allamuchy township school · web viewunderstand fouls, forced outs, tagged outs, and tagging up....

ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM

2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE K-2 UNIT: I UNIT NAME: MOVEMENT

EDUCATION/RHYTHM

# STUDENT LEARNING OBJECTIVES

CORRESPONDING NJCCCS

ASSESSMENT/ACTIVITIES

1 Develop and refine basic Gross Motor Skills (walk, run, hop, skip, jump, gallop, slide, skip)

2.5.P.A.12.5.P.A.2

ObservationTag/Relay/Movement activities

2 Demonstrate appropriate control while moving in personal and general space.

2.5.2.A.12.5.2.A.2

ObservationMovement activities

3 Explain how basic movement and safety play a role in physical activity

2.5.2.C.2 ObservationMovement activities

4 Utilize refined Gross Motor skills in an applied setting

2.5.2.A.1 ObservationTag/Relay/Movement Games

5 Understanding and implementing basic gross motor skills leads to the foundation for regular

physical activity.

2.6.2.A.1 ObservationMovement activities

6 Demonstrate levels, direction, ranges and pathways in a controlled and applied setting.

2.5.2.A.1 ObservationMovement activities in a variety of spaces

7 Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with

appropriate force and flow.

2.5.2.A.32.5.2.A.2

ObservationMovement activities/Dance

8 Correct and respond to feedback provided by both peers and teachers in response to movement.

2.5.2.A.4 ObservationTag/Relay/Movement

activities9 Identify and demonstrate that movement skills

can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style).

2.5.2.A.22.5.2.A.3

ObservationIndividual space activities

10 Understanding, implementing, and monitoring fitness goals can lead to a healthy lifestyle

2.6.2.A.22.6.2.A.3

ObservationFitness stations


1

2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE K-2 UNIT: II UNIT NAME: WELLNESS




1 Explain how one’s decisions to be active can have a direct impact on the way they feel.

2.2.2.B.2 ObservationDiscussion on teamwork and sportsmanship

2 Develop decision making skills that promote participation in moderate to vigorous age-

appropriate physical activities.

2.6.2.A.22.2.2.B.2

ObservationAge appropriate cooperation activities

3 Describe how outside factors influence decision making in regards to setting a fitness goal.

2.6.2.A.32.2.2.B.32.2.2.B.4

ObservationDiscussion about setting realistic goals

4 Explain how regular physical activity contributes to being “well”.

2.6.2.A.12.1.2.A.1

Discussion and encouragement of physical activity outside of school

5 Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals.

2.6.2.A.22.6.2.A.32.2.2.B.4

Discussion and encouragement of physical activity outside of school

6 Develop a fitness goal and monitor how it might affect one’s overall wellness.

2.6.2.A.32.2.2.B.22.2.2.B.4

Observation and record keeping of goals and progress

7 Identify the basic safety rules that should be applied when participating in any movement

activity.

2.5.2.C.22.1.2.D.1

Discussion and observation

8 Explain how a safe environment encourages continued participation in physical activity.

2.6.2.A.22.5.2.C.2

Discussion and observation

9 Demonstrate basic activity and safety rules while engaging in moderate to vigorous age-appropriate

physical activity.

2.6.2.A.22.5.2.C.2

Observation

10 Determine how participation in regular physical activity may help to prevent common health

problems

2.6.2.A.12.1.2.C.1

Discussion

11 Identify body parts and how they work in relation to each other when performing movements

2.1.2.A.2 Discussion and warm up activities

12 Identify and Explain areas and behaviors that are associated with safety in the physical education

environment

2.1.2.D.1 Discussion and Observation


2012

2

CONTENT AREA:PHYSICAL EDUCATION

GRADE K-2 UNIT: III UNIT NAME: MANIPULATIVE SKILLS




1 Identify and demonstrate selected critical elements of manipulative skills

2.5.P.A.3 ObservationThrowing/Catching/Rolling

Using a variety of equipment2 Demonstrate the proper way to project small or

large objects in a variety of ways2.5.P.A.3 Observation

Throwing/Catching/RollingUsing a variety of equipment

3 Demonstrate the appropriate use of: beanbags, balloons, balls, Frisbees,

hoops, jump ropes, paddles, parachutes, scarves, scoops, scooters,

sticks etc.

2.5.2.A.12.5.2.A.22.5.2.A.3

1. Combine throwing and catching an object.2. Have students hit a balloon to him or herself using front and back of hand.3. Have students hit a balloon back and forth with a partner.4. Have students hit a large soft ball off a large cone with their hand.5. Introduce a small, lightweight racquet and have the students hit a balloon upward using the racquet.6. Hit balls against a wall.7. Striking with various objects: bats, Pillo Pollo sticks, racquet ball racquets…..8. Parachute games9. Scooter floor hockey10. Scooter relays11. Jump ropes• Jump and turn with no rope• Jump with a self-turned ropeo Jump forward/backwardo Skip forwardo Hop forwardo Gallop forwardo Jump with varying speeds/rhythms• Jump with a long rope turned by otherso Stationary starto Using rhymeso Entering a turning ropeo Exiting a turning rope• Jump rope spun in a circle by one turner12. Juggling• One scarf• Two scarves• Three scarves• Challenges

3

o Toss under lego Toss-catch with one hando Two-handed toss and catch

4 Apply variables (proper body mechanics, range of motion, directions,

pathways, levels, effort, personal and general space, visual and verbal cues

2.5.2.A.12.5.2.A.22.5.2.A.3

1. Combine throwing and catching an object.2. Scooter floor hockey

3. Scooter relays


2012CONTENT AREA: GRADE K-2 UNIT: IV UNIT NAME: MOVEMENT

4

PHYSICAL EDUCATION LOCOMOTOR/NONLOCOMOTOR SKILLS




1 Demonstrate locomotor skills: gallop, skip, walk, run, hop, jump, leap, and

slide.

2.5.2.A.12.5.2.A.22.5.2.A.3

1. Have students strike balloons using different body parts.

2. Students find a partner and make the same shape at the signal.

3. Students travel and then freeze in a specified shape at your signal.

4. Students use jump ropes to make the shape of a symmetrical or

asymmetrical letter or number.5. Students move over, through, and around a

hoop.6. Use hoops or carpet squares to help students

define self-space.7. Students travel to music using the locomotor

movement the teacher callsout. They find self-space when music stops.

8. Give a signal and have students move either fast of slow to a new square

within a large marked off area. Give a second signal that tells them they

should be on a square.9. Follow the Leader – Partners take turns being

the leader. Walk indifferent ways and directions.

2 Demonstrate non-locomotor skills: bend, twist, pull, push, stretch, swing,

sway, turn, shake…..

2.5.2.A.12.5.2.A.22.5.2.A.3

1. Practice these skills during warm ups and/or tagging and dancing activities

3 Demonstrate body shapes: angular, curved, twisted, narrow, wide,

symmetrical, asymmetrical.Demonstrate moving in directions: forward,

backward, sideways, up, down.

