| OUTCOME/
ESSENTIAL
QUESTION |
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*How
do we function and compete fairly in a mixed group?
*What basic skills will we work on this year?
*How does movement affect my health?
*How does personal hygiene affect my health? |
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1.
Orientation activities
2. Locomotion skills
3. Muscles
4. Areas of fitness
5. Baseline skills assessment
6. Manipulation of objects, changing directions,
eye/hand, eye/foot coordination |
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1.
Safety, procedures, team building, problem solving,
sportsmanship, conflict resolution (5.1.1, 5.1.5)
2. Activities that develop dynamic balance (2.1.2)
3. Muscles that apply (4.1.1.)
4. Muscular strength, muscular endurance,
flexibility (4.1.1)
5. Baseline skills to assess such as: striking,
muscular strength/end of upper and mid body,
bilaterality (2.1.1, 1.1.1)
6. Activities that develop catching, throwing,
kicking, striking of objects (such as flag football
and soccer) (1.1.5, 1.1.1, 2.1.2)
7. Personal hygiene practices |
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Teacher
observation
Teacher checklist
Baseline skills test
Daily grades |
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*What
are playground rules?
*What are lifetime sports and aerobic games?
*How does nutrition fuel fitness? |
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1.
Personal and social behavior on the playground,
movement appreciation
2. Cardiovascular fitness
3. Muscles
4. Body composition
5. Movement appreciation and eye/hand coordination
6. Nutrition |
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1.
Selected playground games (3.1.1, 5.1.1, 5.1.4,
5.1.5)
2. Finding/taking pulse (4.1.2),
resting/exercise/recovery (4.1.3), heart rate,
principles of conditioning (4.1.4), choosing
activities (4.1.5), pacing/foot strike, mile run/15
min jog or pacer test, fitness evaluation
3. Quads, gastrocs, soleus, Achilles tendon (4.1.1)
4. Activities that teach workout intensity necessary
to reduce body fat (4.1.1)
5. Aerobic games and brain based activities (such as
juggling) (6.1.1, 6.1.2, 4.1.1, 3.1.1)
6. Food pyramid introduction |
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Test
observation
Fitness test
Daily grades |
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*How
do activities such as tumbling improve fitness?
*How do activities such as floor hockey improve my
eye/hand, eye/foot coordination?
*How does movement affect thought process? |
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1.
Transfer and support of weight on various body parts
2. Eye/hand coordination and dynamic balance
3. Baseline skills, 5 areas of fitness
4. Brain based activities, practice makes perfect
5. Muscles |
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1.
Static and dynamic activities that develop strength,
endurance and flexibility (1.1.6)
2. Modified gym games that develop striking objects
while in motion (1.1.1, 2.1.2)
3. Selected stations to improve baseline skills and
overall fitness (2.1.3)
4. Bilateral activities (2.1.3, 6.1.3, 6.1.4) that
enhance right and left brain development (such as
juggling or Bal-A-Vis-X)
5. Muscles that apply (4.1.1) |
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Teacher
checklist
Daily grades
Teacher observation |
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*How
do activities such as combatives improve my strength
and endurance?
*What is sportsmanship?
*How can I improve my skill level?
*How can I help someone improve their skill level? |
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1.
Develop muscle strength/endurance and flexibility,
sportsmanship
2. Upper body strength
3. Eye/hand coordination, changing directions,
manipulation of objects, static and dynamic balance,
weight transfer
4. Muscles |
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1.
Competitive individual activities that develop
muscle strength/endurance and flexibility (such as
combatives) (4.1.1, 5.1.5)
2. Activities (such as scooter games) (1.1.6)
3. Gym activities that develop volley and dribbling
skills (1.1.1, 2.1.1, 5.1.4, 5.1.5) dodging and
darting while manipulating objects (such as
basketball)
4. Muscles that apply (4.1.1) |
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Teacher
observation
Daily grades |
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*How
can activities such as basketball improve my
fitness?
*How does being bilateral improve sport and thought
process? |
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1.
Eye/hand coordination, changing directions,
manipulation of objects, static and dynamic balance,
weight transfer
2. Brain based activities
3. Fitness conditions/skill improvement |
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1.
Gym activities that develop volley and dribbling
skills (1.1.1, 2.1.1, 5.1.4, 5.1.5) dodging and
darting while manipulating objects (such as
basketball)
2. Bilateral activities (2.1.3, 6.1.3, 6.1.4) that
enhance right and left brain development (such as
juggling or Bal-A-Vis-X)
3. Circuits selected to improve fitness and (4.1.1,
6.1.4) selected baseline skills |
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Selected
baseline skills assessment
Teacher checklist
Teacher observation
Daily grades
Written test |
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*How
do rhythmic activities help overall coordination,
thought process?
*How do I use my rhythmic skills to create movement
____? |
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1.
Movement with rhythm
-5 areas of fitness as it applies
2. Movement appreciation |
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1.
Rhythmic activities (1.1.4, 1.1.2)
2. Creating routines (1.1.4, 1.1.2) |
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Teacher
observation
Daily grades
Teacher checklist
Skills test |
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| *What
is a lifetime sport? |
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1.
Brain based activities
2. Lifetime sports
3. Baseline skills assessment |
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1.
Bilateral activities (2.1.3, 6.1.3, 6.1.4) that
enhance right and left brain development (such as
juggling or Bal-A-Vis-X)
2. Selected sports that students may pursue out of
school (3.1.1, 3.1.2, 2.1.5)
3. Skills that assess upper and mid body strength
and endurance (4.1.1, 4.1.5) |
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Baseline
skills assessment upper and mid body
Teacher observation
Daily grades
Skills test |
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*How
has movement improved my fitness and skill level?
*Do we know our muscles and how to care for them? |
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1.
Striking skills
2. Muscles |
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1.
Striking skills (such as volleyball) and modified
games (2.1.1, 2.1.2)
2. Overview of all muscles (4.1.1) |
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Striking
test (such as overhead serve)
Teacher observation
Daily grades |
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| *Do
we know how to work and play fairly and creatively
in a group? |
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1.
Manipulation of objects
2. Cooperation, team building
3. Gross motor skills |
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1.
Group and individual outdoor games that develop
striking (2.1.1, 1.1.1, 2.1.2), catching (2.1.1,
1.1.1, 2.1.2), throwing ( 2.1.1, 1.1.1, 2.1.2), and
dynamic balance (such as softball, tennis, cricket)
2. Selected games that stress cooperation and
sportsmanship (5.1.1., 5.1.__, 5.1.3, 6.1.1, 2.1.4,
2.1.1, 1.1.1, 2.1.2, 1.1.3)
3. Variety of activities that develop throwing,
locomotion, jumping and landing skills (such as
track activities) (2.1.1, 2.1.2, 1.1.3) |
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Teacher
observation
Daily grades |
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