totowa physical education/health curriculum project · totowa physical education/health curriculum...

Totowa Physical Education/Health Curriculum Project Aligned to the NJDOE Model Curriculum

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Pacing Guide Content Area: Physical Education

Course Title: Physical Education Grade Level: Kindergarten - 2

Unit 1: Dance/Movement Skills and Concepts/Fitness

Marking Period 1

Unit 2: Manipulative Skills/Fitness Marking Period 2

Unit 3: Locomotor and Non-locomotor Movement Skills/Fitness

Marking Period 3

Unit 4: Lifetime and Cooperative Activities/Fitness

Marking Period 4

Created By: D. Wardrop


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Unit Overview

Content Area: Physical Education

Unit Title: Unit 1: Dance/Movement Skills and Concepts/Fitness

Target Course/Grade Level: Kindergarten- Second Grade

Unit Summary: This unit teaches an understanding basic movement in order to develop student’s awareness on what they are doing and they are doing it through a variety of elements involving tempo, beat, dance and improvisation. This unit enables students to understand the components of health-related fitness (Cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill-related fitness (speed, agility, reaction time, coordination, and power). Also, students will be introduced to safety procedures such fire safety, bike safety, and car safety. Interdisciplinary Connections: Dance: 1.1.2.A.2 Original movement is generated through improvisational skills and techniques. 1.1.2.A.4 The coordination and isolation of different body parts is dependent on the dynamic alignment of the body while standing and moving. 1.3.2.A.1 The elements of dance are time, space, and energy. Improvisational structures facilitate movement invention. Musical or non-musical accompaniment is a choice. Dance can communicate meaning around a variety of themes. 1.3.2.A.2 The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance. 1.3.2.A.4 Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances. Music: 1.3.P.A.2 Respond to changes in tempo and a variety of musical rhythms through body movement 1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. Math: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of’ / “less of” the attribute, and describe the difference. K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.G.A.1-3 Reason with shapes and their attributes. 2.NBT.A.1.a-b Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 2.NBT.B.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph. Science: When objects touch or collide, they push on one another and can change motion. (K-PS2-1) A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) 21st Century Life & Career CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP12. Work productively in teams while using cultural global competence. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Meets the psychomotor, cognitive, and affective growth patterns of all students. In this unit students learn how each component of fitness is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Learning Targets SLO # INDICATOR # Activity

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

2.2.2.B.2 Fitness Stations: Fourteen-Sixteen fitness stations, assessing the student’s health and skill related components of fitness. Stations: jumping jacks, back arches, modified push-ups, stretching, stepups, mountain climbers, balance, agility ladder, and polymetric hurdles.

Develop decision-making skills that promote participation in moderate to vigorous ageappropriate physical activities. 1

2.6.2.A.2, 2.2.2.B.2

Fitness Stations: Fourteen-Sixteen fitness stations, assessing the student’s health and skill related components of fitness. Stations: jumping jacks, back arches, modified push-ups, stretching, stepups, mountain climbers, balance, agility ladder, and polymetric hurdles.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Describe how outside factors influence decision making in regards to setting a fitness goal. 2

2.6.2.A.3, 2.2.2.B.3


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

2.6.2.A.1, 2.1.2.A.1


Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals. 1

2.6.2.A.2, 2.6.2.A.3, 2.2.2.B.4


Develop a fitness goal and monitor how it might affect one’s overall wellness. 2

2.6.2.A.3, 2.2.2.B.2, 2.2.2.B.4


Identify the basic safety rules that should be applied when participating in any movement activity. K

2.5.2.C.2 Fitness Stations: Fourteen-Sixteen fitness stations, assessing the student’s health and skill related components of fitness. Stations: jumping jacks, back arches, modified push-ups, stretching, stepups, mountain climbers, balance, agility ladder, and polymetric hurdles.

