elementary wellness - souderton area school districtliving habits at an early age. ... between...

“The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.”SHAPE America

Purpose of the curriculum:

The health and well-being of our students is paramount in their education. Current trends indicate a significant decline in their regular physical activity. This is a major health risk. This curriculum will provide the opportunity to develop health-related fitness, skill competence, cognitive understanding, and positive attitudes about physical activity. By providing our students with high-quality physical education, they will be able to engage in learning experiences that meet their developmental needs. Age-appropriate health lessons can lead to the development of healthful living habits at an early age. By providing our students with high-quality health education, they will be able to practice health-enhancing behaviors and avoid/reduce health risks during their tenure at the elementary level and beyond.

By successfully completing this curriculum, Souderton Area School District students should be able to:

❏ identify and engage in physical activities that promote physical fitness and health.

❏ know the positive and negative effects of regular participation in moderate to vigorous physical activities.

❏ know and recognize changes in body responses during moderate to vigorous physical activity.

❏ recognize and use basic movement skills and concepts. recognize and describe various fitness concepts using appropriate vocabulary.

❏ recognize and describe game strategies using appropriate vocabulary.

❏ know age-appropriate drug information.

❏ describe the growth and development changes that occur between childhood and adolescence and identify factors that can influence these changes.

❏ identify health problems that can occur throughout life and describe ways to prevent them.

❏ identify and apply ways to monitor and assess the body’s response to moderate to vigorous exercise.

❏ identify and use safe/unsafe practices in the home, school, and community.

❏ identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.

❏ recognize emergency situations and explain appropriate responses.

❏ identify and know the location and function of the major body organs and systems.

❏ explain the role of My Plate in helping people eat a healthy diet.

Elementary WellnessA K-5 Planned Course

November 2016

Elementary Wellness Mission Statement:

The mission of the Souderton Area School District Wellness Department is to provide overall health and wellness education for all students, accomplished through a comprehensive and sequential program that is developmentally appropriate and promotes the value of being physically active for a lifetime.

http://www.soudertonsd.org

http://www.soudertonsd.org

Souderton Area School District Elementary Wellness Curriculum Essential Documents

Souderton Area School District Kindergarten Wellness Overview

Course DescriptionKindergarten students are introduced to basic locomotor and nonlocomotor skills and concepts. Students observe changes that occur to the body as a result of physical activity. They explore spatial awareness concepts including personal and shared space. Expectations, routines, and procedures are established during the year as students interact positively with classmates and their instructor in a physical activity setting.

Effective Components of Kindergarten Wellness Education❏ Kindergarten students receive 40

minutes of instruction every other cycle (22 cycles per year).

❏ All students receive wellness education.

❏ Sessions are crafted to maximize participation in a safe environment.

❏ Positive, specific, and corrective feedback is provided by certified instructors.

❏ Program fosters physical, cognitive, and social development through developmentally-appropriate, sequential lessons.

❏ The ability to achieve success is present for all students, regardless of ability.

❏ Purposeful activity is promoted for all students in pursuit of lifelong wellness.

❏ Students earn separate effort and competency grades.

Kindergarten Wellness EducationKey Skills and Concepts

Assessment

Essential QuestionsWhy is motor skill development essential during childhood?

How do movement concepts affect physical activity?

What changes happen to the body as a result of exercise?

What does consideration for and cooperation with others look like in the gymnasium?

Can I use the skills, concepts, and activities learned in class beyond the gymnasium?

Alignment to the Common Core

Reading for literature: key ideas

and details

Reading Informational text: key

ideas and detail; craft and

structure; integration of

knowledge and ideas; range of

reading and level of text

complexity

Foundational Reading Skills:

phonics and word recognition

Speaking and Listening:

comprehension and collaboration;

presentation of knowledge and

ideas

Language: vocabulary acquisition

and use.

Walk Personal Space ForwardJog Shared Space BackwardHop Heart Rate SidewaysJump Safety RhythmMuscles Flexibility CooperationConsideration Start and Stop

Kindergarten Wellness Essentials November 2016

❏ Observation❏ Participation❏ Performance Tasks❏ Portfolios❏ Quizzes

❏ Self Evaluation❏ Peer Assessment❏ Checklists❏ Growth Over Time❏ SLO Achievement

1


National Physical Education Content Standards and Kindergarten Essential Learning

Kindergarten Wellness Essentials November 2016 2

Mission

SHAPE America's mission is to enhance knowledge,

improve professional practice, and increase support for

high quality physical education, sport, and physical activity

programs.

Vision

SHAPE America envisions a society in which all individuals

are physically educated and participate in lifelong physical

activity.

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

To meet this standard, a kindergarten student will:

❏ Demonstrate various grade-appropriate locomotor movements.

❏ Demonstrate various grade-appropriate non-locomotor movements.

❏ Demonstrate various grade-appropriate manipulative skills.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.


❏ Demonstrate grade-appropriate movement concepts.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a kindergarten student will:

❏ Demonstrate grade-appropriate physical activity knowledge.

❏ Engage in grade-appropriate physical activity.❏ Demonstrates grade-appropriate fitness

knowledge.❏ Demonstrate grade-appropriate nutrition

knowledge.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.


❏ Demonstrate understanding of personal responsibility.

❏ Demonstrate acceptance of feedback❏ Demonstrate ability to work with others❏ Demonstrate understanding of rules and

etiquette.❏ Demonstrate understanding of safety concepts.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.


❏ Demonstrate understanding of health impact of physical activity.

❏ Recognize the challenge of physical activity.❏ Reflect on self-expression/enjoyment of physical

activity.

http://www.shapeamerica.org/


Targeted Pennsylvania Academic Standards for Health, Safety, and Physical Education


The Academic Standards for Health, Safety and Physical Education describe what students should know and be able to do by the end of third, sixth, ninth and twelfth grade. The standards are sequential across the grade levels and reflect the increasing complexity and rigor that students are expected to achieve. The Standards define the content for planned instruction that will result in measurable gains for all students in knowledge and skill. School entities will use these standards to develop local school curriculum and assessments that will meet the needs of the students.

10.1.3 Concepts of HealthB. Identify and know the location and function of the

major body organs and system (circulatory system).

10.2.3 Healthful LivingD. Identify the steps in a decision-making process.

10.3.3 Safety and Injury PreventionA. Recognize safe/unsafe practices in the home, school and community (general, outdoor, safe around people).C. Recognize conflict situations and identify strategies to

avoid or resolve. D. Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).

10.4.3 Physical ActivityA. Identify and engage in physical activities that promote physical fitness and health.B. Know the positive and negative effects of regular participation in moderate to vigorous physical activities.C. Know and recognize changes in body responses during moderate to vigorous physical activity (heart rate).D. Identify likes and dislikes related to participation in physical activities.E. Identify reasons why regular participation in physical activities improves motor skills.F. Recognize positive and negative interactions of small group activities (roles, cooperation/sharing, on task).

10.5 Concepts, Principles, and Strategies of MovementA. Recognize and use basic movement skills and concepts B. Recognize and describe the concepts of motor skill development using appropriate vocabulary.C. Know the function of practiceD. Identify and use the principles of exercise to improve movement and fitness activities. E. Know and describe scientific principles that affect movement and skills using appropriate vocabulary.F. Recognize and describe game strategies using appropriate vocabulary.


Common Core Alignment


Reading for Literature

Focus Standard: Key Ideas and Details

Ask and answer sample questions about key details in a text (e.g., who, what, when, where, why, and how).

Reading Informational Text


Identify characters; describe them and major events/challenges in a story.

Focus Standard: Craft and Structure

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Know and use various text features (e.g., captions, icons, etc.). Use illustrations/images in a text to gather information about key ideas.

Focus Standard: Integration of Knowledge and Ideas

Understand the relationship between text and illustrations. Use illustrations to describe key ideas.

Focus Standard: Range of Reading and Level of Text Complexity

Read and comprehend informational texts appropriately complex for student grade level.

Focus Standard: Phonics and Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy to support comprehension

Foundational Reading Skills




Speaking and Listening

Language Standards

Focus Standard: Comprehension and Collaboration

Participate in collaborative conversations with diverse patterns about grade-level topics with peers and adults in small and large groups. Ask and answer questions about key details in information presented orally.

Focus Standard: Vocabulary Acquisition and Use

Acquire and use accurately grade-appropriate domain-specific words and phrases that are basic to a particular topic.


Essential LearningsKnowledge, Skills, Concepts, Topics, and Processes


Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Enduring UnderstandingFundamental movement skills and concepts need to be developed during childhood.

Essential QuestionWhy is motor skill and movement pattern development essential during childhood?

Essential Learnings

1 Demonstrates grade-appropriate locomotor movements

Performs locomotor skills (walk, jog, hop, jump) while maintaining balance.

Performs jumping/landing actions with balance.

Performs locomotor skills in response to teacher-led creative dance.

2 Demonstrates grade-appropriate non locomotor movements

Maintains momentary stillness on different bases of support.

Forms wide, narrow, curled, and twisted body shapes.

Rolls sideways in a narrow body shape.

3 Demonstrates grade-appropriate manipulative skills

Throws underhand, attempting with opposite foot forward.

Drops a ball and catches it before it bounces twice.

continued on the next page





3 Demonstrates grade-appropriate manipulative skills (continued)

Catches a large ball tossed by a skilled thrower.

Dribbles a ball with one hand, attempting the second contact.

