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Standard #12 Physical Education/Health
Each student will have demonstrated competent skills in a variety of physical activities and sports; physical fitness; knowledge of factors important to participation in physical activity; and concepts related to health.
Kindergarten Physical Education/Health Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program studies, the District's content standard.
Time Allocation
30 minutes, once every four days
Themes/Topics
Locomotor Movement Movement Patterns
Body and Space awareness Manipulative Skills
Fitness Activities Tumbling
Texts/References
SPARK P.E. Activities for Elementary
Assessments for Elementary P.E. P.E. Curriculum Activities
Teaching Tumbling Kids in Motion
Heart Adventure Teaching for Outcomes in Elementary P.E.
Assessments
Moving in Large Groups Demonstration
Demonstration of Movement Patterns/Pathways showing knowledge of over, under and through
Teacher Observation Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Kindergarten Physical Education
Expectations
Skills
A. Traveled, in different ways, in a large group without bumping into others or falling
B. Traveled, in forward and sideways directions, and changed direction quickly in response to a signal
C. Demonstrated clear contrasts between slow and fast speeds while traveling
D. Distinguished between straight, curved, and zigzag pathways while traveling in various ways
E. Traveled, demonstrating a variety of relationships with objects (over, under, behind, alongside, through)
F. Without falling, walked forward and sideways on the length of a low beam
G. Rolled sideways (right or left) without hesitation or stopping
H. Tossed a ball and caught it before it bounced twice
I. Walked and ran using a mature motor pattern
J. Formed round, narrow, wide and twisted body shapes alone and with a partner
K. Placed a variety of body parts into high, middle, and low levels
L. Kicked a stationary ball, using a smooth, continuous running approach prior to the kick
Fitness
A. Sustained moderate physical activity
Understanding/Knowledge of the Importance of Physical Activity
A. Identified selected body parts, skills, and movement concepts
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated ways to avoid and reduce threatening situations
F. Demonstrated ways to communicate care, consideration, and respect of self and others
G. Demonstrated attentive listening skills to build and maintain healthy relationships
H. Demonstrated refusal skills to enhance health
I. Demonstrated non-violent strategies to resolve conflicts
J. Expressed information and opinions about health issues
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Grade 1 Physical Education/Health Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectation and, upon completion of their program studies, the District's content standard.
Time Allocation
30 minutes, one time every four days
Themes/Topics
Locomotor Movement
Manipulative Skills - kick, roll, catch, dribble, strike, dodging
Fitness Activities
Low Organized Games
Tumbling
Rhythms
Texts/References
SPARK P.E. Activities for Elementary
Assessments for Elementary P.E. Teaching Tumbling
P.E. Curriculum Activities Kids in Motion
Physical Best Teaching for Outcomes in Elementary P.E.
Assessments
Marathon Run Assessment Fitness Test
Self Assessment Teacher Observation
Teacher-Made Assessments
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Grade 1 Physical Education Expectations
Skills
A. Traveled in a backward direction and changed directions quickly and safely without falling
B. Traveled, changing speeds and directions, in response to a variety of rhythms
C. Jumped and landed using a combination of one and two-footed takeoffs and landings
D. Rolled smoothly in a forward direction without stopping or hesitating
E. Used the inside or instep of the foot to kick a slowly rolling ball into the air or along the ground
F. Balanced demonstrating momentary stillness, in symmetrical and asymmetrical shapes on a variety of body parts
G. Combined shapes, levels, and pathways in simple sequences
H. Caught, using properly positioned hands, a gently thrown ball
I. Demonstrated the difference between an overhand and underhand throw
Fitness
A. Sustained moderate physical activity
B. Managed own body weight while hanging or climbing
Understanding/Knowledge of the Importance of Physical Activity
A. Stated reasons for safe and controlled movements
B. Identifying changes in the body during physical activity
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated strategies to improve or maintain personal health
F. Demonstrated ways to avoid and reduce threatening situations
G. Explained how information from school and family influences health
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Grade 2 Physical Education/Health Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program studies, the District's content standard.
