Physical Education Curriculum Grades K-8 · New Jersey Physical Education Core Curriculum Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient,

Warren Township Schools Warren Township, NJ

Physical Education Curriculum Grades K-8

Dr. Tami R. Crader Superintendent of Schools

William Kimmick Curriculum Coordinator Stacey Hann-Modugno Curriculum Supervisor

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WARREN TOWNSHIP SCHOOL DISTRICT

PHILOSOPHY

Physical Education is the part of child’s overall education that is accomplished through movement. Although

Physical Education stresses the psychomotor domain, it also should contribute to the cognitive and affective

domains. Physical Education has three unique contributions to a child’s education: the development and

maintenance of a personalized level of physical fitness, the development and enhancement of movement

competency, and an understanding of movement and movement principles. A quality program will help to foster a

physically active lifestyle within the school community. It will also teach the students how to apply the valuable

movement concepts to all activities.

Here in Warren we utilize a wide array of techniques in order to properly educate our students. At the

kindergarten and first grade level we are using a skill-themed approach. This allows the students to build a solid

foundation of movement competence needed for success in future activities. Once they move to the second and

third grade level the skill-themed approach is expanded on by combining it with a sport-themed approach. By

doing so our students start to utilize their skills in a dynamic setting which will further allow the concept to be

understood. In the fourth and fifth grade students are taught using a sport-themed approach, including traditional

and non-traditional sports. As the student moves on to middle school they will experience an advanced level of the

previous sports/skills further allowing skill improvement. By exposing our students to this variety it will allow for

them to make an educated decision on future activities. These activities will help them to lead a healthy, active

lifestyle.

Body (What the body does)

Space (Where the body moves)

Effort (How the body performs

movements)

Relationships (Relationships that occur in

movement)

Actions of the body

Curl

Bend

Twist

Swing

Areas

General

Personal

Time

Fast-Accelerating-Slow

Slow-Decelerating-Sustained

Body Parts

Above-Below

Apart-Together

Behind-In Front Of

Meeting-Parting

Near-Far

Over-Under

Actions of the body

Support Body Weight

Lead Action

Receive Weight/Force

Apply Force

Directions

Forward

Backward

Sideward

Upward

Downward

Force (Weight)

Firm-Strong

Fine-Light

Individuals & Groups

Mirroring-Matching

Contrasting

Successive-Alternating

Questioning-Answering

Acting-Reacting

Following-Copying

Lifting-Being Lifted

Supporting-Being Supported

Activities of the body

Locomotor

Non-locomotor

Manipulative

Levels

Low

Medium

High

Space

Direct-Straight

Indirect-Flexible

Apparatus & Equipment

Over-Under

Near-Far

Above-Below-Alongside

Behind-In Front Of

Arriving On- Dismounting

Body Shapes

Straight

Wide

Round

Twisted

Symmetry-Asymmetry

Pathways

Straight

Curved

Zig-Zag

Twisted

Flow

Bound-Stoppable-Jerky

Free-Ongoing-Smooth

Other Types

Goals & Boundaries

Music & Sounds

Poems & Stories & Words

Beats & Patterns

Art & Artifacts

Planes

Wheel-Sagital

Door-Frontal

Table-Horizontal

Extensions

Large

Small

B-S-E-R FRAMEWORK

Developmental Considerations

Characteristics 5-6 years 7-8 years 9-10 years

Growth Steady increases in height, weight, and strength

Steady increases in height, weight, and strength

Growth spurt begins with girls

Body Management Aware of large body parts Aware of large and small body parts

Aware of large and small body parts

Motor Skills Gross motor skills improving. Perform motor skills singularly

Gross motor skills refined Fine motor improvements Increasing variability in motor skill performance Perform motor skills singularly

Fine motor skill improvement. Increases in performance Combines motor skills more fluidly Balance improved

Attention Span Short attention span. Creative and imaginative. Handles limited information. Simple instructions. Variety in activities. Work with one movement concept

Attention span short but increasing Creative and imaginative Handles limited information. Simple instructions Variety in activities Combines movement concepts with difficulty

Increasing attention span Creative and imaginative Handles multiple bits of information with complexity

Expectations of a Positive Physical Education Environment Each child should:

Have a good time in class.

Be listened to and appropriately responded to.

Be allowed to talk.

Acquire knowledge.

Have a positive student-teacher relationship.

Have some predictable routines.

Be able to get help and give help.

Be able to resolve conflicts peacefully.

Be a friend to others in the classroom.

Be allowed to make mistakes or break a rule, make amends, and rejoin the group without stigmas.

Program Goals

Program Goals:

To promote student development.

To help students reach goals physically, cognitively, and affectively.

To provide students with a quality level of instruction.

To provide students with a wide variety of experiences to make available to them choices for future

activities outside of the educational environment.

CONSIDERATIONS, EXPECTATIONS & GOALS

National Standards for Physical Education (NASPE, 2008)

Adequate physical activity is the basis for development and wellness. The goal of Physical Education is

promote a physically active lifestyle, the development of the “whole” student, and help students reach a self-

determined level of achievement.

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety

of physical activities.

Standard 2: Demonstrates an understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

New Jersey Physical Education Core Curriculum Content Standards

2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and

maintain a healthy, active lifestyle.

A. Movement Skills and Concepts

B. Strategy

C. Sportsmanship, Rules, and Safety

2.6 Fitness: All Students will apply health-related and skill-related fitness concepts and skills to develop and

maintain a healthy, active lifestyle.