Taps a ball with the inside part of the foot, sending it forward.

Kicks a stationary ball from a stationary position.

Strikes a balloon, sending it upward.

Executes a single jump with a self-turned rope.

Key Academic Vocabulary: walk, jog, hop, jump, balance; land; wide, narrow; twist, throw, catch, underhand, dribble, kick, strike



Essential Learnings




Teaching for Understanding

Learning Activities

Walking form Walking on line Jumping and landing Rhythmic patterns

Hopping and landing Animal movements Speed Stacking Activities Balance activities

Movement maps Crazy Cones Hot Spots Motor Square

Traffic Tag Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Evidence of Learning

❏ Observation❏ Locomotor movement checklist❏ Self-evaluation❏ Participation❏ Performance tasks❏ Growth over time




Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Enduring UnderstandingThe ability to apply movement concepts to physical activity allows for a broader range of activity selection.

Essential QuestionHow do movement concepts affect physical activity?

Essential Learnings

4 Demonstrates grade-appropriate movement concepts

Differentiates between movement in personal (self) space, and general (shared) space.

Moves in personal space to a rhythm.

Travels in 3 different pathways.

Travels in general space with different speeds.

Key Academic Vocabulary: personal (self) space, general (shared) space; rhythm; pathway; speed



Essential Learnings



Learning Activities



Animal movements Movement maps Motor Square Creative movements

Alphabet shapes Children’s books Pathway task cards Speed task cards

Levels task cards Low-organized games Mirroring Playground games

Red-Light, Green-Light Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Floor spot activities Motor Square Children’s dances Speed Stacking activities

Personal space concepts Shared space concepts




Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Enduring UnderstandingWhen your body works harder, it gets stronger. Strong muscles are needed to maintain good health.

Essential QuestionsWhat changes happen to the body during physical activity?

Essential Learnings

5 Demonstrates grade-appropriate physical activity knowledge

Identifies active play opportunities that could be done outside wellness class.

Actively participates in wellness class.

Recognizes that when you move fast, your heart beats faster and you breathe faster.

Recognizes that food provides energy for physical activity.

Key Academic Vocabulary: actively; heart beat, breathe; energy, food-as-energy



Essential Learnings


Learning Activities


❏ Observation❏ Self-evaluation❏ Participation❏ Performance tasks❏ Growth over time





Beanbag strength activities Heart rate checks Flexibility poses Speed Stacking activities

Personal space concepts Shared space concepts Children’s dances





Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Enduring UnderstandingIt is important to exhibit consideration for, and work cooperatively with others during instruction in the gym

Essential QuestionsWhat does consideration for and cooperation with others look like in the gymnasium?

Essential Learnings

6 Demonstrates understanding of personal responsibility

Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).

Acknowledges responsibility for behavior when prompted.

7 Demonstrates acceptance of feedback

Follows instruction/directions when prompted.

8 Demonstrates ability to work with others

Shares equipment and space with others.

9 Demonstrates understanding of rules and etiquette

Recognizes the established protocol for class activities.

10 Demonstrates understanding of safety concepts

Follows teacher directions for safe participation and proper use of equipment with minimal reminders.

Key Academic Vocabulary: safe; taking turns; responsibility; follow directions; share, respect



Essential Learnings


Learning Activities


❏ Observation❏ Peer assessment❏ Self-evaluation❏ Participation❏ Performance tasks❏ Growth over time

Animal movements Movement maps Children’s dances Creative movements

Alphabet shapes Children’s books Shared space concepts Personal space concepts

Red-Light, Green-Light Low-organized games Mirroring Playground games

Speed Stacking activities Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Motor Square









Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Enduring UnderstandingIt is recommended by various health organizations that children do 60 minutes of moderate to vigorous physical activity on a daily basis.

Essential QuestionsCan I use the skills, concepts, and activities learned in the gym beyond the school day?

Essential Learnings

11 Demonstrates understanding of health impact of physical activity

Recognizes that physical activity is important for good health.

12 Recognizes the challenge of physical activity

Acknowledges that some physical activities are challenging/difficult.

13 Reflects on self-expression/enjoyment of physical activity

Identifies physical activities that are enjoyable.

Discusses the enjoyment of playing with friends.

Key Academic Vocabulary: good health; challenging/difficult; enjoyable



Essential Learnings


Learning Activities






Red-Light, Green-Light Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Personal space concepts Shared space concepts Children’s dances Heart rate checks

Breathing rate checks Perspiration rate checks Flexibility poses Beanbag strength activities






Suggested Timeline

Topic Suggested Timeframe

Starting and stopping on cue; personal and shared space; heart-rate check; safety

1 class introduction: beginning of school year; developed throughout school year

Proper walking technique 1 class: beginning of school year

Body responses to exercise 1 class introduction: beginning of school year; developed throughout school year

Walking on a line or balance beam 2 classes developed throughout school year

Levels, pathways, speed 2 class introduction; developed throughout school year

Animal movements 1 class introduction; developed throughout school year

Rhythmic patterns 2 classes developed throughout school year

Appropriate conflict resolution 1 class introduction; developed throughout school year

Sharing turns, equipment 1 class introduction; developed throughout school year

Hopping, jumping, jogging 1 class introduction; developed throughout school year

Muscular strength, endurance, and flexibility exercises 1 class introduction; developed throughout school year

Review and reinforce kindergarten topics as necessary 5 classes

Teacher’s choice of standards-driven activities 3 classes



AssessmentEvidence of Learning

S Consistently demonstrates 4 targeted locomotor skills.

Able to demonstrate critical elements for each skill.

Able to demonstrate skills in a variety of activity settings.

P Consistently demonstrates 2 or 3 targeted locomotor skills.

Able to demonstrate critical elements for the skills.


N Inconsistently demonstrates targeted locomotor skills.

Able to demonstrate critical elements for some skills.


Rubric

Assessment FocusBasic Locomotor Movement Skills: Walk, Jog, Hop, Jump

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Locomotor Movement Checklist




S Consistently demonstrates 5 or 6 targeted manipulative skills.

Able to demonstrate critical elements for each skill.


P Consistently demonstrates 3 or 4 targeted manipulative skills.



N Inconsistently demonstrates targeted manipulative skills.



Rubric

Assessment FocusBasic Manipulative Skills: Underhand Throw, Catch (self-dropped and from skilled thrower), Hand Dribble, Kick, Strike

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Manipulative Skills Checklist



Personal and General Space Assessment

Name:________________________________________ Room:_____

Directions: Circle the kids who are in their own personal space and ready to do jumping jacks.

Rubric

S 6 correct

P 4-5 correct

N 0-3 correct

Your Score


Souderton Area School District First Grade Wellness Overview

Course DescriptionThe goal of first grade wellness is for students to begin mastery of basic locomotor and nonlocomotor skills.. Kindergarten concepts will continue to be reinforced as new skills and concepts are explored and developed. Greater emphasis is placed on student conduct in a physical activity setting, specifically regarding direction-following, and appropriate interaction with classmates. Safety is the focal point of health lessons.

Effective Components of First Grade Wellness Education

❏ First grade students receive 40 minutes of instruction every cycle (44 complete cycles per year).








First Grade Wellness EducationKey Skills and Concepts

Assessment


At what intensity level does the body have to work in order for exercise to be beneficial?

How does proficiency in movement affect my ability to participate in more activities?

What changes happen to the body during physical activity?



Alignment to the Common CoreReading for literature: key ideas

and details






complexity




comprehension and

collaboration; presentation of

knowledge and ideas

Language: vocabulary

acquisition and use.

Locomotor Nonlocomotor BalanceJumping Landing UnderhandCatch Dribble BeatRhythm Space SpeedForce Heartbeat SafetyFire drill Lockdown

First Grade Wellness Essentials November 2016



1


National Physical Education Content Standards and First Grade Essential Learning

First Grade Wellness Essentials November 2016 2

Mission

SHAPE America’s mission is to enhance knowledge,


high quality physical education, sport, and physical

activity programs.

Vision


are physically educated and participate in lifelong

physical activity.


To meet this standard, a first grade student will:



❏ Demonstrate various grade-appropriate

manipulative skills.




Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a first grade student will:


❏ Engage in grade-appropriate physical activity.❏ Demonstrate grade-appropriate fitness

knowledge.

❏ Demonstrate grade-appropriate nutrition

knowledge.









❏ Recognize the challenge of physical activity.❏ Reflect on self-expression/enjoyment of

physical activity.






10.1.3 Concepts of HealthB. Identify and know the location and function of the major body organs and system (circulatory, respiratory, muscular system).

10.2.3 Healthful LivingB. Identify health-related information (signs and symbols, terminology, products and services).D. Identify the steps in a decision-making process.E. Identify environmental factors that affect health.

10.3.3 Safety and Injury PreventionA. Recognize safe/unsafe practices in the home, school and community (general, outdoor, safe around people).B. Recognize emergency situations and explain appropriate responses.C. Recognize conflict situations and identify strategies to avoid or resolve. D. Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).



















Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy to support comprehension.






Language Standards











Essential Learnings


Hops, gallops, and slides using a mature pattern.

Demonstrates elements for jumping and landing in a horizontal plane using two-foot take-offs and landings.

Demonstrates elements for jumping and landing in a vertical plane.

Combines locomotor and nonlocomotor skills in a teacher-designed dance.


Maintains stillness on different bases of support with different body shapes.

