Physical Education Curriculum Grades 4-8
Physical Education CurriculumGrades 4-8Philosophy:The Physical Education Department in the Pen Argyl Area School District strives to give students asmany movement experiences as possible to promote health and wellness and to develop a healthylifestyle. The focus of the middle school level will to be to promote fitness and decrease obesity amongour youth by participating in these various sport activities. Students will also acquire basic movement orsport skills, learn general knowledge about each sport, develop game strategies and display goodsportsmanship and leadership skills.The curriculum is devoted to promoting a positive self concept through fitness and sport. Students withspecial needs can be scheduled into Adapted PE classes where they can achieve success while gettingmore individualized attention in a least restrictive environment. Current fitness tests will be administeredin conjunction with corresponding units once per year. A fitness portfolio will be kept for each studentand follow them throughout their school years in our district. This curriculum is aligned with bothnational and state standards of education.The curriculum is divided into six theme of movement education. They include: Alternative Activities,Court and Field Activities, Fitness Activities, Leadership and Cooperative Activities, Outdoor Activitiesand Rhythmic Activities. Since our current schedule allows us to meet with each physical education classfor a maximum of 30 class periods per year, it is recommended that each physical educator spend aminimum of four class periods within each theme.Physical Education Units for Grades 4 & 5 include Basketball, Cooperative Games, Dance andLocomotive Rhythmics, Fitness, Floor Hockey, Football, Soccer and Softball. Each of these units chosencontributes to the physical, mental, and social development of each student.Physical Education Units for Grades 6, 7, and 8 include Adventure Activities, Aerobic Conditioning,Baseball, Basketball, Cooperative Games, Dance and Rhythmics, Field Hockey, Fitness, Football, Golf,Lacrosse, Recreational Games, Soccer, Softball, Tennis, Track and Field, Volleyball and WeightTraining.Alternative Activity Units: Football skills, Lacrosse skills, Golf, Track and Field, and YogaCourt and Field Activity Units: Badminton Baseball, Basketball, Field hockey, Flag Football, FloorHockey, Lacrosse, Racquetball, Soccer, Softball, Table Tennis, Tennis, and Volleyball.Fitness Activities Units: Cross-Country running, Aerobics Conditioning, and Weight Training.Leadership and Cooperative Games Units: Adventure Activities, Cooperative games, Team buildinggames, and team captains.Outdoor Activities Units: Adventure Activities, Biking Safety, Cross-country skiing, Hiking, MultiCultural Games, Orienteering, and Snowshoeing,Rhythmic Activities Units: Dance and Locomotive Rhythmics1
The Suggested Block Plan by Grade LevelGrade ballFitnessFloor HockeyBasketball5SoccerFootballFitnessFloor HockeyBasketball6Fitness/OutdoorLacrosseField ness/OutdoorFootballSkills/LxField ness/OutdoorFlag MayJuneGrade tioningVolleyballTrack & Track & FieldBaseball nisBaseballChoiceState Standards for Physical Education in PennsylvaniaGrades 4, 5, & 6:10.3C. Manage strategies to avoid or manage conflict and violence (anger management, peer mediation)D. Analyze the role of individual responsibility for safety during physical activity.10.4A. Identify and engage in moderate to vigorous physical activities that contribute to physical fitnessand health.B. Explain the effects of regular participation in moderate to vigorous physical activities on the bodysystems.C. Identify and apply ways to monitor and assess the body’s response to moderate to vigorousphysical activity.a. Heart rate monitoringb. Checking blood pressurec. Fitness assessment2
D. Describe factors that affect childhood physical activity preferences.a. Enjoymentb. Personal interestc. Social experienced. Opportunities to learn new activitiese. Parental preferencef. EnvironmentE. Identify factors that have an impact on the relationship between regular participation in physicalactivity and the degree of motor skill improvement.a. Success oriented activitiesb. School-community resourcesc. Variety of activitiesd. Time on taskF. Identify and describe positive and negative interactions of group members in physical activities.a. Leadingb. Followingc. Teamworkd. Etiquettee. Adherence to rules10.5A. Explain and apply the basic movement skills and concepts to create and perform movementsequences and advance skills.B. Identify and apply the concepts of motor skill development to a variety of basic skills.a. Transfer between skillsb. Selecting relevant cuesc. Types of feedbackd. Movement efficiencye. Product (outcome/result)C. Describe the relationship between practice and skill developmentD. Describe and apply the principles of exercise to the components of health related and skill relatedfitness.a. Cardiorespiratory enduranceb. Muscular strengthc. Muscular enduranced. Flexibilitye. Body compositionE. Identify and use scientific principles that affect basic movement and skills using appropriatevocabulary,a. Newton’s Laws of Motionb. Application of forcec. Static/dynamic balanced. Leverse. Flight3
