|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
KINDER GARTEN |
|
COURSE DESCRIPTION (main
focus) |
Children at this stage
focus primarily on moving within space, including the general space around
them and their own personal space. They can be guided to move in their
environment for the sheer enjoyment of exploring space and controlling their
bodies. Once they are able to move effectively in their space, they focus on
developmental games and basic movement skills. Children at this stage generally
do not understand the purpose of rules but will follow rules delivered by adults. They also learn that the body is in a stable, balanced position when the center of gravity is directly over the base of support and that improvement occurs when a skill is practiced many times. With the availabilty of a pool, students begin aquatic experiences. Other experiences in kindergarten are the expansion of the knowledge of the physical self through identification of body parts and introduction to the importance of nutrition. |
|
COURSE GOALS (5-7
overarching goals) |
Students
will: Perform locomotor (traveling actions)
and non-locomotor (movement in place) skills at a beginning level. Perform
stability (balance) skills alone and/or with a partner. Manipulate
objects (throw, catch, strike, swing, push, pull) at a basic level. Identify and uses a variety of
relationships with objects. Participate in moderate to vigorous
physical activity during and after school. Set goals for an age appropriate level
of health-related fitness (healthy
lifestyle). Demonstrate an understanding of rules,
regulations, and safety practices. Work cooperatively with other students
regardless of personal differences. Follow simple directions when first
directed Follow the
rules for simple games and activities. Demonstrate positive attitudes toward
self and others through physical activity. Enjoy participation alone and with
others. Exhibit self-confidence and enjoyment
when participating in movement experiences. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
1. Gymnastics: The whole semester 2.
Fundamental
Movement Skills: The whole semester 3. Developmental
Games/Activities: The whole semester 4. Body and Spatial
Awareness: The whole semester 5 Aquatics: 5 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Body and Spatial Awareness: Knowledge of body awareness and the body’s
relationship to space. B. Developmental Games/Activities: Application of movement, knowledge and social
skills in game with simplified rules. C. Fundamental Movement Skills: Knowledge of balance and manipulative skills in
static and dynamic movement. D. Gymnastics: Knowledge, safety and performance skills required in
basic movements associated with gymnastic balance, stunts, tumbling and
apparatus. E. Personal
Fitness/Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardiorespiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness principles in one’s lifestyle. F. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do(skill area) |
1. Identify at least these major body parts: head,
eyes, nose, ears, toes, feet, stomach, arms, and back. 2. Touch and /or move
the above listed body parts with no more than one hesitation. 3.Demonstrate motor
skills and knowledge of the rules as they apply to games with simplified
rules involving a single locomotor pattern. Examples of games are sleepy
bear, pull-the-fox tail, statues, rotten egg, and various games of tag. (Not inclusive of all
games.) 4. Cooperate
effectively with partners and small groups to accomplish an assigned task or
to achieve a goal during games and activities. Examples of activities are
Mother, May I, parachute activities, and simple stunts with a partner. 5. Perform the skills
of running, hopping, leaping, sliding, galloping, jumping, and stepping while
utilizing proper foot placement as well as arm action. 6. Demonstrate the ability to push, pull, twist and
run while using an object such as a wand or hoop. Perform individual
movements from standing position, such as clapping and stamping to a rhythmic
accent. 7.Perform the following
basic stunts and tumbling activities: log roll, inch worm, seal walk, double
knee balance, and one-leg balance. 8. Overcome the fear of
water through a variety of fun games and activities. 9. Enter face into the
water and exhale bubbles. 10. Demonstrate
beginning elements of propulsion. |
|
RESOURCES (key
resources) |
P.E equipment such as balls, hoops, bean bags, ropes, balls, parachute, etc.(see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
FIRST GRADE |
|
COURSE DESCRIPTION (main
focus) |
Physical education is
offered in elementary school as part of the Argentine program. The first
cycle includes first through third grade. During these years, children
develop an awareness of the body and of the relationship between body and
space. They develop motor skills and begin to understand the fundamentals of movement by practicing purposeful movement. They begin the development of their capacities for coordination and balance and learn to follow directions during class.
|
|
COURSE GOALS (5-7
overarching goals) |
Students
will: Demonstrate the
ability to perform locomotor (walk, run, traveling actions) and
non-locomotor (bend, swing, movement in place) skills upon teacher
request. Perform basic
balance skills alone, with a partner, or on various apparatus. Manipulate a
variety of objects (throw, catch, strike, kick) while moving or
standing still, using variations in force/effort. Identify and uses a variety of
relationships with objects such as directionality and laterality. Identify major body parts. Participate in lifetime activities during physical education and recess. Demonstrate how
increasing the intensity of activity will increase their heart
rate. Demonstrate an understanding of the
effect of exercise on the muscles. Identify personal space and maintains
activities in own space without interfering with others spaces Demonstrate a willingness to work with
other students toward a common goal. Follow rules and directions for all
activities. Accept responsibility for own class
participation. Demonstrate a willingness to help a
fellow student who has difficulty completing a skill. Choose to participate in activities