Transfers weight from one body part to another in self-space.

Demonstrates twisting, curling, bending, and stretching actions.


Throws underhand demonstrating critical elements of a mature pattern.







Catches a soft object from a self-toss before it bounces.

Catches various sizes of balls self-tossed/tossed by a skilled thrower.

Dribbles continuously in self-space using the dominant hand.

Taps/dribbles a ball using the inside of the foot while walking in general space.

Approaches a stationary ball and kicks it forward, demonstrating critical elements of a mature pattern.

Volleys an object with an open palm, sending it upward.

Strikes an object with a short-handled implement, sending it upward.

Jumps forward or backward consecutively using a self-turned rope.

Key Academic Vocabulary: hop, gallop, slide; horizontal, vertical; locomotor, nonlocomotor; twisting, curling, bending, stretching; hand-dribble, foot-dribble; volley, strike



Essential Learnings





Learning Activities

Alphabet shapes Mirroring Children’s books Creative movement

Hopping and landing Animal movements Speed Stacking activities Balance activities

Movement maps Crazy Cones Hot Spots Back-It-Up

Partner Bowling Partner Follow-the-Leader Scoop activities Target activities

Throwing and catching games Partner tossing games Children’s dances Tag games


❏ Observation❏ Locomotor movement checklist❏ Self-evaluation❏ Participation❏ Performance tasks







Essential Learnings


Moves in self-space and general space in response to designated beats/rhythms.

Travels, demonstrating low, medium, and high levels.

Travels, demonstrating a variety of relationships with other objects (e.g., over, under, around, through).

Differentiates between fast and slow speeds.

Differentiates between strong and light force.

Key Academic Vocabulary: low, medium, high; self (personal) space, general space; fast, slow; strong, light



Essential Learnings



Learning Activities







Go Nuts! Hula hoop activities Children’s dances Speed Stacking activities

Personal space concepts Shared space concepts Jump rope activities







Essential Learnings


Discuss the benefits of being active and exercising/playing.

Actively engages in wellness class.

Identifies the heart as a muscle that grows stronger with exercise/play and physical activity.

Differentiates between healthy and unhealthy foods.

Key Academic Vocabulary: exercise; healthy food, unhealthy food



Essential Learnings


Learning Activities







Hula-hoop activities Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Muscular endurance exercises Jump rope activities Muscular strength exercises Speed Stacking activities









Essential Learnings


Accepts personal responsibility by using equipment and space appropriately.

Follows the rules/parameters of the learning environment.


Responds appropriately to general feedback from the teacher.


Works independently with others in a variety of class environments (e.g., small and large groups).


Exhibits the established protocol for class activities.


Follows teacher directions for safe participation and proper use of equipment without teacher reminders.

Key Academic Vocabulary: rules; feedback; independently; kind (considerate), respect



Essential Learnings


Learning Activities










Traffic Tag Low-organized games Mirroring Playground games

Speed Stacking activities Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Motor Square Jump rope activities Busy Bee Rock-Paper-Scissors







Essential Learnings


Identifies physical activity as a component of good health.


Recognizes that challenge in physical activities can lead to success.


Describes positive feelings that result from participating in physical activities.

Discusses personal reasons for enjoying physical activity.

Key Academic Vocabulary: challenge; enjoyment



Essential Learnings


Learning Activities



Animal movements Movement maps Nintendo Wii Microsoft Kinect

Playstation Move Children’s books Playground games Flexibility poses

Heart rate checks Low-organized games Mirroring Beanbag strength activities

Perspiration rate checks Partner Follow-the-Leader Breathing rate checks Personal space concepts

Community Sports Yard Games Tag Games







PA Academic Standard 10.2.3 Healthful LivingB. Identify health-related information (signs and symbols).

Enduring UnderstandingSafety signs help keep us avoid danger.

Essential QuestionsHow do safety signs help keep us free from danger?

Essential Learnings

14 Identifies various safety signs

Exit, stop, traffic lights, school zone, poison

Key Academic Vocabulary: safety, exit, stop, traffic light, school zone, poison



Essential Learnings


Learning Activities



School safety signs walk School safety patrol member School fire drill procedures School lockdown procedures

Kidshealth.org Brainpop Jr. safety signs I Read Signs, Tana Hoban Brainpop Smartboard activities

14 Identifies various safety signs

http://www.kidshealth.org


http://www.brainpopjr.com





PA Academic Standard 10.3.3 Safety and Injury PreventionA. Recognize safe/unsafe practices in the home, school and community (general, outdoor, safe around people).B. Recognize emergency situations and explain appropriate responses.D. Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).

Enduring UnderstandingIt is essential to demonstrate proficiency in safe playground practices. It is essential to follow proper procedure in an emergency situation.

Essential QuestionsHow could an unsafe playground affect me?What am I supposed to do in the event of a fire drill? A lockdown?

Essential Learnings

15 Engages in appropriate playground behaviors

Safe use of fixed structures

Participates in games and activities appropriate for the play space

16 Identifies safe/unsafe practices related to a variety of settings

Modes of transportation (pedestrian, bicycle, vehicular)

Outdoors (play, weather, water)

General safety concerns (fire, electrical, animal)

17 Follows proper fire drill/lockdown drill procedures

Immediately stop what you are doing, line up, proceed, silently, to designated area and wait for further instruction

Key Academic Vocabulary: safe, unsafe; emergency; structure; pedestrian, bicycle, vehicle; fire drill, lockdown drill



Essential Learnings


Learning Activities



School playground Playground structures School recess equipment Recess games

Four square Hopscotch Back-It-Up Around the World

Partner Follow-the-Leader Hoop Ball Hoop Guard 3-on-3 Kickball

4-on-4 Touchdown Guard the Cookie Jar School fire drill procedures School lockdown procedures

Brainpop Jr. fire safety Brainpop Jr. safety signs I Read Signs, Tana HobanDinosaurs, Beware, Stephen

Krensky

Kidshealth.org Local firefighter Brainpop Smartboard activities

15 Engages in appropriate playground behaviors

16 Identifies safe/unsafe practices related to a variety of settings

17 Follows proper fire drill/lockdown drill procedures









Suggested Timeline


Kindergarten skill and concept review 2 classes: beginning of school year

Locomotor movements review 2 class introduction: developed throughout school year

Non locomotor movements 1 class introduction; developed throughout school year

Body responses to exercise 1 class introduction

Cardiovascular endurance, and flexibility exercises 1 class introduction; developed throughout school year

Muscular strength and muscular endurance exercises 1 class introduction; developed throughout school year

Levels, pathways, directions, speed, relationships 1 class introduction; developed throughout school year

Time, force, and relationship concepts 1 class introduction; developed throughout school year

Steady beat from non locomotor position 2 classes



Jump rope skills 1 class introduction; developed throughout school year

Participates in moderate to vigorous physical activity 1 class introduction; developed throughout school year

Rolling activities 2 classes

Bouncing activities 2 classes

Underhand throw activities 2 classes

Children’s dances 2 classes

1st grade health lessons (safety) 8 classes

Review and reinforce first grade topics as necessary 8 classes





S Consistently demonstrates mature pattern for 4 targeted locomotor patterns.

Able to demonstrate all critical elements for each pattern.

Able to demonstrate all patterns in a variety of activity settings.

P Consistently demonstrates 2 or 3 targeted locomotor patterns.

Able to demonstrate critical elements for each pattern.

Able to demonstrate patterns in a variety of activity settings.

N Inconsistently demonstrates targeted locomotor patterns.

Able to demonstrate critical elements for each pattern.

Able to demonstrate patterns in a variety of activity settings.

Rubric

Assessment FocusBasic Locomotor Movement Patterns: Hop, Jump, Slide, Gallop

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Locomotor Movement Checklist




S Consistently demonstrates 4 or 5 targeted manipulative skills.

Able to demonstrate all critical elements for each skill.


P Consistently demonstrates 3 targeted manipulative skills.






Rubric

Assessment FocusBasic Manipulative Skills: Underhand Throw, Catch, Hand Dribble, Kick, Strike

Assessment Strategy





S Demonstrates 3 criteria of appropriate conduct during fire drill.

Recognize fire alarm and stop current activity.

Drop any equipment and line up in appropriate space..

Proceed to safe area and remain silent throughout.

P Demonstrates 2 criteria of appropriate conduct during fire drill.




N Demonstrates 0-1 criteria of appropriate conduct during fire drill.




Rubric

Assessment FocusSafety: Fire Drill

Assessment Strategy

❏ Teacher Observation❏ Participation



Levels, Speed, and Force Assessment

Name:________________________________________ Room:_____

Directions: Draw a circle around highest ball; draw a square around the lowest ball.

Rubric

S 7 correct

P 4-6 correct

N 0-3 correct

Directions: Draw a circle around the slower animal.

Directions: Draw a circle around animal who moves with the lightest force.

Your Score


Souderton Area School District Second Grade Wellness Overview

Course DescriptionIn second grade, students exhibit mastery of basic locomotor skills while performing to changing conditions. They work on refinement of basic manipulative skills move to secure new ones. Students in second grade spend more time working with partners and in small groups. Second-graders explore basic hygiene practices, germs, and appropriate emergency responses during health lessons delivered throughout the year.

Effective Components of Second Grade Wellness Education

❏ Second grade students receive 40 minutes of instruction every cycle (44 complete cycles per year).








