Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Physical activity is necessary for maintaining good health.
Physical activity is important throughout life.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Why is physical activity necessary for maintaining good health?
Why is physical activity a lifetime commitment?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
that different physical activities have different effects on the body (e.g.,running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively)
the effects of physical activity and exercise at an age appropriate level.
recognize that physical activity is beneficial to good health
Vocabulary:
Fitness
Flexibility
Students will be able to…
use words, symbols and other media to express feelings and sensations about physical activity
collect, describe and record feelings and observations about physical activity and its
effects on the body and on how one feels during
and after exercise, and before, during and after eating
perform various age appropriate exercises that promote physical fitness
demonstrate recognition that physical activity is beneficial to good health
recognize the difference between physical activity levels in different children’s tasks (e.g., sitting at sand table compared to playing tag)
participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health
use words to express feelings and emotions; begin to develop positive feelings about being physically active; and with teacher encouragement, make connections between
physical activity and fun
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Task 1
Materials:
individual jump ropes
Teacher:
Discuss heart rate (cardio-vascular endurance) and its importance for maintaining good health.
Discuss rope jumping and its connection to maintaining a healthy heart.
Demonstrate rope jumping techniques, such as forward or backward rope turning, and single or rebound jumping.
Student:
Participate in class discussions.
Practice rope jumping skills.
Teacher Observations:
Student actively participates in class discussions.
Student demonstrates correct jumping techniques. (single, rebound or skipping)
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Self-Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
Pre-K
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Body parts move in space.
Humans can manage the movement of their bodies.
The body performs movements in relation to self, others and obstacles.
There are practices that allow one to move safely during physical activity.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How can one’s body move in space?
How can one manage the movement of one’s body?
How does the body perform movements in relation to self, others and obstacles?
What are the practices that allow one to move safely during physical activity?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
various body parts and how they move.
different movements that can occur in relation to self, others and obstacles. (running, twisting, dodging, etc.)
ways to move safely during physical activity.
that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand)
body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by identifying and demonstrating personal and general space
Vocabulary:
Students will be able to…
name the parts of the body.
move the parts of their body.
demonstrate different movements in relationship to self, others and obstacles.
move safely during physical activity.
share thoughts about moving safely.
participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Pre-K – Body/Spatial Awareness & Management
Task 1
Teacher:
Show and discuss 10 teacher-selected body parts.
Teach modified song “Head, Shoulders, Knees and Toes” to include 10 teacher- selected body parts.
Student:
Identify 10 teacher- selected body parts.
Participate in modified “Head, Shoulders, Knees and Toes,” to include 10 teacher-selected body parts.
Teacher Observations:
Student successfully identifies the 10 teacher-selected body parts.
Student participates in modified “Head, Shoulders, Knees and Toes” to include 10 teacher-selected body parts.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards.
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
Pre-K
TOPIC: LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
There are different ways in which our body can move.
We can move in personal or general space.
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
What are the different ways that our bodies can move?
How do we move in personal space?
How do we move in general space?
What different ways can the body move given a specific purpose?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
locomotor movements, such as walking, skipping, etc.
non-locomotor movements, such as bending, stretching, etc.
the difference between personal and general space.
Vocabulary:
Students will be able to…
demonstrate coordination in gross motor and fine motor tasks using control, balance, strength and
coordination; and demonstrate progress toward the mature form of selected fundamental motor skills
demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control
develop individual success and confidence by
attempting movement skills and activities with
teacher guidance
acquire initial gross- and fine-motor
skills needed for engagement in developmentally
appropriate tasks, activities, creative movement, dance and play
engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: Pre-K
TOPIC: MANIPULATIVE SKILLS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
There are different ways to propel, control and receive objects.
The ability to manage manipulatives is impacted by eye-hand-foot coordination.
What are the different ways to propel an object?
How do you control objects?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
a variety of propelling skills, such as throwing, kicking, striking, bouncing, etc.
a variety of ways to control objects, such as balancing, volleying, etc.
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade K-1 – Manipulative Skills
Task 1
Materials:
fleece/yarn balls
cones
Teacher:
Discuss ways to propel yarn balls
Demonstrate ways to propel yarn balls, such as underhand throw, overhand throw and rolling.
