Instructional Unit Cooperative Games/Adventure Activities COOPERATIVE CONCEPTS The students will be -Exhibit role playing Suggested 10.4.3 ADEF -teamwork able to recognize (leadership). Activities/Assessment 10.5.3 AF -trust building positive and negative -Exhibit sportsmanship -teacher observation -communication interactions of small (cooperation, sharing, etc.). -behavior rubric -brainstorming groups by performing -Apply decision making skills. -sportsmanship rating -problem solving cooperative games and -Perform on-task as a small scale -conflict resolution adventure activities. group. ACTIVITIES -Work together to achieve a -Volcano common goal. -nuclear waste transfer -rolling river raft -fling it nets -rock wall challenges -pipeline -buddy walkers -maze challenge -blindfolded obstacle course -crazy 8 -partner relays
Instructional Unit Culminating Challenges CHALLENGE COURSE STATIONS The students will be -Demonstrate proper individual Suggested 10.4.3 ADF -emphasize completing each able to recall and apply movement concepts and skills Activities/Assessment 10.5.3 AB challenge correctly, not racing proper movement to complete challenge activity. -teacher observation MOVEMENT CONCEPTS concepts and skill -Demonstrate proper ball -behavior rubric -reinforcing movement concepts techniques learned handling techniques and skills -sportsmanship rating taught throughout the year throughout the year in to complete challenge activity. scale BALL HANDLING CONCEPTS order to complete the -Apply techniques and skills -reinforce ball handling concepts culminating challenges. with a variety of balls and taught throughout the year variety of manipulatives.
Instructional Unit Fall Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the 3.5 Minute Jog 10.4.3 ABC AND TESTING able to engage in physiological indicators that Assorted muscular -setting goals activities in a variety of accompany moderate to strength exercises -individual goals, not competition settings that promote vigorous physical activity (e.g. -individual goal is to better second cardiovascular and sweating, increased heart rate, grade scores musculoskeletal heavy breathing). -flexibility (stretching) benefits. -Perform activities from -muscular strength (strong) Innovative Fitness Connections -muscular endurance (energy) curriculum -speed and agility -FITT (frequency, intensity, time, type) ASSESSMENTS -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components
Instructional Unit Fall Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the -physiological indicators 10.4.3 ABC AND TESTING able to identify the physiological indicators that that accompany -setting goals components and accompany moderate to moderate to vigorous -individual goals, not competition principles of health- vigorous physical activity (e.i.. physical activity (e.g. -individual goal is to better second related physical fitness sweating, increased heart rate, sweating, increased grade scores by completing the heavy breathing). heart rate, heavy -flexibility (stretching) fitness unit. -Identify the components of breathing). -muscular strength (strong) health-related physical fitness. -components of health- -muscular endurance (energy) related physical fitness. -speed and agility -Identify the principles of -FITT (frequency, intensity, time, health-related physical fitness -principles of healthtype) related physical fitness ASSESSMENTS (FITT). -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components
Instructional Unit Gymnastics/Tumbling/Apparatus SAFETY TECHNIQUES The students will be -Show safety techniques of Suggested 10.4.3 ADE -reinforce techniques previously able to recognize basic self-control, proper use of Activities/Assessment 10.5.3 ABCE taught cognitive concepts equipment, and proper landing -teacher observation -self-control associated with techniques. -behavior rubric -safe landing techniques movement and how to -Exhibit proper techniques of -individual practice time -proper use of equipment use them to guide their stunts, partner stunts, -spotting performance in body balances, and tumbling skills. -tumbling rubric STUNTS / BALANCES management, tumbling, -Apply basic and advanced -station checklist -Individual stunts (bridge, mule kick, and gymnastic skills on skills to gymnastic apparatus. -modified activities etc.) each apparatus with -Perform each challenge -balance activities on various body proper safety course station appropriately. parts (bipod, tripod, headstand) techniques. -jumps in various positions (tuck, pike, straddle) adding a turn (1/4 or 1/2) -partner stunts/pyramids (twin balance, rocking chair, angel, centipede, etc.) TUMBLING -review and practice all previously taught rolls -two-person forward rolls -cartwheel APPARATUS -vaulting--approach mounts (knee, squat, flank, straddle) and dismounts (straddle, tuck, pike, 1/2 turn, 1/1 turn) -bars--pull over, casting, knee circle, double leg swing travel, straight arm shift travel, etc. -floor balance beam-- balances/scales, jumps, leaps, combinations, etc. -climbing skills--rock wall, mountain, ropes, cargo nets, etc. CHALLENGE COURSE STATIONS