2.5.2.A.12.5.2.A.22.5.2.A.3

1. Can You Walk Like…….Students find their own space and walk like a

penguin, crab, gorilla, robot, elephant……


2012CONTENT AREA: GRADE K-2 UNIT: V UNIT NAME: TUMBLING

5

PHYSICAL EDUCATION




1 Demonstrate rolls: log, egg, forward, backward, safety, straddle.

2.5.2.A.12.5.2.A.4

1. Partner play2. Skills stations

3. Obstacle course4. Game play

2 Demonstrate jumps: tuck, pike, straddle. 2.5.2.A.12.5.2.A.4



3 Demonstrate balances: V sit, knee scale, stork stand, front scale, Y scale,tip up, tripod, mule kick

2.5.2.A.12.5.2.A.4



4 Demonstrate animal walks: bear, seal, elephant, crab, duck, lame dog,

penguin, gorilla, bunny hop, crazy (grapevine).

2.5.2.A.12.5.2.A.4




2012

6


GRADE K-2 UNIT: VI UNIT NAME: FITNESS




1 Identify at least one activity for each health-related fitness component:

cardiovascular endurance, muscular strength/endurance,

and flexibility.

2.6.2.A.12.6.2.A.22.6.2.A.3

1. Fitness stations2. Large group games with the focus on fitness

3. Practice for future fitness tests4. Obstacle course

2 Identify at least one activity for each skill-related fitness component:

agility, speed, power, coordination, and balance.

2.6.2.A.12.6.2.A.22.6.2.A.3



3 Engage in moderate to vigorous physical activity. 2.6.2.A.12.6.2.A.22.6.2.A.3



4 Explain the importance of regular physical activity.

2.6.2.A.12.6.2.A.22.6.2.A.3




2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE K-2 UNIT: VII UNIT NAME:

LIFETIME/COOPERATIVE ACTIVITIES

7




1 Demonstrate the following abilities:Dodging, faking, chasing, fleeing

CooperatingCommunicating with teammates

Teamwork

2.5.2.A.12.5.2.B.4

Human KnotClean Your Room

MidnightHula Hoop Tag

Builders and Bulldozers2 Demonstrate appropriate sports-like

behavior as a player and as an observer.2.5.2.A.12.5.2.B.12.5.2.B.32.5.2.B.4



Builders and Bulldozers3 Demonstrate an understanding of the

various roles in the game.Demonstrate an understanding of the game

rules.

2.5.2.B.22.5.2.B.3



Builders and Bulldozers4 Explain how mental attitude influences

performance.2.5.2.B.12.5.2.B.3



Builders and Bulldozers


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: I UNIT NAME: MOVEMENT

EDUCATION/RHYTHM

8




1 Demonstrate essential elements of movement while performing non locomotor (stretching, bending), locomotor (galloping, running), and manipulative skills (throwing,

striking).

2.5.4.A.12.5.1.A.32.5.6.A.1

ObservationTag/Relay/Dance/Movement activities

Use manipulatives to demonstrate changes in beat, tempo, and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances

2 Perform essential elements of movement in a rhythmic activity.

2.5.4.A.12.5.4.A.32.5.6.A.12.6.4.A.2




3 Demonstrate appropriate control when engaging in game, activity, or dance in

various applied settings.

2.5.4.A.2 ObservationTag/Relay/Dance/Movement activities



4 Explain how executing essential elements of movement may affect one’s personal

health and fitness.

2.5.4.A.12.5.4.A.32.5.6.A.12.6.4.A.2




5 Combine accurate rhythm, coordination, and movement patterns while participating

in games, activities and dance.

2.5.6.A.12.5.4.A.1




6 Demonstrate a synchronized group rhythmic activity that engages students in

moderate to vigorous physical activity.

2.5.4.A.32.5.6.A.22.5.6.A.12.5.4.A.12.5.4.A.2





2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: II UNIT NAME: WELLNESS

9




1 Explain the differences between health-related fitness and skill-related

fitness.

2.6.4.A.22.6.4.A.3


3. Practice for fitness tests2 Describe how body systems adapt to

regular physical activity.2.6.4.A.1 1. Fitness stations

2. Large group games with the focus on fitness3. Practice for fitness tests

3 Describe factors that influence fitness (heredity, training, diet, age,

gender, technological advances, and anabolic steroid use).

2.1.4.A.22.2.4.B.3


3. Practice for fitness tests

4 Use the principles of frequency, intensity, and time (FIT) to develop and

implement a personal fitness program. Use available technology to

monitor progress.

2.6.4.A.4 1. Fitness stations2. Large group games with the focus on fitness


5 Explain the physical, social, and emotional benefits of regular physical

activity.

2.1.4.A.12.6.4.A.1


3. Practice for fitness tests6 Safely engage in moderate to vigorous

physical activity for a specifiedamount of time at or above target heart rate

while monitoringphysiological responses.

2.6.4.A.1 1. Fitness stations2. Large group games with the focus on fitness



2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: III UNIT NAME: MANIPULATIVE

SKILLS

10




1 Demonstrate and use various locomotor skills.

Demonstrate and use various manipulative skills.

2.5.4.B.12.5.4.B.2

Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch

2 Demonstrate strategies using the following skills:

Dodging, faking, chasing, fleeingCooperating

Communicating with teammatesTeamwork

2.5.4.B.12.5.4.B.2


3 Demonstrate appropriate sports-like behavior as a player and as an observer.

Demonstrate an understanding of the various roles in the game.

Demonstrate an understanding of the game rules.

Use equipment responsibly

2.5.4.B.12.5.4.B.2



2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: IV UNIT NAME: BASKETBALL

11




1 Ball handling/dribbling, passing, shooting, rebounding

2.5.4.B.12.5.4.B.2

1. Have students dribble from one end of the marked area to the other end

trying to avoid being touched by students who are standing in hoops

scattered throughout general space. If touched, students dribble in their

self-space for a count of ten before moving on towards the end line.

2. Students dribble while traveling through space and, at the signal, stop

traveling but continue dribbling. At the next signal, they begin moving

again.3. Challenge students to dribble while moving to the right

and left, makingsure to dribble with the opposite hand they are moving.

2 Apply variables (proper body mechanics, principles of forced motion,

base of support and center of gravity, energy, flow, effort, range of

motion, personal and general space, and visual and verbal cues).

2.5.4.B.12.5.4.B.2

4. Stations: form shooting, defensive shuffles, passing, line jumps, control

dribble between cones, lay-ups, speed dribbles5. Shooting games

3 Passing and receivingMoving to get openFaking and dodging

Defending spaceCommunicating with teammates

2.5.4.B.12.5.4.B.2

6. Dribble Tag7. Small-sided basketball game

4 Demonstrate appropriate sports-like behavior as a player and as an

observer.Demonstrate an understanding of the responsibilities of various positions.

Demonstrate an understanding of basketball rules.

Use equipment responsibly.

2.5.4.B.12.5.4.B.2

Observation of small sided games


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: V UNIT NAME: FLAG FOOTBALL

12




1 Passing, receiving, running pass patterns, handing off, ball carrying,

place-kicking, punting

2.5.4.B.12.5.4.B.2

1. Partner drills for skill practice2. Practice pass patterns with a center, QB, receiver, and

defender. Play agame: one point for a pass breakup, two points for an

interception.3. Punt and Catch – Score one point for every dropped punt

that travels 20yards or more.

