PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION PHYSICAL EDUCATION GRADES K-5. Student Eligibility: Grades K-5

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1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION PHYSICAL EDUCATION GRADES K-5 Length of Course: Elective/Required: School: Term _ Required Elementary Student Eligibility: Grades K-5 Credit Value: Date Approved: Credits 2/22/10

2 PHYSICAL EDUCATION GRADES K-5 TABLE OF CONTENTS Statement of Purpose 4 Introduction.. 5 Pre-Class Warm-Up Procedures... 7 Safety. 8 NJCCCS... 9 Archery Balance Equipment/Tumbling 18 Ball Unit.. 22 Balloon/Beachball Activities 25 Basketball.. 32 Bean Bags Bowling.. 40 Circus Skills Combatives 46 Developmental Games 49 Floor Hockey. 53 Frisbee Golf (Yolf). 59 Hula Hoops 62 Jump Rope Unit 67 Lacrosse 74 Locomotor Movements 78 Non-Locomotor Units Parachute Activities. 95

3 PHYSICAL EDUCATION GRADES K-5 TABLE OF CONTENTS (CONT.) Physical Fitness 108 Playground Equipment 111 Rhythms. 115 Roller Racers-Scooters Scarf Unit Soccer 134 Softball Step Aerobics 142 Tennis. 145 Tires 149 Touch and Flag Football. 154 Toys in the Box. 159 Track and Field. 163 Volleyball 169 Whittle 173 Appendices 190 Bibliography NJCCCS for Comprehensive Health and Physical Education NJCCCS for 21 st -Century Life and Careers. 348 Edison's Essential Instructional Behaviors (EIBs - Draft 14) Modifications will be made to accommodate IEP mandates for classified students.

4 PHYSICAL EDUCATION GRADES K-5 4 STATEMENT OF PURPOSE As we enter the new millennium the role of a physical education program becomes an even more powerful factor in the quest for the development of the physically, as well as, intellectually complete student. In today s stressful and sedentary society, we as educators must prepare our population for a lifetime of health related physical activity and nutrition. Our programs must incorporate the five basic components of health related fitness. Through a variety of creative activities and information we will develop the mindset necessary to understand the pursuit of a healthy lifestyle. Students of physical education should not only perform the valuable skills they are taught, but they must also learn the ability to analyze the mechanics involved through observation, explanation, and demonstration. This gives the student the capability to recall previously learned skills while participating in lifetime recreational skills during their later years. The team activities and games that we introduce should develop positive character traits such as: sportsmanship, cooperation, respect, humility, dedication, and focus. Alls of these are essential for later success with personal and interpersonal life skills. This curriculum guide was revised by: Robert Buccino James Madison Intermediate School Karen Delmonaco Lincoln Elementary School Coordinated by: James M. Muldowney, District Supervisor of Health/Physical Education

5 PHYSICAL EDUCATION GRADES K-5 5 Introduction The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backwarddesign is critical to working effectively with Edison s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design? Backward design is an increasingly common approach to planning curriculum and instruction. As its name implies, backward design is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working backward to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed. Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved. Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction. The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

6 PHYSICAL EDUCATION GRADES K-5 6 Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the big ideas that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and students should be able to answer more deeply and fully these questions as they proceed through the unit. Knowledge and skills are the stuff upon which the understandings are built. Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc ) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence selfknowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task. Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices. At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

