District Overview:The Brandywine Heights Area School District provides a comprehensive K - 12 Health and Physical Education Curriculum that addresses the whole student, not just body and movement. Through health literacy, self-management skills, and health promotion, we empower our students to maintain physically, emotionally, and socially healthy lifestyles in order to lead productive and fulfilling lives. The planned sequential curriculum provides a variety of topics with increasing degrees of complexity appropriate to students’ developmental levels as they move from early to middle childhood and then into adolescence. Curricular activities offer experiences for students to discover, evaluate and reflect on actions impacting health. Experiences are designed to engage students in 21st century skills where they can participate, learn and achieve success.

Grade 1 Description:The first grade physical education curriculum will add some challenges in order to move students toward mastery of both basic and more complex skills. Concepts will be explained and applied in more detail. Experiences are aimed at creating a love of physical activity and play; the development of coordination, self-control and physical fitness; exposure to a wide range of physical activities including locomotor skills, manipulatives, dance, low organized games, ball skills and team sports; and the development of a sense of fair play and cooperation. Health will focus on nutrition, safety in physical activity settings, the stages of growth and development.

Grade 1 Units:● Unit 1: Health● Unit 2: Fitness● Unit 3: Movement Awareness● Unit 4: Locomotor skills● Unit 5: Manipulatives● Unit 6: Rhythm and Dance● Unit 7: Cooperative Education● Unit 8: Ball Skills

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 3 class periods

Unit Title: Health

Unit Overview/Essential Understanding: Students will demonstrate that they can identify healthy foods (those containing nutrients) and unhealthy foods (those containing large amounts of sugar, fat and salt). The “My Plate” visual will be used to show how much of each food group to eat. Students will place a specific food in the correct food group. Eating healthy foods gives the body more energy, helps the brain and body to work properly and helps maintain a healthy body weight. As part of every class, students will be reminded of safe practices such as proper use of equipment, rules, warm up and cool down.

Essential Questions:● How do healthy behaviors affect the part of my body?● What is the proper fuel for my body so it performs at its best?● What are the proper safety practices when using equipment?

Unit Objectives: ● Students will identify the food groups as: Grains, Vegetables, Fruits, Dairy, Protein. ● Students will identify nutrients as vitamins and minerals and name some healthy foods and snacks.● Students will identify unhealthy foods (junk food) as foods that contain a large amount of sugar, fat or salt and will name some

unhealthy foods and snacks.● Students will look at a food label to find out how much sugar is contained in the food.● Students will use equipment properly and follow the rules.● Students will compare how their body and abilities change as they grow.

Focus Standards Addressed in this Unit: ● 10.1.3A - Identify and describe the stages of growth and development.● 10.1.3C - Identify foods that keep our bodies healthy.● 10.3.3D - Identify and use safe practices in physical activity settings (e.g. proper equipment, knowledge of rules, safe play, warm up,

cool down.

Important Standards Addressed in this Unit:● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.

Misconceptions:● Many students think that “Vitamin Water”, or other flavored water drinks, are water. They don’t realize that a lot of sugar and

chemicals are added.Concepts/Content:

● Look at the food label to see how much sugar, salt and fat are in the food.

● Nutrients are vitamins, such as vitamin C and minerals, such as calcium.

● Each meal should contain foods from each food group: grains, vegetables, fruits, dairy, protein.

● Eating healthy foods gives you energy and helps your brain and body to work properly.

● Your body changes as it grows. You get taller, stronger, lose baby teeth and get adult teeth, learn to walk, talk and read.

● The lifespan includes all the stages from birth to death including infancy, childhood, adolescence, adulthood and late adulthood.

Competencies/Skills:● Choose healthy foods for meals

and snacks● Read a food label● Put a specific food into the correct

food group● Compare your body and abilities

today with the way they were when you were an infant and toddler.

● Compare your body and abilities today with the way they will be when you reach your parent’s and grandparent’s age.

Description of Activities:● Nutri Knock Down: Roll a ball to knock down

a food pin. Put that pin in your team hoop. Try to be the first team to get one food from each food group.

● Food Frenzy Tag: Collect food bean bags and place them on your plate in the correct food group. If you are tagged by a junk food tagger, you must sit until you are freed by a healthy food tagger.

● Listen while the teacher reads a story about healthy foods and answer questions about the story.

● Show pictures of different stages of growth and talk about them.