Time Allocation
30 minutes, once every four days
Themes/Topics
Locomotor Movement
Manipulative Skills - kick, roll, catch, dribble, strike, dodging
Fitness Activities
Low Organized Games
Tumbling
Rhythms
Texts/References
SPARK P.E. Activities for Elementary
Assessments for Elementary P.E. Teaching Tumbling
P.E. Curriculum Activities Kids in Motion
Physical Best Teaching for Outcomes in Elementary P.E.
Assessments
Marathon Run Assessment Fitness Test
Self Assessment Teacher Observation
Teacher-Made Assessments
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Grade 2 Physical Education Expectations
Skills
A. Combined various traveling patterns in time to music
B. Demonstrated skills of chasing, fleeing, and dodging to avoid or catch others
C. Moved feet into a high level by placing the weight on the hands and landing with control
D. Consistently struck a ball with a bat from a tee or cone, using a correct grip and side orientation
E. Repeatedly jumped a self-turned rope
F. Skipped, hopped and galloped using mature motor patterns
G. Participated in a wide variety of activities that involve locomotion, non-locomotion, and the manipulation of various objects
H. Continuously jumped a swinging rope held by others
Fitness
A. Sustained moderate physical activity
B. Moved each joint through a full range of motion
Understanding/Knowledge of the Importance of Physical Activity
A. Demonstrated safety while participating in physical activity
B. Recognized similar movement concepts in a variety of skills
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated strategies to improve or maintain personal health
F. Demonstrated ways to avoid and reduce threatening situations
G. Explained how information from school and family influences health
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Grade 3 Physical Education/Health Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program studies, the District's content standard.
Time Allocation
35 minutes, once every four days
Themes/Topics
Locomotor Movement
Manipulative Skills - kick, catch, throw, dribble, striking, direction changes
Fitness Activities - balance, game strategies, team and individual games, cooperation, sportsmanship, rhythmic activities, tumbling
Texts/References
P.E. Activities for Elementary Assessments for Elementary P.E.
Teaching Tumbling P.E. Curriculum Activities
Physical Best Heart Adventure
Teaching for Outcomes in Elementary P.E.
Assessments
Marathon Run Assessment Teacher Observation
Fitness Test Teacher-Made Assessments
Self Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Grade 3 Physical Education Expectations
Skills
A. While traveling, avoided or caught an individual object
B. Leapt, leading with either foot, sideslide
C. Transferred weight from feet to hands, at fast and slow speeds, using large extensions (cartwheel, handstand)
D. Threw a ball hard demonstrating overhead technique, a side orientation and opposition
E. Balanced with control on a variety of objects (balance boards, scooters, balance beams)
F. Developed patterns and combinations of movements into repeatable sequences
G. Used at least three different body parts to strike a ball toward a target
Fitness
A. Sustained moderate physical activity
B. Met proficient levels of fitness on the Physical Best Fitness Report Cards
Understanding/Knowledge of the Importance of Physical Activity
A. Described healthful benefits that result from regular and appropriate participation in physical activity
B. Categorized specialized equipment used for participation in a variety of activities
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated strategies to improve or maintain personal health
F. Demonstrated ways to avoid and reduce threatening situations
G. Explained how information from school and family influences health
Top
Grade 4 Physical Education/Health Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program studies, the District's content standard.
Time Allocation
35 minutes, once every four days
Themes/Topics
Locomotor Movement
Manipulative Skills - kick, catch, throw, dribble, striking, direction changes
Fitness Activities - balance, game strategies, team and individual games, cooperation, sportsmanship, rhythmic activities, tumbling
Texts/References
P.E. Activities for Elementary Assessments for Elementary P.E.
Teaching Tumbling P.E. Curriculum Activities
Physical Best Heart Adventure
Teaching for Outcomes in Elementary P.E.