7 PHYSICAL EDUCATION GRADES K-5 7 Pre Class Warm-Up As professional educators we recognize the importance of warm-ups as an essential beginning of every active class. Our students are prepared through a series of specifically designed flexibility, strength, and cardiovascular activities created to meet the demands of each particular lesson. Both Dynamic and Static stretching will be utilized. Now when we apply CCCS 2.6 and incorporate CPI 1, 2, 3, 4, and 5, the Kinesiological information we relay about exercise becomes just as beneficial. As students work on their warm-up routines, they should be supplied with the necessary knowledge about the muscle groups involved, and their influence on movement. While they participate in endurance training, the components of heart rate, circulation, lung capacity, and the benefits of exercise can be discussed. The primary grades 1 and 2 can cover information relating to muscle groups and the effects of cardiovascular exercise in very general ways. This sets up a pyramid of learning for grades 3, 4, and 5. Information about specific muscle groups, the movements they perform, and their involvement of application to practiced skills would be appropriate. Cardiovascular terminology such as muscle endurance, pulse rate, pulse recovery, oxygen intake, and increased lung capacities can also be conveyed.

8 PHYSICAL EDUCATION GRADES K-5 8 Safety The safety of students is a prime consideration in the development of any physical education program. Whereas it is true that each activity has a specific set of safety factors, it is important to recognize, nonetheless, that there are general safety practices that must be observed at all times in conducting physical education classes. These include the following: 1. Students must be attired to the degree that allows for freedom of movement, but not in excessively loose or floppy clothing. Footwear should provide adequate transaction and support without endangering other students or marring playing surfaces. 2. Items of jewelry such as watches, rings, bracelets, earrings, and necklaces must be removed to avoid injury to the wearer or classmates. 3. All equipment and facilities must be inspected regularly and maintained in good working order. 4. Playing area must be free of debris and hazards. 5. Adequate buffer zones must surround individuals, groups, or teams engaged in activity, when applicable. 6. Padding or other protective equipment must be employed at strategic locations when applicable. 7. Specialized safety equipment (catcher s mask, goalie pads, etc.) must be utilized at all times. 8. Correct form and skill progression must be the basis for the teaching of all fundamentals and skills. 9. Adequate conditioning or lead-up exercises should precede the day s activities. 10. Students must be made knowledgeable of the rules of each activity in order to prevent inappropriate and/or unsafe actions. 11. Consideration must be given in competitive situations to the size and ability of the students involved.

9 PHYSICAL EDUCATION GRADES K-5 9 STANDARD 2.5 Motor Skill Development ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE. Descriptive Statement: This standard enables students to understand how to move and why it is necessary. When individuals learn to move safely, effectively, and efficiently, and feel comfortable and confident in the performance of motor skills, they are more likely to participate in health-enhancing forms of physical activity throughout life. In order to meet this standard, students must participate in a wide range of developmentally-appropriate games, sports, dance, and lifetime recreational activities that will help students develop and maintain a healthy, active lifestyle. Strands and Cumulative Progress Indicators By the end of Grade 2, students will: 3. Demonstrate weight transfer, balance, coordination, and agility while employing various movement skills. 4. Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds, and levels during movement. 5. Respond to multiple changes in rhythm, tempo, beat, and musical style. 6. Change the effort or range of a movement skill or combination to improve performance. 7. Modify and adapt movement skills in relation to body parts (e.g., clapping over one s head), other participants (e.g., dance partner, teammate), objects, and boundaries. 8. Respond appropriately to visual and verbal cues during physical activity. 9. Correct movement errors in response to feedback and explain how the change improves performance. 10. Apply a learned skill to another movement setting. 11. Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or performing a folk dance or an aerobic routine B. Movement Concepts 1. Discuss the importance of proper body mechanics when performing movement skills. 2. Explain the fundamental principles of force, motion, base of support, and center of gravity as applied to physical activity. 3. Explain how changing the energy, flow, effort, or range of movement skill changes the quality of the movement (e.g., baby steps vs. giant steps). 4. Discuss ways to refine and increase control when performing movement skills.

