Garfield Public Schools Health and Physical Education Grades K-5 Ms. Susan Anderson Ms. Kelly Falce Mr. Anthony Longarzo Mr. Patrick Mucha Revision Committee: Ms. Maryann Murray Ms. Jaclyn Reilly Mr. Walter Wiatrak Ms. Jodi Valenti Final Revision Date: August 1, 2014 Garfield Board of Education Dr. Kenneth Conte- President Mr. Richard Giacomarro- Vice President Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Derrig Mrs. Elizabeth Gray Mr. Jack Mazzola Mr. Charles Nucifora Mr. Jeffrey Stewart Administration Mr. Nicholas Perrapato, Superintendent Dr. Edward Izbicki, Business Administrator / Board Secretary Curriculum Supervisor Mrs. Alexandra Bellenger Director of Athletics / Supervisor of Health and Physical Education Mr. Michael Alfonso, Jr Board Adoption Date August 26, 2014 Resolution # - 08-095-14
Course Overview Garfield Elementary Schools Garfield Public Schools Health and Physical Education Grades K-5 The purpose of this course is to provide students with the proper knowledge and skills needed to make healthy choices, resulting in a healthy lifestyle. Students will be building upon their prior knowledge in this field of study. In addition, they will be learning the essential information needed to guide them to the next grade level Course Overview 2
Garfield Public Schools Health and Physical Education Grades K-5 Curriculum Map Unit Map Unit Title: Ball Skills (Upper Body)... 5 Duration: 3 5 Weeks In this unit the students will learn proper technique and practice the basic skills and principles of basketball. Skills include but are not limited to: passing, dribbling, and shooting. Included in this unit is the reinforcement of safety and sportsmanship. Unit Title: Circuit Training / Fitness... 8 Duration: 3 5 Weeks Circuit training allows students to prepare for fitness testing. This involves endurance, strength, aerobic and anaerobic activities to learn how the body responds to exercise. In addition, students will learn safe and appropriate techniques. Of most critical importance, students will learn the benefits of physical, social, and emotional dimensions of exercise. Unit Title: Football Games... 11 Duration: : 3 5 Weeks The football unit is placed during the football season at the beginning of the school year. This gives the students more opportunity to watch games on TV or in person at fellow classmates games. In order to gain a better understanding of the game. They will be taught the basic skills which consists of: throwing, catching, and offense/defense. Included in this unit is the reinforcement of safety and sportsmanship. Unit Title: Floor Hockey/Polo... 14 Duration: 3 5 Weeks The aim of the unit is to teach the students how to play in a game of floor hockey. They will learn how to stick handle and pass the puck, while demonstrating the proper grip and handing the stick. Shooting and goaltending will then be introduced to the students so that they can understand the importance of both skills. As the execution of skills progress modified games can begin for students to start using strategy during game play. Unit Title: Kicking Games (Lower Body)... 17 Duration: 3 5 Weeks Curriculum Map 3
In this unit the students will learn the positions of kickball, rules of the field, and continue to develop their throwing, catching, and base running, and kicking skills using proper technique. As their skills progress, offensive and defensive strategies will be implemented. Included in this unit is the reinforcement of safety and sportsmanship. Unit Title: Physical Fitness Testing... 19 Duration: 3 5 Weeks The purpose of the physical fitness test is to assess students on their current fitness levels and grade them according to our fitness parameters. The students are physically prepared in each fitness component so they can safely complete the assessments. The battery of tests consist of: sit and reach, six minute run, 30 yard Sprint, shuttle run, push-ups, and sit-ups. Utilization of proper technique will be enforced through verbal and visual models Unit Title: Striking Games ( Upper Body)... 23 Duration: 3 5 Weeks In this unit the students will learn the skill of striking using various implements (i.e. rackets, paddles, whiffleball bats, etc.) As their skills progress, students will learn the various sports this skill is utilized in (i.e. positions, offensive and defensive strategies and how they are implemented. Included in this unit is the reinforcement of safety and sportsmanship. Unit Title: Games of Low Organization. Races, Cooperative games, Parachute.... 25 Duration: 3 5 Weeks The aim of this unit is to teach students to work cooperatively in a general space game setting. They will learn how to follow direction, problem solve, team building skills, and adapt to classroom structure. Unit Title: Personal Health Drugs... 27 Duration: 3-5 Weeks Students will understand the effects of proper nutrition along with the adverse effects of illegal drugs and medicines when used improperly. Unit Title: Personal Health Relationships... 29 Duration: 3-5 Weeks As students mature and grow they will experience changes in their lives ranging from family to their own body. Students will learn and understand that most of these changes are normal but that some changes are not always the norm. New Jersey Core Curriculum Standards Index... 31 Curriculum Map 4