with partners of varying abilities. Identify personal feelings when
participating in physical activities. S elect activities that are difficult
to accomplish. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
1. Gymnastics: The whole semester 2.
Fundamental
Movement Skills: The whole semester 3. Developmental
Games/Activities: The whole semester 4. Body and Spatial
Awareness: The whole semester 5 Aquatics: 5 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Body and Spatial Awareness: Knowledge of body awareness and the body’s
relationship to space. B. Developmental Games/Activities: Application of movement, knowledge and social
skills in games with simplified rules. C. Fundamental Movement Skills: Knowledge of balance and manipulative skills in
static and dynamic movement. D. Gymnastics: Knowledge, safety and performance skills required in
basic movements associated with gymnastic balance, stunts, tumbling and
apparatus. E. Personal Fitness /Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardiorespiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness principles in one’s lifestyle. F. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do(skill area) |
1. Identify by touching
and moving the following body parts: head, eyes, nose, ears, toes, feet,
stomach, arms, back, legs, chin, knees, chest, ankles, waist, elbow, wrist
and shoulders, with allowance for hesitation for the latter three. 2. Respond
appropriately to right and left concepts with one’s own body when given oral
directions. 3. Demonstrate motor
skills and knowledge of the rules as they apply to games with simplified
rules involving both locomotor and manipulative motor patterns. Examples of
games are seven wanderers, alligator, bridge tag, jump tag, little matches,
two dogs for a bone, ball-a-basket, parachute games, caterpillar race, little fishes,
strike the pins, relays with and without elements, hit the bull’s-eye. (list
is not inclusive of all games) 4. Cooperate
effectively with partners and small groups to accomplish an assigned task or
to achieve a goal during games, activities and simple partner stunts. 5. Perform the skills
of running, hopping, leaping, sliding, skipping, galloping, jumping, and
stopping following the different directions indicated by the teacher’s hands
by clapping, or voice tones. 6. Demonstrate
unilateral, bilateral, and cross-lateral movements while pushing, pulling,
twisting, tumbling, and extending. 7. Perform the
following basic stunts and tumbling activities: forward roll in the squat
position, back rocker in the knee clasp position, stork stand. 8. Demonstrate forward,
backward, and sideward movements using proper body mechanics at a variety of
levels on a low balance beam. 9. Swimming Beginner
I. Enter face into
water without fear. 2. Float in various ways including vertically. 3. Breathe out under
water. 4. Open eyes under
water. Intermediate
1. Propel by kicking
above water. 2. Propel by kicking
under water. ‘ 3. Stroke above and
below water. 4. Jump and dive from
side of pool. 5. Float in various
ways including vertically. Advanced
1. Demonstrate
elementary principles of freestyle and backstroke. 2. Float in various
ways including vertically. |
|
RESOURCES (key
resources) |
P.E equipment such as balls, hoops, bean bags, ropes, balls, parachute, etc.(see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
SECOND GRADE |
|
COURSE DESCRIPTION (Main
focus) |
Physical education is
offered in elementary school as part of the Argentine program. The first
cycle includes first through third grade. During these years, children
develop awareness of the body and of the relationship between body and space. They develop motor skills and begin to understand the fundamentals of movement by practicing purposeful movement. They begin the development of their capacities for coordination and balance and learn to follow directions during class.
|
|
COURSE GOALS (5-7
overarching goals) |
Students
will: Demonstrate the ability to perform
locomotors (traveling actions) and Non-locomotors (movement in place)
skills proficiently. Demonstrate the ability to perform stability (balance) skills alone
and/or with a partner Demonstrate the
ability to manipulate (throw, catch, strike, swing, push, pull) objects. Identify and uses a variety of relationships with objects (e.g.
over/under, behind, alongside, through). Identify and
begin to utilize the techniques that provide for efficient and safe
movements. Understand and demonstrate strategies for simple games and activities. Participate in moderate to vigorous physical activity during and
after school. Achieve and
value a reasonable level of health-related (healthy lifestyle) fitness. Demonstrate an understanding of rules, regulations, and safety
practices. Work cooperatively with other students; Exhibit individual, partner,
small, and large group socialization skills regardless of personal differences. Follow teacher directives when first directed. Demonstrate etiquette and concern toward others. Demonstrate respect for others who are different from them. Accept the challenge of participation in new activities. |
|
UNIT THEMES/TOPICS (Include
approximate duration in weeks) |
1. Gymnastics: The whole
semester 2.