10 PHYSICAL EDUCATION GRADES K Discuss ways that personal and general space is used in all forms of physical activity (e.g., using the entire dance floor, position play in a sport). 6. Explain how a movement skill can be used in another movement setting A. Movement Skills 1. Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with developmentally appropriate control in isolated (skill practice) and applied (game/sport/dance/recreational) settings. 2. Demonstrate smooth transitions between sequential movement skills used in combination. 3. Demonstrate control in traveling, weight bearing, and balance activities on a variety of body parts. 4. Move in personal and general space at different levels, directions, and pathways. 5. Respond in movement to changes in tempo, beat, rhythm, or musical style. 6. Change the effort (force, flow, energy) or range (extension) of a movement skill or skill combination. 7. Change a movement skill in response to a changing environment such as a dance partner, obstacle, smaller target, or larger space. 8. Respond appropriately to verbal and visual cues during physical activity. 9. Correct movement errors in response to feedback. 10. Demonstrate the use of creative movement in response to music, poetry, or stories B. Movement Concepts 1. Identify body planes and parts. 2. Explain how changes in direction, pathways and levels can alter movement. 3. Explain how changes in rhythm, tempo, beat, and musical style can alter movement. 4. Distinguish between personal and general space. 5. Explain verbal and visual cues used to improve skill performance. 6. Define and use basic movement vocabulary to describe physical activity C. Strategy 1. Differentiate between competitive and cooperative strategies D. Sportsmanship, Rules, and Safety 1. Explain why good sportsmanship is important and demonstrate positive behaviors during participation.

11 PHYSICAL EDUCATION GRADES K Follow basic activity and safety rules and explain why they are important. 3. Explain that practice and being healthy contribute to safe and improved performance E. Sport Psychology 1. Explain that mental attitude influences physical performance A. Movement Skills Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 1. Perform movement skills with developmentally appropriate form in both isolated and applied settings. 2. Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, and trap-dribble-shoot). 7. Give examples of verbal and visual cues used to improve movement skill performance. 8. Define and use skill- and activity-specific vocabulary C. Strategy 1. Explain and demonstrate the use of simple strategies, including player positioning, faking and dodging, and defending space D. Sportsmanship, Rules and Safety 1. Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer during physical activity. 2. Describe activity-specific rules, explain their importance for the safety and enjoyment of participants, and follow the rules during physical activity. 3. Describe and demonstrate ways to handle and care for equipment safely and responsibly E. Sport Psychology 1. Describe a variety of mental strategies used to prepare for physical activity.

12 PHYSICAL EDUCATION GRADES K-5 12 STANDARD 2.6 Fitness ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE. Descriptive Statement: This standard enables students to understand the components of healthrelated fitness (cardio respiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill related fitness (speed, agility, reaction time, coordination, and power). Students learn how each component is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle A. Fitness and Physical Activity Strands and Cumulative Progress Indicators By the end of Grade 2, students will: 1. Identify the components of health-related and skill-related fitness and identify activities that develop each component. 2. Identify body responses associated with moderate to vigorous physical activity including sweating, a fast heart rate, and heavy breathing B. Training 1. Explain that too much or not enough exercise can be harmful. 2. Explain that participation in regular physical activity contributes to wellness C. Achieving and Assessing Fitness 1. Engage in moderate to vigorous physical activity that develops all components of fitness. 2. Monitor heart rate and breathing before, during, and after exercise. 3. Develop a fitness goal and monitor achievement of the goal. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: A. Fitness and Physical Activity 1. Discuss the physical, social, and emotional benefits of regular physical activity. 2. Explain each component of health-related and skill-related fitness and explain how specific activities develop each component. 3. Describe how body systems respond to vigorous exercise. 4. Discuss factors such as heredity, training, and diet that influence fitness. 5. Describe how technology has improved fitness activities.

13 PHYSICAL EDUCATION GRADES K B. Training 1. Discuss the importance of regular physical activity. 2. Describe and apply the training principles of frequency, intensity, and time (FIT) during physical activity. 3. Explain that using performance-enhancing substances, including anabolic steroids and supplements, may be unsafe and illegal C. Achieving and Assessing Fitness 1. Engage in moderate to vigorous physical activity that develops all components of fitness. 2. Maintain continuous aerobic activity for a specified time period. 3. Monitor physiological responses before, during, and after exercise. 4. Develop a health-related fitness goal and use technology to track fitness status. 5. Demonstrate age and gender-specific progress towards improving each component of fitness. 6. Demonstrate safe and appropriate techniques while engaging in fitness activities.