Student:
Participate in class discussion.
Practice underhand throw, overhand throw and rolling.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates underhand throw, overhand throw and roll.
Student participates actively, safely and with in the rules of the game “Clean-up Your Own Backyard.”
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE:Pre-K
TOPIC: GAMEPLAY
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Cooperation requires social skills such as sportsmanship, tolerance, responsibility, etc.
Cooperation is necessary for effective activity and game play.
Character is what we do and say.
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings
What social skills are necessary for cooperation to occur?
Why is cooperation necessary for effective activity and game play?
What is character?
How do I interact with others during physical activity?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
working together is an important part of cooperative play.
demonstration of good social skills is expected during class participation and play.
how to apply problem-solving skills in movement-related activities by solving simple movement challenges involving body parts in isolation or in combination
Vocabulary: cooperation, social skills
Students will be able to ….
demonstrate cooperative activity and game play.
explain social skills expected during class participation and play.
demonstrate appropriate social interactions with peers during physical activity (e.g., sharing, taking turns, following rules, playing cooperatively) with teacher guidance and reinforcement
use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions and work to resolve conflicts
demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people
interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods with teacher reinforcement; and exhibit self-control in group situations
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade Pre-K – Cooperative & Competitive Game Play
Task 1
Materials:
parachute
manipulatives
Teacher:
Discuss cooperation and safety when using a parachute.
Explain the parachute game “Popcorn.”
Demonstrate parachute techniques such as grip, positioning, verbal command, etc.
Student:
Participate in class discussion.
Practice parachute techniques.
Participate in parachute games
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates 3 parachute techniques.
Student actively and safely participates in parachute games
Scoring Rubric
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
Grade K
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Physical activity is necessary for maintaining good health.
Physical activity is important throughout life.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Why is physical activity necessary for maintaining good health?
Why is physical activity a lifetime commitment?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
physical activity is necessary for maintaining good health.
identify physical activities that promote good health.
explain why physical activity is a lifetime commitment.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade K – Physical Fitness
Task 1
Materials:
individual jump ropes
Teacher:
Discuss heart rate (cardio-vascular endurance) and its importance for maintaining good health.
Discuss rope jumping and its connection to maintaining a healthy heart.
Demonstrate rope jumping techniques, such as forward or backward rope turning, and single or rebound jumping.
Student:
Participate in class discussions.
Practice rope jumping skills.
Teacher Observations:
Student actively participates in class discussions.
Student demonstrates correct jumping techniques. (single, rebound or skipping)
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Self-Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: K
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Body parts move in space.
Humans can manage the movement of their bodies.
The body performs movements in relation to self, others and obstacles.
There are practices that allow one to move safely during physical activity.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How can one’s body move in space?
How can one manage the movement of one’s body?
How does the body perform movements in relation to self, others and obstacles?
What are the practices that allow one to move safely during physical activity?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
various body parts and how they move.
different movements that can occur in relation to self, others and obstacles. (running, twisting, dodging, etc.)
ways to move safely during physical activity.
Vocabulary: head, shoulder, knees, toes, run, twist, dodge, balance, jog
Students will be able to…
name the parts of the body.
move the parts of their body.
demonstrate different movements in relationship to self, others and obstacles.
move safely during physical activity.
share thoughts about moving safely.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade K – Body/Spatial Awareness & Management
Task 1
Teacher:
Show and discuss 10 teacher-selected body parts.
Teach modified song “Head, Shoulders, Knees and Toes” to include 10 teacher- selected body parts.
Student:
Identify 10 teacher- selected body parts.
Participate in modified “Head, Shoulders, Knees and Toes,” to include 10 teacher-selected body parts.
Teacher Observations:
Student successfully identifies the 10 teacher-selected body parts.
Student participates in modified “Head, Shoulders, Knees and Toes” to include 10 teacher-selected body parts.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: K
TOPIC: LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
There are different ways in which our body can move.
We can move in personal or general space.
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
What are the different ways that our bodies can move?
How do we move in personal space?
How do we move in general space?