Explain how a safe environment encourages continued participation in physical activity. 1

2.6.2.A.1, 2.5.2.C.2


Demonstrate basic activity and safety rules while engaging in moderate to vigorous ageappropriate physical activity. 2

2.6.2.A.2, 2.5.2.C.2



ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Recognize how one’s feelings can impact the progress toward the achievement of a wellness goal. 1

2.6.2.A.3, 2.2.2.C.3


Determine how participation in regular physical activity may help to prevent common health conditions (diabetes, high blood pressure, etc.). 2

2.6.2.A.1, 2.1.2.C.1


Develop and refine basic gross motor skills (i.e. walking, jogging, jumping). K

2.5.P.A.1 Motor skill relay: Students assess motor skill development through relay

Demonstrate appropriate control while moving in personal and general space.(i.e. game, physical activity, dance) 1

2.5.2.A.1, 2.5.2.A.2

Dance: Students will follow different cues from various dance songs and videos. (i.e. Mr. Scott the Music Man, Cotton Eyed Joe)

Explain and demonstrate how basic movement and safety play a role in movement activity. 1

2.5.2.C.2 Parachute: Keeping head visible when under parachute. Moving under parachute with hands up for safety. Traveling around parachute as a group to establish teamwork.

Utilize refined gross motor skills in an applied setting. 2

2.5.2.A.1 Red Light, Green Light: Moving across the gym to different locomotor skills.

Understand basic gross motor skills leads to the foundation for regular physical activity. 2

2.6.2.A.1, 2.5.P.A.1

Skills depend on activity.

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

2.5.2.A.1, 2.5.2.A.2

Jumping and Landing Stations: Jumping and landing to different levels and pathways.

Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropriate force and flow. 1

2.5.2.A.3, 2.5.2.A.2

Clapping Movements: Clapping to different rhythms and executing different locomotor movements.

Corrects movement in response to feedback provided by both teachers and peers. 2

2.5.2.A.4 Volleyball: Learning the bump and set with beach volleyballs and correcting the movements according to a teacher generated rubric.

Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style). 2

2.5.2.A.2, 2.5.2.A.3

Musical Chairs: Changing gross motor movements according to the music’s beat.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Original movement is generated through improvisational skills and techniques. K-2

1.1.2.A.2 Use improvisation to discover new movement to fulfill the intent of the choreography.

The coordination and isolation of different body parts is dependent on the dynamic alignment of the body while standing and moving. K-2

1.1.2.A.4 Apply and adapt isolated and coordinated body part articulations, body alignment, balance, and body patterning.

The elements of dance are time, space, and energy. Improvisational structures facilitate movement invention. Musical or non-musical accompaniment is a choice. Dance can communicate meaning around a variety of themes. K-2

1.3.2.A.1 Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes.

The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance. K-2

1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway.

Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances. K-2

1.3.2.A.4 Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space.

Accident and Fire Prevention K-2 N.J.S.A. 18A:6-2

Otto the Auto

Health, Safety, and Physical Education 1-2

N.J.S.A.18A:35 Health and Safety Station: Reviewing scenarios that involve health and safety in school and home.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit Essential Questions: • How can we move from one space to another? • How do we move from one place in a safe manner? • What are some games or activities that one can do to

improve coordination and special awareness? • How does choreography influence dance movements? • How does improvisation play a role in dance? • What is rhythm? • Why do I have to understand concepts of movement

when I can already perform the movement? • What is the minimum amount of exercise I can do

to stay physically fit? • How do I develop an appropriate personal fitness

program and find the motivation to commit to it? • How do you realize age-appropriate fitness?

Unit Enduring Understandings: • Students will skip, gallop, jump, hop, walk,

leap, run, and dance. • I need to be aware of my surroundings as I

move. • Tag games that involve catching, fleeing, and

dodging. • Moving to the beat of music, hand clapping,

and rhythmic movement. • Know and understand concepts of movement

will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities.

• Understand fitness concepts and skills and integrating them into your everyday routine, supports wellness.

• Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with least amount of effort.

• Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness.

• Achieving and maintaining fitness requires ageappropriate intensity, duration and frequency of exercise.

• Ongoing feedback and assessment is necessary in determining the effectiveness of a personal fitness program.

