Strategies PEL Observational checklist. Essential Question: Why is it important to understand how my body moves? Strategies PEL.1.4.

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1 1 st Quarter Enduring I can control my body movements. Standard 1: Motor Skills and Movement- demonstrate competency in motor skills and understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Enduring I can control my body movements. Standard 1: Motor Skills and Movement- demonstrate competency in motor skills and understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. CURRICULUM DOCUMENT GRADE: 4 th Grade SUBJECT: Physical Education Question: Why is it important to understand how my body moves? PEL Identify Identify and perform muscle movements using the groups musculoskeletal system PEL Demonstrate game strategies of chasing, fleeing, and evading al checklist Question: Why is it important to understand how my body moves? PEL Teacher Create and defend observation space, display readiness, and cover areas utilizing motor skills (e.g., tag games) PEL Apply locomotor movements in a variety of lead-up games Teacher observation

2 I need to be physically fit for good health. Standard 2: Health Related Fitness achieve and maintain a health-enhancing level of physical fitness. Question: Why is it important for me to be physically fit? PEL Understand that the Body Mass Index (BMI) is a height/weight ratio that can be affected as a result of nutrition, exercise practices, and growth BMI PEL Understand the meaning of body metabolism: at rest during activity metabolism PEL Recognize that body functions are unique and each person requires similar nutrients but in different amounts

3 PEL Participate in a nationally recognized health-fitness assessment for the purpose of setting ageappropriate personal goals and improving levels of body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment) PEL Participate in a nationally recognized health-fitness assessment for the purpose of setting ageappropriate personal goals and improving levels of cardiorespiratory endurance (e.g., mile run, halfmile run, PACER, heart rate recovery, walk test) Test participation Test participation

4 I need to be physically fit for good health. Standard 2: Health Related Fitness achieve and maintain a health-enhancing level of physical fitness Question: Why is it important for me to be physically fit? PEL Explain the consequences of poor flexibility on the ability to perform various activities PEL Participate in a nationally recognized health-fitness assessment for the purpose of setting ageappropriate personal goals and improving levels of flexibility (e.g., v-sit, back-saver, sit and reach, trunk lift, shoulder stretch) PEL Understand the number of days per week one should perform muscular strength activities PEL Participate in a nationally recognized health-fitness assessment for the purpose of setting ageappropriate personal goals and improving muscular strength (e.g. push-ups, modified push-ups, pull-ups, bicep strength, grip strength) Teacher observation Test participation Name activities Test participation Flexible

5 I need to be physically fit for good health. Standard 2: Health Related Fitness achieve and maintain a health-enhancing level of physical fitness Enduring Support services are available to help me. Standard 3: Lifetime Sports and Recreation demonstrate an understanding of the importance and health benefits of participating in lifetime sports and recreation. Question: Why is it important for me to be physically fit? PEL Understand the number of days per week muscular endurance activities should be performed for improvement PEL Participate in a nationally recognized health-fitness assessment for the purpose of setting ageappropriate personal goals and improving muscular endurance (e.g., curl-ups, partial curl-ups) Test participation Question: What services are available to help promote healthy lifestyles? PEL Class Categorize physical discussion activities into health participation benefits (e.g., crabwalk improves strength, chasing and fleeing games improve cardio-respiratory)

6 2nd Quarter Enduring I can control my body movements. Standard 1: Motor Skills and Movement - demonstrate competency in motor skills and understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Question: Why is it important to understand how my body moves? PEL Perform simple sequences to multi-cultural dances in time to music (e.g., grapevine, schottische, steptogether-step) PEL Throw an object with increased velocity and accuracy Checklist Checklist PEL Catch an object thrown with increased velocity or catch an object while moving Checklist PEL Use feet to dribble with control and agility at a greater speed PEL Dribble around moving obstacles using both hands while moving at a greater speed Checklist checklist Ball Dribble Agility

