Union County Physical Education Pacing Guides€¦ · Web viewYour physical education teacher will be choosing the tests that you complete. There is the pacer, mile run, or the

Union County District Physical Education Pacing Guides

Physical Education plays an important role of enhancing academic achievement. It is an essential element in the total school curriculum designed to educate the whole person. All students as individuals will gain knowledge by developing their skills, interest and abilities to their fullest potential. The Physical Education curriculum is a comprehensive program that is aligned to State and District Standards."Physical Education Department – K5.

Union County PE District Guidelines

The Physical Education Program – The overview of our program will include the physical, emotional and social benefits of an active lifestyle.

What We Believe

Vision & MissionThe mission of the Physical Education Program is to teach students about health related fitness, physical competence in team & individual sports and provide opportunities for students to learn and participate in a variety of lifetime activities. This is called the new PE where the focus is on leading a healthy lifestyle through a variety of lifetime activities and sports. A quality program should include the following indicators:

Standards based instruction

Developmentally appropriate activities

Develops skill acquisition

High level of engaged activity time

Builds self esteem

Aligned assessments

Promotes safety, self respect

Teaches sportsmanship

Connect to other contents

Health Related Fitness is Part of the Districts Wellness Program

Upon graduation from Union County School District students will have learned the skills necessary to perform a variety of physical activities. They will know the implications of and benefits from involvement in physical activities and health related fitness. Students will develop life skills around decision making, team building, cooperation with team mates and practice assuming leadership roles. Health related concepts are embedded in all physical education activities and curriculum.

South Carolina Physical Education Curriculum Standards

Standard 1 – Demonstrates competency in many movement forms and proficiency in a few movement forms.

Standard 2 – Applies movement concepts and principles to the learning and development of motor skills.

Standard 3 – Exhibits a physically active lifestyle

Standard 4 – Achieves and maintains a health-enhancing level of physical fitness.

Standard 5 – Demonstrates responsible personal and social behavior in physical activity settings.

Standard 6 – Demonstrates understanding and respect for differences among people in physical activity settings.

Standard 7 – Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

Grade K – 2nd Grade ActivitiesOverview Students in Kindergarten through the second grade participate in a variety of activities that are aligned with the South Carolina Physical Education standards. The activities include loco-motor skills, non-loco-motor skills, manipulative skills, movement education(such as relays and tag games), cooperative games, fitness activities, educational gymnastics and dance, tossing, catching, and throwing skills, jumping rope, climbing skills, lead-up games such as soccer, softball, basketball, flag football, paddleball, volleyball, hockey, bowling, and others. Students also perform partner and small group games such as 4-square, steal the bacon, soccer 1 on1, partner throw and catch and any other creative games they invent that are safe to use while at recess. Though all schools may not be participating in these activities in our district elementary schools at the same time each school will choose these activities at some time during the year to make sure that all South Carolina Physical Education Standards are being covered.

For Teachers

Next Unit

Prior Unit

Yearly Overview

Standards

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

A complete fitness program promotes participation in grade level skills and activities that build health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.

Good sportsmanship includes following rules of play and being responsible for yourself and the safety of others.

We can increase our health and wellness by participating in the physical activities we lead or participate in by ourselves and with others.

Rules help keep games and activities safe and fair.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

How does movement, muscle stretching, doing sit ups, push ups and pull ups increase body strength and overall health?

How can people protect themselves sore muscles or injury from over exercising? Why do we have to be responsible for our own behavior? What is the purpose for rules of play in athletic or competitive sports? How do class rules and team rules help make competitive sports and individual sports more

enjoyable? Why is cooperation important in games and in life? How does cooperation in games impact the final outcome? What does good sportsmanship look like?

Reading Standards: Five Components of LiteracyPhonics: Recognize and identify letters and sounds.Vocabulary: Grade K - Recognize sight words. All 76 kindergarten words from the D-11 common word list, plus 50 first grade words.Vocabulary: Grade 1 - First grade students will read all 76 Kindergarten Words, and at the end of quarter one, students will be able to read 50 of D11 Sight Words. Other words will be learned from phonics, spelling and vocabulary programs to total the expected 300-500 + words. a (long - ate),

http://www.cssd11.k12.co.us/doi/healthpe/HPEGrade9-12/HPEK12yearlyoverview.htm



http://www.cssd11.k12.co.us/doi/healthpe/teachers/healthteachers.htm

o (long - old), o - /oo/ - (do), e (long - me), i (long - pine), u (long - unit), u (put), ch (chin), sh (ship), th (hard as in that, soft as in thin), wh (blowing feathers off of hand), qu (queen)Vocabulary: Grade 2 - Spells K, 1st and 50 2nd Grade words correctly Grade 2 Spelling List

Multisyllabic words with blends: ph (phone), ck (black), er (her), ir (first, bird), ur (nurse, burn), ear (early), ow (cow and snow), ou (ouch, four, you, and trouble) ar (star, car), or (horn), oo (boot, foot, and floor), dge (j as in dodge), aw (straw), au (August), tch (catch) ed (as a suffix: 'ed', 'd', 't' - past tense ending) eigh (eight), kn (knife) ie (chief, pie), eu (Europe) ei (ceiling, vein, and forfeit) ch ('k' as in school, 'sh' as in chef) ea (head, and great) ew (few), ue (true), s (z as in is) ui (fruit, suit), ey (they, key) gn (gnaw, sign), wr (write)

Math StandardsGrade K: Standard 1: Number Sense September: Order numbers 1 – 20.Standard 4: Geometry - September: Sort and classify objects by attributes (i.e., size, color, shape)Grade 1: Standard 1: Number Sense - August Count, read, write, and order numbers to 100.

Identify odd/even numbers to10Grade 2: Standard 1: Number Sense - August

Read, write, and order numbers to 100 (count using whole numbers) Identify odd/even numbers to10 Adds coins to $1.00 Practice counting combinations of coins (pennies, nickels, dimes, and quarters) Know coin values (penny, nickel, dime, and quarter)

Union County District Kindergarten to 2nd Grade Pacing GuidesPacing Guide For Physical Education

Grades: K - 2 PE Department Topic: Training Camp/Loco-motor Skills

Time Frame 1 week: August( First week of School)

http://www.cssd11.k12.co.us/doi/literacy/lrt/Spelling%20list--revised%2012.5.99.doc

Unit TopicSWBAT students will learn PE procedures for the year like stop signals and go signals and also learn acceptable behaviors in PE class and Unacceptable behaviors. Students will also be taught PE behavior chart point system.

SWBAT demonstrate personal space, directions, pathways, tempo, and boundaries such as inside, outside, on, over, under, etc.

Also, SWBAT perform loco-motor skills such as hop, skip, jump, and run.

Enduring Understanding

Teacher will demonstrate the 4 basic loco-motor skills following the leader with music on half gym. Teacher will demonstrate the loco-motor skills in game Don’t Dent My Car/show left arm and right arm directions by using arm as car door while maintaining personal space.

Essential Questions What are acceptable behaviors during PE? Give examples of acceptable behaviors and unacceptable behaviors in PE.

Why is personal space important when playing any type activity during PE or recess?

Why should every student know their right from left directions?

Are there any sports that use loco-motor skills? Why are they important?

Standards1, 2, 3, 4, and 7






Integrations ELA, Math

District Assessments

Teacher Observation and checklist

Pacing Guide For Physical Education Grades: K - 2 PE Department

Topic: Loco-motor Skills

Time Frame Weeks : 1(Last week of August)

Unit TopicSWBAT demonstrate and explain-Personal Space, directions, pathways, tempo, and basic loco-motor skills such as hop, skip, jump, and run.

SWBAT-add gallop, leap, and slide.


SWBAT perform 7 basic loco-motor skills following the leader with music on half gym.

SWBAT use loco-motor skills in game don’t dent my car/show left arm and right arm car door while maintaining personal space using LS.

Essential QuestionsAsk who can define personal space?

Name different pathways/directions.

Name loco-motor skills

Standards


IntegrationsMath, ELA

District AssessmentsTeacher Observation of students demonstrating loco-motor skills while keeping personal space/Checklist

Pacing Guide For Physical Education Grades: K-2nd PE Department

Topic: Non-loco-motor Movements

Time Frame weeks: 1 week( September)

Unit Topic

SWBAT demonstrate Non-Loco-motor movements such as bend, stretch, twist, body shapes, curves, round, narrow, etc.SWBAT demonstrate non-loco-motor skills using sport skills CD(coach JJ) and the game scrambled eggs.

SWBAT also demonstrate how to make non-loco-motor moves by using letters, number, shapes, etc.


Teacher demonstrate non-loco-motor movements in self space such as low, high, short, tall, shapes, twisted, etc. Then have students mirror moves with music.

Repeat with teacher demonstration with the music.

Essential QuestionsHave students create non-loco-motor( using a shape or letter with their body) and then repeat with a partner?

Standards

Standard 1 – Demonstrates competency in many movement forms and proficiency in a few movement forms

IntegrationsMath-geometry shapesSpelling –letter shapes with body


Teacher observationPeer Observation

Pacing Guide For Physical Education Grades: K-2nd PE Department

Topic: Manipulatives

Time Frame weeks: 1 week(September)

SWBAT demonstrate manipulative skills such as catch,

Unit Topicstrike, shoot, throw, toss, dibbling, kicking in self space with the music CD( Coach JJ sport skills). Students actually demonstrate what the skill looks like in self –space.

For ex. stop and pretend you are dribbling a basketball or pretend you are throwing a ball.


Teacher will demonstrate examples of several manipulative skills to the class and then have students name some others.

Teacher will also demonstrate 2 recess games that students may perform with a partner or small group which uses several different manipulatives.