F. Identify and apply game strategies to basic games and physical activitiesa. Give and gob. One on onec. Peer communicationState Standards for Physical Education in PennsylvaniaGrades 7 and 8:10.3D. Analyze the role of individual responsibility for safety during organized group activities.10.4A. Analyze and engage in physical activities that are developmentally/individually appropriate andsupport achievement of personal fitness and activity goals.B. Analyze the effects of regular participation in moderate to vigorous physical activities in relationto adolescent health improvementa. Stress managementb. Disease preventionc. Weight managementC. Analyze factors that affect the responses of body systems during moderate to vigorous physicalactivities.a. Exercise (altitude, climate, location, temperature)b. Healthy fitness zonec. Individual Fitness Status (cardiovascular fitness, muscular endurance, muscular strength,flexibilityd. Drug and substance use/abuseD. Analyze factors that affect physical activity preferences of adolescents.a. Skill competenceb. Social benefitsc. Previous experienced. Activity confidenceE. Analyze factors that impact on the relationship between regular participation in physical activityand motor skill improvement.a. Personal choiceb. Developmental differencesc. Amount of physical activityd. Authentic practiceF. Analyze the effects of positive and negative interactions of adolescent group members in physicalactivities.a. Group dynamicsb. Social pressure4
10.5A. Describe and apply the components of skill-related fitness to movement performance.a. Agilityb. Balancec. Coordinationd. Powere. Reaction timef. SpeedB. Describe and apply concepts of motor skill development that impact the quality of increasinglycomplex movement.a. Response selectionb. Stages of learning a motor skills (verbal cognitive, motor, automatic)c. Types of skill (discrete, serial, continuous)C. Identify and apply practice strategies for skill improvement.D. Identify and describe the principles of training using appropriate vocabulary.a. Specificityb. Overloadc. Progressiond. Aerobic/anaerobice. Circuit/intervalf. Repetition/setE. Analyze and apply scientific and biomechanical principles to complex movements.a. Centripetal/centrifugal forceb. Linear motionc. Rotary motiond. Friction/resistancee. Equilibriumf. Number of moving segmentsF. Describe and apply game strategies to complex games and physical activities.a. Offensive strategiesb. Defensive strategiesc. Time management5
Subject Area: 4th & 5th Grade Physical EducationUnit: SoccerUnit Outcomes: Students will be able to utilize soccer skills in a competitive situation, identifyrules of the game of soccer, and be physically active while practicing good sportsmanship.A. Demonstrate the skills needed to play soccer.State Standard(s): 10.4A, 10.4D, 10.5A and 10.5BB. Identify the rules and field markingsState Standard(s): 10.4AC. Demonstrate good sportsmanshipState Standard(s): 10.3CContent and Instructional Activities:A. Demonstrate the skills needed to play soccerStudents will practice and demonstrate the soccer skills of dribbling, trapping, passing,goalkeeping, and throw–ins. The students will also demonstrate the usage of an offensive anddefensive positioning as a strategy to use the physical skills within. Visual demonstrationscombined with practice scenarios will be used to build basic skill levels. Introductory andscaffolding activities and games will be used to increase proficiency of the basic skills.Remediation: Reciprocal style teaching evaluation, teacher / student interaction, groupingactivities, extra practice, assisted practice, scaffolding introductory activitiesEnrichment: Student assisting partner, scaffolding introductory activities, challenge events,game situationsAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situationResources and Materials: Soccer balls, goals, cones, any activity related materials, assessmentsheets, rubricB. Identify the rules and field markingsStudents will be able to identify basic field markings including the midfield line, goal line, 18yard line, and the sidelines. The students will also be able to identify and apply the rules for ahandball, tripping, goalie rules, advantage, and off sides. The students will be able to apply theserules within a competitive situation.Remediation: Teachable moment use, officiating, game situation review, relation to studentknown activities, teacher demonstration and review6