14 PHYSICAL EDUCATION GRADES K-5 14 Archery Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that archery will help to develop individual skills in a self-competitive setting while learning the fundamentals of scoring, etiquette, and safety. Essential Questions: How can participating in an archery unit help to develop skills in scoring, safety and etiquette? Unit Assessment: Skills Test, Written Test, Peer Assessment, Teacher Observation Core Content Objectives Instructional Actions Cumulative Progress Indicators A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational settings) B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities Concepts What students will know. Introduction Archery offers opportunities to develop individual skills in a self-competitive setting. Emphasis is placed on the fundamentals, including scoring, etiquette and safety, utilizing high success, confidence building techniques. Fundamental Skills *A. Stance *B. Grip *C. Nock *D. Draw-Anchor *E. Aim *F. Release *G. Follow Through H. Retrieving Arrows Skills What students will be able to do. Stance Grip Nock Draw Anchor Aim Release Follow Through Retrieving Arrows Scoring Activities/Strategies Technology Implementation/ Interdisciplinary Connections Students keep score for each other Small groups practice steps with/without arrows Students in line, one at a time, draw and release arrows Contests or competitions, among lines/groups/teams over the course of the day, week, etc. Explanation Game play Tournaments Assessment Check Points Question/Discussion Student Demonstration Skills Test Worksheets Written Test Student Assessment Teacher Observation Use check-off sheet Group Presentations Peer Assessment Daily Score Sheets B.3 Determine how attitude impacts physical performance.

15 PHYSICAL EDUCATION GRADES K-5 15 Archery (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators B.4 Demonstrate strategies that enable team members to achieve goals. Concepts What students will know. Terminology A. Parts of Arrow Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments C.1 Explain what it means to demonstrate good sportsmanship C.2 Demonstrate basic activity and safety rules and explain how they contribute to a safe active environment C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer. 1. Shaft 2. Pile or point 3. Fletching 4. Crest 5. Nock 6. Index feather B. Parts of Bow 1. Upper limb 2. Lower limb 3. Back 4. Face 5. Arrow rest 6. Grip 7. Tip 8. String 9. Serving 10. Nock set or nock locator C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote physical fitness. *These minimum skills must be taught in this unit. C. Steps to Shooting 1. Stance 2. Grip 3. Nock 4. Draw 5. Anchor 6. Release 7. Follow through

16 PHYSICAL EDUCATION GRADES K-5 16 Archery (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity. Concepts What students will know. D. Retrieve E. End (flight) F. Target G. Finger Tab H. Arm Guard Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Safety A. Equipment should be checked daily. B. Proper bow stringing should be checked each class. C. Arm guards must be used. D. Shooters should not wear loose clothing or jewelry. *E. Always point arrows toward target, even when nocking. *F. Shoot only on signal. *G. Never step over shooting line until told to retrieve arrows. H. Watch for rebounding arrows. *I. Never draw an unloaded bow. *J. Do not draw bow back.

17 PHYSICAL EDUCATION GRADES K-5 17 Archery (Cont.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993 Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta, GA: Author. National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and Dance. New Jersey State Department of Education. (2009). Core Curriculum Content Standards in Comprehensive Health and Physical Education Online: Size and distance of targets Assign roles for each group, teams or lines Provide a study Guide Age Appropriate Skills and Fundamentals Consult IEPs and 504 Plans to Differentiate Instruction Utilize Peer Tutors Partnership for 21 st Century Skills. (2005).Framework for 21 st Century Learning. Online: Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary Teacher(2 nd Edition), Human Kinetic Publishers (2007) Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Peter; Martin, Ellen. Benjamin-Cummings Publisher. Hastie, Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell, Stephen; Orlin, Judith; Griffin, Linda. Dynamic Physical Education for Elementary School Children 15 th Edition(2006). Pangrazi, Robert P. Benjamin-Cummings Publishing Co. Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications. Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker Publishing. JOHPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. AAHPERD, American Association of Physical Education, Recreation and Dance Internet Resources and Websites