A. Fitness and Physical Activity

NASPE & NJCCCS

The students in grades K-8 will be able to:

I. ORIENTATION

NJ Core Curriculum Content Standards

(NJCCCS) CONTENT K 1 2 3 4 5 6 7 8

2.5 Walking I U M M M M M M M

2.5 Galloping I U U M M M M M M

2.5 Hopping I U U M M M M M M

2.5 Skipping I U U M M M M M M

2.5 Sliding I U U U U M M M M

2.5 Leaping I U U U M M M M M

2.5 Jumping, Landing I U U U U U U M M

2.5 Balancing I U U U U U U M M

2.5 Transferring Weight I U U U U U M M M

2.5 Tumbling I I U U M M M M M

2.5 Rolling I U U U U U M M M

2.5 Kicking I U U U U U U M M

2.5 Throwing I U U U U U U M M

2.5 Catching I U U U U U U U U

2.5 Hand Dribbling I I U U U U U U U

2.5 Volleying I U U U U U U U U

2.5 Punting I I I U U U U U U

2.5 Turning I U U M M M M M M

2.5 Tossing I U U U U U M M M

2.5 Bending I U M M M M M M M

2.5 Twisting I U M M M M M M M

2.5 Reaching I U M M M M M M M

2.5 Stretching I U U U U U U M M

2.5 Adventure Education I U U U U U U U M

2.5 Strking with Implements I U U U U U U U M

2.5 Sportsmanship/Teamwork I I U U M M M M M

2.5, 2.6 Spacial Awareness I U U U U U U U M

2.5, 2.6 Creative Movement Expression I U U U U U U M M

2.5, 2.6 Foot Dribbling I U U U U U U U U

2.5, 2.6 Jogging I U U M M M M M M

2.5, 2.6 Running I U U M M M M M M

2.5, 2.6 Animal Walks I U M M M M M M M

2.5, 2.6 Chasing, Fleeing, Dodging I U U U U U U M M

2.6 Physical Fitness I U U U U U U U U

Key I - Introduced U – Utilized M –Mastered (Expected)

SCOPE & SEQUENCE

UNIT: CATCHING Essential Question: How is catching a good way to build eye-hand coordination?

NJCCCS CPI# OBJECTIVES

The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS

2.5.P.A.2 2.5.P.A.3

Demonstrate the proper way to catch an object using their body and hands

Individual catching – a balloon that is tossed in the air, a ball that they bounce to themselves…partner catching and throwing back and forth

Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrate how to catch a soft object (pom pom ball or foam ball, melting, against your body)

Partner catching – monkey in the middle, beanbag catch


2.5.P.A.2 2.5.P.A.3

Demonstrate how to catch a ball that was bounced to them and thrown to them

Individual with a large ball, bounce passes, bounce to a wall, bounce to a partner


UNIT: COOPERATIVE GAMES Essential Question: Why do I have to show good teamwork when in small groups?



2.5.P.A.2 2.5.P.A.3

Demonstrate good teamwork when in small groups

Quick escape, team relay, and in the bucket


2.5.P.A.2 2.5.P.A.3

Describe what a cooperative game is

Quick escape, team relay, and in the bucket


UNIT: CREATIVE MOVEMENT Essential Question: Why do I have to understand concepts of movement when I can already perform the movement?



2.5.P.A.1

Demonstrate how to move about an open area safely: directions, general space, pathways, personal space

Line game, tag, follow the leader

Benchmark assessment

2.5.2.A.3 2.6.2.A.3 1.1.2.A.4

Demonstrate how to use their bodies to express feelings and attitudes about themselves

Hockey pokey, modern dance expression, aerobics


2.5.2.A.3 1.1.2.A.2

Move to different rhythms Shadow movements, movement to rhythms and dances


KINDERGARTEN

KINDERGARTEN

UNIT: DRIBBLING Essential Question: Can dribbling at a young age continue into adulthood and become part of a lifetime activity?



2.5.P.A.2 2.5.P.A.3

Demonstrate how to dribble with their foot, their hand, and using an implement

Soccer game called “stuck in the mud,” dribble tag with a rubber ball used like a basketball, and hitting (close, short taps using a foam hockey stick.)


UNIT: FITNESS Essential Question: What is the minimum amount of exercise I can do to stay physically fit?



2.6.2.A.2 Participate in vigorous physical activity for an extended period

Fitness stations to music Benchmark assessment

2.6.P.A.1

Demonstrate proper balance skills as an individual and on an apparatus

Fitness dice, and animal walks Benchmark assessment

UNIT: KICKING SKILLS Essential Question: Why is it important to keep you eyes on the ball when kicking it?



2.5.P.A.2 2.5.P.A.3

Kick an object (on the ground, in the air, for distance, to targets.)

Soccer dribble tag, soccer bulls eye Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Kick a rolling object (on the ground, in the air, for distance, to targets.)

Kickball, construction workers and bulldozers


UNIT: LOCOMOTOR SKILLS Essential Question: How is using a variety of locomotor skills going to help a student with their coordination?



2.5.P.A.1 2.5.P.A.2

Perform fundamental locomotor skills: galloping, hopping, jumping, leaping, running, skipping, sliding, walking

Agility lines, line games, follow the leader


UNIT: NON-LOCOMOTOR SKILLS Essential Question: How do non-locomotor skills work a student’s gross motor skills?



2.5.P.A.1

Perform fundamental non-locomotor skills: bending, pulling, pushing, stretching, swaying, swinging, turning, twisting

Skill practice Benchmark assessment

KINDERGARTEN

UNIT: ROLLING Essential Question: How can rolling mentally prepare you for competition and sports performance?



2.5.P.A.2 2.5.P.A.3

Describe the proper way to roll an object at a stationary target

Roll with partner while standing stationary


2.5.P.A.2 2.5.P.A.3

Demonstrate how to roll an object at a moving target

Mario bros., bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: SCOOTERS Essential Question: How can a scooter build a child’s leg or arm muscles?



2.6.2.A.1 2.6.2.A.2

To explain and demonstrate how to ride a scooter sitting, kneeling, and on their stomachs

Relays, capture “fluffy”, scooter tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: SPORTSMANSHIP, RULES, SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?



2.5.2.C.1 2.5.2.C.2

Identify the rules of the gym as well as rules for outside field use

Question and answer game. Demonstration of some equipment and how to use it


2.5.2.C.1 2.5.2.C.2

Explain what the safety requirements are for equipment and for moving about in the gym



2.5.2.C.1 2.5.2.C.2

Demonstrate good sportsmanship throughout each activity



UNIT: STRIKING SKILLS Essential Question: How can striking an object improve visual tracking coordination?



