physical education curriculum map - home -...

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GRADES K - 5 2007 - 2008

PHYSICAL EDUCATION CURRICULUM MAP

Volusia County Schools

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Volusia County Schools Curriculum Map Terminology

Unit/Organizing Principal: The overarching organizational structure used to group content and concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics:

A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed

Concepts/Content: A list of the big ideas, broad topics and subtopics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills : The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment : A list of district-required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.

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K-2 2007-2008 Physical Education Curriculum Map

UNIT/ORGANIZING PRINCIPLE: SOCIAL BEHAVIORS PACING: ESSENTIAL QUESTION(S):

What are the safety concerns of this particular lesson? What are the rules used in this activity? What is the difference between cooperation and non-cooperation? What is the difference in compliance and non-compliance? What are the rules for Physical Education? What is good sportsmanship? Why is it important to include everyone in activities? How should you react if you are participating in a challenging activity (if you are being successful or unsuccessful)?

CONCEPTS /CONTENT

LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Safety Follows directions and classroom rules Plays fair Cooperation Interacts Consideration Respects differences Interacts Inclusion Identifies feelings Positive outcomes

• understands safety skills • follows simple directions • learns classroom rules. • knows how to play fair. • knows how to cooperate in

groups. • interacts with peers. • respects differences. • interacts with everybody. • differentiates emotions. • cooperates and shares.

Linked to statement

PE. B. 2.1.1 PE. B. 2.1.2 PE. B. 2.1.3 PE. C. 1.1.1 PE. C. 1.1.2 PE. C. 2.1.1 PE. C. 2.1.2 PE. C. 2.1.3

cooperation teamwork compliance rules safety sportsmanship

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ESSENTIAL QUESTION(S): What are the safety concerns of this particular lesson? What are the rules used in this activity? What is the difference between cooperation and non-cooperation? What is the difference in compliance and non-compliance? What are the rules for Physical Education? What is good sportsmanship?

Why is it important to include everyone in activities? How should you react if you are participating in a challenging activity (if you are being successful or unsuccessful)?

Activities and Resources • Role Play possible unsafe and disruptive behaviors and have

students give responses. • Discuss safety concerns for each activity and review rules

frequently. • Discuss sportsmanship and teamwork concepts regularly. • Teach cooperative games to students stressing fair play and

sportsmanship. • Cooperative Games • Modified games • Self competition

Assessment

• Teacher checklist • Student self assessment • Rubric • Teacher observation • Self assessment

Exemplar Lessons • Downloadable lessons • Rubrics • Student papers

Links to Educational websites www.pecentral.org www.vermontinstitutes.org www.aahperd.org

Suggested Resources

Dynamic Physical Education; p. 16-17, 69-79, 160 Children Moving; p. 149 -166; On the Move; p. 87

District Benchmark • Tied to essential questions • Data collected through Scantron • Defined Testing Window

Suggested Resources

Dynamic Physical Education; p. 16-17, 69-79, 160 Children Moving; p. 149 -166 On the Move; p 87

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UNIT/ORGANIZING PRINCIPLE: BASIC LOCOMOTOR SKILLS PACING: ESSENTIAL QUESTION(S):

Describe the steps and demonstrate the locomotor movements? Name 3 of the locomotor movements you have learned? When moving in general space where should your eyes be focused and why? Describe how your feet and knees are positioned to maintain balance when jumping from a stationary position and or moving?

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Locomotor skill Open situation Closed situation Start Stop Dynamic balance. Movement General space

• Demonstrates locomotor skills • Demonstrates the ability to Stop and

start with control • Understands dynamic balance • Demonstrates the ability to move

safely in general space

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.7 PE.A. 2.1.2 PE.A. 2.1.5 PE.B. 1.1.3 PE.B. 2.1.2 PE.C. 2.1.1 PE.C. 1.1.2 PE.C. 1.1.4

skipping walking running galloping sliding hopping jumping leaping locomotor general space avoid control dynamic balance

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ESSENTIAL QUESTION(S): Describe the steps and demonstrate the locomotor movements? Can you name 3 of the locomotor movements you have learned? When moving in general space where should your eyes be focused and why?

Describe how your feet and knees are positioned to maintain balance when jumping from a stationary position and or moving?

Activities and Resources • Participate in closed situation using locomotor skills • Non-elimination tag games (Flag Tag) • Small group locomotor games • Jump rope (modified), over the bridge • Cooperative Musical Hula Hoops

Assessment • Teacher Observation • Teacher Checklist • Classroom discussion • Peer Assessment • Authentic Assessment • Rubric

Exemplar Lessons

• Downloadable lessons • Rubrics • Student papers

Links to Educational websites www.pecentral.org ; www.aahperd.org www.pe4u.com ; www.presidentschallenge.org

Suggested Resources

Dynamic Physical Education; p. 312-320 On the Move; p. 11-27 and 93-122 Adapted Physical Activity, Recreation & Sport (1993)

District Benchmark

• Tied to essential questions • Data collected through Scantron • Defined Testing Window

Suggested Assessments

On the Move; p. 341-342, 348-349, 354 and 358

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K-2 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: CHASING, FLEEING, AND DODGING PACING: ESSENTIAL QUESTION(S):

What strategies should you use to avoid being tagged? Why is it important to avoid others/ obstacles when moving in general space? What strategies should you use to catch a fleeing person?

CONCEPTS /CONTENT

LEARNING TARGETS/SKILLS BENCHMARKS

KEY TERMINOLOGY

Fast Slow Changing Direction Change Speed Levels Pathways Maneuver around obstacles Strategies

• Understand and demonstrate fast and slow and change of directions

• Understands and demonstrates changing speed

• Demonstrates the ability to maneuver around obstacles

• Demonstrate strategies used to flee, chase and dodge

• Demonstrate how to safely tag another person

Linked to statement

PE.A.1.1.1 PE.A.1.1.3 PE.A.1.1.4 PE.A.2.1.4 PE.A.2.1.5 PE.B.2.1.1 PE.B.2.1.3 PE.B.2.1.3 PE.C.1.1.1 PE.C.1.1.2 PE.C.2.1.1

avoid dodge flee chase strategy maneuver general space levels pathways

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ESSENTIAL QUESTION(S):

What strategies should you use to avoid being tagged? Why is it important to avoid others/ obstacles when moving in general space?

What strategies should you use to catch a fleeing person?

Activities and Resources • Non-elimination tag games (Flag Tag) • Partner chasing, fleeing, and dodging games • Obstacle Course

Assessment • Teacher Observation • Teacher Checklist • Classroom discussion • Student Self Assessment • Peer Assessment • Authentic Assessment • Rubric

Exemplar Lessons


Links to Educational websites www.pecentral.org www.aahperd.org www.pe4u.com www.presidentschallenge.org Suggested Resources

Adapted Physical Activity, Recreation & Sport (1993) Dynamic Physical Education; p. 326 On the Move; p. 104-122



On the Move; p. 341-342, 348 -349, 354, and 358

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K-2 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: THROWING PACING: ESSENTIAL QUESTION(S):

What is the difference between the underhand and overhand throws? How do you perform an overhand throw using proper technique, accuracy and force? How do you perform an underhand throw using proper technique, accuracy and force?

