Greeley- Evans School District 6 Grade: 5 Curriculum Guide Unit: Colorado Standard #1 Movement Competence and Understanding in Physical Education

Transcription

1 Greeley- Evans School District 6 Grade: 5 Curriculum Guide Unit: Colorado Standard #1 Movement Competence and Understanding in Physical Education Enduring Concept: Move for Life. Prepared Graduates: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Grade Level Expectations (GLE): 1-Demonstrate mature form for all basic locomotor, non-locomotor, manipulative, and rhythmic skills. 2-Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills. Inquiry Question(s): 1. Will understanding these skills allow for participation in other activities later in life? 2. How could one perform a jump routine to different types of music? 3. Why does one need to know a variety of dances? 4. What can dance teach one about other sports? 5. How can one create a gymnastics routine without moving from one place to another? 6. What types of dancing are similar to each other? 7. What are some activities that require the combination of skills? 8. How can one create a game that uses different striking skills? 9. How can one get better at a skill without physically practicing? 10. Which skills can one take from other activities that will allow one to become better in your selected activity? Vocabulary: Overhand Direction Speed Level Sequence Demonstrate Equipment Turns Shapes Safety Land Patterns Vocabulary Muscle Bone NEWS Underhand Small sided games Offense Defense Strategies Chase Flee Dodge Situations Overhand Underhand Volley Dance Offense Defense Strategies Game situations Traveling Racket Long handled implement Partner Dynamic Horizontal plane Consistent Receive Continuously Levels Direction Routine Combine Space concepts Effort concepts Exit Shape Simple tricks Efficient Effective Single bounce Double bounce Balance Weight transfer Rhythmic Locomotor Intentional Recognize Performance Dynamic Compose Greeley-Evans School District 6 Page 1 of 12

2 Personal Differentiate Resting HR Small sided game Design Rules Working HR Evaluate Feedback Cues Dance Gymnastic Assessments Follow the link below to go to the Assessment section on Blackboard. Here you will find examples and copies of different Formative and Summative Assessments; which includes exit slips, checklists, peer, cognitive, self, journals, and portfolios. All assessments have been developed by Physical Education Teachers. Assessments are divided into: - Health Related Fitness (aerobic/anaerobic, flexibility, muscular fitness, Fitnessgram/FITT principle, anatomy/physiology) - Movement Related Concepts (levels, directions, pathways, space, speed, force) - Manipulative (striking, throwing and catching, kicking and punting, dribbling with hands and feet, volleying) - Non- manipulative (jumping and landing, leaping, balance, weight transfer, rolling, turning, twisting, stretch, curl, shapes) - Locomotors (walk, run, jump, hop, gallop, hop, skip) - Affective (personal and social responsibility) Assessment Blackboard Link: group_id=_3_1&url=%2fwebapps%2fblackboard%2fexecute %2Flauncher%3Ftype=Course%26id=_74_1%26url= Evidence Outcomes Students can: 1.1.a Throw and catch objects such as basketballs, footballs, or Frisbees, and demonstrate both accuracy and force (DOK 1-3) 1.1.b Punt a ball dropped from the hands at a target (DOK 1-2) 1.1.c Dribble a ball (by hand or foot) while preventing another person from stealing the ball (DOK 1-3) 1.1.d Volley an object continuously with a partner (DOK 1-3) 1.1.e Demonstrate efficient patterns of striking with and without an implement (DOK 1-2) 1.1.f Demonstrate correct steps and patterns for square, folk, and contemporary dances (DOK 1-3) 1.1.g Perform a jump routine to music with a partner or small group (DOK 1-3) 1.1.h Develop and refine a gymnastics or creative dance sequence, and demonstrate smooth transitions (DOK 1-4) 1.1.i Develop and refine a gymnastics sequence or creative dance sequence that combines traveling, rolling, balancing, and weight transfer into smooth- flowing sequences with intentional changes in direction, speed, and flow (DOK 1-4) 1.2.a Combine skills to competently participate in a variety of activities (DOK 1-3) 1.2.b Select appropriate practice options based on the similarities and differences between two skills (DOK 1-3) 1.2.c Select appropriate exercises that enhance learning and performing a selected activity (DOK 1-3) 1.2.d Analyze and correct errors in throw, catch, hand dribble, foot dribble, striking a ball, and volley, and demonstrate control and accuracy (DOK 1-3) Greeley-Evans School District 6 Page 2 of 12

