GRADES K PHYSICAL EDUCATION CURRICULUM MAP Volusia County Schools

Transcription

1 GRADES K PHYSICAL EDUCATION CURRICULUM MAP Volusia County Schools 1

2 Volusia County Schools Curriculum Map Terminology Unit/Organizing Principal: The overarching organizational structure used to group content and concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics and subtopics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district-required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. 2

3 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: SOCIAL BEHAVIORS PACING: ESSENTIAL QUESTION(S): What are the safety concerns of this particular lesson? What are the rules used in this activity? What is the difference between cooperation and non-cooperation? What is the difference in compliance and non-compliance? What are the rules for Physical Education? What is good sportsmanship? Why is it important to include everyone in activities? How should you react if you are participating in a challenging activity (if you are being successful or unsuccessful)? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Safety Follows directions and classroom rules understands safety skills follows simple directions Linked to statement cooperation teamwork Plays fair learns classroom rules. PE. B compliance Cooperation knows how to play fair. PE. B rules Interacts knows how to cooperate in PE. B safety Consideration groups. PE. C sportsmanship Respects differences interacts with peers. PE. C Interacts respects differences. PE. C Inclusion PE. C interacts with everybody. Identifies feelings PE. C Positive outcomes differentiates emotions. cooperates and shares. 3

4 ESSENTIAL QUESTION(S): What are the safety concerns of this particular lesson? What are the rules used in this activity? What is the difference between cooperation and non-cooperation? What is the difference in compliance and non-compliance? What are the rules for Physical Education? What is good sportsmanship? Activities and Resources Role Play possible unsafe and disruptive behaviors and have students give responses. Discuss safety concerns for each activity and review rules frequently. Discuss sportsmanship and teamwork concepts regularly. Teach cooperative games to students stressing fair play and sportsmanship. Cooperative Games Modified games Self competition Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources Dynamic Physical Education; p , 69-79, 160 Children Moving; p ; On the Move; p. 87 Why is it important to include everyone in activities? How should you react if you are participating in a challenging activity (if you are being successful or unsuccessful)? Assessment Teacher checklist Student self assessment Rubric Teacher observation Self assessment District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Resources Dynamic Physical Education; p , 69-79, 160 Children Moving; p On the Move; p 87 4

5 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: BASIC LOCOMOTOR SKILLS PACING: ESSENTIAL QUESTION(S): Describe the steps and demonstrate the locomotor movements? Name 3 of the locomotor movements you have learned? When moving in general space where should your eyes be focused and why? Describe how your feet and knees are positioned to maintain balance when jumping from a stationary position and or moving? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Demonstrates locomotor skills Linked to Demonstrates the ability to Stop and statement start with control Understands dynamic balance Demonstrates the ability to move safely in general space Locomotor skill Open situation Closed situation Start Stop Dynamic balance. Movement General space PE.A PE.A PE.A PE.A PE.B PE.B PE.C PE.C PE.C skipping walking running galloping sliding hopping jumping leaping locomotor general space avoid control dynamic balance 5

6 ESSENTIAL QUESTION(S): Describe the steps and demonstrate the locomotor movements? Can you name 3 of the locomotor movements you have learned? When moving in general space where should your eyes be focused and why? Activities and Resources Participate in closed situation using locomotor skills Non-elimination tag games (Flag Tag) Small group locomotor games Jump rope (modified), over the bridge Cooperative Musical Hula Hoops Downloadable lessons Rubrics Student papers Exemplar Lessons Links to Educational websites ; ; Describe how your feet and knees are positioned to maintain balance when jumping from a stationary position and or moving? Assessment Teacher Observation Teacher Checklist Classroom discussion Peer Assessment Authentic Assessment Rubric District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move; p , , 354 and 358 Suggested Resources Dynamic Physical Education; p On the Move; p and Adapted Physical Activity, Recreation & Sport (1993) 6

7 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: CHASING, FLEEING, AND DODGING PACING: ESSENTIAL QUESTION(S): What strategies should you use to avoid being tagged? Why is it important to avoid others/ obstacles when moving in general space? What strategies should you use to catch a fleeing person? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Fast Slow Changing Direction Change Speed Levels Pathways Maneuver around obstacles Strategies Understand and demonstrate fast and slow and change of directions Understands and demonstrates changing speed Demonstrates the ability to maneuver around obstacles Demonstrate strategies used to flee, chase and dodge Demonstrate how to safely tag another person Linked to statement PE.A PE.A PE.A PE.A PE.A PE.B PE.B PE.B PE.C PE.C PE.C TERMINOLOGY avoid dodge flee chase strategy maneuver general space levels pathways 7