Essential Questions What are manipulative skills used?

Why are they important to learn?

What sport can you name that uses manipulative skills?

Standards








Integrations Math-additions

ELA-communication

Gifted-creativity


Teacher checklist for observation

Pacing Guide For Physical Education Grades: K-2nd Grade PE Department

Topic: Educational Games( Creative)

Time Frame weeks: 2 weeks(September)

Unit TopicSWBAT perform creative games with a partner or group of 3 that are safe moving use loco-motor, non-loco-motor, and manipulatives and may be enjoyed at recess, home, or birthday parties.


Teacher will demonstrate and explain a new recess games with a partner such as partner duck, duck, goose using a loco-motor skills and soccer 1 on 1 using soccer dribbling skill as a manipulative.

Essential Questions See if students will be able to set up their own playing field. Why is important to have a safe environment before starting a game?Why should the game be safe?Why does the game you choose have to have boundaries?What is the importance of having rules for creative games or any game?

Standards









ELA-communication

Gifted-creativity


Teacher checklist for observation


Topic: Tag Games

Time Frame weeks: 2 weeks(October)

Unit TopicTSWBAT: Demonstrate the ability to implement vigorous activity through running and tagging games.


TSWBAT: Demonstrate their ability to run and tag various players using such skills as; strategy, personal space, speed, safety, and others.

Essential Questions Ask students to: Demonstrate their understanding of these skills through playing of the following tag games;

red light green light, crows and cranes, squat tag, squirrels in a tree, freeze tag, tee ball, kickball, color tag and more.

Standards Standard 1 – Demonstrates competency in many movement forms and proficiency in a few movement forms.







Integrations ELA: listening, following directions, language associationMath: counting


Teacher Observation of vigorous play and the implementation of safety and cooperation skills.

Pacing Guide For Physical Education Grades: K-2nd Grade PE Department

Topic: Cooperative Games

Time Frame weeks: 2 weeks(October)

Unit Topic

SWBAT: 1. Work cooperatively with other students.2. Show an understanding and ability to follow all game rules. 3. Follow all safety and physical education rules.


The teacher will observe to see if students and classmates are working together cooperatively.

Essential Questions Why is it important to work cooperatively with your classmates?

Standards








IntegrationsAll areas


Teacher observation of student performance


Topic: Fitness Activities/ Pre-test Fitness Assessment

Time Frame 1 week: October

Unit Topic

SWBAT perform fitness exercises by following the leader.SWBAT perform the game of fitness skillastics by allowing teacher to read directions for them from game board.


Teacher will demonstrate exercises and have students mirror the movementsTeacher will read direction from game board and show the students all how to the exercise the student lands on.

Essential QuestionsWatch to see if the students are performing the exercises correctly and demonstrate again if need be.

StandardsS.C. PE standard #3 and 4-demonstrate health enhancing fitness activities for a lifetime

IntegrationsMath- Dice number and counting spaces and numbers


Teacher Observation

Pacing Guide For Physical Education Grades: 3rd-5th PE Department

Topic: Overhand Throwing, Tossing, and Catching

Time Frame 2 weeks: September

Unit TopicSWBAT toss/catch a beanbag with a partner above/below the waist from 10 ft. 10 times stationary/moving.

SWBAT throw a tennis ball at a high and low level target from 20 feet away underhanded and over-handed with a partner against the wall. The student will receive 1 point for each throw that hits the target.

SWBAT throw overhand and catch and object with a partner while moving in general space.SWBAT toss/catch a yellow bouncy ball with a partner above/below the waist from 10 ft. 10 times stationary/moving.

SWBAT throw overhand and catch and object( yellow bouncy ball) with a partner while moving in general space.


Teacher will demonstrate proper steps for throwing and catching techniques and then have a girl demonstrate in front of the class and a boy to make sure they are using proper steps. After demonstration have students recall each step back to check for understanding.

Essential Questions What sport or activity is catching and throwing used? Can you name an Olympic sport that uses throwing and catching?

Why is the catching skill important for us to learn in physical Education? or sports?Why is throwing skill important for us to learn in Physical Education?








IntegrationsMath –counting and adding pointsELA- communication before the catch


Teacher Observation and Checklist


Topic: Educational Dance

Time Frame weeks: 2 weeks (November)

Unit TopicEducational Dance-SWBAT perform a folk dance using basic steps and 64 counts.


Teacher will demonstrate 1st 8 counts without music and then have students perform the first 8 count in front of teacher.

Repeat each 8 count and steps and have students demonstrate back. Last add entire dance and demonstrate it back to teacher. Add music.

Essential Questions What is the first steps?

Will someone demonstrate the first steps of 8 counts?

Standards








Integrations Math- counts steps and beats

Music


Teacher observation

2nd grade will be assessed on dance routine from South Carolina manual and students will be given score of 0-3.


Topic: Educational Dance and Rhythms

Time Frame weeks: 2 weeks(November)

Unit TopicDemonstrate folk dances, creative movement, and rhythm sticks


TLWBT: Demonstrate loco-motor and non-loco-motor skills, and gestures to perform folk dances.TLWBT: Move to a steady beat and rhythmically to the music.TLWBT: Create movement patterns and/or sequences to perform a dance.

Essential Questions Does the learner move in time with the music or beat? Does the learner move with smooth transitions and use the correct dance steps to perform the dance?Does the learner express qualities of time, force, flow, and space while performing the dance?

Standards

ST. 1 Performs folk dances using walking, sliding, skipping, and /or galloping steps. ST. 4 Increases heart rate. St. 2 Combines loco-motor and non-loco-motor to create a dance. St. 5 Demonstrate cooperation while working alone or with a partner to perform a dance.





Integrations Reading, writing, and/ or social studies about different countries that the dance comes from..Draw pictures and sing songs from the countries.


K-1 Shoemaker’s Dance, Children’s Polka, Farmer is in the Dell, Mulberry Bush, Hokey Pokey, Chinese New Year Dance. 2nd Congo, Limbo, Troika, Chebogar are assessed by rubric and/ teacher observation. Dances are assessed by distinct rubric for 2nd grade.


Topic: Educational Gymnastics

Time Frame weeks: 2 weeks(December)

Unit Topic

Gymnastics-SWBAT perform a balance for 3 seconds and either a forward roll, shoulder roll, or log roll.


Teacher will demonstrate to students how to perform a beginning balance a forward roll into an ending balance.

Essential QuestionsHave each student come to master mat and show me the balance and roll? Once I clear the student, then they are able to go to next mat over and practice the routine unguided.

Standards







5K and 1st Grade will be assessed using teacher observation2nd Grade will be assessed using South Carolina assessment manual for dance.Students will be scored 0-3 by video

Grades: K - 2 Pacing Guide For Physical Education Rocky Cooper / Carol Smith

Topic: Educational Gymnastics (Body Management)

Time Frame 2 weeks: December/January

Unit Topic1.) Safety 2.) Individual Balances: TSWBAT Maintain stillness with their weight supported on a variety of body parts.3.) Weight Transfer Movements: TSWBAT Use the hands and feet together and with other combinations of parts to travel from one space to another.


Teacher Demonstrations

Essential Questions What’s the difference between Symmetrical and Asymmetrical Balances?




Integrations Math Concepts – Symmetrical / Asymmetrical


Teacher observation to check for student understanding.

Grades K - 2 Pacing Guide For Physical Education Rocky Cooper / Carol Smith

Topic: Educational Gymnastics (Body Management)

Time Frame 2 weeks: January

Unit Topic1.) Rolling Actions: A.) TSWBAT Roll in a forward direction onto a flat mat without using the head to receive weight. B.) TSWBAT Take steps into a forward or shoulder roll and come to a support on the feet. C.) TSWBAT Roll sideways using an egg roll or backward using a back shoulder roll.


Teacher / Student Demonstrations

Essential Questions What are the cues for the Forward / Shoulder / Egg Rolling Actions?




Integrations Math & Music Concepts – Beats and Timing


Teacher observation to check for student understanding.


Topic: Striking Skills (using body parts only)

Time Frame 2 weeks: January/February

Unit TopicTSWBAT: Demonstrate the ability to strike an object (objects including bean bags and balloons) using feet and hands only.


TSWBAT: Demonstrate their ability to move an object in the air and on the ground using body parts.

Essential Questions Ask the students to: move an object using their hands move an object using their feet.

The skills used here are essential to the following lead up games; volleyball, basketball, soccer, baseball









Teacher Observation, peer observation


Topic: Striking Skills: Short/Long Implements

Time Frame 3 weeks: February

Unit TopicTSWBAT: Demonstrate the ability to strike an object with another object. These may include items such as paddles, baseball bats, newspaper bats, racquets, and safety handheld hockey sticks.


TSWBAT: Demonstrate knowledge of the use of these objects to strike an object.

Essential Questions Ask the students: use a racquet or paddle to strike a balloon use a safety hockey stick to strike a ball or foam puck use a newspaper or plastic bat to strike a large and small

ball off a tee








Integrations ELA: listening, follow directions, language associationMath: countingScience: gravity, force, motion


Topic: Striking with short Implements

Time Frame 2 weeks: March

Unit Topic

TSWBAT: strike a ball with a paddle in self space up in the air to head level and keep the ball going continuous while trying for Personal best records.

TWSBAT: strike a ball with a paddle and let it bounce one time and keep it going for personal best records.

TSWBAT: drop serve a ball against a wall in self space and keep the ball going for 3 to 5 consecutive volleys.


TSWBAT: Demonstrate knowledge of the use of these objects to strike an object. TSWBAT: Demonstrate forehand and backhand to the class

Essential Questions Why is important for students to understand angles, force, speed, etc.? What other subject area do you use these terms?

