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Nutley Public Schools
Updated 2015-08-19
Physical Education Curriculum
K-12
Draft Adopted by the Nutley Board of Education on August 25, 2014
Recently Adopted by the Nutley Board of Education on August 31, 2015
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Nutley Public Schools
Introduction
Physical Education is an integral part of the total education of every child from kindergarten
through grade 12. Physical Education instruction provides a positive impact that can help
students achieve in all curricular areas. Through this curriculum, students will build character,
communication, decision-making, motor, and fitness skills that can be transferred to all other
subject areas.
The physical education curriculum, written to the New Jersey Core Curriculum Content
Standards, addresses various components of physical education instruction that build from year
to year. Each curricular unit includes interdisciplinary and technology connections to bridge
learning in various content areas. While some of the skills are repeated at various grade levels,
the content grows and addresses the students’ needs at each level.
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Table Contents
Introduction………………………………………………………………………………………2
Grade K…………………………………………………………………………………………..4
Grade 1………………………………………………………………………………………….29
Grade 2………………………………………………………………………………………….54
Grade 3………………………………………………………………………………………….81
Grade 4………………………………………………………………………………………...108
Grade 5………………………………………………………………………………………...132
Grade 6………………………………………………………………………………………...155
Grade 7/8………………………………………………………………………………………178
Grade 9………………………………………………………………………………………...216
Grade 10……………………………………………………………………………………….254
Grade 11……………………………………………………………………………………….295
Grade 12……………………………………………………………………………………….336
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Nutley Public Schools
Grade K
5
Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 1:
Locomotor Skills
Summary and Rationale
Locomotor skills form the foundation of gross motor coordination and involve large muscle movement.
They are a group of movements in which the feet move the body from one place to another. Kindergarten
students will perform locomotor skills including, hopping, galloping, running, sliding, and skipping while
maintaining balance.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated
settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational
activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a
safe environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
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2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-
appropriate activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Efficient movement improves performance.
Physical movement can be creative, enjoyable and individually rewarding.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Question
What is movement?
How can I move effectively and efficiently?
How can movement skills and concepts help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
Skill tests
7
Objectives
Students will know or learn:
Variety of locomotive skills
Understand and use the concepts of pathway levels and directions with locomotor skills.
Understand the effects of activity on the body and the risks associated with inactivity
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Demonstrate fundamental motor skills while maintaining balance
Perform movement skills with developmentally appropriate control in isolated and applied settings
Perform jumping/landing actions with balance
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative
movement, dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
Suggested Resources Activities:
Soap Bubbles
Using a specified locomotor movement identified by the teacher, students will move in general space with
control. Each student will pretend that they are a “bubble”, traveling in their own personal space. Students
who “pop” someone’s bubble (tagging another student) will go to the designated re-entry zone to perform
a re-entry task and then return to the game.
Pathways
Move and Stop – students perform a movement and stop on various cues
Sharks and minnows
Midnight
Follow the leader
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Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 2:
Movement Concepts
Summary and Rationale
This unit builds on the previous unit of movement skills. Movement concepts are how we change or vary
movement skills. Movement concepts develop three categories of awareness:
1. Effort awareness – the muscular effort to produce, sustain, stop and regulate a movement
2. Space awareness – an understanding of personal space and general space and to move safely within space
3. Body awareness – deals with the relationship created between the mover and other movers, and between
mover and objects
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
9
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You must know what your body is doing
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can I move effectively and efficiently? How can movement skills and concepts help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Skill tests
Objectives
Students will know or learn:
Demonstrate an understanding of body awareness concepts by identifying large and small body parts
Demonstrate understanding of space concepts by identifying personal and general space
Recognize that some movements, activities and noises are appropriate for indoors/small spaces, and some
for outdoors/ large spaces
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Follow safety and age-appropriate classroom and playground rules and procedures
Students will be able to:
Differentiate between personal space and general space
Travel in three different pathways (low, middle, high)
Travel in general space with different speeds
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Suggested Resources CD player/music
1 portable chalk/white board
long rope
agility ladder
scooters
Activities:
Individual and Class Activities - Over, Under, Through
Limbo
Crawling Through Tunnels
Scooters
Hurdles
Jump the Creek
Agility Ladder
*Safety - Travel in the right direction, wait your turn, follow teacher's directions
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Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 3:
Rhythm and Dance
Summary and Rationale
During this unit the student will explore self-expression through rhythm and be introduced to organized patterns of
movement. Participation in rhythm and dance will allow self-expression through rhythmic and creative/expressive
movement forms. Students will be encouraged to use but not limited to defined movement forms, levels and
pathways. Activities will include various rhythmic movements, group and individual movements and repetitive
patterns.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
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2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can music and rhythm help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Skill tests
Objectives
Students will know or learn:
How to apply movements to music
How to express self through movement
The importance of cooperation while working with others
Follow safety and age-appropriate classroom and playground rules and procedures
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Students will be able to:
Move to rhythms
Recognize and move to rhythm/beat in music
Demonstrate a variety of movements to music
Display body control while moving to music
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Suggested Resources CD player/music
1 portable chalk/white board
Activities:
Locomotor Movements to Music
1. Jumping
2. Galloping
3. Skipping
4. Hopping
5. "Sneaking" - Tip Toes
6. "Flying"
7. "Swimming"
8. Walking
9. Jogging
10. "Climbing"
11. "Bicycle Pedaling"
*Safety - Work in your own space, move in the
same direction
Simple Dances, Patterns
1. Hokey Pokey
2. Monster Mash
3. Alley Cat
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4. Peppermint Twist
5. YMCA
6. Hamster Dance
7. Tony Chestnut
*Safety – Stay on your spot, look where you are going
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Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 4:
Manipulative Skills
Throwing and Catching
Summary and Rationale
Manipulative skills are those that involve control of an object such as a ball, beanbag, hoop, rope, ribbon and
frisbee. Most of these skills involve the hand and feet but other parts of the body can be used. Manipulative skills
develop hand-eye and foot-eye coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. Manipulative skills do not develop automatically. Lots of opportunities for instruction
and practice are essential if students are to become competent with manipulative skills. The development of
manipulative skills leads to students becoming more actively involved in games and play activity. Competence in
manipulative skills can improve a student’s self-esteem, peer acceptance and ease transition into local community
and other outside school environments. Kindergarten students will begin with throwing and catching.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
16
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Can students throw and toss under simple conditions?
What are the key cues to throwing a ball?
What are the key cues to catching a ball?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
17
• Expression of oneself
Skill tests
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Learn and improve manipulative skills of throwing a ball underhand while applying three critical elements of this
throw: step with opposite foot, swing a throwing arm, and point a target.
How to catch a ball.
How to throw a ball.
Understand the effects of activity on the body and the risks associated with inactivity
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Underhand throw with oppositional foot
Drop a ball and catch it before it bounces twice
Catch a large ball by a skilled thrower
Describe how to properly throw and catch a ball.
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
rubber balls – various sizes
bowling pins
Activities:
18
Pinball - The class is divided into two teams. Each team will stand on opposite sides of the court facing one
another. The object of the game is to knock down all five of the other teams pins while defending your own
team pins. Each student begins with a ball, following teacher signals, students will begin to throw at
opponent’s pins from their own side of the court. Once one team’s pins are knocked down, the game is
over. All pins get set up and the game starts again.
Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 5:
Manipulative Skills
Striking
Summary and Rationale
Manipulative skills are those that involve control of an object such as a ball, beanbag, hoop, rope, and Frisbee.
Most of these skills involve the hand and feet but other parts of the body can be used. Manipulative skills develop
hand-eye and foot-eye coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. Manipulative skills do not develop automatically. Lots of opportunities for instruction
and practice are essential if students are to become competent with manipulative skills. The development of
manipulative skills leads to students becoming more actively involved in games and play activity. Competence in
manipulative skills can improve a student’s self-esteem, peer acceptance and ease transition into local community
and other outside school environments.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
19
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Can students strike an object in a control manner using hand, paddle, foot or other implements?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation – COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
20
Skill tests
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Steps to striking with hands
Steps to striking with feet
Striking with implements
Understand the effects of activity on the body and the risks associated with inactivity
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Dribble a ball with one hand, attempting the second contact
Tap a ball using the inside of the foot, sending in it forward
Kick a stationary ball from a stationary position
Volley a lightweight object, sending it upward
Strike a lightweight object with an implement
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
rubber balls – various sizes
paddles
bats
21
Activities:
Kicking
1. Stationary Balls
2. Moving Balls
3. Kicking into a Goal
22
Nutley Public Schools
Physical Education Grade: Kindergarten
Unit 6:
Jumping Rope/Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Students will begin to develop higher levels of basic fitness
and physical competence needed for active leisure participation. Health-related fitness components will be
introduced. Health-related fitness components include cardio-respiratory endurance, muscular strength and
endurance, flexibility and body composition. In addition, this unit will introduce the activity of rope jumping
which helps improve muscular coordination, balance, and rhythm.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
23
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Fitness is process, not a product
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What is the difference between hopping and jumping?
What are the key elements of jumping a rope?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Skill tests
Objectives
Students will know or learn:
Difference between hopping and jumping
Hold a jump rope
24
Effects of activity on the body and the risks associated with inactivity
Students will be able to:
Jump and land with a single bounce
Jump over a stationary or moving rope
Swing a long rope
Recognize that when you move fast, you heart beats faster and you breathe faster
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Suggested Resources portable chalk/white board
jump ropes
poly spots
Drum
25
Nutley Public Schools
Physical Education Grade: Kindergarten
Unit: 7
Low Organized Games / Cooperative Games
Summary and Rationale
The intent of this unit is the achievement of self-initiated behaviors that promote personal and group success in
activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and
teamwork, ethical behavior and positive social interaction. Key to this unit is developing respect for individual
similarities and differences through positive interaction among participants in physical activity. Similarities and
differences include characteristics of culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape),
gender, age, race and socioeconomic status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of
oneself and others.
2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with
disabilities.
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
26
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Behaving well is as important as playing well.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
How do I interact with others during physical activity?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Skill tests
Objectives
Students will know or learn:
Rules and safety procedures
27
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
Students will be able to:
Follow directions in group settings (follow rules, safe behaviors, taking turns)
Follow teacher directions for safe participation and proper use of equipment with minimal reminders
Acknowledge appropriate behavior during class activities
Share equipment and space with others
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
Activities:
Tag Games, Cooperative Games, Parachute, Relays
1. Hill Dill
2. Midnight
3. Freeze Tag
4. Pound Puppies
5. Moon Monster
6. The Blob
28
7. Frogger
8. Marching Ponies
9. Animal Tag
10. Clean Up Your Backyard
11. Parachute – Ollie the Octopus
12. Pin Ball
13. Popper Tag
29
Nutley Public Schools
Grade 1
30
Nutley Public Schools
Physical Education Grade 1
Unit 1:
Locomotor Skills
Summary and Rationale
Locomotor skills form the foundation of gross motor coordination and involve large muscle movement. They are a
group of movements in which the feet move the body from one place to another. During this unit first grade
students will review locomotor skills including walking, hopping, leaping, sliding, skipping and galloping while
maintaining balance and using a mature pattern. Jogging and jumping will be introduced. Building the
foundational ability to transfer learning into a variety of fitness and cooperative based activities/games takes place
during this time in a child’s movement development.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
31
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Efficient movement improves performance.
Physical movement can be creative, enjoyable and individually rewarding.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Question
Why is it important to learn different motor skills?
What are the important skills you use to play a game?
What different ways can the body move given a specific purpose?
How can movement skills and concepts help you become a better mover?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Skill tests
Objectives
Students will know or learn:
Variety of locomotive skills
Understand and use the concepts of pathway levels and directions with locomotor skills.
Understand the effects of activity on the body and the risks associated with inactivity
32
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Demonstrate fundamental motor skills while maintaining balance
Perform movement skills with developmentally appropriate control in isolated and applied settings
Perform jumping/landing actions with balance
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Travel in different directions, and freeze at different levels.
Develop the ability to construct locomotor sequences.
Explore concepts used in chasing, fleeing, and dodging activities.
Understand the cues needed to jump and land using basic patterns, obstacles, and turned ropes, as well as,
jumping for distance and height.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Activities:
Tag Games
Relay
Animal Shapes
33
34
Nutley Public Schools
Physical Education Grade: 1
Unit 2:
Movement Concepts
Summary and Rationale
First grade students will continue their movement concepts exploration. Movement concepts are how we change or
vary movement skills. Movement concepts develop three categories of awareness:
Effort awareness – the muscular effort to produce, sustain, stop and regulate a movement
Space awareness – an understanding of personal space and general space and to move safely within
space
Body awareness – deals with the relationship created between the mover and other movers, and
between mover and objects
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
35
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You must know what your body is doing
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can I move effectively and efficiently? How can movement skills and concepts help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill tests
Objectives
Students will know or learn:
Body awareness concepts by identifying large and small body parts
Space concepts by identifying personal and general space
36
Which movements, activities and noises are appropriate for indoors/small spaces, and which are for outdoors/
large spaces
Follow safety and age-appropriate classroom and playground rules and procedures
Students will be able to:
Differentiate between personal space and general space
Travel in three different pathways (low, middle, high)
Travel in general space with different speeds
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
long rope
agility ladder
scooters
Competency Framework
Activities:
Individual and Class Activities - Over, Under, Through
Limbo
Crawling Through Tunnels
Scooters
Hurdles
Jump the Creek
Agility Ladder
*Safety - Travel in the right direction, wait your turn, follow teacher's directions
37
Nutley Public Schools
Physical Education Grade: 1
Unit 3:
Rhythm and Dance
Summary and Rationale
First grade students will continue to explore self-expression through rhythm and organized patterns of movement.
Participation in rhythm and dance will allow self-expression through rhythmic and creative/expressive movement
forms. Students will be encouraged to use but not limited to defined movement forms, levels and pathways.
Activities will include various rhythmic movements, group and individual movements and repetitive patterns.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
38
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can music and rhythm help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Skill tests
Objectives
Students will know or learn:
39
How to apply movements to music
How to express self through movement
The importance of cooperation while working with others
Follow safety and age-appropriate classroom and playground rules and procedures
Students will be able to:
Move to rhythms
Recognize and move to rhythm/beat in music
Demonstrate a variety of movements to music
Display body control while moving to music
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative
movement, dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
Competency Framework
Activities:
Locomotor Movements to Music
1. Jumping
2. Galloping
3. Skipping
4. Hopping
5. "Sneaking" - Tip Toes
6. "Flying"
7. "Swimming"
8. Walking
9. Jogging
40
10. "Climbing"
11. "Bicycle Pedaling"
*Safety - Work in your own space, move in the
same direction
Simple Dances, Patterns
1. Hokey Pokey
2. Monster Mash
3. Alley Cat
4. Peppermint Twist
5. YMCA
6. Hamster Dance
7. Tony Chestnut
*Safety – Stay on your spot, look where you are
gong
41
Nutley Public Schools
Physical Education Grade: 1
Unit 4:
Manipulative Skills
Throwing and Catching
Summary and Rationale
First grade students will continue to develop manipulative skills building on the previous year. Manipulative skills
are those that involve control of an object such as a ball, beanbag, hoop, rope, ribbon and Frisbee. Most of these
skills involve the hand and feet but other parts of the body can be used. Manipulative skills develop hand-eye and
foot-eye coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. This unit will focus on the manipulative skills of throwing and catching.
Manipulative skills do not develop automatically. Lots of opportunities for instruction and practice are essential if
students are to become competent with manipulative skills. The development of manipulative skills leads to
students becoming more actively involved in games and play activity. Competence in manipulative skills can
improve a student’s self-esteem, peer acceptance and ease transition into local community and other outside school
environments.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
42
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Can students throw and toss under simple conditions?
What are the key cues to throwing and catching a ball?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
43
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill tests
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Learn and improve manipulative skills of throwing a ball underhand while applying three critical elements of this
throw: step with opposite foot, swing a throwing arm, and point a target.
How to throw and catch a ball.
Understand the effects of activity on the body and the risks associated with inactivity
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Underhand throw with oppositional foot
Drop a ball and catch it before it bounces twice
Catch a large ball by a skilled thrower
Describe how to properly throw and catch a ball.
Describe how to properly kick a ball.
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
44
rubber balls – various sizes
bowling pins
Activities:
Pinball - The class is divided into two teams. Each team will stand on opposite sides of the court facing one
another. The object of the game is to knock down all five of the other teams pins while defending your own
team pins. Each student begins with a ball, following teacher signals, students will begin to throw at
opponent’s pins from their own side of the court. Once one team’s pins are knocked down, the game is
over. All pins get set up and the game starts again.
45
Nutley Public Schools
Physical Education Grade: 1
Unit 5:
Manipulative Skills
Striking
Summary and Rationale
During this unit first grade students will be introduced to the manipulative skill of striking. Manipulative skills are
those that involve control of an object such as a ball, beanbag, hoop, rope, and Frisbee. Most of these skills involve
the hand and feet but other parts of the body can be used. Manipulative skills develop hand-eye and foot-eye
coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. Manipulative skills do not develop automatically. Lots of opportunities for instruction
and practice are essential if students are to become competent with manipulative skills. The development of
manipulative skills leads to students becoming more actively involved in games and play activity. Competence in
manipulative skills can improve a student’s self-esteem, peer acceptance and ease transition into local community
and other outside school environments.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
46
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Can students strike an object in a control manner using hand, paddle, foot or other implements?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill tests
Objectives
47
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Steps to striking with hands
Steps to striking with feet
Striking with implements
Understand the effects of activity on the body and the risks associated with inactivity
Identify body parts and demonstrate safe movement to personal and general space
Students will be able to:
Dribble a ball with one hand, attempting the second contact
Tap a ball using the inside of the foot, sending in it forward
Kick a stationary ball from a stationary position
Volley a lightweight object, sending it upward
Strike a lightweight object with an implement
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
rubber balls – various sizes
paddles
bats
Activities:
Kicking
1. Stationary Balls
2. Moving Balls
3. Kicking into a Goal
48
Nutley Public Schools
Physical Education Grade: 1
Unit 6:
Jumping Rope/Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. First grade students will continue to develop higher levels of
basic fitness and physical competence needed for active leisure participation. Health-related fitness components
will be introduced. Health-related fitness components include cardio-respiratory endurance, muscular strength and
endurance, flexibility and body composition. In addition, this unit will introduce the activity of rope jumping
which helps improve muscular coordination, balance, and rhythm.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
49
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What is the difference between hopping and jumping?
What are the key elements of jumping a rope?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill tests
Objectives
Students will know or learn:
Difference between hopping and jumping
Hold a jump rope
50
Effects of activity on the body and the risks associated with inactivity
Students will be able to:
Jump and land with a single bounce
Jump over a stationary or moving rope
Swing a long rope
Recognize that when you move fast, you heart beats faster and you breathe faster
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources portable chalk/white board
jump ropes
poly spots
Drum
51
Nutley Public Schools
Physical Education Grade: 1
Unit: 7
Low Organized Games / Cooperative Games
Summary and Rationale
This unit continues for first grade students building upon previous participation. The intent of this unit is the
achievement of self-initiated behaviors that promote personal and group success in activity settings. These include
safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and
positive social interaction. Key to this unit is developing respect for individual similarities and differences through
positive interaction among participants in physical activity. Similarities and differences include characteristics of
culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape), gender, age, race and socioeconomic
status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of
oneself and others.
2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with
disabilities.
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
52
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Behaving well is as important as playing well.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
How do I interact with others during physical activity?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation.
Participation
Rubrics - COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Social Responsibility
53
Determination
Skill tests
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
Students will be able to:
Follow directions in group settings (follow rules, safe behaviors, taking turns)
Follow teacher directions for safe participation and proper use of equipment with minimal reminders
Acknowledge appropriate behavior during class activities
Share equipment and space with others
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
54
Activities:
Tag Games, Cooperative Games, Parachute, Relays
1. Hill Dill
2. Midnight
3. Freeze Tag
4. Pound Puppies
5. Moon Monster
6. The Blob
7. Frogger
8. Marching Ponies
9. Animal Tag
10. Clean Up Your Backyard
11. Parachute – Ollie the Octopus
12. Pin Ball
13. Popper Tag
55
Nutley Public Schools
Grade 2
56
Nutley Public Schools
Physical Education Grade 2
Unit 1:
Locomotor Skills
Summary and Rationale
Locomotor skills form the foundation of gross motor coordination and involve large muscle movement. They are a
group of movements in which the feet move the body from one place to another. During this unit second grade
students will concentrate on running and skipping using a mature pattern. Differentiation between jogging and
sprinting will be identified. Building the foundational ability to transfer learning into a variety of fitness and
cooperative based activities/games takes place during this time in a child’s movement development.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
57
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical activity involves using movement and motor skills throughout a lifetime.
Efficient movement improves performance.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Question
What are the differences between the locomotor movements?
How do these locomotor skills transfer to other activities and sports?
What different ways can the body move given a specific purpose?
How can movement skills and concepts help you become a better mover?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Apply different pathways, tempo, and directionality to locomotive and non-locomotor skills.
Incorporate locomotor and non-locomotor movements into low organized games and activities.
Understand the effects of activity on the body and the risks associated with inactivity.
58
Identify body parts and demonstrate safe movement to personal and general space.
Students will be able to:
Demonstrate locomotor and non-locomotor skills using different pathways, directionality, levels and tempo.