Content Area: Health and Physical Education Unit Overview Unit Title: Ball Skills (Upper Body) Target Course/Grade Level: Physical Education / Grades K-5 Duration: 3 5 Weeks In this unit the students will learn proper technique and practice the basic skills and principles of basketball. Skills include but are not limited to: passing, dribbling, and shooting. Included in this unit is the reinforcement of safety and sportsmanship. Concepts & Understandings Concepts Understandings Skills Proper technique will be learned and followed Participation Every member of the class must contribute. Sportsmanship Be respectful and play fair Rules These are different types of rules that must be Passing and catching followed. Dribbling Passing and catching is necessary to Scoring participate in a modified game or regulation Proper technique for a lay-up and jump shot game. Dribbling is necessary to move with the ball in your possession in a game. Scores are different depending on the shooters Location of the shot. Lay-ups and jump shots are ways to score in a modified game or regulation game Learning Targets CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 Ball Skills (Upper Body) 5
2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 21 st Century Themes and Skills Spatial Awareness Guiding Questions What part of your hand should be on the ball? Where is your target? Where should yours hand be on the ball? When do you run out to get a ball and shoot? How do you dribble the ball? How do you score the point? How do you get out? How do you win the game? Where do you go when you get out or are safe? Where should the ball hit off the backboard for a layup? Unit Results Students will... Demonstrate the proper techniques for shooting a basketball. Demonstrate the proper technique for dribbling a basketball. Demonstrate the different types of passes (bounce, chest, overhead) Explain how scoring is done (1pt, 2pts, or 3pt shots) Explain the rules of the game. Shoot the ball from the area of the court that is easiest for them in order to have the highest success rate. Shoot and rebound until they are either out or the game is over. Exhibit good sportsmanship and follow all safety rules The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Line Basketball Knockout Free Throw Shooting Around the World The following differentiated instructions can be incorporated into the daily lessons: Using different size balls adjusting to children needs ie jr size, intermediate. Changing the heights of hoops and distance to target. The use of different types of balls ie beach balls, volleyballs, etc Ball Skills (Upper Body) 6
Ball Skills (Upper Body) 7
Content Area: Health and Physical Education Unit Overview Unit Title: Circuit Training / Fitness Target Course/Grade Level: K 5 Duration: 3 5 Weeks Circuit training allows students to prepare for fitness testing. This involves endurance, strength, aerobic and anaerobic activities to learn how the body responds to exercise. In addition, students will learn safe and appropriate techniques. Of most critical importance, students will learn the benefits of physical, social, and emotional dimensions of exercise. Concepts & Understandings Concepts Understandings Skills Proper technique will be learned and followed Participation Every member of the class must contribute. Sportsmanship Be respectful and play fair Rules These are different types of rules that must be Benefits followed. Activities have benefits that include physical, social, and emotional aspects. Learning Targets CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 2.6.6.A.1 2.6.6.A.2 2.6.6.A.3 Circuit Training / Fitness 8
2.6.6.A.4 2.6.6.A.5 2.6.6.A.6 2.6.8.A.1 2.6.8.A.2 2.6.8.A.3 2.6.8.A.4 2.6.8.A.5 2.6.8.A.6 21 st Century Themes and Skills Themes Spatial Awareness Health Literacy Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions What is circuit training? What exercises strengthen your legs? What is the difference between anaerobic and aerobic? What is strength and endurance? What is circuit training? What exercises strengthen your legs? What is the difference between anaerobic and aerobic? What is strength and endurance? Unit Results Students will... Explain the difference between aerobic and anaerobic exercise. Explain the difference between strength and endurance. Perform exercises from videos, wii, Fitness Logs, Adventures to Fitness. Exhibit good sportsmanship and follow all safety rules. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Test Locomotor Stations 2 Minute Run Adventure to Fitness Fitness Logs Wii Circuit Training / Fitness 9
Fitness Videos The following differentiated instruction can be incorporated into the daily lessons: More Rest stations Modifying distances and intensities Adapt to High Medium Low levels ie different style pushups(on knee pushups(sit ups crunches) Circuit Training / Fitness 10