3 1.2.e Analyze and correct errors in non- locomotor and locomotor movements (DOK 1-3) 1.2.f Analyze and use basic offensive and defensive strategies, and apply rules in modified games and activities (DOK 1-4) 1.2.g Analyze and demonstrate a variety of social, folk, square, modern, jazz, or creative dance (DOK 1-4) Instruction: Curricula Decisions The physical education curriculum has an obvious scope and sequence based on goals and objectives that are appropriate for all children. The curriculum includes a balance of skills and concepts in the areas of games, educational gymnastics, and rhythmical activities and dance. Teachers design experiences and select outcomes to enhance the psychomotor, cognitive, and affective development of all children. (Physical Education Standards 1 & 3) Designing Learning Experiences Teachers design lessons that provide frequent practice opportunities that are both meaningful and appropriate based on previous movement experiences and maturation. These experiences enable individuals to develop a functional understanding of movement concepts (body awareness, space awareness, effort and relationship) and provide opportunities for children to build competence and confidence in their ability to perform a variety of motor skills (locomotor, non- locomotor, and manipulative). Facilitating Cognitive Development Teachers design activities with both the physical and the cognitive development of children in mind. Teachers provide experiences that encourage children to question, integrate, analyze, apply, and communicate cognitive concepts. The teacher emphasizes critical thinking and problem- solving tactics and strategies by using higher- order questions. Assessment Teacher decisions are based primarily on ongoing individual assessment of children s performance as they participate in physical education classes. This information is used to individualize instruction, play yearly curriculum and weekly lessons, communicate with parents, identify children with special needs, and evaluate the program s effectiveness. Individual children s evaluations are obtained through a variety of student assessment techniques that assess children s cognitive and affective learning as well as their physical performance. Many different forms of assessment, including checklists, self and peer assessment, portfolios, and student journals are incorporated in the process. Active Participation for Every Child Teachers involve ALL children in activities that allow them to participate actively, both physically and mentally. Classes are designed to meet a child s need for active participation in all learning experiences. A philosophy of inclusion assures every child meaningful participation in physical education. (All Physical Education Standards) Rhythmical Activities and Dance The physical education teacher includes a variety of rhythmical, expressive, and creative dance experiences designed with the physical, cultural, emotional, and social abilities of the children in mind. Activities using manipulatives such as instruments (drums, etc.) scarves, ropes, ribbons, and hoops are incorporated into the rhythmical experiences. Educational Gymnastics Teachers facilitate children s development through lessons designed to sequentially develop skills appropriate to their ability and confidence levels in gymnastics situations centered around the themes of balancing, rolling, jumping, landing, and transferring weight. Children practice on Greeley-Evans School District 6 Page 3 of 12

4 apparatus designed for their levels of skill and confidence and design sequences which support and challenge their personal skill levels. Use of Games and Setting Rules for Games Play Teachers select, design, sequence, and modify games to maximize the attainment of specific learning, skill enhancement, and enjoyment. Games should reinforce a lesson theme. Teachers modify the rules, regulations, equipment, and playing space to facilitate learning by children of varying abilities or to focus learning on particular games or skill components. Facilitating Maximum Participation Teachers organize small games, e.g., 2-3 per team that allow numerous practice opportunities for children while also allowing them to learn the various aspects to the game being taught. Equipment is provided to permit active participation and practice for every child. A variety of equipment is selected to accommodate the size, confidence, and skill levels of the children. Teachers make sure that equipment is kept up- to- date and routinely inspected for safety. (All Physical Education Standards) Success Rate Teachers facilitate opportunities for children to practice skills at high rates of success adjusted for individual skill levels within a try again environment. Children are provided opportunities to work toward common standards at individual rates of development and are recognized for their success at their individual levels. Expectations for Student Learning Teachers demonstrate high expectations for student psychomotor, cognitive, and affective learning. Clear goals and objectives for student learning and performance are conveyed to children and parents. (Physical Education Standards 1, 2 & 3) Class Organization Teachers use systematic class organization that includes opening and statement of lesson objectives, an instructional component (with demonstrations as needed), practice, and closure/summary. Formative and summative assessments are used. Teachers are aware of maximizing learning time; providing targeted, descriptive feedback; and refining, modifying, or extending learning tasks for maximum student learning. (Physical Education Standards 1, 2 & 3) Resources: Children Moving George Graham, Shirley Ann Holt/Hale, Missy Parker Appropriate Instructional Practice Guidelines for Elementary School Physical Education National Association for Sport and Physical Education (NASPE) Action Based Learning Jean Blaydes Assessment Series K- 12 Physical Education National Association for Sport and Physical Education (NASPE) Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment National Association for Sport and Physical Education (NASPE) Physical Best Teacher s Guide Physical Education for Lifelong Fitness, Third Edition Suzan F. Ayers, Mary Jo Sariscany Physical Best Activity Guide Elementary Level, Third Edition Laura L. Borsdorf, Lois A. Boeyink FitnessGram Test Administration Manual, Fourth Edition Marilu D. Meredith, Gregory J. Welk Elementary Physical Education Teaching & Assessment, Second Edition Christine J. Hopple Assessment Strategies for Elementary Physical Education Suzann Schiemer Greeley-Evans School District 6 Page 4 of 12

