Build It And They Will Come. Mission: The Foundation The mission of the Physical Education curriculum is to provide sequential learning experiences that.

Build It And They Will Come

Mission: The Foundation

The mission of the Physical Education curriculum is to provide sequential learning experiences that develop

students’ skills, knowledge and behaviors that lead to achieving and maintaining a healthy active lifestyle.

Goals are the Frame:Walls and Roof

1. Students will develop competency and confidence in performing movement

skills and in understanding the concepts integral to successful and safe

participation in a variety of physical activities.

Goals are the Frame:Walls and Roof

2. Students will know and be able to apply health-related fitness concepts.

Goals are the Frame:Walls and Roof

3. Students will understand and demonstrate that physical activity

provides opportunities for challenge, self-expression, social interaction, cultural

understanding and enjoyment.

Content Areas:The Furniture

Six content areas form the foundation for unit and lesson development. The content

areas represent the range of skills and knowledge appropriate for the kindergarten to fifth grade program and provide children

with the types of experiences needed to develop a healthy active lifestyle.

Content Areas:The Furniture

ManipulativesThis content area includes the skills and knowledge associated with moving an

object that requires eye-hand or eye-foot coordination. Included in this component

are dribbling (with hands), catching, volleying, rolling, kicking, and striking with

an implement.

Content Areas:The Furniture

GymnasticsThe gymnastics content area addresses body management through the following four main areas, traveling movements,

rotary movements, hanging movements and shapes, and balance movements and

shapes. Students participate in activities that focus on specific skills and

combinations of skills.

Content Areas:The Furniture

DanceThe dance component includes content that

integrates motor skills and critical and creative thinking to provide children learning

experiences that enable them to express concepts, ideas and feelings through movement. Children learn to create, perform and respond to dance from a

creative, social and cultural perspective.

Content Areas:The Furniture

Team Building

Team building challenges students to combine the use of motor skills, fitness

skills, collaboration skills, problem solving and critical thinking to explore and

accomplish partner and group tasks.cont

Content Areas:The Furniture

Team Building

Team building activities can be offered as a discrete unit, integrated in other content

area units, or taught both as a discrete unit and integrated with other units.

Content Areas:The Furniture

Health-Related FitnessThe fitness component of the curriculum is

focused on four fitness elements, cardiorespiratory endurance, muscular

endurance, muscular strength and flexibility.

cont

Content Areas:The Furniture

Health-Related FitnessThese elements are addressed as a discrete fitness unit, integrated in other content area units, or taught both as a discrete unit and

integrated with other units. Children learn the principles of fitness, appropriate activities for gaining and maintaining fitness and how to

perform fitness exercises effectively.

Content Areas:The Furniture

GamesGames are included in the curriculum in two

categories. The first category is non-manipulative games such as running games or

other movement games that use little or no equipment. The second category uses

manipulative skills that may or may not be associated with a specific sport.

cont

Content Areas:The Furniture

GamesGame units may be taught as a discrete

unit, integrated with other content area units or taught both as a discrete unit and

integrated with another unit. Within the games content area, students learn

fundamental game knowledge such as playing areas, rules, offensive and

defensive strategies and player’s roles.

Organizing and Prioritizing the Content: The Year-Long Plan

•Grade Level: First Grade

•Number of available sessions: 60, 30 minute sessions

Organizing and Prioritizing the Content: The Year-Long Plan

Introduction to the School Year

•Locomotor and Nonlocomotor skills - Using directions and levels. Assessment of skills. (2 lessons)

•Manipulatives - Striking using feet. Identification of foot parts, dribbling and kicking. (4 lessons)

cont

Organizing and Prioritizing the Content: The Year-Long Plan

•Gymnastics – Balances, rocking and traveling on different body parts. (4 lessons)•Creative Dance – Straight and curved shapes and pathways. The Spaghetti Dance (3 lessons)•Games – Tag Games (2 lessons)

cont

Organizing and Prioritizing the Content: The Year-Long Plan

•Manipulatives – Dribbling with hands. Using levels, directions and force (4 lessons)

•Gymnastics – Rolling, Balances, turning. (4 lessons)

•Creative Dance – Stretching, bending, rocking, running, leaping, rolling, changing levels, directions, and force. Dance of the Fall Leaves. (2 lessons)

cont

Organizing and Prioritizing the Content: The Year-Long Plan

•Manipulatives – Volley. Using body parts, force and directions. (4 lessons)•Gymnastics – Using low level equipment. Moving on and off equipment, balances, jumping and directions (4 lessons)•Manipulatives – Bowling. Emphasis on opposition and force (3 lessons)

cont

Organizing and Prioritizing the Content: The Year-Long Plan

•Gymnastics – Using scooters moving in different directions (2 lessons)

•Social Dance – Circle dances, large and small groups. Rhythm and sequences (3 lessons)

•Manipulatives – Batting, Throwing and Catching, Using an implement.

cont

Organizing and Prioritizing the Content: The Year-Long Plan

•Gymnastics – Large Climbing Equipment, Partner Gymnastics

•Games – Hopscotch, Jump Rope

•Dance – Cultural Dances

Units, Lessons, Tasks and Assessments

Begin at the End

•What do you want students to know and be able to do by the end of the unit? (Benchmark is the target)

Units, Lessons, Tasks and Assessments

Begin at the End

•What evidence will you gather to demonstrate that you have met your objective? (Feasible Assessment)•How will you organize the content sequence in the two, three or four lessons of the unit? (Lesson Plans and Transitions)

Delivery

•Introduction – Technique and Cues

•Skill Practice and Refinement – Changing environment and task constraints

•Utilization – Using the skill in a game-like situation

In The Moment

•You bring the lesson off the page and make it alive.

•Plan it like a movie director. Space, Students, Equipment, Action

•Reflect like a film editor. What should be changed? What should be cut?