Physical Education Physical Literacy Movement Instruction

The Physical Education Physical Literacy Movement Instruction is about developing Physical Learning. Physical Literacy from a movement perspective of growth and development with self, others & equipment, as wells as moving with decision making in the world around us.

The Movement focus in Physical Education is based on “The Movement Movement “(TMM) which is a plan to strengthen Physical Education in Chicago Public Schools. The TMM serves as a platform by which Chicago can set the stage for Illinois and the nation in prioritizing quality physical education for all students thus improving academic, behavioral, and health outcomes for all students. The mission of the TMM is to develop physically literate individuals who have the knowledge, skills, and confidence for academic success, and lifelong health. TMM promotes the vision of Physical Education being recognized as a Chicago Public Schools core curricular class that is a foundation for health and academic achievement.

National PE Standards for Physically Literacy

Standard 1 - physically literate individual demonstrates competency in a variety of motor skills and movement patterns.Standard 2 - physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.Standard 3 - physically literate individual demonstrates the knowledge & skills to achieve & maintain a health-enhancing level of physical activity & fitness.Standard 4 - physically literate individual exhibits responsible personal and social behavior that respects self and others.Standard 5 - physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression &/or social interaction. Illinois State Physical Education Movement Standards 19. A.1 Demonstrate control when performing fundamental locomotor, non-locomotor & manipulative skills 20. A.3b Identify and participate in activities associated with the components of health-related fitness. 20. A.1a Identify characteristics of health-related fitness (e.g., flexibility, muscular strength). 21. B.1 Work cooperatively with another to accomplish an assigned task. 21. B.3 Work cooperatively with others to accomplish set goal in both competitive & non-competitive situations (ball play & rhythmic movements)

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The IBMYP fundamental concepts provide framework for schools to move school culture and deal with a variety of human issues including physical, social & emotional health, and intelligence that correlate to movement.

o Be aware of the relationship between the individual and society – Movement Body Aspecto Take responsibility for their well-being and for that of others – Movement Space Aspecto Take responsibility for their social environment – Movement Relationship Aspecto Be able to make informed choices for themselves with consideration for the wider society- Movement Effort Aspect

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Movement Instructional Presentation correlates with Fitness and Team Building Instructional presentations to develope from Fundamental Sports Skills is the achevement of Physical Literacy and progresses into Group Physical Activities for Physical Fitness Health and for Competitive Excellence that promotes being Active for Life.

A reference providing a more complete understanding of the Physical Literacy concept is Physical Literacy in the United State: A Model, Strategic Plan, and Call to Action at aspenprojectplay.org/.../files/PhysicalLiteracy_AspenInstitute.pdf It illustrates how motor skill development is affected by both heredity and environmental factors and how growth develops from Reflexive involuntary movements to Rudimentary basic forms of voluntary movements to Fundamental sequences of voluntary movements to Specialized applications of fundamental movements that progress to Motor Control And Movement Competency. This development from the various forms of movement growth is illustrated in scope & sequence.

The United Nations Educational, Scientific & Cultural Organization (UNESCO) defines literacy as

"ability to identify, understand, interpret, create, communicate & compute, using printed & written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge & potential,

& to participate fully in their community & wider society"

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The Fundamental Sports skills develop from basically from Fundamental Movement Skills which progress with Student growth throughout grade level development. Types of anatomical movement skills are cultivated into exercise fitness actions as well as in physical activities such as sport’s skills- such as throwing action maturing into advanced propelling actions as with 5 types of basketball passes, pitching in baseball, or passing a football.

Types of Anatomical Movement

Abduction is movement away from the center, as spreading the toes or fingers apart.Adduction is movement toward the midline of the body, as bringing the fingers and toes together. (Adduction and abduction always refer to movements of the appendicular skeleton).Angular motion is comprised of flexion, extension, adduction, and abduction. Each is based on reference to a certain anatomical position.Circumduction is a special type of angular motion, described as making circular movements as moving the arm in a loop.Dorsiflexion / Plantar flexion refers to movements of the foot. Dorsiflexion is the movement of the ankle while elevating the sole, as if digging in the heel. Plantar flexion is the opposite movement, extending the ankle and elevating the heel, as if standing on tiptoes.Elevation / Depression occur when a structure moves in a superior or inferior direction, as the mandible is depressed when the mouth is opened and elevated when the mouth is closed.Extension occurs in the same plane as flexion, except that it increases the angle between articulating elements. Extension reverses the movement of flexion. Hyperextension is a continuation of movement past the anatomical position, which can cause injury.Flexion is movement in the anterior-posterior plane that reduces the angle between the articulating elements as in bringing the head toward the chest; that is, flexing the intervertebral joints of the neck.Gliding occurs when two opposing surfaces slide past each other as between articulating carpals and tarsals and between the clavicles and sternum.Opposition is a special movement of the thumb which enables it to grasp and hold an object.Pronation / Supination refer to the rotation of the distal end of the radius across the anterior surface of the ulna. This rotation moves the wrist and hand from palm-facing-front (supination) to palm-facing-back (pronation).

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Protraction entails moving a part of the body anteriorly in the horizontal plane, as in jutting the face forward to gain distance at a finish line.Retraction is the reverse movement of protraction as in pulling the jaw back towards the spine.Rotation involves turning the body or a limb around the longitudinal axis, as rotating the arm to screw in a lightbulb.

Science of Movement Literacy

Abduction- to pull muscle, away from the midpoint or midline of the body or of a limbAcceleration-body speed is proportional to the force imparted to it & inversely proportional to its mass positive acceleration –speed increase; rate at which something increases in velocity negative acceleration measure of the rate of decrease in the velocity of something per unit of time. Action/Reaction- for every action there is an equal & opposite reaction refers to the transfer of momentumAdduction - pull a leg or arm toward central line of the body, toe or finger toward the axis of leg or arm.Absorption - ability to grip energy physical contact- catching & landingAerodynamics – sleek smooth motion through air flightAnatomical – bodily function structureAngular motion - circular rotation of an object around an axisBiomechanics - study of body movements and of the forces acting on the musculoskeletal systemBody Movement – ligaments connect joints to bones, bones are connected to muscle by tendons & muscles move the body in actions: adduction, abduction, extension, flexion, rotation actions Centrifugal - acting, moving, or pulling away from a center or axis - Centripetal - acting, moving, or pulling toward a center or axis. Curvilinear motion - parts are moving in same direction at same velocity, but path is curved, not straight Extension - stretching out of a limb after it has been bent, or the position attained by a limb after stretching it –Hyperextension –greater than 180 degrees Elevation / Depression when a structure moves in a superior or inferior direction- mandible (jaw) is depressed when mouth is opened & elevated when mouth closed. Flexion - the bending of a limb or joint Force- power, strength, or energy - physical influence tends to change object position with mass, equal to rate of change in object momentum . Gravity - attraction or pull Earth exerts on an object on or near its surface. Friction- resistance Inversion & Everson – sole of foot turned medial (un) or lateral (out) Impetus - stimulating factor-an internal or external force that impels- energy associated with moving body: pushing, pulling, lifting, striking & propelling (throwing) Inertia - object will remain in state of motion until it is acted upon by external force large enough to disturb it

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Gliding - when two opposing surfaces slide past each other as between articulating carpals (wrist) & tarsals (ankle) between the clavicles (shoulder) & sternum (breastbone) Kinesiology - human kinetics - study of the mechanics of motion with respect to human anatomy Linear motion - movement by all parts of the body in the same direction & same velocity Momentum - velocity is multiplies by mass the product is momentum Motion is a change in object position with respect to time & reference point. Motor Development - muscle activity resulting body movements/gross motor (run) =large muscles (legs) & fine motor (tie shoes) = small muscles (fingers) Movement - static (stationary) actions & Ballistic (bouncy) motions dynamic effort moves parts of your body & gradually increasing reach, speed of movement, or both Physics -scientific study of matter, energy, force, and motion, and the way they relate to each other. Physiology - branch of biology that deals with the internal workings of living things, including functions such as metabolism, respiration, and reproduction, rather than with their shape or structure - Exercise Physiology focuses on the body’s response to exercise & movement. Pronation / Supination rotation of distal end of radius across anterior surface of ulna - rotation moves wrist & hand from palm-facing-front (supination) to palm-facing-back (pronation) Projection – depends on plan reason- object reaches destination in shortest time or long as possible Protraction – moving body part anteriorly in horizontal plane -jutting the face forward at finish line Rebound – recoil-bounce-basketball off back board or a trampoline Rotation – revolution-cycle- 360 or earth around sun or freestyle swimming stroke or volleyball movement -circumduction Spin – rotation-turn-twist- dance move or top or baseball pitch Velocity - distance covered per time unit: speed-how fast

Movement Skills Develop and grow along Grade Levels to Promote Physical Literacy:

Who is Moving? – An inquiry into the nature of self & values: individual, physical, mental and social health; human relationships including, family, friends, communities & cultures-

What is Movement? - An inquiry into the relationship of human systems & society; the function & structure of organizations, societal decision-making, activities & impact on humankind & environment-