CONCEPTS /CONTENT


KEY TERMINOLOGY

Throwing Underhand Overhand Disc Throwing Accuracy Force Technique

Linked to statement

PE.A. 1.1.8 PE.A. 1.1.3 PE.A. 2.1.6

underhand overhand opposite opposition difference extend release aim

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What is the difference between the underhand and overhand throws? How do you perform an overhand throw using proper technique accuracy and force? How do you perform an underhand throw using proper technique accuracy and force?

Activities and Resources • Individual practice (everyone with a ball)

In general space, To a target, For distance (force) • Partner Practice (focus on the throw) Throwing to your partner (accuracy/force). Throwing and catching in large group games.

• Dynamic Physical Education; p. 326 • On the Move; p. 351 and 364

Assessment • Teacher Observation • Teacher Checklist • Teacher/Student discussion • Student Drawings • Self Assessments • Peer Assessments

Exemplar Lessons


Links to Educational websites www.pecentral.org www.aahperd.org www.pe4u.com www.presidentschallenge.org


Suggested Assessments On the Move; p. 171 Dynamic Physical Education; p. 105-108

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UNIT/ORGANIZING PRINCIPLE: CATCHING PACING: ESSENTIAL QUESTION(S):

How can you catch rolling or bouncing balls of various sizes? How can you align the body and extend arms to meet oncoming object? How can you catch thrown objects while stationary and moving?

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS

KEY TERMINOLOGY

Catching Mature Catch Finger Positioning Body Alignment Above you Below you Coming Straight Absorbing Force Eye Focus

• Demonstrate a mature throw • Position the fingers and hands when

catching an object from different directions

• Demonstrate how to absorb force from an oncoming object

• Demonstrate proper eye focus when catching an object

• Demonstrate proper body alignment

Linked to statement

PE.A. 1.1.3 PE.A. 1.1.9 PE.A. 2.1.1

force absorb component focused catch alignment

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ESSENTIAL QUESTION(S): How can you catch rolling or bouncing balls of various sizes? How can you align the body and extend arms to meet oncoming object? How can you catch thrown objects while stationary and moving?

Activities and Resources • Individual Self Catch Bounce and catch Moves and catches self tossed object • Partner Rolling, tracking, catching Throwing and catching with a partner (near/far & At different levels) • Stations • Throwing and catching in large group games.

Assessment • Teacher Observation • Teacher Checklist • Teacher/Student discussion • Student Drawings • Self Assessment • Peer Assessment



Dynamic Physical Education; p. 328 On the Move; p. 151-170



Dynamic Physical Education; p. 105-108 On the Move; 171-174

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K-2 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: BALANCING PACING: ESSENTIAL QUESTION(S):

What is symmetrical? What is asymmetrical? What does it mean to balance? Why is balance important? What is the proper base of support for balancing?

CONCEPTS /CONTENT


KEY TERMINOLOGY

Static Balance Dynamic Balance Symmetrical Balance Asymmetrical Balance Sequence & Movements

• Demonstrate a static/dynamic balance using a variety of body parts.

• Demonstrate a static/dynamic balance following a sequence of movements

• Demonstrate both symmetrical and asymmetrical balance.

Linked to statement

PE.A 1.1.6 PE.A.2.1.2

balance symmetrical asymmetrical sequence stance center of gravity base of support

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What is symmetrical? What is asymmetrical? What does it mean to balance? Why is balance important? What is the proper base of support for balancing?

Activities and Resources • Balance in self space (Individual)

Using a combination of body parts Symmetrically Asymmetrically Show their favorite balance

• Counter Balance (Group/Partner) Facing or back to back


Exemplar Lessons


Links to Educational websites www.pecentral.org www.aahperd.org Suggested Resources

On the Move: p. 51-55 Dynamic Physical Education: p. 464-520




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UNIT/ORGANIZING PRINCIPLE: LANDING PACING: ESSENTIAL QUESTION(S):

What is your center of gravity? What are some different ways of landing while maintaining balance? What are the components of landing safely?


KEY TERMINOLOGY

Base of Support Center of Gravity Landing safely Absorbing Force

Linked to statement

PE.A. 2.1.3

landing absorbing force gravity stance balance

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What is your center of gravity? What are some different ways of landing while maintaining balance? What are the components of landing safely?

Activities and Resources • Landing on 2 feet • Landing on 1 foot • Jumping rope • Landing after dropping down

Emphasis is on landing technique.


Exemplar Lessons

• Downloadable lessons • Rubrics • Student papers • Student papers


On the Move: p. 197-209


Suggested Assessments On the Move; 210 Assessments should focus on the skill of landing.

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UNIT/ORGANIZING PRINCIPLE: KICKING PACING: ESSENTIAL QUESTION(S):

Where should your non-kicking foot be positioned? Why is a follow through important? What part of your foot do you kick with? (depends on type of kick) What force is used to kick to someone close and far? Why is accuracy important?


KEY TERMINOLOGY

Kicking Stationary Force Balance Rolled Parts of the Body Accuracy

• Demonstrates kicking a stationary ball from a stationary position

• Demonstrates kicking a stationary ball while moving and maintaining balance

• Demonstrates kicking a rolled ball from a stationary or moving position

• Uses different force when kicking balls and maintains balance

• Demonstrates kicking a ball using different parts of the foot while stationary or moving with accuracy and maintains balance

Linked to statement

PE.A. 1.1.2 PE.A. 2.1.1

kick balance stationary force accuracy instep toe follow through

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• Where should your non-kicking foot be positioned? • Why is a follow through important? • What part of your foot do you kick with? (depends on type

kick) • What force is used to kick to someone close and far? • Why is accuracy important?

Activities and Resources • Individual practice • Partner activities • Small group games • Large group games • Kicking to a target (goal or partner) • Kicking using different parts of the foot (toe, instep, and

outside of foot) kicking to a target that is moving or stationary.

Assessment • Teacher Observation • Teacher Checklist • Teacher/Student discussion • Student Journals (Florida Writes) • Self Assessments • Peer Assessments


Links to Educational websites www.pecentral.org www.aahperd.org www.pe4u.com www.presidentschallenge.org

Suggested Resources

Adapted Physical Activity, Recreation & Sport (1993) On the Move: p. 180-196


Suggested Assessments On the Move: p. 196 Dynamic Physical Education: p. 105-108, 624 Physical Education for Life Long Fitness: p. 237-249

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UNIT/ORGANIZING PRINCIPLE: STRIKING PACING: ESSENTIAL QUESTION(S):

What are 5 different body parts you can use to strike an object? Where should your eyes focus when striking a moving object with a body part or implement? What is the proper grip to use to achieve the most effective strike? What 3 things do you need to do to continually strike an object and keep it in the air? (track, position, reposition) Which is harder, striking a stationary or moving object? Why?


KEY TERMINOLOGY

Striking Moving objects Body parts Force Accuracy Target Follow-through

• Knows how to strike stationary objects with body parts and implements

• Knows how to strike moving objects with body parts and implements

• Uses proper force when striking objects • Uses accuracy toward a target or area

Linked to statement

PE.A. 1.1.5 PE.A. 2.1.1

strike implement object volley controlled force track position reposition stationary follow-through

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ESSENTIAL QUESTION(S): What are 5 different body parts you can use to strike an object? Where should your eyes focus when striking a moving object with a body part or implement? What is the proper grip to use to achieve the most effective strike? What 3 things do you need to do to continually strike an object and keep it in the air? (track, position, reposition) Which is harder, striking a stationary or moving object? Why?

