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TRANSCRIPT
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n
Sc
ho
ol:
Th
om
as
Ed
iso
n C
ha
rte
r S
ch
oo
l
Cu
rr
icu
lar
To
ol:
DD
OE
Mo
de
l U
nit
s/C
AT
CH
Gr
ad
e:
K
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
W
elco
me
to P
hy
sica
l E
du
cati
on
Tim
elin
e :
2 w
eek
s
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
:
Bo
dy A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y
What
are
the
rule
s fo
r m
ovem
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to
beh
ave
in t
he
gym
.
Chec
kli
sts
I - 1
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: T
rav
elin
g w
ith
Dr.
Seu
ss
(DO
E U
nit
1)
Tim
elin
e:
5 w
eek
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
:
Mo
vem
ent
Co
nce
pts
:
Lo
com
oto
r m
ovem
ents
o
Jog
o
Skip
o
Gal
lop
o
Ho
p
o
Wal
k
o
Sli
de
o
Ru
m
o
Jum
p
Eff
ort
; p
ath
ways;
level
s
Chasi
ng,
flee
ing,
do
dgin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Mo
vin
g w
ith o
ther
peo
ple
can
be
fun
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te p
rop
er f
orm
fo
r a
var
iety
of
loco
mo
tor
skil
ls
Use
mo
vem
ent
conce
pts
wit
h a
var
iety
of
loco
mo
tor
mo
vem
ents
Mat
ch r
hy
min
g w
ord
s
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n s
hee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to
fitn
essg
ram
so
ftw
are
to
det
erm
ine
if s
tud
ents
fal
l in
th
e
hea
lth f
itness
zo
ne.
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 2
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Un
it F
ou
r: N
on
-lo
com
oti
ve S
kil
ls
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: M
ovem
ent
Co
nce
pts
No
n-l
oco
mo
tive
Skil
ls
o
Ben
din
g
o
Turn
ing
/Tw
isti
ng
o
Bal
anci
ng
o
Push
ing
o
Pull
ing
o
Str
etch
ing
o
Ro
ckin
g/S
wayin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can
be
fun
Par
ticu
lar
mo
vem
ents
can b
e d
one
in
pla
ce
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o p
erfo
rm a
var
iety
of
no
n l
oco
mo
tor
mo
vem
ens
Dem
on
stra
te t
he
abil
ity t
o m
ove
to a
nd
fro
m t
he
mid
dle
of
the
bo
dy
Tea
cher
ob
serv
atio
n o
f
stud
ents
gro
ss m
oto
r sk
ills
an
d
mo
vem
ents
.
Chec
kli
sts
Exit
tic
ket
s
I - 3
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it F
ive:
CA
TC
H M
e H
av
ing
Fu
n!
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y.
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Go
od
nutr
itio
n a
nd
act
ive
pla
y
contr
ibute
to
hea
rt h
ealt
h
Co
nce
pts
: N
utr
itio
n
Ess
en
tia
l Q
ues
tio
ns:
Ho
w m
ay I
pra
cti
ce h
ealt
h e
atin
g a
nd
acti
vit
y?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Fru
its
and
veget
able
s ar
e “G
O”
foo
ds
imp
ort
ant
to h
ealt
h.
The
hea
rt i
s a
musc
le t
hat
mu
st b
e
exer
cise
d.
Act
ivit
y i
ncr
ease
s th
e hea
rt r
ate
and
mak
es
it s
tro
nger
.
Stu
dents
wil
l b
e ab
le t
o…
Cre
ate
a hea
lth
y b
reak
fast
menu.
Cho
ose
fru
its
and
veget
able
s as
“GO
”
foo
ds.
Per
form
and
do
cum
ent
a “G
O”
acti
vit
y
ever
y d
ay.
Thro
win
g c
hec
kli
st f
or
pra
ctic
e
Thro
win
g c
hec
kli
st f
or
acti
vit
ies
Cat
chin
g c
hec
kli
st
Co
op
erat
ion c
hec
kli
st
Tea
cher
ob
serv
atio
n o
f
thro
win
g a
nd
catc
hin
g t
ech
niq
ues
in
acti
vit
ies
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r o
f
stud
ents
in t
hro
win
g a
nd
catc
hin
g a
ctiv
itie
s
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Stu
dent
Sel
f-A
sses
sment
and
Ref
lecti
on
Stu
dent
ver
bal
ly e
cho
es t
he
cues
fo
r th
row
ing
Stu
dent
self
-ass
ess
ment
of
resp
onsi
ble
so
cial
beh
avio
r
Des
ign,
pla
y,
and
ref
lect
ion o
n
a 2
-min
ute
thro
win
g a
nd
/or
I - 4
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
catc
hin
g a
ctiv
ity f
or
stud
ent
and
a p
artn
er
Un
it S
ix:
Th
row
ing
& C
atc
hin
g (
DO
E M
od
el U
nit
2)
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n b
oth
over
han
d a
nd
und
erhan
d t
hro
win
g
Ho
w t
o e
mp
loy t
he
“pen
dulu
m-a
rm”
swin
g f
or
an
und
erhan
d t
hro
w
Ho
w t
o e
mp
loy t
he
“arm
over
the
hea
d”
swin
g f
or
the
over
hea
d t
hro
w
Ho
w t
o f
ocus
to c
atch
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e and
acti
vit
y s
etti
ngs
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 5
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
over
han
d a
nd
und
erhand
thro
ws
in a
ctiv
ity s
etti
ngs
Co
rrec
tly c
atch
ob
ject
s in
act
ivit
y
sett
ing
s
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r in
thro
win
g a
nd
cat
chin
g
gam
es
and
act
ivit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e uti
lizi
ng
thro
win
g a
nd
cat
chin
g s
kil
ls.
Un
it S
even
: R
oll
ing
& D
rib
bli
ng
/Bo
un
cin
g
Tim
elin
e:
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n o
f
stud
ents
’ sk
ill
gro
wth
.
Chec
kli
sts
Exit
tic
ket
s
Gam
e p
lay
I - 6
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Ro
llin
g
Dri
bb
ling w
ith h
and
/Bo
unci
ng
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n
und
erhand
ro
llin
g
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o u
se d
rib
ble
/bo
unce
at
wai
st
level
, w
her
e o
n h
and
(fi
nger
pad
s)
conta
ct t
he
bal
l, a
nd
pu
shin
g t
he
bal
l to
the
flo
or.
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
ro
llin
g a
n o
bje
ct i
n
acti
vit
y s
etti
ngs
Co
rrec
tly d
rib
bli
ng/b
ou
nin
g a
n o
bje
ct
in a
ctiv
ity s
etti
ngs
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r in
thro
win
g a
nd
cat
chin
g
gam
es
and
act
ivit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e uti
lizi
ng
thro
win
g a
nd
cat
chin
g s
kil
ls.
I - 7
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it E
igh
t: K
ick
ing
/Pu
nti
ng
& T
rap
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y.
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
socia
l
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Dri
bb
ling w
ith f
oo
t
Tra
pp
ing
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Ho
w t
o u
se t
he
inst
ep a
nd
the
top
of
foo
t to
kic
k a
bal
l
Ho
w t
o d
rop
the
bal
l an
d w
hic
h p
art
of
the
foo
t is
use
d t
o p
un
t.
Ho
w t
o d
rib
ble
a b
all
wit
h f
oo
t
Ho
w t
o s
top
a b
all
usi
ng t
he
bo
tto
m a
nd
sid
e o
f th
eir
foo
t
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Kic
kin
g &
Tra
pp
ing c
hec
kli
st
for
pra
ctic
e
I - 8
9
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
S
tud
ents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o d
rib
ble
wit
h
thei
r fo
ot
by u
sing a
ser
ies
of
tap
s o
r
push
es.
Dem
on
stra
te p
rop
er t
echniq
ue f
or
dri
bb
ling a
bal
l w
ith f
oo
t; u
se i
nsi
de
of
foo
t, k
eep
the
bal
l cl
ose
, eyes
up
, usi
ng
app
rop
riat
e sp
eed
/co
ntr
ol
Dem
on
stra
te p
rop
er p
unti
ng t
ech
niq
ue;
dro
pp
ing t
he
bal
l co
rrec
tly,
conta
ctin
g
the
bal
l w
ith c
orr
ect
par
t o
f fo
ot,
po
inti
ng t
he
toe
do
wn.
Dem
on
stra
te p
rop
er t
echniq
ue w
hen
sto
pp
ing/t
rap
pin
g a
bal
l;
use
the
sid
e o
f
foo
t o
r b
ott
om
of
foo
t, g
ive
wit
h t
he
bal
l to
red
uce
bo
unce
off
.
Un
it N
ine:
Rh
yth
ms
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
(chic
ken d
ance
,
ho
key p
okey,
etc.
)
Fo
llo
win
g r
hyth
ms
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Wh
y d
o I
nee
d t
o m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Tea
cher
ob
serv
atio
n o
f
stud
ents
’ sk
ill
gro
wth
.
Chec
kli
sts
Exit
tic
ket
s
Gam
e p
lay
I - 9
10
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
bea
t f
musi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
toget
her
wit
h a
par
tner
or
gro
up
Un
it T
en:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Hula
Ho
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
physi
cal
ben
efi
ts o
f ju
mp
ing r
op
e.
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
long a
nd
sho
rt r
op
e;
usi
ng p
rop
er r
op
e
turn
ing t
ech
niq
ue,
ju
mp
ing i
n r
hyth
m
wit
h t
he
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
sta
ckin
g
even
ts.
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
I - 10
11
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it E
lev
en:
Wo
rk
ing
To
get
her
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
W
hat
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
wo
rkin
g t
oget
her
.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o w
ork
toget
her
wit
h a
par
tner
.
Dem
on
stra
te t
he
abil
ity t
o w
ork
in a
smal
l gro
up
or
larg
e gro
up
.
Tea
cher
ob
serv
atio
n o
f te
am
wo
rk a
ctiv
itie
s.
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r.
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Chec
kli
st f
or
team
wo
rk
Co
op
erat
ion c
hec
kli
st
Stu
dent
self
-ass
ess
ment
of
resp
onsi
ble
so
cial
beh
avio
r
Un
it T
wel
ve:
Fit
nes
s C
on
cep
ts (
Wa
rm
ing
up
to
CA
TC
H)(
DO
E M
od
el U
nit
3)
Tim
elin
e: 4
week
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
go
od
fo
r yo
u.
We
nee
d t
o m
ove
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
Wh
y d
o w
e nee
d t
o m
ove?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Fit
ness
co
mp
onen
ts a
nd
wh
ich b
od
y
par
ts a
re a
ffec
ted
when p
erfo
rmin
g
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
3 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.u
s/in
fosu
ites/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 11
12
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Bo
dy C
om
po
siti
on
Hea
lth B
ased
:
Nutr
itio
n
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
fitn
ess
com
po
nent
acti
vit
ies
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
The
bod
y w
ork
s ea
sier
or
har
der
dep
end
ing o
n t
he
typ
e o
f ac
tiv
ity b
ein
g
per
form
ed.
An
y t
yp
e o
f m
ovem
ent
is c
on
sid
ered
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s in
tegra
l to
lif
etim
e
fitn
ess.
Stu
dents
wil
l b
e ab
le t
o…
Use
act
ivit
ies
that
stu
dents
enjo
y
(act
ivit
ies
wil
l nat
ura
lly i
mp
rove
ind
ivid
ual
fit
nes
s co
mp
onen
ts)
Dem
on
stra
te a
var
iety
of
acti
vit
ies
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Rec
og
niz
e ch
an
ges
that
occ
ur
in t
heir
bo
dy d
ue
to a
ctiv
ity
Pra
ctic
e p
hysi
cal
acti
vit
y a
t ho
me.
Iden
tify
lig
ht,
mo
der
ate,
vig
oro
us
levels
of
inte
nsi
ty i
n p
hysi
cal
acti
vit
y.
Iden
tify
act
ivit
ies
that
use
mu
scula
r
stre
ngth
and
/or
flexib
ilit
y
I - 12
13
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
hir
teen
: P
ad
dle
Pla
y/R
acq
uet
s
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ents
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o m
anip
ula
te a
pad
dle
/rac
quet
to
stri
ke
an o
bje
ct
Ho
w t
o g
rip
a p
add
le/r
acq
uet
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
han
dsh
ake
gri
p
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
pad
dle
to
bal
ance
, ca
rry,
send
, re
ceiv
e,
and
mo
ve
ob
ject
s
Dem
on
stra
te h
ow
to
co
nti
nuo
usl
y s
trik
e
an o
ject
Dem
on
stra
te h
ow
to
str
ike
an o
bje
ct
usi
ng t
he
pro
per
gri
p,
pro
per
und
erhan
d
swin
g (
op
po
site
fo
ot
forw
ard
, ho
ld
obje
ct a
wais
t le
vel
, an
d s
win
g f
orw
ard
tow
ard
s ta
rget
)
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Pad
dle
& R
acq
uet
chec
kli
st f
or
pra
ctic
e
Un
it F
ou
rtee
n:
T-b
all
sk
ills
– H
itti
ng
, B
ase
ru
nn
ing
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
I - 13
14
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ents
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o m
anip
ula
te a
bat
to
str
ike
an
obje
ct.
Ho
w t
o g
rip
a b
at
Ho
w t
o s
tand
when s
trik
ing w
ith l
on
g
han
dle
d i
mp
lem
ent
The
loca
tio
n o
f ea
ch b
ase
(fir
st,
seco
nd
,
thir
d,
ho
me)
and
wh
ich d
irec
tio
n t
o
mo
ve
aft
er s
trik
ing t
he
bal
l.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o s
trik
e a
bal
l
off
of
the
tee
usi
ng p
rop
er f
orm
; st
and
wit
h f
eet
sho
uld
er w
idth
ap
art,
ho
ld b
at
wit
h t
wo
han
ds,
do
min
ate
han
d o
n t
op
,
han
ds
toget
her
, ho
ld b
at o
ver
sho
uld
er,
swin
g b
at l
evel,
ste
p f
orw
ard
, eyes
on
the
bal
l, a
nd
turn
hip
s and
sho
uld
ers
Dem
on
stra
te a
n u
nd
erst
and
ing
of
bas
e
run
nin
g c
once
pts
; d
irec
tio
n a
round
bas
es,
kee
pin
g t
he
pro
per
ord
er o
f b
ase
run
ner
s, m
ovin
g o
nly
to
an e
mp
ty b
ase.
Exit
sli
p
I - 14
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_1
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
What
are
the
rule
s fo
r m
ovem
ent?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to
beh
ave
in t
he
gym
.
I - 15
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: T
ravel
ing
wit
h D
r. S
euss
(D
OE
Mod
el U
nit
1)
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: M
ovem
ent
Co
nce
pts
:
Lo
com
oto
r m
ovem
ents
o
Jog
o
Skip
o
Gal
lop
o
Ho
p
o
Lea
p
o
Wal
k
o
Sli
de
o
Ru
m
o
Jum
p
Eff
ort
; p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Mo
vin
g w
ith o
ther
peo
ple
can
be
fun
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te p
rop
er f
orm
fo
r a
var
iety
of
loco
mo
tor
skil
ls
Use
mo
vem
ent
conce
pts
wit
h a
var
iety
of
loco
mo
tor
mo
vem
ents
Mat
ch r
hy
min
g w
ord
s
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n s
hee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
Big
Id
eas:
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to
fitn
essg
ram
so
ftw
are
to
det
erm
ine
if s
tud
ents
fal
l in
the
hea
lth f
itnes
s zo
ne.
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 16
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Un
it F
ou
r: N
on
loco
mo
tor
Sk
ills
Tim
elin
e:
1 w
eek
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: M
ovem
ent
Co
nce
pts
No
nlo
com
oto
r S
kil
ls
o
Ben
din
g
o
Turn
ing
/Tw
isti
ng
o
Bal
anci
ng
o
Push
ing
o
Pull
ing
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Par
ticu
lar
mo
vem
ents
can b
e d
one
in
pla
ce
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o p
erfo
rm a
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n s
hee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
I - 17
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
o
Str
etch
ing
o
Ro
ckin
g/S
wayin
g
var
iety
of
no
n l
oco
mo
tor
mo
vem
ens
Dem
on
stra
te t
he
abil
ity t
o m
ove
to a
nd
fro
m t
he
mid
dle
of
the
bo
dy
Un
it F
ive:
CA
TC
H M
e H
av
ing
Fu
n!
Tim
elin
e:
2 w
eek
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
4:
Achie
ves
and
main
tain
s
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Go
od
nutr
itio
n a
nd
act
ive
pla
y
contr
ibute
to
hea
rt h
ealt
h
Co
nce
pts
: N
utr
itio
n
Ess
en
tia
l Q
ues
tio
ns:
Go
od
nutr
itio
n a
nd
act
ive
pla
y c
ontr
ibute
to
hea
rt h
ealt
h?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Fru
its
and
veget
able
s ar
e “G
O”
foo
ds
imp
ort
ant
to h
ealt
h.
The
hea
rt i
s a
musc
le t
hat
mu
st b
e
exer
cise
d.
Act
ivit
y i
ncr
ease
s th
e hea
rt r
ate
and
mak
es
it s
tro
nger
.
Stu
dents
wil
l b
e ab
le t
o…
Cre
ate
a hea
lth
y b
reak
fast
menu.
Cho
ose
fru
its
and
veget
able
s as
“GO
”
foo
ds.
Per
form
and
do
cum
ent
a “G
O”
acti
vit
y
ever
y d
ay.
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n s
hee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
Un
it S
ix:
Th
row
ing
& C
atc
hin
g (
DO
E M
od
el U
nit
2)
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
Thro
win
g c
hec
kli
st f
or
pra
ctic
e
Thro
win
g c
hec
kli
st f
or
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 18
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y.
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
socia
l in
tera
ctio
n
thro
ugh p
hysi
cal
acti
vit
y.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n b
oth
over
han
d a
nd
und
erhan
d t
hro
win
g
Ho
w t
o e
mp
loy t
he
“pen
dulu
m-a
rm”
swin
g f
or
an
und
erhan
d t
hro
w
Ho
w t
o e
mp
loy t
he
“arm
over
the
hea
d”
swin
g f
or
the
over
hea
d t
hro
w
Ho
w t
o f
ocus
to c
atch
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
over
han
d a
nd
und
erhand
thro
ws
in a
ctiv
ity s
etti
ngs
Co
rrec
tly c
atch
ob
ject
s in
act
ivit
y s
etti
ngs
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r
in t
hro
win
g a
nd
cat
chin
g g
am
es a
nd
acti
vit
ies
Cat
chin
g c
hec
kli
st
Co
op
erat
ion c
hec
kli
st
Tea
cher
ob
serv
atio
n o
f
thro
win
g a
nd
cat
chin
g
tech
niq
ues
in a
ctiv
itie
s
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r o
f
stud
ents
in t
hro
win
g a
nd
catc
hin
g a
ctiv
itie
s
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Stu
dent
Sel
f-A
sses
sment
and
Ref
lecti
on
Stu
dent
ver
bal
ly e
cho
es t
he
cues
fo
r th
row
ing
Stu
dent
self
-ass
ess
ment
of
resp
onsi
ble
so
cial
beh
avio
r
Des
ign,
pla
y,
and
ref
lect
ion
on a
2-m
inute
thro
win
g
and
/or
catc
hin
g a
ctiv
ity f
or
stud
ent
and
a p
artn
er
I - 19
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e
uti
lizi
ng t
hro
win
g a
nd
cat
chin
g s
kil
ls.
Un
it S
even
: R
oll
ing
& D
rib
bli
ng
/Bo
un
cin
g
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egu
larl
y i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Ro
llin
g
Dri
bb
ling w
ith h
and
/Bo
unci
ng
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n
und
erhand
ro
llin
g
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o u
se d
rib
ble
/bo
unce
at
wai
st l
evel
,
wh
ere
on h
and
(fi
nger
pad
s) c
onta
ct t
he
bal
l, a
nd
push
ing t
he
bal
l to
th
e fl
oo
r.
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Ro
llin
g &
Dri
bb
lin
g c
hec
kli
st
for
pra
ctic
e
I - 20
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
ro
llin
g a
n o
bje
ct i
n
acti
vit
y s
etti
ngs
Co
rrec
tly d
rib
bli
ng/b
ou
nin
g a
n o
bje
ct i
n
acti
vit
y s
etti
ngs
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r
in t
hro
win
g a
nd
cat
chin
g g
am
es a
nd
acti
vit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e
uti
lizi
ng t
hro
win
g a
nd
cat
chin
g s
kil
ls.
Un
it E
igh
t: K
ick
ing
/Pu
nti
ng
& T
rap
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y.
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Kic
kin
g &
Tra
pp
ing c
hec
kli
st
for
pra
ctic
e
I - 21
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Dri
bb
ling w
ith f
oo
t
Tra
pp
ing
Ho
w t
o u
se t
he
inst
ep a
nd
the
top
of
foo
t
to k
ick a
bal
l
Ho
w t
o d
rop
the
bal
l an
d w
hic
h p
art
of
the
foo
t is
use
d t
o p
un
t.
Ho
w t
o d
rib
ble
a b
all
wit
h f
oo
t
Ho
w t
o s
top
a b
all
usi
ng t
he
bo
tto
m a
nd
sid
e o
f th
eir
foo
t
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o d
rib
ble
wit
h
thei
r fo
ot
by u
sing a
ser
ies
of
tap
s o
r
push
es.
Dem
on
stra
te p
rop
er t
echniq
ue f
or
dri
bb
ling a
bal
l w
ith f
oo
t; u
se i
nsi
de
of
foo
t, k
eep
the
bal
l cl
ose
, eyes
up
, usi
ng
app
rop
riat
e sp
eed
/co
ntr
ol
Dem
on
stra
te p
rop
er p
unti
ng t
ech
niq
ue;
dro
pp
ing t
he
bal
l co
rrec
tly,
conta
ctin
g t
he
bal
l w
ith c
orr
ect
par
t o
f fo
ot,
po
inti
ng t
he
toe
do
wn.
Dem
on
stra
te p
rop
er t
echniq
ue w
hen
sto
pp
ing/t
rap
pin
g a
bal
l;
use
the
sid
e o
f
foo
t o
r b
ott
om
of
foo
t, g
ive
wit
h t
he
bal
l
to r
educe
bo
unce
off
.
Un
it N
ine:
Rh
yth
ms
Tim
elin
e: 2
wee
ks
S
tan
da
rd 1
: D
emo
nst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Tea
cher
ob
serv
atio
n
I - 22
9
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
(chic
ken
dan
ce,
ho
key p
okey,
etc.
)
Fo
llo
win
g r
hyth
ms
Wh
y d
o I
nee
d t
o m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
bea
t
f m
usi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
or
gro
up
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n s
hee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
Un
it T
en:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
physi
cal
ben
efi
ts o
f ju
mp
ing r
op
e.
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
I - 23
10
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Hula
Ho
pin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
lo
ng
and
sho
rt r
op
e;
usi
ng p
rop
er r
op
e tu
rnin
g
tech
niq
ue,
ju
mp
ing i
n r
hyth
m w
ith t
he
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
sta
ckin
g
even
ts.
Un
it E
lev
en:
Wo
rk
ing
To
get
her
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
W
hat
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
wo
rkin
g t
oget
her
.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
.
Dem
on
stra
te t
he
abil
ity t
o w
ork
in a
sm
all
gro
up
or
larg
e gro
up
.
Tea
cher
ob
serv
atio
n o
f te
am
wo
rk a
ctiv
itie
s.
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r.
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Chec
kli
st f
or
team
wo
rk
Co
op
erat
ion c
hec
kli
st
Stu
dent
self
-ass
ess
ment
of
resp
onsi
ble
so
cial
beh
avio
r
Un
it T
wel
ve:
Fit
nes
s C
on
cep
ts (
Wa
rm
ing
up
to
CA
TC
H)
(DO
E M
od
el U
nit
3)
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
Big
Id
eas:
Ph
ysi
cal
Fit
ness
is
go
od
for
yo
u.
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Tea
cher
ob
serv
atio
n
3 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 24
11
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
We
nee
d t
o m
ove
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Hea
lth B
ased
:
Nutr
itio
n
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
What
is
fitn
ess
?
Wh
y d
o w
e nee
d t
o m
ove?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Fit
ness
co
mp
onen
ts a
nd
wh
ich b
od
y p
arts
are
affe
cted
wh
en p
erfo
rmin
g f
itnes
s
com
po
nent
acti
vit
ies
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
The
bod
y w
ork
s ea
sier
or
har
der
dep
end
ing o
n t
he
typ
e o
f ac
tiv
ity b
ein
g
per
form
ed.
An
y t
yp
e o
f m
ovem
ent
is c
on
sid
ered
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s in
tegra
l to
lif
etim
e
fitn
ess.
Stu
dents
wil
l b
e ab
le t
o…
Use
act
ivit
ies
that
stu
dents
enjo
y
(act
ivit
ies
wil
l nat
ura
lly i
mp
rove
ind
ivid
ual
fit
nes
s co
mp
onen
ts)
Dem
on
stra
te a
var
iety
of
acti
vit
ies
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Rec
og
niz
e ch
an
ges
that
occ
ur
in t
heir
bo
dy d
ue
to a
ctiv
ity
Pra
ctic
e p
hysi
cal
acti
vit
y a
t ho
me.
Iden
tify
lig
ht,
mo
der
ate,
vig
oro
us
levels
Ora
l d
iscu
ssio
ns
Exit
sli
p
I - 25
12
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
of
inte
nsi
ty i
n p
hysi
cal
acti
vit
y.
Iden
tify
act
ivit
ies
that
use
mu
scula
r
stre
ngth
and
/or
flexib
ilit
y
Un
it T
hir
teen
: P
ad
dle
Pla
y/R
acq
uet
s
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ents
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o m
anip
ula
te a
pad
dle
/rac
quet
to
stri
ke
an o
bje
ct
Ho
w t
o g
rip
a p
add
le/r
acq
uet
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
han
dsh
ake
gri
p
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
pad
dle
to b
alan
ce,
carr
y,
send
, re
ceiv
e, a
nd
mo
ve
obje
cts
Dem
on
stra
te h
ow
to
co
nti
nuo
usl
y s
trik
e
an o
bje
ct
Dem
on
stra
te h
ow
to
str
ike
an o
bje
ct u
sin
g
the
pro
per
gri
p,
pro
per
und
erh
and
sw
ing
(op
po
site
fo
ot
forw
ard
, ho
ld o
bje
ct a
wai
st l
evel
, an
d s
win
g f
orw
ard
to
war
ds
targ
et)
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Pad
dle
& R
acq
uet
chec
kli
st
for
pra
ctic
e
I - 26
13
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it F
ou
rte
en
: T
-ba
ll s
kil
ls –
Hit
tin
g &
Ba
se r
un
nin
g
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ents
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o m
anip
ula
te a
bat
to
str
ike
an
obje
ct.
Ho
w t
o g
rip
a b
at
Ho
w t
o s
tand
when s
trik
ing w
ith l
on
g
han
dle
d i
mp
lem
ent
The
loca
tio
n o
f ea
ch b
ase
(fir
st,
seco
nd
,
thir
d,
ho
me)
and
wh
ich d
irec
tio
n t
o m
ove
afte
r st
rikin
g t
he
bal
l.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o s
trik
e a
bal
l o
ff
of
the
tee
usi
ng p
rop
er f
orm
; st
and
wit
h
feet
sho
uld
er w
idth
ap
art,
ho
ld b
at w
ith
two
han
ds,
do
min
ate
han
d o
n t
op
, han
ds
toget
her
, ho
ld b
at o
ver
sho
uld
er,
swin
g
bat
lev
el,
step
fo
rwar
d,
eyes
on t
he
bal
l,
and
turn
hip
s and
sho
uld
ers
Dem
on
stra
te a
n u
nd
erst
and
ing
of
bas
e
run
nin
g c
once
pts
; d
irec
tio
n a
round
bas
es,
kee
pin
g t
he
pro
per
ord
er o
f b
ase
run
ner
s,
mo
vin
g o
nly
to
an e
mp
ty b
ase.
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
I - 27
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_2
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y
What
are
the
rule
s fo
r m
ovem
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g
ho
w t
o m
ove
at d
iffe
rent
level
s (l
ow
,
med
ium
, h
igh),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to
beh
ave
in t
he
gym
.
I - 28
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: T
rav
elin
g w
ith
Dr.
Seu
ss (
DO
E M
od
el U
nit
1)
Tim
elin
e: 2
wee
ks
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: M
ovem
ent
Co
nce
pts
:
Lo
com
oto
r m
ovem
ents
o
Jog
o
Skip
o
Gal
lop
o
Ho
p
o
Lea
p
o
Wal
k
o
Sli
de
o
Ru
m
o
Jum
p
Eff
ort
; p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Mo
vin
g w
ith o
ther
peo
ple
can
be
fun
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te p
rop
er f
orm
fo
r a
var
iety
of
loco
mo
tor
skil
ls
Use
mo
vem
ent
conce
pts
wit
h a
var
iety
of
loco
mo
tor
mo
vem
ents
Mat
ch r
hy
min
g w
ord
s
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
Sli
p
Ob
stac
le c
ours
e d
esig
n
shee
t
Stu
dent
dra
win
gs
Ora
l re
spo
nse
s to
tea
cher
ques
tio
nin
g
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to f
itness
gra
m s
oft
war
e to
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 29
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
det
erm
ine
if s
tud
ents
fal
l in
the
hea
lth f
itnes
s zo
ne.
Un
it F
ou
r: N
on
loco
mo
tor
Sk
ills
Tim
elin
e:
1 w
eek
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ents
and
mo
tor
skil
ls.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y i
s fu
n
Co
nce
pts
: M
ovem
ent
Co
nce
pts
No
nlo
com
oto
r S
kil
ls
o
Ben
din
g
o
Turn
ing
/Tw
isti
ng
o
Bal
anci
ng
o
Push
ing
o
Pull
ing
o
Str
etch
ing
o
Ro
ckin
g/S
wayin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Par
ticu
lar
mo
vem
ents
can b
e d
one
in
pla
ce
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o p
erfo
rm a
var
iety
of
no
n l
oco
mo
tor
mo
vem
ens
Dem
on
stra
te t
he
abil
ity t
o m
ove
to a
nd
Tea
cher
ob
serv
atio
n o
f
stud
ent
par
tici
pat
ion
Sel
f and
pee
r as
sess
ments
Chec
kli
sts
Exit
tic
ket
s
I - 30
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
fro
m t
he
mid
dle
of
the
bo
dy
Un
it F
ive:
Th
row
ing
& C
atc
hin
g (
DO
E M
od
el U
nit
2)
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y.
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n b
oth
over
han
d a
nd
und
erhan
d t
hro
win
g
Ho
w t
o e
mp
loy t
he
“pen
dulu
m-a
rm”
swin
g f
or
an
und
erhan
d t
hro
w
Ho
w t
o e
mp
loy t
he
“arm
over
the
hea
d”
swin
g f
or
the
over
hea
d t
hro
w
Ho
w t
o f
ocus
to c
atch
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
Thro
win
g c
hec
kli
st f
or
pra
ctic
e
Thro
win
g c
hec
kli
st f
or
acti
vit
ies
Cat
chin
g c
hec
kli
st
Co
op
erat
ion c
hec
kli
st
Tea
cher
ob
serv
atio
n o
f
thro
win
g a
nd
cat
chin
g
tech
niq
ues
in a
ctiv
itie
s
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r
of
stud
ents
in t
hro
win
g a
nd
catc
hin
g a
ctiv
itie
s
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Stu
dent
Sel
f-A
sses
sment
and
Ref
lecti
on
Stu
dent
ver
bal
ly e
cho
es t
he
cues
fo
r th
row
ing
Stu
dent
self
-ass
ess
ment
of
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 31
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
over
han
d a
nd
und
erhand
thro
ws
in a
ctiv
ity s
etti
ngs
Co
rrec
tly c
atch
ob
ject
s in
act
ivit
y s
etti
ngs
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r
in t
hro
win
g a
nd
cat
chin
g g
am
es a
nd
acti
vit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e
uti
lizi
ng t
hro
win
g a
nd
cat
chin
g s
kil
ls.
resp
onsi
ble
so
cial
beh
avio
r
Des
ign,
pla
y,
and
ref
lect
ion
on a
2-m
inute
thro
win
g
and
/or
catc
hin
g a
ctiv
ity f
or
stud
ent
and
a p
artn
er
Un
it S
ix:
Ro
llin
g &
Dri
bb
lin
g/B
ou
nci
ng
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egu
larl
y i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Ro
llin
g &
Dri
bb
lin
g
chec
kli
st f
or
pra
ctic
e
I - 32
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Ro
llin
g
Dri
bb
ling w
ith h
and
/Bo
unci
ng
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Ho
w t
o u
se a
rm-l
eg o
pp
osi
tio
n i
n
und
erhand
ro
llin
g
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o u
se d
rib
ble
/bo
unce
at
wai
st l
evel
,
wh
ere
on h
and
(fi
nger
pad
s) c
onta
ct t
he
bal
l, a
nd
push
ing t
he
bal
l to
th
e fl
oo
r.
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Co
rrec
tly e
xec
ute
ro
llin
g a
n o
bje
ct i
n
acti
vit
y s
etti
ngs
Co
rrec
tly d
rib
bli
ng/b
ou
nci
ng a
n o
bje
ct i
n
acti
vit
y s
etti
ngs
Dem
on
stra
te a
pp
rop
riat
e so
cial
beh
avio
r
in t
hro
win
g a
nd
cat
chin
g g
am
es a
nd
acti
vit
ies.
Pla
y l
ow
org
aniz
ed o
r si
mp
le g
am
e
uti
lizi
ng t
hro
win
g a
nd
cat
chin
g s
kil
ls.
Un
it S
even
: K
ick
ing
/Pu
nti
ng
& T
rap
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
I - 33
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
ies.
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies.
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y.
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
fitn
ess.
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
We
nee
d t
o m
ove
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Dri
bb
ling w
ith f
oo
t
Tra
pp
ing
What
are
the
rule
s fo
r m
ovem
ent?
Wh
y d
o I
nee
d t
o m
ove?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Ho
w t
o u
se t
he
inst
ep a
nd
the
top
of
foo
t
to k
ick a
bal
l
Ho
w t
o d
rop
the
bal
l an
d w
hic
h p
art
of
the
foo
t is
use
d t
o p
un
t.
Ho
w t
o d
rib
ble
a b
all
wit
h f
oo
t
Ho
w t
o s
top
a b
all
usi
ng t
he
bo
tto
m a
nd
sid
e o
f th
eir
foo
t
Ho
w t
o f
ocus
to r
oll
ob
ject
s
Ho
w t
o w
ork
wit
h o
ther
s in
gam
e an
d
acti
vit
y s
etti
ngs
That
bei
ng h
ealt
hy r
equir
es b
ein
g
ph
ysi
call
y a
cti
ve
That
dif
fere
nt
bo
dy p
arts
have d
iffe
rent
job
s in
dif
fere
nt
mo
vem
ent
skil
ls
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o d
rib
ble
wit
h
thei
r fo
ot
by u
sing a
ser
ies
of
tap
s o
r
push
es.
Exit
sli
p
Kic
kin
g &
Tra
pp
ing
chec
kli
st f
or
pra
ctic
e
I - 34
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Dem
on
stra
te p
rop
er t
echniq
ue f
or
dri
bb
ling a
bal
l w
ith f
oo
t; u
se i
nsi
de
of
foo
t, k
eep
the
bal
l cl
ose
, eyes
up
, usi
ng
app
rop
riat
e sp
eed
/co
ntr
ol
Dem
on
stra
te p
rop
er p
unti
ng t
ech
niq
ue;
dro
pp
ing t
he
bal
l co
rrec
tly,
conta
ctin
g t
he
bal
l w
ith c
orr
ect
par
t o
f fo
ot,
po
inti
ng t
he
toe
do
wn.
Dem
on
stra
te p
rop
er t
echniq
ue w
hen
sto
pp
ing/t
rap
pin
g a
bal
l; u
se t
he
sid
e o
f
foo
t o
r b
ott
om
of
foo
t, g
ive
wit
h t
he
bal
l
to r
educe
bo
unce
off
.
Un
it E
igh
t: R
hy
thm
s
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
S
tan
da
rd 3
: P
arti
cip
ates
reg
ula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
(chic
ken
dan
ce,
ho
key p
okey,
etc.
)
Fo
llo
win
g r
hyth
ms
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Wh
y d
o I
nee
d t
o m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
bea
t
f m
usi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
Ob
serv
atio
n o
f st
ud
ents
per
form
ance
Exit
tic
ket
s
Sel
f and
pee
r as
sess
ments
I - 35
9
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
or
gro
up
Un
it N
ine:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Hula
Ho
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
physi
cal
ben
efi
ts o
f ju
mp
ing r
op
e.
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
lo
ng
and
sho
rt r
op
e;
usi
ng p
rop
er r
op
e tu
rnin
g
tech
niq
ue,
ju
mp
ing i
n r
hyth
m w
ith t
he
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
sta
ckin
g
even
ts.
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
chec
kli
sts
Un
it T
en:
Wo
rk
ing
To
get
her
Tim
elin
e: 3
wee
ks
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
Tea
cher
ob
serv
atio
n o
f
team
wo
rk a
ctiv
itie
s.
I - 36
10
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
y s
etti
ngs.
C
on
cep
ts:
Co
op
erat
ion
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
wo
rkin
g t
oget
her
.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
.
Dem
on
stra
te t
he
abil
ity t
o w
ork
in a
sm
all
gro
up
or
larg
e gro
up
.
Tea
cher
ob
serv
atio
n o
f
resp
onsi
ble
so
cial
beh
avio
r.
Tea
cher
ob
serv
atio
n o
f
stud
ents
hel
pin
g c
lass
mat
es
wh
o a
re s
tru
ggli
ng
Chec
kli
st f
or
team
wo
rk
Co
op
erat
ion c
hec
kli
st
Stu
dent
self
-ass
ess
ment
of
resp
onsi
ble
so
cial
beh
avio
r
Un
it E
lev
en:
Fit
nes
s C
on
cep
ts (
Wa
rm
ing
up
to
CA
TC
H)
(DO
E M
od
el U
nit
3)
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
go
od
fo
r yo
u.
We
nee
d t
o m
ove
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Hea
lth B
ased
:
Nutr
itio
n
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
Wh
y d
o w
e nee
d t
o m
ove?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Fit
ness
co
mp
onen
ts a
nd
wh
ich b
od
y p
arts
are
affe
cted
wh
en p
erfo
rmin
g f
itnes
s
com
po
nent
acti
vit
ies
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
The
bod
y w
ork
s ea
sier
or
har
der
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
chec
kli
sts
3 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 37
11
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
d
epen
din
g o
n t
he
typ
e o
f ac
tiv
ity b
ein
g
per
form
ed.
An
y t
yp
e o
f m
ovem
ent
is c
on
sid
ered
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s in
tegra
l to
lif
etim
e
fitn
ess.
Stu
dents
wil
l b
e ab
le t
o…
Use
act
ivit
ies
that
stu
dents
enjo
y
(act
ivit
ies
wil
l nat
ura
lly i
mp
rove
ind
ivid
ual
fit
nes
s co
mp
onen
ts)
Dem
on
stra
te a
var
iety
of
acti
vit
ies
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Rec
og
niz
e ch
an
ges
that
occ
ur
in t
heir
bo
dy d
ue
to a
ctiv
ity
Pra
ctic
e p
hysi
cal
acti
vit
y a
t ho
me.
