health and physical education · pdf filethe health and physical education curriculum . ......

STAFFORD TOWNSHIP SCHOOL DISTRICT

Manahawkin, NJ

Second Grade

Health and Physical Education Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting

August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Acknowledgements

The following Stafford Township School District Administrators and Faculty members collaborated with teachers and administrators from around Ocean County to develop

the Health and Physical Education Curriculum

Lori Coyne

Susan D’Alessandro

Barbara D’Apuzzo

~

Kenneth Costigan

Jaclyn Denman

Lee Maier

Susan Malmstrom

Jeffrey Martin

Brian Nelson

Kathleen Redling

Ryan Savianeso

Deborah Seitz

OCEAN COUNTY HEALTH CURRICULUM

Content Area: Health

Course Title: Elementary Grade Level: Second

Families

See District Pacing Guide

Medicine Alcohol, Tobacco and other Drugs


Character Development


Decision Making


Nutrition


Safety


Disease and other Health Conditions


Stafford Township School District

Health Pacing Guides

Kindergarten – Fourth Grade:

• Families • Medicine (alcohol, tobacco, & other drugs) • Character Development • Decision Making • Nutrition • Safety • Disease & other Health Conditions

Fifth Grade:

• Families • Medicine (alcohol, tobacco, & other drugs) • Character Development • Decision Making • Nutrition • Safety • Disease & other Health Conditions • Human Relationships & Sexuality

Grade Six:

• Wellness • Sexual Harassment & Bullying • Family Life • HIV/AIDS • Substance Abuse

Stafford Township School District Curriculum Map for Physical Education

Grade Level: First and Second Marking Period: 1

Unit Topic

Time Frame

Curricular Integration

Heights and Weights 1 Week Math

Class Rules and Safety Procedures 1 Week Language Arts

Playground Safety 1 Week

Locomotor Skills Introduction and Testing

1 Week Language Arts

Throwing Overhand and Underhand 2 Weeks Math Reading

Catching: Above the Waist Catching: Below the Waist

2 Weeks Math Language Arts


Grade Level: First and Second Marking Period: 2

Unit Topic

Time Frame


Cooperative Games Team Building


Ball Exploration Basketball Skills

3 Weeks Math

Coordination Skills Balance


Hula Hoop Exploration 1 Week Math Language Arts


Grade Level: First and Second

Marking Period: 3

Unit Topic

Time Frame


Rope Exploration Jump Rope Introduction


Soccer Skills 3 Weeks Math Language Arts

Net Games 1 Week Math

Parachute Activities 2 Weeks Math Language Arts


Grade Level: First and Second

Marking Period: 4

Unit Topic

Time Frame


Fitness Introduction to Fitness Gram

2 Weeks Math Reading

Scooter Exploration 2 Weeks Math

Striking with a Bat 2 Weeks Math Language Arts

Frisbee 2 Weeks Math Language Arts

OCEAN COUNTY HEALTH AND PHYSICAL EDUCATION CURRICULUM

Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION

Grade: 2

Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle Strand: A. Personal Growth and Development Summary: Health-enhancing behaviors contribute to wellness College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st-Century Life & Career Skills

• 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets

Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.A.1

Explain what being “well” means and identify self-care practices that support wellness.

Number Common Core Standard for Introduction 2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work

together to support wellness. Unit Essential Questions • What are the body parts, and how do they work together to support wellness? • What does being “well” mean? • What are some self-care practices that support wellness?

Unit Enduring Understandings Students will understand that… • All body parts working together will support wellness. • Being “well” means keeping your body healthy and taking care of yourself.

William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

2

Unit Objectives Students will know… • All body parts working together will support wellness. • Being “well” means keeping your body healthy and taking care of yourself.

Unit Objectives Students will be able to… • Use correct terminology to identify body parts, and explain how body parts work together to support wellness. • Explain what being “well” means and identify self-care practices that support wellness.


3

Evidence of Learning

Formative Assessments • Teacher observation • Student participation • Checklist

• Rubric • Verbal question and answer

Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill

introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified

interactive websites. • Provide more challenging opportunities with use of manipultives that will challenge the skill

being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes:


4

50 Ways To Use Technology

Each of the activities below can be used by teachers for their classes, but imagine how much more powerful they might be if students worked on these as class projects, under a teacher's direction. There are substantial opportunities for classroom creativity, student ownership, and

integrating technology into the curriculum.