What lifetime sport uses rackets?

Standards










Teacher Observation, peer observation and student understanding during involvement


Topic: Striking with Long Implements


Unit TopicTSWBAT: strike a ball with a cut-off pool noodle off the ground on one side of playing court and try to strike as many balls as you can strike on to other teams playing court in 2 minutes. Team

with least amount of balls is the winner.

TWSBAT: strike a ball with a cut-off noodle by tossing it up with one hand a hitting it with 2 hands like a baseball bat onto the other teams court.


TSWBAT: Demonstrate knowledge of the use of these objects to strike an object.TSWBAT: Demonstrate exactly how to shrike it off the floor and like a baseball bat.TSWBAT: Demonstrate safety by showing how a student or player should always remain a safe swinging distant away from someone with a bat or noodle

Essential QuestionsWhy is important for students to understand angles, force, speed, etc.? What other subject area do you use these terms?What lifetime sport uses rackets?

Standards












Topic: Jump Rope/Movement Activities

Time Frame 3 weeks: March/April

Unit TopicTSWBAT: turn a long rope correctly and jump a long rope 5 out 10 tries continuously on 2 feet.

TWSBAT: Turn and jump a short rope continuously 3 to 5 tries on 2 feet

TSWBAT: Jump a Chinese rope 3 to 5 times at low level and move up 1 inch higher at a time.


TSWBAT: Demonstrate how to turn correctly and jump and have students demonstrate how to first in front of the entire group before allowing students to go by themselves.

TSWBAT: Demonstrate how to jump a Chinese rope correctly to the students.

Essential Questions Why is jumping rope good for our heart?

Will jumping rope help you in other areas?

Standards








Integrations ELA:




Topic: Fitness Activities/Post-test Fitness Testing

Time Frame 2 weeks: April

Unit TopicTSWBAT: perform the pacer test or 1/4 mile runTSWBAT: perform the curl-up test with a partner

TSWBAT: perform the sit and reach testTSWBAT: perform the push-up test or flex- arm hang


TSWBAT: Demonstrate each test students will be performing on that day to the whole class.

Essential Questions Why should students want to perform each fitness test component?

What is the importance of having a score on each test component?

Why are goals important to us? What area of health does the pacer test improve?

Standards Standard 3 – Exhibits a physically active lifestyle





Integrations ELA:




Topic: Other Lead-up Sports or Creative games

Time Frame 2 weeks: May

Unit TopicTSWBAT: each team of players will aim and roll a ball at a 5 targets 30 feet away. Once all targets are down each player will shoot until their team makes 5 baskets in the goal. (combo of basketball skills and bowling skills)

TSWBAT: create a game that small groups of 3 or 4 players may be able to play that is safe and uses some type of sport or health related skill. The game must be taught to the whole class and voted on before it is played in class or recess.


TSWBAT: Demonstrate how to play the game of Indian bombardment basketball before the game is played. TSWBAT: Give examples of a created game that is safe to play.

Essential Questions What is the importance of creating games or inventing games that are fun to play?

Why does all games have to have safe rules and boundaries?

Standards








Integrations ELA:




Topic: More Creative Games/Field Day

Time Frame 2 weeks: May( last 2 weeks of school)

Unit TopicTSWBAT: create a game that large groups of 20 or 30 players may be able to play that is safe and uses some type of sport or health related skill. The game must be taught to the whole class and voted on before it is played in class or recess.

TSWBAT: practice perform activities they are participating in during field day. This helps students have confidence and gives them comfort before the real event.


TSWBAT: Give examples of a created game that is safe to play.

TSWBAT: Demonstrate all field day stations and have students practice these stations.



How can inventing something help us in the real world?








Integrations ELA:



Integrated Lessons for Elementary PE

When students participate in timed events, such as relays, the brain moves to an active alert state. This is a perfect time to reinforce concepts that have been introduced in literacy, math, science and social studies. In these relay events, students are asked to combine academic knowledge with physical speed and flexibility. Students will work with their relay team to accomplish an academic task, and will compete with other students to increase their physical flexibility and speed.

Relay 1: Grades K-2 Reading Vocabulary RelayDuration: @ 15 minutes

1. Practice: Introduce a list of grade appropriate vocabulary words from a list (76 Kindergarten Sight Words, 50 Grade 1 Sight Words, Grade 2 Spelling List) on chart paper. Ask all students to read the list aloud. Form teams of three or four students. Set up as many stations as you have teams. Each station should include a set of vocabulary cards from which students can choose.


2. When the relay begins each runner will run to the station, choose a card from the stack, and return it to his or her team. The team members must read aloud the word together before the next runner can go.

3. After every runner has run as many laps as possible during the time designated, students total how many pints their team has accumulated for runs. The group stands and reads together the words from the word list. Add an additional point for each word the team reads correctly.

Relay 2: Grades K-2 Math RelayDuration: @ 15 minutes

1. Practice: Introduce the relay and reinforce the math skill students will be practicing (i.e. Grade K -ordering numbers 1-20, Grade 1 - order numbers 1-100, Grade 2 - adding coins to $1.00). Form teams of four or five students.

2. Set up a station that students will run to and return to home base. The station could include either the appropriate number cards or fake coins. Each student can retrieve one card or coin from the station and return to home base. Students at home base will either order the number cards or combine the coins and cluster into $1.00 groupings.

3. The final score for each tem can be a combination of number of runs achieved during the specified time, plus bonus points if the numbers or coins have been correctly ordered or grouped.

Relay 3: Grades K-2 Math Families RelayDuration: @ 15 minutes

1. Practice: Introduce the relay and reinforce the math skill students will be practicing Math Fact Families: 3+4=7,7-4=3, etc. Form teams of four or five students. Each team needs a Fact Families Gameboard (Kindergarten Fact Families, Grade 1 Fact Families, Grade 2 Fact Families).

2. Set up a station that students will run to and return to home base. The station should include the appropriate number cards for each grade level. Each student can retrieve one card from the station and return to home base. Students at home base will work together to place the number cards in appropriate boxes to make correct fact families.

3. The final score for each tem can be a combination of number of runs achieved during the specified time, plus bonus points for each correct fact family problem correctly ordered by the team.

Relay 4 Grades K-5: CROSSING THE COUNTRYEquipment: Paper, pencils, calculatorPhysical Education Objectives: Fitness, class management, Participates in health enhancing physical activity at least three times a week.Resource: Connect by Cindy Kuhrach

Activity: Purchase a large map of the United States or the World, and post it on the wall of the gym or playing area. Each day, as students enter the playing area, they should begin walking or running around the boundaries, and keeping track of their laps. Have students record the number of laps on a sheet of paper, and tally them up, (or have a small group of students tally them.) Calculate the number of actual miles that were covered by dividing the laps by the number of times around the playing area that equals a mile (for instance, 20 times around equals one mile, so divide laps by twenty. Ask the class a bonus question about the state or country (for example, the capital or motto), and if they are correct, give them an additional 10-25 miles to their total. Allow students to earn a free day when they successfully cross their state or country. Using pedometers and converting to miles also will work. Remember approximately 2500 steps for kids equals a mile.

Variations: This lesson can be brought into the classroom setting by recording activities that students do during their recess.

Relay 5 Grades K-5: Hellison's Model at WorkEquipment: TagboardPhysical Education Objectives: Personal responsibility, class managementSocial Studies Objectives:Resource: Connect by Cindy Kuhrach

Activity: Use a large tag board for each class with library pockets on it. Each pocket has the student’s name. At the end of class the students choose a color coded strip of paper and place it in their pocket to represent the level that they were working at that day. You could have someone record these for you daily or leave the strips in and you can visually see how a student is doing from day to day. It is a great visual display to talk about the entire class behavior. Variations: This lesson is easily transferred into the classroom setting.

Relay 6 Grades 1-5: Heart Line TagEquipment: 3-4 yellow Frisbees and 2-3 Red FrisbeesPhysical Education Objectives: Tagging, Dodging, Fleeing, Spatial AwarenessScience Objectives: Circulatory System – Arteries, Veins, Fat, and Cholesterol; How the body works

Activity: Three or four people are it and they will have the yellow Frisbees that represent fat and cholesterol. The rest of the students are blood running through the arteries and veins (the lines on the gym floor) if you are tagged then you turn into a clot and sit down on the line, blocking the path for anyone trying to get through. Anyone that comes up to you must turn around and find another way. Eventually everyone gets caught and you can talk about how eating poorly, not exercising, etc. can quickly clog up your arteries and veins which makes it difficult for your blood to move around your body and can lead to a heart attack. Then play the game again only have two or three people have red Frisbees. These people will represent exercise and medicine that can help your body. Their job is to go up to the clog and unfreeze them. After playing for a few minutes, talk about how taking care of your body helps to keep it working properly. Switch taggers and play again.Variations: Make the gym into a heart. Make the students perform different loco-motor movements while moving on the lines.

Relay 7 Grades 1-5: Spelling TagEquipment: Tag belts or an item to designate baggies; spelling word cards for each grade levelPhysical Education Objectives: chasing, fleeing, dodging, loco-motor movements, spatial awarenessLiteracy Objectives: spelling

Activity: Designate 3-5 students as the taggers and have them wear the tag belts. Designate 3-5 students to be the teacher helpers. Give each helper a spelling word card. When a student is tagged they are frozen in place until the teacher helper comes over. The helper will show the student a word to spell. If the spell it correctly they are back in the game. If they misspell the word they must remain frozen until different helper comes over and shows them a new word. Switch taggers and helpers until all students have had a chance to be each one time.Variations: Use site words appropriate for each level.