Activities and Resources • Strikes with body parts (stationary/moving) • Strikes with short implements (stationary/moving) • Strikes with long implements (stationary/moving) • Striking different objects • Self volley, with a partner, to a wall • Striking in a modified game

Assessment • Teacher Observation • Teacher Checklist • Teacher Questioning • Self Assessments



On the Move: p. 81, 84, 352, 358 Dynamic Physical Education: p. 331 & p. 342 Adapted Physical Activity, Recreation & Sport (1993)


Suggested Assessments On the Move: p. 290 Dynamic Physical Education: p. 105-108

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UNIT/ORGANIZING PRINCIPLE: BODY AWARENESS PACING: ESSENTIAL QUESTION(S):

Do children respond appropriately to verbal commands placing self/object in the appropriate relationship? Can students describe shapes, levels, directions, and pathways? Can students design and use shapes, levels, pathways, directions, and combine them into simple sequences? Can students respond appropriately to instructions related to relationships (move in front)? Can students identify the difference from right and left?


KEY TERMINOLOGY

Adapt movements Changing environments Shapes Levels Pathways Sequences Joint movements Body Control Body Awareness

• Demonstrates ability to adapt movements to changing environmental conditions.

• Recognizes designs, demonstrates, and combines shapes, levels, directions, pathways, and arranges into simple sequences.

• Identifies body parts and their association with joint movements.

• Demonstrates and understands body control.

• Understands commands related to body awareness.

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.6 PE.A. 1.1.7 PE.A. 1.1.3 PE.A. 1.1.4 PE.B. 2.1.1 PE.B. 2.1.4 PE.B. 2.1.2 PE.B. 1.1.1 PE.C. 2.1.2

personal & general space various directions words (behind, in front, next to) shapes levels pathways directions arrange sequence

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ESSENTIAL QUESTION(S): Do children respond appropriately to verbal commands placing self/object in the appropriate relationship? Can students describe shapes, levels, directions, and pathways? Can students design and use shapes, levels, pathways, directions, and combine them into simple sequences? Can students respond appropriately to instructions related to relationships (move in front)? Can students identify the difference from right and left?

Activities and Resources • Beginning tumbling unit • Traveling in general space with or without music • Relationship (to others and objects) • Pathways • Obstacle Course (combining skills) • Identification of body parts

Assessment • Teacher Observation • Teacher Checklist • Teacher Questioning • Rubric • Student Work or Routines


Links to Educational websites www.pecentral.com www.PE4U.com Suggested Resources

Adapted Physical Activity, Recreation & Sport (1993) On the Move: p. 11-21, 32-34, 43-45, 52-55, 326-329 Dynamic Physical Education: p. 462-517, 297


Suggested Assessments On the Move: p. 328-335 Dynamic Physical Education: p. 105-108

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K-2 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: RHYTHMS PACING: ESSENTIAL QUESTION(S):

Can you demonstrate slow & fast movements keeping rhythm to the beat at various tempos? What is tempo? Beat? Rhythm? Can you demonstrate movements through space with other people or alone? What is etiquette? Can you demonstrate the proper force in relation to the beat? Can you describe the different types of force used in dance?

CONCEPTS /CONTENT


KEY TERMINOLOGY

Slow/fast beat Rhythmical beat Tempos Change of force Etiquette Dance sequence

• Demonstrates the ability to move to a slow and fast beat, rhythmical beats, and varying tempos.

• Demonstrates the ability to move in relation to a stationary object/partner.

• Demonstrates movement showing change of force.

• Demonstrate proper etiquette when involved in a group or partner dance.

• Combines skills to perform a dance or movement sequence

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.6 PE.A. 1.1.3 PE.A. 1.1.4 PE.A. 2.1.5 PE.C. 2.1.2 PE.C. 2.1.3

tempo beat force rhythm etiquette patterns

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ESSENTIAL QUESTION(S): Can you demonstrate slow & fast movements keeping rhythm to the beat at various tempos? What is tempo? Beat? Rhythm? Can you demonstrate movements through space with other people or alone? What is etiquette? Can you demonstrate the proper force in relation to the beat? Can you describe the different types of force used in dance?

Activities and Resources • Locomotor movements to music • Geo Motion • Jump Bands • Jump Rope • Line , Circle, and Partner Dances • Tinikling • Lummi Sticks • Aerobic Dance and Step

Assessment • Teacher Observation • Teacher Checklist • Teacher Questioning • Rubric • Peer Observation • Student Routines



On the Move: p. 305, 334-335 Dynamic Physical Education: p. 317-461 Adapted Physical Activity, Recreation & Sport (1993)


Suggested Assessments On the Move: p. 328-335 Dynamic Physical Education: p. 105-108

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K-2 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: PERSONAL FITNESS PACING: ESSENTIAL QUESTION(S):

What happens to your heart during and after exercising? What activities do you do to increase your heart rate? How does pacing help you when running long distances? (2nd grade) When being timed in a distance run, is a high number or low number better? Name several activities that promote muscular strength. What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? (2nd grade) What is being tested when you participate in the (mile run, shuttle run)? How can you increase flexibility? Why is fitness testing important?


KEY TERMINOLOGY

Body functions Physical activity Heart Heart rate Muscle Respiration Stress Pleasure Muscular Strength Flexion Extension Fitness assessments

• Understand and identify changes in body functions during physical activity.

• Understands the heart is a muscle that becomes stronger as a result of physical activity.

• Understand the changes that occur in respiration during and after participation in sustained physical activity.

• Understand that physical activity produces feelings of pleasure and reduces stress.

• Participates in activities that promote muscular strength.

• Demonstrates proper flexion and extension of various body parts.

• Understands and participates in health related fitness assessments

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.2 PE.A. 1.1.3 PE.A. 1.1.4 PE.A. 1.1.6 PE.A. 3.1.1 PE.A. 3.1.2 PE.A. 3.1.3 PE.B. 1.1.1 PE.B. 1.1.2 PE.B. 1.1.3

heart rate abdomen flexibility pacing muscle agility endurance run respiration stress flexion extension assessment

sprint

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ESSENTIAL QUESTION(S): What happens to your heart during and after exercising? What activities do you do to increase your heart rate? How does pacing help you when running long distances? (2nd grade) When being timed in a distance run is a high time or low time better? Name several activities that promote muscular strength. What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? (2nd grade) What is being tested when you participate in the (mile run, shuttle run)? How can you increase flexibility? Why is fitness testing important?

