Physical Education – Grade 4Fourth Grading Period – Week 1 CURRICULUM OVERVIEW

Big Idea Unit Rationale

Students know and apply safety practices associated with physical activities. Students will practice safety in Physical Education class.

Essential Questions Guiding Questions Why is it important to use equipment and space safely and properly? Why is it important to use equipment and space safely and properly?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s 4.5 A Use equipment and space properly.Weekly4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly.

4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to: use equipment and space properly.(4.5A) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning

Students will successfully use equipment and space properly 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 1 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know appropriate safety skills in order to work independently and with others.

The Teaching PlanThe teacher will… So students can…. Resources

review rules on using equipment safely and properly. explain why rules are important in Physical Education class. provide participation in a moderate to vigorous physical activity make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

demonstrate safety in using equipment safely and properly.

analyze the reasons for using equipment safely and properly.(4.5A)

participate in MVPA summarize your Physical Education class

in 20 words or less.

Children MovingChapter 9

pecentral.org

Health and Physical Education Website

Coordinated School Health ProgramBienestar Health ProgramPhysical Education ActivitiesGrades K-5

Vocabulary: (Pertinent to the learning – specific) rules procedures etiquette equipment

Vocabulary: (Spanish) reglas procedimentos etiquette equipo

Evidence of LearningFormative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement. Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 2 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 2 CURRICULUM OVERVIEW

Big Idea Unit Rationale

Students demonstrate competency in fundamental movement patterns and proficiency in a few specialized movement forms.

Students need to know basic fundamental movement patterns.

Essential Questions Guiding Questions Can one play sports with out using manipulative? What are the key elements related to success in manipulative skills?

What do you perceive to be the most difficult about catching an object while traveling?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.1K Demonstrate key elements in manipulative skills.4.1 B Catch an object while traveling such as catch a football pass on the run.

Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly.

4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment .on the first try in learning movement skills.

I Can Including, but not limited to: participate in manipulative skills.(4.1K) catch an object while traveling.(4.1B) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)

1. Students will successfully know basic fundamental manipulative skills 80% of the time.2. Students will successfully catch an object while traveling 80% 0f the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 3 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know basic fundamental manipulative skills.

The Teaching PlanThe teacher will… So students can…. Resources

discuss sports that require catching an object while traveling. reteach and provide more practice if students are not ready. demonstrate tossing the ball so they must travel to catch it. Remind students to look for an open space before they begin the throw. make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

discuss and identify similar movement elements in sport skills.(4.1KB)

Be sure that the majority students are ready to progress to toss/catch and travel. Do not add traveling until the students have control of bodies and balls catching in self-space.

apply the key elements in manipulative skills. (4.1KB)

toss the ball so they must travel to catch it. toss and catch at short distances. throw the ball to a wall so it will not

rebound directly back to where they were standing from about ten to twelve feet from the wall.

discuss and identify similar movement elements in sport skills.(4.1KB)

identify similar movement elements in sport skills. (4.1KB)

summarize your Physical Education class in 20 words or less.

Children MovingChapter 27

Health and Physical Education Website

http://pecentral.com/

Coordinated School Health

Bienestar Health ProgramPhysical Education ActivitiesGrades K-5

Vocabulary: (Pertinent to the learning – specific) catch toss distance wall similar sport

Vocabulary: (Spanish) parada lanzar distancia pared similar deporte

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement.

Fitnessgram ComponentsPre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 4 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 3 CURRICULUM OVERVIEW

Big Idea Unit Rationale Students demonstrate competency in fundamental movement patterns and

proficiency in a few specialized movement forms. Students need to know basic fundamental movement elements in sport skills.

Essential Questions Guiding Questions What do you perceive to be similar movement elements in sport skills? Can you plan a way to improve the key elements of mature movement

patterns? How would you develop key elements in manipulative skills?

Why do you think it is important to demonstrate the key elements in manipulative skills?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4. 2A Identify similar movement elements in sports skills such as underhand throwing and underhand volleyball serving.4.2 D Describe key elements of mature movement patterns of throw for distance or speed such as catch, kick, strike, and jump.

Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly. 4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to:

identify similar movement elements in sport skills.(4.2A) describe key elements of movement patterns.(4.2D) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)1. Students will successfully identify similar movement elements in sports skills 80% of the time.2. Students will successfully describe key elements of mature movement patterns of throw for distance or speed 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 5 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know similar movement patterns and key elements of mature movement patterns.

The Teaching PlanThe teacher will… So students can…. Resources

discuss sports that require similar movement in skills. discuss and identify similar movement elements in sport skills. provide participation in mature movement patterns activities. introduce “Spotting Good Serves”.(4.2AD) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their language

proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities. (4.2AD)

demonstrate competency in specialized movement forms. (4.2AD)

Identify similar movement elements in sport skills. (4.2AD)

name sports that require similar movement in skills.

discuss and identify similar movement elements in sport skills.

participate in mature movement patterns activities.

participate in “Spotting Good Serves”.(4.2AD) summarize your Physical Education class in

20 words or less.

Children MovingChapter 27

Health and Physical Education Website

http://pecentral.com/

Coordinated School HealthBienestar Health ProgramPhysical Education ActivitiesGrades K-5

Vocabulary: (Pertinent to the learning – specific) under hand throwing volleyball serve similar sport

Vocabulary: (Spanish) underhand throwing bola del voleo serve similar deporte

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement.

Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 6 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 4 CURRICULUM OVERVIEW

Big Idea Unit Rationale Students demonstrate competency in fundamental movement patterns and

proficiency in a few specialized movement forms. Students need to participate in jump rope skills.

Essential Questions Guiding Questions What would you recommend when learning how to jump in and out of a rope

turned by others? What is Jump Rope for Heart?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.1 J Travel into and out of a rope turned by others without hesitating. Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly.

4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can

Including, but not limited to: travel into and out of a rope turned by others without hesitating. (4.1J)

write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)

Students will successfully travel into and out of a rope turned by others without hesitating 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 7 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to identify ways to improve jump roping skills.

The Teaching PlanThe teacher will… So students can…. Resources

discuss the participation in the Jump Rope for Heart Program. provide participation in jump rope activities such as “Team Jump Rope”

or “Thumbs Up Rope Turning”. (4.1J) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their language

proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities .(4.1J)

participate in jump rope activities such as “Team Jump Rope” or “Thumbs Up Rope Turning”. (4.1J)

demonstrate traveling into and out of a rope turned by others.(4.1J)

summarize your Physical Education class in 20 words or less.

Children MovingChapter 4

Health and Physical Education Website

http://pecentral.com/

Coordinated School HealthBienestar Health ProgramPhysical Education ActivitiesGrades K-5

ModerateVigorous

Health-Related Fitness for Grades 3 and 4Part 1

Vocabulary: (Pertinent to the learning – specific) rope hesitating

Vocabulary: (Spanish) cuerda vacilacion

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement.

Fitnessgram ComponentsPre/Post Test

Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 8 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 5 CURRICULUM OVERVIEW

Big Idea Unit Rationale

Students demonstrate competency in fundamental movement patterns and proficiency in a few specialized movement forms.

Students need to know the importance of performing sequences.

Essential Questions Guiding Questions What could be combined to improve body control? How would you interpret balancing?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.1 E Perform sequences that include traveling, showing good body control combined with stationary balances on various body parts.

Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly.

4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can

Including, but not limited to: perform sequences. (4.1E) balance on various body parts.(4.1E) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment) Students will successfully perform sequences and balance on various body parts 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 9 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDE

Essential Pre-requisite Skills

Need to understand the fundamental of performing sequences.

The Teaching PlanThe teacher will… So students can…. Resources

distinguish ways to sequence movements by having a student demonstrate a sequence for the class.

name the body parts that one could use to balance on. review word wall. in groups, design a sequence and present to the other groups.(4.1E) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities.(4.1E)

perform sequences showing body control. (4.1E)

balance on different body parts as a base of support. (4.1E)

summarize your Physical Education class in 20 words or less.

