cleveland metropolitan school district physical education

Scope & Sequence Guide 2013-2014

TABLE OF CONTENTS

PHYSICAL EDUCATIONPreKindergarten Pages 1-4

Kindergarten Pages 5-8

Grade 1 Pages 9-10

Grade 2 Pages 11-12

Grade 3 Pages 13-14

Grade 4 Pages 15-16

Grade 5 Pages 17-18

Grades 6-8 Page 19

Grades 9-12 Page 20

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014SUBJECT: PHYSICAL EDUCATION GRADE: PREKINDERGARTEN

1ST QUARTER

Standard 2Demonstrates understanding of movement concepts, principles, strategiesand tactics as they apply to the learning and performance of physicalactivities.

Benchmark A: Demonstrate knowledge of movement concepts relatedto body, space, effort and relationships.

Standard 3Participates regularly in physical activity.

Benchmark A: Engage in regular physical activity inside and outside ofschool to meet national recommendations for daily physical activity.

ON-GOING EMPHASIS

*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEARScope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

Standard 1Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Benchmark A: Demonstrate locomotor and non locomotor skills in a variety of ways. Benchmark B: Demonstrate developing control of fundamental manipulative skills.

SOCIAL EMOTIONAL LEARNING

Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)

ELAStrand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverse conversations,groupings, or pair shares.Standard Statement 6: Speak clearly and understandably to express ideas,feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writingto compose opinion pieces in which they tell a reader (adults/peers) thetopic or the name of the book (skill/exercise/game) they are writing(explaining/telling/role playing) about and state an opinion or preferenceabout the topic or book (skill/exercise/game) (e.g., My favorite game is ..).MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 10 by ones Count to tell the number of objects/exercises

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect

counting to cardinalality.Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles,hexagons, cubes, cones, cylinders and spheres). Describe objects (gymnasium equipment/tools/game objects) in the

environment using names of shapes and describe the relative positionsof these objects using terms such as above (e.g., cones, bases, balls,body positions etc.).

SCIENCEStrand: Earth Space Science (ESS)Topic: Observations of NatureThis topic focuses on observing exploring and describing the local naturalenvironment (Identify physical education skills, exercises or games that areclassified by seasons and weather)Content Statement: Weather changes every day. Wind, water and temperature are all part of daily weather changes.

Weather changes throughout the day and from day to day.SOCIAL STUDIESGOV 9. Schools and classrooms (gymnasiums) have rules and routinesthat govern daily life. Rules exist in families, schools and communities. Expectations for Learning: Participate in creating and following

classroom rules and routines. Interact with and respond to guidanceand assistance in socially accepted ways from familiar peers andadults at school and home.

GOV 8. Choices have consequences Expectations for Learning: Demonstrate an awareness of the

outcomes of ones own choices

TEACHER NOTES

1


2ND QUARTER

Standard 2Demonstrates understanding of movement concepts, principles, strategies& tactics as they apply to the learning & performance of physical activities. Benchmark B: Demonstrate knowledge of essential elements of

fundamental motor skills.Standard 3Participates regularly in physical activity. Benchmark B: Recall physical activities participated inside and outside

of school.

Standard 6Values physical activity for health, enjoyment, challenge, self-expressionand/or social interaction. Benchmark A: Actively participate in physical activities that promote

enjoyment and a variety of movement challenges.

ON-GOING EMPHASIS



Standard 5Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark A: Know and follow procedures and safe practices Benchmark B: Demonstrate responsible behavior in physical activity settings.




ELAStrand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverse conversations, groupings,or pair shares.Standard Statement 6: Speak clearly and understandably to express ideas, feelingsand needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writing tocompose opinion pieces in which they tell a reader (adults/peers) the topic or thename of the book (skill/exercise/game) they are writing (explaining/telling/roleplaying) about and state an opinion or preference about the topic or book(skill/exercise/game) (e.g., My favorite game is ..).MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 10 by ones Count to tell the number of objects/exercises

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting

to cardinalality.Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles,hexagons, cubes, cones, cylinders and spheres). Describe objects (gymnasium equipment/tools/game objects) in the environment

using names of shapes and describe the relative positions of these objects usingterms such as above (e.g., cones, bases, balls, body positions etc.).

SCIENCEStrand: Earth Space Science (ESS)Topic: Observations of NatureThis topic focuses on observing exploring and describing the localnatural environment (Identify physical education skills, exercises orgames that are classified by seasons and weather)Content Statement: Weather changes every day. Wind, water and temperature are all part of daily weather

changes. Weather changes throughout the day and from dayto day.

SOCIAL STUDIESGOV 9. Schools and classrooms (gymnasiums) have rules androutines that govern daily life. Rules exist in families, schools andcommunities. Expectations for Learning: Participate in creating and

following classroom rules and routines. Interact with andrespond to guidance and assistance in socially accepted waysfrom familiar peers and adults at school and home.

GOV 8. Choices have consequences Expectations for Learning: Demonstrate an awareness of

the outcomes of ones own choices

TEACHER NOTES

2


3RD QUARTER

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Recognize changes to the body during physical activity

that will contribute to good health.

Fitness Gram

ON-GOING EMPHASIS







ELAStrand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverse conversations, groupings, or pair shares.Standard Statement 6: Speak clearly and understandably to express ideas, feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writing to compose opinion piecesin which they tell a reader (adults/peers) the topic or the name of the book (skill/exercise/game) theyare writing (explaining/telling/role playing) about and state an opinion or preference about the topic orbook (skill/exercise/game) (e.g., My favorite game is ..).MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 10 by ones Name and identify numerals1-9 Count to tell the number of objects/exercises

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting to cardinalality.