Unit Learning Targets: Students will ... • Demonstrate how to skip, march, dance, jump, run, hop, walk, gallop, leap, and tiptoe. • Express creativity through movement and dance. • Move in general and personal space in a safe manner. • Recognize the amount of exercise they need to help him/her stay fit. • Understand concepts of movement. • Understand Healthy & Safety. • Understand Accident and Fire Prevention

Evidence of Learning Summative Assessment: Report Cards Progress Reports


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Formative Assessments: (Including but not limited to…)

• Teacher Informal Observation • Class Discussion • Class Participation • Oral Question and Answer Response

Equipment Needed: Materials and equipment will be determined by grade level. Teacher Resources: www.pecentral.com iTunes PE Games and Activities Kit, Ken Lumsdden, Parker Publishing Co.;2001 Coaches Guide to Teaching Sport Skills, Robert W. Christina, Human Kinetics Books; 1988 http://www.teachingideas.co.uk

http://www.pegames.org www.commoncore.org www.aapherd.org

Integration of Technology: Streaming music Stop Watch Radio iPad

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/math/ https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf https://www.state.nj.us/education/cccs/2014/arts/standards.pdf https://www.nj.gov/education/aps/cccs/career/

http://www.pecentral.com/


http://www.teachingideas.co.uk/


http://www.pegames.org/


http://www.commoncore.org/


http://www.aapherd.org/


https://www.state.nj.us/education/cccs/2016/science/

https://www.state.nj.us/education/cccs/2016/math/

https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf

https://www.state.nj.us/education/cccs/2014/arts/standards.pdf

https://www.nj.gov/education/aps/cccs/career/



Unit Overview


Unit Title: Unit 2: Manipulative Skills/Fitness

Target Course/Grade Level: Kindergarten- 2nd Grade

Unit Summary: This unit teaches student’s recognition and competency in handling objects in a controlled fashion related to specific activities. This unit enables students to understand the components of health-related fitness (Cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill related fitness (speed, agility, reaction time, coordination, and power). Math: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of’ / “less of” the attribute, and describe the difference. K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.G.A.1-3 Reason with shapes and their attributes. 2.NBT.A.1.a-b Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases 2.NBT.B.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph. Science: When objects touch or collide, they push on one another and can change motion. (K-PS2-1) A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) Performing Arts: 1.1.2.A.2 Original movement is generated through improvisational skills and techniques. 1.1.2.A.4 The coordination and isolation of different body parts is dependent on the dynamic alignment of the body while standing and moving. 1.3.2.A.1 The elements of dance are time, space, and energy. Improvisational structures facilitate movement invention. Musical or non-musical accompaniment is a choice. Dance can communicate meaning around a variety of themes.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 1.3.2.A.2 The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance. 1.3.2.A.4 Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances. 21st Century Life & Career CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP12. Work productively in teams while using cultural global competence. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Involves the hands and feet to improve hand eye and foot eye coordination. In this unit students learn how each component of fitness is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Learning Targets SLO # INDICATOR # Activity




2.6.2.A.2, 2.2.2.B.2


Describe how outside factors influence decision making in regards to setting a fitness goal. 2

2.6.2.A.3, 2.2.2.B.3



ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Explain how regular physical activity contributes to being “well”. K

2.6.2.A.1, 2.1.2.A.1



2.6.2.A.2, 2.6.2.A.3, 2.2.2.B.4



2.6.2.A.3, 2.2.2.B.2, 2.2.2.B.4





2.6.2.A.1, 2.5.2.C.2



2.6.2.A.2, 2.5.2.C.2


Recognize how one’s feelings can impact the progress toward the achievement of a wellness goal. 1

2.6.2.A.3, 2.2.2.C.3



ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Determine how participation in regular physical activity may help to prevent common health conditions (diabetes, high blood pressure, etc.). 2

2.6.2.A.1, 2.1.2.C.1


Develop spatial and coordination skills through movement and manipulative activities such as walking on a balance beam, twirling a hula- hoop, or buttoning and unbuttoning. K

2.5.P.A.3, 2.5.2.C.2

Volleyball: Keeping the beach ball from touching the floor.

Safely demonstrate basic throwing and catching skills that develop coordination. 1

2.5.P.A.3, 2.5.2.C.2

Bombardment: Students are on teams trying to knock down the opposing teams pins down using over and underhand throwing.