Fundamental
Movement Skills: The whole semester 3. Developmental
Games/Activities: The whole semester 4. Body and Spatial
Awareness: The whole semester 5 Aquatics: 5 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Body and Spatial Awareness: Knowledge of body awareness and the body’s
relationship to space. B. Developmental Games/Activities: Application of movement, knowledge and social
skills in games with simplified rules. C. Fundamental movement Skills: Knowledge of balance and manipulative skills in
static and dynamic movement. D. Gymnastics:
Knowledge, safety and performance skills required in basic movements
associated with gymnastic balance, stunts, tumbling and apparatus. E. Personal Fitness/Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. F. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do (skill area) |
I. Touch or move the
following body parts with 100% accuracy: head, eyes, nose, ears, toes, feet,
abdomen, arms, back, fingers, legs, chin, elbow, wrist, knees, hips,
shoulders, chest, ankles and waist. 2. Identify right and
left with one’s own body parts and on others. 3. Demonstrate motor
skills and knowledge of the rules as they apply to games with simplified
rules involving both locomotors and manipulative motor patterns. Examples of
games are seven wanderers, alligator, bridge tag, jump tag, little matches,
two dogs for a bone, ball-in-basket, parachute games, caterpillar race,
little fishes, strike the pins, relays with and without elements, hit the
bull’s- eye. (List is not inclusive of all games) ‘ 4. Cooperate
effectively with partners and small groups to accomplish an assigned task or
to achieve a goal during games and activities. 5. Perform the skills
of running, hopping, leaping, sliding, skipping, galloping, jumping, and
stopping following the different directions indicated by the teacher’s hands
by clapping, or voice tones. Examples of expected key skills are: a. Maintain a correct running pattern
while pacing a prescribed distance b. Perform combined locomotors patterns
such as run and stop or leap and fall c. Demonstrate efficient change of
direction and change of speed d. Demonstrate the ability to push, pull,
run, twist, flex, extend, lift, pivot, dodge And swing while using arms and legs
simultaneously and alternatively e. Maintain a stationary position on each
foot for 15 seconds with eyes open and
10 seconds with eyes closed f. Walk forward, backward and sideways on
an 8-foot balance beam 4 inches wide and 6 inches off the floor’
without falling off g. Walk a distance of at least 25 feet
changing directions and levels while balancing a bean bag on the head or
other body part 6. Demonstrate
knowledge and proper execution of throwing, catching, striking, kicking,
bouncing and jumping rope while attempting to use proper body mechanics,
force, and direction. 7. Perform the
following basic stunts and tumbling activities: individual stunts such as
forward roll, back roll, tip-up and partner stunts. 8. Demonstrate forward,
backward, and sideward movements using proper body mechanics in a variety of
levels and balancing positions on a low balance beam. 9. Aquatics
Beginner1.
1. Enter
face into water without fear. 2.
2. Float
in various ways. 3.
3. Breathe
out under water Intermediate
Advanced
1. Swim with
proficiency in the freestyle and backstroke. 2. Begin elementary
principles of breaststroke and butterfly. |
|
RESOURCES (Key
resources) |
P.E equipment such as balls, hoops, bean bags, ropes, balls, parachute, etc. (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
THIRD GRADE |
|
COURSE DESCRIPTION (main
focus) |
Physical education is
offered in elementary school as part of the Argentine program. The first cycle
includes kindergarten through third grade. During these years, children
develop an awareness of the body and of the relationship between body and
space. They develop motor
skills and begin to understand the fundamentals of movement by practicing
purposeful movement. They begin the development of their capacities for
coordination and balance and learn to follow directions during class.
|
|
COURSE GOALS (5-7
overarching goals) |
Students
will: Demonstrate
movement skills with many variations. Combine
different movement skills to form more complex skills. Utilize implements (bat, ball, racquet) combined with motor skills
(movement skills) to perform specific skills. Describe motor (movement) skills that involve crossing the mid-line
of the body. Participate actively in all physical education classes. Participate in
activities that enhance health related (healthy lifestyle) fitness on a
regular basis. Demonstrate good sportsmanship in and out of class activities. Recognize and avoid unsafe practices and situations. Respect the rights of others Demonstrate a tolerance for individual differences. Accept and give constructive (helpful) criticism. Enjoy participation in partner and team physical activities. Participate in cooperative problem solving activities. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Body’s relationship to space: whole semester. B. Developmental Games/Activities: whole semester. C. Fundamental Movement Skills: whole semester. D. Gymnastics: whole semester. E. Personal Fitness /Healthy Lifestyle: whole semester. F. Aquatics: 5 weeks. |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Body’s relationship to space. B. Developmental Games/Activities: Application of movement, knowledge and social
skills in games with simplified rules. C. Fundamental Movement Skills: Knowledge of balance and manipulative skills in
static and dynamic movement. D. Gymnastics: Knowledge, safety and performance skills required in
basic movements associated with gymnastic balance, stunts, tumbling and
apparatus. E. Personal Fitness /Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardiorespiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. F. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do(skill area) |
I. Identify right and
left on one’s own body, in space, on others and on objects 2. Move through an
obstacle course of varying levels of difficulty, direction and with numerous
directions of speed and strength. 3. Demonstrate motor
skills and knowledge of the rules as they apply to games with simplified
rules involving the combination of locomotor patterns and manipulative
skills, such as seven wanderers, alligator, bridge tag, jump tag, little