8 ESSENTIAL QUESTION(S): What strategies should you use to avoid being tagged? Why is it important to avoid others/ obstacles when moving in general space? Activities and Resources Non-elimination tag games (Flag Tag) Partner chasing, fleeing, and dodging games Obstacle Course Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources What strategies should you use to catch a fleeing person? Assessment Teacher Observation Teacher Checklist Classroom discussion Student Self Assessment Peer Assessment Authentic Assessment Rubric District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move; p , , 354, and 358 Adapted Physical Activity, Recreation & Sport (1993) Dynamic Physical Education; p. 326 On the Move; p

9 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: THROWING PACING: ESSENTIAL QUESTION(S): What is the difference between the underhand and overhand throws? How do you perform an overhand throw using proper technique, accuracy and force? How do you perform an underhand throw using proper technique, accuracy and force? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Linked to statement Throwing Underhand Overhand Disc Throwing Accuracy Force Technique PE.A PE.A PE.A underhand overhand opposite opposition difference extend release aim 9

10 ESSENTIAL QUESTION(S): What is the difference between the underhand and overhand throws? How do you perform an overhand throw using proper technique accuracy and force? How do you perform an underhand throw using proper technique accuracy and force? Activities and Resources Individual practice (everyone with a ball) In general space, To a target, For distance (force) Partner Practice (focus on the throw) Throwing to your partner (accuracy/force). Throwing and catching in large group games. Dynamic Physical Education; p. 326 On the Move; p. 351 and 364 Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Student Drawings Self Assessments Peer Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move; p. 171 Dynamic Physical Education; p

11 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: CATCHING PACING: ESSENTIAL QUESTION(S): How can you catch rolling or bouncing balls of various sizes? How can you align the body and extend arms to meet oncoming object? How can you catch thrown objects while stationary and moving? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Catching Mature Catch Finger Positioning Body Alignment Demonstrate a mature throw Position the fingers and hands when catching an object from different directions Linked to statement PE.A force absorb component focused Above you Demonstrate how to absorb force from PE.A catch Below you an oncoming object PE.A alignment Coming Straight Demonstrate proper eye focus when Absorbing Force catching an object Eye Focus Demonstrate proper body alignment 11

12 ESSENTIAL QUESTION(S): How can you catch rolling or bouncing balls of various sizes? How can you align the body and extend arms to meet oncoming object? How can you catch thrown objects while stationary and moving? Activities and Resources Individual Self Catch Bounce and catch Moves and catches self tossed object Partner Rolling, tracking, catching Throwing and catching with a partner (near/far & At different levels) Stations Throwing and catching in large group games. Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Student Drawings Self Assessment Peer Assessment Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources Dynamic Physical Education; p. 328 On the Move; p District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments Dynamic Physical Education; p On the Move;

13 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: BALANCING PACING: ESSENTIAL QUESTION(S): What is symmetrical? What is asymmetrical? What does it mean to balance? Why is balance important? What is the proper base of support for balancing? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Static Balance Dynamic Balance Symmetrical Balance Asymmetrical Balance Sequence & Movements Demonstrate a static/dynamic balance using a variety of body parts. Demonstrate a static/dynamic balance following a sequence of movements Demonstrate both symmetrical and asymmetrical balance. Linked to statement PE.A PE.A balance symmetrical asymmetrical sequence stance center of gravity base of support 13

14 ESSENTIAL QUESTION(S): What is symmetrical? What is asymmetrical? What does it mean to balance? Why is balance important? What is the proper base of support for balancing? Activities and Resources Balance in self space (Individual) Using a combination of body parts Symmetrically Asymmetrically Show their favorite balance Counter Balance (Group/Partner) Facing or back to back Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources On the Move: p Dynamic Physical Education: p Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Student Drawings Self Assessments Peer Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments Dynamic Physical Education; p On the Move;

15 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: LANDING PACING: ESSENTIAL QUESTION(S): What is your center of gravity? What are some different ways of landing while maintaining balance? What are the components of landing safely? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Base of Support Center of Gravity Landing safely Absorbing Force Linked to statement PE.A TERMINOLOGY landing absorbing force gravity stance balance 15

