Curriculum Guide for Physical Education Parent Guide

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1 Curriculum Guide for Physical Education Parent Guide District Mission The South Brunswick School District will prepare students to be lifelong learners, critical thinkers, effective communicators and wise decision makers. This will be accomplished through the use of the New Jersey Core Curriculum Content Standards (NJCCCS) and/or the Common Core State Standards (CCSS) at all grade levels. The schools will maintain an environment that promotes intellectual challenge, creativity, social and emotional growth and the healthy physical development of each student. ~Adopted Curriculum Aligned to NJ Core Curriculum Content Standards (NJCCCS) Annual Board Approval of Physical Education Curriculum August 2015 This curriculum is approved for all regular education programs as specified and for adoption or adaptation by all programs including those for Special Education, English Language Learners, At- Risk Students and Gifted and Talented Students in accordance with Board of Education Policy. 1

2 Note to Parents The curriculum guide you are about to enter is just that, a guide. Teachers use this document to steer their instruction and to ensure continuity between classes and across levels. It provides guidance to the teachers on what students need to know and able to do with regard to the learning of a particular content area. The curriculum is intentionally written with some spaces in it so that teachers can add their own ideas and activities so that the world language classroom is personalized to the students. How to Read the Curriculum Document Curriculum Topic Grade Level Summary Rationale Interdisciplinary Connections 21 st Century Connections Terminology Standards Enduring Understandings Essential Questions Objectives Assessments Lesson Plans & Pacing Resources Area of content (e.g. Science) Course or Unit of Study (e.g. Biology) Grade Level Cluster (e.g. High School) or specific grade level (e.g. Kindergarten) A brief overview of the course or unit of study. A statement as to why we are teaching this course or unit. Which other areas of content to which there is major linkage. For example, a health education unit might link to science, language arts, social studies, art, physical education, etc. How this course or unit is preparing students to be college and career ready. Referred to as S.A.L.T., each course or unit indicates which of the following it is building: Skills such as critical or creative thinking, collaboration, communication, or core values Awareness such as global, cross- cultural or career. Literacy such as information, media, technology, etc. Traits necessary for success in life and careers such as productivity. Key vocabulary and terms Here you will find the standards that this course or unit of study is addressing. Our curriculum is standards- based. The standards are the foundation of the unit. You can get more information on state standards by going to the NJ Department of Education at The big ideas, concepts or life lessons that students walk away with at the end of a unit of study. Open ended questions that are considered throughout the unit of study. These are big, worthy of wonder questions often with multiple responses. The discrete skills and knowledge that students will gain during the unit of study. Assessments (tests, quizzes, projects, activities) that tell us if the students grasped the enduring understandings of the unit. Scope and sequence of lessons: how many, how long & approximately in what order. Major resources associated with the course or unit. 2

3 Acknowledgments We are appreciative of the leadership provided by our curriculum specialists as well as the talent, work and effort of the teachers who served on our curriculum writing teams. In many cases, our units are home- grown. While aligning with state and national standards, they are designed with the needs of the South Brunswick student population in mind. Articulation The Physical Education teachers throughout the District meet several times each year in Job Alike Groups and Professional Learning Communities to keep abreast of curricular and programmatic trends, changes and issues and to analyze student progress data. Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity. ~ John F. Kennedy 3

4 Table of Contents Overview of Physical Education K-12 Philosophy/Mission/Goals/Overview Habits of Mind Program Environment and Delivery Enduring Understandings, Essential Questions, Assessments Fitnessgram 21 st Century Connections National and State Standards for Physical Education Resources Physical Education Curriculum Maps K-12 Curriculum Maps: Scope and Sequence Charts o Elementary o Middle o High School Elementary Curriculum Mission Description Standards Enduring Understandings Essential Questions Knowledge and Skills Terminology Assessments 21 st Century Connections Resources Suggested Skills/Activities 4