Iden
tify
lig
ht,
mo
der
ate,
vig
oro
us
levels
of
inte
nsi
ty i
n p
hysi
cal
acti
vit
y.
Iden
tify
act
ivit
ies
that
use
mu
scula
r
stre
ngth
and
/or
flexib
ilit
y
Un
it T
wel
ve:
Pa
dd
le P
lay
/Ra
cqu
ets
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
Pad
dle
& R
acq
uet
chec
kli
st
for
pra
ctic
e
I - 38
12
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ents
Stu
dents
wil
l k
no
w…
Ho
w t
o m
anip
ula
te a
pad
dle
/rac
quet
to
stri
ke
an o
bje
ct
Ho
w t
o u
se a
pad
dle
/rac
quet
to
str
ike
an
obje
ct t
o a
tar
get
or
ano
ther
per
son.
Ho
w t
o g
rip
a p
add
le/r
acq
uet
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
han
dsh
ake
gri
p
Dem
on
stra
te t
he
abil
ity t
o u
se t
he
pad
dle
to b
alan
ce,
carr
y,
send
, re
ceiv
e, a
nd
mo
ve
obje
cts
Dem
on
stra
te h
ow
to
co
nti
nuo
usl
y s
trik
e
an o
bje
ct
Dem
on
stra
te h
ow
to
str
ike
an o
bje
ct u
sin
g
the
pro
per
gri
p,
pro
per
und
erh
and
sw
ing
(op
po
site
fo
ot
forw
ard
, ho
ld o
bje
ct a
wai
st l
evel
, an
d s
win
g f
orw
ard
to
war
ds
targ
et)
Dem
on
stra
te h
ow
to
str
ike
an o
bje
ct
bo
unce
d
Un
it T
hir
teen
: T
-ba
ll s
kil
ls –
Th
row
ing
, C
atc
hin
g,
Hit
tin
g,
Ba
se r
un
nin
g
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
the
rule
s fo
r m
ovem
ent?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Exit
sli
p
I - 39
13
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ents
Stu
dents
wil
l k
no
w…
Ho
w t
o f
ocus
on c
atchin
g a
n o
bje
ct t
hat
is
hit
Ho
w t
o f
ocus
on t
hro
win
g a
n o
bje
ct t
o t
he
corr
ect
area
.
Ho
w t
o m
anip
ula
te a
bat
to
str
ike
an
obje
ct.
Ho
w t
o g
rip
a b
at
Ho
w t
o s
tand
when s
trik
ing w
ith l
on
g
han
dle
d i
mp
lem
ent
The
loca
tio
n o
f ea
ch b
ase
(fir
st,
seco
nd
,
thir
d,
ho
me)
and
wh
ich d
irec
tio
n t
o m
ove
afte
r st
rikin
g t
he
bal
l.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te t
he
abil
ity t
o s
trik
e a
bal
l o
ff
of
the
tee
usi
ng p
rop
er f
orm
; st
and
wit
h
feet
sho
uld
er w
idth
ap
art,
ho
ld b
at w
ith
two
han
ds,
do
min
ate
han
d o
n t
op
, han
ds
toget
her
, ho
ld b
at o
ver
sho
uld
er,
swin
g
bat
lev
el,
step
fo
rwar
d,
eyes
on t
he
bal
l,
and
turn
hip
s and
sho
uld
ers
Dem
on
stra
te a
n u
nd
erst
and
ing
of
bas
e
run
nin
g c
once
pts
; d
irec
tio
n a
round
bas
es,
kee
pin
g t
he
pro
per
ord
er o
f b
ase
run
ner
s,
mo
vin
g o
nly
to
an e
mp
ty b
ase.
I - 40
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_3
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
What
are
the
rule
s fo
r m
ovem
ent?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to
beh
ave
in t
he
gym
.
I - 41
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: C
oo
per
ati
on
(D
OE
Mo
del
Un
it1)
Tim
elin
e: 6
wee
ks
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ther
e ar
e b
ehav
iora
l ex
pec
tati
ons
in
ph
ysi
call
y a
cti
ve
sett
ing
s.
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety
of
op
po
rtunit
y f
or
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge,
and
/or
self
-
exp
ress
ion.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
beh
avio
ral
exp
ecta
tio
ns
in a
ph
ysi
call
y a
cti
ve
sett
ing?
Wh
y p
arti
cip
ate
in p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
ben
efit
s o
f b
eing a
co
op
erat
ive
per
son (
sense
of
bel
ongin
g,
succ
essf
ull
y
solv
ing a
pro
ble
m,
a se
nse
of
acco
mp
lish
ment)
Ho
w c
oo
per
ativ
e p
eop
le b
ehav
e to
war
ds
each
oth
er
Stu
dents
wil
l b
e ab
le t
o …
Dem
on
stra
te t
he
skil
ls o
f a
coo
per
ativ
e
per
son t
o s
olv
e in
crea
sin
gly
co
mp
lex
pro
ble
ms
Ref
lect
on p
erso
nal
co
op
erat
ion s
kil
ls
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
Big
Id
eas:
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to
fitn
essg
ram
so
ftw
are
to
det
erm
ine
if s
tud
ents
fal
l in
the
hea
lth f
itnes
s zo
ne.
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 42
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Un
it F
ou
r: F
itn
ess
Co
nce
pts
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
go
od
fo
r yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Ess
en
tia
l Q
ues
tio
ns:
What
do
es f
itnes
s m
ean t
o m
e?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Iden
tify
var
ious
Fit
ness
co
nce
pts
(Fle
xib
ilit
y,
Car
dio
vasc
ula
r en
dura
nce
,
Musc
ula
r S
trength
, M
usc
ula
r E
nd
ura
nce
,
and
Agil
ity)
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
tret
chin
g e
xer
cise
s to
tar
get
maj
or
musc
les
gro
up
s
Tea
cher
ob
serv
atio
n o
f
stud
ents
’ sk
ill
gro
wth
.
Chec
kli
sts
Exit
tic
ket
s
Fit
ness
oly
mp
ics
I - 43
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Dem
on
stra
te k
no
wle
dge
and
im
po
rtance
of
aero
bic
act
ivit
ies
Dem
on
stra
te t
he
und
erst
and
ing o
f
mu
scula
r st
ren
gth
and
mu
scu
lar
end
ura
nce
.
Dem
on
stra
te k
no
wle
dge
of
ho
w a
gil
ity i
s
def
ined
.
Dem
on
stra
te k
no
wle
dge
of
bo
dy
com
po
siti
on a
nd
ho
w i
t is
cal
cula
ted
.
Par
tici
pat
e in
a g
oal
set
ting u
sing t
he
info
rmat
ion o
bta
ined
fro
m f
itn
essg
ram
test
ing.
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Un
it F
ive:
CA
TC
Hin
g P
hy
sica
l A
ctiv
ity
(D
OE
Mo
del
Un
it2)
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Mo
vin
g i
s im
po
rtan
t
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
Wh
y i
s m
ov
ing i
mp
ort
ant?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 44
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Six
ty m
inute
s d
aily
of
mo
der
ate
to
vig
oro
us
ph
ysi
cal
acti
vit
y d
aily
is
bes
t.
War
m-u
p a
nd
co
old
ow
n a
re i
mp
ort
ant
com
po
nents
of
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s nec
ess
ary f
or
life
tim
e
fitn
ess
Ph
ysi
cal
acti
vit
y i
s fu
n.
Stu
dents
wil
l b
e ab
le t
o…
Lab
el a
ctiv
itie
s as
rest
, li
ght,
mo
der
ate,
or
vig
oro
us.
Pla
n f
or
a go
al o
f 6
0 m
inute
s o
f M
VP
A
dai
ly.
Cho
ose
ph
ysi
cal
acti
vit
ies
to m
eet
thei
r
go
al
Des
crib
e d
iffe
rent
acti
vit
ies
that
mee
t th
e
nee
d f
or
MV
PA
.
Un
it S
ix:
A L
ifet
ime
of
Ph
ysi
cal
Act
ivit
y –
Vo
lley
bal
l, B
ad
min
ton,
Bas
ket
bal
l, T
ennis
, U
ltim
ate
Fri
sbee
Tim
elin
e: 8
ses
sio
ns
Sta
nd
ard
1:
Dem
on
stra
tes
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
mo
vem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
Ob
serv
atio
n o
f sk
ill
pla
y
Stu
dent
self
and
pee
r
asse
ssm
ent
Tra
nsf
er t
ask
rub
ric
I - 45
6
C
op
yri
gh
t ©
201
2 b
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1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Cat
chin
g
Dri
bb
ling
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith s
ho
rt i
mp
lem
ent
Str
ikin
g w
ith l
on
g i
mp
lem
ent
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
of
per
form
ing v
oll
eyb
all,
bas
ket
bal
l, b
adm
into
n,
tennis
, an
d
ult
imat
e F
risb
ee
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
ed
uca
tio
n
clas
s
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
I - 46
7
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201
2 b
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1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it S
even
: K
ick
ing
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-en
han
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Big
Id
eas:
Dev
elo
pm
ent
of
coo
rdin
ated
seq
uen
tial
mo
vem
ent
can l
ead
to
succ
ess
in d
ynam
ic s
ituat
ion
s.
Bas
ic f
und
am
enta
l m
ovem
ents
in
dynam
ic s
ituat
ions
pro
mo
te a
var
iety
of
spec
iali
zed
sk
ills
.
Mo
vem
ent
kno
wle
dge
and
pra
ctic
e
infl
uence
s d
ecis
ion m
akin
g,
stra
teg
y
and
per
form
ance
.
Skil
led
mo
vem
ent
can l
ead
to
act
ive
par
tici
pat
ion a
nd
enjo
ym
ent
in a
var
iety
of
ph
ysi
cal
acti
vit
ies.
Kno
win
g a
nd
dem
onst
rati
ng h
ealt
h-
enhanci
ng f
itnes
s co
mp
onents
imp
roves
qual
ity o
f li
fe.
Bo
dy a
war
enes
s, s
pat
ial
aw
arenes
s
and
ob
ject
man
ipula
tio
n p
rom
ote
safe
ty.
Go
od
sp
ort
smansh
ip p
rom
ote
s th
e
enjo
ym
ent
of
an a
ctiv
ity,
ben
efi
ts s
elf
and
oth
ers
and
fo
ster
s p
osi
tive
rela
tio
ns.
Co
nce
pts
:
Fit
fo
r li
fe
Tim
ing
Bal
ance
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
seq
uenti
al m
ovem
ents
of
kic
kin
g,
punti
ng,
pas
sing a
nd
dri
bb
ling
?
Wh
y i
s it
nec
essa
ry t
o v
ary t
he
forc
e use
d w
hen
kic
kin
g?
Ho
w c
an k
no
wle
dge
of
bas
ic m
ovem
ents
all
ow
yo
u t
o a
dap
t to
dynam
ic s
ituat
ions?
What
are
so
me
stra
tegie
s use
d t
o k
eep
po
sses
sio
n o
f th
e b
all?
Ho
w c
an k
ickin
g i
n a
dynam
ic s
ituat
ion i
mp
act
the
typ
es
of
stra
tegie
s use
d? (
i.e.
op
en s
pac
e)
What
are
so
me
dif
fere
nt
acti
vit
ies
that
incl
ud
e
kic
kin
g?
Ho
w c
an p
ract
ice
affe
ct
yo
ur
abil
ity t
o k
ick?
What
typ
e o
f kic
kin
g a
ctiv
itie
s co
uld
en
han
ce
yo
ur
fitn
ess
level
s?
Ho
w d
oes
yo
ur
bo
dy r
esp
ond
to
a c
onti
nuo
us
gam
e o
f so
ccer
?
Wh
y i
s it
im
po
rtan
t to
be
aw
are
of
yo
ur
ow
n
self
-sp
ace
and
surr
ou
nd
ings
when
kic
kin
g?
Wh
y i
s it
im
po
rtan
t to
fo
llo
w s
afet
y r
ule
s w
hen
kic
kin
g?
What
are
so
me
char
acte
rist
ics
of
go
od
spo
rtsm
ansh
ip?
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
I - 47
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Fo
ot-
eye
coo
rdin
atio
n
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
cues
fo
r kic
kin
g,
pu
nti
ng,
dri
bb
ling a
nd
trap
pin
g.
The
cues
fo
r p
assi
ng
:
a. N
on-k
ick
ing f
oo
t nex
t to
th
e b
all
b.
Use
the
insi
de
of
the
foo
t
c. F
oll
ow
thro
ug
h (
foo
t to
tar
get
)
d.
Fir
m K
ick
Ho
w t
o t
rap
a b
all
usi
ng t
he
insi
de
of
the
foo
t.
Po
siti
on o
f th
e fo
ot
at p
oin
t o
f co
nta
ct
det
erm
ines
dir
ecti
on o
f th
e kic
k.
Dif
fere
nt
typ
es o
f kic
ks
req
uir
e d
iffe
rent
forc
es
(i.e
. d
ribb
ling=
soft
/lig
ht
kic
k,
go
al k
ick=
har
d
kic
k).
Var
ious
stra
tegie
s use
d i
n k
ick
ing a
ctiv
itie
s.
Stu
dents
wil
l b
e ab
le t
o…
Pas
s to
a m
ovin
g t
arget
and
tra
p a
mo
vin
g
bal
l.
Punt
a b
all
for
dis
tance
.
Use
var
iou
s kic
kin
g s
kil
ls i
n l
ead
-up
acti
vit
ies
and
/or
smal
l-si
ded
/mo
dif
ied
gam
e si
tuat
ion
s.
Use
var
iou
s st
rate
gie
s in
a d
yn
am
ic
situ
ati
on.
Kic
k a
nd
/or
mo
ve
to a
n o
pen
sp
ace.
Un
it E
igh
t: R
hy
thm
s -
Ba
sic R
hy
thm
s, L
ine
Da
nce
, G
rou
p D
an
ce
Tim
elin
e: 5
ses
sio
ns
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ph
ysi
cal
acti
vit
y i
s fu
n.
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Wh
y d
o I
nee
d t
o m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Ob
serv
atio
n o
f ta
sk
per
form
ance
Sel
f and
pee
r ev
aluat
ions
Tra
nsf
er/p
erfo
rman
ce t
ask
chec
kli
sts
I - 48
9
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
Fo
llo
win
g r
hyth
ms
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
bea
t
f m
usi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
or
gro
up
Un
it N
ine:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 4
ses
sio
ns
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Hula
Ho
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
physi
cal
ben
efi
ts o
f ju
mp
ing r
op
e.
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
lo
ng
and
sho
rt r
op
e;
usi
ng p
rop
er r
op
e tu
rnin
g
tech
niq
ue,
ju
mp
ing i
n r
hyth
m w
ith t
he
Ob
serv
atio
n o
f ta
sk
per
form
ance
Sel
f and
pee
r ev
aluat
ions
Tra
nsf
er/p
erfo
rman
ce t
ask
chec
kli
sts
I - 49
10
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
sta
ckin
g
even
ts.
Un
it T
en:
Lea
d
up
ga
mes
- F
lag
Foo
tba
ll,
So
ccer
, F
loo
r H
ock
ey
Tim
elin
e: 1
0 s
essi
on
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Dri
bb
ling
Thro
win
g
Cat
chin
g
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ent
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
mo
vem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Lea
rn t
he
bas
ic r
ule
s o
f fl
ag f
oo
tbal
l,
socc
er,
and
flo
or
ho
ckey
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Ob
serv
atio
n o
f ta
sk
per
form
ance
Sel
f and
pee
r ev
aluat
ions
Tra
nsf
er/p
erfo
rman
ce t
ask
chec
kli
sts
I - 50
11
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
ed
uca
tio
n
clas
s
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
I - 51
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_4
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
What
are
the
rule
s fo
r m
ovem
ent?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n
a gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s (l
ow
, m
ediu
m,
hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
right,
left
, up
,
do
wn),
and
dif
fere
nt
pat
hw
ays
(str
aigh
t,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to
beh
ave
in t
he
gym
I - 52
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: C
oo
per
ati
on
(D
OE
Mo
del
Un
it1)
Tim
elin
e: 4
wee
ks
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ther
e ar
e b
ehav
iora
l ex
pec
tati
ons
in
ph
ysi
call
y a
cti
ve
sett
ing
s.
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
y f
or
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge,
and
/or
self
-
exp
ress
ion.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
beh
avio
ral
exp
ecta
tio
ns
in a
ph
ysi
call
y a
cti
ve
sett
ing?
Wh
y p
arti
cip
ate
in p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
ben
efit
s o
f b
eing a
co
op
erat
ive
per
son (
sense
of
bel
ongin
g,
succ
ess
full
y s
olv
ing a
pro
ble
m,
a se
nse
of
acco
mp
lish
men
t)
Ho
w c
oo
per
ativ
e p
eop
le b
ehav
e
tow
ard
s ea
ch o
ther
Stu
dents
wil
l b
e ab
le t
o …
Dem
on
stra
te t
he
skil
ls o
f a
coo
per
ativ
e
per
son t
o s
olv
e in
crea
sin
gly
co
mp
lex
pro
ble
ms
Ref
lect
on p
erso
nal
co
op
erat
ion s
kil
ls
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
Big
Id
eas:
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
:
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to f
itness
gra
m s
oft
war
e to
det
erm
ine
if s
tud
ents
fal
l
in t
he
hea
lth f
itnes
s zo
ne.
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 53
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
thro
ugh p
hysi
cal
acti
vit
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Un
it F
ou
r: F
itn
ess
Co
nce
pts
Tim
elin
e:
3 w
eek
s
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
go
od
fo
r yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Musc
ula
r sy
stem
Ess
en
tia
l Q
ues
tio
ns:
What
do
es f
itnes
s m
ean t
o m
e?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Iden
tify
var
ious
Fit
ness
co
nce
pts
(Fle
xib
ilit
y,
Car
dio
vasc
ula
r en
dura
nce
,
Musc
ula
r S
trength
, M
usc
ula
r
End
ura
nce
, and
Agil
ity)
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
tret
chin
g e
xer
cise
s to
targ
et m
ajo
r m
usc
les
gro
up
s
Ob
serv
atio
n o
f st
ud
ents
per
form
ance
Chec
kli
sts
Exit
tic
ket
s
Sel
f and
pee
r as
sess
ment
I - 54
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Car
dio
-res
pir
ato
ry s
yst
em
Dem
on
stra
te k
no
wle
dge
and
imp
ort
ance
of
aero
bic
act
ivit
ies
Dem
on
stra
te t
he
und
erst
and
ing o
f
mu
scula
r st
ren
gth
and
mu
scu
lar
end
ura
nce
.
Dem
on
stra
te k
no
wle
dge
of
ho
w a
gil
ity
is d
efin
ed.
Dem
on
stra
te k
no
wle
dge
of
bo
dy
com
po
siti
on a
nd
ho
w i
t is
cal
cula
ted
.
Par
tici
pat
e in
a g
oal
set
ting u
sing t
he
info
rmat
ion o
bta
ined
fro
m f
itn
ess
gra
m
test
ing.
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Un
it F
ive:
CA
TC
Hin
g P
hy
sica
l A
ctiv
ity
(D
OE
Mo
del
Unit
2)
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s co
mp
ete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egu
larl
y i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Mo
vin
g i
s im
po
rtan
t
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
Wh
y i
s m
ov
ing i
mp
ort
ant?
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
What
is
fitn
ess
?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 55
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Stu
dents
wil
l k
no
w…
Six
ty m
inute
s d
aily
of
mo
der
ate
to
vig
oro
us
ph
ysi
cal
acti
vit
y d
aily
is
bes
t.
War
m-u
p a
nd
co
ol
do
wn a
re i
mp
ort
ant
com
po
nents
of
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s nec
ess
ary f
or
life
tim
e fi
tnes
s
Ph
ysi
cal
acti
vit
y i
s fu
n.
Stu
dents
wil
l b
e ab
le t
o…
Lab
el a
ctiv
itie
s as
rest
, li
ght,
mo
der
ate,
or
vig
oro
us.
Pla
n f
or
a go
al o
f 6
0 m
inute
s o
f M
VP
A
dai
ly.
Cho
ose
ph
ysi
cal
acti
vit
ies
to m
eet
thei
r
go
al
Des
crib
e d
iffe
rent
acti
vit
ies
that
mee
t
the
nee
d f
or
MV
PA
.
Un
it S
ix:
Th
e M
od
ern
an
d A
nci
ent
Oly
mp
ics
Inte
rdis
cip
linar
y U
nit
wit
h E
LA
Tim
elin
e: 3
wee
ks
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
4:
Achie
ves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
ies
for
enjo
ym
ent
and
so
cial
inte
ract
ion.
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng h
ealt
hy.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w..
.
The
Oly
mp
ics
are
a ce
leb
rati
on o
f
athle
tici
sm a
nd
exce
llen
ce –
com
pet
itio
n i
s se
cond
ary
Ob
serv
atio
n o
f st
ud
ent
per
form
ance
Chec
kli
sts
Rub
rics
fo
r ev
ent
pla
y
Sel
f and
pee
r as
sess
ment
I - 56
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Skil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Ru
nnin
g
Jum
pin
g
Wre
stli
ng
Ph
ysi
cal
fitn
ess
contr
ibu
tes
to h
ealt
h
Ph
ysi
cal
acti
vit
y i
s fu
n
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e in
a s
am
pli
ng o
f O
lym
pic
even
ts –
run
nin
g,
spri
nti
ng,
jum
pin
g,
dis
cus
and
jav
elin
thro
ws
Des
ign s
ever
al n
ew
events
an
d c
ond
uct
a m
od
ern O
lym
pic
s fo
r th
e sc
ho
ol
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy
bo
dy a
nd
ho
w a
hea
lth
y b
od
y
contr
ibute
s to
exce
llen
ce i
n a
thle
tici
sm
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
fro
m t
he
earl
y O
lym
pic
s
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng
clas
s
Un
it S
even
: A
Lif
etim
e o
f P
hy
sica
l A
ctiv
ity
– V
oll
eyb
all,
Bad
min
ton,
Bas
ket
bal
l, T
ennis
, U
ltim
ate
Fri
sbee
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s co
mp
ete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
:
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
mo
vem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Ob
serv
atio
n o
f st
ud
ent
per
form
ance
Chec
kli
sts
Rub
rics
fo
r ev
ent
pla
y
Sel
f and
pee
r as
sess
ment
I - 57
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Dri
bb
ling
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith s
ho
rt i
mp
lem
ent
Str
ikin
g w
ith l
on
g i
mp
lem
ent
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f
ph
ysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
of
per
form
ing v
oll
eyb
all,
bas
ket
bal
l, b
adm
into
n,
tennis
, an
d
ult
imat
e F
risb
ee
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy
bo
dy
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at s
cho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng
clas
s
I - 58
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it E
igh
t: K
ick
ing
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s co
mp
ete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Big
Id
eas:
Dev
elo
pm
ent
of
coo
rdin
ated
seq
uen
tial
mo
vem
ent
can l
ead
to
succ
ess
in
dynam
ic s
ituat
ions.
Bas
ic f
und
am
enta
l m
ovem
ents
in
dynam
ic s
ituat
ions
pro
mo
te a
var
iety
of
spec
iali
zed
skil
ls.
Mo
vem
ent
kno
wle
dge
and
pra
ctic
e
infl
uence
s d
ecis
ion m
akin
g,
stra
teg
y
and
per
form
ance
.
Skil
led
mo
vem
ent
can l
ead
to
act
ive
par
tici
pat
ion a
nd
enjo
ym
ent
in a
var
iety
of
ph
ysi
cal
acti
vit
ies.
Kno
win
g a
nd
dem
onst
rati
ng h
ealt
h-
enhanci
ng f
itnes
s co
mp
onents
imp
roves
qual
ity o
f li
fe.
Bo
dy a
war
enes
s, s
pat
ial
aw
arenes
s an
d
obje
ct m
anip
ula
tio
n p
rom
ote
saf
ety.
Go
od
sp
ort
smansh
ip p
rom
ote
s th
e
enjo
ym
ent
of
an a
ctiv
ity,
ben
efi
ts s
elf
and
oth
ers
and
fo
ster
s p
osi
tive
rela
tio
ns.
Co
nce
pts
:
Fit
fo
r li
fe
Tim
ing
Bal
ance
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
seq
uenti
al m
ovem
ents
of
kic
kin
g,
pu
nti
ng,
pas
sin
g a
nd
dri
bb
ling?
Wh
y i
s it
nec
essa
ry t
o v
ary t
he
forc
e use
d
wh
en k
ickin
g?
Ho
w c
an k
no
wle
dge
of
bas
ic m
ovem
ents
allo
w y
ou t
o a
dap
t to
dynam
ic s
ituat
ions?
What
are
so
me
stra
tegie
s use
d t
o k
eep
po
sses
sio
n o
f th
e b
all?
Ho
w c
an k
ickin
g i
n a
dynam
ic s
ituat
ion
imp
act
the
typ
es o
f st
rate
gie
s use
d? (
i.e.
op
en
spac
e)
What
are
so
me
dif
fere
nt
acti
vit
ies
that
incl
ud
e kic
kin
g?
Ho
w c
an p
ract
ice
affe
ct
yo
ur
abil
ity t
o k
ick?
What
typ
e o
f kic
kin
g a
ctiv
itie
s co
uld
enhance
yo
ur
fitn
ess
level
s?
Ho
w d
oes
yo
ur
bo
dy r
esp
ond
to
a c
onti
nuo
us
gam
e o
f so
ccer
?
Wh
y i
s it
im
po
rtan
t to
be
aw
are
of
yo
ur
ow
n
self
-sp
ace
and
surr
ou
nd
ings
when
kic
kin
g?
Wh
y i
s it
im
po
rtan
t to
fo
llo
w s
afet
y r
ule
s
wh
en k
ickin
g?
What
are
so
me
char
acte
rist
ics
of
go
od
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
I - 59
9
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gh
t ©
201
2 b
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Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Fo
ot-
eye
coo
rdin
atio
n
spo
rtsm
ansh
ip?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
cues
fo
r kic
kin
g,
pu
nti
ng,
dri
bb
ling a
nd
trap
pin
g.
The
cues
fo
r p
assi
ng
:
a. N
on-k
ick
ing f
oo
t nex
t to
th
e b
all
b.
Use
the
insi
de
of
the
foo
t
c. F
oll
ow
thro
ug
h (
foo
t to
tar
get
)
d.
Fir
m K
ick
Ho
w t
o t
rap
a b
all
usi
ng t
he
insi
de
of
the
foo
t.
Po
siti
on o
f th
e fo
ot
at p
oin
t o
f co
nta
ct
det
erm
ines
dir
ecti
on o
f th
e kic
k.
Dif
fere
nt
typ
es o
f kic
ks
req
uir
e d
iffe
rent
forc
es (
i.e.
dri
bb
ling=
soft
/lig
ht
kic
k,
go
al
kic
k=
har
d k
ick).
Var
ious
stra
tegie
s use
d i
n k
ick
ing a
ctiv
itie
s.
Stu
dents
wil
l b
e ab
le t
o…
Pas
s to
a m
ovin
g t
arget
and
tra
p a
mo
vin
g b
all.
Punt
a b
all
for
dis
tance
.
Use
var
iou
s kic
kin
g s
kil
ls i
n l
ead
-up
acti
vit
ies
and
/or
smal
l-si
ded
/mo
dif
ied
gam
e si
tuat
ion
s.
Use
var
iou
s st
rate
gie
s in
a d
yn
am
ic
situ
ati
on.
Kic
k a
nd
/or
mo
ve
to a
n o
pen
sp
ace.
Un
it N
ine:
Rh
yth
ms-
Ba
sic
Rh
yth
ms,
Lin
e D
an
ce,
Gro
up
Da
nce
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
on
stra
tes
com
pete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Wh
y d
o I
nee
d t
o m
ove?
Ob
serv
atio
n o
f st
ud
ent
per
form
ance
Chec
kli
sts
I - 60
10
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op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
Fo
llo
win
g r
hyth
ms
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
bea
t f
musi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
toget
her
wit
h a
par
tner
or
gro
up
Rub
rics
fo
r rh
yth
m/t
yp
e
of
dan
ce
Sel
f and
pee
r as
sess
ment
Un
it T
en:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 2
wee
k
S
tan
da
rd 1
: D
em
on
stra
tes
co
mp
etency
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Hula
Ho
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
physi
cal
ben
efi
ts o
f ju
mp
ing r
op
e.
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
Ob
serv
atio
n o
f st
ud
ent
per
form
ance
Chec
kli
sts
Rub
rics
fo
r gam
e p
lay
Sel
f and
pee
r as
sess
ment
I - 61
11
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yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
long a
nd
sho
rt r
op
e;
usi
ng p
rop
er r
op
e
turn
ing t
ech
niq
ue,
ju
mp
ing i
n r
hyth
m
wit
h t
he
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
sta
ckin
g
even
ts
Un
it E
lev
en:
Lea
d
up
ga
mes
- F
lag
Foo
tba
ll,
So
ccer
, F
loo
r H
ock
ey
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
on
stra
tes
com
pete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Dri
bb
ling
Thro
win
g
Cat
chin
g
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ent
Ess
en
tia
l Q
ues
tio
ns:
H
ow
do
es m
ovem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f
ph
ysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Lea
rn t
he
bas
ic r
ule
s o
f fl
ag f
oo
tbal
l,
socc
er,
and
flo
or
ho
ckey
Ob
serv
atio
n o
f st
ud
ent
per
form
ance
Chec
kli
sts
Rub
rics
fo
r gam
e p
lay
Sel
f and
pee
r as
sess
ment
I - 62
12
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy
bo
dy
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at s
cho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng
clas
s
I - 63
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_5
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e w
ays
to b
ehav
e in
ph
ysi
cal
acti
vit
y s
etti
ngs.
Ther
e ar
e d
iffe
ren
t ru
les
for
dif
fere
nt
mo
vem
ents
.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to b
ehav
e in
ph
ysi
cal
acti
vit
y?
What
are
the
rule
s fo
r m
ovem
ent?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
Ob
serv
atio
n
Stu
dents
echo
the
ways
to b
ehav
e in
the
gy
m.
I - 64
2
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: C
oo
per
ati
on
(D
OE
Mo
del
Un
it1)
Tim
elin
e: 6
wee
ks
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ther
e ar
e b
ehav
iora
l ex
pec
tati
ons
in
ph
ysi
call
y a
cti
ve
sett
ing
s.
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
y f
or
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge,
and
/or
self
-
exp
ress
ion.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
beh
avio
ral
exp
ecta
tio
ns
in a
ph
ysi
call
y a
cti
ve
sett
ing?
Wh
y p
arti
cip
ate
in p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
ben
efit
s o
f b
eing a
co
op
erat
ive
per
son (
sense
of
bel
ongin
g,
succ
essf
ull
y
solv
ing a
pro
ble
m,
a se
nse
of
acco
mp
lish
ment)
Ho
w c
oo
per
ativ
e p
eop
le b
ehav
e to
war
ds
each
oth
er
Stu
dents
wil
l b
e ab
le t
o …
Dem
on
stra
te t
he
skil
ls o
f a
coo
per
ativ
e
per
son t
o s
olv
e in
crea
sin
gly
co
mp
lex
pro
ble
ms
Ref
lect
on p
erso
nal
co
op
erat
ion s
kil
ls
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
Big
Id
eas:
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s p
hysi
cal
fitn
ess
go
od
fo
r yo
u?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Tea
cher
ob
serv
atio
n
Sco
res
wil
l b
e in
ente
red
to f
itness
gra
m s
oft
war
e
to d
eter
min
e if
stu
den
ts
fall
in t
he
hea
lth f
itness
zone.
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 65
3
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
o
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
o
Fit
ness
is
a p
erso
nal
cho
ice
o
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
o
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
o
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
o
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Un
it F
ou
r: F
itn
ess
Co
nce
pts
Tim
elin
e:
2 w
eek
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
go
od
fo
r yo
u.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Ess
en
tia
l Q
ues
tio
ns:
What
do
es f
itnes
s m
ean t
o m
e?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Iden
tify
var
ious
Fit
ness
co
nce
pts
(Fle
xib
ilit
y,
Car
dio
vasc
ula
r en
dura
nce
,
Musc
ula
r S
trength
, M
usc
ula
r E
nd
ura
nce
,
and
Agil
ity)
Fit
ness
act
ivit
ies
can b
e fu
n
Ho
w f
itnes
s co
mp
onen
ts p
rom
ote
a
hea
lth
y l
ifest
yle
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
tret
chin
g e
xer
cise
s to
targ
et m
ajo
r m
usc
les
gro
up
s
Dem
on
stra
te k
no
wle
dge
and
im
po
rtance
Tea
cher
ob
serv
atio
n o
f
stud
ents
Chec
kli
sts
Rub
rics
fo
r fi
tnes
s
conce
pts
Sel
f and
pee
r as
sess
ment
I - 66
4
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
of
aero
bic
act
ivit
ies
Dem
on
stra
te t
he
und
erst
and
ing o
f
mu
scula
r st
ren
gth
and
mu
scu
lar
end
ura
nce
.
Dem
on
stra
te k
no
wle
dge
of
ho
w a
gil
ity i
s
def
ined
.
Dem
on
stra
te k
no
wle
dge
of
bo
dy
com
po
siti
on a
nd
ho
w i
t is
cal
cula
ted
.
Par
tici
pat
e in
a g
oal
set
ting u
sing t
he
info
rmat
ion o
bta
ined
fro
m f
itn
essg
ram
test
ing.
Par
tici
pat
e in
cla
ss d
iscuss
ion t
hat
wil
l
cente
r ar
ound
ho
w f
itnes
s co
mp
onen
ts
pro
mo
te a
hea
lth
y l
ifes
tyle
Un
it F
ive:
CA
TC
Hin
g P
hy
sica
l A
ctiv
ity
(D
OE
Mo
del
Unit
2)
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a
var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egu
larl
y i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Mo
vin
g i
s im
po
rtan
t
Ph
ysi
cal
fitn
ess
is g
oo
d f
or
yo
u.
Co
nce
pts
: F
itness
Musc
ula
r E
nd
ura
nce
Car
dio
vas
cula
r E
nd
ura
nce
Fle
xib
ilit
y
Agil
ity
Musc
ula
r S
trength
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
What
are
ph
ysi
cal
acti
vit
ies?
Wh
y i
s m
ov
ing i
mp
ort
ant?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Six
ty m
inute
s d
aily
of
mo
der
ate
to
vig
oro
us
ph
ysi
cal
acti
vit
y d
aily
is
bes
t.
War
m-u
p a
nd
co
old
ow
n a
re i
mp
ort
ant
com
po
nents
of
ph
ysi
cal
acti
vit
y
Ph
ysi
cal
acti
vit
y i
s nec
ess
ary f
or
life
tim
e
fitn
ess
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 67
5
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Bo
dy C
om
po
siti
on
Go
al S
etti
ng
Hea
lth B
ased
Hea
rt R
ate:
act
ive/
rest
ing/t
arg
et
Skel
etal
syst
em
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Ph
ysi
cal
acti
vit
y i
s fu
n.
Stu
dents
wil
l b
e ab
le t
o…
Lab
el a
ctiv
itie
s as
rest
, li
ght,
mo
der
ate,
or
vig
oro
us.
Pla
n f
or
a go
al o
f 6
0 m
inute
s o
f M
VP
A
dai
ly.
Cho
ose
ph
ysi
cal
acti
vit
ies
to m
eet
thei
r
go
al
Des
crib
e d
iffe
rent
acti
vit
ies
that
mee
t th
e
nee
d f
or
MV
PA
.
Un
it S
ix:
A L
ifet
ime
of
Ph
ysi
cal
Act
ivit
y –
Vo
lley
bal
l, B
ad
min
ton,
Bas
ket
bal
l, T
ennis
, U
ltim
ate
Fri
sbee
Tim
elin
e: 3
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s co
mp
ete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
an
ce
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Cat
chin
g
Dri
bb
ling
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith s
ho
rt i
mp
lem
ent
Str
ikin
g w
ith l
on
g i
mp
lem
ent
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
mo
vem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
of
per
form
ing v
oll
eyb
all,
bas
ket
bal
l, b
adm
into
n,
tennis
, an
d
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Chec
kli
sts
Rub
ric
for
team
pla
y
I - 68
6
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
ult
imat
e F
risb
ee
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
Un
it S
even
: W
alk
ing
fo
r a
Lif
etim
e F
itn
ess
(D
OE
Mo
del
Un
it3 –
Ad
ap
ted
fo
r 3
-5 G
rad
e C
lust
er)
Tim
elin
e: 4
wee
ks
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n o
pp
ort
unit
y
for
enjo
ym
ent,
hea
lth,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion.
Mo
vin
g i
s im
po
rtan
t.
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng
hea
lth
y.
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Ho
mew
ork
Wo
rksh
eets
3 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 69
7
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: F
itness
Car
dio
vas
cula
r en
dura
nce
Musc
ula
r en
dura
nce
Stu
den
ts w
ill
kno
w…
o
Pro
per
str
etch
ing f
or
wal
kin
g
o
The
hea
lth
-rel
ated
co
mp
onen
ts o
f
fitn
ess
spec
ific
ally
rel
ated
to
wal
kin
g
o
Ho
w t
o u
se a
ped
om
eter
o
Ho
w m
any s
tep
s th
ey n
eed
to
tak
e
dai
ly t
o m
ainta
in f
itness
level
s
o
The
hea
lth a
nd
so
cial
ben
efit
s o
f
wal
kin
g
Stu
dents
wil
l b
e ab
le t
o…
o
Use
a p
edo
met
er c
orr
ectl
y i
ncl
ud
ing
read
ing a
nd
rec
ord
ing d
ata
o
Exp
lain
wh
y w
alk
ing i
s an i
mp
ort
ant
life
tim
e ac
tivit
y
o
Pla
n a
wal
kin
g r
oute
bas
ed o
n t
hei
r
per
sonal
env
iro
nm
ent
and
ste
p n
eed
s
Un
it E
igh
t: R
hy
thm
s -
Ba
sic R
hy
thm
s, L
ine
Da
nce
, G
rou
p D
an
ce
Tim
elin
e: 2
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s co
mp
ete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
We
nee
d t
o m
ove
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: R
hyth
m
Co
mm
and
Dan
ces
Fo
llo
win
g r
hyth
ms
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Wh
y d
o I
nee
d t
o m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
That
wo
rds
and
mo
vem
ent
go
to
get
her
That
mo
vem
ent
can b
e fu
n
Ho
w t
o r
eco
gniz
e a
bea
t
The
rule
s fo
r o
rgan
ized
dan
ce.
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te a
bil
ity t
o m
ove
wit
h t
he
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Chec
kli
sts
Rub
rics
fo
r d
ance
typ
e
I - 70
8
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
bea
t f
musi
c
Dem
on
stra
te t
he
abil
ity t
o f
oll
ow
a
seq
uen
ce o
f m
ovem
ents
to
rh
yth
m o
r
wo
rds
of
song
Dem
on
stra
te t
he
abil
ity t
o w
ork
to
get
her
wit
h a
par
tner
or
gro
up
Un
it N
ine:
Sp
ecia
lize
d S
kil
ls -
Ju
mp
ing
Ro
pe,
Cu
p S
tack
ing
, H
ula
Ho
pin
g
Tim
elin
e: 2
wee
ks
S
tan
da
rd 1
: D
emo
nst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a
var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls.