Activities and Resources • Stretching (self) /Partner Run • Pull Up Challenge /Push Up Challenge • Quarter, Half mile/Shuttle Run • Curl Ups/Relays • Animal Walk Activities/Parachute Activities • Aerobic Dance or Step/Aerobic Games • Fitness Stations (2nd Grade)

Assessment • Teacher Checklist • Student Journal (Florida Writes) • Cognitive Assessments (2nd grade) • Presidential Physical Fitness Test • Physical Best • Fitness Gram

Exemplar Lessons


Links to Educational websites www.pecentral.org www.pe4u.com

Suggested Resources On the Move: p. 309-313 Dynamic Physical Education: p. 228-294 Children Moving: p. 39-67 Adapted Physical Activity, Recreation & Sport (1993)




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3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: SOCIAL BEHAVIORS PACING: ESSENTIAL QUESTION(S):

Why is it important to maintain self-control? What is inclusion? What are the safety concerns of this activity? What are the rules involved in this activity? What is the proper way to use this equipment? How does effort and practice relate to performance?

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY

Rights & feelings Respect Self-direction Sensitivity Responsiveness Applies rules

• Respect the rights and feelings of others

• Participation and effort • Self-direction • Sensitivity and responsiveness to

the well-being of others • Applies rules, etiquette, and safety

to physical activities

Linked to statement

PE. B.2.2.1 PE. B.2.2.2 PE. B 2.2.3 PE. B.2.1.4 PE. A.1.2.4 PE. A.2.2.3

rights effort respect etiquette physical abilities following classroom rules inclusion

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ESSENTIAL QUESTION(S): Why is it important to maintain self-control? What is inclusion? What are the safety concerns of this activity? What are the rules involved in this activity? What is the proper way to use this equipment? How does effort and practice relate to performance?

Activities and Resources • Role Play possible unsafe/safe and disruptive /appropriate

behaviors and have students give responses. • Conflict resolution • Discuss safety concerns for each activity and review rules

frequently. • Discuss sportsmanship and teamwork concepts regularly. • Self regulate small group games and activities.

Assessment

• Teacher checklist • Student self assessment • Rubric • Teacher Observation • Cognitive Assessment • Authentic Assessment


Suggested Resources

Dynamic Physical Education; p. 16-17, 69-79, 160 Children Moving; p. 149 -166 & On the Move; p. 87


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3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZINGPRINCIPLE: ADVOCATE AND PROMOTE PHYSICAL

ACTIVITIES PACING:


What physical activities do you enjoy participating in and why? What are some activities from different cultures? What are some benefits of exercising regularly?


KEY TERMINOLOGY

Similarities & differences in physical activities Making choices Design dances from different cultures Perform dances from different cultures Identifies personal feelings of joy Identifies positive benefits of exercising outside of school

• Identifies and appreciates the

differences and similarities in the physical activity choices of others.

• Knows how to design & perform games and/or dances from a variety of cultures.

• Identifies and participates in physical activities that contribute to personal feelings of joy.

• Identifies the positive benefits of exercising outside of school.

• Identifies the importance of developing lifelong exercise habits.

Linked to statement

PE. C.1.2.1 PE. C.1.2.2 PE. C.2.2.1 PE. C.2.2.2 PE. C.2.2.3

appreciation cultures creativity benefits differences similarities lifelong

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ESSENTIAL QUESTION(S): What physical activities do you enjoy participating in and why? What are some activities from different cultures? What are the some benefits of exercising regularly?

Activities and Resources • Learn a variety of games and dances from different cultures. • Keep a log for-out-of school activities/exercises • Opportunities for creative movement activities

Assessment

• Teacher observation • Self assessment • Rubric • Student Log • Authentic and Cognitive Assessment • Teacher/Student checklist

Exemplar Lessons


Suggested Resources Dynamic Physical Education; p. 16-17 Children Moving; p. 149 -166 On the Move; p. 87 Sport Foundations for Elementary Physical Education;18-20


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3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE:

CHASING, FLEEING, DODGING & OVERTAKING A FLEEING

PERSON/OBJECT Basic Foundational Skills: These are the building blocks for more complex activities involving a combination of skills and participation in modified games later in the year.

PACING:


Which strategies would you use to avoid being tagged/tag another person? What type of “fakes” can you make to avoid another person? Why is it important to change speed and direction when playing games? What kind of ability do you need to track and trap a thrown, kicked, rolled, or batted object?


KEY TERMINOLOGY

Chasing or fleeing from another person Balance Agility Center of gravity Perform different fakes Determine correct angles

• Demonstrate how to flee or chase another person.

• Demonstrate the sports skills of agility, balance, and center of gravity.

• Demonstrate the ability to perform different fakes.

• Demonstrate the ability to seek a correct angle of pursuit to gain an advantage.

Linked to statement

PE.A.1.1.1 PE.A.1.1.3 PE.A.1.1.4 PE.A.2.1.4 PE.A.2.1.5 PE.B.2.1.1 PE.B.2.1.3 PE.B.2.1.3 PE.C.1.1.1 PE.C.1.1.2 PE.C.2.1.1

avoid dodge flee chase strategy agility center of gravity trap/track/tag (proper force) skill/fake defender angle advantage

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ESSENTIAL QUESTION(S): Which strategies would you use to avoid being tagged/tag another person? What type of “fakes” can you make to avoid another person? Why is it important to change speed and direction when playing games? What kind of ability do you need to track and trap a thrown, kicked, rolled, or batted object?

Activities and Resources • Spatial awareness and maneuvering around and through people

and objects while performing various locomotor skills. • Non elimination tag games • Obstacle course • Partner chasing, fleeing, and dodging games • Large group games

Assessment • Teacher Observation • Teacher Checklist • Classroom discussion • Student Self Assessment • Peer Assessment • Authentic Assessment • Rubric • Cognitive Assessments

Exemplar Lessons


Suggested Resources Adapted Physical Activity, Recreation & Sport Children Moving; p. 343-349 Dynamic Physical Education; p. 326 On the Move; p. 104-122


Suggested Assessments On the Move; p. 341-342, 348 -349, 354, and 358

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3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: THROWING

These skills should be taught prior to teaching Invasion Games, Fielding Games,

or Target Games.

PACING:


What are the differences in the underhand and overhand throwing technique? Can you consistently throw different objects to a partner/target 10-20 feet away? What is the proper force used when throwing to a teammate who is close/far or at goal? Can you throw an object at a moving target?


KEY TERMINOLOGY

Underhand throw Overhand throw Throws various objects with accuracy and force Uses various throwing skills Closed/open situations

• Demonstrates an underhand and overhand throw, with proper technique, accuracy, and force.

• Demonstrate the ability to throw various objects with accuracy and force.

• Demonstrate the ability to use various throwing skills in closed and open situations.

Linked to statement

PE.A. 1.1.8 PE.A. 1.1.3 PE.A. 2.1.6

underhand overhand opposite opposition difference accuracy force follow through release point leading

34

ESSENTIAL QUESTION(S): What are the differences in the underhand and overhand throwing technique? Can you consistently throw different objects to a partner/target between 10-20 feet away? What is the proper force used when throwing to a teammate who is close/far or at goal? Can you throw an object at a moving target?

Activities and Resources • Self toss (focus on release point) • Individual practice with a partner • Low organizational throwing games • Activities involving combination of skills (throwing &

catching) • Throwing and catching games where the target and or the

thrower are moving.

