PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF CURRICULUM AND INSTRUCTION. Physical Education Grades K - 5

Transcription

1 PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF CURRICULUM AND INSTRUCTION Physical Education Grades K - 5 Length of Course: Elective / Required: Schools Term Required Elementary Student Eligibility: Grades K - 5 Credit Value: N/A Date Approved: 8/24/15

2 PHYSICAL EDUCATION GRADES K - 5 Table of Contents Statement of Purpose 3 Course Objectives 4 Time Line 5 Unit 1: Developmental Activities 6-14 Unit 2: Lifetime or Individual Activities Unit 3: Physical Fitness Unit 4: Team Sports Modifications will be made to accommodate IEP mandates for classified students.

3 PHYSICAL EDUCATION GRADES K 5 3 Statement of Purpose This course of study has been designed for the purpose of the elementary school physical education program is to help develop the correlation between a healthy mind and a healthy body. Utilizing the basic principles of physical fitness, muscular strength, endurance, flexibility, and cardiovascular development, a student can begin to develop a positive attitude towards healthy living. Fitness activities will be performed everyday throughout the school year. The curriculum has been contoured to meet the New Jersey Core Curriculum Content Standards for Physical Education. The development of skills, an understanding of the strategies, and the tactics and techniques employed in various activities, allows a student to become more competent in that sport, or hopefully become a better educated spectator. Students will participate in a combination of team sports and lifetime or individual activities every other day during the school. Our coeducational program also helps to develop important social skills. The extensive variety of skill levels dictates a recreational setting, allowing students to learn and play in a relaxed atmosphere. The focus will be on participation and improvement. As professional educators we recognize the importance of warm- ups as an essential beginning to every class session. Our students are prepared through a series of specifically designed flexibility, strength, and cardiovascular activities created to meet the demands of each particular lesson. Both Dynamic and Static stretches will be utilized, which incorporates the most practices into our physical education programs. This curriculum guide was Prepared By: Kenneth Molnar and Heather Bond Coordinated by: James M. Muldowney, District Supervisor of Health and Physical Education

4 PHYSICAL EDUCATION GRADES K 5 4 The student will be able to: Course Objectives During Developmental Activities, students will be able to understand that developmental activities offer many ways to improve basic physical education skills in recreation, individual, team and game situations. Throughout Lifetime or Individual Activities, students will understand that by learning and participating in lifetime and individual activities, they are building a basis to maintain a happy and healthy lifestyle in the future. The students will understand that they will be able to stay active in other ways than team sports. During Physical Fitness, students will understand that the fitness principles of muscular strength, endurance, flexibility, as well as cardiovascular endurance are all important parts of overall physical health. Throughout Team Sports, students will understand the basic fundamentals and rules of teams sports so that they can be better participants and more educated spectators in their future lives. They will understand that working with others and encouraging teamwork and sportsmanship will build confidence and support within a group. Throughout the year, students will understand that they have an awareness of ways to prevent bullying, various types of abuse, violence, drug use, and understand ways to prevent accidents and live safely.

5 PHYSICAL EDUCATION GRADES K 5 5 Timeline Units of Study Number of Days I. Rules/Expectations/Procedures/Safety Drills 5-10 II. Developmental Activities Balance Equipment/ Tumbling Ball Unit Balloon/Beachball Activities Bean Bags Circus Developmental Games/Challenge Activities Hula Hoops Locomotor Movements Non-locomotor movements Parachute Activities Playground Equipment Rhythms Roller Racers / Scooters Scarf Unit Toys in the Box Whittle / Climbing Unit III. Lifetime or Individual Activities Archery Bowling Dance / Rhythms Frisbee Golf Tennis General safety IV. Physical Fitness 45/Daly Aerobics/ Step Aerobics Combatives Dance / Movement/ Rhythm activity Dynamic stretching Jump rope activities Locomotor / running activities Static stretching Tires V. Team Sports 45 Cooperative games Cricket Floor Hockey Frisbee Games Basketball Lacrosse Volleyball Touch/Flag Football Soccer Speedball/Ultimate Games Diamond Sports (Kickball Games/ T-ball/Softball Games/Tennis Baseball) Modified indoor activities