18 PHYSICAL EDUCATION GRADES K-5 18 Balance Equipment Stunts and Tumbling Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that balancing skills, using a wide variety of equipment, and activities, will help develop body awareness, confidence, and strength. Essential Questions: How are body awareness, confidence, and strength developed by participating in a balancing skills unit? Unit Assessment: Teacher Observation, Skill Testing, Progression of Skills Core Content Objectives Instructional Actions Cumulative Progress Indicators C.1 - Engage in moderate to vigorous physical activity that develops all components of fitness C.2 - Monitor heart rate and breathing before, during, and after exercise C.3 - Develop a fitness goal and monitor achievement of the goal A.1 - Perform movement skills with developmentally appropriate form in both isolated and applied settings A.2 - Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, and trapdribble-shoot) A.3 - Demonstrate weight transfer, balance, coordination, and agility while employing various movement skills. Concepts What students will know. Introduction Balance is an essential component of the successful performance of any physical skill. Students will develop balance skills utilizing a variety of equipment. Students should be shown how the use of outstretched arms and changing your center of gravity by lowering the hips can help adjust your balance. Examples of surfers and skateboarders can be used. Safety Requirements A. All skills should be performed on mats B. Check equipment each period C. Have spotters on every piece of equipment D. Emphasize head and neck spotting Skills What students will be able to do. Walks Stunts Balancing Skills Tumbling Skills Low Balance Beam Partner Balance Board Activities/Strategies Technology Implementation/ Interdisciplinary Connections Obstacle Course Relays Stations Walks Stunts Partner Stunts Rolls Tumbling Balance Activities Hippity Hop Rodeo Groups/Teams Assessment Check Points Teacher Observation Skill Test Question/Discussion Peer Assessment

19 PHYSICAL EDUCATION GRADES K-5 19 Balance Equipment Stunts and Tumbling (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators A.4 - Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds, and levels during movement. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points A.5 - Respond to multiple changes in rhythm, tempo, beat, and musical style A.6 - Change the effort or range of a movement skill or combination to improve performance A.7 - Modify and adapt movement skills in relation to body parts (e.g., clapping over one s head), other participants (e.g., dance partner, teammate), objects, and boundaries A.8 - Respond appropriately to visual and verbal cues during physical activity A.9 - Correct movement errors in response to feedback and explain how the change improves performance A.10 - Apply a learned skill to another movement setting.

20 PHYSICAL EDUCATION GRADES K-5 20 Balance Equipment Stunts and Tumbling (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators A.11 - Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or performing a folk dance or an aerobic routine. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Resources: Essential Materials, Supplementary Materials, Links to Best Practices Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993 Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta, GA: Author. National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and Dance. Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Grade level modifications Differentiate Instruction Modified Equipment New Jersey State Department of Education. (2009). Core Curriculum Content Standards in Comprehensive Health and Physical Education Online: Partnership for 21 st Century Skills. (2005).Framework for 21 st Century Learning. Online: Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary Teacher(2 nd Edition), Human Kinetic Publishers (2007) Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Peter; Martin, Ellen. Benjamin-Cummings Publisher. Hastie, Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell, Stephen; Orlin, Judith; Griffin, Linda. Dynamic Physical Education for Elementary School Children 15 th Edition(2006). Pangrazi, Robert P. Benjamin-Cummings Publishing Co.