Assessment • Teacher Observation • Teacher Checklist • Teacher/Student discussion • Authentic Assessment • Self Assessments • Cognitive assessment


Links to Educational websites Suggested Resources

Adapted Physical Activity, Recreation & Sport Children Moving; p.343-349 Dynamic Physical Education; p.326 On the Move; p.104-122


Suggested Assessments On the Move; p. 341-342, 348-349,354, and 358

35

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: CATCHING

These skills should be taught prior to teaching Invasion Games and Fielding Games.

PACING:


Can you explain how to position your body when catching different types of objects coming at different speeds? Can you verbally or in writing, list three of the components of a successful catch? Can you catch a thrown object during a game situation?

CONCEPTS /CONTENT

Catches thrown objects Stationary or moving Different catching techniques Different shapes of objects Proper positioning Absorb force Adjustment Working hands independently or together Strategies to get open

LEARNING TARGETS/SKILLS Catches thrown objects while stationary or moving.

• Demonstrates various techniques for catching various thrown objects of differing shapes and sizes.

• Demonstrates proper positioning to absorb the force of an on coming object.

• Demonstrates the ability to adjust to a thrown object in order to catch it.

• Demonstrates the ability to catch with dominate and non-dominate hand.

• Demonstrates and understands the strategies used to get open in order to catch object.

BENCHMARKS Linked to statement

PE.A. 1.1.3 PE.A. 1.1.9 PE.A. 2.1.1

KEY TERMINOLOGY force absorb focus positioning alignment stationary technique adjust dominate

36

ESSENTIAL QUESTION(S): Can you explain how to position your body when catching different types of objects coming at different speeds? Can you verbally or in writing, list three of the components of a successful catch? Can you catch a thrown object during a game situation?

Activities and Resources • Individual, partner, small group, and whole group activities

(self toss & catch, step back, Newcomb) • Monkey in the Middle • Modified Games involving catching skills

Assessment • Teacher Observation • Teacher Checklist • Cognitive Assessment • Self Assessments

Exemplar Lessons


Suggested Resources

Dynamic Physical Education; p. 328-349 On the Move; p. 151-170 Children Moving; p. 476-480 Adapted Physical Activity, Recreation & Sport; p. 246




37

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: JUMPING, LANDING, BALANCING PACING: ESSENTIAL QUESTION(S:

Why is balance important in games and sports? What are the key components of an inverted balance, (ex. tripod)? What is the body’s core and why is it important to maintaining balance? Why is the transferring of body weight important in dance and games? What is the roll of the upper body when jumping vertically or horizontally? What are the concepts involved in a safe landing?


KEY TERMINOLOGY

Dynamic and Static Balance Controlled Landings Understand how the body contributes to proper positioning and balance Various body positions as it relates to balancing Use of balance during skill activity

• Demonstrates a static, dynamic, and inverted balance using a variety of body parts and or objects.

• Demonstrates a controlled landing when jumping in games, off of equipment, on to equipment, tumbling, and during dance activities.

• Cognitively understands how the core of the body contributes to proper positioning when balancing.

• Demonstrates the various body positions needed to maintain balance when participating in various activities.

• Understands how balance affects striking and hitting skills.

Linked to statement

PE.A. 1.1.6 PE.A. 2.1.2 PE.A. 2.1.3

balance inverted sequence transfer of weight body core stance split/staggered momentum objects controlled cognitive

38

ESSENTIAL QUESTION(S): Why is balance important in games and sports? What are the key components of an inverted balance, (ex. tripod)? What is the body’s core and why is it important when maintaining balance? Why is the transferring of body weight important in dance and games? What is the roll of the upper body when jumping vertically or horizontally? What are the concepts involved in a safe landing?

Activities and Resources • Balancing own body weight • Balancing on objects (balance board, balance beam) • Tumbling (individual, partner, group) • Dance (line, folk, circle, tinkling, Geo Motion) • Combining skills (striking, kicking)

Assessment • Teacher Observation • Teacher Checklist • Teacher/Student discussion • Self Assessments • Cognitive Assessments • Create & performing dance/tumbling sequences


Suggested Resources

On the Move: p. 51-55, 197-209 Dynamic Physical Education: p. 375, 464-520 Adapted Physical Activity, Recreation & Sport; p. 296-302 Children Moving; p. 350-373, 374-398




39

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: KICKING PACING: ESSENTIAL QUESTION(S):

Can you discuss or write the components of kicking as they relate to the various types of kicks? Can you explain the proper foot position in order to kick a rolled ball into the air and along the ground? Why is it important to use proper force when kicking a ball in a game situation or to a partner? Why is a follow through important? What happens to a ball that is kicked with your toe? Instep?


KEY TERMINOLOGY

Kicking a stationary rolled or dropped ball Kick a ball in the air and on the ground Kick an object to a stationary or moving target Accuracy and proper force Body alignment and kicking accurately Dribbling a ball to avoid defenders Kick a ball with different parts of the foot

• Demonstrates the proper technique for kicking a ball that is stationary, rolled or dropped.

• Demonstrates the ability to kick a ball in the air and on the ground.

• Demonstrates the ability to kick an object to a stationary or moving target with accuracy and proper force.

• Understands why proper body alignment is important to kicking accurately.

• Demonstrates the ability to dribble a ball avoiding defenders.

• Demonstrates the ability to kick a ball with different parts of their foot.

Linked to statement

PE.A. 1.1.2 PE.A. 2.1.1

balance stationary force accuracy follow through effect technique ability alignment dribble contact point

40


Can you discuss or write the components of kicking as they relate to the various types of kicks? Can you explain the proper foot position in order to kick a rolled ball into the air and along the ground? Why is it important to use proper force when kicking a ball in a game situation or to a partner? Why is a follow through important? What happens to a ball that is kicked with your toe? Instep?

Activities and Resources • Kicking for distance • Kicking using different parts of the foot • Kicking to a goal (empty and with a goalie) • Kicking to self (controlled), to a partner, small group, and in a

game situation (modified soccer, kickball)

Assessment • Teacher Observation • Teacher Checklist • Cognitive Assessments • Peer Assessments


Links to Educational websites Suggested Resources

On the Move; p. 188-205, 372-374


Suggested Assessments On the Move; p. 204-205

41


STRIKING

These skills should be taught prior to teaching The unit on Net/Wall Games and Striking and Fielding Games.

PACING:


Where should you place your feet when striking with a long implement? Why should you try to hit the object into an open area? Can you explain the importance of foot position when striking to an open area? How does the angle of the implement affect trajectory?


KEY TERMINOLOGY

Striking objects Proper striking technique Striking objects with accuracy and force Striking an object to an open area to avoid defenders Sustain a rally with a partner during a game Striking to an open area while playing a game

• Strikes objects using body parts, short and long implements.

• Demonstrates proper technique when striking an object.

• Demonstrates ability to strike an object with accuracy and proper force.

• Demonstrates the ability to strike an object to an open area to avoid defenders.

• Demonstrates the ability to sustain a rally with a partner during a game, using body parts and implements.

• Understand the strategy of striking to an open area while playing a game and use tactics to achieve this goal.

Linked to statement

PE.A.1.1.5 PE.A. 2.1.1

strike implement object volley/rally follow through body alignment trajectory avoid strategy tactic contact point

42

ESSENTIAL QUESTION(S): Where should you place your feet when striking with a long implement? Why should you try to hit the object into an open area? Can you explain the importance of foot position when striking to an open area? How does the angle of the implement affect trajectory?

