories (earrings) as assessed by the teacher The student will demonstrate understanding of the district bullying policy and respond appropriately. The student will demonstrate understanding of the district sexual harassment policy and respond appropriately. The student will accept responsibility for own actions and modify behaviors as assessed by the teacher The student will master the ability to follow all of the rules and procedures for the physical education program as modeled by the teacher and assessed by teacher The student will master the ability to 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 class discussions to identify effective ways for dealing with negative behaviors as assessed by teacher

2 V.III.4 When in conflict, use appropriate problem-solving techniques (i.e., conflict mediation, cooperative discipline techniques, small group discussion/processing, etc.). V.III.6 Demonstrate ability to apply concepts of good sportsmanship (i.e., as participant, as spectator, as referee, as coach, etc.). V.IV.3 Apply listening skills. V.IV.5 Demonstrate importance of positive attitudes (i.e., communication, body language, and listening skills, etc.). VI.III.3 Describe differences between healthy bodies and media-generated bodies. VI.III.1 Initiate discussion of media influences on behavior choices (i.e., print, radio, TV, etc.). VII.I.3 Identify benefits of participating in physical activities throughout one s lifetime (i.e., discussion, lists, outline, role playing, etc.). Other VI.I.2 Distinguish the differences between varying cultures and their native sports/activities. VI.III.4 Produce a media advertisement that promotes the benefits of an active and healthy lifestyle. VI.III.2 Explain/describe how media influences our consumer choices and personal/physical self-concept. The student will use learned problem solving skills when encountering a conflict in class, such as claims of unfairness or imbalanced teams, as modeled by the teacher The student will list the components of sportsmanship in a class discussion and then demonstrate them in class activities as observed by the teacher and recorded on the sportsmanship chart. The student will follow all of the rules and procedures for the physical education program as modeled by the teacher The student will follow all of the rules and procedures for the physical education program as modeled by the teacher The student will complete a t-chart showing the healthy normal body (freckles, weight, acne) and the media generated body (photo shopped, perfect skin, flaws removed). The student will participate in a class discussion on how media influences choices and self-concept as observed by the teacher. The student will complete a class chart of the benefits of being physically active throughout one s life. The student will participate in a class discussion about different games, sports, and dance from different cultures and the differences between those activities and the activities we know as observed by the teacher. The student will create a magazine cover promoting an active and healthy lifestyle. The student will participate in a class discussion on how media influences choices and self concept as observed by the teacher.

3 1 st 9 Weeks 1 Exercises Warm-ups Procedures 2 Exercises Warm-ups Procedures IV.I.3 Comprehend the benefits of flexibility. IV.I.2 Select appropriate fitness activities that require muscular strength and muscular endurance. 3 Tetherball V.I.1 Use equipment appropriately (i.e., use specific equipment for intended purposes, proper care and management of equipment, etc.). The student will participate in daily warmups that include stretching activities: cobra stretch, quad stretch, cross chest stretch, hurdle stretch, calf stretch, and straddle stretch. The student will participate in daily warmups of pull-ups, push-ups, curl-ups, arm circles, knee to chest curls, crab kicks, and bear walks. The student will practice proper use of equipment in all sports and activities as observed by the teacher. 4 Soccer I.I.1 Using basic team sport skills, students will reproduce sequences of combined skills in practice situations and modified games (i.e., basketball, pivot and shoot; receive a pass and dribble; soccer: receive and control; dribble and shoot; baseball/softball: run and slide; catch and throw, etc.). 5 Soccer VII.II.1 Identify opportunities in school and community that encourage/allow for regular participation in physical activity (i.e., community bulletin boards, online searches, class discussions, etc.). VII.II.2 Actively choose and join in on new activities in and out of the school environment (i.e., recess, selfselection times, after-school clubs, family recreation time, etc.). 6 Relays VI.I.1 Identify/explain the role of games, sports and dance in getting to know and understand various cultures. 7 Football V.III.5 Identify and list components of sportsmanship (i.e., differentiate between positive and negative sportsmanship, fair play, respect referee s decision, understand importance of following rules, adhere to good sportsmanship concepts/ideas, etc.). The student will participate in team sports and demonstrate the required skills of: Soccer- pass, dribble, trapping, goal keeping The student will participate in a class discussion about the available community opportunities to participate in outside school sports as they are offered throughout the year. The student will participate in recess and will be given registrations and community activities and encouraged to be involved outside of class. The student will participate in a class discussion about different games, sports, and dance from different cultures and identify their different roles as observed by the teacher. The student will list the components of sportsmanship in a class discussion and then demonstrate them in class activities as observed by the teacher and recorded on the sportsmanship chart. 8 Football I.II.1 For team sports, in a practice situation, defensive players will show and maintain proper position and techniques while offensive players use practiced plays and deception to attempt to move to open space. 9 Assessment II.III.1 Apply knowledge of results to correct and improve future performance. IV.II.1 Comprehend personal fitness data and recognize individual strengths and weaknesses. The student will demonstrate proper position and techniques in activities: Football- be able to line up in offensive and defensive formations, run basic plays and adjust to opposing sets, have spatial awareness and be able to move into space, be able to defend and have strategies individually and as a team.