What different ways can the body move given a specific purpose?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
locomotor movements, such as walking, skipping, etc.
non-locomotor movements, such as bending, stretching, etc.
the difference between personal and general space.
Vocabulary: locomotor, non-locomotor, bending, stretching, personal space, general space, hop, skip, gallop, jump
Students will be able to…
perform locomotor movements.
perform non-locomotor movements.
move in personal space.
move in general space.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: K-1
TOPIC: MANIPULATIVE SKILLS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
There are different ways to propel, control and receive objects.
The ability to manage manipulatives is impacted by eye-hand-foot coordination.
What are the different ways to propel an object?
How do you control objects?
What are the different ways to receive objects?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
a variety of propelling skills, such as throwing, kicking, striking, bouncing, etc.
a variety of ways to control objects, such as balancing, volleying, etc.
a variety of ways to receive objects, such as catching, trapping, heading, etc.
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade K-1 – Manipulative Skills
Task 1
Materials:
fleece/yarn balls
cones
Teacher:
Discuss ways to propel yarn balls
Demonstrate ways to propel yarn balls, such as underhand throw, overhand throw and rolling.
Discuss rules and guidelines for safe participation in the game “Clean-up Your Own Backyard.”
Student:
Participate in class discussion.
Practice underhand throw, overhand throw and rolling.
Participate actively, safely and within the rules of the game “Clean-up Your Own Backyard.”
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates underhand throw, overhand throw and roll.
Student participates actively, safely and with in the rules of the game “Clean-up Your Own Backyard.”
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE:K-1
TOPIC: COOPERATIVE & COMPETITIVE GAME PLAY
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Cooperation requires social skills such as sportsmanship, tolerance, responsibility, etc.
Cooperation is necessary for effective activity and game play.
Character is what we do and say.
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings
What social skills are necessary for cooperation to occur?
Why is cooperation necessary for effective activity and game play?
What is character?
How do I interact with others during physical activity?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
working together is an important part of cooperative play.
demonstration of good social skills is expected during class participation and play.
Vocabulary: cooperation, social skills, character
Students will be able to ….
demonstrate cooperative activity and game play.
explain social skills expected during class participation and play.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade K-1 – Cooperative & Competitive Game Play
Task 1
Materials:
parachute
manipulatives
Teacher:
Discuss cooperation and safety when using a parachute.
Explain the parachute game “Popcorn.”
Demonstrate parachute techniques such as grip, positioning, verbal command, etc.
Student:
Participate in class discussion.
Practice parachute techniques.
Participate in parachute games
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates 3 parachute techniques.
Student actively and safely participates in parachute games
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 1
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Physical activity leads to physical fitness.
Muscle strength and endurance are part of physical fitness.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
What is physical fitness?
How does physical activity contribute to improved physical fitness?
What is muscular strength?
What is muscular endurance?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
ways in which physical fitness is improved through physical activity.
physical activities that improve muscular strength.
physical activities that improve muscular endurance.
explain how physical fitness is improved through physical activity.
demonstrate physical activities to improve muscular strength, such as rope climbing, rope jumping, animal walks, etc.
demonstrate physical activities to improve muscular endurance, such as tag games, climbing wall, obstacle courses, etc.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 1 – Physical Fitness
Task 1
Materials:
mats
Teacher:
Discuss muscular strength and muscular endurance.
Discuss “animal walks” as an activity which effects strength and endurance.
Demonstrate “animal walks” such as bear crawl, crab walk, rabbit jump, kangaroo jump….
Student:
Participate in class discussion.
Practice animal walks.
Demonstrate 3 upper body “animal walks”.
Demonstrate 3 lower body “animal walks”.
Teacher Observations:
Student actively participates in class discussions.
Student demonstrates 6 “animal walks”.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 1
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Human bodies move in a variety of patterns.
Human movement is improved over time with practice, experience and physical development.
There are factors that influence safe movement.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How does the human body move in a variety of patterns?
How does human movement improve over time?
What are the factors that influence safe movement?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
the variety of movement patterns one’s body can perform.
refinement of body movement is an ongoing process.
factors that influence safe movement.