Children Moving Chapter 23

Chapter 15 Chapter 17 Chapter 19

Health and Physical Education Website

http://pecentral.com/

Coordinated School HealthBienestar Health ProgramPhysical Education ActivitiesGrades K-5

ModerateVigorous

Vocabulary: (Pertinent to the learning – specific) sequence support stationary

Vocabulary: (Spanish) secuencia soporte parado

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement.

Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 10 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 6 CURRICULUM OVERVIEW

Big Idea Unit Rationale Students demonstrate competency in fundamental movement patterns and

proficiency in a few specialized movement forms. Students need to understand fundamental movement patterns.

Essential Questions Guiding Questions How would you interpret a movement sequence? Would a folk dance be considered a movement sequence?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.1 H Creates a movement sequence with a beginning, middle, and end. Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly. 4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to:

create a movement sequence with a beginning, middle and a end.(4.1H) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment) Students will successfully create a movement sequence with a beginning, middle and an end 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 11 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know basic sequencing. (previous lessons)

The Teaching PlanThe teacher will… So students can…. Resources

review the meaning a sequence. discuss where, other than Physical Education class, they use sequences. introduce “Stomp- Style Sequences” or “Macarena Referee Dance”. (4.1H) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities. (4.1H)

demonstrate competency in fundamental movement patterns.

proficiency in a few specialized movement forms.(4.1H)

in formed groups create a short movement sequence.

participate in “Stomp- Style Sequences” or “Macarena Referee Dance”. (4.1H)

create movement sequences with a beginning, middle and end.(4.1H)

summarize your Physical Education class in 20 words or less.

Children MovingChapter 20

Phyllis S. WeikartRhythmically Moving

pecentral.org

Health and Physical Education Website

Coordinated School Health ProgramBienestar Health ProgramPhysical Education ActivitiesGrades K-5

Vocabulary: (Pertinent to the learning – specific) sequence beginning middle end

Vocabulary: (Spanish) secuencia principio del medio fin

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement. Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

Physical Education – Grade 4SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 12 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Fourth Grading Period – Week 7 CURRICULUM OVERVIEWBig Idea Unit Rationale

Students demonstrate competency in fundamental movement patterns and proficiency in a few specialized movement forms.

Students need to know safely transfer weight over equipment.

Essential Questions Guiding Questions What is the significance of transferring weight along and over equipment with

good body control? What is the importance of transferring weight with good body control? Transferring weight from feet to hands requires strong muscles in which body

parts?

Why is arm and upper body strength important in gymnastics?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.1 G Transfer weight along and over equipment with good body control. Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly.

4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to:

transfer my weight over equipment.(4.1G) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)

Students will successfully demonstrate weight transfer over equipment 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 13 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know the importance of having good body control when transferring weight over equipment.

The Teaching PlanThe teacher will… So students can…. Resources

discuss the concept of an obstacle course. discuss the importance of transferring weight over equipment with good

body control. introduce “Rockin’Robin” and “Tater Diggin”(4.1G) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

understand that this lesson they will learn the skills of transferring weight to hands for travel across the mat.

revisit forward rolls. understand that they have learned how to

transfer their weight by traveling across the matt by rolling, transferring weight from feet to rounded back.

transfer weight from feet to hands to travel across the mat. foot, foot, hand, hand, foot, foot. (Cartwheel) Remember to come down safely with a soft landing.

progress with extending their legs toward the sky in a wide “V”.

participate in “Rockin’Robin” and “Tater Diggin”(4.1G)

summarize your Physical Education class in 20 words or less.

Children Moving Chapter 22

pecentral.org

Health and Physical Education Website

Coordinated School Health ProgramBienestar Health ProgramPhysical Education ActivitiesGrades K-5

Vocabulary: (Pertinent to the learning – specific) jumping weight landing obstacle hurdle cartwheel hand stand

Vocabulary: (Spanish) saltar peso desembarco obstáculo valla voltereta lateral parada do manos

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement. Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 14 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 8 CURRICULUM OVERVIEW

Big Idea Unit Rationale

The students understand and apply safety practices associated with physical activities.

Students need to use and understand basic safety precautions when cycling and skating.

Essential Questions Guiding Questions What can you point out about bicycle and skating safety? Why is it important to know safety precautions?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.5 C Describe and apply safety precautions when cycling and skating.