Grades 3-5, Overview of the Year

Overview Topics in third through fifth grade health and physical education focus on learning and demonstrating skills and activities that build health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity. Throughout the year, students will have opportunities to develop their strength and endurance by participating in unit of study including Basketball, Bowling, Dance, Juggling, Jump Roping, Soccer, Flag Football, Softball, Volleyball, Track and Field Sports, Cup Stacking, Bouldering Wall, Cooperative Games, Parachute Activities, La Crosse,

For Teachers

Prior Grade

Next Grade

http://www.d11.org/DOI/healthpe/HPEGrade6/HPE6yearlyoverview.htm

http://www.d11.org/doi/healthpe/HPEGrade9-12/HPEK12yearlyoverview.htm

http://www.cssd11.k12.co.us/doi/healthpe/teachers/footballteachers.htm

Badminton, Playground and Court Activities i.e., including Four-Square, Tether Ball, and Tag Games. Though the order may differ, all students will receive instruction on most of these units.


A complete fitness program promotes participation in grade level skills and activities that build

health and wellness including cardiovascular, flexibility, body composition, muscular strength

and endurance, and lifetime activity.

Good sportsmanship includes following rules of play and being responsible for yourself and the

safety of others.

We can increase our health and wellness by participating in the physical activities we lead or

participate in by ourselves and with others.

We can measure and monitor their muscle growth and endurance in a variety of ways.

Rules help keep games and activities safe and fair. Responsible participants demonstrate positive and appropriate interpersonal skills while

participating in physical activity.

Responsible participants understand the need to take care of all equipment and facilities. Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

How does movement, muscle stretching, doing sit ups, push ups and pull ups increase body

strength and overall health?

How can people protect themselves from sore muscles or injury from over exercising?

How can people measure and monitor the endurance and strength of their major muscles?

Why do we have to be responsible for our own behavior? What is the purpose for rules of play in athletic or competitive sports?

How do class rules and team rules help make competitive sports and individual sports more

enjoyable? Why are consequences for not following rules necessary?

Why are honesty, responsibility, sportsmanship, confidence, courtesy, respect, judgment,

integrity, perseverance, and being a good team mate important skills in P.E. and in life? How does knowledge of the purpose and care of equipment help create responsible physical

education participants?

Where does one’s personal space end and someone else’s space begin? Why is cooperation important in games and in life?

How does cooperation in games impact the final outcome?

What does good sportsmanship look like?

Union County District 3rd-5th Grade Pacing Guides


Topic: Training Camp/Loco-motor Skills

Time Frame 1 week: First Week of School in August

Unit Topic

SWBAT perform all 8 loco-motor skills such as walk, hop, jump, skip, gallop, slide, leap, and run using different pathways, directions, and tempos in personal space and with a partner.


Teacher will demonstrate to the class and have a few students demonstrate all loco-motor skills with music while maintaining personal space. Repeat with partners and 3’s.

Teacher demonstrates how to use loco-motor skills playing Magician tag.(see attached)

Essential Questions Ask 2 students to demonstrate the skip and have other students score from 0-3.

Have students lists all 8 loco-motor skills

Why are learning loco-motor skills important in activities or sports?

Standards




Teacher Observation of students demonstrating loco-motor skills while keeping personal space/Checklist

PE Department Pacing Guide For Physical Education Grades: 3rd-5th

Topic: Non-loco-motor Movements

Time Frame 2 weeks: August/September

Unit Topic

Non-Loco-motor movements such as bend, stretch, twist, body shapes, curved, etc. and Manipulative skills such as catch, strike, shoot, throw, toss, dibbling, kicking


Teacher demonstrate non-loco-motor movements in self space such as low, high, short, tall, shapes, twisted, etc. Then have students mirror moves.

Have a student demonstrate an example of a non-loco-motor skill to the class

Why are manipulatives important to learn for life or PE?

Essential QuestionsHave students create a shape or letter with the body and then with a partner?Have students create a sport skill?

Standards


IntegrationsMath-geometry shapesSpelling –letter shapes with body


Teacher observationPeer Observation

Pacing Guide For Physical Education Grades: 3 - 5 PE Department

Bob CheshierTopic: Cooperative / Tag Games


Unit TopicGross and Fine Loco-motor Skills / Overall Fitness - TSWBAT:A) demonstrate running, sliding, skipping, galloping, hopping, leaping, jumping B) demonstrate an overall level of fitness C) demonstrate teamwork qualities

Enduring Understanding Teacher / Student Demonstration

Essential Questions Do students demonstrate the various levels of loco-motor skills?

Are students demonstrating an overall level of fitness?

StandardsStandard 1 – Demonstrates competency in many movement forms and proficiency in a few movement forms.







Integrations Music – Rhythm Art – Loco-motor movements


Teacher Observation


Topic: Overhand Throwing, Tossing, and Catching


Unit Topic.SWBAT toss/catch a beanbag with a partner above/below the waist from 10 ft. 10 times stationary/moving.

SWBAT throw a tennis ball at a high and low level target from 20 feet away underhanded and over-handed with a partner against the wall. The student will receive 1 point for each throw that hits the target.

SWBAT throw overhand and catch and object with a partner while moving in general space.SWBAT toss/catch a yellow bouncy ball with a partner above/below the waist from 10 ft. 10 times stationary/moving.

SWBAT throw overhand and catch and object( yellow bouncy ball) with a partner while moving in general space.


Teacher will demonstrate proper steps for throwing and catching techniques and then have a girl demonstrate in front of the class and a boy to make sure they are using proper steps. After demonstration have students recall each step back to check for understanding.

Essential Questions What sport or activity is catching and throwing used? Can you name an Olympic sport that uses throwing and catching?

Why is the catching skill important for us to learn in physical Education? or sports?Why is throwing skill important for us to learn in Physical Education?






Standard 6 – Demonstrates understanding and respect for

differences among people in physical activity settings.


IntegrationsMath –counting and adding pointsELA- communication before the catch


Teacher Observation and Checklist


Topic: Fitness Activities/Pre-test Fitness Testing

Time Frame 2 weeks: October

Unit Topic

Pre-Fitness Testing-SWBAT perform fitnessgram pre-test such as pacer, push-ups, curl-ups, and sit and reach.

SWBAT record all data on record sheet and mark yes or no if in the health standard range on the State PE Assessment form.


Teacher will demonstrate only 1 pre-test each day and then have students perform the test and record data that day

Essential QuestionsAfter I demonstrate, have the student show me 1 time how they are going to do the push-up. If they show me wrong I give the student corrective feedback and demonstration again.

Standards





IntegrationsMath-data and graphs


For State Assessment-5th grade is tested every year using fitnessgram method. Fitness reports must be sent to parents every year in 5th.

Pacing Guide For Physical Education

Grades: 3rd-5th PE Department

Topic: Fitness Activities

Time Frame 2 weeks: October

Unit Topic

SWBAT perform fitness skillastics activities in stations where they will demonstrate how to roll a big foam dice and count the number and perform the exercise the foam dice lands on the game board.


Teacher will demonstrate each activity chosen on the game board before the game is started for the first time.

Essential QuestionsWhy is it important to count correctly?

What is the harm in doing an exercise incorrectly?

Why is communication and cooperative learning so important during this game?

Standards








IntegrationsMath-counting and adding

ELA- communication to group


Teacher Observation


Topic: Educational Games/Creative Games

Time Frame 2 weeks: November

Unit TopicEducational Games-Creative Games

SWBAT play creative games with a partner group of 3 or small or large group that are safe moving use loco-motor, non-loco-motor, and manipulatives and may be enjoyed at recess, home, or birthday parties.


Teacher will demonstrate and explain a new recess game with a partner such as partner duck, duck, goose using a loco-motor skill and soccer 1 on 1.

Have students demonstrate a game that they created that is safe and using one of the skills listed above.

Allow students to choose a partner an set-up markers and cones for themselves and check to see if they can play duck, duck, goose using correct loco-motor skill taught

Essential Questions Will students be able to create their own games on an index card before PE class?See if students can demonstrate how to set up boundaries for the game they created for recess.

Standards









ELA-communication

Gifted-creativity

District Teacher checklist for observation

Assessments

Pacing Guide For Physical Education Grades: 3rd -5th PE Department

Topic: Educational Dance and Rhythms

Time Frame 4 weeks: November/December

Unit TopicDemonstrate folk dances, creative movement, and rhythm sticks


TLWBT: Demonstrate loco-motor and non-loco-motor skills, and gestures to perform folk dances.TLWBT: Move to a steady beat and rhythmically to the music.TLWBT: Create movement patterns and/or sequences to perform a dance.

Essential Questions Does the learner move in time with the music or beat? Does the learner move with smooth transitions and use the correct dance steps to perform the dance?Does the learner express qualities of time, force, flow, and space while performing the dance?

Standards

ST. 1 Performs folk dances using walking, sliding, skipping, and /or galloping steps. ST. 4 Increases heart rate. St. 2 Combines loco-motor and non-loco-motor to create a dance. St. 5 Demonstrate cooperation while working alone or with a partner to perform a dance.





Integrations Reading, writing, and/ or social studies about different countries that the dance comes from..Draw pictures and sing songs from the countries.


K-1 Shoemaker’s Dance, Children’s Polka, Farmer is in the Dell, Mulberry Bush, Hokey Pokey, Chinese New Year Dance. 2nd Congo, Limbo, Troika, Chebogar are assessed by rubric and/ teacher observation. Dances are assessed by distict rubric for 2nd grade.

Pacing Guide For Physical Education Grades: 3rd-5th PE

Department

Topic: Educational Dance

Time Frame 2 weeks: December

Unit TopicEducational Dance-SWBAT perform a creative dance with 64 counts which consist of loco-motor skills, turns, dance steps, smooth transitions with clear beginning and ending. SWBAT be assessed on video for state assessment of cycle 1 for Union County.