2.5.P.A.2 2.5.P.A.3

Successfully strike an object. (noncontinuously) with different body parts, upward with an underhand pattern, upward with an overhand pattern, upward with forearms, with short handled implements, with long handled implements.)

Keep it up, scooter volley Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

KINDERGARTEN

UNIT: TAG GAMES Essential Question: How can running in a tag game build stamina and teamwork?



2.5.2.A.2 2.5.2.A.3

Identify different tag games and how to tag in a safe manner

Sharks and minnows Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.2.A.2 2.5.2.A.3

Demonstrate teamwork in a tag game

In the dog house, freeze tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: THROWING/TOSSING Essential Question: When students are grown, when else would they use throwing and tossing skills?



2.5.P.A.2 2.5.P.A.3

Demonstrate how to throw and toss using the proper technique (step with opposite foot)

Castle knockdown, hit the can Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrating throwing and tossing at a stationary target and at a moving target

Underhand tossing games like using bean bags and buckets, throwing or tossing at a stationary target and at a moving target





2.5.P.A.2 2.5.P.A.3

Demonstrate the proper way to catch an object using their body and hands

Stomp boards, partner toss Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrate how to catch a soft object (pom pom ball or foam ball, melting, against your body)

Around the horn, squeeze it Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrate how to catch a ball that was bounced to them and thrown to them

Bounce pass keep away Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: COOPERATIVE GAMES Essential Question: Why do I have to show good teamwork when in small groups?



2.5.P.A.2 2.5.P.A.3

Demonstrate good teamwork when in small groups

Scooter ships, environmental helpers


2.5.P.A.2 2.5.P.A.3

Describe what a cooperative game is

Scootermania, monsters inc Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: CREATIVE MOVEMENT Essential Question: Why do I have to understand concepts of movement when I can already perform the movement?



2.5.P.A.1

Demonstrate how to move about an open area safely: directions, general space, pathways, personal space

Go for the gold, island sinkers, fire

chief


2.5.2.A.3 2.6.2.A.3 1.1.2.A.4

Demonstrate how to use their bodies to express feelings and attitudes about themselves

Modern dance Benchmark assessment

2.5.2.A.3 1.1.2.A.2

Move to different rhythms Macarena, cha cha slide Benchmark assessment

FIRST GRADE

UNIT: DRIBBLING Essential Question: Can dribbling at a young age continue into adulthood and become part of a lifetime activity?



2.5.P.A.2 2.5.P.A.3

Demonstrate how to dribble with their foot, their hand, and using an implement

Dribble treasure hunt, dribble line game Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: FITNESS Essential Question: What is the minimum amount of exercise I can do to stay physically fit?



2.6.2.A.2 Participate in vigorous physical activity for an extended period

Fitness monopoly, fitness uno Benchmark assessment

2.6.P.A.1

Demonstrate proper balance skills as an individual and on an apparatus

Alphabet balance, balance beam Benchmark assessment

UNIT: KICKING SKILLS Essential Question: Why is it important to keep you eyes on the ball when kicking it?



2.5.P.A.2 2.5.P.A.3

Kick an object (on the ground, in the air, for distance, to targets.)

Dribble dash, dribbling 500 Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Kick a rolling object (on the ground, in the air, for distance, to targets.)

Inside of the foot pass, all ball kickball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: LOCOMOTOR SKILLS Essential Question: How is using a variety of locomotor skills going to help a student with their coordination?



2.5.P.A.1 2.5.P.A.2

Perform fundamental locomotor skills: galloping, hopping, jumping, leaping, running, skipping, sliding, walking

Locomotor license, locomotor tag Benchmark assessment

UNIT: NON-LOCOMOTOR SKILLS Essential Question: How do non-locomotor skills work a student’s gross motor skills?



2.5.P.A.1

Perform fundamental non-locomotor skills: bending, pulling, pushing, stretching, swaying, swinging, turning, twisting

Stretching for a warm-up, agility lines, in a movement game



FIRST GRADE

UNIT: ROLLING Essential Question: How can rolling mentally prepare you for competition and sports performance?



2.5.P.A.2 2.5.P.A.3

Describe the proper way to roll an object at a stationary target

Bowler ball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrate how to roll an object at a moving target

Bowling golf, 10 pin bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: SCOOTERS Essential Question: How can a scooter build a child’s leg or arm muscles?



2.6.2.A.1 2.6.2.A.2

To explain and demonstrate how to ride a scooter sitting, kneeling, and on their stomachs

Scooter bases Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: SPORTSMANSHIP, RULES, SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?



2.5.2.C.1 2.5.2.C.2

Identify the rules of the gym as well as rules for outside field use



2.5.2.C.1 2.5.2.C.2

Explain what the safety requirements are for equipment and for moving about in the gym



2.5.2.C.1 2.5.2.C.2

Demonstrate good sportsmanship throughout each activity



UNIT: STRIKING SKILLS Essential Question: How can striking an object improve visual tracking coordination?



2.5.P.A.2 2.5.P.A.3

Successfully strike an object. (noncontinuously) with different body parts, upward with an underhand pattern, upward with an overhand pattern, upward with forearms, with short handled implements, with long handled implements.)

Bump it, set it, home run derby Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation


NJCCCS CPI# OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENTS

2.5.P.A.2 Demomonstrate the proper way to catch Individual catching – a balloon that is Student Effort

FIRST GRADE

UNIT: TAG GAMES Essential Question: How can running in a tag game build stamina and teamwork?



2.5.2.A.2 2.5.2.A.3

Identify different tag games and how to tag in a safe manner

Melting tag, spiders and flies Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.2.A.2 2.5.2.A.3

Demonstrate teamwork in a tag game

Running bases, couch potato Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: THROWING/TOSSING Essential Question: When students are grown, when else would they use throwing and tossing skills?