Word Processing (with graphics and draw tools) 1. Compose a story/news article/book review and illustrate it with clip art or graphics

2. Expand vocabulary within any written work using the thesaurus in your word processing application

3. Create a resume for any famous person in history 4. Compare and contrast any two (or more) things using a Venn diagram

5. Plan steps or activities with a concept web or map—or use special software designed for this purpose

6. Devise a character comparison chart in table format 7. Use a table to generate timelines for projects or to record historical events

8. Design a postcard highlighting your school, local community, or Ohio (for the bicentennial!)

9. Publish a class or grade "newspaper" or student-produced newsletter or flyer Spreadsheets and Databases 10. Document progress for a unit or an activity in your class 11. Take a survey and chart the results

12. Collect information about define the differences graphically—the heights of the tallest roller coasters

13. Make a "real world" budget to learn about income, purchasing, and consumer science

14. Do a "reality check" for a "dream car" or "dream house" by calculating payments with varied interest rates

15. Strategize for a fund-raiser by working with supply, demand, and price 16. Build a class "contact list" for homework help and information sharing 17. Keep an updated inventory of class materials and resources

18. Measure and record data to show cumulative results—"Hands Across the Class" or a "Dance-a-Thon"

Internet 19. Go on an Internet Scavenger Hunt 20. Explore places you could never visit through streaming video

21. Investigate any situation through a WebQuest—created by someone else or you can create your own

22. Track data—the weather over time, or in different places, or changes in the Stock Market

23. Start the day or week with "Current Events," even in a content area, from major news sources

24. Watch or join an adventure online

25. Contribute to a research team—student data contributions and tracking are used for many projects

26. Research what happened the day you were born


5

27. Play a role in an online simulation—there is even a United Nations simulation for Middle School

28. Test your knowledge with daily quizzes—the National Geography Bee posts new questions daily

29. Become a "Jason Project" member 30. Follow the Iditarod

Email 31. Ask an expert or an author for his or her opinion or insight on a topic you are studying 32. Become an "e-pal" to someone anywhere in the world

33. Contact your Congressional Representative, Senators, or state officials with your concerns or questions

34. Share your expertise or opinion, or post a question on a message board

35. Initiate a friendly competition in reading or physical fitness activities with another class or school and share results

Presentation Software

36. Pull group work together in a class presentation with each group having a few slides in a presentation

37. Compile information into a common format—"Math Formulas We Use" created by and for students

38. Record "class info and rules" for new student orientation 39. Make a digital "memory book" for the year

Digital Camera 40. Capture the moment—class presentations, field trips, or activities! 41. Provide supporting "evidence" in a project or report

Digital Video 42. Document processes for use and review—lab equipment and procedures

43. Record a class project or event, such as a field trip or guest speaker, for further learning activities

44. Create a "newscast" of some event—current or historical—students presenting the information

Web Page 45. Design a web page or site to direct students’ learning activities in a class or for a project 46. Upload a page with results of students’ work—art, maps, or even digital presentations 47. Share the results of student investigations by posting results on the Web 48. Use web page creation software to create a portfolio on a CD-ROM

Videoconferencing 49. Converse and collaborate with another class on a project 50. Take a course, in real time, from an instructor and with other students at various locations


6

Low and High Prep Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal prompts, spelling or vocabulary lists

Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of proficiency/assessment results.

Anchor activities

Anchor activities provide meaningful options for students when they are not actively engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are stumped, first enter class, or when the teacher is working with other students). Anchors should be directly related to the current learning goals.

Choices of books

Different textbooks or novels (often at different levels) that students are allowed to choose from for content study or for literature circles.

Choices of review activities

Different review or extension activities are made available to students during a specific section of the class (such as at the beginning or end of the period).

Homework options

Students are provided with choices about the assignments they complete as homework. Or, students are directed to specific homework based on student needs.

Student-teacher goal setting

The teacher and student work together to develop individual learning goals for the student.