Content Area: Health and Physical Education Unit Overview Unit Title: Football Games Target Course/Grade Level: 3-5 Duration: : 3 5 Weeks The football unit is placed during the football season at the beginning of the school year. This gives the students more opportunity to watch games on TV or in person at fellow classmates games. In order to gain a better understanding of the game. They will be taught the basic skills which consists of: throwing, catching, and offense/defense. Included in this unit is the reinforcement of safety and sportsmanship. Concepts & Understandings Concepts Skills Participation Sportsmanship Rules Passing Catching/Receiving Pass patterns Defending a receiver Handoff Carrying a ball CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 Understandings Proper technique will be learned and followed Every member of the class must contribute. Be respectful and play fair These are different types of rules that must be followed. Passing a football is an effective means of moving the football up the field. Catching a football enables the ball to be counted as being moved up the field. Running a pass pattern properly will help the offensive team move the ball up the field. Defense is necessary to keep the other team from scoring. To move the ball up the field a player can also carry the ball when the quarterback hands it off to them. Learning Targets Football Games 11
2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 21 st Century Themes and Skills Themes Spatial Awareness Health Literacy Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions Where is your team s end zone? When do you run and get the ball? How do you score? How do you throw a football? How do you catch a football? What is offense? What is defense? What is an interception? How do you hold a football? Unit Results Students will... Pass a ball to a target. Demonstrate receiving a ball while in motion and stationary. Explain how to defend a receiver moving on the field. Demonstrate the proper technique for a handoff and carry. List the basic rules of football. Describe different strategies used during a game. Exhibit good sportsmanship and follow all safety rules. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Throwing to target Catching Football Games 12
Garfield Elementary Schools Dodging Chasing Punting Kicking Obstacle Course The following differentiated instruction can be incorporated into the daily lessons: Use of different sized and textured balls. Use of different styles of catching(running and catching, stationary catching) Use of different styles of kicking (stationary ball, moving ball) Football Games 13
Content Area: Health and Physical Education Unit Overview Unit Title: Floor Hockey/Polo Target Course/Grade Level: Physical Education / Grades K 5 Duration: 3 5 Weeks The aim of the unit is to teach the students how to play in a game of floor hockey. They will learn how to stick handle and pass the puck, while demonstrating the proper grip and handing the stick. Shooting and goaltending will then be introduced to the students so that they can understand the importance of both skills. As the execution of skills progress modified games can begin for students to start using strategy during game play. Concepts & Understandings Concepts Dribbling Passing Shooting Goaltending Positions Strategy Rules CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 Understandings In order to move the puck up towards the goal, dribbling is needed. Securing that your team maintains control of the puck, passing is necessary. Shooting is used to score and gain an advantage over the other team. Defending the goal is necessary to stop the other team from scoring on you. Staying in your position helps to spread your teammates out across the area and not leave any gaps for defense or offense. Creating an offensive/defensive strategy gives your team an advantage over the other team. Following the rules during game play will help you to create strategies. Learning Targets Floor Hockey / Polo 14
2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 21 st Century Themes and Skills Themes Spatial Awareness Health Literacy Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions What part of the stick do you handle the puck with? What are effective ways to pass the puck? What part of the goal should you aim for when shooting? What is the importance of the goaltender? What strategies could be used when playing floor hockey? What are some of the rules used in floor hockey? Unit Results Students will... Demonstrate how to dribble a hockey puck. Demonstrate how to pass a puck to a mobile and immobile target. Explain the benefits of aiming for the corners of the goal. Explain the importance of the goaltender. List some of the rules used in floor hockey. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Dribble Passing Shooting Obstacle Course The following differentiated instruction can be incorporated into the daily lessons: Different size hockey sticks Smaller or larger goals Smaller or larger teams Use of scooters Use of a puck, ball, balloon, different medium being used Floor Hockey / Polo 15
Floor Hockey / Polo 16
Content Area: Health and Physical Education Unit Overview Unit Title: Kicking Games (Lower Body) Target Course/Grade Level: K - 5 Duration: 3 5 Weeks In this unit the students will learn the positions of kickball, rules of the field, and continue to develop their throwing, catching, and base running, and kicking skills using proper technique. As their skills progress, offensive and defensive strategies will be implemented. Included in this unit is the reinforcement of safety and sportsmanship. Concepts & Understandings Concepts Understandings Skills Proper technique will be learned and followed Participation Every member of the class must contribute. Sportsmanship Rules CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 Themes Spatial Awareness Health Literacy Skills Kicking Games (Lower Body) 17 Learning Targets 21 st Century Themes and Skills Be respectful and play fair These are different types of rules that must be followed.