matches, two dogs for a bone, ball-in-basket, parachute games, caterpillar
race, little fishes, strike the pins, relays with and without elements, hit
the bull’s- eye. (Not inclusive of all games.) 4. Cooperate
effectively with partners and small groups to accomplish an assigned task or
achieve a goal. 5. Perform correctly
the skills of running, hopping, leaping, sliding, skipping, galloping, and
jumping while using differing elements of time, space, level, direction, and
strength. Exhibit body control throughout the stages of pre-action, in-action
and post-action. 6. Demonstrate the
ability to perform controlled movement individually and with a partner. The
following are examples of expected key skills: A. Demonstrate heel-toe-step-in-place mule kick, front
scale, and the “statue”:standing on one foot, the other foot rearward with knee bent, holding upper
body erect, arching back, extending arm on support leg side to side at
shoulder height -rounding other arm over head work with a partner in rhythmic
unilateral, bilateral, and cross-later activities such as “hand jive” and
Indian wrestling B.Walk through a prescribed course approximately 30
feet long that involves several turns with a bean bag on head or on other part of body ‘ C. Above expectation: Perform sequence of: walking
forward, backward, sideways and turning without 7. Perform the
following basic stunts and tumbling activities: log roll, running start
forward roll, regular backward roll, cartwheel, headstand, stunts with a partner such as forward roll and
partner pull up. 8. Demonstrate forward,
backward and sideward movements using proper body mechanics in a variety
of levels and balancing positions on a low balance beam. 9. Aquatics
Note: At this point,
all children should be swimming . Any children requiring special needs will be given
special assistance. I. Swim with
proficiency the freestyle, backstroke, and breaststroke showing good coordination on all
strokes. |
|
RESOURCES (key
resources) |
P.E equipment such as balls, hoops, bean bags, ropes, balls, parachute, etc.(see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
FOURTH GRADE |
|
COURSE DESCRIPTION (main
focus) |
In the fourth and fifth grades, the emphasis is on learning to demonstrate accuracy with the manipulation of objects. Students acquire knowledge and apply rules in individual and group pre-sports.
|
|
COURSE GOALS (5-7
overarching goals) |
Students
will: Demonstrate mature movement patterns in
locomotors (traveling actions), non-locomotors (movement in place), and
manipulative (throw, catch, strike, swing, push, pull) skills. Demonstrate combinations of motor
(movement) skills for specific sports. Demonstrate complex patterns of
movement in applied settings. Apply the concept of practice to improve skills in appropriate
settings. Recognize and describe critical elements of more
complex movement patterns. Describe the physical, emotional and
psychological benefits of participation in health-related
(healthy lifestyle) activities. Participate in an activity program that
is designed to improve health related (healthy lifestyle) fitness. Work cooperatively with others to
obtain a common goal. Follow rules and safe practices in all
class activities without being reminded. Recognize the limitations of persons
with disabilities and understand the adaptations (changes) they make when
participating in physical activity. Interact with classmates and friends in
physical activities. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Developmental Games and Activities: whole semester. B. Gymnastics: whole semester. C. Personal Fitness /Healthy Lifestyle: whole semester. D. Sports and Lifetime Activity Skills: whole semester. E. Aquatics: 5 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Developmental Games and Activities: Application of movement, knowledge and social
skills in games with simplified rules. B. Gymnastics: Demonstrate knowledge, safety and performance skills
required in the starting, executing, and finishing movements associated with
gymnastic stunts, tumbling and apparatus. _ C. Personal Fitness /Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. D. Sports and Lifetime Activity Skills: Develop knowledge and performance skills in a
variety of team sports, individual, and dual sports, and lifetime physical
activities. Apply competencies
developed through regular participation in those sports and activities. E. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do (skill area) |
1.Demonstrate motor skills, knowledge of the rules and basic offensive or defensive strategies of at least five pre-sports games, such as kickball, dodge ball, newcom, sum of passes, and moving ring. 2.Design/create a game
with objectives, rules, and strategies for two players. 3.Demonstrate body control in a continuous routine
while performing at least one balance and two body rotation activities, e.g.,
scale, headstand, forward roll, backward roll, cartwheel, handspring, and
round- off. 4.Demonstrate the ability to transfer weight of body from legs to arms by placing hands, palms open and down, on vaulting box (the horse) and passing legs sideways over the horse without stepping on the horse, extend legs and body and land with flexed knees and hips. 5.Describe various
sites for taking skin fold measurements. Be aware of the relationship between
some foods. 6.Demonstrate at least
two minutes of safe and appropriate warm-up and cool-down techniques for
aerobic exercise. 7.Demonstrate
proficiency in. the beginning fundamental skills of at least five team
sports: basketball, soccer, softball, volleyball, and indoor hockey. 8.Demonstrate
proficiency in the beginning fundamental skills of at least three individual
sports or recreational activities: croquet, badminton, and track and field. Aquatics
1. Show increased improvement of swimming technique
in freestyle, backstroke and breaststroke. 2. Begin elements of diving. 3. Participate fully in water games such
as basketball, water polo, and tag. |
|
RESOURCES (key
resources) |
P.E equipment such as balls, hoops, beanbags, ropes, balls, parachute, etc. (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
FIFTH GRADE |
|
COURSE DESCRIPTION (main
focus) |
In the fourth and fifth grades, the emphasis is on learning to demonstrate accuracy with the manipulation of objects. Students acquire knowledge and apply rules in individual and group pre-sports.