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Where Do We Move in Place & Time? – An inquiry into orientation in place & time; individual histories, homes & journeys to explore humankind; the relationship between interconnectivities of individuals from local to global perspectives-

When Does Movement Work? - An inquiry into rights & responsibilities of people, others & communities;

Why Do We Move? – An inquiry into the interaction between natural (Physical & Biological) & human society; the reason for scientific principles, & impacted scientific & technology advancements on society & environment-

How is Movement Expressed ?– an inquiry into the ways ideas, feelings, nature, culture & values are expressed; the ways individuals reflect on, extend & enjoy aesthetic creativity:

Examples of corresponding Scope & Sequence are in attachment demonstrating both vertical & horizontal coordination of PE standards in association for both NASPE recommendations, as well as CPS PE guides. Practice, Participation, Planning, & Performance within daily lessons are considerate of established IB Criteria A-D. (Performance Assessments)  Each physical fitness component is demonstrated several forms of formative assessments: observational check lists, national fitness test standards, assignment tasks such as CPS delegated REACH “Fitness for Life “ assessment, Illinois State require FITT plans, IB suggested GRAPS as summative HPE combined tasks,  and integrations of tasks such as Common Core English Language Arts Standards - Science & Technical Subjects mandatory reading and writing skills in sports reports &  Science of movement research reactions, Social Emotional Learning (SEL) involvement & reflections, etc. assembling into a HPE Notebook summative assessments.

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The Movement Instruction of PE Unit/Lesson: Movement is expressed throughout all exercise physical activities in different forms, levels and directionality. Physical Movement is referred to as motor skills and is basically categorized into locomotive and non-locomotive skills. This physical activity motor sills combine stationary and travel actions in fitness exercises, team building manipulation skills, and rhythmic dance motions. Movement practice of one or more fitness components: such as agility are experiences through exercise stations, (See Physical Fitness Instruction for more information) or in Fine Arts Integration rhythmically in exercise Dance movements. A particular physical component skill would then be applied to team building through sport unit physical activities such as soccer where for instance agility is utilized within game play to change directions quickly. The integration of the Science of Movement and SEL unit/lesson concepts are transported throughout physical activities such as the knowledge of Newton’s Laws of Physics in ball handling or understanding of Kinesiology in exercise movement technique. This can result in lesson extension in an additional summative tasks; if time and ability permits. Then fitness performance of a particular component is assessed such as agility with coordinating shuttle run assessment. A physical fitness component (agility, balance, cardio-vascular endurance, coordination, flexibility, muscular endurance, power, speed, strength) is evaluated by individual performance tests such as agility would be in shuttle run assessment which measures agility against CPS required Fitness Gram, & national assessment (Bass balance, mile run,  pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach) Fitness components continue to be trained throughout exercise experiences and the previously mentioned assessments form a combination to create a summative physical fitness student performance indicator for an overall fitness measurement Fitness performance is recorded by both teacher & student. Students reviewed their performance and reflected fitness plan improvement in a HPE notebook containing:  Fitness Performance, Exercise Log, Sport’s Spectating, and Fitness plan sections. The Physical Education of students is implemented by multiple units/lesson plan exercises through movement, team building, and fitness pieced together. Within cumulative Health/ Physical Education notebook portfolio the student records, reviews, reflects, and refines their individual physical fitness movement.

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Walk LeapRun

Skip

Gallop

Slide

HopJumpSlither

Crawl

Roll

Swim

Skate

Climb

Pedal

TurnTwist

Rotate

BendReach

Stretch

SwingNONLOCOMOTIVE

SKILLS

LOCOMOTIVE SKILLS

MOTOR SKILLS

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DIRECTIONALITY

Under Over

Around

Above

Left

High

Low

Side

RightOnIn

In Between

Down

Up

Against

Next To

In Front

In Back

Behind

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Dance takes movement to a higher level of Physical literacy with the incorporation of rhythm, along with elements of dance. Movement through the Elements of Dance combine motor skills with directionality, levels, pathways, place, size & focus in rhythmic physical activities. Dance is influences by social & environmental factors historically & internationally among culture. Movement is the physical activity illustrated in dance. Dance Is To Move-To Move Is To Exercise- To Exercise Is To Promote Health & Well Being. Performing and creating Exercise/Dance movements enables students to use a multi-sensory approach to learning (listening, seeing, moving and feeling). The use of Literary works such as story, song or poem as learning tools enhances the development of auditory skills, fine motor skills, sense of rhythm, body awareness and coordination of mind and body.  The use of illustration (art/drama) in presentation coordinates images and actions for exercise idea variations to be shared as a community serve. Artistic perception of how to move bodies (dance).This activity is aerobic in nature and beneficial to health.

Object handling (props) activities can also be inspired from Rhythmic gymnastics activities: Ball, Hoops, Ribbons, Clubs, & Ropes and expanded to variations: Bands, Sticks, Towels, Bands, Scarves, Fans, Feathers, Bean Bags, Shakers, Canes, Hats, Books, Chairs, etc. in coordination of exercise/dance movements.

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Fine Arts Integration Physical Education-Dance Movement Performance

“There are times when the simple dignity of movement can fulfill the function of a volume of words.” - Doris Humphrey

Essential question: How does movement communicate? Dance = ACTION OF MOTION MOVING BODY THROUGH RHYTHM USUALLY INVOLVING MOVEMENT ELEMENTS RELATING ENERGY, RHYTHM & DESIGN

Movement = Dancer’s actions to create organized patterns utilizing their bodies in: Space: Size: large, small, narrow, wide  Level:  high, medium, low Place:  on the spot  (personal space) through the space (general space)upstage/downstage Direction:  forward/backward, sideways, diagonal, right/left Orientation:  facing Pathway:  curved/straight, zig-zag, random Relationships: in front, behind, over, under, alone/connected, near/far individual & group proximity to object Energy = Provides force needed to perform movement as Attack: sharp/smooth, sudden/sustained Weight: Strength: push, horizontal .impacted Lightness: resist the down, initiate up Resiliency: rebound, even up and down Flow: free, bound, balanced, neutral Quality: flowing, tight, loose, sharp, swinging, swaying, suspended, collapsed, smooth Rhythm = Pattern of time around which dance movement is organized as Metered: pulse, tempo, accent, rhythmic, pattern  Free Rhythm:  breath, open score, sensed time, improvisation Clock Time: seconds, minutes, hours Timing relationships: before, after, unison, sooner than, faster than. Music’s syncopation is dances rhythm.Design = visual rhythm pattern made by body movements in actions as Non-locomotor (axial): stretch, bend, twist, turn, rise, fall, swing, rock, tip, shake Locomotor (traveling): slide, walk, hop, somersault, run, skip, jump, leap, roll, crawl, gallop, chainé turns, do-si-do taking place through the human body with Parts of the Body:Head, eyes, face, shoulders, ringers, torso, legs, feet, etc. Whole Body: body shape symmetrical/asymmetrical, rounded, twisted, angular, arabesque body systems:muscles, bones, organs, breath, balance, reflexes inner: senses, perceptions, emotions, thoughts, intention, imagination, identity

DANCE IS A RECREATIONAL ART FORM ORGANIZING EXPRESSIVE BODY MOVEMENTS INTO RHYTHMIC & VISUAL PATTERNS

Dance Art - Can tell a story or set a mood or express an emotion, etc. as oriental dances symbolic story telling gestures Dance Recreation – Fun, exercise, companionship, relaxation, etc. as American pioneer’s families socializing square dancing Dance History- Pre-historic paintings found in Africa & Southern Europe show people dancing. Social scientists believe dancing played an important role in hunting activities. Dance Studies – Dances from different cultures are studies because the kinds of dance people do, how & why they dance reveals their way of life.

DANCE IS A MEANS OF COMMUNICATION

Throughout history dance is nonverbal art form communicating life. Big Ideas: Dance is an essential art/movement form to human existence & movements are a means to learn about relationships between people & process. It promotes health and wellbeing. Life’s rhythm communicates through movement expression as a way of knowing and communicating. Dancing is a universal instinct, a biologic impulse, found in animals as well as in man. Social & theatrical dances are major dance types communication & entertainment forms that can be recreational, ritual &/or ethnic. Dance is a powerful universal communication both in time and place that is not confined in the world by country, period of ancient or modern history& plane of human culture. Its value has always been felt, though often used without conscious appreciation of its worth.  It is a powerful agency to communicate with motion; emotion. All societies use dance to communicate on both personal and cultural levels, to meet physical & spiritual needsRecreational Dance – is for pleasure as folk, ballroom, socially at parties and exercise. Dance can express feelings without speaking as “Hula”.Ritual Dance – special dances for special occasions such as birth, death, hunting, needs, and ceremonial as worship with globally tribes gain favor with gods for rain or crops. Liturgical dances such as Shakers in 1800 trying to shake out the devil or even being prohibited by the Christian Church during the Middle Ages 400 AD to 1500 Aborigines imitating hunting gestures before actually hunt. English Maypole dance spring celebration dating back to 43 AD Rome’s Flora-goddess of spring. Dance creates unity among participates as secret societies of Africa have dances only know to members & new members dance represents group acceptance or American teenagers gain popularity learning the latest dances. Folk dances were a major part of wedding, holiday or festival celebrations as chain dances from Middle Ages.Theatrical Dance – Expresses the ideas or emotion as ballet, modern dance, musical comedy, tap, acrobatic etc. Ethnic Dance – recreational, stage or ritual dances characteristic of a nation or region as Argentina’s Tango or Pueblo Native American’s corn dance at harvest. Regional African dances emphasis unity among villagers observing events: Birth, death, Planting, building, festivals, thanking for crops, celebrating passage from childhood to adult, entertaining at weddings & other occasions in lines & circles can feature 6 rhythms at once. National dances examples: Japan-fan dance, Sweden-Hambo, Scotland-Highland Fling or Reel, England-Hornpipe pr Morris, Ireland-Jug, Italy-Tarantella, Arabia-Dabka, Spain-Flamenco, West Indies-Limbo, Morocco-Belly Dance, Isreal-Hava Nagila, Czech-Polka, Geece-Has’piko, Austria-Waltz, Mexico-Hat Dance or La Raspa, Russia-Prysiadka, France-La Bouree’, Brazil-Capoeira, etc.