5 Overview: Physical Education Statement of Philosophy/Goals Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Physical activity is critical to the development and maintenance of good health for both the body and the mind. Studies have shown a correlation between fitness and academic performance: Physical Fitness Level = Academic Achievement. The New Jersey Department of Education combines standards for Health and Physical Education in its development of standards. The South Brunswick School District recognizes this clear connection but chooses to separate these content areas in order to emphasize the unique importance of each. This is why The Physical Education Curriculum was prepared using the National Standards for Physical Education as well as the New Jersey Core Curriculum Content Standards. Habits of Mind The National Association for Sport and Physical Education s (NASPE) definition of a physically educated person includes 5 major focus areas: To pursue a lifetime of healthful physical activity, a physically educated person: Has learned skills necessary to perform a variety of physical activities; Knows the implications of and the benefits from involvement in physical activities; Does participate regularly in physical activity; Is physically fit; Values physical activity and its contribution to a healthful lifestyle. Physical Education Environment Our Physical Education gymnasiums are effective standards-based environments that foster understanding of physical fitness, skill development, competition and cooperation through a meaningful content that provides: Instruction in a variety of motor skills that are designed to enhance the physical, mental, and social/emotional development of every child. Fitness education and assessment to help children understand, improve, and/or maintain their physical well-being. Development of cognitive concepts about motor skill and fitness. Opportunities to improve their emerging social and cooperative skills and gain a multicultural perspective. Promotion of regular amounts of appropriate physical activity now and throughout life. 5

6 Enduring Understandings 1 Physical education is an integral part of the total education of every child from kindergarten through grade 12. Quality physical education programs are needed to increase the physical competence, healthrelated fitness, self-responsibility, and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Our physical education program aims to provide these benefits by including the following: Skill development- Physical education develops motor skills that allow for safe, successful, and satisfying participation in physical activities. Regular, healthful physical activity- Physical education provides a wide range of developmentally appropriate activities for all children and youth. It encourages young people to choose to be physically active and aware of the benefits of such a choice. Improved physical fitness- Quality physical education improves cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition. Support for other subject areas- Physical education reinforces knowledge learned across the curriculum and serves as a laboratory for application of content in science, math, and social studies. Self-discipline- Physical education facilitates development of responsibility for personal health, safety, and fitness. Improved judgment - Quality physical education influences moral development. Students learn to assume leadership, cooperate with others, and accept responsibility for their own behavior. Stress reduction- Physical activity becomes an outlet for releasing tension and anxiety and facilitates emotional stability and resilience. Strengthened peer relations- Physical education is a major force in helping children and youth socialize with others successfully and provides opportunities to learn positive social skills. Especially during late childhood and adolescence, being able to participate in dances, games, and sports is an important part of youth and peer cultures. Improved self-confidence and self-esteem- Physical education instills a stronger sense of selfworth in young people based on their mastery of skills and concepts in physical activity. They become more confident, assertive, independent, and self-controlled. Experiencing goal setting- Physical education gives children and youth the opportunity to set and strive for personal, achievable goals. 1 *Excerpt from Moving into the Future: National Standards for Physical Education 6

7 Essential Questions How can I develop my physical skills and improve my physical fitness? Which activities will lead to regular, healthful living? Which core academics are applied in physical education? What does it take to have self-discipline? What can I do to improve my judgment skills? What activities will reduce stress? Strengthen peer relations? Improve self confidence? How do I set SMART goals for myself? (specific, measureable, attainable, realistic, time-bound) Program Delivery Elementary Schools: In grades K-2, students receive a minimum of 60 minutes of Physical Education instruction each week. This is in addition to a daily 30 minute recess period. In grades 3-5, students receive a minimum of 70 minutes of Physical Education instruction each week. This is in addition to a daily 30 minute recess period. Middle School: In grades 6-8, students receive 40 minutes of Physical Education instruction every other school day. High School: In grades 9-12, students receive 88 minutes of Physical Education instruction, every other day, during three, of the four, marking periods. Freshmen and sophomores participate in a sequential curriculum of activities. Juniors and seniors are offered a choice of elective activities, twice each marking period. Assessment There are multiple and varied forms of assessment at each grade level. Formative Assessments Rubric for: Participation Preparation Effort Skill Fitness 7

