MIDDLETOWN PUBLIC SCHOOLS PHYSICAL EDUCATION · PDF fileMIDDLETOWN PUBLIC SCHOOLS PHYSICAL...

Curriculum Writers: Thomas Fennessey and Mark Sullivan June 2012

MIDDLETOWN PUBLIC SCHOOLS�

PHYSICALEDUCATIONCURRICULUMGRADESK‐2�Elementary School�

MIDDLETOWN PUBLIC SCHOOLS PHYSICAL EDUCATION CURRICULUM GRADES K-1 Curriculum Writers: Thomas Fennessey and Mark Sullivan

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PHYSICAL EDUCATION STANDARDS

Unit BENCHMARKS

INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT/

EVIDENCE

1. Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

1.1 Use mature form in basic gross locomotor patterns (walk, run, jump, hop, leap).

The student 1.1.1 Begins to understand that form in basic skills is the most efficient technique for each skill.

warm‐up cool‐down

1.1.2 Begins to Identify and use form in some gross locomotor and some combination patterns (walk, run, hop, jump, leap, skip, gallop, slide). Grade 2

begins to demonstrate basic form in the following: walking, running, hopping, jumping, leaping, skipping, galloping, and sliding

Grade 3 begins to demonstrate basic form and competency in

all of the following: walking, running, hopping, jumping, leaping, skipping, galloping, and sliding. o www.aahperd.org o www.riapherd.org o www.rideptofhealth

DISTRICT INITIATIVES & RESEARCH Applies best practice of teaching physical education: The physical education teacher Provides clear expectations for student

learning Organizes pairs, groups, and teams Begins with anticipatory set and physical

warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives

Uses a variety of direct and indirect teaching styles

Allows students guided choices Emphasizes critical thinking and problem‐

solving tactics Demonstrates enthusiasm for an active,

healthy lifestyle Provides for appropriate practice Differentiates instruction by varying the content, process, and product Facilitates best practices of teaching that include: student‐centered experiential holistic authentic expressive reflective social collaborative democratic cognitive developmental constructivist/heuristic challenging Addresses multiple intelligences (instructional strategies) Facilitates integration of the applied learning standards problem solving communication critical thinking research reflection/evaluation

Supplementary books/materials Beyond Activities, Learning

Experiences to Support the National Physical Education Standards, Susan Kpgurt

Dynamic Physical Education for Elementary School Children, Ninth Edition, Victor Dauer and Robert Pangrazi

Education, NASPE Elementary P.E. Teachers Survival

Guide, Jeff Carpenter and Diane Tunnell

Fitnessgram/Activitygram Test Administration Manual 4th Edition

Games, Jessie H. BanCroft Guidelines for Physical Education

Programs, 2nd edition Moving into the Future National

Standards for Physical Education, 2nd Edition

New Games and Activities for the Elementary Physical Education Class, Kenneth Tillman, Patricia Rizzo Toner

P.E. Teachers’ Skill by Skill Activities Program, Success‐Oriented Sports Experiences for Grades K‐8, L.F.”Bud” turner and Susan Lilliman Turner

Physical Best Activity Guide, Elementary Level, AAHPERD

Physical Best Activity Guide, NASPE

Physical Education for Lifelong Fitness, AAHPERD

Physical Educators Guide for Teaching Tennis

Ready‐to‐Use P.E. Activities for grades K‐2, Joanne Landy and Maxwell Landy

Shape‐up Rhode Island Teaching for Outcomes in

Elementary Physical Education, A Guide for Curriculum and Assessment, Christine Hopple

The Physical Best Teacher’s Guide, AAHPERD

The Rhode Island Physical Education Framework

What are we Doing in Gym Today? Kenneth Tillman, Patricia Rizzo Toner

You’ll Never Guess What We Did in

SUGGESTED Activity log/data entry Anecdotal records All Stars Checklists Exhibits Graphic organizers Interviews Student to student Teacher to student Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral

Performance‐based tasks

Self and peer evaluation

(e.g. Ticket out the door, peer editing) Written responses Opinion Information




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE Gym today? Kenneth Tillman and Patricia Rizzo Toner