Ph
ysi
cal
acti
vit
y i
s fu
n.
Co
nce
pts
: S
pec
iali
zed
Skil
ls
Cup
sta
ckin
g
Ro
pe
Jum
pin
g
Hula
Ho
pin
g
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
ways
to m
ove?
Ho
w c
an I
hav
e fu
n m
ovin
g?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
o
The
physi
cal
ben
efi
ts o
f ju
mp
ing
rop
e.
o
The
physi
cal
ben
efi
ts o
f hula
ho
pin
g
o
The
physi
cal
ben
efi
ts o
f cup
sta
ckin
g
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te h
ow
to
pro
per
ly j
um
p a
long a
nd
sho
rt r
op
e;
usi
ng p
rop
er
rop
e tu
rnin
g t
ech
niq
ue,
ju
mp
ing i
n
rhyth
m w
ith t
he
rop
e
Dem
on
stra
te h
ow
to
hula
ho
op
aro
und
var
ies
bo
dy p
arts
Dem
on
stra
te p
rop
er c
up
sta
ckin
g
tech
niq
ue
and
co
mp
ete
in c
up
stac
kin
g e
vents
.
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Chec
kli
sts
Rub
rics
fo
r gam
e p
lay
Sel
f and
pee
r as
sess
ment
I - 71
9
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
en:
Lea
d
up
ga
mes
- F
lag
Foo
tba
ll,
So
ccer
, F
loo
r H
ock
ey
Tim
elin
e: 4
wee
ks
S
tan
da
rd 1
: D
emo
nst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a
var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Rule
s fo
r m
ovem
ent
dep
end
on t
he
situ
ati
on.
Mo
vin
g i
s im
po
rtan
t.
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Dri
bb
ling
Thro
win
g
Cat
chin
g
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ent
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
mo
vem
ent
rela
te t
o t
he
gam
es
I
pla
y?
Ho
w a
re m
ovem
ent
rule
s ap
pli
ed i
n d
iffe
rent
situ
ati
ons?
Wh
y i
s m
ovem
ent
imp
ort
ant?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Lea
rn t
he
bas
ic r
ule
s o
f fl
ag f
oo
tbal
l,
socc
er,
and
flo
or
ho
ckey
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Tra
nsf
er T
ask
Tea
cher
ob
serv
atio
n
Ora
l d
iscu
ssio
ns
Chec
kli
sts
Sel
f and
pee
r as
sess
ment
I - 72
10
C
op
yri
gh
t ©
201
2 b
y
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
I - 73
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_6
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
co
me
to P
hy
sica
l E
du
cati
on
Tim
elin
e :
1 w
eek
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Big
Id
eas:
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hy
sica
l
acti
vit
y s
etti
ngs
Mo
vem
ent
conce
pt,
pri
nci
ple
s,
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
sett
ings?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n
a gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s (l
ow
, m
ediu
m,
hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
right,
left
, up
,
do
wn),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Ob
serv
atio
n o
f st
ud
ents
Chec
kli
sts
Sel
f and
pee
r as
sess
ment
Ho
mew
ork
I - 74
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: F
itn
ess
Gra
m
Tim
elin
e: 2
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
ess
enti
al t
o h
ealt
h
thro
ugho
ut
a li
feti
me
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety
of
op
po
rtunit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
-
exp
ress
ion
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
my h
ealt
h b
enef
it f
rom
bei
ng
ph
ysi
call
y f
it?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Un
it T
hre
e:
Str
etc
hin
g M
yse
lf w
ith
CA
TC
H (
DO
E M
od
el U
nit
1)
Tim
elin
e:
2 w
eek
s
Sta
nd
ard
1:
Dem
on
stra
tes
com
pete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
4:
Achie
ves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
Big
Id
eas:
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e.
Co
nce
pts
: F
it f
or
life
.
Ess
en
tia
l Q
ues
tio
ns:
Wh
y i
s it
im
po
rtan
t to
be
ph
ysi
call
y a
ctiv
e?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Thir
ty-s
ixty
min
ute
s o
f
Per
form
ance
Tas
k
Rub
rics
Tw
o-d
ay l
og o
f ac
tivit
ies
Sel
f-as
sess
men
t/re
flec
tio
n
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 75
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
modera
te t
o v
igoro
us
physic
al activity (
MVPA)
daily is n
eeded f
or
childhood
fitn
ess.
That
the d
ura
tion a
nd
inte
nsity o
f activitie
s
dete
rmin
e r
easonable
aero
bic
activity.
Exte
nded inactivity is
inappro
pri
ate
for
childre
n.
A v
ari
ety
of activitie
s fro
m
the A
ctivity P
yra
mid
are
recom
mended for
childre
n.
Ten-
to fifte
en-m
inute
peri
ods o
f M
VPA s
hould
be
inte
gra
ted into
the d
ay.
Physic
al activity s
hould
be
age a
nd d
evelo
pm
enta
lly
appro
pri
ate
. S
tud
ents
wil
l b
e ab
le t
o…
Diffe
rentiate
inte
nsity o
f
activitie
s.
Use A
ctivitygra
m f
or
pla
nnin
g d
aily a
ctivitie
s.
Identify
lig
ht,
modera
te,
and
vig
oro
us p
hysic
al activitie
s.
Choose a
ge-a
ppro
pri
ate
and
develo
pm
enta
lly a
ppro
pri
ate
activitie
s.
I - 76
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it F
ou
r: F
itn
ess
Co
mp
on
en
t -
Mu
scu
lar
En
du
ran
ce,
Mu
scu
lar
Str
eng
th
Tim
elin
e: 8
ses
sio
ns
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n
op
port
unit
y f
or
enjo
ym
ent,
heal
th,
chal
lenge,
self
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng h
ealt
h
Co
nce
pts
: F
itness
Car
dio
res
pir
ato
ry e
nd
ura
nce
Go
al S
etti
ng
Hea
lth
-Bas
ed
Hea
rt r
ate:
act
ive/
rest
ing/t
arget
Skel
etal
syst
em
Musc
ula
r sy
stem
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e i
n p
hysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Ho
w t
o i
ncr
ease
the
hea
lth
-rel
ated
fitn
ess
com
po
nent
of
mu
scu
lar
stre
ngth
Ho
w t
o i
ncr
ease
the
hea
lth-r
elat
ed
fitn
ess
com
po
nent
of
mu
scu
lar
end
ura
nce
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
mai
nta
inin
g m
usc
ula
r st
ren
gth
and
end
ura
nce
Ho
w i
mp
rovin
g o
r m
ainta
inin
g
mu
scula
r st
ren
gth
and
end
ura
nce
ben
efit
s th
eir
skel
eta
l an
d m
usc
ula
r
syst
em
.
Stu
dents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f eq
uip
men
t to
incr
ease
or
mai
nta
in m
usc
ula
r st
ren
gth
and
end
ura
nce
Exp
lain
wh
y m
usc
ula
r st
reng
th a
nd
end
ura
nce
is
imp
ort
ant
thro
ug
ho
ut
thei
r
life
tim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
.
I - 77
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it F
ive F
itn
ess
Co
mp
on
en
t -
Fle
xib
ilit
y
Tim
elin
e: 6
ses
sio
ns
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n
op
port
unit
y f
or
enjo
ym
ent,
heal
th,
chal
lenge,
self
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng h
ealt
h
Co
nce
pts
: F
itness
Fle
xib
ilit
y
Go
al S
etti
ng
Hea
lth
-Bas
ed
Skel
etal
syst
em
Musc
ula
r sy
stem
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my
bo
dy?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Ho
w t
o i
ncr
ease
the
hea
lth
-rel
ated
fitn
ess
com
po
nent
of
flex
ibil
ity
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
mai
nta
inin
g f
lexib
ilit
y.
Ho
w i
mp
rovin
g o
r m
ainta
inin
g
flexib
ilit
y t
hei
r sk
elet
al
and
musc
ula
r
syst
em
.
Stu
dents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f st
retc
hin
g t
echniq
ues
to
imp
rove
or
mai
nta
in f
lexib
ilit
y.
Exp
lain
wh
y f
lexib
ilit
y i
s im
po
rtan
t
thro
ugho
ut
their
lif
etim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
.
Un
it S
ix:
A L
ifet
ime
of
Fit
nes
s -
Ind
ivid
ua
l/P
art
ner
Sp
orts
: U
ltim
ate
Fri
sbee
, B
ad
min
ton
, P
ing
Po
ng
, H
an
db
all
Tim
elin
e: 6
ses
sio
ns
Sta
nd
ard
1:
Dem
on
stra
tes
com
pete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Mo
vem
ent
conce
pts
, p
rincip
les,
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
I - 78
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f
ph
ysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
ult
imat
e F
risb
ee,
bad
min
ton,
pin
g p
on
g,
and
han
db
all.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy
bo
dy
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at s
cho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
I - 79
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng
clas
s
Un
it S
even
: A
Lif
etim
e o
f F
itn
ess
- G
rou
p S
po
rts
Sk
ills
: S
occ
er,
Fla
g F
oo
tba
ll, B
ask
etb
all
, F
loo
r H
ock
ey,
Vo
lley
ba
ll
Tim
elin
e: 8
ses
sio
ns
Sta
nd
ard
1:
Dem
on
stra
tes
com
pete
ncy
in m
oto
r sk
ills
and
mo
vem
ent
pat
tern
s
nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they
app
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Mo
vem
ent
conce
pts
, p
rincip
les,
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Dri
bb
ling
Cat
chin
g
Thro
win
g
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith l
on
g
hand
led
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f
ph
ysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
socc
er,
flag
fo
otb
all,
bas
ket
bal
l, f
loo
r
ho
ckey,
and
vo
lleyb
all
.
Und
erst
and
the
conce
pt
that
in g
roup
spo
rts
ther
e ar
e an
off
ense
and
def
ense
;
that
off
ense
is
po
ssen
sio
n o
f th
e b
all
I - 80
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Enjo
ym
ent
and
try
ing t
o s
kil
l and
def
ense
is
tryin
g
to p
reven
t sc
ori
ng
Po
siti
ons
rela
ted
to
eac
h i
nd
ivid
ual
spo
rt.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy
bo
dy
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at s
cho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng
clas
s
I - 81
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_7
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Big
Id
eas:
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hy
sica
l
acti
vit
y s
etti
ngs
Mo
vem
ent
conce
pt,
pri
nci
ple
s,
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
sett
ings?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r an
alysi
s
Chec
kli
sts
Ho
mew
ork
I - 82
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: C
oo
per
ati
on
(D
OE
Mo
del
Un
it1 –
wil
l b
e a
da
pte
d f
or
Mid
dle
Sch
oo
l)
Tim
elin
e: 2
wee
ks
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hy
sica
l
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety
of
op
po
rtunit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
-
exp
ress
ion.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
ben
efit
s o
f b
eing a
co
op
erat
ive
per
son (
sense
of
bel
ongin
g,
succ
essf
ull
y
solv
ing a
pro
ble
m,
a se
nse
of
acco
mp
lish
ment)
Ho
w c
oo
per
ativ
e p
eop
le b
ehav
e to
war
ds
each
oth
er
Stu
dents
wil
l b
e ab
le t
o …
Dem
on
stra
te t
he
skil
ls o
f a
coo
per
ativ
e
per
son t
o s
olv
e in
crea
sin
gly
co
mp
lex
pro
ble
ms
Ref
lect
on p
erso
nal
co
op
erat
ion s
kil
ls
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e:3
wee
ks
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
ess
enti
al t
o h
ealt
h
thro
ugho
ut
a li
feti
me
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety
of
op
po
rtunit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
-
exp
ress
ion
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
my h
ealt
h b
enef
it f
rom
bei
ng
ph
ysi
call
y f
it?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful?
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 83
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
C
on
cep
ts:
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Rub
rics
Un
it F
ou
r: F
itn
ess
Co
mp
on
en
t: C
ard
io r
esp
ira
tory
en
du
ran
ce:
Wa
lkin
g f
or
Lif
etim
e F
itn
ess
(DO
E M
od
el U
nit
2)
Tim
elin
e:
2 w
eek
s
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s fo
r
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ever
yo
ne
nee
ds
to b
e p
hysi
call
y
acti
ve.
Ph
ysi
cal
fitn
ess
contr
ibu
tes
to q
ual
ity
of
life
.
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety
of
op
po
rtunit
y f
or
hea
lth,
enjo
ym
ent,
chal
lenge,
self
-exp
ress
ion,
an
d/o
r
soci
al i
nte
ract
ion.
Co
nce
pts
: F
itness
Musc
ula
r S
trength
Musc
ula
r E
nd
ura
nce
Go
al S
etti
ng
Ess
en
tia
l Q
ues
tio
ns:
What
can
I d
o t
o b
e p
hysi
call
y a
ctiv
e
thro
ugho
ut
my l
ife?
Ho
w c
an I
incl
ud
e p
hysi
cal
fitn
ess
into
my
life
?
What
per
sonal
mea
nin
g d
o I
fin
d t
hro
ugh
par
tici
pat
ion i
n p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Pro
per
str
etch
ing f
or
wal
kin
g
The
hea
lth
-rel
ated
co
mp
onen
ts o
f fi
tness
spec
ific
ally
rel
ated
to
wal
kin
g
Ho
w t
o u
se a
ped
om
eter
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 84
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Hea
lth
-Bas
ed
Hea
rt r
ate:
act
ive/
rest
ing/t
arget
Skel
etal
syst
em
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Ho
w m
any s
tep
s th
ey
nee
d t
o t
ake
dai
ly
to m
ain
tain
fit
nes
s le
vel
s
The
hea
lth a
nd
so
cial
ben
efit
s o
f w
alk
ing
Stu
dents
wil
l b
e ab
le t
o…
Use
a p
edo
met
er c
orr
ectl
y i
ncl
ud
ing
read
ing a
nd
rec
ord
ing d
ata
Exp
lain
wh
y w
alk
ing i
s an i
mp
ort
ant
life
tim
e ac
tivit
y
Pla
n a
wal
kin
g r
oute
bas
ed o
n t
hei
r
per
sonal
env
iro
nm
ent
and
ste
p n
eed
s
Un
it F
ive:
Fit
nes
s C
om
po
nen
t: M
usc
ula
r E
nd
ura
nce
, M
usc
ula
r S
tren
gth
Tim
elin
e:3
wee
ks
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n
op
port
unit
y f
or
enjo
ym
ent,
heal
th,
chal
lenge,
self
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng h
ealt
h
Co
nce
pts
: F
itness
Car
dio
res
pir
ato
ry e
nd
ura
nce
Go
al S
etti
ng
Hea
lth
-Bas
ed
Hea
rt r
ate:
act
ive/
rest
ing/t
arget
Skel
etal
syst
em
Musc
ula
r sy
stem
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Ho
w t
o i
ncr
ease
the
hea
lth
-rel
ated
fitn
ess
com
po
nent
of
mu
scu
lar
stre
ngth
Ho
w t
o i
ncr
ease
the
hea
lth-r
elat
ed
fitn
ess
com
po
nent
of
mu
scu
lar
end
ura
nce
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
mai
nta
inin
g m
usc
ula
r st
ren
gth
and
end
ura
nce
Ho
w i
mp
rovin
g o
r m
ainta
inin
g m
usc
ula
r
stre
ngth
and
end
ura
nce
ben
efi
ts t
hei
r
skel
etal
and
musc
ula
r sy
stem
.
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 85
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
S
tud
ents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f eq
uip
men
t to
incr
ease
or
mai
nta
in m
usc
ula
r st
reng
th a
nd
end
ura
nce
Exp
lain
wh
y m
usc
ula
r st
reng
th a
nd
end
ura
nce
is
imp
ort
ant
thro
ug
ho
ut
thei
r
life
tim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
.
Un
it S
ix:
Fit
ness
Co
mp
on
ent:
Fle
xib
ilit
y a
nd
Str
eng
th
Tim
elin
e: 3
wee
ks
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
main
tain
s a
hea
lth-e
nhan
cin
g l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
sel
f-
exp
ress
ion,
and
/or
soci
al i
nte
ract
ion
thro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n
op
port
unit
y f
or
enjo
ym
ent,
heal
th,
chal
lenge,
self
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
bei
ng h
ealt
h
Co
nce
pts
: F
itness
Fle
xib
ilit
y
Go
al S
etti
ng
Hea
lth
-Bas
ed
Skel
etal
syst
em
Musc
ula
r sy
stem
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Ho
w t
o i
ncr
ease
the
hea
lth
-rel
ated
fitn
ess
com
po
nent
of
flex
ibil
ity
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
mai
nta
inin
g f
lexib
ilit
y.
Ho
w i
mp
rovin
g o
r m
ainta
inin
g
flexib
ilit
y t
hei
r sk
elet
al
and
musc
ula
r
syst
em
.
Stu
dents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f st
retc
hin
g t
echniq
ues
to
imp
rove
or
mai
nta
in f
lexib
ilit
y.
Exp
lain
wh
y f
lexib
ilit
y i
s im
po
rtan
t
thro
ugho
ut
their
lif
etim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 86
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
Un
it S
even
: A
Lif
etim
e o
f F
itn
ess
- In
div
idu
al/
Pa
rtn
er S
po
rts:
Go
lf,
Ten
nis
, P
ick
leb
all
or
Ra
cqu
etb
all
Tim
elin
e: 4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Mo
vem
ent
conce
pts
, p
rincip
les,
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ent
Str
ikin
g w
ith l
on
g h
and
led
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
go
lf,
tenn
is,
pic
kle
bal
l and
/or
racq
uet
bal
l, a
nd
han
db
all.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erati
vel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 87
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
Un
it E
igh
t: A
Lif
etim
e o
f F
itn
ess
- G
rou
p S
po
rts
Sk
ills
: S
occ
er,
Fla
g F
oo
tba
ll, B
ask
etb
all
, F
loo
r H
ock
ey,
Vo
lley
ball
Tim
elin
e:4
wee
ks
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a var
iety
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
co
nce
pts
,
pri
nci
ple
s, s
trat
egie
s, a
nd
tac
tics
as
they a
pp
ly t
o t
he
lear
nin
g a
nd
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly i
n
ph
ysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls
thro
ugho
ut
yo
ur
life
.
Mo
vem
ent
conce
pts
, p
rincip
les,
stra
tegie
s an
d t
acti
cs
are
use
d i
n
ph
ysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Dri
bb
ling
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
an
d b
enef
its
of
ph
ysi
cal
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 88
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Cat
chin
g
Thro
win
g
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith l
on
g
hand
led
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
socc
er,
flag
fo
otb
all,
bas
ket
bal
l, f
loo
r
ho
ckey,
and
vo
lleyb
all
.
Und
erst
and
the
conce
pt
that
in g
roup
spo
rts
ther
e ar
e an
off
ense
and
def
ense
;
that
off
ense
is
po
ssen
sio
n o
f th
e b
all
and
tryin
g t
o s
kil
l and
def
ense
is
tryin
g t
o
pre
ven
t sc
ori
ng
Po
siti
ons
rela
ted
to
eac
h i
nd
ivid
ual
sp
ort
.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
I - 89
1
Cu
rr
icu
lum
Fr
am
ew
or
k f
or
Ph
ys
ica
l E
du
ca
tio
n_
Sc
ho
ol:
_ _
_T
ho
ma
s E
dis
on
Ch
ar
ter
Sc
ho
ol_
__
C
ur
ric
ula
r T
oo
l: _
DD
OE
Mo
de
l U
nit
s/C
AT
CH
__
__
_
Gr
ad
e:
_8
_
S
tan
da
rds
Ali
gn
men
t
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it O
ne:
Wel
com
e to
Ph
ysi
cal
Ed
uca
tio
n
Tim
elin
e :
1 w
eek
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Big
Id
eas:
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs
Mo
vem
ent
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
are
use
d i
n p
hysi
cal
acti
vit
ies.
Co
nce
pts
: B
od
y A
war
eness
Sel
f
Gen
eral
Sp
atia
l
Saf
ety
Pla
yin
g s
afe
ly
Inju
ry p
reven
tio
n
Sp
ort
s/P
hysi
cal
Act
ivit
y s
afe
ty
Mo
vem
ent
Co
nce
pts
Eff
ort
/ p
ath
ways;
level
s
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
sett
ings?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
conce
pt
of
per
sonal
sp
ace
ver
sus
gen
eral
sp
ace
Ho
w t
o p
reven
t in
jury
wh
en m
ovin
g i
n a
gen
eral
are
a
Stu
dents
wil
l b
e ab
le t
o…
Dem
on
stra
te s
afe
pla
y a
nd
mo
vem
ent
Mo
ve
safe
ly i
n a
gener
al a
rea
Dem
on
stra
te h
ow
to
sta
rt a
nd
sto
p
mo
vem
ent
to a
vo
id i
nju
ry
Dem
on
stra
te a
n u
nd
erst
and
ing
of
kno
win
g h
ow
to
mo
ve
at d
iffe
rent
level
s
(lo
w,
med
ium
, hig
h),
dif
fere
nt
dir
ecti
ons
(fo
rwar
d,
righ
t, l
eft,
up
, d
ow
n),
and
dif
fere
nt
pat
hw
ays
(str
aig
ht,
curv
ed,
zigza
g)
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 90
2
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it T
wo
: T
eam
bu
ild
ing
(D
OE
Mo
del
Un
it)
Tim
elin
e: 5
les
son
s
Exhib
its
resp
onsi
ble
per
sonal
and
soci
al b
ehav
ior
that
resp
ects
sel
f
and
oth
ers
in p
hysi
cal
acti
vit
y
sett
ing
s
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs.
Ess
en
tia
l Q
ues
tio
ns:
What
are
per
sonal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hysi
cal
sett
ings?
Lea
rnin
g T
arg
ets:
Lis
ten t
o o
ther
peo
ple
s id
eas
Eff
ecti
vely
res
olv
e co
nfl
icts
duri
ng
acti
vit
ies
Dem
on
stra
te s
elf-
contr
ol
Tru
st a
nd
dep
end
on t
eam
mate
s
Journ
alin
g o
f th
e d
ebri
efin
g
ques
tio
ns
Tea
cher
ob
serv
atio
ns
Chal
len
ge
Wo
rksh
eet
Stu
dent
chec
k s
hee
t fo
r
pre
senti
ng
Ref
lecti
on j
ourn
als
Per
form
ance
Tas
k
Rub
ric
Un
it T
wo
: C
oo
per
ati
on
(D
OE
Mo
del
Un
it1 –
Ad
ap
ted
fo
r M
idd
le S
cho
ol)
Tim
elin
e:
Sta
nd
ard
5:
Exhib
its
resp
on
sib
le
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
ther
s in
ph
ysi
cal
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
-
exp
ress
ion.
Co
nce
pts
: C
oo
per
atio
n
Tea
mw
ork
; sm
all/
larg
e gro
up
Ess
en
tia
l Q
ues
tio
ns:
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
The
ben
efit
s o
f b
eing a
co
op
erat
ive
per
son (
sense
of
bel
ongin
g,
succ
essf
ull
y
solv
ing a
pro
ble
m,
a se
nse
of
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
1 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 91
3
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Pro
ble
m s
olv
ing s
kil
ls/s
trat
eg
y
Co
nfl
ict
reso
luti
on
acco
mp
lish
ment)
Ho
w c
oo
per
ativ
e p
eop
le b
ehav
e to
war
ds
each
oth
er
Stu
dents
wil
l b
e ab
le t
o …
Dem
on
stra
te t
he
skil
ls o
f a
coo
per
ativ
e
per
son t
o s
olv
e in
crea
sin
gly
co
mp
lex
pro
ble
ms
Ref
lect
on p
erso
nal
co
op
erat
ion s
kil
ls
Un
it T
hre
e:
Fit
nes
s G
ram
Tim
elin
e: 8
ses
sio
ns
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Fit
nes
s is
ess
enti
al t
o h
ealt
h
thro
ugho
ut
a li
feti
me
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
-
exp
ress
ion
Co
nce
pts
: P
hysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
Ess
en
tia
l Q
ues
tio
ns:
Ho
w d
oes
my h
ealt
h b
enef
it f
rom
bei
ng
ph
ysi
call
y f
it?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Hea
lth b
enefi
ts o
f p
hysi
cal
acti
vit
y
Fit
ness
is
a p
erso
nal
cho
ice
Ho
w p
arti
cip
atio
n c
ontr
ibute
s to
enjo
ym
ent
Stu
dents
wil
l b
e ab
le t
o…
Exp
lain
ho
w t
o i
mp
rove
ph
ysi
cal
fitn
ess
Cre
ate
a li
st o
f ac
tivit
ies
that
buil
ds
fitn
ess
Exp
lain
the
ben
efi
ts o
f p
hysi
cal
acti
vit
y/p
hysi
cal
educa
tio
n
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 92
4
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Un
it F
ou
r: F
itn
ess
Co
mp
on
en
t: C
ard
io r
esp
ira
tory
en
du
ran
ce
Wa
lkin
g f
or
Lif
etim
e F
itn
ess
(DO
E M
od
el U
nit
2)
Fit
nes
s &
Str
etc
hin
g M
yse
lf w
ith
CA
TC
H (
DO
E M
od
el U
nit
3)
Tim
elin
e:
10
ses
sio
ns
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
on
stra
tes
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
5:
Exhib
its
resp
onsi
ble
per
sonal
and
so
cial
beh
avio
r th
at
resp
ects
sel
f an
d o
thers
in p
hy
sica
l
acti
vit
y s
etti
ngs
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n o
pp
ort
unit
y
for
enjo
ym
ent,
hea
lth,
chall
enge,
sel
f
exp
ress
ion,
and
/or
self
exp
ress
ion
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Ph
ysi
cal
fitn
ess
is e
ssenti
al t
o h
ealt
h
thro
ugho
ut
life
.
Ther
e ar
e p
erso
nal
and
so
cial
beh
avio
ral
exp
ecta
tio
ns
in p
hysi
cal
acti
vit
y s
etti
ngs
Ph
ysi
cal
acti
vit
y p
rovid
es a
vari
ety o
f
op
port
unit
ies
for
enjo
ym
ent,
so
cial
inte
ract
ion,
chal
lenge
and
/or
self
exp
ress
ion.
Co
nce
pts
: F
itness
Musc
ula
r S
trength
Musc
ula
r E
nd
ura
nce
Go
al S
etti
ng
Hea
lth
-Bas
ed
Hea
rt r
ate:
act
ive/
rest
ing/t
arget
Skel
etal
syst
em
Musc
ula
r sy
stem
Car
dio
-res
pir
ato
ry s
yst
em
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Ho
w d
oes
my h
ealt
h b
enef
it f
rom
bei
ng
ph
ysi
call
y f
it?
What
are
the
per
sonal
and
so
cia
l b
ehav
iora
l
exp
ecta
tio
ns
in p
hysi
cal
sett
ings?
What
makes
ph
ysi
cal
acti
vit
y m
ean
ing
ful?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Pro
per
str
etch
ing f
or
wal
kin
g
The
hea
lth
-rel
ated
co
mp
onen
ts o
f fi
tness
spec
ific
ally
rel
ated
to
wal
kin
g
Ho
w t
o u
se a
ped
om
eter
Ho
w m
any s
tep
s th
ey n
eed
to
tak
e d
aily
to m
ain
tain
fit
nes
s le
vel
s
The
hea
lth a
nd
so
cial
ben
efit
s o
f w
alk
ing
Thir
ty s
ix m
inute
s o
f m
od
erat
e to
vig
oro
us
ph
ysi
cal
acti
vit
y d
aily
is
nee
ded
fo
r ch
ild
ho
od
fit
nes
s.
That
the
dura
tio
n a
nd
inte
nsi
ty o
f
acti
vit
ies
det
erm
ine
reas
onab
le a
ero
bic
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
2 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l 3 A
vai
lab
le o
n D
OE
Web
site
at
htt
p:/
/ww
w.d
oe.
k1
2.d
e.us/
info
suit
es/
staff
/ci/
conte
nt_
area
s/p
hys_
ed.s
htm
l
I - 93
5
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
ac
tivit
y
Exte
nd
ed i
nac
tivit
y i
s in
app
rop
riat
e fo
r
chil
dre
n
A v
arie
ty o
f ac
tiv
itie
s fo
rm t
he
Act
ivit
y
Pyra
mid
are
rec
om
mend
ed f
or
chil
dre
n.
Ten
to
fif
teen m
inute
per
iod
s o
f M
VP
A
sho
uld
be
inte
gra
ted
in
to t
he
day.
Ph
ysi
cal
acti
vit
y s
ho
uld
be
age
and
dev
elo
pm
enta
lly a
pp
rop
riat
e.
Stu
dents
wil
l b
e ab
le t
o…
Use
a p
edo
met
er c
orr
ectl
y i
ncl
ud
ing
read
ing a
nd
rec
ord
ing d
ata
Exp
lain
wh
y w
alk
ing i
s an i
mp
ort
ant
life
tim
e ac
tivit
y
Pla
n a
wal
kin
g r
oute
bas
ed o
n t
hei
r
per
sonal
env
iro
nm
ent
and
ste
p n
eed
s
Dif
fere
nti
ate
inte
nsi
ty o
f ac
tiv
itie
s
Use
Act
ivit
ygra
m f
or
pla
nnin
g d
aily
acti
vit
ies
Iden
tify
lig
ht,
mo
der
ate,
and
vig
oro
us
ph
ysi
cal
acti
vit
ies.
Cho
ose
age-
app
rop
riat
e an
d
dev
elo
pm
enta
lly a
pp
rop
riat
e ac
tivit
ies.
Un
it F
ive:
Fit
nes
s C
om
po
nen
t: M
usc
ula
r E
nd
ura
nce
, M
usc
ula
r S
tren
gth
Tim
elin
e: 6
ses
sio
ns
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
4:
Achie
ves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtun
itie
s
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n o
pp
ort
unit
y
for
enjo
ym
ent,
hea
lth,
chall
enge,
sel
f
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
b
eing
hea
lth
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 94
6
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Co
nce
pts
: F
itness
Musc
ula
r S
trength
Musc
ula
r E
nd
ura
nce
Go
al S
etti
ng
Hea
lth
-Bas
ed
Hea
rt r
ate:
act
ive/
rest
ing/t
arget
Skel
etal
syst
em
Musc
ula
r sy
stem
Ho
w t
o i
ncr
ease
the
hea
lth-r
elat
ed
fitn
ess
com
po
nent
of
mu
scu
lar
stre
ngth
Ho
w t
o i
ncr
ease
the
hea
lth
-rel
ated
fitn
ess
com
po
nent
of
mu
scu
lar
end
ura
nce
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
mai
nta
inin
g m
usc
ula
r st
ren
gth
and
end
ura
nce
Ho
w i
mp
rovin
g o
r m
ainta
inin
g m
usc
ula
r
stre
ngth
and
end
ura
nce
ben
efi
ts t
hei
r
skel
etal
and
musc
ula
r sy
stem
.
Stu
dents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f eq
uip
men
t to
incr
ease
or
mai
nta
in m
usc
ula
r st
reng
th a
nd
end
ura
nce
Exp
lain
wh
y m
usc
ula
r st
reng
th a
nd
end
ura
nce
is
imp
ort
ant
thro
ug
ho
ut
thei
r
life
tim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
.
Un
it S
ix:
Fit
ness
Co
mp
on
ent:
Fle
xib
ilit
y
Tim
elin
e: 5
ses
sio
ns
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
acti
vit
y p
rovid
es a
n o
pp
ort
unit
y
for
enjo
ym
ent,
hea
lth,
chall
enge,
sel
f
exp
ress
ion,
and
/or
self
exp
ress
ion
Mo
vin
g i
s im
po
rtan
t
Bei
ng p
hysi
call
y f
it c
ontr
ibute
s to
b
eing
hea
lth
Co
nce
pts
: F
itness
Ess
en
tia
l Q
ues
tio
ns:
Wh
y d
o I
par
tici
pat
e in
ph
ysi
cal
act
ivit
y?
Ho
w d
oes
fit
ness
aff
ect
my b
od
y?
Lea
rnin
g T
arg
ets:
Stu
dents
wil
l k
no
w…
Pro
per
str
etch
ing t
ech
niq
ues
for
targ
et
mu
scle
gro
up
Ho
w t
o i
ncr
ease
the
hea
lth-r
elat
ed
fitn
ess
com
po
nent
of
flex
ibil
ity
The
hea
lth b
enefi
ts o
f b
uil
din
g a
nd
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 95
7
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
Fle
xib
ilit
y
Go
al S
etti
ng
Hea
lth
-Bas
ed
Skel
etal
syst
em
Musc
ula
r sy
stem
mai
nta
inin
g f
lexib
ilit
y.
Ho
w i
mp
rovin
g o
r m
ainta
inin
g
flexib
ilit
y t
hei
r sk
elet
al
and
musc
ula
r
syst
em
.
Stu
dents
wil
l b
e ab
le t
o…
Use
a v
arie
ty o
f st
retc
hin
g t
echniq
ues
to
imp
rove
or
mai
nta
in f
lexib
ilit
y.
Exp
lain
wh
y f
lexib
ilit
y i
s im
po
rtan
t
thro
ugho
ut
their
lif
etim
e
Cre
ate
a p
lan t
o i
ncr
ease
or
mai
nta
in
thei
r m
usc
ula
r st
ren
gth
and
en
dura
nce
.
Un
it S
even
: A
Lif
etim
e o
f F
itn
ess
- I
nd
ivid
ua
l/P
art
ner
Sp
ort
s: G
olf
, U
ltim
ate
Fri
sbee,
Ten
nis
, B
ad
min
ton
, P
ing
Po
ng
, P
ick
leb
all
an
d/o
r ra
cqu
etb
all
,
Ha
nd
ba
ll
Tim
elin
e: 1
0 s
essi
on
s
Sta
nd
ard
1:
Dem
onst
rate
s
com
pet
ency i
n m
oto
r sk
ills
an
d
mo
vem
ent
pat
tern
s nee
ded
to
per
form
a v
arie
ty o
f p
hysi
cal
acti
vit
ies
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Mo
vem
ent
conce
pts
, p
rincip
les,
stra
tegie
s an
d t
acti
cs
are
use
d i
n p
hysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Thro
win
g
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith s
ho
rt h
and
led
imp
lem
ent
Str
ikin
g w
ith l
on
g h
and
led
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
Tea
cher
ob
serv
atio
n
Sel
f and
pee
r as
sess
ment
Chec
kli
sts
Per
form
ance
tas
k
Rub
rics
I - 96
8
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
go
lf,
ult
imat
e F
risb
ee,
tenn
is,
bad
min
ton,
pin
g
po
ng,
pic
kle
bal
l an
d/o
r ra
cquetb
all,
and
han
db
all.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
life
tim
e
Per
form
ind
ivid
ual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
Un
it E
igh
t: A
Lif
etim
e o
f F
itn
ess
- G
rou
p S
po
rts
Sk
ills
: S
occ
er,
Fla
g F
oo
tba
ll, B
ask
etb
all
, F
loo
r H
ock
ey,
Vo
lley
ball
Tim
elin
e:
Sta
nd
ard
2:
Dem
onst
rate
s
und
erst
and
ing o
f m
ovem
ent
conce
pts
, p
rinci
ple
s, s
trat
egie
s, a
nd
tact
ics
as t
hey a
pp
ly t
o t
he
learn
ing
and
per
form
ance
of
ph
ysi
cal
Big
Id
eas:
Ph
ysi
cal
Acti
vit
y i
nvo
lves
usi
ng
mo
vem
ent
and
mo
tor
skil
ls t
hro
ug
ho
ut
yo
ur
life
.
Ess
en
tia
l Q
ues
tio
ns:
What
ways
can I
use
ph
ysi
cal
acti
vit
ies
thro
ugho
ut
my l
ife?
What
are
the
conce
pt,
pri
nci
ple
s, s
trat
egie
s
I - 97
9
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
acti
vit
ies
Sta
nd
ard
3:
Par
tici
pat
es r
egula
rly
in p
hysi
cal
acti
vit
y
Sta
nd
ard
4:
Ach
ieves
and
mai
nta
ins
a hea
lth
-enhanci
ng l
evel
of
ph
ysi
cal
fitn
ess
Sta
nd
ard
6:
Cre
ates
op
po
rtunit
ies
for
hea
lth,
enjo
ym
ent,
chall
enge,
self
-exp
ress
ion,
and
/or
soci
al
inte
ract
ion t
hro
ugh p
hysi
cal
acti
vit
y
Mo
vem
ent
conce
pts
, p
rincip
les,
stra
tegie
s an
d t
acti
cs
are
use
d i
n p
hysi
cal
acti
vit
ies.
We
nee
d t
o b
e p
hysi
call
y a
ctiv
e
Co
nce
pts
: S
kil
l D
evel
op
ment
Kic
kin
g
Punti
ng
Dri
bb
ling
Cat
chin
g
Thro
win
g
Str
ikin
g w
itho
ut
imp
lem
ent
Str
ikin
g w
ith l
on
g
hand
led
imp
lem
ent
Co
op
erat
ion
Pro
ble
m s
olv
ing/s
trat
eg
y
Ph
ysi
cal
Acti
vit
y
Ben
efit
s
Enjo
ym
ent
and
tac
tics
use
d i
n p
hysi
cal
acti
vit
y?
What
is
the
imp
ort
ance
of
bei
ng p
hysi
call
y
acti
ve?
Lea
rnin
g T
arg
ets:
S
tud
ents
wil
l k
no
w…
The
imp
ort
ance
of
exer
cise
Reg
ula
r p
hysi
cal
acti
vit
y i
s p
art
of
a
hea
lth
y l
ifest
yle
Beg
in t
o u
nd
erst
and
ben
efit
s o
f p
hysi
cal
acti
vit
y
Gro
up
s b
ehav
e d
iffe
rentl
y i
n d
iffe
rent
mo
vem
ent
acti
vit
ies
Mo
vem
ents
are
no
t is
ola
ted
but
do
ne
in
connec
tio
n w
ith o
ther
mo
vem
ents
Key e
lem
ents
fo
r th
e ac
tivit
ies
of
socc
er,
flag
fo
otb
all,
bas
ket
bal
l, f
loo
r
ho
ckey,
and
vo
lleyb
all
.
Und
erst
and
the
conce
pt
that
in g
roup
spo
rts
ther
e ar
e an
off
ense
and
def
ense
;
that
off
ense
is
po
ssen
sio
n o
f th
e b
all
and
tryin
g t
o s
kil
l and
def
ense
is
tryin
g t
o
pre
ven
t sc
ori
ng
Po
siti
ons
rela
ted
to
eac
h i
nd
ivid
ual
sp
ort
.