Vocabulary: patterns,
Students will be able to….
perform a variety of movement patterns.
explain why refinement of body movement is an ongoing process.
identify factors that influence safe movement during physical activity.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 1 – Body/Spatial Awareness & Management
Task 1
Teacher:
Discuss 5 patterns the human body can move in.
Demonstrate 5 patterns of movement.
Student:
Identify and demonstrate 5 selected patterns of movement.
Teacher Observations:
Student successfully identifies 5 selected movement patterns.
Student successfully demonstrates 5 selected movement patterns.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 1
TOPIC: LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
1. There are contrasting relationships between non-locomotor movements.
2. Movement must be refined in order to transition from one locomotor movement to the next
3. Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
What are the contrasting relationships between non-locomotor movements?
How do you refine movement from one locomotor movement to the next?
What different ways can the body move given a specific purpose?.
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
non-locomotor movements exist in contrasting relationships, such as up/down, in/out, fast/slow, etc.
practice helps to refine transitions from one locomotor movement to the next, such as gallop to skip, hop to jump, run to walk, etc.
Vocabulary: locomotor, non-locomotor
Students will be able to…
perform non-locomotor contrasting movements.
refine transitions from one locomotor movement to the next.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 1 – Locomotor & Non-Locomotor Movement
Task 1
Materials:
variety of obstacles, such as hoops, cones, hurdles, balls, etc.
Teacher:
Discuss safety while navigating teacher-designed obstacle course.
Demonstrate skills necessary to navigate teacher-designed obstacle course.
Discuss rules/pattern necessary to navigate teacher-designed obstacle course.
Student:
Participate in class discussion.
Navigate teacher-designed obstacle course.
Teacher Observations:
Student actively participates in class discussions.
Student safely navigates teacher- designed obstacle course.
Student discusses rules/pattern to successfully navigate teacher-designed obstacle course.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 2
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Personal limitations do not impact the need for physical fitness.
Flexibility is part of physical fitness.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
What are personal limitations?
Why don’t personal limitations impact the need for physical fitness?
What is flexibility?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
personal limitations do not impact the need for physical fitness.
physical activity can be modified (adapted) to meet personal limitations.
physical activities which improve flexibility.
Students will be able to…
delineate personal limitations such as physical, cognitive, social, etc.
understand that personal limitations do not impact the need for physical fitness.
understand why and how activities are modified to meet personal limitations.
demonstrate activities to improve flexibility. (stretching exercises, yoga, etc.)
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 2 – Physical Fitness
Task 1
Materials:
mats
music
Teacher:
Discuss flexibility.
Discuss the influence yoga has on flexibility.
Demonstrate yoga poses, such as sun salutation, stork, warrior, cat…
Student:
Participate in class discussion.
Practice yoga poses.
Demonstrate 6 yoga poses.
Teacher Observations:
Student actively participates in class discussions.
Student demonstrates completion of modified CT Assessment
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 2
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Humans adjust movement when confronted with different situations and challenges.
Human movement is impacted by space, time, force and flow.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How do various situations and challenges impact human movement?
How do space, time, force and flow impact human movement?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know….
body movements change in game situations.
body movements are impacted by space, time, force and flow.
there are ways to move safely in group activities.
Vocabulary: force, pace, time, effort
Students will be able to ….
change their body movements during game situations.
explain how space, time, force and flow impact their body movements.
move safely during group activities.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 2 – Body/Spatial Awareness/Management
Task 1
Materials:
cones
Frisbees
Teacher:
Discuss safety during tag games.
Share directions for “Everybody’s It” frisbee tag game.
Student:
Demonstrate safe play during tag games.
Understand directions for “Everybody’s It” tag game.
Display body management skills during game.
Teacher Observations:
Student plays safely during tag games.
Student understands directions.
Student demonstrates body management skills during tag games.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 2
TOPIC: LOCOMOTOR & NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Locomotor movements are impacted by the concepts of space, time, force and flow.
Non-locomotor movement can occur in groups of 2 or more people.
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
How do space, time, force and flow impact locomotor movement?
What happens when 2 or more people perform non-locomotor movement together?
What different ways can the body move given a specific purpose?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
space factors include direction and level.
time factors include speed.
force factors include movements such as light or heavy, strong or weak, etc.
flow factors can be interrupted or sustained.