Technology CDs, tapes Computer lab LCD projector/ laptop Elmo VCR/DVD Internet Smart Board™ Web sites www.aahperd.org www.bgcnewport.org www.cdc.gov www.charactercounts.org www.edhelper.com www.eteamz.com/islanders www.fitness.gov www.fitnessgram.net www.fitnessmercola.com www.gmap‐pedometer.com www.heart.org www.heartratemonitorzone.net www.kidshealth.org www.letsmoveinschool.org www.middletownri.com www.mypyramid.gov www.newportymca.org www.nfl.com/play60 www.pbis.org www.pecentral.com www.riahperd.org www.ride.ri.gov www.shapeupri.org www.thrive.org www.wikipedia.com Materials Clipboards DVDs Easel paper Easels Markers Poster boards Stopwatches Sports equipment for:

o Basketball o Bowling o Football o Floor Hockey o Kick Ball o Pillo Polo o Project Adventure activities o Recreational games




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE o Soccer o Team Handball o Tennis o Track and Field o Volleyball o Paddle ball

Student white boards White board markers and erasers School library Current Health Magazine Computer lab and library books School/Community School nurse/teacher

1. Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

1.2 Show awareness of

movement in relation to body, space, time, and effort (tempo, kinesphere, directionality, relationship).

The student

1.2.1 Begins to demonstrate form in non‐locomotor skills

balancing bending pushing and pulling raising and lowering stretching twisting and turning

TEACHER NOTES Provide clear expectations for

student learning Organize pairs, groups, and

teams Begin with anticipatory set and

physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives

Use a variety of direct and indirect teaching styles

Allow students guided choices Emphasize critical thinking and

problem‐solving tactics Demonstrate enthusiasm for an

active, healthy lifestyle Provide for appropriate practice

RESOURCE NOTES Experiences to Support the

National Physical Education Standards, Susan Kpgurt













www.aahperd.org www.riahperd.org

ASSESSMENT NOTES Activity log/data entry Anecdotal records All Stars Checklists Exhibits Fitnessgram/Pacer Test Interviews Student to student Teacher to student Student to third party

Oral



(e.g. Ticket out the door, peer editing)




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE 1. Students will

demonstrate competency in many movement forms and proficiency in a few movement forms.

1.3 Use initial form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

The student 1.3.1 Begins to identify and demonstrate form in the following

fundamental manipulative skills: throwing (overhand, underhand) rolling catching (one hand, two hand) hand dribbling foot dribbling (inside, outside) trapping striking striking with long handle implements (pilo polo stick

and bat). 1.3.2 Begins to demonstrates form in the following fundamental

manipulative skills: throwing rolling catching hand dribbling foot dribbling trapping striking with long handle implements (pilo polo stick

and bat).









RESOURCE NOTES Experiences to Support the

National Physical Education Standards, Susan Kpgurt














ASSESSMENT NOTES Activity log/data entry Anecdotal records All Stars Checklists Exhibits Fitnessgram/Pacer Test Interviews Student to student Teacher to student Student to third party

Oral




1. Students will demonstrate competency in many movement forms and proficiency in a few

movement forms. 1.4 Demonstrate initial form in

The student 1.4.1 Begins to arrange combinations of movement skills (e.g. run and jump, strike and run). Lead‐up activities and games:

Team/Field Sports: soccer (e.g. line soccer, corner soccer), Frisbee (e.g. stations), football (e.g. flag tag, football box ball), hockey (pilo polo, scooter boom




physical warm‐up, proceeds to

RESOURCE NOTES Experiences to Support

the National Physical Education Standards, Susan Kpgurt

Dynamic Physical Education for Elementary

ASSESSMENT NOTES Activity log/data entry Anecdotal records All Stars Checklists Exhibits




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE fundamental combinations of movement skills (e.g., run and jump, strike and run).

ball), softball (tee‐ball, kick ball) basketball (e.g. fill the hoop, monster ball), team‐handball (e.g. king pin, Capture the Castle) Grade K:

o running/stopping (throwing, striking, grabbing, dodging)

Grade 1: o running/stopping (throwing, striking,

grabbing, dodging)

Net/Wall Sports: volleyball (e.g. Clean‐out Your Backyard, Newcomb), tennis (e.g., Wall ball), paddle ball (e.g. stations/skill work) Grade K: hand eye coordination

o catching/throwing o stepping/striking

Grade 1: hand eye coordination o catching/throwing o running/striking o running/grabbing o stepping/striking

