PHYSICAL EDUCATION K-12 · PDF filePHYSICAL EDUCATION K-12 CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. July, 2000 . Newtown Success-Oriented School Model Quality education is possible

PHYSICAL EDUCATION K-12

CURRICULUM

NEWTOWN SCHOOLS

NEWTOWN, CT. July, 2000

Newtown Success-Oriented School Model

Quality education is possible if we all agree on a common purpose as we work together to continuously improve the teaching and learning process. We believe that ALL CHILDREN CAN AND WILL LEARN WELL. The system strives to establish high standards for our students, faculty, and staff through the curriculum documents. Mastery of this curriculum depends on the effort and persistence of the learner, the support of the parents, and the knowledge, skills, and persistence of the staff.

In order for our students to reach the goal of cognitive achievement, students must learn how to

use the process skills of decision-making, problem solving, and critical thinking. Students need to take responsibility for their learning by becoming self-directed, active participants in the educational process.

We must continuously work to improve the learning environment and the curriculum. To

improve, we must analyze what we believe, what we know, and what we want before we take action to reach these goals.

It is the responsibility of the staff of the Newtown Public Schools to provide all children with the

opportunity to learn well. We believe that the students and staff will be more productive when basic human needs are met. These needs include: Belonging, the need for positive relationships; Competence, the need to be successful; Freedom, the need to have control over decisions; Fun, the need to enjoy life; and Survival, the need for shelter, food, and good health. Living and working with others enriches the experiences of students. Positive self-esteem brings productivity and personal satisfaction to students and to staff. This esteem can be nurtured through opportunities to self-evaluate constructively and see performance improve as a result of work.

Newtown High School Mission and Learning

Expectations

Newtown High School is committed to building a community that pursues rigorous academic goals and personal responsibility. We also encourage dignity, civility,

and tolerance. At Newtown High School, students and teachers work together so that all members of the school community can reach the highest possible level of

individual potential. In our partnership of students, teachers, parents, and community members, we work to promote success in a challenging environment

and to cultivate competent, contributing, and productive citizens.

Graduates of Newtown High School will:

Academic Expectations

Demonstrate strategies to identify, locate, and interpret information Relate and apply new knowledge using a variety of resources

including technology Take and support a position on information and ideas Convey information and ideas in a given written format Use inquiry strategies and apply appropriate procedures to solve and communicate

an authentic problem or situation Convey information and ideas to others in a presentation using spoken language,

non-verbal language and multi-media

Civic Expectations

Develop opinions on a variety of issues Exhibit involvement in the classroom, school, and larger community through

speech and action

Social Expectations

Value personal integrity, respect for others, and appreciation for diversity Share responsibility with others to address and resolve issues

K – 12 PE CURRICULUM FOCUS ON THE MISSION STATEMENT

FOCUS GOALS: Academic Expectations

Civic Expectations

Social Expectations

OPPORTUNITIES TO MEET THE STANDARDS AS SCORED BY THE ANALYTICAL RUBRICS:

•

CONTENT STANDARDS PHYSICAL FITNESS:

Students will achieve and maintain a health-enhancing level of physical fitness utilizing fitness concepts.

MOTOR SKILLS:

Students will understand and apply principles of human movement to the learning and development of motor skills to enhance their movement and physical performance.

PERSONAL AND SOCIAL RESPONSIBILITY:

Students will exhibit responsible personal and social behavior and respect differences among people.

PHYSICAL ACTIVITY:

Students will explain through reference to their own experience how physical activity provides personal enjoyment, challenge and self-expression.

Content Standard:

Students will achieve and maintain a health-enhancing level of physical fitness utilizing fitness concepts.

Performance Standards:

Achievement (Mastery) of the content standard in Grades K - 2 will be evident when students:

1. Engage in physical activity that causes an increased heart rate and breathing for a sustained period

2. Recognize the personal physiological effects that accompany moderate to vigorous physical activity

Achievement (Mastery) of the content standard in Grades 3-5 will be evident when students:

1. Show clear evidence of improvement to meet or exceed the health related fitness standards as defined by the Connecticut Physical Fitness Assessment

2. Complete several activities related to each component of physical fitness (e.g. cardiovascular and respiratory efficiency, muscular strength, endurance and flexibility)



2. (Grade 6) are able to make relevant connections between their physical education program and how the concepts of the physical fitness tests are incorporated into their classes

3. (Grade 7) apply the principles of training in formulating a personal improvement plan for 1 (one) of the 4 (four) state physical fitness tests

4. (Grade 8) utilize the principles of training in developing a personal improvement plan for all four of the state physical fitness testing areas



