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 Manipulatives This 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 Gymnastics The 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 Dance The 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 Fitness The 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 Fitness These 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 Games Games 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 Games Game 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?