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Dance Types Communicate Life’s Historical Development

Ancient Dance traces of dance from prehistoric times 9,000 year old Bhimbetka rock shelters paintings of India &b Egyptian tomb depicting dancing figures from 3300 BC. Dance usually involved salves dancing to entertain the wealthy or as Greeks danced to develop skills of self-control & skills at warfare or Roman entertainer’s danced juggles or performed acrobatics. Dance spectators are still presented with dance at weddings, birthdays, visits by foreign guests and include mock battles, fireworks, poetry, water shows, parades, etc. Folk Dance – Folk dances of peasants developed court dances in 1100’s of Europe were unrecorded & learned by watching others perform or as during Renaissance professional dance instructors were hired to entertain royal courts with “Balli” or Balletti”. Lords & ladies danced bouncy “Galliard” signified “Pavan” or lively “Volta”. Peasants still performs sword or maypole folk dances or slow circle dances as t“Carol” Chain dances or dance games such as “Ring around the Rosy are still done today. English fold dances called country dances as “Gavotte” are a pattern of steps, glides, rises & dips, bows & courtesies “Waltz”Ballet- In 1400’s Italian royal courts reflects bows & elegant manner Italian word “ballo” to dance and France’s King Lois XIV court Jean Georges Noverre Choreographed the dance drama “Ballet D’Action” during 1600’s & 1700’s and a written system of dance notation enables people to learn dances from diagrams & then were printed in books. 5 foot positions with arm & leg movements: plie’, releve, battement tendu, endetter, enpedeans, achappe, arabesque, changement, etc. Romanticism revolutionized ballet technique during 1800” with “Sylphs” spirits of the air & in 1841, Adolphe Adam’s ballet “Giselle”, French choreographer, Marius Petipa worked Russian Ballet: 1890- Sleeping Beauty, 1892 –Nutcracker, 1895 -Swan Lake and dancers such Anna Pavlova creating the modern pointe shoe, George Balanchine’s choreography & dancer Mical Baryshonkov helped established ballet as a valued theatrical art form Modern Dance – believed ballet techniques were artificial & favored free movement pioneered in USA by Isadora Duncan, Loie Fuller & Ruth St. Denis, Switerland’s Semile Jaces-Dalcroze & Hungary’s Rudolf Von Laban, along with Martha Graham, Doris Humphrey, Charles Weidman, Mary Wigman, Merce Cunningham, Alwin Miklais, Paul Taylor, Twyla Tharp, etc.Oriental Dances- Asia’s theatrical dance forms of worship or entertainment & dance, drama & opera developed as one form communicating message in dance describing through gestures historical events, legend or myth as in Burma’s “Pwe” spectators may shout comments to tease performer, India’s dances using gestures called Mudras or “Bhararta Natyam” performed in temples, Southeast Asia blends superstitions of Buddhist, Hindu & Islamic beliefs in “Trance Dances”, Japanese Dance drama “No Or Kabuki” was developed to entertain royalty “Bugaku” in 800”s majestic courts, and China Peking Opera dance in emperor’s court in 1700’s and in 1950’s China began revolutionary ballet to express communist themes.Western Dance – development dates back 20,000 year old paintings as part of religious ceremony combining dance, drama & musicSocial Dance- steps recorded such as square dance, Irish jug or polkas in lines, circle or moving chain of men & women dancing together or as some Greek village’s men dancing separately positioning social views as dance positions: Closed shoulder, waist & hand full contact, Folk facing each other, Open shoulder, waist & hand single contact, Promenade side to side lateral, Swing Closed but side to side, Vasovienne joining hands in front, etc. in formations: circle, pairs, lines, double circles, ways sets, etc. giving way to separate movements in the 1900’s.Tap Dance- American dance form: African dance, Irish jig & English Folk “Clog” as with Bill Bojangles Robinson, Shirley Temple, Sammy Davis Jr., the Nicholas Brothers, Gregory Hines, Savion Glover, etc. Formal Dance- Taught by instructors or as cotillions formal dance presenting young girls into societyPopular Dance – For enjoyment & courtship to live or recorded music as in night clubs or discothèques or discos ranging from the 1900’s high stepping “Cake Walk” & introducing Latin American Dances as by Vernon & Irene Castle displaying Tango along with Fandango, Bolero, Samba, Rumba, Mambo, Cha-Cha-Cha, Conga, Sevillana, Merengue, Bossa Nova, etc. In 1920’s Black Bottom & Charleston were popular, In 1930”s Dance Marathons of ballroom dancing to big bands music developed into 1940’s Swing dances as Jitterbug & Lindy Hop, Rock-n-Roll of 1950’s Sock Hops Stroll & Hand Jive, in 1960’s Twist, Jerk, Swim, Pony, Mash Potatoes, Locomotion, etc. and into the 1970’s disco era changing to 1980’s break dancing continually being reinterpreted and invented. Performance of rhythmic movements represented musical style and messages were promoted in dance schools as Arthur Murray, Dance concert performance by local companies as Joffery Ballet, Hubbard Street Dance, videos as reflected on MTV with Michael Jackson, Prince, Madonna, Janet Jackson, Paula Abdul, Hammer, Britney Spears, Beyonce’, etc. & street performers inspire dance trends.Ballroom Dance- International standard=Slow & Viennese Waltzes, Tango, Foxtrot & Quick Step also smooth American Ballroom forms or Latin Dance=Mambo, Rumba, Cha-cha-cha, Bolero, East Coast Swing or International Latin which includes Jive & Paso Doble. Since 1992 there have been attempts to make dancing an Olympic Sport. It is represented in ice dancing, rhythmic gymnastics and water ballet’s synchronized swimming Olympic events.Swing dances- Modern Jive, Leroc, Lindy Hop, Balboa, Deneme, Jitterbug, Jive, East Coast Swing, West Coast Swing, Collegiate Shag, Carolina Shag, Hand Jive, & CharlestonDisco Dance- Hustle, Fad dance, novelty dance, Flying man dance, pom dance, line dances that date back to Turkey Trot, Grizzly Bear, Bunny Hop, Conga, country & group line dancesHip-Hop Dance- Boppin’, Breaking, Popping, Locking, Krumping, Jerkin’, Turfing, Memphis Jookin’, & Crip Walk

Dance Related Rhythmic Communication Demonstrating Aesthetic Value, Story, & Social Values.

Choreography for dance designs was promoted theatrically and socially in audio-visual illustrations. Movies musicals display ballroom’s Fox Trot, 2-step, etc. with Fred Astaire & Ginger Rodgers, Busby Berkley tap dance formations, in 1950’s Gene Kelly’s “An American in Paris” & “Singing in the Rain”, Acrobatic dancing in 1954 “Seven Brides for Seven Brothers”, Agnes De Mille in 1843 with “Oklahoma”, Jerome Robbins in 1957’s jazz dance of “West Side Story” and choreographers such as Katherine Dunham, Bob Fosse, Margot Fonteyn, Art Mitchell, Alvin Ailey, Gus Giordanno, Debbie Allen, etc. Dance Films inspire dance as with Saturday Night Fever, Dirty Dancing, Staying Alive, Fame, Footloose, Flash Dance, Lamboda, Strictly Ballroom, Tap, Break’n Happy Feet, Dance with Me Shall We Dance, Save the Last Dance, Mad Hot Ballroom, Center Stage, etc. Musical Theatre expressed dances appreciation and application as with 42nd Street, Guys & Dolls, All That Jazz, Cabaret, Cats, Chorus Line, Hairspray, Dancn’, Chicago, etc. Television Dance programs as American Bandstand, Hollywood A Go Go, Bandwagon, Soul Train, Dance Fever, Solid Gold, The Fly Girls of I Living Color, Dancing with the Stars, So You Think You Can Dance, Strictly Come Dance, America’s Ballroom Dance Challenge, Dance Your Ass Off, America’s Best Dance Crew, U can Dance, etc. Dance’s value has been communicated by spectator’s appreciation, but is increasing in social value regarding healthy & wellbeing participation as Dance exercises as Jazzercise, Zumba, Cardio dance, Belly dancing, Hip Hop Abs, Yoga & Pilates movements, etc. promote dance as an exercise form .