4 2 nd 9 Weeks 1 Football III.II.2 Recognize the difference between anaerobic and aerobic fitness activities. 2 Vollyball I.II.2 For dual sports, during practice and game situations, students will reproduce sequences of basic techniques and skills consisting of: foot work, court position, offensive and defensive strokes, placement of projectile and court position in relation to partner. V.IV.2 Participate positively in team building/cooperative activites. 3 Vollyball II.I.1. Describe how changing effort affects the outcome of a sport skill (i.e., tennis: smash versus lob; basketball: lay up versus three-point shot; track: long distance run versus sprint, etc.). The student will list and discuss aerobic activities (treadmills, exercise bicycles, ski machines, air gliders, jogging, sports such as racquetball and handball) and anaerobic activities (weight lifting, machines that offer resistance, dumbbells) and participate in a class discussion about the differences of each. (Anaerobic exercises use resistance so that you will also be building muscle and bone as an added benefit. Aerobic exercise will have more of an impact on the cardiovascular and circulatory system. ) The student will demonstrate proper position and techniques in activities: Volleyball- be able to run offensive plays and have spatial awareness and court awareness, defensive alignment and rotations, be able to dig, block, pass The student will demonstrate cooperative behavior in teamwork activities as observed by the teacher. The student will utilize the correct strategy for the activity multiple times in: Volleyball- different serves and serving spots, spike vs. dink, different service places on court 4 Vollyball V.IV.6 Explain what it means to be a good team player. 5 Basketball II.II.1 Use increasingly complex skills and movements to achieve the desired level of motor skill and performances (i.e., progress from dribbling without opposition to dribbling with opposition to dribbling in a game situation, etc.). 6 Basketball V.IV.4 Explain different styles of leadership skills. 7 Basketball VII.I.2 Choose to participate consistently in games, sports, dance and outdoor activities, both in and out of school, based on individual interests and capabilities (i.e., at school during self-selection times, after-school free time, teams, lessons, family recreation, etc.). 8 Basketball I.I.2 Using basic individual activity skills, students will reproduce sequences of combined skills in practice situations and modified activities (i.e., table tennis: stance, grip, serve, return forehand/backhand; aerobic: in rhythm high step, squat step, boxes, grapevine, low march; roller blades: stand up V push, turn, stop, etc.). 9 Assessment IV.VI.1 Identify the components of a fitness program and apply them to personal fitness plans (i.e., include more aerobic activities, adjust sets and reps in strength programs, etc.). VII.I.4 Show a desire to improve one s own physical ability, fitness level and performance (i.e., fitness journals, activity calendars, fitness level assessments, etc.). The student will participate in a class discussion in which each student must list three ways to be a good team member. The student will progress in skill ability by: Basketball- dribbling without defense to a defensive situation The student will participate in a class discussion of the different leaderships skills of role modeling appropriate behavior, coaching others, encouraging, assisting others as lead by the teacher. The student will be encouraged to participate in outside school sports as they are offered throughout the year. The student will participate in individual sports and demonstrate the required skills of stance, grip, rhythm, push, stop and turn. The student will use the data from the Presidential Physical Fitness test to choose appropriate activities for maintenance and improvement. The student will complete a fitness journal showing a goal and growth in fitness level and performance by tracking strength, flexibility, abdominal strength, speed, and agility.