4. Small-sided flag football game2 Apply variables (proper body mechanics,

principles of forced motion,base of support and center of gravity,

energy, flow, effort, range ofmotion, personal and general space, and

visual and verbal cues).

2.5.4.B.12.5.4.B.2





4. Small-sided flag football game3 Passing and receiving

Moving to get openFaking and dodging


2.5.4.B.12.5.4.B.2





4. Small-sided flag football game4 Demonstrate appropriate sports-like

behavior as a player and as anobserver.

Demonstrate an understanding of the responsibilities of various positions.

Demonstrate an understanding of football rules.

Use equipment responsibly.

2.5.4.B.12.5.4.B.2





4. Small-sided flag football gameALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM2012


GRADE 3-5 UNIT: VI UNIT NAME: FLOOR HOCKEY

13




1 Dribbling, passing, shooting, tackling, goaltending

2.5.4.B.12.5.4.B.2

1. Partner drills – passing, shooting, dribbling, defending, goaltending

2. Line drills – One line receives a pass, dribbles and shoots. The other line

passes and rebounds the puck.3. Obstacle course dribble – In groups of four, form a line

in front of a zigzagcourse marked by cones. Each student must dribble

through the cones and backas quickly as possible.

4. Keep Away – Place four students in a square with a player in the center. The

center player tries to intercept passes across the square.5. Shooting goals – Set up mini goals throughout the gym

and divide thestudents into groups of three. Each student takes turns

shooting from 20 feetaway.

6. Dump and Chase – The puck is thrown in the opposition’s zone and chased

by one or two offensive payers. This is an easy way to penetrate the opposing

team’s zone without losing control of the puck. The key to success is the ability

of the chasers to get to the puck before the defense.7. Alley Floor Hockey – Divide the floor or playing area

into five alleys withcones or floor tape. Each team places one player in each

alley. The remainingplayers from each team are goalies. Teams observe all

floor hockey rules withthe addition of a loss of possession penalty for players who

leave their alley.After 3 minutes of play or after a goal is scored, the five

players from each teamrotate out and exchange places with five goalies.

8. Small-sided floor hockey game2 Passing and receiving



2.5.4.B.12.5.4.B.2

See above

3 Demonstrate appropriate sports-like 2.5.4.B.1 See above

14

behavior as a player and as anobserver.

2.5.4.B.2

4 Demonstrate an understanding of the responsibilities of various positions.

2.5.4.B.12.5.4.B.2

See above

5 Demonstrate an understanding of hockey rules.

2.5.4.B.12.5.4.B.2

See above

6 Develop strategies to improve behavior, participation, and enjoyment of

hockey as both a player and an observer.

2.5.4.B.12.5.4.B.2

See above

7 Explain how rules enhance participation and safety in hockey.

2.5.4.B.12.5.4.B.2

See above


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: VII UNIT NAME: SOCCER

15




1 Dribbling, trapping, passing, shooting, tackling, throw-ins, punting,

goaltending

2.5.4.B.12.5.4.B.2

1. Have students shoot at various targets.2. Kick the ball to a moving target using a leading pass.

After three kicksstudents switch positions.

3. Zigzag Dribble – Set up cones in a zigzag formation.4. Alley Soccer – Set up four or five alleys. Players must

play within theirassigned alleys.

5. Wall Kick and Trap6. Kicking Golf

7. Practice throw-ins with a partner8. Shuttle Dribble Relay

9. Partner drills10. Sideline Soccer

11. Soccer stations: dribbling, passing, trapping, shooting12. Small sided soccer game

2 Passing and receivingMoving to get openFaking and dodging


2.5.4.B.12.5.4.B.2

See above

3 Demonstrate an understanding of soccer rules.

2.5.4.B.12.5.4.B.2

See above

4 Demonstrate an understanding of the responsibilities of various positions.

2.5.4.B.12.5.4.B.2

See above


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: VIII UNIT NAME: SOFTBALL/WHIFFLE

BALL

16




1 Catching, throwing, fielding, batting, base-running

2.5.4.B.12.5.4.B.2

1. Partner throw and catch2. Throwing relay – Four or five players in a line practicing

cut-offtechnique.

3. Modified games: no strikeouts, teacher pitches, soft toss instead of pitch,

a tee is used instead of a pitcher, start the inning with runners on base to

create defensive and offensive strategies…..4. Discuss the impact of the sport of baseball on American

culture andhistory. (Social Studies)

5. Pickle2 Understand specific fielding positions.

Understand batting order.2.5.4.B.12.5.4.B.2

See above

3 Understand backing up plays/throws.Understand cut-offs.

Know where to make the play before the ball is pitched.

2.5.4.B.12.5.4.B.2

See above

4 Demonstrate knowledge of base-running skills.

2.5.4.B.12.5.4.B.2

See above

5 Understand the roles of the batting order.Understand the pitch count.

2.5.4.B.12.5.4.B.2

See above

6 Understand fouls, forced outs, tagged outs, and tagging up.

2.5.4.B.12.5.4.B.2

See above


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 3-5 UNIT: IX UNIT NAME: VOLLEYBALL

17




1 Serving, passing 2.5.4.B.12.5.4.B.2

1. Circle drill – Practice bump and sets.2. Partner drill – One partner tosses to the other who

practices bumps andsets.

3. Serving drill – Use multiple balls and have students line up across the

end line and serve the balls back and forth.4. Stations – Divide the class into five teams and arrange

different skilldrills throughout the gym.

5. Modified games: bumps only, first hit bumps, two serves per server,

three hits required, lower the net, play on a bounce….6. Lead-up games:

Bounce Ball - Play without a net. Players can only play the ball after

one bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to

assist theball over the net.

Four-way Volleyball - Two nets dividing four courts and four teams.

Keep It Up – Squads arranged in circles try to keep the all in the air

the longest2 Explain how rules enhance participation

and safety in volleyball.2.5.4.B.12.5.4.B.2

See above


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: I UNIT NAME: MOVEMENT

EDUCATION/RHYTHM

18




1 Demonstrate the ability to memorize and perform a movement pattern.

2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.8.A.12.5.8.A.22.5.8.A.3

Line dances: Cha Cha Slide, Macarena, Electric Slide…..

2 Perform various dances (line and square). 2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.8.A.12.5.8.A.22.5.8.A.32.5.8.A.4

Line dances: Cha Cha Slide, Macarena, Electric Slide…..


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: II UNIT NAME: FITNESS

# STUDENT LEARNING CORRESPONDING ASSESSMENT/19

OBJECTIVES NJCCCS ACTIVITIES1 Discuss the physical, social, and emotional

benefits of regular physicalactivity

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4


3. Circuit training4. Obstacle course

2 Differentiate how body systems adapt to acute exercise vs. regular

exercise over a period of time.

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4



3 Analyze factors that influence fitness (health status, interests,

environmental conditions, available time, technology, body

composition, marketing of fitness products, anabolic steroids and

other performance-enhancing substances).