16 ESSENTIAL QUESTION(S): What is your center of gravity? What are some different ways of landing while maintaining balance? What are the components of landing safely? Activities and Resources Landing on 2 feet Landing on 1 foot Jumping rope Landing after dropping down Emphasis is on landing technique. Exemplar Lessons Downloadable lessons Rubrics Student papers Student papers Links to Educational websites Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Student Drawings Self Assessments Peer Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move; 210 Assessments should focus on the skill of landing. Suggested Resources On the Move: p

17 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: KICKING PACING: ESSENTIAL QUESTION(S): Where should your non-kicking foot be positioned? Why is a follow through important? What part of your foot do you kick with? (depends on type of kick) What force is used to kick to someone close and far? Why is accuracy important? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Kicking Stationary Force Balance Rolled Parts of the Body Accuracy Demonstrates kicking a stationary ball from a stationary position Demonstrates kicking a stationary ball while moving and maintaining balance Demonstrates kicking a rolled ball from a stationary or moving position Uses different force when kicking balls and maintains balance Demonstrates kicking a ball using different parts of the foot while stationary or moving with accuracy and maintains balance Linked to statement PE.A PE.A TERMINOLOGY kick balance stationary force accuracy instep toe follow through 17

18 ESSENTIAL QUESTION(S): Where should your non-kicking foot be positioned? Why is a follow through important? What part of your foot do you kick with? (depends on type kick) What force is used to kick to someone close and far? Why is accuracy important? Activities and Resources Individual practice Partner activities Small group games Large group games Kicking to a target (goal or partner) Kicking using different parts of the foot (toe, instep, and outside of foot) kicking to a target that is moving or stationary. Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources Adapted Physical Activity, Recreation & Sport (1993) On the Move: p Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Student Journals (Florida Writes) Self Assessments Peer Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p. 196 Dynamic Physical Education: p , 624 Physical Education for Life Long Fitness: p

19 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: STRIKING PACING: ESSENTIAL QUESTION(S): What are 5 different body parts you can use to strike an object? Where should your eyes focus when striking a moving object with a body part or implement? What is the proper grip to use to achieve the most effective strike? What 3 things do you need to do to continually strike an object and keep it in the air? (track, position, reposition) Which is harder, striking a stationary or moving object? Why? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Striking Moving objects Body parts Force Accuracy Target Follow-through Knows how to strike stationary objects with body parts and implements Knows how to strike moving objects with body parts and implements Uses proper force when striking objects Uses accuracy toward a target or area Linked to statement PE.A PE.A TERMINOLOGY strike implement object volley controlled force track position reposition stationary follow-through 19

20 ESSENTIAL QUESTION(S): What are 5 different body parts you can use to strike an object? Where should your eyes focus when striking a moving object with a body part or implement? What is the proper grip to use to achieve the most effective strike? What 3 things do you need to do to continually strike an object and keep it in the air? (track, position, reposition) Which is harder, striking a stationary or moving object? Why? Activities and Resources Strikes with body parts (stationary/moving) Strikes with short implements (stationary/moving) Strikes with long implements (stationary/moving) Striking different objects Self volley, with a partner, to a wall Striking in a modified game Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources On the Move: p. 81, 84, 352, 358 Dynamic Physical Education: p. 331 & p. 342 Adapted Physical Activity, Recreation & Sport (1993) Assessment Teacher Observation Teacher Checklist Teacher Questioning Self Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p. 290 Dynamic Physical Education: p

21 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: BODY AWARENESS PACING: ESSENTIAL QUESTION(S): Do children respond appropriately to verbal commands placing self/object in the appropriate relationship? Can students describe shapes, levels, directions, and pathways? Can students design and use shapes, levels, pathways, directions, and combine them into simple sequences? Can students respond appropriately to instructions related to relationships (move in front)? Can students identify the difference from right and left? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Adapt movements Changing environments Shapes Levels Pathways Sequences Joint movements Body Control Demonstrates ability to adapt movements to changing environmental conditions. Recognizes designs, demonstrates, and combines shapes, levels, directions, pathways, and arranges into simple sequences. Linked to statement PE.A PE.A PE.A PE.A PE.A personal & general space various directions words (behind, in front, next to) shapes levels pathways Body Awareness Identifies body parts and their PE.B directions association with joint PE.B arrange movements. PE.B sequence Demonstrates and understands PE.B body control. PE.C Understands commands related to body awareness. 21