2. Employ the knowledge, skill, interest and desire to maintain an active life, monitoring and adjusting activity levels to meet personal fitness goals

3. Produce and utilize a personal fitness program, based on an individual's fitness profile, applying the principles of training to modify or increase levels of fitness throughout the individual's lifetime

Assessments:

Grades K- 2 Teacher Observation

Teacher observes the class, noting those individuals who: Stop the locomotor action before the teacher signals to do so Display obvious signs of fatigue while continuing the locomotor action

Event Task Teacher has the class participate in a vigorous activity; then leads a class discussion about the effects on the body of vigorous activity. Students to:

Associate the faster heartbeat with vigorous activity Associate the slower heartbeat with rest Identify other physical activities that elicit a faster heartbeat

Grades 3-5 Formal Testing- Fall and Spring

The student will participate in the Connecticut Physical Fitness Assessment. Students assess their personal fitness and set goals for improvement using the assessment sheet (p. 5).


The student will participate in the Connecticut Physical Fitness Assessment. Grade 6- Students will complete the assessment sheet (p. 6), following each activity unit, indicating the fitness components that relate to the skills contained in the activity. Grade 7- Students will complete a written action plan for improving their performance on one of the four Connecticut Physical Fitness Assessments. Grade 8- Students will complete a written action plan for improving their performance on all four Connecticut Physical Fitness Assessments.


The student will participate in the Connecticut Physical Fitness Assessment. Develop a personal fitness portfolio which may contain:

Journal on his/her own health related fitness status over a period of one year Personal fitness goals Annual self-assessment of physical fitness levels

Elementary School Physical Education Assessment Sheet

1 – Always 2 – Sometimes 3 – Never

Self Concepts Fall SpringRespect for others Shares/Teamwork Proper Behavior Sportsmanship Participation

Explain how physical activity benefits you

Fitness Components Fall

Score Goal for Spring

Spring Score

State Standard

Flexibility/Sit and Reach Muscular

Endurance/Partial Curl-ups

Muscular Strength/Push-ups

Aerobic Endurance/Mile or ½ Mile Run

Middle School Physical Education Assessment Sheet

1 – Always 2 – Often 3 – Sometimes 4 – Never

1st Assessment 2nd Assessment

Concepts Student Teacher Student Teacher Cooperation Respect for Others Shares/Teamwork/Sportsmanship Self-control Responsible: Prepared for class Positive Attitude/Self-motivation Skill Development

Extra curricular activities related to Physical Education that you enjoy:

Teacher Comments:

Fitness Components Fall

Score Goal for Spring

Spring Score

State Standard

Flexibility/Sit and Reach Muscular

Endurance/Partial Curl-ups

Muscular Strength/Push-ups

Aerobic Endurance/Mile or ½ Mile Run

High School Physical Education Assessment Sheet

1 – Always 2 – Often 3 – Sometimes 4 – Never

1st Assessment 2nd Assessment

Concepts Student Teacher Student Teacher Cooperation Respect for Others Shares/Teamwork/Sportsmanship Self-control Responsible: Prepared for class Positive Attitude/Self-motivation Skill Development

Teacher Comments:

Suggested Activities:

Aerobic Endurance

Grades K - 2 1. Tag games 2. Dance 3. Rope jumping

Grades 3-5 1. Tag games 2. Dance 3. Rope jumping 4. Circuit training 5. Aerobic routines 6. Sustained running 7. Pacing, breathing and goal setting strategies

Grades 6-8 1. Sustained running 2. Rope jumping 3. Circuit training 4. Aerobic routines 5. Pacing breathing and goal setting strategies 6. Aerobic enhancing team sports

Grades 9-11 1. Circuit training / fitness center 2. Aerobics 3. Interval training 4. Power walking 5. Cross country trail 6. Pacing, breathing and goal setting strategies 7. Swimming

Abdominal Strength / Muscular Endurance

Grades K- 2 1. Bicycles 2. Leg lifts (single) 3. Negative sit-ups (lowering) 4. Crab walk

Grades 3-5 1. Bicycles 6. Sit-ups 2. Leg lifts (single) 7. Crunches 3. Ball passing sit-ups 8. Abdominal circuit 4. 2-hand overhead passing 9. Pretesting 5. Crab walk

Grades 6 - 8 1. Abdominal exercises 5. Sit-ups 2. Bicycles 6. Crunches 3. Leg lifts (single) 7. Abdominal circuit 4. Crab soccer 8. Pretesting

Grades 9-11 1. Crunches 5. Intervals 2. Sit-ups 6. Abdominal circuits 3. Modified sit-ups 7. Obliques 4. Pretesting 8. Aerobic videos