5 Greeley- Evans School District 6 Grade: 5 Curriculum Guide Unit: Colorado Standard #2 Physical and Personal Wellness in Physical Education Prepared Graduates: Achieve and maintain a health- enhancing level of physical fitness Enduring Concept: Be Healthy. Grade Level Expectations (GLE): 1-Understand and apply basic principles of training to improving physical fitness. 2-Demonstrate understanding of skill-related components of fitness and how they affect physical performance. 3-Connect the health-related fitness components to the body systems. Inquiry Question(s): 1. Which are more important short- term goals or long- term goals? Why? 2. What are all of the different ways that one can determine the intensity of an activity? 3. How are your physical activity habits similar to or different from the other members of your family? Why are they similar or different? Who in your family benefits the most from their activities? 4. What would a comprehensive, one- month fitness calendar include? How would this calendar change depending on the weather and available equipment? 5. Which component of skill- related fitness do you like the most? 6. Which component of skill- related fitness is most important, and why? 7. In which component of skill- related fitness are you the strongest? How can you continue to improve in this component? How can you improve in the other components? 8. Do you prefer participating in organized group activities such as youth basketball leagues or playing in unstructured physical activities such as pick- up basketball games? Why? 9. If you managed a restaurant, what foods would be on the menu? Why? 10. Should children be allowed to eat whatever snacks they want? Why or why not? 11. Should people eat immediately before exercising? Why or why not? Vocabulary: Document MVPA Physical Education Resources Participate Cool down Assessments Flexibility Participate Self- directed Health related fitness FITT Aerobic fitness Warm up Follow the link below to go to the Assessment section on Blackboard. Here you will find examples and copies of different Formative and Summative Assessments; which includes exit slips, checklists, peer, cognitive, self, journals, and portfolios. All assessments have been developed by Physical Personal fitness plan HFZ Fitnessgram Component Monitor Muscular fitness Education Teachers. Greeley-Evans School District 6 Page 5 of 12 Assess Technology HR monitor Pedometer Digital Differentiate Evidence Outcomes Students can: 2.1.a Accurately take a pulse at rest and during exercise (DOK 1) 2.1.b Develop and describe three short- term and three long- term fitness goals (DOK 1-3) 2.1.c Correctly differentiate the body s response to physical activities of