8 Benchmark Summative Assessments Assessments at the Elementary Level: Grades K-2: The development of a skills assessment has been developed and will be piloted in the school year. Grades 3-5: Targeted units of study (Volleyball, Fitness) Grades 4-5: FitnessGram Assessments at the Middle Level: FitnessGram Targeted units of study (Archery, Volleyball, Health) Grading Rubric based on participation, preparation, effort/skill, and fitness Assessments at the High School Level: 9-10 Pre-Post End of Unit Written Assessment (common unit)-forced cycle (Pilot) 11 Pre-Post End of Unit Written Assessment (common unit)- forced cycle (Pilot) 12 Pre-Post End of Unit Written Assessment (common unit)- forced cycle (Pilot) Fitnessgram Fitnessgram Fitnessgram is a comprehensive health-related fitness and activity assessment and computerized reporting system. It helps schools report out whether or not a student achieved the criterion-referenced standards for physical activity or fitness. Students are scored using criterion-referenced standards. These standards are age and gender specific and are established based on how fit children need to be for good health. The District is linked to a database system that allows data on individual students to be tracked and compiled over time. The system is designed to assess cardiovascular fitness, muscle strength, muscular endurance, flexibility, and body composition. Important Notes: Results gathered and shared each year will be used as a snapshot of fitness levels. The intent of the personal testing is to help students evaluate their level of health-related fitness. Although the results on the fitness testing are not a direct determinant of student s grade, personal fitness matters. South Brunswick will not emphasize only fitness activities, as this would shortchange students in other areas such as skill development, social skills, and positive attitudes toward physical activity. District analysis will be conducted to view group data for curriculum development. South Brunswick will be interested in tracking trends over time. Changes in passing rates can be useful information for curriculum planning. Height/weight is used to determine body mass index. Student Report Fitnessgram produced a student report, which provides personalized feedback that can help a child and parent become more informed about levels of health-related fitness. It is an easy to read report that uses bar charts to indicate fitness levels for each of the completed tests. Students with favorable scores will fall in the Healthy Fitness Zone (HFZ). Students not reaching this level receive supportive messages and prescriptive feedback about how to be more active and how to improve their scores. Fitness Tests Fitnessgram tests include the following: 1. Pacer/Aerobic Capacity 8

9 This is a Progressive Aerobic Cardiovascular Endurance Run. Objective: To run as long as possible back and forth across a 20 meter space at a specified pace that gets faster each minute. 2. Curl Ups These test strength and endurance of the abdominal muscles. Objective: Complete as many curlups as possible at a specified pace 3. Sit and Reach This tests flexibility. Objective: To reach a specified distance on the right and left sides of the body. The distance is adjusted for age and gender. 4. Push Up This tests Upper body strength and endurance. Objective: To complete as many 90 degree pushups as possible at a rhythmic pace. 5. Trunk Lift This is a trunk extension test done without limiting the lift to 12 inches. Objective: To lift the upper body off the floor using the muscles of the back and hold the position to allow for the measurement. National Standards for Physical Education Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. The national standards, which informed our work, can be found at A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Physical Education New Jersey Core Curriculum Content Standards The New Jersey Core Curriculum Content Standards for Physical Education were revised in The South Brunswick curriculum was developed to meet the objectives as stated in the NJ State Department of Education Core Curriculum Content Standards (NJCCCS) at Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. A. Movement Skills and Concepts B. Strategy 9

10 C. Sportsmanship, Rules and Safety 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. A. Fitness and Physical Activity Health Education New Jersey Core Curriculum Content Standards In addition, the PE curriculum also reinforces several of the Health Education standards as well: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle A. Personal Growth and Development B. Nutrition C. Diseases and Health Conditions D. Safety E. Social and Emotional Health 2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle A. Interpersonal Communication B. Decision-Making and Goal Setting C. Character Development D. Advocacy and Service E. Health Services and Information 2.3 Drugs and Medicines All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle A. Medicines B. Alcohol, Tobacco, and Other Drugs C. Dependency/Addiction and Treatment 2.4 Human Relationships and Sexuality All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle A. Relationships B. Sexuality C. Pregnancy and Parenting 21 st Century Connections 8.1 Technology (Education Technology) / 8.2 Technology (Engineering and Design) 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation 9.4 Career Clusters Character Education (Core Values) 10

11 Resources Elementary Schools Moving into the Future: National Standards for Physical Education (NASPE) Children Moving: A Reflective Approach to Teaching Physical Education (Graham) Middle School Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Teaching Middle School Physical Education (Mohnsen) Adventure Curriculum for Physical Education, Middle School (Panicucci) High School Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Physical Activity & Sport for the Secondary School Student (Dougherty) Adventure Curriculum for Physical Education, High School (Panicucci) 11