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4



4 Apply training principles using various training methods (isometric,

isotonic, interval, and circuit) to improve fitness.

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4



5 Recognize signs and symptoms that require termination of exercise or

healthcare follow-up.

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4



6 Enhance fitness by engaging in age and gender- specific physical

activity, and monitor physiological responses.

2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.4




2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: III UNIT NAME: LARGE GROUP GAMES




20

1 Students will be able to :Use various locomotor skills.

Use various manipulative skills.

2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2

Volleyball/Basketball/BaseballKing Ball

Jailball

2 Analyze good sports-like conduct for game participants and

observers.

2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2


Jailball

3 Incorporate game rules and analyze their impact on participants.

2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2


Jailball

4 Analyze how character development can be enhanced by individual, group,

and team activities.

2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2


Jailball


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: IV UNIT NAME: BASKETBALL




1 Demonstrate proper ball handling/dribbling, 2.5.6.A.1 1. Sideline Basketball

21

passing, shooting, rebounding 2.5.6.B.12.5.8.B.1

2. Relays3. Game play

4. Dribble knockout2 Demonstrate offensive and defensive roles. 2.5.6.B.1

2.5.8.B.11. Sideline Basketball


4. Dribble knockout3 Communicate with teammates. 2.5.6.B.2

2.5.8.B.31. Sideline Basketball


4. Dribble knockout


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: V UNIT NAME: FLOOR HOCKEY




1 Dribbling, passing, shooting, tackling, goaltending

2.5.6.C.12.5.6.C.2

1. Partner drills – passing, shooting, dribbling, defending, goaltending

22

2. Line drills – One line receives a pass, dribbles and shoots. The other line

passes and rebounds the puck.3. Obstacle course dribble – In groups of four, form a line

in front of a zigzagcourse marked by cones. Each student must dribble

through the cones andback as quickly as possible.

4. Keep Away – Place four students in a square with a player in the center. The

center player tries to intercept passes across the square.45

5. Shooting goals – Set up mini goals throughout the gym and divide the

students into groups of three. Each student takes turns shooting from 20

feet away.6. Dump and Chase – The puck is thrown in the

opposition’s zone and chasedby one or two offensive payers. This is an easy way to

penetrate theopposing team’s zone without losing control of the puck.

The key to successis the ability of the chasers to get to the puck before the

defense.7. Alley Floor Hockey – Divide the floor or playing area

into five alleys withcones or floor tape. Each team places one player in each

alley. Theremaining players from each team are goalies. Teams

observe all floorhockey rules with the addition of a loss of possession

penalty for playerswho leave their alley. After 3 minutes of play or after a

goal is scored, thefive players from each team rotate out and exchange places

with five goalies.8. Steal the Bacon

9. Small-sided floor hockey game2 Passing and receiving



2.5.6.C.12.5.6.C.2

3 Demonstrate appropriate sports-like behavior as a player and as an

2.5.6.C.12.5.6.C.2

23

observer.Demonstrate an understanding of the responsibilities of various positions.

2.5.6.C.12.5.6.C.2

Demonstrate an understanding of hockey rules.

2.5.6.C.12.5.6.C.2

Develop strategies to improve behavior, participation, and enjoyment of

hockey as both a player and an observer.

2.5.6.C.12.5.6.C.2

Explain how rules enhance participation and safety in hockey.

2.5.6.C.12.5.6.C.2


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: VI UNIT NAME: NET GAMES

BADMINTON/PICKLE BALL




1 Demonstrate the serve, forehand, backhand, smash, drop

2.5.6.C.1 1. Partner hitting drills2. Game play

24

2.5.6.C.22 Demonstrate spatial awareness on the court. 2.5.6.C.1

2.5.6.C.21. Partner hitting drills

2. Game play


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: VII UNIT NAME: SOCCER




1 Demonstrate dribbling, trapping, passing, shooting, tackling, throw-ins, punting,

2.5.6.C.12.5.6.C.2

1. Shuttle dribble relay2. Dribble Knockout

25

goaltending 3. Small sided soccer game4. Regulation soccer game

2 Demonstrate the following skills:Passing and receivingMoving to get openFaking and dodging

Defending space

2.5.6.C.12.5.6.C.2

1. Shuttle dribble relay2. Dribble Knockout3. Small sided soccer game4. Regulation soccer game

3 Comparing and contrasting offensive and defensive strategies.

2.5.6.C.12.5.6.C.22.5.8.B.1

1. Shuttle dribble relay2. Dribble Knockout3. Small sided soccer game4. Regulation soccer game


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: VIII UNIT NAME:

SOFTBALL/WHIFFLEBALL




1 Demonstrate the following skills:Catching, throwing, fielding, batting, base-

2.5.6.C.12.5.6.C.2

1. Partner throw and catch2. Modified games: no strikeouts, teacher pitches, soft toss

26

running, adjusting bat speed instead of pitch,a tee is used instead of a pitcher, start the inning with

runners on base tocreate defensive and offensive strategies…..

3. Discuss the impact of the sport of baseball on American culture and

history. (Social Studies)4. Pickle

5. Running Bases2 Understand fouls, forced outs, tagged outs,

and tagging up.2.5.6.C.12.5.6.C.2


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: IX UNIT NAME: TEAM HANDBALL




1 Demonstrate proper handball skills for:Throwing, passing, catching, dribbling,

shooting, goaltending

2.5.6.C.12.5.6.C.2

1. Partner drills2. Lead up games – keep away, target shooting

3. Small-sided modified games

27

4. Game play2 Compare and contrast offensive and

defensive strategies2.5.8.B.2 1. Partner drills

2. Lead up games – keep away, target shooting3. Small-sided modified games

4. Game play


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: X UNIT NAME: FLAG FOOTBALL




1 Demonstrate the proper skills for:Passing, receiving, running pass patterns, handing off, ball-carrying, place-kicking, punting, and snapping a football

2.5.8.B.12.5.8.B.2

1. Pass relays 2. Small-sided football game

3. Use football skills and strategies for large group game play.

28

2 Demonstrate:Moving to an open space

Moving to get openFaking and dodgeing

2.5.8.B.12.5.8.B.2

1. Pass relays 2. Small-sided football game

3. Use football skills and strategies for large group game play


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: XI UNIT NAME: ULTIMATE FRISBEE




1 Demonstrate the proper skills for:Passing, receiving, pivoting, swatting and intercepting a frisbee while in play

2.5.8.B.12.5.8.B.2

1. Partner throw and catch2. Keep Away3. Frisbee Golf4. Game play

29

2 Demonstrate:Moving to an open space

Moving to get openFaking and dodgeing

2.5.8.B.12.5.8.B.2

1. Partner throw and catch2. Keep Away3. Frisbee Golf4. Game play


2012CONTENT AREA:

PHYSICAL EDUCATIONGRADE 6-8 UNIT: XII UNIT NAME: VOLLEYBALL




1 Demonstrate proper techniques for:Serving, passing, spiking, blocking, digging

2.5.8.B.12.5.8.B.2

1. Modified games: bumps only, first hit bumps, two serves per server,three hits required, lower the net, play on a bounce….2. Lead-up games:

30

Bounce Ball – Play without a net. Players can only play the ballafter one bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to assist theball over the net.Four-way Volleyball - Two nets dividing four courts and four teams.Keep It Up – Squads arranged in circles try to keep the all in the airthe longest.3. Assign students different roles for team play such as: coaches, officials,captains, and statisticians.4. Game play

2 Focus on the following:Hit the ball to corners.Use player position strategies.Communicate with teammates

2.5.8.B.12.5.8.B.2

1. Modified games: bumps only, first hit bumps, two serves per server,three hits required, lower the net, play on a bounce….2. Lead-up games:Bounce Ball – Play without a net. Players can only play the ballafter one bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to assist theball over the net.Four-way Volleyball - Two nets dividing four courts and four teams.Keep It Up – Squads arranged in circles try to keep the all in the airthe longest.3. Assign students different roles for team play such as: coaches, officials,captains, and statisticians.4. Game play

31

RESOURCESDynamic PE for Elementary School Children, Robert PangraziBeyond Activities: Learning Experiences to Support the National PE Standards, KogutNever Play Leapfrog with a Unicorn – Mehrhof, Ermler, Worrell, and BrewerReady-to-Go PE Activities for Grades K-2, Landy & Landywww.montvillepe.com

32

http://www.montvillepe.com/

www.pecentral.comwww.pelink4u.comwww.pedigest.comwww.mrgym.comwww.theteacherscorner.netwww.lessonplanspage.comwww.eduref.orgwww.lessonplanz.comKidnastics – MalmbergPhysical Best Activity Guide – Elementary Level, NASPEFitness for Life – Corbin, Masurier, & LambdinPhysical Education Fireworks – Dosswww.eduref.orgPE Teacher’s Skill by Skill Activity Program, Turner and Turnerwww.basketball-drills-and-plays.comwww.coachesclipboard.netwww.y-coach.comGirl Sports Fit and Fun - Girl Scoutswww.soccerhelp.comwww.footy4kids.co.ukwww.game-ex.comwww.dprsports.comwww.volleyball.lifetips.comTeaching Movement Education, Abels and Bridges

Explanation of activitiesClean Your Room• The class is divided into two teams.• The center line of the basketball court is used as the dividing line.• 25-30 fleece balls are scattered throughout the center area of the floor.• Students must step and throw balls to the other side of the room.

33

http://www.volleyball.lifetips.com/

http://www.dprsports.com/

http://www.game-ex.com/

http://www.footy4kids.co.uk/

http://www.soccerhelp.com/

http://www.y-coach.com/

http://www.coachesclipboard.net/

http://www.basketball-drills-and-plays.com/

http://www.eduref.org/

http://www.lessonplanz.com/

http://www.eduref.org/

http://www.lessonplanspage.com/

http://www.theteacherscorner.net/

http://www.mrgym.com/

http://www.pedigest.com/

http://www.pelink4u.com/

http://www.pecentral.com/

• Students may only throw one ball at a time.• When time runs out, the team with fewer balls on their side gets a point,and the game starts over

Midnight• The class is divided into two teams which line up at opposite baselinesof the basketball court facing each other.• Teacher stands behind one of the teams; they will be the taggers.• Students at the other end ask the teacher together, “What time is it?”• When the teacher responds with a time, those students take thecorresponding number of steps toward the tagger while counting thesteps out loud.• This process repeats until the teacher responds “midnight” at which pointthe taggers chase the other team back to the baseline where they camefrom• Students who are tagged join the other team.• After each round the teacher switches ends of the gym.

Jailball• There are two teams.• Use soft covered balls (approx. 6).• If a player gets hit by the opposing team’s thrown ball or the opposingteam catches his/her thrown ball, he/she must report to jail locatedbehind the opposing team.• A player gets out of jail by catching a thrown ball from a teammate orhitting a target.• Only players in jail can retrieve balls from jail.• The object is to try to get the entire opposing team in jail.

Hula Hoop Tag• Players are arranged in random formation on the gym floor.• Five or six hula hoops are scattered throughout the gym floor.• Students kick the hoops along the ground and try to hit other students inthe foot.• Students who are hit with a hoop must go to the sidelines.• Players on the sidelines may continue to kick the hoops from thesidelines.• Players in the middle try to eliminate each other by kicking the hoops at

34

other players.• Continue playing until one or two players are left.

Builders and Bulldozers• The class is divided into two teams: builders and bulldozers.• Cones are scattered throughout the gym floor, half standing and halflying on their sides.• On “go,” the builders run to stand up cones while bulldozers run toknock them over.• Students may not use their feet. They must bend over and use theirhands to knock the cones down or stand them up.• After about a minute, teams return to their starting point and the teacherdetermines which side won based on how many cones are standing.• After each round, teams switch jobs.

Hula Hoop Tag• Players are arranged in random formation on the gym floor.• Five or six hula hoops are scattered throughout the gym floor.• Students kick the hoops along the ground and try to hit other students inthe foot.• Students who are hit with a hoop must go to the sidelines.• Players on the sidelines may continue to kick the hoops when they cometo the sidelines.• Players in the middle try to eliminate each other by kicking the hoops atother players.• Continue playing until one or two players are left.

“ Speed Volleyball” • The game is played like volleyball with the center line of thebasketball court as the dividing line, using a large beach ball.• A net is set up with jump ropes connecting large cones (about theheight of a tennis net) across the dividing line.• The serve must go over the net and land on the other side.• Each team has unlimited hits to get the ball to the other side, but oneplayer cannot hit the ball twice in a row.• The ball can be played on a bounce and is not dead until it bounces

35

twice on one side or the ball is hit under the net.• All serves must be underhand• The server can stand as close as is necessary to get the ball over thenet.• The class is divided into three teams. Each time a point is scored, thethird team enters the court where the team that did not win the pointwas playing (the winning team stays).• All walls are in play during a volley.• If the ball hits the ceiling, the team that hit the ball to the ceilingloses the point.

King Ball• The gym is divided into 4 areas, representing 4 teams, where eachteam will have a colored ball placed inside hula hoop.• The object of the game is to steal the colored balls from the opposingteam’s hoops while protecting their own.• Students may run back to their teams designated area once they stealthe ball, or they may throw the ball back to another team member intheir designated area.• If a student is tagged while entering another team’s designated area,that student will go to a “jail” in the corner of the gym.• Students can be freed from jail when one of their teammates entersthe jail and tags them.

Crazy Kickball• Six bases are set up around the perimeter of the basketball court withhome plate in a corner. Runners can overrun home.• There are two teams. Each team must maintain their batting order.• Runners cannot pass the runner prior to them, i.e. if runners 2-4 are on abase, 3 and 4 can only advance to the next base if 2 has already gone.• The only force is at first.• Bases may have unlimited runners at each.• A runner gets out by being hit by a thrown ball from the defensive team.• Runners cannot leave the base until the ball is caught or touches theground.• No stealing, sliding, leading, or bunting.• Runners must stop running when the pitcher maintains possession of theball.