2.5.P.A.2 2.5.P.A.3

Demonstrate how to throw and toss using the proper technique (step with opposite foot)

Toss it 4-square, In the hoop Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.P.A.2 2.5.P.A.3

Demonstrating throwing and tossing at a stationary target and at a moving target

Beanbag horseshoes Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FIRST GRADE

UNIT: ADVENTURE AND COOPERATIVE GAMES Essential Question: How do I implement cooperative strategies to be successful in an activity?



2.5.2.B.1 2.5.4.B.2

Demonstrate and explain how to work cooperatively in order to assist a team or group to achieve a common goal while motivating and celebrating appropriately

Chocolate River Magic Squares Snake in a Can

Teacher Observation Peer Observation Self-Assessment

2.5.2.A.4 Make corrections to their movements or actions in response to teacher/peer feedback

Cryptogram All-Aboard


2.5.2.B.3 Explain how attitudes during an activity will benefit or be a detriment to performance

Mine Field Teacher Observation Peer Observation Self-Assessment

UNIT: CREATIVE MOVEMENT/DANCE Essential Question: How does movement change with my creative mood?



2.5.2.A.3 Demonstrate and explain how changes in direction, pathways, levels, rhythm, tempo, tempo, and beat affect how one moves

Hokey Pokey Cha Cha Slide Macarena


2.5.2.A.3 Utilize manipulative skills and movement combinations (rhythmic movement)

Lummi Sticks Poi


2.5.2.A.2 Utilize BSER to move in expressive ways Modern Dance Obstacle Courses


2.5.2.A.1 Demonstrate various body positions and shapes while utilizing weight transfer and balance

Scale Rhythmic Gymnastics Balance Beam Turns


SECOND GRADE

UNIT: DUAL AND INDIVIDUAL SPORTS Essential Question: How does working alone or with a partner affect performance in other activities?



2.5.2.A.2 2.5.4.A.2

Demonstrate and explain skills and control utilized in body management activities and/or individual activities

Animal walks Golf Duel Spin Jammers Cupstacking

Self Assessment Teacher Observation Student effort Peer Observation

2.5.2.A.2 2.5.4.A.2

Demonstrate and explain skills of balance, weight transfer, and general body management necessary to perform skills needed to participate safely and effectively in movement activities

Duel Golf Balance Beam Low organized games

Tag

Beach flags


2.5.4.C.2 2.5.4.B.2 2.5.4.A.4

Demonstrate and explain principles of relationships when working with a partner in a dynamic activity setting

Lead passing

Position play

Roles of a teammate

Speed Mitton doubles Spin jammers Rainbow run


UNIT: FITNESS Essential Question: How do I develop, realize, and maintain age appropriate fitness?



2.6.2.A.2 Demonstrate and explain what it means to be physically fit

Rip City Noodle Tag Elbow Tag


2.6.2.A.1 Demonstrate and explain the benefits of physical fitness and the physiological changes of exercise

Physical

Social

Emotional

Increase heart rate

Increase respiration (breathing)

Increase sweating

Tired

Jump Rope Medic Ball Backyard cleanup


2.6.2.A.3 Demonstrate and explain fitness components

Strength

Cardiovascular endurance

Flexibility

Muscular endurance

Fitness Circuits Toner Bands Body weight exercises

Teacher Observation Self Assessment

SECOND GRADE

UNIT: LOCOMOTOR SKILLS

Essential Question: How does knowing and understanding concepts of movement improve performance in a specific skill and improve the foundation for transfer of skills to a variety of sports and activities?



2.5.2.A.1 2.5.2.A.4

Identify and perform the critical elements of basic locomotor skills

Walking

Jogging

Running

Skipping

Hopping

Leaping

Sliding

Galloping

Loco Relays Stations All Aboard Skills practice


2.5.2.A.1

Describe how locomotor skills relate to others, objects, and spatial awareness

General

Personal

Free space movement Squirrel in the trees Loco tag Cat and mouse tag Noodle tag Elbow tag

Teacher observation

2.5.2.A.1 Observe peer performance of movement skills and identify elements of the skill

Relays Skill Practice

Teacher Observation

UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to perform and practice skills that I already can perform?



2.5.2.A.2 Demonstrate basic non-locomotor skills

Bend

Twist

Reach

Stretch

Turn

Skills practice


2.5.2.A.1 Demonstrate various body positions and shapes while using weight transfer and balance

Basic Gymnastics Volleying Home run derby Body management skills

Teacher observation Peer observation Self assessment

SECOND GRADE

UNIT: SPORTSMANSHIP, RULES, AND SAFETY Essential Question: How do participants and spectators get the maximum benefit from games and sports?



2.5.4.C.2 Display an understanding of terminology, rules, safety concepts and how they apply to games, sports, and recreational activities

Q&A Apples and Oranges Cops and Robbers


2.5.4.C.1 Demonstrate the ability to transfer knowledge about rules and etiquette from one environment to another

Spectator

Participant

Various Sports

Kickball

Soccer

All refs/umps


UNIT: TEAM SPORTS/MANIPULATIVE SKILLS Essential Question: To what extent does strategy influence performance in a team based activity?



2.5.4.B.1 Demonstrate and explain basic strategies of movement (offensive, defensive, and/or cooperative) and apply them to games, sports, and/or recreational activities

Player positioning

Faking

Dodging

Creating open spaces

And defending space

Pillo Pollo Basketball Football Soccer Lacrosse


2.5.2.A.1 Utilize most of the critical elements for manipulative skills

Throw and catch a variety of objects (with implements or body parts)

Kicking stationary and moving partners/objects

Dribbling with dominant hand/foot

Passing a ball/object to a partner (moving or stationary)

Pillo Pollo Basketball Football Soccer Lacrosse Hockey


2.5.4.A.1 Apply skills of Striking (with implements or body parts) to a game, sport, or recreational activity

Baseball Soccer Lacrosse


SECOND GRADE

UNIT: ADVENTURE AND COOPERATIVE GAMES Essential Question: How do I implement cooperative strategies to be successful in an activity?