Individual Activities/skills: “Can you skills,” (e.g.

tennis ball, paddleball/tennis racket, hula‐hoops, bean bags), bowling, track and field, obstacle course, baton relay Grade K: hand eye coordination

o catching/throwing o standing/striking o running/jumping

Grade 1: hand eye coordination o catching/throwing o running/striking o running/grabbing o running/leaping

Fitness Activities: Medic, walking (e.g. scavenger

hunt, line tag), jumping rope, fitness stations (e.g. coordination/exercises) Grade K

o jumping/turning

instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives





School Children, Ninth Edition, Victor Dauer and Robert Pangrazi

Education, NASPE Elementary P.E. Teachers

Survival Guide, Jeff Carpenter and Diane Tunnell


Games, Jessie H. BanCroft Guidelines for Physical

Education Programs, 2nd edition

Moving into the Future National Standards for Physical Education, 2nd Edition







Fitnessgram/Pacer Test Interviews Student to student Teacher to student Student to third party

Oral







Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE o jumping/squatting o stepping/lunging

Grade 1 o jumping/turning o jumping/twisting o jumping/squatting o stepping/lunging

Rhythm and Dance: movement exploration (e.g. special levels, various speeds, shapes), parachute (e.g. Popcorn, Octopus, Merry‐Go Round, Musical Hoops)

o squatting/standing o counting/moving

Chasing and Fleeing: (e.g. Mosquito Tag, Sharks and

Minnows, Hill Dill, Sneak Attack, Chase the Hoop) o running/tagging o running/fleeing o turning/twisting

Project Adventure: (e.g. Across the River, Jump the Ditch, Survivor, Capture the Castle, Giants, Wizards, and Dwarfs, Slap Jack)

o raising/lowering o bending/stretching o twisting/turning o pushing/pulling

2. Students will apply movement concepts and principles to the learning and development of motor

skills. 2.1 Recognize an initial movement vocabulary (e.g.

The student 2.1.1. Begins to recognize movement vocabulary to an appropriate setting Grade K

balance base of support follow‐through speed strategy (game or team)




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with

RESOURCE NOTES Beyond Activities, Learning




Guide, Jeff Carpenter and Diane

ASSESSMENT NOTES Anecdotal records Checklists Fitnessgram/Pacer Test Interviews Student to student Teacher to student




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE heart rate).

Grade 1 balance base of support center of gravity follow‐through force

o effectiveness and safety o trajectory

speed strategy (game or team)

o www.enchantedlearning.com o www.kidsdictionary.com

physiological cool down and a review of instructional objectives





Tunnell Fitnessgram/Activitygram Test

Administration Manual 4th Edition Games, Jessie H. BanCroft Guidelines for Physical Education








www.aahperd.org www.enchantedlearning.com www.enchantedlearning.com www.kidsdictionary.com www.kidsdictionary.com www.riahperd.org

Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral


Rubrics (activity)



2. Students will apply movement concepts and principles to the learning and development of

motor skills.

2.2 Listen and respond appropriately to feedback in regard to movement skills.

The student 2.2.1 Begins to listen and respond appropriately to feedback in regard to movement skills. Grade K

balance base of support follow‐through speed

Grade 1

balance base of support center of gravity follow‐through






RESOURCE NOTES Experiences to Support

the National Physical Education Standards, Susan Kpgurt


Education, NASPE Elementary P.E. Teachers

Survival Guide, Jeff Carpenter and Diane Tunnell

ASSESSMENT NOTES Anecdotal records Checklists Fitnessgram/Pacer Test Interviews Student to student Teacher to student Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE force

o effectiveness and safety o trajectory

speed strategy

o www.enchantedlearning.com o www.kidsdictionary.com

2.2.2 Begins to listen and respond appropriately to feedback in regard to movement skills in some of the following categories:

Team/Field Sports: soccer (e.g. line soccer, corner soccer), Frisbee (e.g. stations), football (e.g. flag tag, football box ball), hockey (pilo polo, scooter boom ball), softball (tee‐ball, kick ball) basketball (e.g. fill the hoop, monster ball), team‐handball (e.g. king pin, Capture the Castle)