Second Grade Wellness EducationKey Skills and Concepts

Assessment


At what intensity level does the body have to work in order for exercise to be beneficial?


What changes happen to the body during physical activity?





and details






complexity




comprehension and


knowledge and ideas



Catch Kick StrikeDribble Cooperation Warm-upCool-down Time ForcePush Pull ModerateVigorous Steady beat CooperationConsideration Germs HygieneFirst Aid

Second Grade Wellness Essentials November 2016



1


National Physical Education Content Standards and Second Grade Essential Learning

Second Grade Wellness Essentials November 2016 2

Mission

NASPE's mission is to enhance knowledge, improve

professional practice, and increase support for high

quality physical education, sport, and physical activity

programs.

Vision

NASPE envisions a society in which all individuals are

physically educated and participate in lifelong physical

activity.


To meet this standard, a second grade student will:








Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a second grade student will:



knowledge.


knowledge.










physical activity.

http://www.aahperd.org/naspe/





10.1.3 Concepts of HealthB. Identify and know the location and function of the major body organs and system (circulatory, respiratory, muscular system).E. Identify types and causes of common health problems of children (infectious disease, non infectious disease, germs, pathogens, heredity).

10.2.3 Healthful LivingA. Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.B. Identify health-related information (signs and symbols, terminology, products and services).D. Identify the steps in a decision-making process.E. Identify environmental factors that affect health.

10.3.3 Safety and Injury PreventionA. Recognize safe/unsafe practices in the home, school and community (general, outdoor, safe around people).B. Recognize emergency situations and explain appropriate responses.C. Recognize conflict situations and identify strategies to avoid or resolve. D. Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).







Language Standards











Essential Learnings


Skips using a mature pattern.

Runs with a mature pattern.

Travels showing differentiation between jogging and sprinting.

Demonstrates elements of jumping and landing in a horizontal plane using a variety of one- and two-foot take-offs and landings.

Demonstrates elements of jumping and landing in a vertical plane.

Performs a teacher/student-designed rhythmic activity with correct response to simple rhythms.


Balances on different bases of support combining levels and shapes.

Transfers weight from feet to different body parts/bases of support for balances and/or travel.

Rolls in different directions with either a narrow or curled body shape.

Differentiates among twisting, curling, bending, and stretching actions.






2 Demonstrates grade-appropriate non locomotor movements (continued)

Combines balances and transfers into a 3-part sequence (i.e., dance, gymnastics).


Throws underhand using elements of a mature pattern.

Throws overarm using elements of a mature pattern.

Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against body.

Dribbles in self-space with prefered hand demonstrating a mature pattern.

Dribbles using the dominant hand while walking in general space.

Dribbles with feet in the general space with control of the ball and body.

Uses a continuous running approach and kicks a moving ball, demonstrating elements of a mature pattern.

Volley an object upward with consecutive hits.

Strikes an object upward with a short-handled implement, using consecutive hits.

Strikes a ball off a tee or cone with a bat, using correct grip and side-orientation/proper body orientation.

Jumps a self-turned rope consecutively forward and backward, with a mature pattern.

Key Academic Vocabulary: underhand, overarm; trap, cradle; preferred, dominant; volley, consecutive; strike



Essential Learnings





Learning Activities



Alphabet shapes Mirroring Beanbag strength activities Foot-dribbling activities

One-Way Traffic Animal movements Kicking activities Balance activities

Movement maps Crazy Cones Hand-dribbling activities Back-It-Up


Throwing and catching games Partner tossing games Children’s dances Tag games







Essential Learnings


Combines locomotor skills in general space to rhythm.

Combines shapes, levels, and pathways into simple travel sequences.

Varies time and force with gradual increases and decreases.

Key Academic Vocabulary: shapes, levels, pathways, varies, time, force



Essential Learnings



Learning Activities







Go Nuts! Hula hoop activities Children’s dances Speed Stacking activities

Personal space concepts Shared space concepts Jump rope activities







Essential Learnings


Describes large-motor and/or manipulative physical activities for participation outside wellness class (e.g., before and after school, at home, at the park, with friends, with family).

Actively engages in wellness class in response to instruction and practice.

Uses own body as resistance (e.g., holds body in plank position, animal walks) for development of strength.

Identifies physical activities that contribute to fitness.

Recognizes “the good health balance” of good nutrition with physical activity.

Key Academic Vocabulary: large-motor; own body as resistance; good health balance



Essential Learnings


Learning Activities





Body temperature checks Children’s books Pathway task cards Speed task cards


Pedometers Partner Follow-the-Leader Greg and Steve songs One-Way Traffic

Muscular endurance exercises Jump rope activities Muscular strength exercises Speed Stacking activities









Essential Learnings


Practices skills with minimal teacher prompting.

Accepts responsibility for class protocols with behavior and performance actions.


Accepts specific corrective feedback from the teacher.


Works independently with others in partner environments.


Recognizes the roles of rules and etiquette in teacher-designed wellness activities.


Works independently and safely in wellness; works safely with equipment.

Key Academic Vocabulary: rules; feedback; independently, kind (considerate), respect



Essential Learnings


Learning Activities










Red-Light, Green-Light Low-organized games Mirroring Playground games

Speed Stacking activities Tag games Greg and Steve songs One-Way Traffic


Throwing and catching games Partner tossing games







Essential Learnings


Recognizes the value of “good health balance.”


Compares physical activities that bring confidence and challenge.


Identifies physical activities that provide self-expression (e.g., dance, gymnastics routines, practice tasks/game environment).

Key Academic Vocabulary: good health balance; confidence; self-expression, enjoyment



Essential Learnings


Learning Activities







Go Nuts! Beanbag strength activities Flexibility poses Speed Stacking activities


Breathing rate checks Perspiration rate checks






Second Grade Wellness EssentialsNovember 2016

17

PA Academic Standard 10.1.3 Concepts of HealthE. Identify types and causes of common health problems of children (infectious disease, non infectious disease, germs, pathogens, heredity).

Enduring UnderstandingThere are many different causes of common health problems.

Essential QuestionsWhat are some specific causes of health problems?

Essential Learnings

14 Recognizes types, causes, and treatments of common health problems

Identifies various minor injuries (cuts, scrapes, bruises).

Explains appropriate response to emergency situation (remain calm, how to call for help, simple assistance procedures, how to protect self).

Sequences the steps to treating a minor wound.

Key Academic Vocabulary: minor, major; wound, cut, scrape, bruise; treatment



Essential Learnings


Learning Activities



Brainpop first aid Sample first aid kitGerms Make Me Sick, Melvin

BergerGerms, Bill Nye

Inside Ralphie, Magic School Bus

School Nurse Brainpop Smartboard activities

14 Recognizes types, causes, and treatments of common health problems

http://www.brainpop.com


Key Academic Vocabulary: germs, cough and sneeze techniques, tissues; soap, shampoo, tooth paste, sanitizer; toothbrush, washcloth




PA Academic Standard 10.3.3 Safety and Injury PreventionA. Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.

Enduring UnderstandingThere are many hygiene practices that promote health and prevent the spread of germs.

Essential QuestionsWhat are some simple ways I can prevent the spread of germs?

Essential Learnings

15Recognizes and demonstrates hygiene practices that promote health and prevent the spread of germs

Recognizes proper hand-washing, teeth-brushing, bathing, and general body care.

Demonstrate proper coughing and sneezing practices to prevent spread of germs.



Essential Learnings


Learning Activities


❏ Observation❏ Self-evaluation❏ Participation❏ Performance tasks❏ Checklist❏ Growth over time

Brainpop first aid Sample first aid kitGerms Make Me Sick, Melvin

BergerGerms, Bill Nye

Inside Ralphie, Magic School Bus

School Nurse Brainpop Smartboard activities The Tooth Book, Ted Lesig

Brainpop Jr. hand washing Brainpop Jr. dentist Various hygiene visual aids

15Recognizes and demonstrates hygiene practices that promote health and prevent the spread of germs









Suggested Timelines


First grade skill and concept review 2 classes: beginning of school year

Locomotor movements review 2 class introduction: developed throughout school year

Non locomotor movements 1 class introduction; developed throughout school year

Body responses to exercise 1 class introduction



Levels, pathways, directions, speed, relationships 1 class introduction; developed throughout school year


Steady beat during locomotor movements 2 classes




Sustained moderate to vigorous physical activity 1 class introduction; developed throughout school year

Kicking activities 2 classes

Catching activities 2 classes

Overarm throw activities 2 classes


2nd grade health lessons (germs, first aid) 8 classes

Review and reinforce second grade topics as necessary 8 classes





S Consistently demonstrates 3 targeted fundamental movement concepts during simple travel.

Able to use walking, jogging, hopping, jumping, galloping, skipping, leaping, and sliding in travel sequences..

Able to use high, medium, and low levels in travel sequences.

Able to use straight, curved, and zig-zag pathways in travel sequences.

P Consistently demonstrates 1-2 targeted fundamental movement concepts during simple travel.




N Inconsistently demonstrates targeted fundamental movement concepts during travel.




Rubric

Assessment FocusFundamental Movement Concepts: Combines locomotor movement skills, shapes, levels, and pathways into simple travel sequences.

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Fundamental Movement Concepts

Checklist




S Consistently demonstrates refined performance of 4 or 5 targeted manipulative skills.

Able to demonstrate all critical elements for each skill.


P Consistently demonstrates refined performance of 2-3 targeted manipulative skills.