Assessments:● Think, Pair, Share. Answer questions after listening to the story about healthy foods.● Put foods in the correct food group on your plate.● Tell one piece of information that you can find on a food label.

Interdisciplinary Connections:● Cultural Education: Food bean bags contain some foods that

are unfamiliar to students. Talk about foods in different cultures.

● Science

Additional Resources:● District Approved Textbooks and Resources

○ Ex: Macmillan McGraw-Hill “Health and Wellness” Teacher Guides and books

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 3 class periods

Unit Title: Fitness

Unit Overview/Essential Understanding: Students will use correct exercise technique and body mechanics when performing fitness exercises. Students will practice to reach FitnessGram standards in abdominal strength, arm strength, leg flexibility and back strength. The focus is on tag games to increase cardiovascular endurance.

Essential Questions:● How does body posture affect exercise?● Why is it important to be physically fit?● How do I stay physically fit?

Unit Objectives: ● The student will perform these exercises correctly: low plank, bridge or crab, squat, curl up, push up, trunk lift, sitting toe touch.● The student will play 10 minutes of a tag type game without needing a rest.

Focus Standards Addressed in this Unit: ● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity.● 10.5.3C - Know the function of practice.

Important Standards Addressed in this Unit:● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

Misconceptions: ● Students often make excuses for lack of improvement. They say things like, “I can’t do push-ups.” They need to realize that daily practice

will enable them to master skills that they think they cannot do.

Concepts/Content:● Daily practice will lead to

significant improvement in skill.● Strong abdominal muscles prevent

back injuries and back pain.● Performing an exercise correctly

prevents injuries.

Competencies/Skills:● Perform these exercises correctly:

low plank, bridge or crab, squat, curl up, push up, trunk lift, sitting toe touch

● Remain active during a 10-minute tag game without needing a break

Description of Activities:● Fitness exercises are incorporated into the warm

up, and games.● FitnessGram testing● Stations where different fitness activities are

performed.

Assessments:● Gradually increase the number of repetitions performed in warm up or games.● FitnessGram tests in curl ups, push-ups, trunk lift and sitting toe touch. Reach Healthy Fitness Zone standards by May.● Perform exercises in good form. This is assessed each time the exercise is done in warm up.

Interdisciplinary Connections:● Math - How much improvement have you made since last test?

Additional Resources:● District Approved Textbooks and Resources

○ FitnessGram: Healthy Fitness Zone Charts

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 4 class periods

Unit Title: Movement Awareness

Unit Overview/Essential Understanding: Students will become aware of their body in space; noticing how speed, body position, hand and foot placement, movement pathways and patterns can change the effectiveness of their movements.

Essential Questions:● What does moving safely look like?● What is a safe speed?● Why is moving safely important?● Is there a right or wrong way to move?● Why is it important to move differently?

Unit Objectives: ● The student will change direction and speed, fake and dodge, avoid collisions, move to be open, defend their space, balance, explore the

relationship of body parts to each other, use cross lateral combinations, explore movement pathways and patterns.● The student will identify the differences between the eight locomotor movements.● The student will explain the benefits of movement.● The student will identify how physical activity affects the body.

Focus Standards Addressed in this Unit: ● 10.5.3 A - Recognize and use basic movement skills and concepts.● 10.5.3 F - Recognize and describe games strategies using appropriate vocabulary.

Important Standards Addressed in this Unit:● 10.4.3 A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3 E - Identify reasons why regular participation in physical activities improves motor skills.● 10.4.3 F - Recognize positive and negative interactions of small group members during activities.

Misconceptions:● Students are often more aware of the objective of the game, such as avoiding being tagged, than they are with how their movements

can help them achieve the game objectives. For example, the student can avoid getting tagged by dodging and faking.

Concepts/Content:● Changing direction and speed● Faking and dodging● Avoiding collisions● Moving to be open● Defending space● Balance● The relationship of body parts● Cross lateral combinations● Movement pathways and

patterns

Competencies/Skills:● Changing direction and speed

helps to avoid a collision and avoid being tagged.

● Moving to an open part of the gym will give more space for practice.

● Putting yourself between the ball and the goal, will help prevent a goal.

● Balance is needed in all types of movement.

● Many skills have fixed action patterns that when learned, make it easier to perform the skill.

Description of Activities:● Pacman Tag requires balance, change of

direction and uses movement patterns. Pacman tries to tag classmates. All students must walk only on the lines in the gym.