Upper Body Strength

Grades K - 2 1. Partner bridges 5. Wall push-ups 2. Pull-up training bar 6. Shoulder touches 3. Gymnastics: rope, hanging, etc. 7. “High Fives” with partner 4. Negative pull-ups (lowering)

Grades 3 - 5 1. All of the above K - 2 suggestions 2. Dyna bands 3. Push-up hockey 4. Modified pull-ups

Grades 6-8 1. All of the above 3 - 5 suggestions 2. Pull-up trainer 3. Pretesting

Grades 9-11 1. Weight room specific exercises 2. Dyna Bands 3. Pretesting

Flexibility

Grades K- 2 1. Stretching strategies 2. Slow 3. No bouncing 4. Hold stretch 5. It should not hurt

Grades 3-5 1. Same as above K - 2 2. Stretching with ropes and bands

Grades 6 - 8 1. Same as above 3-5 2. Pretesting 3. Partner stretching

Grades 9-11 1. Pretesting 2. Partner stretching 3. Pre and post stretching to prevent injuries 4. Self-directed stretching

Content Standard:

Students will understand and apply principles of human movement to the learning and development of motor skills to enhance their movement and physical performance.



1. Progress from developmental to the achievement level on specific motor skills as identified in the second grade assessment report

2. Recognize and apply movement concepts (e.g. body space, effort, relationships) in developing movement sequences and game strategies


1. Progress from the developmental to the achievement level on specific motor skills as identified in the fourth grade assessment report

2. Demonstrate understanding and apply more complex movement sequences in group activities and game strategies


1. Progress from developmental to achievement level of increasingly more complex movement and game forms

2. Understand and apply offensive and defensive game strategies


1. Identify and apply characteristics of highly skilled performance to enable the development of movement competency and proficiency

2. Understand and apply discipline-specific information to their own performances (e.g., biomechanical and physiological principles)

Assessments: Grades K-2 Teacher Observation

Teacher observes class, noting those individuals who have achieved or are still developing the skills included on the second grade assessment report (p. 14).

Grades 3-5 Teacher Observation

Teacher observes class, noting those individuals who have achieved or are still developing the skills included on the fourth grade assessment report (p. 15).


Teacher observes students in each activity unit, noting those skill areas listed on the assessment report (p. 16 or 17) and indicating whether each skill is developing or achieved.


Teacher observes students in each activity unit, noting those skill areas listed on the assessment report (p. 18) and indicating whether each skill is developing or achieved.

Second Grade Assessment Report By the end of second grade, students will be able to: Travel in a backward direction and change direction quickly and safely without falling

DEV ACH

Travel, changing speeds and directions, in response to a variety of rhythms DEV ACH Combine various traveling patterns in time to the music DEV ACH Jump and land using a combination of one and two foot takeoffs and landings

DEV ACH

Demonstrate skills of chasing, fleeing and dodging to avoid or catch others DEV ACH Roll smoothly in a forward direction without stopping or hesitating DEV ACH Balance demonstrating momentary stillness on a variety of body parts DEV ACH Move feet into a high level by placing the weight on the hands and landing with control

DEV ACH

Use the inside or instep of the foot to kick a slowly rolling ball into the air or along the ground

DEV ACH

Throw the ball using an overhand technique, a side orientation, and opposition

DEV ACH

Catch, using properly positioned hands, a gently thrown ball DEV ACH Continuously dribble a ball, using the hands or feet, without losing control DEV ACH Use at least two different body parts to strike a ball toward a target DEV ACH Strike an object repeatedly with a hand, paddle or racket DEV ACH Strike a ball with a bat from a tee or cone, using a correct grip and side orientation, three out of five times

DEV ACH

Repeatedly jump a self turned rope ten time DEV ACH Combine shapes levels and pathways into simple sequences DEV ACH Skip, hop, gallop, and slide using age appropriate motor patterns DEV ACH Rubric

1. Developing (DEV) - The student has begun to develop the skill but has not reached the expectations.

2. Achieving (ACH) - The student has achieved the expectations for the skill and will begin to apply his/her skills in other activities.