N Inconsistently demonstrates refined performance of targeted manipulative skills.



Rubric

Assessment FocusRefined Manipulative Skills: Underhand Throw, Catch, Hand Dribble, Kick, Strike

Assessment Strategy




Personal Hygiene Practices: Hand Washing Assessment

Name:________________________________________ Room:_____

Directions: Put the cards in the correct order.

Rubric

S 5 correct

P 3-4 correct

N 0-2 correct

A B C D E

1. ________

2. ________

3. ________

4. ________

5. ________ *images appear courtesy of BrainpopJr.com

Your Score

http://www.brainpopjr.com/health/bewell/washinghands/activity/



Locomotor Movement Identification Assessment

Name:________________________________________ Room:_____

Rubric

S 8 correct

P 5-7 correct

N 0-4 correct

Directions: Using the words in the bank, write in the correct answer for the demonstration. Each skill will be used only one time.

Walk Run Jump Hop

Leap Gallop Slide Skip

Word Bank

1. ___________________

2. ___________________

3. ___________________

4.. __________________

5. ___________________

6. ___________________

7. ___________________

8. __________________

Your Score


Souderton Area School District Third Grade Wellness Overview

Course DescriptionThird grade students have mastered the basic locomotor, nonlocomotor, and manipulative skills. Students move towards proficiency in more complex manipulative skills and will continue to apply movement concepts to skills. A greater emphasis is placed on sport-specific (lead-up) skills and concepts, and students will participate in a broader range of partner, small group, and team activities.

Effective Components of Third Grade Wellness Education

❏ Third grade students receive 40 minutes of instruction every cycle (44 complete cycles per year).








Third Grade Wellness EducationKey Skills and Concepts

Assessment

Essential QuestionsHow do fundamental skills relate to games played?


How does the FITT principle relate to physical activity?

How can players of differing skill make positive contributions to the group?




and details






complexity




comprehension and


knowledge and ideas



Nutrition My Plate Food groupsFitness testing FITT principle NutrientsModeration Cardiovascular CatchStrike Throw DribblePass Shoot StrengthHand-eye coordination Locomotor ChaseFoot-eye coordination Dodge Flee

Third Grade Wellness Essentials November 2016



1


National Physical Education Content Standards and Third Grade Essential Learning

Third Grade Wellness Essentials November 2016 2

Mission

SHAPE America's mission is to enhance knowledge,



activity programs.

Vision



physical activity.


To meet this standard, a third grade student will:








Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a third grade student will:



knowledge.


knowledge.









❏ Recognize the challenge of physical activity.❏ Reflect on self-expression/enjoyment of physical

activity.

❏ Describe potential social interactions during physical

activity.






10.1.3 Concepts of HealthB. Identify and know the location and function of the major body organs and system (circulatory, respiratory, muscular, digestive system).C. Explain the role of My Plate in helping people eat a healthy diet.

10.2.3 Healthful Living

B. Identify health-related information (signs and symbols, terminology, products and services).C. Identify media sources that influence health and safety.D. Identify the steps in a decision-making process.E. Identify environmental factors that affect health.

10.3.3 Safety and Injury PreventionA. Recognize safe/unsafe practices in the home, school and community (general, outdoor, safe around people).C. Recognize conflict situations and identify strategies to avoid or resolve. D. Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).







Describe relationships and explain events, procedures, ideas, or concepts in a scientific or technical way.



Determine the meaning of academic and domain-specific words or phrases in a text relevant to grade-level topics or subject areas.


Interpret information presented visually, orally, or quantitatively (charts, diagrams, etc.) and explain how the information contributes to an understanding of the text/context.




Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy to support comprehension




Third Grade Wellness EssentialsNovember 2016 5

Writing

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.

Write routinely over shorter time frames (a single setting) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content.

Conduct short research products based on focused questions, demonstrating understanding of the subject under investigation.


Language Standards


Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics, building on others’ ideas and expressing their own clearly.



Focus Standard: Presentation of Knowledge and Ideas

Report on a topic or text in an organized manner, using appropriate facts and relevant details to support main ideas or themes. Speaks clearly at an understanding pace.






Throws underhand to a target with reasonable accuracy.

Throws overarm using critical elements of a mature pattern in a variety of activities.

Catches a gently tossed hand-sized ball from a partner, demonstrating critical elements of a mature pattern.

Dribbles and travels in general space at slow to moderate jogging speed with control of ball and body.

Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body.

Receives and passes a ball with the inside of the foot to a stationary partner, “giving” on reception before returning the pass.

Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating critical elements of a mature pattern for each.

Uses a continuous running approach and kicks a ball for accuracy.

Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall, or over a line to a partner while demonstrating critical elements of a mature pattern.

Strikes an object with a short-handled implement, sending it forward over a low net or to a wall.

Strikes an object with a short-handled implement while demonstrating critical elements of a mature pattern.

Strikes a ball with a long-handled implement, sending it forward, while using a proper grip for the implement (e.g., hockey stick, baseball bat, golf club).

Performs intermediate jump- rope skills (e.g., a variety of tricks, running in/out of long ropes).

Key Academic Vocabulary: accuracy; “giving;”intentionally; sidearm; long-handled implement



Essential Learnings





Learning Activities



Basketball lead-ups Badminton lead-ups Bowling lead-ups Lacrosse lead-ups

Pillo-Polo Tennis lead-ups Volleyball lead-ups Floor hockey lead-ups

Football lead-ups Wiffle Ball lead-ups Team handball lead-ups Golf lead-ups

Juggling skills Flag games Cooperative games Reaction ball activities

Soccer lead-ups Flying disc activities







Essential Learnings


Recognizes the concepts of open space in a movement context.

Recognizes locomotor movement skills specific to a wide variety of physical activities.

Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher.

Applies simple strategies/tactics in chasing activities.

Applies simple strategies in fleeing activities.

Key Academic Vocabulary: open space; alignment; muscle tension; chasing, fleeing; strategy



Essential Learnings



Learning Activities



Tag games Stunts and balances Creative movements Hula hoop activities

Balance beam Aerobic steps Light weights Square Dance

Stretch bands Stability ball BOSU trainer Cupid Shuffle

Macarena Cotton-Eye Joe Crazy Frog Cha-Cha Slide

Limbo Conga Mexican Hat Dance Y.M.C.A.

Electric Slide Bunny Hop Chicken Dance Alley Cat

Dance Central Dance Dance Revolution Just Dance







Essential Learnings


Identifies physical activity benefits as a way to to become healthier.

Engages in the activities of wellness class without teacher prompting.

Describes the concept of fitness and provides examples of physical activity to enhance fitness.

Recognizes the importance of warm-up and cool-down relative to vigorous physical activity.

Demonstrates, with teacher direction, the health-related fitness components.

Identifies foods that are beneficial pre- and post- physical activity.

Key Academic Vocabulary: warm-up, cool-down; vigorous; health-related fitness



Essential Learnings


Learning Activities




Children’s books Heart-rate checks/comparison Low-organized games Children’s dances

Pedometers Beanbag strength activities Playground games PACER test

Sit-ups test Push-ups test Sit-and-reach test Shoulder flexibility test

Breathing rate checks Perspiration rate checks Flexibility poses







Essential Learnings


Exhibits personal responsibility in teacher-directed activities.

Works independently for extended periods of time.


Accepts and implements specific corrective teacher feedback.


Works cooperatively with others.

Praises others for their success in movement performance.


Recognizes the roles of rules and etiquette in physical activity with peers.


Works independently and safely in physical activity settings

Key Academic Vocabulary: praise, respect, responsibility,



Essential Learnings


Learning Activities












Cross the River Find the Dot Alaskan Pipeline Parachute Baseball

Group juggling Balloon transfer Soccer lead-ups Commodore’s Retreat

Toxic Waste Line-up activities Electric fence Long jump rope activities

Ship-to-Shore Noodle activities Jump bands/Tinikling Tennis balls and sticks





Enduring UnderstandingYou cannot take full advantage of skills, talents, and abilities if you are not healthy.


Essential Learnings


Discuss the relationship between physical activity and good health.


Discusses the challenge that comes from learning a new physical activity.


Reflects on the reasons for enjoying selected physical activity.

Describes the positive social interactions that come when engaged with others in physical activity.

Key Academic Vocabulary: good health balance; confidence; self-expression



Essential Learnings


Learning Activities






Tag games Stunts Reaction ball activities Y.M.C.A.

Dance Dance Revolution Aerobic steps Light weights Cha-Cha Slide

Just Dance Motion-control video games Dance Central Cotton-Eye Joe




Juggling skills Flag games Cooperative games Soccer lead-ups




PA Academic Standard 10.1.3 Concepts of HealthC. Explain the role of My Plate in helping people eat a healthy diet.

Enduring UnderstandingIt is essential to eat a properly balanced diet for optimum health.

Essential QuestionsHow does My Plate apply to choosing proper food amount and type?

Essential Learnings

14 Explains role of My Plate in helping to choose food types and amounts to eat

Identifies 5 food groups (fruit, vegetables, grains, dairy, protein).

Identifies and explains the role of nutrients (carbohydrates, fat, protein, vitamins, minerals, water).

Determine the food groups into which specific foods fit.

Identifies types of food to increase and types to limit.

Identifies key information located on a food label.