2.5.2.B.1 2.5.4.B.2

Demonstrate and explain how to work cooperatively in order to assist a team or group to achieve a common goal while motivating and celebrating appropriately

Chocolate River Magic Squares Snake in a Can


2.5.2.A.4 Make corrections to their movements or actions in response to teacher/peer feedback

Cryptogram All-Aboard


2.5.2.B.3 Explain how attitudes during an activity will benefit or be a detriment to performance

Mine Field Teacher Observation Peer Observation Self-Assessment

UNIT: CREATIVE MOVEMENT/DANCE Essential Question: How does movement change with my creative mood?



2.5.2.A.3 Demonstrate and explain how changes in direction, pathways, levels, rhythm, tempo, tempo, and beat affect how one moves

Hokey Pokey Cha Cha Slide Macarena


2.5.2.A.3 Utilize manipulative skills and movement combinations (rhythmic movement)

Lummi Sticks Poi


2.5.2.A.2 Utilize BSER to move in expressive ways Modern Dance Obstacle Courses


2.5.2.A.1 Demonstrate various body positions and shapes while utilizing weight transfer and balance

Scale Rhythmic Gymnastics Balance Beam Turns


THIRD GRADE

UNIT: DUAL AND INDIVIDUAL SPORTS Essential Question: How does working alone or with a partner affect performance in other activities?



2.5.2.A.2 2.5.4.A.2

Demonstrate and explain skills and control utilized in body management activities and/or individual activities

Animal walks Golf Duel Spin Jammers Cupstacking


2.5.2.A.2 2.5.4.A.2

Demonstrate and explain skills of balance, weight transfer, and general body management necessary to perform skills needed to participate safely and effectively in movement activities

Duel Golf Balance Beam Low organized games

Tag

Beach flags


2.5.4.C.2 2.5.4.B.2 2.5.4.A.4

Demonstrate and explain principles of relationships when working with a partner in a dynamic activity setting

Lead passing

Position play

Roles of a teammate

Speed Mitton doubles Spin jammers Rainbow run


UNIT: FITNESS Essential Question: How do I develop, realize, and maintain age appropriate fitness?



2.6.2.A.2 Demonstrate and explain what it means to be physically fit

Rip City Noodle Tag Elbow Tag


2.6.2.A.1 Demonstrate and explain the benefits of physical fitness and the physiological changes of exercise

Physical

Social

Emotional

Increase heart rate

Increase respiration (breathing)

Increase sweating

Tired

Jump Rope Medic Ball Backyard cleanup


2.6.2.A.3 Demonstrate and explain fitness components

Strength

Cardiovascular endurance

Flexibility

Muscular endurance

Fitness Circuits Toner Bands Body weight exercises

Teacher Observation Self Assessment

THIRD GRADE

UNIT: LOCOMOTOR SKILLS

Essential Question: How does knowing and understanding concepts of movement improve performance in a specific skill and improve the foundation for transfer of skills to a variety of sports and activities?



2.5.2.A.1 2.5.2.A.4

Identify and perform the critical elements of basic locomotor skills

Walking

Jogging

Running

Skipping

Hopping

Leaping

Sliding

Galloping

Loco Relays Stations All Aboard Skills practice


2.5.2.A.1

Describe how locomotor skills relate to others, objects, and spatial awareness

General

Personal

Free space movement Squirrel in the trees Loco tag Cat and mouse tag Noodle tag Elbow tag

Teacher observation

2.5.2.A.1 Observe peer performance of movement skills and identify elements of the skill

Relays Skill Practice

Teacher Observation

UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to perform and practice skills that I already can perform?



2.5.2.A.2 Demonstrate basic non-locomotor skills

Bend

Twist

Reach

Stretch

Turn

Skills practice


2.5.2.A.1 Demonstrate various body positions and shapes while using weight transfer and balance

Basic Gymnastics Volleying Home run derby Body management skills

Teacher observation Peer observation Self assessment

THIRD GRADE

UNIT: SPORTSMANSHIP, RULES, AND SAFETY Essential Question: How do participants and spectators get the maximum benefit from games and sports?



2.5.4.C.2 Display an understanding of terminology, rules, safety concepts and how they apply to games, sports, and recreational activities

Q&A Apples and Oranges Cops and Robbers


2.5.4.C.1 Demonstrate the ability to transfer knowledge about rules and etiquette from one environment to another

Spectator

Participant

Various Sports

Kickball

Soccer

All refs/umps


UNIT: TEAM SPORTS/MANIPULATIVE SKILLS Essential Question: To what extent does strategy influence performance in a team based activity?



2.5.4.B.1 Demonstrate and explain basic strategies of movement (offensive, defensive, and/or cooperative) and apply them to games, sports, and/or recreational activities

Player positioning

Faking

Dodging

Creating open spaces

And defending space

Pillo Pollo Basketball Football Soccer Lacrosse


2.5.2.A.1 Utilize most of the critical elements for manipulative skills

Throw and catch a variety of objects (with implements or body parts)

Kicking stationary and moving partners/objects

Dribbling with dominant hand/foot

Passing a ball/object to a partner (moving or stationary)

Pillo Pollo Basketball Football Soccer Lacrosse Hockey


2.5.4.A.1 Apply skills of Striking (with implements or body parts) to a game, sport, or recreational activity

Baseball Soccer Lacrosse


THIRD GRADE

UNIT: ADVENTURE EDUCATION/COOPERATIVE GAMES Essential Question: How can I develop cooperative strategies so all teammates can be successful in a group activity?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate how to work as a team to solve a common goal

Quick escape Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Explain how teamwork promotes strength and knowledge for other classmates while in an activity

As the world turns, poisonous lizard egg Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: CATHING AND THROWING WITH BODY PARTS AND IMPLEMENTS Essential Question: How do I continue to use these skills as an adult?