Perform various movement and manipulative skills (kicking, striking) with developmentally appropriate control during skill practice. K

2.5.2.A.1 Soccer Dribbling: Each student practices dribbling and passing skills.

Demonstrate various movement and manipulative skills (throw, catch) with developmentally appropriate control during games, dance, and physical activity. 1

2.5.2.A.1 Birthday Cake: Build and knock down a structure moving to father distances on an individual basis. Using both underhand and overhand throwing skills.

Demonstrate manipulative skills (kicking, striking, bouncing) with increased mastery during skill practice, games, and other physical activities. 2

2.5.2.A.1, 2.6.2.A.2

Soccer Baseball: Game comprised of soccer and baseball rules with modified scoring rules.

Identify body parts (hands, feet, knees, head) that may be used to control different objects during various manipulative activities. K

2.5.P.A.3 Simon Says: Using a variety of body parts and locomotor skills.

Manipulate objects (ball, beanbags, hula- hoops) with different parts of the body during skill practice. 1

2.5.2.A.1 Throwing and Catching: Catching a hoop or beanbag on different parts of the body.

Explain and demonstrate how objects (ball, beanbags, hula- hoops) should be used in practice, games, and other physical activity in a safe manner. 2

2.5.2.A.1, 2.5.2.C.2

Bombardment: Students are on teams trying to knock down the opposing teams pins down using over and underhand throwing.

Demonstrate changes in movement (time, force flow) while manipulating objects [bouncing, dribbling (soccer), catching] in personal and general space. 1

2.5.2.A.1, 2.5.2.A.2, 2.5.2.C.2

Soccer Baseball: Game comprised of soccer and baseball rules with modified scoring rules.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Demonstrate the appropriate modifications of movement to experience a higher level of success during throwing, catching, bouncing, striking. 2

2.5.2.A.2, 2.5.2.A.1

Variety of different modifications according to activity.

Original movement is generated through improvisational skills and techniques. K-2

1.1.2.A.2 Use improvisation to discover new movement to fulfill the intent of the choreography.

The coordination and isolation of different body parts is dependent on the dynamic alignment of the body while standing and moving. K-2

1.1.2.A.4 Apply and adapt isolated and coordinated body part articulations, body alignment, balance, and body patterning.

The elements of dance are time, space, and energy. Improvisational structures facilitate movement invention. Musical or non-musical accompaniment is a choice. Dance can communicate meaning around a variety of themes. K-2

1.3.2.A.1 Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes.

The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance. K-2

1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway.

Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances. K-2

1.3.2.A.4 Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space.


N.J.S.A.18A:35 Health and Safety Station: Reviewing scenarios that involve health and safety in school and home.

Unit Essential Questions: Unit Enduring Understandings:


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS • How do you throw a ball overhand? • How do you throw a ball underhand? • How could you improve your throwing abilities? • How does dance keep you fit? • What different body movements do you use in

dance? • How does time, space, and energy go into dance? • What do you look at when throwing and object? • Why do I have to understand concepts of

movement when I can already perform the movement?

• What is the minimum amount of exercise I can do to stay physically fit?

• How do I develop an appropriate personal fitness program and find the motivation to commit to it?

• How do you realize age-appropriate fitness?

• Throwing, catching, and kicking • Striking with one’s feet • Hitting a target with accuracy • Know and understand concepts of movement will

improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities.




• Achieving and maintaining fitness requires age appropriate intensity, duration and frequency of exercise.


Unit Learning Targets: Students will ... • Demonstrate how to throw and catch with various size balls • Manipulate various pieces of equipment to improve manipulative skills. • Manipulate equipment in a safe manner. • Recognize the amount of exercise they need to help him/her stay fit. • Understand concepts of movement.