Instructional Unit Health-Fitness and Nutrition Wellness 1. Benefits of drinking water before, during, and after exercise 2. Six components of healthrelated physical fitness - Muscular strength - Muscular endurance - Body composition - Cardiorespiratory endurance - Flexibility - Stress management 3. Locate and accurately count pulse beats to determine heart rate 4. Definition of FITT (Frequency, Intensity, Time, and Type) exercise 5. Importance of eating a good breakfast ASSESSMENT 1. List and define key concepts related to the above components
Instructional Unit Health-Substance Abuse Healthy Living Topics (Drug and Alcohol) 1. Drugs and Drug use -Define Drug -Effects on body 2. Alcohol -Behavioral, Individual, and Family Effects -Why people choose to drink -Benefits of not drinking alcohol -Resistance skills 3. Chemical Dependency/Addiction -Alcoholism as a treatable disease 4. Nicotine and Tobacco -Physiological and Behavioral Effects -Resistance skills 5. Marijuana -Define -Behavioral Effects 6. Resources -School Resources 7. Sources of Influences -Examples (television, peers, etc) -Sources of Correct Information
Instructional Unit Jump Ropes UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested 10.4.3 ABCD -reinforce techniques previously able to develop hand- and landing techniques, using Activities/Assessment 10.5.3 ABE taught eye-foot coordination, carpet squares and hoops. -teacher observation -forward and backward spinning balance, footwork, and -Spin and jump using basic and -behavior rubric SINGLE ROPE JUMPING endurance by advanced skills. -individual practice time -individual steps (hot pepper, completing various -Spin with a classmate and straddle jumps, cross-overs, etc.) activities. jump, using basic skills and -partner jumping using long ropes -long rope jumping ROPE JUMPING VARIATIONS -circuit -develop a routine of a combination -modified activities of three different jumps PATRNER JUMPING -belly to belly -back to back -side to side -jump in / jump out LONG ROPE JUMPING -practice previously taught skills -run in, jump, run out -class challenges (numerical runthroughs, numerical jumps) CHALLENGE COURSE STATIONS
Instructional Unit Jump Ropes UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested 10.4.3 ABCD -reinforce techniques previously able to combine three and landing techniques using Activities/Assessment 10.5.3 ABE taught consecutive rope carpet squares and hoops. -teacher observation -forward and backward spinning jumping skills of their -Spin and jump, using basic and -behavior rubric SINGLE ROPE JUMPING choice and design advanced skills. -jump rope routine -individual steps (hot pepper, routines. -Combine rope jumping skills assessment straddle jumps, cross-overs, etc.) with smooth transitions. -individual practice time -Spin with a classmate and ROPE JUMPING VARIATIONS jump, using basic skills using -partner jumping -develop a routine of a combination long ropes -long rope jumping of three different jumps -circuit PATRNER JUMPING -modified activities -belly to belly -back to back -side to side -jump in / jump out LONG ROPE JUMPING -practice previously taught skills -run in, jump, run out -class challenges (numerical runthroughs, numerical jumps) CHALLENGE COURSE STATIONS
Instructional Unit Movement Exploration DODGING AND FLEEING The students will be -Perform body movements on Suggested 10.4.3 ABCD -reinforce previously taught able to perform critical varying levels, pathways, and Activities/Assessment 10.5.3 ABE concepts elements of basic directional changes. -fitness activities -emphasize personal safety movement patterns for -Demonstrate movement incorporating movement through general and personal fundamental skills and concepts of dodging and concepts spatial awareness use them in performing fleeing. -teacher observation FITNESS ACTIVITIES fitness activities. -Apply movement concepts to a -behavior rubric -various tag games (Pac-Man, Fire variety of fitness skills. -question/answer & Ice, Fitness Tag, etc.) assessment -peer evaluation -movement concept checklist -locomotor skill checklist DODGING AND FLEEING The students will be -Demonstrate mature locomotor Suggested 10.5.3A -reinforce previously taught able to demonstrate the patterns in simple combinations. Activities/Assessment concepts main characteristics of -fitness activities -emphasize personal safety the major locomotor incorporating movement through general and personal skill. concepts spatial awareness -teacher observation FITNESS ACTIVITIES -behavior rubric -various tag games (Pac-Man, Fire & Ice, Fitness Tag, etc.) -question/answer assessment -locomotor skill checklist
Instructional Unit Orientation EXPECTATIONS The students will able -Recognize personal space. Suggested 10.4.3 DEF -behavior to distinguish between -Recognize general space. Activities/Assessment -attitude the different spatial -Exhibit self control. -popcorn -effort awareness concepts -partner over and under -sportsmanship in order to move their SAFETY RULES bodies safely. -teacher observation -self control--keep your body and emotions under control at all times -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES -behavior rubric -question/answer assessment