2.5.4.A.1 2.6.4.A.2

Apply past techniques of throwing and catching with body parts and implements into modified mini games or sports and recreational activities

One on one serving a volleyball Benchmark assessment

2.5.4.A.1 2.6.4.A.2

Describe how to throw and catch by using their hands only

Pass play, lacrosse drills Benchmark assessment

UNIT: CREATIVE MOVEMENT Essential Question: How can tempo, rhythms, and musical styles improve movement performance?



2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4

Understand the fundementals of games, sports and dance in relationship to movement

Electric slide, mini sports games Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4

Explain different terminology of dance Group mixer Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FOURTH GRADE

UNIT: DUAL ACTIVITIES Essential Question: How do duel activities differ from individual and team activities?



2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Explain how movement skills can be used in dual activities

Tennis, tug of war Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Discuss how practice, regular participation, and appropriate feedback help improve performance

Dance Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Demonstrate proper techniques while in fitness activities

Topple tug Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: FITNESS Essential Question: How can I improve my own personal fitness levels?



2.6.4.A.1 2.6.4.A.2 2.6.4.A.3

Demonstrate moderate to vigorous age-appropriate activities that address skill related fitness

Jump roping, aerobic activity Benchmark assessment

2.6.4.A.1 2.6.4.A.2 2.6.4.A.3

Determine the physical, social, emotional, and intellectual benefits of regular physical activity

Jogging Benchmark assessment

UNIT: INDIVIDUAL ACTIVITIES Essential Question: How does fitness grow in our every day life?



2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

The students will be able to demonstrate proper skills while doing individual activities

Cup stacking Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Describe the characteristics of skilled performance in individual sports

Golf, and bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FOURTH GRADE

UNIT: LOCOMOTOR SKILLS Essential Question: How do locomotor skills help you later in life?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate and explain how locomotor skills transfer to a variety of sports and activities

Ultimate Frisbee, capture the flag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Define how locomotor skills relate to future activities

Softball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: LOW ORGANIZED GAMES Essential Question: Why are organized games important towards growth of an individual’s self-esteem?



2.5.4.B.1 2.5.4.B.2

Describe the object of each game when asked by the teacher

Four square Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.B.1 2.5.4.B.2

Demonstrate proper techniques of different skills in each game

Wall ball, knock out Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to understand concepts of movement when I already perform the movement?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate and explain how non-locomotor skills relate transfer to a variety of sports and activities

Bowling, golf Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Define how non-locomotor skills relate to future activities

Pilates, yoga Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FOURTH GRADE

UNIT: SPORTSMANSHIP, RULES AND SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?



2.5.6.C.1 2.5.6.C.2 2.5.6.C.3

Define what the safety rules are for each activity when asked by the teacher

Question and answer session, group discuss


2.5.6.C.1 2.5.6.C.2 2.5.6.C.3

Identify which rules apply to specific activities



UNIT: STRIKING WITH BODY OR IMPLEMENT Essential Question: How can you add fitness to your every day life?



2.6.4.A.2 2.5.6.B.2 2.5.6.B.1

Demonstrate how to use different body parts to strike an object using the proper techniques

Volleyball: serve, bump and set Benchmark assessment

2.6.4.A.2 2.5.4.B.2 2.5.6.B.1

Demonstrate how to use different implements to strike an object using the proper grip

Tennis, floor hockey Benchmark assessment

2.6.4.A.2 2.5.4.B.2 2.5.6.B.1

Explain how to strike an object using the proper technique with an implement

Baseball Benchmark assessment

UNIT: TEAM ACTIVITIES Essential Question: How is working together as a team in elementary school going to prepare you for working in a team later in life?



2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2

The students will be able to demonstrate how to work cooperatively in groups while playing modified mini sports game

Modified mini soccer and field hockey Benchmark assessment

2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2

The students will be able to explain strategies of different team games as well as the difference of offense and defense

Lax and basketball Benchmark assessment

FOURTH GRADE

UNIT: ADVENTURE EDUCATION/COOPERATIVE GAMES Essential Question: How can I develop cooperative strategies so all teammates can be successful in a group activity?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate how to work as a team to solve a common goal

Slalom blindfold, giant puzzle Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Explain how teamwork promotes strength and knowledge for other classmates while in an activity

Radioactive river, cooperative handball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: CATHING AND THROWING WITH BODY PARTS AND IMPLEMENTS Essential Question: How do I continue to use these skills as an adult?



2.5.4.A.1 2.6.4.A.2

Apply past techniques of throwing and catching with body parts and implements into modified mini games or sports and recreational activities

Throw to the cone, moving target throwing


2.5.4.A.1 2.6.4.A.2

Describe how to throw and catch by using their hands only

Catch 100, football downs Benchmark assessment

UNIT: CREATIVE MOVEMENT Essential Question: How can tempo, rhythms, and musical styles improve movement performance?



2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4

Understand the fundamentals of games, sports and dance in relationship to movement

Line dancing Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4

Explain different terminology of dance Square dancing, choreography Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FIFTH GRADE

UNIT: DUAL ACTIVITIES Essential Question: How do duel activities differ from individual and team activities?



2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Explain how movement skills can be used in dual activities

Paddle wall ball, two player volleyball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Discuss how practice, regular participation, and appropriate feedback help improve performance

Doubles tennis Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Demonstrate proper techniques while in fitness activities

Handball, squash Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: FITNESS Essential Question: How can I improve my own personal fitness levels?



2.6.4.A.1 2.6.4.A.2 2.6.4.A.3

Demonstrate moderate to vigorous age-appropriate activities that address skill related fitness

Fitness scavenger hunt, mission possible fitness


2.6.4.A.1 2.6.4.A.2 2.6.4.A.3

Determine the physical, social, emotional, and intellectual benefits of regular physical activity

Fitness obstacle course, fitness points Benchmark assessment

UNIT: INDIVIDUAL ACTIVITIES Essential Question: How does fitness grow in our every day life?