22 ESSENTIAL QUESTION(S): Do children respond appropriately to verbal commands placing self/object in the appropriate relationship? Can students describe shapes, levels, directions, and pathways? Can students design and use shapes, levels, pathways, directions, and combine them into simple sequences? Can students respond appropriately to instructions related to relationships (move in front)? Can students identify the difference from right and left? Activities and Resources Beginning tumbling unit Traveling in general space with or without music Relationship (to others and objects) Pathways Obstacle Course (combining skills) Identification of body parts Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources Adapted Physical Activity, Recreation & Sport (1993) On the Move: p , 32-34, 43-45, 52-55, Dynamic Physical Education: p , 297 Assessment Teacher Observation Teacher Checklist Teacher Questioning Rubric Student Work or Routines District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p Dynamic Physical Education: p

23 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: RHYTHMS PACING: ESSENTIAL QUESTION(S): Can you demonstrate slow & fast movements keeping rhythm to the beat at various tempos? What is tempo? Beat? Rhythm? Can you demonstrate movements through space with other people or alone? What is etiquette? Can you demonstrate the proper force in relation to the beat? Can you describe the different types of force used in dance? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Slow/fast beat Rhythmical beat Tempos Change of force Etiquette Dance sequence Demonstrates the ability to move to a slow and fast beat, rhythmical beats, and varying tempos. Demonstrates the ability to move in relation to a stationary object/partner. Demonstrates movement showing change of force. Demonstrate proper etiquette when involved in a group or partner dance. Combines skills to perform a dance or movement sequence Linked to statement PE.A PE.A PE.A PE.A PE.A PE.C PE.C TERMINOLOGY tempo beat force rhythm etiquette patterns 23

24 ESSENTIAL QUESTION(S): Can you demonstrate slow & fast movements keeping rhythm to the beat at various tempos? What is tempo? Beat? Rhythm? Can you demonstrate movements through space with other people or alone? What is etiquette? Can you demonstrate the proper force in relation to the beat? Can you describe the different types of force used in dance? Activities and Resources Locomotor movements to music Geo Motion Jump Bands Jump Rope Line, Circle, and Partner Dances Tinikling Lummi Sticks Aerobic Dance and Step Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources On the Move: p. 305, Dynamic Physical Education: p Adapted Physical Activity, Recreation & Sport (1993) Teacher Observation Teacher Checklist Teacher Questioning Rubric Peer Observation Student Routines Assessment District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p Dynamic Physical Education: p

25 K Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: PERSONAL FITNESS PACING: ESSENTIAL QUESTION(S): What happens to your heart during and after exercising? What activities do you do to increase your heart rate? How does pacing help you when running long distances? (2 nd grade) When being timed in a distance run, is a high number or low number better? Name several activities that promote muscular strength. What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? (2 nd grade) What is being tested when you participate in the (mile run, shuttle run)? How can you increase flexibility? Why is fitness testing important? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Body functions Physical activity Heart Heart rate Muscle Respiration Stress Pleasure Muscular Strength Flexion Extension Fitness assessments Understand and identify changes in body functions during physical activity. Understands the heart is a muscle that becomes stronger as a result of physical activity. Understand the changes that occur in respiration during and after participation in sustained physical activity. Understand that physical activity produces feelings of pleasure and reduces stress. Participates in activities that promote muscular strength. Demonstrates proper flexion and extension of various body parts. Understands and participates in health related fitness assessments Linked to statement PE.A PE.A PE.A PE.A PE.A PE.A PE.A PE.A PE.B PE.B PE.B TERMINOLOGY heart rate abdomen flexibility pacing muscle agility endurance run respiration stress flexion extension assessment sprint 25

26 ESSENTIAL QUESTION(S): What happens to your heart during and after exercising? What activities do you do to increase your heart rate? How does pacing help you when running long distances? (2 nd grade) When being timed in a distance run is a high time or low time better? Name several activities that promote muscular strength. What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? (2 nd grade) What is being tested when you participate in the (mile run, shuttle run)? How can you increase flexibility? Why is fitness testing important? Activities and Resources Stretching (self) /Partner Run Pull Up Challenge/Push Up Challenge Quarter, Half mile/shuttle Run Curl Ups/Relays Animal Walk Activities/Parachute Activities Aerobic Dance or Step/Aerobic Games Fitness Stations (2 nd Grade) Exemplar Lessons Downloadable lessons Rubrics Student papers Links to Educational websites Suggested Resources On the Move: p Dynamic Physical Education: p Children Moving: p Adapted Physical Activity, Recreation & Sport (1993) Assessment Teacher Checklist Student Journal (Florida Writes) Cognitive Assessments (2 nd grade) Presidential Physical Fitness Test Physical Best Fitness Gram District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p Dynamic Physical Education: p