Flexible grouping

Students might be instructed as a whole group, in small groups of various permutations (homogeneous or heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on assessment data.


7

Varied computer programs

The computer is used as an additional center in the classroom, and students are directed to specific websites or software that allows them to work on skills at their level.

Multiple Intelligence or Learning Style options

Students select activities or are assigned an activity that is designed for learning a specific area of content through their strong intelligence (verbal-linguistic, interpersonal, musical, etc.)

Varying scaffolding of same organizer

Provide graphic organizers that require students to complete various amounts of information. Some will be more filled out (by the teacher) than others.

Think-Pair-Share by readiness, interest, and/or learning profile

Students are placed in pre-determined pairs, asked to think about a question for a specific amount of time, then are asked to share their answers first with their partner and then with the whole group.

Mini workshops to re-teach or extend skills

A short, specific lesson with a student or group of students that focuses on one area of interest or reinforcement of a specific skill.

Orbitals

Students conduct independent investigations generally lasting 3-6 weeks. The investigations “orbit” or revolve around some facet of the curriculum.

Games to practice mastery of information and skill

Use games as a way to review and reinforce concepts. Include questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions

Teachers vary the sorts of questions posed to different students based on their ability to handle them. Varying questions is an excellent way to build the confidence (and motivation) of students who are reluctant to contribute to class discourse. Note: Most teachers would probably admit that without even thinking about it they tend to address particular types of questions to particular students. In some cases, such tendencies may need to be corrected. (For example, a teacher may be unknowingly addressing all of the more challenging questions to one student, thereby inhibiting other students’ learning and fostering class resentment of that student.)


8

High Prep. Strategies

Cubing

Designed to help students think about a topic or idea from many different angles or perspectives. The tasks are placed on the six sides of a cube and use commands that help support thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either independently or in homogenous groups.

Tiered assignment/ product

The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level.

Independent studies

Students choose a topic of interest that they are curious about and wants to discover new information on. Research is done from questions developed by the student and/or teacher. The researcher produces a product to share learning with classmates.

4MAT

Teachers plan instruction for each of four learning preferences over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. Each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas.

Jigsaw

Students are grouped based on their reading proficiency and each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil War, for example). Students later get into heterogeneous groups to share their findings with their peers, who have read about different areas of study from source texts on their own reading levels. The jigsaw technique allows you to tackle the same subject with all of your students while discreetly providing them the different tools they need to get there.

Multiple texts

The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students.


9

Alternative assessments

After completing a learning experience via the same content or process, the student may have a choice of products to show what has been learned. This differentiation creates possibilities for students who excel in different modalities over others (verbal versus visual).

Modified Assessments

Assessments can be modified in a variety of ways – for example by formatting the document differently (e.g. more space between questions) or by using different types of questions (matching vs. open ended) or by asking only the truly essential questions.

Learning contracts or Personal Agendas

A contract is a negotiated agreement between teacher and student that may have a mix of requirements and choice based on skills and understandings considered important by the teacher. A personal agenda could be quite similar, as it would list the tasks the teacher wants each student to accomplish in a given day/lesson/unit. Both Learning contracts and personal agendas will likely vary between students within a classroom.

Compacting

This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest). Students who demonstrate proficiency before the unit even begins are given the opportunity to work at a higher level (either independently or in a group).

Literature circles

Flexible grouping of students who engage in different studies of a piece of literature. Groups can be heterogeneous and homogeneous.

Readers’ Workshop (Writers’ Workshop is a parallel strategy)

The Readers’ Workshop approach involves students in three types of activities: • Mini-lessons (5-10 minutes) on some aspect of

literature or a reading strategy. • Independent Reading Time (30-40 minutes),

where students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.

• Sharing Time (10 minutes), where students share with another person their journal entries and the other person gives feedback.


10

Stations/ Learning Centers

A station (or simply a collection of materials) that students might use independently to explore topics or practice skills. Centers allow individual or groups of students to work at their own pace. Students are constantly reassessed to determine which centers are appropriate for students at a particular time, and to plan activities at those centers to build the most pressing skills.

