Elementary (Grades K-5) Physical Education Curriculum Guide
Elementary (Grades K-5)Physical Education Curriculum Guide April, 2016Physical Education Curriculum, Instruction, and Assessment2100 Fleur Drive Des Moines, Iowa 50321 P: 515-242-8170pe.dmschools.org
Elementary Physical Education Curriculum GuideSuperintendentThomas Ahart, Ed.DExecutive Director of Teaching & LearningNoelle TichyPhysical Education Curriculum CoordinatorCarlye SatterwhiteElementary Curriculum Lead Team EditorsJessica Johnson, Willard ElementaryMatthew Smith, Hillis ElementaryTena Baumgartner, Garton ElementaryTara Frohwein, King ElementaryErik Heard, Edmunds ElementaryMonica Sherman, Monroe ElementarySecondary Curriculum Lead Team Editors – Middle SchoolDiana Repp Brody Middle SchoolAngel Smyth, Weeks Middle SchoolCatrina Summy, McCombs Middle SchoolMary-Stuart O’Connor, Merrill Middle SchoolJohn Walling, Goodrell Middle SchoolTara Stemstrud-Meredith Middle SchoolSecondary Curriculum Lead Team Editors – High SchoolLisa Klein, North High SchoolBrianna Burns, Roosevelt High SchoolMatt Carlson, Scavo Alternative High SchoolTerrie Fenstermann, East High SchoolScott Weinheimer, East High SchoolRon Wagner, Lincoln High SchoolSandy Trogdon, Lincoln High SchoolCarrie Harjes, Hoover High School1
Elementary Physical Education Curriculum GuideForewordCurriculum in this document is based on the National PE Standardspublished in the spring of 2013. It has been developed by physical educatorsand curriculum specialists in the Des Moines Public Schools. The objectivesin this curriculum guide are the minimum requirements in physical educationthat set rigorous, relevant, clear, and measurable learning targets andexpectations for what teachers should teach and students should learn.Schools and educators are continuously encouraged to go beyond thesetargets to better serve the needs of all students in physical education.Physical Education Program Mission StatementThe Des Moines Public School District’s Physical Education Programenhances each student’s total wellness through intellectual, social, emotional,physical, and spiritual development.2
Elementary Physical Education Curriculum Guide3
Elementary Physical Education Curriculum GuideTable of ContentsHow to use this document .5DMPS PE Learning Objectives .6Document Structures . . .7Learning Topics . . .8-17Skills and Knowledge. . . .10-11Engagement . . . . . .12-13Fitness .14-15Personal and Social Behavior. . . .16-17Grade Level Goals .18-20Grade Level Scales .21-63Common Vocabulary . .64Glossary Terms .65-664
Elementary Physical Education Curriculum GuideHow to use this document:This curriculum guide is not A lock-step instructional guide detailing exactly when and how you teach.Meant to restrict your creativity as a teacher.A ceiling of what your students can learn, nor a set of unattainable goals.Instead, the curriculum guide is meant to be a common vision for student learning and a set ofstandards by which to measure and report student progress and provide meaningful feedback.The curriculum guide outlines which learning goals are most essential for student learning; it is our district’s guaranteed and viablecurriculum. The expectation is that every student in our district, regardless of school or classroom, will know and understand theselearning goals. As the classroom teacher, you should use the curriculum guide to help you to decide how to scaffold up to thelearning goals, and extend your students’ learning beyond them.The curriculum guide is a planning tool; assessed learning topics are provided, but as the instructional leader of your classroom,you determine the scope and sequence in which you will introduce the prioritized learning goals. You are encouraged tocreate your own sub-units of study within each topic as a starting point. Within this document you will find a foundational structurefor planning instruction in the physical education classroom which can be supplemented with unlimited materials from any numberof sources, including but not limited to district texts.Please consider this guide a living and dynamic document, subject to change and a part of a continuous feedback loop. As part ofthis logic model.5
Elementary Physical Education Curriculum Guide Des Moines Public Schools K-12 Student Learning Objectives in Physical Educationo Measureable, long-term academic growth targetso Developmentally appropriate activities which assess learning growth for all studentso Pre and Post assessment growth of learningo Year-long learning goals using grade level targets to work towards the learning goal Effective Components of a well-designed Physical Education Classroomo Meets the needs of all studentso Keeps students active for most of physical education class timeo Teaches self-managemento Emphasizes knowledge and skills for a lifetime of physical activityo Is an enjoyable experience for all students The Essential Components of Physical Education (Figure 5)o Policy and Environmento Curriculumo Appropriate Instructiono Student Assessment6