● A balance is performed at the beginning of each class during attendance.

● Guard Your Snowman requires the student to put themselves between the ball and the pin, to prevent the pin from being knocked down.

Assessments:● Think, Pair, Share. After a practice session aimed at one objective, the students are asked a question about the objective. Students share

their answers with a partner. The teacher calls on some to share the answer with the class.● Hold a balance at least 10 seconds during warm up.● Demonstrate the ability to change direction, fake, dodge and change speed in order to avoid being tagged.

Interdisciplinary Connections:● Science/Math - speed, force, angles and direction.

Additional Resources:● District Approved Textbooks and Resources

○ PE 2 the Max (video of PE activities)○ “Ready to Use PE Activities for Grades K-2” by Joanne

M. Landy and Maxwell Landy

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 3 class periods

Unit Title: Locomotor Skills

Unit Overview/Essential Understanding: Students will develop balance, coordination, strength and endurance while performing locomotor skills. Locomotor skills are the foundation of many complex movements.

Essential Questions:● Why is movement important?● What is the difference between locomotor movement and non-locomotor movement? ● How do we use these movements daily?

Unit Objectives: ● The student will perform these skills correctly for the width of the gym: walk, run, 2-foot jump, hop on one foot (R, L), gallop, side slide,

leap, skip, crab walk, bear crawl, walk backward.

Focus Standards Addressed in this Unit: ● 10.5.3A - Recognize and use basic movement skills and concepts.● 10.5.3C - Know the function of practice.

Important Standards Addressed in this Unit:● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity.

Misconceptions:● Complex skills are too difficult for me to learn. Complex skills are built on the basic locomotor movements. Practicing those movements

will help the student move on to complex skills.

Concepts/Content:● Locomotor skills: walk, run, 2-

foot jump, hop on one foot (R, L), gallop, side slide, leap, skip, crab walk, bear crawl, walk backward

● Complex skills are made up of basic locomotor skills combined; for example, a skip is a step and a hop on one foot, followed by a step and hop with the other foot.

Competencies/Skills:● Practice locomotor skills until they

are able to perform them correctly

Description of Activities:● Warm up - locomotor skills performed around

the outside of the gym● Relays using locomotor skills and animal walks● Games using locomotor skills

Assessments:● The teacher observes students performing the skills in a small group and records the student’s progress in 2-foot jump, hop on one foot,

gallop, side slide, bear crawl.● Teacher observes and corrects form when locomotor skills are performed during warm up.

Interdisciplinary Connections:● Science

Additional Resources:● District Approved Textbooks and Resources

○ “Ready to Use PE Activities for Grades K-2” by Joanne M. Landy and Maxwell Landy

○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 5 class periods

Unit Title: Manipulatives

Unit Overview/Essential Understanding: The student will develop hand-eye coordination by manipulating different equipment. Students may throw, catch, jump, hit or kick various kinds of equipment. Students will see how coordination affects their everyday activities.

Essential Questions:● What are the proper mechanics for throwing, catching, jumping, hitting or kicking a ball?● What skills techniques are used in sports?● Why is it important to watch the object in sports? Ex: keeping your on the ball when batting● Why is body position important in sports?

Unit Objectives: ● The student will increase the number of consecutive successful throws and catches to a wall from one to five.● The student will successfully strike an object with the hand or a bat or stick, 2 out of 4 times.● The student will perform 3 singles jumps in a row with a jump rope.● The student will roll a ball or hoop to a partner.● The student will follow the directions for games that use equipment.

Focus Standards Addressed in this Unit: ● 10.3.3D - Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, guidelines of safe play)● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity.● 10.5.3A - Recognize and use basic movement skills and concepts.

Important Standards Addressed in this Unit:● 10.4.3E - Identify reasons why regular participation in physical activities improves motor skills.● 10.4.3F - Recognize positive and negative interactions of small group members during activities.

● 10.5.3E - Know and describe scientific principles that affect movement and skills using appropriate vocabulary.

Misconceptions:● The student’s knowledge of equipment use is limited by what they have seen. Students are surprised by the wide variety of ways that

equipment can be used and the resulting outcomes.

Concepts/Content:● The basic concepts of throwing

and catching can be applied to any object you are throwing or catching.

● Objects travel at different speeds, so you must adjust the timing.