6 PHYSICAL EDUCATION GRADES K Unit Title 1: Developmental Activities Targeted Standards: (local, district, state or national) 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Conceptual Understandings: Students will be able to understand that developmental activities offer many ways to improve basic physical education skills in recreation, individual, team and game situations. Essential Questions: How can developmental activities help to build social and emotional behavior? Unit Assessment: Students will demonstrate improved balance, body and spatial awareness, tumbling, tracking, coordination (hand-eye, gross motor), perceptual motor abilities, climbing skills, hanging, overall fitness, moving in time with rhythm, creativity, strength, fundamentals, applying rules, demonstrate teamwork, sportsmanship and strategic thinking. Also, teacher observation and questions and answer. The teacher will accomplish assessment through their participation, performance and preparation throughout each unit A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 - Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. History of each activity Proper equipment necessary to participate safely All proper terminology associated with the activity All the fundamentals, proper techniques, and skills necessary for each activity The rules and strategies of each activity Proper sportsmanship Safety factors for each activity Objectives of each activity Fitness and conditioning benefits of each activity -Appreciate the mental, social, and physical benefits of these activities -Practice skills and concepts independently, with a partner and/or group -Use skills and concepts learned in one activity and apply them in another -Will offer many ways to improve basic skills in recreation, individual, team and game situations -Adjust to different equipment -Adjust to the spatial awareness required for activities -Warm-up activities daily warm- up activities should include both -Dynamic and Static Stretching, followed by sit-ups and push-ups -Group discussion/teacher lecture -Study guides -Student demonstration -Student modeling (highly skilled players) -Individual skills/drills -Partner skills/drills -Group skills/drills -Offensive/ defensive skills/drills -Team skills/drills -Lines, circles, relays -Skill/drill stations -Circuit training -Written Tests - Tests -Teacher Observation -PE Grading: - Policies -Procedures -Drills -Practice Games -Game Play -Question and Answers -Progression of

7 PHYSICAL EDUCATION GRADES K 5 7 Unit Title 1: Developmental Activities (con t) A.3 - Respond in movement to changes in tempo, beat, rhythm, or musical style A.4 - Correct movement errors in response to feedback A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational settings) A.2 - Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space A.3 - Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. Values of teamwork How to officiate and manage the activities The dangers of performance enhancing substances These activities can be used and played throughout one s lifetime Developmental activities can be used as a lead-up or conditioning activity Developmental Activities include: Balance Equipment / Tumbling Ball Unit Balloon / Beachball Activities Bean Bags Circus Developmental Games / Challenge Activities Hula Hoops Locomotor Movements -Position work -- Contests individual and team -Scrimmages and modified games -Regular game schedule -Tournament schedule -Students officiate games -Ability grouping and differentiated instruction

8 PHYSICAL EDUCATION GRADES K 5 8 Unit Title: 1 Developmental Activities (con t) A.4 -Correct movement errors in response to feedback and explain how the change improves performance A.1- Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 - Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments A3 Create and demonstrate planned movement sequences, Non-locomotor Movements Parachute Activites Playground Equipment Rhythms Roller Racers / Scooters Scarf Unit Toys in the Box Whittle / Climbing Unit

9 PHYSICAL EDUCATION GRADES K 5 9 Unit Title: 1 Developmental Activities (con t) individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance) A.4 - Use selfevaluation and external feedback to detect and correct errors in one s movement performance B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities B.3 Determine how attitude impacts physical performance B.4 - Demonstrate strategies that enable team members to achieve goals B.2 Acknowledge the contributions of team members and choose Assessment Check

10 PHYSICAL EDUCATION GRADES K 5 10 Unit Title: 1 Developmental Activities (con t) appropriate ways to motivate and celebrate accomplishments B.2 - Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement C.1 Explain what it means to demonstrate good sportsmanship C.2 Demonstrate basic activity and safety rules and explain how they contribute to a safe active environment C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer.

11 PHYSICAL EDUCATION GRADES K 5 11 Unit Title: 1 Developmental Activities (con t) C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment C.1 - Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior C.2 - Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety C.3 - Relate the origin and rules associated with certain games, sports, and dances to different cultures.

12 PHYSICAL EDUCATION GRADES K 5 12 Unit Title: 1 Developmental Activities (con t) A.2 Explain what it means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote physical fitness A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 Participate in moderate to vigorous age- appropriate activities that address each component health-related and skills-related fitness A.1- Analyze the social, emotional, and health benefits of selected physical experiences A.2- Determine to what extent various activities improve skillrelated fitness versus health-related fitness.

13 PHYSICAL EDUCATION GRADES K 5 13 Unit Title: 1 Developmental Activities (con t) CRP4. - Communicate clearly and effectively and with reason. CRP12. - Work productively in terms while using cultural global competence C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) F.3 Explain the Importance of understanding and following rules in family, classroom, and community settings.