21 PHYSICAL EDUCATION GRADES K-5 21 Balance Equipment Stunts and Tumbling (Cont.) Resources: Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications. Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker Publishing. JOHPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. AAHPERD, American Association of Physical Education, Recreation and Dance Internet Resources and Websites

22 PHYSICAL EDUCATION GRADES K-5 22 Ball Unit Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that the proper mechanics of ball skills, development of eye-hand coordination, visual tracking, and balance will be attained by performing fundamental skills during the course of the unit. Essential Questions: How are hand-eye coordination and tracking important when trying to catch a ball? Unit Assessment: Teacher Observation, Skill Testing, Game Play, Progression of Skills Core Content Objectives Instructional Actions Cumulative Progress Indicators D.1 - Explain why good sportsmanship is important and demonstrate positive behaviors during participation D.2 - Follow basic activity and safety rules and explain why they are important D.3 - Explain that practice and being healthy contribute to safe and improved performance D.1 - Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer during physical activity. Concepts What students will know. Proper Mechanics of Ball Skills Eye-Hand Coordination Visual Tracking Balance Introduction The students will be quizzed through a series of challenges using balls of different size and texture. While developing tactile senses the end result will be the discovery of the proper mechanics of ball skills, the development of hand eyecoordination, visual tracking, and balance. Skills What students will be able to do. Balancing Bouncing Catching Kicking Passing Punching Twisting Spinning Throwing Pushing Activities/Strategies Technology Implementation/ Interdisciplinary Connections Ball on Your Body A. Balancing B. Bouncing C. Pushing D. Catching E. Spinning F. Kicking G. Throwing H. Passing I. Punching Throwing and Catching Bouncing and Catching Ball Movement with Partner Obstacle Course Assessment Check Points Question/Discussion Skill Test Teacher Observation Peer Assessment Group Work D.2. - Describe activityspecific rules, explain their importance for the safety and enjoyment of participants, and follow the rules during physical activity. Safety A. Make sure all balls are properly inflated B. Never stand on any type of ball C. Never throw or kick a ball at another student Fundamental Skills A. Balancing B. Punching C. Bouncing D. Pushing E. Catching F. Spinning G. Kicking Relays Body Parts Dribble Tag Contests Groups/Lines/Teams

23 PHYSICAL EDUCATION GRADES K-5 23 Ball Unit (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators D.3 - Describe and demonstrate ways to handle and care for equipment safely and responsibly. Concepts What students will know. Skills What students will be able to do. H. Throwing I. Passing Resources: Essential Materials, Supplementary Materials, Links to Best Practices Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993 Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta, GA: Author. National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and Dance. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Games Assessment Check Points Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Different sizes and types of balls Grade level appropriate New Jersey State Department of Education. (2009). Core Curriculum Content Standards in Comprehensive Health and Physical Education Online: Partnership for 21 st Century Skills. (2005).Framework for 21 st Century Learning. Online: Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary Teacher(2 nd Edition), Human Kinetic Publishers (2007) Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005) Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Peter; Martin, Ellen. Benjamin-Cummings Publisher. Hastie, Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell, Stephen; Orlin, Judith; Griffin, Linda.

24 PHYSICAL EDUCATION GRADES K-5 24 Ball Unit (Cont.) Resources: Dynamic Physical Education for Elementary School Children 15 th Edition(2006). Pangrazi, Robert P. Benjamin-Cummings Publishing Co. Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications. Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker Publishing. JOHPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. AAHPERD, American Association of Physical Education, Recreation and Dance Internet Resources and Websites