Stu
dents
wil
l b
e ab
le t
o…
Par
tici
pat
e co
op
erat
ivel
y i
n c
om
peti
tive
and
no
nco
mp
etit
ive
acti
vit
ies
Exp
lain
the
imp
ort
ance
of
a h
ealt
hy b
od
y
Lo
gic
all
y c
onnec
t hea
lth r
elat
ed
com
po
nents
of
fitn
ess
wit
h s
pec
ific
mo
vem
ents
Per
form
sp
ecif
ic m
oto
r ac
tivit
ies
rela
ted
to s
po
rts
they c
an p
lay t
hro
ug
ho
ut
thei
r
I - 98
10
C
op
yri
gh
t ©
201
2 b
y
1
Sta
nd
ard
s A
lig
nm
ent
U
nit
C
on
cep
t
Big
Id
eas
Ess
en
tia
l Q
ues
tio
ns
Stu
den
t L
earn
ing
Ta
rget
s
Ass
essm
en
ts
life
tim
e
Per
form
in
div
idual
ly a
nd
as
par
t o
f a
gro
up
Iden
tify
ph
ysi
cal
acti
vit
y o
pp
ort
unit
ies
at
scho
ol
and
wit
hin
the
com
mu
nit
y f
or
regula
r p
arti
cip
atio
n i
n p
hysi
cal
act
ivit
y
Par
tici
pat
e fu
lly d
uri
ng p
hysi
cal
educa
tio
n c
lass
Imp
rove
per
sonal
eff
ort
and
engagem
ent
level
of
exer
tio
n d
uri
ng c
lass
I - 99
I - 100
Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to show students how the activities they engage in contribute to their overall health. They will answer the identify ways to stay healthy for life and reasons why physical activity is good for you.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
I - 101
Delaware Model Unit Gallery Template: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Warming Up to CATCH
Designed by: Libby Thomas, School Health Consultant, DOE
Grade Cluster: K–2
Time Frame: 4 Lessons
________________________________________________________________________
Summary of Unit
This unit of instruction is based on the lessons of the *Coordinated Approach to Child Health
(CATCH) physical education program. Students will learn to differentiate between activities
that are low intensity and those that are of higher intensity. Students will understand that
activities of different intensity levels can be performed in a variety of ways and at a variety
of venues.
*Coordinated Approach to Child Health (CATCH) is sponsored by the Nemours Health and
Prevention Services in Delaware. Materials to present this unit and expand it are available
through the Nemours Foundation. District teams (made up of health educators, physical
educators, cafeteria personnel, administrators, classroom teachers, and others) are required
for CATCH professional development. Teachers wishing to use this unit of instruction should
contact their district lead teacher or curriculum supervisor for further information.
This unit was developed for the Delaware Department of Education website with the
permission of Flaghouse, Inc., publisher of Taking Off, A Fourth Grade Curriculum, CATCH.
Second edition, 2002 and the Cooper Institute, publisher of the Fitnessgram Activitygram
Test Administration Manual, third edition, 2005, through the Nemours Health and
Prevention Services of the Nemours Foundation.
________________________________________________________________________
I - 102
Stage 1 – Desired Results (What students will know, be able to do and understand)
________________________________________________________________________
Delaware Physical Education Standards
Demonstrates competency in motor skills and movement patterns needed to perform
a variety of physical activities.
Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
Participates regularly in physical activity.
Achieves and maintains a health-enhancing level of physical fitness.
Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit For Life
Unit Enduring Understandings
We need to move.
Physical fitness is good for you.
Unit Essential Questions(s)
Why is physical fitness good for you?
What is fitness?
Why do we need to move?
Knowledge and Skills
Students will know…
The body works easier or harder depending on the type of activity being performed
Any type of movement is considered physical activity
Physical activity is integral to lifetime fitness
Students will be able to…
Recognize changes that occur in their body due to activity
Practice physical activity at home
Identify light, moderate, vigorous levels of intensity in physical activity
Identify activities that use muscular strength and/or flexibility
I - 103
Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are
achieved) ________________________________________________________________________
Suggested Unit Transfer Task(s)
I’m Active!
You have been learning all about how to be active and why it is important to be active. In
class, we will have an “I’m active” day. You need to be ready to show your classmates how
you are active outside of school. You can draw a picture of yourself being active, bring in
pictures, or demonstrate an activity you do. Be ready to tell us why being active is
important to you.
Targeted Acceptable Unacceptable
Presentation Student is well
prepared (has poster,
has planned activity,
brings additional
materials as visuals,
etc.) to show/
demonstrate an
activity that she/he
participates in.
Activity involves
physical movements.
Student shows/
demonstrates an
activity he/she
participates in and is
physical in nature.
Show/demonstration
is basic presentation
that could have been
prepared quickly.
Student is unprepared
with an activity or
chooses an activity
that he/she could not
actually participate in.
Reflection Student is well
prepared to explain
why the activity is
physical in nature and
includes bodily
changes that occur
when participating in
activity. Student can
accurately express
why activity is
important to health
and how she/he will
be able to continue on
with this activity or
other similar
activities.
Student is able to
adequately explain
why the activity is
physical in nature and
why it would be
important to his/her
health to continue
participating in the
activity.
Student cannot
explain what makes
the activity a physical
activity. Student
cannot state why
participating in that
particular activity
would be important to
his/her health.
Other Evidence
Teacher observation
Oral discussions
Homework
Exit slips
I - 104
Student Self-Assessment and Reflection
Opportunities for self-monitoring learning ( e.g., reflection journals, learning logs, pre- and post-tests, self-editing – based on ongoing formative assessments)
Student will reflect on different activities he/she can perform and how much work would be
involved in performing the activity on exit slip and during transfer task.
I - 105
Stage 3 – Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to
prior learning) ________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Unit Title: Warming up to CATCH
Lesson: 1
References:
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
Vocabulary/Keywords: Physical activity, light, moderate, vigorous physical activity
Delaware State Standards Addressed:
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a health-enhancing level of physical fitness
Big Idea: Fit for Life
Essential Questions
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
We need to move.
Physical fitness is good for you.
Unit Transfer Task
I’m Active! Presentation
Materials/Equipment:
CATCH activity box cards # 11, 101, and 168
Equipment required for any CATCH activity
Optional music
Lesson Goals
Introduce students to concept of light, moderate, and vigorous activity.
Provide students with examples activities that require light, moderate, and/or vigorous
activity.
I - 106
Students will be able to:
Identify how strong their heart beat is
after each activity
Provide examples of activities that
require different levels of activity
Students will know:
Different activities cause their heart
rate to change
Assessment Plan
Teacher Observation
Oral questions at end of class
Lesson Sequence
Introduction – Ask children why they need to move. Explain that movements make the
body stronger. The harder the movement the harder the body works, and the more the
body works the stronger/healthier it becomes. Ask the students if they notice anything
different about their bodies when they have been moving around a lot. Answers should
be sweating, red face, hard to breath, fast heart rate, etc. End discussion with question
“how hard did your body have to work to sit there while we were talking?” Explain that
this would be an example of a resting activity.
Content
Warm-up: On “go” signal (or start of music), have children begin to walk around
area. When music stops or “freeze” signal is given, have students perform one task
from Card #168. Use “go” signal or begin to play music again and have children
move around area again using different locomotor movements. On “freeze” or
stopping of music, have students complete a second task using Card #168. After
adequate warm-up time ask children how their body is feeling. Explain that the
movements around the area were moderate physical activity (should have had
increased breathing, increased heart rate, etc.) and that activities from Card 168
were light activities.
Main Activity: Move into Activity Card #101. Again after adequate amount of
playtime, ask students how their body is feeling now. Explain that this activity would
be an example of vigorous activity—increased heart rate, increased breathing,
sweaty, red faces, etc.
Cool Down: Explain to students that they are now going to cool down their bodies
and move into Activity Card #11.
Closure: Ask students if they felt they could tell the difference between the types of
activities they did. Could they give an example of a resting activity, a light one, a
moderate one, or a vigorous activity? Ask if they can think of an activity
(movement) they do at home that might fit into one of these categories. How about
one in the classroom or at recess? Remind the students that the more they move
the healthier they will be.
Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels adapting terms and activities to meet
the grades needs.
2. With second graders, this begins to introduce the concepts of the Activitygram that goes
along with Fitnessgram.
3. For Cool Down use the words rest, light, moderate, vigorous to reinforce concepts.
I - 107
4. If students have working knowledge of taking or reading heart rate, have them show
you how their heart is beating during the different activities.
5. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
I - 108
Unit Title: Warming Up to CATCH
Lesson: 2
References:
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
Vocabulary/Keywords: Physical activity, light, moderate, vigorous physical activity,
muscular strength
Delaware State Standards Addressed
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a health-enhancing level of physical fitness
Big Idea: Fit for Life
Essential Questions
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understandings
We need to move.
Physical fitness is good for you.
Unit Transfer Task
I’m Active! Presentation
Materials/Equipment
CATCH activity box cards #4, 59, 124, and 164-165
Equipment required for any CATCH activity
Optional music
Homework sheet (see attached)
Lesson Goals
Review concepts of light, moderate, and vigorous activity.
Introduce students to muscular activities.
Provide students with examples activities that require light, moderate, and/or vigorous
activity and those that require muscular strength.
I - 109
Students will be able to:
Identify bodily changes after each
activity.
Provide examples of activities that
require different levels of activity
intensity.
Identify activities that work on the
different muscles of the body.
Students will know:
Different activities have different effects
on their bodies.
Having strong muscles contributes to
having healthy bodies.
Assessment Plan
Teacher observation
Homework sheet
Oral discussion questions
Lesson Sequence
Introduction – Ask students what we worked on in the previous class. Remind them of
the 4 types of activity—rest, light, moderate, and vigorous. Tell them that today they
are going to have to tell you at the end of each activity what type of activity they just
performed. Ask them before you begin the warm-up what type of activity they were just
performing (rest, obviously).
Content
Warm-up: Have students perform basic ideas of Activity Card #4. Ask them what
type of activity they felt it was and ask why they chose that level. They should be
able to state changes in their body. If not, remind them of the types of changes you
discussed in the last class—how much did the heart rate increase, has breathing rate
increased, has sweating begun, is your face red?
Main Activity: Move into Activity Card #59. Once students have finished the
activity, ask students what their body is telling them about the level of physical
activity they performed. Ask what bodily changes they feel, see. Then ask them to
label the activity using the appropriate term (rest, light, moderate, or vigorous).
Second Activity: Move into Activity Card #124. After completing the activity ask
students about individual parts of the activity. Which might be considered rest, light,
moderate, and vigorous and why? Introduce the concept of muscular activity. Ask
which muscles were worked with each part of the activity. Explain that muscular
strength is important in movement. If you do not have the muscular strength then
you cannot do the movements efficiently.
Cool Down: Explain to students that they are now going to cool down their bodies
and move into Activity Cards #164-165.
Closure: Ask students if they enjoyed today’s activities and why. Ask them to give
you other activities they consider fun. Give out homework sheets to students.
Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels adapting terms and activities to meet
the grades needs.
2. If students have working knowledge of taking or reading heart rate, have them show
you how their heart is beating during the different activities.
3. Some possible modifications to adjust for different lengths of class time: for Activity
Card #59, you can start at a lower number of repetitions depending on the time frame
I - 110
for your class. Activities for Card #124 may also be shortened. Activity Card #164-165
could be eliminated depending on the changes made to Activity card #124.
4. Card #124 could be converted to a cool down activity.
5. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
I - 111
Circle R if you think your body rests during this activity.
Circle L if you think the activity was a light activity.
Circle M if you think the activity was a moderate level
activity. Circle V if you think the activity was vigorous. If
you need some help deciding, try the activity out!
Sitting R L M V
Walking R L M V
Raking Leaves R L M V
I - 112
Using the computer R L M V
Playing Basketball R L M V
Running R L M V
List one activity that you do at home and tell what level your body works at when you are doing it. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I - 113
Circle R if you think your body rests during this activity.
Circle L if you think the activity was a light activity.
Circle M if you think the activity was a moderate level
activity. Circle V if you think the activity was vigorous. If
you need some help deciding, try the activity out!
Sitting R L M V
Walking R L M V
Raking Leaves R L M V
I - 114
Using the computer R L M V
Playing Basketball R L M V
Running R L M V
List one activity that you do at home and tell what level your body works at when you are doing it. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I - 115
Unit Title: Warming up to CATCH
Lesson: 3
References:
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
Vocabulary/Keywords: Physical activity, light, moderate, vigorous physical activity,
flexibility
Delaware State Standards Addressed
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a health-enhancing level of physical fitness
Big Idea: Fit for Life
Essential Questions
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
We need to move.
Physical fitness is good for you.
Unit Transfer Task
I’m Active! Presentation
Materials/Equipment
CATCH activity box cards #57-58, 65-66, and 169-170
Equipment required for any CATCH activity
Music
Exit slip (see attached)
Lesson Goals
Review concepts of light, moderate, and vigorous activity.
Introduce students to stretching activities.
Provide students with examples activities that require light, moderate, and/or vigorous
activity and importance of flexibility.
I - 116
Students will be able to:
Identify bodily changes after each
activity.
Provide examples of activities that
require different levels of activity
intensity.
Demonstrate a stretch.
Identify why/how a stretching activity is
different from an activity that involves
movement.
Students will know:
Different activities have different
effects on their bodies.
Being flexible allows a person to move
more easily.
Assessment Plan
Teacher observation
Oral discussion questions
Exit slip
Lesson Sequence
Introduction – Collect and review homework. Ask for volunteers to tell what other
activity they added at the end of the homework sheet and what intensity level it was.
See how many different answers the class gives.
Content
Warm up: Move into Activity Card #57-58. At end of activity, ask students if they
used any muscular strength for any part of the activity. Ask them if they felt the
activity was light, moderate, or vigorous.
Main Activity: Tell students that we want to move into vigorous activity and begin
Activity Card #65-66. At completion ask students how they are feeling? How is
their body responding to the activity?
Cool Down: Explain to students that they are now going to cool down their bodies.
Explain that, when we cool down, we do not want to just stop moving, but we want
to gradually slow down our body and to cool it off. We also want to stretch out our
muscles so they do not become sore. Move into Activity Cards #169-70. After
completion of card, bring students together and perform one or two more group
stretches.
Closure: During stretching, remind students that by stretching they become more
flexible. Remind them that if they are flexible, it will be easier to be more active.
Ask students to again list physical activities they do here and at home and during
recess. Ask if the activity is L, M, or V activity. Ask if it involves using muscular
strength. Ask where on their body they need to be flexible to perform the activity.
Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels adapting terms and activities to meet
the grades needs.
2. If students have working knowledge of taking or reading heart rate, have them show
you how their heart is beating during the different activities.
3. To modify for different time lengths of class, add or subtract parts of each activity.
4. For Activity Card #169-170, if students do not already know a variety of stretches, they
can be teacher-led.
I - 117
5. Having a list/pictures of stretches on walls will help students with Activity Card #169-
170.
6. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
7. Have aids help special needs children with stretches.
8. For exit slip, modify short answer question as appropriate for grade. Example listed
contains question for K, 1. For second graders, an example of short answer question
would be “On the back of the sheet, explain what your favorite activity is and why you
think it is healthy for you to do.” First graders could have an option to draw or write.
Primary idea is to have students reflect on the concept that movement is healthy and
fun.
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Circle any activity below that you do either in school, during recess, after school,
or at home.
On the back of this sheet, please draw a picture of your face while you are participating in
activity. Be sure to show how you feel when you are doing this activity
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Circle any activity below that you do either in school, during recess, after school, or at
home.
On the back of this sheet, please draw a picture of yourself participating in some type of
movement or physical activity. Be sure to show me on your face how you feel when you are
doing this activity.
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Unit Title: Warming Up to CATCH
Lesson: 4
References:
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
Vocabulary/Keywords: Physical activity, light, moderate, vigorous physical activity,
flexibility, muscular strength
Delaware State Standards Addressed:
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a health-enhancing level of physical fitness
Big Idea: Fit for Life
Essential Question
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
We need to move.
Physical fitness is good for you.
Unit Transfer Task
I’m Active! Presentation
Materials/Equipment
CATCH activity box cards #4 and #231
Equipment required for any CATCH activity
Music
Directions for I’m Active! task
Lesson Goals
Review concepts and do tasks involving light, moderate, and vigorous activity, flexibility
and muscular strength
Introduce transfer task
Students will be able to:
Participate in activities that require
different levels of activity intensity.
Move at varying intensities while
avoiding others.
Students will know:
Different activities have different effects
on their bodies.
Physical activities can involve working
with others.
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Assessment Plan
Teacher observation
Oral discussion questions
Lesson Sequence
Introduction and Warm-up: Instant Activity Card #4
Content
Main Activity: Ask students how many of them participate in physical activities that
involve their friends. Explain that the previous activity involved moving around
others safely and successfully as well as providing them with movement. Explain
that the next activity involves moving around safely and interacting with others.
Begin Activity Card #231.
Cool Down: Last round or two of Activity Card #231 should be done at a walking
pace to cool students down.
Closure – Gather students into squads, rows, group (usual talk situation with your
class). Ask students to think about what they do to be physically active. Brainstorm as
a group activities that involve light, moderate, and vigorous activity or that require
flexibility or muscular strength. Introduce/read transfer task. Tell students that at the
beginning of next class each student will be expected to be ready with their transfer
task. Tell them that you will be asking for volunteers to share with the entire class but
that during class you will ask each student to share with you at some point.
Accommodations/Differentiation Ideas and Tips
1. If students do not have the requisite skill for Card #231, use other appropriate activity
such as throwing and catching to self while moving, etc.
2. For transfer task, remind students that they can show you in any manner they chose
and that you are looking to see that they know what physical activity is and why it is
important for them to participate.
3. In order to successfully complete transfer task, planning for station work during the next
class would allow teachers time for individual presentations. Students who want to
volunteer at beginning can and those that were missed can be talked to individually at a
station. Activity Cards #135, 172, 251, 280, and 403 are suggested station activities
that would be applicable for next lesson.
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Resources and Teaching Tips
Resources
Physical Education Teacher’s Guidebook-Grades K–8. 2002. Flaghouse, Inc. California.
CATCH Activity Box-Grades K-2, 2002. Flaghouse, Inc., California
Teaching Tips
CATCH educators are asked to:
Emphasize fun and benefits of physical activity
Encourage cooperation, participation, and off-site activity
Practice equity
Discuss rules and practice routines
Keep kids on task and on track
Establish and enforce safety zones
It is suggested that the reflection piece is not graded, but marked with a sticker (jumping
rope sticker, etc.) that promotes physical activity and acknowledges student work.
This unit is suggested for second graders as a foundation for the 3-5 and 6-8 units using
Fitnessgram and Activitygram. The students will become familiar with concepts underlying
Activitygram and develop an understanding of why physical activity is important for lifetime
health.
See individual lesson plans for additional tips and recommendations.
Accommodations/Differentiation
Students with disabilities must be accommodated according to their Individual Education
Plan or adapted Physical Education plan.
See lesson plans for additional tips and recommendations to each lesson
Design Principles for Unit Development Please check the design principles below that are embedded within the unit
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures and to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, and tools to meet
the demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth.(AASL, 2007)
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Briefly explain how design principle(s) are embedded within the unit design.
Students will learn the vocabulary of fitness, apply their own activities to an Activitygram,
and make conclusions regarding their activity level. Using the data they collect, they will
plan for activity levels on succeeding days. This unit will be an underpinning to future
personal growth in fitness level.
Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
No technology is used in this unit. However, information learned will provide a basis for
future use with Activitygram and Fitnessgram computer programs.
Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services,
counseling, nutrition services, and school climate) families and communities
It is suggested that physical education teachers invite cafeteria workers and classroom
educators to participate and reinforce this unit of instruction and promote a healthy lifestyle
with emphasis on nutrition and physical activity. All teachers will be asked to emphasize
the need for hydration and healthy foods for fuel for activities. Families can be involved
through the home assignments and help with preparing final transfer task.
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Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to show students how to interact socially, allowing them to engage in more social opportunities and playground games. Students will also explore the idea of cooperation, an important skill at this level to learn and carry with them throughout their years at Edison.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
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Delaware Model Unit Gallery Template
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Throwing and Catching
Designed by: Kathy Lynch
District: Cape Henlopen
Grade Cluster: K–2
Time Frame: 7 Lessons
_________________________________________________________________
Summary of Unit
Children will learn the basics of overhand and underhand throwing with arm-leg opposition
and catching. Students will learn cooperation with a partner and with a group of three or
more. Learning these skills will increase these students’ opportunity to engage in an
abundance of playground games, therefore increasing their opportunity for social settings
and active play.
_________________________________________________________________
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Stage 1 – Desired Results (What students will know, do, and understand)
_________________________________________________________________
Delaware Content Standards
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others
in physical activity settings.
Standard 6: Creates opportunities for health, enjoyment, challenge, self-expression,
and/or social interaction through physical activity.
Big Idea
Fit for Life
Unit Enduring Understandings
Physical activity involves using movement and motor skills
There are different rules for different movements
We need to move
Physical fitness is good for you
There are ways to behave in physical activity settings
Physical activity is fun
Unit Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
What are the ways to behave in physical activity?
How can I have fun moving?
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Knowledge and Skills
Students will know…
How to use arm-leg opposition in both overhand and underhand throwing
How to employ the “pendulum-arm” swing for the underhand throw
How to employ the “arm-over-the-head” swing for the overhead throw
How to focus to catch objects
How to work with others in game and activity settings
That being healthy requires being physically active
That different body parts have different jobs in different movement skills
Students will be able to…
Correctly execute overhand and underhand throws in activity settings
Correctly catch objects in activity settings
Demonstrate appropriate social behavior in throwing and catching games and activities
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Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are
achieved) _________________________________________________________________
Suggested Performance/Transfer Task
Throwing and Catching Games…
A publishing company is coming to your school. They want to print a book on new throwing
and catching games. They will publish your game if they like it, but there are some
conditions:
Your game must have both throwing and catching moves.
You must show them how to overhand throw, underhand throw, and be able to catch
properly.
They might ask you about appropriate cooperative skills, so ensure you show them
how you listen to others, speak kindly to others, and take turns.
You may also be asked what you think about the game and whether or not you and
your classmates enjoyed playing the game.
Rubrics
Targeted Acceptable Unacceptable
Movement
Skills
Student describes/
demonstrates the
activities so that others
show understanding of
the game, the
underhand throwing,
the overhand throwing,
and the catching skills.
Student attempts to
describe the activities
and skills but is
incomplete or incorrect
in some of his/her
demonstrations. The
other students are
somewhat confused.
Student cannot
describe/demonstrate
any activity or skill.
The other students
have no idea how to
perform the underhand
throw, the overhand
throw, or the catch.
Reflective
Skills
Student honestly and
thoroughly discusses,
explains, and describes
self-participation in the
design of the activity
and on their ability to
perform skills correctly
and cooperatively.
Student shows some
honest discussion,
explanation, and
description of self-
participation in the
design of the activity
and on their own
abilities to perform
skills correctly and
cooperatively.
Student is unable to
honestly discuss,
explain, or describe
self-participation in the
design of the activity,
and on their own their
abilities to perform
skills correctly and
cooperatively.
Other Evidence
Throwing checklist for practice
Throwing checklist for activities
Catching checklist
Cooperation checklist
Teacher observation of throwing and catching techniques in activities
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Teacher observation of responsible social behavior of students in throwing and catching
activities
Teacher observation of students helping classmates who are struggling
Student Self-Assessment and Reflection
Student verbally echoes the cues for throwing
Student self-assessment of responsible social behavior
Design, play, and reflection on a 2-minute throwing and/or catching activity for student
and a partner
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Stage 3 – Learning Plan (Design learning activities to align with Stage 1 and Stage 2 expectations)
_________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
What games do you know that involve throwing and catching?
Introduce the Essential Questions and discuss the unit performance task.
Key cues and vocabulary needed for this unit.
Present the benefits of the games they can play and the fun they can have if they can
correctly throw and catch.
“Tape Toes and Rubber Band Hands” to teach arm-leg opposition and throwing with their
dominant hands.
Using bowling as a fun way to apply the underhand techniques and the social experience
of working with a partner. Using “Wishing Well” to reinforce applying underhand
techniques and to increase student’s social experience by working with a group.
Presenting the commonality of underhand and overhand throwing.
Using “Oscar’s Garbage Can” to apply overhand throwing.
Formally introduce catching with “Grocery Bag Fun” and “More Grocery Bag Fun.”
Unit Title: Throwing and Catching
Lesson 1: Throwing Underhand
Grade Level: K-2
References
“Tape Toes and Rubber Band Hands”, by Mary Feldt,
http://pecentral.org/lessonideas/ViewLesson.asp?ID=4770
“Bowl-a-rama”, by Sara Mallory,
http://pecentral.org/lessonideas/ViewLesson.asp?ID=4379
Vocabulary/Keywords: underhand throwing skills, overhand throwing skills, catching
skills, cooperative play, basic motor skills, playground games, opposition, and pendulum-
arm swing
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
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What are the rules for movement?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movements and motor skills.
There are different rules for different movements.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Student-created throwing and catching game.
Materials/Equipment
Rubber bands for each student
Masking tape
Yarn balls or wiffle balls for each student
Throwing Cues poster (see attachment)
Bowling pins or 2-liter bottles
Playground balls or nerf balls
“Skills You Will Need for Task” sheet (see attachment)
Lesson Goals
Students will be able to:
Use teacher-directed verbal cues to
throw with their dominant hand and
step forward with their opposite
foot.
Understand that they use a
pendulum motion to do the
underhand throw.
Students will know:
That their “writing hand” is also their
throwing hand.
There are many fun activities to do with
throwing and catching.
Throwing and catching involves working
well with a partner.
Assessment Plan
Teacher observation of students identifying their writing-throwing hand and their
opposing foot.
Teacher observation of students in the swing and release for an underhand throw.
Teacher observation of the students echoing the “Tape Toes and Rubber Band Hands”
sequence.
Lesson Sequence
Introduction
Present the goals (transfer task) for this unit. Tell the students that they will be able to
create a fun game or activity for them and their classmates, learn and enjoy the proper way
to throw and catch, and how to behave in a group. By learning to catch and throw, they will
be ready to enjoy a multitude of recess games. Explain that there are posters hanging in
the gym that describe the proper throwing and catching techniques that they will get to
know. Also explain that, in everything we do together, we will speak kindly to one another.
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Class Procedures
Captains of each team will have the responsibility of passing out and collecting the
equipment each day.
Content
Begin with, “What games do you know that include throwing and catching?” Record
students’ responses on board or chart paper. Then ask, “What can happen when someone
you are playing with cannot throw or catch?” Listen to responses and summarize. Explain
to students that they are going to get much better at throwing and catching.
Ask the children to write their names in the air. Tell the students that this “writing hand” is
also their “throwing hand.” The team captains distribute rubber bands which the students
put on their writing hand wrist. Model this directive by putting a large rubber band on your
writing hand as well and write in the air. Then cross your arms over your knees to “make
an ‘x’” on your opposite knee. Direct the students to “make an ‘x’” on with their arms to
touch their knees as well so that they find their opposite knee. The toe of that opposite leg
is the “tape toe.” Model throwing underhand saying, “Tape toes and rubber band hands” as
described in the Tape Toes and Rubber Band Hands lesson. Together with the students,
choral the words and actions to “Tape Toes and Rubber Band Hands” while practicing
underhand throwing.
After the students seem to be grasping the arm-leg-opposition, demonstrate throwing to a
wall with a yarn ball or a wiffle ball. Assign student teams to a “firing wall” and tell the
students to watch and not throw the ball at a classmate. The captains hand out the balls,
and the students underhand throw to their assigned wall. Observe and assist the students
who are still having trouble with the arm-leg opposition.
With the tape and rubber bands still on, show the students how to do the Bowl-a-rama
lesson. Demonstrate with a student. Tell them to take 2 underhand throwing turns each as
they bowl with each other. Then tell the students to pair up, collect two bowling pins (or 2-
liter bottles), and a nerf ball for their pair, find a self-space, and practice bowling with each
other. Walk around to help the students with underhand throwing (using opposition and a
pendulum arm swing), and with sharing, and speaking kindly to one another.
Near the end of class, students must return to their “team seats” and their captains collect
the rubber bands and tape.
Closure
Ask the students, “How many of you think you are now getting better at throwing and
catching?” Tell the students their skills will improve even more in the lessons to come.
Summarize the underhand throwing technique, and the value of sharing and talking kindly
to one another. Tell the students they will learn to throw higher (trajectory) throws when
they do a great game called Wishing Well in the next class. Explain as much of the game as
time will allow.
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Accommodations/Differentiation Ideas and Tips
Have writing paper and pencils available for students who are not sure which hand they
use for writing.
Use large, bright wristbands and bright-colored, wide, duct tape or masking tape.
When students are practicing their throwing, the very young students may do better
throwing the yarn balls until they watch where they are throwing, while the older
students seem to enjoy throwing wiffle balls because they roll back to them after they
hit the wall.
In the “Bowl-a-rama” activity, students could switch partners every time if they forget
whose turn it is.
Large playground balls are useful for students who keep missing the pins.
Handicapped partners should be paired up with able-bodied partners.
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Skills You Will Need For the Throwing and Catching
Transfer Task
Show us a game with throwing and catching
Show us how to:
Underhand throw
Overhand throw
Catch
Tell us about these cooperation skills:
Listen to others
Speak kindly to each other
Take turns/share
Encourage others
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Underhand Throwing
1. Step forward with your “tape toe.”
2. Put your “rubber band hand” down and
swing it back behind you.
3. Swing your rubber band hand up in
front of you.
4. Release the ball.
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Unit Title: Throwing and Catching
Lesson 2: High-Trajectory Underhand Throwing
Grade Level: K-2
References
“Tape Toes and Rubber Band Hands”, by Mary Feldt
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4770
“Bowl-a-rama”, by Sara Mallory,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4379
“Wishing Well”, by Sandi Pritchard
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=346
Vocabulary/Keywords: underhand throwing skills, catching skills, cooperative play, basic
motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical Activity involves using movement and motor skills.
There are different rules for different movements.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Student-Created Game
Materials/Equipment
Rubber bands for each student
Duct or masking tape
Bowling pins or 2-liter bottles—one for each student
Playground balls or nerf balls
Large folding mats
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Game cones or jump ropes to make a line
Throwing Checklist for Activities—see attachment
Throwing Cues poster
Student Self-Assessment—see attachment
Lesson 2 Goals
Students will be able to:
More independently recite the cues,
“tape toes and rubber band hands,”
and execute arm-leg opposition.
Increase their understanding of hand
dominance.
Refine their underhand throw.
Begin to throw underhand with a
higher trajectory.
Students will know:
Teacher-directed verbal cues in
throwing with their dominant hand
and step to forward with their
opposite foot.
That they use a pendulum motion to
do the underhand throw.
More fun activities.
Working cooperatively and nicely
with others makes a game more fun.
Assessment Plan
Throwing Checklist for Activities, underhand section
Teacher observation of students recognizing their hand dominance
Teacher observation of students recognizing arm-leg opposition
Teacher observation of students using proper social skills
Students’ Self-Assessment
Lesson Sequence
Introduction
Verbally review the reasons for learning to throw: the end of unit assessment, the multitude
of games that are played using throwing and catching, the fun of throwing and catching,
and how and why it is important to be socially appropriate.
State the expectations of today’s lesson: working with a partner, using the writing hand to
throw and opposite leg to step on while one is throwing. Tell the students you will be
observing and noting their progress in throwing and in their social skills.
Content
Direct the captains to hand out the tape and rubber bands as was done in the last activity,
Tape Toes and Rubber Band Hands. Have a proficient student demonstrate while you
verbally review the key elements of the underhand throw: the underhand pendulum swing,
hand dominance, and arm-leg opposition while simultaneously reciting with the students,
“tape toes and rubber band hands” with less prompting than in the first lesson. Use the
Underhand and Overhand Throwing Checklist for Throwing Practice to measure how the
students are grasping the material.
When the students play Bowl-a-rama, move from student to student to guide them with
their underhand throwing technique, and continue to record their progress on the Throwing
Practice Checklist.
The children put away the bowling equipment. Then the teacher directs the children to go
back to their seats, and explains the Wishing Well activity. As the students are playing
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“Wishing Well,” continue to help individual students with their throwing technique because
this game requires a higher trajectory and a stronger throw. In addition, observe and check
off the students’ competencies for the underhand throw on the Throwing Checklist for
Activities underhand section.
Closure
Ask the students, “How does your body move when you underhand throw?” When the
students respond, ask for specifics, “What is the job of your arms and your legs?” Explain
that these skills require direct, specific movement. Ask the children, “Is this movement
good for your body?” Explain that being healthy requires being physically active and that
this is one fun way they can be physically active.
Then tell the children that you have taken a look at their social skills, and ask, “How does
your behavior affect others when you are physically active?” Again emphasize that their
good behavior helps to make their physical activity fun.
Tell the students that they will be learning overhand throwing during the next class.
During the last few minutes of class, each student is handed the Student Self-Assessment
Checklist. They write their perceptions of their throwing abilities. The teacher can then
compare the Throwing Practice Checklists with the Student Self-Assessment Checklist to see
how accurately the students perceive their own skills.
Accommodations/Differentiation Ideas
It may be helpful to have the students “make an ‘x’ with their hands” to their legs to
ensure their understanding of opposition.
Check for understanding of arm-leg opposition by having the students throw imaginary
“snowballs” at the teacher.
Have writing paper and pencils available for students who are not sure which hand they
use for writing.
Use large, bright wristbands and bright-colored, wide, duct tape or masking tape.
In the “Bowl-a-rama” activity, students could switch partners every time if they forget
whose turn it is.
Large playground balls are useful for students who keep missing the pins.
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Student Self-Assessment
My name is:
My throwing skills (Circle the right face for you.)
Right now, I can throw:
Great! Okay I need help.
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Grade _______, Class _____________
Throwing Checklist for Activities
Student Names
Underhand Overhand
“tape toe”
“rubber band hand”
Pendulum arm
swing “tape toe”
“rubber band hand”
Swing - Elbow to pass
by the ear
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Unit Title: Throwing and Catching
Lesson 3: Learning the Overhand Throw
Grade Level: K–2
References
“Tape Toes and Rubber Band Hands”, by Mary Feldt
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4770
“Bowl-a-rama”, by Sara Mallory,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4379
“Wishing Well”, by Sandi Pritchard
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=346
“Oscar’s Garbage Can”, by Hiemenze Julie
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=348
Vocabulary/Keywords: underhand throwing skills, overhand throwing skills, catching
skills, cooperative play, basic motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical Activity involves using movement and motor skills.
There are different rules for different movements.
We need to move.
There are ways to behave in physical activity settings.
Physical activity is fun.
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Unit Transfer Task: Student-Created Game
Materials/Equipment
Large folding mats
Cones or jump ropes
One wiffle ball or yarn ball for each student
One rubber band and one piece of masking tape for each student
Cooperation Checklist (see attachment)
Throwing Checklist for Practice—overhand section (see attachment)
Throwing Cues poster (see attachment)
Lesson 3 Goals
Students will be able to:
Apply (with guidance) the principles
of hand dominance and leg-arm
opposition to overhand throwing.
Understand that they use an elbow-
to-pass-by-the-ear swing.
Successfully complete throwing and
catching activities involving others.
Students will know:
How to recite the cues, “tape toes
and rubber band hands,” and
execute arm-leg opposition.
Which hand is their dominant hand.
How to underhand throw.
How to begin to throw underhand
with a higher trajectory.
How to successfully perform
throwing and catching activities by
working cooperatively with others.
Assessment Plan
Throwing Checklist for Practice, overhand section
Teacher observation of students’ underhand throw without teacher prompting
Cooperation Checklist
Lesson Sequence and Application
Introduction
Begin the class with a question-and-answer session on how we should behave with others.
Point out the skills listed on the Cooperation Checklist. Tell the students that they will be
watched for their social skills today and for many lessons to come.
Direct the captains to hand out the tape and rubber bands to all the students who have
shown they need them by the information from the Practice Checklist and by today’s
observation. Tell the students they will learn how to do the overhand throw today, and that
the overhand throw is very similar to the underhand throw.
Content
With the team captains passing out the rubber bands and tape, tell the students to put a
large rubber band on their “writing hand” and masking tape their opposing toe. Model the
underhand throw with the verbal cues, “tape toes and rubber band hands,” as was done in
previous lessons. (More explanation is found in the activity), Tape Toes and Rubber Band
Hands, by Mary Feldt.
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Tell the students to face you and throw imaginary snowballs at you saying, “tape toes and
rubber band hands.” Observe the students to see if any of them would benefit by your
further verbal prompting or modeling. Tell the students you will be watching them to make
sure they can do the underhand throw perfectly.
Direct the students to play, Wishing Well.
After “Wishing Well,” tell the students to go back to their seats. Point out that the overhand
throw is nearly the same as the underhand throw. Still use the verbal cues, “tape toes and
rubber band hands,” with the students and demonstrate the overhand throw. Then the
students join the teacher in reciting, “tape toes and rubber band hands,” while they execute
the overhand throw without a ball.
After organizing the children to aim at different walls, tell them to practice overhand
throwing a wiffle ball or a yarn ball against the wall while they use the “tape toes and
rubber band hands” cues to ensure their correct use of arm-leg opposition. While they are
practicing the overhand throw, check off the students’ skills on the Throwing Checklist for
Practice – the overhand section.
The teacher directs the students in playing Oscar’s Garbage Can placing 4 to 6 students at a
time in the “trash can” (these are the “Oscars”) for each round of play. Allow enough
rounds so that each student is an “Oscar” during this class. Use the Cooperation Checklist
to note the children’s social skills.
Collect the tape and rubber bands from all students. Ask them what is similar between the
overhand and underhand throws. Offer any feedback that is needed.
Discuss the importance of the social skills from the Cooperation Checklist. First provide
feedback on what you saw in terms of cooperation, for example, “I saw ___ from the
checklist. What did you see?”
Closure
Ask the students, “How does your body move when you overhand throw? How is it different
from the underhand throw?” Explain how the movements are similar and how they are
different. Remind the students of the discussions of the last class, and ask them how
throwing games are good for their bodies. Ask the children, “Did you have fun?” Then lead
them to conclude that physical activity is fun, and that physical activity is part of being
healthy.
Then ask the students, “What else makes a game fun? Do you think that having your
friends playing with you is fun?” Encourage their positive responses, and ask, “How does
your behavior affect others having fun?”
Accommodations
Lower the mats for the shorter, less confident, or younger children.
Move the students closer or further away from the “wishing well” to accommodate their
skill level.
Have the mats and other equipment close to where you will have it set up before the
students arrive.
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Lesson ________
Cooperation Checklist For K-2
Student Names
Listen to
Others
Speak
Kindly to
Others
Take
Turns/
Share
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Grade _______, Class _____________
Throwing Checklist for Practice
Student Names
Underhand Overhand
“tape toe”
“rubber band hand”
Pendulum arm
swing “tape toe”
“rubber band hand”
Swing - Elbow to pass
by the ear
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Overhand Throwing
1. Step forward with your “tape toe.”
2. Put your “rubber band hand” over
your head, and move it behind you.
3. Move your “rubber band hand”
forward in front of you.
4. Release the ball.
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Unit Title: Throwing and Catching
Lesson 4: Practicing the Overhand Throw
Grade Level: K-2
References
“Oscar’s Garbage Can”, by Hiemenze Julie
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=348
“Pick and Choose”, Rohnke, Karl, Silver Bullets (Dubuque, Iowa: Kendall Hunt Publishing
Company, 1984
Vocabulary/Keywords: overhand throwing skills, catching skills, cooperative play, basic
motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are different rules for different movements.