14 PHYSICAL EDUCATION GRADES K 5 14 Unit Title: 1 Developmental Activities (con t) Resources: Essential Materials, Supplementary Materials, Links to Best Practices S.H.A.P.E. America (Society of Health and Physical Educators) Centers for Disease Control and Prevention (2006) Physical Education Curriculum Analysis Tool. Atlanta, GA: Author National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Partnership for 21st Century American Heart Association Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications JOPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. National Association for Sport and PE Internet Resources and Websites Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Adjust rules to fit the needs of the learner. Remediation of developmental and fundamental skills where needed Modify skills per individual s needs Utilize peer tutors Adjust size of, or modify, equipment Modify movements; break down movement into simpler steps Consult IEPs and 504 Plan Provide a study guide

15 PHYSICAL EDUCATION GRADES K 5 15 Unit Title: 2 Lifetime or Individual Activities Targeted Standards: (local, district, state or national) 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 2.1 : All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Unit Objectives/Conceptual Understandings: Students will understand that by learning and participating in lifetime and individual activities, they are building a basis to maintain a happy and healthy lifestyle in the future. The students will understand that they will be able to stay active in other ways than team sports. Students will understand that they have an awareness of ways to prevent bullying, various types of violence, & understand ways to prevent accidents and live safely. Essential Questions: What course of action will you take to maintain mental, physical, and social health in your future? Unit Assessment: Students will properly execute the fundamentals, apply the rules, demonstrate problem solving, teamwork, sportsmanship, and communication skills while participating in an individual or lifetime activity. Also teacher observation and questions and answers A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings) (i.e., games, sports, dance, and -History of each activity -Proper equipment necessary to participate safely -All the fundamentals, proper techniques, and skills necessary for each activity. - The rules and strategies of each activity. -Proper sportsmanship -Safety factors for each activity. -Objectives of each activity. -Fitness and conditioning -Values of teamwork What students will be able to do. -Communicate with their teammates -Cooperate with their teammates -Research and find information on the activity -Appreciate the mental, social, and physical benefits of these activities -Practice their skills on their own -Perform in a short-sided or modified game -Officiate a game -Keep score efficiently -Exhibit the qualities of a good teammate -Warm -up activities - daily warmup activities should include both dynamic and static stretching followed by sit-ups and push-ups. -Group discussion/ teacher lecture -Study guides -Student demonstration -Student modeling (highly skilled players) -Differentiation- group students by skill level or mixed skill -Individual, partner, & group /drills -Team skills/drills lines, circles, relays -Written tests - tests -Teacher observation -PE grading policies/ procedures -Drills -Practice games -Game play -Questions and answers

16 PHYSICAL EDUCATION GRADES K 5 16 Unit Title: 2 Lifetime or Individual Activities (con t) recreational settings) B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities B.1 - Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating open areas, and defending space) B.2 - Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments B.2 - Explain the difference between offense and defense B.3 Determine how attitude impacts physical performance B.4 Demonstrate strategies that enable team members to achieve goals C.1 - Explain what mean to demonstrate --Mental toughness needed to participate in individual activities. The dangers of performance enhancing substances. -The dangers of performance enhancing substances. -Determine and prevent bullying, gang violence, & domestic violence. -How to prevent fire & accident situations. LIFETIME or INDIVIDUAL ACTIVITIES include: Archery Bowling Dance / Rhythms Frisbee Golf Tennis -General safety -Accident & Fire prevention -Awareness and prevention of bullying, gang violence, & domestic violence. -Serve as captain or manager of a team -Enforce the rules and settle arguments -Display good sportsmanship -Mentally prepare for participation -Use skills learned in one activity and apply them in another -Practice for improvement -Participate effectively and to the best of their ability without using performance enhancing substances -Recognize and prevent acts of bullying, gang violence, and domestic violence -Ways to prevent fire & other accidents in general life settings -Skill/ drill stations -Circuit training -Position work -Contests- individual /team -Scrimmages and modified games. -Regular & tournament game schedule -Students officiate games -Wellness- group discussion and question and answer activities -Web based articles/ activities/ research ideas on various concepts

17 PHYSICAL EDUCATION GRADES K 5 17 Unit Title: 2 Lifetime or Individual Activities (con t) good sportsmanship C.2 - Demonstrate appropriate behaviors and safety rules and explain how they contribute to moving safely during basic activities C.1 - Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior C.1 - Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer C.2 - Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment C.2 - Apply rules and procedures for specific games, sports, Some of these activities may be listed under team sports because they can be enjoyed as both.

