2. SEPTEMBER 26, 2011

3. Presenters: Jolanda Hengstman, Barbara Banas, Donna Badami

4. North Carolina Essential Standards/Common Core Presentation will include: An overview of the 4 strands, grade level progressions, flexibility in regards to the methods, movement concepts as common core.

5. HEALTHFUL LIVING K-12 Standard Course of Study and Grade Level Competencies

6. North Carolina Essential Standards Healthful Living (Physical Education)

9. North Carolina Essential Standards Healthful Living (Physical Education) MS = Motor Skill, MC = Movement Concepts, HF = Health Related Fitness, PR = Personal /Social Responsibility An overview of the 4 strands

10. North Carolina Essential Standards Healthful Living (Physical Education) MS = Motor Skill: Locomotor and non-locomotor skills, manipulative skills, transitions and sequencing, rhythmics, tempos, directions and pathways, basic levels to advanced levels. An overview of the 4 strands

11. North Carolina Essential Standards Healthful Living (Physical Education) MC = Movement Concepts: Movement words/terms, form, tactics, strategies, skills transfer, improving performance, motor development, biomechanics, motor skill acquisition. An overview of the 4 strands

12. North Carolina Essential Standards Healthful Living (Physical Education) HF = Health Related Fitness: Signs of physical exercise, The 5 related Fitness Assessments and the associated exercises, age appropriate F.I.T.T, caloric intake/output, physiological indicators to adjust fitness. An overview of the 4 strands

13. North Carolina Essential Standards Healthful Living (Physical Education) PR = Personal /Social Responsibility: Cooperation, social skills, safety, self control, communication, common goals, cultural tolerance, self awareness, ethics, healthy competition, independent practice, accepting limitations, conflict resolution An overview of the 4 strands

14. North Carolina Essential Standards Healthful Living (Physical Education) MS = Motor Skill, MC = Movement Concepts, HF = Health Related Fitness, PR = Personal /Social Responsibility An overview of the 4 strands

18. A group of CMS Elementary Physical Educators aligned the NEW Essentials Standards to our specific NEEDS, Easy to follow

19. 1 st Grade Essential Standard: Apply competent motor skills and movement patterns needed to perform a variety of physical activities. Clarifying Objectives Benchmarks / SkillsVocabularyMethods PE.1.MS.1.1 Execute recognizable forms of the basic locomotor skills in different pathways, levels, or directions. Student will perform the 8 locomotor skills when provided with planned physical activity: Open Space Zigzag Backward Sideways High/Low Walk v v v v v Jog v v v Hop v v Jump v v v v Skip v Gallop v Slide v v Leap v Locomotor skills (walk/jog/hop/jump/skip/ gallop/slide/leap) Directions (left/right/forward/backw ard/sideways) Levels (high/medium/low) Pathways (zigzag/straight/curved/p ersonal space) Direct instruction e.g. put one foot in front and it stays in front (gallop). Demonstration. Various rhythms (commercial or self generated using clapping, plates, tambourine, etc). Mark pathways on the floor Obstacles to go around or over. All students active at all times.

20. 3.MC.2.2 Integrate the essential elements of correct form for the 5 fundamental manipulative skills Use correct techniques for dribbling, striking, throwing, catching and kicking in game-like situations. Manipulative Skills catching, throwing, dribbling, striking, kicking. Opposition, weight transfer, follow through, trunk rotation, eyes on target. Modeling of the sequence with questioning Direct & Indirect Instruction Peer assessment Continuous & Immediate feedback Checklists Visual & Verbal Cues Clarifying Objectives Benchmarks / SkillsVocabularyMethods 3.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement.

21. 4.HF.3 Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. Clarifying Objectives Benchmarks / SkillsVocabularyMethods 4.HF.3.1 Understand why and how to complete a valid and reliable pre and post health- enhancing fitness assessment, including monitoring of the heart Complete Fitnessgram pre and post assessments and self- analyze their data. Identify where to find their pulse and record their data. Fitness Assessments Curl-ups, push ups, trunk lift, sit and reach and pacer Heart rate, pulse Fitnessgram Heart rate monitors Heart rate log Pedometers

22. Clarifying Objectives Benchmarks / SkillsVocabularyMethods 5.PR.4 Use behavioral strategies that are responsible and enhance respect of self and others and value activity. 5.PR.4.1 Use self-control to work independently In developing responsibility and respect for self and others. Evaluate/explain the importance of following rules and procedures while working independently or with others. Rules, procedures, self-responsibility, cooperation, self- responsibility. Student Journals Modeling & Questioning Direct & Indirect Instruction Peer assessment Continuous & Immediate feedback Checklists Visual & Verbal Cues Interwoven w/in other lessons Thinking Maps (Compare/Contrast) Class Discussion

23. NORTH CAROLINA ESSENTIAL STANDARDS CMS CURRICULUM ALIGNMENT Clarifying Objective Benchmarks / Skills Vocabulary Methods PE.K.MS. 1.1 Execute recognizab le forms of the basic locomotor skills. Demonstrate the basic elements of locomotor skills in personal and general space (walk, jog, hop, jump, skip, gallop, slide, and leap) and body rolls when provided with planned instruction Walk Jog/run (pacing) Hop Jump Skip (step-hop) Gallop Slide Leap Lead foot Directions (left/right) Roll (log, egg, shoulder) Direct instruction e.g. put one foot in front and it stays in front (gallop). Demonstration. Various rhythms (commercial or self generated using clapping, plates, tambourine, etc). In a line format (laps). Free space. Leap over item on the floor. One mat per 2/3 students. (can be part of a stations lesson). A wedge/incline if needed to elicit rolling. All students active at all times.

27. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based. NATIONAL TREND

28. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based. ACADEMIC PRIORITIES

29. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

30. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

31. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

32. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

33. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based. Can WE ??

34. PHYSICAL EDUCATORS ROOKIES VETERANS LEADERS N.B.C.T.’s ADVOCATES

35. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.

36. Aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society; and, Evidence and/or research-based.