25 PHYSICAL EDUCATION GRADES K-5 25 Balloon/Beachball Activities Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that eye-hand coordination will be improved by performing various tasks and skills with balloons and beachballs. Essential Questions: Why is eye-hand coordination essential for learning throwing, catching, and striking skills? Unit Assessment: Teacher Observation, Progression of Skills, Skill Testing Core Content Objectives Instructional Actions Cumulative Progress Indicators A.1 - Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.2 - Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments A.3 - Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance). Concepts What students will know. Introduction Balloons can be used to provide interesting movement experiences that give practice for eye-hand coordination in particular. Keeping a balloon afloat is a valuable challenge since the activity is within reach of all students. Success can be achieved with balloons when the students are not quite ready for ball skills. Beach balls can be used to provide interesting movement experiences that give practice for eye-hand coordination, throwing, catching, and striking skills. Beach balls can be used as a motivational tool which allows many children to easily meet with success. Safety A. Do not over inflate balloons Skills What students will be able to do. Individual Skills Partner Skills Catching Striking Throwing Activities/Strategies Technology Implementation/ Interdisciplinary Connections Small Group Activities Large Group Activities Contests Teams Timed Skills Fundamental Skills A. Individual 1. Free exploration so children have a chance to gain a sense of the balloon's flight. 2. Hit the balloon into the air using the top of your hand, right, left, alternate. 3. Hit the balloon into the air using the palm of your hand, right, left, alternate. Assessment Check Points Teacher Observation Skill Test Question/Discussion

26 PHYSICAL EDUCATION GRADES K-5 26 Balloon/Beachball Activities (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators 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 Concepts What students will know. B. Be sure area is large enough for all students to actively participate C. Do not force children to participate in game activities D. Allow ample room between students for all activities E. Remove all sharp objects from area F. Designate area for each student to stay in G. Have extra beach balls and balloons on hand Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections 4. Balance the balloon on the top of your hand. Now do the same on your palm. Do this in a stationary position and while walking. 5. Balance the balloon on various body parts (finger, nose, chin, knee, head, etc.) 6. Keep the balloon in the air using chicken wings only (elbows). 7. Keep the balloon in the air using your knees only. Stress using knees, not feet. 8. Keep the balloon in the air using your head only. 9. Keep the balloon in the air using volleyball passes (underhand, overhead, serve). 10. In crab position, walk and keep balloon on stomach. 11. Sit down and keep balloon in air by blowing on it. 12. Punch the balloon and jump up and hit it again. 13. Tap the balloon back and forth in front of face. Assessment Check Points

27 PHYSICAL EDUCATION GRADES K-5 27 Balloon/Beachball Activities (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections 14. Establish sequence to keep balloon in air. Example: head, hand, knee, finger, shoulder. 15. Walk the balloon, place arms out to the sides. Begin with balloon, place arms out to the sides. Begin with balloon on top of one hand. "Walk" it up the arm, over the head and down to the other hand. Go back to starting position. 16. Sit down and punch balloon into air. Punch underhand and overhand. Do the same from kneeling and standing position. 17. Use a badminton racket or stocking paddle to hit balloon into air. 18. Keeping one foot in place, pivot and keep balloon in air. 19. Hit the balloon into air, bend down and touch the floor. Return to standing position before hitting balloon again. 20. Bounce the balloon from finger to finger on each hand. Assessment Check Points

28 PHYSICAL EDUCATION GRADES K-5 28 Balloon/Beachball Activities (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections B. Partner Activities Assessment Check Points 1. Hit one balloon back and forth using hands. Try with two balloons, use different colors. 2. Hit balloon to partner who must return it using another body part. 3. Hit one balloon back and forth using a badminton racket or stocking paddle. 4. Play baseball. One partner pitches and the other hits the balloon using his/her arms as a bat. 5. One partner lays down, the other drops the balloon to the partner who must try to hit it back to his/her partner. 6. Play game: partner "keep it up" for 2-4 minutes to be utilized as a cardiovascular activity Activities A. Individual 1. Toss to self and catch. 2. With fist, hit and catch.