12 Elementary Scope and Sequence: Grades K-5 P = Prepare Students experience a new concept physically without labeling. I = Introduce Students develop an awareness and experience the new concept, skill, or strategy at a developmentally appropriate level. D = Develop Students receive direct instruction with some assessment for developmentally appropriate mastery. A = Apply Students apply previously taught skills at a consistent, expected level of performance without direct instruction. LOCOMOTOR SKILLS K Running I, D I, D I, D A A A Hopping I, D I, D D A A A Skipping I, D I, D I, D D, A A A Galloping I, D I, D D A A A Chasing P, I D D A A A Fleeing P, I D D D, A A A Dodging P, I D D D, A A A MANIPULATIVE Throwing I, D D D D D, A A Catching I, D D D D D, A A Collecting P I D D D D Kicking I, D D D D D, A A Punting P I D D D Dribbling I, D D D D D, A A Volleying P, I I D D D D Striking (with short handled implements) P, I I D D D D 12

13 Striking (with long handled implements) P I D D D D NON-MANIPULATIVE K Turning P, I, D P, I, D I, D I, D D, A D, A Twisting P, I, D P, I, D I, D I, D D, A D, A Rolling P, I, D P, I, D I, D I, D D, A D, A Balancing P, I, D P, I, D I, D I, D D, A D, A Transfer of Weight P, I, D P, I, D I, D I, D D, A D, A Jumping and Landing P, I, D P, I, D I, D I, D D, A D, A Stretching P, I, D P, I, D I, D I, D D, A D, A Curling P, I, D P, I, D I, D I, D D, A D, A PHYSICAL FITNESS Muscular Strength and Endurance P P, I I D D D Flexibility P P, I I D D D Cardiovascular P, I I D D D D At the elementary school level locomotor skills, manipulative and non-manipulative skills are routinely addressed through active participation in the activities designed by the physical education teachers. Activity-based fitness is emphasized rather than fitness through formal exercises/calisthenics. 13

14 Middle School Scope and Sequence: Grades 6-8 At the middle school level, Physical Education instruction is addressed through active participation in a sequence of activity units. Fitness is adressed through a specific Fitness unit as well as through fitness activities imbedded in each activity unit. ACTIVITY STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) STANDARD 2.6 (FITNESS) Archery A1-3, B1-2, B5, D1-2, E1 A3, B1, C1 Badminton A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Basketball A1-6, B1-2, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Creative Games A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-2, C5 Fitness A1-6, B1-6, B5, C1, D1-2, E1 A1-6, B1-4, C1-5 Flag Football A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Frisbee Golf A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-3, C5 Mass Games A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Pickleball A1-3, A5-6, B5-6, D1-2, E1 A1-2, B1, C1-2 Ping Pong A1-3, A5-6, B1, B5, C1, D1-2, E1 A1-2, B1, C1-2 Rock Wall A1-7, B1-5, D1-2, E1 A1-2, B1, C1-2, C5 Soccer A1-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Speedball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Team Handball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Tennis A1-6, B1-2, B5, C1, D1-2 A1, B1-2, B5, C1-3, C5 Track and Field A1-6, B1-2, B4-6, D1-2, E1 A1-2, B1, B3, C1-3, C5 Ultimate Frisbee A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5 Volleyball A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5 14

15 High School Scope and Sequence: Grades 9-12 At the high school level, Physical Education instruction is addressed through active participation in a sequence of activity units. Freshmen and sophomores participate in a sequential program while juniors and seniors are offered a sequence of elective activities. Fitness is addressed through a specific Fitness unit as well as through fitness activities embedded in each activity unit. ACTIVITY STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) STANDARD 2.6 (FITNESS) STANDARD 9.1 (CRITCAL THINKING) Aerobics A1-5, B1-3, C1-2 A1-A5 Basketball A1-2, B1-3, C1-3 A1-A5 A1, F2 Dance A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Fitness A1-4, B1-3, C1-2 A1-A5 Flag Football A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Frisbee Golf A1-2, A4, B1-3, C1-2 A1 Golf A1-2, A4, B1-3, C1-2 A1 Gymnastics A1-4, B1-3, C1-2 A1-A5 Handball A1-2, B1-3, C1-3 A1-A5 Indoor/Outdoor Games A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Pickleball A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Project Adventure A2, A4, B2, B3, C2 A1 Recreational Games A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Silly Games A1-2, A4, B1-3, C1-2 A1 Soccer A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Speedball A1-2, B1-3, C1-2, C3 A1-A5 Strength Training A1-2, A4, B1-3, C1-2, C3 A1-A5 Tennis A1-2, A4, B1-3, C1-2 A1 Track and Field A1-2, A4, B1-3, C1-2 A1 Ultimate Frisbee A1-2, B1-3, C1-3 A1-A5 Volleyball A1-2, B1-3, C1-3 A1-A5 Walking/Fitness A1-4, B1-3, C1-2 A1-A5 15