● Hoops● Beanbags● Balloons and balls● Scarf● Jump ropes

Competencies/Skills:● Apply throwing and catching

technique to any object being thrown or caught

● Keep a hula hoop circling the waist for one minute

● Successfully strike an object with the hand, bat or stick

● Perform 3 singles jumps in a row with a jump rope

Description of Activities:● Balloon volley● Hula hoops● Jump ropes, short and long ropes● Throwing and catching bean bags and scarves

Assessments:● Thumbs up or thumbs down questions about throwing and catching concepts.● Perform 3 singles jumps in a row with a jump rope.● Keep a hula hoop moving around your waist for at least 5 seconds.

Interdisciplinary Connections:● Science - principles of physics. Example: Object tends to stay in

motion unless acted upon to stop it.

Additional Resources:● District Approved Textbooks and Resources

○ Ex: “Ready to Use PE Activities for Grades K-2” by J. Landy and M. Landy

○ PE Central ○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 4 class periods

Unit Title: Rhythm and Dance

Unit Overview/Essential Understanding: Dance will help students identify patterns and sequences. They will identify components of physical fitness in dance. Students will develop rhythm and see how other sport skills are rhythmic. Dance will encourage positive social interaction.

Essential Questions:● What is rhythm?● How can understanding movement concepts improve performance?● How does dance relate to cooperation and teamwork?● What does rhythm tell you about yourself and how does it make every person different?● What connections can be made between dance and healthy living?

Unit Objectives: ● The student will follow a pattern and repeat it as necessary. ● The student will move in time with the music. ● The student will perform 4 and 8 count dance patterns in popular dances. ● The student will tap lummi sticks in time with the music.

Focus Standards Addressed in this Unit: ● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3F - Recognize positive and negative interactions of small group members during activities.

Important Standards Addressed in this Unit:● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity.● 10.5.3A - Recognize and use basic movement skills and concepts.● 10.5.3C - Know the function of practice.

Misconceptions● Some students think that they don’t have rhythm. It is often a matter of practicing so that they can relax when performing the dance.● When some students are unable to follow the steps at a faster speed, they give up. If they break the sequence down into smaller parts

and practice those small parts until they are fluid, eventually they will master the entire pattern at the required speed.

Concepts/Content:● Dance patterns are in counts of 4

and 8● Dance consists of a sequence of

steps and those steps are repeated

● Chicken dance, Macarena, The Whip/Nae Nae, Lummi sticks, other popular dances

Competencies/Skills:● Perform a sequence of steps in

time to the music● Dance in unison as a result of

counting their steps

Description of Activities:● Follow a dance pattern such as:

○ Open and close hands 4 times○ Flap your elbows 4 times○ Shake your hips 4 times○ Clap 4 times

● Learn these dances and other popular dances:○ Chicken Dance, Macarena, Cha Cha Slide

Assessments:● Perform a dance with other class members. Thumbs up or thumbs down - Did you move in time to the music?● Perform a sequence of four movements in a row and repeat.● Show you can count music by marching forward 8 counts and then marching in place for 8 counts.

Interdisciplinary Connections:● History - dances such as square dance, hip hop, jitterbug etc.

that were popular during a specific time in history● Math - counting in 4’s and 8’s● Music

Additional Resources:● District Approved Textbooks and Resources

o Online resources: YouTube instructional videos and Open Online Physical Education Network

○ DVD “Line Dances”

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 4 class periods

Unit Title: Cooperative Education

Unit Overview/Essential Understanding: This unit will focus on using clear communication, respectful speech and actions, making good choices and using problem solving skills, when faced with a physical task that requires students to work as a group.

Essential Questions:● Why is team work important?● What does cooperation look like?● How does working together apply to life situations?

Unit Objectives: ● Students will work together to perform a skill or achieve a goal.● The students will be able to explain good sportsmanship in sports.● The students will demonstrate cooperative and competitive strategies in game situations.

Focus Standards Addressed in this Unit: ● 10.4.3F - Recognize positive and negative interactions of small group members during activities.● 10.3.3D - Identify and use safe practices in physical activity settings.● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.

Important Standards Addressed in this Unit:● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

Misconceptions:● Students forget to think before they speak. Students forget to use words to communicate their needs and use inappropriate actions

instead. Students assume that there is only one solution to a problem.