27 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: SOCIAL BEHAVIORS PACING: ESSENTIAL QUESTION(S): Why is it important to maintain self-control? What is inclusion? What are the safety concerns of this activity? What are the rules involved in this activity? What is the proper way to use this equipment? How does effort and practice relate to performance? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Rights & feelings Respect the rights and feelings of Linked to Respect others statement rights Self-direction Participation and effort effort Sensitivity Self-direction PE. B respect Responsiveness Sensitivity and responsiveness to PE. B etiquette Applies rules the well-being of others PE. B physical abilities Applies rules, etiquette, and safety PE. B following classroom rules to physical activities PE. A inclusion PE. A

28 ESSENTIAL QUESTION(S): Why is it important to maintain self-control? What is inclusion? What are the safety concerns of this activity? What are the rules involved in this activity? What is the proper way to use this equipment? How does effort and practice relate to performance? Activities and Resources Role Play possible unsafe/safe and disruptive/appropriate behaviors and have students give responses. Conflict resolution Discuss safety concerns for each activity and review rules frequently. Discuss sportsmanship and teamwork concepts regularly. Self regulate small group games and activities. Exemplar Lessons Downloadable lessons Rubrics Student papers Teacher checklist Student self assessment Rubric Teacher Observation Cognitive Assessment Authentic Assessment Assessment District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Resources Dynamic Physical Education; p , 69-79, 160 Children Moving; p & On the Move; p

29 Physical Education Curriculum Map UNIT/ORGANIZINGPRINCIPLE: ADVOCATE AND PROMOTE PHYSICAL PACING: ACTIVITIES ESSENTIAL QUESTION(S): What physical activities do you enjoy participating in and why? What are some activities from different cultures? What are some benefits of exercising regularly? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Similarities & differences in physical activities Making choices Design dances from different cultures Perform dances from different cultures Identifies personal feelings of joy Identifies positive benefits of exercising outside of school Linked to statement PE. C PE. C PE. C PE. C PE. C appreciation cultures creativity benefits differences similarities lifelong Identifies and appreciates the differences and similarities in the physical activity choices of others. Knows how to design & perform games and/or dances from a variety of cultures. Identifies and participates in physical activities that contribute to personal feelings of joy. Identifies the positive benefits of exercising outside of school. Identifies the importance of developing lifelong exercise habits. 29

30 ESSENTIAL QUESTION(S): What physical activities do you enjoy participating in and why? What are some activities from different cultures? What are the some benefits of exercising regularly? Activities and Resources Learn a variety of games and dances from different cultures. Keep a log for-out-of school activities/exercises Opportunities for creative movement activities Exemplar Lessons Downloadable lessons Rubrics Student papers Assessment Teacher observation Self assessment Rubric Student Log Authentic and Cognitive Assessment Teacher/Student checklist District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Resources Dynamic Physical Education; p Children Moving; p On the Move; p. 87 Sport Foundations for Elementary Physical Education;

31 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: ESSENTIAL QUESTION(S): CHASING, FLEEING, DODGING & OVERTAKING A FLEEING PERSON/OBJECT Basic Foundational Skills: These are the building blocks for more complex activities involving a combination of skills and participation in modified games later in the year. Which strategies would you use to avoid being tagged/tag another person? What type of fakes can you make to avoid another person? Why is it important to change speed and direction when playing games? What kind of ability do you need to track and trap a thrown, kicked, rolled, or batted object? PACING: CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Chasing or fleeing from another person Balance Agility Center of gravity Perform different fakes Determine correct angles Demonstrate how to flee or chase another person. Demonstrate the sports skills of agility, balance, and center of gravity. Demonstrate the ability to perform different fakes. Demonstrate the ability to seek a correct angle of pursuit to gain an advantage. Linked to statement PE.A PE.A PE.A PE.A PE.A PE.B PE.B PE.B PE.C PE.C PE.C avoid dodge flee chase strategy agility center of gravity trap/track/tag (proper force) skill/fake defender angle advantage 31