Students will be able to…
demonstrate locomotor movements in reaction to space, time, force and flow.
perform non-locomotor movements in groups of 2 or more people.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 2 – Locomotor & Non-Locomotor Movement
Task 1
Teacher:
Discuss the ability to use the body to create letter/number shapes.
Demonstrate “YMCA.”
Student:
Work in groups of 2 or more to create letter/number shapes.
Participate in “YMCA” activity.
Teacher Observations:
Students work cooperatively in groups of 2 or more to create 4 letter/number shapes.
Students actively participate in “YMCA” activity.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 2-3
TOPIC: MANIPULATIVE SKILLS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
The ability to manage manipulatives is impacted by perceptual motor skills (unilateral coordination and bilateral coordination) and motor planning skills (multistep direction).
Managing manipulatives during group activities is complex.
Why do perceptual motor skills impact the management of manipulatives?
Why do motor planning skills impact the management of manipulatives?
Why is managing manipulatives more complex during group activities?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
managing objects can be impacted by their size, shape, weight, etc.
multi-step directions involve the use of more complex motor skills, such as running and catching, dodging and throwing, etc.
managingmanipulatives during group activities can be impacted by varying factors, such as individual developmental differences, group dynamics, rules and guidelines of activities.
that practicing activities increases specific skill competence
Vocabulary: manipulatives, in step, dribble
Students will be able to…
practice managing objects of varying size, shape, weight, etc.
experience multi-step tasks during game play to enhance the manipulation of objects.
participate in group activities, and minimize the effect of varying factors on complex object control skills.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 2-3 – Manipulative Skills
Task 1
Materials:
soccer balls
cones
Teacher:
Discuss ways to manipulate a soccer ball.
Demonstrate ways to manipulate a soccer ball.
Discuss rules and guidelines for safe participation for the game “Soccer Tag.”
Student:
Participate in class discussion.
Practices dribbling, controlling, kicking the soccer ball.
Participates actively and safely within the rules of the game “Soccer tag.”
Teacher Observations:
Student actively participates in class discussions.
Student demonstrates dribbling, controlling and kicking a soccer ball.
Student actively, safely and within the rules of the game, participates in “Soccer Tag.”
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 2-3
TOPIC: COOPERATIVE & COMPETITIVE GAME PLAY
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Competition requires differentiation between acceptable and unacceptable behaviors.
Cooperation is fundamental in competitive activity and game play.
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings
What behaviors are acceptable during competition?
What behaviors are unacceptable during competition?
Why is cooperation fundamental in competitive activity and game play?
How do I interact with others during physical activity?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
acceptable behaviors during competitive activity and game play include sportsmanship, responsibility, tolerance, etc.
unacceptable behaviors during competitive activity and game play include selfishness, intolerance, bullying, etc.
skills needed for resolving conflicts peacefully,
know how to follow classroom rules; follow activity-specific rules, safety practices and procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings
rules, safety practices and procedures of specific activities
Vocabulary: sportsmanship, responsibility, cooperation, competition, play
Students will be able to…
demonstrate acceptable behaviors during competitive activity and game play.
work cooperatively with all peers regardless of individual differences.
identify unacceptable behaviors during competitive activity and game play.
use physical activity as a positive opportunity for social and group interaction
participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement, dance and play
apply the understanding of physical activity concepts to developing movement sequences and game strategies
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 2-3 – Cooperative & Competitive Game Play
Task 1
Materials:
bases
kickball
Teacher:
Discuss elements of team play and safety.
Explain rules of game “Never Out Kickball.”
Demonstrate specific skills and rules for efficient game play, such as base running, throwing, catching, kicking, etc.
Student:
Participate in class discussion.
Utilize 4 specific skills for efficient game play.
Participate safely and within the rules during game “Never Out Kickball.”
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates skills necessary for safe and effective game play.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 3
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Physical fitness can be assessed through various types of fitness testing.
Components assessed on the Grade 4 CT Physical Fitness Assessment include flexibility, cardio-respiratory endurance, abdominal strength and upper-body strength.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
How can physical fitness be assessed?