“We dance for laughter, we dance for tears, we dance for madness, we dance for fears, we dance for hopes, we dance for screams, we are the dancers, we create the dreams.”

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National Association for Sports & Physical Education Standards CPS Scope & Sequence

E = Emerging = check minus = Students participate in deliberate practice tasks that will lead to skill & knowledge acquisition.M = Maturing = check = Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes, which will

continue to be refined with practice.A = Applying = check pulse = + Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes within a

variety of physical activity environments.Locomotive Skills

Walk Jog Run Gallop Slide Leap Jump Hop Skip Comment

Non-Locomotive Skills

Bend Turn Twist Swing Stretch Push Pull Roll Comment

Manipulative Skills

Roll (an object) Underhand Throw/ Toss Overhand Throw Catch Field Kicking Foot Dribble (Soccer) Spiral Throw (Football) Frisbee Throw Punt Strike Comment

Manipulative Skills

Dribble(Basketball) Chest Pass Bounce Pass Overhead Pass Volley Underhand Serve Over Hand Serve Forearm Pass Set (Volleyball) Jumping Rope(Long) Jumping Rope (Short) Comment

Movement ConceptsGeneral Space Personal Space Boundaries Directions Levels Pathways Over/Under Near/Far Front/Behind Around Speed Time Force Power Chase Flee Dodge

Body Management

Stunts Tumbling Jumping & Landing Balance Weight Transfer Comment

Dance/Creative/Rhythmic

Movement to Music Create shapes with body Move in a circle Move with partner Move in a square Comment

Participates in Regular Physical Activity

Understands the importance of participating regular physical activity outside of PE class

Participates regular in physical activity inside/outside PE class

Participates in a variety of physical activities involving locomotive, non-locomotive & manipulative skills

Participates in a wide variety of fitness based activities

Comment

Movement Strategies

Understands basic offense strategies Understands Basic Defensive strategies Comment

Achieves & maintains a health enhancing level of physical fitnessUnderstands how to prevent injury

Circulatory System

Large Muscle Groups

Skeletal System

Understands how to apply FITT

Frequency Intensity Time Type Range of Motion Understands how to set personal fitness goals

Comment

Achieves & maintains a health enhancing level of physical fitness

FlexibilityStatistic

Stretching

FlexibilitySit & Reach

FlexibilityTrunk Life

Muscular Strength/Endurance

Curl-up

Muscular Strength/Endurance

Push-up

Muscular Strength/Endurance

Squat

Muscular Strength/Endurance

Lunge

Muscular Strength/Endurance

Mountain Climber

Muscular Strength/Endurance

Jumping Jack

Comment

Achieves & maintains a health enhancing level of physical fitnessCardio respiratory

EndurancePulse

Cardio respiratory EnduranceHeart Rate

(beats per minute)

Cardio respiratory Endurance

Pacing

Personal BehaviorSelf-Control

Personal Behavior

Self-Respect

Personal Behavior

Perseverance/Best Effort

Personal Behavior

Uses Equipment Safely

SocialBehavior

Conflict Resolution

SocialBehavior

Sportsmanship

SocialBehavior

Cooperation

SocialBehaviorRespect

for others

SocialBehavior

Following Rules & Directions

SocialBehavior

Leadership/Role Model

SocialBehaviorPositive

Encourager

Seeks out an opportunity to participate in Physical activity for enjoyment, self-expression, &/or social interactionUnderstands the role of physical activity in lifelong health Monitors Heart rate during physical activity Sets Fitness goals Sets sports skill goals Comments

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Additional list of RUBRICS that may be adapted and modified to meet the needs of the students in a developmentally appropriate in each grade level.

BODY AWARENESSarms/ legs/ head/ elbows/ knees /trunkangular /curved/ twisted/ narrow /wide/ symmetrical /asymmetricalswing/ sway/ twist /turn /stretch/ bend/ curl /shake/ rise /sink/ push/ pull Space AWARENESSpersonal space /general space /create space to open area /keep body between ball and defender/ deny space between goal and players/cover an area/move forward, backward, sideward, up and down/move in round and curved path/zig zag path/straight path/EFFORTfast movements/slow movements/accelerate and decelerate/free flowing movements/bound, flow ,stop quicklyRELATIONSHIPSinside/outside/between/front/behind/over and under/on and off/across/above/below/leading/followingmatching/mirroring/parting/meetingLOCOMOTOR Skills

Walk Run Jump Hop Gallop Slide Skip Leap Chase/flee Dodge Fake Jumping and landing (height/ distance/to catch / on and off equipment/body control) Long and short rope jumping

NON-LOCOMOTORo swayingo swingingo twistingo turningo moving isolated parts of the bodyo hand/foot gestures

Rolling/sideways/forward/backward/equipment Rocking with chin to chest Head to knees Curved body shape Sideways

o Stiff as a pencilo Tight muscleso Begin turn for abdominals

Forward

o Curved body shapeo Chin to chesto Push with handso Frog jump beginningo Stay tight in tuck

Backward

o Curved shapeo Head to knees

TUMBLING

FORWARD ROLL PROGRESSION log roll shoulder roll frog jump and push incline roll( board and mat)45 degrees forward roll Forward roll in straddle, pike , squat and no hands* BACKWARD ROLL PROGRESSION Crab egg roll back shoulder roll candle( leg up straight like a candle, hands under hips) roll back half way to hands touch/ return and

repeat Incline roll Back roll in squat , straddle, pike* Back roll to handstand (extension)* STATIC SUPPORT PROGRESSION frog stand / tripod frog hand balance half headstand forearm stand mule kick Short kick handstand( 45 degrees) handstand against wall / spotter hand stand with spotter* backbend / spotting* w walkovers / spotting* AERIAL PROGRESSION Hurdle approach , correct steps cartwheel in low plane on line foot , hand, hand , foot hurdle / cartwheel round off handsprings/ spotting* VAUTING PROGRESSION Run /hurdle /approach hit board land in crash mat Landings : Straight body jump/ land Straddle Pike Turns Twists Run/approach jump on and off short horse turns, jumps, twists , rotations in plane Side leg vault ( straight leg to side) Squat Straddle Any turns , rotations LOW BALANCE BEAM PROGRESSION Walk forward , backward , sideward Turns , 180 , 360 Sliding Leaping galloping Balances cat walk slow run Dismount = round off and or turns and jumps off*

Volleyball

Throw ball over the net Catch a ball-set over the net Underhand serve Overhand serve Setting to self Setting off a wall Setting to a partner Self set-hit over the net Self set.-hit to an open space Forearm bump

PHYSICAL EDUCATION

Enduring Understanding/Unit Title:

Bodily Seen in Physical Education?

Global Contexts:Personal & Cultural Experience

Key/Related Concepts: Aesthetics- Movement/Function

Exploration: Artistry, Craft, Creation, Beauty

Criteria A & B Movement - Anatomy/Kinesiology Inquiry Focus Question:

How is Physical LiteracyKnowing & Understanding / Applying & PerformingStatement of Inquiry-Students will understand that:

One’s personal & cultural experiences are expressed in aesthetic movement that can function as exercise to improve health.

Tasks:Exercise Experiences/Aesthetic Actions

17

Physical Education- Scalise Year: 3018-2019 School: Richard Edwards Elementary IBMYP Level 1 - 6h gradeTime Frame

Unit of Inquiry InquiryQuestion

Global Context Key & RelatedConcepts

IL Standards& WIDA standards

Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Total Wellness Who is Moving?

Human Movement is

Universal.

Identities & Relationships

Connections

Choices/Balance

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value AwarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative =FITT Goals Frequency, Intensity, Time & Type of Activity

Student Health/PEJournal/Reflections

Criteria A =Knowing & UnderstandingCriteria B =Applying & PerformingCriteria C =Planning through InquiryCriteria D =Reflecting & Demonstrating

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 =Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= DifferentiateSEL = Goal 2A Recognize the feelings & perspectives of others

SG#19-A-1: *Demonstrate & analyze various movement concepts & applications *Know how to move safely in physical activity*Apply rules & safety understanding physical activity*Understand how to move with self, others & equipment safely.

Formative =*Revise & Rethink Key Terms*Peer Observation Student Skills*Self-assessmentSummative = *Universal Motor Skills Reports *Student Movement Activity Community Service

Criteria B =Applying & PerformingCriteria C =Applying & Performing

Week 2- Week 3

Total & Fitness Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 1 Develop self-awareness & self-

*Achieves & maintains a health-enhancing level of physical fitness*Fluency, intensity & time –balancing principles of conditioning composition*Exercise performance application body/identification of body changes relating

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE LogSummative = *Exercise Experience exploration*Physical Fitness Testing Records *Fitness Portfolio

Criteria A =Knowing & Understanding

18

management skills to achieve school & life success

to mind & spirit *Calculate/ assess/ organize fitness

Week 4 Team Building How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

Students will be exposed to whole group instruction exemplifying the elements of sport to engage in acquiring knowledge required in team participation & sports game play.