|
|
COURSE GOALS (5-7
overarching goals) |
Students will: Demonstrate the ability to integrate
locomotors (traveling action), Non-locomotors (movement in place), and
stability (balance) movements in more complex skills. Demonstrate the ability to manipulate
(throw, catch, strike, swing, push, pull) objects with the skills
necessary to participate in games and lead-up (preparing for sports)
activities. Demonstrate the ability to perform more
complex rhythmic skills alone and with a partner. Identify ways that movement concepts
can be used to refine movement skills. Recognize the positive emotional
effects of participation in leisure time physical activity. Demonstrate age appropriate
cardiovascular (heart and lung) endurance. Perform activities safely and follows
class rules of conduct. Distinguish between compliance and
noncompliance with game rules and fair play. Demonstrate positive attitude toward self and others through physical activity. Enjoy participation alone and with
others. Choose playmates without regard to
personal differences. Exhibit positive feelings about
participation in physical activity. Engage in the challenge of new
activities. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Developmental Games and Activities: whole semester. B. Gymnastics: whole semester. C. Personal Fitness /Healthy Lifestyle: whole semester. D. Sports and Lifetime Activity Skills: whole semester. E. Aquatics: 5 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Developmental Games and Activities: Application of movement, knowledge and social
skills in games with simplified rules. B. Gymnastics: Demonstrate knowledge, safety and performance skills
required in the starting, executing, and finishing movements associated with
gymnastic stunts, tumbling and apparatus. _ C. Personal Fitness /Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. D. Sports and Lifetime Activity Skills: Develop knowledge and performance skills in a
variety of team sports, individual, and dual sports, and lifetime physical
activities. Apply competencies
developed through regular participation in those sports and activities. E. Aquatics: Entrance into water and knowledge of flotation and
propulsion by kicking and stroking. |
|
PRIMARY SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do (skill area) |
1.Demonstrate motor skills, knowledge of the rules and basic offensive or defensive strategies of at least five pre-sports games, such as kickball, dodge ball, newcom, sum of passes, and moving ring. 2.Design/create a game
with objectives, rules, and strategies for two players. 3.Demonstrate body control in a continuous routine
while performing at least one balance and two body rotation activities, e.g.,
scale, headstand, forward roll, backward roll, cartwheel, handspring, and
round- off. 4.Demonstrate the ability to transfer weight of body from legs to arms by placing hands, palms open and down, on vaulting box (the horse) and passing legs sideways over the horse without stepping on the horse, extend legs and body and land with flexed knees and hips. 5.Describe various
sites for taking skin fold measurements. Be aware of the relationship between
some foods. 6.Demonstrate at least
two minutes of safe and appropriate warm-up and cool-down techniques for
aerobic exercise. 7.Demonstrate
proficiency in. the beginning fundamental skills of at least five team
sports: basketball, soccer, softball, volleyball, and indoor hockey. 8.Demonstrate
proficiency in the beginning fundamental skills of at least three individual
sports or recreational activities: croquet, badminton, and track and field. Aquatics
1. Show increased improvement of swimming technique
in freestyle, backstroke and breaststroke. 2. Begin elements of diving. 3. Participate fully in water games such
as basketball, water polo, and tag. |
|
RESOURCES (key
resources) |
P.E equipment such as balls, hoops, beanbags, ropes, balls, parachute, etc. (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
SIXTH GRADE |
|
COURSE DESCRIPTION (main
focus) |
In the middle school years, students increase their knowledge in a variety of team sports and lifetime physical activities. They apply this knowledge cooperatively to achieve a common goal.