7 I can control my body movements. Standard 1: Motor Skills and Movement - demonstrate competency in motor skills and understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Question: Why is it important to understand how my body moves? PEL Use a variety of kicks with defenders and show increased velocity and accuracy PEL Strike a ball with increased velocity and accuracy PEL Demonstrate a mature pattern of volleying during a game situation PEL Participate in modified games that utilize basic motor skills checklist checklist checklist Teacher observation Ball, bat Basic motor skill Volley

8 I can control my body movements. Standard 2: Health Related Fitness achieve and maintain a healthenhancing level of physical fitness. Question: Why is it important to understand how my body moves? PEL Locate carotid and radial arteries to calculate heart rate PEL Monitor intensity of exercises using a target heart rate chart checklist checklist Carotid Radial artery Heart rate Heart rate PEL Maintain a moderate to vigorous intensity level in a variety of activity settings (e.g., jump rope, tag, dancing) checklist Aerobic activity

9 I need to be a good sport. Standard 3: Lifetime Sports and Recreation demonstrate an understanding of the importance and health benefits of participating in lifetime sports and recreation Question: Why do I need to demonstrate good sportsmanship? PEL Discuss opportunities for individual, dual, and team participation PEL Identify recreational activities PEL Understand that crosslateralization (crossing the midline) integrates and energizes the brain to enhance learning (e.g., gravity force trajectory, spin as related to ballhandling skills)multiplication) Venn diagram Recreation

10 I need to be a good sport. Standard 4: Personal and Social Behavior demonstrate responsible personal and social behavior that respects self and others in physical activity settings. Question: Why do I need to demonstrate good sportsmanship? PEL Choose responsible decisions according to the rules and boundaries associated with physical activities Teacher observation PEL Exhibit responsible and respectful behavior in different social situations (e.g., being a good loser and being a humble winner) PEL Exhibit teamwork skills in activity settings (e.g., team games, team building activities, parachute) Teacher observation Teacher observation

11 3rd Quarter Enduring I am different. Standard 1: Motor Skills and Movement demonstrate competency in motor skills and understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Question: What are some of the different characteristics people have? PEL Step toward and strike a stationary object checklist Standard 5: Human Growth and Development understand characteristics relating to growth and development. HW Identify the basic parts of the following systems: digestive circulatory respiratory muscular skeletal nervous Teacher-made assessment/ Frayer models Science connection Digestive, circulatory, respiratory, muscular, skeletal, nervous systems HW Demonstrate how senses affect the body HW Identify and describe bodily changes that occur as a result of the aging process Science connection Science connection

12 I am different. Question: What are some of the different characteristics people have? Standard 6: Disease Prevention evaluate and exhibit behaviors that reduce risks of chronic and communicable diseases. HW Identify causes of communicable and noncommunicable diseases (e.g., congenital, lifestyle, environment) Venn diagram w/ Communicable disease noncommunicable disease congenital HW Identify noncommunicable diseases (e.g., asthma, heart disease, allergies) HW Explain the importance of prevention or early detection and treatment of diseases Venn diagram w/ Teacher observation Noncommunicable disease Disease HW Explain how parasites infect the body Teacher-made assessment Parasite

13 I can make good decisions. Standard 7: Community Health and Promotion demonstrate the ability to access valid health information, products, and services that promote consumer, community, and environmental health. Question: What are positive ways to contribute to healthy choices for self and community? HW Locate resources that provide health information concerning consumer health issues and services HW Identify roles and responsibilities of school and communities to promote a healthy environment HW Discuss the messages of media sources that contribute to health information Consumer health Recycle, reduce, reuse

14 I can make good decisions. Standard 8: Healthy Life Skills and Relationships demonstrate the ability to use decision-making, goalsetting and interpersonal communication skills. Question: What are positive ways to contribute to healthy choices for self and community? HW Venn diagram Compare and contrast consequences of various choices HW Apply strategies that demonstrate care, consideration, and respect for others HW Apply skills that promote positive conflict resolution (e.g., role play HW Apply verbal and nonverbal communication skills in different types of relationships: friendship family romantic Verbal/ nonverbal communication