16 Elementary PE Curriculum 16

17 Overview: Elementary Physical Education Content: Physical Education Course Title: Physical Education Curriculum for Kindergarten to Fifth Grade Overview: In the South Brunswick School District, Physical Education is viewed as an integral part of the total education program. It offers a unique contribution to a child s development of knowledge, skills, attitudes, social interactions and cultural understanding. Children are actively engaged in the processes of learning, exploring, creating, responding, observing and performing a range of movements and concepts designed to fully integrate critical thinking with motor development. This curriculum serves as a guide for the Kindergarten to Fifth grade physical education teachers as they develop and implement the Physical Education program in their school. The curriculum is in compliance with the New Jersey Department of Education Comprehensive Health and Physical Education Standards and the Visual and Performing Arts Standards and represents the current best practices and research in the Physical Education discipline. Mission: The mission of the Physical Education curriculum is to provide activities that develop in students the skills, knowledge and behaviors that lead to gaining and maintaining a healthy active lifestyle. Description: Four content areas form the foundation for unit and lesson development. The content areas represent the range of skills and knowledge appropriate for the kindergarten to fifth grade program and provide children with the types of experiences needed to develop a healthy active lifestyle. 1. LOCOMOTOR CONCEPTS AND SKILLS Locomotor skills form the foundation of gross motor coordination and involve large muscle movement. Attaining locomotor skills is the ability to move the body from one place to another alone or with others or to project the body upward. 2. FITNESS CONCEPTS AND SKILLS Fitness is the capacity of the heart, blood vessels, lungs, and muscles to function at optimum efficiency. Four main components of the health related physical fitness: muscular strength, muscular endurance, cardiovascular endurance, flexibility, and body composition. Muscular strength is the amount of force the muscle can produce. Muscular endurance is the muscles' ability to produce that force for a period of time. Cardiovascular endurance is the body's ability to undergo vigorous exercise for a long time. Flexibility is the ability to use joints fully; it is the capacity of a joint to move through its potential range of motion. Students understand the importance of regular physical activity and its lifelong benefits. 3. MANIPULATIVE CONCEPTS AND SKILLS Manipulative skills are the motor skills used in sport and games. The development of these skills allows students to engage in activities at a more advanced level. Children focus on acquiring the fundamental skills of throwing, catching, kicking, volleying, dribbling, and striking. 4. NON-MANIPULATIVE CONCEPTS AND SKILLS Attaining non-manipulative skills involves the ability of the body to balance and transfer weight from one body part to another by becoming increasingly aware, and at the same time, by gaining a feeling of motion 17

18 and stillness. The non-manipulative skills form the foundation of gross motor coordination and involve large muscle movement. Typically, non-manipulative movements of rotation, transferring weight, and stationary balancing are coordinated to create patterns or sequences that can be performed with or without music in dance or gymnastics. In the early elementary years, the movement sequences are simple. As children develop and mature, their sequences can become quite complex. Standards: NJCCS 2.5 Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Enduring Understandings: To achieve a healthy lifestyle, you must value physical activity. To be physically fit, you must learn, practice and participate in a variety of physical fitness activities. There are health benefits that are derived from involvement in physical activities: Skill development Improved health Improved physical fitness Self discipline Support for achievement in other content areas (academic fitness = physical fitness) Stress reduction Strengthened peer relations Ability to set goals. Physical fitness develops skills necessary for success in career and life in the 21st century: communication, collaboration and social interaction. Essential Questions: What is one of the main goals of physical education? What should students learn from physical education? What is one of the goals of physical education outside of learning activities and skills? What should students learn about the importance of physical activity and a healthy lifestyle? What 21st century skills will be developed during physical education? What are some of the benefits of regular involvement in physical education? Knowledge and Skills Students will know and be able to Develop competency and confidence in performing movement skills and in understanding the concepts integral to successful and safe participation in a variety of physical activities. Apply health-related fitness concepts. Understand and demonstrate that physical activity provides opportunities for challenge, selfexpression, social interaction, cultural understanding and enjoyment. 18