Compare numbers Identify whether the number of objects in one group is greater than, or equal to the number of

objects in another group up to 10. (b) The number of objects is the same regardless of theirarrangement or the order in which they were counted (squads, exercises, etc.)

Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,cylinders and spheres). Describe objects (gymnasium equipment/tools/game objects) in the environment using names of

shapes and describe the relative positions of these objects using terms such as above (e.g.,cones, bases, balls, body positions etc.).

SCIENCEStrand: Earth Space Science (ESS)Topic: Observations of NatureThis topic focuses on observing exploring anddescribing the local natural environment (Identifyphysical education skills, exercises or gamesthat are classified by seasons and weather)Content Statement: Weather changes everyday. Wind, water and temperature are all part of

daily weather changes. Weather changesthroughout the day and from day to day.

SOCIAL STUDIESGOV 9. Schools and classrooms (gymnasiums)have rules and routines that govern daily life.Rules exist in families, schools and communities. Expectations for Learning: Participate in

creating and following classroom rules androutines. Interact with and respond toguidance and assistance in socially acceptedways from familiar peers and adults atschool and home.

GOV 8. Choices have consequences Expectations for Learning: Demonstrate

an awareness of the outcomes of ones ownchoices

TEACHER NOTES

3


4TH QUARTER

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Identify health-related concepts through a variety of

physical activities.

Standard 6Values physical activity for health, enjoyment, challenge, self-expressionand/or social interaction. Benchmark B: Participate in physical activities that promote self

expression and interaction with others.

ON-GOING EMPHASIS







ELAStrand: Reading for Informational Text (RI)Standard Statement 3: With prompting and support, describe the connection betweentwo individuals, events or ideas or pieces of information in a text ( verbally describe theconnection between two different skills, exercises or games)Strand: Speaking and Listening (SL)Standard Statement 1: Participate in collaborative diverse conversations, groupings, orpair sharesStandard Statement 6: Speak clearly and understandably to express ideas, feelingsand needs.Standard Statement 3: Confirm understanding of a text read aloud or informationpresented orally or through other media by asking and answering questions about keydetails and requesting clarification if something is not understood.Strand: Language (L)Standard Statement 5: With guidance and support from adults , explore wordrelationships and nuances in word meanings (b). Demonstrate understanding offrequency occurring verbs and adjectives by relating them to their opposites.Standard Statement 4: Determine the meaning of unknown words with assistance orcues from an adult (e.g., providing a frame of reference, context or comparison (via useof PE vocabulary wall in addition to ELA words from the classroom that can be used inthe environment of physical education and health).Strand: Reading for Literature (RL)Standard Statement 2: With prompting and support, retell familiar stories (rules ofgames or patterns of movement), including key details.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writing to composeopinion pieces in which they tell a reader (adults/peers) the topic or the name of thebook (skill/exercise/game)they are writing (explaining/telling/role playing) about andstate an opinion or preference about the topic or book (skill/exercise/game) (e.g., Myfavorite game is ..).MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 10 by ones; Name and identify numerals1-9

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting to

cardinality. (b). Understand that the last number said tells the number of objectscounted. The number of objects is the same regardless of their arrangement or theorder in which they were counted

Compare numbers Identify whether the number of objects in one group is greater than, or equal to the

number of objects in another group up to 10.

MATH cont.Measurement and Data (MD)Describe and compare measureable attributes. Describe measurable attributes of objects, such as length or

weight. Sort, order and classify by one attribute (scarfs,tennis balls, ping pong balls, balloons etc.)

Directly compare two objects with a measureable attribute incommon to see which object has more of/less of theattribute and describe the

difference. For example, directly compare the heights ofstanding arm extensions, standing/running long jumps, etc.

Geometry (G)Identify and describe shapes (squares, circles, triangles,rectangles, hexagons, cubes, cones, cylinders andspheres). Describe objects (gymnasium equipment/tools/game

objects) in the environment using names of shapes anddescribe the relative positions of these objects using termssuch as above (e.g., cones, bases, balls, body positions)

SCIENCEStrand: Earth Space Science (ESS)Topic: Observations of NatureThis topic focuses on observing exploring and describing thelocal natural environment (Identify physical education skills,exercises or games that are classified by seasons and weather)Content Statement: Weather changes every day. Wind, water & temperature are all part of daily weather

changes. Weather changes throughout the day & from dayto day.

SOCIAL STUDIESGOV 9. Schools and classrooms (gymnasiums) have rules androutines that govern daily life. Rules exist in families, schoolsand communities. Expectations for Learning: Participate in creating and

following classroom rules and routines. Interact with andrespond to guidance and assistance in socially acceptedways from familiar peers and adults at school and home.

GOV 8. Choices have consequences Expectations for Learning: Demonstrate an awareness of

the outcomes of ones own choices

4

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014SUBJECT: PHYSICAL EDUCATION GRADE: KINDERGARTEN

1ST QUARTER

Standard 1Demonstrates competency in motor skills & movement patterns needed toperform a variety of physical activities. Benchmark A: Demonstrate locomotor and non-locomotor skills in a

variety of ways.