Net/Wall Sports: volleyball (e.g. Clean‐out Your Backyard, Newcomb), tennis (e.g., Wall ball), paddle ball (e.g. stations/skill work)

Individual Activities/skills: “Can you skills,” (e.g. tennis ball, paddleball/tennis racket, hula‐hoops, bean bags), bowling, track and field, obstacle course, baton relay

Fitness Activities: Medic, walking (e.g. scavenger hunt, line tag), jumping rope, fitness stations (e.g. coordination/exercises)

Rhythm and Dance: movement exploration (e.g. special levels, various speeds, shapes), parachute (e.g. Popcorn, Octopus, Merry‐Go Round, Musical Hoops)

Chasing and Fleeing: (e.g. Mosquito Tag, Sharks and Minnows, Hill Dill, Sneak Attack, Chase the Hoop)

Project Adventure: (e.g. Across the River, Jump the Ditch, Survivor, Capture the Castle, Giants, Wizards, and Dwarfs, Slap Jack)

o www.teambuilding activities.com





Games, Jessie H. BanCroft Guidelines for Physical

Education Programs, 2nd edition

Moving into the Future National Standards for Physical Education, 2nd Edition






www.aahperd.org www.riahperd.org www.teambuilding

activities.com

Oral


Rubrics (activity)






Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE 3 Students will understand the implications of and the benefits derived from involvement in physical activity. 3.1 Recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).

The student 3.1.1 Begins to identify some of the physical benefits of regular participation in physical activity e.g.

increase health benefits o increases energy o improves muscular strength and endurance o improves bone strength o reduces body fat o controls weight o improves sleep patterns

disease prevention o increases immune system function o cardiovascular health o obesity

www.heart.org www.kidshealth.org























www.aahperd.org www.askri.org www.cdc.gov www.cdc.gov/injury/ www.heart.org www.kidshealth.org www.myfitnessplan.com www.osha.gov www.riahperd.org www.thriveri.org www.ymcamiddletown.org

ASSESSMENT NOTES Anecdotal records Checklists Interviews Student to student Teacher to student Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral







Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE 3. Students will

understand the implications of and the benefits derived from involvement in physical activity.

3.2. Use physical activity as a means of self‐ expression.

The student 3.2.1 Begins to use physical activity as a means of self‐expression:

Team/Field Sports Net/Wall Sports Individual Activities/skills Fitness Activities Rhythm and Dance Chasing and Fleeing Project Adventure

o www.heart.org o www.kidshealth.org









RESOURCE NOTES www.aahperd.org www.heart.org www.kidshealth.org www.riahperd.org

ASSESSMENT NOTES Anecdotal records Checklists Interviews Student to student Teacher to student Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral




4. Students will apply physical activity‐related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level of physical fitness.

4.1 Participate in activities promoting health‐related fitness.

The student 4.1.1 Participate in activities promoting health‐related fitness.

aerobic capacity/cardiovascular endurance agility flexibility muscular strength and endurance speed














ASSESSMENT NOTES Activity log/data entry All Stars Anecdotal records Exhibits Graphic organizers




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE Allow students guided choices

Emphasize critical thinking and problem‐solving tactics

Demonstrate enthusiasm for an active, healthy lifestyle

Provide for appropriate practice







www.aahperd.org www.fitnessgram.net www.riahperd.org

4. Students will apply physical activity‐related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level of physical fitness.

4.2 Recognize components of health‐related physical fitness assessment.

The student 4.2.1 Recognize components of health‐related physical fitness assessment

specificity ‐ type of exercises that increase fitness in each of the five specific areas o aerobic capacity o muscular endurance/muscular strength o flexibility o agility o speed

progression ‐ gradual increase in o intensity o time

www.education.com (academic benefits, e.g. improve scores)

www.acefitness.org (fitness workouts)

www.myfitnessplan.com www.aahperd.org (National Physical

Education Organization)









RESOURCE NOTES www.aahperd.org www.aahperd.org

(National Physical Education Organization)

www.acefitness.org (fitness workouts)

www.education.com (academic benefits, e.g. improve scores)

www.fitnessgram.net www.myfitnessplan.com www.riahperd.org

ASSESSMENT NOTES Activity log/data entry All Stars

Anecdotal records Exhibits Graphic organizers




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE 4. Students will apply

physical activity‐related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level of physical fitness.