29 PHYSICAL EDUCATION GRADES K-5 29 Balloon/Beachball Activities (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections 3. Tap in air (using fingertips), keep above head. 4. Head ball. 5. Keep ball in air using knees. 6. Alternate hits, head to hand. 7. Alternate hits, head to knee. 8. Hit with flat hand. 9. Hit with top of hand. 10. Alternate hits with top of hand and palm. 11. Keep ball in air with elbow. 12. Toss the ball against wall and catch. 13. Toss ball in air, spin around and catch it. 14. Toss ball in air, sit down and catch it. 15. Toss ball in air, clap hands as many times as possible before catching it. Assessment Check Points B. Partner Activities 1. Have a catch. Alternate height of beach ball. 2. Hit ball to partner who catches it and returns it with a hit. 3. Use volleyball bump and pass to partner.

30 PHYSICAL EDUCATION GRADES K-5 30 Balloon/Beachball Activities (Cont.) Core Content Objectives Instructional Actions Cumulative Progress Indicators Concepts What students will know. Resources: Essential Materials, Supplementary Materials, Links to Best Practices Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993 Skills What students will be able to do. Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta, GA: Author. National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and Dance. New Jersey State Department of Education. (2009). Core Curriculum Content Standards in Comprehensive Health and Physical Education Online: Activities/Strategies Technology Implementation/ Interdisciplinary Connections 4. Use volleyball overhead pass to partner. 5. Use volleyball serve to partner. 6. Play partner game "keep it up" for 2-4 minutes to utilize as a Assessment Check Points cardiovascular activity. Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Modified Equipment Different size balls/balloons Different weight balls Alter distances Modify games and contests Partnership for 21 st Century Skills. (2005).Framework for 21 st Century Learning. Online: Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary Teacher(2 nd Edition), Human Kinetic Publishers (2007) Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)

31 PHYSICAL EDUCATION GRADES K-5 31 Balloon/Beachball Activities (Cont.) Resources: Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Peter; Martin, Ellen. Benjamin-Cummings Publisher. Hastie, Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell, Stephen; Orlin, Judith; Griffin, Linda. Dynamic Physical Education for Elementary School Children 15 th Edition(2006). Pangrazi, Robert P. Benjamin-Cummings Publishing Co. Kirk, MacDonald, O Sullivan (2008), Handbook of Physical Education, Sage Publications. Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker Publishing. JOHPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. AAHPERD, American Association of Physical Education, Recreation and Dance Internet Resources and Websites

32 PHYSICAL EDUCATION GRADES K-5 32 Basketball Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that basketball is a team sport that utilizes the basic skills of shooting, passing, catching, and dribbling. Essential Questions: How will understanding the basic skills of shooting, dribbling, passing, and catching enhance performance? Unit Assessment: Teacher Observation, Skills Test, Written Test, Peer Assessment Core Content Objectives Instructional Actions Cumulative Progress Indicators A.1 - Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities) A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational settings) B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities B.2 Explain the difference between offense and defense. Concepts What students will know. Introduction Basketball is a team sport that utilizes many basic motor skills and functions. Emphasis at the elementary level is placed on basic skills of shooting, passing, catching, dribbling, and safety. Games are modified to the skill level of the students. Fundamental Skills *A. Dribbling 1. Stationary 2. Moving *B. Passing/Catching *C. Shooting D. Rebounding E. Defense Terminology A. Dribble B. Cross Over C. Change of Pace Skills What students will be able to do. Dribbling - Stationary - Moving Passing - Chest - Bounce - Overhead Catching Shooting - Lay-ups - Jump shots - Foul Shots Rebounding Defense Offense Lead-up Games Activities/Strategies Technology Implementation/ Interdisciplinary Connections Rules, scoring and safety Small groups at baskets for passing and shooting drills Timed skills contests Shooting contests 1v1, 3v3, 5v5 Lead-up games - Hot Shot - Horse or Out - Around the World - Knock-out - Sideline basketball - Foul Shots Round Robin Tournament Dribbling Relays Defensive Drills Assessment Check Points Question/Discussion Student Demonstration Skills Test Worksheets Written Test Student Assessment Teacher Observation Use check-off sheet Group Presentations Peer Assessment Daily Score Sheets