36

• If a runner is more than half way to a base when the pitcher gets the ball,he/she may safely advance.• If a runner is not more than half way, he/she must return to the previousbase without the possibility of getting out.• Teams switch offense/defense after three outs.• The object is to score more runs than the other team.• Use gatorskin or other soft-covered ball.

Volleyball/Basketball/Baseball• Divide the class into two teams, fielders and batters.• The fielders place themselves throughout the gymnasium anddesignate three shooters who stand under the basket.• A batter stands at home plate and serves a volleyball underhand andattempts to run around the bases.• The fielding team must complete three consecutive passes and thenthrow the ball to one of the shooters who must put the ball in thebasket before the batter reaches home.• Change sides after three outs.• The ball must travel at least 20 feet and nothing is out-of-bounds.


2012CONTENT AREA:

HEALTHGRADE K-2 UNIT: I UNIT NAME: WELLNESS




1 Understand the importance of washing hands; 2.1.P.A.12.1.2.A.1

DiscussionBrainstormingWorksheetsRole playSongsRhymes

2 Demonstrate proper hand washing technique. 2.1.P.A.1 Discussion

37

BrainstormingWorksheetsRole playSongsRhymes

3 List reasons teeth need to be brushed and flossed daily; demonstrate proper tooth brushing and flossing techniques.Recognize the purpose of teeth.Distinguish between primary and permanent teeth.Understand the importance of routine dental visits.

2.1.P.A.2 DiscussionBrainstormingWorksheetsRole playSongsRhymes

4 Understand the importance of washing hair. 2.1.2.A.1 DiscussionBrainstormingWorksheetsRole playSongsRhymes

5 List ways to avoid contacting lice. 2.1.2.A.1 DiscussionBrainstormingWorksheetsRole playSongsRhymes

6 Recognize the importance of wearing weather-appropriate clothing.


7 Recognize the importance of wearing appropriate footwear.


8 Recognize the importance of wearing appropriate attire and gear for sports.


9 Define wellnessExplain how making healthy choices and having

2.1.2.A.1 DiscussionBrainstorming

38

healthy relationships contribute to wellness WorksheetsRole playSongsRhymes

10 Identify body parts and understand their basic functions

2.1.2.A.2 DiscussionBrainstormingWorksheetsRole playSongsRhymes

11 Identify the five senses.Tell why the five senses are important and how to care for them.


12 Explain why some foods are healthier to eat than others.

2.1.2.B.12.1.2.B.22.1.2.B.3


13 Explain what information can be found on food and product labels.

2.1.2.B.3 DiscussionBrainstormingWorksheetsRole playSongsRhymes

14 Explain ways to prevent the spread of diseases (hand washing,immunizations, covering coughs, not sharing cups, hats, combs…..).

2.1.2.C.12.1.2.C.22.1.2.C.3


15 Explain and demonstrate ways to prevent injuries (seatbelts and child safety seats in motor vehicles and bus safety procedures).

Explain and demonstrate simple first aid procedures (getting help and calling 911, knowing personal information such as address and phone number, and avoiding contact with blood and other body fluids).

2.1.P.D.12.1.P.D.42.1.2.D.12.1.2.D.3


16 Recognize that nut allergies can cause severe reactions

DiscussionBrainstorming

39

WorksheetsRole playSongsRhymes

17 Distinguish among “good/safe touch,” “bad/unsafe touch,” and “confusingtouch.”

Explain what to do if touching causes uncomfortable feelings.

Identify safe and appropriate behavior when interacting with strangers,acquaintances, and trusted adults.

2.1.2.D.2 DiscussionBrainstormingWorksheetsRole playSongsRhymes


2012CONTENT AREA:

HEALTHGRADE K-2 UNIT: II UNIT NAME: ALCOHOL, TOBACCO,

AND OTHER DRUGS




1 Explain what it means to make a decision. 2.2.2.B.1 DiscussionBrainstormingWorksheetsRole playSongsRhymes

2 Identify how certain decisions we make may 2.2.2.E.1 Discussion

40

affect the way we feel (physically/emotionally, socially, etc.).

BrainstormingWorksheetsRole playSongsRhymes

3 Describe why using decision-making skills is advantageous to prevent the use of alcohol, tobacco, and other drugs.

2.2.2.B.12.2.2.B.2


4 Understand that medicines can be helpful or harmful.Recognize that when medicines are used correctly, they can keep people healthy.


5 Determine why we use medicines when we are not feeling well.


6 Describe why medicines should be administered by a trusted adult.


7 Identify substances that should never be consumed or inhaled such asdrug look-alikes, glue, poison, and cleaning fluids.


8 Identify the harmful effects that alcohol, tobacco, and other drugs could have on personal hygiene, health and safety.


9 Determine the harmful effects of alcohol, tobacco, and other drugs and how it impacts the personal wellness of the user and nonuser.

2.3.2.B.22.3.2.B.3

DiscussionBrainstormingWorksheetsRole playSongs

41

Rhymes10 Demonstrate an understanding of how

alcohol, tobacco, and other drugs can be abused.


11 Describe products in your environment that contain alcohol.


12 Determine what substances should never be inhaled and explain why.


13 Recognize that people may have difficulty controlling their use of alcohol, tobacco and other drugs and identify health professionals who may provide help.

2.3.2.C.12.3.2.C.22.2.2.E.1


14 Understand that some people have difficulty controlling their alcohol u, tobacco, and other drugs and determine where/how community health professionals can be accessed.

2.3.2.C.12.2.2.E.1


42


2012CONTENT AREA:

HEALTHGRADE K-2 UNIT: III UNIT NAME: FAMILY LIFE




1 Identify different kinds of families. 2.4.2.A.1 DiscussionBrainstormingWorksheetsRole playSongsRhymes

2 Understand that families may differ for many reasons.

2.4.2.A.1 DiscussionBrainstormingWorksheets

43

Role playSongsRhymes

3 Recognize that all family members have certain rights and responsibilities that contribute to the successful functioning of the family.


4 Define friendship and understand that friends are important throughout life.


5 Identify appropriate ways for children to show affection and caring.


6 Understand that human beings develop inside their birth mother, are helpless when born, and must be fed, clothed, and nurtured.

2.4.2.C.1 DiscussionBrainstormingWorksheetsRole playSongsRhymes

7 Identify differences and similarities between genders


44


2012CONTENT AREA:

HEALTHGRADE K-2 UNIT: IV UNIT NAME: COMMUNITY HEALTH

SKILLS




1 Identify ways to benefit yourself and your community through service

2.2.2.D.1 DiscussionBrainstormingWorksheetsPosters

2 Explain ways to contact health professionals and obtain information

2.2.2.E.1 DiscussionBrainstormingWorksheetsPosters

45

CONTENT AREA:HEALTH

GRADE 3-5 UNIT: I UNIT NAME: WELLNESS




1 Describe and demonstrate personal hygiene practices that support wellness.

.

2.1.4.A.12.1.4.A.22.1.4.D.3

DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

2 Recognize the physical, social, and emotional dimensions of wellness.

2.1.4.A.12.1.4.A.2

DiscussionBrainstormingWorksheets

46

Draw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

3 Recognize the impact of health choices and behaviors on wellness.

2.1.4.A.12.1.4.A.2



2.1.4.D.1 DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

5 Recognize the importance of wearing appropriate footwear.

2.1.4.D.1 DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

6 Recognize the importance of wearing appropriate attire and gear for sports

2.1.4.D.1 DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.

