| Curriculum Map 2006-2007 | |||
| The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| Orientation (Week 1, 3 Weeks) |
Orientation- Students will get acclimated to their environment, both physically and socially. |
Students will be able to; -Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction -Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Understands the need for exercise -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity -Enjoy participation in physical activities and establish a foundation to engage in appropriate motor patterns in daily physical activities |
-Tag games -Lead-up games -Explain and discuss how important it is to listen and be alert. -Explain and demonstrate proper safety procedures related to activities. -Participate in establishing appropriate rules for given situations. -Demonstrate safety measures for classroom/gymnasium guidelines. -Explain and give examples of leadership, cooperation, responsibility and self control. -Willingly participate in a variety of physical activities expressing self-expression and creativity. -Explain and discuss relationship with others by performing partner and group activities with different classmates. -Explain and demonstrate how to use equipment properly and safely. -Explain and understand that physical activities provides the opportunity for fun and enjoyment. -Participate in activities that allows students to praise each other for performance  Sample lesson planSample lesson outline |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Body and Spatial Awareness (Week 1, 3 Weeks) |
Body Control & Spatial Awareness- Students must learn how to control their body in space as well as know the limitations of their environment. |
Students will be able to; -Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands) -Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music) -Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow) -Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Uses concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others -Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity -Enjoy participation in physical activities and establish a foundation to engage in appropriate motor patterns in daily physical activities |
-Tag games -Body part identification -Demonstrate different body shapes and forms -Copy, mirror partner body shapes -Perform several animal stunts; seal crawl, crab walk, puppy run -Form round, narrow, and wide body shapes alone and with a partner -Control the speed of execution of different movements in terms of a specific purpose |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Locomotor and Non-Locomotor Movements (Week 4, 4 Weeks) |
Locomotor and Non-Locomotor Movements- Students must learn basic movement patterns in order to advance to more complex skills. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music) -Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow) -Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist) -Uses concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others -Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use) -Enjoy participation in physical activities and establish a foundation to engage in appropriate motor patterns in daily physical activities |
-Tag games -Link a variety of body positions, in place or with limited locomotor movement, while maintaining balance -Travel in personal space, in general space, avoid collision -Travel in different ways, in a large group without bumping into others or falling -Get inside, outside, beside, behind, over, under, around, go through objects using locomotor movements -Get over, around, beside, alongside objects using locomotor movements -Travel along lines-straight, curved, zig-zag -Change body positions without losing balance Locomotor Assessment |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Cooperation and Personal Living Skills (Week 4, 4 Weeks) |
Cooperation and Personal Living Skills- Students will be working on various components of the affective (social) area of student outcomes. |
Students will be able to; -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding -Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills) -Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) -Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use) -Understands the purpose of rules in games -Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task -Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity |
-Cooperative games Sample lesson planSample lesson outline |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Throwing/Rolling/Catching (Week 8, 5 Weeks) |
Throwing/Rolling/Catching- Students will learn the basic sports related skills in order to achieve a high success rate in future activities. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Understands the purpose of rules in games -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task |
-Roll objects of diverse sizes, shapes, and weights in various ways with the aide of different parts of the body while stationary or motion -Use different ways to catch various objects while in stationary or in motion -Throw easy-to-handle objects at fixed and moving targets -Hit various objects with force using different parts of the body -Pass various object to the partner and receive back Throwing Assessment |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Object Manipulation- Juggling and Parachute (Week 13, 3 Weeks) |
Object Manipulation- Juggling and Parachute- Students will improve hand/eye coordination through juggling various manipulatives and through multiple parachute activities. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) -Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands) -Understands the purpose of rules in games -Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task -Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) |
-Parachute games -Juggling routines -Physical challenges while tossing scarf -Locomotor movements while balancing scarf/bean bag |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Striking- Volleyball (Week 16, 4 Weeks) |
Striking- Volleyball- Students will learn various concepts through the sport of volleyball. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Understands the purpose of rules in games -Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task |
-Pass various objects to the partner and receive back -Balloon challenges |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Object Manipulation- Ropes and Hoola-Hoops (Week 16, 4 Weeks) |
Object Manipulation: Ropes and Hoops- Students will practice basic body coordination principles by using manipulatives such as jump ropes and hoola-hoops. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task |
-Use a rope to illustrate shapes, numbers and alphabets. -Use a rope to explore movements relating to themselves, others and objects; near, far, b-behind, alongside of, over and under. -Introduce and demonstrate straight rope pattern performing vertical jumps. -Introduce single bounce jump over a stationary rope. -Introduce the basic technique of turning a rope. -Practice successive jumps and hops over a swinging rope. |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Basketball (Week 20, 4 Weeks) |