Key Academic Vocabulary: My Plate; food groups, fruit, vegetables, grains, dairy, protein; nutrients, vitamins, minerals, fat, protein, carbohydrates, water, moderation



Essential Learnings


Learning Activities



Brainpop Jr. food group “spinner” game

School cafeteria; Nutrislice Nutrition, Bill Nye My Plate graphic organizer

Gregory the Terrible Eater, Mitchell Sharmat

For Lunch, Magic School Bus Body fat replicas Food models

14 Explains role of My Plate in helping to choose food types and amounts to eat


http://soudertonsd.nutrislice.com/

http://www.myplate.gov

http://www.myplate.gov



Suggested Timeline


Second grade skill and concept review 2 classes: beginning of school year

FITT principle 1 class introduction: developed throughout school year

Fitness test procedures and practice 1 class introduction; developed throughout school year

Locomotor movement identification 1 class



Chasing, fleeing, dodging concepts 1 class introduction; developed throughout school year


Passing and shooting concepts 2 classes

Hand dribbling activities 1 class

Sportsmanship concepts 1 class introduction; developed throughout school year



Throwing activities 2 classes

Catching activities 2 classes

Striking activities 2 classes


3rd grade health lessons (nutrition) 8 classes

Review and reinforce third grade topics as necessary 8 classes





S Consistently demonstrates 4 targeted manipulative skills.

Demonstrates reasonable accuracy, ball, and body control when appropriate.

Able to catch from a partner.

Able to strike with a handled implement.

P Consistently demonstrates of 2-3 targeted manipulative skills.








Rubric

Assessment FocusManipulative Skills: Underhand Throw, Catch, Hand Dribble, Strike with handled implement

Assessment Strategy





S Able to identify 4 components of the F.I.T.T. principle of exercise; practices 5 fitness tests.

Identifies frequency, intensity, time, and type.

Practices P.A.C.E.R. test, sit-ups test, push-ups test, sit-and-reach test, and shoulder flexibility test.

P Able to identify 2-3 components of the F.I.T.T. principle of exercise; practices 5 fitness tests.



N Able to identify 0-1 components of the F.I.T.T. principle of exercise; practices 5 fitness tests.



Rubric

Assessment FocusHealth-Related Fitness Concepts: F.I.T.T. principle of exercise; fitness test introduction

Assessment Strategy

❏ Teacher Observation❏ Participation❏ F.I.T.T. Principle Identification quiz



Fitness Test Descriptions

P.A.C.E.R.

Measures cardio-vascular endurance: A paced, 20-meter (or 15-meter depending on your available space) shuttle run increasing in intensity as time progresses. Set to a specified audio track.

Sit-Up

Measures muscle endurance: Students lie down with knees bent, feet unanchored, and palms flat on floor. Students sit up while sliding hands on floor until fingers touch back of sneakers. Students complete as many repetitions as possible to a maximum of 80. Set to a specified audio track.

Push-Up

Measures muscle strength: Students lower and raise body to and from a 90-degree elbow angle while keeping back straight. Students complete as many repetitions as possible. Set to a specified audio track.

Sit-and-Reach (Left, Right Leg)

Measures lower- body flexibility: Students sit with test leg straight against a box, and opposite leg folded inward (figure four), bent at the knee. Students place one hand over the other and slide the mechanism forward in one fluid motion.

Shoulder Flexibility

Measures upper- body flexibility: Students try to touch their opposite-hand fingers together with one arm over the shoulder and one arm tucked under and behind the back; switch arm positions and repeat.



Nutrition: My Plate Assessment

Name:________________________________________ Room:_____

Rubric

S 18-20 points

P 14-17 points

N 0-13 points

1 2

3 4

5

Directions: Identify each section of My Plate; list 3 foods from each group on the back of this page (1 point each).

1. _____________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________

6. List 3 foods from each group on the back.

Your Score



Student Learning ObjectiveEducator Effectiveness

SLO Goal

Goal StatementStudents will demonstrate the ability to identify and perform 8 targeted locomotor movement patterns (walking, jogging, hopping, jumping, galloping, skipping, leaping, sliding).

PA Standards 10.4.3.A, 10.5.3.A

RationaleStudent comprehension of locomotor movement can be evaluated through a curriculum-driven, standardized, district assessment requiring identification and performance of each locomotor movement pattern.

Performance Indicators

Targets: All Students PI Target #1: Students will achieve ME or EX on the Locomotor Movement Identification and Performance Assessment

Performance Measure

Name

PM #1: Locomotor Movement Identification and Performance Assessment

TypeDistrict-designed Measures and Examinations

Purpose

PM #1: Measures student ability to identify and demonstrate targeted locomotor movement patterns

MetricMastery (attainment of a defined level of achievement).

Administration Frequency

PM #1 Locomotor Movement Identification and Performance Assessment given once per year at the teacher’s discretion..

Adaptations/Modifications

All adaptations will be developed on a case-by-case basis, based upon individual IEP parameters.

ResourcesPM #1 Locomotor Movement Identification and Performance Assessment

Scoring Tools

PM #1: District-approved rubric for Locomotor Movement Identification and Performance Assessment

Administration and Scoring Personnel

PM #1: Certified wellness teacher can administer and score all performance indicator tasks.

Performance Reporting

PM #1: Scores will be reported as a summary report of students who meet the performance indicator.



Locomotor Movement Identification and Performance Year-End Standard Assessment

Rubric

EX 8 points

ME 6-7 points

AP 3-5 points

BE 0-2 points

Part 1: IdentificationActivity: Movement Quiz

4 8 correct

3 5-7 correct

2 3-4 correct

1 1-2 correct

Part 2: PerformanceActivity: Partner Follow-the-Leader; Motor Square

4 8 observed

3 5-7 observed

2 3-4 observed

1 1-2 observed

Your Score



Locomotor Movement Identification Assessment

Name:________________________________________ Room:_____

Rubric

4 8 correct

3 5-7 correct

2 3-4 correct

1 1-2 correct

Directions: Using the words in the bank, write in the correct answer for the demonstration. Each skill will be used only one time.

Walk Run Jump Hop

Leap Gallop Slide Skip

Word Bank

1. ___________________

2. ___________________

3. ___________________

4. ___________________

5. ___________________

6. ___________________

7. ___________________

8. ___________________

Your Score


Souderton Area School District Fourth Grade Wellness Overview

Course DescriptionStudents in fourth grade continue to develop sport-specific skills, and explore strategies and techniques to enhance performance. Expanded FITT principle concept familiarity will enable students to accurately assess health-enhancing exercise. They will continue to successfully work with others of varying skills in cooperative and team activities. Drug and alcohol education is the focal point of 4th grade health lessons.

Effective Components of Fourth Grade Wellness Education

❏ Fourth grade students receive 40 minutes of instruction every cycle (44 complete cycles per year).








Fourth Grade Wellness EducationKey Skills and Concepts

Assessment

Essential QuestionsHow does skill mastery impact sport performance?


Why is it necessary to participate in activities that involve muscular strength, muscular endurance, flexibility, and cardiovascular endurance?

Does a group have to complete the task in order to be successful?




and details






complexity




comprehension and


knowledge and ideas



FITT principle Frequency IntensityTime Type TeamworkAccountability Collaboration StrategyInvasion Agility OffenseDefense Lead-up Leadership

Foot-eye coordination Roles Sharing

Fourth Grade Wellness Essentials November 2016


❏ Self Evaluation❏ Peer Assessment❏ Fitness Test Tracking❏ Growth Over Time❏ SLO Achievement

1


National Physical Education Content Standards and Fourth Grade Essential Learning

Fourth Grade Wellness Essentials November 2016 2

Mission




activity programs.

Vision



physical activity.


To meet this standard, a fourth grade student will:








Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a fourth grade student will:



knowledge.


knowledge.










physical activity.

❏ Describe potential social interactions during

physical activity.






10.1.3 Concepts of HealthB. Identify and know the location and function of the major body organs and system (circulatory, respiratory, muscular, digestive system).D. Know age-appropriate drug information (definition of drugs, effects of drugs, proper use of medicine, healthy/unhealthy risk-taking, skills to avoid drugs)









Writing





Conduct short research products based on focused questions, demonstrating understanding of the subject under investigation.


Language Standards













Essential Learnings


Uses various locomotor skills in a variety of small-sided practice-tasks.

Runs for distance using a mature pattern.

Combines traveling with manipulative skills of dribbling, throwing, catching, and striking in teacher- and/or student-designed small-sided practice tasks.


Balances on different bases of support demonstrating levels and shapes.

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to participate in dance activities.






Throws overarm using a mature pattern in a non-dynamic environment.

Throws overarm to a partner or at a target with accuracy at a reasonable distance.

Throws to a moving partner with reasonable accuracy in various environments

Catches a thrown ball above the head, at chest/waist level, and below the waist in various environments.

Dribbles in self-space with both the preferred and non-preferred hand using a mature pattern.

Dribbles in general space with control of ball and body while increasing and decreasing speed.

Dribbles with foot in general space with control of ball and body while increasing and decreasing speed.

Receives and passes a ball with the insides of the feet to a moving partner in various environments.

Receives and passes a ball with the outsides and insides of the feet to a stationary partner, “giving” on reception before returning the pass.

Dribbles with hands/feet in combination with other skills (e.g. passing, receiving, shooting).

Kicks along the ground and in the air, and punts using mature patterns.

Underhand volleys, using a mature pattern, in various environments (e.g., 2 square, 4 square, handball).