4.3 Identify health‐enhancing physical activities in which they participate.

The student 4.3.1 Identifies several health‐enhancing physical activities in which they participate.

aerobic capacity/cardiovascular endurance o bike riding o dancing o ice skating o jogging o jumping rope o roller blading o running o skateboarding o swimming o walking

muscular strength and endurance o push‐ups o sit‐ups o chin‐ups

flexibility o stretching (warm‐up/cool‐down)

www.shapeupri.org (where to go in RI for physical activity, hiking, biking, rock climbing)

www.24hourfitness.com (fitness planning)

www.nfl.com/play60 (children playing 60 minutes per day)

www.aahperd.org (National Physical Education Organization)

www.gmap‐pedometer.com (incorporating pedometers into lessons)









RESOURCE NOTES www.24hourfitness.com

(fitness planning) www.aahperd.org

(National Physical Education Organization)

www.fitnessgram.net www.gmap‐

pedometer.com (incorporating pedometers into lessons)

www.nfl.com/play60 (children playing 60 minutes per day)

www.riahperd.org www.shapeupri.org (where to go in RI for physical activity, hiking, biking, rock climbing)

ASSESSMENT NOTES Activity log/data entry All Stars

Anecdotal records Exhibits Graphic organizers

5. Students will demonstrate responsible personal and social behavior in physical activity settings.

The student 5.1.1 Uses self‐control with regard to personal and general space. e.g.

applying safe practices, e.g. proper attire to allow for

TEACHER NOTES Facilitates integration of the applied learning standards problem solving

RESOURCE NOTES www.aahperd.org www.charactercounts.or

g

ASSESSMENT NOTES All Stars Self‐assessment Self and peer evaluation




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE

5.1 Use self‐control with regard to personal and general space.

uninhibited movement adhere to school handbook rules and procedures (classroom management plan) proper, intended, and safe equipment use.

o www.osha.gov (occupational health and safety administration)

o www.essentiallifeskills.net (personal development and growth, taking control of life)

o www.ncpad.org (emotional, mental, social benefits of activity)

communication critical thinking research reflection/evaluation

www.essentiallifeskills.net (personal development and growth, taking control of life)

www.ncpad.org (emotional, mental, social benefits of activity)

www.osha.gov (occupational health and safety administration)

www.pbis.org www.riahperd.org


5. Students will demonstrate responsible personal and social behavior in physical activity settings

5.2 Follow activity‐ specific laws, rules, procedures, and etiquette.

The student 5.2.1 Follows activity‐specific laws, rules, procedures, and etiquette for:

Team/Field Sports Net/Wall Sports Individual Activities/skills Fitness Activities Project Adventure Rhythm and Dance Chasing and Fleeting


o www.pbis.org (Positive Behavioral Intervention and Support)

TEACHER NOTES Facilitates integration of the applied learning standards problem solving communication critical thinking research reflection/evaluation


g www.ncpad.org

(emotional, mental, social benefits of activity)

www.pbis.org www.pbis.org (Positive

Behavioral Intervention and Support)

www.riahperd.org

ASSESSMENT NOTES All Stars Self‐assessment Self and peer evaluation (e.g. Ticket out the door, peer editing)

5. Students will demonstrate responsible personal and social behavior in physical activity settings

5.3 Utilize safety principles in

The student 5.3.1 Begins to utilize safety principles in activity situations and settings.

body control respect for self and other safe and appropriate clothing and footwear safe and appropriate use of equipment


RESOURCE NOTES www.aahperd.org www.bhsi.org

(helmets) www.cdc.gov/injury/ www.charactercounts.or

g





Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE activity situations and settings.

safe and appropriate warm‐up and cool‐down activities

spatial awareness o www.cdc.gov/injury/ o www.bhsi.org (helmets) o www.kidshealth.org

www.kidshealth.org www.pbis.org www.riahperd.org

5 Students will demonstrate responsible personal and social behavior in physical activity settings

5.4 Work cooperatively and productively with a partner and/or a group to accomplish a set goal.

The student 5.4.1 Works cooperatively and productively with a partner and/or a group to accomplish a set goal.

begins to know the benefits of working cooperatively in a group to achieve a set goal.

begins to demonstrate respectful behavior in

competitive as well as cooperative settings.

begins to recognize good performance from teammates and opponents.