32 ESSENTIAL QUESTION(S): Which strategies would you use to avoid being tagged/tag another person? What type of fakes can you make to avoid another person? Why is it important to change speed and direction when playing games? What kind of ability do you need to track and trap a thrown, kicked, rolled, or batted object? Activities and Resources Spatial awareness and maneuvering around and through people and objects while performing various locomotor skills. Non elimination tag games Obstacle course Partner chasing, fleeing, and dodging games Large group games Exemplar Lessons Downloadable lessons Rubrics Student papers Suggested Resources Adapted Physical Activity, Recreation & Sport Children Moving; p Dynamic Physical Education; p. 326 On the Move; p Assessment Teacher Observation Teacher Checklist Classroom discussion Student Self Assessment Peer Assessment Authentic Assessment Rubric Cognitive Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move; p , , 354, and

33 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: ESSENTIAL QUESTION(S): THROWING These skills should be taught prior to teaching Invasion Games, Fielding Games, or Target Games. PACING: What are the differences in the underhand and overhand throwing technique? Can you consistently throw different objects to a partner/target feet away? What is the proper force used when throwing to a teammate who is close/far or at goal? Can you throw an object at a moving target? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Underhand throw Overhand throw Throws various objects with accuracy and force Uses various throwing skills Closed/open situations Demonstrates an underhand and overhand throw, with proper technique, accuracy, and force. Demonstrate the ability to throw various objects with accuracy and force. Demonstrate the ability to use various throwing skills in closed and open situations. Linked to statement PE.A PE.A PE.A TERMINOLOGY underhand overhand opposite opposition difference accuracy force follow through release point leading 33

34 ESSENTIAL QUESTION(S): What are the differences in the underhand and overhand throwing technique? Can you consistently throw different objects to a partner/target between feet away? What is the proper force used when throwing to a teammate who is close/far or at goal? Can you throw an object at a moving target? Activities and Resources Self toss (focus on release point) Individual practice with a partner Low organizational throwing games Activities involving combination of skills (throwing & catching) Throwing and catching games where the target and or the thrower are moving. Exemplar Lessons Downloadable lessons Rubrics Student papers Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Authentic Assessment Self Assessments Cognitive assessment District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Links to Educational websites Suggested Resources Adapted Physical Activity, Recreation & Sport Children Moving; p Dynamic Physical Education; p.326 On the Move; p Suggested Assessments On the Move; p , ,354, and

35 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: ESSENTIAL QUESTION(S): CATCHING These skills should be taught prior to teaching Invasion Games and Fielding Games. Can you explain how to position your body when catching different types of objects coming at different speeds? Can you verbally or in writing, list three of the components of a successful catch? Can you catch a thrown object during a game situation? PACING: CONCEPTS /CONTENT Catches thrown objects Stationary or moving Different catching techniques Different shapes of objects Proper positioning Absorb force Adjustment Working hands independently or together Strategies to get open LEARNING TARGETS/SKILLS Catches thrown objects while stationary or moving. Demonstrates various techniques for catching various thrown objects of differing shapes and sizes. Demonstrates proper positioning to absorb the force of an on coming object. Demonstrates the ability to adjust to a thrown object in order to catch it. Demonstrates the ability to catch with dominate and non-dominate hand. Demonstrates and understands the strategies used to get open in order to catch object. BENCHMARKS Linked to statement PE.A PE.A PE.A KEY TERMINOLOGY force absorb focus positioning alignment stationary technique adjust dominate 35

36 ESSENTIAL QUESTION(S): Can you explain how to position your body when catching different types of objects coming at different speeds? Can you verbally or in writing, list three of the components of a successful catch? Can you catch a thrown object during a game situation? Activities and Resources Individual, partner, small group, and whole group activities (self toss & catch, step back, Newcomb) Monkey in the Middle Modified Games involving catching skills Exemplar Lessons Downloadable lessons Rubrics Student papers Suggested Resources Dynamic Physical Education; p On the Move; p Children Moving; p Adapted Physical Activity, Recreation & Sport; p. 246 Assessment Teacher Observation Teacher Checklist Cognitive Assessment Self Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments Dynamic Physical Education; p On the Move;

