VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K

MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121

Fax Number: (845) 457-4254

PHYSICAL EDUCATION CURRICULUM

GRADES K-5

Revised March 2004

Approved by the Board of Education

July 13, 2004

Valley Central Elementary Physical Education K-5 Curriculum Guide The mission of the Valley Central School District Elementary Physical Education Program is to enable all students to benefit from sustained regular physical activity as a foundation for a healthy and productive life. Our K-5 curriculum is aligned to meet the following N.Y.S. Education Department Learning Standards established for Physical Education.

Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Standard 2: A Safe and Healthy Environment Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. Standard 3: Resource Management Students will understand and be able to manage their personal and community resources.

These standards focus on the development of the whole person. Through physical education participation, students develop a better understanding of themselves. By meeting these standards, students can make informed decisions while learning to balance the demands of daily living with an active lifestyle. The Valley Central Elementary Physical Education program is a sequential curriculum based on physical activities undertaken in an active, caring, and supportive atmosphere. Students with disabilities are provided with a learning environment that is modified, when necessary, to allow for maximum participation. As a result of our K-5 Physical Education experience, students will: • acquire the knowledge and skill necessary to perform basic motor and manipulative skill • establish personal fitness routines to maintain physical fitness • realize the benefits of engaging in regular physical activity • demonstrate understanding and respect for differences among people in physical activity settings • understand that physical activity provides opportunity for enjoyment, challenge, self-expression and communication

The Valley Central Elementary Physical Education program focuses on student development in basic motor skills as well as fitness concepts and activities which include cooperative and educational games and aquatics in grade 3. It is with these concepts in mind that the following Comprehensive Elementary Physical Education Curriculum has been designed.

Valley Central School District K-12 Physical Education Rubric

4 3 2 1 Outstanding Satisfactory Needs Improvement Unsatisfactory

Student almost always puts forth consistent effort to improve skills resulting in observable progress and improvement in technique and performance.

Student usually puts forth a consistent effort to improve skills resulting in some progress and improvement of performance and previous errors in technique.

Student attempts to perform skills showing some evidence of correct technique, but effort and application are inconsistent and not always effective.

Student exhibits an overall lack of effort or desire to attempt skills. Technique is not yet sufficient and there has been little evidence of improvement or effective performance.

Student demonstrates evidence of a comprehensive understanding of rules and objectives of the activity or exercise and is able to assist or correct others.

Student demonstrates a basic understanding of rules and objectives of the activity or exercise but is usually able to participate effectively.

Student demonstrates a minimal understanding of some rules and objectives of the activity or exercise and usually needs assistance to participate appropriately.

Student consistently demonstrates an incorrect application of rules and is able to participate on a minimal level in the activity only with constant support.

Student almost always participates energetically and safely, demonstrating self-control and respect for the positive and safe experience of others.

Student normally participates energetically and safely, demonstrating self control, fair play and respect for others.

Although inconsistent in energy and enthusiasm, student usually participates safely, demonstrating self control, fair play, and respect for others.

Student lacks self-control at times or often and needs reminders and encouragement from others to participate in a safe, fair, energetic, and/or respectful manner.

Student demonstrates mostly above average levels of physical fitness as well as a cognitive understanding of healthy habits and choices to maintain/improve personal health and fitness

Student demonstrates at least average levels of fitness and is usually able to differentiate between healthy choices and habits that may have a negative impact on overall health and fitness.

Although fitness levels are just slightly below average, student regularly demonstrates evidence of choices and/or habits that may have a potentially negative impact on personal health and fitness

Student exhibits low levels at several components of physical fitness and may be “at risk” for habits and/or choices that negatively impact personal health and fitness

VALLEY CENTRAL SCHOOL DISTRICT K-5 P.E. CURRICULUM “MOVEMENT EDUCATION COMPONENT”

Goal: To teach students the various ways to move from point to point.

Objectives: Students will be taught the concept of spacial awareness, controlled movement, balance and agility in Physical Education classes.