5 3 rd 9 Weeks 1 Tumbling VII.IV.1 Identify and use a variety of physical activities and movements to communicate ideas and feelings (i.e., dance, sports, gymnastics, intensity, levels, etc.). 2 Tumbling VII.IV.4 Exhibit appropriate protocol during dance, fine arts or other physical activity events. VII.IV.2 Demonstrate aesthetic appreciation of skilled movement of the body (i.e., create body silhouettes, etc.). 3 Scooters VI.II.1 Understand the need for game modifications to allow persons with special needs to participate. 4 Scooters VII.IV.3 Identify and describe personal feelings resulting from participation in physical activity (i.e., journals, activity calendars, peer mentoring, class discussions, etc.). 5 Jumprope III.I.2 Maintain heart rate within the target heart rate zone (i.e., demonstrate proper technique of taking heart rate, explain target heart rate zone, etc.). The student will create a routine using sports and dance moves that expresses ideas and feelings. The student will follow all of the rules and procedures for the physical education program as modeled by the teacher The students will watch a video clip of Stomp or any other performance and demonstrate an appreciation of skilled body movement by imitating a favorite part of the routine. The student will engage daily in working together and communicating during sports which leads to team work and understanding importance of all people and working together as observed by the teacher. The student will participate in class discussions about how he/she feels after an activity, offering encouragement and discussing the reasons for feelings. The student will measure heart rate before, during and after exercise and physical activity. 6 Jumprope IV.I.1 Engage in appropriate physical activity that results in the development of cardiovascular endurance. 7 Bean Bags VI.II.4 Describe the social dynamics that occur when peers participate with partners in cooperative activities. 8 Bean Bags VI.II.2 Recognize the diverse attributes of age, race, ethnicity, gender, and ability level and acknowledge how these differences can enhance group activities. 9 Assessment III.I.1 List and describe the benefits of setting personal fitness goals. III.I.3 Choose physical activities with the intent to improve and/or maintain each of the following health- related fitness components: muscular strength (i.e., push-ups, thera-bands, weights, pull- ups, tumbling, etc.); endurance (i.e., running, aerobic activities, etc.); flexibility (i.e., stretching/warm-up, cool down activities, tumbling); cardiovascular (i.e., running and aerobic activities, etc.); body composition (.e., toning activities, aerobic/anaerobic activities, weight training, etc.). IV.II.1 Comprehend personal fitness data and recognize individual strengths and weaknesses. The student will participate in daily warmups of running, skipping, hopping, lunging and running backwards. The student will participate in a class discussion about teamwork and cooperative activities and the benefits of building relationships with partners. The student will engage daily in working together and communicating during sports which leads to team work and understanding importance of all people and working together as observed by the teacher. The student will participate in a class discussion about the benefits of setting a personal fitness goal and will be encouraged to set a personal fitness goal outside the PE class. The student will choose a physical activity for a personal goal that will improve and maintain 3 of the 5 fitness components that will be documented by the Presidential Physical Fitness test. -muscular strength -endurance -flexibility -cardiovascular -body composition

6 4 th 9 Weeks 1 Relay VI.II.3 Participate in games/activities in which handicapping conditions are simulated (i.e., wheelchair basketball, etc.). 2 Relay V.IV.1 Explain aspects of cooperative activities. 3 Softball VII.III.1 Identify basic ideals of fair play, acceptance of rules and group communication (i.e., give appropriate feedback to partners and teammates, etc.). 4 Softball VII.III.2 Appreciate the challenging aspects of competition with self and others (i.e., praise opponents, accept teammates and opponents contributions, enjoy physical activity for its own sake, etc.). 5 Softball VII.III.3 Sharing feelings of satisfaction felt as a result of physical activity (i.e., improved individual self-esteem, good feelings gained from being a part of a team, activity journals, class discussions, etc.). 6 Parachute II.III.2 Demonstrate ability to analyze a movement pattern by using knowledge of its critical elements (i.e., self-analysis and peer observation, etc.). V.IV.7 Analyze cause and effect during physical activities. 7 Parachute The student will participate in an activity which requires a typical element to be removed, such as backwards relays, no use of arms, etc., as observed by the teacher. The student will list and discuss cooperative behavior in teamwork activities in a class discussion. 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 students will brainstorm ways to praise opponents, encourage others, and accept others contributions. The student will participate in class discussions about how he/she feels after an activity, offering encouragement and discussing the reasons for feelings. The student will use peer and self checking for correct movement patterns as observed by teacher The student will participate in a class discussion about the effects of certain behaviors prior to engaging in an activity on the importance and consequences of actions and reactions. 8 Field Day VII.I.1 Identify a variety of physical activities that will provide satisfaction and lead to continued participation. 9 Assessment III.II.1 Comprehend the benefits of physical activity (i.e., list and describe the health risks associated with an inactive lifestyle, list and describe the benefits of active lifestyles, etc.). IV.III.2 Choose appropriate physical activities to maintain and/or improve strengths and weaknesses. The student will participate in field day activities such as popcorn parachute, softball throw, football throw, sack race, 3 legged race, balloon toss, etc. The student will participate in a class discussion about the benefits of physical activity.