PE 2 / Grade 2 (Primary Years Program)

	*Curriculum Map 2006-2007*
	The Dwight School PE 2 / Grade 2 (Primary Years Program)

	*Content*	*Purpose/ Objectives*	*Activities/ Assessments*	*Resources*
*Orientation* (Week 1, 3 Weeks)	Orientation- Get the students 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 the need for exercise -Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)	-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 Class rules quiz	-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

*Cooperation and Personal Living Skills* (Week 1, 3 Weeks)	Cooperation and Personal Living Skills- Students will be working on various components of the affective (social) area of student outcomes.	Student 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 mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) -Works in a group to accomplish a set goal in both cooperative and competitive activities -Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) -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 role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity -Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing	-Cooperative games Sample lesson outline Sample lesson plan Sample lesson outline Sample lesson plan Sample lesson outline Sample lesson plan Sample lesson outline Sample lesson plan Sample lesson outline Sample lesson plan	-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

*Sep: Presidential Fitness Test* (Week 1, 3 Weeks)	Presidential Fitness Test- Test and monitor students physically while incorporating strategies on improving self.	Student will be able to; -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Knows how to modify activities to be more health-enhancing (e.g., walking instead of riding, taking the stairs rather than the elevator) - Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition) - Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) -Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) -Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) - Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate)	-Presidential Fitness Test: Sit-up, push-up, shuttle run, 1-mile run, flexibility test	-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

*Locomotor and Non-Locomotor Movements* (Week 4, 4 Weeks)	Locomotor and Non-Locomotor Movements- Students must learn mature movement patterns in order to advance to more complex skills.	Student 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 mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) -Works in a group to accomplish a set goal in both cooperative and competitive activities -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) -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 activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) -Enjoy participation in physical activities and establish a foundation to engage in appropriate motor patterns in daily physical activities - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)	-Tag games -Introduce basic concepts of running form and technique -Introduce basic strategies of dodging and fleeing -Introduce mature concepts of lateral movement -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 -Change body positions without losing balance	-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

*Oct: Striking- Soccer* (Week 4, 4 Weeks)	Striking- Soccer- Students will learn various concepts through the sport of soccer.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing	-Pass various objects to the partner and receive back -Peer assessment of skills -Circle pass -Introduce mature concepts of dribble, pass, trap, and shoot -Introduce concepts of rules and procedures -Crab soccer -Scooter soccer -Introduce strategies of 2 on 1, 3 on 2 breakaway -Introduce strategies of header -Introduce strategies of goal keeping Soccer quiz Soccer games Soccer rubric	-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

*Throwing/Rolling/Catching* (Week 8, 5 Weeks)	Throwing/Rolling/Catching- Students will learn mature sports related skills in order to achieve a high success rate in future sports based activities.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) -Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) -Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) -Demonstrate competency in many movement forms and proficiency in a few movement forms - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)	-Peer assessment of throwing form -Break down and demonstrate mature throwing form and technique -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 Sample lesson plan Sample lesson outline 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

*Team Handball* (Week 8, 5 Weeks)	Team Handball- Students will learn various concepts through the sport of team handball.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands the origins of different sports and how they have evolved - Understands proper attitudes toward both winning and losing	-Introduce sport and basic concepts involved -Creative component of making rules of game	-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

*Object Manipulation- Ropes and Hoola-Hoops* (Week 13, 3 Weeks)	Object Manipulation- Ropes and Hoola-Hoops- Students will practice mature body coordination principles by using manipulatives such as jump ropes and hoola-hoops.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)	-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 multiple challenges with a moving rope. -Introduce the mature techniques of turning a rope. -Practice successive jumps and hops over a swinging rope. -Choreograph a sequence of movements with a 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

*Striking- Volleyball* (Week 16, 4 Weeks)	Striking- Volleyball- Students will learn various concepts through the sport of volleyball.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing	-Introduce basic concept of bump, set, spike -Utilize net component of volleyball -Introduce rules and procedures of the sport -Pass various objects to the partner and receive back -Balloon challenges -Circle passing -Peer assessment sheet Volleyball rubric	-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

*Striking- Badminton* (Week 16, 4 Weeks)	Striking- Badminton- Students will learn various concepts through the sport of badminton.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -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 beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing - Understands the concept of "sportsmanship" and the importance of responsible behavior while participating in physical activities	-Introduce sport of badminton -Practice against wall -Practice with partner -Introduce forehand, backhand, overhand smash -Introduce drop shot and strategies involved Badminton activities	-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

*Feb: Basketball* (Week 20, 4 Weeks)	Basketball- Students will learn various concepts through the sport of basketball.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -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 beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing -Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) - Understands the concept of "sportsmanship" and the importance of responsible behavior while participating in physical activities	-Move an object around different parts of the body while stationary or motion -Bounce various objects and dribble -Pass various objects to the partner and receive back -Peer assessment of various skills -Introduce the rules and procedures of basketball -Break down the form and technique of the shot -Introduce multiple ways to pass and receive a ball (strategies) -Shooting challenges from various spots -Teach additional strategies of dribbling	-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