Evidence of Learning Summative Assessment: Report Cards

Formative Assessments: (Including but not limited to…)

• Teacher Informal Observation • Class Discussion • Class Participation • Oral Question and Answer Responses

Equipment Needed: Materials and equipment will be determined by grade level. Teacher Resources:


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS www.pecentral.com iTunes PE Games and Activities Kit, Ken Lumsdden, Parker Publishing Co.;2001 Coaches Guide to Teaching Sport Skills, Robert W. Christina, Human Kinetics Books; 1988 http://www.teachingideas.co.uk http://www.pegames.org www.commoncore.org www.aapherd.org


Curriculum Development Resources: Click the links below to access additional resources used to design this unit: https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/math/ https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf https://www.nj.gov/education/aps/cccs/career/ https://www.state.nj.us/education/cccs/2014/arts/standards.pdf

Unit Overview


Unit Title: Unit 3: Locomotor and Non-locomotor Skills/Fitness


Unit Summary: This unit teaches student’s motor control while giving attention to balance, coordination, directionality, laterality, and special awareness. This unit enables students to understand the components of health-related fitness (Cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill related fitness (speed, agility, reaction time, coordination, and power). Math: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of’ / “less of” the attribute, and describe the difference. K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.


















ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.G.A.1-3 Reason with shapes and their attributes. 2.NBT.A.1.a-b Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases 2.NBT.B.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph. Science: When objects touch or collide, they push on one another and can change motion. (K-PS2-1) A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) Performing Arts: Dance: 1.3.2.A.4 Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances. 21st Century Life & Career CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP12. Work productively in teams while using cultural global competence. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Provides a wide variety of sequential and progressive activities to foster skill development to promote confidence and self-esteem. In this unit students learn how each component of fitness is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Learning Targets SLO #

INDICATOR #

Activity


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Explain how one’s decisions to be active can have a direct impact on the way they feel. K



2.6.2.A.2, 2.2.2.B.2



2.6.2.A.3, 2.2.2.B.3



2.6.2.A.1, 2.1.2.A.1



2.6.2.A.2, 2.6.2.A.3, 2.2.2.B.4



2.6.2.A.3, 2.2.2.B.2, 2.2.2.B.4





ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Explain how a safe environment encourages continued participation in physical activity. 1

2.6.2.A.1, 2.5.2.C.2



2.6.2.A.2, 2.5.2.C.2



2.6.2.A.3, 2.2.2.C.3



2.6.2.A.1, 2.1.2.C.1


Develop and refine fine and stationary gross motor skills while in self- space. (e.g. twisting, bending e.g., work towards using smaller sized manipulative during activity). K

2.5.P.A.1, 2.5.P.A.2

Skiing Pathways: Students use plates to “skate” in different pathways and ranges according to the teachers call.

Demonstrate changes in time, force, and flow while moving in self- space. (e.g. stretching, curling) 1

2.5.2.A.2 Skiing Pathways: Students use plates to “skate” in different pathways and ranges according to the teachers call.

Demonstrate movement in self- space (stationary) at different levels, directions, and ranges while correcting movement errors in response to teacher feedback. 2

2.5.2.A.2, 2.5.2.A.4

Skiing Pathways: Students use plates to “skate” in different pathways and ranges according to the teachers call.

Demonstrate basic activity and safety rules when refining non-locomotor skills (e.g. twisting, bending, stretching, curling). K

2.5.2.C.2 Builders and Bulldozers: Running and either knocking down a pin with the hand or picking the pin up.

Demonstrate basic activity and safety rules and explain how they contribute to stationary movement (e.g twisting, curling) in a safe environment. 1

2.5.2.C.2 Builders and Bulldozers: Running and either knocking down a pin with the hand or picking the pin up.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Explain the role that non-locomotor skills (e.g. twisting, bending, stretching, curling) play in regular physical activity in relation to personal health. 2

2.6.2.A.1 Builders and Bulldozers: Running and either knocking down a pin with the hand or picking the pin up.


N.J.S.A.1 8A:35

Health and Safety Station: Reviewing scenarios that involve health and safety in school and home.

Unit Essential Questions: • What are locomotor skills? • What are non-locomotor skills? • How could you improve your locomotor/non-

locomotor skills? • Why do I have to understand concepts of





Unit Enduring Understandings: • Skipping, hopping, galloping, jumping, running,

marching, leaping, walking. • Stretching, bending, dodging/fleeing, and

twisting. • Practice using skills in game situations. • Know and understand concepts of movement will





• Achieving and maintaining fitness requires ageappropriate intensity, duration and frequency of exercise.


