Kindergarten Elementary Physical Education Curriculum Moon Area School District. Month August/September

Transcription

1 Month August/September Unit: Rules & Procedures/Safety/Low organized Games If we have a question what do we do? Classroom Rules and procedures for Where is our assigned seat? What is personal space? When are we allowed to move? What is the ready position? How do you tag someone safely? Safety procedures for Low organized games : to maximize game play and participation of all players, to create an environment that encourages fair play and emphasizes the importance of fitness, teamwork and fun while developing at least one game skill and body management skill. execute rules and procedures for physical education execute a warm up in the beginning of Interpret safety rules for execute rules for low organized games. understanding rules sportsmanship when engaging in a game A. Identify and engage in physical activities that promote physical fitness and health.

2 Month October Unit: Locomotor Movements Interpreting and execute Run/Jog executing the understanding rules What are the steps to executing running/jogging, skipping, jumping, hopping, leaping, sliding, and galloping? following locomotor movements: Running/Jogging Sliding Galloping execute Sliding execute Galloping execute Skipping Skipping execute Hopping Hopping Jumping execute Jumping Leaping execute Leaping Who can show me how to run, skip, jump, hop, leap, slide, and gallop? executing locomotor movements during class activities. Recognize positive and negative interactions of small Prevention ~ Recognize safe/unsafe practices in the Prevention ~ Identify and use safe practices in physical rules, sun safety, guidelines of safe play, warmup, cool down) A. Recognize and use basic movement skills and concepts. locomotor movements (e.g., run, leap, hop) non locomotor movements (e.g., bend, stretch, twist) manipulative movements (e.g., throw, catch, kick) relationships (e.g., over, under, beside) combination movements (e.g., locomotor, non locomotor, manipulative) space awareness (e.g., self space, levels, pathways, directions) effort (e.g., speed, force)

3 Month November Unit: Creative Movement Why is it important to be flexible? What happens if you do not stretch? What daily activities involve balancing? What are the steps for executing the Pencil, log, egg, forward and backward roll? Who wants to demonstrate a pencil, log, egg, forward and backward roll? Different body movements that allows each to understand the following: body awareness flexibility Balance Stretching activities that improve flexibility Rolling (Pencil, log, egg, forward, backward) Over, under and through objects. Balance beam and different balancing exercises and activities. understanding rules and procedures for practicing safety rules during interpreting and executing the stretching exercises. interpreting and executing the different rolling exercises. interpreting and executing exercises that involve them going over, under and through objects. interpreting and executing different balancing exercises and activities.

4 Month December Unit: Creative Movement Is dancing a form of exercise? Who can demonstrate the first 3 steps of the dance we learned last class? Why is it important to show respect and cooperation with your classmates when dancing? Different body movements that allows each to understand the following: body awareness flexibility balance Coordination Dancing Interpreting and executing different dances that include but are not limited to: Body awareness flexibility Balance Coordination understanding rules Observation of interpreting and executing dances during negative interactions of small safe/unsafe practices in the home, school and community. safe practices in physical activity settings (e.g., proper equipment, knowledge of safe play, warm up, cool down) A. Recognize and use basic movement skills and concepts. locomotor movements (e.g., run, leap, hop) non locomotor movements (e.g., bend, stretch, twist) manipulative movements (e.g., throw, catch, kick) relationships (e.g., over, under, beside) combination movements (e.g., locomotor, non locomotor, manipulative) space awareness (e.g., self space, levels, pathways, directions) effort (e.g., speed, force)

5 Month January Unit: Low organized games/climbing Wall How many people are allowed to climb the wall at one time? Are we allowed to have our feet above the red line? What is the correct way to grab a hand hold? Why do we have to "hug" the wall? Low organized games: to maximize game play and participation of all players, to create an environment that encourages fair play and emphasizes the importance of fitness, teamwork and fun while developing at least one game skill and body management skill. Climbing rules and procedures Safety guidelines Climbing skills: (hand holds, hugging the wall. traversing) Introductory Climbing wall activities. Chasing, fleeing, tagging, body awareness, following rules. Developing cooperative skills by working together towards a common goal. Demonstrating a positive "sports like" behavior. Demonstrate how to learn to focus and concentrate when on the climbing wall. Executing classroom rules and directions. Interpreting and executing the following movement Skills: Traversing (Climbing across the wall Stepping Change of direction while climbing Balancing understanding rules sportsmanship when engaging in a game. Observation of demonstrating proper skills on the climbing wall safely.