*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.	Student will be able to; -Understands the health benefits of physical activity (e.g., good health, physical endurance) -Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition) -Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate) -Knows factors that inhibit physical activity (e.g., substance abuse, poor nutrition) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Knows the effects of physical activity and nutrition on body composition	-Bring in food/drink that has a nutrition label -Hand position while sleeping -Exercises brainstorm Sample lesson plan	-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

*Mar: Basketball* (Week 24, 3 Weeks)	Basketball- Students will learn various concepts through the sport of basketball.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -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 beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -Demonstrate competency in many movement forms and proficiency in a few movement forms -Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing -Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) - Understands the concept of "sportsmanship" and the importance of responsible behavior while participating in physical activities	-Move an object around different parts of the body while stationary or motion -Bounce various objects and dribble -Pass various objects to the partner and receive back -Peer assessment of various skills -Introduce the rules and procedures of basketball -Break down the form and technique of the shot -Introduce multiple ways to pass and receive a ball (strategies) -Shooting challenges from various spots -Teach additional strategies of dribbling	-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

*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.	Student will be able to; -Understands proper warm-up and cool-down techniques and reasons for using them -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 monitor intensity of exercise (e.g., heart rate, breathing rate, perceived exertion, and recovery rate) -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 develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) -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 detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Transfer knowledge and understanding to the learning and development of new skills - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) - Understands the role of exercise and other factors in weight control and body composition - Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition) - Knows the effects of physical activity and nutrition on body composition	-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

*Apr: Presidential Fitness Test* (Week 27, 3 Weeks)	Presidential Fitness Test- Test and monitor students physically while incorporating strategies on improving self.	Student will be able to; -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Knows how to modify activities to be more health-enhancing (e.g., walking instead of riding, taking the stairs rather than the elevator) - Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition) - Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) -Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) -Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) - Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate)	-Presidential Fitness Test: Sit-up, push-up, shuttle run, 1-mile run, flexibility test	-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

*Tumbling* (Week 27, 3 Weeks)	Tumbling- Students will learn, hands on, how to maneuver their bodies through basic gymnastics movements.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -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) -Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) -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) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates)	-Transfer weight while traveling through space using locomotor movements at different levels. -Walk forward, backward, sideward on a balance beam.. -Execute rocking and rolling skills. -Execute forward roll, backward roll, log roll -Execute cartwheel -Execute handstand and headstand -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

*Rhythmic Activities* (Week 27, 3 Weeks)	Rhythmic Activities- Students will learn, hands on, how to maneuver their bodies through basic rhythmic movements.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates)	-Design movements in a smooth, rhythmical action, in time with light running steps in place. -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

*Softball* (Week 30, 5 Weeks)	Softball- Students will learn various concepts through the sport of softball.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) -Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands the origins of different sports and how they have evolved - Understands proper attitudes toward both winning and losing	-Introduce sport of softball -Practice catching high ball -Practice batting ball off tee -Introduce base running strategies -Introduce defensive strategies -Self 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

*Fencing* (Week 30, 5 Weeks)	Fencing- Students will learn various concepts through the sport of fencing.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) -Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -Understands the origins of different sports and how they have evolved - Understands proper attitudes toward both winning and losing	-Introduce the sport of fencing -Demonstrate correct form and technique	-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

*Wellness and Physical Conditioning* (Week 30, 5 Weeks)	Wellness and Physical Conditioning- Students will learn about various wellness and physical conditioning topics.	Student 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 -Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) -Understands principles of practice and conditioning that improve performance -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) -Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) -Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass) -Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) -Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity -Participates in moderate to vigorous physical activity in a variety of settings (e.g., gymnastics clubs, community sponsored youth sports) -Transfer knowledge and understanding to the learning and development of new skills - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition)	-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

*Jun: Striking- Soccer* (Week 35, 2 Weeks)	Striking- Soccer- Students will learn various concepts through the sport of soccer.	Student will be able to; -Coordinates movements in space to accommodate objects and boundaries -Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) - Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) - Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) -Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) -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 - Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) - Understands proper attitudes toward both winning and losing	-Pass various objects to the partner and receive back -Peer assessment of skills -Circle pass -Introduce mature concepts of dribble, pass, trap, and shoot -Introduce concepts of rules and procedures -Crab soccer -Scooter soccer -Introduce strategies of 2 on 1, 3 on 2 breakaway -Introduce strategies of header -Introduce strategies of goal keeping Sample lesson plan Sample lesson outline Passing rubric	-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

Updated: Friday, January 05, 2007

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