Standard 2Demonstrates understanding of movement concepts, principles, strategiesand tactics as they apply to the learning and performance of physicalactivities. Benchmark A: Demonstrate knowledge of movement concepts related

to body, space, effort and relationships.

Standard 5Exhibits responsible personal behavior & social behavior that respects self& others in physical activity settings.Benchmark A: Know and follow procedures and safe practices. Benchmark B: Demonstrate responsible behavior in physical activity

settings.

Responsible Sexual Behavior (RSB) Program Implementation WeekNo. 1

ON-GOING EMPHASIS


Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. Benchmark B: Recall physical activities participated inside and outside of school.

Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or social interaction Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others.




ELAStrand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverse conversations, groupings, or pairshares.Standard Statement 6: Speak clearly and understandably to express ideas, feelings andneeds.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writing to composeopinion pieces in which they tell a reader (adults/peers) the topic or the name of the book(skill/exercise/game) they are writing (explaining/telling/role playing) about and state anopinion or preference about the topic or book (skill/exercise/game) (e.g., My favorite game is).MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 100 by ones and by tens; Name and identify numerals1-9

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting to

cardinality. (b). Understand that the last number said tells the number of objects counted.The number of objects is the same regardless of their arrangement or the order in whichthey were counted (squads, exercises, etc.)

SCIENCEStrand: Physical Science (PS)Content Statement: Forces change the motion of anobject. Motion can increase, change direction or stop

depending on the force applied.SOCIAL STUDIESGOV 10. The purpose of rules and authority figures is toprovide order, security, and safety in the home, schooland community. Expectations for Learning: Explain the purpose for

rules at home and in the school and community.

TEACHER NOTES

5


2ND QUARTER

Standard 2Demonstrates understanding of movement concepts, principles, strategiesand tactics as they apply to the learning and performance of physicalactivities. Benchmark B: Demonstrate knowledge of essential elements of

fundamental motor skills.

Fitness Gram

Responsible Sexual Behavior (RSB) Program Implementation WeekNo. 2RSB Week No. 1 class attendance sheets due

ON-GOING EMPHASIS


Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. Benchmark B: Recall physical activities participated inside and outside of school.

Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or social interaction Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others.




ELAStrand Language (L)Standard Statement 1: Demonstrate command of the conventions ofstandard English grammar and usage when writing or speaking.d. Understand and use question words (interrogatives) (e.g., who, what,where, when, why, how).Strand: Speaking & Listening (SL)Standard Statement 5: Add drawings or other visual or physical displays todescriptions as desired to provide additional detail.Standard Statement 1: Participate in collaborative diverse conversations,groupings, or pair shares . . . .Standard Statement 6: Speak clearly and understandably to express ideas,feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, and writingto compose opinion pieces in which they tell a reader (adults/peers) thetopic or the name of the book (skill/exercise/game) they are writing(explaining/telling/role playing) about and state an opinion or preferenceabout the topic or book (skill/exercise/game) (e.g., My favorite game is).SCIENCEStrand: Physical Science (PS)Content Statement: Forces change the motion of an object. Motion can increase, change direction or stop depending on the force

applied.

MATHCounting and Cardinality (CC)Know number names and the count sequence. Count to 100 by ones and by tens; Name and identify numerals1-9

Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect

counting to cardinality. (b). Understand that the last number said tellsthe number of objects counted. The number of objects is the sameregardless of their arrangement or the order in which they werecounted (squads, exercises, etc.)

Count to answer how many?Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles,hexagons, cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and

describe the relative positions of these objects using terms such asabove, below, beside, in front of, behind and next to.

Correctly name shapes regardless of their orientation or overall size.

SOCIAL STUDIESGOV 10. The purpose of rules and authority figures is to provide order,security, and safety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home

and in the school and community.

TEACHER NOTES

6


3RD QUARTER

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Recognize changes to the body during physical activity

that will contribute to good health.Standard 2Demonstrates understanding of movement concepts, principles, strategies &tactics as they apply to the learning and performance of physical activities. Benchmark B: Demonstrate knowledge of essential elements of

fundamental motor skills

Fitness Assessment: Fitness gram, Presidents Challenge, MarineCorp. Etc.

Responsible Sexual Behavior (RSB) Program Implementation WeekNo. 3

RSB Week No. 2 class attendance sheets due

ON-GOING EMPHASIS


Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and

outside of school to meet NASPE recommendations for dailyphysical activity.

Benchmark B: Recall physical activities participated inside andoutside of school.

Standard 6Values physical activity for health, enjoyment, challenge, self-express and/orsocial interaction Benchmark A: Actively participate in physical activities that promote

enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression

and interaction with others.SOCIAL EMOTIONAL LEARNING

Please reference SEL IndexACADEMIC CONNECTIONS (MULTIPLE AREAS)

ELAStrand: Reading for Literature (RL)Standard Statement 1: With prompting and support, ask andanswer questions about key details (regarding pe skills,exercises or games) in a text.Strand Language (L)Standard Statement 1: Demonstrate command of theconventions of standard English grammar and usage whenwriting or speaking. (d). Understand and use question words(interrogatives) (e.g., who, what, where, when, why, how).Strand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverseconversations, groupings, or pair shares.Standard Statement 3: Ask and answer questions in order toseek help, get information, or clarify something that is notunderstood..Standard Statement 5: Add drawings or other visual or physicaldisplays to descriptions as desired to provide additional detail.Standard Statement 6: Speak clearly and understandably toexpress ideas, feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating,and writing to compose opinion pieces in which they tell areader (adults/peers) the topic or the name of the book(skill/exercise/game) they are writing (explaining/telling/roleplaying) about and state an opinion or preference about thetopic or book (skill/exercise/game) (e.g., My favorite game is .).Standard Statement 3: Use a combination of drawing, dictation,and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred,and provide a reaction to what happened.

