Students will understand that loco motor movements require moving from one place to another.
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1 K-2 PE Standards Essential Questions: 1. What is the difference between wellness and physical fitness? 2. What is difference between physical education and life-long fitness activities? 3. What is the value of physical activity for one s health, self-expression and/or social interaction? Anchor Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Loco motor the basic elements of jumping. skip running jogging sprinting horizontal vertical jumping rhythms loco motor loco motor movements require moving from one place to another. 1. skip using a mature pattern. 2. run with a mature pattern. 3. travel showing differentiation between jogging and sprinting. 4. demonstrate the basic elements for jumping and landing in a horizontal plane using a variety of one- and two-foot takeoffs and landings. 5. demonstrate the basic elements for jumping and landing in a vertical plane. 6. perform a teacher/student-designed rhythmic activity with correct response to simple rhythms.
2 a three step sequence. balance weight transfer rolls non-loco motor twisting bending curling stretching Non-loco motor non-loco motor movements require moving or maintaining a stable position while remaining stationary. 7. balance on different bases of support, combining levels and shapes. 8. balance in an inverted position with stillness and supportive base. 9. transfer weight from feet to different body parts/bases of support for balances and/or travel. 10. roll in different directions with either a narrow or curled body shape. 11. differentiate among twisting, curling, bending and stretching actions. 12. combine balances and transfers into a three-part sequence (i.e., dance, gymnastics).
3 manipulative underhand throw overhand throw catching dribbles volley consecutive strike Manipulative many types of objects can be used to enhance the physical activity. 13. throw underhand using a mature pattern. 14. throw overarm demonstrating basic elements of a mature pattern. 15. catch a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body. 16. dribble in self-space with preferred hand demonstrating a mature pattern. 17. dribbles using the dominant hand while walking in general space. 18. dribble with the feet in general space with control of ball and body. 19. use a continuous running approach and kicks a moving ball. 20. volley an object upward with consecutive hits. 21. strike an object upward with a shorthandled implement, using consecutive hits. 22. strike a ball off a tee or cone with a bat, using correct grip and sideorientation/proper body orientation. 23. jump a self-turned rope consecutively forward and backward, with a mature pattern. 24. jump a long rope five times consecutively with student turners.
4 Anchor Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Movement Concepts spatial awareness, direct patterns and 1. combine loco motor skills in general spatial awareness rhythm loco motor direct pattern sequential sequential movements are involved in rhythm and dance activities. space to a rhythm. 2. combine shapes, levels and pathways into simple travel, dance and gymnastics sequences. Anchor Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge activities learned in the Physical 1. describe large-motor and/or manipulative large motor Education classroom can be used in other settings. manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family). engage instruction practice participate Physical Activity regular participation in physical activity will lead to a healthy lifestyle. Fitness Knowledge begins in 3 rd grade Assessment and Program Planning begins in 3 rd grade 2. actively engage in physical education class in response to instruction and practice.
5 Anchor Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility following rules and procedures are 1. accept and practice personal responsibility procedures protocols rules important for maintaining a healthy lifestyle. responsibility by following directions and rules to use equipment and space appropriately. 2. accept responsibility for class protocols with behavior and performance actions. feedback independently partners responsibility etiquette rules procedures responsibility independently safely priority Accepting Feedback feedback is important for their development. Working with Others managing themselves independently exhibits personal responsibility. Rules and Etiquette following rules and procedures exhibits personal responsibility. Safety safety is a priority. 3. accept specific corrective feedback from the teacher. 4. work independently with others in partner environments. 5. recognizes the role of rules and etiquette in teacher-designed physical activities. 6. work independently and safely in physical education. 7. work safely with physical education equipment.
6 Anchor Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Challenge engaging in challenging activities leads 1. compare physical activities that bring confidence challenges growth engaged to personal growth. confidence and challenges. self-expression growth enjoyment routines Self-expression/enjoyment participating in self-expression physical activity leads to growth. Social Interaction begins in Grade 3 2. identifies physical activities that provide self-expression and enjoyment (e.g., dance, gymnastics routines, practice tasks/games environment).
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