We need to move.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Student-Created Game
Materials/Equipment
Large folding mats
Cones or jump ropes
One wiffle ball or yarn ball for each student
Large picnic tubs
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Beanbags or nerf balls
Have available—one rubber band and one piece of masking tape for each student
Throwing Checklist for Activities
Cooperation Checklist
Transfer Task poster
Lesson 4 Goals
Students will be able to:
Use the leg-arm opposition and
overhand throwing technique, with or
without teacher guidance, to do the
overhand throw in a game situation.
Participate in throwing and catching
activities successfully with others.
Students will know:
The principles of hand dominance and leg-
arm opposition in overhand throwing.
That they use the elbow-to-pass-by-the-
ear swing.
The importance of interacting
cooperatively with others in throwing and
catching activities.
Assessment Plan
Throwing Checklist for Activities – overhand section
Cooperation Checklist
Teacher observation of students throwing with their dominant hand
Teacher observation of students executing the overhand throw without teacher
prompting
Teacher observation of students executing the overhand throw without the tape and the
rubber bands
Lesson Sequence
Introduction
Model correct overhand throwing. With the younger or less competent students, it will help
to recite “tape toes and rubber bands,” and/or use the actual tape and rubber bands. Tell
the children to stand and face you. On your command, they chorally overhand throw. By
observation, determine which students, if any, should have the visual and/or auditory cues
of the taped toes and the rubber-banded hands. After this review, ask the students to recall
social skills from the previous lesson, and discuss the importance of social skills in playing.
Tell them you will be observing their social skills too.
Content
Right after the “snowball” throwing practice, tell the students to overhand throw a wiffle ball
or a yarn ball against the wall as they did last week. This is an excellent time to help any
students who are having difficulty with the overhand throw techniques.
Direct the students to play Oscar’s Garbage Can. Observe and note the throwing skill level
of the students on the Throwing Checklist for Activities – overhand section.
Then show the children how to play “Pick and Choose,” Rohnke, Karl, Silver Bullets
(Dubuque, Iowa: Kendall Hunt Publishing Company, 1984).
To set up this game, some of the students (the shooters) stand longitudinally behind a line
created with jumping ropes, while others (the helpers) are standing near the large plastic
tubs. The helpers’ job is to toss the nerf balls to the shooters so that the shooters can
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throw the nerf ball into the tubs. As a class, they are to get as many nerf balls as possible
into the tubs in a specified amount of time. Observe and record on the Cooperation
Checklist the students’ social skills progress.
Refer to the Transfer Task poster in explaining the other elements of the Transfer Task.
Closure
Discuss the results from what you observed in their social skills, and then ask the children
how their behavior affects others. Explain to the children that social skills are a large part
of the Transfer Task, too.
Review the specific motor skills in the overhand throw and the importance of physical
activity and physical health.
Accommodations
1. While the children are practicing their overhand throwing with the wiffle ball, you can
verbalize the “tape toe and rubber band” phrase as they throw. Get them to do the
throw slowly as they verbalize with you.
2. Pair some struggling students with some patient-but-competent students in reviewing
the throwing skills.
3. The actual time in the “Pick and Choose” game should be adjusted to show a growth in
student achievement as the game continues to show how important class cooperation is.
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Throwing and Catching Games
A book company is coming to your school.
They want to publish new throwing and
catching games. They will print your game if
they like it, but they have some
requirements. Your game must have both
throwing and catching. You must show them
how to overhand throw, underhand throw,
and catch properly. They might ask you
about appropriate cooperative skills, so make
sure you show them how you listen to others,
speak kindly to others, and take turns. Also
they may ask you what you think about the
game and if you and your classmates enjoyed
playing the game or not.
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Unit Title: Throwing and Catching
Lesson 5: Learning to Catch
Grade Level: K-2
References
“Pick and Choose,” Rohnke, Karl, Silver Bullets (Dubuque, Iowa: Kendall Hunt Publishing
Company, 1984).
“Grocery Bag Fun”, by Kurt Weinberg,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=345
“More Grocery Bag Fun”, by Susan Gautier,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=344
Vocabulary/Keywords: underhand throwing skills, overhand throwing skills, catching
skills, cooperative play, basic motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are different rules for different movements.
We need to move.
There are ways to behave in physical activity settings.
Physical activity is fun.
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Unit Transfer Task: Student-Created Games
Materials/Equipment
Have rubber bands and tape available to help students who still need the visual cues
Large picnic tubs
Nerf balls
Jump ropes
One plastic grocery bag for each student
One inflated beach ball for each pair of students
Pre-made grocery bag balls (as explained in More Grocery Bag Fun)
Cooperation Checklists from the last two lessons
A new Cooperation Checklist
Catching Skills Checklist (see attachment)
Transfer Task poster
Catching Cues Poster (see attachment)
Lesson 5 Goals
Students will be able to:
Apply appropriate social skills while
playing a group game.
Catch slow moving objects.
Students will know:
How to use the leg-arm opposition
and overhead throwing technique,
with or without teacher guidance.
To do the overhand throw in a game
situation.
Assessment Plan
Throwing Checklist for Activities, overhand section
Catching Checklist
Teacher observation of students’ executing the overhand throw without teacher
prompting
Teacher observation of students’ executing the overhand throw without the tape and the
rubber bands
Teacher observation of students’ applying the proper social skills in the games
Lesson Sequence
Introduction
Tell the children that today they will continue to throw and learn how to catch today. In
addition, discuss with the students the value of appropriate social skills in a group game.
Based on this class’s results of the Cooperation Checklist from the last two classes, aim this
class discussion toward the skills that are the weakest for this group of students. Roll play
appropriate responses and actions to illustrate the key skills needed to get them past these
social skill “humps.”
Next direct the children to play “Pick and Choose” to further practice their throwing skills
and social skills. Look for any students that need throwing assistance, and note all the
children’s social skills on a new Cooperation Checklist.
After a few minutes, tell the children to get back to their seats. Have the captains pass out
a grocery bag to each student, and follow the directions for Grocery Bag Fun. Challenge the
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students to close their eyes while trying to catch. This will prove the point that they need to
watch the bag in order to catch it. Tell them that later they will be catching with faster
moving things—a beach ball and then a “grocery bag ball” from More Grocery Bag Fun by
Susan Gautier.
Demonstrate with a student how to throw and catch with a beach ball. Have a student
ready to catch the beach ball. Tell the children that this is what it looks like in slow motion.
You hold and walk the airborne path of the ball. The receiving student will hold his hands in
front of his chest with his palms about 20 inches apart and facing each other. Tell this
demonstrating student to move his hands together as the ball comes to his chest. Have the
other students hold their hands at their chests the same way, and move their hands
together as they “catch” their imaginary ball. Tell the children that, when they can throw
and catch the beach ball, you will give them a “grocery bag ball” to throw. Mention that the
“grocery bag ball” is harder to catch because it is faster. Then tell the students to choose
partners, receive a beach ball, and practice throwing and catching with each other.
Observe the children. If they can catch the beach ball easily, hand them the “grocery bag
ball” to throw and catch. Check off their skill levels on the practice portion of the Catching
Checklist.
Closure
After the balls are collected, refer to the Transfer Task Poster and re-explain the elements of
the Transfer Task. Show the students a throwing and catching game that uses all these
elements. Make sure that all the students are in this game as participants.
Accommodations
1. Look for catching difficulty with the grocery bag catching. If the students have difficulty
with this, have them watch you as you dramatically toss the bag in the air. Verbalize
that your eyes are watching, watching the bag. As you continue to watch the bag,
verbalize how you can see it coming.
2. Have a throwing and catching game ready as the model for their Transfer Task.
3. Students should be able to catch the slower moving objects successfully before moving
on to trying to catch the faster moving objects.
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Catching Checklist
(Check in the appropriate box.)
Student Names
Can Catch
in Practice:
Can Catch doing
Activities:
Total
Slow
objects
Fast
objects
Lesson
6
Lesson
7 Other
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Catching
1. Get your eyes on the ball.
2. Hold your hands in front of you.
3. Keep watching the ball.
4. Put your hands together to catch
the ball.
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Unit Title: Throwing and Catching
Lesson 6: Catching Faster Moving Objects
Grade Level: K-2
References
“Grocery Bag Fun,” by Kurt Weinberg,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=345
“More Grocery Bag Fun,” by Susan Gautier
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=344
“Catching Animals,” by Sharon Welch
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3797
Vocabulary/Keywords: underhand throwing skills, overhand throwing skills, catching
skills, cooperative play, basic motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are different rules for different movements.
We need to move.
There are ways to behave in physical activity settings.
Physical activity is fun.
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Unit Transfer Task: Student-created game
Materials/Equipment
Social Skill Checklists from the last two lessons
One plastic grocery bag for each student
One inflated beach ball for each pair of students
Pre-made grocery bag balls
One beanie baby animal for each pair of students
Several hoops
Several nerf balls
Catching Skills Checklist
Transfer Task poster
An age-appropriate throwing and catching game
Lesson 6 Goals
Students will be able to:
Catch moderately moving objects.
Begin to create or choose a throwing
and catching game to use for their
Transfer Task.
Students will know:
How to apply appropriate social skills
while playing a group game.
How to catch slow moving objects.
Assessment Plan
Catching Skills Checklist
Teacher observation of the students’ strengths and weaknesses creating or choosing a
throwing and catching game
Lesson Sequence
Introduction
Take a brief verbal survey with your students. Ask them, “How many of you liked catching
slow-moving objects?” And, “How many of you did not like catching slow-moving objects?”
Listen to their reasons and address your students’ concerns. If necessary, repeat Grocery
Bag Fun from the last lesson.
Inform the children that they will do faster catching today, and work on their Transfer Task.
Model the proper catching technique—holding your hands in front of your chest with your
palms about 20 inches apart and your palms facing each other. Slowly “catch” an imaginary
ball. While they are sitting, have the students hold their hands at their chests the same
way, and move their hands together as they “catch” their imaginary ball.
Content
Direct the students to pair up, and toss a beach ball back and forth with each other, as you
observe and note their progress on the Catching Checklist – slow objects section. If
everyone is successfully catching, put the beach balls away, trade them for the grocery bag
ball, and direct the students to play More Grocery Bag Fun.
Observe and assist the students who are missing a lot of balls.
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After “More Grocery Bag Fun,” tell the students to come back to their seats. Explain
Catching Animals.
Direct the students to play it, and record the children’s catching abilities on the Catching
Checklist—the fast objects section.
Ask the students, “How many throwing and catching games have we played?” And, “How
many different ways have you thrown a ball?”
After the balls are collected, refer to the Transfer Task Poster and replay the Transfer Task
game that they played last week. Direct the students’ attention to each element of the
Transfer Task as they are playing this game.
Closure
Right after the whole class game, tell the students to work with their teams to create or
choose a game. As the teams share their games with the class, guide them with the
demonstrating of the motor skills of throwing and catching, their communicating the game,
and any social skills that they need help with. Remind students they are showing their own
game next lesson.
Accommodations
1. Look for catching difficulty with the beach ball catching. If the students have difficulty
with this, have them watch you as you have a student walk the ball to you. Verbalize
that your eyes are watching—watching the ball as your arms are getting ready to catch
the ball. As you continue to watch the ball, verbalize how you watch it coming to you
and close your hands around it to catch it.
2. Pair a student who cannot think of a game with another student who can.
3. Because students will need equipment for their student-created games, have all the
above-listed equipment ready.
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Unit Title: Throwing and Catching
Lesson 7: Student-Created Games
Grade Level: K-2
References
Vocabulary/Keywords: underhand throwing skills, overhand throwing skills, catching
skills, cooperative play, basic motor skills, playground games
Delaware State Standards Addressed
1. Demonstrates competency of motor skills and patterns needed to perform a variety
of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
5. Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
6. Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
What are the rules for movement?
Why do I need to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings:
Physical activity involves using movement and motor skills.
There are different rules for different movements.
We need to move.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Student-Created Games
Materials/Equipment
A variety of objects that the children have used in this unit: nerf balls, grocery bag balls,
wiffle balls, beanbags, picnic tubs, and other items requested by the students for their
games
Transfer Task poster
Transfer Task Checklist Example
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Lesson 7 Goals
Students will be able to:
Execute the Unit Transfer Task as
described above.
Students will know:
How to catch moderately moving
objects.
How to begin to create or choose a
throwing and catching game to use
for their Transfer Task.
Assessment Plan
The Transfer Task Checklist Example
Teacher observation of students’ throwing skills
Teacher observation of students’ cooperative skills
Lesson Sequence
Introduction
Direct the students to the Cooperative Checklist. Ask them, “How many of these skills have
you seen in our throwing and catching lessons?” “How many cooperative skills have you
seen in the playground?” “I am giving you a minute to think about your favorite
cooperative skill, and then we will take turns telling the class what it is.” After the students’
responses, tell the children, “Remember that you must use your cooperative skills when you
play or teach your game.”
Choose one or more of the team games from last week to help illustrate the elements of the
Transfer Task. Remind the students that they can be free to check the Transfer Task Poster
to make sure they have done everything they mean to do.
Content
Have the materials mentioned above in one area of the gym. Then give the students this
scenario:
A book company is coming to your school. They want to publish new throwing and
catching games. They will print your game if they like it, but they have some
requirements. Your game must have both throwing and catching. You must show them
how to overhand throw, underhand throw, and catch properly. They might ask you
about appropriate cooperative skills, so make sure you show them how you listen to
others, speak kindly to others, and take turns. (Show the students the Transfer Task
poster, so they can be reminded of all these skills.)
Instructions for the Teacher
Each student will create a throwing and catching game or activity, demonstrating correct
underhand throwing, overhand throwing, catching, and cooperative skills while teaching the
game or in addition to the game. Ask the students to describe some or all of the
cooperative skills they have practiced in class. Check off each student’s competencies on
the Transfer Task Checklist. Make sure that all the students get to participate at some time
during this class in these student-made games and that everyone claps for every game.
Following is the more complete rubric for this Transfer Task:
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Targeted Acceptable Unacceptable
Movement
Skills
Student describes/
demonstrates the
activities so that others
show understanding of
the game, and the
underhand throwing,
the overhand throwing,
and the catching skills.
Student attempts to
describe the activities
and skills, but is
incomplete or
incorrect in some
demonstrations. The
other students are
somewhat confused.
Student cannot
describe/demonstrate
any activity or skill.
The other students
have no idea how to
perform the underhand
throw, the overhand
throw, or the catch.
Cooperative
Skills
When asked to
describe a behavioral
skill, student shows
taking turns, listening
to others, and
speaking kindly to
others.
When asked to
describe a behavioral
skill, student is
incorrect or
incomplete in some of
his descriptions or
demonstrations.
When asked to
describe a behavioral
skill, student cannot
demonstrate or
describe taking turns,
listening to others, or
speaking kindly to
others.
Reflective
Skills
Student honestly and
thoroughly discusses/
explains/draws self-
participation in design
of activity and on own
abilities to perform
skills correctly and
cooperatively.
Student shows some
honest discussion/
explanation/drawing
on self-participation
in design of activity
and on own abilities
to perform skills
correctly and
cooperatively.
Student is not able to
honestly discuss/
explain/draw self-
participation in design
of activity and on own
abilities to perform
skills correctly and
cooperatively.
Closure
The students select one or more student games to play again. Thank the students for their
games.
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Transfer Task Checklist Example
Students’ Names:
Student’s game contains:
Student correctly demonstrates throwing:
Student describes these Cooperative Skills:
Other students
understand the game: Reflection
Throwing 0-3 points
Catching 0-3
points
Underhand 0-5
points
Overhand 0-5
points
Listening to others
0–2 points
Speaking kindly to others
0–2 points
Taking Turns 0–2
points 0 – 5 points 0-3 points
Grading Rubric:
Target: 23 – 35
Acceptable: 14 – 22
Unacceptable: 0 - 13
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Resources and Teaching Tips
What text/print/media/kit/web resources best support this unit?
“Tape Toes and Rubber Band Hands”, by Mary Feldt,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4770
Bowl-a-rama”, by Sara Mallory,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4379
Rohnke, Karl, Silver Bullets (Dubuque, Iowa: Kendall Hunt Publishing Company, 1984)
What tips to teachers of the unit can you offer about likely rough spots/student
misunderstandings and performance weaknesses, and how to troubleshoot those
issues?
From the start it is imperative that the students understand and perform the arm-leg
opposition in order to throw properly. The lessons that impress the opposition have the
activity, “Tape Toes and Rubber band Hands”. If more time needs to be spent on this
opposition, PE Central has more beginning throwing activities that emphasize opposition.
It is important that the students can catch a slow-moving object before advancing to faster
moving objects. Beach balls and balloons are fun and slow moving.
Differentiation
For Lesson 1:
Have writing paper and pencils available for students who are not sure which hand
they use for writing.
Use large, bright wristbands and bright-colored, wide, duct tape.
Students could switch partners every time if they are showing conflict as to whose
turn it is.
Large playground balls are useful for students who keep missing the pins.
For Lesson 2:
It may be helpful to have the students “make an ‘x’ with their hands” to their legs to
ensure their understanding of opposition.
Check for understanding of opposition by having the students throw imaginary
“snowballs” at the teacher.
For Lesson 3:
Allow the students to throw beanbags or nerf balls into large picnic tubs for
additional throwing practice.
The competent students will have fun throwing independently so that you can work
with the more skill-needy students.
For Lesson 4:
While the children are practicing their overhand throwing with the wiffle ball, you can
verbalize the “tape toe and rubber band” phrase as they throw.
Get them to do the throw slowly as they verbalize with you.
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For Lesson 5:
Look for catching difficulty with the grocery ball catching. If the students have
difficulty with this, have them watch you as you dramatically toss the bag in the air.
Verbalize that your eyes are watching, watching the bag. As you continue to watch
the bag, verbalize how you can see it coming down; you are getting ready for it to
come close to you and then—wham!—you grab out of the air!
For Lesson 6:
Look for catching difficulty with the beach ball catching.
If the students have difficulty with this, have them watch you as you have a student
walk the ball to you. Verbalize that your eyes are watching; watching the ball as
your arms are getting ready to catch the ball. As you continue to watch the ball,
verbalize how you watch it coming to you, and close your hands around it to catch it.
Design Principles for Unit Development
At least one of the design principles below is embedded within unit design.
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures in order to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability to use skills, resources, and tools to meet the
demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4) Pursue
personal and aesthetic growth. (AASL, 2007)
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information
8th Grade Technology Literacy - the ability to responsibly use appropriate technology
to communicate, solve problems, and access, manage, integrate, evaluate, and create
information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st Century(SETDA, 2003).
1
Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to integrate Language Arts into the art of Physical Education. As students learn and exhibit their abilities to do all kinds of physical movements, they will be immersed in the wonderful words of the late Dr. Seuss.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
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Delaware Model Unit Gallery Template: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Traveling with Dr. Seuss
Designed by: Lee Raymond
District: University of Delaware
Grade Cluster: K-2
Time Frame: 5 Lessons
_________________________________________________________________
Summary of Unit
This unit integrates language arts with traveling and movement concepts. Each lesson
revolves around a Dr. Seuss book or story. Physical activities involve traveling skills-hop,
skip, walk, run, gallop, slide, jump as well as movement concepts such as space awareness,
relationships, and effort as well as cooperative play. Lessons can be taught in sequence or
individually as needed throughout the year.
_________________________________________________________________
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Stage 1 – Desired Results
(What students will know, be able to do and understand)
_________________________________________________________________
Delaware Physical Education Standards
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in physical
activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea: Fit For Life
Unit Enduring Understandings
Full-sentence, important statements or generalizations that specify what students should understand from
the Big Ideas(s) and/or Content Standards and that are transferable to new situations.
Physical activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Essential Questions
Open-ended questions designed to guide student inquiry and learning.
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Knowledge and Skills
Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2
Students will know…
That words and movement go together
That movement can be fun
Moving with other people can be fun
Students will be able to…
Demonstrate a variety of locomotor movements
Use movement concepts with a variety of locomotor movements
Match rhyming words
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Stage 2 – Assessment Evidence
(Evidence that will be collected to determine whether or not Desired Results are achieved)
_________________________________________________________________
Suggested Unit Transfer Tasks An effective transfer task for ALL students should be designed to include:
Complex, real-world, authentic applications
Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret,
apply, empathize, have perspective, self-knowledge)
Make a Book
You and your friends are very excited that you are learning to read in kindergarten. You
also have a lot of fun on the playground and enjoy moving around. As a class, you decide
to make a book using words and actions you have learned to leave for next year’s
kindergarten class. You want to tell the next class about all the activities they will do while
they are in kindergarten. Each student in the class should contribute one page to the book,
but not all pages have to have an action word on them. Remember, though, that the action
words help fill the book with movement so, if you can find an action word for your page,
then the book will be twice the fun! Once you have the story ready be sure the whole class
tries it out! Then each student should write a note to the next class telling them what you
think of the book.
(This task can, and should be, done in conjunction with the classroom teacher.)
Rubric(s)
Scoring guide to evaluate transfer tasks used as evidence of student proficiency.
An effective scoring guide should:
Measure what is appropriate for the Content Standard that is assessed.
Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency.
Targeted Acceptable Unacceptable
Language Skills Student writes sentence using appropriate action word
or draws picture of appropriate action word.
Student knows appropriate action word but needs help from
teacher to clarify sentence.
Student cannot think of action word.
Movement Skills When asked to perform a movement skill, student does correct
movement and
performs all critical elements of the skill.
When asked to perform a movement skill, student either does
correct movement or
performs all critical elements of the skill but not both.
When asked to perform a movement skill, student cannot do
correct movement and
perform all critical elements of the skill or students can do less than half of required skills correctly.
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Targeted Acceptable Unacceptable
Reflection Student includes detailed information about thoughts, feelings about the book, and actions in the book. Student
explains own contribution to the book.
Student includes likes/dislikes of book and states what contribution to the book was.
Student discusses what the book is about but includes no personal thoughts on the book or contributions to the book.
Other Evidence
Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings,
Essential Questions, Big Ideas) found in the Content Standards.
Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples,
observations).
Teacher observation
Oral discussions
Exit slip
Obstacle course design sheet
Student Self-Assessment and Reflection
Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, self-
editing—based on ongoing formative assessments).
Student drawings
Oral responses to teacher questioning
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Stage 3 – Learning Plan
(Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning)
_________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Scaffold in order to acquire information, construct meaning, and practice transfer of understanding.
Provide ongoing opportunities for self-monitoring and self-evaluation.
Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws http://www.umuc.edu/library/copy.shtml
Unit Title: Traveling with Dr. Seuss
Lesson 1: Traveling/Using Rhymes
Grade Cluster: K–2 (30-minute lesson)
References
Hop on Pop, by Dr. Seuss
Children Moving, by Graham, Holt-Hale and Parker
Vocabulary/Keywords: traveling, hopping, skipping, galloping, sliding, jump, leap, walk,
rhyme
Delaware State Standards Addressed
#1 – Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understanding
Physical Activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Book of Movements
Materials/Equipment:
Hop on Pop, by Dr. Seuss
Rhyming words card set. Prepare sets of rhyming words from book and from classroom
teacher. (Cat/Hat, Pup/Cup, Fall/Ball, Dog/Log etc.) Be sure to include traveling or
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movement words such as run, walk, hop, jump, skip, slow, fast. You should have
multiple sets so each child can collect at least 5 matches.
Music, if desired.
Lesson Goals:
Language acquisition, fundamental, locomotor movements
Students will be able to:
Demonstrate a variety of
traveling movements
Locate and match rhyming words
Students will know:
Words that rhyme
Words that are associated with
specific movements
Assessment Plan:
Teacher observation of matched words
Student performance of traveling movements
Exit slip on matching words
Lesson Sequence:
Introduction –Teacher will read Hop on Pop, by Dr. Seuss, to students asking them to
demonstrate some of the actions found on the pages as a warm-up.
Pup is Up - ask students to jump up then remain standing
All Tall - ask students to stand as tall as they can
All Small - ask students to get as small as they can
All Ball - ask students to pretend to throw a ball
All Fall- ask students to “fall” down to sitting position
Sad, Dad Bad Had - ask students to make sad face
Thing Sing - ask students to make joyful face
Walk Talk - have students follow teacher for a walk around the gym and talk while
they walk
Hop Pop - ask students to hop in place back at beginning until Stop
Mr. Brown Upside Down - ask students to hang head upside down
Pup Up - ask students to jump up
Brown Down - ask students to sit down
Content
Spread laminated matching words on floor. On “Go” signal (or start of music), have
children hop around space to find matching words. Students hop back to own starting
space and place matches down; then they can go out and get another set. Continue for
one minute. Ask for volunteers to read matches and to demonstrate the movement
associated with any of the words. Then ask students to “take a walk-talk while all-fall.”
This means that students are to walk around the gym space saying their rhyming words
as they let them all-fall back onto the floor (remind students to try to spread words out
from each other).
Repeat sequence asking children to skip, jump, slide, gallop, etc., until time or until
children seem tired of activity.
Closure
Final time through the game, collect the words from the children and review the action
words with children (hop, skip, fast, slow, etc.) and have students all perform action.
Hand out exit slips, complete, and collect.
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Accommodations/Differentiation Ideas and Tips:
1. Students can work in partners to find matching words.
2. Handicapped partners should be paired with an able-bodied partner.
3. A Word Wall could be set up ahead of time with matching words already listed as a
“cheat sheet” for students to use when making matches.
4. Time to find matches can be lengthened or shortened depending on overall class ability.
5. Students can be given a limit to the number of matches that can be made during time
the period but then allowed to help other individuals find their maximum number.
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Unit Title: Traveling with Dr. Seuss
Lesson 2: Traveling/Matching/Mirroring
Grade Cluster: K–2 (30-minute lesson)
References
The Zax From the Sneetches and Other Stories by Dr. Seuss
Children Moving by Graham, Holt-Hale and Parker
Vocabulary/Keywords: matching, mirroring, general space
Delaware State Standards Addressed
#1 – Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Book of Movements
Materials/Equipment:
The Zax from the Sneetches and Other Stories, by Dr. Seuss
Drum or other signal device if not using music
Music, if desired
Lesson goals:
Working effectively with a partner, fundamental, locomotor movements
Students will be able to:
Demonstrate a variety of traveling
movements
Match and mirror a partner while
traveling in open space
Students will know:
To accomplish a task you have to
work with people
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Assessment Plan:
Teacher observation of matching and mirroring activities
Student performance of traveling movements, matching, and mirroring
Oral discussion questions
Lesson Sequence:
Instant activity:
Children are scattered in general space. On “go” and “stop” signals, children move in
general space using traveling commands provided by teacher. This can be done with
music or using a drum to signal start and stop. Go through each of the traveling skills as review: walk, run, skip, hop, jump, leap, gallop, slide.
Introduction:
Tell students we are continuing on with Dr. Seuss and read the story The Zax.
Discussion questions at the end revolve around the world being built around The Zax,
and what they could have done differently to solve their problem.
Content:
Put children into partners and designate one as the north Zax and one as the south Zax.
Children will try different solutions to Zax problems.
Task 1: Have partners stand next to each other. South Zax partner makes a shape
and other partner match the shape. Do this 3 times and then have North Zax make
shapes while South matches partner. Discuss matching.
Task 2: Have partners decide on 5 ways to travel and then perform movements side
by side trying to match movements exactly.
Task 3: Have partners face each other. North Zax should make a shape, and South
should mirror shape. Each partner should make 3 shapes for partner to mirror.
Task 4: Have partners mirror each other with a moving shape. If North moves right
arm, then south moves left arm, etc. Try 3 movements each.
Task 5: Have one child lead (North Zax) and one child follow moving in general
space using a variety of traveling movements (can be teacher designated or student
choice). Switch leaders (now South Zax leads) after a minute or two. Discuss the
concept of following and leading.
Task 6: Ask children to move in general space using specified traveling movement.
On the signal, partners find each other, shake hands, move around each other, and
continue moving with next the traveling movement. Continue through a few rounds.
Closure
Oral discussion of what Zax was doing in the story. Ask students if they matched or
mirrored. Ask what would have worked best. Which was more fun, moving or standing
still? Would moving or standing still be better for the Zax?
Accommodations/Differentiation Ideas and Tips:
1. Help students who are having trouble matching and mirroring. Can use pinpointing to
help demonstrate.
2. If many students are having problems, have the teacher be North Zax and all students
are South for activities so children can learn from watching each other.
3. If students are ready, more challenging matching and mirroring tasks can be added such
as moving while mirroring shapes etc.
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Unit Title: Traveling with Dr. Seuss
Lesson 3: Traveling/Space Awareness/Relationships with Objects
Grade Cluster: K-2 (30-minute lesson)
References
And to Think I Saw it on Mulberry Street, by Dr. Seuss
Children Moving, by Graham, Holt-Hale and Parker
Vocabulary/Keywords: general space, traveling movements, relationships
Delaware State Standards Addressed
#1 – Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Book of Movements
Materials/Equipment:
And to Think I Saw it on Mulberry Street, by Dr. Seuss
Obstacle course set up in the gym using bamboo poles on milk crates, hula hoops on
floor and/or on milk crates, low balance beams—obstacles that children could go over,
under, through, around, etc. (No necessary order for course as children will make own
pathway.)
Obstacle course design sheet for each student
Pencil/marker/crayon for each student
Picture of obstacles posted where students can see them or one for each student (could
be laminated for future use)
Lesson Goals:
Traveling movements through an obstacle course
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Students will be able to:
Demonstrate a variety of traveling
movements.
Use movement concepts while
traveling through obstacle course
Students will know:
How to travel safely around people
and objects
The concept of adding on that you
can imagine anything
Assessment Plan:
Teacher observation of traveling skills
Teacher observation of movement concepts used by students
Obstacle course design sheet
Self-assessment of design at bottom of sheet
Lesson Sequence:
Introduction
We are going to build our own “Mulberry Street” out of obstacles today. Begin by
starting to read And to Think I Saw it on Mulberry Street. After reading about adding a
Zebra, stop and pause. Allow children to get up and walk around obstacles and try them
out. Have children return to their seats and give each student their design sheet and
writing instrument. Ask the students, after the boy added a Zebra to his Mulberry
Street, which obstacle would they want to place on their street. Have them draw the
obstacle using the examples or write the name of the obstacle in block #1. Continue
reading the story, pausing at various intervals to allow children to add additional
obstacles to their sheet as the boy adds stuff to his street until they have 8 obstacles listed or drawn. Allow children to use same the obstacle more than once.
Content
Once design sheets are finished allow students to try out their course. Remind them
they can move around the obstacle any way they want, over, under, through, around
etc. Remind them to go in the order that they wrote the obstacles and remind them of
safety issues such as waiting for others to use obstacle if more than one are in the same
place. Allow students to move through their obstacle course a few times until they know
it then allow students to use a variety of traveling movements to go through course.
Remind them of safety issues each time.
Closure
Ask students to fill out the face at the bottom of design sheet now that they are done. If
they like their obstacle course then draw a big smile, or if they do not like their obstacle course, draw an unhappy face. Remind them that changes can be made tomorrow.
Accommodations/Differentiation Ideas and Tips
1. If the activity is too difficult for individual students to do, the teacher can create one
course using input from all students. Reflection sheet at the end could be completed on
individual sheets with students drawing faces about the whole process.
2. Partners can design obstacle course if they have trouble writing or copying pictures to
sheet.
3. Words can be added to a Word Wall in the gym and PE class including relationship
words, such as over, under, through, etc.
4. Place elements at a level that will allow all students to go under them and, when
necessary, clearly mark the pathways for wheelchair students.
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1
2
3
4
5
6
7
8
How do you like your
obstacle course?
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Unit Title: Traveling with Dr. Seuss
Lesson 4: Traveling/Working Cooperatively
Grade Cluster: K-2 (30-minute lesson)
References
The Sneetches and Other Stories, by Dr. Seuss
Children Moving, by Graham, Holt-Hale and Parker
Vocabulary/Keywords: general space, traveling movements, cooperative activities,
cooperation
Delaware State Standards Addressed
#1 – Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Question(s)
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understanding
Physical activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer task: Book of Movements
Materials/Equipment:
The Sneetches and Other Stories, by Dr. Seuss
Poly spots that have two distinct sides—one side could have a sun, and the flip side a
moon; one side a red circle and the flip side a blue circle, etc.—try to have at least one
per student or more
Scarves—or something easily held in the hand while children travel through general
space—each child should have two
Lesson Goals:
Traveling and working cooperatively
Students will be able to:
Demonstrate a variety of traveling
movements.
Students will know:
How to work cooperatively so that all
can participate in an activity.
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Assessment Plan:
Teacher observation of traveling skills
Teacher observation of cooperative skills used by students
Oral discussion questions
Lesson Sequence:
Introduction
Children are each given a poly spot, and the benefits of each side are explained by the
teacher (why the sun is good for the earth, why the moon is good for the earth) They
are then told to place their poly spot somewhere in general space, not near another one,
with the side up that they think is best. On the “go” signal, children travel around using
the traveling motion given by the teacher and attempt to turn over as many poly spots
as they can so that their best side is up—suns are flipping to moons, moons are flipping
to suns. Have students do this for a maximum of one minute. Comment on numbers of
each up and numbers of each down and ask sun people if they think there should not be
a moon. Ask moon people if they think there should not be a sun. Tell them we are going to find out how another group figured out who was best.
Content
Task 1: Begin to read The Sneetches story. As you are reading, after the first time
both sets of sneetches are changed ask students to move back to the playing area.
Now tell students that, if they thought the sun was best before now, they want the
moon to be the best, and the moons now want suns. Have children play for a
minute and then resume reading. Stop and have children play at least two more
times using different traveling skills. At end of the story ask students to look at poly
spots. Can they tell which was a star and which was a moon to start with? The
Sneetches realized that it did not matter what the other Sneetch had but that they
could work together.
Task 2: Explain that they will play a sharing game where the idea is for each person
to be a friend to everyone else just like the Sneetches ended up being. Give each
child two scarves except for two taggers (use appropriate number of taggers per
students in class). On “go,” taggers try to tag as many people as possible. When
they tag someone, the person has to give them one of their scarves. If the person
loses both scarves, she/he becomes frozen and raises their hand to signal their
friends to help them. Other people can give one of their scarves to the person
without any scarves and that person can play again. Play for a minute or two then
change taggers. The old taggers keep the scarves they collected but should be
reminded that they can now share with many of their friends when they get frozen.
A variety of traveling skills may be used in this game. Play until children have lost
interest or time is up.
Closure
Have a discussion about playing together. What did the Sneetches discover? Were star
Sneetches better than non-star Sneetches? Who did they decide to play with at the
end? How about scarf tag? Did everyone get to play? Why? What made the game work? Ask children to describe their favorite game where everyone gets to play.
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Unit Title: Traveling with Dr. Seuss
Lesson 5: Traveling/Working Cooperatively
Grade Cluster: K-2 (30-minute lesson)
References:
The Cat in the Hat, by Dr. Seuss
Children Moving, by Graham, Holt-Hale and Parker
Vocabulary/Keywords: general space, traveling movements, cooperative activities,
cooperation
Delaware State Standards Addressed
#1 – Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are the ways to behave in physical activity?
How can I have fun moving?
Enduring Understandings
Physical activity involves using movement and motor skills.
There are ways to behave in physical activity settings.
Physical activity is fun.
Unit Transfer Task: Book of Movements
Materials/Equipment:
The Cat in the Hat, by Dr. Seuss
Variety of objects that can safely be spread around general space to imitate the messy
house—beanbags, polyspots, yarn balls, domes, etc.
Lesson Goals:
Traveling and working cooperatively
Students will be able to:
Demonstrate a variety of traveling
movements.
Students will know:
How to work cooperatively so
that all can participate in an
activity.
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Assessment Plan:
Teacher observation of traveling skills
Teacher observation of cooperative skills used by students
Make a Book Task
Lesson Sequence
Introduction: Read The Cat in the Hat
Content
Playing area should have designated children’s room (safe area) at one end of the
playing area. At opposite end should be buckets, hoops, etc., that the mess can be
placed into. Chose two or three children to be the Cat in the Hat and all the others are
the children. Objects representing the mess are spread out through playing area. On
the signal “Mom’s Home,” the children begin to collect the mess one object at a time and
place it in the clean-up buckets or hoops using the traveling skill designated by the
teacher. The Cats try to tag the children to stop them from cleaning up. If a child is
tagged, she/he must return to the children’s room before going out again to help clean
up. If the child has a piece of mess in her/his hand when tagged they simply place it
back on the floor before returning to children’s room. Play for a designated period of
time. Change cats and let children play again.
Closure
Have a discussion about playing together. What is the same about this game as the
game with the scarves or the stars activity from last class? Did they have fun playing
the games? Could they think of another story they know and think of a game they could
play that would go with the story? Teacher can discuss Book of Movements here.
Children can suggest ideas of movement words, activities that they do in school. Work
on task can take place here or in classroom or as homework. Practice of the book
should take place in gym during the next class period, and reflection by the student
completed in gym or class or homework following practice.
Targeted Acceptable Unacceptable
Language
Skills
Student writes
sentence using
appropriate action
word or draws
picture of
appropriate action
word.
Student knows
appropriate action
word but needs help
from teacher to
clarify sentence.
Student cannot think
of action word.
Movement
Skills
When asked to
perform a movement
skill, student does
correct movement
and performs all
critical elements of
the skill.
When asked to
perform a movement
skill, student either
does correct
movement or
performs all critical
elements of the skill
but not both.
When asked to
perform a movement
skill, student cannot
do correct movement
and perform all
critical elements of
the skill or student
can do less than half
of required skills
correctly.
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Targeted Acceptable Unacceptable
Reflection Student includes
detailed information
about thoughts,
feelings about book,
and actions in book.
Student explains own
contribution to book.
Student includes
likes/dislikes of book
and states what
contribution to book
was.
Student discusses
what book is about
but includes no
personal thoughts on
book or contributions
to book.
Make a Book
Scenario
You and your friends are very excited that you are learning to read in kindergarten. You
also have a lot of fun on the playground and enjoy moving around. As a class, you decide
to make a book using words and actions you have learned to leave for next year’s
kindergarten. You want to tell the next class about all the activities they will do while they
are in kindergarten. Each student in the class should contribute one page to the book, but
not all pages have to have an action word on them. Remember though, that the action
words help fill the book with movement, so if you can find an action word for your page,
then the book will be twice the fun! Once you have the story ready, be sure the whole class
tries it out! Then each student should write a note to the next class telling them what you
think of the book.
Instructions for Teacher
Each student should create a page for the book. They can draw and/or use written words.
Encourage students to use action words to describe what they do in their class throughout
the year. Examples would be:
Walk quietly to the library
Rock in the chair when reading
Move quickly during a fire drill
Reach up high to get library books
Stand up to salute flag and then sit down
Run at recess
Skip to the bus
Repeated action words are okay in book.
When completed, the book should be read and movements done by the entire class.
Once the book is finished and students have practiced the book, they should write a
reflection on the book in the form of a note to the next class explaining what they think of
the book and what they contributed to the book.
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The Match Patch
Can you help fix these pants? Draw a line from the patch to the hole with the rhyming word
to fix the pants.