Teacher will give examples of creative steps and explain to students what choices they have for the routine and then have students write and perform the routine.

Essential Questions After I explain what the state is looking for on a part of the dance like loco-motor skills, I have student either verbally give me examples or have them demonstrate the skill to me. I repeat this process with each skill.

Standards





Integrations Math-counts


State Assessment-5th grade is assessed on dance routine by written narrative and performance of routine and given a score of 0-3 on each student.


Topic: Educational Gymnastics


Unit Topic

Gymnastics- SWBAT perform a routine that consists of written narrative that clearly states the beginning balance, 4 movement concepts- such as forward roll, cartwheel, turn, aerial shape , and ending balance and perform it.This is a State Cycle 1 PE Assessment.


Teacher will demonstrate examples students may choose from and then have students write and demonstrate the routine.

After I explain what the state is looking for on a certain part such as beginning balance. I have students either give me Examples or demonstrate 1 to me they could use. I repeat this process on each

Essential Questions What is a written narrative?

Why is important that the writing matches the routine that you will be performing?

Standards





IntegrationsELA- Writing/CommunicationMath

District AssessmentsState Assessment-5th grade is assessed on gymnastic routine by written narrative and performance of routine and given a score of 0-3 on each student.


Bob CheshireTopic: Soccer – Dribbling Skills


Unit TopicDribbling Skills: TSWBAT: dribbling w/ instep out-step. A) Dribble to a fixed point. B) Dribble and return C) Competition Dribble (Knock out / Sharks) D) Crab Run

Enduring Understanding Teacher/Student Demonstration

Essential Questions What are the cues for the Instep/Out step dribbling?

Standards








Integrations Music: Rhythm / Timing


Teacher Observation / Video Assessment


Bob CheshireTopic: Passing Skills

Time Frame 2 weeks: January/ February

Unit TopicPassing Skills: TSWBAT: A) Pass to stationary target B) Pass to a moving target


Teacher/Student Demonstration

Essential Questions What are the cues for the Instep/Out step passing?

StandardsStandard 1 – Demonstrates competency in many movement forms and proficiency in a few movement forms.







Integrations Music: Rhythm / Timing



Pacing Guide For Physical Education Grades: 3 – 5 PE Department

Bob CheshireTopic: Shooting


Unit TopicSoccer: Shooting – TSWBAT A) Strike a ball using the laces B) Hitting target 6 out of 10 tries.

Enduring Understanding Teacher / Student Demonstration

Essential Questions o Is student approaching the ball from an angleo Is student’s toe pointed down

Standards








Integrations Music: Rhythm / Timing Math: Angles




Bob CheshireTopic: Volleyball (Bumping, Setting, Serving)


Unit Topic TSWBAT: A)demonstrate bumping, setting, serving


Teacher Demonstration

Essential Questions What are the proper cues for the Bump, Set, Serve








Integrations Music – RhythmMath – Counting


Teacher Observation

Pacing Guide For Physical Education

Grades: 3rd-5th PE Department

Topic: Striking Skills: Short/Long Implements


Unit TopicTSWBAT: Demonstrate the ability to strike an object with another object. These may include items such as paddles, baseball bats, newspaper bats, racquets, and safety handheld hockey sticks.


TSWBAT: Demonstrate knowledge of the use of these objects to strike an object.

Essential Questions Ask the students: use a racquet or paddle to strike a balloon use a safety hockey stick to strike a ball or foam puck use a newspaper or plastic bat to strike a large and small

ball off a tee










.Teacher Observation, peer observation and student understanding during involvement


Topic: Striking with Long Implements


Unit TopicTSWBAT: strike a ball with a cut-off pool noodle off the ground on one side of playing court and try to strike as many balls as you can strike on to other teams playing court in 2 minutes. Team with least amount of balls is the winner.

TWSBAT: strike a ball with a cut-off noodle by tossing it up with one hand a hitting it with 2 hands like a baseball bat onto the other teams court.


TSWBAT: Demonstrate knowledge of the use of these objects to strike an object.TSWBAT: Demonstrate exactly how to shrike it off the floor and like a baseball bat.

TSWBAT: Demonstrate safety by showing how a student or player should always remain a safe swinging distant away from someone with a bat or noodle

Essential Questions Why is important for students to understand angles, force, speed, etc.? What other subject area do you use these terms?

What lifetime sport uses rackets?












Topic: Jump Rope/Movement Activities

Time Frame 3 weeks: March/April

Unit TopicTSWBAT: turn a long rope correctly and jump a long rope 5 out 10 tries continuously on 2 feet.

TWSBAT: Turn and jump a short rope continuously 3 to 5 tries on 2 feet

TSWBAT: Jump a Chinese rope 3 to 5 times at low level and move up 1 inch higher at a time.


TSWBAT: Demonstrate how to turn correctly and jump and have students demonstrate how to first in front of the entire group before allowing students to go by themselves.

TSWBAT: Demonstrate how to jump a Chinese rope correctly to the students.

Essential Questions Why is jumping rope good for our heart?

Will jumping rope help you in other areas?








Integrations ELA:



Pacing Guide For Physical Education Grades:3rd-5th PE Department

Topic: Fitness Activities/Post-test Fitness Testing

Time Frame 1 week: April

Unit TopicTSWBAT: perform the pacer test or 1/4 mile runTSWBAT: perform the curl-up test with a partnerTSWBAT: perform the sit and reach testTSWBAT: perform the push-up test or flex- arm hang


TSWBAT: Demonstrate each test students will be performing on that day to the whole class.

Essential Questions Why should students want to perform each fitness test component?

What is the importance of having a score on each test component?

Why are goals important to us? What area of health does the pacer test improve?

Standards Standard 3 – Exhibits a physically active lifestyle





Integrations ELA:




Topic: Other Lead-up Sports or Creative games

Time Frame 2 weeks: April

Unit TopicTSWBAT: each team of players will aim and roll a ball at a 5 targets 30 feet away. Once all targets are down each player will shoot until their team makes 5 baskets in the goal. (combo of basketball skills and bowling skills)

TSWBAT: create a game that small groups of 3 or 4 players may be able to play that is safe and uses some type of sport or health related skill. The game must be taught to the whole class and voted on before it is played in class or recess.


TSWBAT: Demonstrate how to play the game of Indian bombardment basketball before the game is played. TSWBAT: Give examples of a created game that is safe to play.



Standards








IntegrationsELA:



Pacing Guide For Physical Education Grades: PE Department

Topic: More Creative Games/Field Day

Time Frame 2 weeks: May( last 2 weeks of school)

Unit TopicTSWBAT: create a game that large groups of 20 or 30 players may be able to play that is safe and uses some type of sport or health related skill. The game must be taught to the whole class and voted on before it is played in class or recess.TSWBAT: practice perform activities they are participating in during field day. This helps students have confidence and gives them comfort before the real event.


TSWBAT: Give examples of a created game that is safe to play.

TSWBAT: Demonstrate all field day stations and have students practice these stations.

Essential Questions What is the importance of creating games or inventing games that are fun to play?Why does all games have to have safe rules and boundaries?

How can inventing something help us in the real world?








Integrations ELA:



Grade 3 - 5 , Fitnessgram Unit

Overview Think of someone you admire who can do something really well. How did those people become successful? Learning to set goals allowed those people to make it where they are today. Fitnessgram will help you reach your goals. The Fitnessgram test allows you to determine how physically fit you are. The Fitnessgram is given in grades third through twelfth grade. It consists of different tests. Your physical education teacher will be choosing the tests that you complete. There is the pacer, mile run, or the walk test (cardiovascular endurance), curl-ups (abdominal strength), flex arm hang, pull-ups, or modified pull-ups (upper body strength), push-ups (core strength), the Back-saver sit and reach test or the shoulder stretch (flexibility), and the trunk lift (flexibility). By the end of this unit, you will know how to properly complete in the Fitnessgram and will know how to achieve a healthier lifestyle.

For Teachers

Yearly Overview

Prior Grade

Next Grade

Standards










ResourcesFitness Goal Sheet Fitness Letter to Parents Fitness Tracker Fitness Unit How Does My Heart Work? Modified

Lessons

Grades 3-5: Fitness UnitRecommended Timeframe or Quarter: First and Third QuarterDuration: @ 8 Days

Enduring Understandings:

http://www.cssd11.k12.co.us/doi/healthpe/documents/Modified%20Fitness%20Goal%20Sheet%201.doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/How%20Does%20My%20Heart%20Work.doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/How%20Does%20My%20Heart%20Work.doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/Fitness%20Unit%20(3).doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/Fitness%20Tracker.xls

http://www.cssd11.k12.co.us/doi/healthpe/documents/Fitness%20Letter%20to%20Parents.doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/Fitness%20Goal%20Sheet%20Lesson%201.doc

http://www.cssd11.k12.co.us/doi/healthpe/HPEMiddleSchooCourses.htm


http://www.cssd11.k12.co.us/doi/healthpe/HPEGrade345/HPE345YearlyOverview.htm


Understanding the five components of fitness can lead to a healthier lifestyle.

Essential Questions:How long can you sustain a continuous pace?How long can you move a muscle without stopping during different activities?How strong are your muscles?How flexible are you?Can you make healthy choices around nutrition?

Lesson 1: Introduction to FitnessgramDuration: 45 minutes or 1 class period

Today we will be reviewing the Fitnessgram and you will be receiving a Fitness Goal Sheet (to help you set goals for the Fitnessgram) and an Activity Log (that will allow you to record your physical activity outside of class). We will first review each part of the Fitnessgram. Then you will be participating in each part of the test after we have reviewed them. Before you take the tests, I will explain each of the tests and you will be given a Fitness Goal Sheet (insert link to the Fitness Goal Sheet word document) to help you do your best. The Fitness Goal Sheet will help you see the goals that you have set for yourself and you can review them on a daily basis.