Fourth Grade Assessment Report By the end of fourth grade, students will be able to: While traveling, dodge or tag an individual or object DEV ACH Leap, leading with either foot DEV ACH Roll in a backward direction DEV ACH Transfer weight, from feet to hands, at fast and slow speeds using large extensions (mulekick, handstand, cartwheel)

DEV ACH

Hand dribble a ball and maintain control while traveling within a group DEV ACH Foot dribble a ball and maintain control while traveling within a group DEV ACH Strike a softly thrown, lightweight ball back to a partner using a variety of body parts, and combinations of body parts (e.g., the bump volley as in volleyball, the thigh as in soccer)

DEV ACH

Strike a softly thrown ball with a bat or paddle demonstrating an appropriate grip, side to the target and swing plane

DEV ACH

Develop patterns and combinations of movements into repeatable sequences

DEV ACH

Travel into and out of a rope turned by others DEV ACH Jump and land for height, and jump and land for distance, using a mature motor pattern

DEV ACH

Throw balls of various sizes and weights to appropriate targets or partner using an overhand motion

DEV ACH

Catch a ball at different levels and while moving in different directions DEV ACH Instep kick and punt using mature motor patterns DEV ACH Rubric



Sixth Grade Assessment Report By the end of sixth grade, students will be able to: Dodge or tag an individual or object while traveling DEV ACH Roll in backward, forward, and lateral positions DEV ACH Hand dribble a ball and maintain control while traveling in a group DEV ACH Foot dribble a ball and maintain control while traveling in a group DEV ACH Consistently strike specific game balls to a designated target using sport specific body parts or striking

instruments - Softball DEV ACH - Floor Hockey DEV ACH - Volleyball DEV ACH - Football DEV ACH - Soccer DEV ACH

Jump and land for height, and jump and land for distance, using a mature motor pattern

DEV ACH

Throw balls of various sizes and weights to appropriate targets using a mature overhand throwing pattern

DEV ACH

Catch a ball at different levels and speeds while moving in different directions

DEV ACH

Rubric



Eighth Grade Assessment Report By the end of eighth grade, students will be able to:

Combine skills competently (traveling, dodging, dribbling, striking, catching) to participate in modified team sports and games

- Softball DEV ACH - Floor Hockey DEV ACH - Volleyball DEV ACH - Football DEV ACH - Soccer DEV ACH - Basketball DEV ACH

Demonstrate and apply offensive and defensive strategies in game and sport situations

DEV ACH

Demonstrate the ability to appropriately combine the skills of leaping, balancing, and transferring weight

DEV ACH

Apply proper body mechanics while performing selected skills in track and field

DEV ACH

Rubric



Sophomore Grade Assessment Report By the end of sophomore grade, students will be able to:

Combine skills competently to participate in individual, dual or team sports and/or games (receiving, dribbling, striking, passing, scoring)

- Badminton DEV ACH - Floor Hockey DEV ACH - Tennis DEV ACH - Lacrosse DEV ACH

Combine skills competently from traditional team sports to participate and play in combination team sport and or games (dribble a ball with hands/feet while head up, eyes looking forward; demonstrate

proper throwing and kicking techniques) - Speedball DEV ACH - Ultimate Frisbee DEV ACH

Demonstrate and apply various offensive and defensive strategies in game and sport situations

DEV ACH

Demonstrate and apply proper body mechanics while performing selected skills in swimming - Lifesaving skills DEV ACH - Recreational skills DEV ACH - Competitive skills DEV ACH

Rubric




Grades K- 2 1. Tag games 2. Dance 3. Rope jumping 4. Gymnastics 5. Soccer 6. Ball handling 7. Juggling of equipment 8. Gross motor skills - skip, hop, gallop, slide 9. Scooter board activities 10. Net games

Grades 3-5 1. Tag games 2. Dance 3. Rope jumping 4. Ball handling 5. Scooter board activities 6. Lead-up games to 7. Soccer 8. Frisbee 9. Football 10. Hockey 11. Volleyball 12. Basketball 13. Softball 14. Track and field 15. Lacrosse

Grades 6 - 8 1. Modified team sports activities

− Soccer − Football − Hockey − Volleyball − Basketball − Softball

2. Step aerobics 3. Basic tumbling 4. Balance activities

5. Vaulting 6. Body mechanics 7. Climbing activities 8. Pull-up trainer activities 9. Track and field

Grades 9-11 1. Skills, lead-up games, modified activities

− Archery − Badminton − Basketball − Field hockey − Floor hockey − Football − Golf − Lacrosse − Soccer − Speedball − Softball − Swimming − Tennis − Track and field − Ultimate Frisbee − Volleyball − Weight training

Content Standard:

Students will exhibit responsible personal and social behavior and respect differences among people.