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE viewing observationSummative =*Health/PECooperative Plan

Criteria B =Planning for PerformanceCriteria C =Applying & Performing

Time Frame

Unit of Inquiry InquiryQuestion

Global Context Key & RelatedConcepts

IL & WIDA standards Objectives, IL & IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 weekcycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and spiritual

beings and well being is dependent on all of these factors. Create Balance in your total

fitness plan

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self-AssessmentSummative = *Peer Observation Student Skills*Student Record, Journal & Reflect

Criteria D =Reflecting & Demonstrating

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/Energy

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading &

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social interactionSG#26: Through creating & performing

Formative =*Peer Observation Student SkillsSummative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement

Criteria C =Planning through Inquiry

19

WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

understand how works of art are applied for productionSG#27: Understand the role of the movement arts in civilizations, past & present

Performance

Week 2-Week 3

Total Health & Fitness

How do we move to

Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*SG#20: Understand how to assess, achieve, & maintain physical fitness for continues health.*SG#20-A-1: Know & apply physiological principles & components of health related fitness composition.*SG#20-A-2 Assess individual movement in fitness levels

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE Project

Criteria B =Applying & Performing

Week 4 Personal Perspective

What is the Significance of Movement?

Globalization & Sustainability

Change/Time, Space & Place

Environment/Space

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = = Goal 2- Use social –awareness & interpersonal skills to establish & maintain positive relationships

Students will be exposed to whole group instruction exemplifying the elements of sport physical activities to assist in acquiring knowledge required in team participation & accomplishment .Students will explore the understand of group dynamics for personal engagement in game play activities

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria B =Applying & PerformingCriteria C =Planning through Inquiry

20

Physical Education- Scalise Year: 2018-2019 School: Richard Edwards Elementary IBMYP Level II - 7th gradeTime Frame

Unit of Inquiry

Inquiry Question

Global Context Key & RelatedConcept

IL Standards& WIDA standards

Objectives, IL & IB Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Human Movement

Who is Moving?

Human Movement is Universal.

Identities & Relationships

Connections

Choices/Balance

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value awarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative =GRASPS, Goals - Real world goal, Role, Audience, Salutation, Products/Performance & StandardsStudent Health/PEJournal/Reflections

Criteria A =Knowing & UnderstandingCriteria B =Planning for performanceCriteria C =Applying & performingCriteria D =Reflecting & Improving Performance

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Students will be exposed to whole group instruction exemplifying the elements of movement to assist in acquiring knowledge required to move with self, others & equipment safely.*Identify rules & safety procedures in physical activities to understand how to move with self, others & equipment safely.

Formative =*Revise & Rethink Key Terms*Peer Observation Student Skills*Self-assessmentSummative = *Universal Motor Skills Reports

*Student Movement Activity Community

Service

Criteria A =Knowing & Understanding

Week 2- Weeks 3

Total & Fitness

Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking,

*Achieve & maintains movements to develop health-enhancing level of physical fitness*Fluency, intensity & time –balancing principles of conditioning involved

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE LogSummative = *Exercise Experience

Criteria B =Applying & Performing

Criteria C =Planning through Inquiry

21

Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

in fitness composition*Exercise effects on the body/identification of body changes relating to mind & spirit performance.*Calculate/ assess/ organize fitness program to improve total fitness application*Monitor physical fitness & develop individualized plans

exploration*Physical Fitness Testing Records *Fitness Portfolio

Week 4 Team Building

How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 = Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 2B Recognize individual & group similarities & differences

*Students will be exposed to whole group instruction exemplifying the elements of sport’s game play to assist in acquiring knowledge required group socialization. *Relating personal engagement to group engagement in problem solving & goal goals.

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE viewing observationSummative =*Health/PECooperative Plan

Criteria D =Reflecting & Demonstrating

Time Frame Unit of Inquiry InquiryQuestion

Global Context Key & relatedConcepts

IL Standards & WIDA Standards

Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 week cycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and spiritual beings and well being is dependent on all of these factors. Create Balance in total fitness plan

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self AssessmentSummative = *Peer Observation Student Skills*Student Record, Journal & Reflect

Criteria A =Knowledge & UnderstandingCriteria B =Planning for PerformanceCriteria C =Applying & performingCriteria D =Reflecting & Improving Performance

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/

SG#19 = Understand concepts and acquire competent movement skills

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social

Formative =*Peer Observation Student Skills

Criteria C =Applying & Performing

22

Energy to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

interaction SG#26: Through creating & performing understand how works of art are produced.SG#27: Understand the role of the arts in civilizations, past & present

Summative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement Performance

Week 2- Weeks 3

Total Health & Fitness

How do we move to Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*SG#20: Understand how to assess, achieve, & maintain physical fitness for continues health.*SG#20-A-1: Know & apply physiological principles & components of health related fitness composition.*SG#20-A-2 Assess individual movement in fitness levels*SG#20-A-3 Set goals based on fitness data & develop, implement & monitor an individual fitness improvement plan*SG#22: Understand principles of health promotion & prevention & treatment of Illinois & injury

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE Project

Criteria B =Planning for Performance

Week 4 Personal Perspective

What is the Significance of Movement?

Globalization & Sustainability

Change/Time, Space & Place

Environment/Space

SG#21 = Develop team-building skill by working with others through physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = = Goal 2- Use social –awareness & interpersonal skills to establish & maintain positive relationships

*Students will be exposed to whole group instruction exemplifying the elements of team building team effort to assist in acquiring knowledge required for competitive experiences. *Personal engagement understanding of group contribution in social atmosphere of tem play

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria A =Knowledge & Understanding

Criteria D =Reflecting & Improving on performance

23

Physical Education- Scalise Year: 2018-2019 School: Richard Edwards Elementary IBMYP Level III - 8th gradeTime Frame)

Unit of Inquiry

InquiryQuestion

Global Context

Key & RelatedConcepts

IL Standards& WIDA Standards

Objectives, IL and IB

Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Human Movement

Who is Moving?

. Human Movement is Universal.

Identities & Relationships

Connections

Choices/Balance

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value awarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self AssessmentSummative = * SMART goals Specific, Measureable, Attainable, Realistic,& Timely

Criteria A =Knowing & UnderstandingCriteria B =Planning for PerformanceCriteria C =Applying & performingCriteria D =Reflecting & Improving performance

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Students will be exposed to whole group instruction exemplifying the elements of Movement to assist in acquiring knowledge required to move with self, others & equipment safely.*Apply rules & safety in physical activity

Formative =*Peer Observation Student SkillsSummative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement Performance

Criteria A =Knowing & Understanding

Week 2- Weeks 3

Total & Fitness

Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health. WIDA: Social & Instructional-Listening, Speaking, Reading & Writing

*SG#20-A-1: Know & apply physiological principles & components to contribute to health composition correlating fitness.*SG#20-A-2 Assess

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE

Criteria B =Planning for PerformanceCriteria C =Applying & performing

24

LRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

individual fitness level exercise applications*SG#20-A-3 Set goals based on fitness data & develop, implement & monitor an individual fitness performance improvement plan*SG#22: Understand principles of health promotion & prevention & treatment of Illness & injury through performance application

Project

Week 4 Team Building

How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & Writing.LRE= Differentiate instructionSEL = Recognize individual & group similarities & differences

*Students will be exposed to whole group instruction exemplifying the elements of cooperative effort to assist in acquiring knowledge required in social sport engagement.

* Personal recognition of responsibilities in group engagement

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria D =Reflecting & Improving Performance

25

Time Frame

Unit of Inquiry

InquiryQuestion

Global Context Key Concepts IL & WIDA Standards Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 week cycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and spiritual beings and well being is dependent on all of these factors. Create Balance in total fitness plan

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative = *Physical Fitness Testing Records *Fitness Portfolio

Criteria A =Knowing & UnderstandingCriteria B =Applying & PerformingCriteria C =Planning through Inquiry Criteria D =Reflecting & Demonstrating

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/Energy

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social interactionSG#26: Through creating & performing understand how works of art are produced.SG#27: Understand the application role of the arts in civilizations, past & present

Formative =*Event Tasks*Peer Observation*Student SkillsSummative =*Student Project Dance Design

C Criteria =Planning through InquiryMovement PerformanceApplicationVideo performance for monitoring assessment

Week 2- Weeks 3

Total Health & Fitness

How do we move to

Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*Achieves & maintains a health-enhancing level for physical fitness composition*Fluency, intensity & time –balancing principles of conditioning in balanced movement activities*Exercise effects on the body identification of body changes relating to mind & spirit*Calculate/ assess/ organize fitness program to improve total fitness.*Monitor physical fitness & develop individualized plans

Formative =*Event Tasks *Teacher Observation Student SkillsSummative =*Physical Fitness Testing Records *Personal Fitness Plans

Criteria B =Applying & PerformingObject Handling Health Movement CompositionVideo performance for monitoring assessment

Week 4 Personal What is the Globalization & Change/Time, SG#21 =Develop team- Students will be exposed Formative = Criteria A =

The following Chicago Children’s Museum Exhibit poster representation illustrates the values of learning to move also termed: Move It!