SCIENCEStrand: Physical Science (PS)Content Statement: Forces change the motion of an object. Motion can increase, change direction or stop depending on

the force applied.

MATHOperations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understandsubtraction as taking apart and taking from (scoring and counting). Fluently add and subtract within 5.

Counting and Cardinality (CC)Know number names and the count sequence. Count to 100 by ones and by tens; Count forward beginning from a given number

within the known sequence (instead of begining at 1).Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting to

cardinality. (b). Understand that the last number said tells the number of objectscounted. The number of objects is the same regardless of their arrangement or theorder in which they were counted (squads, exercises, etc.) (c). Understand thateach successive number name refers to a quantity that is one larger.

Count to answer how many?Measurement and Data (MD)Describe and compare measureable attributes. Describe measurable attributes of objects, such as length or weight. Sort, order

and classify by one attribute (scarfs, tennis balls, ping pong balls, balloons etc.) Directly compare two objects with a measureable attribute in common to see which

object has more of/less of the attribute and describe thedifference. For example, directly compare the heights of standing arm extensions,standing/running long jumps, etc.

Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the

relative positions of these objects using terms such as above, below, beside, infront of, behind and next to.


SOCIAL STUDIESGOV 9. Individuals have shared responsibilities toward the achievement of commongoals in homes, school and communities.GOV 10. The purpose of rules and authority figures is to provide order, security, andsafety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in the

school and community.7


4TH QUARTER

Standard 1Demonstrates competency in motor skills and movement patterns neededto perform a variety of physical activities. Benchmark B: Demonstrate developing control of fundamental

manipulative skills.

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Identify health-related concepts through a variety of

physical activities.

Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS





Standard 6Values physical activity for health, enjoyment, challenge, self-express and/orsocial interaction Benchmark A: Actively participate in physical activities that promote

enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression

and interaction with others.




ELAStrand: Reading for Literature (RL)Standard Statement 1: With prompting and support, ask andanswer questions about key details (regarding pe skills,exercises or games) in a text.Strand Language (L)Standard Statement 1: Demonstrate command of theconventions of standard English grammar and usage whenwriting or speaking. (d). Understand and use question words(interrogatives) (e.g., who, what, where, when, why, how).Strand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverseconversations, groupings, or pair shares.Standard Statement 3: Ask and answer questions in order toseek help, get information, or clarify something that is notunderstood..Standard Statement 5: Add drawings or other visual or physicaldisplays to descriptions as desired to provide additional detail.Standard Statement 6: Speak clearly and understandably toexpress ideas, feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating,and writing to compose opinion pieces in which they tell areader (adults/peers) the topic or the name of the book(skill/exercise/game) they are writing (explaining/telling/roleplaying) about and state an opinion or preference about thetopic or book (skill/exercise/game) (e.g., My favorite game is .).Standard Statement 3: Use a combination of drawing, dictation,and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred,and provide a reaction to what happened.

SCIENCEStrand: Physical Science (PS)Content Statement: Forces change the motion of an object. Motion can increase, change direction or stop depending on

the force applied.

MATHOperations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understandsubtraction as taking apart and taking from (scoring and counting). Fluently add and subtract within 5.

Counting and Cardinality (CC)Know number names and the count sequence. Count to 100 by ones and by tens; Count forward beginning from a given number

within the known sequence (instead of begining at 1).Count to tell the number of objects/exercises Understand the relationship between numbers and quantities: connect counting to

cardinality. (b). Understand that the last number said tells the number of objectscounted. The number of objects is the same regardless of their arrangement or theorder in which they were counted (squads, exercises, etc.) (c). Understand thateach successive number name refers to a quantity that is one larger.

Count to answer how many?Measurement and Data (MD)Describe and compare measureable attributes. Describe measurable attributes of objects, such as length or weight. Sort, order

and classify by one attribute (scarfs, tennis balls, ping pong balls, balloons etc.) Directly compare two objects with a measureable attribute in common to see which

object has more of/less of the attribute and describe thedifference. For example, directly compare the heights of standing arm extensions,standing/running long jumps, etc.

Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the

relative positions of these objects using terms such as above, below, beside, infront of, behind and next to.


SOCIAL STUDIESGOV 9. Individuals have shared responsibilities toward the achievement of commongoals in homes, school and communities.GOV 10. The purpose of rules and authority figures is to provide order, security, andsafety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in the

school and community.

8

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014SUBJECT: PHYSICAL EDUCATION GRADE: 1

1ST QUARTER

Standard 1Demonstrates competency in motor skills and movement patterns needed to perform a variety of physicalactivities. Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways.

Standard 2Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to thelearning and performance of physical activities. Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and

relationships.

Fitness Assessment: Fitness gram,Presidents Challenge, Marine Corp. Etc.

Responsible Sexual Behavior (RSB)Program Implementation Week No. 1

2ND QUARTER

Standard 2Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to thelearning and performance of physical activities. Benchmark B: Demonstrate knowledge of essential elements of fundamental motor skills.

Standard 6Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of

movement challenges.

RSB Program Implementation Week No. 2

RSB No. 1 class attendance sheets due

3RD QUARTER

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Recognize changes to the body during physical activity that will contribute to good

health.