Enrichment: Competitive use, student officiating, rules worksheets, game review analysisAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situationResources and Materials: Soccer balls, goals, cones, any activity related materials, assessmentsheets, rubric, gym tape or line markings on fieldC. Demonstrate good sportsmanshipThe students will demonstrate good sportsmanship and character attributes within the affectivedomain of Physical Education. The students will respect the use and implementation of therules. They will practice good teamwork and help each other. Students will also appreciate theother team’s effort and all involved in the athletic activity. Students will demonstrate best fulleffort in activity.Remediation: Teachable moment use, discussion regarding sportsmanship and teamworkEnrichment: Use of positive feedback by students, spectator behaviorAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situationResources and Materials: Any activity related materials, rubric7
Subject Area: 4th & 5th Grade Physical EducationUnit: FootballUnit Outcomes: Students will be able to demonstrate passing, catching, and kicking skillsproperly and identify basic football field markings and rules of the game.Essential Outcome and Related Standards:A. Demonstrate the skills needed to participate in a football game.State Standard(s): 10.4A, 10.4B and 10.4DB. Identify parts of footballState Standard(s): 10.4AC. Demonstrate good sportsmanshipState Standard(s): 10.3CContent and Instructional Activities:A. Demonstrate the skills needed to participate in a football gameState Standard(s): 10.4A and 10.4BStudents will practice and demonstrate the football skills of passing, catching, kicking / punting,and carrying the football properly. The students will also demonstrate the usage of an offensiveand defensive positioning as a strategy to use the physical skills within. Visual demonstrationscombined with practice scenarios will be used to build basic skill levels. Introductory andscaffolding activities and games will be used to increase proficiency of the basic skills.Remediation: Command and practice style teaching, teacher / student interaction, groupingactivities, extra practice, assisted practice, scaffolding introductory activitiesEnrichment: Student assisting partner, scaffolding introductory activities, challenge events,game situationsAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situationResources and Materials: Footballs, tees, cones, any activity related materials, assessmentsheets, rubricB. Identify parts of football fieldStudents will be able to identify the different parts and lines of the football field including the 50yard line. They will also understand the basic unit of measurement that exists in yards and howlong a football field is.8
Remediation: Teacher demonstration and explanation, teachable moment use, officiating, gamesituation review, relation to student known activities, teacher demonstration and reviewEnrichment: Competitive use, student officiating, football field diagram, game review analysisAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situation, question and answer, measurementResources and Materials: Footballs, tees, cones, any activity related materials, assessmentsheets, rubricC. Demonstrate good sportsmanshipThe students will demonstrate good sportsmanship and character attributes within the affectivedomain of Physical Education. The students will respect the use and implementation of therules. They will practice good teamwork and help each other. Students will also appreciate theother team’s effort and all involved in the athletic activity. Students will demonstrate best fulleffort in activity.Remediation: Teachable moment use, discussion regarding sportsmanship and teamworkEnrichment: Use of positive feedback by students, spectator behaviorAssessment Criteria: Class participation, performance criteria according to rubric, use of skillswithin competitive situationResources and Materials: Any activity related materials, rubric9
Subject Area: 4th & 5th Grade Physical EducationUnit: FitnessUnit Outcomes: Students will be able to analyze their fitness levels and implement a plan toimprove their fitness levels.Essential Outcome and Related Standards:A. Identify components of fitnessState Standard(s): 10.5DB. Determine personal fitness levelsC. Assess how to improve fitness levelsState Standard(s): 10.5C, 10.5D, and 10.5ED. Develop an appreciation for exercise and a physically fit bodyState Standard(s): 10.4A, 10.4B and 10.4CContent and Instructional Activities:A. Identify components of fitnessStudents will receive direct instruction and question and answer to review the components offitness: muscular strength, muscular endurance, flexibility, body composition, cardiovascularendurance, and agility. The students will engage in fitness activities that demonstrate the use ofeach component of fitness.Remediation: Teacher/student interaction, teachable moment, student experienceEnrichment: Self exploration, student assistanceAssessment Criteria: Rapid questioning, quiz, fitness mix and match, worksheet completion,Heart Rate (HR) determinationResources and Materials: Worksheets, rubric, fitness equipment, music equipment, quizB. Determine personal fitness levelsStudents will participate in the Presidential Physical Fitness Challenge to determine theirpersonal physical fitness levels. The students will then have a starting point to use to improvetheir fitness levels.Remediation: Teacher/student interaction, teachable moment, retestEnrichment: Student assistance, student challengeAssessment Criteria: Presidential Physical Fitness Challenge criteria, rubric, HR10