6 Month February Unit: Low organized games/parachute Can parachute be a great way to move your body? Why is cooperation so important when using the parachute? Can you name the three types of grips used to hold the parachute? How many parachute activities can you name? Why do we not step on the parachute? What types of locomotor movements are you using during our parachute activities? Low organized games: to maximize game play and participation of all players, to create an environment that encourages fair play and emphasizes the importance of fitness, teamwork and fun while developing at least one game skill and body management skill. Parachute Chasing, fleeing, tagging, body awareness, following game rules. Execute the proper way to hold the parachute. Executing parachute safety. Students will interpret and execute parachute games including but not limited to: your boat, fruit basket and the merry go round, "ripples and waves", the umbrella, crossing under the umbrella, the mountain, inside the mountain, and popcorn. understanding rules demonstrating the proper parachute skills needed to execute skills and activities. sportsmanship when engaging in a game.

7 Month March Unit: Manipulatives (Dribbling, passing, and shooting a ball, catching) What parts of the hand hit the ball when we are dibbling? What is the difference between a chest pass and bounce pass? Do we pass to someone when they are not looking? When do we dribble the ball? Manipulatives Dribbling a ball Passing a ball (Chest, bounce) Shooting a ball at a target. Catching a large ball dribbling a ball with right and left hand. passing a ball both bounce and chest. shooting a ball at a target. catching a ball with their hands. activities that involve dribbling, passing, shooting and catching. understanding rules and procedures for dribbling a ball with both their right and left hand. demonstrating both the bounce and chest pass. demonstrating shooting a ball at a target. demonstrating catching a ball. negative interactions of small safe/unsafe practices in the home, school and community. safe practices in physical activity settings (e.g., proper equipment, knowledge of safe play, warm up, cool down) A. Recognize and use basic movement skills and concepts. locomotor movements (e.g., run, leap, hop) non locomotor movements (e.g., bend, stretch, twist) manipulative movements (e.g., throw, catch, kick) relationships (e.g., over, under, beside) combination movements (e.g., locomotor, non locomotor, manipulative) space awareness (e.g., self space, levels, pathways, directions) effort (e.g., speed, force)

8 Month April Unit: Manipulatives (Rolling, kicking, throwing and catching) What parts of the hand hit the ball when we are dibbling? What is the difference between a chest pass and bounce pass? Do we pass to someone when they are not looking? When do we dribble the ball? Manipulatives Rolling a ball Throwing a ball Kicking a stationary & moving ball Catching a small, medium and large ball rolling a ball. throwing a ball. kicking a stationary and moving ball. catching a ball with their hands. activities that involve rolling, throwing, kicking and catching. understanding rules and procedures for rolling a ball. demonstrating how to throw a ball. demonstrating kicking a stationary & moving ball. demonstrating catching a ball. negative interactions of small safe/unsafe practices in the home, school and community. safe practices in physical activity settings (e.g., proper equipment, knowledge of safe play, warm up, cool down) A. Recognize and use basic movement skills and concepts. locomotor movements (e.g., run, leap, hop) non locomotor movements (e.g., bend, stretch, twist) manipulative movements (e.g., throw, catch, kick) relationships (e.g., over, under, beside) combination movements (e.g., locomotor, non locomotor, manipulative) space awareness (e.g., self space, levels, pathways, directions) effort (e.g., speed, force)

9 Month May Unit: Fitness (Jump Rope, games, activities) How do you hold a jump rope? When are we allowed to swing the jump rope? Name an exercise that gets your heart pumping? What area of the body are we using for this game? Introduction to Jump Roping Exercise games and activities that concentrate on cardio, muscles, and flexibility improvement. the steps for jump rope. the rules for each game and activity. each exercise or movement. understanding rules and procedures for demonstrating the steps for using a jump rope. demonstrating exercises during games and activities. sportsmanship when engaging in a game A.Identify and engage in physical activities that promote physical fitness and health C. Know and recognize changes in body responses during moderate to vigorous physical activity. heart rate breathing rate

10 Month June Unit: Low organized games and activities When are we allowed to move? What is the ready position? How do you tag someone safely? Low organized games: to maximize game play and participation of all players, to create an environment that encourages fair play and emphasizes the importance of fitness, teamwork and fun while developing at least one game skill and body management skill. chasing, fleeing, tagging, body awareness, following rules. Developing cooperative skills by working together towards a common goal. Demonstrating a positive "sportslike" behavior. understanding rules sportsmanship when engaging in a game.