19 Assessments Formative: Preparation, Participation in Fitness, Participation in Activity, Effort and Written Work. Summative: Fitnessgram; End of Unit assessments 21st Century Connections: 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation Character Education (Core Values): Respect, Responsibility, Kindness, Integrity, Service Cross Curricular / Interdisciplinary: Mathematics, Language Arts Curriculum Implementation The physical education curriculum serves as the framework for program design based on the needs of each school. The physical education teacher(s) are responsible for planning an annual program that addresses each of the content areas through a variety of developmentally appropriate activities. Teachers plan units of study that focus on specific goals and objectives and include a form of assessment. The student s progress is reported to parents through the elementary report card and Fitnessgram (grades 4-5). Skills and Concepts List LOCOMOTOR SKILLS Running Hopping Skipping Galloping Chasing Dodging PHYSICAL FITNESS Muscular Strength and Endurance Flexibility Cardiovascular MANIPULATIVE Throwing Catching Collecting Kicking Punting Dribbling Volleying Striking NON-MANIPULATIVE Turning Twisting Rolling Balancing Transfer of Weight Jumping and Landing Stretching Curling 19

20 ELEMENTARY SKILLS & ACTIVITIES LOCOMOTOR SKILLS Sample Activites Running warm-up activities, tag games, relays, team sports Hopping station work, dance, games Skipping dance movements, tag games, relays, parachute Galloping tag games, dancing Chasing Pony Express and Snag Tag, etc., Fleeing tag games such as Capture the Flag Dodging games such as Flag Football and Gotcha MANIPULATIVE Throwing Castle Ball, Oscar s Garbage, Bowling Catching partner work, games such as Team Hand Ball, Football Collecting Lacrosse, Scoops, Trapping Kicking Soccer Golf, Swiss Cheese Soccer Punting Balloon Exploration, Messy Backyard Dribbling Ball Tag, Treasure Island, Danger Zone Volleying partner challenges, Hand Tennis, Volleyball Striking Tennis, Badminton, Partner Paddle (with short handled implements) Striking Hockey, Golf, T-Ball, Wiffle Ball (with long handled implements) NON-MANIPULATIVE Turning dancing, tag games, team sports Twisting warm-ups, dancing, throwing Rolling gymnastics Balancing gymnastics, general sport skills Transfer of Weight gymnastics, batting, throwing Jumping and Landing gymnastics, jump rope, basketball Stretching warm-ups, yoga, fitness, gymnastics Curling fitness, frisbee toss 20

21 MIDDLE SCHOOL CURRICULUM 21

22 Overview: Middle School Physical Education Content: Physical Education Course Title: Physical Education Grades 6-8 Mission: The goal of Physical Education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Description: Physical Education classes will include regular fitness activities, participation in traditional team and individual games, weight training and conditioning, gymnastics, as well as nontraditional activities. Standards: NJCCS 2.5 Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CCSSI English Language Arts Standards >> Speaking and listening Mathematics >> Number and Quantity Enduring Understandings: To achieve a healthy lifestyle, you must value physical activity. To be physically fit, you must learn, practice and participate in a variety of physical fitness activities. There are health benefits that are derived from involvement in physical activities: Skill development Improved health Improved physical fitness Self discipline Support for achievement in other content areas (academic fitness = physical fitness) Stress reduction Strengthened peer relations Ability to set goals. 22

23 Physical fitness develops skills necessary for success in career and life in the 21 st century: communication, collaboration and social interaction. Essential Questions: What is one of the main goals of physical education? What should students learn from physical education? What is one of the goals of physical education outside of learning activities and skills? What should students learn about the importance of physical activity and a healthy lifestyle? What 21 st century skills will be developed during physical education? What are some of the benefits of regular involvement in physical education? Knowledge and Skills Knowledge: Students will know - How to participate in team sports - How to participate in individual/dual sports - How to engage in physical fitness training - How to use cognitive skills in all aspects of physical activity - How to interact socially and cooperatively with their peers during physical activity. - The importance of regular involvement in physical activity. Skills: Students will be able to - Perform the skills necessary to take part in team oriented sports. - Perform the skills necessary to take part in various individual/dual sports. - Perform a multitude of physical fitness exercises. - Develop cognitive concepts about motor skills and fitness. - Interact with their peers in group activities. - Advocate for regular participation in an active lifestyle. Terminology: Activity, Fitness, Sports, Exercise, Strength, Flexibility, Endurance, Participation, Effort, Skills, Written Work, Preparation, Warm Up, Stretching, Closing Activity, Sports/Unit related terminology Assessments Formative: Preparation, Participation in Fitness, Participation in Activity, Effort and Written Work. Summative: 21 st Century Connections: 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation Character Education (Core Values): Respect, Responsibility, Kindness, Integrity, Service Cross Curricular / Interdisciplinary: Mathematics, Language Arts 23