begins to make choices based on the safety of self and

others.

begins to demonstrate cooperation with peers through verbal and non‐verbal communication to achieve a set goal.

o www.cdc.gov/injury/ o www.kidshealth.org o www.cdc.gov/std/general/ o www.osha.gov (occupational health and

safety administration)


RESOURCE NOTES www.aahperd.org www.cdc.gov/injury/ www.cdc.gov/std/general

/ www.charactercounts.or

g www.kidshealth.org www.osha.gov

(occupational health and safety administration)



5 Students will demonstrate responsible personal and social behavior in

The student 5.5.1 Begins to demonstrate behavior that is independent and on

TEACHER NOTES Facilitates integration of the applied learning standards

RESOURCE NOTES www.24hourfitness.com

ASSESSMENT NOTES All Stars




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE physical activity settings

5.5 Work independently and on task for developmentally appropriate periods of time.

task for developmentally appropriate periods of time (1‐3 minutes). 5.5.2 Begins to demonstrate behavior that is independent and on task for developmentally appropriate periods of time for individual and small group activities during station work (30‐ 60 seconds).

o www.myfitnessplan.com o www.24hourfitness.com (fitness planning)

problem solving communication critical thinking research reflection/evaluation

(fitness planning) www.aahperd.org www.charactercounts.or

g www.myfitnessplan.com www.pbis.org www.riahperd.org

Self‐assessment Self and peer evaluation (e.g. Ticket out the door, peer editing)

5 Students will demonstrate responsible personal and social behavior in physical activity settings

5.6 Understand and use appropriate interactions with peers while participating in group activities.

The student 5.6.1 Understand and use appropriate interactions with peers while participating in group activities:

begins to interact appropriately with peers while

participating in group activities.

begins to accept responsibility for one’s own performance without blaming others.

begins to respond to winning and losing with dignity

and respect.

begins to include others in physical activities and respects individual differences in skill levels.

o www.crnhq.org (conflict resolution, conflict resolving communication in a culture of peace and social justice)

o www.essentiallifeskills.net (personal development and growth, taking control of life)




g www.crnhq.org

(conflict resolution, conflict resolving communication in a culture of peace and social justice)

www.essentiallifeskills.net (personal development and growth, taking control of life)

www.ncpad.org (emotional, mental, social benefits of activity)



6. Students will understand that internal and external

The student

TEACHER NOTES

RESOURCE NOTES

ASSESSMENT NOTES




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE environments influence physical activity.

6.1 Recognize characteristics of appropriate and safe areas within their neighborhood to participate in physical activity.

6.1.1 Identifies appropriate and safe areas within the neighborhood to participate in physical activity. e.g. beaches bike paths Boys and Girls Clubs gymnasiums health centers parks playgrounds Recreation Department school grounds skate parks YMCA

o www.osha.gov (occupational health and safety administration)

o www.redcross.org o www.thriveri.org o www.riapherd.org (kids fit)

Provide clear expectations for student learning

Organize pairs, groups, and teams

Begin with anticipatory set and physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives





www.aahperd.org www.bgcnewport.org www.eteamz.com/island

ers www.heart.org www.kidshealth.org www.letsmoveinschool.o

rg www.middletownri.com www.newportymca.org www.nfl.com/play60 www.riahperd.org

All Stars Interviews

o Student to student o Teacher to student o Student to third party

6. Students will understand that internal and external environments influence physical activity. 6.2 Recognize physical activities that can be performed in a variety of settings.

The student 6.2.1 Recognizes physical activities that can be performed in a

variety of settings, e.g. Team/Field Sports: soccer (e.g. line soccer, corner

soccer), Frisbee (e.g. stations), football (e.g. flag tag, football box ball), hockey (pilo polo, scooter boom ball), softball (tee‐ball, kick ball) basketball (e.g. fill the hoop, monster ball), team‐handball (e.g. king pin, Capture the Castle) o Structured settings

organized youth sports (e.g. AAU, development team)

formal instruction (e.g., dance, gymnastics, tennis, etc.)