15 I can make good decisions. Standard 9: Alcohol, Tobacco, and Other Drugs demonstrate the ability to use drug knowledge and decision-making skills to address the use and abuse of medications, alcohol, tobacco, and other drugs Question: What is okay to put into my body? HW List and describe appropriate uses for prescription and over- thecounter medicines HW Explain why following directions is important when using medicines Prescription, over-thecounter medicine HW Discuss the harmful chemicals found in tobacco products HW Identify and examine consequences of the use of tobacco Addictive

16 I can make good decisions. Question: What can I do avoid or reduce my health risks? Standard 9: Alcohol, Tobacco, and Other Drugs demonstrate the ability to use drug knowledge and decision-making skills to address the use and abuse of medications, alcohol, tobacco, and other drugs HW Identify the legal age to purchase tobacco products HW Describe the long term effects (e.g., liver damage) and short term effects (e.g., loss of body control) of alcohol use HW Identify and examine physical, psychological, and social consequences of alcohol use HW Identify illegal drugs (e.g., marijuana, methamphetamine, cocaine/crack) HW Model appropriate ways to respond to unhealthy situations (e.g., say NO, ignore, walk away) Illegal drug Refusal skill

17 I can make good decisions. Standard 10: Personal Health and Safety recognize and practice healthenhancing behaviors to avoid or reduce health risks. Question: What can I do avoid or reduce my health risks? HW Demonstrate the ability to monitor personal feelings and behaviors HW List ways to manage different kinds of stress Unhealthy behavior Stressor HW Demonstrate personal hygiene practices that support wellness HW Explain the importance of preventing tooth decay Hygiene Tooth decay, cavity HW Understand the relationship between sugar, bacteria, and acid production (eg., sugar + bacteria = acid; acid + tooth = decay)liquid/sodas

18 4th Quarter Enduring I can make good decisions. Standard 10: Personal Health and Safety recognize and practice healthenhancing behaviors to avoid or reduce health risks. Question: What can I do avoid or reduce my health risks? HW Identify ways to protect teeth: wear a mouth guard when playing sports avoid chewing pencils or similar objects avoid smoking or using smokeless tobacco avoid using teeth for tools use dental sealants use fluoride toothpaste HW Analyze the importance of traffic safety rules HW Apply school safety rules that will prevent injury, accidents, or food poisoning in specific situations HW Formulate safety plans for emergencies that occur in the home and/or school

19 I can make good decisions. Standard 10: Personal Health and Safety recognize and practice healthenhancing behaviors to avoid or reduce health risks. Question: What can I do avoid or reduce my health risks? HW Distinguish between emergency and non-emergency situations ) HW Demonstrate Stop, Drop, and Roll when clothing is on fire HW Identify abuse and assault as a form of violence emergency HW Identify sources to report abuse, harassment, violence, and injury

20 I can make good decisions. Standard 11: Nutrition understand concepts related to nutrition and develop skills for making healthy food choices Question: What can I do avoid or reduce my health risks? HW Plan healthy meals and snacks using MyPyramid Guidelines ( HW Explain the relationship among food intake, physical activity, and weight management (e.g., explain how caloric intake impacts exercise and how exercise affects caloric output) HW Record in a food diary healthy and unhealthy choices HW Explain how nutrients in foods contribute to health (e.g., calcium for good bones and teeth, carbohydrates for energy)

21 I can make good decisions. Standard 11: Nutrition understand concepts related to nutrition and develop skills for making healthy food choices Question: What can I do avoid or reduce my health risks? HW Examine the Nutrition Facts Label to locate specific components (e.g., fats, proteins) HW Identify the important nutrients in each of the food groups of the MyPyramid guide