Elementary Physical Education Curriculum GuideStandards-Referenced Grading BasicsThe teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features manysuch skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the gradebook, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.The Learning Topic islocated at the top of thescale.The Learning Goal is thecomplete Level 3 of thescale.Each lettered bullet pointrepresents one LearningTarget.When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces ofthe Body of Evidence for that topic. The table to the right describes what Topic Score a studentreceives based on what the Body of Evidence shows. The scores listed on this table are the only validscores that may be entered into the Topic Score assignment in a grade book.DMPS Grading Resources: grading.dmschools.org7
Elementary Physical Education Curriculum Guide Learning Topics for Elementary Gradeso K-3: Skills and Knowledge, Engagement, and Personal and Social Behavioro 4-5: Skills and Knowledge, Engagement, Fitness, and Personal and Social BehaviorLearning goals for all curricular areas are organized by overarching concepts called topics. Within those topics live a learning goal. Alllearning goals for physical education are guided by the 2014 National Society of Health and Physical Education (SHAPE) standardsand assessed on the provided reporting scales or checklists. The outline below serves to define the various elements of thecurriculum structure. Learning Topic – The Overarching Concepto Definition of the topic. National Standards for K-12 Physical Education: provide a framework for producing physically literateindividuals, setting students on the road to enjoying a lifetime of healthful physical activity. (S1, S2, S3, S4, or S5) Grade level outcomes: provide a scope and sequence of skills and knowledge predicated on teaching a variety ofactivities to achieve learning for all students. (K, 1, 2, 3, 4, or 5) Grade level element: Each outcome has been assigned a number but do not necessarily reflect anyparticular priority. (S2.E1.3 meaning- Standard 2, Elementary Outcome 1, Grade 3)DMPS Grading Scale8
Elementary Physical Education Curriculum GuideEvidence of student learning is assessed on a four-point scale, common throughout the district. Scales are designed to measure eachlearning topic. The generalized scale, with student-friendly language included, is below.SCALESCORE43210/MACADEMIC DESCRIPTORSTUDENT-FRIENDLY DESCRIPTORExceeding StandardI have demonstrated deep understandingthat goes beyond the learning goalMeeting StandardI have met the learning goalDeveloping Toward StandardI have the foundational skills and knowledgefor the learning goal and I am almost thereThe evidence I have submitted shows I have along way to go to reach the learning goalInsufficient ProgressNo evidence of student understanding in submitted work ORMissing – student has not submitted evidenceI have not submitted evidence of learning for the learning goal*For more information on district assessment and grading practices, please refer to the Grading Practices website l Learning Topic – Skills and Knowledge (K-5)o The elementary school years long have been recognized as critical in the development of fundamental motor skills.o The fundamental motor skills of elementary school form the building blocks for game play, physical activity and fitnessactivities that follow in middle school and high school.o National Standards alignments Standards 1 and 2: focus is on emerging fundamental motor and knowledge skills, with increases in efficiency and increasinglyconsistent motor patterns leading to skilled motor performance in a variety of contexts. Grade Level Outcome: focus on progressions of mastery of critical elements leading to maturing pattern of the skill; mastery of thecomponents across grade levels leads to mature patterns in grades 4 and 5.9
Elementary Physical Education Curriculum Guide Vertical Sequenceo The student will demonstrate they have developed the ability to:K123ooooooooooPerform locomotorskills without fallingdown. (S1.E1.K)Differentiatesbetween movementin personal (selfspace) and generalspace. (S2.E1.Ka)Identify or travel in 3different pathways.(S2.E2.K)Travels in generalspace with differentspeeds. (S2.E3.K)Perform a sidewaysroll in a narrow bodyshape demonstratinga log roll. (S1.E9.K)Throws underhandwith opposite footforward. (S1.E13.K)Catches a large balltossed by a skilledthrower. (S1.E16.Kb)Dribbles (hand) aball with one hand,attempting thesecond contact.(S1.E17.K)Taps a ball using theinside of the foot,sending it forward(S1.E18.K)Strike (volley) a lightweight objectooooooooHop, Gallop, Jogand Slide using amature pattern.