CAT
RED
HOP
WALK
WALL
HAT
BED
BALL
TALK
POP
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Possible Obstacle Set-Up
Pole on milk
crates
Table
Hula Hoop
Hula Hoop
on
Milk Crates
Low Balance Beam
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Accommodations/Differentiation Ideas and Tips
1. Because these activities have no winners/losers, teacher must stress the idea that
working together helps everyone enjoy the game.
2. Students can partner in the first activity to help those having trouble flipping, etc.
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Resources and Teaching Tips
Resources
Include a variety of resources (texts, print, media and web links) that best supports the unit.
Dr. Seuss Early Readers:
Hop on Pop
The Sneetches and Other Stories
And to Think That I Saw It on Mulberry Street
Children Moving: A Reflective Approach to Teaching Physical Education. Graham, Holt-
Hale and Parker, 7th ed. 2007 McGraw-Hill pub.
Teaching Tips
Provide tips to help teachers identify and correct student misunderstandings and weaknesses.
Be sure to read notes on Accommodations/differentiation at end of each lesson.
Teachers need to work in collaboration with the classroom teachers to be sure that
vocabulary is appropriate for students and that teachers are not duplicating efforts.
Word Walls may facilitate much of the work for students so, again, collaborating with the
classroom teacher to find words that work in the gym and in the classroom can be
presented to the students.
Integration of language arts works well, but if students are not able to perform basic
motor tasks, then integration needs to be held off until students are ready for the
additional challenge of the addition of language arts.
Students may need to work in partners to help with vocabulary or with motor skills so
have plans to provide appropriate partners for your students if needed.
Accommodations/Differentiation
Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the
products and performances without compromising the expectations of the Content Standards.
Describe how instruction may be varied to address differences in readiness, interest, and/or learning
profiles.
This unit can be done as a unit or lessons may be taught throughout the year or singly
depending on the needs of the PE teacher and the classroom teacher. See individual lesson
plans for specific accommodations to each lesson.
1. See comments above regarding providing partners when appropriate.
2. If possible, words and pictures should be on the same card to facilitate learning.
3. Word Walls with common words in both gym and classroom facilitate learning.
4. Advanced readers could supply additional words not found in books but that relate to
activities.
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Design Principles for Unit Development
Please check the design principles below that are embedded within the unit
International Education – the ability to appreciate the richness of our own cultural
heritage and that of other cultures and to provide cross-cultural communicative
competence.
Universal Design for Learning – the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, and tools to meet
the demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth.(AASL,2007)
(Briefly explain how design principle(s) are embedded within the unit design.)
Connections to Other Areas
Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services and school climate) families and communities.
English Language Arts
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Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to show students how the activities they engage in contribute to their overall health.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
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Delaware Model Unit Gallery: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: CATCHing Physical Activity
Designed by: Libby Thomas, School Health Consulting
Grade Cluster: 3-5
Time Frame: 4 Lessons
________________________________________________________________________
Summary of Unit
The Coordinated Approach to Child Health (CATCH) program is designed to promote daily
physical activity and healthy eating for a lifetime of fitness. In this unit, teachers and
students make use of the CATCH Physical Education Teacher’s Guidebook and CATCH
Grades 3–5 Activity Box, and introduce Activitygram as one way to track activity time. As
students participate in CATCH activities, they will begin to place each one into Activitygram
to gain a better understanding of how these activities contribute to their overall health and
wellness. This unit is primarily designed for 5th graders, but activities can be used with 3rd
and 4th graders and modifications made to integrate with Activitygram.
CATCH (Coordinated Approach to Child Health) is sponsored by the Nemours Health and
Prevention Services in Delaware. Materials to present this unit, modify, or expand it are
available through the Nemours Foundation. District teams (made up of health educators,
physical educators, cafeteria personnel, administrators, classroom teachers, and others) are
required for CATCH professional development. Teachers who have not had this professional
development and wish to use this unit of instruction should contact their district lead
teacher or curriculum supervisor for further information.
This unit was developed for the DOE website with the permission of Flaghouse, Inc.,
publisher of Taking Off, A Fourth Grade Curriculum, CATCH, second edition, 2002 and the
Cooper Institute, publisher of the Fitnessgram/Activitygram Test Administration Manual,
third edition, 2005, through the Nemours Health and Prevention Services of the Nemours
Foundation. Physical Education units written in consultation with Lee I. Raymond,
Department of Health, Nutrition and Exercise Science, University of Delaware.
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Stage 1 – Desired Results (What students will know, be able to do and understand)
________________________________________________________________________
Delaware Physical Education Standards
Demonstrates competency in motor skills and movement patterns needed to perform
a variety of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in
physical activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea: Fit For Life
Unit Enduring Understandings
Physical activity involves using movement and motor skills.
Moving is important.
Physical fitness is good for you.
Essential Questions
What are ways to move?
What are physical activities?
Why is moving important?
Why is physical fitness good for you?
What is fitness?
Knowledge and Skills
Students will know…
Sixty minutes daily of moderate to vigorous physical activity (MVPA) daily is best.
Warm-up and cool-down are important components of physical activity.
Physical activity is necessary for lifetime fitness.
Physical activity is fun.
Students will be able to…
Label activities as rest, light, moderate, or vigorous.
Plan for a goal of 60 minutes of MVPA daily.
Choose physical activities to meet their goal.
Describe different activities that meet the need for MVPA.
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Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are
achieved) ________________________________________________________________________
Suggested Unit Transfer Task An effective transfer task for ALL students should be designed to include:
Complex, real-world, authentic applications
Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret,
apply, empathize, have perspective, self-knowledge)
Fit Boy/Fit Girl
You are in charge of creating a new video game or story that has one or more characters
that help children understand why they need to be physically active for at least an hour (60
minutes) a day. You need to make sure that your major character is fit and has an
appropriate name. In your video game or story, you must have your character
demonstrating that he/she participates in at least 60 minutes of physical activity every day
and also helping all children know why it is important to do so. After you have created your
game or story, be ready to explain to your editor (teacher) why you think your story/game
has done a good job of helping children understand that they can move in lots of ways and
that they should do it for at least 60 minutes per day.
Rubric
Target Acceptable Unacceptable
Student creates character(s) that participate in 60 minutes of physical
activity and uses 3 or more types of different types of activities. Character clearly demonstrates to children the reasons he/she participates in the activity and makes a clear connection to
good health and physical movements. Story or game contains "bad" examples of activities to reinforce "good" activities. Character also makes a clear difference between participating in light, moderate, and/or vigorous physical activity.
Student creates character(s) that
participate in 60 minutes of physical activity and use at least 2 different types of activities. Student has character
demonstrating to children the reasons that he/she participates in physical activity.
Student has character(s) that show participating in
physical activity but does not show or demonstrate at least 60 minutes of it. Character(s) demonstrate only one type of physical
activity throughout the story/game. Student's character does not make connections for children to physical activity and healthy lifestyles.
Student makes clear connection to character(s) reasons for participating in 60 minutes of physical activity to living a healthy lifestyle. Student can explain why activity needs to be 60 minutes to
have the most benefit. Student makes a clear relationship through character activity and healthy living for children. Student makes it clear that many activities can be considered to contribute to health and why they do.
Student makes clear connection to character's behaviors and being healthy. Student can state different activities
that character can or does do and explains why the activity is important to health.
Student cannot connect concept of physical activity with health. Student cannot explain why actions of character may
or may not contribute to a healthy life. Student cannot explain why different activities may have different effects on health.
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Other Evidence
Teacher observation
Oral discussions
Homework
Worksheets
Student Self-Assessment and Reflection
As a home assignment, students will write a reflection about how they are more aware of
their physical activity level since using CATCH and Activitygram.
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Stage 3 – Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to
prior learning) ________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws
http://www.umuc.edu/library/copy.shtml.
See attached lesson plans.
Resources and Teaching Tips
Resources
Include a variety of resources (texts, print, media, and web links) that best supports the unit.
This unit is drawn from the CATCH Physical Education Teacher’s Guidebook, Grades K–8,
and CATCH, Grades 3–5 Activity Box, 2002. Flaghouse, Inc.
Fitnessgram/Activitygram, 2005. Meredith and Welk, editors. The Cooper Institute.
Poster of Activitygram Pyramid (page 73, Fitnessgram/Activitygram)
Catchinfo.org
http://www.cdc.gov/HealthyYouth/physicalActivity/publications.htm
Teaching Tips
See individual lesson plans for specific tips.
Students should have a knowledge base of the health-related components of fitness.
Plan this in conjunction with ELA/English and/or art teacher for final transfer task to be
applicable to other education areas.
Students who have been using Activitygram computer programs can input data rather
than matching on paper.
Students may need help with data input.
Accommodations/Differentiation
Students with special needs must be accommodated as their plans specify.
Students may need help with data input into Activitygram program.
Design Principles for Unit Development
Please check the design principles below that are embedded within the unit
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures and to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, and tools to meet
the demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
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participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth (AASL, 2007).
(Briefly explain how design principle(s) are embedded within the unit design.)
Students will use their skills and resources to begin planning for lifetime fitness. They will
draw conclusions about their current levels of activity and plan for personal growth.
Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
If students are using Activitygram at this point, data can be entered into the program by
student or with help. Activitygram Reports can provide students assistance with personal
health and with final transfer task.
Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services,
counseling, nutrition services, and school climate) families and communities.
It is suggested that physical education teachers invite cafeteria workers and classroom
educators to reinforce this unit of instruction and, indeed, a healthy lifestyle with emphasis
on nutrition and physical activity. Families can be involved through the home assignment of
recording activities for the CATCH activity and then Activitygram.
Final transfer task can become a joint effort with classroom teacher, English teacher, and
Art teacher.
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Physical Education Lesson Plan Template
Unit Title: CATCHing Physical Activity
Lesson 1: “How Can I CATCH Fitness?”
Teacher Name: Libby Thomas, School Health Consultant
Date: June 19, 2009
Grade Level: 3-5
References
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
The Cooper Institute, Meredith, M. & Welk, G. ed. Fitnessgram/Activitygram Test
Administration Manual. 3rd edition. Human Kinetics
Vocabulary/Keywords
Physical activity, light, moderate, vigorous, Go Fitness, Activitygram
Delaware State Standards Addressed
Standard 1: Demonstrates competency in motor skills and movement patters needed
to perform a variety of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Big Idea: Fit for Life
Essential Questions
What are ways to move?
What are physical activities?
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
Physical activity involves using movement and motor skills.
We need to move.
Physical fitness is good for you.
Unit Transfer Task: Fit Boy/Fit Girl
Materials/Equipment:
CATCH activity box cards numbers 6, 12, 62, and 237.
Equipment required for any CATCH activity.
Activitygram poster found on page 73 Fitnessgram/Activitygram test manual.
Review sheet for light, moderate, and vigorous activity (see attached).
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Lesson Goals:
Review concepts of light, moderate, and vigorous activity.
Introduce terms used in CATCH program and its relevance to personal fitness.
Introduce Activitygram as a means of determining activity levels.
Students will be able to:
Differentiate between activities with
different intensity levels.
Categorize activities according to the
Activitygram.
Participate in activities that work on
different health-related components
of fitness.
Students will know:
The CATCH program has a physical
activity component that helps
students to think about and work on
their own personal fitness levels.
Activitygram can help them organize
their fitness activity levels.
Assessment Plan:
Teacher observation
Oral questions at end of class
Review sheet on LMV activities
Lesson Sequence:
Introduction: Ask: “How can participating in activities make you a healthier person?”
Record responses for students to see. (Keep responses posted throughout unit.) Have
words rest, light, moderate, and vigorous on the board or word wall. Refer students to
those words and let them know that we are going to continue to participate in activities
that are at each level. However, we are going to begin to discover how LONG we should
be participating in those activities to really make us healthier. Introduce final transfer
task so students know what they will be expected to be able to do by the end of the
unit.
Content: Warm-up – activity card #12. After completion of activity, review activity to
find light, moderate, and vigorous activity components.
Main Activity: Tell students that they are now going to be participating in two
CATCH “Go Fitness” activities. Explain that the idea behind these activities is the
development of the health-related components of fitness and that you want them to
identify the ones worked on in each activity. Begin Activity Card #237. Play a few
rounds. Then, move to Activity Card #62, and play rounds as time permits.
Cool Down: Activity card #6
Closure: Have students gather around the Activitygram poster. Review “Go Fitness”
activities, and have students state which parts of each activity belong in which part
of the Activitygram. Ask students if they know how long PE class is. Then remind
them that their goal should be to participate in moderate to vigorous physical activity
(MVPA) at least 60 minutes per day to have optimum health. Have them estimate
how long in today’s class they felt they participated in MVPA. Have students
complete review sheet for homework.
Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels adapting terms and activities to meet
the grades needs.
2. Use CATCH terms “Go Fitness,” “Go Activity,” “Go Slow, and Whoa.”
5. For special needs children find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
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Physical Education Lesson Plan Template
Unit Title: CATCHing Physical Activity
Lesson 2: CATCHing the Idea of the Many Ways to Move
Teacher Name: Libby Thomas, School Health Consultant
Date: January 2009
Grade Level: 3-5
References
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
The Cooper Institute, Meredith, M. & Welk, G. ed. Fitnessgram/Activitygram Test
Administration Manual. 3rd edition. Human Kinetics
Vocabulary/Keywords
Physical activity, light, moderate, vigorous, Go Activity, Activitygram
Delaware State Standards Addressed
Standard 1: Demonstrates competency in motor skills and movement patters needed
to perform a variety of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Big Idea: Fit for Life
Essential Question
What are ways to move?
What are physical activities?
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
Physical activity involves using movement and motor skills.
We need to move.
Physical fitness is good for you.
Unit Transfer Task: Fit Boy/Fit Girl
Materials/Equipment:
CATCH activity box cards numbers 8, 44-55, 371, and 354
Equipment required for any CATCH activity
Activitygram poster (found on page 73 Fitnessgram/Activitygram test manual)
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Lesson Goals:
Review concepts of light, moderate, and vigorous activity.
Introduce terms used in CATCH program, and its relevance to personal fitness.
Introduce idea of completing physical activity at home.
Students will be able to:
Recognize and label activities as light,
moderate, or vigorous activity.
Discuss how different types of
activities contribute to healthy
bodies.
Students will know:
The CATCH program has a physical
activity component that helps
students to think about and work on
their own personal fitness levels.
Recording daily activity can be
beneficial to understanding how to
create a healthy body.
Physical activity includes a variety of
movements that are done in a gym,
on a field, and around the home.
Activitygram can help them organize
their fitness activity levels.
Assessment Plan:
Teacher observation
Completion of activity cards #44-#55
Oral questions at end of class
Homework
Lesson Sequence:
Introduction: Collect homework review sheet from last class and tell students that they
are going to continue working on finding light, moderate, and vigorous physical
activities. Ask students what other activities they added to the homework review sheet.
Content: Warm-up – activity card #8. Play for 3 minutes. After completion of 3
minutes, tell students how long they participated in the warm-up and ask them how
their bodies are feeling. Do they feel that they worked at a light, moderate, or vigorous
level and ask why.
Main Activity: Move in activity cards #44-#55. Be sure at each station to include a
variety of levels of activities that can be done in a gym or at home. Have students at
each station for a set time—30 seconds or 1 minute. Ask students to mark on their card
whether the activity was light (L), moderate (M), or vigorous (V). At the completion of
activity, ask students if they think how they labeled their activity would change if they
had to do the activity for a longer or shorter amount of time.
Cool Down: Activity card #371 followed by a 2-lap walk around the gym.
Closure: Ask students what type of activity they participated in during the cool
down. Explain that CATCH includes all types of activities because moving is good for
the body. In this case, we have used the “Go Activities” from CATCH. Activities that
are found in specific sports.
Give out activity card #354 for homework. Remind students that parents can and
should help with this homework.
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Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels, adapting terms and activities to meet
the grades needs.
2. Use CATCH terms “Go Fitness,” “Go Activity,” “Go Slow, and Whoa.”
3. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
4. For activity cards #44-#55, you can set a time limit for each station at 30 seconds per
station for round 1, and then move to round 2 and increase the time per station.
Closure involves asking students to compare how they felt with different times.
5. For activity card #354, you can ask students to record the time they spent with each
activity.
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Physical Education Lesson Plan Template
Unit Title: CATCHing Physical Activity
Lesson 3: CATCHing Up With More Activity
Teacher Name: Libby Thomas, School Health Consultant
Date: January 2009
Grade Level: 3-5
References:
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
The Cooper Institute, Meredith, M. & Welk, G. ed. Fitnessgram/Activitygram Test
Administration Manual. 3rd edition. Human Kinetics
Vocabulary/Keywords
Physical activity, light, moderate, vigorous, Activitygram, muscular strength and endurance,
cardiovascular fitness
Delaware State Standards Addressed
Standard 1: Demonstrates competency in motor skills and movement patters needed
to perform a variety of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Big Idea: Fit for Life
Essential Question
What are ways to move?
What are physical activities?
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
Physical activity involves using movement and motor skills.
We need to move.
Physical fitness is good for you.
Unit Transfer Task: Fit Boy/Fit Girl
Materials/Equipment:
CATCH activity box cards #6, #63, and #235
Equipment required for any CATCH activity
Activitygram poster (found on page 73 Fitnessgram/Activitygram test manual)
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Create a handout of the Activitygram poster for each child
If students are already using computer version of Activitygram, data can be put directly
into the program
Lesson Goals:
Review health-related components of fitness and how each type could be light,
moderate, or vigorous activity.
Integrating CATCH journal materials with Activitygram.
Students will be able to:
Recognize and label health-related
component of fitness as light,
moderate, or vigorous activity.
Correctly determine where their
physical activities from home fit into
the Activitygram.
Students will know:
The CATCH activities and
Activitygram work together to help
students to think about and work on
their own personal fitness levels.
Recording daily activity can be
beneficial to understanding how to
create a healthy body.
Physical activity includes a variety of
movements that are done in a gym,
on a field, and around the home.
Assessment Plan:
Teacher observation
Completion of Activitygram worksheet
Student reflection piece
Lesson Sequence:
Introduction: Have students have homework sheets out and ready for the end of class.
Review with the students the health-related components of fitness. Tell them that today
we are going to work on two components and that you would like them to think about
whether or not each activity would be considered a light, moderate, or vigorous activity.
Content: Warm-up – activity card #63. After completion, ask students how their bodies
are feeling. Do they feel that they worked at a light, moderate, or vigorous level and
ask why. Ask which health-related component of fitness they think they were working
on.
Main Activity: Move in activity card #235-#236. When finished ask students again
which health-related component of fitness they were working on and what level of
intensity did they experience.
Cool Down: Activity card #6 with last challenge to get homework and find a seat
(your management).
Closure: Give each student the Activitygram handout that you have prepared. Ask
students to transfer their activities from their homework onto the Activitygram
worksheet at the appropriate spots. Also, ask them to place the warm-up activity
where they believe it belongs as well as the main activity. Collect.
As a home assignment, students will write a reflection piece about how they are
more aware of their activity level since using CATCH and Activitygram.
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Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels, adapting terms and activities to meet
the grades needs.
2. Use CATCH terms “Go Fitness,” “Go Activity,” “Go Slow, and Whoa.”
3. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
4. For students that did not complete the homework assignment, ask them to fill in at least
two activities they could do at home as well as the day’s work.
5. If students have access to the Activitygram program, they can input data into the
program rather than use the handouts. This could be done at stations, in a classroom,
or in the computer lab. Printouts can be given to students.
6. Homework assignment could be done in conjunction with classroom teacher/ELA
teacher.
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Physical Education Lesson Plan Template
Unit Title: CATCHing Physical Activity
Lesson 4: CATCHing Up With It All
Teacher Name: Libby Thomas, School Health Consultant
Date: January 2009
Grade Level: 3–5
References
Lee I. Raymond, Department of Health, Nutrition and Exercise Science, University of
Delaware
Coordinated Approach to Child Health (CATCH) www.catchinfo.org
CATCH Activity Box
The Cooper Institute, Meredith, M. & Welk, G. ed. Fitnessgram/Activitygram Test
Administration Manual. 3rd edition. Human Kinetics
Vocabulary/Keywords
Physical activity, light, moderate, vigorous, Activitygram, muscular strength and endurance,
cardiovascular fitness
Delaware State Standards Addressed
Standard 1: Demonstrates competency in motor skills and movement patters needed
to perform a variety of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Big Idea: Fit for Life
Essential Question
What are ways to move?
What are physical activities?
Why do I need to move?
Why is physical fitness good for you?
What is fitness?
Enduring Understanding
Physical activity involves using movement and motor skills.
We need to move.
Physical fitness is good for you.
Unit Transfer Task: Fit Boy/Fit Girl
Materials/Equipment:
CATCH activity box cards #18, #40, #273, and #378
Equipment required for any CATCH activity
Activitygram poster (found on page 73 Fitnessgram/Activitygram test manual)
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Lesson Goals:
Review health-related components of fitness and how each type could be light,
moderate, or vigorous activity.
Students will be able to:
Recognize and label health-related
component of fitness as light,
moderate, or vigorous activity.
Correctly determine where their
physical activities fit into the
Activitygram.
Students will know:
The CATCH activities and
Activitygram work together to help
students to think about and work on
their own personal fitness levels.
Recording daily activity can be
beneficial to understanding how to
create a healthy body.
Physical activity includes a variety of
movements that are done in a gym,
on a field, and around the home.
Assessment Plan:
Teacher observation
Lesson Sequence:
Introduction: Collect reflection paper. Review the activities of the last three lessons and
explain that this lesson will incorporate some basketball activities. Ask students where
on the triangle they think these types of activities will go and where in the lesson they
will belong (Go Fitness and Go Activity) as well as whether the activity would be LMV on
the intensity scale.
Content: Warm-up – activity card #273.
Main Activity: Move in activity card #40, and when finished move to activity card #378.
Cool Down: Activity card #18.
Closure: Review the day’s activities and ask students if they need to change their
guesses from the beginning of class as to where the activities would go. Make
changes. Handout final transfer task as homework. Remind students that they will
need to report to their editor during the next class.
Accommodations/Differentiation Ideas and Tips
1. This lesson can be done at any of the grade levels adapting terms and activities to meet
the grades needs.
2. Use CATCH terms “Go Fitness,” “Go Activity,” “Go Slow, and Whoa.”
3. For special needs children, find their range of movement and attempt to create
appropriate modifications to the CATCH cards to demonstrate the different levels of
physical activity.
5. Transfer task could be done in conjunction with classroom teacher/ELA teacher and/or
the art teacher. Students should have ample time to complete the assignment. Remind
students you are looking for the ideas to be incorporated and not their artistic
accomplishments.
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WHAT DO YOU THINK? Is It Light, Moderate, or Vigorous Activity?
Swimming for 30 minutes L M V Biking with friends L M V
Doing the dishes L M V Watching TV L M V Sledding L M V
Reading the paper L M V Playing basketball L M V Playing soccer L M V
Jumping rope L M V Dancing L M V Searching the internet L M V Raking the leaves L M V
Making your bed L M V List two other activities you do at home and label
each L, M, or V.
_________________________L M V
_________________________L M V
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Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to show students how cooperation can lead to group success and that there are specific characteristics of a cooperative person. A working definition of cooperation will be discussed and used throughout the year.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
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Delaware Model Unit Gallery Template: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Cooperation
Designed by: Katie Gallucci
District: Appoquinimink
Grade Cluster: 3–5
Time Frame: 6 Lessons
_________________________________________________________________
Summary of Unit
This unit addresses the need for cooperation in order to accomplish tasks. Students will
participate in a variety of activities that utilize the characteristics of a cooperative person.
Throughout the unit students will be assessed on their knowledge and understanding of
these characteristics. Assessments will consist of checklists, observation, and reflection. At
the conclusion of the unit, the students will develop a game that demonstrates the
characteristics of a cooperative person.
_________________________________________________________________
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Stage 1 – Desired Results
(What students will know, do, and understand) _________________________________________________________________
Delaware Physical Education Standards
Indicate the content standards that will be addressed in Stage 3 and assessed in Stage 2.
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in physical
activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea: Fit For Life
Unit Enduring Understandings
There are behavioral expectations in physically active settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Essential Questions
What are the behavioral expectations in a physically active setting?
Why participate in physical activity?
Knowledge and Skills
Students will know…
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
How cooperative people behave towards each other.
Students will be able to…
Demonstrate the skills of a cooperative person to solve increasingly complex problems.
Reflect on personal cooperation skills.
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Stage 2 – Assessment Evidence
(Evidence that will be collected to determine whether or not Desired Results are achieved)
_________________________________________________________________
Suggested Unit Transfer Task(s)
Exit Task A
You and a group of friends have been hired by Nike. Your group has been asked to develop
a game for other elementary school students. This game must have rules and safety
procedures and use only two pieces of equipment. The game must require players to
cooperate with each other for the game to be successful. All group members must
contribute to the design of the game.
Once you have designed your game, Nike wants you to actually play the game with your
class. Once you are done playing, each group member must report back their thoughts and
feelings on how successful the game was in meeting the objectives of designing a safe game
that requires all students to participate in a cooperative manner.
You may use the following questions to write your report:
1. Explain how you contributed to the creation of the game. How do you feel about your
contribution to the game?
2. Write about what made your game successful or not successful? How did you feel about
the outcome?
3. Would you play this game again? Explain your reasons.
Rubric(s)
Targeted Acceptable Unacceptable
Five of the following criteria
are met:
Includes rules
Includes safety
procedures
Uses two pieces of
equipment
All group members
contributed to creating
game
All students were able to
participate in the game
Game allowed for
cooperation and
leadership among the
players
Four of the following criteria
are met:
Includes rules
Includes safety
procedures
Uses two pieces of
equipment
All group members
contributed to creating
game
All students were able to
participate in the game
Game allowed for
cooperation and
leadership among the
players
Three or less of the
following criteria are met:
Includes rules
Includes safety
procedures
Uses two pieces of
equipment
All group members
contributed to creating
game
All students were able to
participate in the game
Game allowed for
cooperation and
leadership among the
players
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Targeted Acceptable Unacceptable
Student fairly assessed
own contribution to
design of game citing
numerous specific
examples. Success and
failure of game were
connected to ultimate
goals of task, and
particular examples from
play were referenced as
either successful or
failures and why.
Student related reasons
for playing or not playing
again to overall success
of game meeting original
objectives of game.
Student fairly assessed
own contribution to
design of game and
identified one specific
example of a
contribution. Reflection
on success and failure of
game included personal
feelings and included a
specific reference to an
aspect of the game.
Student clearly stated
personal reasons for
playing or not playing
game in future.
Student assessment of
own contribution to
game was not validated
by examples of
contributions or over-
inflated worth of
contribution. Student
responded to success or
failure of game by
acknowledging either but
with no supporting
evidence to clarify
choice. Student
identified if they would
play or not play game
again but provided little
or no reason for the
choice.
Other Evidence
Checklists and observation of cooperative characteristics.
Student Self-Assessment and Reflection
Self assessment/reflections are included in lesson plans.
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Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations) _________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
4. An understanding of the terms cooperation, teamwork, and problem solving.
5. An understanding of the cooperative characteristics.
6. The ability to reflect on and possibly change behaviors in a group setting.
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Physical Education Lesson Plan Form – Lesson 1
Grade Cluster: 3–5
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understandings:
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Exit Task
Exit Task A: Design a game that incorporates rules and safe procedures and allows for
leadership.
You and a group of friends have been hired by Nike. Your group has been asked to develop
a game for other elementary school students. This game must have rules and safety
procedures and use only two pieces of equipment. All group members must contribute to
the design of the game. A successful result will allow all students to participate and allow
all students to demonstrate characteristics of a cooperative person.
Materials/Equipment
“How to Be a Cooperative Person” overhead, note cards, pen or pencil, exit slip, and cones
set up in diamond shape for students to move around.
See attached lesson plan.
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Lesson 1 Goals
Students will be able to:
Use the skills of “How to Be a Cooperative Person” in partner activity.
Students will know:
The benefits of being a cooperative person
How cooperative people act toward each other
Assessment Plan
Exit slip: “What is the difference between cooperating and going along with the group?”
Other Evidence
Observation of interaction of student with partner/group—are they using the cooperation
skills?
Completion of task assigned.
Lesson Sequence
When students enter the gym, they sit on their number.
Introduction
Introduce cooperation and goals of the lesson through video and discussion.
Good morning class. Today we are going to watch a video and then discuss it.
After the video ask, “What was the message of this video?” Allow students to write ideas on
the board. Explain what the word cooperate means. Some examples may include
teamwork, working together, helping each other. “Great. Why cooperate?” (Student-
generated list on the board.) Some examples may include figuring out a problem, moving a
heavy box, turning a long jump rope so the jumper can be successful.
Now that we know what the word cooperation means and some reasons why we
need to cooperate, I want you to think about how you can be a cooperative person.
I want you to remember “DEALT” while working with others in a group.
Here’s why: DEALT stands for
Do your part.
Encourage others to do their best.
Appreciate others for what they contribute.
Listen carefully to what others say and be sure you understand what they are saying.
Take turns when there is something that nobody wants to do or when more than one person
wants to do the same thing.
Boys and girls, using DEALT, compare being a cooperative person to just going along
with others.
Optional Activity – choose students to role-play these behaviors.
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Transition
Now that we are getting to know what cooperation looks like, we are going to
participate and practice cooperating in some activities with a partner or a small
group. Before you get started, I want you to count your pulse for 15 seconds. Keep
this number in mind.
Content
Teacher will verbally explain and demonstrate the activity. The teacher will choose
partners.
Boys and girls, the activity you are doing for warm up is called Animal. Before we
start moving around the gym, I am going to assign you a partner and give you a
note card and a pencil. When I say “go,” you and your partner will find a space in
the gym. You have 5 minutes to invent a new animal and practice your cooperating
behaviors. On a note card, you must name it and decide how it moves. Practice the
movement. Make sure its movement will gradually increase your heart rate. At the
end of the activity, you and your partner will complete an exit slip. Be prepared to
explain the difference between cooperating and just going along with the group.
Transition
After 5 minutes, stop the activity and have students return to their number.
Boys and girls, have one person in the group keep the note card. After we walk
around the cones for 2 minutes, I will tap one of you on the shoulder. You and your
partner will begin moving like the animal you invented. The rest of the class will
begin moving like your animal as well. When you hear one drumbeat, return to
regular walking gait. I will then tap another person, and that group will begin
moving like their animal. This will continue until every pair has had a chance to
demonstrate their movement. Tell me what you do on one drumbeat—return to
regular walking gait. Are there any questions?
Transition
After each pair has had an opportunity to demonstrate their walk, whistle once and have the
students return to their number for discussion.
Note: before beginning discussion, ask students to count their pulse. “Is your number
higher than it was at the beginning of class?”
Closure
Discussion Questions
1. Ask them to reflect on “did you feel that you and your partner worked together to invent
an animal or did one person dominate?”
2. What makes working with a group or partner fun? What makes it not fun?
Girls and boys, being part of a group and cooperating are not necessarily the same
thing. (Pass out exit slip.) This exit slip will demonstrate that you understand the
difference between cooperating and just going along with the group. You need to
write in complete sentences. Spelling does not count. (Exit slip example below.)
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_________________________________________________________________
Cooperation vs. Going Along With the Group
Name___________________________________ Teacher_____________________
Directions: What is the difference between cooperating and just going along with
the group?
Assessment modifications:
Higher-level students – write in complete sentences, use examples from class
Lower-level students – lists, circle correct answer
Collect exit slips, stretch. As students are standing in line, read and discuss some of their
exit slips.
Teacher Notes: Post Exit Task in gym for quick referral.
_________________________________________________________________
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Physical Education Lesson Plan Form – Lesson 2
Grade Cluster: 3-5
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving, pulse, heart rate
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understandings
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Exit Task: Use Exit Task A – Grade Cluster 3–5
Materials
Three hula-hoops per team of 6-7 students, cones to designate a start and a finish line, or
you may use lines already on your floor.
Lesson 2 Goals
Students will be able to:
Use the skills of a cooperative person to solve a more complex problem—the Titanic
Challenge.
Students will know:
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
Assessment Plan
Teacher observation: circulate throughout classroom (gym) during the activity. Is each
student contributing, are they listening to all ideas, are they taking turns, etc.? Use the
behaviors of a cooperative person as a checklist rubric.
Other Evidence
Did the group successfully complete the task?
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Lesson Sequence
Introduction
Girls and boys, what did we discuss and practice last week? Turn to a partner and
discuss last week. You have one minute. Be prepared to share with the class. Go.
After groups have shared, verbally review the DEALT for cooperation while it is also up on
the overhead. “Last week we talked about how a cooperative person behaves. Let’s review
those characteristics now.” (Use overhead and allow students to give examples.)
Transition
Boys and girls, we are continuing to work on how to be a cooperative person. Today
may be a bit more challenging. You will have to work in a larger group and solve a
more complex problem. We all need to use the cooperative person skills to be
successful. Please think about these skills during our warm up.
Keep the poster of “How to be a Cooperative Person” insight at all times.
Before I explain the activity, we need to warm our muscles. Our warm up is “Partner
Tag” (pt). Partner Tag requires that you follow directions and work with a partner to
make sure everyone in class is safe.
Explanation and demonstration of pt.
Boys and girls, while playing pt, you are obviously working with a partner. I need
two students to come up and demonstrate for the class. Boys and girls, these two
students are playing tag only with each other. One person is “it” and the other is
fleeing. The rules are both of you may only walk, once you are tagged you become
“it,” you chase your partner, and you may not move backwards. (Have the two
students demonstrate.) Are there any questions? (Wait 5 seconds.) When I say
“go,” I need you to stand silently beside a partner. If you do not have a partner by
the time I count to five, please come to me. Go. (Find partners for those who come
to you. If there is an odd number, the teacher may be a partner.)
After each student has a partner, review the rules and expectations. You may want to
review ways to move safely in a large group. Play pt for about 5 minutes. Stop class and
review expectations if some students are moving too fast, invading others’ personal space,
or moving against the class.
Transition
After 5 minutes, have students return to their number.
Boys and girls, look at the behaviors of a cooperative person. Use them during the
next activity. You will be working with more people (teacher chooses groups of 7-8)
and solving a difficult problem. The next activity is called Titanic Challenge. You
will need to solve the challenge by using the behaviors of a cooperative person. I
will be circulating around the gym and observing how the group works together. I
will not solve the challenge for you. (Divide the group into groups of 7-8 and have
them sit with their group behind the start line.) Here is the challenge.
You are all aboard a sinking ship. (Each group stands behind the start line.) You
need to get off of the sinking ship and get to safety. This is not a race; your goal
is to get your group to dry land. You may only use the lifeboats (hula-hoops) to
get the entire group to dry land (behind the finish line).
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Rules – review verbally
You may only step in the hoop, no leaping.
You may only pick up empty hoops.
Hoops cannot be dragged or tossed.
You may have any number of passengers on the lifeboats (hoops), but if any passenger
steps out, all the people in the lifeboat must return to the sinking ship.
You may step out of the lifeboat only when you reach dry land, but you may not throw
the hoop back to people still on the ship.
Boys and girls, do you have any questions about what you are attempting?
Remember to use the behaviors of a cooperative person. You have 3 minutes to
brainstorm with your group. Each person in your group must offer a possible
solution. Go.
After 3 minutes, give the groups 5 minutes to try their possible solutions. Circulate around
the gym with your grade sheet and give students + or - (or whatever assessment system
you use) depending on whether they use the skills of a cooperative person or not. After 5
minutes, gather the groups together and ask “what has worked and what has not worked.”
Allow students to try again using the information they learned from other groups.
Solution
To get to dry land, the group must fit as many passengers as they can into one hoop. The
group then places an empty hoop in front of their hoop and then all step into the empty
one. Once the original hoop is empty, a group member picks up the empty hoop and places
it in front of the hoop the group is standing in. Continue this until the passengers are on
dry land. If all the passengers did not fit into the hoop, one person needs to go back, by
placing one hoop in front of the other, and rescue the other group members from the
sinking ship.
Transition
Girls and boys, I would like for one group member to please bring me the hoops. All
students please return to your numbers.
Closure
Girls and boys, today you worked more on being a cooperative person. Share an
example of how you used the DEALT skills today. (Option—have students work in
pairs to report out. They write a brief reflection that may serve as an assessment.)
You did a great job listening to all other ideas. (Teacher note: be specific with
which skill they described and restate back to that student). Boys and girls, being a
cooperative person is a life skill. We need to cooperate in the gym to have fun and
be safe, and we can use these skills outside the gym. Where else do people need to
be cooperative? (Examples: families need to work together to get to school on
time. Doctors in a hospital need to work together so each person gets the best care.
Pit crews in NASCAR need to cooperate so the driver/team can be successful.) Next
week we will continue with cooperation. I want you to remember that, even when
our lessons do not focus on cooperation, you are always trying to be a cooperative
person.
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Transition
Next week, be prepared to tell me about one cooperative skill you used with a family
member or friend. Complete the handout and bring it with you next week. (See attached
handout.)
Boys and girls, please stand for stretching.
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Physical Education Lesson Plan Form – Lesson 3
Grade Cluster: 3-5 Clusters
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving, pulse, heart rate
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understandings
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Transfer Task: Use Exit Task A – Grade Cluster 3–5
Materials: 3-4 fold-up mats
Lesson 2 Goals
Students will be able to:
Demonstrate the skills of a cooperative person to solve a more complex problem—“Sink
or Swim.”
Reflect on personal cooperation skills and create goals for improvement.
Students will know:
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
How cooperative people behave toward each other.
Assessment Evidence
“What I Learned About Cooperation” self-reflection sheet
Other Evidence
Teacher observation of student interaction with group—are they using the skills of a
cooperative person?
Did the group successfully complete the task?
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Lesson Sequence
Introduction
Girls and boys, share with the class how you cooperated with a family member or a
friend. (After sharing, have students hand in their sheet.) Today is our last day to
focus on cooperation skills; however, we will always want to use these skills
whenever we work with others. Let’s review the skills of a cooperative person. (Use
overhead to review the skills.) The past two classes, we have done activities that
were challenging. Who can remember these activities and share them with the
class? Why do you think I chose those activities? Correct, those activities allowed
us to practice and hopefully become good at being a cooperative person. Does
anyone have an example of when they were a cooperative person outside of the
gym? Did you cooperate at home with a friend, neighbor, or parent? (Allow
students to share.) Great, I am glad you shared that with us. Keep the cooperation
skills in mind as we participate in today’s activities.
Transition
Class, today’s activity is a little more challenging than the past two. You will work in
an even larger group, and I will give you very little instruction about the activity. It
will require teamwork, problem solving, and most of all cooperation. Before I explain
the activity, let’s get our muscles warm. Who remembers why we need to warm our
muscles? (Helps prevent injuries because warm muscles stretch better than muscles
that are not warm, it prepares the heart and other muscles for hard work, better
performance, etc.) The warm up today is Partner Tag. You used this last class as
your warm up. I need two students to explain and demonstrate (see previous
lesson).
Play partner tag for 5 minutes.
Transition
After 5 minutes, have the students return to their number.
Girls and boys, I want you to think about how a cooperative person behaves. Think
about all of these activities we did in the gym and how it felt to work with others. Is
there one of the behaviors that you are having trouble with? Have you noticed that
maybe you only use some of those skills? I want you to choose one of those skills
that you are having trouble with and trap it in your brain. Today, your goal is to
concentrate on that skill and really make an effort to use it! Keep it in your memory
bank; we will come back to it in a minute.