18 PHYSICAL EDUCATION GRADES K 5 18 Unit Title: 2 Lifetime or Individual Activities (con t) and other competitive activities and describe how they enhance participation and safety A.2 - Explain what it means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote fitness A.1 - Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 - Participate in moderate to vigorous age-appropriate activities that address each component of healthrelated and skill-related fitness E.2 - Determine possible causes of conflict between people and appropriate ways to prevent and resolve them.

19 PHYSICAL EDUCATION GRADES K 5 19 Unit Title: 2 Lifetime or Individual Activities (con t) E.2 - Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts D.1 - Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention) D.1 - Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). CRP4. - Communicate clearly and effectively and with reason. CRP12. - Work productively in teams

20 PHYSICAL EDUCATION GRADES K 5 20 Unit Title: 2 Lifetime or Individual Activities (con t) while using cultural global competence C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings. Resources: Essential Materials, Supplementary Materials, Links to Best Practices Essential Materials, Supplementary Materials, Links to Best Practices Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta, GA: Author. National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and Dance. New Jersey State Department of Education. (2014). Core Curriculum Content Standards in Comprehensive Health and Physical Education Online: Partnership for 21 st Century. (2005).Framework for 21 st Century Learning. Online: Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Adjust rules to fit the needs of the learner. Remediation of fundamental skills where needed. Modify skills per individual needs. Utilize peer tutors. Adjust size of, or modify, equipment Modify movements; break down movement into simpler steps Consult IEPs and 504 Plans Provide a study guide

21 PHYSICAL EDUCATION GRADES K 5 21 Unit Title: 2 Lifetime or Individual Activities (con t) Elementary Teacher(2 nd Edition), Human Kinetic Publishers (2007) Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Teaching Elementary Physical Education: Strategies for the Classroom Teacher (2006). Hastie, Peter; Martin, Ellen. Benjamin-Cummings Publisher Dynamic Physical Education for Elementary School Children 15 th Edition (2006). Pangrazi, Robert P. Benjamin-Cummings Publishing Co. Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications. JOPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. S.H.A.P.E. America (Society of Health and Physical Educators) Internet Resources and Websites

22 PHYSICAL EDUCATION GRADES K 5 22 Unit Title: 3 Physical Fitness Targeted Standards: (local, district, state or national) 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Conceptual Understandings: Students will understand that the fitness principles of muscular strength, endurance, flexibility, as well as cardiovascular endurance are all important parts of overall physical health. Essential Questions: What are the steps and key components for developing a physical fitness program to have life-long benefits? Unit Assessment: Teacher observation, fitness level improvements, fitness testing, written tests, questions and answers. Safe and successful completion of various fitness tasks A.1 - Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 - Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. Physical fitness implies a combination of muscular strength, endurance, flexibility, and coordination. Various programs or techniques may be employed to contribute to physiological development, including aerobics, anaerobic, weight training, interval training, circuit training, testing, etc. Evaluation to develop and maintain acceptable levels of fitness will be encouraged throughout the year. -Demonstrate the ability to perform self-directed healthrelated fitness activities -Recognize the commitment that is necessary maintain fitness related activities -Take their own pulse and that of others -Explain the Target Heart Rate and apply it to their own exercise regimen -Compare and contrast walking, jogging, and running programs -List many different types of exercise programs -Compare and contrast exercise programs and fitness programs in relation to cost, benefit lifestyle, convenience, duration etc. -Dynamic stretching routines -Static stretching routines -Push-ups (variations and modified) -Sit-ups (variations and modified -Walking -Speed walking -Jogging -Weight room (free weights and machines) -Circuit training -Interval training -Shuttle run -Dyna - Bands -Jump ropes -Relay races -Obstacle course -Teacher lecture -Taking your pulse -Written tests - tests -Teacher observation -PE Grading: Policies/Procedures -Fitness Tests -Questions and answers