Movement Education New York State Standard:

K, 1, 2 • Body Awareness

Ex. Knowing body parts

• Locomotor Skills (basic) Tag games

• Personal Space Tag games

• Balance / Gymnastics Basic Scooter Activities

• Coordination Skills Throwing and catching

• Rhythms

• Safety and Values

3, 4, 5 • Advanced movement

Running Relays, Dance

• Locomotor Skills (advanced)

• Gymnastics and Tumbling

• Movement Strategies

• Parachute Activities

• Advanced Coordination Skills

• Safety and Values

• 3 Grade Swim Program, Whale Tales

Movement Analysis Framework: The Wheel

Graham. Holt/HaIe, Parker, Children Moving. Fourth Edition.© 1998 Mayfield Publishing Company

Valley Central Elementary Physical Education Scope and Sequence of Fundamental Skills

Kindergarten, First and Second Grades Berea, East Coldenham, Maybrook Montgomery and Walden

Name:__________________ Grade:_____ Class:__________ DOB: ____________

Loco Motor Skills

Fall Spring Run _____ _____ Skip _____ _____ Leap _____ _____ Hop Right _____ _____ Hop Left _____ _____ Gallop Right _____ _____ Gallop Left _____ _____ Side Step R _____ _____ Side Step L _____ _____

Jump (2 Feet) _____ _____ Grapevine _____ _____

Body Image & Spatial Orientation

Fall Spring Under _____ _____ Over _____ _____ Right _____ _____ Inside _____ _____ Outside _____ _____ Front _____ _____ Back _____ _____ Between _____ _____ Top _____ _____

Around _____ _____

Stabilization

Fall Spring Kindergarten Balance Eyes Open Right foot _____ _____ Left foot _____ _____ Eyes Closed Right foot _____ _____ Left foot _____ _____ First Grade Walk heel toe on line for 10 feet. _____ _____ Second Grade Walk on the low balance beam 8-10 feet. _____ _____

Manipulation

Fall Spring

Throwing to Target Kindergarten 5 Feet 1/3 _____ _____ First Grade 10 Feet 2/4 _____ _____ Second Grade 15 Feet 3/5 _____ _____ Throw and Catch with Partner Kindergarten 5 Feet _____ _____ First Grade 10 Feet _____ _____ Second Grade 15 Feet _____ _____

Instructions for the Valley Central Physical Education Scope and Sequence of Fundamental Skills,

Kindergarten, First and Second Grades.

Body Imagery and Spatial Orientation: Body awareness is the child’s accurate perception of his/her body, the space within his/her body and body parts used individually and in combination with each other. When the student demonstrates the understanding of the instruction and special orientation check them off on the skill sheet.

Loco Motor Skills: The student must be in control of their body and the ability to maintain upright posture while moving through space. Movement requires body awareness and balance. The student must have well-developed muscles to stabilize while making smooth coordinated rhythmic movements through space.

Stabilization: The support of body weight while standing on foot with hands on head. When young children close their eyes and lose visual fixation on their surroundings, they tend to lose body control; whereas with eyes open, they generally can balance on one foot.

Manipulation: Throwing and catching a ball by coordinating body movements, especially of the eyes and hands, is difficult for some children. Kindergarten; throws from a distance of 5 feet to a target, making one of three attempts. First grade; throws from a distance of 10 feet, making two of four. Second grade; throws from a distance of 15 feet making three of five. Kindergarten successfully throwing with a partner from a distance of 5 feet. First grade successfully throwing with a partner from a distance of 10 feet. Second grade successfully throwing with a partner from a distance of 15 feet.

VALLEY CENTRAL SCHOOL DISTRICT K-5 P.E. CURRICULUM “INTEGRATED COMPONENT”

Goal: To implement an integrated curriculum through Physical Education Instruction

Objectives: Teach cross discipline concepts relating to core academic subjects through Physical Education Movement Education New York State Standard: 1& 2

K, 1, 2 • Colors, Shapes, Size Identification

Ex. Parachute

• Counting, Sorting Activities

• Bird Migration

• History Games

• Literature, Alphabet and Vocabulary Buildings

EX. Letter Day Activities, Spelling Games

• Critical Thinking Skills

• Safety and Values

• Science Activities Weather, Seasons, Dinosaurs

3, 4, 5 • Geography Activities

Ex. Walk Across USA, Canal Project, Underground Railroad

• Science Activities Ex. Body Part Identification, Solar System Soccer, Heart Rate/Pulse, Living Weather

• Math Activities Ex. Counting, Geometry, Fractions, Spacial Awareness

• Vocabulary Buildings Ex. Word Relay Activities

• Critical Thinking Skills

• Safety and Value Education “Dare to Play Fair”

VALLEY CENTRAL SCHOOL DISTRICT K-5 P.E. CURRICULUM “PHYSICAL FITNESS COMPONENT”

Goal: To develop physical fitness knowledge and skills through Physical Education Participation Objectives: Use of stretching routines, fitness stations, warm ups and sports education to improve students’ personal physical fitness levels.