Instructional Unit Orientation EXPECTATIONS The students will be -Exhibit sportsmanship. Suggested 10.4.3 DEF -behavior able to demonstrate -Follow directions. Activities/Assessment -attitude appropriate classroom -Respect equipment. -popcorn -effort management behaviors -Use I Care Rules. -partner over and under -sportsmanship needed for success in SAFETY RULES physical education -teacher observation -self control--keep your body and throughout the school -behavior rubric emotions under control at all times year. -question/answer assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES
Instructional Unit Orientation EXPECTATIONS The students will be -Model appropriate stretches. Suggested 10.4.3 DEF -behavior able to develop -Participate appropriately in Activities/Assessment -attitude physical fitness fitness games. -popcorn -effort components by -partner over and under -sportsmanship completing fitness SAFETY RULES games and stretching -teacher observation -self control--keep your body and activities. -behavior rubric emotions under control at all times -question/answer assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES
Instructional Unit Rhythmics RHYTHM CONCEPTS The students will be -Perform rhythmical movements Suggested 10.4.3 AD -reinforce previously taught able to demonstrate and concepts with smooth Activities/Assessment 10.5.3 AB concepts of rhythmical patterns movement concepts transitions according to the -teacher observation NOVELTY AND GROUP LINE individually, with a beats -behavior rubric RHYTHMS partner, and in small -Exhibit creative self- -group routine -chicken fat groups through general exploration patterns to the assessment -macarena (fast version) space according to music individually, with a -modified activities -electric slide the rhythmical patterns. partner, and in small groups. -boot scoot -slapping leather CREATIVE MOVEMENT EXPLORATION -moving to different rhythmical patterns expressing their own creative movements -combine creative movements into a pattern to music with a partner or small group MANIPULATIVES AND RHYTHMS -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body
Instructional Unit Rhythmics RHYTHM CONCEPTS The students will be -Reproduce rhythmical patterns Suggested 10.4.3 AD -reinforce previously taught able to model using dyna-bands. Activities/Assessment 10.5.3 AB concepts of rhythmical patterns fundamental skills to -Perform rhythmical movements -teacher observation NOVELTY AND GROUP LINE rhythmical patterns and concepts with smooth -behavior rubric RHYTHMS using dyna-bands. transitions according to the -modified activities -chicken fat beats. -macarena (fast version) -Exhibit creative self- -electric slide exploration patterns to the -boot scoot music individually, with a -slapping leather partner, and in small groups. CREATIVE MOVEMENT EXPLORATION -moving to different rhythmical patterns expressing their own creative movements -combine creative movements into a pattern to music with a partner or small group MANIPULATIVES AND RHYTHMS -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body
Instructional Unit Spring Physical Fitness Assessments PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the -physiological indicators 10.4.3 ABC able to identify the physiological indicators that that accompany -setting goals components and accompany moderate to moderate to vigorous -individual goals, not competition principles of health- vigorous physical activity (e.g. physical activity (e.g. -flexibility (stretching) related physical fitness sweating, increased heart rate, sweating, increased -muscular strength (strong) by completing the heavy breathing). heart rate, heavy -muscular endurance (energy) fitness unit. -Identify the components of breathing). -speed and agility health-related physical fitness. -components of health- -FITT (frequency, intensity, time, related physical fitness. type) -Identify the principles of ASSESSMENTS health-related physical fitness -principles of health- -5 minute run each class related physical fitness -walk/run mile (practice and test) (FITT). -teacher observation of fitness components PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the 4.5 Minute Jog 10.4.3 ABC able to engage in physiological indicators that One mile timed jog (2 -setting goals activities in a variety of accompany moderate to trials) -individual goals, not competition settings that promote vigorous physical activity (e.g. Assorted muscular -flexibility (stretching) cardiovascular and sweating, increased heart rate, strength exercises -muscular strength (strong) musculoskeletal heavy breathing). -muscular endurance (energy) benefits. -Perform activities from -speed and agility Innovative Fitness Connections -FITT (frequency, intensity, time, curriculum type) ASSESSMENTS -5 minute run each class -walk/run mile (practice and test) -teacher observation of fitness components
Instructional Unit Striking with a Body Part SOCCER The students will be -Demonstrate continuous Suggested 10.4.3 A 10.5.3 -reinforce previously taught able to communicate progress toward mature status Activities/Assessment A concepts and skills game strategies by of the skills. -teacher observation -juggling using appropriate -Perform skills using dominant -peer evaluation -shooting terms and applying and non-dominant feet or -critical cues skill rubric -field spacing proper techniques for hands. -practice skills individually, with a game-like activities. -Apply game concepts and -behavior rubric partner, and in small groups principles during modified -individual practice time -use nerf soccer balls inside activities MODIFIED ACTIVITY -circuit -circle soccer -partner activities VOLLEYBALL -modified activities -reinforce previously taught (trainer volleyballs/nerf concepts and skills with a partner soccer balls) or in small groups -underhand serve -use trainer balls -rotation MODIFIED ACTIVITY -space invaders CHALLENGE COURSE STATIONS