What are the components of the Grade 4 CT Physical Fitness Assessment?
How is the Grade 4 CT Physical Fitness Assessment administered?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
the fitness components assessed on the Grade 4 CT Physical Fitness Assessment.
how each of the components is tested.
physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity
the results of formal fitness testing and correctly associate these results with overall physical fitness, nutritional levels and personal health status
the relationship between activities and physical fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, nutritional status and body composition)
describe the components of the Grade 4 CT Physical Fitness Assessment.
begin conditioning for the Grade 4 CT Physical Fitness Assessment.
demonstrate simple applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness level
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 3 – Physical Fitness
Task 1
Materials:
cones
stopwatch
Teacher:
Discuss the Grade 4 CT Physical Fitness Test.
Discuss pacing for the mile run.
Introduce conditioning.
Student:
Participate in class discussion.
Practice pacing.
Participate in interval conditioning.
Complete the mile run.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates pacing.
Student completes the mile run.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Connecticut Physical Fitness Assessment
GRADE: 3
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Human body management practices are related to the body’s resistance to the force of gravity.
Controlling human movement while in flight, and when suspended on apparatus, contributes to overall body management.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How does the force of gravity impact human body management?
How does one control human movement while in flight, or when suspended in apparatus?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
gravity impacts balance and movement.
ways in which the body moves during flight patterns.
ways in which the body moves while suspended on apparatus.
Vocabulary: balance, tuck,
Students will be able to…
demonstrate a variety of balancing movements.
discuss gravity and it’s impact on movement.
experience a variety of flight patterns.
demonstrate body movement while suspended on apparatus.
demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 3 – Body/Spatial Awareness & Management
Task 1
Materials:
tumbling mats
Teacher:
Discuss balance points and gravity’s influence on body management.
Demonstrate 8 teacher-selected balance and rolling activities.
Student:
Participate in class discussion.
Practice teacher-selected balance and rolling activities.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates 8 teacher-selected balance and rolling activities.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 3
TOPIC: LOCOMOTOR & NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Weight can be transferred during locomotor and non-locomotor movements.
Movement themes combine locomotor and non-locomotor movements.
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
How is weight transferred during locomotor and non-locomotor movements?
What movement themes combine locomotor and non-locomotor movements?
What different ways can the body move given a specific purpose?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
weight can be received and transferred.
movement themes combine locomotor and non-locomotor movement.
Vocabulary: leap, roll, twist, skip
Students will be able to…
transfer and receive weight during locomotor and non-locomotor movements, such as leaping, skipping, sit to stand, etc.
demonstrate movement themes which combine locomotor and non-locomotor movements, such as run, leap, roll, twist, skip, sit down, etc.
demonstrate developmentally mature form in the fundamental movement skills: locomotor, nonlocomotor and manipulative, in a closed environment (skills in isolation)
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 3 – Locomotor & Non-Locomotor Movement
Task 1
Materials:
Tumbling mats
Music
Teacher:
Discuss movement themes.
Demonstrate individual movement themes with music.
Explain creation of movement themes within small group activity.
Student:
Participate in class discussion.
Practice individual movement themes with music.
Create 3 movement themes within a small group.
Teacher Observations:
Student actively participates in class discussion.
Student practices individual movement themes to music.
Student works cooperatively within a group creating 3 movement themes.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 4
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
The Grade 4 CT Physical Fitness Assessment is used to assess personal physical fitness levels.
Personal physical fitness scores can be evaluated.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Why do we take the Grade 4 CT Physical Fitness Assessment?
Why do we need to evaluate our personal physical fitness?
What do my personal scores mean?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
their personal physical fitness scores.
strategies to improve personal physical fitness.
Vocabulary: fitness, muscular endurance
Students will be able to…
complete the mile run.
complete the sit and reach.
complete right angle push-ups.
complete curl-ups.
evaluate their personal physical fitness results.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 4 – Physical Fitness
Task 1
Materials:
required sit and reach evaluation tool
Teacher:
Discuss the sit and reach test.
Demonstrate the sit and reach test.
Explain the evaluation of the sit and reach test.
Administer and record student scores.
Student:
Participate in class discussions.