37 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: JUMPING, LANDING, BALANCING PACING: ESSENTIAL QUESTION(S: Why is balance important in games and sports? What are the key components of an inverted balance, (ex. tripod)? What is the body s core and why is it important to maintaining balance? Why is the transferring of body weight important in dance and games? What is the roll of the upper body when jumping vertically or horizontally? What are the concepts involved in a safe landing? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Dynamic and Static Balance Controlled Landings Understand how the body contributes to proper positioning and balance Various body positions as it relates to balancing Use of balance during skill activity Demonstrates a static, dynamic, and inverted balance using a variety of body parts and or objects. Demonstrates a controlled landing when jumping in games, off of equipment, on to equipment, tumbling, and during dance activities. Cognitively understands how the core of the body contributes to proper positioning when balancing. Demonstrates the various body positions needed to maintain balance when participating in various activities. Understands how balance affects striking and hitting skills. Linked to statement PE.A PE.A PE.A balance inverted sequence transfer of weight body core stance split/staggered momentum objects controlled cognitive 37

38 ESSENTIAL QUESTION(S): Why is balance important in games and sports? What are the key components of an inverted balance, (ex. tripod)? What is the body s core and why is it important when maintaining balance? Why is the transferring of body weight important in dance and games? What is the roll of the upper body when jumping vertically or horizontally? What are the concepts involved in a safe landing? Activities and Resources Balancing own body weight Balancing on objects (balance board, balance beam) Tumbling (individual, partner, group) Dance (line, folk, circle, tinkling, Geo Motion) Combining skills (striking, kicking) Exemplar Lessons Downloadable lessons Rubrics Student papers Suggested Resources On the Move: p , Dynamic Physical Education: p. 375, Adapted Physical Activity, Recreation & Sport; p Children Moving; p , Assessment Teacher Observation Teacher Checklist Teacher/Student discussion Self Assessments Cognitive Assessments Create & performing dance/tumbling sequences District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments Dynamic Physical Education; p On the Move;

39 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: KICKING PACING: ESSENTIAL QUESTION(S): Can you discuss or write the components of kicking as they relate to the various types of kicks? Can you explain the proper foot position in order to kick a rolled ball into the air and along the ground? Why is it important to use proper force when kicking a ball in a game situation or to a partner? Why is a follow through important? What happens to a ball that is kicked with your toe? Instep? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Kicking a stationary rolled or dropped ball Kick a ball in the air and on the ground Kick an object to a stationary or Demonstrates the proper technique for kicking a ball that is stationary, rolled or dropped. Demonstrates the ability to kick a ball in the air and on the ground. Linked to statement PE.A PE.A balance stationary force accuracy follow through moving target Demonstrates the ability to kick an effect Accuracy and proper force object to a stationary or moving technique Body alignment and kicking accurately target with accuracy and proper ability Dribbling a ball to avoid defenders force. alignment Kick a ball with different parts of the Understands why proper body dribble foot alignment is important to kicking contact point accurately. Demonstrates the ability to dribble a ball avoiding defenders. Demonstrates the ability to kick a ball with different parts of their foot. 39

40 ESSENTIAL QUESTION(S): Can you discuss or write the components of kicking as they relate to the various types of kicks? Can you explain the proper foot position in order to kick a rolled ball into the air and along the ground? Why is it important to use proper force when kicking a ball in a game situation or to a partner? Why is a follow through important? What happens to a ball that is kicked with your toe? Instep? Activities and Resources Kicking for distance Kicking using different parts of the foot Kicking to a goal (empty and with a goalie) Kicking to self (controlled), to a partner, small group, and in a game situation (modified soccer, kickball) Exemplar Lessons Downloadable lessons Rubrics Student papers Assessment Teacher Observation Teacher Checklist Cognitive Assessments Peer Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Links to Educational websites Suggested Resources On the Move; p , Suggested Assessments On the Move; p

41 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: ESSENTIAL QUESTION(S): STRIKING These skills should be taught prior to teaching The unit on Net/Wall Games and Striking and Fielding Games. PACING: Where should you place your feet when striking with a long implement? Why should you try to hit the object into an open area? Can you explain the importance of foot position when striking to an open area? How does the angle of the implement affect trajectory? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Striking objects Proper striking technique Striking objects with accuracy and force Striking an object to an open area to avoid defenders Sustain a rally with a partner during a game Striking to an open area while playing a game Strikes objects using body parts, short and long implements. Demonstrates proper technique when striking an object. Demonstrates ability to strike an object with accuracy and proper force. Demonstrates the ability to strike an object to an open area to avoid defenders. Demonstrates the ability to sustain a rally with a partner during a game, using body parts and implements. Understand the strategy of striking to an open area while playing a game and use tactics to achieve this goal. Linked to statement PE.A PE.A TERMINOLOGY strike implement object volley/rally follow through body alignment trajectory avoid strategy tactic contact point 41