Move itBuilds

Powerful BodiesStrength, Flexibility, Balance, Coordination

Strong MindsPlanning, Pretending,

Problem Solving, ReasoningHealthy Emotions

Cooperation, Sharing, Self-Confidence, Risk-Taking

Imuevete’ DesarrollaCuerpos Poderosos

Fuerza, Flexibilidad, Equilibrio. Coordinancio`nMentes Fuertes

Planifacio`n, Pretendiendo, Resolucio`n de Problemas,

RazonamientoEmociones Saludalles

Cooperacio`n, Compartir, Confianza en uno Mismo,

Tomar Riesgos

26

Physical Education Moving to ImproveSix Facets of Understanding Understanding reflected with MovementExplanation Accounts for data, facts and phenomena are provided for thoroughly being justifies and supported –

How does movement lead to achievement?

Interpretation Ideas and events as meaningful stories told and translations offered providing historical and personal revealing dimensions –How do a person’s moves influence their life decisions?

Application Known divers context is used and adapted effectively –What problem-solving strategies can movements be used or not used in managing conflict or affect change?

Perspective Viewing the big idea by critical seeing and hearing points of views –How can an individual’s moves affect how they socialize and live life?

Empathy Finding values with perceived sensitivity on basis prior to direct experience –How would it feel to be the participant or recipient of actions?

Self-knowledge Aware of what and why of understanding perceived with personal habits, prejudices and style that shape/impede personal understanding –What personal qualities help deal with movement?

Movement Exercise Stations Flexion & Extension Exercise Movements Bending-Reaching

Open-CloseUpper Body /Arm Exercises

Elbow Flexion & Extension 3 Sets of 10 Repetitions

Set 1 with palm up-works bicep muscle Set 2 with side hand position

Set 3 with palm down works triceps

Flexion & Extension Exercise Movements Bending-Reaching

Open-CloseUpper Body /Shoulder Exercises

Shoulder Flexion Extension & Hyperexetension 3 Sets of 10 Repetitions

Set 1 with arm above head Set 2 with arm in side position

Set 3 with palm pushing back behind body

Flexion & Extension Exercise Movements Bending/Reaching

Open/CloseLower Body /Sitting Leg ExercisesPatella (Knee) Flexion & Extension

Tarsal (Ankle) Flexion/Extension

Sets of 10 Repetitions

Flexion & Extension Exercise Movements Bending-Reaching

Open-CloseLower Body /Standing Leg Exercises

Hip Flexion/Extension3 Sets of 10 Repetitions

Set 1 with leg swing forward Set 2 with leg swing backward

Set 3 with leg swing forward & backward*Balamce holding on to wall if needed

Flexion & Extension Exercise Movements Bending/Reaching

Open/CloseVertebra Body /Spinal Exercises

Floor Full Body Flexion/Extension3 Sets of 10 Repetitions

Set 1 with knees bent Set 2 with leg extended out

Set 3 alternating bending knees & then extending legs

Flexion & Extension Exercise Movements Bending/Reaching

Open/closeVertebra Body /Spinal Exercises

Spine (Backbone) Flexion/Extension

Neck Flexion/Extension3 Sets of 10 Repetitions

Movements with time holding position Set 1 with chin to chest for 10 seconds

Set 2 with chin up for 10 seconds Set 3 alternating moving chin

down & up X 10 Reps

Abduction & Adduction Exercise Movements Sideway Swings

Away & Toward bodyLimb Abduction/Adduction – Shoulders/Hip

Exercises

Lying Down &/ or Standing Up Positions3 Sets of 10 Repetitions

Set 1 with arms moving only Set 2 with legs moving only

Set 3 with arms & legs coordinating moves

27

Away & Toward BodyUpper Limb Abduction/Adduction –

Shoulders Exercises

Shoulder Abduction/Adduction with/without

Resistance Band3 Sets of 10 Repetitions

Set 1 with right arm moving only Set 2 with left arm moving only

Set 3 with right/left arm coordinating movesAbduction & Adduction Exercise Movements

Sideway Swings

Abduction & Adduction Exercise Movements Sideway Swings

Away & Toward BodyLower Limb Abduction/Adduction –Hip Exercises

Floor Hip Abduction/Adduction 3 Sets of 10 Repetitions

Set 1 laying on side right leg raises Set 2 on laying on side with left leg raises Set 3 sitting v-sit legs move out & hands

in/ hands out & legs in

Rotation Exercise MovementsMoving Around Circular Actions

Lower Limb Abduction/Adduction –Hip Exercises

Hoop Exercises 3 Sets of 10 Repetitions

Set 1 hoop on waist Set 2 hoop on neck Set 3hoop on arm

Rotation Exercise MovementsMoving Around Circular Actions

Upper Body Rotations –Neck & Shoulder Exercises

Neck & Shoulder Rotations3 Sets of 10 Repetitions

Set 1 neck around to right & then left 3 times

*(slowly or will get dizzy) Set 2 hands on shoulders rolls forward 5 & then 5 backward

Set 3 arms out & circle forward 5 & then 5 backwardExtra sets - arm circles size increasing small to large

Rotation Exercise MovementsMoving AroundCircular Actions

Upper & Lower Extremities Body Rotations – Wrist & Ankle

Carpal/Tarsal -Wrist/Ankle (Hand/Foot) Rotation3 Sets of 10 Repetitions

Set 1 wrist circles right 5 & left 5 times Set 2 ankle circles right 5 & left 5 times

Set 3 coordinate/balance right ankle & left wrist 5 times each direction & then left ankle &

right wrist 5 times each direction

Rotation Exercise MovementsMoving Around Circular Actions

Upper Body Rotations–Shoulder/Arm Exercises

Standing Swimming Upper Limb Rotation3 Sets of 10 Repetitions

Set 1 Free style strokes forward 5 & backward 5 Set 2 Back strokes forward 5 & backward 5

Set 3 Butterfly strokes forward 5 & backward 5

Rotation Exercise MovementsMoving Around

Circular/Twisting ActionsTrunk Rotation–Waist Exercises

Spinal Rotation- Laying Down or Standing Trunk Twist

3 Sets of 10 RepetitionsSet 1 twist to right side from center only Set 2 twist to left side from center only

Set 3 alternate twist right & left

Rotation Exercise MovementsMoving Around

Circular/Twisting Actions

Lower Limb Rotation–Hip Exercises

Lower Body Floor Rotations 3 Sets of 10 Repetitions

Set 1 right raise leg only Set 2 left side only

Set 3 alternating right & left legs

28

Rotation Exercise MovementsMoving Around

Circular/Twisting ActionsLower Limb Rotation–Hip Exercises

Lower Body Rotations 3 Sets of 10 Repetitions

Set 1 turn right leg only Set 2 turn left side only

Set 3 bring right leg in & then left for 5 second hold each

Fibrous & Cartilaginous Joints Immoveable

Cannot or move slightly

Skull Ear

As Compared To Other Bone Connections

Resting/Reading & Reflecting Activities

Anatomical Aspects of Human Movements with Hands

Carpal (Wrist) Guiding Joint Exercise

Hand MovementExercise

Anatomical Exercise Set /Repetition Movement Stations

Anatomical Aspects of Human MovementBody Movement – ligaments connect joints to bones,

bones are connected to muscle by tendons & muscles move the body

Actions are contraction & lengthening muscle movement of bones

Body Position Movement Definitions:

1. Flexion & Extension – bend/reach – open/close 2. Abduction & Adduction - sideway swings –

away & to the body 3. Rotation – moving around – circular action

4. Fibrous & cartilaginous Joints - immoveable – cannot or move slightly

29

Movement Terminology Sheets

Name__________________________________________________________________________________________________Words into Actions Add your own word & picture to the Locomotive (Locomotoras) Movements.

Walk Caminar

Forward Adverbio

Backward Alrevés

Sideways Lado

Run Correr

Jump Brincar

Gallop Galopar

Leap Saltar

Skip Saltar

Climb Escalar

Hop Saltar

30

Pedal PedalearName____________________________________________________________________________________________________

Words into Actions - Add your own word & picture to the Directions Dirección & Movements.

Turn Gitar

Over Encina

Under Bajo

Around Alredor

Up Subir

Down Bajarse

On En

In Between Entremedio

Right Derecho

Left Izquiredo

Reach Alcanzar

Stretch Estirarse

Swing Columpio

Bend Inclinarse

31

Twist Torcedura

Rotate RotarName_______________________________________________________________________________________________

Words into Actions -Add your own word & picture to the Skills Habilidad Movements.