Right now, I am going to break the class into groups of 9-10. (Choose the groups so
the students are not always working with their friends.) When I say “go,” your
group needs to go sit quietly beside a mat—“Go.” (Mats should be folded and behind
the start line. A finish line should be across the gym.)
Thank you for sitting with your group quietly and quickly. Today’s challenge is called
“Survivor Island.” Your mat is the only way your group can get off the island to
civilization. Use the mat to move your group.
Rules – review verbally and post as a visual
You may use the mat any way you want.
Group members must be on the mat at all times once you pass the start line.
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If a group member touches the floor or falls off the mat, the entire team goes back to
the start line.
This is not a race; you succeed by using the behaviors of a cooperative person to get
your group off the island and to the end line (civilization).
You may watch other groups and use or improve their ideas.
You have 5 minutes to brainstorm ideas with your group. Every member must share one
idea.
**circulate and observe group ideas**
After 5 minutes announce that the groups can begin trying out their ideas. Stop after 10
minutes. Gather the groups together and discuss what was effective and what was not
effective. Allow student to try again using the information the gained from other
groups. (Teacher notes: Offer hints as needed. Remember to only assess on whether a
student is using the behaviors, not necessarily whether the group is successful. This task is
difficult, but I have had success with third grade classes.)
Solution
To successfully move the mat and the group off the island, the mat needs to be unfolded
(flat) with as many group members as possible standing on the first panel closest to the
start line. Two group members fold the mat “up” in the middle, leaving a flat panel (last
panel) on the other side. All members then step over the middle fold to the flat panel. The
mat is then flattened out. All group members walk to the other end and repeat the process
of folding the mat “up” in the middle, etc.
Transition (with about 15 minutes left in class)
Boys and girls, please fold your mat, slide it to the start line, and sit on your
number.
Closure
Girls and boys, for the past three classes, we have been working on how to be a
cooperative person. We have been reviewing the skills and using activities that need
cooperation. Today, your goal was to concentrate on a skill that you felt you were
having trouble with. Would anyone like to share? (Allow 1-2 students to share.)
Assessment
I would like for everyone to think about the skill you practiced today. Please
complete the sheet “What I Learned About Being a Cooperative Person.” (Give
students a copy of the reflection sheet. Allow them 5-6 minutes to complete the
sheet.)
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What I Learned About Being a Cooperative Person
Name: ______________________________________
Teacher: ____________________________________
1. My goal for today was to work on: (circle one)
Doing my part
Encouraging others to do their best
Appreciating others for what they contribute
Listening to others and being sure I understand what they are saying
Taking turns when there is something that nobody wants to do or when more than
one person wants to do the same thing
2. One example of how I accomplished this goal today is:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. I could use this skill when I am … (give an example from outside of the gym)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Transition – Give a 2-minute warning
Boys and girls, you have about 2 minutes to finish. (When the two minutes is up,
collect the sheets.)
Review the sheets and allow students to share their reflection.
Have 2 students lead in stretching. Line up and ask review questions until homeroom
teacher arrives.
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Physical Education Lesson Plan Form – Lesson 4
Grade Cluster: 3–5
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity.
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction.
Big Idea: Fit for Life
Essential Questions
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understandings
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Transfer Task: Use Exit Task A – Grade Cluster 3–5
Materials/Equipment: All available equipment
Lesson 4 Goals
Students will be able to:
Use the characteristics of a cooperative person to create a game using teacher
generated rubric.
Students will know:
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
How cooperative people behave toward each other.
Assessment Plan: Task rubric
Other Evidence
Observation checklist – Check student’s name if he/she is displaying characteristics of a
cooperative person.
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Lesson Sequence
Boys and girls, for the past few classes you have been learning/practicing how to be
a cooperative person. Today, you will begin to put to use the information you gained
in here and in other classes. I will assign you to the group you will work with. Here
is your task:
You and a group of friends were hired by Nike. Your group has been asked to design
a game for other elementary students. This game must have rules and safety
procedures and use only two pieces of equipment. All group members must
contribute to the game. A successful result will allow all students to participate and
to demonstrate characteristics of a cooperative person.
Here is your task rubric (following). Teacher note: review the rubric and have it
posted. Go over thoroughly.
Class, here is your game-plan sheet (following). This will help you organize your
ideas. (Teacher note: have all of the equipment available for the students to see.
Allow them to try out different pieces). This is all the equipment available to you.
Remember, you must use two pieces.
You have the rest of the class time to brainstorm with your group. Keep the rubric in
mind as well as the characteristics of a cooperative person. They will guide your
task. You will hand in your planning sheet at the end of class. I will look at your
planning sheet this week, and I will add feedback. You may have extra planning
sheets if you need them. You may get with your group and begin.
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Optional Game Planning Sheet
5th Grade Exit Task
1. Names of group members:
a.
b.
c.
d.
2. Name of the game:__________________________________________
3. Equipment used:
a.
b.
4. Rules
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Safety procedures:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Purpose of the game:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Physical Education Lesson Plan Form – Lesson 5
Grade Cluster: 3–5
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity.
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Questions
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understandings
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Transfer Task: Use Exit Task A – Grade Cluster 3–5
Materials/Equipment: All available equipment
Lesson 4 Goals
Students will be able to:
Use the characteristics of a cooperative person to create a game using teacher
generated rubric.
Students will know:
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
How cooperative people behave toward each other.
Assessment Plan: Exit Task A rubric
Other Evidence
Observation checklist – Check students name if he/she is displaying characteristics of a
cooperative person.
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Lesson Sequence
Review and discuss the previous class activity.
Boys and girls, who can help the class remember what your task was last time we
met? What was the focus of this task? Students may respond “Being a cooperative
person, creating a game with every member involved,” etc.
Boys and girls, I looked over your planning sheets from last week. Please look over
my feedback. If you have any questions about what I have written, I will meet with
your whole group. You will have the remainder of this class to work on your task.
Be prepared to present your game to the rest of the class next week. I will be
circulating to each group to observe if DEALT is evident. Make sure you pay close
attention to the rubric as well as the characteristics of a cooperative person. You
must practice your game today and be ready to present the game to the class next
week.
Teacher notes: explain to students that, if they have not completed the task, they may
meet outside the class (recess) with their group mates.
Transition
Have students return to their number. “Class, how is your game going?” Allow students to
share their process with classmates. Have students discuss what strategies are working or
not working for their group.
Closure
Class; please be prepared to present your game to the class. I will randomly choose
groups to present. If you still need time to prepare, you may do so during recess or
at home. Are there any questions?
Please stand and stretch.
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Physical Education Lesson Plan Form – Lesson 6
Grade Cluster: 3–5
References: www.goodcharacter.com, www.atozteacherstuff.com, www.pecentral.org
Vocabulary: cooperation, teamwork, problem solving
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical activity.
#6 – Create opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction
Big Idea: Fit for Life
Essential Question
What are the behavioral expectations in a physical activity setting?
Why participate in physical activity?
Enduring Understanding
There are behavioral expectations in physical activity settings.
Physical activity provides a variety of opportunity for enjoyment, social interaction,
challenge, and/or self-expression.
Unit Transfer Task: Use Exit Task A – Grade Cluster 3–5
Materials/Equipment: All available equipment
Lesson 6 Goals
Students will be able to:
Use the characteristics of a cooperative person to create a game using teacher-
generated rubric.
Students will know:
The benefits of being a cooperative person (sense of belonging, successfully solving a
problem, a sense of accomplishment).
How cooperative people behave toward each other.
Assessment Plan: Exit Task A rubric
Other Evidence
Observation checklist – Check student’s name if he/she is displaying characteristics of a
cooperative person.
Lesson Sequence
Boys and girls, you have been working on your game. You are now ready to present
your game to the rest of the class. These groups will be presenting their game today
(choose 3-4 groups to present). Remember, here is what I am looking for ….
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Teacher notes: Review rubric with students one more time. Allow students to get the
equipment needed. Have the group complete the reflection sheet after their presentation
(reflection sheet follows).
Transition
Choose group order from hat. Use rubric to assess while the group is presenting.
Optional Game Development
Reflection Sheet
5th Grade Exit Task
1. On the separate sheet of paper, explain how you contributed to the creation of the
game.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Write about what made your game successful or not successful?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Would you play this game again? Why or why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What did you enjoy about completing this task? What did you not enjoy about
completing this task?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Resources and Training Tips
Include a variety of resources (texts, print, media, web links) that best supports the unit.
Provide tips to help teachers identify and correct student misunderstandings and weaknesses.
www.goodcharacter.com
www.atozteacherstuff.com
www.pecentral.org
Keep the characteristics of a cooperative person (DEALT) posted.
Make paper copies of rubric for students/parents.
Keep in mind that all students need to learn to cooperate—it is not always inherent.
Optional sheets are NOT a part of the final Exit Task but may be used to help organize
your students’ thoughts and learning process.
Accommodations/Differentiation
Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards.
Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles.
Maintain copies of all overheads.
Offer wide range of equipment—textured balls, different sizes.
Allow students to use poly spots to know position during the creation of the game.
Re-teach to any group not understanding purpose of lesson.
Send final rubric home so parents/guardians are informed of expectations.
Choose the groups that vary in ability level.
Design Principles for Unit Development
The design principles below that are embedded within the unit design
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
Connections to Other Areas
Include tips for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, school climate), families, and communities.
Unit is connected to family life and counseling by building on the concepts of interpersonal
communications and cooperation and will therefore help to develop positive school climates.
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Delaware Model Unit: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Kicking
Designed by: Rhonda Hill
District/Agency: Innovative Schools
Unit adapted from
http://www.meridianschools.org/Ponderosa/TeachersandStaff/Specialists/PEStoor/Assignme
ntsInformation/4th%20Grade%20PE%20Curriculum.pdf with resources for lessons adapted
from: www.pecentral.org
Grade Cluster: 3-5
Time Frame (Number of Lessons):
________________________________________________________________________
Summary of Unit
Students will continue to develop body control in kicking, punting, passing, trapping and soccer dribbling skills.
Activities will include individual and group kicking opportunities and implementation of offensive and defensive strategies.
________________________________________________________________________
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Stage 1 – Desired Results (What students will know, do, and understand)
________________________________________________________________________
Delaware Physical Education Standards
Include those addressed in Stage 3 and assessed in Stage 2.
Demonstrates competency in motor skills and movement patterns needed to perform
a variety of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in
physical activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea
Fit for life
Timing
Balance
Foot-eye coordination
Unit Enduring Understanding(s)
Development of coordinated sequential movement can lead to success in dynamic situations. Basic fundamental movements in dynamic situations promote a variety of specialized skills. Movement knowledge and practice influences decision making, strategy and performance. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. Knowing and demonstrating health-enhancing fitness components improves quality of life. Body awareness, spatial awareness and object manipulation promote safety. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations.
Unit Essential Question(s)
What are the sequential movements of kicking, punting, passing and dribbling? Why is it necessary to vary the force used when kicking? How can knowledge of basic movements allow you to adapt to dynamic situations?
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What are some strategies used to keep possession of the ball? How can kicking in a dynamic situation impact the types of strategies used? (i.e. open space) What are some different activities that include kicking? How can practice affect your ability to kick? What type of kicking activities could enhance your fitness levels? How does your body respond to a continuous game of soccer? Why is it important to be aware of your own self-space and surroundings when kicking? Why is it important to follow safety rules when kicking? What are some characteristics of good sportsmanship? How does practicing good sportsmanship enhance your experience?
Knowledge and Skills
Students will know…
The cues for kicking, punting, dribbling and trapping. The cues for passing: a. Non-kicking foot next to the ball b. Use the inside of the foot c. Follow through (foot to target) d. Firm Kick How to trap a ball using the inside of the foot. Position of the foot at point of contact determines direction of the kick. Different types of kicks require different forces (i.e. dribbling=soft/light kick, goal kick=hard kick). Various strategies used in kicking activities.
Students will be able to…
Pass to a moving target and trap a moving ball. Punt a ball for distance. Use various kicking skills in lead-up activities and/or small-sided/modified game situations. Use various strategies in a dynamic situation. Kick and/or move to an open space.
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Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are
achieved) ________________________________________________________________________
Suggested Unit Transfer Task(s)
You have been asked by the Kindergarten Physical Education teacher to work with her
students to increase their balance and kicking skills. She has asked that your class break up
into teams and put on a performance for her Kindergarteners that shows them how “big
kids play.” You must each choose an element of kicking, equate it to the purpose for which
you are kicking, and decide how best to present the performance to her students. You will
have 5 minutes each to present to her students.
Rubric(s)
Dribbling with Feet
Assess each criterion according to the specific levels of performance (advanced, proficient, and partially proficient). Record on
class list.
Criteria and Levels of Performance
1. Taps ball so that it stays within three or four feet of self.
Advanced Performance: Always taps ball so that it stays within three or four feet of self (tap-tap).
Proficient Performance: Sometimes taps ball so that it stays within three or four feet of self (tap-tap).
Partially Proficient Performance: Does not tap ball so that it stays within three or four feet of self (tap-tap).
2. Uses inside and outside of feet.
Advanced Performance: Always uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).
Proficient Performance: Sometimes uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).
Partially Proficient Performance: Does not use the inside and outside of the feet --- left and right --- to tap the ball
(inside/outside).
3. Looks forward more than down.
Advanced Performance: Always has eyes looking forward (eyes-up).
Proficient Performance: Sometimes has eyes looking forward (eyes-up).
Partially Proficient Performance: Does not have eyes looking forward (eyes-up).
4. Identifies the three skill cues.
Advanced Performance: Able to verbally identify all three skill cues correctly.
Proficient Performance: Able to verbally identify two of the three skill cues correctly.
Partially Proficient Performance: Able to verbally identify less than two of the three skill cues correctly.
Other Evidence
Observation of student foot skills
Observation of student dribble skills with a kick and no trap
Exit ticket
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Student Self-Assessment and Reflection
Physical Education Self-Assessment and Peer Assessment (NASPE #2 and #5) Name___________________________________________________________________ Directions: Think about today’s physical education lesson and assess yourself and our class’s performance. 4 = consistently 3 = often 2 = sometimes 1 = rarely Assessing Myself I followed directions 4 3 2 1 I shared my ideas with my class 4 3 2 1 I avoided put-downs 4 3 2 1 I listened to others 4 3 2 1 I encouraged my classmates 4 3 2 1 I helped without being asked by my PE teacher 4 3 2 1 Please tell me how you are feeling about physical education so far this year: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Assessing My Class We listened to one another 4 3 2 1 We shared ideas as a class 4 3 2 1 We avoided put-downs 4 3 2 1 We followed directions 4 3 2 1 We worked on something we needed to 4 3 2 1 We worked on becoming a better class in PE 4 3 2 1 Additional Comments: ______________________________________________________________________ ______________________________________________________________________
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___________________________________
Stage 3 – Learning Plan (Design learning activities to align with Stage 1 and Stage 2 expectations)
________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Lesson one: Spaghetti and Meatballs
Purpose of Activity: The purpose of this activity is for students to use the insides and
bottoms of their feet to push a soccer ball in the desired direction.
Prerequisites: Students will have practiced dribbling a soccer ball using the insides and bottoms of their feet in a setting without defensive pressure.
Materials Needed: Soccer balls for half the number of students, pool noodles for half the number of students, polyspots for half the number of students.
Description of Lesson
Half of the class will be sitting on the gym floor on a polyspot with one pool noodle in hand.
The other half of the class will attempt to dribble in between those with pool noodles, such
that they avoid allowing anyone to touch their ball with a pool noodle. After two minutes,
students switch roles. Students can be challenged to dribble back and forth from one side of
the play area to the other as many times as possible during the two mintues. Those on
polyspots are "glued" to their spot and are spaced such that no two noodles can come closer
than three feet from each other.
Emphasize safety in that students should always be dribbling and not just kicking then running after the ball.
Variations:
Divide the class unevenly by having more dribblers and fewer students with noodles. This would make it easier. The reverse would make it harder.
Have students stand instead of sit on a polyspot.
Assessment Ideas:
Assess students by noting whether they are using the insides and bottoms of their feet to effectively navigate away from the noodles.
Adaptations for Students with Disabilities:
Space the students with noodles farther apart.
Students dribbling can use items that roll less or not at all such as deck rings, yarn balls, and deflated soccer balls.
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Lesson two: Soccer Pinball Wizard
Purpose of Activity: Have students transition from a dribble to a kick for scoring without
stopping the ball with a trap.
Prerequisites: Students need to know how to dribble a soccer ball and to kick to a target.
Materials Needed: 6-8 polly spots, 12-16 indoor soccer balls, 16-20 cones, 8-10 broken
hula hoops Soccer Pinball Wizard
Description of Lesson
Set up the Pinball Wizard court by placing a cut broken hula hoops inside two cones to form
an arch target. Place targets so they gradually progress farther from the kicking line. Place
two or three targets close, these will be worth 1 point. Place another row of two-three
targets a little farther that will be worth 2 points. Place another row that will be worth 3
points and another row that will be worth 4 points. Try to stagger the targets so they do not
line up.
Have students in groups of 3-4 with two soccer balls. The first student dribbles down to the
designated kicking line and kicks the ball towards one of the targets. The kick may only
score a point if the ball is kicked on the move, no trap, and from behind the kicking line.
The kicker picks up their ball and runs to the outside of the playing area and back to their
team, returning to the back of the line.
As soon as the kicker picks up their ball the next person in line starts to dribble. There will
be one person running and returning the ball, one person dribbling and kicking the ball, and
one or two people recovering from the run waiting in line. Students may score through multiple targets. Score may be kept individually or as a team.
Court diagram:
Soccer Pinball Wizard
Assessment Ideas:
This activity can be used to assess a dribble or the combination skill of dribble and score.
Watch for a fluid motion between the dribble and the kick with no trap.
Teaching Suggestions:
If you don't have broken hula hoops to use for the target arches you can buy irrigation tubing and cut it to form the arches.
Adaptations for Students with Disabilities:
Student may stop the dribble with a trap and use a stationary kick.
Change the weight or size of the ball to insure success.
Let the student kick from in front of the kicking line.
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Lesson three: How far can you go?
Purpose of Activity: Students will learn to use proper technique when passing a soccer
ball. They will practice this technique in an effort to pass the ball acurately through a target to a partner.
Prerequisites: None
Materials Needed: Half the number of soccer balls as you have students, equal number of cones as you have students.
Description of Lesson
Before the class arrives, make 12 soccer goals using the cones. Put a soccer ball on the
ground between each set of cones (goal). You can make the goals as big or as small as
necessary. You can adjust the width of the cones at any time depending on the skill level of
your students. Make sure the goals are spread out so no 2 goals are right near each other.
When students arrive, describe and demonstrate proper soccer passing technique. Plant
your non-kicking foot (plant foot) beside the ball with your toes pointing toward your
partner. Kick through the center of the ball with the inside of your kicking foot. Keep your
eyes on the ball as you kick. After you describe and demonstrate, put students in pairs.
Assign each pair a goal. Give them some time to practice passing the ball back and forth to
each other through the goal. The objective is for the ball to pass through the goal and go to
your partner. After they had some time to practice, describe and demonstrate the activity
(How far can you go?). Stand face to face with your partner. Pass the ball back and forth
one time. If the ball passed through the goal, take a step backwards. Each time you pass
the ball through the goal, take a step backwards. In the event that a pass doesn't go
through the goal, try again from that distance. You only get to move backwards if the pass
traveled through the goal. Continue passing back and forth with your partner. The object is
to practice your accuracy. As you improve your consistency, you will continue to be
challenged by moving farther and farther away from the goal.
Variations:
For children who need more challenge have them pass while moving or change the angle they use while passing through the goal.
Assessment Ideas:
Watch as they pass. Are the balls passing through the goals?
Adaptations for Students with Disabilities:
Make the goals wider. Use a beachball or a trainer volleyball.
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Lesson four: Human Foosball
Purpose of Activity: To engage the students in an activity that works on passing skills,
teamwork, and having fun.
Activity cues: Inside of the foot passing cues, Trapping a soccerball
Prerequisites: Prior knowledge of the mechanics of kicking and passing a soccer ball. The students should also know how to perform the locomotor skill - the slide.
Materials Needed: Floor Tape, Cones or Goals, Jerseys or Pinnies, Soccer balls.
Description of Lesson
To start you will need to put tape lines on the floor as shown in the attached drawing. You
will then need to set up the cones or goals. After this split your students into 2 teams. Give
each team a different colored jersey or pinnie. The students will then be placed between the
tape lines on the floor. You can use the attached drawing to see how this should look. The
students are then instructed that they can only slide back and forth in a straight line
between their lines, just like foosball. They will have to make clean passes to their
teammates in order to be successful. If the ball stops where someone is unable to get it,
then the team that touched the ball last will lose possession. You can use several real soccer
balls or I use an oversized inflatable soccer ball that is about 3 feet in diameter. All other soccer rules apply. After a certain amount of time you can have the kids switch directions.
Diagram
Variations:
You could take away the goalie position and/or make the goal smaller. You could have
several games going simultaneously to provide more opportunities for students to practice
their skills. Adding more soccer balls or using larger slow-moving balls would change the game.
Assessment Ideas:
Use the Cue Checklist to assess the critical elements of the skill.
Adaptations for Students with Disabilities:
You could have students who are unable to move quickly stand in a hula hoop instead of a
taped area. Then make the play area smaller since they would have to stay in the hoop. If kids were in wheel chairs you would have them use their hands and use a beachball.
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Resources and Teaching Tips
Resources
www.pecentral.org
www.aahperd.org/naspe/
Teaching Tips
Be sure to be aware of students ability to work together as a team. If you notice these skills are lacking as
you observe team play, incorporate some teambuilding activities into your unit.
Accommodations/Differentiation
Various accommodations can be made to the rules of the game, the equipment of the game
or the set up of the game’s diagram to accommodate students of diverse need.
Design Principles for Unit Development At least one of the design principles below is embedded within unit design
International Education – the ability to appreciate the richness of our own cultural
heritage and that of other cultures and to provide cross-cultural communicative
competence.
Universal Design for Learning – the ability to provide multiple means of
representation, expression and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, and tools to meet
the demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth.(AASL, 2007)
21st century learning opportunities are embedded into this unit in that students are asked to
share their knowledge and skill with their class and teammates in order to achieve desired
outcomes for each specific lesson. The teacher can look for instances of which are teachable
moments in terms of teambuilding and community building opportunities and incorporate
those into the unit development.
Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
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Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services,
counseling, nutrition services, and school climate), families, and communities.
This unit and the skills the students learn within this unit could allow students to work with
younger students and children on developing the skills necessary for coordination, balance
and team play. This unit could lend itself to community outreach or be used in a mentoring
type way.
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Delaware Model Unit – Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Stretching Myself with CATCH
Designed by: Libby Thomas, School Health Consulting
Grade Cluster: 6–8
Time Frame: 4 Lessons
________________________________________________________________________
Summary of Unit
Coordinated Approach to Child Health (CATCH) provides age-appropriate and
developmentally appropriate activities for physical education. In Delaware, the Nemours
Health and Prevention Services provides professional development and materials to all
districts and schools that are willing to promote wellness programs for children, especially in
physical activity and nutrition. This unit uses the CATCH Physical Education Teacher’s
Guidebook and the CATCH Grades 6-8 Activity Box for activities that will encourage the use
of the Fitnessgram/Activitygram as a resource for planning and self-assessment.
Students will maintain logs of activities, enter the data into the Activitygram, assess their
own level of fitness with the computer generated report, and stretch to plan for their future
fitness.
CATCH is sponsored by the Nemours Health and Prevention Services in Delaware. Materials
to present this unit and expand it are available through the Nemours Foundation. District
teams, made up of health educators, physical educators, cafeteria personnel,
administrators, classroom teachers, and others, are required for CATCH professional
development. Teachers wishing to use this unit of instruction and CATCH materials should
contact their district lead teacher or curriculum supervisor for further information.
This unit was developed for the DOE website with the permission of Flaghouse, Inc.,
publisher of Taking Off, A Fourth Grade Curriculum, CATCH. Second edition, 2002, and the
Cooper Institute, publisher of the Fitnessgram Activitygram Test Administration Manual,
third edition, 2005, through the Nemours Health and Prevention Services.
________________________________________________________________________
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Stage 1 – Desired Results (What students will know, do, and understand)
________________________________________________________________________
Delaware Content Standards
Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and tactics
as they apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in
physical activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea
Fit for life
Unit Enduring Understanding
Full-sentence, important statements or generalizations that specify what students should understand from
the Big Ideas (s) and/or Content Standards and that are transferable to new situations.
We need to be physically active.
Unit Essential Questions
Open-ended questions designed to guide student inquiry and learning.
What is the importance of being physically active?
Knowledge and Skills
Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2.
Students will know…
Thirty-sixty minutes of moderate to vigorous physical activity (MVPA) daily is needed for
childhood fitness.
That the duration and intensity of activities determine reasonable aerobic activity.
Extended inactivity is inappropriate for children.
A variety of activities from the Activity Pyramid are recommended for children.
Ten- to fifteen-minute periods of MVPA should be integrated into the day.
Physical activity should be age and developmentally appropriate.
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Students will be able to…
Differentiate intensity of activities.
Use Activitygram for planning daily activities.
Identify light, moderate, and vigorous physical activities.
Choose age-appropriate and developmentally appropriate activities.
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Stage 2 – Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are
achieved) ________________________________________________________________________
Suggested Performance/Transfer Tasks An effective assessment for ALL students should be designed to include:
Complex, real-world, authentic applications.
Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential
Questions, Big Ideas) found in the Content Standards.
Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge).
Students will complete a two-day log of their own activities, select the level of intensity and
duration of those activities, and enter the data into a Fitnessgram/Activitygram computer
program.
Prior to the receipt of their Activitygram report, the students will write a summary of their
activities and an assessment of their activity level for comparison with the Activitygram.
The students will compare their self-assessment to the Activitygram report and set goals for
continued or improved fitness levels.
Rubric(s)
Scoring guide to evaluate performance/transfer tasks used as evidence of student proficiency.
An effective scoring guide should:
Measure what is appropriate for the Content Standard that is assessed.
Provide opportunities for differentiation of the performance/transfer tasks used as evidence of student proficiency.
3: The student’s personal comparison of physical activities to the computerized reports
was accurate and insightful, demonstrating an awareness of the necessity of physical
activity for lifetime fitness. The setting of goals for continued or improved fitness
levels showed a strong commitment to good health and a realistic view of oneself.
2: The student’s personal comparison to the computer-generated report showed reduced
accuracy and perception of the need for lifetime fitness. Goals were set for continued
or improved fitness levels with little regard for practicality.
1: The student’s personal comparison of physical activities was inaccurate or incomplete,
not allowing for expression of thoughts about lifetime fitness. Goals were unclear,
unattainable, or unrealistic for continued or improved fitness levels.
Other Evidence
Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations and supplements the evidence provided by the task).
Two-day log of activities (page 101, Fitnessgram, Activitygram Test Administration Manual).
Student Self-Assessment and Reflection
Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, self-
editing—based on ongoing formative assessments).
Students will assess their current fitness levels as part of the transfer task and will consider
how to improve or continue their current activity levels as part of lifetime fitness.
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Stage 3 – Learning Plan (Design learning activities to align with Stage 1 and Stage 2 expectations)
________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Instructional activities and learning experiences needed to align with Stage 1 and Stage 2 expectations.
Include these instructional elements when designing an effective and engaging learning plan for ALL students:
Align with expectations of Stage 1 and Stage 2.
Scaffold in order to acquire information, construct meaning, and practice transfer of understanding.
Include a wide range of research-based, effective, and engaging strategies.
Differentiate and personalize content, process, and product for diverse learners.
Provide ongoing opportunities for self-monitoring and self-evaluation.
Lesson One: What Is the Importance of Being Physically Active?
Remind students of the Fitnessgram/Activitygram 3–5 unit. Place an Activitygram poster of
on the wall. Use the protocol on pages 75-76 of the Fitnessgram/ Activitygram Test
Administration Manual to explain the pyramid. Provide examples of activities (bike riding,
jogging, playing on computer, etc.) for students to identify on the pyramid. Review and
reinforce correct answers. Introduce the jump rope activities.
Introduce the transfer task.
Introduce vocabulary of rest, light, moderate, vigorous activity by using the following task
cards for the lesson. As each of the activities is introduced, ask students if it is rest, light,
moderate, or vigorous.
Warm-Up (blue) 3-5 minutes Activity Card 298 – Sunny Day with Jump
Rope (light)
Go Fitness (pink) 5-12 minutes Activity Card 28 – Elbow Tag (moderate-
vigorous)
Go Activity (green) 10-15 minutes Activity Card 172 – Follow Me (vigorous)
Cool Down (blue) 3-5 minutes Activity Card 6 – The S Trail (light)
Lesson Two
Review yesterday’s lesson, adding the words intensity and duration to the conversation.
Students are familiar with the Activitygram Poster, so re-introduce the transfer task and
hand out the Activitygram Logging Chart (page 101 Test Administration Manual). Explain to
students that families may help with the two-day recording of activities. Data entry time
will be arranged by students with classroom or computer teachers.
Students will add the following activity cards to the Activitygram as they are introduced:
Warm-Up (blue) 3-5 minutes Activity Card 8 – Toe to Toe with Ropes (light)
Go Fitness (pink) 5-12 minutes Activity Card 177 – Jump the Circuit
(moderate-vigorous)
Go Activity (green) 10-15 minutes Activity Card 177 – Jump the Circuit
(vigorous)
Cool Down (blue) 3-5 minutes Activity Card 300 – Follow and Flex (light)
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At the end of the lesson, hand out copies of the Activitygram Logging Sheet with the
assignment and home instructions.
Lesson Three
Review the Activitygram pyramid and the level of activities students have already identified.
Review the concepts of intensity and duration and how they are used on the Activitygram
Pyramid.
Warm-Up (blue) 3-5 minutes Activity Card 25 – Blob (light)
Go Fitness (pink) 5-12 minutes Activity Card 174 – Lucky Guess (moderate to
vigorous)
Go Activity (green) 10-15 minutes Activity Card 174 – Lucky Guess (vigorous)
Cool Down (blue) 3-5 minutes Activity Card 300 – Follow and Flex (light)
Lesson Four
Review the activities of the last three lessons and explain that this lesson will incorporate
some basketball activities. Ask students:
Where on the triangle these types of activities will go?
Where in the lesson they will belong (Go Fitness and Go Activity)?
Whether or the activity would be light, moderate, or vigorous on the intensity scale.
Warm-Up (blue) 3-5 minutes Activity Card 32 – Meet Me in the Middle
(light)
Go Fitness (pink) 5-12 minutes Activity Card 178 – Jump Rope Challenge
(moderate-vigorous)
Go Activity (green) 10-15 minutes Activity Card 178 – Jump Rope Challenge
(vigorous)
Cool-Down (blue) 3-5 minutes Activity Card 12 –Which Way Do I Go? (light)
Conclude the lesson by reviewing the vocabulary and instructions for the transfer task as
students cool down. Remind students that these four lessons were filled with jump rope
activities that fit easily into the intensity/duration framework of the Activitygram Pyramid.
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Resources and Teaching Tips
A variety of resources are included (texts, print, media, web links).
Help in identifying and correcting student misunderstandings and weaknesses.
http://www.cdc.gov/HealthyYouth/physicalActivity/publications.htm
This unit is drawn from the CATCH Physical Education Teacher’s Guidebook, Grades K–8,
and the CATCH, Grades 3–5, Activity Box, 2002. Flaghouse, Inc.
Fitness/Activitygram, 2005. Meredith and Welk, editors. The Cooper Institute.
Poster of Activitygram Pyramid, page 73, Fitnessgram/Activitygram
http://www.catchinfo.org/
Teaching Tips
Provide tips to help teachers identify and correct student misunderstandings and weaknesses.
At grades 6-8, students should be able to complete their own data entry with supervision of
the computer teacher or classroom teacher. The generated report will be used by the
students to compare their projections with the reality of the data and then to plan for future
days of activity.
Accommodations/Differentiation
Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the
products and performances without compromising the expectations of the Content Standards.
Instruction is varied to address differences in readiness, interest, and/or learning profiles.
Accommodations and differentiation strategies are incorporated in the design of Stage 2 and 3.
The Fitnessgram/Activitygram is a tool that will make students and their parents aware of
the amounts of time spent in resting and light activity levels. Lifestyle activities are
promoted for those who have a low activity level. Some students with a physical disability
may need accommodation to participate.
Design Principles for Unit Development
At least one of the design principles below is embedded within unit design
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures in order to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability to use skills, resources, and tools to meet the
demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4) Pursue
personal and aesthetic growth. (AASL, 2007)
(Briefly explain how design principle(s) are embedded within the unit design.)
Students will complete the transfer task by using a computer program and personal data.
They will project how they could personally improve their activity level for lifetime fitness
and personal growth. Using self-specific data will encourage new awareness and
understanding.
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Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information
Students will access the student portion of the statewide Fitnessgram in order to enter the
data produced by the recording of a two-day span of activities. The computer program will
provide a report for analysis for comparison to the student-generated hypothesis regarding
their activity level. Students will then plan for future days of MVPA using accessible and
realistic tools and timing.
Content Connections
Content Standards integrated within instructional strategies
It is suggested that physical education teachers invite cafeteria workers and classroom
educators to participate and reinforce this unit of instruction and, indeed, a healthy lifestyle
with emphasis on nutrition and physical activity. Families can be involved through the
home assignment of recording activities for the Activitygram.
Latchkey programs may consider using CATCH activities for students who have finished
homework assignments and have discretionary time.
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Charter School Unit Modification
The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because this is an excellent introduction to the students about the importance of lifelong fitness and how easy it can be to attain a life of fitness.
2. What modifications have been made to the model unit of instruction to meet the specific needs of
the student population your school serves? No modifications have been made to this unit.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this model unit of instruction in terms of human, time, or building resources available to Thomas Edison School. There is a full time Physical Education teacher on staff and the school is equipped with a gymnasium where all activities can be done.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school. No modifications have been made.
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Delaware Model Unit Gallery Template: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jury process
to ensure alignment to selected Delaware Content Standards.
Unit Title: Walking for Lifetime Fitness
Designed by: Sandy Kupchick
District: Brandywine
Grade Cluster: 6-8
Time Frame: 4 Lessons
________________________________________________________________________
Summary of Unit
This unit will introduce students to walking as a lifetime fitness activity. Students will be
introduced to the health-related components of fitness that are associated with walking,
learn how to use pedometers as well as Nordic Walking poles, and begin a unit in walking
activities. Subject matter from Math and English will be incorporated in this unit via
worksheet tasks and homework assignments. Tasks include reviewing and discussing
benefits of walking throughout a lifetime, completing a step estimation worksheet,
calculating how fast they walk, looking into how many calories do you burn by walking,
completing a scavenger hunt, and designing a walking map for home use. Finally, we would
like our students to be creative and design/make their own walking sticks from items
already in their home, no purchase necessary. Also all steps will be recorded in class to
show the students how far they have walked.
________________________________________________________________________
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Stage 1 – Desired Results
(What students will know, be able to do and understand) ________________________________________________________________________
Delaware Physical Education Standards
Demonstrates competency in motor skills and movement patterns needed to perform
a variety of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in
physical activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea: Fit For Life
Unit Enduring Understandings
Full-sentence, important statements or generalizations that specify what students should understand from
the Big Ideas(s) and/or Content Standards and that are transferable to new situations.
Everyone needs to be physically active.
Physical fitness contributes to quality of life.
Physical activity provides a variety of opportunity for health, enjoyment, challenge, self-
expression, and/or social interaction.
Unit Essential Questions
Open-ended questions designed to guide student inquiry and learning.
What can I do to be physically active throughout my life?
How can I include physical fitness into my life?
What personal meaning do I find through participation in physical activity?
Knowledge and Skills
Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2.
Students will know…
Proper stretching for walking
The health-related components of fitness specifically related to walking
How to use a pedometer
How many steps they need to take daily to maintain fitness levels
The health and social benefits of walking
Students will be able to…
Use a pedometer correctly including reading and recording data
Explain why walking is an important lifetime activity
Plan a walking route based on their personal environment and step needs
Use the Nordic Walkerz correctly and demonstrate various techniques/grips
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Stage 2 – Assessment Evidence
(Evidence that will be collected to determine whether or not Desired Results are achieved)
________________________________________________________________________
Suggested Unit Transfer Task(s)
An effective transfer task for ALL students should be designed to include:
Complex, real-world, authentic applications
Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret,
apply, empathize, have perspective, self-knowledge)
Students will design a walking route for use outside of school use. This route will entail mile
markers as well as time markers and directions. Students will discuss why they created this
route, will this route become part of their weekly activity, and how do they see themselves
staying active in the future.
Rubric(s)
Targeted Acceptable Unacceptable
Map contains all required
parts of map including
detailed distances, timing,
and direction.
Map contains basic
required parts.
Map is not turned in or is
missing required parts.
Student explains
appropriateness of map
route including potential
safety issues. Student
also personalized how
map will be used now and
in the future to help
establish a healthy
lifestyle.
Student has logical
reasons for creating the
map route and can
explain why someone
would want to make using
the map a part of their
daily life.
Student cannot explain
how map can affect
overall health and cannot
relate use of map to
personal lifetime health.
Other Evidence
Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings,
Essential Questions, Big Ideas) found in the Content Standards.
Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples,
observations).
Journal Prompts
Guess Your Steps Worksheet
Scavenger Hunt Worksheet
Individual Walking Logs
Teacher observation of proper pedometer usage
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Student Self-Assessment and Reflection
Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, self-
editing—based on ongoing formative assessments)
What activities do you do after school to keep yourself healthy?
Can you see yourself staying active another 5 years, 10 years, and 15 years?
Semester self-reflection on walking program (non-graded).
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Stage 3– Learning Plan
(Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning)
________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Scaffold in order to acquire information, construct meaning, and practice transfer of understanding
Provide ongoing opportunities for self-monitoring and self-evaluation
Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws.
http://www.umuc.edu/library/copy.shtml
Unit Title: Walk for Lifetime Fitness
Lesson 1: Introduction to Walking and Pedometers
Grade Cluster: 9-12
References
Sweetgall, Robert. (2001) Pedometer Walking. Creative Walking Inc. Clayton, MO
Sweetgall, Robert, Neeves, Robert. (2002) Smart Stepping Student Guide. Creative
Walking inc. Clayton, MO
Walk4Life, (2003) A Walker’s Daily Log. Walk4Life Inc.
Pangrazi, Robert, Beighle, Aaron, Sidman, Cara. (2003) Pedometer Power. Human
Kinetics.
Decker, June, Mize, Monica. (2002) Walking Games and Activities. Human Kinetics.
Sweetgall, Robert, Dignam, John. (1986) The Walker’s Journal – Experiencing America
on Foot. Creative Walking, Inc.
Internet sites
www.thewalkingsite.com
www.walking.about.com
Vocabulary/Keywords: pedometer, target heart rate, calories, aerobic activity, exercise
levels of intensity—light, moderate and vigorous
Delaware State Standards Addressed
#3 – A physically educated person participates regularly in physical activity.
#4 – A physically educated person achieves and maintains a health-enhancing level of
physical fitness.
#6 – A physically educated person understands that physical activity creates opportunities
for health, enjoyment, challenge, self-expression, and/or social interaction.