Assessments
Marathon Run Assessment Teacher Observation
Fitness Test Teacher-Made Assessments
Self Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Grade 4 Physical Education Expectations
Skills
A. Hand dribbled and foot dribbled a ball and maintained control while traveling within a group
B. Without hesitating, traveled into and out of a rope turned by others
C. Jumped and landed for height as well as jumped and landed for distance, using a mature motor pattern
D. Threw, caught, and kicked using motor patterns
E. Regularly participated in physical activity for the purpose of improving skillful performance and physical fitness
F. Performed grapevine using mature motor skills
Fitness
A. Maintained continuous aerobic activity for a specified time
B. Regularly participated in physical activity for the purpose of improving skillful performance and physical fitness
Understanding/Knowledge of the Importance of Physical Activities
A. Recognized fundamental components and strategies used in simple games and activities
B. Described essential elements of mature movement patterns
C. Analyzed potential risks associated with physical activities
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated strategies to improve or maintain personal health
F. Demonstrated ways to avoid and reduce threatening situations
G. Explained how information from school and family influences health
Top
Grade 5 Physical Education Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program studies, the District's content standard.
Time Allocation
35 minutes, once every four days
Themes/Topics
Locomotor Movement
Manipulative Skills - kick, catch, throw, dribble, striking, direction changes
Fitness Activities - balance, game strategies, team and individual games, cooperation, sportsmanship, rhythmic activities, tumbling
Texts/References
P.E. Activities for Elementary Assessments for Elementary P.E.
Teaching Tumbling P.E. Curriculum Activities
Physical Best Heart Adventure
Teaching for Outcomes in Elementary P.E.
Assessments
Marathon Run Assessment Teacher Observation
Fitness Test Teacher-Made Assessments
Self Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort, and following rules and directions.
Grade 5 Physical Education Expectations
Skills
A. Threw a variety of objects demonstrating accuracy and distance
B. Moved in a sequence that combines traveling, rolling, balancing and weight transfer with intentional changes in direction, speed and flow
C. Hand dribbled and foot dribbled while preventing an opponent from stealing the ball
D. Played small group and large group games that involve cooperating with others to keep an object away from opponents (basic offense and defensive strategy)
E. Participated in games, sports, dance, and outdoor pursuits both in and outside of school based on interests and capabilities
F. Incorporated basic defensive and offensive strategies in modified net games (tennis, volleyball, badminton) and invasive games (soccer, basketball)
G. Combined skills to competently participate in a variety of individual, team and dual sports (soccer, softball, tennis, track and field, team handball, field hockey and tumbling)
H. Demonstrated one or more of the following dance or rhythmic activities: folk, square, social, creative, aerobic, modern, jazz, ballet and/or rhythmic activities such as jump roping, lummi sticks and tinikling
Fitness
A. Participated in vigorous activity for a sustained period of time while maintaining a target heart rate.
B. Demonstrated average fitness levels according to the Physical Best and Presidential Fitness tests
C. Demonstrated various techniques, safety factors and knowledge required in a variety of muscular endurance and strength activities
D. Participated in a variety of aerobic and anaerobic activities to attain cardiovascular endurance
E. Demonstrated correct techniques for increasing and maintaining flexibility
F. Demonstrated correct techniques for warming up and cooling down prior to and following aerobic and anaerobic exercise
G. Demonstrated how physical fitness increases wellness
Understanding/Knowledge of the Importance of Physical Activity
A. Identified benefits resulting from participation in different forms of physical activities
B. Identified the difference between aerobic and anaerobic activities and their benefits
C. Demonstrated an understanding of the negative effects of substance abuse on personal fitness and the performance of physical activities
D. Demonstrated an understanding of physiological and motor learning concepts during regular participation in physical activities
E. Demonstrated knowledge of the factors in both health-related and performance-related fitness
F. Demonstrated knowledge of the roles of team members and officials in sports
G. Demonstrated knowledge of defensive and offensive strategies in lead-up games and sports
H. Demonstrated knowledge of complex movement skills used in physical activities
I. Identified the influences of culture, ethnicity and history on dance, low-organized and lead-up games, and other physical activities
J. Detected, analyzed and corrected errors in personal performance
Health
A. Described relationships between personal health behaviors and individual well being
B. Demonstrated the ability to locate school and community health helpers
C. Identified responsible health behaviors
D. Compared behaviors that are safe to those that are risky or harmful
E. Demonstrated strategies to improve or maintain personal health
F. Demonstrated ways to avoid and reduce threatening situations
G. Explained how information from school and family influences health
H. Described the basic structure and functions of the human body systems
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