(S1.E1.1)Identify or traveldemonstrating low,middle and highlevels. (S2.E2.1a)Traveldemonstrating avariety ofrelationships withobjects (over,under, through,around (S2.E2.1b)Identify or traveldemonstrating fastand slow speed.(S2.E3.1a)Roll in a curledbody shapedemonstrating anegg roll. (S1.E9.1)Throw underhanddemonstrating 2 of5 critical elementsof a maturepattern. (S1.E13.1)Catches a softobject (varioussizes) from a selftoss before itbounces.(S1.E16.1b)Dribbles (hand)continuously inoooooooooSkip Using a MaturePattern (S1.E1.2)Combines locomotorskills in general spaceto a rhythm. (S2.E1.2)Identify or traveldemonstrating a varietyof relationships withobjects (over, under,around, through).(S2.E2.1b)Identify or demonstrateboth strong and lightforces. (S2.E3.1b)Rolls in a forwarddirection with a curledbody shapedemonstrating aforward roll. (S1.E9.2)Throws underhandusing a mature pattern.(S1.E13.2)Catches a self-tossed orwell thrown large ballwith hands, nottrapping or cradlingagainst the body.(S1.E16.2)Dribbles (hand) usingthe preferred handwhile walking in generalspace. (S1.E17.2b)Dribbles (both feet) ingeneral space withcontrol of ball andbody. (S1.E18.2)oooooooCombines shapes, levels,and pathways into simpletravel, dance, andgymnastics sequences(S2.E2.2)Perform teacher-selectedand developmentallyappropriate dance steps andmovement patterns.(S1.E5.3)Identify and/or applysimple strategies and tacticsin chasing and fleeingactivities. (S2.E5.3ab)Transfers weight from feetto hands for momentaryweight support whiledemonstrating a mule kick.(S1.E8.3)Throw overhanddemonstrating 3 of 5 criticalelements of a maturepattern, in non-dynamicenvironment fordistance/force. (S1.E14.3)Catches a gently tossedhand-size ball from apartner demonstrating 4 of5 critical elements of amature pattern. (S1.E16.3)Dribbles (hand) and travelsin general space at slow tomoderate jogging speedwith control of the ball andbody. (S1.E17.3)4ooooooPerform teacherselected anddevelopmentallyappropriate dance stepsand movementpatterns. (S1.E5.4)Identify and/or applysimple offensive anddefensive strategies andtactics in chasing andfleeing activities.(S2.E5.3ab)Transfer weight fromfeet to hands usinglarge extensions whiledemonstrating ahandstand. (S1.E8.4)Throws overhand usinga mature pattern.(S1.E14.4ab)Catches a thrown ballabove the head, at chestor waist level, andbelow the waist using amature pattern in anon-dynamicenvironment.(S1.E16.4)Dribbles (hand) ingeneral spacedemonstrating a maturepattern with thepreferred hand whilemaintaining control ofthe ball and body.(S1.E17.4a)5o Perform teacher-selectedoooooand developmentallyappropriate dance stepsand movement patterns.(S1.E5.5)Applies basic offensiveand defensive strategiesand tactics in invasionsmall-sided practicetasks. (S2.E5.5a)Transfer weight fromfeet to hands whilevarying speed and usinglarge muscle extensionswhile demonstrating acartwheel. (S1.E8.5)Throws overhand usinga mature pattern to alarge target withaccuracy. (S1.E14.5ab)Catches with reasonableaccuracy in dynamic,small sided practicetasks. (S1.E16.5c)Dribbles (hand) ingeneral spacedemonstrating a maturepattern with both thepreferred and nonpreferred handsmaintaining control ofthe body whileincreasing anddecreasing speed.(S1.E17.4ab)10
Elementary Physical Education Curriculum Guideoo(balloon), sending itupward. (S1.E22.K)Strikes a light weightobject with a paddleor short-handledracquet. (S1.E24.K)Executes a singlejump with a selfturned rope.(S1.E27.Ka)ooooself-space usingthe preferred hand.(S1.E17.1)Dribbles (foot) aball using theinside of the footwhile walking ingeneral space(S1.E18.1)Strike (volley) anobject with anopen palm,sending it upward.(S1.E22.1)Strike a ball with ashort-handledimplement,sending it upward.(S1.E24.1)Jumps forward orbackwardconsecutively (2times) using a selfturned rope.(S1.E27.1a)oooStrikes (volley) anobject upward with 5or more consecutivehits. (S1.E22.2)Strikes an objectupward with a shorthandled implement,performing 5 or moreconsecutive hits.(S1.E24.2)Jumps forward andbackward (5 times)consecutively with aself-turned rope.(S1.E27.2a)oooooooDribbles (both feet) ingeneral space at slow tomoderate jogging speedwith control of the ball andbody. (S1.E18.3)Uses a continuous runningapproach and intentionallyperforms a kick along theground and in the airdemonstrating 4 of the 5critical elements of a maturepattern for each. (S1.E21.3)Strikes (volley) an objectwith an underhand orsidearm striking pattern,sending it forwarddemonstrating 4 of the 5critical elements of a maturepattern. (S1.E22.3)Strikes an object with ashort-handled implementwhile demonstrating 3 ofthe 5 critical elements of amature pattern. (S1.E24.3b)Strikes a stationary ball witha long-handled implement(hockey stick, bat, golfclub), sending it forward,while using proper grip.(S1.E25.3)Performs 3 self-chosenjump rope skills with a selfturned rope at least twoconsecutive times. (S1.E27.3)ooooooDribbles (both feet) ingeneral space withcontrol of the bodywhile increasing anddecreasing speed.