Garfield Elementary Schools Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions How do you kick a kickball? How do you catch a kickball? How do you throw a kickball? Where are the bases located? What is a foul ball? What is the difference between offense and defense? And assorted base running situational questions. Unit Results Students will... Kick the ball and run to the appropriate base while the defense fields the ball and tries to make an out. Take advantage of base running opportunities while on offense. On defense, they will take advantage of the other team s mistakes and get the ball back to the pitcher to stop play. Exhibit good sportsmanship and follow all safety rules. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Kickball Soccer Soccer Tag Eskimo Kick Ball The following differentiated instruction can be incorporated into the daily lessons: Different size and style of ball Different rate of speed for kickball games (slower or faster if needed) Different distance depending of medical concerns and levels Different running responsibilities ie bases, non base Different size goals and targets (soccer) Kicking Games (Lower Body) 18
Content Area: Health and Physical Education Unit Overview Unit Title: Physical Fitness Testing Target Course/Grade Level: K 5 Duration: 3 5 Weeks The purpose of the physical fitness test is to assess students on their current fitness levels and grade them according to our fitness parameters. The students are physically prepared in each fitness component so they can safely complete the assessments. The battery of tests consist of: sit and reach, six minute run, 30 yard Sprint, shuttle run, push-ups, and sit-ups. Utilization of proper technique will be enforced through verbal and visual models Concepts & Understandings Concepts Understandings Skills Proper technique will be learned and followed. Participation Every member of the class must contribute Sportsmanship Be respectful and play fair Rules These are different types of rules that must be Benefits followed. Activities have benefits that include physical, social, and emotional aspects. Learning Targets CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 21 st Century Themes and Skills Themes Physical Fitness Testing 19
Spatial Awareness Health Literacy Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions What is a sprint? How can you improve your speed? What is a sprint? How can you improve your speed? What time on the 30 yard dash is a passing grade? How can you improve your jump? How many feet do you use when you jump? How can you improve your jump? How many feet do you use when you jump? What score do you need in order to pass the standing broad jump test? What is cardiovascular endurance? Is the 6 minute run aerobic or anaerobic? And why? What is the proper way to train for the 6 minute run? What is cardiovascular endurance? Is the 6 minute run aerobic or anaerobic? And why? What is the proper way to train for the 6 minute run? What score do you need in order to pass the 6 minute run? What is a sprint? How can you improve your speed? What techniques can you use? What is a sprint? How can you improve your speed? What techniques can you use? What score do you need in order to pass the shuttle run? What muscle groups are used during the performance of a push-up? What different types of push-up are there? What is the proper form for a push-up? What muscle groups are used during the performance of a push-up? What different types of push-up are there? What is the proper form for a push-up? What score do you need in order to pass the push-up test? What muscle groups are used during the performance of a sit-up? What different types of sit-ups are there? What is the proper form for a sit-up? Unit Results Physical Fitness Testing 20
Students will... Complete the 30 yard dash. Perform the standing broad jump. Complete the 6 minute run. Perform the shuttle run. Complete the push-up test. Complete the sit-up test. Exhibit good sportsmanship and follow all safety rules. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Practice sprinting 30 yards as fast as they can and be timed. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Achieve a passing score on the 30 yard dash test. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Prepare for their standing broad jump test by practicing their jumps. Try to achieve a passing score on the standing broad jump test. Progressively practice for the 6 minute run. Understand how to increase their cardiovascular endurance. Try to achieve a passing score on the 6 minute run. Reflect on how training for the 6 minute run improved their cardiovascular endurance based on their test results. Practice the shuttle run as fast as they can and be timed. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Try to achieve a passing score on the shuttle run. Exhibit good sportsmanship and follow all safety rules. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Complete as many push-ups as possible in a 1 minute time frame. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Achieve a passing score on the push-up test. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Practice for the sit-up test by completing as many sit-ups as they can in a 1 minute time frame. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which they train. Try to achieve a passing score on the sit-up test. Reflect on how their own personal speed can improve by the frequency, intensity, and time in which Physical Fitness Testing 21