23 PHYSICAL EDUCATION GRADES K 5 23 Unit Title: 3 Physical Fitness (con t) A.3 - Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance) A.1.- Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 - Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space A.3 - Explain and demonstrate movement sequences, individually and with others, in response to various This unit will provide a variety of methods and techniques that can be used and applied throughout life. Dynamic and Static stretching will be part of every class period. Students will know that fitness is a very important aspect of being a wellrounded person. Without physical fitness, a person cannot function at his/her capacity. Physical fitness should be an on-going activity as part s of all units throughout the year. -The components of health related fitness: cardiovascular fitness, flexibility, muscular fitness and muscular strength, and body composition. -Proper terminology related to physical fitness, such as aerobic, anaerobic, circuit and interval training, isometrics, sets, reps, etc. -Discuss all terminology in relationship to fitness -Demonstrate proper technique when performing a fitness related activity. -Perform fundamental motor skills -Recognize the need for a cool down period and recovery heart rate. -Develop a personalized exercise program that will fit their schedule, budget, lifestyle, needs, etc. -Determine the proper clothing and footwear for a number of different activities -Safely perform fitness related activities -Perform a series of Dynamic and Static stretches prior to participating in fitness activities -Define and give examples of all fitness related terms and techniques -Practice figuring out their target heart rate -Fitness workout tapes/dvd s -WII / Xbox game projection for students to model/ follow along various fitness/ dance games. -Various web based / teacher viewed/ approved workout videos, games, activities- Dance games, Go-Noodle activities, yoga activities, fitness activities. -Tae Bo -Power Steps -Medicine balls - Yoga -Pilates -Cool down period variations -Isometrics -Use of partners (spotters) -Small groups -Teams -Whole class -Poster or charts with best times, etc. on display on the walls *Listen to music when possible for rhythm and motivation

24 PHYSICAL EDUCATION GRADES K 5 24 Unit Title: 3 Physical Fitness (con t) tempos, rhythms, and musical styles A.1 - Explain the role of regular physical activity in relation to personal health A.2 - Explain what it means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote fitness A.3 - Develop a fitness goal and monitor progress towards achievement of the goal A.1 - Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 - Participate in moderate to vigorous ageappropriate activities that address each component of healthrelated and skill-related fitness. -Proper skills to maintain physical fitness -Proper technique for running, jogging, weight lifting, etc., to maintain a good physical fitness program -A physical fitness program is not the same for everyone, and it is something that will constantly be evolving over time to meet your individual needs at different times in your life. -Proper safety practices for conditioning and the use of any equipment -Purpose of taking your pulse -Proper way to take pulse on self and others Fundamental motor skills such as running, jumping, etc. -The principles of overload: frequency, intensity, duration -The principles of progression -The principles of specificity

25 PHYSICAL EDUCATION GRADES K 5 25 Unit Title: 3 Physical Fitness (con t) A.3 - Develop a health-related fitness goal and track progress using health/fitness indicators A.7 - Evaluate the short- and longterm effects of anabolic steroids and other performanceenhancing substances on personal health. CRP4. - Communicate clearly and effectively and with reason. CRP12. - Work productively in teams while using cultural global competence C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). -How to safely perform fitness activities in relation to space, weather, equipment, etc. -How to properly warmup before participating in strenuous activities; Dynamic and Static stretches OTHER ACTIVITIES & units INCLUDED-elementary based- Aerobics/ Step Aerobics Combatives Dance / Movement/ Rhythm activity Dynamic stretching Jump rope activities Locomotor / running activities Static stretching Tires

26 PHYSICAL EDUCATION GRADES K 5 26 Unit Title: 3 Physical Fitness (con t) F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings. Resources: Essential Materials, Supplementary Materials, Links to Best Practices S.H.A.P.E. America (Society of Health and Physical Educators) Centers for Disease Control and Prevention (2006) Physical Education Curriculum Analysis Tool. Atlanta, GA: Author National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Partnership for 21 st Century Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications JOPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation Internet Resources and Websites Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Adjust rules to fit the needs of the learner. Remediation of fundamental skills where needed Modify skills per individual's needs Utilize peer tutors Adjust size of, or modify, equipment Modify movements; break down movement into simpler steps Consult IEPs and 504 Plans Provide a study guide

