GRADE __K-2___ PHYSICAL EDUCATION CURRICULUM

UNIT 1: Movement Education/Rythm

Essential Question(s):

How can movement skills aid in the development of a healthy lifestyle?

In what ways can we adapt physically to our environment?

What skills assist us in playing games?

21st Century Theme & Skills Standards:

9.2.4.A.4: Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health (and financial) well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP 5. Consider the environmental, social, and economic impacts of decisions.

CRP 8. Utilize critical thinking to make sure of problems and persevere in solving them.

CRP 9. Model integrity, ethical leadership, and effective management.

Educational Technology Standards:

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

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Content Standards:

2.5.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching).,

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.,

2.5.2.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment.,

2.6.2.A.1Explain the role of regular physical activity in relation to personal health.

Pacing (Timeframe):

Instructional Procedures (*modifications) & Core Instructional Materials / Resources

Student Learning Ob-jective

Assessment Interdisciplinary Connections

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NJ Model Curriculum As-sessment Activities

http://www.state.nj.us/educa-tion/modelcurriculum/peh/

Tag Games

Agility Courses

Physical Education Websites

Activity Specific materials, scooters, scarves, jump ropes, hula hoops, cones, bean bags,

SLO #1 Develop and refine basic gross motor skills (i.e walking, jogging, jumping). K

SLO #2 Demonstrate appropriate control while moving in personal and general space.(i.e. game, physical activity, dance) 1

SLO #3 Explain and demonstrate how basic movement and safety play a role in movement activity. 1

SLO #4 Utilize refined gross motor skills in an applied set-ting. 2

SLO #5 Understand basic gross motor skills leads to the foundation for regular physical activity. 2

SLO #6 Demonstrate levels, direction, ranges and path-ways in a controlled and applied setting. K

SLO #7 Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropri-ate force and flow. 1

SLO #8 Corrects movement in response to feedback pro-vided by both teachers and peers. 2

SLO #9 Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style). 2

NJ Model Curricu-lum Rubrics

Lesson Closure Ac-tivities

Skills Assessments

Pre/Post testing of skills

Student Self-Assess-ment

Peer Assessments

Teacher Observation

Social Studies: 6.3.4.A.1:  Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling).

Visual & Performing Arts: 1.3.2.A.3 Define and maintain personal space, concentrate, and appropriately direct focus while performing movement skills.

1.3.2.A.4 Create and perform original move-ment sequences alone and with a partner us-ing locomotor and non-locomotor move-ments at various levels in space.

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UNIT 2 -Wellness

Essential Question(s): How can we define wellness?

What practices help us to stay safe?

How do we maintain healthy lifestyles?

What supports lifelong health?

What aids in the maintenance of good physical, emotional, and mental health?

21st Century Theme & Skills Standards:

9.2.4.A.1: Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.

9.2.4.A.4: Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

CRP1. Act as a responsible and contributing citizen and employee.

CRP3. Attend to personal health (and financial) well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP 5. Consider the environmental, social, and economic impacts of decisions.

CRP 8. Utilize critical thinking to make sure of problems and persevere in solving them.

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Educational Technology Standards:

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.8.2.2.A.4 Choose a product to make and plan the tools and materials needed.

Standards:

2.2.2.B.2 Relate decision-making by self and others to one’s 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.,

2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. ,

2.2.2.B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions. ,

2.2.2.B.4 Select a personal health goal and explain why setting a goal is important. ,

2.1.2.A.1 Explain what being “well” means and identify self-care practices that support wellness.,

2.5.2.C.2 Demonstrate appropriate behaviors and safety rules and explain how they contribute to moving safely during basic activities.,

2.1.2.B.1 Explain why some foods are healthier to eat than others. ,

2.1.2.C.1 Summarize symptoms of common diseases and health conditions.

Pacing / Timeframe:

Instructional Procedures (*modifications) & Core In-structional Materials / Re-source

Student Learn-ing Objectives

Assessment Interdisciplinary Connections

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NJ Model Curriculum Assess-ment Activities

http://www.state.nj.us/educa-tion/modelcurriculum/peh/

Writing-Open-ended re-sponses, conclusions and anal-ysis of exploratory activities, journal entries

Video creation for Jump Rope 4 Heart

Fitness Equipment: floor mats, elastic tubing, chin-up bar, flexibility box, measuring tape, stopwatch, pedometer, etc.

Technology-Internet, DVDs, SMART Board Activities, video streaming, podcasting, flip-cams

Physical Education /Fitness based Websiteskidshealth.org

http://www.kidnetic.com

SLO #1Explain how one’s decisions to be active can have a direct impact on the way they feel. K

SLO #2 Develop decision making skills that pro-mote participation in moderate to vigorous age- ap-propriate physical activities. 1

SLO #3 Describe how outside factors influence de-cision making in regards to setting a fitness goal. 2

SLO #4 Explain how regular physical activity con-tributes to being “well”. K

SLO #5 Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals. 1

SLO #6 Develop a fitness goal and monitor how it might affect one’s overall wellness. 2

SLO #7 Identify the basic safety rules that should be applied when participating in any movement ac-tivity. K

SLO #8 Explain how a safe environment encour-ages continued participation in physical activity. 1

SLO #9 Demonstrate basic activity and safety rules while engaging in moderate to vigorous age- appro-priate physical activity. 2

NJ Model Curriculum Rubrics

Lesson Closure Activi-ties

Pre/Post testing of Fit-ness skills

Student Self-Assessment

Peer Assessments

Class discussions, paired and group activities, journal entries

Quizzes, testsRole plays, presenta-tions, project

SOCIAL STUDIES:6.3.4.A.1: Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling).6.3.4.A.3: Select a local issue and develop a group action plan to inform school and/or community members about the issue.

LANGUAGE ARTS LITERACY: CCSS.ELA-LITERACY.CCRA.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informa-tional texts to support analysis, re-flection, and research.CCSS.MATH PRACTICES1 and 2 Make sense of problems and reason ab-stractly during physical education classes and health data analysis goal setting.VISUAL& PERFORMING ARTS 1.3.2.D.1 Create two- and three-di-mensional works of art using the ba-sic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and appli-cation methods.

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SLO #10 Identify foods that promote a healthy life-style. K

SLO #11 Explain how healthy food choices relate to personal wellness. 1

SLO #12 Determine why making healthier food choices influences long term wellness goals. 2

SLO #13 Recognize how one’s feelings can impact the progress toward the achievement of a wellness goal. 1

SLO #14 Determine how participation in regular physical activity may help to prevent common health conditions (diabetes, high blood pressure, etc.). 2

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UNIT 2 -Wellness

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