6 Assessments are divided into: - Health Related Fitness (aerobic/anaerobic, flexibility, muscular fitness, Fitnessgram/FITT principle, anatomy/physiology) - Movement Related Concepts (levels, directions, pathways, space, speed, force) - Manipulative (striking, throwing and catching, kicking and punting, dribbling with hands and feet, volleying) - Non- manipulative (jumping and landing, leaping, balance, weight transfer, rolling, turning, twisting, stretch, curl, shapes) - Locomotors (walk, run, jump, hop, gallop, hop, skip) - Affective (personal and social responsibility) Assessment Blackboard Link: group_id=_3_1&url=%2fwebapps%2fblackboard%2fexecute %2Flauncher%3Ftype=Course%26id=_74_1%26url= various exercise intensities (DOK 1-3) 2.1.d Record and analyze food consumption for one day, and make a plan to replace foods with healthier choices (DOK 1-3) 2.1.e Explain why dehydration impairs temperature regulation and physical and mental performance (DOK 1-3) 2.1.f Determine appropriate cardiovascular training zone (DOK 1-2) 2.1.g Perform flexibility exercises that will stretch particular muscles area for given physical activities (DOK 1) 2.1.h Identify, select, and participate in activities designed to improve self- diagnosed areas for improvement in health- related fitness components (DOK 1-3) 2.1.i Engage in moderate to vigorous physical activity at the target heart rate for a minimum of 60 minutes per day (DOK 1-2) 2.1.j Accurately identify activities that are aerobic and anaerobic (DOK 1-2) 2.1.k Determine the intensity of personal physical activity using the concept of perceived exertion (DOK 1-3) 2.2.a Identify an exercise that is used to develop agility, balance, coordination, power, reaction time, or speed (DOK 1-3) 2.2.b Create an exercise plan using the six skill- related components to improve performance in a chosen activity (DOK 1-4) 2.3.a Understand the importance of participation in fitness- enhancing physical activities such as gymnastic clubs, community- sponsored youth sports, or activity clubs (DOK 1-2) 2.3.b Demonstrate appropriate warm- up procedures before participation in vigorous physical activity (DOK 1) 2.3.c Distinguish healthy balanced meals and snacks designed to enhance the performance of physical activities (DOK 1-3) Instruction: Developing Health- Related Fitness Children participate in activities that are designed to help them understand the concepts of health- related fitness and to value the contributions they make to a healthy lifestyle. Activity- based fitness is emphasized rather than fitness through formal exercises/calisthenics. Fitness is presented as a positive experience in which students feel socially and emotionally comfortable, able to overcome challenges on a personal level. The joy of participation in health enhancing leading to lifetime fitness is the goal of fitness development in elementary school physical education. Physical Fitness Testing Teachers use fitness assessments as part of the ongoing process of children understand, enjoy, improve, and/or maintain their physical fitness and well- being. Test results are shared privately with children and their parents as a tool for developing personal goals and strategies for Greeley-Evans School District 6 Page 6 of 12

7 maintaining and increasing the respective fitness parameters. As part of an ongoing program of physical education, children are physically prepared in each fitness component so they can safely complete the assessments. (Assessment packages, such as Fitnessgram, provide a scientifically based fitness assessment while educational materials such as Physical Best are essential for providing the scientific and health- related background necessary for comprehensive fitness education for effectively implementing health- related fitness education.) Exercise and the Use of Exercise as Punishment Elementary school children are taught the purpose of exercise, correct procedures for exercise, and the different exercise categories stretching, strength, etc. They experience a variety of exercises within each type, thus providing them with the knowledge and selection of exercises to match the purpose. Children are taught the difference between correct and counter- productive exercise, enabling them to be wise consumers of fitness information and decreasing the likelihood of engaging in potentially harmful exercise. Exercises are taught as positive physical activity learning experiences but are not a primary part of elementary physical education. See 5 th Grade Instruction section under Standard 1. Resources: See 5 th Grade Resources section Standard 1. Greeley-Evans School District 6 Page 7 of 12

8 Greeley- Evans School District 6 Grade: 5 Curriculum Guide Unit: Colorado Standard #3 Emotional and Social Wellness in Physical Education Enduring Concept: Be Nice. Prepared Graduates: Exhibit responsible personal and social behavior that respects self and others in physical activity settings Grade Level Expectations (GLE): 1-Assess and take responsibility for personal behavior and stress management. 2-Choose to participate cooperatively and productively in a group and individual physical activities. 3-Identify personal activity interests and abilities. Inquiry Question(s): 1. How does setting goals for physical activities help one to take on personal responsibilities in schoolwork? 2. Why are officials necessary? What would be the result if there were no officials? 3. What are some of the ways you have seen others treat officials? 4. Why is it important to set personal goals? 5. Are you going to work harder for your goals if you write them out rather than just talk about them? Why? 6. How might one interact with a friend who dominates the discussion in a cooperative problem- solving activity? 7. What are ways to include others who are physically unable to participate due to a disability or injury? 8. Does your view of talking to officials change when you are an official yourself? 9. Why is resolving conflicts more important than winning a game? 10. Why do professional athletes sometimes blame others for their performance? 11. Why do citizens of a city sometimes riot or vandalize things when their team wins the World Series or the NBA Championship? 12. What is the difference between being confident and being cocky? 13. What can losing a game or activity allow one to learn which winning can t? 14. Why do teams sometimes shake hands with the opposition after competing? Vocabulary: Document MVPA Physical Education Resources Participate Evidence Perseverance Challenge Participation Differentiate Muscular fitness Aerobic fitness Flexibility Participate Self- directed Practice Performance Enjoyment Value Fitnessgram Component Monitor Assess Technology HR monitor Physical activity Independent Organize Purposeful Health related fitness FITT Personal fitness plan HFZ Pedometer Digital Initiative Engage Greeley-Evans School District 6 Page 8 of 12