Fitness Assessment: Fitness gram,Presidents Challenge, Marine Corp. Etc.RSB Program Implementation Week No. 3RSB No. 2 class attendance sheets due.

4TH QUARTER

Standard 1Demonstrates competency in motor skills and movement patterns needed to perform a variety of physicalactivities. Benchmark B: Demonstrate developing control of fundamental manipulative skills.

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Identify health-related concepts through a variety of physical activities.

Standard 6Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark B: Participate in physical activities

Final RSB class attendance sheets duebefore Spring Break 2014.

ON-GOING EMPHASIS


Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of

school to meet NASPE recommendations for daily physical activity. Benchmark B: Recall physical activities participated inside and outside

of school.

Standard 5Exhibits responsible personal behavior and social behavior that respectsself and others in physical activity settings. Benchmark A: Know and follow procedures and safe practices. Benchmark B: Demonstrate responsible behavior in physical activity

settings.



TEACHER NOTES

9



ELAStrand: Reading for Literature (RL)Standard Statement 1: With prompting and support, ask and answerquestions about key details (regarding pe skills, exercises or games)in a text.Strand Language (L)Standard Statement 1: Demonstrate command of the conventions ofstandard English grammar and usage when writing or speaking.d. Understand and use question words (interrogatives) (e.g., who,what, where, when, why, how).e. Use personal possessive, and indefinite pronouns (e.g., I, me, my,they, them, their, anyone, everything).f. Use verbs to convey a sense of past, present, and future (e.g.,Yesterday I ran the 100 yard dash; Today I will hop home;. TomorrowI will jump rope with my friends.)Standard Statement 5: With guidance & support from adults,demonstrate understanding of word relationships & nuances in wordmeanings. (a) Sort words into categories (i.e., colors, clothing,locomotor, nonlocomotor and motor skills) to gain a sense of theconcepts the categoriesStrand: Speaking & Listening (SL)Standard Statement 1: Participate in collaborative diverseconversations, groupings, or pair shares.Standard Statement 2: Ask and answer questions about key details ina text read aloud or information presented orally or through othermedia.Standard Statement 3: Ask and answer questions in order to seekhelp, get information, or clarify something that is not understood.Standard Statement 5: Add drawings or other visual or physicaldisplays to descriptions as desired to provide additional detail.Standard Statement 6: Speak clearly and understandably to expressideas, feelings and needs.Strand: Writing (W)Standard Statement 1: Use a combination of drawing, dictating, andwriting to compose opinion pieces in which they tell a reader(adults/peers) the topic or the name of the book (skill/exercise/game)they are writing (explaining/telling/role playing) about and state anopinion or preference about the topic or book (skill/exercise/game)(e.g., My favorite game is.).Standard Statement 3: Use a combination of drawing, dictation, andwriting to narrate a single event or several loosely linked events, tellabout the events in the order in which they occurred, and provide areaction to what happened.

MATHOperations and Algebraic Thinking (OA)Understand and apply properties of operations and the relationshipbetween addition and subtraction. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction. Count to 120, starting at any number less than 120.

Measurement and Data (MD)Measure lengths indirectly and by iterating length units. Express the length of an object as a whole number of length units, by laying

multiple copies of a shorter object (the length unit) end to end; understandthat the length measurement of an object is the number or same0size lengthunits that span it with no gaps or overlaps. Limit to contexts where the objectbeing measured is spanned by a whole number of length units with no gaps oroverlaps.

Represent and interpret data Organize, represent, and interpret data with up to three categories; ask and

answer questions about the total number of data points, how many in eachcategory, and how many more or less are in one category than in another.(Create graphs representing class, gender or per student results of variousskills, activities or class attendance to show different number of data pointscompare numbers more or less in each category than another).

SCIENCEStrand: Physical Science (PS)Content Statement: Forces change the motion of an object. Motion can increase, change direction or stop depending on the force applied.

Topic: Motion and MaterialsThis topic focuses on the changes in properties that occur in objects andmaterials. Changes of position of an object are a result of pushing or pulling (peexercises & games).Content Statement: Objects can be moved in a variety of ways, such as straight,zigzag, circular and back and forth. The position of an object can be described by locating it relative to another

object or to the objects surroundings. An object is in motion when its position is changing. Pushing or pulling can affect the motion of an object. A push or pull is a force

that can make an object move faster, slower or go in a different direction.

SOCIAL STUDIESGEO 6. Families interact with the physical environment differently in differenttimes and places. Diverse cultural practices address basic human needs invarious ways and many change over time. Expectations for Learning: Describe the way families (children) in different

places interact with the physical environment (and different games or sports) .Compare the way families interacted with the physical environment in the pastwith the way they interact today.

GOV 9. Collaboration requires group members to respect the rights & opinions ofothers. Expectations for Learning: Collaborate in a way that demonstrates respect

for the rights and opinions of others.

TEACHER NOTES

10


1ST QUARTER

Standard 1Demonstrates competency in motor skills & movement patterns needed to perform a variety of activities. Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways.

Standard 5Exhibits responsible personal behavior & social behavior that respects self & others in physical activitysettings. Benchmark A: Know and follow procedures and safe practices Benchmark B: Demonstrate responsible behavior in physical activity settings.