Activities and Resources • Rally tennis, softball, baseball, kickball, T-ball, paddle ball,

soccer, scooter hockey, hockey, hoop and wand, badminton, volleyball, Tennis Workup, Roll Ball

• Individual and partner striking activities

Assessment • Teacher Observation • Teacher Checklist • Teacher Questioning • Self Assessments • Authentic Assessments


Suggested Resources

On the Move: p. 81, 84, 352, 358 Dynamic Physical Education: p. 331, 342, 616, 646, 649, 677 Adapted Physical Activity, Recreation & Sport; p. 246 Children Moving; p. 441-456, 504-522, 540-600



On the Move: p. 290 Dynamic Physical Education: p. 105-108

43

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: RHYTHMS PACING: ESSENTIAL QUESTION(S):

Why is cooperation important when working in a group? Can you describe parts of or a whole rhythmic sequence (square dance, partner dance)? Can you describe rhythmic activities? (Tinikling, Geo Motion, Lummi sticks). What is tempo? Rhythm? Beat?


KEY TERMINOLOGY

Slow or fast beat Rhythm Sequential patterns Independently or in a group Commands Performance Dances sequences Locomotor skills Beat

• Demonstrates the ability to move to a slow or fast beat, and a rhythmic beat, at varying tempos.

• Demonstrates the ability to perform sequential patterns independently or in a group.

• Demonstrates the ability to respond to commands and perform them correctly when called.

• Works cooperatively within a group to perform various dances or sequences.

• Combines various locomotor skills to a beat (Tinikling).

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.6 PE.A. 1.1.3 PE.A. 1.1.4 PE.A. 2.1.5 PE.C. 2.1.2 PE.C. 2.1.3

tempo beat force rhythm flow cooperation calls (square dance) acceptance

44

ESSENTIAL QUESTION(S): Why is cooperation important when working in a group? Can you describe parts of or a whole rhythmical sequence (square dance, partner dance)? Can you describe rhythmical activities? (Tinikling, Geo Motion, Lummi sticks). What is tempo? Rhythm? Beat

Activities and Resources • Locomotor movements to music • Geo Motion, Jump Bands, Jump Rope • Square Dance, Partner Dance, Tinikling, Lummi Sticks, Line

Dance, Circle Dance

Assessment • Teacher Observation • Student Performance • Teacher Questioning • Rubric • Authentic Assessment • Cognitive Assessment

Exemplar Lessons


Suggested Resources

On the Move: p. 305, 334-335 Dynamic Physical Education: p. 317-461, 405-418 Adapted Physical Activity, Recreation & Sport; p. 53 & 410 Children Moving; p. 603-623




45

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: PHYSICAL FITNESS PACING: ESSENTIAL QUESTION(S):

What happens to your heart after exercising? What are some activitie s that increase your heart rate? How does pacing help you when running long distances? When being timed in a distance run, should your score should be high or low? What are some activities that promote muscular strength? What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? What type of activities would help increase your performance in the mile run, shuttle run, or 50 yard dash (etc.)? What type of activities help increase flexibility? Why is fitness testing important? Why is playing outside important to maintaining you health and fitness?


KEY TERMINOLOGY

• Understand and identify changes in body functions during physical activity.

• Understands the heart is a muscle that becomes stronger as a result of physical activity.

• Understand the changes that occur in respiration during and after participation in sustained physical activity.

• Understand that physical activity produces feeling of pleasure and

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.2 PE.A. 1.1.3 PE.A. 1.1.4 PE.A. 1.1.6 PE.A. 3.1.1 PE.A. 3.1.2 PE.A. 3.1.3 PE.B. 1.1.1

heart rate (target/resting) abdomen flexibility pacing muscle fitness physical Activity agility endurance respiration personal best goals

46

reduces stress. • Identify and participate in activities

that promote muscular strength. • Identify, understand and demonstrate

proper flexion and extension of various body parts.

• Understand and participate in health related fitness assessments.

• Demonstrates the ability to count their resting heart rate and calculate their heart rate after exercising (FCAT Math).

PE.B. 1.1.2 PE.B. 1.1.3

sustained long term goal short term goal stress muscular strength flexion extension health related fitness lifelong

47

(Continuation of Learning Target Skills of Physical Fitness) ESSENTIAL QUESTIONS: What happens to your heart after exercising? What are some activities that increase your heart rate? How does pacing help you when running long distances? When being timed in a distance run, should your score be high or low? What are some activities that promote muscular strength? What body part or muscle group does each of the following test (curl up, pull up, push up, long jump)? What type of activities would help increase your performance in the mile run, shuttle run, or 50 yard dash (etc.)? What type of activities help increase flexibility? Why is fitness testing important? Why is playing outside important to maintaining you health and fitness?

Activities and Resources • Stretching (self/partner) • Partner Run • Pull Up Challenge • Push Up Challenge • Mile Run, Pacer Test • Shuttle Run, 50 yard Dash • Curl Ups, V-sit up, Partial sit up, Up and Twist • Relays designed for maximum participation • Track & Field Unit • Animal Walk Activities • Aerobic Dance or Step • Fitness Stations • Aerobic Games (Non-elimination tag, and moderate to high intensity games)

Assessment • Teacher Checklist • Student Checklist • Student Log (Florida Writes) • Student Journal (Florida Writes) • Cognitive Assessments • Presidential Physical Fitness Test • Physical Best • Fitness Gram


Suggested Resources On the Move: p. 309-313 Dynamic Physical Education: p. 227-244,


Suggested Assessments On the Move: p. 328-335

48

Children Moving: p. 39-69, 603-623 Adapted Physical Activity, Recreation & Sport; p. 53 , 410

PE-4-ME, (2000) Interventions Review and retest. Promote home activities to increase fitness.

Enrichment Run Clubs, Aerobic Clubs, Community Races, Girls on the Run, Outdoor Recreational Activity Clubs

Dynamic Physical Education: p. 105-108 Physical Best Protocol Fitness Gram Protocol Presidential Physical Fitness Protocol

49

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZING PRINCIPLE: NUTRITION PACING: ESSENTIAL QUESTION(S):

Can you classify food pictures into the proper food groups? How do nutrients help the body? Can you identify food labels for nutritiona l value/freshness? What is a serving size? What is packaging of serving sizes? Can you name some foods based on their category?


KEY TERMINOLOGY

Nutrition and health Healthy regular meals Healthy snacks Wellness Classification of food groups Food sources for each nutrient Food pyramid. Balanced diet

• Understands and name categories in the food pyramid.

• Explains the importance of what a balanced diet.

• Understands the relationship between nutrition and health.

• Classifies and describes the major nutrients in foods.

• Understands the relationship between healthy, regular meals, healthy snacks, and wellness.

• Classifies food into correct food groups.

• Identifies various food sources for each nutrient.

Linked to statement

HE.A. 1.2.10 HE.A. 2.2.4 HE.B. 1.2.4 HE.B. 2.2.2 HE.C. 2.2.2

nutrition nutrient (s) food pyramid fat(oil) carbohydrates protein sugar serving size obese food label relationship factors

50

ESSENTIAL QUESTIONS: Can you classify food pictures into the proper food groups? How do nutrients help the body? Can you identify food labels for nutritiona l value/freshness? What is a serving size? What is packaging of serving sizes? Can you name some foods based on their category?