42 ESSENTIAL QUESTION(S): Where should you place your feet when striking with a long implement? Why should you try to hit the object into an open area? Can you explain the importance of foot position when striking to an open area? How does the angle of the implement affect trajectory? Activities and Resources Rally tennis, softball, baseball, kickball, T-ball, paddle ball, soccer, scooter hockey, hockey, hoop and wand, badminton, volleyball, Tennis Workup, Roll Ball Individual and partner striking activities Exemplar Lessons Downloadable lessons Rubrics Student papers Suggested Resources On the Move: p. 81, 84, 352, 358 Dynamic Physical Education: p. 331, 342, 616, 646, 649, 677 Adapted Physical Activity, Recreation & Sport; p. 246 Children Moving; p , , Assessment Teacher Observation Teacher Checklist Teacher Questioning Self Assessments Authentic Assessments District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Assessments On the Move: p. 290 Dynamic Physical Education: p

43 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: RHYTHMS PACING: ESSENTIAL QUESTION(S): Why is cooperation important when working in a group? Can you describe parts of or a whole rhythmic sequence (square dance, partner dance)? Can you describe rhythmic activities? (Tinikling, Geo Motion, Lummi sticks). What is tempo? Rhythm? Beat? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Slow or fast beat Rhythm Sequential patterns Independently or in a group Commands Performance Dances sequences Locomotor skills Beat Demonstrates the ability to move to a slow or fast beat, and a rhythmic beat, at varying tempos. Demonstrates the ability to perform sequential patterns independently or in a group. Demonstrates the ability to respond to commands and perform them correctly when called. Works cooperatively within a group to perform various dances or sequences. Combines various locomotor skills to a beat (Tinikling). Linked to statement PE.A PE.A PE.A PE.A PE.A PE.C PE.C TERMINOLOGY tempo beat force rhythm flow cooperation calls (square dance) acceptance 43

44 ESSENTIAL QUESTION(S): Why is cooperation important when working in a group? Can you describe parts of or a whole rhythmical sequence (square dance, partner dance)? Can you describe rhythmical activities? (Tinikling, Geo Motion, Lummi sticks). What is tempo? Rhythm? Beat Activities and Resources Locomotor movements to music Geo Motion, Jump Bands, Jump Rope Square Dance, Partner Dance, Tinikling, Lummi Sticks, Line Dance, Circle Dance Exemplar Lessons Downloadable lessons Rubrics Student papers Assessment Teacher Observation Student Performance Teacher Questioning Rubric Authentic Assessment Cognitive Assessment District Benchmark Tied to essential questions Data collected through Scantron Defined Testing Window Suggested Resources On the Move: p. 305, Dynamic Physical Education: p , Adapted Physical Activity, Recreation & Sport; p. 53 & 410 Children Moving; p Suggested Assessments On the Move: p Dynamic Physical Education: p

45 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: PHYSICAL FITNESS PACING: ESSENTIAL QUESTION(S): What happens to your heart after exercising? What are some activities that increase your heart rate? How does pacing help you when running long distances? When being timed in a distance run, should your score should be high or low? What are some activities that promote muscular strength? What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? What type of activities would help increase your performance in the mile run, shuttle run, or 50 yard dash (etc.)? What type of activities help increase flexibility? Why is fitness testing important? Why is playing outside important to maintaining you health and fitness? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY Understand and identify changes in body functions during physical activity. Understands the heart is a muscle that becomes stronger as a result of physical activity. Understand the changes that occur in respiration during and after participation in sustained physical activity. Understand that physical activity produces feeling of pleasure and Linked to statement PE.A PE.A PE.A PE.A PE.A PE.A PE.A PE.A PE.B TERMINOLOGY heart rate (target/resting) abdomen flexibility pacing muscle fitness physical Activity agility endurance respiration personal best goals 45

46 reduces stress. Identify and participate in activities that promote muscular strength. Identify, understand and demonstrate proper flexion and extension of various body parts. Understand and participate in health related fitness assessments. Demonstrates the ability to count their resting heart rate and calculate their heart rate after exercising (FCAT Math). PE.B PE.B sustained long term goal short term goal stress muscular strength flexion extension health related fitness lifelong 46