Kick Patear

Roll Rodar

Catch Atrapar

Toss Lanzar

Bounce Rebotar

Pitch Lanzar

Swing Balanzear

Throw Tirar

32

Tie Shoes Atar Las Agujetas De Los Zapatos O Tennis

Richard Edwards Elementary IB Middle Years Program Physical & Health Education Summative Task SheetMovement- How do I move to improve?

Statement of Inquiry: One’s personal and cultural experiences influences aesthetic movement as the energy put into actions effect on how action function.Task description: Movement exploration-exercise experience illustration/aesthetic action demonstrationThis task will be assessed against the following IB Assessment Criteria: B Planning for Performance

IB Criteria B Planning for Performance0 = The student does not reach a standard described by any of the descriptors below.1-2 The studenti .States plans for improving health or physical activity based on personal & cultural experiences that influence momentii. States the effectiveness of a plan illustrating how energy is put into actions3-4 The student:i. Outlines a basic plan for improving health or physical activity by demonstrating how action functions in a variety of waysii. States the effectiveness of a plan based on the outcome of a description of exercise experiences.5-6 The student:i. Outlines a basic plan for improving health or physical activity demonstrating how action functions in a variety of waysii. States the effectiveness of a plan based on the outcome of a description of exercise experiences.7-8 The student:i. Constructs and outlines a plan for improving health or physical activity demonstrating how action functions in a variety of ways

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ii. Describe the effectiveness of a plan based on the outcome of a description of exercise experiences.EXERCISE EXPERIENCES

Statement of Inquiry: One’s personal and cultural experiences influences aesthetic movement as the energy put into actions effect on how action function.Task description: Movement exploration-exercise experience illustration/aesthetic action demonstrationThis task will be assessed against the following IB Assessment Criteria: B Planning for PerformanceExplore how exercise is experienced in various environments & relate different exercises using DOK steps to move your GRASPS plan.

o DOK 1- Identify the exercise/dance physical activity. Illustrate examples.o DOK 2 – Distinguish the exercise elements. Summarize the movement actions.o DOK 3 – Investigate the exercise movement Compare the environmental development: Historical &/ or National Association.o DOK 4 – Connect the exercise movement by critiquing the Health & Social significance by analyzing the Fitness implications: Agility, Balance, Cardio-Vascular-Endurance,

Coordination, Flexibility, Muscular Endurance, Power, Speed, or Strengtho Report source of information

EXERCISE EXPERIENCE EXAMPLE

DOK 1- Identify a sport, game or exercise physical activity. Illustrate examples.Yoga is the Sanshrit word for “union”. It is an exercise experience for physical, mental, & spiritual disciplines originating in ancient India.

Examples of yoga postures or poses known as asanas are performed in a sequence. There are poses in various positions - standing, sitting, relaxing, specialty poses, & advanced poses.

DOK 2 – Distinguish the exercise elements. Summarize the movement actions.

Yoga is most commonly identified with balancing life - ying and yang Yoga can be differentiated as the following: disciplined method for attaining a goal techniques of controlling the body and the mind a name of one of the schools or systems of philosophy (darśana) in connection with other words - "hatha-, mantra-, and laya-," refers traditions specializing in particular techniques of yoga the goal of yoga practice.

Yoga exercise movements are associated with hatha as a series of exercise postures or poses or asana. Yoga can also included breathing exercises

DOK 3 – Investigate exercise experience. Compare environmental development: Historical &/ or National Association.Yoga originated in the East appearing in Shamanism. Evidence of yoga postures on artifacts date back to 3000 B.C. and evidence of yoga is found in the oldest-existing text, Rig-

Veda. Rig-Veda is a composition of hymns. Topics of the Rig-Veda include prayer, divine harmony, and greater being. The culture of Indian philosophical thought is translated in to the teachings of Yoga. It is an awareness of self that is emphasized as valuable to health & wellbeing with transformation in the person through the transcendence.Yoga is one of six āstika ("orthodox") schools of Hindu philosophy. Yoga traditions are found in Hinduism, Buddhism, Jainism and Sikhism relate to spiritual discipline... Hindu monks practiced yoga. Swami Vivekananda, brought yoga to the West in the late 19th century. In the 1980s, yoga became popular as a physical system of health exercises across the Western world.

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Yoga poses are usually names after nature sush as: bhujangasana-cobra kavasana- raven the most common poses is the padmasana-lotus

DOK 4 – Connect the exercise experience by critiquing the Health & Social significance by analyzing Fitness implications: Agility, Balance, Cardio-Vascular-Endurance, Coordination, Flexibility, Muscular Endurance, Power, Speed, or Strength.

Yoga can be seen as a great source of flexibility, balance, & strength exercises. Yoga positions can be valuable being utilized as warm-up and cool down exercise to prevent injury, relaxation, or stress relief physical activities to assist in physical wellbeing. Yoga increases suppleness. Many studies have tried to determine the effectiveness of yoga as a complementary intervention for cancer, schizophrenia, asthma, and heart patients. In a national survey, long-term yoga practitioners in the United States reported muscular–skeletal and mental health improvements. Yoga is a great form of exercise because you do not need any equipment unless you want a yoga mat. Also yoga pants and active wear have become popular in fashion, especially recently. Yoga is a valuable stretching exercise to experience. Report Source of Information – List references .De Michelis, Elizabeth (2004). A History of Modern Yoga. London: Continuum.

Richard Edwards Elementary IB Middle Years Program Physical & Health Education Summative Task Sheet GRASPSG = Real -world GoalR = Real- World RoleA = Real -World AudienceS = Real-World SituationP= Real World Products or PerformanceS= Standards

GOALProvide a statement of the goalEstablish the goal, problem, challenge, or obstacle in what you need to achieveEXAMPLE: To walk for Juvenile Diabetes- being a child & having to shot a needle in one’s self every day, watch what you eat constantly , and is actually a matter for life or death makes me feel scary, sad, & think that a walk for the cure can assist in finding new medical advances to help children with this terrible disease.

ROLEDefine your role in the goalState what job you will be performingEXAMPLE: Joining a family team to raise both funds & awareness through walk action for a cure for Juvenile Diabetes

AUDIENCEIdentify the target audience within the context of the scenarioExample audience might be your family, friend, an organization, team, etc.EXAMPLE: My family has a nephew with diabetes & is organized under “Everyone Loves Nick” for a group effort to support this charitable cause.

SITUATIONSet the context of the scenarioExplain the SituationEXAMPLE: We need to send out invitational/advertisement information to get as many people as possible to join our walking team so as much funds & awareness can be raised as possible.

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PRODUCTYou will create a goal for Health/PE ImprovementEXAMPLE: We need to design & get donated T-shirts for our family team to wear that day, get donated refreshments & set them up for those who also come that day to walk, collect funds & send to JDRF on behave of our family to help find a cure for this disease & send thank you notes to those who came.

STANDARDSA clear picture of success is identifiedIssue rubric are developedEXAMPLE: Our Family goal is to raise more than we did last year & be the largest family team represented at the JRDF sponsored walk.

*(This is a sample prompt exercise log that will provide feedback for exercise experience exploration & is a section of the Health/PE Journal)NAME NOMBRE ______________________________________________________

EXERCISE LOG REGISTRO DE EJERCICIODuring the summer, I Durante el verano, yo _______________________________________________________________________________________________________________________________________________________________________________________________________________________I play Puedo jugar ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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My favorite sport/exercise is Mi deporte o ejercicio favorito es_____________________________________________________________________________________________________________________________________________________________________________________________________________________The exercise I do is El ejercicio que yo hago es______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Examples of Exercise ExperiencesYoga

India PhilosophyFlexibility & Strength

Tia Chi Balance Chinese Gentle Exercise Stress

Relief

ZumbaBrazilian Rhythm Dance Coordination

PilatesCore Muscular Strength/ Rehabilitation

Insanity Muscular Power &

Strength Jump level Intensity

P90XMuscle Confusion

Muscular Strength & Endurance

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Fluidity Flexibility & Muscular Strength

Combining Ballet Dancer’s Movements

Tae Bo Muscular & Cardio Vascular EndurancesCombining Boxing & Tae Chi movements

PIYO Combines Pilates & Yoga

Step Exercise Cardio-Vascular Endurance/Intensity-

Heart rate target Zone

Band Exercise Muscular Strength & Resistance

DancerciseDance & Exercise Coordination & Cardio-Vascular

Workout

Cow BellWeighted Resistance- Muscular Strength

Aerobic DanceRhythmic Dance exercises- coordination

& cardio-vascular workout

Oriental Exercise Qigong Meditation Exercises

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Swiss BallBalance & Muscular Strength

Buso BalancePromotes Balance

PlyometricSoviet Russia "jump training”

Boot CampMilitary Total Fitness Exercise

Conditioning Training

Warrior RopesWeighted Strength Training

Upper Body Strength

Martial Arts Exercises Self-Defense Based Total Fitness Exercise

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UK Program British Look After Yourself Program/

Health Life Style

President’s Council on FitnessFITT Plan

Letter Word Definition Example

F Frequency How often 4-5 times a week

I Intensity How hard Walk-race walk -trot-jog-run60-85% of heart rate- target heart rate