|
|
COURSE GOALS (5-7
overarching goals) |
Students will: Demonstrate
mature forms in locomotors (traveling actions), non Locomotors
(movement in place), and manipulative (throw, catch, strike, swing,
push, pull) skills. Demonstrate
basic competency in more complex motor (movement) skills related
to specific sports activities. Identify basic concepts that apply to
the movement and sports skills being practiced. Describe basic strategies for offense and defense in simple lead-up
games. Participate in activities, outside of
school, that are health enhancing and can be continued throughout a lifetime. Assess individual fitness levels in
each of the health-related (healthy lifestyle) fitness components (parts)
in relation to age. Participate in cooperative activities
in both a leadership and a follower role. Acknowledge and apply rules to game
situations to ensure personal and group safety. Display an appreciation of the
accomplishments of both greater and less skilled individuals in group or
team activities. Participate in challenging activities
and in activities requiring the utilization of newly acquired skills. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Personal Fitness/Healthy Lifestyle: whole year. B. Sports and Lifetime Activity Skills: soccer: 3 weeks softball 3 weeks handball: 3 weeks volleyball: 3 weeks Aquatics: 8 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Personal Fitness/Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. B. Sports and Lifetime Activity Skills: Develop knowledge and performance skills in a
variety of team sports, individual, aid dual sports, and lifetime physical
activities. Apply competencies
developed through regular participation in those sports and activities. C. Aquatics: strokes, life saving techniques. |
|
PRIMARY SKILLS (5-8 major skill
learnings) Measurable and observable statements of what the students should be
able to do (skill area) |
1.Demonstrate an
improved and/or acceptable level of abdominal strength on bent knee sit-up
tests. 2.Determine the amount
of personal involvement in exercise required to burn one pound of fat and
know the periods of life when fat cells increase in number,i.e., last
trimester prior to birth, first year, and pre-adolescent growth years. 3.Exhibit safe
participation during teaming activities, game play and free play. 6.Describe and apply sports terms, scoring,
rules of play, skill techniques, safety principles, and basic defensive and
offensive strategies for the sports covered in the instructional program. Aquatics
1.Begin techniques of butterfly kick and breathing
while increasing their proficiency in freestyle, backstroke, and breaststroke. 2.Demonstrate four essential lifesaving techniques to
use with victims in various circumstances, such as fatigue, victim at bottom of pool, or
drowning situation. 3. Demonstrate use of mask and snorkel. 4.Participate fully in water games such as:
basketball |
|
RESOURCES (key resources) |
P.E equipment (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
SEVENTH GRADE |
|
COURSE DESCRIPTION (main
focus) |
In the middle school years, students increase their knowledge in a variety of team sports and lifetime physical activities. They apply this knowledge cooperatively to achieve a common goal.
|
|
COURSE GOALS (5-7
overarching goals) |
Students will: Demonstrate the acquisition of basic
modified (changed) movement forms. Demonstrate more complex combinations
of movement forms in many different sports, rhythm, and dance activities. Explore basic physics concepts such as action-reaction, trajectory, levers, and linear velocity that are effective in sports activities. Explore basic physics concepts such as action-reaction, trajectory, levers, and linear velocity that are effective in sports activities. Describe and demonstrate the difference
between person to person and zone defenses in sports activities. Select and participate in activities
that will build their repertoire of Lifetime activities. Demonstrate an understanding of the
importance of maintaining all components (parts) of
fitness at a high level. Accept responsibilities of being a part
of a team and attempt to make contributions toward team success. Follow the rules of all games and
activities to insure a safe environment for all participants. Modify games to allow the participation
of individuals with limited abilities. Participate in
cooperative games that require a contribution from all team members. Participate in challenge and
cooperative activities that requires the development of strategies and
cooperative teamwork. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Personal Fitness/Healthy Lifestyle: whole year. B. Sports and Lifetime Activity Skills: soccer: 3 weeks softball 3 weeks handball: 3 weeks volleyball: 3 weeks Aquatics: 8 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable statement
of what the students should know & understand (knowledge
area) |
A. Personal Fitness/Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. B. Sports and Lifetime Activity Skills: Develop knowledge and performance skills in a
variety of team sports, individual, aid dual sports, and lifetime physical
activities. Apply competencies
developed through regular participation in those sports and activities. C. Aquatics: Swim all strokes with 100% proficiency: freestyle,
backstroke, breaststroke, and butterfly. |
|
PRIMARY SKILLS (5-8 major skill
learnings) Measurable and observable statements of what the students should be
able to do (skill area) |
1.Demonstrate an
improved and/or acceptable level of abdominal strength on bent knee sit-up
tests. 2.Demonstrate an improved and/or acceptable level of abdominal strength on bent knee sit-up tests. 3.Exhibit safe participation during teaming
activities, game play and free play. 6.Describe and apply sports terms, scoring,
rules of play, skill techniques, safety principles, and basic defensive and
offensive strategies for the sports covered in the instructional program. Aquatics
1.Begin techniques of butterfly kick and breathing
while increasing their proficiency in freestyle, backstroke, and breaststroke. 2.Demonstrate four essential lifesaving techniques to
use with victims in various circumstances, such as fatigue, victim at bottom of pool, or
drowning situation. 3. Demonstrate use of mask and snorkel. 4.Participate fully in water games such
as: basketball |
|
RESOURCES (key resources) |
P.E equipment (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
EIGTH GRADE |
|
COURSE DESCRIPTION (main
focus) |
In the middle school years, students increase their knowledge in a variety of team sports and lifetime physical activities. They apply this knowledge cooperatively to achieve a common goal.