27 PHYSICAL EDUCATION GRADES K 5 27 Unit Title: 4 Team Sports Targeted Standards: 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Conceptual Understandings: Students will understand the basic fundamentals and rules of teams sports so that they can be better participants and more educated spectators in their future lives. They will understand that working with others and encouraging teamwork and sportsmanship will build confidence and support within a group. Essential Questions: What is physical education and why is it important in our schools? Unit Assessment: Students will properly execute the fundamentals, apply the rules, demonstrate problem solving, teamwork, sportsmanship, and communication skills while participating in a team sport. Also, teacher observation and questions and answer. The teacher will accomplish assessment through their participation, performance and preparation throughout each unit A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., games, sports, dance, and recreational settings). History of each sport Proper equipment necessary to participate safely All proper terminology associated with the sport All the fundamentals, proper techniques, and skills necessary for each sport The rules and strategies of each sport Proper sportsmanship Safety factors for each activity Objectives of each game Fitness and conditioning benefits of each activity Values of teamwork Communicate and cooperate with their teammates Research and find information on the activity Be a spectator of the sport in the future Appreciate the difficulty and hard work it takes to play a team sport Practice their skills on their own Perform in a short sided or modified game Perform in a regular game Officiate a game Play many positions effectively Keep score effectively Exhibit the qualities of a good teammate Serve as captain or manager -Warm-up activities daily warm- up activities should include both -Dynamic and Static Stretching, followed by sit-ups and push-ups -Group discussion/teacher lecture -Study guides -Student demonstration -Student modeling (highly skilled players) -Individual skills/drills -Partner skills/drills -Group skills/drills -Offensive/defensive skills/drills -Team skills/drills -Lines, circles, relays -Skill/drill stations -Written Tests - Tests -Teacher Observation -PE Grading: - Policies -Procedures -Drills - Practice Games -Game Play -Question and Answers -Progression of

28 PHYSICAL EDUCATION GRADES K 5 28 Unit Title: 4 Team Sports (con t) A.1 - Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities B.2 Explain the difference between offense and defense B.3 Determine how attitude impacts physical performance B.4 - Demonstrate strategies that enable team members to achieve goals B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, How to officiate and manage the activities -The dangers of performance enhancing substances TEAM SPORTS INCLUDE: Cooperative games Cricket Floor Hockey Frisbee Games Basketball Lacrosse Volleyball Touch/Flag Football Soccer Speedball/Ultima te Games Diamond Sports (Kickball Games/ T-ball/Softball Games/Tennis Baseball) Modified indoor activities of a team -Enforce the rules and settle arguments Display good sportsmanship Mentally prepare for participation Use skills learned in one sport and apply them in another Practice for improvement -Participate effectively and to the best of their ability without using performance enhancing substances Modify sports rules, space, equipment, and strategies for indoor play -Circuit training -Position work -Contests individual and team -Scrimmages and modified games -Regular game schedule -Tournament schedule -Students officiate games -Ability grouping and differentiated instruction

29 PHYSICAL EDUCATION GRADES K 5 29 Unit Title: 4 Team Sports (con t) faking, dodging, creating open areas, and defending space) B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments B.1 - Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities B.2 - Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement C.1 Explain what it means to demonstrate good sportsmanship C.2 Demonstrate basic activity and safety rules and explain how they contribute to a safe

30 PHYSICAL EDUCATION GRADES K 5 30 Unit Title: 4 Team Sports (con t) active environment C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment C.1 - Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior C.2- Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety C.3 - Relate the origin and rules associated with certain games, sports, and

31 PHYSICAL EDUCATION GRADES K 5 31 Unit Title: 4 Team Sports (con t) dances to different cultures A.2 Explain what is means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote physical fitness A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity A.2 Participate In moderate to vigorous age- appropriate activities that address each component healthrelated and skills related fitness A.1 Analyze the social, emotional, and health benefits of selected physical experiences A.2 Determine to what extent various activities improve skillrelated fitness versus health-related fitness.

32 PHYSICAL EDUCATION GRADES K 5 32 Unit Title: 4 Team Sports (con t) CRP4. - Communicate clearly and effectively and with reason. CRP12. - Work productively in terms while using cultural global competence C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) F.3 Explain the importance of understanding and following rules in family, classroom, and community settings. Resources: Essential Materials, Supplementary Materials, Links to Best Practices S.H.A.P.E. America (Society of Health and Physical Educators) Centers for Disease Control and Prevention (2006) Physical Education Curriculum Analysis Tool. Atlanta, GA: Author National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Partnership for 21st Century Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Adjust rules to fit the needs of the learner. Remediation of fundamental skills where needed Modify skills per individual's needs Utilize peer tutors Adjust size of, or modify, equipment Modify movements; break down movement into simpler steps Consult IEPs and 504 Plans

33 PHYSICAL EDUCATION GRADES K 5 33 Unit Title: 4 Team Sports (con t) American Heart Association Provide a study guide Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications JOPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. National Association for Sport and PE Internet Resources and Websites