they train The following assessments can be incorporated into the daily lessons: Different levels based on Low Medium High effort Medical Modifications Results based on times modifications Results of tests based on effort for results that can t be reached due to restraints Different exercises based on levels Physical Fitness Testing 22
Content Area: Health and Physical Education Unit Overview Unit Title: Striking Games ( Upper Body) Target Course/Grade Level: K 5 Duration: 3 5 Weeks In this unit the students will learn the skill of striking using various implements (i.e. rackets, paddles, whiffleball bats, etc.) As their skills progress, students will learn the various sports this skill is utilized in (i.e. positions, offensive and defensive strategies and how they are implemented. Included in this unit is the reinforcement of safety and sportsmanship. Concepts & Understandings Concepts Skills Participation Sportsmanship Rules CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 Themes Spatial Awareness Health Literacy Understandings Proper technique will be learned and followed Every member of the class must contribute. Be respectful and play fair These are different types of rules that must be followed. Learning Targets 21 st Century Themes and Skills Striking Games (Upper Body) 23
Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions How do you hit a ball? How do you catch a ball? How do you throw a ball? Where are the bases located? What is a foul ball? What is the difference between offense and defense? Assorted base running situational questions Unit Results Students will... Hit the ball and run to the appropriate base while the defense fields the ball and tries to make an out. Take advantage of base running opportunities while on offense. On defense they will take advantage of the other Team s mistakes and get the ball back to the pitcher to stop play. Exhibit good sportsmanship and follow all safety rules The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Tee ball Whiffleball Punch Ball Tennis Badminton Ping Pong Pickle Ball The following differentiated instruction can be incorporated into the daily lessons: Different medium used to be struck ie ball, birdie, feather, handkerchief Different implements using to strike ie rackets, bats, sticks, rods Striking Games (Upper Body) 24
Content Area: Health and Physical Education Unit Overview Unit Title: Games of Low Organization. Races, Cooperative games, Parachute. Target Course/Grade Level: K - 5 Duration: 3 5 Weeks The aim of this unit is to teach students to work cooperatively in a general space game setting. They will learn how to follow direction, problem solve, team building skills, and adapt to classroom structure. Concepts & Understandings Concepts Jumping Skipping Galloping Self- Propulsion Balance Crawling Force Intensity Character Building CPI Codes 2.5.6.A.1 2.5.6.A.2 2.5.6.A.4 2.5.6.B.1 2.5.6.B.2 2.5.6.C.1 2.5.6.C.2 2.5.8.A.1 2.5.8.A.2 2.5.8.A.4 2.5.8.B.1 2.5.8.B.2 2.5.8.B.3 2.5.8.C.1 2.5.8.C.2 Learning Targets Understandings Understand that physical education is essential to our body s health and well being. Understand the basic procedure of physical education class To be able to move with balance and body control in different pathways through a playing area. Perform movement and skills in a safe manner within a game situation. Games of Low Organization Races, Cooperative Games, Parachute 25
21 st Century Themes and Skills Themes Spatial Awareness Health Literacy Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Guiding Questions How do you move an object with another object? How do you move yourself on a scooter? How do you keep an egg on the spoon? How do you get your team to make corrections? Unit Results Students will... Exhibits Sportsmanship Solve problems with team cooperatively Work together in a relay setting Listen and follow given directions to complete skill Communicate with teammates The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Scooter Races Parachute Relay Races Project Adventure Activities The following differentiated instruction can be incorporated into the daily lessons: Speed of activities Amount of students partaking at one time Size of materials needed Games of Low Organization Races, Cooperative Games, Parachute 26