2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

The students will be able to demonstrate proper skills while doing individual activities

Frisbee golf, championship bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2

Describe the characteristics of skilled performance in individual sports

Cupstacking cycle Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FIFTH GRADE

UNIT: LOCOMOTOR SKILLS Essential Question: How do locomotor skills help you later in life?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate and explain how locomotor skills transfer to a variety of sports and activities

Popper tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Define how locomotor skills relate to future activities

Safety bases, you’ve got mail Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: LOW ORGANIZED GAMES Essential Question: Why are organized games important towards growth of an individual’s self-esteem?



2.5.4.B.1 2.5.4.B.2

Describe the object of each game when asked by the teacher

21, SPUD Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.4.B.1 2.5.4.B.2

Demonstrate proper techniques of different skills in each game

Jump rope 4-square, tetherball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to understand concepts of movement when I already perform the movement?



2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Demonstrate and explain how non-locomotor skills relate transfer to a variety of sports and activities

Rock and bowl, bakers doubles Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4

Define how non-locomotor skills relate to future activities

Frisbee golf, badminton golf Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation

FIFTH GRADE

UNIT: SPORTSMANSHIP, RULES AND SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?



2.5.6.C.1 2.5.6.C.2 2.5.6.C.3

Define what the safety rules are for each activity when asked by the teacher



2.5.6.C.1 2.5.6.C.2 2.5.6.C.3

Identify which rules apply to specific activities



UNIT: STRIKING WITH BODY OR IMPLEMENT Essential Question: How can you add fitness to your every day life?



2.6.4.A.2 2.5.6.B.2 2.5.6.B.1

Demonstrate how to use different body parts to strike an object using the proper techniques

Set it, bump it, serve it up Benchmark assessment

2.6.4.A.2 2.5.4.B.2 2.5.6.B.1

Demonstrate how to use different implements to strike an object using the proper grip

Badminton golf Benchmark assessment

2.6.4.A.2 2.5.4.B.2 2.5.6.B.1

Explain how to strike an object using the proper technique with an implement

Badminton 4-square Benchmark assessment

UNIT: TEAM ACTIVITIES Essential Question: How is working together as a team in elementary school going to prepare you for working in a team later in life?



2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2

The students will be able to demonstrate how to work cooperatively in groups while playing modified mini sports game

4 vs. 4 soccer, 3 vs. 3 hockey, 21 shoot out


2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2

The students will be able to explain strategies of different team games as well as the difference of offense and defense

4 vs. 4 soccer, 3 vs. 3 floor hockey, 21 shoot out


FIFTH GRADE

UNIT: CATCHING AND THROWING Essential Question: How do I improve these skills within an isolated or applied setting?



2.5.6.A.1 2.5.6.A.2

Exhibit proper footwork and transfer of weight as you throw with a body part or implement

Football, Handball Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.A.1 Demonstrate proper catching technique based on trajectory and location of ball in relation to the body

Frisbee, Lacrosse Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.A.4 Describe the proper way to absorb the impact of the ball/object while catching it

Base Games, Football Teacher Observation Student Level of Improvement Self-Assessment

UNIT: DUAL SPORTS Essential Question: What activities combine strategies and techniques of team and individual sports?



2.5.6.A.1 Demonstrate proper techniques while participating in the activity

Tennis, Base Games, Pickle Ball Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.B.1

Explain how movement skills can be used in sports that combine different strategies and techniques

Badminton, Ping Pong, Scooter Games, Relay Races

Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.C.1 Exhibit sportsmanship in a competitive environment

Pickle Ball, Badminton, Ping Pong, Playground Games


SIXTH GRADE

UNIT: FITNESS Essential Question: How would I implement a variety of activities designed to increase fitness levels?



2.6.6.A.2 2.6.6.A.3

Determine their target heart rate and maximum heart rate

Worksheet

Taking Pulse

Heart Rate Monitors

Timed Run/Walk Anaerobic Training Aerobic Training


2.6.6.A.1 2.6.6.A.5 2.6.6.A.6

Increase muscular endurance, muscular strength and cardiovascular endurance and body composition

Relay Races Circuit Training Interval Training Timed Activity Jump Rope


2.6.6.A.2 Exhibit proper technique for movement, stretching and training method

Dynamic Warm Up Static Warm Up Proper Technique Demo


2.6.6.A.4 Determine the best time of the day to perform the appropriate fitness activities

Relay Races Circuit Training Interval Training Fitness Games


UNIT: INDIVIDUAL SPORTS Essential Question: What are some creative ways to improve balance, rhythm and coordination?



2.5.6.A.1 Demonstrate proper technique during selected activities

Juggling, Hacky Sac, Playground Games, Frisbee Golf


2.5.6.A.3 Design routines based on skills learned throughout the unit

Juggling, Hacky Sac, Hula Hoop Teacher Observation Student Level of Improvement Self-Assessment

2.6.6.A.1 Develop skills that promote a lifelong pursuit of activity thru games and activities

Golf, Hula Hoop, Juggling Teacher Observation Student Level of Improvement Self-Assessment

SIXTH GRADE

UNIT: LOW ORGANIZED ACTIVITIES Essential Question: Can students follow rules and compete in a safe environment while learning new activities?



2.5.6.C.1

Exhibit sportsmanship and concern for other students while participating in each activity

Tag Games, Cooperative Games, Fitness games


2.5.6.C.2 2.5.6.C.1 2.5.6.C.2

Use the equipment for its intended use based on the rules and directions



2.5.6.A.2 2.5.6.A.1 2.5.6.A.2

Demonstrate skill related fitness movements throughout the area of play while avoiding extreme physical contact with other students



UNIT: STRIKING Essential Question: How can each student improve their skill related fitness levels? (Agility, Balance Coordination, Reaction)



2.5.6.A.1 2.5.6.A.2 2.5.6.A.4

Demonstrate how to use the proper techniques with your own body parts to perform a specific skill

Kickball, Volleyball, Soccer Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.A.1 2.5.6.A.2 2.5.6.A.4

Demonstrate how to use the proper techniques with an implement to perform the desired skill

Floor Hockey, Pickle Ball, Badminton, Ping Pong


2.5.6.C.1 2.5.6.C.2 2.5.6.C.3

Follow the rules, and demonstrate sportsmanship while participating in an organized game or activity

Floor Hockey, Soccer, Base Games Teacher Observation Student Level of Improvement Self-Assessment

SIXTH GRADE

UNIT: TEAM SPORTS Essential Question: How would I implement effective strategies for all players to be successful in a game situation?