Resources and Materials: Presidential Physical Fitness Challenge equipment and standards,recording materials, rubricC. Assess how to improve fitness levelsStudents will engage in fitness activities that will allow them to practice fitness exercises. Thestudents will use their personal fitness test results to determine which exercises and activitieswould best suit them to improve their fitness levels. Fitness stations, circuit training, fitnessactivities, and group activities will be used to enhance the student understanding of thecomponents of fitness and how to improve specific areas of fitness.Remediation: Teacher/student interaction, teachable moment, practice and command styleteachingEnrichment: Student assistance, student challenge, level of effort, fitness activity creationAssessment Criteria: Rubric, effort level, HRResources and Materials: Fitness equipment, music equipment, fitness test criteriaD. Develop an appreciation for exercise and a physically fit bodyStudents will appreciate being physically active and will strive to continue a lifetime fitnessregimen.Remediation: Teacher/student interaction, teachable moment, demonstration of importanceEnrichment: Student assistance, student challenge, level of effort, fitness activity creationAssessment Criteria: Rubric, effort level, HRResources and Materials: Fitness equipment, music equipment11
Subject Area: 4th & 5th Grade Physical EducationUnit: Floor HockeyUnit Outcomes: Students will be able to utilize floor hockey equipment, skill knowledge, anddefensive strategies to participate in a floor hockey competitive situation.Essential Outcome and Related Standards:A. Identify hockey equipment and safety equipmentB. Demonstrate skills needed to play floor hockeyState Standard(s): 10.4A and 10.4BC. Apply knowledge of the rules of floor hockeyState Standard(s): 10.4AD. Demonstrate good sportsmanshipState Standard(s): 10.3CContent and Instructional Activities:A. Identify hockey equipment and safety equipmentStudents will identify all parts of the floor hockey equipment including parts of the hockey stick,the hockey puck and the goaltending equipment. Safety factors such as padding and goalieequipment will be understood to provide for a safe athletic activity.Remediation: Visual/verbal cues, constant reminders, teacher / student interaction, team leaderrole playingEnrichment: Student teaching class, team leader roleAssessment Criteria: Use of safety equipment, identification of equipment parts and useResources and Materials: Floor hockey equipment, rubric, worksheetsB. Demonstrate skills needed to play floor hockeyStudents will practice and demonstrate the skills of dribbling, passing, shooting, and offensiveand defensive play to participate in a floor hockey game.Remediation: command and practice style teaching, visual / verbal cues, teacher / studentinteraction, teachable moment, strategy developmentEnrichment: strategy development, student assistance, student challengeAssessment Criteria: Demonstration of skills, use in competitive situation, rubric evaluation12
Resources and Materials: Floor hockey equipment, rubricC. Apply knowledge of the rules of floor hockeyStudents will apply the rules of floor hockey to a competitive situation while paying carefulattention to safety considerations such as high sticking and contact.Remediation: Officiating and rule reminders, teachable momentsEnrichment: Student official, team leader, strategy developmentAssessment Criteria: Demonstration of skills, demonstration of rules adherence, rubricResources and Materials: Floor hockey equipment, rubricD. Demonstrate good sportsmanshipThe students will demonstrate good sportsmanship and character attributes within the affectivedomain of Physical Education. The students wil
6 Subject Area: 4th & 5th Grade Physical Education Unit: Soccer Unit Outcomes: Students will be able to utilize soccer skills in a competitive situation, identify rules of the game of soccer, and be physically active while practicing good sportsmanship. A. Demonstrate the skills needed to play soccer. State Standard(s): 10.4A, 10.4D, 10.5A and 10.5B B. Identify the rules and field markings
physical education curriculum table of contents acknowledgements 2 district mission statement 3 physical education department mission statement 3 physical education task force 3 physical education and academic performance 4 naspe learning standards 8 new york state physical education learning standards 8 physical education high school curriculum guide 15 physical education curriculum analysis .
Comparison of Health and Physical Education Ontario Curriculum, Grades 1 – 8, 2015 and Family Life Education, Ontario Catholic Elementary Curriculum Policy Document, Grades 1 -8, 2012 General Comments: The Health and Physical Education Ontario Curriculum has 3 strands o Strand A: Active Living
Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
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