Content Area: Health and Physical Education Unit Overview Unit Title: Personal Health Drugs Target Course/Grade Level: K-5 Duration: 3-5 Weeks Students will understand the effects of proper nutrition along with the adverse effects of illegal drugs and medicines when used improperly. Concepts & Understandings Concepts Abuse Hygiene Dependency Safety Help Addiction CPI Codes 2.3.2.A.1 2.3.2.A.2 2.3.2.B.1 2.3.2.B.2 2.3.2.B.3 2.3.2.B.4 2.3.2.B.5 2.3.2.C.1 2.3.2.C.2 Understandings What medicines are and when some types of medicines are used. Why medicines should be administered as directed. Ways that drugs can be abused. Effects of tobacco use on personal hygiene, health, and safety. Products that contain alcohol. Substances that should never be inhaled and explain why. Some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. People who abuse alcohol, tobacco, and other drugs can get help. Learning Targets Personal Health - Drugs 27
21 st Century Themes and Skills Health Literacy Guiding Questions Why are some substances harmful to the body? How can we be responsible for our own safety when taking medicine? Unit Results Students will... Explain what medicines are and when some types of medicines are used. Explain why medicines should be administered as directed. Identify ways that drugs can be abused. Explain effects of tobacco use on personal hygiene, health, and safety. Identify products that contain alcohol. List substances that should never be inhaled and explain why. Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. Explain that people who abuse alcohol, tobacco, and other drugs can get help. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: DARE Mcgruff the Crime Dog Activities The following differentiated instruction can be incorporated into the daily lessons: Use of hands on materials to connect students with information that they can retain Personal Health - Drugs 28
Content Area: Health and Physical Education Unit Overview Unit Title: Personal Health Relationships Target Course/Grade Level: K-5 Duration: 3-5 Weeks As students mature and grow they will experience changes in their lives ranging from family to their own body. Students will learn and understand that most of these changes are normal but that some changes are not always the norm. Concepts & Understandings Concepts Coping Puberty Help Awareness Sexuality Pregnancy CPI Codes 2.4.2.A.1 2.4.2.A.2 2.4.2.A.3 2.4.2.B.1 2.4.2.C.1 Understandings The different kinds of families locally and globally. The roles and responsibilities of different family members. The factors that contribute to healthy relationships. Domestic Violence Awareness. Gender-specific similarities and differences exist between males and females. The physical differences and similarities of the genders. The health of the birth mother impacts the development of the fetus. The factors that contribute to a mother having a healthy baby. Learning Targets 21 st Century Themes and Skills Health Literacy Guiding Questions How does the make-up of one family differ from another? What are differences and similarities between males and females? Personal Health Relationships 29
Unit Results Students will... Compare and contrast different kinds of families locally and globally. Distinguish the roles and responsibilities of different family members. Determine the factors that contribute to healthy relationships. Domestic Violence Awareness. Gender-specific similarities and differences exist between males and females. Compare and contrast the physical differences and similarities of the genders. The health of the birth mother impacts the development of the fetus. Explain the factors that contribute to a mother having a healthy baby. The following assessments can be incorporated into the daily lessons: Effort, Participation, Preparation Physical Education Rubric Skill Assessment Rubric Suggested Activities The following activities can be incorporated into the daily lessons: Have students view videos from discovery education that cover the given topics and have students ask questions. Let students act out scenarios. Have quest speakers come in and speak to students. The following differentiated instruction can be incorporated into the daily lessons: Use of hands on materials to connect students with information that they can retain Personal Health Relationships 30
New Jersey Core Curriculum Standards Index 2.5.6.A.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.A.2... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.A.4... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.B.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.B.2... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.C.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.6.C.2... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.A.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.A.2... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.A.4... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.B.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.B.2... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.B.3... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.C.1... 6, 8, 10, 12, 14, 16, 19, 21 2.5.8.C.2... 6, 8, 10, 12, 14, 16, 19, 21 2.6.6.A.1... 8 2.6.6.A.2... 8 2.6.6.A.3... 8 2.6.6.A.4... 8 2.6.6.A.5... 8 2.6.6.A.6... 8 2.6.8.A.1... 8 2.6.8.A.2... 8 2.6.8.A.3... 8 2.6.8.A.4... 8 2.6.8.A.5... 8 2.6.8.A.6... 8 New Jersey Core Curriculum Standards Index 31