Fitness Assessment: Fitness gram,Presidents Challenge, Marine Corp.Etc.Responsible Sexual Behavior (RSB)Program Implementation Week No. 1ODE Physical Education AssessmentsDue Before May, 2014

2ND QUARTER

Standard 4Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Recognize changes to the body during physical activity that will contribute to good health.

Standard 6Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Actively participate in activities that promote enjoyment & a variety of movement

challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others

Responsible Sexual Behavior (RSB)Program Implementation Week No. 2RSB No. 1 class attendance sheetsdueODE Physical Education AssessmentsDue Before May, 2014

3RD QUARTER

Standard 2Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to thelearning and performance of physical activities. Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and

relationships. Benchmark B: Demonstrate knowledge of essential elements of fundamental motor skills.

Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of school to meet national

recommendations for daily physical activity. Benchmark B: Recall physical activities participated inside and outside of school.

Fitness Assessment: Fitness gram,Presidents Challenge, Marine Corp.Etc.RSB Program Implementation WeekNo. 3RSB No. 2 class attendance sheetsdue.ODE Physical Education AssessmentsDue Before May, 2014

4TH QUARTER

Standard 1Demonstrates competency in motor skills and movement patterns needed to perform a variety of physicalactivities. Benchmark B: Demonstrate developing control of fundamental manipulative skills.

Standard 4Achieves and maintains a health-enhancing level of fitness. Benchmark B: Identify health-related concepts through a variety of physical activities.

Final RSB class attendance sheets duebefore Spring Break 2014.ODE Physical Education AssessmentsDue Before May, 2014

ON-GOING EMPHASIS





Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or socialinteraction Benchmark A: Actively participate in physical activities that promote enjoyment and

a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and

interaction with others.SOCIAL EMOTIONAL LEARNING


TEACHER NOTES

11



ELAStrand: Reading for Literature (RL)1: With prompting and support, ask and answer questionsabout key details (regarding pe skills, exercises or games) ina text.Strand Language (L)1: Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.d. Understand and use question words (interrogatives) (e.g.,who, what, where, when, why, how).e. Use personal possessive, and indefinite pronouns (e.g., I,me, my, they, them, their, anyone, everything).f. Use verbs to convey a sense of past, present, and future(e.g., Yesterday I ran the 100 yard dash; Today I will hophome;. Tomorrow I will jump rope with my friends.)g. Use frequently occurring prepositions (e.g., during,beyond, toward.pe word wall)5: With guidance & support from adults, demonstrateunderstanding of word relationships & nuances in wordmeanings. a. Sort words into categories (i.e., colors, clothing,locomotor, nonlocomotor and motor skills) to gain a sense ofthe concepts the categoriesStrand: Speaking & Listening (SL)1: Participate in collaborative diverse conversations,groupings, or pair shares. Follow agreed-upon rules fordiscussions (e.g., gaining the floor in respectful ways,listening to others with care, speaking one at a time about thetopics. Identify real life connections between words and theiruse (e.g., describe foods (physical movement) that are spicy(fluent) or juicy (ridged).2: Ask and answer questions about key details in a text readaloud or information presented orally or through other media.Recount or describe key ideas or details forma a text readaloud or information presented orally or through other media.3: Ask and answer questions in order to seek help, getinformation, or clarify something that is not understood.5: Add drawings or other visual or physical displays todescriptions as desired to provide additional detail.Distinguish shades of meaning among closely related verbs(e.g., toss, throw, hurl) and closely related adjectives (e.g., hitthe ball thin, fat, heavy).6: Speak clearly & understandably to express ideas, feelingsneedsStrand: Writing (W)1: Use a combination of drawing, dictating, and writing tocompose opinion pieces in which they tell a reader(adults/peers) the topic or the name of the book(skill/exercise/game) they are writing (explaining/telling/roleplaying) about and state an opinion or preference about thetopic or book (skill/exercise/game) (e.g., My favorite gameis.).3: Use a combination of drawing, dictation, and writing tonarrate a single event or several loosely linked events, tellabout the events in the order in which they occurred, andprovide a reaction to what happened.

MATHOperations and Algebraic Thinking (OA) Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction. Count to 120, starting at any number less than 120.

Measurement and Data (MD) Order three objects by length; compare the lengths of two objects indirectly by using a

third object. Standing/Running long jumps, distance throws, height of students andany other pe measurements.

Express the length of an object as a whole number of length units, by laying multiplecopies of a shorter object (the length unit) end to end; understand that the lengthmeasurement of an object is the number or same0size length units that span it with nogaps or overlaps. Limit to contexts where the object being measured is spanned by awhole number of length units with no gaps or overlaps.

Estimate lengths using units of inches, feet, centimeters, and meters. Organize, represent, and interpret data with up to three categories; ask and answer

questions about the total number of data points, how many in each category, and howmany more or less are in one category than in another. (Create graphs representingclass, gender or per student results of various skills, activities or class attendance toshow different number of data points compare numbers more or less in eachcategory than another).

SCIENCE - Strand: Physical Science (PS)Topic: Change in Motion Topic focuses on observing the relationship between forces andmotionContent Statement: Forces change the motion of an object. Motion can increase, change direction or stop depending on the force applied.

Topic: Motion and Materials This topic focuses on the changes in properties that occur inobjects and materials. Changes of position of an object are a result of pushing or pulling(pe exercises and games).Content Statement: Objects can be moved in a variety of ways, such as straight, zigzag,circular and back and forth. The position of an object can be described by locating it relative to another object or to

the objects surroundings. An object is in motion when its position is changing. Pushing or pulling can affect the motion of an object. A push or pull is a force that can

make an object move faster, slower or go in a different direction.