Unit Learning Targets: Students will ... • Move in general space at different levels, speed, and direction. • Participate in game activities using cooperative skills. • Demonstrate body control during balancing and tumbling skills. • Demonstrate good sportsmanship. • Recognize the amount of exercise they need to help him/her stay fit. • Understand concepts of movement.



Evidence of Learning Summative Assessment: Report Cards Progress Reports



Equipment Needed: Materials and equipment will be determined by grade level. Teacher Resources: www.pecentral.com iTunes PE Games and Activities Kit, Ken Lumsdden, Parker Publishing Co.;2001 Coaches Guide to Teaching Sport Skills, Robert W. Christina, Human Kinetics Books; 1988 http://www.teachingideas.co.uk http://www.pegames.org www.commoncore.org www.aapherd.org


Curriculum Development Resources: Click the links below to access additional resources used to design this unit: https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/math/ https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf https://www.nj.gov/education/aps/cccs/career/ https://www.state.nj.us/education/cccs/2014/arts/standards.pdf



















Unit Overview


Unit Title: Unit 4: Lifetime and Cooperative Activities/Fitness


Unit Summary: This unit teaches student’s to perform activities that instill within them a desire for participation, fitness, and well-being throughout their lives. This unit enables students to understand the components of health related fitness (Cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill-related fitness (speed, agility, reaction time, coordination, and power). Math: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of’ / “less of” the attribute, and describe the difference. K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.G.A.1-3 Reason with shapes and their attributes. 2.NBT.A.1.a-b Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases 2.NBT.B.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph. Science: When objects touch or collide, they push on one another and can change motion. (K-PS2-1) A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) 21st Century Life & Career CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP12. Work productively in teams while using cultural global competence. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Technology: 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: Instills a value for a lifetime of participation in physical activities and well-being. In this unit students learn how each component of fitness is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Learning Targets SLO #

INDICATOR #

Activity




2.6.2.A.2, 2.2.2.B.2



2.6.2.A.3, 2.2.2.B.3



2.6.2.A.1, 2.1.2.A.1



2.6.2.A.2, 2.6.2.A.3, 2.2.2.B.4



ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Develop a fitness goal and monitor how it might affect one’s overall wellness. 2

2.6.2.A.3, 2.2.2.B.2, 2.2.2.B.4





2.6.2.A.1, 2.5.2.C.2



2.6.2.A.2, 2.5.2.C.2



2.6.2.A.3, 2.2.2.C.3



2.6.2.A.1, 2.1.2.C.1


Distinguish between an offensive player and a defensive player during game play. K

2.5.2.B.2 Soccer: Student will learn the difference of being an offensive player and defensive player through game play.

Explain and demonstrate the roles of offensive and defensive players and the impact they have during game play. 1

2.5.2.B.2, 2.5.2.B.4

Soccer: Student will learn the difference of being an offensive player and defensive player through game play and trying to score.

Independently transition from offensive to defensive effectively during games or recreational activities. 2

2.5.2.B.2, 2.5.2.B.4

Soccer: Student will transition from just having to score to getting points for not allowing a score.


ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Explain what it means to display good sportsmanship. K

2.5.2.C.1 After games high five.

Demonstrate good sportsmanship in games or other activities. 1

2.5.2.B.3, 2.5.2.C.1

After games high five.

Determine how basic safety, good sportsmanship and attitudes impact physical performance in games or recreational activities. 2

2.5.2.B.3, 2.5.2.C.1, 2.5.2.C.2

After games high five. Ask students why it is important to give someone else a high five.

Demonstrate cooperative and competitive strategies in movement activities and modified games. K

2.5.2.A.1, 2.5.2.B.1, 2.5.2.B.4

Soccer: Student will transition from just having to score to getting points for not allowing a score. Stress students cannot always play offense and must assist in defense.

Compare and contrast cooperative versus competitive strategies in games, sports, and movement activities. 1

2.5.2.B.1, 2.5.2.B.4

Review games that students have played. Have students state what category they belong in.

Explain and demonstrate how student attitudes affect cooperative strategies when trying to attain a common goal. 2

2.5.2.B.1, 2.5.2.B.3, 2.5.2.B.4

Have students play a game. After they have attempted it, have them retry the game with strategies from the teacher.