Apply locomotor and non-locomotor movements to low organized games and activities
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources Materials:
Poly spots
Hoops
Ropes
Movement cubes
“Soft “ balls
Bean bags
Scarves
Activities:
Relay
Animal Shapes
Creative Movement in General Space
Locomotor Skills, Levels
In the Middle
Snakes and Lizards
Everybody’s It Tag
Junk Food Tag
Gathering Coconuts
59
Nutley Public Schools
Physical Education Grade: 2
Unit 2:
Movement Concepts
Summary and Rationale
Movement concepts are how we change or vary movement skills. Movement concepts develop three categories of
awareness:
Effort awareness – the muscular effort to produce, sustain, stop and regulate a movement
Space awareness – an understanding of personal space and general space and to move safely within
space
Body awareness – deals with the relationship created between the mover and other movers, and between
mover and objects
Second grade students will be introduced to activities that will combine shapes, levels and pathways into simple
travel that vary speed, direction and force.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
60
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Different skill can be combined to create new movements.
Skills have important components that are necessary for success
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
What skills make up a complex movement?
How can movement skills and concepts help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
61
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Body awareness concepts by identifying large and small body parts
Space concepts by identifying personal and general space
Safety and age-appropriate classroom and playground rules and procedures
Students will be able to:
Demonstrate the ability to combine skills to achieve a higher level or more complex movement pattern
Travel in general space with different speeds
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, and activities.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
long rope
agility ladder
scooters
Competency Framework
Activities:
Limbo
Crawling Through Tunnels
Hurdles
Jump the Creek
Agility Ladder
62
Nutley Public Schools
Physical Education Grade: 2
Unit 3:
Rhythm and Dance
Summary and Rationale
The rhythms and dance unit is designed to help to promote the development of basic movements to specific
rhythmic patterns in large group, small group, pairs or individually, and to promote self-expression and creativity
for second grade students.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
63
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
What are the connections between Dance and Health?
What is rhythm?
How does rhythmic movement benefit the body?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
How to apply movements to music
How to express self through movement
The importance of cooperation while working with others
64
Students will be able to:
Demonstrate awareness of movement in relation to body, space, and time.
Perform dance sequences to music.
Produce multiple dance steps.
Identify connections between dance and healthy living.
Design expressive movement sequences with and without a defined rhythm.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
Competency Framework
Activities:
Simple Dances, Patterns
Bunny Hop
Mexican Hat Dance
Hokey Pokey
Conga
Hokey Pokey Ball Routine
Seven Jumps
Muffin Man
Shoemaker’s Dance
Tarantella
Mayonesa
Alley Cat
Hully Gully
Cha Cha Slide
Create a Dance
65
66
Nutley Public Schools
Physical Education Grade: 2
Unit 4:
Manipulative Skills
Throwing and Catching
Summary and Rationale
Second grade students will continue to develop manipulative skills building on the previous year. Manipulative
skills are those that involve control of an object such as a ball, beanbag, hoop, rope, ribbon and Frisbee. Most of
these skills involve the hand and feet but other parts of the body can be used. Manipulative skills develop hand-eye
and foot-eye coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. This unit will focus on helping students develop a mature pattern of throwing overhand.
Manipulative skills do not develop automatically. Lots of opportunities for instruction and practice are essential if
students are to become competent with manipulative skills. The development of manipulative skills leads to
students becoming more actively involved in games and play activity. Competence in manipulative skills can
improve a student’s self-esteem, peer acceptance and ease transition into local community and other outside school
environments.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
67
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What is the concept used when throwing?
What are the key elements you should remember when catching?
What is the difference between rolling the ball and the underhand throw?
What is similar between rolling the ball and the underhand throw?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
68
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Learn and improve manipulative skills of throwing a ball underhand and overhand while applying three critical
elements of this throw: step with opposite foot, swing a throwing arm, and point a target.
How to throw and catch a ball.
Students will be able to:
Demonstrate how to throw overhand with various manipulatives using proper form.
Demonstrate how to throw underhand with various manipulatives using proper form.
Show how to catch various types of manipulative.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
rubber balls – various sizes
bowling pins
Activities:
Self- toss and Catch
Partner Throw and Catch
Overhand/Underhand
69
Nutley Public Schools
Physical Education Grade: 2
Unit 5:
Manipulative Skills
Kicking and Trapping
Summary and Rationale
During this unit second grade students will continue to develop the manipulative skills of kicking, dribbling and
trapping. Foot-eye coordination is particularly important for tracking objects in space. Manipulative skills do not
develop automatically. Lots of opportunities for instruction and practice are essential if students are to become
competent with manipulative skills. The development of manipulative skills leads to students becoming more
actively involved in games and play activity. Competence in manipulative skills can improve a student’s self-
esteem, peer acceptance and ease transition into local community and other outside school environments.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
70
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What steps are used when passing with your feet?
What are the trapping techniques using your feet?
Why is it important to keep the ball close to you when dribbling?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Steps to striking with feet
Students will be able to:
Demonstrate the proper techniques of kicking.
71
Apply skill knowledge when performing games and activities.
Perform proper techniques when passing and trapping.
Adjust performance of skill as a result of monitoring or assessing previous performance.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Suggested Resources portable chalk/white board
bean bags
foam balls
rubber balls – various sizes
Activities:
Dribbling Soccer Style”
Indy 500
Control Dribble
Around Obstacles
Sharks and Minnows
What’s My Line
Dribbling Dinos
Pass and Trap
Partner Step Back
Shadow Dribble Threesomes
Tunnel Dribble
Close The Tunnels
Shot on Goal
Passing on the Move
Soccer Golf
Hoop Course
Wall Pass
3 Player Kick and Score
Keep Away
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Nutley Public Schools
Physical Education Grade: 2
Unit 6:
Manipulative Skills
Dribbling, Volleying, Striking
Summary and Rationale
During this unit second grade students will continue to develop the manipulative skills of dribbling, volleying and
striking. Hand-eye coordination is particularly important for tracking objects in space. Manipulative skills do not
develop automatically. Lots of opportunities for instruction and practice are essential if students are to become
competent with manipulative skills. The development of manipulative skills leads to students becoming more
actively involved in games and play activity. Competence in manipulative skills can improve a student’s self-
esteem, peer acceptance and ease transition into local community and other outside school environments.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
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Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Efficient movement improves performance.
Physical movement can be creative, enjoyable and individually rewarding.
Repetition of proper technique leads to improvement.
Essential Questions
What are the steps and techniques used when dribbling, volleying, and striking?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Steps to dribbling
Steps to volleying
Striking technique
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Students will be able to:
Demonstrate the proper dribbling, volleying, and striking techniques.
Apply skill knowledge when performing games and activities.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources Playground balls
Fluff balls
Hoops
Cones
Foam balls
Balloons
Spot markers
Bonker ball
Lollipop paddles
Batting tees -
Beach balls
Activities:
Dribbling, Volleying, Striking
Ball Handling Challenges
Bounce and Catch
Wall Bounce
Dribbling Introduction
Count on Me
Dash and Dribble
Squirrels and Acorns
Dribble Keep Away
Volleying Challenges/Striking
Volleying on the Move
Double Trouble
Keep It Up
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Nutley Public Schools
Physical Education Grade: 2
Unit 7:
Jumping Rope/Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Second grade students will continue to develop higher levels
of basic fitness and physical competence needed for active leisure participation. Health-related fitness components
will be introduced. Health-related fitness components include cardio-respiratory endurance, muscular strength and
endurance, flexibility and body composition. Second grade students will continue with rope jumping which helps
improve muscular coordination, balance, and rhythm.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
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2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What are the components of fitness?
What are two exercises that can improve each component of fitness?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
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Components of fitness
What contributes to cardiovascular fitness
Effects of activity on the body and the risks associated with inactivity
Students will be able to:
Participate in activities to increase muscular strength and endurance.
Define cardiovascular endurance.
Participate in activities to increase aerobic exercise.
Demonstrate basic jump rope skills.
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
Suggested Resources portable chalk/white board
jump ropes
poly spots
Drum
Activities:
Aerobic Games:
Builders and Bulldozers
Aerobic Bowling
Aerobic Golf
Hearty Hoopla
Chasing and Fleeing:
Basic Tag
Safe Tag
Re-Entry Tag
Tunnel Tag
Side by Side Tag
Hospital Tag
Fitness Circuits:
Aerobic Capacity Circuit
Muscular Strength
Flexibility Circuit
Mixed Fitness Circuit
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Group Fitness:
Fitness in the Middle
Aerobic Dance
Walk Jog
Snake
Pass the Hat
Figure 8 Walk Jog
Jump Rope
Intro to Jump Rope
Jump the Circuit
Long Rope Turning in Paris
Long Rope Jumping I
Long Rope Jumping II
Jump Rope Chants
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Nutley Public Schools
Physical Education Grade: 2
Unit: 8
Low Organized Games / Cooperative Games
Summary and Rationale
This unit continues for second grade students building upon previous participation. The intent of this unit is the
achievement of self-initiated behaviors that promote personal and group success in activity settings. These include
safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and
positive social interaction. Key to this unit is developing respect for individual similarities and differences through
positive interaction among participants in physical activity. Similarities and differences include characteristics of
culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape), gender, age, race and socioeconomic
status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of
oneself and others.
2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with
disabilities.
Motor Skills and Concepts
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.2.A.4 Correct movement errors in response to feedback.
Strategy
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other
movement activities.
2.5.2.B.2 Explain the difference between offense and defense.
2.5.2.B.3 Determine how attitude impacts physical performance.
2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals.
Sportsmanship, Rules, and Safety
2.5.2.C.1 Explain what it means to demonstrate good sportsmanship.
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2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe
environment.
Fitness and Physical Activity
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate
activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Behaving well is as important as playing well.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is cooperation important?
Why is it important to be in control of your body and understand spatial awareness?
How can Fun games contribute to the development of cardiovascular endurance and muscular strength and
endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Determination
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
81
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
Students will be able to:
Apply concepts of body and spatial awareness in general space.
Demonstrate cooperation and teamwork while participating in games and cooperative activities.
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Social Responsibility
Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
Activities:
Tag Games, Cooperative Games, Relays
1. Hill Dill
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2. Midnight
3. Freeze Tag
4. Pound Puppies
5. Moon Monster
6. The Blob
7. Frogger
8. Marching Ponies
9. Animal Tag
10. Clean Up Your Backyard
11. Pin Ball
12. Popper Tag
Parachute Games
Chute Shapes
Surfing the Wave
Move and Groove
Routine
Show Time
Catch the Orb
Oxygen Boogie
Frog Crossing
Pond Pathways
83
Nutley Public Schools
Grade 3
84
Nutley Public Schools
Physical Education Grade 3
Unit 1:
Locomotor Skills
Summary and Rationale
Locomotor skills form the foundation of gross motor coordination and involve large muscle movement. They are a
group of movements in which the feet move the body from one place to another. During this unit third grade
students will concentrate on performing a sequence of locomotor skills, transitioning from one skill to another
smoothly/without hesitation. . Building the foundational ability to transfer learning into a variety of fitness and
cooperative based activities/games takes place during this time in a child’s movement development.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
85
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical activity involves using movement and motor skills throughout a lifetime.
Efficient movement improves performance.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Question
How does using proper form improve my skill level?
How does using proper form increase my enjoyment of the activity?
What are the key elements of a given skill?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Apply different pathways, tempo, and directionality to locomotive and non-locomotor skills.
Incorporate locomotor and non-locomotor movements into low organized games and activities.
Understand the effects of activity on the body and the risks associated with inactivity.
Identify body parts and demonstrate safe movement to personal and general space.
Students will be able to:
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Demonstrate locomotor and non-locomotor skills using different pathways, directionality, levels and tempo.
Apply locomotor and non-locomotor movements to low organized games and activities
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources Materials:
Poly spots
Hoops
Ropes
Movement cubes
“Soft “ balls
Bean bags
Scarves
Activities:
Relay
Locomotor Skills, Levels
In the Middle
Snakes and Lizards
Everybody’s It Tag
Junk Food Tag
Gathering Coconuts
Switcheroo
Here Come the Fox
Snow Shoeing
Musical Hoop Challenge
Math Magic
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Nutley Public Schools
Physical Education Grade: 3
Unit 2:
Movement Concepts
Summary and Rationale
Movement concepts are how we change or vary movement skills. Movement concepts develop three categories of
awareness:
Effort awareness – the muscular effort to produce, sustain, stop and regulate a movement
Space awareness – an understanding of personal space and general space and to move safely within
space
Body awareness – deals with the relationship created between the mover and other movers, and between
mover and objects
Third grade students will be introduced to activities that will combine movement concepts (direction, levels, force,
and time) and skills specific to a wide variety of physical activities.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
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Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Different skill can be combined to create new movements.
Skills have important components that are necessary for success
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
What skills make up a complex movement?
How can movement skills and concepts help you become a better mover?
Can students move their body in a variety of ways in open space with control?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
89
Objectives
Students will know or learn:
Body awareness concepts by identifying large and small body parts
Space concepts by identifying personal and general space
Safety and age-appropriate classroom and playground rules and procedures
Students will be able to:
Demonstrate the ability to combine skills to achieve a higher level or more complex movement pattern
Travel in general space with different speeds
Adjust performance of skill as a result of monitoring or assessing previous performance
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, and activities.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources CD player/music
1 portable chalk/white board
long rope
agility ladder
scooters
Activities:
Limbo
Crawling Through Tunnels
Hurdles
Jump the Creek
Agility Ladder
90
Nutley Public Schools
Physical Education Grade: 3
Unit 3:
Rhythm and Dance
Summary and Rationale
The rhythms and dance unit is designed to help to promote the development of basic movements to specific
rhythmic patterns in large group, small group, pairs or individually, and to promote self-expression and creativity
for third grade students. Students will perform developmentally appropriate dance steps and movement patterns by
combining balance and weight transfer with movement concepts.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
91
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
What are the connections between Dance and Health?
What is rhythm?
How does rhythmic movement benefit the body?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
How to apply movements to music
How to express self through movement
The importance of cooperation while working with others
Students will be able to:
Demonstrate awareness of movement in relation to body, space, and time.
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Perform dance sequences to music.
Produce multiple dance steps.
Identify connections between dance and healthy living.
Design expressive movement sequences with and without a defined rhythm.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Social Responsibility
Determination
Suggested Resources CD player/music
1 portable chalk/white board
Activities:
Simple Dances, Patterns
Bunny Hop
Mexican Hat Dance
Hokey Pokey
Conga
Hokey Pokey Ball Routine
Seven Jumps
Muffin Man
Shoemaker’s Dance
Tarantella
Mayonesa
Alley Cat
Hully Gully
Cha Cha Slide
Create a Dance
93
Nutley Public Schools
Physical Education Grade: 3
Unit 4:
Manipulative Skills
Throwing and Catching
Summary and Rationale
Third grade students will continue to develop manipulative skills building on the previous year. Manipulative skills
are those that involve control of an object such as a ball, beanbag, hoop, rope, ribbon and Frisbee. Most of these
skills involve the hand and feet but other parts of the body can be used. Manipulative skills develop hand-eye and
foot-eye coordination which are particularly important for tracking objects in space.
Manipulative skills include throwing, catching, kicking, and trapping, striking, volleying, rolling, and dribbling.
They are referred to as complex motor skills. Competence in manipulative skills generally occurs at a later stage
than locomotor skills because of the need for complex hand eye and foot eye patterns are required to track and
intercept a moving object. Students during this unit will demonstrate the critical elements of a mature pattern to
throwing and catching.
Manipulative skills do not develop automatically. Lots of opportunities for instruction and practice are essential if
students are to become competent with manipulative skills. The development of manipulative skills leads to
students becoming more actively involved in games and play activity. Competence in manipulative skills can
improve a student’s self-esteem, peer acceptance and ease transition into local community and other outside school
environments.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
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2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What is the concept used when throwing?
What are the key elements you should remember when catching?
What is the difference between rolling the ball and the underhand throw?
What is similar between rolling the ball and the underhand throw?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
95
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Learn and improve manipulative skills of throwing a ball underhand and overhand while applying three critical
elements of this throw: step with opposite foot, swing a throwing arm, and point a target.
How to throw and catch a ball.
Students will be able to:
Demonstrate how to throw overhand with various manipulatives using proper form.
Demonstrate how to throw underhand with various manipulatives using proper form.
Show how to catch various types of manipulative.
Integration
Technology Integration
Writing Integration
Picture Prompts
Competencies
Suggested Resources portable chalk/white board
balloons
bean bags
foam balls
rubber balls – various sizes
bowling pins
Activities:
Self- toss and Catch
Partner Throw and Catch
Overhand/Underhand
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Nutley Public Schools
Physical Education Grade: 3
Unit 5:
Manipulative Skills
Kicking and Trapping
Summary and Rationale
During this unit third grade students will continue to develop the manipulative skills of kicking, dribbling and
trapping. Maintaining body and ball control in general space will be a focus of this unit. Foot-eye coordination is
particularly important for tracking objects in space. Manipulative skills do not develop automatically. Lots of
opportunities for instruction and practice are essential if students are to become competent with manipulative skills.
The development of manipulative skills leads to students becoming more actively involved in games and play
activity. Competence in manipulative skills can improve a student’s self-esteem, peer acceptance and ease
transition into local community and other outside school environments.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
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2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
What steps are used when passing with your feet?
What are the trapping techniques using your feet?
Why is it important to keep the ball close to you when dribbling?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Kicking and trapping skills.
How to incorporate kicking and trapping skills into low organized games and activities.
Students will be able to:
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Demonstrate the proper techniques of kicking.
Apply skill knowledge when performing games and activities.
Perform proper techniques when passing and trapping.
Adjust performance of skill as a result of monitoring or assessing previous performance.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
Suggested Resources portable chalk/white board
balloons
foam balls
rubber balls – various sizes
Activities:
Dribbling Soccer Style”
Indy 500
Control Dribble
Around Obstacles
Sharks and Minnows
What’s My Line
Dribbling Dinos
Pass and Trap
Partner Step Back
Shadow Dribble Threesomes
Tunnel Dribble
Close The Tunnels
Shot on Goal
Passing on the Move
Soccer Golf
Hoop Course
Wall Pass
3 Player Kick and Score
Keep Away
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Nutley Public Schools
Physical Education Grade: 3
Unit 6:
Manipulative Skills
Dribbling, Volleying, Striking
Summary and Rationale
During this unit third grade students will continue to develop the manipulative skills of dribbling, volleying and
striking. Maintaining body and ball control will be a focus of this unit. Hand-eye coordination is particularly
important for tracking objects in space. Manipulative skills do not develop automatically. Lots of opportunities for
instruction and practice are essential if students are to become competent with manipulative skills. The
development of manipulative skills leads to students becoming more actively involved in games and play activity.
Competence in manipulative skills can improve a student’s self-esteem, peer acceptance and ease transition into
local community and other outside school environments.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
100
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Efficient movement improves performance.
Physical movement can be creative, enjoyable and individually rewarding.
Repetition of proper technique leads to improvement.
Essential Questions
What are the steps and techniques used when dribbling, volleying, and striking?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Develop competency and confidence in performing manipulative skills
Steps to dribbling
Steps to volleying
Striking technique
101
Students will be able to:
Demonstrate the proper dribbling, volleying, and striking techniques.
Apply skill knowledge when performing games and activities.
Integration
Technology Integration
Writing Integration
Competencies
Suggested Resources Playground balls
Fluff balls
Hoops
Cones
Foam balls
Balloons
Spot markers
Bonker ball
Lollipop paddles
Batting tees -
Beach balls
Activities:
Dribbling, Volleying, Striking
Ball Handling Challenges
Bounce and Catch
Wall Bounce
Dribbling Introduction
Count on Me
Dash and Dribble
Squirrels and Acorns
Dribble Keep Away
Volleying Challenges/Striking
Volleying on the Move
Double Trouble
Keep It Up
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Nutley Public Schools
Physical Education Grade: 3
Unit 7:
Jumping Rope/Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Third grade students will continue to develop higher levels
of basic fitness and physical competence needed for active leisure participation. Health-related fitness components
will be introduced. Health-related fitness components include cardio-respiratory endurance, muscular strength and
endurance, flexibility and body composition. Third grade student will continue with the activity of rope jumping
which helps improve muscular coordination, balance, and rhythm.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
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2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What are the components of fitness?
What are two exercises that can improve each component of fitness?
What can I do to be physically active and why is this important?
Why is it important to be physically fit and how can I stay fit?
How will physical activity help me now and in the future?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Components of fitness
104
What contributes to cardiovascular fitness
Effects of activity on the body and the risks associated with inactivity
Students will be able to:
Participate in activities to increase muscular strength and endurance.
Define cardiovascular endurance.
Participate in activities to increase aerobic exercise.
Demonstrate basic jump rope skills.
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Social Responsibility
Determination
Suggested Resources portable chalk/white board
jump ropes
poly spots
Drum
Activities:
Aerobic Games:
Builders and Bulldozers
Aerobic Bowling
Aerobic Golf
Hearty Hoopla
Chasing and Fleeing:
Basic Tag
Safe Tag
Re-Entry Tag
Tunnel Tag
Side by Side Tag
105
Hospital Tag
Fitness Circuits:
Aerobic Capacity Circuit
Muscular Strength
Flexibility Circuit
Mixed Fitness Circuit
Group Fitness:
Fitness in the Middle
Aerobic Dance
Walk Jog
Snake
Pass the Hat
Figure 8 Walk Jog
Jump Rope
Intro to Jump Rope
Jump the Circuit
Long Rope Turning in Paris
Long Rope Jumping I
Long Rope Jumping II
Jump Rope Chants
106
Nutley Public Schools
Physical Education Grade: 3
Unit: 8
Low Organized Games / Cooperative Games
Summary and Rationale
This unit continues for third grade students building upon previous participation. The intent of this unit is the
achievement of self-initiated behaviors that promote personal and group success in activity settings. These include
safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and
positive social interaction. Key to this unit is developing respect for individual similarities and differences through
positive interaction among participants in physical activity. Similarities and differences include characteristics of
culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape), gender, age, race and socioeconomic
status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal health.
2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship)
are important in the local and world community.
2.2.4.C.3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or
positively impact them.
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
107
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Behaving well is as important as playing well.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is cooperation important?
Why is it important to be in control of your body and understand spatial awareness?
How can Fun games contribute to the development of cardiovascular endurance and muscular strength and
endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Skill tests
Peer Assessment
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Rubrics –
COMPETENCY I: COLLABORATION
• Working Cooperatively
108
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
Students will be able to:
Apply concepts of body and spatial awareness in general space.
Demonstrate cooperation and teamwork while participating in games and cooperative activities.
Participate in physical activities that develop physical fitness skills.
Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement,
dance and play.
Integration
Technology Integration
Writing Integration
Reflection
Competencies
COMPETENCY I: COLLABORATION
• Working Cooperatively
• Building Relationships
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Social Responsibility
• Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
Activities:
109
Tag Games, Cooperative Games, Relays
1. Hill Dill
2. Midnight
3. Freeze Tag
4. Pound Puppies
5. Moon Monster
6. The Blob
7. Frogger
8. Marching Ponies
9. Animal Tag
10. Clean Up Your Backyard
11. Pin Ball
12. Popper Tag
Parachute Games
Chute Shapes
Surfing the Wave
Move and Groove
Routine
Show Time
Catch the Orb
Oxygen Boogie
Frog Crossing
Pond Pathways
110
Nutley Public Schools
Grade 4
111
Nutley Public Schools
Physical Education Grade: 4
Unit: 1
Cooperative Games
Summary and Rationale
The intent of this unit is the achievement of self-initiated behaviors that promote personal and group success in
activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and
teamwork, ethical behavior and positive social interaction. Key to this unit is developing respect for individual
similarities and differences through positive interaction among participants in physical activity. Similarities and
differences include characteristics of culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape),
gender, age, race and socioeconomic status.
Recommended Pacing
10 sessions
Standards
Character Development
2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal health.
2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship)
are important in the local and world community.
2.2.4.C.3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or
positively impact them.
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
112
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A physically educated person is aware of the skills necessary to contribute to a group working towards a common
goal.
Physical activity will enhance your overall health and wellness.
Use and apply fundamental movement concepts to incorporate a variety of activities to improve performance and
promote an active and healthy lifestyle.
Implementation of effective strategies and techniques is necessary for students to be able to enhance physical
activity.
Essential Questions
If the movement can already be performed why is important to understand the concepts of the movement?
To what extent does strategy influence performance in games and activities?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
113
Skill tests
Peer Assessment
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
The benefits of team building
Students will be able to:
Explain the safety rules and cooperative expectations.
Develop cooperative skills that improve life skills.
Help build relationships and communication skills.
Work together and solve challenges.
Identify the importance of building relationships.
Integration
Technology Integration
Writing Integration
Reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Building Relationships
Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY IV: PROBLEM SOLVING
Use of information
Approach to Solving
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal management
Personal wellness and relationships
114
Social Responsibility
Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
Activities:
Small Group Activities
Stick with Me
Stepping Stone
Log Jam
Whole Group Activities
Beat the Clock
Pass It Around
Cooperative Activities
Twist and Turn/Bend and Stretch
Designated Driver
Houdini Hoops
Partner Ball Challenges
115
Nutley Public Schools
Physical Education Grade: 4
Unit 2:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
116
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What skills need to be developed to maintain fitness?
Why would a fitness plan help to develop fitness skills?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics-
COMPETENCY III: RESEARCH
Learning and Evaluation
Skills Tests
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Fitnessgram tests
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Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources Stopwatch
Fitnessgram Software
Mats
Clipboards
Cones
Activities:
Fitnessgram Tests
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Nutley Public Schools
Physical Education Grade: 4
Unit 3:
Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Fourth grade students will continue to develop higher levels
of basic fitness and physical competence needed for active leisure participation. Fourth grade students will identify
health-related fitness components and physical activities that address each component. Health-related fitness
components include cardio-respiratory endurance, muscular strength and endurance, flexibility and body
composition.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
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2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What are the health-related components of physical fitness?
How can technology assist in fitness development?
What are the benefits of maintaining a physically fit lifestyle?
Evidence of Learning (Assessments)
Teacher Observations
Rubrics - COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Personal Management
Written Tests
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Components of fitness
What contributes to cardiovascular fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
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Students will be able to:
Demonstrate jumps over a stationary rope several times using a forward and back and side to side movement
pattern.
Identify the five health-related components of physical fitness.
Identify several physical activities related to each component of health-related physical fitness
Demonstrate skill-related components of physical fitness.
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources Cones
Jump ropes
Hoops
Poly spots
Resistance Bands
Activities:
Jump the Circuit
Individual Tricks
Partner Tricks
Group Jump Rope Challenge
Small Group Activities
Fitness Tag Team Traveling Challenge
Fitness in the Middle
Moving for Time
Whole Group Activities
Roll the Dice
Aerobic Dance
Aerobic Games
Aerobic Bowling
Track & Field
Chasing and Fleeing Games
Elbow Tag
Side by Side Tag
Fitness Challenges
Partner Muscular
Strength and Endurance
Fun and Flexibility
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Nutley Public Schools
Physical Education Grade: 4
Unit 4:
Rhythm and Dance
Summary and Rationale
The rhythms and dance unit is designed to help to promote the development of basic movements to specific
rhythmic patterns in large group, small group, pairs or individually, and to promote self-expression and creativity
for fourth grade students. Students will perform developmentally appropriate dance steps and movement patterns
by combining balance and weight transfer with movement concepts.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
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2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can dance improve your fitness?
What are the benefits of maintaining a physically fit lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
• Social Responsibility
• Determination
Skill tests
Written Tests
Objectives
Students will know or learn:
How to apply movements to music
The importance of cooperation while working with others
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How dance can contribute to healthy living
Students will be able to:
Demonstrate awareness of movement in relation to body, space, and time.
Perform dance sequences to music.
Produce multiple dance steps in sequence.
Identify connections between dance and healthy living.
Integration
Technology Integration
Writing Integration
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
Activities:
Line Dance 5, 6, 7, 8
Rocky Top
Square Dance
Hot Time
Virginia Reel
Cultural Dances
Cotton Eyed Joe
Irish Jig
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Nutley Public Schools
Physical Education Grade: 4
Unit 5:
Base Games
Summary and Rationale
The primary goal of this unit is to develop students' fundamental movement skills, rules knowledge, and game
strategy within a variety of developmentally appropriate games. The unit will also enhance students' personal
fitness and provide them with the knowledge and skills necessary to engage in a variety of physical activities
outside of the school day. Personal and social responsibility, self-directed learning, and problem solving skills are
also reinforced throughout the unit.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
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2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
How can physical activity/sports provide a wide range of lifelong benefits?
What are the basic mechanics of throwing, catching, fielding, base running, batting, and kicking?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
Teamwork
Objectives
Students will know or learn:
Base running foundations
How to pivot
Students will be able to:
Demonstrate fundamental skills such as throwing, catching, fielding, and base running, pitching, and batting or
kicking.
126
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources Bases
Balls
Bats
Cones
Activities:
Out At Home
Triangle Fielding
Beat the Ball
Whack O
All-Run Softball
Whiffle Ball
Kickball
127
Nutley Public Schools
Physical Education Grade: 4
Unit: 6
Lead-Up Games
Summary and Rationale
The primary goal of this unit is to develop students' fundamental movement skills, rules knowledge, and game
strategy within a variety of developmentally appropriate games. The unit will also enhance students' personal
fitness and provide them with the knowledge and skills necessary to engage in a variety of physical activities
outside of the school day. The games in this unit were designed to promote tactics and logic that can transfer across
games in the same category. The students will understand how, why, and when, to use skills within a game setting.
Lead-up games provide an opportunity for students to practice skills in a simulated game situation. The
combination of games and drills provides optimal learning experiences for the students. Personal and social
responsibility, self-directed learning, and problem solving skills are also reinforced throughout the unit.
Recommended Pacing
12 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
128
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A physically educated person is aware of the skills necessary to contribute to a group working towards a common
goal.
Physical activity will enhance your overall health and wellness.
Use and apply fundamental movement concepts to incorporate a variety of activities to improve performance and
promote an active and healthy lifestyle.
Implementation of effective strategies and techniques is necessary for students to be able to enhance physical
activity.
Essential Questions
If the movement can already be performed why is important to understand the concepts of the movement?
To what extent does strategy influence performance in games and activities?
What is the importance of safety rules in lead-up games?
To what extent does strategy influence performance in games and activities?
Which skills are needed to perform at a higher level in various games?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
• Teamwork
Objectives
Students will know or learn:
129
Rules and safety procedures
Strategies necessary for success in lead-up games
Fundamental skills necessary for successful game play
Students will be able to:
Explain the safety rules and cooperative expectations.
Develop strategies on using locomotor patterns with other skills; such as hand-eye coordination, balance,
throwing, and catching.
Demonstrate the fundamental skills required for successful game play.
Implement communication, trust, and teamwork skills within a group to solve challenges.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Balls
Hoops
Poly spots
Cones
Activities:
Football Golf
Centipede
Football Grab Bag
Small Group Activities
Around the Court
Stepping Stones
Defense
Whole Group Activities
Group Basketball Hunt
Pass It Around
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7
Nutley Public Schools
Physical Education Grade: 4
Unit 7:
Team Sports
Summary and Rationale
Team sports promote skill development, teamwork, sportsmanship, game strategies and terminologies in a variety
of team sport activities. Students will also learn to incorporate rules and safety. Fourth grade students will be
introduced to a variety of team sports in this unit.
Recommended Pacing
12 sessions
Standards
Motor Skills and Concepts
2.5.4.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at
different levels, directions, ranges, and pathways.
2.5.4.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.
2.5.4.A.4 Correct movement errors in response to feedback.
Strategy
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning,
faking, dodging, creating open areas, and defending space).
2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and
celebrate accomplishments.
Sportsmanship, Rules, and Safety
2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both
a player and an observer.
2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a
safe active environment.
Fitness and Physical Activity
2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-
related and skill-related fitness.
2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.
131
2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training,
diet, and technology.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Essential Questions
Why is physical activity important in team sports?
Why is it important to understand the different levels of competition?
How is teamwork important to achieving a common goal?
How can you be a good teammate?
What are different mature ways to respond to winning and losing?
What are characteristics of good sportsmanship?
What opportunities are there to play sports outside of school?
What locations are available for students to play sports outside of school?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
• Teamwork
Objectives
Students will know or learn:
Rules and safety procedures
Strategies necessary for success in team sports games
Fundamental skills necessary for successful game play
132
Acceptable behavior associated with winning and losing
Students will be able to:
Demonstrate basic skills of the game
Recognize basic skills.
Participate in moderately vigorous physical activity in team sports.
Practice and develop fundamental skills to improve team participation.
Encourage positive attitudes in a competitive environment.
Explain safety rules.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Cones
Flags
Balls
Goals
Activities:
Football Drills
Passing and Receiving
Catching and Ball Carrying
Punting
Flag pulling
Cadence (air it out)
Soccer Drills
Dribbling
Passing
Shooting, Throw-in, and Punts
Basketball
Ball Handling
Dribbling
Shooting
Passing
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Figure 8
Switcheroo
Hot Potato
Dribbling Drills
Around the World
Volleyball
Forearm Pass
Bumping Buddies
Overhead Pass
Underhand Pass
Underhand Serve
Forearm 21
Cooperative Countdown
Serving Shower
Mini-Volleyball
134
Nutley Public Schools
Grade 5
135
Nutley Public Schools
Physical Education Grade: 5
Unit: 1
Cooperative Games
Summary and Rationale
The intent of this unit is the achievement of self-initiated behaviors that promote personal and group success in
activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and
teamwork, ethical behavior and positive social interaction. Key to this unit is developing respect for individual
similarities and differences through positive interaction among participants in physical activity. Similarities and
differences include characteristics of culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape),
gender, age, race and socioeconomic status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging situations.
2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values.
2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community
activities.
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
136
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A physically educated person is aware of the skills necessary to contribute to a group working towards a common
goal.
Physical activity will enhance your overall health and wellness.
Use and apply fundamental movement concepts to incorporate a variety of activities to improve performance and
promote an active and healthy lifestyle.
Implementation of effective strategies and techniques is necessary for students to be able to enhance physical
activity.
Essential Questions
If the movement can already be performed why is important to understand the concepts of the movement?
To what extent does strategy influence performance in games and activities?
Evidence of Learning (Assessments)
Teacher Observation
Participation
137
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
Skill tests
Peer Assessment
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
The benefits of team building
Students will be able to:
Explain the safety rules and cooperative expectations.
Develop cooperative skills that improve life skills.
Help build relationships and communication skills.
Work together and solve challenges.
Identify the importance of building relationships.
Integration
Technology Integration
Writing Integration
Reflection
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY IV: PROBLEM SOLVING
• Use of information
138
• Approach to Solving
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Adventure Pack
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
http://mrgym.com/CooperativeGames.htm
http://www.ultimatecampresource.com/site/camp-activities/cooperative-games.page-1.html
139
Nutley Public Schools
Physical Education Grade: 5
Unit 2:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
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2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What skills need to be developed to maintain fitness?
Why would a fitness plan help to develop fitness skills?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics-
COMPETENCY III: RESEARCH
• Learning and Evaluation
141
Skills Tests
Self-Assessment –
• COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources Stopwatch
Fitnessgram Software
Mats
Clipboards
Cones
Activities:
Fitnessgram Tests
142
Nutley Public Schools
Physical Education Grade: 5
Unit 3:
Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Fourth grade students will continue to develop higher levels
of basic fitness and physical competence needed for active leisure participation. Fifth grade students will identify
health-related fitness components and physical activities that address each component. Health-related fitness
components include cardio-respiratory endurance, muscular strength and endurance, flexibility and body
composition.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
143
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What are the health-related components of physical fitness?
How can technology assist in fitness development?
What are the benefits of maintaining a physically fit lifestyle?
Evidence of Learning (Assessments)
Teacher Observations
Rubrics - COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
• Personal Management
Written Tests
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
144
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Proper warm-up and cool-down methods
Muscular strength is the body’s ability to generate force in a short amount of time
Muscular endurance is the measure of how well muscles can repeatedly generate force and the amount of time
they can maintain activity
Cardiovascular endurance is the body’s ability to exercise continuously for extended periods of time
Target Heart Rate is a measure of cardiovascular endurance
Flexibility is the ability to move through a full range of motion
Balance is the state of equal distribution of weight
Making healthy lifestyle choices now and in the future plays a role in decreasing obesity, cardiovascular disease,
stroke, diabetes, hypertension, and various other medical conditions
Students will be able to:
Describe the five components of fitness.
Discuss the importance of a quality warm up and cool down
Demonstrate skill-related components of physical fitness
Demonstrate how to monitor pulse during exercise
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources Cones
Jump ropes
Hoops
Poly spots
Resistance Bands
Jump Rope Activities:
Jump the Circuit
Individual Tricks
Partner Tricks
Group Jump Rope Challenge
145
Activities:
Muscle Hustle Stations
It’s Your Move
Stretch Wave
Fortune Cookie
Running Mania
Fruits and Vegetables
Classroom Based Physical Activities – (classroom days)
http://www.ecu.edu/cs-hhp/exss/upload/energizers_for_grades_3_5.pdf
146
Nutley Public Schools
Physical Education Grade: 5
Unit 4:
Rhythm and Dance
Summary and Rationale
The rhythms and dance unit is designed to help to promote the development of basic movements to specific
rhythmic patterns in large group, small group, pairs or individually, and to promote self-expression and creativity
for fifth grade students. Students will perform developmentally appropriate dance steps and movement patterns by
combining balance and weight transfer with movement concepts. Fifth grade students will explore varying rhythm,
tempo and beat found in dance.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
147
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can rhythmic skills be used in other activities?
How can dance improve one’s level of fitness?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
Skill tests
Peer Assessment
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
148
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Written Tests
Objectives
Students will know or learn:
How to apply movements to music
The importance of cooperation while working with others
Movement to music can promote fitness
Tempo and beat
Students will be able to:
Demonstrate awareness of movement in relation to body, space, and time.
Perform dance sequences to music.
Produce multiple dance steps in sequence.
Identify connections between dance and healthy living
Define tempo and beat
Create and perform a series of combined movements
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
149
Activities:
Line Dance 5, 6, 7, 8
Rocky Top
Square Dance
Hot Time
Virginia Reel
Cultural Dances
Cotton Eyed Joe
Irish Jig
Electric Slide
150
Nutley Public Schools
Physical Education Grade: 5
Unit: 6
Lead-Up Games
Summary and Rationale
Fifth grade students will continue to develop skills associated with lead-up games. The primary goal of this unit is
to develop students' fundamental movement skills, rules knowledge, and game strategy within a variety of
developmentally appropriate games. The unit will also enhance students' personal fitness and provide them with
the knowledge and skills necessary to engage in a variety of physical activities outside of the school day. The
games in this unit were designed to promote tactics and logic that can transfer across games in the same category.
The students will understand how, why, and when, to use skills within a game setting. Lead-up games provide an
opportunity for students to practice skills in a simulated game situation. The combination of games and drills
provides optimal learning experiences for the students. Personal and social responsibility, self-directed learning,
and problem solving skills are also reinforced throughout the unit.
Recommended Pacing
12 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
151
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A physically educated person is aware of the skills necessary to contribute to a group working towards a common
goal.
Physical activity will enhance your overall health and wellness.
Use and apply fundamental movement concepts to incorporate a variety of activities to improve performance and
promote an active and healthy lifestyle.
Implementation of effective strategies and techniques is necessary for students to be able to enhance physical
activity.
Essential Questions
If the movement can already be performed why is important to understand the concepts of the movement?
To what extent does strategy influence performance in games and activities?
What is the importance of safety rules in lead-up games?
To what extent does strategy influence performance in games and activities?
Which skills are needed to perform at a higher level in various games?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
152
Self-Assessment- COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
• Teamwork
Objectives
Students will know or learn:
Rules and safety procedures
Strategies necessary for success in lead-up games
Fundamental skills necessary for successful game play
Students will be able to:
Explain the safety rules and cooperative expectations.
Develop strategies on using locomotor patterns with other skills; such as hand-eye coordination, balance,
throwing, and catching.
Demonstrate the fundamental skills required for successful game play.
Implement communication, trust, and teamwork skills within a group to solve challenges.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Balls
Hoops
Poly spots
Cones
Activities:
Football Golf
Centipede
Football Grab Bag
Small Group Activities
Around the Court
Stepping Stones
Defense
Whole Group Activities
Group Basketball Hunt
153
Pass It Around
Nutley Public Schools
Physical Education Grade: 5
Unit 7:
Team Sports
Summary and Rationale
Team sports promote skill development, teamwork, sportsmanship, game strategies and terminologies in a variety
of team sport activities. Students will also learn to incorporate rules and safety. Fifth grade students will be
introduced to a variety of team sports in this unit.
Recommended Pacing
12 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
154
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Essential Questions
Why is physical activity important in team sports?
Why is it important to understand the different levels of competition?
How is teamwork important to achieving a common goal?
How can you be a good teammate?
What are different mature ways to respond to winning and losing?
What are characteristics of good sportsmanship?
What opportunities are there to play sports outside of school?
What locations are available for students to play sports outside of school?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
155
• Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
• Teamwork
Objectives
Students will know or learn:
Rules and safety procedures
Strategies necessary for success in team sports games
Fundamental skills necessary for successful game play
Acceptable behavior associated with winning and losing
Students will be able to:
Demonstrate basic skills of the game
Recognize basic skills.
Participate in moderately vigorous physical activity in team sports.
Practice and develop fundamental skills to improve team participation.
Encourage positive attitudes in a competitive environment.
Explain safety rules.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Cones
Flags
Balls
Goals
Activities:
Football Drills
Passing and Receiving
Catching and Ball Carrying
Punting
Flag pulling
Cadence (air it out)
156
Soccer Drills
Dribbling
Passing
Shooting, Throw-in, and Punts
Basketball
Ball Handling
Dribbling
Shooting
Passing
Figure 8
Switcheroo
Hot Potato
Dribbling Drills
Around the World
Volleyball
Forearm Pass
Bumping Buddies
Overhead Pass
Underhand Pass
Underhand Serve
Forearm 21
Cooperative Countdown
Serving Shower
Mini-Volleyball
157
Nutley Public Schools
Grade 6
158
Nutley Public Schools
Physical Education Grade: 6
Unit: 1
Cooperative Games
Summary and Rationale
The intent of this unit is the achievement of self-initiated behaviors that promote personal and group success in
activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and
teamwork, ethical behavior and positive social interaction. Key to this unit is developing respect for individual
similarities and differences through positive interaction among participants in physical activity. Similarities and
differences include characteristics of culture, ethnicity, motor performance, disabilities, (e.g., strength, size, shape),
gender, age, race and socioeconomic status.
Recommended Pacing
12 sessions
Standards
Character Development
2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging situations.
2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values.
2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community
activities.
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
159
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A physically educated person is aware of the skills necessary to contribute to a group working towards a common
goal.
Physical activity will enhance your overall health and wellness.
Use and apply fundamental movement concepts to incorporate a variety of activities to improve performance and
promote an active and healthy lifestyle.
Implementation of effective strategies and techniques is necessary for students to be able to enhance physical
activity.
Essential Questions
If the movement can already be performed why is important to understand the concepts of the movement?
To what extent does strategy influence performance in games and activities?
Evidence of Learning (Assessments)
Teacher Observation
Participation
160
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
Skill tests
Peer Assessment
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Written Tests
Objectives
Students will know or learn:
Rules and safety procedures
Cooperative learning techniques
Appropriate behavior towards peers and equipment
Understand the effects of activity on the body and the risks associated with inactivity
The benefits of team building
Students will be able to:
Explain the safety rules and cooperative expectations.
Develop cooperative skills that improve life skills.
Help build relationships and communication skills.
Work together and solve challenges.
Identify the importance of building relationships.
Integration
Technology Integration
Writing Integration
Reflection
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY IV: PROBLEM SOLVING
161
• Use of information
• Approach to Solving
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Suggested Resources portable chalk/white board
parachute
Hula Hoops
Scooters
Adventure Pack
Hundredth Monkey
Project Adventure Curriculum
Competency Framework
http://mrgym.com/CooperativeGames.htm
http://www.ultimatecampresource.com/site/camp-activities/cooperative-games.page-1.html
162
Nutley Public Schools
Physical Education Grade: 6
Unit 2:
Golf
Summary and Rationale
Golf is an excellent sport for teaching hand-eye coordination, focus, control, concentration, relaxation, and
technique. It also has great carry-over value as a lifetime sport for all ages. This unit will provide the students with
the opportunity to engage in a lifetime sport. Introducing golf at a young age will help expose the students to
something new and may allow for them to further their interest in the sport. This unit will focus on the basic
strokes, rules, vocabulary and etiquette of the sport.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
163
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Essential Questions
Can I play this game outside of school?
How are team and individual sports different?
What are the rules of the sport?
How does participating in golf increase students’ concentration and overall focus?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Written Tests
Rubrics – COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Objectives
164
Students will know or learn:
Rules and safety procedures
Proper golf etiquette
Correct technique for putting
Students will be able to:
Explain safety rules
Identify the main rules of golf
Show proper golf etiquette
Demonstrate correct technique for putting
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources Clubs
Mats
Balls
165
Nutley Public Schools
Physical Education Grade: 6
Unit 3:
Team Sports
Summary and Rationale
Team sports promote skill development, teamwork, sportsmanship, game strategies and terminologies in a variety
of team sport activities. Students will also learn to incorporate rules and safety. Sixth grade students will be
introduced to a variety of team sports in this unit.
Recommended Pacing
16 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
166
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
Participation in physical activities/sports can provide an opportunity for developing an understanding and respect
for differences among people.
Essential Questions
Why is physical activity important in team sports?
Why is it important to understand the different levels of competition?
How is teamwork important to achieving a common goal?
How can you be a good teammate?
What are different mature ways to respond to winning and losing?
What are characteristics of good sportsmanship?
What opportunities are there to play sports outside of school?
What locations are available for students to play sports outside of school?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment- COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Written Tests
Rubrics - COMPETENCY I: COLLABORATION
• Teamwork
167
Objectives
Students will know or learn:
Rules and safety procedures
Strategies necessary for success in team sports games
Fundamental skills necessary for successful game play
Acceptable behavior associated with winning and losing
Students will be able to:
Demonstrate basic skills of the game
Recognize basic skills.
Participate in moderately vigorous physical activity in team sports.
Practice and develop fundamental skills to improve team participation.
Encourage positive attitudes in a competitive environment.
Explain safety rules.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Cones
Flags
Balls
Goals
Activities:
Football Drills
Passing and Receiving
Catching and Ball Carrying
Punting
Flag pulling
Cadence (air it out)
Soccer Drills
Dribbling
Passing
Shooting, Throw-in, and Punts
Basketball
168
Ball Handling
Dribbling
Shooting
Passing
Figure 8
Switcheroo
Hot Potato
Dribbling Drills
Around the World
Volleyball
Forearm Pass
Bumping Buddies
Overhead Pass
Underhand Pass
Underhand Serve
Forearm 21
Cooperative Countdown
Serving Shower
Mini-Volleyball
Softball
Fielding
Base Running
Hitting
169
Nutley Public Schools
Physical Education Grade: 6
Unit 4:
Rhythm and Dance
Summary and Rationale
The rhythms and dance unit is designed to help to promote the development of basic movements to specific
rhythmic patterns in large group, small group, pairs or individually, and to promote self-expression and creativity
for sixth grade students. Students will perform developmentally appropriate dance steps and movement patterns by
combining balance and weight transfer with movement concepts. Sixth grade students will explore varying rhythm,
tempo and beat found in dance. Students will have the opportunity to apply learned skills through creating their
own group dance.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
170
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical movement can be creative, enjoyable and individually rewarding
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Essential Question
How can dance improve your fitness?
What are the benefits of maintaining a physically fit lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics –
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
Skill tests
Peer Assessment
Self-Assessment –
COMPETENCY V: SELF AWARENESS and DIRECTION
171
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Written tests
Objectives
Students will know or learn:
How to apply movements to music
The importance of cooperation while working with others
How dance can contribute to healthy living
Students will be able to:
Demonstrate awareness of movement in relation to body, space, and time.
Perform dance sequences to music.
Produce multiple dance steps in sequence.
Identify connections between dance and healthy living.
Integration
Technology Integration
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
• Managing Conflict/Differences
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Personal wellness and relationships
• Social Responsibility
• Determination
Suggested Resources CD player/music
1 portable chalk/white board
Activities:
Line Dance 5, 6, 7, 8
172
Rocky Top
Square Dance
Hot Time
Virginia Reel
Cultural Dances
Cotton Eyed Joe
Irish Jig
Electric Slide
Create a dance
173
Nutley Public Schools
Physical Education Grade: 6
Unit 5:
Fitness
Summary and Rationale
The intent of this unit is the development of students’ knowledge, skills and willingness to accept responsibility for
personal fitness, leading to an active, healthy lifestyle. Sixth grade students will continue to develop higher levels
of basic fitness and physical competence needed for active leisure participation. Sixth grade students will identify
health-related fitness components and physical activities that address each component. Health-related fitness
components include cardio-respiratory endurance, muscular strength and endurance, flexibility and body
composition.
Recommended Pacing
8 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
174
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What are the health-related components of physical fitness?
How can technology assist in fitness development?
What are the benefits of maintaining a physically fit lifestyle?
Evidence of Learning (Assessments)
Teacher Observations
Rubrics - COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
• Personal Management
Written Tests
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
175
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Proper warm-up and cool-down methods
Muscular strength is the body’s ability to generate force in a short amount of time
Muscular endurance is the measure of how well muscles can repeatedly generate force and the amount of time
they can maintain activity
Cardiovascular endurance is the body’s ability to exercise continuously for extended periods of time
Target Heart Rate is a measure of cardiovascular endurance
Flexibility is the ability to move through a full range of motion
Balance is the state of equal distribution of weight
Weight transfer and body control improve agility
Agility is the ability to change directions quickly
Speed is the ability to move across a distance in a short period of time
Motivation and individual responsibility play an important role in fitness
Making healthy lifestyle choices now and in the future plays a role in decreasing obesity, cardiovascular disease,
stroke, diabetes, hypertension, and various other medical conditions
Students will be able to:
Describe the five components of fitness.
Discuss the importance of a quality warm up and cool down
Demonstrate skill-related components of physical fitness
Demonstrate how to monitor pulse during exercise
Define agility and speed and discuss how they factor into physical activity
Integration
Technology Integration
Writing Integration
Journal
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources Cones
Jump ropes
Hoops
Poly spots
Resistance Bands
176
Jump Rope Activities:
Jump the Circuit
Individual Tricks
Partner Tricks
Group Jump Rope Challenge
Activities:
Muscle Hustle Stations
It’s Your Move
Stretch Wave
Fortune Cookie
Running Mania
Fruits and Vegetables
Fitness Challenges
Partner Muscular
Strength and Endurance
Fun and Flexibility
Agility Runs
Vertical Jumps
Long Jump
Owl Hop
177
Nutley Public Schools
Physical Education Grade: 6
Unit 6:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
6 sessions
Standards
Motor Skills and Concepts
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth
flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,
dance, and recreational activities).
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time,
space, and relationships in interactive dynamic environments.
2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo,
beat, rhythm, and music (creative, cultural, social, and fitness dance).
2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement
performance.
Strategy
2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team
activities.
2.5.6.B.2 Compare and contrast strategies used to impact individual and team effectiveness and make
modifications for improvement.
Sportsmanship, Rules, and Safety
2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to
enhance sportsmanship-like behavior.
2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe
how they enhance participation and safety.
2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures.
178
Fitness and Physical Activity
2.6.2.A.1 Analyze the social, emotional, and health benefits of selected physical experiences.
2.6.2.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.
2.6.2.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and
monitor health/fitness indicators before, during, and after the program.
2.6.2.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may
impact personal fitness.
2.6.2.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health.
2.6.2.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve
personal fitness.
2.6.2.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing
substances on personal health.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What skills need to be developed to maintain fitness?
Why would a fitness plan help to develop fitness skills?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics-
COMPETENCY III: RESEARCH
• Learning and Evaluation
Skills Tests
Self-Assessment –
• COMPETENCY V: SELF AWARENESS and DIRECTION
179
• Determination
Peer Assessment
Written Tests
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Journal
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources Stopwatch
Fitnessgram Software
Mats
Clipboards
Cones
Activities:
Fitnessgram Tests
180
Nutley Public Schools
Grade 7 and 8
181
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 1:
Basketball
Summary and Rationale
Through the sport of basketball, the students will be physically active and engaging in aerobic activity.
The unit will teach the importance of teamwork and sportsmanship. Students will learn the skills of dribbling,
passing and shooting. In this unit, students will be able to understand the positions of the players on the court and
how the game of basketball is played.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
182
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will develop an enduring understanding that a physically educated person is aware of the skills necessary
to contribute to a group working towards a common goal.
Basketball can be a lifetime activity.
Playing basketball can be an effective way to increase cardiovascular endurance.
Essential Question
What role does cooperation play in physical activities/sport?
What skills are necessary to be successful in basketball?
Why are teamwork and communication important in basketball?
What fitness components are necessary to be successful in basketball?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
How to participate in team sports
183
How to use cognitive skills in all aspects of physical activity
How to interact socially and cooperatively with their peers during physical activity.
The importance of regular involvement in physical activity.
The skill of a chest pass
The skill of a bounce pass
The skill of dribbling
The skill of shooting
The positions on the court
The basic rules of play
Students will be able to:
Perform the skills necessary to take part in team oriented sports.
Develop cognitive concepts about motor skills and fitness.
Interact with their peers in group activities.
Advocate for regular participation in an active lifestyle.
Perform the skill of a chest pass
Perform the skill of a bounce pass
Perform the skill of dribbling
Perform the skill of shooting
Discuss the positions on the court
Discuss the basic rules of play
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
184
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 2:
Flag Football
Summary and Rationale
Through the sport of flag-football, the students will be physically active and engaging in aerobic activity. This unit
will teach the importance of teamwork and strategy along with proper skills and techniques required for game play.
In all, the flag-football unit promotes understanding of one of the most highly watched and liked sports in the
United States. In this unit, students will be able to understand how they can enjoy moving around and being active
while gaining the benefits of exercise through the game of flag football.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
185
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will develop an enduring understanding that a physically educated person is aware of the skills necessary
to contribute to a group working towards a common goal.
Body awareness and coordination are necessary components for a well-grounded individual.
Teamwork and communication are essential to ensure the best possible results during game play.
Comprehension of how critical aerobic training is to the total well-being of an individual.
Essential Question
What role does cooperation play in physical activities/sport?
How does teamwork and communication effect game play in flag-football?
How does flag-football increase the fitness level of each person?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
186
Objectives
Students will know or learn:
Proper throwing and catching technique
How to perform route-running
The basic rules and strategies of game play
Safety rules
Students will be able to:
Perform the skills necessary to take part in team oriented sports.
Develop cognitive concepts about motor skills and fitness.
Interact with their peers in group activities.
Demonstrate the basic skills of throwing, catching and route-running
Discuss the positions on the field
Discuss the basic rules and strategies of game play
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
187
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 3:
Soccer
Summary and Rationale
Through the sport of soccer, the students will be physically active and engaging in aerobic activity. The unit will
teach the importance of teamwork and sportsmanship. Students will learn the skills of passing, trapping, dribbling
and shooting. In this unit, students will be able to understand the positions of the players on the field and how the
game of soccer is played. Students will also understand the benefits of exercise while playing in a soccer game.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
188
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will develop an enduring understanding that a physically educated person is aware of the skills necessary
to contribute to a group working towards a common goal.
Understanding how critical aerobic exercise is to the overall health of an individual.
Playing soccer can be an effective way to increase cardiovascular endurance.
Creating space and exploiting its creation is the key to winning soccer.
Increased scoring opportunities in certain sports result from creating space on offense in order to spread the defense
and bet players open.
Essential Question
What role does cooperation play in physical activities/sport?
Soccer is the most popular sport in the world.
Understanding how critical aerobic exercise is to the overall health of an individual.
Playing soccer can be an effective way to increase cardiovascular endurance.
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
189
Students will know or learn:
• How to effectively move safely through space while actively participating.
• How to use effective interpersonal skills.
• Personal and social behavior.
• An understanding and respect for themselves, each other, equipment, and the rules of the game.
• The basic skills of soccer including passing, chipping, trapping, shooting and heading.
• Goalkeeper responsibilities and skills
Students will be able to:
Discuss the basic rules of play
Demonstrate proper technique when dribbling a soccer ball.
Demonstrate proper technique when passing a soccer ball.
Demonstrate proper technique when chipping a soccer ball
Demonstrate proper technique when trapping a soccer ball.
Demonstrate proper technique when shooting a soccer ball.
Demonstrate proper technique when heading a soccer ball.
Demonstrate proper technique when catching the ball as a goalkeeper.
Demonstrate proper technique when punting the ball as a goalkeeper.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
190
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 4:
Team Handball
Summary and Rationale
Learning the skills and rules to team handball the students will be able to participate in vigorous activity in order to
improve there over all well-being. Students will also learn to work with others through cooperation and
compromising during the activity. In this unit, students will be able to understand how to apply skills and rules
learned to game play. Students will also understand the benefits of exercise while playing team handball.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
191
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will develop an enduring understanding that a physically educated person is aware of the skills necessary
to contribute to a group working towards a common goal.
Understanding how critical aerobic exercise is to the overall health of an individual.
Playing team handball can be an effective way to increase cardiovascular endurance.
Essential Question
What role does cooperation play in physical activities/sport?
What components of fitness does team handball encompass?
How does team handball increase the fitness level of each individual?
How does working on a team help improve cooperation skills?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
192
How to effectively move safely through space while actively participating.
How to use effective interpersonal skills.
Appropriate personal and social behavior while participating in individual and team activities
Students will be able to:
Explain the safety rules
Demonstrate basic skills of dribbling, passing, shooting and defending
Discuss team strategy for various game scenarios
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
193
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 5:
Volleyball
Summary and Rationale
Through the sport of volleyball, the students will be physically active as they learn the necessary skills to
participate in this lifetime game. The unit will teach the importance of teamwork and sportsmanship. Students will
learn the skills of passing, setting and serving. In this unit, students will be able to understand the positions of the
players on the court, how to rotate and how the game of volleyball is played.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
194
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will develop an enduring understanding that a physically educated person is aware of the skills necessary
to contribute to a group working towards a common goal.
Understanding how critical aerobic exercise is to the overall health of an individual.
Volleyball can be a lifelong activity.
Essential Question
What role does cooperation play in physical activities/sport?
What skills are necessary to be successful in volleyball?
Why are teamwork and communication important in volleyball?
What fitness components are necessary to be successful in volleyball?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
195
How to effectively move safely through space while actively participating.
How to use effective interpersonal skills.
Appropriate personal and social behavior while participating in individual and team activities
The basic skills of volleyball including, passing, setting and serving
The positions on the court and the rotation of players to serve
The rules of game play
The value of good sportsmanship
The importance of using teamwork
Students will be able to:
Demonstrate the basic skills of volleyball including passing, setting and serving.
Discuss the positions on the court and the rotation of players to serve
Discuss the rules of game play
Demonstrate good sportsmanship
Explain the importance of using teamwork
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
196
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 6:
Cooperative Games
Summary and Rationale
Adventure based challenges offer students the opportunity to participate in a variety of games and problem solving
activities that build social skills and self-confidence, develop physical fitness and values, and teach personal
responsibility. The concepts and skills experienced through adventure based challenges can prepare children to be
confident adults able to make decisions and work well within a group.
Recommended Pacing
2 weeks
Standards
Character Development
2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities.
2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.
2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at
home, locally, and in the worldwide community.
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
197
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Development of social health concepts and skills to promote a healthy lifestyle.
Utilization of cooperative skills to promote a healthy social lifestyle.
Apply problem solving techniques to real life experiences.
Essential Question
Why must students develop mutual relationship concepts to maintain a health throughout their life?
What cooperative skills and creative principles are necessary to promote active, social relationships?
How are the necessary concepts and skills applied to enhance all dimensions of wellness healthy lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
198
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION- Teamwork, Working Cooperatively, Building Relationships)
(COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Objectives
Students will know or learn:
How to effectively move safely through space while actively participating.
How to use effective interpersonal skills.
The value of good sportsmanship
The importance of using teamwork
Students will be able to:
Demonstrate good sportsmanship
Explain the importance of using teamwork
Apply problem solving skills
Integration
Technology Integration
I Pads
Writing Integration
Student Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
199
Suggested Resources Hundredth Monkey
Project Adventure Curriculum
Competency Framework
Adventure Pack
www.pecentral.org
www.teachpe.com
www.aahperd.org
200
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 7:
Fitness
Summary and Rationale
The goal of the fitness unit is to encourage overall fitness and the important role fitness plays in living a healthier,
happier and longer life. Motivation and the interrelationship of physical and health-related skills will be highlighted
to promote a healthy lifestyle. The components of fitness and specific activities needed to improve personal fitness
will be covered during this unit. Students will be introduced to a variety of fitness related activities to foster an
appreciation and value for the importance of maintaining a physically active lifestyle.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
201
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
It is important to maintain a healthy level of fitness so that you can lead a productive life and have the ability to
deal with life’s challenges as well as have energy to enjoy activities.
The FITT principle helps one to safely apply strategies and exercise to improve physical fitness.
Essential Question
How can I set challenging fitness goals that help me stay committed to wellness?
How does the FITT principle relate to physical fitness?
Evidence of Learning (Assessments)
Teacher Observations
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION (Determination and Personal Management)
Written Tests
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Peer Assessment
Objectives
Students will know or learn:
Benefits of participating in fitness activities
Location and function of major muscles
FITT Principle
202
The five health-related components of fitness
Students will be able to:
Discuss the benefits of participating in fitness activities
Apply the FITT principle
Participate in a variety of fitness activities.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources
Circuit Training
www.pecentral.org
www.teachpe.com
www.aahperd.org
http://www.fitnessforlife.org/middleSchool
203
Nutley Public Schools
Physical Education Grade: 7
Unit 8:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
204
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Positive decision making about fitness contributes to a healthy lifestyle.
Research shows that people who participate in regular physical activity, no matter what the form, are more likely to
do so because they feel comfortable and competent in movement skills.
To achieve a healthy lifestyle, you must value physical activity.
Repetition of proper technique leads to improvement.
Essential Questions
Why is physical activity important?
What skills need to be developed to maintain fitness?
Why would a fitness plan help to develop fitness skills?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics
Written Tests COMPETENCY III: RESEARCH (Learning and Evaluation)
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION(Determination)
Peer Assessment
205
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Reflection
Journal
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources Stopwatch
Fitnessgram Software
Mats
Clipboards
Cones
Activities:
Fitnessgram Tests
206
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 9:
Badminton
Summary and Rationale
The purpose of this unit is to introduce the game of badminton and to create an interest and a level of success in the
game so that the students will want to continue to participate for the rest of their lives. Introducing the game of
badminton at this level is developmentally appropriate for these students because badminton is a lifetime sport and
is a sport that will keep the individual active along their live span. The racquet skills utilized in badminton transfer
to other lifetime sports such as tennis, Pickleball and racquetball.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
207
Fitness and Physical Activity
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Playing badminton involves balance, coordination, body awareness, muscular and cardiovascular endurance, and
flexibility.
By participating in physical activities you increase your cardiovascular endurance and overall general physical
fitness, contributing to improved heart health.
Essential Question
How can badminton increase the fitness level of each individual?
What components of fitness does badminton encompass?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
208
Students will know or learn:
Rules and strategies of the game of badminton.
How to perform the skills of badminton, such as serves, clears, drops, and shuttle control.
Safety and etiquette used during badminton participation
The importance of physical activity on maintaining health
Students will be able to:
Discuss basic game rules
Demonstrate good sportsmanship.
Exhibit eye-hand coordination.
Develop and perform proper serving techniques.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
209
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 10:
Floor Hockey
Summary and Rationale
The goal of this unit is to introduce students to the game of floor hockey. The skills developed in this unit are
striking, spatial awareness, body management, hand eye coordination and team work. In addition floor hockey
develops cardiovascular endurance, core strength, reaction time, hand-eye coordination, foot speed and agility.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
210
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Playing floor hockey involves balance, coordination, body awareness, muscular and cardiovascular endurance, and
flexibility.
By participating in physical activities you increase your cardiovascular endurance and overall general physical
fitness, contributing to improved heart health.
Essential Question
How can hockey increase the fitness level of each individual?
What components of fitness does hockey encompass?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
211
Students will know or learn:
Rules and strategies of the sport of hockey.
How to perform the skills of passing, shooting, and stick-handling.
Safety and etiquette used during hockey participation
The importance of physical activity on maintaining health
Students will be able to:
Discuss basic game rules
Demonstrate good sportsmanship.
Display knowledge of the rules and safety.
Exhibit eye-hand, coordination.
Develop and perform proper passing techniques.
Develop and perform proper shooting techniques.
Develop and perform proper stick-handling techniques.
Demonstrate cooperative play through games.
Understand the importance of teamwork and positive social interaction.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
212
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 11:
Softball
Summary and Rationale
The goal of the softball unit is to focus on the different aspects of the game, including rules, skills, and strategies.
The concepts learned in this unit plan will be beneficial to the students, both inside and outside the classroom, as
well as transferred into the later years of their life. Each lesson demonstrates the importance of the various aspects
of softball and encourages students to participate in physical activity.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
213
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Softball and related activities can effect and benefit overall health of an individual.
Working cooperatively, communication, and good sportsmanship are essential for success in softball and all team
sports.
Eye-hand coordination is an important facet in all elements of softball.
Essential Question
What components of fitness does softball encompass?
How can softball increase the fitness level of each individual?
What similarities does softball have with other team sports?
What is the importance of eye-hand coordination in softball?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
214
Objectives
Students will know or learn:
Rules and strategies of the sport of hockey.
How to perform the skills of passing, shooting, and stick-handling.
Safety and etiquette used during hockey participation
The importance of physical activity on maintaining health
Students will be able to:
Display knowledge of the rules.
Demonstrate good sportsmanship.
Exhibit eye-hand coordination.
Develop and perform proper striking techniques.
Develop and perform proper throwing techniques.
Develop and perform proper catching techniques.
Develop and perform proper running techniques.
Understand the importance of teamwork and positive social interaction
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
215
Nutley Public Schools
Physical Education Grade: 7 - 8
Unit 12:
Dance
Summary and Rationale
Dance contributes to health-related components and is an activity that can be enjoyed as a lifetime activity. The
goal of this unit is to introduce students to various dance skills focusing on balance, coordination, rhythm, and
fitness, as well as, foster an environment in which students can gain an appreciation of the social and fitness
benefits of dance. Students will develop their dance skills focusing on dance patterns and tempo.
Recommended Pacing
2 weeks
Standards
Motor Skills and Concepts
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities).
2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to
impact performance.
2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes
changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance).
2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.
Strategy
2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of
settings.
2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.
2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for
improvement.
Sportsmanship, Rules and Safety
2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.
2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of
specific individual, small-group, and team activities.
2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.
Fitness and Physical Activity
216
2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical
activity.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.
2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and
other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids
and other performance-enhancing substances.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A dancer’s skill includes execution, rhythm, tempo, technique, and body control.
Dance is a tool for fitness throughout your life.
Essential Question
What are basic dance techniques, terminology, and elements?
What are examples of etiquette in relation to dance?
What are the similarities between the components of fitness and dance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics (Collaboration)
Written Tests
Skills Tests
Self-Assessment (Teamwork, Working cooperatively, Building relationships)
Peer Assessment (Teamwork, Working cooperatively, Building relationships)
217
Objectives
Students will know or learn:
History of dance
Dance vocabulary including tempo, beat and rhythm
Steps to various dance sequences
Students will be able to:
Demonstrate proper dance class procedure and etiquette
Execute dance sequences in dance.
Define dance vocabulary
Discuss the fitness components utilized during dance
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journals
Competencies
COMPETENCY I: COLLABORATION
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Suggested Resources www.pecentral.org
www.teachpe.com
www.aahperd.org
Zumba
Line Dances
Creative Dance
Cultural Dance
218
Nutley Public Schools
Grade 9
219
Nutley Public Schools
Physical Education Grade: 9
Unit 1:
Fitness 1
Summary and Rationale
Through participation in various fitness activities and group exercise, the students will be able to learn the short and
long term benefits of fitness (looking and feeling better, being able to do more, having better health and a longer
life, avoiding major diseases, and having a better quality of life). In this unit, the students will be able to examine
and improve on their aerobic endurance, strength, flexibility, and stability. They will each be able to experience
how different activities have a different intensity level. Overall, the basic concepts of the cardio-respiratory and
muscular system and their functions will be learned and understood through the different daily activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
220
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Circuit training is a form of physical activity that promotes cardio-vascular health.
Effective participation in fitness activities requires attention to safety principles
Fitness routines can be modified to make exercise interesting and to adjust to various personal fitness levels.
Essential Question
How does aerobic activity and endurance impact an individual?
How does strength training impact personal fitness?
What is the difference between resting heart rate and target heart rate? Why is this important?
Evidence of Learning (Assessments)
Teacher Observations
Rubrics (Determination and Personal Management)
Written Tests
Skills Tests
Self-Assessment (Determination)
Peer Assessment
Peer Assessment
Objectives
Students will know or learn:
Fitness components
Aerobic and anaerobic exercise terminology
221
Calculate target heart rate
Benefits of cardiovascular exercise
Strength training principles
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Students will be able to:
Define the terms aerobic and anaerobic
Define cardiovascular fitness
Describe how aerobics contributes to cardiovascular fitness
Define pulse, resting pulse, target zone and maximum heart rate
Calculate individual resting heart rate, target zone, maximum heart rate
Describe the health benefits of aerobics
Discuss the health benefits of strength training
Apply safety regulations will participating in strength training activities
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Determination
Suggested Resources
Radio and music
Jump Ropes
Stability Balls
Medicine Balls
Body Bars
Kettlebells
Stopwatches
222
Nutley Public Schools
Physical Education Grade: 9
Unit 2:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
1 week
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
223
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A complete fitness program promotes participation in activities that build health and wellness including
cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.
Personal fitness can be measured and monitored through fitness testing.
Essential Question
How can pre- and post-fitness testing be used to improve your overall level of fitness?
How can attaining fitness knowledge help to improve your overall fitness level?
What are the health benefits of improved flexibility?
What are the health benefits of improved muscular endurance?
What are the health benefits of improved muscular strength?
What are the health benefits of improved cardiovascular endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics
Written Tests COMPETENCY III: RESEARCH (Learning and Evaluation)
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION(Determination
224
Peer Assessment
End of Course Assessment COMPETENCY III: RESEARCH (Analyzing data)
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Apply fitness test results to goal setting
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Reflection
Goal writing
Competencies
COMPETENCY III: RESEARCH
Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources
Fitnessgram tests
225
Nutley Public Schools
Physical Education Grade: 9
Unit 3:
Dance 1
Summary and Rationale
In this unit, students will be able to understand beat, rhythm and tempo through being active while gaining the
benefits of exercise. Dancing incorporates strength, endurance, flexibility, and cardiovascular aspects of fitness.
Through the art of dancing, the students will be physically active and engaging in aerobic activity. The dance unit
encourages creative exploration through student created dance routines to favorite music and/or learning common
large group dances.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
226
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Develop an understanding of fundamental concepts of music related to effective execution of movement actions.
Dance can help create movements which express ideas and emotions.
Essential Question
How can dance make me more physically fit, improvement my co-ordination, and build up my self-confidence.
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics (Collaboration)
Written Tests
Skills Tests
Self-Assessment (Teamwork, Working cooperatively, Building relationships)
Peer Assessment (Teamwork, Working cooperatively, Building relationships)
Objectives
Students will know or learn:
How to identify the tempo and rhythm of different selections of music
227
History of dance
Dance vocabulary including tempo, beat and rhythm
Steps to various dance sequences
Students will be able to:
Demonstrate proper dance class procedure and etiquette
Execute dance sequences in dance.
Define dance vocabulary
Discuss the fitness components utilized during dance
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
COMPETENCY II: COMMUNICATION
Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Suggested Resources
www.pecentral.org
www.teachpe.com
www.aahperd.org
Zumba
Line Dances
Creative Dance
Social Dance
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Nutley Public Schools
Physical Education Grade: 9
Unit 4:
Badminton/Speedminton 1
Summary and Rationale
The purpose of this unit is to introduce the game of badminton/speedminton and to create an interest and a level of
success in the game so that the students will want to continue to participate for the rest of their lives Throughout
this unit of study, students will experience the advancement of effective movement development and fitness
through badminton skills and game participation. Skill development will include focusing on the development of
the serve, the forehand hit, the back hand hit, the overhead hit, game rules and safety.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
229
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Badminton is a lifetime sport.
Physical activity will enhance your overall health and wellness.
Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness.
Essential Question
How does effective and appropriate movement affect wellness?
Why do I have to show good sportsmanship and follow the rules?
How does the game of badminton compare to the game of tennis?
How do you use the skill of power and agility in the game of badminton/speedminton?
How do you grip a badminton/speedminton racket?
What are the basic rules of badminton/speedminton?
What is the rotation for serving in doubles play?
What are the court markings for singles and doubles badminton/speedminton?
What are the standards for taking care of badminton/speedminton equipment?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (Personal wellness and relationships, Determination)
Skill Analysis
Written Tests
Rubrics (Teamwork, Managing Conflict)
230
Objectives
Students will know or learn:
History and etiquette of badminton
Rules, court markings, net level, serving, scoring, innings, ties and singles vs. doubles
Safety in the game of badminton
Students will be able to:
Explain the history and etiquette of badminton
Demonstrate rules, court markings, net level, serving, scoring, innings, ties and singles vs. doubles
Demonstrate safety in the game of badminton
Explain the serving rotation for a doubles match
Discuss the relationship among different racquet sports
Discuss the importance of power and agility in the game of badminton
Integration
Technology Integration
I pads for video analysis and sport history research
Writing Integration
End of unit reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal wellness and relationships
Determination
Suggested Resources
Nets
Racquets – Badminton and/or Speedminton
Shuttles
Clip Boards, pencils
I Pads
http://www.worldbadminton.com
http://www.usabadminton.com
http://www.speedmintonusa.com/
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Nutley Public Schools
Physical Education Grade: 9
Unit 5:
Archery 1
Summary and Rationale
As a result of this unit, the history, physical, emotional and social benefits of archery will be learned. In addition,
safety strategies, skills and archery techniques necessary to participate in and enjoy archery as a lifetime activity
will be fully addressed. This provides an excellent opportunity of success for both the advanced and novice athlete.
This also allows the students to use basic math to apply scoring during this activity.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance)
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants
and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
232
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition.
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Distance, scoring,
Science Flight
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Archery is a low intensity activity that can be a leisure sport, but also competitive.
Archery is a sport that demands a high degree of concentration and self-motivation.
Fine motor skills are just as important as gross motor skills and allow us to do many daily activities. Fine motor
skill development can unlock a great deal of the body’s overall fitness potential.
Archery can be considered a lifelong activity that people of any fitness level can be successful at with practice.
Essential Question
What skills/steps are necessary to safely and successfully shoot an arrow?
How does body position change the accuracy of the arrow?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (Competency: Determination)
Skill Analysis
Written Tests
Rubrics (Competency: Determination)
Objectives
Students will know or learn:
Proper safety precautions when using archery equipment
Proper archery terminology (bow, arrow, fletching, knock)
Proper lower and upper body position
Proper knocking technique
233
Proper firing technique
Proper scoring guidelines
History of archery
11 steps to successful shooting
Learn and practice making shot adjustments
Participating in accuracy competition
Participating in tournament competition
Students will be able to:
Explain the history of archery
Identify terminology and equipment needed
Understand scoring
Demonstrate proper scoring technique
Explain the archery steps to successful shooting
Integration
Technology Integration
I pads for video analysis
Writing Integration
End of unit reflection
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources
Arrows
Bows
Targets
Clip Boards, pencils
I Pads
234
Nutley Public Schools
Physical Education Grade: 9
Unit 6:
Basketball
Summary and Rationale
During the Basketball unit the students will continue to develop basic skills and cognitive concepts that will enable
them to participate in a basketball activity. As students develop basic physical skills, it will allow them to
participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills
and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow
students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
235
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Students will understand that basketball offers health benefits that enhance physical fitness and activities.
Balance, coordination, and flexibility are key components of basketball concepts.
Essential Question
What components of fitness does basketball encompass?
What kind of endurance training is used for basketball?
To what extent does strategy influence performance in competitive games and activities?
Why do I have to show good sportsmanship and follow the rules?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
The rules and regulations
Player positions
The basic skills shooting, passing and dribbling
236
Offensive and defensive strategies
Scoring and etiquette
Students will be able to:
Facilitate the learning of the rules, playing regulations, and boundaries in the sport of basketball.
Understand the different player positions on the court (ex. point guard, shooting guard, forward).
Dribble a basketball correctly using both hands in a stationary position as well as while moving across the
court with proper head and body position.
Demonstrate the three types of passes used in basketball (ex. chest, bounce, overhead passes).
Use proper form shooting from a stationary position.
Demonstrate the understanding of the three basic shots in basketball (lay-up, foul shot, jump shot).
Demonstrate the proper defensive stance and position used in a variety of defenses.
Understand the differences between the different types of defenses used in the game of basketball (ex. zones
and man to man).
Develop the inclusion of lead up games and activities for the game of basketball.
Develop etiquette, scoring and sportsmanship in a regulation game and tournament play.
Integration
Technology Integration
I pads for video analysis and sport history research
Writing Integration
End of unit reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources
Basketballs
Referee flags
Stopwatches
Cones
Pens and paper
237
Nutley Public Schools
Physical Education Grade: 9
Unit 7:
Volleyball 1
Summary and Rationale
Volleyball is an activity which can be enjoyed by all students. Students will learn the necessary skills to develop an
appreciation for the game. Volleyball is a game that continues to develop and challenge hand-eye coordination and
reaction time. Volleyball requires students to move quickly in response to the ball, which helps with agility and
coordination. The volleyball unit will serve as an activity to foster teamwork, socialization and skill development.
The goal of this unit is to continue to develop the basic skills and movement patterns necessary to successfully
participate in the game of volleyball. This unit will also focus on making appropriate game speed decisions and
strategies about where to send the ball, what skill to choose, and what tactics would be best suited for their
opponents.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
238
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall
good health.
Students will be able to understand that teamwork is a fundamental and necessary skill of volleyball.
Students will be able to understand that the development of better eye-hand coordination is important in the game
of volleyball.
Essential Question
What are the rules, skills, and game strategies involved in volleyball?
How do teamwork and sportsmanship affect game play?
How does participation in volleyball improve physical fitness?
What offensive and defensive formations will we use during game play?
Where the ball should be passed in order to run a successful offense?
What are the best ways to attack a defense?
At what point, do the players need to be ready to attack?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
239
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
Students will learn basic rules, history, and terms of the sport
Students will be able to learn the basic rules and regulations of volleyball.
Students will understand the types of formations used on offense.
Students will be able to recognize and describe the different types of hits.
Students will recognize when to use each particular shot.
Students will be able to describe the formation used for offense and defense
Definition of teamwork
Application of teamwork
Terminology of the game of volleyball
Fundamental skills
The “Ready” position
Different types of serves
“Bumping” and “setting” the ball
The “Spike”
Rules
Students will be able to:
Students will perform short and medium forearm passes.
Students will perform short and medium overhead passes.
Students will perform the proper techniques for spiking a volleyball.
Students will have a variety of shots that they can take when their team is attacking.
Students will develop proper offensive and defensive formations during game play.
Students will get into the proper defensive position when the other team is attacking the ball
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Unit reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources Line Drills
Circle Drills
240
Nutley Public Schools
Physical Education Grade: 9
Unit 8:
Project Adventure
Summary and Rationale
During this unit students will experience critical motor skills in an environment that is fun and non-threatening.
Students will learn to share or follow rules as they experience a process that allows them to explore, to question, to
participate, and to reflect on themselves. Students will develop the ability to work effectively with others. Develop
leadership qualities and investigate strategies to solve conflicts and create solutions. Students will have the
opportunity to explore decision making process, of which risks are and are not positive for each individual.
Students will learn to demonstrate respect and understanding for all persons despite their individual differences.
Recommended Pacing
2 weeks
Standards
Character Development
2.2.12.C.1 Analyze the impact of competition on personal character development.
2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the
local, state, national, and worldwide community.
2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those
issues.
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
241
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You can enjoy a nontraditional physical activity that encourages both teamwork and individual success.
Collaboration and communication with peers: is developed by working as a team in many different challenges.
Essential Question
Why is working cooperatively essential in life?
What are the required skills needed in order to effectively work cooperatively in a group?
How can applying the skills of building communication and trust be used in your own life?
What cooperative skills and creative principles are necessary to promote active, social relationships?
Evidence of Learning (Assessments)
Teacher Observation
Participation
242
Peer Assessment
Self-Assessment
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Building Relationships
COMPETENCY IV: PROBLEM SOLVING
Use of Information
Approach to Solving
Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION- Teamwork, Working Cooperatively, Building Relationships)
(COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Objectives
Students will know or learn:
Safety procedures
Effective communication skills
Conflict resolution strategies
Decision making strategies
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Demonstrate responsible personal and social behavior and safety procedures
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use the decision making skills of appropriate goal setting, risk taking, and problem
solving
Demonstrate an understanding of and respect for differences
Use effective communication skills and display good character values (sportsmanship) under challenging
situations.
Apply effective decision making with outcome predictions.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
Teamwork
243
Working Cooperatively
Building Relationships
COMPETENCY IV: PROBLEM SOLVING
Use of Information
Use of Metacognition
Approach to Solving
Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources Project Adventure Curriculum
Various tag games (frantic, flag tag, elbow tag, etc.)
- Various relay races (scooters, hula hoops, etc. may be utilized)
- Proper spotting techniques and trust sequence
- Pro Ball
- Striker
- Stargate
- Wind in the Willow
- Blind Polygon
- The Cube
Low Elements
244
Nutley Public Schools
Physical Education Grade: 9
Unit 9:
Indoor/Outdoor Team Games
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
indoor/outdoor team games activities. Physical participation as well as the development of cognitive processes will
allow students to be actively involved in various forms of indoor/outdoor team games competitions, as well as
comprehend rules and strategies that are essential for participation. As students develop basic physical skills, it will
allow them to participate in a variety of related activities as well as provide a fundamental base on which to build
advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies
will allow students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
245
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of indoor/outdoor team games concepts.
Indoor/outdoor team games and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness do indoor/outdoor team games encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of indoor/outdoor
team games?
How could indoor/outdoor team games increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
246
Objectives
Students will know or learn:
Safety procedures
Movement concepts and motor skills
Offensive and defensive strategies
Basic rules
Role of the officials
Effective interpersonal skills
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Effectively move safely through space while actively participating
Demonstrate responsible personal and social behavior
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving
Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-
enhancing experiences and are found in recreational activities
Demonstrate an understanding and respect for differences
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources Kick balls
Soccer balls (Indoor & Outdoor)
Footballs
Wiffleballs
Wiffle bats
Scrimmage Vests
Bases or similar markers
Cones or similar markers
Field or similar boundary markers
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Nutley Public Schools
Physical Education Grade: 9
Unit 10:
Floor Hockey
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
floor hockey. Physical participation as well as the development of cognitive processes will allow students to be
actively involved in various forms of basketball competition, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
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2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of floor hockey concepts.
Understanding how floor hockey and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness does floor hockey encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of floor hockey?
How could floor hockey increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
249
Students will know or learn:
Safety procedures
Fundamental passing and shooting skills.
Offensive and defensive strategies
Basic rules
Role of the officials
Students will be able to:
Perform fundamental skills such as passing, traveling, controlling, and shooting the hockey puck.
Understand and implement basic offensive and defensive strategies, both as a team and as individuals.
Implement basic offensive and defensive positions and formations.
Implement basic scoring principles, rules and understand the penalties for violations of these rules.
Understand the dimensions of the playing court, boundaries and other areas of importance.
Identify potential risks and dangers associated with physical activity and describe how to minimize these risks
Understand the importance of physical conditioning and its relationship to participation in the sport of floor
hockey.
.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources
Hockey sticks
Goals
Pucks
Scrimmage Vests
Cones
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Nutley Public Schools
Physical Education Grade: 9
Unit 11:
Strength Training
Summary and Rationale
During this unit students will be introduced to a basic instructional program in strength and conditioning
development. The unit will include basic anatomy, muscular function, strength training principles, basic program
design and correct exercise technique and safety. The students will develop an understanding of these concepts and
will participate in individual training programs. Through strength training exercises, the students will be able to
learn the short and long term benefits of fitness. Students will learn how strength training is one component in
overall fitness and healthful living.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
251
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
It’s important to know how to organize exercises into a comprehensive strength training program.
Strength training can effect and benefit the overall health of an individual.
Essential Question
How can participating in a strength training program impact my life?
What are the components of a comprehensive strength training program?
What is strength and why is it important for overall health?
Evidence of Learning (Assessments)
Teacher Observation
Rubrics (COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Written Tests
Skills Tests
Self-Assessment (COMPETENCY V: SELF AWARENESS and DIRECTION- Personal management,
Determination)
Peer Assessment
Project (Competency III: RESEARCH – Ethics, Learning and Evaluation)
Objectives
Students will know or learn:
Fitness components
Strength training principles
252
Operation of machines and free weights.
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Weight room safety regulations
Students will be able to:
Perform upper body exercises using selected equipment
Perform Simple upper body exercises using Free Weights
Perform lower body exercises using selected equipment
Perform simple lower body exercises using Free Weights
Demonstrate proper form of exercises
Choose appropriate exercises for select body parts
Demonstrate safe spotting technique
Calculate and compare volume of work performed: Sets and Repetitions
Engage in exercises of varying intensities
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY III: RESEARCH
Ethics
Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal management
Determination
Suggested Resources
Weight Room
Logs
253
Nutley Public Schools
Physical Education Grade: 9
Unit 12:
Create A Game
Summary and Rationale
The purpose of the activity is to have students actively engaged in creating and participating in fitness games.
Throughout this activity we can reinforce and refine the students understanding of the components of fitness. Skills
for this unit will vary. Students will be in groups and will be responsible for creating a new game. They will be
given what "type" of game they need to create and will need to choose a name for their game, decide on equipment
to be used, what skills are involved, rules of the game, and then teach the game to the rest of the class.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
254
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
The importance of physical activity as a lifelong process.
The values of physical fitness and strive for personal improvement.
Essential Question
What changes in lifestyle will lead to improved health and wellness?
How will your lifestyle choices affect your lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION)
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION)
Objectives
Students will know or learn:
Benefits of collaborating as a group.
255
Problem-solving strategies
Students will be able to:
Demonstrate collaborative skills
Reflect on being a member of a problem-solving group
Integration
Technology Integration
I Pads for skill analysis
Projector
Writing Integration
Reflection
Writing the rules of the game
Competencies
COMPETENCY I: COLLABORATION
Working Cooperatively
Building Relationships
COMPETENCY II: COMMUNICATION
Expression of oneself
Variety of modes and delivery
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal wellness and relationships
Social responsibility
Suggested Resources
Paper
Pencil
Variety of resources:
Balls
Scooters
Goals
Hula Hoops
256
Nutley Public Schools
Grade 10
257
Nutley Public Schools
Physical Education Grade: 10
Unit 1:
Fitness 1
Summary and Rationale
Through participation in various fitness activities and group exercise, the students will be able to learn the short and
long term benefits of fitness (looking and feeling better, being able to do more, having better health and a longer
life, avoiding major diseases, and having a better quality of life). In this unit, the students will be able to examine
and improve on their aerobic endurance, strength, flexibility, and stability. They will each be able to experience
how different activities have a different intensity level. Overall, the basic concepts of the cardio-respiratory and
muscular system and their functions will be learned and understood through the different daily activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
258
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Circuit training is a form of physical activity that promotes cardio-vascular health.
Effective participation in fitness activities requires attention to safety principles
Fitness routines can be modified to make exercise interesting and to adjust to various personal fitness levels.
Essential Question
How does aerobic activity and endurance impact an individual?
How does strength training impact personal fitness?
What is the difference between resting heart rate and target heart rate? Why is this important?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION - Determination
Written Tests (Learning and Evaluation)
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
Project (Analyzing data)
Objectives
Students will know or learn:
Fitness components
Aerobic and anaerobic exercise terminology
259
Calculate target heart rate
Benefits of cardiovascular exercise
Strength training principles
Students will be able to:
Define the terms aerobic and anaerobic
Define cardiovascular fitness
Describe how aerobics contributes to cardiovascular fitness
Define pulse, resting pulse, target zone and maximum heart rate
Calculate individual resting heart rate, target zone, maximum heart rate
Describe the health benefits of aerobics
Discuss the health benefits of strength training
Apply safety regulations will participating in strength training activities
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
Personal Management
Determination
Suggested Resources
Radio and music
Jump Ropes
Stability Balls
Medicine Balls
Body Bars
Kettlebells
Stopwatches
260
Nutley Public Schools
Physical Education Grade: 10
Unit 2:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
1 week
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
261
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A complete fitness program promotes participation in activities that build health and wellness including
cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.
Personal fitness can be measured and monitored through fitness testing.
Essential Question
How can pre- and post-fitness testing be used to improve your overall level of fitness?
How can attaining fitness knowledge help to improve your overall fitness level?
What are the health benefits of improved flexibility?
What are the health benefits of improved muscular endurance?
What are the health benefits of improved muscular strength?
What are the health benefits of improved cardiovascular endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION – Determination
Written Tests COMPETENCY III (Learning and Evaluation) (Analyzing data)
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION
262
Peer Assessment
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Apply fitness test results to goal setting
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Reflection
Goal writing
Competencies
COMPETENCY III: RESEARCH
Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources
Fitnessgram tests
263
Nutley Public Schools
Physical Education Grade: 10
Unit 3:
Dance 2
Summary and Rationale
In this unit, students will continue to explore, rhythm and tempo through being active while gaining the benefits of
exercise. Dancing incorporates strength, endurance, flexibility, and cardiovascular aspects of fitness. Through the
art of dancing, the students will be physically active and engaging in aerobic activity. The dance unit encourages
creative exploration through student created dance routines to favorite music and/or learning common large group
dances.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
264
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Develop an understanding of fundamental concepts of music related to effective execution of movement actions.
Dance can help create movements which express ideas and emotions.
Essential Question
How can dance make me more physically fit, improvement my coordination, and build up my self-confidence.
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY I (Collaboration)
Written Tests
Skills Tests
Self-Assessment COMPETENCY I and II (Teamwork, Working cooperatively, Building relationships)
Peer Assessment COMPETENCY I and II (Teamwork, Working cooperatively, Building relationships)
Objectives
Students will know or learn:
How to identify the tempo and rhythm of different selections of music
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History of dance
Dance vocabulary including tempo, beat and rhythm
Steps to various dance sequences
Students will be able to:
Demonstrate proper dance class procedure and etiquette
Execute dance sequences in dance.
Define dance vocabulary
Discuss the fitness components utilized during dance
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal
Competencies
COMPETENCY I: COLLABORATION
COMPETENCY II: COMMUNICATION
• Expression of oneself
COMPETENCY V: SELF AWARENESS and DIRECTION
Suggested Resources
www.pecentral.org
www.teachpe.com
www.aahperd.org
Zumba
Line Dances
Creative Dance
Social Dance
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Nutley Public Schools
Physical Education Grade: 10
Unit 4:
Archery 1
Summary and Rationale
Through archery, the students will engage in an equally mental and physical challenge of learning fine motor skills
of knocking, aiming and firing arrows safety and effectively. This provides an excellent opportunity of success for
both the advanced and novice athlete. This also allows the students to use basic math to apply scoring during this
activity.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance)
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants
and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
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Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition.
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Distance, scoring,
Science Flight
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Archery is a low intensity activity that can be a leisure sport, but also competitive.
Archery is a sport that demands a high degree of concentration and self-motivation.
Fine motor skills are just as important as gross motor skills and allow us to do many daily activities. Fine motor
skill development can unlock a great deal of the body’s overall fitness potential.
Archery can be considered a lifelong activity that people of any fitness level can be successful at with practice.
Essential Question
What skills/steps are necessary to safely and successfully shoot an arrow?
How does body position change the accuracy of the arrow?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer-Assessment
Self-Assessment (Competency: Determination)
Skill Analysis
Written Tests
Rubrics (Competency: Determination)
Objectives
Students will know or learn:
Proper safety precautions when using archery equipment
Proper archery terminology (bow, arrow, fletching, knock)
268
Proper lower and upper body position
Proper knocking technique
Proper firing technique
Proper scoring guidelines
History of archery
11 steps to successful shooting
Learn and practice making shot adjustments
Participating in accuracy competition
Participating in tournament competition
Students will be able to:
Explain the history of archery
Identify terminology and equipment needed
Understand scoring
Demonstrate proper scoring technique
Explain the archery steps to successful shooting
Integration
Technology Integration
I pads for video analysis
Writing Integration
End of unit reflection
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources
Arrows
Bows
Targets
Clip Boards, pencils
I Pads
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Nutley Public Schools
Physical Education Grade: 10
Unit 5:
Volleyball 1
Summary and Rationale
Volleyball is an activity which can be enjoyed by all students. Students will learn the necessary skills to develop an
appreciation for the game. Volleyball is a game that continues to develop and challenge hand-eye coordination and
reaction time. Volleyball requires students to move quickly in response to the ball, which helps with agility and
coordination. The volleyball unit will serve as an activity to foster teamwork, socialization and skill development.
The goal of this unit is to continue to develop the basic skills and movement patterns necessary to successfully
participate in the game of volleyball. This unit will also focus on making appropriate game speed decisions and
strategies about where to send the ball, what skill to choose, and what tactics would be best suited for their
opponents.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
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2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall
good health.
Students will be able to understand that teamwork is a fundamental and necessary skill of volleyball.
Students will be able to understand that the development of better eye-hand coordination is important in the game
of volleyball.
Essential Question
What are the rules, skills, and game strategies involved in volleyball?
How do teamwork and sportsmanship affect game play?
How does participation in volleyball improve physical fitness?
What offensive and defensive formations will we use during game play?
Where the ball should be passed in order to run a successful offense?
What are the best ways to attack a defense?
At what point, do the players need to be ready to attack?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer-Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
271
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
Students will learn basic rules, history, and terms of the sport
Students will be able to learn the basic rules and regulations of volleyball.
Students will understand the types of formations used on offense.
Students will be able to recognize and describe the different types of hits.
Students will recognize when to use each particular shot.
Students will be able to describe the formation used for offense and defense
Definition of teamwork
Application of teamwork
Terminology of the game of volleyball
Fundamental skills
The “Ready” position
Different types of serves
“Bumping” and “setting” the ball
The “Spike”
Rules
Students will be able to:
Students will perform short and medium forearm passes.
Students will perform short and medium overhead passes.
Students will perform the proper techniques for spiking a volleyball.
Students will have a variety of shots that they can take when their team is attacking.
Students will develop proper offensive and defensive formations during game play.
Students will get into the proper defensive position when the other team is attacking the ball.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Unit reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources
Line Drills
Circle Drills
272
Nutley Public Schools
Physical Education Grade: 10
Unit 6:
Basketball
Summary and Rationale
During the Basketball unit the students will continue to develop basic skills and cognitive concepts that will enable
them to participate in a basketball activity. As students develop basic physical skills, it will allow them to
participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills
and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow
students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
273
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Students will understand that basketball offers health benefits that enhance physical fitness and activities.
Balance, coordination, and flexibility are key components of basketball concepts.
Essential Question
What components of fitness does basketball encompass?
What kind of endurance training is used for basketball?
To what extent does strategy influence performance in competitive games and activities?
Why do I have to show good sportsmanship and follow the rules?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
The rules and regulations
Player positions
274
The basic skills shooting, passing and dribbling
Offensive and defensive strategies
Scoring and etiquette
Students will be able to:
Facilitate the learning of the rules, playing regulations, and boundaries in the sport of basketball.
Understand the different player positions on the court (ex. point guard, shooting guard, forward).
Dribble a basketball correctly using both hands in a stationary position as well as while moving across the
court with proper head and body position.
Demonstrate the three types of passes used in basketball (ex. chest, bounce, overhead passes).
Use proper form shooting from a stationary position.
Demonstrate the understanding of the three basic shots in basketball (lay-up, foul shot, jump shot).
Demonstrate the proper defensive stance and position used in a variety of defenses.
Understand the differences between the different types of defenses used in the game of basketball (ex. zones
and man to man).
Develop the inclusion of lead up games and activities for the game of basketball.
Develop etiquette, scoring and sportsmanship in a regulation game and tournament play.
Integration
Technology Integration
I pads for video analysis and sport history research
Writing Integration
End of unit reflection
Competencies
COMPETENCY I: COLLABORATION
Teamwork
Working Cooperatively
Managing Conflict/Differences
Suggested Resources
Basketballs
Referee flags
Stopwatches
Cones
Pens and paper
275
Nutley Public Schools
Physical Education Grade: 10
Unit 7:
Project Adventure
Summary and Rationale
During this unit students will experience critical motor skills in an environment that is fun and non-threatening.
Students will learn to share or follow rules as they experience a process that allows them to explore, to question, to
participate, and to reflect on themselves. Students will develop the ability to work effectively with others. Develop
leadership qualities and investigate strategies to solve conflicts and create solutions. Students will have the
opportunity to explore decision making process, of which risks are and are not positive for each individual.
Students will learn to demonstrate respect and understanding for all persons despite their individual differences.
Recommended Pacing
2 weeks
Standards
Character Development
2.2.12.C.1 Analyze the impact of competition on personal character development.
2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the
local, state, national, and worldwide community.
2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those
issues.
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
276
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You can enjoy a nontraditional physical activity that encourages both teamwork and individual success.
Collaboration and communication with peers: is developed by working as a team in many different challenges.
Essential Question
Why is working cooperatively essential in life?
What are the required skills needed in order to effectively work cooperatively in a group?
How can applying the skills of building communication and trust be used in your own life?
What cooperative skills and creative principles are necessary to promote active, social relationships?
Evidence of Learning (Assessments)
Teacher Observation
Participation
277
Peer Assessment
Self-Assessment
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION- Teamwork, Working Cooperatively, Building Relationships)
(COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Objectives
Students will know or learn:
Safety procedures
Effective communication skills
Conflict resolution strategies
Decision making strategies
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Demonstrate responsible personal and social behavior and safety procedures
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use the decision making skills of appropriate goal setting, risk taking, and problem
solving
Demonstrate an understanding of and respect for differences
Use effective communication skills and display good character values (sportsmanship) under challenging
situations.
Apply effective decision making with outcome predictions.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
278
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Use of Metacognition
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Project Adventure Curriculum
Various tag games (frantic, flag tag, elbow tag, etc.)
- Various relay races (scooters, hula hoops, etc. may be utilized)
- Proper spotting techniques and trust sequence
- Pro Ball
- Striker
- Stargate
- Wind in the Willow
- Blind Polygon
- The Cube
279
Nutley Public Schools
Physical Education Grade: 10
Unit 8:
Handball
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
handball activities. Physical participation as well as the development of cognitive processes will allow students to
be actively involved in various forms of handball competition, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
280
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of handball concepts.
Understanding how handball and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness does handball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of handball?
How could handball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
281
Objectives
Students will know or learn:
Safety procedures
Fundamental passing and catching skills.
Offensive and defensive strategies
Basic rules
Role of the officials
Students will be able to:
Perform fundamental skills such as catching, passing, running, and shooting.
Understand and implement basic offensive and defensive strategies, both as a team and as individuals.
Implement basic offensive and defensive positions and formations.
Implement basic scoring principles, rules and understand the penalties for violations of these rules.
Understand the dimensions of the playing court, boundaries and other areas of importance.
Identify potential risks and dangers associated with physical activity and describe how to minimize these risks.
Understand the importance of physical conditioning and its relationship to participation in the sport of handball.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources
Handballs
Goals
Cones
Scrimmage Vests
282
Nutley Public Schools
Physical Education Grade: 10
Unit 9:
Indoor/Outdoor Team Games
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
indoor/outdoor team games activities. Physical participation as well as the development of cognitive processes will
allow students to be actively involved in various forms of indoor/outdoor team games competitions, as well as
comprehend rules and strategies that are essential for participation. As students develop basic physical skills, it will
allow them to participate in a variety of related activities as well as provide a fundamental base on which to build
advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies
will allow students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
283
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of indoor/outdoor team games concepts.
Indoor/outdoor team games and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness do indoor/outdoor team games encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of indoor/outdoor
team games?
How could indoor/outdoor team games increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
284
Objectives
Students will know or learn:
Safety procedures
Movement concepts and motor skills
Offensive and defensive strategies
Basic rules
Role of the officials
Effective interpersonal skills
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Effectively move safely through space while actively participating
Demonstrate responsible personal and social behavior
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving
Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-
enhancing experiences and are found in recreational activities
Demonstrate an understanding and respect for differences
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Kick balls
Soccer balls (Indoor & Outdoor)
Footballs
Wiffleballs
Wiffle bats
Scrimmage Vests
Bases or similar markers
Cones or similar markers
Field or similar boundary markers
285
Nutley Public Schools
Physical Education Grade: 10
Unit 10:
Strength Training 1
Summary and Rationale
During this unit students will be introduced to a basic instructional program in strength and conditioning
development. The unit will include basic anatomy, muscular function, strength training principles, basic program
design and correct exercise technique and safety. The students will develop an understanding of these concepts and
will participate in individual training programs. Through strength training exercises, the students will be able to
learn the short and long term benefits of fitness. Students will learn how strength training is one component in
overall fitness and healthful living.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
286
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
It’s important to know how to organize exercises into a comprehensive strength training program.
Strength training can effect and benefit the overall health of an individual.
Essential Question
How can participating in a strength training program impact my life?
What are the components of a comprehensive strength training program?
What is strength and why is it important for overall health?
Evidence of Learning (Assessments)
Teacher Observation
Rubrics (COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Written Tests
Skills Tests
Self-Assessment (COMPETENCY V: SELF AWARENESS and DIRECTION- Personal management,
Determination)
Peer Assessment
Project (Competency III: RESEARCH – Ethics, Learning and Evaluation)
Objectives
Students will know or learn:
Fitness components
Strength training principles
287
Operation of machines and free weights.
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Weight room safety regulations
Students will be able to:
Perform upper body exercises using selected equipment
Perform Simple upper body exercises using Free Weights
Perform lower body exercises using selected equipment
Perform simple lower body exercises using Free Weights
Demonstrate proper form of exercises
Choose appropriate exercises for select body parts
Demonstrate safe spotting technique
Calculate and compare volume of work performed: Sets and Repetitions
Engage in exercises of varying intensities
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY III: RESEARCH
• Ethics
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Determination
Suggested Resources
Weight Room
Logs
288
Nutley Public Schools
Physical Education Grade: 10
Unit 11:
Pickleball 1
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
pickleball. Physical participation as well as the development of cognitive processes will allow students to be
actively involved in various forms of pickleball competitions, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
289
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of pickleball concepts.
Pickleball and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness does pickball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of pickleball?
How could pickleball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
290
Objectives
Students will know or learn:
Safety procedures
Basic skills including serve, forehand, backhand, volley and smash.
Offensive and defensive strategies
Basic rules
Role of the officials
Students will be able to:
Demonstrate a proper serve by serving into the proper service area.
Demonstrate a proper forehand drive by hitting returns into the opponent’s court.
Demonstrate a proper backhand drive by hitting returns into the opponent’s court.
Demonstrate a proper volley shot by hitting returns into the opponent’s court.
Demonstrate a proper smash by hitting into the opponent’s court.
Demonstrate basic knowledge of Pickleball court dimensions and recognize the following areas on the court:
non-volley zone, service areas (4), backline (2), and sideline.
Demonstrate basic knowledge of Pickleball rules.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Pickleball paddles
Pickleballs
Nets
Net standards
291
Nutley Public Schools
Physical Education Grade: 10
Unit 12:
Softball
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
a game of softball. Physical participation as well as the development of cognitive processes will allow students to
be actively involved in various forms of softball competitions, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
292
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of softball skills.
Understanding the rules and positions are essential to game play.
Eye hand coordination and specific swings are essential skills needed to successfully play the game of softball.
Essential Question
What components of fitness does softball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of softball?
How could softball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
293
Objectives
Students will know or learn:
Safety procedures
Basic skills including throwing, catching, and hitting.
Offensive and defensive strategies
Position play
Basic rules and scoring
Role of the officials
Students will be able to:
Demonstrate the knowledge and skills to throwing, catch, and hit the softball.
Demonstrate the knowledge and skills to run the bases properly.
Demonstrate the knowledge and skills of the various positions played in softball.
Understand the strategy and concepts relating to offense and defense.
Understand how to keep score in softball.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Bats
Softballs
Bases
Gloves
294
Nutley Public Schools
Physical Education Grade: 10
Unit 13:
Frisbee
Summary and Rationale
The goal of this unit is to teach teamwork, individual skills, coordination, and other basic movements. One of the
best types of recreation is where you don’t need a lot of people or equipment. Frisbee helps with student’s
coordination, balance, and cardiovascular fitness while still having fun. Frisbee is something that can be played for
recreation or participate in a league playing Frisbee on a competitive level as well even when out of school.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
295
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical and cognitive skills are necessary to successfully participate in a game of Ultimate Frisbee.
Physical movement in Ultimate Frisbee can be enjoyable and individually rewarding.
Teamwork is vital to success within a group.
Essential Question
How can rules affect your successful participation in Ultimate Frisbee?
Why is safety important in Ultimate Frisbee?
What value is it to work with others in an Ultimate Frisbee game?
Why have strategies in an ultimate Frisbee game?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
Objectives
296
Students will know or learn:
Safety procedures
Fundamental skills of the backhand and forehand throw
Fundamental skills of the quick tosses and long throws
Offensive and defensive strategies of Ultimate Frisbee
Students will be able to:
Perform fundamental skills of Frisbee throwing and catching.
Understand and implement basic offensive and defensive strategies, both as a team and as individuals.
Apply basic rules of ultimate Frisbee
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Frisbee Bowling
Frisbee Basketball
Frisbee Freestyle
Ultimate Frisbee
Frisbee Horseshoes
http://www.usaultimate.org/
297
Nutley Public Schools
Grade 11
298
Nutley Public Schools
Physical Education Grade: 11
Unit 1:
Fitness 2
Summary and Rationale
Students participating in this fitness unit will experiment with different fitness exercises and activities, and compare
the benefits of one technique to another. These students will apply previously learned knowledge with new
knowledge to construct a highly beneficial fitness program. This unit is designed to enhance the students’
awareness of healthy fitness levels, while providing the students with numerous techniques to increase their own
level of fitness. They will each be able to experience how different activities have a different intensity level.
Students will apply fitness principles to create a personal fitness plan.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
299
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Lifetime fitness is built upon the principles of developing and implementing a program that utilizes the appropriate
training principles.
Essential Question
How do I develop an appropriate personal fitness program and find the motivation to commit to it?
What are all of the steps necessary in designing a personal fitness program?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION - Determination
Written Tests (Learning and Evaluation)
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
Project (Analyzing data)
Objectives
Students will know or learn:
Fitness components
Aerobic and anaerobic exercise terminology
Calculate target heart rate
Benefits of cardiovascular exercise
300
Strength training principles
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Students will be able to:
Define the terms aerobic and anaerobic
Define cardiovascular fitness
Describe how aerobics contributes to cardiovascular fitness
Define pulse, resting pulse, target zone and maximum heart rate
Calculate individual resting heart rate, target zone, maximum heart rate
Describe the health benefits of aerobics
Discuss the health benefits of strength training
Apply safety regulations will participating in strength training activities
Create a personal fitness plan
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources
Radio and music
Jump Ropes
Stability Balls
Medicine Balls
Body Bars
Kettlebells
Stopwatches
301
Nutley Public Schools
Physical Education Grade: 11
Unit 2:
Cardio Boxing 1
Summary and Rationale
The goal of this unit is to introduce students to the fitness activity of cardio boxing. It is a powerful combination of
upper body punches without contact. It is a great aerobic workout. This is a combination of boxing moves, martial
arts and aerobics that gives you improved cardiovascular conditioning, coordination, agility, strength and power.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
302
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical activity will enhance your overall health and wellness.
Essential Question
How can a healthy lifestyle decrease risk of injury and illness?
How can living a healthy lifestyle improve wellness?
How can participation in a regular exercise program improve quality of life?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION - Determination
Written Tests (Learning and Evaluation)
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
Project (Analyzing data)
Objectives
Students will know or learn:
Safety rules
Skill technique and safety concerns for punches (jab, cross, uppercut, hook, block, and body position)
Correct technique for a boxer’s stance
303
Benefits of cardio boxing
Students will be able to:
Apply safety rules during participation
Demonstrate correct skill technique
Discuss benefits of cardio boxing
Integration
Technology Integration
I Pads
Writing Integration
Student Reflection
Fitness Log
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources
Gloves
Shields
Heavy Bags
Jump Ropes
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Nutley Public Schools
Physical Education Grade: 11
Unit 3:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
1 week
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
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2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A complete fitness program promotes participation in activities that build health and wellness including
cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.
Personal fitness can be measured and monitored through fitness testing.
Essential Question
How can pre- and post-fitness testing be used to improve your overall level of fitness?
How can attaining fitness knowledge help to improve your overall fitness level?
What are the health benefits of improved flexibility?
What are the health benefits of improved muscular endurance?
What are the health benefits of improved muscular strength?
What are the health benefits of improved cardiovascular endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION – Determination
Written Tests COMPETENCY III (Learning and Evaluation) (Analyzing data)
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
306
Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Apply fitness test results to goal setting
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Reflection
Goal writing
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Fitnessgram tests
307
Nutley Public Schools
Physical Education Grade: 11
Unit 4:
Badminton 2
Summary and Rationale
The purpose of this unit is to continue to develop the skills necessary to participate in the game of badminton. As
well as to create an interest and a level of success in the game so that the students will want to continue to
participate for the rest of their lives Throughout this unit of study, students will experience the advancement of
effective movement development and fitness through badminton skills and game participation. Skill development
will include focusing on the development of the serve, the drop, the clear, the smash, and offensive and defensive
strategies.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
308
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Badminton is a lifetime sport.
Physical activity will enhance your overall health and wellness.
Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness.
Essential Question
What is the difference between offensive strategies and defensive strategies associated with badminton?
How can individual sports be utilized as part of personal fitness evaluation?
How can badminton skills be transferred to other racquet sports?
What are the various strokes used in badminton?
When is the best time to use different strokes in badminton?
How do you execute a serve, drop, drives, clear, smash in badminton?
What are different strategies for doubles play?
How do you score a badminton match, singles or doubles?
How do you facilitate a round robin tournament in badminton?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
Objectives
309
Students will know or learn:
Badminton skills including drop, drive, clear and smash
Offensive and defensive strategies
Strategies for doubles play
Design a round robin tournament
Students will be able to:
Demonstrate how to perform the drop, drive, clear and smash
Demonstrate understanding of offensive and defensive strategies
Create a round robin tournament
Demonstrate an understanding of the rules through officiating
Integration
Technology Integration
I pads for video analysis
Writing Integration
End of unit reflection
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Nets
Racquets
Shuttles
Clip Boards, pencils
I Pads
http://www.worldbadminton.com
http://www.usabadminton.com
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Nutley Public Schools
Physical Education Grade: 11
Unit 5:
Volleyball 2
Summary and Rationale
Volleyball is an activity which can be enjoyed by all students. Students will learn the necessary skills to develop an
appreciation for the game. Volleyball is a game that continues to develop and challenge hand-eye coordination and
reaction time. Volleyball requires students to move quickly in response to the ball, which helps with agility and
coordination. The volleyball unit will serve as an activity to foster teamwork, socialization and skill development..
The goal of this unit is to continue to develop the basic skills and movement patterns necessary to successfully
participate in the game of volleyball. This unit will also focus on making appropriate game speed decisions and
strategies about where to send the ball, what skill to choose, and what tactics would be best suited for their
opponents. Students will apply rules knowledge through officiating.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
311
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall
good health.
Students will be able to understand that teamwork is a fundamental and necessary skill of volleyball.
Students will be able to understand that the development of better eye-hand coordination is important in the game
of volleyball.
Essential Question
What are the rules, skills, and game strategies involved in volleyball?
How do teamwork and sportsmanship affect game play?
How does participation in volleyball improve physical fitness?
What offensive and defensive formations will we use during game play?
Where the ball should be passed in order to run a successful offense?
What are the best ways to attack a defense?
At what point, do the players need to be ready to attack?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer-Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
312
Objectives
Students will know or learn:
Students will learn basic rules, history, and terms of the sport
Students will be able to learn the basic rules and regulations of volleyball.
Students will understand the types of formations used on offense.
Students will be able to recognize and describe the different types of hits.
Students will recognize when to use each particular shot.
Students will be able to describe the formation used for offense and defense
Definition of teamwork
Application of teamwork
Terminology of the game of volleyball
Fundamental skills
The “Ready” position
Different types of serves
“Bumping” and “setting” the ball
The “Spike”
Rules
Students will be able to:
Students will perform short and medium forearm passes.
Students will perform short and medium overhead passes.
Students will perform the proper techniques for spiking a volleyball.
Students will have a variety of shots that they can take when their team is attacking.
Students will develop proper offensive and defensive formations during game play.
Students will get into the proper defensive position when the other team is attacking the ball
Students will apply rules knowledge will officiating game play.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Unit reflection
Competencies
Suggested Resources
Tournament Schedule
313
Nutley Public Schools
Physical Education Grade: 11
Unit 6:
Adventure Activities
Summary and Rationale
During this unit students will experience critical motor skills in an environment that is fun and non-threatening.
Students will learn to share or follow rules as they experience a process that allows them to explore, to question, to
participate, and to reflect on themselves. Students will develop the ability to work effectively with others. Develop
leadership qualities and investigate strategies to solve conflicts and create solutions. Students will have the
opportunity to explore decision making process, of which risks are and are not positive for each individual.
Students will learn to demonstrate respect and understanding for all persons despite their individual differences.
Recommended Pacing
2 weeks
Standards
Character Development
2.2.12.C.1 Analyze the impact of competition on personal character development.
2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the
local, state, national, and worldwide community.
2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those
issues.
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
314
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You can enjoy a nontraditional physical activity that encourages both teamwork and individual success.
Collaboration and communication with peers: is developed by working as a team in many different challenges.
Essential Question
Why is working cooperatively essential in life?
What are the required skills needed in order to effectively work cooperatively in a group?
How can applying the skills of building communication and trust be used in your own life?
What cooperative skills and creative principles are necessary to promote active, social relationships?
Evidence of Learning (Assessments)
Teacher Observation
Participation
315
Peer Assessment
Self-Assessment
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION- Teamwork, Working Cooperatively, Building Relationships)
(COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Objectives
Students will know or learn:
Safety procedures
Effective communication skills
Conflict resolution strategies
Decision making strategies
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Demonstrate responsible personal and social behavior and safety procedures
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use the decision making skills of appropriate goal setting, risk taking, and problem
solving
Demonstrate an understanding of and respect for differences
Use effective communication skills and display good character values (sportsmanship) under challenging
situations.
Apply effective decision making with outcome predictions.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
316
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Use of Metacognition
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Project Adventure Curriculum
Low Elements
High Elements
317
Nutley Public Schools
Physical Education Grade: 11
Unit 7:
Indoor/Outdoor Team Games
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
indoor/outdoor team games activities. Physical participation as well as the development of cognitive processes will
allow students to be actively involved in various forms of indoor/outdoor team games competitions, as well as
comprehend rules and strategies that are essential for participation. As students develop basic physical skills, it will
allow them to participate in a variety of related activities as well as provide a fundamental base on which to build
advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies
will allow students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
318
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of indoor/outdoor team games concepts.
Indoor/outdoor team games and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness do indoor/outdoor team games encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of indoor/outdoor
team games?
How could indoor/outdoor team games increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
319
Objectives
Students will know or learn:
Safety procedures
Movement concepts and motor skills
Offensive and defensive strategies
Basic rules
Role of the officials
Effective interpersonal skills
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Effectively move safely through space while actively participating
Demonstrate responsible personal and social behavior
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving
Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-
enhancing experiences and are found in recreational activities
Demonstrate an understanding and respect for differences
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources Kick balls
Soccer balls (Indoor & Outdoor)
Footballs
Wiffleballs
Wiffle bats
Scrimmage Vests
Bases or similar markers
Cones or similar markers
Field or similar boundary markers
320
Nutley Public Schools
Physical Education Grade: 11
Unit 8:
Strength Training 2
Summary and Rationale
During this unit students will be introduced to a basic instructional program in strength and conditioning
development. The unit will include basic anatomy, muscular function, strength training principles, basic program
design and correct exercise technique and safety. The students will develop an understanding of these concepts and
will participate in individual training programs. Through strength training exercises, the students will be able to
learn the short and long term benefits of fitness. Students will learn how strength training is one component in
overall fitness and healthful living. Students will learn the basics of program design and how to formulate a
personal workout routine.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
321
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
It’s important to know how to organize exercises into a comprehensive strength training program.
Strength training can effect and benefit the overall health of an individual.
Essential Question
How can participating in a strength training program impact my life?
What are the components of a comprehensive strength training program?
What is strength and why is it important for overall health?
Evidence of Learning (Assessments)
Teacher Observation
Rubrics (COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Written Tests
Skills Tests
Self-Assessment (COMPETENCY V: SELF AWARENESS and DIRECTION- Personal management,
Determination)
Peer Assessment
Project (Competency III: RESEARCH – Ethics, Learning and Evaluation)
Objectives
322
Students will know or learn:
Fitness components
Strength training principles
Operation of machines and free weights.
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Weight room safety regulations
Strength training program design
Students will be able to:
Perform upper body exercises using selected equipment
Perform Simple upper body exercises using Free Weights
Perform lower body exercises using selected equipment
Perform simple lower body exercises using Free Weights
Demonstrate proper form of exercises
Choose appropriate exercises for select body parts
Demonstrate safe spotting technique
Calculate and compare volume of work performed: Sets and Repetitions
Engage in exercises of varying intensities
Design comprehensive, balanced exercise routine for self
Design comprehensive, balanced exercise routine for others
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY III: RESEARCH
• Ethics
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Determination
Suggested Resources
Weight Room
Logs
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Nutley Public Schools
Physical Education Grade: 11
Unit 9:
Pickleball
Summary and Rationale
During this unit, students will continue to review the basic skills and cognitive concepts that will enable them to
participate in pickleball. Physical participation as well as the development of cognitive processes will allow
students to be actively involved in various forms of pickleball competitions, as well as comprehend rules and
strategies that are essential for participation. As students develop basic physical skills, it will allow them to
participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills
and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow
students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
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2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of pickleball concepts.
Pickleball and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness does pickleball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of pickleball?
How could pickleball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
325
Objectives
Students will know or learn:
Safety procedures
Basic skills including serve, forehand, backhand, volley and smash.
Offensive and defensive strategies
Basic rules
Role of the officials
Students will be able to:
Demonstrate a proper serve by serving into the proper service area.
Demonstrate a proper forehand drive by hitting returns into the opponent’s court.
Demonstrate a proper backhand drive by hitting returns into the opponent’s court.
Demonstrate a proper volley shot by hitting returns into the opponent’s court.
Demonstrate a proper smash by hitting into the opponent’s court.
Demonstrate basic knowledge of Pickleball court dimensions and recognize the following areas on the court:
non-volley zone, service areas (4), backline (2), and sideline.
Apply basic rules of pickleball through officiating matches.
Demonstrate the ability to function as a teammate by working in pairs during tournament play
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Pickleball paddles
Pickleballs
Nets
Net standards
326
Nutley Public Schools
Physical Education Grade: 11
Unit 10:
Softball
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
a game of softball. Physical participation as well as the development of cognitive processes will allow students to
be actively involved in various forms of softball competitions, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
327
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of softball skills.
Understanding the rules and positions are essential to game play.
Eye hand coordination and specific swings are essential skills needed to successfully play the game of softball.
Essential Question
What components of fitness does softball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of softball?
How could softball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
328
Objectives
Students will know or learn:
Safety procedures
Basic skills including throwing, catching, and hitting.
Offensive and defensive strategies
Position play
Basic rules and scoring
Role of the officials
Students will be able to:
Demonstrate the knowledge and skills to throwing, catch, and hit the softball.
Demonstrate the knowledge and skills to run the bases properly.
Demonstrate the knowledge and skills of the various positions played in softball.
Understand the strategy and concepts relating to offense and defense.
Understand how to keep score in softball.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Bats
Softballs
Bases
Gloves
329
Nutley Public Schools
Physical Education Grade: 11
Unit 11:
Golf 1
Summary and Rationale
The goal of this unit is to introduce the fundamental skills of golf. Students will discover the importance of
flexibility, coordination, and muscle strength in order to be successful in the game of golf. Through the sport of
golf, the students will be physically active and can work towards improving their hand-eye coordination. This unit
will teach the skills of the various golf swings and basic terminology. The nature of golf provides not only a
lifetime form of exercise, but also an outlet for social networking.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
330
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
There are fundamental rules and skills to the game of golf.
Eye-hand coordination and specific golf swings are essential skills to successfully complete a round of golf.
Essential Question
What are the fundamental skills of golf?
How do you adapt to the various challenges at each hole?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY IV: PROBLEM SOLVING (Use of Information)
Skill Analysis
Written Tests
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Objectives
331
Students will know or learn:
Safety procedures
History of the game of golf
Different types of golf
Golf terminology
Basic rules and scoring
Swing fundamentals of driving and putting
Students will be able to:
Explain the rules and scoring in Golf.
Understand common golf terminology.
Understand cause and effect factors that influence ball flight.
Demonstrate the fundamentals of the short and long game.
Demonstrate the fundamentals of putting.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY IV: PROBLEM SOLVING
Use of Information
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
Suggested Resources
Golf Balls
Foam Golf Balls/Training Golf Balls
Golf Clubs/Irons
Golf Tees
Golf Greens
Hitting Nets
Score Cards
Pencils
Cones (for markers/holes/targets)
332
Nutley Public Schools
Physical Education Grade: 11
Unit 12:
Frisbee Golf
Summary and Rationale
The goal of this unit is for students to combine multiple skills of Frisbee and Golf in order to participate in this
sport. Higher level thinking skills are needed in order to strategize and be successful throughout this unit. Frisbee
Golf has the fitness advantages of aerobic exercise, hand-eye coordination, with the pleasure and excitement of
playing a fun game. In this unit, exercise is disguised as "play", so the students will look forward to participating in
it every class. The complex nature of Frisbee golf provides ever-changing challenges for the students, which keeps
up their interest.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
333
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Participating in a physical activity such as disc golf helps build up cardiovascular endurance by walking the course
and participating in a lifelong activity.
There are fundamental skills and rules to Frisbee Golf.
Eye-hand coordination and specific grips on the Frisbee are essential skills to successfully complete a game of
Frisbee golf.
Essential Question
What are the fundamental skills related to Frisbee Golf?
How do you adapt to distance and space awareness due to environmental changes?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
334
Objectives
Students will know or learn:
Safety procedures
Rules and scoring of Frisbee Golf
Fundamental skills of the throwing techniques
Scoring strategies
Students will be able to:
Explain the rules and scoring in Frisbee Golf.
Demonstrate a variety of throwing techniques.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Frisbees
Frisbee Golf Course
335
Nutley Public Schools
Physical Education Grade: 11
Unit 13:
Yoga 1
Summary and Rationale
The goal of this unit is to introduce students to the fundamentals and history of yoga as part of a lifelong fitness
plan. Basic standing and seated poses will be explored. Students will acquire the knowledge needed to design a
yoga routine and incorporate flexibility and relaxation techniques.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
336
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
The importance of physical activity as a lifelong process.
The values of physical fitness and strive for personal improvement.
Yoga concentrates on core training principles and flexibility which can aid in overall fitness.
Essential Question
What changes in lifestyle will lead to improved health and wellness?
How will your lifestyle choices affect your lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY IV: PROBLEM SOLVING (Use of Information)
Skill Analysis
Written Tests
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
COMPETENCY I: COLLABORATION (Working Cooperatively)
Objectives
Students will know or learn:
There is a connection between sound mind and sound body.
337
History and types of yoga
How to use their breathing to calm and relax their body.
How to design and implement a yoga routine that meets the needs of their own body.
Students will be able to:
Perform the proper technique and form of a variety of breathing exercises.
Perform the proper technique required in a warm up program.
Perform the proper technique and form of a variety of poses.
Participate in relaxation exercises.
Discuss the history of yoga.
Integration
Technology Integration
I Pads for skill analysis
Projector
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
COMPETENCY I: COLLABORATION
• Working Cooperatively
Suggested Resources
Yoga Mats
Projector
PA System
338
Nutley Public Schools
Grade 12
339
Nutley Public Schools
Physical Education Grade: 12
Unit 1:
Fitness 2
Summary and Rationale
Students participating in this fitness unit will experiment with different fitness exercises and activities, and compare
the benefits of one technique to another. These students will apply previously learned knowledge with new
knowledge to construct a highly beneficial fitness program. This unit is designed to enhance the students’
awareness of healthy fitness levels, while providing the students with numerous techniques to increase their own
level of fitness. They will each be able to experience how different activities have a different intensity level.
Students will apply fitness principles to create a personal fitness plan.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
340
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Lifetime fitness is built upon the principles of developing and implementing a program that utilizes the appropriate
training principles.
Essential Question
How do I develop an appropriate personal fitness program and find the motivation to commit to it?
What are all of the steps necessary in designing a personal fitness program?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION - Determination
Written Tests (Learning and Evaluation)
Skills Tests
Self-Assessment - COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
Project (Analyzing data)
Objectives
Students will know or learn:
Fitness components
Aerobic and anaerobic exercise terminology
Calculate target heart rate
Benefits of cardiovascular exercise
341
Strength training principles
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Students will be able to:
Define the terms aerobic and anaerobic
Define cardiovascular fitness
Describe how aerobics contributes to cardiovascular fitness
Define pulse, resting pulse, target zone and maximum heart rate
Calculate individual resting heart rate, target zone, maximum heart rate
Describe the health benefits of aerobics
Discuss the health benefits of strength training
Apply safety regulations will participating in strength training activities
Create a personal fitness plan
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal Management
• Determination
Suggested Resources
Radio and music
Jump Ropes
Stability Balls
Medicine Balls
Body Bars
Kettlebells
Stopwatches
342
Nutley Public Schools
Physical Education Grade: 12
Unit 2:
Cardio Boxing 2
Summary and Rationale
Students will continue to explore the fitness activity of cardio boxing. It is a powerful combination of upper body
punches without contact. It is a great aerobic workout. This is a combination of boxing moves, martial arts and
aerobics that gives you improved cardiovascular conditioning, coordination, agility, strength and power.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
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Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Physical activity will enhance your overall health and wellness.
Essential Question
How can a healthy lifestyle decrease risk of injury and illness?
How can living a healthy lifestyle improve wellness?
How can participation in a regular exercise program improve quality of life?
Evidence of Learning (Assessments)
Teacher Observation
Rubrics
Written Tests
Skills Tests
Self-Assessment
Peer Assessment
Objectives
Students will know or learn:
Safety rules
Skill technique and safety concerns for punches (jab, cross, uppercut, hook, block, and body position)
Correct technique for a boxer’s stance
Benefits of cardio boxing
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Students will be able to:
Apply safety rules during participation
Demonstrate correct skill technique
Discuss benefits of cardio boxing
Integration
Technology Integration
I Pads
Writing Integration
Student Reflection
Fitness Log
Suggested Resources
Gloves
Shields
Heavy Bags
Jump Ropes
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Nutley Public Schools
Physical Education Grade: 12
Unit 3:
Fitness Testing
Summary and Rationale
Fitnessgram is a fitness assessment and reporting program for youth. The assessment includes a variety of health-
related physical fitness tests that are used to determine students' overall physical fitness and suggest areas for
improvement when appropriate. The purpose of Fitnessgram is really three-fold: to assess students’ health-related
components of fitness, to report the scores to students and parents and finally, to use the information to educate
students. Test results are presented in a broader context of what it means to be physically fit, and suggest ways that
students can be more physically active and improve their level of fitness to help them reach the Healthy Fitness
Zone standards for each test measure.
Recommended Pacing
1 week
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
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2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
A complete fitness program promotes participation in activities that build health and wellness including
cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.
Personal fitness can be measured and monitored through fitness testing.
Essential Question
How can pre- and post-fitness testing be used to improve your overall level of fitness?
How can attaining fitness knowledge help to improve your overall fitness level?
What are the health benefits of improved flexibility?
What are the health benefits of improved muscular endurance?
What are the health benefits of improved muscular strength?
What are the health benefits of improved cardiovascular endurance?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION – Determination
Written Tests COMPETENCY III (Learning and Evaluation) (Analyzing data)
Skills Tests
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION
Peer Assessment
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Objectives
Students will know or learn:
Fitnessgram tests
Benefits of fitness
Effects of activity on the body and the risks associated with inactivity
How technology can assist in fitness
Students will be able to:
Demonstrate proper technique in fitness skills and activities.
Discuss how test standards build fitness for life.
Identify what component of fitness each test of Fitnessgram measures.
Explain the benefits of each test and how they relate to fitness.
Apply fitness test results to goal setting
Integration
Technology Integration
I Pads
Fitnessgram Software
Writing Integration
Reflection
Goal writing
Competencies
COMPETENCY III: RESEARCH
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Fitnessgram tests
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Nutley Public Schools
Physical Education Grade: 12
Unit 4:
Badminton 2
Summary and Rationale
The purpose of this unit is to continue to develop the skills necessary to participate in the game of badminton. As
well as to create an interest and a level of success in the game so that the students will want to continue to
participate for the rest of their lives Throughout this unit of study, students will experience the advancement of
effective movement development and fitness through badminton skills and game participation. Skill development
will include focusing on the development of the serve, the drop, the clear, the smash, and offensive and defensive
strategies.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
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Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Badminton is a lifetime sport.
Physical activity will enhance your overall health and wellness.
Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness.
Essential Question
What is the difference between offensive strategies and defensive strategies associated with badminton?
How can individual sports be utilized as part of personal fitness evaluation?
How can badminton skills be transferred to other racquet sports?
What are the various strokes used in badminton?
When is the best time to use different strokes in badminton?
How do you execute a serve, drop, drives, clear, smash in badminton?
What are different strategies for doubles play?
How do you score a badminton match, singles or doubles?
How do you facilitate a round robin tournament in badminton?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
350
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
Objectives
Students will know or learn:
Badminton skills including drop, drive, clear and smash
Offensive and defensive strategies
Strategies for doubles play
Design a round robin tournament
Students will be able to:
Demonstrate how to perform the drop, drive, clear and smash
Demonstrate understanding of offensive and defensive strategies
Create a round robin tournament
Demonstrate an understanding of the rules through officiating
Integration
Technology Integration
I pads for video analysis
Writing Integration
End of unit reflection
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Nets
Racquets
Shuttles
Clip Boards, pencils
I Pads
http://www.worldbadminton.com
http://www.usabadminton.com
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Nutley Public Schools
Physical Education Grade: 12
Unit 5:
Archery 2
Summary and Rationale
Students will continue to explore, the history, physical, emotional and social benefits of archery. In addition, safety
strategies, skills and archery techniques necessary to participate in and enjoy archery as a lifetime activity will be
fully addressed.
This provides an excellent opportunity of success for both the advanced and novice athlete.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance)
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants
and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
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2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition.
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Distance, scoring,
Science Flight
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Archery is a low intensity activity that can be a leisure sport, but also competitive.
Archery is a sport that demands a high degree of concentration and self-motivation.
Fine motor skills are just as important as gross motor skills and allow us to do many daily activities. Fine motor
skill development can unlock a great deal of the body’s overall fitness potential.
Archery can be considered a lifelong activity that people of any fitness level can be successful at with practice.
Essential Question
How do balance and coordination affect the shooter’s accuracy?
How will improving my fine motor skills improve my fitness level?
Why is archery important?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment
Skill Analysis
Written Tests
Rubrics
Objectives
Students will know or learn:
Proper safety precautions when using archery equipment
Proper archery terminology (bow, arrow, fletching, knock)
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Proper lower and upper body position
Proper knocking technique
Proper firing technique
Proper scoring guidelines
History of archery
11 steps to successful shooting
Learn and practice making shot adjustments
Students will be able to:
Explain the history of archery
Identify terminology and equipment needed
Understand scoring
Demonstrate proper scoring technique
Explain the archery steps to successful shooting
Participate in accuracy competition
Participate in tournament competition
Integration
Technology Integration
I pads for video analysis
Writing Integration
End of unit reflection
Competencies
Suggested Resources
Arrows
Bows
Targets
Clip Boards, pencils
I Pads
NASP
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Nutley Public Schools
Physical Education Grade: 12
Unit 6:
Volleyball 2
Summary and Rationale
Volleyball is an activity which can be enjoyed by all students. Students will learn the necessary skills to develop an
appreciation for the game. Volleyball is a game that continues to develop and challenge hand-eye coordination and
reaction time. Volleyball requires students to move quickly in response to the ball, which helps with agility and
coordination. The volleyball unit will serve as an activity to foster teamwork, socialization and skill development..
The goal of this unit is to continue to develop the basic skills and movement patterns necessary to successfully
participate in the game of volleyball. This unit will also focus on making appropriate game speed decisions and
strategies about where to send the ball, what skill to choose, and what tactics would be best suited for their
opponents. Students will apply rules knowledge through officiating.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
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2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall
good health.
Students will be able to understand that teamwork is a fundamental and necessary skill of volleyball.
Students will be able to understand that the development of better eye-hand coordination is important in the game
of volleyball.
Essential Question
What are the rules, skills, and game strategies involved in volleyball?
How do teamwork and sportsmanship affect game play?
How does participation in volleyball improve physical fitness?
What offensive and defensive formations will we use during game play?
Where the ball should be passed in order to run a successful offense?
What are the best ways to attack a defense?
At what point, do the players need to be ready to attack?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer-Assessment
356
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
Objectives
Students will know or learn:
Students will learn basic rules, history, and terms of the sport
Students will be able to learn the basic rules and regulations of volleyball.
Students will understand the types of formations used on offense.
Students will be able to recognize and describe the different types of hits.
Students will recognize when to use each particular shot.
Students will be able to describe the formation used for offense and defense
Definition of teamwork
Application of teamwork
Terminology of the game of volleyball
Fundamental skills
The “Ready” position
Different types of serves
“Bumping” and “setting” the ball
The “Spike”
Rules
Students will be able to:
Students will perform short and medium forearm passes.
Students will perform short and medium overhead passes.
Students will perform the proper techniques for spiking a volleyball.
Students will have a variety of shots that they can take when their team is attacking.
Students will develop proper offensive and defensive formations during game play.
Students will get into the proper defensive position when the other team is attacking the ball
Students will apply rules knowledge will officiating game play.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Unit reflection
Competencies
Suggested Resources
Tournament Schedule
357
Nutley Public Schools
Physical Education Grade: 12
Unit 7:
Adventure Activities
Summary and Rationale
During this unit students will experience critical motor skills in an environment that is fun and non-threatening.
Students will learn to share or follow rules as they experience a process that allows them to explore, to question, to
participate, and to reflect on themselves. Students will develop the ability to work effectively with others. Develop
leadership qualities and investigate strategies to solve conflicts and create solutions. Students will have the
opportunity to explore decision making process, of which risks are and are not positive for each individual.
Students will learn to demonstrate respect and understanding for all persons despite their individual differences.
Recommended Pacing
2 weeks
Standards
Character Development
2.2.12.C.1 Analyze the impact of competition on personal character development.
2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the
local, state, national, and worldwide community.
2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those
issues.
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
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2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
You can enjoy a nontraditional physical activity that encourages both teamwork and individual success.
Collaboration and communication with peers: is developed by working as a team in many different challenges.
Essential Question
Why is working cooperatively essential in life?
What are the required skills needed in order to effectively work cooperatively in a group?
How can applying the skills of building communication and trust be used in your own life?
What cooperative skills and creative principles are necessary to promote active, social relationships?
Evidence of Learning (Assessments)
359
Teacher Observation
Participation
Peer Assessment
Self-Assessment
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Skill Analysis
Written Tests
Rubrics (COMPETENCY I: COLLABORATION- Teamwork, Working Cooperatively, Building Relationships)
(COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Objectives
Students will know or learn:
Safety procedures
Effective communication skills
Conflict resolution strategies
Decision making strategies
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Demonstrate responsible personal and social behavior and safety procedures
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use the decision making skills of appropriate goal setting, risk taking, and problem
solving
Demonstrate an understanding of and respect for differences
Use effective communication skills and display good character values (sportsmanship) under challenging
situations.
Apply effective decision making with outcome predictions.
Integration
Technology Integration
I Pads
Writing Integration
Reflection
Journal Writing
Competencies
360
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Building Relationships
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
• Use of Metacognition
• Approach to Solving
• Solutions
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Project Adventure Curriculum
Low Elements
High Elements
361
Nutley Public Schools
Physical Education Grade: 12
Unit 8:
Indoor/Outdoor Team Games
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
indoor/outdoor team games activities. Physical participation as well as the development of cognitive processes will
allow students to be actively involved in various forms of indoor/outdoor team games competitions, as well as
comprehend rules and strategies that are essential for participation. As students develop basic physical skills, it will
allow them to participate in a variety of related activities as well as provide a fundamental base on which to build
advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies
will allow students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
362
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of indoor/outdoor team games concepts.
Indoor/outdoor team games and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness do indoor/outdoor team games encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of indoor/outdoor
team games?
How could indoor/outdoor team games increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment (COMPETENCY I: COLLABORATION – Teamwork, Working Cooperatively, Managing
Conflict/Differences)
Written Tests
Rubrics (COMPETENCY I: COLLABORATION – Teamwork)
363
Objectives
Students will know or learn:
Safety procedures
Movement concepts and motor skills
Offensive and defensive strategies
Basic rules
Role of the officials
Effective interpersonal skills
Students will be able to:
Demonstrate an understanding of movement concepts and the use of motor skills
Effectively move safely through space while actively participating
Demonstrate responsible personal and social behavior
Demonstrate the ability to use effective interpersonal skills
Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving
Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-
enhancing experiences and are found in recreational activities
Demonstrate an understanding and respect for differences
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Working Cooperatively
• Managing Conflict/Differences
Suggested Resources
Kick balls
Soccer balls (Indoor & Outdoor)
Footballs
Wiffleballs
Wiffle bats
Scrimmage Vests
Bases or similar markers
Cones or similar markers
Field or similar boundary markers
364
Nutley Public Schools
Physical Education Grade: 12
Unit 9:
Strength Training 2
Summary and Rationale
During this unit students will be introduced to a basic instructional program in strength and conditioning
development. The unit will include basic anatomy, muscular function, strength training principles, basic program
design and correct exercise technique and safety. The students will develop an understanding of these concepts and
will participate in individual training programs. Through strength training exercises, the students will be able to
learn the short and long term benefits of fitness. Students will learn how strength training is one component in
overall fitness and healthful living. Students will learn the basics of program design and how to formulate a
personal workout routine.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
365
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Math Court dimensions, scoring, timing, personal and team averages
Science Muscle groups required for individual skill performance
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
It’s important to know how to organize exercises into a comprehensive strength training program.
Strength training can effect and benefit the overall health of an individual.
Essential Question
How can participating in a strength training program impact my life?
What are the components of a comprehensive strength training program?
What is strength and why is it important for overall health?
Evidence of Learning (Assessments)
Teacher Observation
Rubrics (COMPETENCY V: SELF AWARENESS and DIRECTION – Determination)
Written Tests
Skills Tests
Self-Assessment (COMPETENCY V: SELF AWARENESS and DIRECTION- Personal management,
Determination)
Peer Assessment
Project (Competency III: RESEARCH – Ethics, Learning and Evaluation)
Objectives
366
Students will know or learn:
Fitness components
Strength training principles
Operation of machines and free weights.
Concepts, myths, and benefits of weight training.
Muscle names, their actions, and exercises to train those muscles.
Weight room safety regulations
Strength training program design
Students will be able to:
Perform upper body exercises using selected equipment
Perform Simple upper body exercises using Free Weights
Perform lower body exercises using selected equipment
Perform simple lower body exercises using Free Weights
Demonstrate proper form of exercises
Choose appropriate exercises for select body parts
Demonstrate safe spotting technique
Calculate and compare volume of work performed: Sets and Repetitions
Engage in exercises of varying intensities
Design comprehensive, balanced exercise routine for self
Design comprehensive, balanced exercise routine for others
Integration
Technology Integration
I Pad
Writing Integration
End of unit reflection
Fitness Log
Competencies
COMPETENCY III: RESEARCH
• Ethics
• Learning and Evaluation
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal management
• Determination
Suggested Resources
Weight Room
Logs
367
Nutley Public Schools
Physical Education Grade: 12
Unit 10:
Pickleball
Summary and Rationale
During this unit, students will continue to review the basic skills and cognitive concepts that will enable them to
participate in pickleball. Physical participation as well as the development of cognitive processes will allow
students to be actively involved in various forms of pickleball competitions, as well as comprehend rules and
strategies that are essential for participation. As students develop basic physical skills, it will allow them to
participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills
and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow
students to socialize, interact, and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
368
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of pickleball concepts.
Pickleball and related activities can effect and benefit the overall health of an individual.
Essential Question
What components of fitness does pickleball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of pickleball?
How could pickleball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
369
Objectives
Students will know or learn:
Safety procedures
Basic skills including serve, forehand, backhand, volley and smash.
Offensive and defensive strategies
Basic rules
Role of the officials
Students will be able to:
Demonstrate a proper serve by serving into the proper service area.
Demonstrate a proper forehand drive by hitting returns into the opponent’s court.
Demonstrate a proper backhand drive by hitting returns into the opponent’s court.
Demonstrate a proper volley shot by hitting returns into the opponent’s court.
Demonstrate a proper smash by hitting into the opponent’s court.
Demonstrate basic knowledge of Pickleball court dimensions and recognize the following areas on the court:
non-volley zone, service areas (4), backline (2), and sideline.
Apply basic rules of pickleball through officiating matches.
Demonstrate the ability to function as a teammate by working in pairs during tournament play
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Pickleball paddles
Pickleballs
Nets
Net standards
370
Nutley Public Schools
Physical Education Grade: 12
Unit 11:
Softball
Summary and Rationale
During this unit, students will understand basic skills and cognitive concepts that will enable them to participate in
a game of softball. Physical participation as well as the development of cognitive processes will allow students to
be actively involved in various forms of softball competitions, as well as comprehend rules and strategies that are
essential for participation. As students develop basic physical skills, it will allow them to participate in a variety of
related activities as well as provide a fundamental base on which to build advanced skills and participate at higher
levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact,
and communicate with others through sports and related activities.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
371
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Body awareness and coordination are necessary components of a fit individual.
Balance, coordination, and flexibility are key components of softball skills.
Understanding the rules and positions are essential to game play.
Eye hand coordination and specific swings are essential skills needed to successfully play the game of softball.
Essential Question
What components of fitness does softball encompass?
What do balance and coordination and flexibility have to do with the concepts and performance of softball?
How could softball increase the fitness level of each individual?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
372
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
Objectives
Students will know or learn:
Safety procedures
Basic skills including throwing, catching, and hitting.
Offensive and defensive strategies
Position play
Basic rules and scoring
Role of the officials
Students will be able to:
Demonstrate the knowledge and skills to throwing, catch, and hit the softball.
Demonstrate the knowledge and skills to run the bases properly.
Demonstrate the knowledge and skills of the various positions played in softball.
Understand the strategy and concepts relating to offense and defense.
Understand how to keep score in softball.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Bats
Softballs
Bases
Gloves
373
Nutley Public Schools
Physical Education Grade: 12
Unit 12:
Golf 2
Summary and Rationale
The goal of this unit is to continue the fundamental skills of golf. Students will discover the importance of
flexibility, coordination, and muscle strength in order to be successful in the game of golf. Through the sport of
golf, the students will be physically active and can work towards improving their hand-eye coordination. This unit
will teach the skills of the various golf swings, basic terminology and scoring. The nature of golf provides not only
a lifetime form of exercise, but also an outlet for social networking.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
374
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
There are fundamental rules and skills to the game of golf.
Eye-hand coordination and specific golf swings are essential skills to successfully complete a round of golf.
Essential Question
What are the fundamental skills of golf?
How do you adapt to the various challenges at each hole?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY IV: PROBLEM SOLVING (Use of Information)
Skill Analysis
Written Tests
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
Objectives
Students will know or learn:
Safety procedures
History of the game of golf
375
Different types of golf
Golf terminology
Basic rules and scoring
Swing fundamentals of driving and putting
Students will be able to:
Explain the rules and scoring in Golf.
Understand common golf terminology.
Understand cause and effect factors that influence ball flight.
Demonstrate the fundamentals of the short and long game.
Demonstrate the fundamentals of putting.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY IV: PROBLEM SOLVING
• Use of Information
COMPETENCY V: SELF AWARENESS and DIRECTION
• Determination
Suggested Resources
Golf Balls
Foam Golf Balls/Training Golf Balls
Golf Clubs/Irons
Golf Tees
Golf Greens
Hitting Nets
Score Cards
Pencils
Cones (for markers/holes/targets)
376
Nutley Public Schools
Physical Education Grade: 12
Unit 13:
Frisbee Golf
Summary and Rationale
The goal of this unit is for students to combine multiple skills of Frisbee and Golf in order to participate in this
sport. Higher level thinking skills are needed in order to strategize and be successful throughout this unit. Frisbee
Golf has the fitness advantages of aerobic exercise, hand-eye coordination, with the pleasure and excitement of
playing a fun game. In this unit, exercise is disguised as "play", so the students will look forward to participating in
it every class. The complex nature of Frisbee golf provides ever-changing challenges for the students, which keeps
up their interest.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
377
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
Participating in a physical activity such as disc golf helps build up cardiovascular endurance by walking the course
and participating in a lifelong activity.
There are fundamental skills and rules to Frisbee Golf.
Eye-hand coordination and specific grips on the Frisbee are essential skills to successfully complete a game of
Frisbee golf.
Essential Question
What are the fundamental skills related to Frisbee Golf?
How do you adapt to distance and space awareness due to environmental changes?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY V: SELF AWARENESS and DIRECTION (Personal wellness and relationships,
Determination)
Skill Analysis
Written Tests
Rubrics COMPETENCY I: COLLABORATION (Teamwork, Managing Conflict)
378
Objectives
Students will know or learn:
Safety procedures
Rules and scoring of Frisbee Golf
Fundamental skills of the throwing techniques
Scoring strategies
Students will be able to:
Explain the rules and scoring in Frisbee Golf.
Demonstrate a variety of throwing techniques.
Integration
Technology Integration
I Pads for skill analysis
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY I: COLLABORATION
• Teamwork
• Managing Conflict/Differences
COMPETENCY V: SELF AWARENESS and DIRECTION
• Personal wellness and relationships
• Determination
Suggested Resources
Frisbees
Frisbee Golf Course
379
Nutley Public Schools
Physical Education Grade: 12
Unit 14:
Yoga 2
Summary and Rationale
The goal of this unit is to introduce students to the fundamentals of yoga as part of a lifelong fitness plan. Students
will acquire the knowledge needed to design a yoga routine and incorporate flexibility and relaxation techniques.
Recommended Pacing
2 weeks
Standards
Movement Skills and Concepts
2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or
recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong,
racquetball).
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance.
2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and
relationships (creative, cultural, social, and fitness dance).
2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,
creative, efficient, and effective.
Strategy
2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive, and cooperative strategies.
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance
individual and team effectiveness.
Sportsmanship, Rules and Safety
2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other
participants and recommend strategies to improve their performance and behavior.
2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.
2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation
in, and viewing of games, sports, dance, and other movement activities, and predict future impact.
380
Fitness and Physical Activity
2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-
training principles.
2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body
composition
2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and
health.
2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and
illegal substances) to improve performance.
Interdisciplinary Connections
Standard x.x
Integration of Technology
Standard x.x
CPI # Cumulative Progress Indicator (CPI)
Instructional Focus
Enduring Understandings
The importance of physical activity as a lifelong process.
The values of physical fitness and strive for personal improvement.
Yoga concentrates on core training principles and flexibility which can aid in overall fitness.
Essential Question
What changes in lifestyle will lead to improved health and wellness?
How will your lifestyle choices affect your lifestyle?
Evidence of Learning (Assessments)
Teacher Observation
Participation
Peer Assessment
Self-Assessment COMPETENCY IV: PROBLEM SOLVING (Use of Information)
Skill Analysis
Written Tests
Rubrics COMPETENCY V: SELF AWARENESS and DIRECTION (Determination)
COMPETENCY I: COLLABORATION (Working Cooperatively)
Objectives
Students will know or learn:
There is a connection between sound mind and sound body.
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How to use their breathing to calm and relax their body.
How to design and implement a yoga routine that meets the needs of their own body.
Students will be able to:
Perform the proper technique and form of a variety of breathing exercises.
Perform the proper technique required in a warm up program.
Perform the proper technique and form of a variety of poses.
Participate in relaxation exercises.
Integration
Technology Integration
I Pads for skill analysis
Projector
Writing Integration
Reflection
Journal Writing
Competencies
COMPETENCY IV: PROBLEM SOLVING
Use of Information
COMPETENCY V: SELF AWARENESS and DIRECTION
Determination
COMPETENCY I: COLLABORATION
Working Cooperatively
Suggested Resources
Yoga Mats
Projector
PA System