SOCIAL STUDIESGEO 6. Families interact with the physical environment differently in different times andplaces. Diverse cultural practices address basic human needs in various ways and manychange over time. Expectations for Learning: Describe the way families (children) in different places

interact with the physical environment (and different games or sports) . Compare theway families interacted with the physical environment in the past with the way theyinteract today.

GOV 9. Collaboration requires group members to respect the rights and opinions ofothers. Expectations for Learning: Collaborate in a way that demonstrates respect for the

rights and opinions of others.GOV 10. Personal accountability includes making responsible choices, takingresponsibility for personal actions and respecting others.GOV. 11. Groups are accountable for choices they make and actions they take. Expectations for Learning: Work effectively in a group to complete a task or solve a

problem for which the group is held accountable.GOV. 12. There are different rules that govern behavior in different settings. Expectations for Learning: Demonstrate an understanding of the different rules in

different settings.HIS 3. Science and technology have changed daily life. Expectations for Learning: Describe how science and technology have changed

daily (physical activity) and life.HIS 4. Biographies can show how peoples actions have shaped the world in which welive. Expectations for Learning: Use information from a biography (health and fitness or

sport figure) to describe how the actions of individuals have impacted the world today .

12


1ST QUARTER

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Benchmark A: Combine locomotor and non-locomotor skills into movement patterns. Benchmark B: Apply fundamental manipulative skills in simple settings.

Standard 3: Participates regularly in physical activity. Benchmark B: Self-monitor levels of physical activity using information from different sources.

Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities. Benchmark A: Demonstrate and apply basic tactics and principles of movement.

Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.Responsible Sexual Behavior (RSB) Program Implementation Week No. 1

2ND QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels. Benchmark A: Understand the principles, components and practices of health-related physical fitness.

Responsible Sexual Behavior (RSB) Program Implementation Week No. 2RSB No. 1 class attendance sheets due

3RD QUARTER

Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities. Benchmark A: Demonstrate and apply basic tactics and principles of movement. Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Appreciate physical activities that promote self challenge and enjoyment

Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.RSB Program Implementation Week No. 3RSB No. 2 class attendance sheets due.

4TH QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards


ON-GOING EMPHASIS


ODE Physical Education Assessments Due Before May, 2014Standard 1Demonstrates competency in motor skills and movement patternsneeded to perform a variety of physical activities. Benchmark B: Demonstrate developing control of fundamental

manipulative skills.Standard 3Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and


Standard 5Exhibits responsible personal behavior and social behavior that respects self andothers in physical activity settings.Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or socialinteraction Benchmark A: Actively participate in physical activities that promote enjoyment

and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression




13



ALL QUARTERS

ELAStrand: Speaking & Listening (SL)Topic: Comprehension & CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on gradelevel 3 topics (health and pe topics) and texts, building on others ideas and expressing their own clearly.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topicsTopic: Presentation of Knowledge and IdeasStandard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarificationStrand: Language (L)Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

SOCIAL STUDIESGOV 11. Laws are rules, which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security,provide public services and protect the rights of individuals in the local community. Expectation for Learning: Explain how laws (rules) affect the behavior of individuals and groups in a community. Explain the benefits of having laws in a

local community (class, gymnasium, school building, games, sports etc.).GOV 9. Collaboration requires group members to respect the rights and opinions of others. Expectations for Learning: Collaborate in a way that demonstrates respect for the rights and opinions of others.

GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others.GOV 11. Groups are accountable for choices they make & actions they take. Expectations for Learning: Work effectively in a group to complete a task or solve a problem for which the group is held accountable.

GOV 12. There are different rules that govern behavior in different settings. Expectations for Learning: Demonstrate an understanding of the different rules in different settings.

GEO 8. Communities may include diverse cultural groups. Expectations for Learning: Compare cultural products (games, sports, skills) and practices of different groups who live in the local community (city,

state, country, international).

TEACHER NOTES

14


1ST QUARTER


Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.

Standard 3: Participates regularly in physical activity Benchmark B: Self-monitor levels of physical activity using information from different sources.


2ND QUARTER

Standard 3: Participates regularly in physical activity Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities. Benchmark A: Demonstrate and apply basic tactics and principles of movement. Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.


3RD QUARTER

Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities.Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction Benchmark B: Select physical activities that promote self expression and social and group interaction.


4TH QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels.


ON-GOING EMPHASIS





Standard 5Exhibits responsible personal behavior and social behavior that respects self andothers in physical activity settings. Benchmark B: Interact positively and use communication skills in partner and

small group (cooperative and competitive) activities.Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or socialinteraction Benchmark A: Actively participate in physical activities that promote enjoyment





15



ALL QUARTERS

ELAStrand: Speaking & Listening (SL)Topic: Comprehension & CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on gradelevel 3 topics (health and pe topics) and texts, building on others ideas and expressing their own clearly.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topicsTopic: Presentation of Knowledge and IdeasStandard Statement 2: Paraphrase portions of a text (directions or rules for a skill, game or sport) read aloud or information presented in diverse mediaand formats, including visually, quantitatively, and orally.Standard Statement 4: Report on a topic (skill, sport or game) or text, tell a story (explain the rules or make up a game and explain) or recount anexperience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.Standard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarificationStandard Statement 7: Differentiate between contexts that call for formal English (e.g., presenting ideas), and situations where informal discourse isappropriate (e.g., small group discussion or pair share); use formal English when appropriate to task and situationStrand: Language (L)Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

MATHOhio Achievement Assessment Benchmarks (OAA)MeasurementU.S. customary units; e.g., mile, square inch, second, and other units as appropriate






state, country, international).GOV 17. Effective participants in a democratic society engage in compromise. Expectations for Learning: Describe (and use) s strategy to compromise in a situation where there are differences of opinion on a matter (or result of a

game or activity).