Performance Standards


1. Follow classroom rules, activity-specific rules, safety practices

2. Display good sportsmanship in various physical activity settings

3. Work cooperatively and productively with peers of varying skill levels to complete an assigned task

4. Develop skills needed for resolving conflict


1. Seek out, participate with, and show respect for persons of like and different skill levels

2. Develop skills to participate productively in groups in a variety of activities and game forms

3. Apply skills needed for resolving conflict


1. Apply safe practices and rules

2. Respect and assume the role of officials in all physical activity

3. Tolerate individual differences

4. Apply skills needed for resolving conflict

5. Accurately self assess their personal and social responsibility Assessments:

Grades K- 2 Teacher Observation

Teacher observes class, noting those individuals who follow classroom rules, work cooperatively and display good sportsmanship.

Event Task Teacher has the class participate in a cooperative game, then leads a discussion about group interaction and the roles the students played in the group.

Grades 3 - 5 Students assess their personal and social interaction using the assessment sheet (p. 5). Teacher assesses student effort, participation and cooperation.

Grades 6 - 8 Teacher will lead continuous class discussions throughout the year on the topics listed on the middle school assessment sheet (p. 6). Teacher will give students several writing assignments to check for understanding of the terms listed on the assessment sheet and their relationship to the content standard. Students and teachers will complete the assessment sheet two times during the year. The teacher may make written or verbal comments.

Students will self-assess their own skill development and teachers will assess and comment twice during the year on the assessment sheet.

Grades 9-11 Teacher observes students following class/game rules, noting safety, sportsmanship and their ability to successfully officiate their own activity. Teacher observes students successfully completing task assignment, noting students who lead and cooperate in an effective manner. Teacher observes and notes students who exhibit the ability to constructively critique themselves and others as they perform a given skill. Teacher has students complete self-assessment on personal and social responsibility using the high school assessment sheet (p. 7). Suggested Activities:

Grades K- 5 1. Classroom discussions on game and classroom rules, safety practices, and sportsmanship 2. Cooperative games and team building activities:

− Riverboat − S.O.S − Island Escape − Toxic Waste Transfer − Peanut Butter Pit − Omnikin Ball − Orienteering

3. Peer modeling/student mentoring; Students assist 1 on 1 with special needs students. 4. Self-reflection using the assessment sheet

Grades 6 - 8 1. Cooperative games and group activities 2. Partner activities 3. Whole class activities 4. Dress requirement 5. Journal entries 6. Written assessments 7. Fitness improvement plans 8. Personal reflective evaluation

Grades 9 - 12 1. Personal reflective evaluation 2. Journal entries

Content Standard:

Students will explain through reference to their own experience how physical activity provides personal enjoyment, challenge and self-expression.



1. Express feelings about participation in physical activity

2. Describe how practice increases skill competence

Achievement (Mastery) of the content standard in Grades 3-5 will be evident when students: 1. Distinguish between activities they like or dislike

2. Describe how practice increases skill competence

3. Use physical activity as a means of self-expression

4. Try new activities


1. Participate in physical activities in and out of the regular physical education classes

2. Explain the benefits of a variety of different physical activities

3. Explain why they like or dislike an activity

4. Utilize physical activity as a positive opportunity for social and group interaction


1. Participate in a variety of physical activities in either competitive and/or recreational settings

2. Identify feelings that result from participating in physical activity alone and with others

3. Assess physical activities for their short term and lifelong participation Assessments:

Grades K- 2 Event Task

Teacher leads a discussion on: Feelings about participation in physical activity Participation in physical activity and practice leads to success and skill competence

Grades 3-5 Students assess their physical activity using the physical education assessment sheet.

Grades 6 - 8 Students engage in class discussions about the benefits of physical activity as a social interaction and may be given a writing assignment or journal writing assignment to check for understanding. The student will list on the assessment sheet all of the sports or activities that he/she enjoys participating in. Teacher may assign one or more of the following:

Daily activities journal Writing assignment Class discussions Role play

Grades 9-11 Students list competitive and recreational activities they engage in outside of school. Students explain how these activities benefit them.


Grades K- 5 1. Participation in extracurricular school sponsored activities:

− Jump Rope for Heart − Turkey Trot − Field Day − Morning/after school programs (walking clubs, jump rope clubs) − Intramurals (volleyball, basketball, floor hockey etc.)

2. Students discuss the relationship of fitness scores and their own level of fitness according to the Connecticut state standards.

3. Students write comments on 'how physical activity benefits you' on their assessment sheet.

Grades 6 - 8 1. Class discussion 2. Assessment sheet / Student comments 3. Written reflection / Journal entries 4. New Games, a collection of cooperative games and group initiatives

Grades 9-12 1. Self-evaluation using High School Physical Education Assessment Sheet 2. Physical education journal reflections

Documents

PHYSICAL EDUCATION K-12 · PDF filePHYSICAL EDUCATION K-12 CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. July, 2000 . Newtown Success-Oriented School Model Quality education is possible