N.J.S.A.1 8A:35

Health and Safety Station: Reviewing scenarios that involve health and safety in school and home.

Unit Essential Questions: • What does teamwork consist of? • What is the definition of lifetime activities? • Why do I have to understand concepts of





Unit Enduring Understandings: • Communication, cooperation, and conflict

resolution. • Activities you can participate throughout your

entire life. • Know and understand concepts of movement will





ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS • Developing and implementing a program that

utilizes appropriate training principles is necessary for lifetime fitness.

• Achieving and maintaining fitness requires age appropriate intensity, duration and frequency of exercise.


Unit Learning Targets: Students will ... • Demonstrate how to throw and catch with various size balls • Manipulate various pieces of equipment to improve manipulative skills. • Manipulate equipment in a safe manner. • Recognize the amount of exercise they need to help him/her stay fit. • Understand concepts of movement.

Evidence of Learning Summative Assessment: Report Cards



Equipment Needed: Materials and equipment will be determined by grade level. Teacher Resources: www.pecentral.com iTunes PE Games and Activities Kit, Ken Lumsdden, Parker Publishing Co.;2001 Coaches Guide to Teaching Sport Skills, Robert W. Christina, Human Kinetics Books; 1988 http://www.teachingideas.co.uk http://www.pegames.org www.commoncore.org www.aapherd.org












ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Integration of Technology: Streaming music Stop Watch Radio iPad

Curriculum Development Resources: Click the links below to access additional resources used to design this unit: https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/math/ https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf https://www.nj.gov/education/aps/cccs/career/








MODIFICATIONS Based on Students’ Individual Needs

(Special Education Students, English Language Learners, Students at-Risk)

Time/General

• Allow extra time • Repeat and clarify

directions • Provide breaks in

between tasks • Have student

verbalize directions • Provide

timelines/due dates for reports and projects

Processing

• Provide extra response time

• Have student verbalize steps

• Repeat directions • Provide small group

instruction • Include partner work

Comprehension

• Provide reading material on student’s level

• Have student underline important points

• Assist student on how to use context clues to identify words/phrases

• Ensure short manageable tasks

Tests/Quizzes/Grading

• Provide extended time

• Provide study guides • Limit number of

responses

Behavior/Attention

• Establish classroom rules

• Write a contract with the student specifying expected behaviors

• Provide preferential seating

• Re-focus student as needed

• Reinforce student for staying on task

Organization

• Monitor the student and provide reinforcement of directions

• Verify the accurateness of homework assignments

• Display a written agenda



ELL Strategies

• Provide explicit, systematic instruction in vocabulary. • Ensure that ELLs have ample opportunities to talk with both adults and peers and

provide ongoing feedback and encouragement. • Expose ELLs to rich language input.

• Scaffolding for ELLs language learning.

• Encourage continued L1 language development.

• Alphabet knowledge

• Phonological awareness

• Print awareness

• Design instruction that focuses on all of the foundational literacy skills.

• Recognize that many literacy skills can transfer across languages.

• English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.

• Graphic organizers

• Modified texts

• Modified assessments

• Written/audio instruction

• Shorter paragraph/essay length

•

Homogeneously grouped by level

Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Evaluate vocabulary • Elevate Text Complexity • Incorporate inquiry based assignments and projects • Extend curriculum



• Balance individual, small group and whole group instruction • Provide tiered/multi-level activities • Include purposeful learning centers • Provide open-ended activities and projects • Offer opportunities for heterogeneous grouping to work with age and social peers as well

as homogeneous grouping to provide time to work with individual peers • Provide pupils with experiences outside the ‘regular’ curriculum • Alter the pace the student uses to cover regular curriculum in order to explore topics of

interest in greater depth/breadth within their own grade level • Require a higher quality of work than the norm for the given age group • Promote higher level of thinking and making connections. • Focus on process learning skills such as brainstorming, decision making and social skills • Use supplementary materials in addition to the normal range of resources. • Encourage peer to peer mentoring • Integrate cross-curricular lessons • Incorporate real-world problem solving activities • Facilitate student-led questioning and discussions

totowa physical education/health curriculum project · totowa physical education/health curriculum...

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