Activities and Resources • Drawing and labeling the Food Pyramid • Uses food labels to decide which foods have the most

nutrients, lists the number of grams for each nutrient, and the percentage of total fat found on the label (FACT Reading and Math).

• A log to analyze their daily food intake, why you chose those foods, and there nutritional value.

• List your top 5 drink choices and rank them based on their nutritional value.

Assessment • Student food log (Florida Writes) • Student work • Presentations (posters) • Cognitive Assessment (pre/post test)


Suggested Resources PE-4-ME (2000)


Suggested AssessmentsPE-4-ME (2000

51


SPORTS FOUNDATIONS FOR INVASION GAMES The skills of throwing, catching, chasing, fleeing and dodging should be taught prior to this unit. SKILL PREREQUISITES: Stopping and starting, creating space (dodging), throwing/shooting to a target, visual and spatial awareness, combination of skills (throwing on the move), leading a receiver.

PACING: 3 weeks


What should you do when your opponent gets possession of the ball? When should you pass? Why is creating space important? What are the best types of passes to make to keep possession of the ball? What should you do after you pass the ball? How can you move the object toward your goal? What is an effective way of keeping the ball away from another player? How can you create space?


KEY TERMINOLOGY

Fundamental skills Strategies & tactical decisions Scoring points Playing offense Maintaining possession Gaining possession

• Understands importance of developing fundamental skills and the use of strategies and tactical decisions involved in playing games.

• Demonstrates basic skills needed

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.7 PE.A. 2.1.2 PE.A. 2.1.5

possession offense defense strategy tactic leading

52

to play a particular game and can apply them within a modified game.

• Understands and demonstrates the strategies & tactics involved in scoring points (quick ball movement, getting open, supporting the ball carrier) and preventing scoring (staying between your person and the goal) during a modified game.

• Understands and demonstrates the strategies and tactics involved in playing offense and defense (creating space, moving to an open area, guarding your person, support) during a modified game.

• Understands the importance of maintaining possession and gaining possession of an object in order to score or prevent scoring during a modified game.

PE.B. 2.1.2 PE.C. 2.1.1 PE.C. 1.1.2 PE.C. 1.1.4 PE.B. 1.1.3

goalkeeping guarding opponent effective modified game maintain creating space fake avoid advantage

53

ESSENTIAL QUESTION(S): What should you do when your opponent gets possession of the ball? When should you pass? Why is creating space important? What are the best types of passes to make to keep possession of the ball? What should you do after you pass the ball? How can you move the object toward your goal? What is an effective way of keeping the ball away from another player? How can you create space?

Activities and Resources Special Note for Activities: Activities should be based on skills, strategies, & tactics that are important components to developing skilled and knowledgeable game players. The use of modified games, small groups/teams and many fields/courts is recommended.

• Possession Games (Keep Away, 2 v 1, 2 v 2, 3 v 3; keep possession and move toward a goal or attacking) Activities focus on a specific tactic and the decisions involved

• Defensive activities focused on obtaining possession, defending space or an opponent and a goal

• Activities focused on starting and restarting a game and transitioning from offense to defense.

Assessment • Teacher Observation • Teacher Checklist • Classroom discussion • Authentic Assessment (GPAI) • Rubric • Cognitive Assessments (Scantron)

On the Move; p. 341-342, 348-349, 354 and 358 Game Play Assessment Instrument (NASPE) Children Moving (2007); 203 - 218 You may wish to refer back to some of the assessments used during your striking unit.


Links to Educational websites www.pecentral.com


54

Suggested Resources

Dynamic Physical Education (2001) On the Move (2007) Sport Foundations for Elementary Physical Education, (2003) Children Moving (2007) Adapted Physical Activity, Recreation & Sport (1993)


On the Move; p. 341-342, 348-349, 354 and 358 Game Play Assessment Instrument (NASPE) Children Moving (2007); 203 - 218

55

3-5 2007-2008 Physical Education Curriculum Map UNIT/ORGANIZINGPRINCIPLE:

SPORT FOUNDATIONS FOR NET AND WALL GAMES

Striking skills should be taught prior to teaching this unit.

SKILL PREREQUISITES: Demonstrate the ability to strike an object with body parts, short and long implements. Understands the importance of positioning and repositioning during a game, the use of proper force, understands proper technique, combines skills (hitting on the move, jumping and hitting), understands boundaries, and fair play.

PACING: 3 weeks


What steps are involved in striking with a long implement, short implement, and or body part? What contributes to the direction and speed that an object travels once it is contacted? Where should you try to place the object in order to score a point or gain an advantage over your opponent? If your opponent is moving you around the court where should you move between hits?


KEY TERMINOLOGY

Proper Striking technique Modified games Maintaining a rally Defending space against attack and returning to home base Applies rules

• Understands and demonstrates the use of proper technique and force when striking during warm up, skill development, and modified games.

• Understands and demonstrates the tactics and strategies used to maintain a rally during skills development and modified games play.

• Understand and demonstrate the tactics

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.7 PE.A. 2.1.2 PE.A. 2.1.5 PE.B. 2.1.2 PE.C. 2.1.1

volley rally spike attack set pass home base defending space (in net/wall)

56

and strategies of defending space against an attack and returning to home base.

• Demonstrates an understanding of the fundamentals needed to participate in modified net/wall games.

• Understands and applies rules during modified game situations.

PE.C. 1.1.2 PE.C. 1.1.4 PE.B. 1.1.3

advantage passing/shot front court back court implement force trajectory

57

ESSENTIAL QUESTION(S): What steps are involved in striking with a long implement, short implement, and or body part? What contributes to the direction and speed that an object travels once it is contacted? Where should you try to place the object in order to score a point or gain an advantage over your opponent? If your opponent is moving you around the court where should you move between hits?

Activities and Resources • Special Note for Activities: Activities should be based on

the skills, strategies, & tactical decisions needed to develop skilled and knowledgeable game players. The use of modified games, small groups/teams and many fields/courts is recommended.

• Self strike and catch/racquet control activities • Volleying against a wall, with a partner, and in a small

group. • Understand the tactical decisions and strategies needed to

play a net/wall game and can demonstrate the ability to maintain a rally, set up an attack, win a point, defend space, and defend against an attack

• Participates in small sided games, using modified equipment, incorporating a combination of skills, tactics, rules, and starting and stopping procedures used during game play.

Assessment • Teacher Observation • Authentic Assessment • Teacher Checklist • Rubrics • Cognitive Assessments • Teacher Questioning • Teacher Created



58

Suggested Resources

Sport Foundations for Elementary Physical Education (2003); 59-84 Dynamic Physical Education (2001) On the Move (2007) Children Moving (2007) Adapted Physical Activity, Recreation & Sport; p. 53 , 410


On the Move; p. 341-342, 348-349, 354 and 358 Game Performance Assessment Instrument (NASPE) Sport Foundations for Elementary Physical Education (2003); 147 - 168 Dynamic Physical Education (2001); 688 On the Move (2007); Children Moving (2007); 203 – 218 You may wish to refer back to some of the assessments used during your striking unit.