Review each test and then have the students to participate in each test. After we have reviewed all parts of the Fitnessgram, each student will be given a pencil and the Fitness Goal Sheet and the students will be writing the standard for each of the tests. After we have written all of the standards, we will discuss the importance of setting goals and will write down goals for the pre-test that will be given at the end of the week. When writing down our goals, we want to keep in mind that the goals that we set are realistic and attainable.

After we have completed our goal sheets, an Activity Log (insert link to the Activity Log word document) that you and your parents or guardian can work on together will be passed out. These activities will help you reach your goals for the Fitnessgram test at the end of the unit. Completing these activities will help not only you but your entire family to become physically active throughout the year. What are some physical activities that you can do at home? Your teacher will make a copy of the goal sheets and you will receive them at the end of the day.

Differentiation:For Students with Disabilities, Modified Fitness Goal Sheet can be used.

Lesson 2: Fitness CircuitDuration: 45 minutes or 1 class period

Today we will be practicing the different parts of the Fitnessgram test using a Fitness circuit. We will have six different stations. The stations are:1. Stretching- Everyone will stretch at the same time (use pictures of stretches from Fitnessgram book).2. Jump Rope (have four jump ropes out)3. Push-Ups- (have one partner count five push-ups and then switch) 4. Curl-Ups- (have one partner hold their feet and count out 10 curl ups and then switch)5. Pull-Ups- (have them do five and then switch with the next person - show the class how to properly spot someone on the pull up bar)6. Free Choice- Students may do whatever exercise they want to do from a list provided by the teacher7. Plyometric exercises - (have four pieces of gym tape making a square with the top and side pieces 10

http://www.cssd11.k12.co.us/doi/healthpe/documents/Modified%20Fitness%20Goal%20Sheet%201.doc





inches apart and have them jump side to side for 10 seconds, switch with their partners and then jump front to back for 10 seconds and then switch with their partners)8. Arm circles- (All students will rotate their arms by their sides forward ten times and then backward ten times. They will then put their arms in front of them and go inside ten times and outside ten times. Repeat until it is time to switch stations.)

We will be warming up using the pacer test. If the gym is a fifteen meter gym, you can use the 20 meter pacer test for a warm-up. After a three to four minute warm-up using the pacer test then we will be stretching and I will explain each of the stations.

After all of the stations are explained, split the students into groups of four and assign them to a station. When the music is playing (40 to 60 seconds) you will be participating in that station’s exercise. When the music stops, you will jog one complete lap around the gym and then proceed to the next station. This will continue till all stations are done. I will be visiting different stations to ensure that you are doing the exercises properly. Please make sure your partner is doing all of the exercises properly.

For the cool down, we will be stretching and we will review some of the different exercises that we practiced today. Also please continue to write down physical activities in your Activity Log. What are some of the physical activities that you have been participating in? Please remember to review your goals that you have set for yourself for the Fitnessgram test.

Differentiation: For students with disabilities, make any necessary modifications.

Lesson 3: Fitnessgram Pre-testDuration: 45 minutes or 1 class period

Today we will be taking the Fitnessgram pre-test. I have discovered that when you are exposed to the test and we time to practice the test and record the results, your score will be higher on the post test because you will be familiar with the test. We will be warming up with a jog around the gym and then I will be passing out the Fitnessgram Assessment Sheet (insert link to Fitnessgram Assessment word document) that we will be using today to score your results of the Fitnessgram tests. After warming up and stretching, split the class into groups of two and pass out the Fitnessgram Assessment Sheet and a pencil to each group. Today’s pre-test will give you an idea of what you can do for the Fitnessgram and see if you meet your goals. You may find out that you are near your goals, you may have passed them, or you may have not achieved your goals and need to revise them.

Give each test of the Fitnessgram and have one group go first (their partner records the results) and then the second group will go and their partner will record their results on the Fitnessgram Assessment Sheet. After we are done with the testing, we will be reviewing your Fitness Goal sheet (the copy I have made) and record the results of the pre-test.

After we record the results of the test on the Goal sheet, you will revise your goals based on the results of the pre-test.If time does not permit us to finish the Fitnessgram, we will continue the next class period and finish the rest of the tests.All Assessment Sheets and Goal sheets will be turned in at the end of the period. You will be receiving your revised Goal sheet by the end of the day because I will make a copy of them to give to you.

Differentiation: For students with disabilities, please use the Modified Fitnessgram Assessment Sheet (insert link to Modified Fitnessgram Assessment word document).

Lesson 4: Fitnessgram Pre-test Continued & Data EntryDuration: 45 minutes or one class period

Today we will finish the Fitnessgram Pre-test and our Goal Sheet. After finishing the tests and Goal sheet, we will be going to the computer lab to enter our results into the Fitnessgram computer program. In the computer lab if there are not enough computers, you will be standing behind your partner, watching them as they input their data into the program. I will be walking you through each step of the program and will be using the LCD projector so you can follow along and place the data in the proper place. After we have entered the data into the computer if time allows, we will print out a Fitnessgram report that you can take home and show your parents.

Differentiation: For students with disabilities, have them enter the data that they have for the tests that are on the Fitnessgram.

Lesson 5: Fitnessgram Post test Duration: 45 minutes or one class period

You are now familiar with the Fitnessgram test and today we will see how successful you have been in your training and goal setting. We will do half of the Fitnessgram test today and the other half the next time we meet. Today we will complete the pacer, flex arm hang, the shoulder stretch, trunk lift, and back saver sit and reach test. You will be with a partner and you will be receiving a Fitnessgram Assessment Sheet (insert link to Fitnessgram Assessment word document) that your partner will be recording the results of each test. Near the end of the period, we will discuss if you were able to meet your goals and what you can do to prepare for the next round of tests the next time we meet. Please review your Goal Sheets so you can meet the goals that you have set for yourself.

Lesson 6: Fitnessgram Post Test Continued and Data EntryDuration: 45 minutes or one class period

Today we are going to finish the Fitnessgram post test and enter our data into the computer. You will print out a Fitnessgram report that has the results of the pre and post test and you can compare how you did on each test. Please take this report home and explain it to your parents. After the tests, we will go to the computer lab and enter all of the data into the computer. After everyone has entered their data (this may happen twice if we have two groups entering data). I will show you on the LCD projector how to print your Fitnessgram report. I will explain the Fitnessgram report and you can take it home and explain it to your parents.

Grade 3 - 5 , Flag Football Unit Overview Why is football so popular? Can everyone play football? Is it hard to throw or catch a football? In this unit we will learn how to hold and throw a football. We will learn how to catch and run with a football. You will learn to run different routes and how to defend someone. We will learn the rules of football and different positions. At the end of this unit, you will take a skills and written test to demonstrate what you have learned.

To help your understanding of the different positions in football, you will be given a paper with Football Routes and a semantic map of the different Football Positions. Your written test will be a blank semantic map and you will have to write down the names for the routes. Your skills test will consist of throwing a football properly and running different routes.

For Teachers

Yearly Overview

Prior Grade

Next Grade


http://www.cssd11.k12.co.us/doi/healthpe/documents/Football%20Positions.doc


http://www.cssd11.k12.co.us/doi/healthpe/documents/Football%20Routes.doc

Standards









enjoyable? Why is cooperation important in games and in life?

Grade 3-5 Teacher Page

Slant Out Post Comeback

Slant Out Post Comeback

Football Unit (@ 8 days)Overview

Overview;Why is football so popular? Can everyone play football? Is it hard to throw or catch a football?

In this unit we will learn how to hold and throw a football. We will learn how to catch and run with a football. You will learn to run different routes and how to defend someone. We will learn the rules of football and different positions. At the end of this unit, you will take a skills and written test to demonstrate what you have learned.

To help your understanding of the different positions in football, you will be given a paper with Football Routes and a semantic map of the different Football Positions. Your written test will be a blank semantic map and you will have to write down the names for the routes. Your skills test will consist of throwing a football properly and running different routes.

Back to Unit

Quarter Overview

<H3ASSESSMENT< H3>

Assessment Blueprint for this unit -All of the District 11 Diamond Units/Lessons were designed around the concepts found in Understanding by Design which promote the development of a comprehensive assessment plan before any of the activities are designed. This guarantees that learning activities are appropriately aligned to standards, and provide varied opportunities for students to demonstrate mastery. Before presenting the lessons, review the Assessment Blueprint for this unit.

Football PositionsFootball RoutesFootball Routes TestFootball Test Paper

Grade 3 - 5 , Cup Stacking UnitOverview The activity of cup stacking has gained much popularity as a sport in the U.S. today involves the stacking and dismantling of several predetermined cup arrangements in a specific order, with rules determining the exact manner in which a competitor must achieve this. The active participation of both hands improves dexterity and assists right brain development. This is the side of the brain which promotes awareness, focus and rhythm. Watch the video of the World Record for Cup Stacking which was set by Emily Fox, an 11 year old girl who completed the event setting a record of 7.43 seconds.

For Teachers

Yearly Overview

Prior Grade

Next Grade

Standards


A complete fitness program promotes participation in grade level skills and activities that build


http://www.cssd11.k12.co.us/doi/healthpe/cups.swf

http://www.cssd11.k12.co.us/doi/healthpe/documents/Football%20Test%20Paper.doc

http://www.cssd11.k12.co.us/doi/healthpe/documents/Football%20Routes%20Test.doc

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http://www.cssd11.k12.co.us/MathGrade1/Math1Q1Unit1.htm

health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.