physical education classes school enrichment programs

o Non‐structured settings recess free play








active, healthy lifestyle

RESOURCE NOTES www.aahperd.org www.bgcnewport.org www.eteamz.com/island

ers www.letsmoveinschool.o

rg www.middletownri.com www.newportymca.org www.nfl.com/play60 www.riahperd.org

ASSESSMENT NOTES All Stars Interviews





Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE

Net/Wall Sports: volleyball (e.g. Clean‐out Your Backyard, Newcomb), tennis (e.g., Wall ball), paddle ball (e.g. stations/skill work) o Structured settings


formal instruction (e.g., tennis, etc.) physical education classes school enrichment programs

o Non‐structured settings free play recess

Individual Activities/skills: “Can you skills,” (e.g. tennis ball, paddleball/tennis racket, hula‐hoops, bean bags), bowling, track and field, obstacle course, baton relay o Structured settings


formal instruction physical education classes school enrichment programs

o Non‐structured settings recess free play

Rhythm and Dance: movement exploration (e.g. special levels, various speeds, shapes), parachute (e.g. Popcorn, Octopus, Merry‐Go Round, Musical Hoops) o Structured settings


formal instruction physical education classes school enrichment programs

o Non‐structured settings recess free play outdoor chores (e.g. gardening/yard work,

Provide for appropriate practice




Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE raking leaves)

Chasing and Fleeing: (e.g. Mosquito Tag, Sharks and

Minnows, Hill Dill, Sneak Attack, Chase the Hoop) o Structured settings

physical education classes o Non‐structured settings

recess free play.

Project Adventure: (e.g. Across the River, Jump the

Ditch, Survivor, Capture the Castle, Giants, Wizards, and Dwarfs, Slap Jack) o Structured settings

physical education classes o Non‐structured settings

recess free play.

6. Students will understand that internal and external environments influence physical activity.

6.3 Realize there are youth organizations in the community that offer physical activity program (e.g. Young Men’s Christian Association (YMCA), Young Women’s Christian Association (YWCA), town/city

The student 6.3.1 Begins to identify youth organizations in the community that offer physical activity programs e.g.,

YMCA/YWCA Recreation departments PAL (Police Athletic League) School enrichment activities (basketball instruction,

yoga, mileage club).

6.3.2 Begins to recognize resources in the community: Boys and Girls Clubs. community recreation programs extracurricular clubs inter‐scholastic teams YMCA

o www.bgcnewport.org o www.newportymca.org








RESOURCE NOTES www.aahperd.org www.askri.org

(statewide resource center)

www.bgcnewport.org www.eteamz.com/island

ers www.healthteennetwork.

org www.letsmoveinschool.o

rg www.middletownri.com www.nccmhc.org

(Newport County Community)

www.newportymca.org www.nfl.com/play60






Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE recreation departments, Police Athletic Leagues (PAL).

o www.middletownri.como www.eteamz.com/islanders

6.3.3 Begins to identify and share information about community

resources: Boys and Girls Clubs health centers Little League Baseball/Softball Middletown Wrestling Club Middletown Youth Soccer Pop Warner Football Recreation Department.

o www.bgcnewport.org o www.newportymca.org o www.middletownri.com o www.eteamz.com/islanders o www.thriveri.org o www.askri.org (statewide resource center) o www.nccmhc.org (Newport County

Community) o www.healthteennetwork.org


www.riahperd.org www.thriveri.org

6. Students will understand that internal and external environments influence physical activity.

6.4 Know there are a variety of valid sources to find information about physical activity.

The student 6.4.1 Know there are a variety of valid sources to find information about physical activity.

6.4.2 Uses physical activity information from:

classroom teachers coach guidance counselors health teacher internet sources library parents peers physical education/health teacher principal







RESOURCE NOTES www.aahperd.org www.aahperd.org

(non‐profit organization to promote healthy lifestyles through high quality programs)

www.bgcnewport.org www.eteamz.com/island

ers www.heart.org

(American Heart Association)

www.letsmoveinschool.org

www.middletownri.com






Unit BENCHMARKS

INSTRUCTIONAL


EVIDENCE print sources school nurse/teacher T.V. media

o www.heart.org (American Heart Association) o www.aahperd.org (non‐profit organization to

promote healthy lifestyles through high quality programs)

o www.riapherd.org (kids fit) o www.who.int (World Health Organization,

International)



www.newportymca.org www.nfl.com/play60 www.riahperd.org www.riapherd.org (kids

fit) www.who.int (World

Health Organization, International)

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