9 Assessments Follow the link below to go to the Assessment section on Blackboard. Here you will find examples and copies of different Formative and Summative Assessments; which includes exit slips, checklists, peer, cognitive, self, journals, and portfolios. All assessments have been developed by Physical Education Teachers. Assessments are divided into: - Health Related Fitness (aerobic/anaerobic, flexibility, muscular fitness, Fitnessgram/FITT principle, anatomy/physiology) - Movement Related Concepts (levels, directions, pathways, space, speed, force) - Manipulative (striking, throwing and catching, kicking and punting, dribbling with hands and feet, volleying) - Non- manipulative (jumping and landing, leaping, balance, weight transfer, rolling, turning, twisting, stretch, curl, shapes) - Locomotors (walk, run, jump, hop, gallop, hop, skip) - Affective (personal and social responsibility) Assessment Blackboard Link: group_id=_3_1&url=%2fwebapps%2fblackboard%2fexecute %2Flauncher%3Ftype=Course%26id=_74_1%26url= Evidence Outcomes Students can: 3.1.a Act in a safe and healthy manner when confronted with negative peer pressure during physical activity (DOK 1-4) 3.1.b Set a personal goal to improve a skill, and work toward that goal (DOK 1-4) 3.1.c Describe and demonstrate responsible behavior and decision- making while participating in physical activity (DOK 1-4) 3.1.d Demonstrate respect for the person who is officiating (DOK 1-2) 3.2.a Help others with physical activity challenges (DOK 1-3) 3.2.b Contribute ideas, and listen to the ideas of others in cooperative problem- solving activities (DOK 1-3) 3.2.c Acknowledge and accommodate individual differences in others' physical abilities in small- group activities (DOK 1-3) 3.2.d Officiate an activity, game, or sport (DOK 1-4) 3.2.e Demonstrate conflict resolution behavior in socially appropriate ways (DOK 1-3) 3.3.a Accept responsibility for one's own performance without blaming others (DOK 1-2) 3.3.b Respond to winning and losing in socially appropriate ways (DOK 1-3) 3.3.c Develop confidence in a physical activity setting (DOK 1-2) Instruction: Supporting Cultural Diversity The physical education teacher and the overall environment are supportive all students regardless of their race, ethnic origin, gender, religion, or ability. Teachers intentionally select activities that represent a culturally diverse environment (e.g., dances and games from around the world. Activities celebrate diversity within the school, the community, and the world at large. Differences are acknowledged, appreciated, and respected. Developing Affective Skills Teachers intentionally design activities throughout the program, which allow students opportunities to work together for the purpose of developing social skills (cooperative and competitive) and responsible behavior. Situations are designed for purposefully teaching of these skills; they are not left for teachable moments only. Teachers help all children experience the satisfaction and joy that can result from learning about and regular participation in physical activity. The environment is supportive of all students, including those of lesser skills, and promotes the development of a positive self- concept. Children are given chances to try, to fail, and to try again, free of criticism or harassment from the teacher or other students. Classroom Management Fair and consistent classroom- management practices encourage student responsibility for positive behavior. Students are included in the process of developing class rules/agreements. Bullying, taunting and inappropriate student remarks and behaviors are dealt with immediately and firmly. Greeley-Evans School District 6 Page 9 of 12