This is a two week class which is also covered in the health curriculum.Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly. 4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to:

ride my bike safely(4.5C) skate safely (4.5C) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)

Students will successfully demonstrate safety precautions when cycling and skating 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 15 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know bicycle and skating safety rules.

The Teaching PlanThe teacher will… So students can…. Resources

review bicycle safety rules. discuss safety precautions one should use when skating. discuss “The Rules of the Road”. provide participation in a physical activity. discuss the Bicycle Safety Rodeo.(4.5C) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities (4.5 C)

understands and apply safety practices associated with physical activities.(4.5C)

know safety precautions when cycling and skating.(4.5C)

name safety precautions one should use when skating.

discuss “The Rules of the Road”. participate in a physical activity. discuss the Bicycle Safety Rodeo.(4.5C) summarize your Physical Education class

in 20 words or less.

Children Moving

pecentral.org

Health and Physical Education Website

Coordinated School Health ProgramBienestar Health ProgramPhysical Education ActivitiesGrades K-5http://www.biketexas.org/resources/educational-resources

Vocabulary: (Pertinent to the learning – specific) safety precaution cycling skating bicycle rodeo

Vocabulary: (Spanish) seguridad precaución ciclismo patinaje bicicleta rodeo

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement. Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 16 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Physical Education – Grade 4Fourth Grading Period – Week 9 CURRICULUM OVERVIEW

Big Idea Unit Rationale

The students understand and apply safety practices associated with physical activities.

Students need to use and understand basic safety precautions when cycling and skating.

Essential Questions Guiding Questions What can you point out about bicycle and skating safety? Why is it important to know safety precautions?

What do you think could happen if you didn’t know what a street sign means? Why is it not safe to skate at night?

Guidelines Guidelines Specificity - Intended Outcome

Con

cept

s

4.5 C Describe and apply safety precautions when cycling and skating. Weekly

4.3A-Describe and select physical activities.4.4B-Participate in moderate to vigorous physical activities on a daily basis.4.5D- Identify potential risks associated with physical activities.4.5A Use equipment safely and properly. 4.6B-Analyze potential risk associated with unsafe movement and improper use of equipment.

I Can Including, but not limited to:

ride my bike safely(4.5C) skate safely (4.5C) write my goals in my journal. ELPS5F

ELPS 5F-Write using phrases and sentences in increasingly accurate ways as more English is acquired.

Evidence of Learning (Summative Assessment)

Students will successfully demonstrate safety precautions when cycling and skating 80% of the time.

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 17 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Pre-requisite Skills

Need to know bicycle and skating safety rules.

The Teaching PlanThe teacher will… So students can…. Resources

review bicycle safety rules. name safety precautions one should use when skating. discuss “The Rules of the Road”. (See Link) discuss the Bicycle Safety Rodeo.(4.5D) make sure that every student has a journal. speak using Physical Education vocabulary in context to build their

language proficiency. ELPS3D

demonstrate understanding of concepts through classroom discussion, and completion of activities (4.5D)

understands and apply safety practices associated with physical activities.(4.5D)

know safety precautions when cycling and skating.(4.5D)

participate in a physical activity. summarize your Physical Education class

in 20 words or less.

Children Moving

pecentral.org

Health and Physical Education Website

Coordinated School Health ProgramBienestar Health ProgramPhysical Education ActivitiesGrades K-5http://www.biketexas.org/resources/educational-resourcesVocabulary: (Pertinent to the learning – specific)

safety precaution cycling skating bicycle rodeo

Vocabulary: (Spanish) seguridad precaución ciclismo patinaje bicicleta rodeo

Evidence of Learning (Summative Assessment)Formative Mini Assessment Fitnessgram

Fitnessgram Mini-assessment (FMA) conducted every 9 weeks on specific components needing improvement. Fitnessgram Components

Pre/Post Test Pacer Curl ups Push-Ups Trunk Lift Shoulder Stretch

Data Entry Deadline May 3, 2010

SAISD © 2010-11 – Fourth Grading Period Physical Education Grade 4th Page 18 of 18

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.