220- age ____T Time How long 20-40 minutes

T Type What activity

Walk/run

Fitness gram

Resources

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Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... Physical Education teachers in central New York, strengthening physical education and literacy connection CHILDSPlay program PEC: Lesson Plans for Physical Education - PE Central at pecentral.org/lessonideas/searchresults.asp? Classroom Teacher Integrated, Language Arts-Reading, Wordout Middle School PE Interdisciplinary Lesson Ideas How Common Core Can Be Implemented in P.E. - Spark at www.sparkpe.org/.../how-common-core-can-be... Spark Physical Education create PE vocabulary word wall movement words with questioning strategies Common Core Physical Education Lesson Plans - LiteracyTA at www. literacy ta.com/ lesson - plans / physical - education LiteracyTA's skill-based approach to teaching literacy & Common Core Physical Education Lesson Plans for 8th grade PE Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... New York State United Teachers Physical Education and Literacy — The Odd Couple or a Match Made in Heaven? Brian Gym & Yoga project My Learning Journey: Literacy in PE at reflectionsofmyteaching.blogspot.com/2012/12/literacy-in-pe.html A teachers creates opportunities, learning experiences or activities to improve literacy - Comic Life Physical Literacy || Kids Activities at activeforlife.com/ Physical literacy develops from our fun activities for children teach basic movement skills which is a foundation for success. Critical Thinking in Physical Education – disciplinary at https://sites.google.com/... literacy ... physical - education /critical-thinking-i ... Physical education can integrate & build connections to literacy How can physical education support the national literacy ... at www.wirral-mbc.gov.uk/ pe / literacy .doc Literacy unites the important skills of reading and writing through PE contribution examples teaching of physical skills and activities. Literacy In PE - Avon Valley College at www.avonvalley.wilts.sch.uk/.../download.asp?file... Avon Valley College & Hounslow Manor School, Hounslow, London for Literacy in physical education. video activities for staff & pupils Reading, playing and arithmetic: Schools use physical ... at www.centralmaine.com/.../reading-playing-and-arithmetic-schools-use- Incorporating mathematics & literacy skills into PE mathematics-related activities Physical Education and Health Literacy at pe.dadeschools.net/ Physical Education and Health Literacy instructional curriculum from Miami, Florida Whitehead, M. (2007, February). Physical literacy and its importance to every individual. Presentation at the National Disability Association Ireland, Dublin, Ireland. Margaret White head is one of the leaders in PE literacy.

Physical Education References Alverez, I, and Beaven, T. (2001). Interactive translations. Negotiations and production of cultural meaning on line. Paper presented at IALIC conference Leeds Metropolitan University. Bennett, M. and Bennett, J. (2001). Facilitating cross-cultural dialog. Presentation at Kent State University International Day. Centers for Disease Control and Prevention. (1997). Guidelines for School and Community Programs: Lifelong Physical Activity. Washington DC: U.S. Department of Health and Human Services. Chicago Public Schools Fine Arts Standards: Dance from the Office of Language, Culture and Early Childhood Education Bureau of Cultural Arts. Common Core Physical Education Lesson Plans - LiteracyTA at www. literacy ta.com/ lesson - plans / physical - education

LiteracyTA's skill-based approach to teaching literacy & Common Core Physical Education Lesson Plans for 8th grade PE Critical Thinking in Physical Education – disciplinary at https://sites.google.com/... literacy ... physical - education /critical-thinking-i ... Physical education can integrate & build connections to

literacy Dance Magazine http://www.dancemagazine.com/ Dance | performing arts | Britannica.com https://www.britannica.com/art/dance Darnell, J. (1994). Sport education in the elementary curriculum. In D. Siedentop, (Ed), Sport education: Quality PE through positive sport experiences (pp.61-71). Champaign, IL: Human Kinetics. Drake, Susan M. and Burns, Rebecca C. Meeting Standards through Integrated Curriculum. (2004) Association of Curriculum and Development at

http://www.ascd.org/porta;/site/ascd/template.chapter/menuitem. Dugas, D. (1994). Sport education in the secondary curriculum. Sport education: Quality PE through positive sport experiences (pp. 105-112). Champaign, IL: Human Kinetics. Golman, D. (2006). Social intelligence. New York: Bantam Books. Fitnessgram, PE Central How Common Core Can Be Implemented in P.E. - Spark at www.sparkpe.org/.../how-common-core-can-be...

Spark Physical Education create PE vocabulary word wall movement words with questioning strategies Human Body for Kids - Free Games, Fun Activities ... - Science for Kids at http://www.sciencekids.co.nz/humanbody.html Human body for kids with information includes a range of free

games, fun experiments, science fair projects, interesting facts, amazing videos, challenging quizzes and more. Illinois Association of Health Physical Education Recreation and Dance IAHPERD

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Illinois State Board of Education Learning Standards: Physical Development & Health at http://www.isbe.state.il.us/ils/pdh/standards.htm Graham, G., Holt/Hale, S., & Parker, M. (2007). Children Moving (7th ed.).Boston: McGraw-Hill. Graham, George; Holt/Hale, Shirley Ann; and Parker, Mel. (1997). Children Moving: A Reflective Approach to Teaching Physical Education. Mountain View, CA:Mayfield. Griffey, D. (2007). Designing effective instructional tasks for physical education and sports. Champaign, IL: Human Kinetics Publishers. How can physical education support the national literacy ... at www.wirral-mbc.gov.uk/ pe / literacy .doc Literacy unites the important skills of reading and writing through PE contribution

examples teaching of physical skills and activities pupils Hastie, P.A. (1998). Helping middle school students become good officials. Teaching Elementary Physical Education, 9(4), 20-21. Journal of Physical Education Recreation and Dance JOHPERD Kinectic Kids.org Laban, Rudolf, The Mastery of Movement, MacDonald and Evans, London, 1960 Launder, A.G. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL: Literacy In PE - Avon Valley College at www.avonvalley.wilts.sch.uk/.../download.asp?file... Avon Valley College & Hounslow Manor School, Hounslow, London for Literacy in physical

education. video activities for staff & Lumpkin, Angela (1994). Physical Education and Sport: A Content Introduction, 3rd edition. St. Louis: Mosby. Math and Sports WebQuests - Math Goodies at http://www.mathgoodies.com/Webquests/sports / Math and Sports WebQuest: Explore Win Loss Percentage, Graphs, ERA, NBA Draft,

Pythagorean Expectation, Win Probability, Expectancy, etc. Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills. Champaign, IL:Human Kinetics Publishers Mohr, D.J., Townsend, J.S., & Bulger, S.M. (2001). A pedagogical approach to sport education season planning. Journal of Physical Education, Recreation, and Dance, 72(9), 37-46. My Learning Journey: Literacy in PE at reflectionsofmyteaching.blogspot.com/2012/12/literacy-in-pe.html

A teachers creates opportunities, learning experiences or activities to improve literacy - Comic Life Human Kinetics. National Association for Sport and Physical Education NASPE. Moving Into The Future National Standards PEC: Lesson Plans for Physical Education - PE Central at pecentral.org/lessonideas/searchresults.asp?

Classroom Teacher Integrated, Language Arts-Reading, Wordout Middle School PE Interdisciplinary Lesson Ideas Physical Education: A Guide to Content and Assessment. (1995) Chicago: Mosby. Physical Education – OVERVIEW PREPARATION OF TEACHERS at http://education.stateuniversity.com?pages/2324/Physical-Education.html Physical Education and Health Literacy at pe.dadeschools.net/ Physical Education and Health Literacy instructional curriculum from Miami, Florida

Whitehead, M. (2007, February). Physical literacy and its importance to every individual.

Presentation at the National Disability Association Ireland, Dublin, Ireland. Margaret White head is one of the leaders in PE literacy Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol...

Physical Education teachers in central New York, strengthening physical education and literacy connection CHILDSPlay program Physical Literacy || Kids Activities at activeforlife.com/ Physical literacy develops from our fun activities for children teach basic movement skills which is a foundation for success. Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... New York State United Teachers Physical Education and Literacy — The Odd Couple or a

Match Made in Heaven? Brian Gym & Yoga project

Pittmena, Ann; Waller, Marlys, & Dark, Cathy.Dance a While: A Handbook for Folk, Square, Contra, and Social Dance, Tenth Edition Placek, J.H. (2003). Interdisciplinary curriculum in physical education: Possibilities and problems. In S. Reading, playing and arithmetic: Schools use physical ... at www.centralmaine.com/.../reading-playing-and-arithmetic-schools-use- Incorporating mathematics & literacy skills into PE

mathematics-related activities Sports 'n Science >> - at http://sportsnscience.utah.edu / Sports 'n Science videos demonstrate the science behind the sport with current videos include the Science of the Punt, Science of Running,

and Physics of basketball, along with articles. Silverman & C. Ennis, (eds.), Student learning in physical education: Applying research to enhance instruction. 2nd ed. (pp. 287-311). Champaign, IL: Human Kinetics. President’s Council on Physical Fitness 2015

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Education is the movement from darkness to light. ______ Allan Bloom43