Strikes/volleys with a two-hand overhead pattern, sending a ball upward while demonstrating critical elements of a mature pattern.

Strikes an object with a short-handled implement while demonstrating a mature pattern.







Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall.

Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat/tennis/badminton racket), while demonstrating at critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane, and follow-through).

Combines traveling with the manipulative skills of dribbling, throwing, catching, and striking in teacher- and/or student-designed small-sided practice task environments.

Creates a jump rope routine with a short or long rope.

Key Academic Vocabulary: passing, receiving, shooting,



Essential Learnings





Learning Activities







Soccer lead-ups Jump rope activities Flying disc activities







Essential Learnings


Applies the concept of open space to combination skills involving travelling (e.g., dribbling and travelling).

Applies the concept of closing spaces in small-sided practice tasks.

Dribbles in general space with changes in direction and speed.

Combines movement concepts with skills in small-sided practice tasks, and dance environments.

Applies the movement concepts of speed, endurance, and pacing for running.

Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target.

Applies simple offensive strategies/tactics in chasing and fleeing activities.

Applies simple defensive strategies/tactics in chasing and fleeing activities.

Recognizes the different types of kicks needed for different games/sports situations.

Key Academic Vocabulary: offense, defense



Essential Learnings



Learning Activities



Tag games Stunts Stability ball Creative movements

Balance beam Aerobic steps Light weights Hula hoop activities

Stretch bands Cupid Shuffle BOSU trainer Square Dance

Macarena Cotton-Eye Joe Crazy Frog Cha-Cha Slide

Limbo Conga Mexican Hat Dance Y.M.C.A.

Electric Slide Bunny Hop Chicken Dance Alley Cat

Dance Central Dance Dance Revolution Just Dance







Essential Learnings


Analyzes opportunities for participating in physical activity outside wellness class.

Actively engages in the activities of wellness class, both teacher-directed and independent.

Identifies the components of health-related fitness.

Demonstrates warm-up and cool-down relative to the cardio-respiratory fitness assessment.

Completes fitness assessments.

Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.

Discusses the importance of hydration and hydration choices relative to physical activities.

Key Academic Vocabulary: warm-up, cool-down; vigorous; health-related fitness; fitness assessments; hydration



Essential Learnings


Learning Activities














Essential Learnings


Exhibits responsible behavior in independent group situations.

Reflects on personal social behavior in physical activity.


Listens respectfully to corrective feedback from others (e.g., peers, adults).


Praises the movement performance of others both more-and less-skilled.

Accepts “players” of all skill levels into the physical activity.


Exhibits etiquette and adherence to rules in a variety of physical activities.


Works safely with peers and equipment in physical activity setting.

Key Academic Vocabulary: peers; skill-levels; etiquette, responsibility, respect, honesty



Essential Learnings


Learning Activities








Basketball lead-ups Badminton lead-ups Soccer lead-ups Lacrosse lead-ups





Group juggling Balloon transfer Flying disc activities Commodore’s Retreat


Ship-to-Shore Noodle activities Jump bands/Tinikling







Essential Learnings


Examines the health benefits of participating in physical activity.


Rates the enjoyment of participating in challenging and mastered physical activities.


Ranks the enjoyment of participating in physical activities.

Describes/compares the social interactions when engaged in partner, small-group, and large-group physical activities.

Key Academic Vocabulary: social interactions



Essential Learnings


Learning Activities






Tag games Stunts Soccer lead-ups Y.M.C.A.



Basketball lead-ups Badminton lead-ups Flying disc activities Lacrosse lead-ups






Fourth Grade Wellness EssentialsNovember 2016

18

PA Academic Standard 10.1.3 Concepts of HealthD. Know age-appropriate drug information (definition of drugs, effects of drugs, proper use of medicine, healthy/unhealthy risk-taking, skills to avoid drugs)

Enduring UnderstandingDrugs are substances that alter the body’s ability to function normally.

Essential QuestionsHow does drug use affect a person?

Essential Learnings

14 Demonstrates comprehension of age-appropriate drug information

Defines drugs.

Identifies tobacco, alcohol, illegal drugs, prescription drugs, and over-the-counter medication.

Explains factors that influence childhood and adolescent drug use (peer pressure, social acceptance, stress, media, rules and consequences).

Key Academic Vocabulary: drugs, alcohol, tobacco, illegal drugs, over-the-counter, prescription, peer pressure



Essential Learnings


Learning Activities



Brainpop drugs Brainpop alcohol Respiration, Bill NyeThe Wizard of No, J. Gary

Marshall

The Boy and the Hat, Neal Starkman

Local police officer Tar jar Mr. Gross Mouth

14 Demonstrates comprehension of age-appropriate drug information







Suggested Timeline


Third grade skill and concept review 2 classes: beginning of school year



Lead-up sport activities 6 classes



Large team games (strategy, invasion, chasing) 2 classes

Passing and shooting concepts 2 classes

Cooperative learning activities 4 classes





4th grade health lessons (drugs and alcohol) 8 classes

Review and reinforce fourth grade topics as necessary 8 classes





S Consistently demonstrates manipulative skills in lead-up sports.




P Demonstrates manipulative skills in lead-up sports most of the time.








Rubric

Assessment FocusManipulative Skills: Use of various skills in lead-up sports

Assessment Strategy





S Participates in, and correctly records scores for 5 targeted fitness tests

Participates in P.A.C.E.R. test, sit-ups test, push-ups test, sit-and-reach test, and shoulder flexibility test.

Records scores using teacher-preferred tracking method (e.g., spreadsheet, paper-and-pencil graph, etc.)

P Participates in, and correctly records scores for 3-4 targeted fitness tests



N Participates in, and correctly records scores for 0-2 targeted fitness tests



Rubric

Assessment FocusHealth-Related Fitness Concepts: Fitness Tests

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Fitness test tracking program




P.A.C.E.R.


Sit-Up


Push-Up








Drugs, Alcohol, and Tobacco: Advertisement

Name:________________________________________ Room:_____

Rubric

S Meets 3 criteria

P Meets 2 criteria

N Meets 0-1 criteria

Directions: Design and illustrate an advertisement that would encourage a person to stop personal drug-abuse, or never become involved with it (drugs, tobacco, or alcohol can be the focal point)

Your Score

Criteria1. Information must be accurate and factual.2. Advertisement must be elementary-appropriate.3. Advertisement must be edited, final-draft quality.

Sample



Cooperative Learning Year-End Standard Assessment

Rubric

EX 9-10 points

ME 7-8 points

AP 3-6 points

BE 0-2 pointsYour Score

Self-Evaluation Teacher Observation

Gets Along With... Always Sometimes Observed Not Observed

Self

Partners

Small Groups/Teams

Class

Directions: Pick ‘Always’ or ‘Sometimes’ for each cooperative learning setting. Answer the questions that follow.

1. What is cooperation?

2. Which cooperative learning activity was your favorite? Why?

Name:________________________________________ Room:_____

November 2016


Souderton Area School District Fifth Grade Wellness Overview

Course DescriptionIn fifth grade, students will apply all knowledge they have gained throughout prior elementary school wellness class to more complex game environments and settings. They will evaluate their own personal fitness based on fitness testing results , and will develop strategies for targeted, future improvement. Growth and development lessons, as well as additional sickness and disease lessons are delivered in 5th grade.

Effective Components of Fifth Grade Wellness Education

❏ Fifth grade students receive 40 minutes of instruction every cycle (44 complete cycles per year).








Fifth Grade Wellness EducationKey Skills and Concepts

Assessment

Essential QuestionsHow does skill mastery impact sport performance?


Why is it necessary to participate in activities that involve muscular strength, muscular endurance, flexibility, and cardiovascular endurance?

Does a group have to complete the task in order to be successful?




and details






complexity




comprehension and


knowledge and ideas



FITT principle Lead-ups CollaborationMastery Leadership OffenseDefense Positive role model AcceptancePersonal fitness Cardiovascular PubertyCommunicable Non communicable AIDSLifelong wellness Open space Shielding

Fifth Grade Wellness Essentials

❏ Observation❏ Participation❏ Performance Tasks❏ Portfolios❏ Personal fitness profile❏ Quizzes

❏ Self Evaluation❏ Peer Assessment❏ Fitness Test

Tracking❏ Growth Over Time❏ SLO Achievement

1


National Physical Education Content Standards and Fifth Grade Essential Learning

Fifth Grade Wellness Essentials 2

Mission




activity programs.

Vision

NASPE envisions a society in which all individuals are

physically educated and participate in lifelong physical

activity.


To meet this standard, a fifth grade student will:








Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. To meet this standard, a fifth grade student will:



knowledge.


knowledge.








❏ Demonstrate understanding of the health- impact of physical activity.


physical activity.

❏ Describe potential social interactions during

physical activity.

November 2016






10.1.3 Concepts of HealthA. Identify and describe the stages of growth and development.B. Identify and know the location and function of the major body organs and system (circulatory, respiratory, muscular, digestive system).E. Identify types and causes of common health problems of children.






November 2016
















November 2016



FIfth Grade Wellness Essentials 5

Writing





Conduct short research projects based on focused questions, demonstrating understanding of the subject under investigation.


Language Standards







November 2016







Essential Learnings


Combines locomotor movements and manipulative skills in a variety of small-sided practice task/game environments.