47

Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

7 Identify factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness

2.1.4.A.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

8 Describe each human life stage and the physical changes that occur at each stage.


9 Identify the structure and function of the following body systems: muscular, skeletal, cardiovascular, respiratory, and digestive.


10 Differentiate between healthy and unhealthy eating patterns.

2.1.4.B.12.1.4.B.22.1.4.B.3

DiscussionBrainstormingWorksheetsRole play

48

Draw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

11 Recognize how healthy eating provides energy, helps to maintain healthy weight, lowers risk of diseases, and keeps body systems working.

2.1.4.B.12.1.4.B.4


12 Understand the importance of the early detection of diseases and health conditions

2.1.4.C.1 DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

13 Investigate ways to treat common childhood diseases and health conditions.


14 Explain that some diseases and health conditions are preventable and some are not.

2.1.4.C.32.1.4.C.2

DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.

49

Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

15 Describe the signs and symptoms of diseases and health conditions common in children.


16 Describe characteristics of safe and unsafe situations; develop strategies to reduce the risk of injuries at home, school, and in the community.

2.1.4.D.2 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

17 Describe characteristics of strangers, acquaintances, and trusted adults;identify safe and appropriate ways to deal with each.

2.1.4.E.12.1.4.E.22.1.4.E.32.1.4.E.4

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

18 Identify how culture, peers, and the media impact the ways individuals communicate and express emotions.

2.1.4.E.12.1.4.E.22.1.4.E.32.1.4.E.4

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill

50

being taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program

19 Distinguish among conflict, violence, vandalism, harassment, and bullying; identify factors that contribute to each.

2.1.4.D.22.2.4.A.22.2.4.C.3

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program


2012CONTENT AREA:

HEALTHGRADE 3-5 UNIT: II UNIT NAME: ALCOHOL, TOBACCO,

AND OTHER DRUGS




1 Distinguish between over-the-counter and prescription medicines.

2.3.4.A.1 DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

2 Identify factors to consider when choosing an over-the-counter medicine.

2.3.4.A.1 DiscussionBrainstormingWorksheets

51

Draw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

3 Understand the importance of taking medicines as directed, not sharing medicines with others,

and reporting any side-effects to a trusted adult.

2.3.4.A.12.3.4.A.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

4 Explain the safe administration and storage of over-the-counter and prescription medicines.

2.3.4.A.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

5 Describe the short and long-term physical effects of tobacco use.

2.3.4.B.2 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

6 Describe how tobacco use contributes to the incidence of respiratory diseases, cancer, and

cardiovascular disease.


52

7 Explain the impact of second-hand/passive smoke on the health of nonsmokers.


8 Identify the short and long-term physical and behavioral effects of alcohol use and abuse.


9 Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco, and other drugs.

2.3.4.C.3 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

10 Identify the physical and behavioral effects of marijuana use.


11 Explain why it is illegal to use or possess certain drugs/substances.

2.3.4.B.12.3.4.C.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.

53

Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

12 Recognize the short and long-term physical and behavioral effects of inhalant use, including brain, heart, and lung damage and death.


13 Identify where individuals with a substance abuse problem can get help.


CONTENT AREA:HEALTH

GRADE 3-5 UNIT: III UNIT NAME: FAMILY LIFE




1 Describe the characteristics of a friend. 2.4.4.A.12.2.4.C.12.2.4.C.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

2 Recognize factors that support healthy relationships with friends and family.

2.4.4.A.12.4.4.A.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.

54


3 Describe appropriate ways to show affection and caring.

2.4.4.A.12.4.4.A.2


4 Describe different kinds of families. 2.4.4.A.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

5 Recognize how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.

2.4.4.A.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

6 Compare the roles, rights, and responsibilities of various family members.

2.4.4.A.12.1.4.E.1


7 Identify ways that families adjust to changes in the structure of the family (births, deaths,

2.4.4.A.12.4.4.A.2


55

divorce, loss of jobs…..). 2.1.4.E.3 WorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

8 Identify how culture and tradition influence personal and family development

2.4.4.A.22.2.4.B.3


9 Describe the physical, social, and emotional changes occurring at puberty

2.4.4.B.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

10 Recognize why puberty begins and ends at different ages for different people.


11 Understand that the onset of menstruation coincides with the ability to become a mother.

2.4.4.B.12.4.4.C.12.4.4.C.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrast

56

Student-created poster/collageWritten Report

CONTENT AREA:HEALTH

GRADE 3-5 UNIT: IV UNIT NAME: COMMUNITY HEALTH SKILLS




1 Identify and describe health services provided in your school and community

2.2.4.E.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

2 Explain when and how to get help when experiencing a health problem

2.2.4.E.22.2.4.B.12.2.4.B.2


57


3 Explain the importance of service projects in your community

2.2.4.D.2 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report


2012CONTENT AREA:

HEALTHGRADE 6-8 UNIT: I UNIT NAME: WELLNESS




1 Describe the appropriate use of healthcare and personal hygiene products.

2.1.6.A.32.1.8.A.4


2 Understand the physical, social, emotional, and intellectual dimensions of wellness.

2.1.6.A.12.1.8.A.1


58

WorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

3 Be aware that health data (blood pressure, body composition, cholesterol…) can be used to assess

and improve wellness.

2.1.6.A.12.1.8.A.12.1.8.A.3



2.1.6.A.12.1.8.A.1


5 Compare and contrast the following body systems: reproductive, endocrine,

urinary, nervous and integumentary (skin). Identify their parts and functions.

2.1.6.A.12.1.8.A.2


6 Explain that body systems must work together to ensure wellness.

2.1.6.A.12.1.8.A.2

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrast

59

Student-created poster/collageWritten Report

7 Compare the rate of physical, social, emotional, and intellectual change during various life stages.

2.1.6.A.12.1.8.A.2


8 Recognize how heredity and physiological changes contribute to an individual’s uniqueness.

2.1.6.A.22.1.8.A.2


9 Compare and contrast methods used to diagnose and treat diseases and health conditions

2.1.6.C.12.1.8.C.1


10 Differentiate among the following diseases and health conditions: communicable and non-communicable, acute, chronic, and inherited.

2.1.6.C.32.1.8.C.3


11 Understand ways to prevent and treat the following adolescent diseases andhealth conditions: asthma, obesity, diabetes, Lyme disease, STIs, and HIV/AIDS.

2.1.8.C.1 DiscussionBrainstormingWorksheetsRole play

60

Draw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

12 Understand how the use of public health strategies can prevent diseases and health conditions.

2.1.6.C.22.1.8.C.2


13 Examine how the following support healthy social and emotional development: self esteem, positive peer relationships, and parental involvement.

2.1.6.E.12.1.8.E.1


14 Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.