(S1.E18.4)Kicks along the groundand in the air using amature pattern.(S1.E21.4)Strikes (volleys) anobject with anunderhand or sidearmstriking pattern, sendingit forward using amature pattern.(S1.E22.4)Strikes an object with ashort-handledimplement withdemonstrating a maturepattern. (S1.E24.4a)Strikes an object with along-handledimplement (hockeystick, golf club, bat,tennis, or badmintonracquet) withdemonstrating 3 of the5 critical elements of amature pattern.(S1.E25.4)Performs 4 self-chosenjump rope skills with aself-turned rope at leasttwo consecutive times.(S1. E27.3)o Dribbles (both feet) inooooogeneral space withcontrol of the ball andbody while jogging andchanging direction.(S1.18.5)Demonstrates a puntusing a mature pattern.(S1.E21.5)Strikes (volleys) anobject with an under armor sidearm strikingpattern, within ateacher/game definedboundary whiledemonstrating a maturepattern.Strikes and object 6consecutively, with apartner, using a shorthandled implement, overa net or 5 consecutivetimes alone to a wall.(S1.E24.5)Strikes a moving objectwith a long-handledimplement (hockey stick,bat, golf club, tennis, orbadminton racquet)while demonstrating amature pattern.(S1.E25.b)Performs 5 self-chosenjump rope skills with aself-turned rope at leasttwo consecutive times.(S1. E27.3)11
Elementary Physical Education Curriculum Guide Learning Topic – Engagement (K-5)o Recognizing the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.o National Standards alignments: Standard 3 (Element 2) & Standard 5 (Element 3 and 4): Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level ofphysical activity and fitness. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression,and/or social interaction. Grade Level Outcomes: Engages in physical activity (S3.E2) Identifies physical activities that are enjoyable (S5.E3.Ka) Actively participates in physical education class in response to instruction and practice (S3.E2) Reflects on reasons for enjoying selected physical activities (S5.E3.3) Actively engages in the activities of physical education class, both teacher directed and independent (S3.E2.4) Expresses (via written essay, visual art, creative dance) the enjoyment and/or challenge of participating in a favorite physicalactivity (S5.E2.5) Engages in the activities of physical education class without teacher prompting (S3.E2.3) Describes the positive social interactions that come when engaged with others in physical activity (S5.E4.3) Analyzes different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response(S5.E3.5)12
Elementary Physical Education Curriculum Guide Vertical Sequence-Engagemento The student will demonstrate they have the ability to:K-34-5o Actively engage in physical education class without teacherprompting (S3.E2.3)o Actively engage in the activities of physical education class,both teacher directed and independent (S3.E2.4)o Reflect on the reasons for enjoying selected physical activities(S5.E3.3)o Express (via written essay, visual art, creative dance) theenjoyment and/or challenge of participating in a favoritephysical activity (S5.E2.5)o Analyzes different physical activities for enjoyment andchallenge, identifying reasons for a positive or negativeresponse (S5.E3.5)o Actively participates in physical education class in response toinstruction and practice. (Engages in physical activity S3.E2)o Engages in the activities of physical education class withoutteacher prompting (S3.E2.3)o Identifies physical activities that are enjoyable (Self-expression& enjoyment S5.E3.Ka)o Describes and compares the positive social interactions whenengaged in partner, small-group, and large group physicalactivities (S5.E4.4)13
Elementary Physical Education Curriculum Guide Learning Topic – Fitness (4-5)o National Standards alignment: Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain ahealth-enhancing level of physical activity and fitness. Focus is on fitness knowledge, engagement in physical activity and assessment. The emphasis of fitness for children in elementary school is fitness within the curriculum of physicaleducation, not formal exercises. Fitness assessment begins in grade 4 and the design of a personalized fitnessplan begins in grade 5. Grade Level Outcomes: Identifies the components of health-related fitness (S3.E2.4) Differentiates between skill-related and health-relate
Elementary Physical Education Curriculum Guide 5 How to use this document: This curriculum guide is not A lock-step instructional guide detailing exactly when and how you teach. Meant to restrict your creativity as a teacher. A ceiling of what your students can learn, nor a set of unattainable goals. Instead, the curriculum guide is meant to be a common vision for student learning and a set of
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