Combines traveling with manipulative skills for execution to a target (e.g., scoring in hockey, soccer, and basketball).

Uses appropriate pacing for a variety of running distances.

Combines locomotor skills in cultural as well as creative dances (self and group) with correct rhythm and pattern).


Transfers weight in various physical activity settings.

Performs curling, twisting, and stretching actions with correct application in a variety of practice-task/game environments.

November 2016






Throws (underhand and overarm) using a mature pattern in various environments with different sizes and types of objects.

Throws (underhand and overarm) to large targets with accuracy.

Throws and catches, with accuracy, both partners moving.

Throws and catches with reasonable accuracy in dynamic, small-sided practice tasks.

Combines hand and foot dribbling with other skills during one-on-one practice tasks.

Passes with the feet, using a mature pattern, as both partners travel.

Receives a pass with the feet, using a mature pattern, as both partners travel.

Hand/foot dribbles with mature patterns in a variety of small-sided game forms.

Demonstrates mature patterns in kicking and punting in small-sided practice task environments.

Strikes/volleys a ball using a two-hand overhead pattern, sending it upward to a target.

Strikes a moving object with choice of long-handled implement.

Combines manipulative skills and traveling for execution to a target (e.g. scoring in soccer, hockey, and basketball).

Key Academic Vocabulary: dynamic; small-sided practice task

November 2016



Essential Learnings





Learning Activities







November 2016







Essential Learnings


Combines spatial concepts with locomotor and nonlocomotor movements for small groups in game environments.

Combines movement concepts with skills in small-sided practice tasks/game environments, with self-direction.

Applies movement concepts to strategies in game situations.

Applies the concept of direction and force to strike an object with a long-handled implement.

Analyzes movement situations and applies movement concepts (e.g., force, directions, speed, pathways, extensions) in small-sided practice tasks/game environments.

Applies basic offensive/defensive strategies/tactics in invasion small-sided practice tasks.

Applies basic offensive/defensive strategies/tactics in net/wall small-sided practice tasks.

Recognizes the type of throw, volley, striking action needed for different games/sports situations.

Key Academic Vocabulary: invasion, strategies

November 2016



Essential Learnings



Learning Activities



Tag games Stunts and balances Cupid Shuffle Creative movements

Balance beam Aerobic steps Light weights Hula hoop activities

Stretch bands Stability ball BOSU trainer Square Dance

Virginia Reel Cotton-Eye Joe Crazy Frog Cha-Cha Slide

Limbo Conga Electric Slide Dance Central

Macarena Dance Dance Revolution Just Dance

November 2016







Essential Learnings


Actively engages in all the activities of wellness class.

Differentiates between health- and skill-related fitness.

Identifies the need for warm-up and cool-down relative to various physical activities.

Analyzes results of fitness assessment, comparing results to fitness components for good health.

Design a fitness plan to address ways to use physical activity to enhance fitness.

Key Academic Vocabulary: health-related, skill-related

November 2016



Essential Learnings


Learning Activities








November 2016





Enduring UnderstandingIt is important to exhibit consideration for, and work cooperatively with others during instruction in the gymnasium.


Essential Learnings


Engages in physical activity with responsible interpersonal behavior (e.g., peer-to-peer, student to teacher, student to referee).

Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities.

Exhibits respect for self with appropriate behavior while engaging in physical activity.


Gives corrective feedback respectfully to peers.


Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects.


Critiques the etiquette involved in rules of various game activities.


Applies safety principles with age-appropriate physical activities

Key Academic Vocabulary: peers; skill-levels; etiquette, respect, responsible

November 2016



Essential Learnings


Learning Activities













Group juggling Balloon transfer Flying disc activities Commodore’s Retreat


Ship-to-Shore Noodle activities Jump bands/Tinikling Tennis balls and sticks

November 2016







Essential Learnings


Compares the health benefits of participating in selected physical activities.


Expresses the enjoyment and/or challenge of participating in a favorite physical activity.


Analyzes different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response.

Describes the social benefits gained from participating in physical activity (e.g., recess, youth sport).

Key Academic Vocabulary: social interactions

November 2016



Essential Learnings


Learning Activities






Tag games Stunts and balances Flying disc activities Y.M.C.A.







November 2016




PA Academic Standard 10.1.3 Concepts of HealthA. Identify and describe the stages of growth and development.E. Identify types and causes of common health problems of children.

Enduring UnderstandingPuberty is the beginning of physical maturation, and the age at which a person is physically capable of reproduction.

Essential QuestionsWhat is the process of changing from a child to a young adult?

Essential Learnings

14Demonstrates comprehension of the growth and development changes that occur between childhood and adolescence

Identifies the stages of growth and development

Defines puberty

Identifies changes associated with puberty

15 Demonstrates comprehension of age-appropriate disease information

Identifies communicable and noncommunicable diseases

Recognizes the acronyms, “AIDS” and “HIV”

Identifies strategies to prevent the spread of germs and diseases

Key Academic Vocabulary: puberty, adolescence, mature, reproduction, communicable, non communicable, AIDS, HIV

November 2016



Essential Learnings


Learning Activities


❏ Observation❏ Self-evaluation❏ Participation❏ Performance tasks❏ Growth over time❏ Completion of student packet

Always Changing, Boys, Proctor and Gamble

Always Changing, Girls, Proctor and Gamble

Gender-specific packetTeacher scripts

Brainpop AIDSWhat is AIDS video, J. Gary

MarshallEducator’s guide, Proctor and

Gamble

14Demonstrates comprehension of the growth and development changes that occur between childhood and adolescence

15 Demonstrates comprehension of age-appropriate disease information

November 2016





Suggested Timeline


Fourth grade skill and concept review 2 classes: beginning of school year



Lead-up sport activities 6 classes



Large team games (strategy, invasion, chasing) 2 classes

Passing and shooting concepts 2 class

Cooperative learning activities 2 classes




Additional manipulative skill activities 2 classes

5th grade health lessons (growth and development) 8 classes

Reinforcement of 5th grade topics 8 classes


November 2016





S Consistently applies offensive and defensive tactics to a variety of lead-up sports

Distinguishes between offense and defense.

Moves to open space when on offense.

Attempts to stay between ball and target when on defense.

P Applies offensive and defensive tactics to a variety of lead-up sports.




N Inconsistently applies offensive and defensive tactics to a variety of lead-up sports.




Rubric

Assessment FocusGame Strategies: Offense and Defense

Assessment Strategy

November 2016




S Consistently demonstrates leadership skills in a variety of cooperative learning activities

Respects players of lower and higher skill levels.

Recognizes that everyone has a role on the team.

Leads by example in an effort to guide the team towards goal-achievement.

P Demonstrates leadership skills in a variety of cooperative learning activities




N Inconsistently demonstrates leadership skills in a variety of cooperative learning activities




Rubric

Assessment FocusCooperative Learning: Leadership

Assessment Strategy

❏ Teacher Observation❏ Participation❏ Self-Evaluation

November 2016



Human Growth and Development/Sickness and Disease

Human Growth and Development

5th Grade students participate in classes focused on growth and development. During these scripted, introductory lessons, students watch a video and complete a gender-specific information packet under the supervision and guidance of the instructor. The first lesson is gender-exclusive, and content shall be delivered by a wellness instructor of the same gender. Subsequent lessons are conducted during normal wellness time. Student participation in the lessons is essential for meeting the following objectives:

1. Students will discuss physical, emotional, and social changes that occur in males and females during puberty.

2. Teacher will define puberty.3. The students will be introduced to the anatomical structures and physiological functions of the male

and female reproductive systems.4. The teacher will define the term sexual intercourse.5. The lesson content will be delivered in a manner that fosters mutual respect for self and other

students.6. Students will be introduced to the notion that puberty is individual and that all people develop at

different times (alarm clock example).7. Students will be introduced to key aspects of healthy living including the need for rest, proper

nutrition, personal cleanliness, and grooming.

Sickness and Disease

These scripted lessons re-visit some of the concepts related to the spread of germs, and the variety of sickness and disease with which one can become afflicted. Through the use of a variety of multimedia resources, students will explore concepts related to HIV and AIDS, and will also be able to distinguish between common illnesses that are communicable vs. noncommunicable. Student participation in the lessons is essential for meeting the following objectives:

1. Students will review the structures and functions of the immune system.

2. Teacher will define communicable and noncommunicable.

3. Students will identify specific illnesses, their symptoms, treatments, and prevention strategies.

4. Students will identify specific illnesses as communicable/noncommunicable.5. Teacher will define each component of the AIDS acronym.

6. Students will be introduced to AIDS and its impact on a person’s immune system.

November 2016



Personal Fitness Profile Evaluation Year-End Standard Assessment

Rubric

EX 24-25 points

ME 18-23 points

AP 8-17 points

BE 0-7 pointsYour Score

Part 1: Correctly perform 5 fitness tests, each targeting a different component of fitness (5 points).Part 2: Correctly record scores using teacher-preferred tracking method (5 points).Part 3: Use your personal fitness profile data to answer the following questions (in complete sentences) about your fitness (15 points):

Name:________________________________________ Room:_____

1. Which tests are you able to do well? 2. In what areas could you use improvement?

3. What can you do to improve future fitness test scores?

4. Why are these tests important?

5. What 2 aspects of healthy living can you control when trying to maintain your overall health?

November 2016




P.A.C.E.R.


Sit-Up


Push-Up






November 2016