TEACHER NOTES

16


1ST QUARTER

Standard 5Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings. Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.


Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities. Benchmark A: Demonstrate and apply basic tactics and principles of movement.


2ND QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels. Benchmark A: Understand the principles, components and practices of health-related physical fitness.

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others.


3RD QUARTER

Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance ofphysical activities. Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.


4TH QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards


ON-GOING EMPHASIS





Standard 5Exhibits responsible personal behavior and social behavior that respects self andothers in physical activity settings.Standard 6Values physical activity for health, enjoyment, challenge, self-express and/or socialinteraction Benchmark A: Actively participate in physical activities that promote enjoyment





17



ALL QUARTERS

ELAStrand: Speaking & Listening (SL)Topic: Comprehension & CollaborationStandard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on gradelevel 3 topics (health and pe topics) and texts, building on others ideas and expressing their own clearly.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topicsb. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.Topic: Presentation of Knowledge and IdeasStandard Statement 2: Paraphrase portions of a text (directions or rules for a skill, game or sport) read aloud or information presented in diverse media andformats, including visually, quantitatively, and orally.Standard Statement 4: Report on a topic (skill, sport or game) or text, tell a story (explain the rules or make up a game and explain) or recount anexperience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.Standard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarificationStandard Statement 7: Differentiate between contexts that call for formal English (e.g., presenting ideas), and situations where informal discourse isappropriate (e.g., small group discussion or pair share); use formal English when appropriate to task and situationStrand: Language (L)Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

MATHOhio Achievement Assessment Benchmarks (OAA)MeasurementU.S. customary units; e.g., mile, square inch, second, and other units as appropriate

SCIENCEStrand: Physical Science (PS)Topic: Light, Sound and Motion. This topic focuses on the forces that affect motion. This includes the relationship between the change in speed of anobject, the amount of force applied and the mass of the object.Content Statement: The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Any change in speed or direction of an object requires a force and is affected by the mass of the object and the amount of force applied.






state, country, international).GOV 17. Effective participants in a democratic society engage in compromise. Expectations for Learning: Describe (and use) s strategy to compromise in a situation where there are differences of opinion on a matter (or result of a

game or activity).

TEACHER NOTES

18

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014SUBJECT: PHYSICAL EDUCATION GRADES: 6-8

1ST QUARTER

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities Benchmark A: Demonstrate movement skills and patterns in a variety of physical activities. Benchmark B: Apply fundamental manipulative skills in simple settings.

Standard 3: Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.

Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark A: Develop and apply rules, safe practices, and procedures in physical activity settings. Benchmark B: Communicate effectively with others to promote respect and conflict resolution in physical activity settings.


2ND QUARTER

Standard 2: Demonstrates understanding movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physicalactivities. Benchmark A: Apply tactical concepts and performance principles in physical activities. Benchmark B: Demonstrate knowledge of critical elements and biomechanical principals for specialized skills.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.


3RD QUARTER

Standard 3: Participates regularly in physical activity. Benchmark B: Create and monitor a personal plan for physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Understands the principles, components, and practices of health-related physical fitness.


4TH QUARTER

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others.


ON-GOING EMPHASIS

*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR

Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.ODE Physical Education Assessments Due Before May, 2014

SOCIAL EMOTIONAL LEARNING ACADEMIC CONNECTIONS (MULTIPLE AREAS)

Please reference SEL Index Coming Academic Year 2014-15

TEACHER NOTES

19

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014SUBJECT: PHYSICAL EDUCATION GRADES: 9-12

1ST QUARTER

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Benchmark A: Demonstrate movement skills and patterns in a variety of physical activities. Benchmark B: Apply fundamental manipulative skills in simple settings.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics, as they apply to the learning and performance ofphysical activities. Benchmark A: Apply knowledge of tactical concepts and strategies in authentic settings.

Standard 3: Participates regularly in physical activity. Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.

Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings Benchmark A: Demonstrate leadership by holding self & others responsible for following safe practices, rules, procedures & etiquette in physical

activity settings


2ND QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Benchmark B: Understand the principles, components, and practices of health-related physical fitness.

Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Benchmark B: Initiate responsible personal social behavior and positively influence the behavior of others in physical activity settings.


3RD QUARTER

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics, as they apply to the learning and performance ofphysical activities. Benchmark B: Apply biomechanical principles to performance in authentic settings.

Standard 3: Participates regularly in physical activity. Benchmark B: Create and monitor a personal plan for physical activity.


4TH QUARTER

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. Benchmark B: Participate in physical activities that promote self-expression and interaction with others.


ON-GOING EMPHASIS


ODE Physical Education Assessments Due Before May, 2014SOCIAL EMOTIONAL LEARNING ACADEMIC CONNECTIONS (MULTIPLE AREAS)

Please reference SEL Index Coming Academic Year 2014-15

TEACHER NOTES

20

Scope & Sequence Guide 2013-2014

cleveland metropolitan school district physical education

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