10 Forming Groups/Partners Groups/partners are formed in ways that preserve the dignity and self- respect of every child. For example, a teacher privately forms groups or teams by using knowledge of children s skill abilities in ways that will facilitate learning. Groups or teams may also be formed by grouping clothing colors, birthdays, and favorite activities. Inclusion Teachers implement the special education process for students with disabilities as outlined in students individualized education programs (IEPs) and/or the school s accommodations. Lessons/activities are adapted for overweight children (e.g., distance and pace runs are made appropriate). Students are encouraged to undertake appropriate levels of activity for their own improvement. Teachers provide appropriate experiences for students with temporary medical limitations. Gender Equity Teachers facilitate equal access by girls and boys to individual, partner, small group, and team activities. Both girls and boys are encouraged, supported, and socialized towards successful achievement in all aspects of physical activity. Teachers are unbiased in their selection of activities and in their teaching. Teachers use gender- neutral language (e.g., students ). Competition Teachers plan activities that emphasize self- improvement, participation, fair play (shaking hands, positive comments, etc.), and cooperation. Teachers are aware of the nature of competition and incorporate appropriate levels and kinds of competition for children. For example, children may be allowed to choose between keeping score and skill practice in selected situations. Teachers provide choices in levels of competition and teach participants how to compete positively and constructively at each level. Field Days/Special Events Teachers plan field days so every child is a full participant and derives satisfaction and joy from of a festival of physical activity. Opportunities are provided for children to voluntarily choose from a variety of activities that are intended to be culminating positive experiences for the activities selected. Recognition is based on positive participation rather than achievement. Establishing the Learning Environment Teachers systematically plan for, develop, and maintain a positive learning environment where students feel safe (physically and emotionally) and supported by teacher and classmates. The environment is focused on maximizing learning, challenging students, and maintaining an environment of respect and high expectations for student engagement/participation. Resources: See 5 th Grade Resources section Standard 1. Greeley-Evans School District 6 Page 10 of 12

11 Greeley- Evans School District 6 Grade: 5 Curriculum Guide Unit: Colorado Standard #4 Prevention and Risk Management in Physical Education Enduring Concept: Be Safe. Prepared Graduates: Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury Grade Level Expectations (GLE): 1-Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation Inquiry Question(s): 1. Why is it important to be able to identify safety rules on your own? 2. Why is it important to know your surroundings when engaged in a physical activity? Vocabulary: Pacing Participation Rules Prevent Safety Assessments Follow the link below to go to the Assessment section on Blackboard. Here you will find examples and copies of different Formative and Summative Assessments; which includes exit slips, checklists, peer, cognitive, self, journals, and portfolios. All assessments have been developed by Physical Education Teachers. Assessments are divided into: - Health Related Fitness (aerobic/anaerobic, flexibility, muscular fitness, Fitnessgram/FITT principle, anatomy/physiology) - Movement Related Concepts (levels, directions, pathways, space, speed, force) - Manipulative (striking, throwing and catching, kicking and punting, dribbling with hands and feet, volleying) - Non- manipulative (jumping and landing, leaping, balance, weight transfer, rolling, turning, twisting, stretch, curl, shapes) - Locomotors (walk, run, jump, hop, gallop, hop, skip) - Affective (personal and social responsibility) Assessment Blackboard Link: Greeley-Evans School District 6 Page 11 of 12 Evidence Outcomes 3.1.a Prepare a report, bulletin board, or poster on safety factors for a chosen activity (DOK 1-4) 3.1.b Identify proper warm- up and cool- down techniques (DOK 1-2) 3.1.c Explain that warm- up and cool- down activities prepare the body for physical activity and help to prevent injuries (DOK 1-2) 3.1.d Identify safety rules for the activity and area being used (DOK 1-3)

12 group_id=_3_1&url=%2fwebapps%2fblackboard%2fexecute %2Flauncher%3Ftype=Course%26id=_74_1%26url= Instruction: Facilities Teachers provide an environment in which students have adequate space for movement, learning, space to move freely and safely, and acoustics that allow them to clearly hear instruction. Both inside and outside areas are available so classes need not be cancelled, or activities severely limited, because of inclement weather or other school activities, e.g., PTA meetings, pictures, play rehearsals, assemblies. Learning Environment Teachers make every effort possible to create a safe learning environment for students (e.g., actively teaching safety, posting and practicing emergency action plans). Activities are selected carefully to ensure that they match students ability levels and are safe for all students, regardless of ability level. Facilities and equipment are maintained and inspected regularly for safety hazards (e.g., glass, improper ground cover under equipment). Physical education class size is consistent with those of other subject areas. Teachers ensure student safety by monitoring class closely. Resources: See 5 th Grade Resources section Standard 1. Greeley-Evans School District 6 Page 12 of 12