24 Course Resources: Technologies: Fitnessgram Text: Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Teaching Middle School Physical Education (Mohnsen) Adventure Curriculum for Physical Education, Middle School (Panicucci) Units of Study (aligned with State Standards) Archery Basketball Flag Football Frisbee Golf Indoor Soccer Lacrosse Rock Wall Rock Wall Climbing Soccer Team Handball Tennis Track and Field Volleyball Weight Training Optional Units of Study (aligned with National Standards) Badminton Fitness Mass Games Pickleball Ping Pong Speedball Ultimate Frisbee 24

25 Middle School Units of Study The following units of study are aligned with the 2009 New Jersey Core Curriculum Content Standards. Archery Basketball Flag Football Frisbee Golf Indoor Soccer Lacrosse Rock Wall Rock Wall Climbing Soccer Team Handball Tennis Track and Field Volleyball Weight Training 25

26 ARCHERY Content Area: Physical Education Unit Title: Archery ARCHERY UNIT PLAN Unit Summary: In this unit, students will be able to understand how to: Manipulate a bow to properly fire an arrow accurately Show an understanding for proper safety in an archery unit Write and calculate their scores on the chart provided Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Demonstrate the ability to use decision-making skills of appropriate goal setting, risk-taking, and problem solving. Responsibly demonstrate positive personal and social behavior. Develop the understanding that challenge, enjoyment, creativity, and self/social expression are important, life-enhancing experiences that are found in creative activities. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the activity. Primary interdisciplinary connections: Mathematics 21 st Century themes: Develop fine motor skills where success can be achieved regardless of size, speed and strength Develop physical awareness of one s health through activity Demonstrate critical life skills in order to be physically, mentally and emotionally healthy individuals Unit Rationale: Through archery, the students will engage in an equally mental and physical challenge of learning fine motor skills of knocking, aiming and firing arrows safety and effectively. This provides an excellent opportunity of success for both the advanced and novice athlete. This also allows the students to use basic math to apply scoring during activity. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various 26

27 2.5.8.B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. applications of force and motion during physical activity. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small- group, and team activities. Unit Essential Questions How do balance and coordination affect the shooter s accuracy? How will improving my fine motor skills improve my fitness level? Why is archery important? Unit Objective (Learning Targets) Unit Enduring Understandings Balance and coordination are key components to any physical activity and allow the body s senses to work together towards a common goal. Fine motor skills are just as important as gross motor skills and allow us to do many daily activities. Fine motor skill development can unlock a great deal of the body s overall fitness potential. Archery can be considered a lifelong activity that people of any fitness level can be successful at with practice. Students will know and be able to Learn proper safety precautions when using archery equipment Learn proper archery terminology (bow, arrow, fletching, knock) Learn and practice proper lower and upper body position Learn and practice proper knocking technique Learn and practice proper firing technique Learn and practice proper scoring guidelines Learn and practice making shot adjustments Participating in accuracy competition Participating in tournament competition Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Evidence of Learning 27

28 Formative Assessments Teacher observation of participation Teacher observation of safety adherence Lesson Plans & Pacing Lesson Timeframe Lesson 1-Introduction of equipment and safety 2 days: assessment of participation and adherence to guidelines. Intro to proper grip, arrow and firing safety guidelines. Day 1 intro Day 2 review positions. Lesson 2 practice and refinement of skills 3 days: assessment of proper shooting techniques, participation and adherence to safety guidelines. Lesson 3 Ability grouped shooting (free shooting 2 days: assessment of proper shooting techniques, and tournament shooting) participation and adherence to safety guidelines. Lesson 4 Ability grouped shooting (free shooting and accuracy shooting contests) 2 to 3 days: assessment of proper shooting techniques, participation and adherence to safety guidelines. Teacher Notes: Equipment Needed: 4 Targets and Stands 8 Bows 50 Arrows 10 cones Floor tape Shooting barricade Score sheets 28