59


SPORT FOUNDATIONS FOR STRIKING & FIELDING GAMES Striking and throwing and catching skills should be taught prior to this unit. SKILL PREREQUISITES: Students should already know how to throw accurately with proper force, catch a ball that is rolled, tossed, or hit in the air on the ground, and be able to strike a tossed or rolled ball with a long or short implement or body part.

PACING: 3 weeks


Where should you hit the ball when a runner is on 1st with 1 out? Runner on 2nd, 0 outs? Where is your point of contact? In what situation(s) should you run through or round first base? Should you run on a grounder? Fly Ball? When playing defense, why is backing up another player so important? What is a forced out? Where should you throw the ball if you are playing in center field and there are no runners on base?

CONCEPTS /CONTENT

LEARNING TARGETS/SKILLS

BENCHMARKS

KEY TERMINOLOGY

Tactical decisions Execute Prevent scoring opportunities Game situation Player positions Game initiation Keeping score

• Understand tactical decisions in scoring.

• Demonstrate the skills needed to execute the proper tactical decisions.

• Understand how to prevent scoring opportunities.

• Is involved and knows the current game situation.

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.7 PE.A. 2.1.2 PE.A. 2.1.5 PE.B. 2.1.2

power zone base path grounder fly ball backup flip (toss) footwork supporting

60

• Understands proper player positions prior to game initiation.

• Demonstrates how to keep score.

PE.C. 2.1.1 PE.C. 1.1.2 PE.C. 1.1.4 PE.B. 1.1.3

communication player positions teamwork cooperation overrun force out relay sacrifice home run bases loaded

61

ESSENTIAL QUESTION(S): Where should you hit the ball when a runner is on 1st with 1 out? Runner on 2nd, 0 outs? Where is your point of contact? In what situation(s) should you run through or round first base? Should you run on a grounder? Fly Ball? Why is backing up another player important? What should you do if the ball is hit to the 2nd baseman and there is a force out at 2nd if you are the short stop? Where should you throw the ball if you are playing in center field and there are no runners on base?

Activities and Resources • Small sided modified games focusing on skills and tactics

needed to score and prevent scoring. 1. Throwing out the lead runner 2. Defending space at the base 3. Support and base coverage on force play 4. Hit and run to first base 5. Advancing runner from first to second 6. Running through the 1st base or rounding a base 7. Listening to communications for players (go, stop, cut off). 8. Scoring

You may choose any striking/fielding game and lead up games to reinforce the strategies and tactics needed to participate in a modified game.

Assessment • Teacher Observation • Authentic Assessment • Teacher Checklist • Rubrics • Cognitive Assessments • Teacher Questioning • Teacher Created


District Benchmark

• Tied to essential questions • Data collected through Scantron

62

Links to Educational websites www.pecentral.com Suggested Resources

Sport Foundations for Elementary Physical Education, (2003); 85 –123. Dynamic Physical Education (2001) On the Move (2007) Children Moving (2007) Adapted Physical Activity, Recreation & Sport; p. 53 , 410

• Defined Testing Window


Game Performance Assessment Instrument (NASPE) Sport Foundations for Elementary Physical Education (2003); 147-168 Dynamic Physical Education (2001); 663 On the Move (2007) Children Moving (2007); 203 - 218 You may wish to refer back to some of the assessments used during your throwing, catching, and striking unit.

63


FOUNDATIONS FOR TARGET GAMES

Throwing and striking skills should be taught prior to this unit.

SKILL PREREQUISITES: Students should already know how to grip the implement/object, throw, roll, or strike an object accurately, and use proper force.

PACING: 3 weeks


Where should you aim? What is your body position for an accurate shot? How does the distance of the target affect the stride needed and the speed of the approach? How does the backswing affect the speed and accuracy of your throw or strike?


KEY TERMINOLOGY

• Understand the tactical pre-shot decisions needed to participate in target games. Decisions related to direction and distance.

• Demonstrates the skills needed to participate in target games (set up, stance, grip, position of ball at start and release point, approach, backswing, and follow through).

Linked to statement

PE.A. 1.1.1 PE.A. 1.1.7 PE.A. 2.1.2 PE.A. 2.1.5 PE.B. 1.1.3 PE.B. 2.1.2 PE.C. 2.1.1 PE.C. 1.1.2 PE.C. 1.1.4

starting point target line release point setup, approach backswing slide accuracy distance force follow through lifetime activity

64

ESSENTIAL QUESTION(S): Where should you aim? What is your body position for an accurate shot? How does the distance of the target affect the stride needed and the speed of the approach? How does the backswing affect the speed and accuracy of your throw or strike?

Activities and Resources Activities should increase in complexity as you progress through the unit.

• Activities for target games are varied and the skills needed are dependent upon the game you are teaching. Situations also change depending on the type of target game you choose moving from unopposed (bowling, archery) to opposed (shuffleboard, horseshoes).

• Low complexity games include: ring toss, beanbag toss, rolling at a target.

• Activities focused on accuracy and direction. Drills and modified games such as 2 pin in bowling, where tactical decisions are presented to students and they must make the appropriate decisions and execute the skills needed to solve the problem during a game.

• Activities focused on accuracy and distance. Drills and modified games that require students to make tactical decisions based on the situations present prior to the shot or throw and demonstrate the skills needed to solve the problem.

• Activities should relate to the pre shot decisions for target games: set up, target line, release point, point of contact, and length of backswing, and the step or speed of approach.

Assessment • Teacher Observation • Authentic Assessment • Teacher Checklist • Rubrics • Cognitive Assessments • Teacher Questioning • Teacher Created • Student papers

Exemplar Lessons • Downloadable lessons to include:

assessments, equipment needs, SSS, essential questions, and set up of activity


65

Links to Educational websites www.pecentral.com Suggested Resources

Sport Foundations for Elementary Physical Education, (2003); 125 -143. Dynamic Physical Education (2001) On the Move (2007) & Children Moving (2007) Adapted Physical Activity, Recreation & Sport; p. 53 , 410


Game Performance Assessment Instrument (NASPE) Sport Foundations for Elementary Physical Education (2003); 147 - 168 Dynamic Physical Education (2001); On the Move (2007) Children Moving (2007); 203 – 218 You may wish to refer back to some of the assessments used during your throwing or striking unit.

66

ELEMENTARY PHYSICAL EDUCATION CURRICULUM MAP

REFERENCES

Graham, G.; Holt/Hale, S.A.; Parker, M. “Children Moving A Reflective Approach to Teaching Physical Education”; McGraw Hill, 2007, 2004 Holt/Hale, S.A “On the Move Lesson Plans to Accompany Children Moving”; McGraw Hill, 2007, 2004 Mitchell, S.A. Oslin, Ju.; Griffin, L. ; “Sport Foundation for Elementary Physical Education A Tactical Games Approach;” Human Kinetics, 2003 Pangrazi, R. “Dynamic Physical Education for Elementary School Children”; Allyn and Bacon; 2001, 1998, 1995 Sherrill, C. “Adapted Physical Activity, Recreation and Sport Crossdisciplinary and Lifespan”; Brown & Benchmark; 1976, 1981, 1986, 1993

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