Big Idea: Fit for Life
Essential Questions
What can I do to be physically active throughout my life?
How can I include physical fitness into my life?
What personal meaning do I find through participation in physical activity?
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Enduring Understandings
Everyone needs to be physically active.
Physical fitness contributes to quality of life.
Physical activity provides a variety of opportunity for health, enjoyment, challenge, self-
expression, and/or social interaction.
Unit Transfer Task: Home Walking Map
Materials/Equipment
Music
Pedometers (one for each student)
Student pedometer log sheets—see attachment page
Measured mile either inside or outside
Lesson Goals
Students will be able to:
Wear and read a pedometer correctly
Figure out their Target Heart Rate
Know the difference between light,
moderate, and vigorous intensity
Students will know:
How many steps they should take
daily to maintain a healthy lifestyle
How fast they need to walk to
increase their heart rate
That walking is a form of aerobic
activity
That walking can be done throughout
a lifetime
Assessment Plan
1. Teacher observation for correct use of pedometers
2. Log steps needed to walk a mile
Lesson Sequence
Warm-up
Worksheet – How Fast Do You Walk? – Students will calculate their walking pace into
miles per hour (mph). Their pace will be calculated for a normal walk (as I state “how
you walk through the hallways”) and a power walk (keeping the same pace, as fast as
you can walk) for a minute.
Students are in groups of 3, 4, or 5 depending on the size of your class and how
many stopwatches you have.
Materials needed – 1 stopwatch, 1 calculator, 1 pencil, and 1 handout per group.
See attachment page.
After completing handout, discuss with your students about light, moderate, and
vigorous activity levels. A power walk would be considered a vigorous level of
working out as long as you keep up the intensity.
Introduction
Discuss idea that walking is an aerobic activity—which they are building up cardio-
respiratory endurance through walking. They can feel their heart rate increase.
Discuss that 2,000 steps usually equals one mile
Explain that adults should walk 10,000 steps per day.
Target Heart Rate (THR)—Discuss why students should know about THR as well as how
to get your range and how to take your pulse.
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Content
Show students pedometers, how to put them on, how to read, rules for using
pedometers—no shaking, jumping, etc., to increase step count—“You shake it, I take it”
Once students have pedometers on, move to marked mile area. Have students clear
pedometers and walk a mile. Allow students to walk with friends and talk but remind
students that they should walk their normal stride at a medium pace (may play music
during this if appropriate).
Closure
Record each student’s steps for the mile as they return pedometer.
Closure questions revolve around making connections to walking as exercise and how to
incorporate it into their lives—examples:
How do you feel after walking today?
Is that the most you ever walked at one time? Could you have done more or walked
faster?
Why do you think you should walk everyday?
How do you think you could get your 10,000 steps in each day?
Accommodations/Differentiation Ideas and Tips
Label each pedometer with a number and assign each number to a particular student to
help keep track of them.
Students in wheelchairs who have upper-body movement can record miles they wheel
themselves.
Students in wheelchairs can partner with walking student who pushes student—steps are
recorded for both students.
Visually impaired students walk with a partner.
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Unit Title: Walk for Lifetime Fitness
Lesson 2: Scavenger Hunt
Grade Cluster: 9–12
References
Sweetgall, Robert. (2001) Pedometer Walking. Creative Walking Inc. Clayton, MO
Sweetgall, Robert, Neeves, Robert. (2002) Smart Stepping Student Guide. Creative
Walking inc. Clayton MO
Walk4Life, (2003), A Walker’s Daily Log. Walk4Life Inc.
Pangrazi, Robert, Beighle, Aaron, Sidman, Cara. (2003) Pedometer Power. Human
Kinetics
Decker, June, Mize, Monica. (2002) Walking Games and Activities. Human Kinetics
Sweetgall, Robert, Dignam, John. (1986) The Walker’s Journal – Experiencing America
on Foot. Creative Walking, Inc.
Vocabulary/Keywords: review – target heart rate, aerobic, calories, exercise levels of
intensity—light, moderate, and vigorous
Delaware State Standards
#3 – A physically educated person participates regularly in physical activity.
#4 – A physically educated person achieves and maintains a health-enhancing level of
physical fitness.
#6 – A physically educated person understands that physical activity creates opportunities
for health, enjoyment, challenge, self-expression, and/or social interaction.
Big Idea: Fit for Life
Essential Questions
What can I do to be physically active throughout my life?
How can I include physical fitness into my life?
What personal meaning do I find through participation in physical activity?
Enduring Understandings
Everyone needs to be physically active.
Physical fitness contributes to quality of life.
Physical activity provides a variety of opportunity for health, enjoyment, challenge, self-
expression, and/or social interaction.
Unit Transfer Task: Walking Map
Materials/Equipment
Music
Pedometers (one for each student)
Student log record sheets
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Lesson Goals
Students will be able to:
Wear and read a pedometer correctly
Discuss how participating in daily
walking has helped their fitness level
Students will know:
That walking can be a part of daily
life
That daily walking is beneficial to a
healthy life
Assessment Plan
1. Teacher observation for correct use of pedometers
2. Log of steps needed to walk a mile
3. Scavenger hunt answer sheets
4. Oral discussion at closure
Lesson Sequence
Warm-up
Instant activity
Pedometers on
Students walk continuously for 6 minutes
Record steps and clear pedometer
Introduction
Discuss your rules to follow during the scavenger hunt.
You do not need to follow the numbers in order.
Explain that you walk everywhere as a group, i.e., up to the top of the football bleacher,
down to the far end of the tennis courts as well as all the way out to center field.
You cannot share answers with other groups.
At the end of the hunt, all of your group steps will be added up to find the winner.
Depending on your school situation, you can create a scavenger hunt within the building
too.
Content
Clear pedometers.
Complete scavenger hunt activity—see attachment page.
Closure
Cool down—have student go through stretching series.
Closure questions revolve around how walking is a part of our daily life and how we can
make it even more so—examples:
Thinking about the number of steps you take to walk a mile, how far do you estimate
you walked today?
What do you think would happen to your body if you walked every day?
Accommodations/Differentiation Ideas and Tips
The scavenger hunt has students moving at different times to different places. Keep
visible to all students. Make the hunt interesting to your students.
Label each pedometer with a number and assign each number to a particular student to
help keep track of them.
Student in wheelchairs who have upper-body movement can record miles they wheel
themselves.
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Students in wheelchairs can partner with a walking student/aide who assists in pushing
the student where needed—steps are recorded for both students.
Visually impaired students may walk with a partner.
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Unit Title: Walk for Lifetime Fitness
Lesson 3: How many calories do you burn walking
Grade Cluster: 9–12
References
Sweetgall, Robert. (2001) Pedometer Walking. Creative Walking Inc. Clayton, MO
Sweetgall, Robert, Neeves, Robert. (2002) Smart Stepping Student Guide. Creative
Walking inc. Clayton MO
Walk4Life Inc. (2003) A Walker’s Daily Log. Walk4Life Inc.
Pangrazi, Robert, Beighle, Aaron, Sidman, Cara. (2003) Pedometer Power. Human
Kinetics
Decker, June, Mize, Monica. (2002) Walking Games and Activities. Human Kinetics
Sweetgall, Robert, Dignam. (1986) The Walker’s Journal – Experiencing America on
Foot. Creative Walking Inc.
Vocabulary/Keywords: calorie, caloric intake, caloric expenditure, metabolism—review
exercise levels of intensity—light, moderate, vigorous
Delaware State Standards
#3 – A physically educated person participates regularly in physical activity.
#4 – A physically educated person achieves and maintains a health-enhancing level of
physical fitness.
#6 – A physically educated person understands that physical activity creates opportunities
for health, enjoyment, challenge, self-expression, and/or social interaction.
Big Idea: Fit for Life
Essential Questions
What can I do to be physically active throughout my life?
How can I include physical fitness into my life?
What personal meaning do I find through participation in physical activity?
Enduring Understandings
Everyone needs to be physically active.
Physical fitness contributes to quality of life.
Physical activity provides a variety of opportunity for health, enjoyment, challenge, self-
expression, and/or social interaction.
Unit Transfer Task: Walking Map
Materials/Equipment
Music
Pedometers (one for each student)
Student log record sheets
LCD projector
Computer with internet access – if necessary schedule Media Center for students to have
access
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Lesson Goals
Students will be able to:
Wear and read a pedometer correctly
Discuss how participating in daily
walking has helped their fitness levels
Evaluate their Caloric Intake vs.
Caloric Expenditure
Go on the internet and find various
websites to find out their calories in
and calories out
Students will know:
Walking is an activity that helps
develop lifetime fitness
Moderate to vigorous walking will
burn calories
Calories In vs. Calories Out
determines weight loss or gain
Assessment Plan
1. Teacher observation for correct use of pedometers.
2. Oral discussion of why walking is a lifetime fitness activity.
Lesson Sequence
Warm-up
Instant activity
Worksheet – How many calories do you burn by walking? See attachment page.
Materials needed: 1 worksheet per student, pencil.
In two groups, have students lined up across the gym. The second group lined up
behind the first. On your command, have the first group walk at a normal pace for
10 seconds. Have each student count his or her steps. Repeat with the second
group. See handout for mph.
Have students set up again and walk at a faster pace. See handout for mph.
Finally have students walk as fast as they can. See handout for mph.
Introduction
Begin appropriate stretch routine as introduction of lesson is discussed.
Discuss various walking sites on the web.
Using an LCD projector, bring up the various sites and give details of each to students.
Explain about homework of Walking Map and details wanted.
Have students start looking around house, basement, or garage for designing Walking
sticks.
Content
Explain about calories in vs. calories out.
Look into common foods and the amount of exercise needed to burn off those calories.
Look at handout – Common Fast or Snack Foods, Calories and Activity Required
Website to review with students:
CALORIES OUT – sites to calculate calories burned after exercising:
http://calorielab.com/burned/
www.walking.about.com/cs/howtoloseweight/a/howcalburn.htm
www.walking.about.com/od/calorie1/calarie_calculators.htm
www.everydayhealth.com/calories-burned-walking.htm
CALORIES IN – sites listing amount of calories in various foods:
http://www.howmanycaloriesin.com/
http://www.freedieting.com/tools/calories_in_food.htm
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Smart Mouth website – share this site with students. Great inactive site for
students to learn and play. Demonstrate a few areas for the students.
http://www.cspinet.org/smartmouth/
Wellness Center – Nutritionist
Have your Wellness Center Nutritionist come in and have an Eat This and Not That session.
This session is created to show students examples of what 200 calories of different foods
looks like. For example, have 200 calories of potato chips on one plate and 200 calories of
rice cakes on another. Have a small bag of M&Ms, and for each piece you eat, you have to
walk the length of one football field to burn off those calories. Use choices from the
handout. Students can eat the healthy snack foods when activity is finished.
See handout Common Fast or Snack Food, Calories Consumed and Activity Required to burn
off.
Closure
Handout for homework: Food Labels—students are asked to examine a food item that
they consumed. Attach label to handout. Answer questions relating to that label.
Collect next day.
Assign walking map project: Your project assignment will consist of you designing a
walking map that you can walk around your house/neighborhood. With all maps, show
markers such as ¼ mile, ½ mile, ¾ mile; the direction to walk; and approximately how
long one lap will take. Be creative.
Accommodations/Differentiation Ideas and Tips
Student in wheelchairs who have upper-body movement can record miles they wheel
themselves.
Students in wheelchairs can partner with walking student who pushes student—steps are
recorded for both students.
Visually impaired students walk with partner.
If you are a CATCH school, this would be a good lesson for your nutritionist/cafeteria
worker to introduce or reiterate the Go, Slow, Whoa foods.
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Unit Title: Walk for Lifetime Fitness
Lesson 4: Nordic Walking
Grade Cluster: 9–12
References
Sweetgall, Robert. (2001) Pedometer Walking. Creative Walking Inc. Clayton, MO
Sweetgall, Robert, Neeves, Robert. (2002) Smart Stepping Student Guide. Creative
Walking inc. Clayton MO
Walk4Life, Inc. (2003) A Walker’s Daily Log. Walk4Life Inc.
Pangrazi, Robert, Beighle, Aaron, Sidman, Cara. (2003) Pedometer Power. Human
Kinetics
Decker, June, Mize, Moncia. (2002) Walking Games and Activities. Human Kinetics
Sweetgall, Robert, Dignam. (1986) The Walker’s Journal – Experiencing America on
Foot. Creative Walking, Inc.
www.anwa.com - American Nordic Walking Association
Vocabulary/Keywords: Nordic walking, trekking, 2-wheel drive vs. 4-wheel drive, double
pole plant, unison
Delaware State Standards
#3 – A physically educated person participates regularly in physical activity.
#4 – A physically educated person achieves and maintains a health-enhancing level of
physical fitness.
#6 – A physically educated person understands that physical activity creates opportunities
for health, enjoyment, challenge, self-expression, and/or social interaction.
Big Idea: Fit for Life
Essential Questions
What can I do to be physically active throughout my life?
How can I include physical fitness into my life?
What personal meaning do I find through participation in physical activity?
Enduring Understandings
Everyone needs to be physically active.
Physical fitness contributes to quality of life.
Physical activity provides a variety of opportunity for health, enjoyment, challenge, self-
expression, and/or social interaction.
Unit Transfer Task: Walking Map
Materials/Equipment
Music
Pedometers (one for each student)
Student log record sheets
Nordic walking poles – store purchased or try making with wooden dowels and straps
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Lesson Goals
Students will be able to:
Wear and read a pedometer correctly
Use Nordic walking poles and perform
proper technique and skills while
walking
Reflect on how walking can be a
lifetime fitness activity
Students will know:
Correct procedure and technique
when Nordic walking
Proper terminology used
Walking is an activity that helps
develop lifetime fitness
Assessment Plan
1. Teacher observation for correct use of pedometers
2. Homework questions
Lesson Sequence
Warm-up
Instant activity
Pedometers on and continuous walk for 5 minutes
Record steps and clear pedometers
Introduction – History of Nordic Walking
Nordic walking was designed to help winter Nordic skiers stay in shape in the off-season.
1997 Finland – Company Exel designed special fitness walking poles. The poles included
specially designed wrist straps, which were key to the technique and are still used today.
Tom Rutlin from USA, in 1988, created Exerstriding, which had similar poles without the
wrist straps.
Nordic Walking vs. Trekking
Nordic Walking – poles are engaged to the sides and behind the body while walking, tips
of the poles are used to push off the ground to engage the whole body, poles are in two
sections.
Trekking – Poles are used in front of your body to absorb stress from joints, used for
balance and stability on steeper slopes and poles are usually 3 sections.
Have students become familiar with the different types of Nordic walking poles—Leki,
Nordic Walkerz
Benefits – Time efficient and less stress, total body workout, 40% more calories
burned—over 400 calories per hour while normal walking 280 calories per hour.
Common Mistakes
Staying in “2-wheel drive” – not involving upper-body with poles
Planting the poles too far from body – lower effectiveness of Nordic walking
Walking with closed hands – does not allow for proper blood circulation
Walking with open hands – not getting power from push off
Content
Depending on the amount of poles you have, team up the students in pairs. This will
give them a true feeling of the difference between the two, that is power walking and
Nordic walking. During the activity, one student is power walking; the other student will
use the poles. Then repeat the activity and see/feel the difference.
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Activity - Students will walk a designated course. Make sure the course entails flat
surfaces, i.e., walking path, parking lot, tennis courts, grassy area, and incline or hills.
This will allow the students to really use their poles.
Being on a block schedule, my students will walk a course that would be 20 minutes.
Then get a drink and switch from power walking to Nordic walking or vice versa.
Closure
Discussion – How does Nordic walking differ from power walking?
Did you work harder, go faster during your walk?
Is this an activity that you enjoyed and would continue?
Instead of buying a pair of Nordic walking poles, could you make a pair at home and
with what materials would you need?
Could you use the Nordic walking poles on the home course your designing?
Accommodations/Differentiation Ideas and Tips
Students in wheelchairs who have upper-body movement can record miles they wheel
themselves. Adjust the poles for the students; they can use the poles to the sides of the
wheelchairs.
Students in wheelchairs can partner with walking student who pushes student—steps are
recorded for both students.
Visually impaired students walk with partner.
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ATTACHMENT PAGE
Walk for Fitness - Scavenger Hunt
Pedometer Activity
The following is an example of what we use at Brandywine High School:
Design a course that will have your students walking all over your campus. Make sure they
stay visible to you. Give them an adventure. If the identifiable area you are using does not
have a sign or word, just place an index card with a number on it. Just do not make it 1–
10.
Prior to handling out the worksheet to the students, walk the course yourself to get an idea
of how long it should take as well as how many steps.
Do not forget to remind them that everyone needs to walk to the spot and that a total step
count will be recorded for each member of the group as well as a group total.
Now have your students get into groups of 2 or 3. Hand them a Scavenger Hunt worksheet
that you created of your campus with all of your questions on them. Have a spot for them
to place their names as well as a spot to place their answers. This will hold them
accountable. Now add a few extra minutes to the time it took you, and have the students
complete the sheet in that time. Give bonus points for groups who get under that time and
demerits for groups who go over the time. Give out prizes for students who completed the
worksheet with all correct answers and steps. Make it fun and be creative.
Please adapt to your school.
1. When walking into the gym lobby, what is the name of the wrestling coach who is on a
plaque by the Fitness Room?
2. On the Fitness Trail, there is a tree dedicated to a former lacrosse/soccer player. What
was that player’s name?
3. On the back softball field there is a yellow equipment box. What word is on that box?
4. On the football field there is an announcer’s box at the top of the bleachers. What
number is on the door?
5. On the tennis courts one of the courts has a number on the net. What is that number?
6. At the pitcher’s mound of the baseball field, what number is on the rubber?
7. On the football field, visitor’s side bleachers, what number is at the top?
8. On the football/lacrosse practice field, what number is on the snow fence?
9. On the field hockey field, what is the number on the player’s side?
10. If you would walk to the varsity softball field, there is a large rock behind home plate.
Can you find the number and record it?
Scavenger Hunt Answers
1. Helmbreck 8.0
2. Jay Spelecie 9.58
3. 52 10.27
4. 91
5. 4
6. 36
7. 41
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Resources and Teaching Tips
Resources
Include a variety of resources (texts, print, media, and web links) that best supports the unit.
Sweetgall, Robert. (2001) Pedometer Walking. Creative Walking Inc. Clayton, MO
Sweetgall, Robert, Neeves, Robert. (2002) Smart Stepping Student Guide. Creative
Walking inc. Clayton, MO
Sweetgall, Robert, Dignam, John. (1986) The Walker’s Journal – Experiencing America
on Foot. Creative Walking, Inc.
NASPE (2005) Physical Best Activity Guide: Elementary Level. Human Kinetics
Champaign, IL
Walk4Life Inc., (2003) A Walker’s Daily Log. Walk4Life, Inc.
Pangrazi, Robert, Beighle, Aaron, Sidman, Care. (2003) Pedometer Power. Human
Kinetics
Decker, June, Mize, Monica. (2002) Walking Games and Activities. Human Kinetics
www.creativewalking.com
www.aahperd.org/naspe
http://walking.about.com/cs/measure/a/webwalkingusa.htm
www.webwalking.com
www.discoverytrail.org
www.anwa.us
Teaching Tips
Provide tips to help teachers identify and correct student misunderstandings and weaknesses.
1. When teaching this unit, you may want to see if you can get a volunteer to help on the
days you introduce pedometers to cut down time.
2. Note that this unit has two introductory lessons and then two more that should be
spaced throughout the rest of the semester. Lessons 3 and 4 are used at two different
places during the rest of the semester to revisit walking with the students and to
reinvigorate the school-wide program. These two lessons use Walker Olympics as the
base, and all steps are added to school-wide campaign to give a mileage boost to the
project.
3. Work with social studies and math teachers to incorporate developmentally appropriate
math and social studies/geography skills and information.
4. Be sure you have introduced the health-related components of fitness to your students
prior to this unit. This will simplify making the connections to aerobic fitness and
flexibility.
5. If you are a CATCH school, integrate information with other areas within the school, i.e.,
using cafeteria personal to help with calorie in-calorie out lesson.
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Accommodations/Differentiation
Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the
products and performances without compromising the expectations of the Content Standards.
Describe how instruction may be varied to address differences in readiness, interest, and/or learning
profiles.
Student in wheelchairs who have upper-body movement can record miles they wheel
themselves.
Students in wheelchairs can partner with walking student who pushes student—steps are
recorded for both students.
Visually impaired students walk with partner.
Design Principles for Unit Development Please check the design principles below that are embedded within the unit
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures and to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, and tools to meet
the demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth. (AASL, 2007)
(Briefly explain how design principle(s) are embedded within the unit design.)
Multiple learning strategies are incorporated in this unit that address varied learning styles.
Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
Students will utilize charts, maps, computers, pedometers, and calculators to solve
problems and chart progress in this unit.
Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services,
counseling, nutrition services, and school climate) families and communities.
Mathematics
Social studies
Family and consumer sciences
Could connect to local arks, recreation areas, and other community partners
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ATTACHMENT PAGE
Lesson 1
Lesson 2 - *Scavenger Hunt directions on page 15
Lesson 3
Lesson 4
EXTRA – Handouts for Target Heart Rate if you want to use with Walking Unit.
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Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and
sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission? This model unit of instruction was selected as part of Thomas Edison’s curricular submission because it is an excellent way to show students how their personal behaviors can lend themselves to effective teamwork. They will investigate how and why teamwork is important and this will lend itself to their expectations for behavior throughout the school year.
2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves?
No modifications have been made to this model unit of instruction. Imbedded into the unit are suggestions for differentiation, so the needs of all learners can be met through this unit as is.
3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction. Thomas Edison has a full time Physical Education teacher will a full gymnasium at his disposal to conduct all classes and activities.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
No modifications have been made to this unit.
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Delaware Model Unit Gallery Template: Physical Education
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Teambuilding
Designed by: Cary S. Wolfgang
District: Stevenson House Detention
Grade Cluster: 9–12
Time Frame: 5 Lessons
Summary of Unit
Throughout this unit the students will build skills in cooperation, critical thinking, and
leadership. They will participate in a variety of cooperative, group teambuilding activities
where students will take turns with the different roles in those activities using and
developing their social skills with peers.
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Stage 1 – Desired Results
(What students will know, be able to do and understand)
Delaware Physical Education Standards
Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Exhibits responsible personal and social behavior that respects self and others in physical
activity settings
Creates opportunities for health, enjoyment, challenge, self-expression, and/or social
interaction through physical activity
Big Idea: Fit For Life
Unit Enduring Understanding(s)
There are personal and social behavioral expectations in physical activity settings.
Essential Question(s)
What are personal and social behavioral expectations in physical settings?
Knowledge and Skills
Students will know …
Physical activity performed safely prevents injuries
Resolving conflict in a physical activity setting leads to a more enjoyable experience
Leadership skills to complete tasks with a group
Trust is an integral part of building relationships
Students will be able to …
Listen to other peoples ideas
Effectively resolve conflicts during activities
Demonstrate self-control
Trust and depend on teammates
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Stage 2 – Assessment Evidence
(Evidence that will be collected to determine whether or not Desired Results are achieved)
Suggested Unit Transfer Task(s)
Creating and teaching a challenge
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Rubric(s)
For a score of three, students must:
Be an active participant
Submit ideas to group
Praise other team members
Take a leadership role during the performance of the challenge
For a score of two, students must complete three of the four tasks as listed above.
For a score of zero, student refuses to participate with the group in the challenge.
Other Evidence
Journaling of the debriefing questions
Teacher observations
Challenge Worksheet
Student check sheet for presenting
Student Self-Assessment and Reflection
Reflection journals
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Stage 3 – Learning Plan
(Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning)
Key Learning Events Needed to Achieve Unit Goals
Lesson 1 – Communication
This is an explanation of teambuilding, how to set up groups/teams, and begin the
communication process through challenges (full Lesson 1 copy attached).
Lesson 2 – Beginning Challenges
These are novice challenges for teams/groups that have just started to work together.
Review of a group/teams setup (full Lesson 2 copy attached).
Lesson 3 – Intermediate Challenges
Teams/groups should be moved around to form new ones, a little more difficult and you
begin to see how important communication is to the challenges (full Lesson 3 copy
attached).
Lesson 4 – Advance Challenges
Students will be working unassisted in their teams/groups for these challenges (full Lesson
4 copy attached).
Lesson 5 – Unit Task
Students will begin the unit task and receive feedback from the teacher and other teams/
groups on their created challenge before final completion (full Lesson 5 copy attached).
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Teambuilding
Lesson 1: Communication
Grade Cluster: 9-12
References: Teambuilding through Physical Challenges by Glover and Midura
Vocabulary/Keywords: cooperation, praise, decision making, communication, compromise,
positive, challenge, leadership, problem solving
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical settings.
Big Idea: Fit for Life
Essential Question:
What are personal and social behavioral expectations in physical activity settings?
Enduring Understanding:
There are personal and social behavioral expectations in physical activity settings.
Unit Task
Creating and teaching a challenge:
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Materials/Equipment: Carpet squares or painted line
Lesson Goals: Explore different types of communication during activity
Students will be able to …
Use different forms of communication
Students will know …
Different forms of communication
Assessment Plan (other evidence)
Oral discussion using the following questions:
What forms of communication are there?
Is it important to communicate effectively?
What personal behaviors can the group expect from an individual participant?
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Journaling question: Use the debriefing questions at the end of the challenges for this
because not all students will want to talk out loud.
Lesson Sequence
Introduction
Challenges will be presented to the class. The new unit we are beginning is Teambuilding.
Divide the class into equal groups and have the different groups decide on a team name.
Have each group choose one person in the group to report out after they decide on a group
name. This will be the first time students will communicate as a group. When activity is
complete debrief all groups by asking these questions.
How did the group talk to each other?
Did everyone get to say their opinion?
Did anyone receive praise for their idea?
What problems did you find in communicating in your group?
Content
Explain to students the definition of communication, and the different forms of
communication. Question students about how they can communicate better in their groups.
Follow up by giving student group responsibilities: organizer, praiser, encourager,
summarizer, and recorder. Explain how these assignments can rotate with each challenge.
Now that each group knows the responsibilities and has an understanding of
communication, you are going to present the same challenge to each group. Each group
will perform the challenge and debrief using questions in the journal. Use the book named
in reference section.
Challenge: Alphabet Line Challenge
Object – Students will rearrange themselves by last name in alphabetical order. They start
by lining up on the line. Next, explain that they will not use any verbal communication to
get themselves in alphabetical order. They can use any other form of communication to
accomplish this task.
Closure
Debrief by asking questions:
How did you feel not being able to talk with your group?
What different forms of communication did your group use?
Which type of communication do you feel was most effective?
Accommodations/Differentiation Ideas and Tips
You want to debrief after each challenge, or if you have similar challenges, you can wait
until after both have been completed.
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Unit Title: Teambuilding
Lesson 2: Communication
Grade Cluster: 9-12
References: Teambuilding through Physical Challenges by Glover and Midura;
www.gophersport.com
Vocabulary/Keywords: cooperation, praise, decision making, communication, compromise,
positive, challenge, problem solving, leadership
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical settings.
Big Idea: Fit for Life
Essential Question:
What are personal and social behavioral expectations in physical activity settings?
Enduring Understanding:
There are personal and social behavioral expectations in physical activity settings.
Unit Task
Creating and teaching a challenge:
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Materials/Equipment
Skeleton Poly Puzzle
US Map Poly Puzzle
Blindfolds
Lesson Goals
Cooperate and communicate without verbal cues and then without visual cues.
Students will be able to …
Communicate nonverbally
Communicate without visual cues
Students will know …
Communication takes place in a variety of ways
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Assessment Plan (other evidence): Debriefing questions
Lesson Sequence
Introduction
Challenges will be presented as part of the teambuilding unit. Students will be divided into
two groups. Students will communicate as a group to select a recorder, organizer, praiser,
encourager, and summarizer. Have students complete both challenges; debriefing after
each challenge is completed. You will want to debrief them with the following questions:
How did the group talk to each other?
What were the social behavioral expectations in the group?
Did anyone receive praise for their idea?
What problems did you find in communicating in your group?
Content
Student responsibilities for challenges: recorder, organizer, praiser, encourager, and
summarizer. Make sure that groups have explained each responsibility and they understand
what is expected of them during the challenge. Both challenges are from
www.gophersport.com.
Challenge: Hospital Emergency Room – Students are to work together to assemble a
skeleton puzzle. The activity will be completed two times. The first time, complete the
puzzle without any verbal communication, and the second time, half of the group will
be blindfolded. During the blindfolded stage, no seeing person can touch the puzzle
pieces or those students who are blindfolded.
Challenge: U.S. Map – Students are to work together to assemble the map. The
activity will be completed two times. The first time, complete it without any verbal
communication, and the second time, half of the group will be blindfolded. No seeing
person can touch the puzzle pieces or those who are blindfolded. Everyone is allowed
to talk and assemble the puzzle.
Closure
Debrief by asking questions:
How did you feel not being able to talk with your group?
What different forms of communication did your group use?
Which type of communication do you feel was most effective?
Accommodations/Differentiation Ideas and Tips:
Activity challenge may take more than one class period.
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Unit Title: Teambuilding
Lesson 3: Cohesion Fun
Grade Cluster: 9-12
References: Back Pocket Adventure and Silver Bullets by Karl Rohnke; Project Adventure,
Inc.
Vocabulary/Keywords: cooperation, praise, decision making, communication, compromise,
positive, challenge, problem solving, leadership
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical settings.
Big Idea: Fit for Life
Essential Question:
What are personal and social behavioral expectations in physical activity settings?
Enduring Understanding
There are personal and social behavioral expectations in physical activity settings.
Unit Task
Creating and teaching a challenge:
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Materials/Equipment: Two lengths (sticks, dowel, pencils, etc.) 6 inches long
Lesson Goals
Cooperate and communicate effectively to complete challenges successfully.
Students will be able to …
Communicate and cooperate with partners and group members
Students will know …
To be successful they have to cooperate and communicate
Assessment Plan (other evidence)
Teacher observation of completed challenges.
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Lesson Sequence
Introduction
Explain to students that they will engage in large group activities. All activities will be
teacher led.
Content
Make sure that students have heard and understood directions before beginning the
challenges.
Texas Big Foot - Ask students to form a circle, and place their arms around the
shoulders of the person next to them until everyone in the circle does it. Announce
that this activity is extremely difficult to accomplish and the morphological co-
operation is essential to success and avoidance of injury. To complete the challenge,
the group has to take three giant steps toward the center of the circle. To be
successful, the final step must end with the group still intact and standing.
Phizz, Splot, Grooby - Students are to count from 1 to 20. Have each student take a
number. If it is a small group, you may need students to say more than one. The
second time through, students are to replace the #3 and #13 with the word phizz, #6
and #16 with the word splot, and the #9 and #19 with the word Grooby. Ready set
go! Did I hear two Groobies? Start over again, until it is done correctly.
Passing Crossed or Uncrossed – Students are in circle formation for this activity. To
begin, the leader passes the pencils while saying, “I pass these pencils to you crossed
or uncrossed.” The leader indicates to the group that each person is to individually
receive the pencils and then pass them on crossed or uncrossed, also verbally stating
both how they were received and how they are being passed. The key is the leg
position of the person doing the passing and the leg position of that person to whom
they are being passed. It is up to the group to figure out and continue passing until
the leader receives the pencils back.
Closure
Debrief by asking questions:
How did you feel about the large group activities?
What forms of communication did you recognize?
How did the three large group activities differ?
What did you learn about yourself during the large group activities?
Accommodations/Differentiation Ideas and Tips:
Activity challenge may take more than one class period.
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Unit Title: Teambuilding
Lesson 4: Advance Challenges
Grade Cluster: 9-12
References: GOPHER, www.gophersport.com
Vocabulary/Keywords: cooperation, praise, decision making, communication, compromise,
positive, leadership, problem solving, challenge
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical settings.
Big Idea: Fit for Life
Essential Question
What are personal and social behavioral expectations in physical activity settings?
Enduring Understanding
There are personal and social behavioral expectations in physical activity settings.
Unit Task
Creating and teaching a challenge:
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Materials/Equipment
Four, 44-inch long wood planks with notches that are 7-inches in diameter
Rubber ball
Six playground balls (8-inch diameter), six poly spot markers, and six nylon jump ropes
9-feet long
Lesson Goals
Cooperate and communicate effectively to complete challenges successfully.
Students will be able to …
Communicate and cooperate with partners and group members
Students will know …
To be successful they have to cooperate and communicate
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Assessment Plan (other evidence)
Teacher observation of completed challenges.
Lesson Sequence
Introduction
Explain to students that they will engage in large group activities. Activity will be explained
by teacher and then students will need to work as a group or team to complete the
challenges.
Content
Make sure that students have heard and understood directions before beginning the
challenges.
Pulling for Each Other - The object is to successfully pass 6 balls around a circle while
connected to other teammates. Arrange the 6 poly spots in a circle. Have each
teammate stand on a spot marker. Each teammate should tie one end of a jump rope
around one wrist and connect the opposite end to a student across the circle. They
should not connect to a teammate directly next to them, nor should they connect both
wrists to the same teammate. Make the circle large enough to allow a few inches of
slack in the ropes once connected. The team must pass all 6 balls around the circle
without moving off the spots. Each ball follows the same path of catching and
throwing to teammates. Figure out how to make good throws without yanking the
wrists of the teammates they are connected to. If a teammate is off the spot, rope
touches the floor, or ball touches the floor then the team must begin challenge again.
Solution – When all 6 balls have completed the path around the circle, the challenge is
complete.
Suspended Ball Challenge – The object is to suspend the ball in the middle of the four
posts without stick ends touching the floor. Start by placing the four posts farther
apart than the length of the sticks. Using the four sticks, find a way to secure the ball
in the air without anything touching the floor. The four corner posts cannot be moved.
Solution – Weave the sticks over and under each other and lock them into the grooves.
Then place them on the posts. The ball will sit in the center square.
Closure
Debrief by asking questions:
How did you feel about the group doing the activity by themselves?
What forms of communication did you recognize?
What did you observe, notice, or hear during the group?
What did you learn about yourself during the large group activities?
Accommodations/Differentiation Ideas and Tips
Activity challenge may take more than one class period.
In “Pulling for Each Other,” you can vary the size and variety of throwing objects.
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Unit Title: Teambuilding
Lesson 5: Unit Task
Grade Cluster: 9-12
References: www.gophersport.com, Teambuilding Challenges by Glover & Midura
Vocabulary/Keywords: cooperation, praise, decision making, communication, compromise,
positive, leadership, problem solving, challenge
Delaware State Standards Addressed
#5 – Exhibits responsible personal and social behavior that respects self and others in
physical settings.
Big Idea: Fit for Life
Essential Question
What are personal and social behavioral expectations in physical activity settings?
Enduring Understanding
There are personal and social behavioral expectations in physical activity settings.
Unit Task
Creating and teaching a challenge
Class will separate into even groups
Complete Challenge Worksheet
Group will decide on name for their challenge
Choose equipment needed for challenge
Create rules for challenge
Present challenge to the other class groups/student check sheet for peer review of
challenge
Teach their challenge to younger PE classes with emphasis on communication,
teamwork, decision making, and compromise
Materials/Equipment: All available from teacher’s storage area
Lesson Goals
Groups will create the teambuilding challenge that they will teach to younger students.
Students will be able to …
Communicate and cooperate with group members on completing unit task
Students will know …
To be successful they have to cooperate and communicate as a group to complete unit
task
Assessment Plan (other evidence)
Teacher observation
Student check sheet
Challenge Worksheet
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Lesson Sequence
Introduction
Explain to students that they will complete the Challenge Worksheet as a group for the unit
task. Task will be explained by the teacher, and then students will need to work as a group
to complete the challenges they will present to younger students. When groups are ready,
they will present to the other students for review. They will use the student check sheet.
Content
Challenge Worksheet and group task. Students will be separated into groups and given the
Challenge Worksheet to complete for the task. The teacher will explain how the Challenge
Worksheet is to be completed.
Closure
Debrief by asking questions:
How did you feel about the challenge your team/group created?
Did your team/group have any communication breakdowns? If so, what were they?
What did you observe, notice, or hear during the creation of your challenge?
What did you learn about yourself doing this unit task?
Accommodations/Differentiation Ideas and Tips
Unit task will take more than one class period to complete, and it is suggested that no
debriefing occur until the group presents their challenges to their peers.
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Challenge Worksheet
Teambuilding Unit Task
Names
Team/Group _____________________________________________________________
Challenge Name __________________________________________________________
Materials for Challenge
________________________________________________________________________
________________________________________________________________________
In this section, you will describe the challenge and how it begins (keep in mind will it be
group guided, so put here what you want the children to do.), how the equipment is to be
used, what the teacher should look for from the presenting group, and the solution. Also, if
there are any rules (example: if anyone steps off the board, they must begin again) and
criteria that need to be followed for a successful challenge.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Debriefing the challenge:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Assessing the challenge (suggestions):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Group/Team you presented this challenge to: ___________________________________
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Student Presentation Check Sheet
Student Reviewer________________________ Date_______________
Directions: When a group presents to you, complete this check sheet by answering the
questions by circling, 4= Excellent, 3= Good, 2= Fair, and 1= Poor. Then add up the
numbers for a score.
1. Did they have a name for their challenge? 1 2 3 4
2. Are the rules for the challenge clear, so someone can complete the
challenge?
1 2 3 4
3. Did the student group members allow you to ask questions? 1 2 3 4
4. Did they provide all materials for completing the challenge? 1 2 3 4
5. Was a debriefing done after the challenge? 1 2 3 4
SCORE: _______________
Suggestions for group presenting:
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Resources and Teaching Tips
Resources
Include a variety of resources (texts, print, media, and web links) that best supports the unit.
Teambuilding through Physical Challenges, Glover & Midura, Human Kinetics Pub
More Teambuilding Challenges, Glover & Midura, Human Kinetics Pub
Project Adventure texts:
Silver Bullets, Karl Rohnke, ISBN 0-934387-01-X
Cowstails and Cobras II, Karl Rohnke, ISBN 0-934387-08-7
No Props – Great Games with No Equipment, Mark Collard, ISBN 0-934387-05-02
Back Pocket Adventure, Karl Rohnke and Jim Grout, ISBN 0-934387-11-7
www.pa.org
Teambuilding products found at www.GOPHER.com
Teaching Tips
Make sure that you have all equipment or initiatives set up ahead of time.
Prepare more than one activity as groups will progress at varied timeframes.
Debriefing can be done after one or even two challenges.
Daily lessons may take more than one class period to complete depending on group.
Accommodations/Differentiation
Groups have to solve the challenges on their own, and any accommodations should be
implemented by the group doing the challenge.
Vary the level of materials for groups that need modifications.
Design Principles for Unit Development
Please check the design principles below that are embedded within the unit
Universal Design for Learning – the ability to provide multiple means of
representation, expression, and engagement to give learners various ways to acquire
and demonstrate knowledge.
(Briefly explain how design principle(s) are embedded within the unit design)
Various types of engagement activities
Connections to Other Areas
Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services and school climate) families and communities.
This unit is connected to family, counseling, and community by developing problem-solving
and conflict-resolution skills that will enable students to create positive school and
community environments.
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