|
|
COURSE GOALS (5-7
overarching goals) |
Students will: Demonstrate the ability to develop,
combine, and refine fundamental techniques in games and sports;
Demonstrate competence in increasingly complex physical activity
contexts. Learn and apply principles necessary for skilled physical performance. Participate in a variety of activities
based upon likes, dislikes, fitness needs, environment and availability of
resources. Participate in a personal
health-related (healthy lifestyles) fitness program. Develop leadership and “follower ship”
skills. Perform safely and follows class rules
of conduct and game rules. Recognize unsafe situations caused by changing environment, lack of skill, or unsafe equipment. Accept the strengths and weaknesses of
those of the opposite gender. Resolve conflicts and accept decisions
or judgments in socially accepted ways. Engage in the
challenge of new activities. Engage in and enjoy independent and
interactive physical activity. |
|
UNIT THEMES/TOPICS (include
approximate duration in weeks) |
A. Personal Fitness/Healthy Lifestyle: whole year. B. Sports and Lifetime Activity Skills: soccer: 3 weeks softball 3 weeks handball: 3 weeks volleyball: 3 weeks Aquatics: 8 weeks |
|
PRIMARY CONCEPTS (5-10
major content learnings) Measurable
statement of what the students should know & understand (knowledge
area) |
A. Personal Fitness/Healthy Lifestyle: Knowledge of basic physiological principles
related to the components of physical fitness, including body composition,
cardio respiratory functioning, joint flexibility, muscular strength and
endurance. Application of fitness
principles in one’s lifestyle. B. Sports and Lifetime Activity Skills: Develop knowledge and performance skills in a
variety of team sports, individual, aid dual sports, and lifetime physical
activities. Apply competencies
developed through regular participation in those sports and activities. C. Aquatics: Swim all strokes with 100% proficiency: freestyle,
backstroke, breaststroke, and butterfly. |
|
PRIMARY SKILLS (5-8 major skill
learnings) Measurable and observable statements of what the students should be
able to do (skill area) |
1.Demonstrate an
improved and/or acceptable level of abdominal strength on bent knee sit-up
tests. 2.Demonstrate an improved and/or acceptable level of abdominal strength on bent knee sit-up tests. 3.Exhibit safe participation during teaming
activities, game play and free play. 6.Describe and apply sports terms, scoring,
rules of play, skill techniques, safety principles, and basic defensive and
offensive strategies for the sports covered in the instructional program. Aquatics
1.Begin techniques of butterfly kick and breathing
while increasing their proficiency in freestyle, backstroke, and breaststroke. 2.Demonstrate four essential lifesaving techniques to
use with victims in various circumstances, such as fatigue, victim at bottom of pool, or
drowning situation. 3. Demonstrate use of mask and snorkel. 4.Participate fully in water games such
as: basketball |
|
RESOURCES (key resources) |
P.E equipment (see inventory attached) |
|
COURSE TITLE |
PHYSICAL EDUCATION |
|
GRADE |
NINETH TO TWELVETH GRADE |
|
COURSE DESCRIPTION (main focus) |
The physical education
class for high school is designed to provide a variety of opportunities for
students to participate in physical education and to enrich their lives
through physical activity, which is related to health and well being.
Exposure to a broad range of activities representing different cultural
backgrounds is provided so that students can have greater knowledge of and
appreciation for individual and team sports, as well as for recreational
lifetime activities. The activities are designed to meet physical, mental,
and social developmental needs. Being an effective member of a group is a
special emphasis for physical education classes, as are perseverance and
leaming to push oneself to achieve higher goals. Individuals are instructed
through the cognitive and
practice phases of learning a sport and hopefully will progress to the
automatic phase, in which skills can be performed without concentrated attention,
in sports of their choice. The second year of a
physical education class allows for further practice and the opportunity to
serve as peer coaches, providing feedback and suggestions for improvement.
|
|
COURSE GOALS (5-7 overarching goals) |
Students will: Demonstrate
the ability to use and appreciate activity-specific skills. Develop
specific skills at an advanced or skilled performance level. Synthesize previously learned strategies into advanced game
strategies. Analyze and evaluate information about complex motor (movement) activities that lead to improved physical performance. Identify physical activities that
contribute to the improvement of specific fitness components (i.e.