2.5.6.B.1 2.5.6.B.2

Exhibit offensive and defensive strategies within the rules of the game

Football, soccer, Lacrosse, Basketball, Handball, Floor Hockey, Ultimate Frisbee


2.5.6.B.2 Develop critical thinking and decision making skills within the game

Base Games, Volleyball, Handball Basketball


2.5.6.A.2 Demonstrate body awareness and body control in a controlled setting

Floor Hockey ultimate Frisbee Teacher Observation Student Level of Improvement Self-Assessment

SIXTH GRADE




2.5.6.A.2 2.5.8.A.2







UNIT: CREATIVE DANCE/MOVEMENT Essential Question: How can tempo, rhythm, beat and music enhance movement ability?



2.5.8.A.1 2.5.8.A.3

Demonstrate different movement sequences as individual/group

Line Dance, Group Dances

Teacher Observation Student Level of Improvement Self-Assessment .

2.5.8.A.1 2.5.8.A.3 2.5.8.A.2

Explain the importance of tempo and rhythm in relation to movement

Line Dances, Group Dance Creative Dance, Step Aerobics


2.5.8.A.2 2.5.8.A.4

Analyze movement skills and correct the improper movement

Line Dances Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.C.3 2.5.8.C.3

Discuss the different cultural and historical impact of dance

Group Dance Teacher Observation Student Level of Improvement Self-Assessment

SEVENTH GRADE



2.5.8.A.1 Demonstrate proper techniques while participating in the activity.


2.5.8.B.1

Explain how movement skills can be used in sports that combine different strategies and techniques.



2.5.8.C.1

Exhibit sportsmanship in a competitive environment.





2.6.8.A.2 2.6.8.A.3


Worksheet

Taking Pulse

Heart Rate Monitors



2.6.8.A.4 Increase muscular endurance, muscular strength and cardiovascular endurance

Relay Races Circuit Training Interval Training Timed Activity Jumping Rope


2.6.8.A.4 2.6.8.A.5

Exhibit proper technique for movement, stretching and training method



2.6.8.A.1 Describe the long term benefits of physical activity

Fitness Walk/Run Fitness Games Circuit Training


SEVENTH GRADE














2.5.8.C.1


Tag Games, Cooperative Games, Fitness games, Adventure Education Program


2.5.8.C.2 2.5.8.C.1 2.5.8.C.2




2.5.8.A.2 2.5.8.A.1 2.5.8.A.2




2.5.8.B.3 Analyze and discuss options or plans for achieving a goal or group challenge

Cooperative games, Adventure Education Program





2.5.8.A.1 2.5.8.A.2 2.5.8.A.4



2.5.8.A.1 2.5.8.A.2 2.5.8.A.4




2.5.6.C.1 2.5.6.C.2 2.5.6.C.3






2.5.8.B.1 2.5.8.B.2




2.5.8.B.2 2.5.8.B.3

Develop critical thinking and decision making skills within the game



2.5.8.A.2 Demonstrate body awareness and body control


SEVENTH GRADE




2.5.6.A.2 2.5.8.A.2







UNIT: CREATIVE DANCE/MOVEMENT Essential Question: How can tempo, rhythm, beat and music enhance movement ability?



2.5.8.A.1 2.5.8.A.3

Demonstrate different movement sequences as individual/group

Line Dance, Group Dances


2.5.8.A.1 2.5.8.A.3 2.5.8.A.2

Explain the importance of tempo and rhythm in relation to movement

Line Dances, Group Dance Creative Dance, Step Aerobics


2.5.8.A.2 2.5.8.A.4

Analyze movement skills and correct the improper movement

Line Dances Teacher Observation Student Level of Improvement Self-Assessment

2.5.6.C.3 2.5.8.C.3

Discuss the different cultural and historical impact of dance

Group Dance Teacher Observation Student Level of Improvement Self-Assessment

EIGHTH GRADE




2.5.8.A.1 Demonstrate proper techniques while participating in the activity


2.5.8.B.1

Explain how movement skills can be used in sports that combine different strategies and techniques



2.5.8.C.1

Exhibit sportsmanship in a competitive environment






2.6.8.A.2 2.6.8.A.3


Worksheet

Taking Pulse

Heart Rate Monitors



2.6.8.A.4 Increase muscular endurance, muscular strength and cardiovascular endurance

Relay Races Circuit Training Interval Training Timed Activity Jumping Rope


2.6.8.A.4 2.6.8.A.5

Exhibit proper technique for movement, stretching and training method



2.6.8.A.1 Describe the long term benefits of physical activity

Fitness Walk/Run Fitness Games Circuit Training


EIGHTH GRADE














2.5.8.C.1




2.5.8.C.2 2.5.8.C.1 2.5.8.C.2




2.5.8.A.2 2.5.8.A.1 2.5.8.A.2




2.5.8.B.3 Analyze and discuss options or plans for achieving a goal or group challenge

Cooperative games, Adventure Education Program


EIGHTH GRADE




2.5.8.A.1 2.5.8.A.2 2.5.8.A.4



2.5.8.A.1 2.5.8.A.2 2.5.8.A.4




2.5.6.C.1 2.5.6.C.2 2.5.6.C.3






2.5.8.B.1 2.5.8.B.2




2.5.8.B.2 2.5.8.B.3

Develop critical thinking and decision making skills within the game



2.5.8.A.2 Demonstrate body awareness and body control


EIGHTH GRADE

Documents

Physical Education Curriculum Grades K-8 · New Jersey Physical Education Core Curriculum Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient,