Physical Education K

Curriculum Map

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Classroom Applications: Motor Development

*How do I control my body?
*How do I control a ball?

Persistence
Focus
Efficacy
Independence

This unit is taught throughout the course of the year.
Fundamental movement patterns
Basic body and manipulative control: Ball handling
*Collecting the ball (gaining possession)
*Directional pattern extensions (e.g. near to, far from, up and down)
*Prediction of distances and directions balls travel
*Movement vocabulary (e.g. rolling, trapping)
*Games and activities: dribbling a ball through a maze, dribbling and trapping experiences, Pin Soccer Ball (offensive and defensive play)
*Actions of body parts: apply and receive force
*Effects on ball control: weight, speed, space (location: high, medium and low, personal and general space)
*Models of ball handling
*Exploration of where and how objects move in space
*Traveling and working in individual space
*Skills for throwing, catching, kicking, dribbling and trapping a ball with the feet
*Independent skill development
*Skills for catching a ball: Toss and Catch, catching with a partner
*Skills for achieving more distance in overhand throwing
*Transformation of weight when throwing overhand
*Skills for passing a ball: inside & outside foot skills, stopping and trapping the ball, partner and group passing
*Skills for overhand throwing: practice with a small ball
*Skill at ball retrieval and alignment of body
*Skills for dribbling and bouncing balls, traveling while in possession of the ball
*Skills for control of kicking a ball
*Kindergarten Olympics:
Activities:Running Long Jump, High Jump, Basketball, Peanut Carry, Frisbee Carry, Suitcase Dress-up, Balloon Toss, Track Lap Run, Hurdles, Bean Bag Toss, Obstacle Course, Balance Beam
History of the Olympics
Sportsmanship (winning and losing)
Training Principles - coaching buddies

*Develop a feeling for handling balls and objects through exploration
*Manipulate objects in a variety of ways including grasping and holding a ball, placing a ball in different positions, rearranging small equipment and apparatus, and sending balls away
*Kicking a stationary or rolling ball with either foot
*Control path of a ball by making the kicking leg swing out to the sender or target
*Learn to look at the back of the ball in order to make the instep of the foot contact the ball
*Control the path of a ball
*Demonstrate basic mechanics of kicking
*Explore spatial relationships of the ball to objects in the environment: how balls roll and where balls are in space
*Verbalize the movements they make with balls
*Demonstrate increasing skill in eye/hand coordination
*Describe where objects are located in space
*Demonstrate skills of listening and looking to expand ideas for manipulating objects
*Rolling and throwing, catching and collecting
*Dribbling the ball by pushing with insides and outsides of feet
*Trapping a rolling ball
*Reduce reliance on cradling the ball
*Traveling to catch a ball
*Demonstrate fuller ranges of movements
*Track a slow rolling ball with eyes
*Collect the ball with two hands
*Roll the ball on different body parts (passing the ball around the middle or the knee)
*Demonstrate a variety of ways of moving the ball
*Bouncing and collecting balls
*Traveling with the ball
*Kicking, striking and throwing balls
*Gaining more distance and power in overhand throw
*Demonstrate proper transfer of weight when throwing
*Demonstrate skill at dodging
*Bouncing/dribbling ball with one and two hands
*Demonstrate the difference between dribbling and bouncing
*Show regard for spacing between classmates -
*Listening and following cues for stopping
*Stay in self restricted areas when working in own spaces
*Respond appropriately when asked to move about the room
*Participate in Kindergarten Olympics

*Observation of individuals when exploring ball movement
*Use of movement vocabulary
*Cooperation with peers
*Assessment of students affective behaviors (e.g. listening, independent work, taking turns, following teacher guidelines)
*Evaluation of students' ability to apply appropriate concepts to performance (e.g. change direction while running)
*Evaluation of students' ability to select proper body parts, skills, and movement concepts
*Students' ability to respond to cues (both visual and oral)
*Student sportsmanship and participation in Kindergarten Olympics

Olympics - countries from around the world
History of Olympics

Content Standards in P.E.

How can I be healthy physically?
How can I develop motor skills?
How should I behave in P.E.?
How should I treat others in P.E. class?
How do I show that I accept differences in others?
In what ways can I use my physical skills?

Persistence
Focus
Working interdependently
Taking thoughtful risks

*Movement forms and concepts
*Motor skills
*Attributes of a physically active lifestyle
*Ways to demonstrate respect differences in others
*Connection of physical activity to
-personal enjoyment
-self-expression
-social interaction

*Use and refine fundamental skills (running, skipping, throwing, striking)
*Develop specialized skills to be used in increasingly complex movement environments
Application of movement concepts and principles
*Develop movement vocabulary
*Application of concepts to real-life activity
*Use of knowledge to acquire new skills and refine existing skills
Attributes of Active lifestyle
*Connections between physical education class and outside physical activities
*Attributes of a healthy lifestyle
*Identification of attributes of an active, healthy lifestyle
*Awareness of cause and effect relationships
Maintenance of physical fitness
*Ways to develop higher levels of basic fitness
*Cardiorespiratory endurance, muscular strength and endurance, flexibility, body composition
*Awareness of fitness and maintenance components
*Importance of overall fitness
*Personal responsibility for fitness
Responsible personal and social behavior in physical activities
*Development of self-initiated behaviors for successful participation in activities
*Identification of safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior in sports, and what constitutes positive social interactions (classroom rules and procedures and cooperative behavior)
*Develop respect for individual differences
*Recognize individual similarities and differences
*Participate cooperatively in physical activities

Dayton Sensory Motor Assessment
Prudential Fitnessgram Assessment
Cooper Institute assessment materials

Cooper Institute materials
Phyllis Wycart
Moving Into the Future -National Standards for Physical Education
National Association for Physical Education and Sport materials
Oregon Department of Education materials

Classroom Application: Movement - Dance

*What can my feet do to move in different ways?
*How can I use my body to show different types of movements?
*What can I call different ways of moving?
*Can I follow a pattern set to music?

Efficacy
Persistence
Independence
Creative self-expression

This unit is taught throughout the course of the year.
*Locomotor activities: stepping, walking, galloping, jumping, hopping, leaping
*Non-locomotor activities: balancing activities, twisting, curling, turning, spinning, circling, stretching, gesturing, rising, sinking
*Methods for increasing versatility in movement
*Space levels: high and low
*Pathways of movement: e.g. straight, curvy, zig zag -
*Actions of body parts: leading and supporting the body
*Timing of movements: fast, slow, sustained, sudden
*Games for learning movement

*Travel in a variety of ways, demonstrating understanding of locomotor movements
*Show contrast of light and strong
*Travel to different tempos
*Travel independently by moving into empty, open spaces
*Combine pathways of movement
*Show spatial awareness of others
*Participate in games like Follow the Leader
*Demonstrate differences between fast, sudden movement and slow, sustained movement
*Differentiate between light, soft gentle movement and strong, hard firm movement
*Control the flow of movement by following commands for pausing or stopping, holding a specific position
*Explore and use a variety of locomotor movements to rhythmical and musical accompaniment
*Explore a variety of traveling actions while rising, sinking, and pausing without losing concentration
*Use the names of ways of traveling (e.g. galloping)
*Demonstrate more independence in controlling movements (sharing the dance space)

Checklist for Locomotor Development (Robertson and Halverson)
Participation in class activities
Individual growth in balance and locomotor skills
Ability to apply locomotor skills
Growth in accuracy of movement to a musical beat
Increasing mature motor patterns
Individual ability to control and vary movements

Classroom Applications: Gymnastics

*How can I use my body to make shapes and work at different levels?
*How can I move my body gracefully in different directions?

Persistence
Efficacy
Respect for others
Taking responsible risks

This unit is taught throughout the course of the year because alternating units in a recursive manner extends the practice of skills from each area over a longer time period, vital in the development of motor skills. Revisiting the content of a unit over months allows students to use and improve previously learned skills, concepts, and attitudes as they acquire new skills. Students who mature more slowly are given continuing opportunities to gain satisfaction in an area when it is repeated where they previously were reluctant to participate fully.

*Proper use of apparatus
*Skill in transferring body weight
*Differences in body shapes
*Body parts
*Body control
*Different methods for jumping, rolling, use of feet and hands, rocking, rolling, step-like actions, sliding, balancing, twisting, climbing, hanging, spinning, swinging, stretching, curling, turning
*Special vocabulary (levels, extensions, directions, pathways)
*Solutions for traveling on different body parts
*Techniques for a forward roll
*Skills for traveling in a straight pathway
*Skills for mounting & dismounting apparatus
*Skills for rolling
*Skills for moving from feet to hands
*Balance beam techniques (changing of levels and directions)

*Explore different body movements

*Describe the different movements
*Demonstrate understanding of movement concepts
*Demonstrate basic body control
*Discover different ways of jumping
*Use safe movement practices
*Move in a variety of ways on large apparatus
*Demonstrate & describe body actions & activities
*Create solutions to physical challenges
*Maintain a balance position on hands
*Travel on different body parts (emphasis on changing the supporting body part)
*Transfer weight from feet to hands
*Responding to signals safely (e.g. stop on signal)
*Perform a forward roll
*Mount and dismount apparatus
*Change directions and levels (on balance beam and mat)
*Mount and walk a low balance beam
*Dismount and roll from balance beam

*Observation of locomotor and non-locomotor movement
*Use of movement vocabulary
*Cooperation with peers
*Affective behaviors (e.g. listening, independent work, taking turns, following teacher guidelines)
*Ability to apply concepts to performance (e.g. motor skills:jump. skip, walk, run, gallop, leap)
*Ability to select proper skills & movement concepts
*Ability to respond to cues (both visual and oral)
*Individual performance on apparatus
*Individual skill assessment for forward roll
*Motor Development Skill analysis
*Locomotor Skills assessment