Complete the sit and reach test.
Teacher Observations:
Student actively participates in class discussions.
Student completes the sit and reach test.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Homework
Self Reflection
Class Participation
Charts
Pre-Post Testing
STAGE 3: SUGGESTED RESOURCES
CT Physical Fitness Assessment
GRADE: 4
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Body management is impacted by space, time, force and flow.
Human body flight patterns are impacted by directionality, laterality and spatial judgment.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
How do space, time, force and flow impact body management when on equipment?
How do directionality, laterality and spatial judgment impact human body flight patterns?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
space, time, force and flow impact body management when on equipment.
directionality, laterality and spatial judgment impact human body flight patterns.
Vocabulary: space, time, force, lateral
Students will be able to…
demonstrate controlled body management skills on a variety of teacher-selected equipment.
navigate through selected multi-step activities, and or equipment, demonstrating controlled body management skills.
move safely, with directionality, laterality and spatial judgment.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 4 – Body/Spatial Awareness & Management
Task 1
Materials:
climbing wall
tumbling mats
Teacher:
Discuss safety rules for climbing wall.
Demonstrate teacher-directed climbing task.
Student:
Participate in class discussion.
Practice teacher-directed climbing task.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates safe body management while traversing teacher- directed climbing wall patterns.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 4-5
TOPIC: LOCOMOTOR & NON-LOCOMOTOR MOVEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Refined locomotor and non-locomotor movements allow for quality participation during physical activities.
Lifetime participation in physical activity is essential for maintaining healthy body movement.
Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
How do refined locomotor and non-locomotor movements influence quality participation during lifetime physical activities?
How does participation in lifetime physical activity help maintain a healthy body?
What different ways can the body move given a specific purpose?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
ways in which refined locomotor and non-locomotor movement enhances participation in physical activities.
lifetime activities can be more personally rewarding when developed to one’s potential.
Vocabulary:
Students will be able to…
participate in a variety of activities using increasingly complex body movements.
participate in teacher-selected, recreational lifetime activities, such as bowling, climbing, volleyball, etc.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 4/5 – Locomotor/Non-Locomotor Movement
Task 1
Materials:
basketballs
basketball hoops
dots
Teacher:
Discuss rules and guidelines for safe participation in “Basketball Mania.”
Demonstrate specific skills necessary for safe/active participation in “Basketball Mania.”
Student:
Participate in class discussion.
Actively participate in “Basketball Mania.”
Demonstrate understanding of rules.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates safe play.
Student demonstrates knowledge of game strategy during “Basketball Mania.”
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 4-5
TOPIC: MANIPULATIVE SKILLS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Physical activities are specialized in terms of the manipulatives they require and the complexity of rules and guidelines.
Physical activities are specialized in terms of the complexity of rules and guidelines.
Physical activities are impacted by varying factors, such as group dynamics, developmental skill levels, etc.
How do manipulativesspecialize physical activity?
How does complexity of rules/guidelines specialize physical activity?
Why do varying factors impact physical activities?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
manipluatives become specialized as activities become more complex. (scoops, racquets and bats)
physical activities have increasingly complex rules, guidelines, strategies, etc.
factors which will impact physical activities and the way in which they impact game play.
Vocabulary: manipulatives, implements, strategies
Students will be able to…
controlmanipulatives with implements, such as scoops, racquets, bats, etc.
explain rules, guidelines and strategies
used during game play.
discuss how various factors may
impact physical activities.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 4-5 – Manipulative Skills
Task 1
Materials:
Volleyball net
Beach balls
Teacher:
Discuss volleyball skills.
Demonstrate volleyball skills.
Discuss rules and guidelines for safe
participation for the game “Beachball Volleyball”.
Student:
Participate in class discussion
Practice overhead volley, two-hand bump, dig…
Participate actively and safely within
the rules of the game “Beachball
Volleyball”.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
Skills Checklist
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 4-5
TOPIC: COOPERATIVE & COMPETITIVE GAME PLAY
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future? Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Problem solving skills can be developed during cooperative challenges.
Team and individual sports refine competitive and cooperative skills.
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings
What problem solving skills are developed during cooperative challenges?