Physical Fitness Component New York State Standard: 1, 2 & 3

K, 1, 2 • Teaching and Testing Basic

Locomotor Skills

• Stabilization

• Manipulation

• Safety and Value

3, 4, 5 • Fitness Training and Testing-

District Wide

• Abdominal Strength- Daily Warm-up Activities, Curl ups, Crunches, Cooperative Bands

• •Endurance (upper body) -Daily warm-ups, Activities, Pushups, Pull ups, Climbing Activities (ex. Bouldering Wall)

• Lower Body Flexibility- Stretching

• Cardio-Respiratory Endurance Jogging, Running Games, Heart Rate Monitors, Mile Run

• Agility- Cooperbands, Shuttle Run, Sports Activities

• Power

• Safety and Values

Instructions for the Valley Central Physical Fitness Program Grades 3, 4 and 5

Abdominal Strength and Endurance Curls ups: Have students lie on a cushioned mat with knees flexed and feet about 12 inches from buttocks. Partner holds feet. Arms are crossed with hands placed on opposite shoulders and elbows held close to chest. Keeping this arm position, student raises the trunk curling up to touch elbows to thighs and then lowers the back to the floor so that the shoulder blades touch the floor, for one curl up. Time 1 minute. Partial Curl up: Have student lie on cushioned mat with knees flexed and feet about 12 inches from buttocks. The feet are NOT held or anchored. Arms are extended forward with fingers resting on the legs and pointing toward the knees. The student’s partner is behind the head with hands cupped under the student’s head. The student being tested curls up slowly sliding the fingers up the legs until the fingertips touch the knees, then back down until the head touches the partner’s hands. Time 1 minute. Fitness gram Sit up: Have the student lie on a cushioned mat with knees flexed and feet about 12 inches from buttocks. Arms are placed at the side, with fingers on the line. Partner number one is behind the head with hands cupped under the student’s head. Partner number two is at the feet watching to make sure the fingers reach to the end of the line. The student will curl up and as they are doing so their fingers reach 4 inches to the other end of the line. When this happens they can go back down. This test is performed to a tape with proper rhythm.

Upper Body Strength and Endurance: Pull-ups: Student hangs from a horizontal bar with arms fully extended and feet free from the floor. The grip is an overhand grip, palms facing away from the body. Student raises body until chin clears the bar and then lowers body to full hang starting position. Student performs as many as possible. No time limit. Flexed Arm Hang: Using an overhand grasp, palms facing away from the body, student assumes the flexed arm hang position with chin clearing the bar. Student holds this position for as long as possible. Right Angle Pushups: The student lies face down on the mat in push up position with hands under shoulders, fingers straight and legs straight, parallel and slightly apart, with toes supporting the feet The student straightens the arms, keeping the back and knees straight, then lowers the body until there is a 90 degree angle at the elbows, with the upper aims parallel to the floor.

Flexibility Sit & Reach: Using the specially constructed box with a measuring scale marked in centimeters. Students remove shoes and sit on the floor with knees fully extended, feet shoulder width apart and soles of the feet held flat against the end of the box. With hands on top of each other, palms down and legs held flat, student reaches along the measuring line as far as possible. After three practice reaches, the fourth reach is held while the distance is recorded. V-Sit Reach: A straight line two feet long is marked on the floor as the baseline. A measuring line is drawn perpendicular to the midpoint of the baseline extending two feet on each side and marked off in half inches. The point where the baseline and measuring line interact is the ‘0’ point. Student removes shoes and sits on the floor with measuring line between legs and soles of feet placed immediately behind baseline, heels 8-12 inches apart. Student claps thumbs so that hands are together, palms down and places them on the measuring line. With legs held flat by a partner, student slowly reaches forward as far as possible, keeping fingers on baseline and feet flexed. After three practice tries, the student holds the fourth reach for three seconds while that distance is recorded. Sit & Reach with modified leg: Using the specially constructed box with a measuring scale marked in centimeters. Students remove shoes and sit on the floor with one knee fully extended with the foot flat against the end of the box and the other leg bent with the sole of the foot flat on the floor and 2-3 inches to the side of the straight knee. With hands on top of each other, palms down and leg held flat, student reaches along the measuring line as far as possible. After three practice reaches, the fourth reach is held while the distance is recorded. After measuring one side, the student switches the position of the legs and reaches again. If necessary, the student may allow the bent knee to move, to the side as the body moves forward.