29 BASKETBALL BASKETBALL UNIT PLAN Content Area: Physical Education Unit Title: Basketball (Middle School Level) Unit Summary: Students will learn the skills of dribbling, passing and shooting. In this unit, students will be able to understand the positions of the players on the court and how the game of basketball is played. Primary interdisciplinary connections: 21 st Century themes: Develop an appreciation of basketball as a lifetime game. Unit Rationale Through the sport of basketball, the students will be physically active and engaging in aerobic activity. The unit will teach the importance of teamwork and sportsmanship. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules, and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cumulative Progress Indicator (CPI) A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.1. Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement C.1. Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. 29

30 2.6.8.A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What skills are necessary to be successful in basketball? Why are teamwork and communication important in basketball? What fitness components are necessary to be successful in basketball? Content: Movement activities provide a timeless opportunity to connect with people around the world C.3. Analyze the impact of different world cultures on present-day games, sports, and dance A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Basketball can be a lifetime activity. Playing basketball can be an effective way to increase cardiovascular endurance. Unit Objective (Learning Targets) Students will Develop the skill of a chest pass Develop the skill of a bounce pass Develop the skill of dribbling Develop the skill of shooting Learn the positions on the court Learn the basic rules of play Demonstrate good sportsmanship Understand the importance of using teamwork Evidence of Learning Summative Assessment Self assessment Teacher assessment- visual Teacher assessment- written Teacher observation of participation Peer assessment Lesson Lesson 1 - Passing Lesson 2 - Dribbling Lesson 3 - Shooting Lesson 4 - Rules and Positions Lesson 5 - Games Formative Assessments Lesson Plans & Pacing 1 day 1 day 1 day 1 day 2 days Timeframe Equipment Needed: Basketballs, cones, pinnies, projector and laptop 30

31 FLAG FOOTBALL Content Area: Physical Education Unit Title: Flag Football (Middle School Level) FLAG FOOTAL UNIT PLAN Unit Summary: In this unit, students will be able to understand how they can enjoy moving around and being active while gaining the benefits of exercise through the game of flag football. Primary interdisciplinary connections: 21 st Century themes: Develop physical awareness of one s health through activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally health individuals of society. Unit Rationale Through the sport of flag-football, the students will be physically active and engaging in aerobic activity. This unit will teach the importance of teamwork and strategy along with proper skills and techniques required for game play. In all, the flag-football unit promotes understanding of one of the most highly watched and liked sports in the U.S.A. Learning Targets Standards 2.5 (MOTOR SKILL DEVELOPMENT) All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 (FITNESS) All students will apply health-related and skills related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) 2.5 Strand A. Movement Skill & Concepts A.1 Explain and demonstrate ways to transfer movement skills from one sport/activity to another (striking skills-tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5 Strand B. Strategy B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Compare and contrast the application of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5 Strand C. Sportsmanship, Rules & Safety C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other 31

32 participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.6 Strand A. Fitness & Physical Activity A.1 Compare the short and long-term impact on wellness associated with physical inactivity A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of principles of fitness training. Unit Essential Questions What components of fitness does flagfootball contain? How does teamwork and communication effect game play in flag-football? Unit Enduring Understandings Body awareness and coordination are necessary components for a well-grounded individual. Teamwork and communication are essential to ensure the best possible results during game play. How does flag-football increase the fitness Comprehension of how critical aerobic training is to level of each person? the total well-being of an individual. Unit Objective (Learning Targets) Students will know Fitness warm-up for aerobic endurance. Dynamic warm-up/flexibility exercises. Proper throwing technique. Proper catching technique. Concepts on route running (how-to). Basic rules and strategies of the game of football. Learn offensive/defensive principles. Learn and perform passing/catching drills. Learn and perform evasion techniques. Learn and perform flag pulling techniques. Learn and perform different games (2 v2, 3v3, etc.). Learn and perform tournament game play. Evidence of Learning Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads MS grading rubric Formative Assessments Teacher observation of participation Lesson Plans & Pacing Lesson Timeframe Lesson 1 (introduction of game, basic offensive 1 day - Assessment of participation. skills, passing/catching, route running) Lesson 2 (defensive skills, flag pulling, evasion 2 days - Assessment of participation. tactics, small game introduction 2v2, 3v3) 32

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