Standard 1: Demonstrates skills in a variety of activitiesBenchmark: Loco motor, non-loco motor, manipulative skill development and movementDistrict Indicator: Repeatedly performs loco motor, non-loco motor, and manipulative skills in isolation and combinationStandard 2: Exhibits components of physical fitnessDistrict Indicator: Demonstrates cardiovascular enduranceDistrict Indicator: Demonstrates flexibilityDistrict Indicator: Demonstrates muscular strength and enduranceEssential SkillsDemonstrates loco motor, non-loco motor, and manipulative skills in isolation and combinationDemonstrates cardiovascular endurance, muscular strength and flexibility.Participates in a standardized fitness test.Cardiovascular - Participated in games that increase breathing, heart rate, sustains activity for increasingly longer periods of time.

Lessons

Lesson 1: Setting the FoundationDuration: One Class PeriodPre class set-up: Have cups in stacks of six spread out on the gym floor.Cup Stacking Documents including Student Chart, Scoring Rubrics, and Observation Charts

ActivitiesIn today’s lesson we will learn how to build and breakdown a three and six stack. This will be the framework that will lead to a ten stack and larger.1.E: Students should all spread out in the gym. Take a stack of six cups and build two stacks of three on your own. 2.R: Now come back to the front of the gym and use both hands to build and breakdown the cups. Go back and practice again.3.E: Your teacher will be by to check and see if you are either able to build and breakdown the cups or they are not.4. Do the same with the stack of six.5. Give students a second stack of six (twelve total). Teach students the 3-6-3 Stack (first part of the cycle). End the class by having students build and breakdown a 3-6-3 as fast as possible.

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Lesson 2: The 6-6 StackDuration: One Class PeriodEquipment: Pre class set-up: Have sets of 12 cups set out on tables.Review the 3-6-3 stack and move to the 6-6 stack.

Activities1.E: Allow the students to find a stack of cups. Practice the 3-6-3 Stack and the 6-6 2.R: Divide the class into two teams. Have one team on each side of the gym. Each student builds a 3-6-3 or 6-6 stack with their cups on a table. Divide the students on each team in two; half are constructors and half are demolishers. Give the students the rules to the game: Constructors and Demolishers.

As the music is playing the students perform various loco-motor movements around the gym. When the music stops all students that are demolishers go to the other teams side and begin

down-stacking their opponents cups. All of the constructors go to their own side and up-stack cups that the opposing teams demolishers have down-stacked.

Once the music starts, students will begin a loco-motor movement. They must stop constructing or demolishing once the music starts – even if the stack they are working on is not completed.

3.E: Students are going to be evaluated (Teacher Observation) on their rule following of the game and ability to show good sportsmanship.4.At the end of class have the students get their cups. As a class they need to make a giant pyramid. This will test their ability to work together and build a product that needs every piece for it to work.

Lesson 3: The CycleDuration: One Class PeriodPre class set-up: Have sets of cups set out on tables.

Activities: Cup Stacking Cycle1.E: Have the students find a set of cups. Allow them to practice a 1-10-1 stack.2.R: Come to the front so that the teacher can show them the progression of the cycle. A 3-6-3 to a 6-6 to a 1-10-1. Allow them to go back to their cups and practice.3.E: Have the student’s partner up. Students will peer review each other on the correct progression of the cycle. Have them fill out their peer review worksheet. After the peer review is finished, have the students write what they are going to do to help themselves. 4. At the end of class have the students get their cups. Have the class build a 3-D pyramid 10X10 Base. Talk about the importance of each piece and the difficulty it was to build. Ask the students to think about real life buildings that were built the same way and the difficulty that would have accompanied their building. (i.e., the great pyramids)

Lesson 4: The RelayDuration: One Class PeriodPre Class set-up: Three tables with two sets of cups on each in a 3-6-3 set-up

ActivitiesIn today’s class you will work as a teammate to help your team compete against other teams.

1. E: Divide the students into teams of four. Explain that the goal is to have each team member perform the cycle stack and have the entire team finish before the team they are competing against. After each competition has finished shuffle the teams and have them compete against a different team.2. R: Allow the teams to re-configure their order in a way that they feel as though they might be faster.3. E: Students will be evaluated by their ability to work as a team. This will be done by teacher observation.

4. At the end allow the students to come together. Have them build a structure that is similar to the coliseum in Rome. Talk about the importance of the structure and how it was built.

Lesson 5: The Creation Duration: One Class PeriodPre Class Set-up: Tables with complete stacks of cups. Have the peer assessment sheets on the tables with pencils. Hang the rubric on the wall.

ActivitiesToday you will perform the cycle stack and be graded on it. You will perform the cycle three times, timed, while a classmate judges you.1.E: Allow the students to get a set of cups and practice their stacking.2.R: Critique students on their stacking and how they can improve.3.E: The students will peer judge each other on their cycle stack. Each student will be assessed based on their total time. The student’s total time will be the time on the clock plus one second for every fumble they make.4. After each student has completed have the students bring their cups to the center of the gym. Students now have the opportunity to make their own building design. They will create their own building based on a structure they have studied. After completed, they must write a one paragraph about the structure and the importance of the structure.

Differentiation: Many students that have special needs are going to be able to cup stack. Students that are not able to sequence the cups from a 3-6-3 to a 6-6 to a 1-10-1 are still going to be held accountable. Some options are to have them build their own design with one or more sets of cups. Another option would be for them to sequence cups by color.

Cup Stacking

Name: ________________________________________

Did I complete the cycle stack? Yes No

Did I follow the correct sequence? Yes No

If no, what do I need to correct?

_____________________________________________________________________

What was my fastest time? _______________

What is my goal for a cycle time? _______________

What do I need to work on to achieve this goal?

____________________________________________________________________________________

____________________________________________________________________________________

________________________________________________

------------------------------------------------------------------------------------------------------------

Name: ________________________________________

Did I complete the cycle stack? Yes No

Did I follow the correct sequence? Yes No

If no, what do I need to correct?

_____________________________________________________________________

What was my fastest time? _______________

What is my goal for a cycle time? _______________

What do I need to work on to achieve this goal?

____________________________________________________________________________________

______________________________________________________________________

Cycle Peer Judging Sheet

Name:_______________________________________ Class:____________________________________

Cycle Times

Trial 1 Trial 2 Trial 3

Time

Fumbles

Total Time

Judge: _______________________________________

Name:_______________________________________ Class:____________________________________

Cycle Times

Trial 1 Trial 2 Trial 3

Time

Fumbles

Total Time

Judge: _______________________________________

4th and 5th Cup Stacking Rubric

ADV Perform 3 cycle stacks with no DQ Perform the Cycle stack in under 15 sec.

P+ Perform 3 cycle stacks with no DQ

Perform the cycle stack in 15-17.5 sec.P Perform 3 cycle stack with no DQ

Perform the cycle in 17.5-22.5 sec.PP Perform 3 cycle stacks with no DQ

Perform the cycle stack in >22.5 secM Perform the cycle stack with 1-2 DQ’sU Cannot complete the cycle stack

3rd Cup Stacking Rubric

ADV Perform 3 cycle stacks with no DQ Perform the Cycle stack in under 17 sec.

P+ Perform 3 cycle stacks with no DQ Perform the cycle stack in 17-19.5 sec.

P Perform 3 cycle stack with no DQ Perform the cycle in 19.5-23.5 sec.

PP Perform 3 cycle stacks with no DQ Perform the cycle stack in >23.5 sec

M Perform the cycle stack with 1-2 DQ’sU Cannot complete the cycle stack

Integrated PE Lessons for 3rd-5th Grade

Academic RelaysOverview When students participate in timed events, such as relays, the brain moves to an active, alert state. This is a perfect time to reinforce concepts that have been introduced in literacy, math, science and social studies. In these relay events, students are asked to combine academic knowledge with physical speed and flexibility. Students will work with their relay team to accomplish an academic task, and will compete with other students to increase their physical flexibility and speed.

For Teachers

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Yearly Overview

Standards










Reading Standards: Five Components of LiteracyPhonics: Recognize and identify letters and sounds.Vocabulary: Grade K - Recognize sight words. All 76 kindergarten words from the D-11 common word list, plus 50 first grade words.Vocabulary: Grade 1 - First grade students will read all 76 Kindergarten Words, and at the end of quarter one, students will be able to read 50 of D11 Sight Words. Other words will be learned from phonics, spelling and vocabulary programs to total the expected 300-500 + words. a (long - ate), o (long - old), o - /oo/ - (do), e (long - me), i (long - pine), u (long - unit), u (put), ch (chin), sh (ship), th (hard as in that, soft as in thin), wh (blowing feathers off of hand), qu (queen)Vocabulary: Grade 2 - Spells K, 1st and 50 2nd Grade words correctly Grade 2 Spelling List

Multisyllabic words with blends: ph (phone), ck (black), er (her), ir (first, bird), ur (nurse, burn), ear (early), ow (cow and snow), ou (ouch, four, you, and trouble) ar (star, car), or (horn), oo (boot, foot, and floor), dge (j as in dodge), aw (straw), au (August), tch (catch) ed (as a suffix: 'ed', 'd', 't' - past tense ending) eigh (eight), kn (knife) ie (chief, pie), eu (Europe) ei (ceiling, vein, and forfeit) ch ('k' as in school,





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'sh' as in chef) ea (head, and great) ew (few), ue (true), s (z as in is) ui (fruit, suit), ey (they, key) gn (gnaw, sign), wr (write)

Math StandardsGrade K: Standard 1: Number Sense September: Order numbers 1 – 20.Standard 4: Geometry - September: Sort and classify objects by attributes (i.e., size, color, shape)Grade 1: Standard 1: Number Sense - August Count, read, write, and order numbers to 100.