Instructional Unit Striking with a Body Part SOCCER The students will be -Demonstrate continuous Suggested 10.4.3 A 10.5.3 -reinforce previously taught able to demonstrate progress toward mature status Activities/Assessment A concepts and skills ball control and body of the skills. -teacher observation -juggling control by completing -Perform skills using dominant -peer evaluation -shooting movement concepts and non-dominant feet or -critical cues skill rubric -field spacing for all activities by hands. -practice skills individually, with a kicking, trapping, -Apply game concepts and -behavior rubric partner, and in small groups bumping, and setting. principles during modified -individual practice time -use nerf soccer balls inside activities MODIFIED ACTIVITY -circuit -circle soccer -partner activities VOLLEYBALL -modified activities -reinforce previously taught (trainer volleyballs/nerf concepts and skills with a partner soccer balls) or in small groups -underhand serve -use trainer balls -rotation MODIFIED ACTIVITY -space invaders CHALLENGE COURSE STATIONS
Instructional Unit Striking with a Manipulative SOFTBALL/WHIFFLE BALL The students will be -Record score of modified Suggested 10.4.3 A 10.5.3 -reinforce previously taught skills able to communicate game of whiffle ball. Activities/Assessment ABC and base running concepts game strategies by -teacher observation -hitting a teacher pitched ball using appropriate -behavior rubric -field positions and rules (forces, terms, calculating -critical cues skill rubric tagging, tagging up, etc.) scores, and applying LEAD-UP ACTIVITY proper techniques for -peer evaluation -wack ball game-like activities. TENNIS -grip -ready position -volley up, volley down -forehand (partner toss and hit) -backhand (partner toss and hit) SOFTBALL/WHIFFLE BALL The students will be -Refine movement of swinging Suggested 10.4.3 A 10.5.3 -reinforce previously taught skills able to develop hand- a bat. Activities/Assessment ABC and base running concepts eye-coordination by -Transfer batting technique to -teacher observation -hitting a teacher pitched ball striking a moving ball apply to using a tennis racket. -behavior rubric -field positions and rules (forces, with manipulative -Strike a ball repeatedly with a -critical cues skill rubric tagging, tagging up, etc.) objects. tennis racket. LEAD-UP ACTIVITY -Receive and send a ball with a -peer evaluation -wack ball continuous motion. TENNIS -grip -ready position -volley up, volley down -forehand (partner toss and hit) -backhand (partner toss and hit)
Instructional Unit Throwing and Catching UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested 10.4.3 DF -reinforce techniques previously able to develop the mature status of the skills done Activities/Assessment 10.5.3 ABE taught ability to control the in a continuous motion while -teacher observation -emphasize use of both dominant use of fundamental stationary and on the move. -peer evaluation and non-dominant hand throughout patterns of throwing -Perform skills using dominant -critical cues skill rubric lessons and catching a variety and non-dominant hands. BASKETBALL of manipulative objects. -behavior rubric -ball handling skills (around the -individual practice time waist, leg-waist-head rhythm, figure eight, etc.) -circuit -bounce pass and chest pass -partner activities stationary -bounce pass and chest pass on the move -use junior basketballs SOFTBALL / WHIFFLE BALL -catching with a glove -grounders and pop-ups FOOTBALL -throwing to a moving target -catching while moving -use nerf footballs FRISBEE -throwing -catching -throwing to a target -start with nerf frisbees and move to plastic frisbees CHALLENGE COURSE STATIONS
Instructional Unit Throwing and Catching UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested 10.4.3 DF -reinforce techniques previously able to combine mature status of the skills done Activities/Assessment 10.5.3 ABE taught fundamental and in a continuous motion while -teacher observation -emphasize use of both dominant specialized throwing stationary and on the move. -peer evaluation and non-dominant hand throughout and catching skills -Perform skills using dominant -critical cues skill rubric lessons during all activities to and non-dominant hands. BASKETBALL improve personal and -behavior rubric -ball handling skills (around the group performances. -individual practice time waist, leg-waist-head rhythm, figure eight, etc.) -circuit -bounce pass and chest pass -partner activities stationary -bounce pass and chest pass on the move -use junior basketballs SOFTBALL / WHIFFLE BALL -catching with a glove -grounders and pop-ups FOOTBALL -throwing to a moving target -catching while moving -use nerf footballs FRISBEE -throwing -catching -throwing to a target -start with nerf frisbees and move to plastic frisbees CHALLENGE COURSE STATIONS