Basketball- Students will learn various concepts through the sport of basketball. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) -Uses feedback to improve performance (e.g., peer/coach review) -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Understands the purpose of rules in games -Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task |
-Move an object around different parts of the body while stationary or motion -Bounce various objects and catch them -Pass various objects to the partner and receive |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| 3 Aspects of a Healthy Lifestyle (Week 20, 4 Weeks) |
3 Aspects of a Healthy Lifestyle- Students will learn about the importance of eating healthy, exercising, and proper rest and why/how these topics benefit the body/mind. |
Students will be able to; -Understands the health benefits of physical activity (e.g., good health, physical endurance) -Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate) -Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity -Transfer knowledge and understanding to the learning and development of new skills |
-Bring in food/drink that has a nutrition label -Hand position while sleeping -Exercises brainstorm |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Tumbling (Week 24, 3 Weeks) |
Tumbling- Students will learn, hands on, how to maneuver their bodies through basic gymnastics movements. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings) -Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands) -Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Uses feedback to improve performance (e.g., peer/coach review) -Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands) -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) |
-Transfer weight while traveling through space using locomotor movements at different levels. -Walk forward, backward, sideward on a balance beam. -Perform several animal stunts; seal crawl, crab walk, puppy run. -Execute rocking and rolling skills. -Explore balancing, in personal and general space. -Practice falling and landing technique in personal space. |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| 3 Aspects of Training/Fitness (Week 24, 3 Weeks) |
3 Aspects of Training/Fitness- Students will learn about the importance of warming-up, stretching, and cooling down and why/how these topics benefit the body/mind. |
Students will be able to; -Understands the health benefits of physical activity (e.g., good health, physical endurance) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate) -Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Transfer knowledge and understanding to the learning and development of new skills |
-Group discussion on warm-up, stretching, and cool-down -Group brainstorm of various aspects of each component |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Rhythmic Activities (Week 27, 3 Weeks) |
Rhythmic Activities- Students will learn, hands on, how to maneuver their bodies through basic rhythmic movements. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills) -Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings) -Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands) -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow) -Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist) -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity |
-Design movements in a smooth, rhythmical action, in time with light running steps in place. -Travel through general space using various pathways and qualities of movements; slow, light, strong and free. -Use body parts to explore rhythms; clap and walk, stamp and clap, snap and walk and jumping and hopping. -Explore rhythms performing locomotor skills. -Move in personal space at different levels, using non-locomotor movements. -Create rhythm Stories using jumping, hopping walking, and running. -Perform two singing games in large and small groups in personal and general space. -Perform rhythmic activities using small equipment; tambourine, drum, lummi sticks, cymbals or movement scarves. |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Wellness and Physical Conditioning (Week 27, 3 Weeks) |
Wellness and Physical Conditioning- Students will learn about various wellness and physical conditioning topics. |
Students will be able to; -Understands the health benefits of physical activity (e.g., good health, physical endurance) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate) -Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass) -Knows similarities and differences in body height, weight, and shape -Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity -Transfer knowledge and understanding to the learning and development of new skills -Achieve and maintain a health-enhancing level of fitness |
-Use different ways to pick up or put down various objects using various parts of the body while in stationary or in motion -Group discussion |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Striking- Soccer (Week 30, 5 Weeks) |
Striking- Soccer- Students will learn various concepts through the sport of soccer. |
Students will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw) -Uses feedback to improve performance (e.g., peer/coach review) -Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) -Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) -Understands the purpose of rules in games -Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task |
-Pass various objects to the partner and receive back |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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| Group Games (Week 35, 2 Weeks) |
Group Games- Students will integrate what they have learned throughout the year into various group games. |
Students will be able to; -Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) -Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Uses smooth transitions between sequential motor skills (e.g., running into a jump) -Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through) -Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) -Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) -Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands) -Understands the purpose of rules in games -Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) -Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task -Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) |
-Group games |
-www.pecentral.com -Lesson Plans That Meet the New York Standards for Elementary P.E. by Tim Smith, 2003 -www.elementaryPE.com - http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=18-Moving Into the Future: National Standards for Physical Education, National Association for Sport and Physical Education, WCB McGraw-Hill 1995 |
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Updated: Friday, January 05, 2007 |
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