How are competition and cooperation refined during team and individual sports?
How do I interact with others during physical activity?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
problem solving skills used during cooperative challenges, such as brainstorming, sharing, acceptance, evaluation, etc.
competitive and cooperative skills can be refined during team and individual sports.
participate in group challenges, displaying appropriate problem solving skills.
participate in team and individual sports, refining their personal competitive and cooperative skills.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 4-5 – Cooperative and Competitive Game Play
Task 1
Materials:
high jump/volleyball standards
pole
Teacher:
Review problem solving skills during cooperative and competitive group challenges.
Discuss safety, rules and guidelines necessary to participate in “Electric Fence” challenge.
Demonstrate physical techniques used for completion of selected group challenge, such as attachment, positioning, strategy, etc.
Student:
Participate in class discussions.
Actively and safely participate during “Electric Fence” group challenge.
Demonstrate techniques used to successfully complete challenge.
Teacher Observations:
Student actively participates in class discussions.
Student actively and safely completes group challenge.
Student demonstrates and shares 4 strategies for successful completion of group challenge.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Learning Centers
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 5
TOPIC: PHYSICAL FITNESS
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Skills-related physical fitness differs from health-related physical fitness.
Students will participate regularly in physical activity.
Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
What are components of skill-related physical fitness?
What are components of health-related physical fitness?
What can I do to be physically active, and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Knowledge and Skills
What students are expected to know and be able to do
Students will know…
skills-related physical fitness components include balance, agility, reaction time, etc.
health-related physical fitness includes body-mass indexing.
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 5 – Physical Fitness
Task 1
Materials:
cones
stopwatch
Teacher:
Discuss reaction time and speed as skills-related fitness skills.
Discuss 50 meter sprint.
Demonstrate pacing/sprint differences.
Student:
Participate in class discussions.
Practice the 50 meter sprint.
Teacher Observations:
Student actively participates in class discussions.
Student completes the 50 meter sprint.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Homework
Self Reflection
Learning Centers
Class Participation
Skills Checklist
Charts
Pre-Post Testing
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
GRADE: 5
TOPIC: BODY/SPATIAL AWARENESS & MANAGEMENT
STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s)
Generalizations about what students should know and be able to do
Established Goals:
Comprehensive Physical Education
Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active, and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.
Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle.
Enduring Understandings
Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)
Essential Questions
Inquiry used to explore generalizations
Refined body movements allow for quality participation during physical activities.
Lifetime participation in physical activities is essential for maintaining healthy body movement.
Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Why do refined body movements allow for quality participation during physical activities?
Why should one participate in lifetime physical activities?
Why is participation in lifetime physical activity essential for maintaining healthy body movement?
How can I move effectively and efficiently?
Knowledge and Skills
What students are expected to know and be able to do
Students will know …
ways in which refined body movements allow for quality participation in physical activities.
participating in lifetime activities is essential for maintaining healthy body movement.
Vocabulary: lifetime, target heart rate, body composition
Students will be able to…
participate in a variety of games and activities demonstrating increasingly complex body movements.
discuss various lifetime activities essential for maintaining healthy body movement.
engage in teacher-selected activities which have the potential for lifetime participation.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)
Other Evidence
Application that is functional in a classroom context only to evaluate student achievement of desired results
Grade 5 – Body/Spatial Awareness & Management
Task 1
Materials:
flags and belts
cones
teacher-selected equipment
Teacher:
Discuss rules and guidelines for safe participation in “Capture the Flag.”
Demonstrate specific skills necessary for safe, active participation in “Capture the Flag.”
Student:
Participate in class discussion.
Actively participate in “Capture the Flag.”
Demonstrate an understanding of rules.
Teacher Observations:
Student actively participates in class discussion.
Student demonstrates safe play.
Student demonstrates knowledge of game strategy, assuring active and safe participation.
Scale for performance
4-Exceeds grade level performance
3-Meets grade level performance
2-Approaching grade level standards
1-Below grade level standards
Teacher Observation
Classroom Discussion
Group Work
Self Reflection
Class Participation
STAGE 3: SUGGESTED RESOURCES
Refer to “Suggested Resources” listing at the end of the elementary curriculum document.