Identify odd/even numbers to10Grade 2: Standard 1: Number Sense - August

Read, write, and order numbers to 100 (count using whole numbers) Identify odd/even numbers to10 Adds coins to $1.00 Practice counting combinations of coins (pennies, nickels, dimes, and quarters) Know coin values (penny, nickel, dime, and quarter)

Health and Nutrition Lessons for K-5th GradeElementary Schools

The Facts on the Food Guide Pyramid – This presentation provides a thorough review of the importance of nutrition and how we use the Food Guide Pyramid as a tool to help us make healthy choices. Students will have the chance to view a video focusing on basic nutrition, utilize food models to make healthy choices, and complete a number of valuable nutrition-related activity worksheets.

Target Audience: Kindergarten through 5th GradesLength: 30 minutes (includes optional video)Type of Presentation: Video, overheads, group discussion, educational worksheets

All About Nutrients – Students will have the opportunity to learn what nutrients are, which six nutrients are essential for the body, what foods to get them from, and how the body uses those nutrients to help us function and stay healthy. The nutrition-related worksheets included with this lesson encourage students to make the connection between healthy eating and healthy bodies!

Target Audience: 3rd through 5th GradesLength: 30 minutesType of Presentation: Group discussion, overheads, handouts, educational worksheets

Carbohydrate Café – This lesson will help to inform students about what carbohydrates are, how our bodies use carbohydrates, and how to choose healthy carbohydrates. Visual aids help to simplify the topic and participants will even have the chance to prepare their own healthy carbohydrate-based snack!

Target Audience: 2nd through 5th GradesLength: 15 minutesType of Presentation: PowerPoint presentation, handouts, hands-on activity

Positive Power of Fruits and Vegetables – During this presentation participants will learn all about the benefits of eating a rainbow of fruits and vegetables. They will learn how many servings they should eat and how to add color to every meal of the day. To encourage students to increase their own fruit and vegetable intake, they will be provided with worksheets to help them track their consumption and a 5-A-Day the Color Way certificate!

Target Audience: 2nd through 5th GradesLength: 30 minutesType of Presentation: Overheads, group brainstorming/discussion, educational worksheets

Label Reading for Better Eating – Participants will have the opportunity to dissect a nutrition facts label. They will gain knowledge related to what to get enough of and what to get less of. After this lesson students will realize what an important tool a food label can be to help us make healthy decisions.

Health and Wellness lessons for PreK to Grade 5 The following lesson is an example of how health and wellness lessons are being taught in Union County District Schools. Physical Education teachers can go to the website Kidshealth.com and click on teacher lessons and they will be able to find a variety of lessons for each grade level.

PreK to Grade 2 • Human Body SeriesBones, Muscles, and JointsGive your bones, muscles, and joints a round of applause because, without them,you wouldn’t even be able to clap your hands! The following discussion questionsand activities will help your students understand what bones, muscles, and jointsare and how they work together to keep us moving!Related KidsHealth LinksArticles for Kids:The Big Story on BonesKidsHealth.org/kid/body/bones_noSW.htmlYour Multitalented MusclesKidsHealth.org/kid/body/muscles_noSW.htmlThe Facts About Broken BonesKidsHealth.org/kid/ill_injure/aches/broken_bones.htmlBike SafetyKidsHealth.org/kid/watch/out/bike_safety.html

Discussion QuestionsNote: The following questions are written in language appropriate for sharing withyour students.How do you move? What parts of your body do you use to move? Do you knowwhat body parts underneath your skin help you to move?Why are bones important? Where are your bones? Are they hard or soft? Howdo you know? Can you feel any of your bones? Where? What do you think wouldhappen if we didn’t have any bones?Joints are places where two bones meet. You have joints at your elbows andyour shoulders. Move these joints and compare how they move. Do they movethe same way or differently? Can you think of other places in your body wherethere are joints that move like your elbows and shoulders?You have lots of muscles all over your body! Can you tighten the muscles in yourarms or legs? How do your muscles feel when you tighten them? Can you tightenall of the muscles in your body whenever you want to? Your heart is a muscle.Can you tighten your heart?1.2.3.4.Teacher’s GuideThis guide includes:

StandardsRelated LinksDiscussion QuestionsActivities for StudentsReproducible Materials•••••StandardsThis guide correlates withthe following National HealthEducation Standards:Students will:Comprehend concepts relatedto health promotion anddisease prevention to enhancehealth.Demonstrate the ability toaccess valid information andproducts and services toenhance health.Demonstrate the ability to usegoal-setting skills to enhancehealth.Demonstrate the ability topractice health-enhancingbehaviors and avoid or reducehealth risks.Demonstrate the ability toadvocate for personal, family,and community health.•••••Your state’s school health policies:nasbe.org/HealthySchools/States/State_Policy.asp© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.Activities for StudentsNote: The following activities are written in language appropriate for sharing with your students.Mr. Bones PuzzleObjectives:Students will:Explore the bones in the skeletal systemAssemble a puzzle of the human skeletonMaterials:Mr. Bones Puzzle handout (available at: KidsHealth.org/classroom/prekto2/body/parts/bones_handout1.pdf)ScissorsGlueClass Time:45 minutesActivity:Poor Mr. Bones has lost some of his bones and needs your help to put all of his bones back in the right spots. Takea look at the Mr. Bones handout. You’ll see Mr. Bones on one page and all of his missing bones on the other. Cut outthe missing bones, and then take a look at Mr. Bones’ skeleton to figure out where each missing piece belongs. Thenglue his bones back in place. Mr. Bones thanks you for your help!Extensions:Bones are hard, but you still need to protect them! One good way to take care of your bones is to wear a

helmet, wrist pads, and knee pads when you ride a bike, skateboard, or scooter. Have someone take a pictureof you wearing your helmet and pads (or draw one). Use your picture to make a safety poster to hang in yourschool, to remind your friends to protect their bones while playing.Have you ever broken a bone? If so, tell a friend your story about what happened. What did you have to do?How did your bone get better? Invite an orthopedist (a doctor who knows a lot about bones) to come to yourclassroom for a visit. Ask the doctor to talk about broken bones and how they heal. After the visit, write athank-you note to the doctor, including one new fact you learned about bones.Foods with calcium (like milk, cheese, and yogurt) help your bones grow strong. Look through supermarketflyers for pictures of foods rich in calcium. Cut them out, and make a collage of strong bone foods! When you’refinished, hang your collage on your refrigerator at home to remind you and your family to feed your bones thecalcium they need.•••••1.2.3.PreK to Grade 2 • Human Body SeriesBones, Muscles, and Joints© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.KidsHealth.org is devoted to providing the latest children’s health information. The site, which is widelyrecommended by educators, libraries, and school associations, has received the “Teachers’ Choice Awardfor the Family” and the prestigious Pirelli Award for “Best Educational Media for Students.” KidsHealth comesfrom the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!Simon Says Move Your Muscles and Joints!Objectives:Students will:Identify muscles and joints in their bodiesExplore how muscles and joints moveMaterials:Simon Says handout (available at: KidsHealth.org/classroom/prekto2/body/parts/bones_handout2.pdf)Class Time:15 minutesActivity:You have more than 600 muscles in your body, and now it’s time to move them! You’re going to play Simon Says witha classmate to move some of your muscles and joints (the places where two bones meet). Before you get started,take a look at the Simon Says handout. This picture points out different muscles and joints. You can use it to helpyou remember where some of your muscles and joints are, in case you forget while you’re playing the game. In thefirst round of the game, one person will be Simon and the other will do the motions. Simon should have his or herpartner move his or her muscles and joints by saying things like, “Simon says: Move your wrist” or “Simon says: Moveyour abdominals (stomach muscles).” But remember - you should move only when Simon says so! If you move andSimon didn’t say so, the round will be over and you’ll switch roles. Have fun, and move those joints and muscles!Extensions:Muscles work together with bones to help you move. Lots of muscles are attached to your bones, and when you

tighten up your muscle, your bone moves, too. Pretend you are a muscle and your friend is a bone. What mightmuscles and bones say to each other if they could talk? Role-play a conversation between a bone and a muscle.Muscles need exercise to stay healthy and grow strong. Think about ways that you exercise your muscles now.How could you do a better job exercising your muscles and keeping them healthy? Draw a picture of your idea.What will you need to do to meet your goal for healthier muscles? Will you need an adult’s help to meet yourgoal?Reproducible MaterialsHandout: Mr. Bones PuzzleKidsHealth.org/classroom/prekto2/body/parts/bones_handout1.pdfHandout: Simon SaysKidsHealth.org/classroom/prekto2/body/parts/bones_handout2.pdf•••1.2.PreK to Grade 2 • Human Body SeriesBones, Muscles, and Joints© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.Name: Date:Human Body SeriesBones, Muscles, and JointsMr. Bones PuzzleInstructions: Poor Mr. Bones has lost some of his bones and needs your help to put all of his bones back in the right spots. Cutout the missing bones, and then take a look at Mr. Bones’ skeleton to figure out where each missing piece belongs. Then glue hisbones back in place. Mr. Bones thanks you for your help!© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.Human Body SeriesBones, Muscles, and JointsMr. Bones Puzzle© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.Human Body SeriesBones, Muscles, and JointsSimon SaysInstructions: This picture points out different muscles and joints. You can use it to help you remember where some of yourmuscles and joints are, in case you forget while you’re playing Simon Says.wrist(joint)ankle(joint)knee(joint)hip(joint)elbow

(joint)shoulder(joint)pectoral(muscle)abdominal(muscle)bicep(muscle)quadricep(muscle)deltoid(muscle