Concepts/Content:● Problem Solve● Speaking in turn● Sportsmanship● Teamwork● Active listening● Cooperative strategies

Competencies/Skills:● The student will solve problems

appropriately without the help of the teacher. Students will speak up and ask for what they need in a respectful manner. Students will display good sportsmanship by following the rules and encouraging others.

● Students are encouraged to use these strategies to help them work together:

○ Count to 10 before speaking in anger.

○ Use words to communicate their needs. Begin the phrase with the word “I”.

○ Share possible solutions to a problem.

● Practice these skills while participating in parachute play, scooter activities, relays, long jump rope, low organized games and Field Day activities.

Description of Activities:● Parachute● Scooters● Bowling● Relays● Low organized games● Field Day activities● Discussions about teamwork, communication

skills, sportsmanship.

Assessments:● Think, Pair, Share. How did you show good sportsmanship today? How did you work together as a team?● Cooperate with nearby students during parachute activities.● Follow the rules when playing a game.

Interdisciplinary Connections:● Communication and problem solving connect to all subject

areas.

Additional Resources:● District Approved Textbooks and Resources

○ Ex: “Ready to Use PE Activities for Grades K-2” by J. Landy and M. Landy.

○ PE Central ○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 1 Suggested Timeline: 4 instructional class periods

Unit Title: Ball Skills

Unit Overview/Essential Understanding: Activities in this unit develop eye-hand coordination and eye-foot coordination. Students will be able to track the ball with their eyes in order to make contact with the ball or catch the ball. Students will be able to direct the ball to a target. Students will vary the force of the ball to reach a target.

Essential Skills:● How do you throw a ball overhand / underhand correctly?● How do you kick a ball effectively?● How do you roll a ball correctly?● How do you bounce a ball correctly?● How does force impact the object being thrown?

Unit Objectives: ● Students will throw a ball to the wall and catch it. ● Students will successfully throw and catch a ball with one another. ● Students will kick a stationary ball and a rolled ball at least 15 feet. ● Students will successfully hit a target, 6 feet away, with a ball, 50% of the time.

Focus Standards Addressed in this Unit: ● 10.5.3A - Recognize and use basic movement skills and concepts.● 10.5.3C - Know the function of practice.

Important Standards Addressed in this Unit:● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3D - Identify likes and dislikes related to participation in physical activities.● 10.4.3E - Identify reasons why regular participation in physical activities improves motor skills.

● 10.4.3F - Recognize positive and negative interactions of small group members during activities.

Misconceptions:● A ball always needs to be thrown or kicked hard. The speed of the ball should vary depending on the distance it needs to travel to hit the

target.● The ball will hurt if it hits me, so I will back away from it instead of moving toward the ball. A successful catch involves moving toward

the ball.

Concepts/Content:● Line up your body in front of the

ball● Move toward the ball to catch it● Step beside the ball, then kick

with the other foot● Overhand throw● Underhand throw● Catching a ball● Bouncing a ball● Striking a ball● Kicking a ball

Competencies/Skills:● Throw a ball overhand and hit a

target● Throw a ball underhand and

knock down a pin● Catch a ball that is thrown to

them● Bounce a ball 5 times in a row.● Strike a balloon with their hands,

keeping it in the air for 3 consecutive taps

● Kick a ball that is stationary at least 15 feet

● Kick a ball that is rolled to the student

Description of Activities:● Never-Ending Kickball. Kicking team kicks the

ball, one at a time toward the outfield.● Then they run 3 bases and balance on one foot

inside home space.● Outfield team catches the ball, one at a time and

throws it into a basket while standing on a mat.● Drills that involve practicing individual skills and

receiving corrective feedback.● Guard Your Snowman. While standing next to

their own pin, the student rolls a 3” ball toward another student’s pin, trying to knock it over. When your pin is knocked over, you must pick it up, go to a corner and do 5 jumping jacks, then place your pin in a new location to resume the game.

Assessments:● Throw a ball to the wall, underhand and overhand and catch the ball before it bounces. Repeat the task and catch the ball after one

bounce. Knock down a pin, that is at least 6 feet away, by rolling the ball underhand.

Interdisciplinary Connections:● Math - counting consecutive throws. Reading - being able to

follow the words from left to right on the page.

Additional Resources:● District Approved Textbooks and Resources

○ Ex: “Ready to Use PE Activities for Grades K-2” by J.

Landy and M. Landy○ PE Central ○ Open Online Physical Education Network