Cardio-Respiratory Endurance: Jump Rope: Students have one minute to jump as many times as they can. If a student misses a jump, they should recover and resume counting. Mile: Students should be encouraged to cover the distance in as short a time as possible. Before administering this test, student’s health status should be reviewed. Ample instruction should be given on how to pace themselves and should be allowed to practice running, jogging and walking. Sufficient time should be allowed for warm up and cool down. Times are recorded in minutes and seconds.

Pacer Test: This test is a 21-minute test, with 21 levels. Students try and get to the other side of the line before the beep. The test begins slow and at each level increase the pace. Students continue as long as they make it to the line before the beep. If they do not make it to the line by the beep, they stop. The test is administered with a tape with beeps from the Prudential Fitness test.

Agility: Shuttle Run: Mark two parallel lines 30 feet apart and place two blocks (erasers) behind one of the lines. Students start behind the opposite line. On ‘go’ the student runs to the blocks, picks one up, runs back to the starting line, places the block behind the line, runs back and picks up the second block and runs back across starting line. Blocks should not be thrown across the lines. Scores are recorded to the nearest tenth of a second.

Side Step: Consists of a set of three parallel lines, each approximately 5 feet in length. The distance from the middle of the center line to the outer borders of the outside lines should be 4 feet The student takes a starting position astride the centerline with feet parallel to the line. On ‘go’ the student sidesteps to the left until the left foot completely crosses the line on the pupil’s left and touches the floor on the outside of the line. This counts as one point. The student then sidesteps back to the right across the centerline. This counts one point. This student continues to the right until the right foot completely crosses the line on the student’s right and touches the floor outside the right hand line. This counts as one point. The student sidesteps to the left and continues to sidestep back and forth as rapidly as possible. Time limit is 10 seconds. A point is given each time the student crosses one of the three lines: left, center or right. Jumps Ski: On a line 2 inches wide, ski jump side to side as many times as possible in a time of 20 seconds.

Power: Standing Long Jump: Students stand with feet several inches apart and the toes just behind the takeoff line. The student swings the arms backward and bends the knees. The jump is accomplished by simultaneously extending the knees and swinging forward the arms. Measure from the take off line, to the heel or other part of the body that touches the floor nearest to takeoff line. Record the best of three trials.

VALLEY CENTRAL SCHOOL DISTRICT K-5 P.E. CURRICULUM “SPORT SKILLS COMPONENT”

Goal: To develop sport related skills for students through Physical Education Participation

Objective: To teach students in a wide variety of movements and skills necessary for student participation in sport related activities. Teach the rules, strategies, concepts necessary for fair play. Promote fair play and sportsmanship through group participation in competitive and non competitive activities.

Sport Skills Component New York State Standard: 1, 2 & 3

K, 1, 2 • Development of basic sport

skills Ex. Lead-up Activities

• Individual and team Games / Activities (basic)

• Target Skills Basic

• Lifetime Activities Ex. Walking, jogging, running Warm-up/Cool down

• Recreational Activities Ex. Bowling, Frisbee, juggling

• Playground safety

3, 4, 5

• Advanced skills acquisition Ex. Individual and team indoor and outdoor activities

• Cooperative Games

• Lifetime Activities Recreational Sports Ex. Tennis, Golf , Swimming (3rd Grade)

• Recreational Activities Croquet, Ultimate Frisbee

• Playground safety

VALLEY CENTRAL SCHOOL DISTRICT K-5 CURRICULUM “PROJECT ADVENTURE”

Goal: Initiate a K-5 unified curriculum for Project Adventure through the Physical Education Instruction Objectives: 1) To introduce, teach, and develop the basic concepts of teamwork, self-esteem, cooperation, trust, fitness and fun through Project Adventure activities. 2) To meet the established New York State learning standards pertaining to Physical Education.

Project Adventure New York State Standard: 1, 2 & 3

K, 1, 2 • Basic Skill Sets

• Non-Competitive Movement Oriented Activities

• Cognitive Games Ex: “Ice Breakers”

• Incorporate Playground Apparatus As Safe Adventure Activities

• Parachute Activities Rope Swing Initiatives

• Basic Problem Solving Ex: Sorting

• Frisbee Toss & Catch

3, 4, 5 • Advanced Skill Sets Building

• Cooperative Games

• Self-esteem and Trust Building Initiatives Ex: “Junkyard Traverse”

• Upper Body Strength Develop; Use of: “Cargo Net”, “Bouldering Walls”, Rope Climbing”

• Advanced Group Problem Solving Ex: The Human Knot Challenge

• Greenkill Experiences (5th Grade Only)

• District wide Field Day (5th Grade only)

• Project Adventure Games

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