cardiovascular, strength, body composition,
flexibility). Create a personal program to achieve
and maintain an optimal level of personal
fitness. Identify and evaluate personal
physiological response to exercise. Understand benefits of physical
education on social and emotional well-being. Develop strategies for inclusion of others
in physical activity. Identify positive aspects of
participation in several different physical activities. Identify the positive feelings that
result from physical activity and participation alone and with others. |
|
UNIT THEMES/TOPICS (include approximate duration in weeks) |
-Aquatics: 3 weeks -Sports and Lifetime
activity: whole semester |
|
PRIMARY CONCEPTS (5-10 major content learnings)
Measurable statement of what the students should know &
understand (knowledge area) |
A. Aquatics Knowledge and performance of aquatic
skills in order to cope safely and effectively with water emergencies and to
participate in swimming as a lifetime recreational pursuit. B. Personal Fitness and
Healthy Lifestyle Knowledge of basic physiological principles related to the
components of physical fitness including body composition, cardio respiratory
functioning, joint flexibility, muscular strength, and endurance and
application of fitness principles in one’s lifestyle. C. Sports and Lifetime
activity Skills Knowledge and performance skills in a variety of individual /
dual sports, team sports, and lifetime physical activities; apply competency
developed through regular participation in those sports and activities. |
|
PRIMARY
SKILLS (5-8
major skill learnings) Measurable and observable statements of what the
students should be able to do (skill area) |
A. Aquatics
1.Demonstrate proficiency in the fundamental
skills of survival swimming and of these swimming strokes freestyle,
backstroke, sidestroke, breaststroke, and butterfly. 2.Depelop functional water rescue
techniques. 3.Games: Demonstrate the knowledge of rules and skills necessary to
participate with enjoyment and proficiency in various aquatic games, such as
water basketball, retrieving of objects from the bottom of the pool, water
polo, water basketball and water volleyball. B. Personal Fitness /Healthy Lifestyle 2.Determine personal cardio respiratory fitness level and design an
exercise program in terms of frequency, intensity, and duration that will
safely maintain a given fitness level or progressively lead toward a desired
goal. 3.Describe why some exercises should be avoided; e.g., double leg
lifts, straight leg sit-ups, back arches and deep-knee bends. 4.Know and understand how to select and care for fitness and sports
equipment to assure long-term use, pleasure, and satisfaction from such
equipment. 5.Demonstrate respect for others and acceptance of one’s own and
other’s limitations while participating in physical education activities. 6.Demonstrate responsible safety behavior and judgment during
participation in aquatics, sports, and recreation activities. C.Sports and Lifetime Activity Skills
1.Demonstrate
competencies in team and individual sports developed at the elementary and
middle school level and demonstrate proficiency in the fundamental offensive,
defensive, and strategy skills. 2.Describe and apply sports terms, scoring, rules of play, skill
techniques, safety principles, and basic defensive and offensive strategies
for the sports identified below for the instructional program. Individual or Dual Sports: swimming
Team Sports
Basketball Perform the correct technique
of catching a pass while standing or running, the correct shooting techniques
in lay-ups with the right and left hand, the correct dribbling techniques
with either left or right hand while standing or running, the correct
technique of the two-hand overhead, chest and bounce passes. various types of
passes with a partner while standing or running, a pivot at the completion of
a dribble or a pass reception, the catch of a ball rebounding from a ring or
backboard while jumping with arms extended overhead, correct defensive
stances and positioning for man-to-man and simple zone defenses. Soccer safely block or catch a thrown. or kicked ball with various parts of
the body - chest, shoulder, leg, dribble a soccer ball around obstacles, kick
a ball into a goal area after a dribble or after receiving a pass, with a
goalie and without a goalie, kick a moving or stationary soccer ball punt a
soccer ball, demonstrate a corner kick, demonstrate a sideline throw in, trap
and pass a soccer ball to a partner using the inside of either foot while
standing or running. Softball run and touch bases in proper
order on inside corner with either foot, trying not to make wide turns,
demonstrate the correct technique of overrunning first base, catch a ball
thrown above or below the waist, run and catch a hit or thrown fly ball,
field a hit or thrown rolling ball, pitch a softball with an underhand motion
and a one-stop delivery to a batter within the correct arc range, throw a
softball accurately using an over arm motion, understand the location and
responsibilities of each position on a softball team, understand situations
that result in an out; i.e., caught fly ball, force out, ball arriving to
first base before play, and being
tagged out understand obligatory and non-obligatory base running. 10.Volleyball a hit a ball back and forth
with a partner using the forearm bounce pass and overhead volleyball
techniques. b. receive a serve using the
forearm bounce pass. c. demonstrate an underhand
serve using the heel of the open hand.
d. serve a volleyball
underhand over a seven-foot net from a minimum distance of 30 feet. e.understand player /team
rotations during game play. f.demonstrate correct
technique in using the two-hand overhead volley in preparation for teammate’s
spike. g.demonstrate the technique
of spiking by hitting a volleyball out of the hand to the floor or wall. |
|
RESOURCES (key
resources) |
P.E equipment (see inventory attached) |