2.1.6.D.12.1.6.D.22.1.8.D.12.1.8.D.2


15 Identify home, school, and community efforts to prevent conflict, violence, harassment, vandalism, and bullying.

2.1.6.D.32.1.8.D.32.1.6.E.22.1.8.E.22.2.6.A.22.2.8.A.2


61

16 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

2.1.6.E.32.1.8.E.32.1.8.E.4


17 Describe healthy ways to lose, gain, or maintain weight.

2.1.6.B.12.1.6.B.22.1.6.B.32.1.6.B.42.1.8.B.12.1.8.B.22.1.8.B.32.1.8.B.4


18 Analyze the social, emotional, and health benefits of physical experiences

2.6.6.A.12.6.6.A.22.6.8.A.1


19 Develop and implement a fitness plan using FITT 2.6.6.A.32.6.6.A.42.6.6.A.62.6.8.A.22.6.8.A.5


20 Evaluate short term and long term effects of anabolic steroids and other performance enhancing substances on personal health

2.6.6.A.52.6.6.A.72.6.8.A.42.6.8.A.6


62



2012CONTENT AREA:

HEALTHGRADE 6-8 UNIT: II UNIT NAME: ALCOHOL, TOBACCO,

AND OTHER DRUGS




1 Explain the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.


2 Identify the classifications of illegal drugs and controlled substances and give examples of each.

2.3.6.B.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being

63

taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

3 Describe the physical and behavioral effects of each of the classifications of drugs.


4 Recognize the legal and financial consequences of the use, sale, and possession of illegal

substances.


5 Describe the signs and symptoms of a substance abuse problem and the stages that lead to

dependency/addiction.

2.3.8.B.12.3.6.C.1


6 Recognize factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by

adolescents, such as advertising and the media,group pressures, low self-esteem, genetics, and

poor role models.

2.3.6.B.42.3.6.C.32.3.8.B.42.3.8.B.8


7 Describe the relationship between tobacco use 2.3.6.B.2 Discussion

64

and respiratory diseases, cancer, heart disease, stroke, and injuries.

2.3.6.B.32.3.8.B.3

BrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

8 Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an

individual to quit.

2.3.8.C.12.3.8.C.2


9 Describe how substance abuse affects the individual and the family.


10 Describe ways that family and friends can support a drug-free lifestyle.

2.3.6.C.22.3.6.C.3


11 Analyze how the use and abuse of alcohol impacts thinking, reaction time,

and behavior.

2.3.6.B.5 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare and

65

contrastStudent-created poster/collageWritten Report

12 Describe sudden sniffing syndrome and the resultant brain, nerve, and vital

organ damage that can result from the use of inhaled substances.

2.3.6.B.62.3.8.B.7


13 Recommend safe practices for the use of prescription medicines.

2.3.6.A.12.3.8.A.12.3.6.A.22.3.8.A.2


14 Recognize the use of alcohol and other drugs can inhibit the decision making process and may put you at risk for sexual assault, STD, or pregnancy


66


2012CONTENT AREA:

HEALTHGRADE 6-8 UNIT: III UNIT NAME: FAMILY LIFE




1 Compare and contrast the interconnected and cooperative roles of family members.


2 Investigate ways that individuals and families enhance and support social and emotional health

and meet basic human needs.

2.2.6.B.42.2.6.A.12.2.8.A.1

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being

67


3 Identify changes in family structures and the forces that influence change

(divorce, death, birth, loss of jobs…).

2.4.6.A.12.4.8.A.1


4 Describe the signs of an unhealthy relationship and develop strategies to end it.


5 Develop standards for dating situations, such as dating in groups, setting limits, or only dating

someone of the same age.

2.4.6.A.42.4.6.A.52.4.8.A.32.4.8.A.6


6 Describe the characteristics of a healthy relationship and understand the factors that

support and sustain it.


7 Describe how peer relationships may change 2.4.6.A.3 Discussion

68

during adolescence. BrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

8 Describe the individual growth patterns of males and females during adolescence.


9 Identify how parents, peers, and the media influence attitudes.

2.2.6.B.32.2.8.B.2


10 Describe embryonic development and fetal development.

2.4.6.C.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

11 Recognize the influence of hormones, heredity, nutrition, and the

environment on the physical, social, and emotional changes that occur at puberty.

2.4.8.B.1 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare and

69

contrastStudent-created poster/collageWritten Report

12 Analyze internal and external pressures to become sexually active.

2.4.6.B.22.4.8.B.2


13 Develop strategies to resist pressures to become sexually active.


14 Describe the physical, emotional, and social benefits of sexual abstinence.


15 Recognize the physical, emotional, and social impacts of adolescent sexual activity.


16 Analyze how certain behaviors place one at greater risk for HIV/AIDS, STIs,

and unintended pregnancy.

2.4.6.B.32.4.8.B.4

DiscussionBrainstormingWorksheets

70

Role playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

17 Compare and contrast methods of contraception, risk reduction, and risk elimination for pregnancy

and explain how reliability, religious beliefs,age, gender, heath history, and cost may

influence their use.


18 Understand issues regarding sexual orientation. 2.4.8.B.5 DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

19 Recognize the importance of routine healthcare procedures such as breast self examination and

testicular examination.


20 Describe fertilization and each stage of embryonic and fetal development.

2.4.6.C.12.4.8.C.1

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collage

71

Written Report21 Identify the signs and symptoms of pregnancy

and explain how pregnancy is confirmed.2.4.6.C.2 Discussion

BrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report

22 Recognize the importance of regular prenatal care to help prevent complications that may occur

during pregnancy and childbirth.

2.4.6.C.32.4.8.C.2


23 Understand the potential impact of alcohol, tobacco, other drugs, medicines, diseases, and

environmental hazards on prenatal and postnataldevelopment


24 Describe the physical, economic, emotional, social, cultural and intellectual responsibilities of

parenthood.


25 Analyze the challenges and responsibilities of being a teen mother and/or teen father.

2.4.8.C.32.4.8.C.4

DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being

72



2012CONTENT AREA:

HEALTHGRADE 6-8 UNIT: IV UNIT NAME: COMMUNITY HEALTH

SKILLS




1 Analyze health ideas, opinions and issues from a variety of health sources.

2.2.6.B.12.2.6.E.22.2.8.E.1


2 Demonstrate decision-making skills. 2.2.6.B.12.2.8.A.1


73


3 Develop a position on a health issue and express it

2.2.6.D.22.2.8.D.22.2.6.E.12.2.6.E.22.2.8.E.12.2.8.E.2


4 Explain the importance of service projects in your community

2.2.6.D.12.2.8.D.1


74

RESOURCESwww.redcross.orgwww.cdc.govwww.kidshealth.orgwww.mypyramid.govwww.edhelper.comwww.thecoolspot.gov (alcohol, peer pressure)www.brainpop.netwww.WHO.orgTextbooks (Macmillan/McGraw Hill)

75

http://www.WHO.org/

http://www.brainpop.net/

http://www.thecoolspot.gov/

http://www.edhelper.com/

http://www.mypyramid.gov/

http://www.kidshealth.org/

http://www.cdc.gov/

http://www.redcross.org/

allamuchy township school · web viewunderstand fouls, forced outs, tagged outs, and tagging up....

Documents