Tape recorded materials at different levels

Books on tape are purchased or (created by the teacher) so that students can listen to the book being read aloud to them while they follow along in the text. This is often done at a listening station, where tapes of books/information on various reading levels are available.

Tic-Tac-Toe Choice Board (sometimes called “Think-Tac-Toe”)

The tic-tac-toe choice board is a strategy that enables students to choose multiple tasks to practice a skill, or demonstrate and extend understanding of a process or concept. From the board, students choose (or teacher assigns) three adjacent or diagonal. To design a tic-tac-toe board: - Identify the outcomes and instructional focus - Design 9 different tasks - Use assessment data to determine student levels - Arrange the tasks on a tic-tac-toe board either randomly, in rows according to level of difficulty, or you may want to select one critical task to place in the center of the board for all students to complete.

Choice Boards

Work assignments are written on cards that are placed in hanging pockets. By asking students to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice.


11

Lesson Closure with Examples or 40 Ways to Leave a Lesson

CLOSURE - what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to remind students what it was that they have learned (or should have learned) and allows you to see where the students are to assist you in planning for the next lesson. The intellectual work should be done by the students – not the instructor summarizing for the students and telling them what they learned. Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future. Closure is an opportunity for formative assessment and helps the instructor decide: 1. If additional practice is needed 2. Whether you need to re-teach 3. Whether you can move on to the next part of the lesson Closure comes in the form of information from students about what they learned during the class; for example, a restatement of the instructional purpose. This information then provides a knowledge of the results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you intended to have them learn? Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a meaningful end to the lesson. • Reviewing the key points of the lesson. • Giving students opportunities to draw conclusions from the lesson. • Describing when the students can use this new information. • Previewing future lessons. • Demonstrating student’s problem-solving process. • Exhibiting student learning. • Creating a smooth transition from one lesson to the next lesson. Title Synopsis 1. Cornell Notes Notes can be used in a variety of ways. Completing the summary, checking with a partner for completeness, comparing to teacher’s idea of what the key ideas were. http://coe.jmu.edu/learningtoolbox/cornellnotes.html 2. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples) http://content.scholastic.com/browse/article.jsp?id=3583 3. Exit Pass Student must answer in writing questions or reflect in some way about the learning before being allowed to leave the room. Math example – work a question from the material covered during the lesson, use as formative assessment for the following day, sort into piles: got it/ didn’t get it or minor errors / conceptual errors. Examples ☺ I really understood this idea… I have a few questions about… before I can say I understand I don’t even know where to start on … I am excited about…


12

I’d like to learn more about… A question I have is… This point is really clear One thing that squares with things I already know is… An idea that is still going around in my head is… 4. You’re stuck here until… This is a variation of the exit pass and great for a 90-30 second gap before dismissal. Depending on time, have students discuss the day’s vocabulary and then they have to define one word in their own words, to you, before they go out the door. If they are having difficulty, have them step to the side and listen to several other students and then try again. This should be framed in good humor, not in a punitive way. 5. Whip Around Students quickly and verbally share one thing they learned in the class today. You can have them toss a ball from one to another or just have volunteers. (Caveat – you have to have a safe trusting environment. I have seen this done where kids chose others based on their perception that the student won’t have anything to say.) 6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know – post-its, index cards, whatever 7. Fishbowl Student writes one question they have about the topic of this lesson. This can be something for which they know the answer or for which they want an answer. Form an inner and outer circle. Share question with the person in front of you see if they know the answer, switch who is asking question, if time rotate to a new partner 8. Summary Paragraph What was learned today – be specific with examples! 9. Explain a Procedure Write to an absent student and explain how to …….. 10. Here’s How… Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of the concept. They then give their partner the un-worked example and the detailed instructions and have the partner work the example from the directions. Then they peer edit the procedures for clarity. 11. Cliff Notes, Jr. Students prepare a “cheat sheet” that would be useful for having during a quiz over the day’s topic. 12. Three W’s Students discuss or write · What did we learn today? · So What ?(relevancy, importance, usefulness) · Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going) 13. Pair / Share Tell the person next to you 2 (3,4,5,…) things you have learned today, then the groups report out. Variation is to have students Think/Write/Pair/ Share 14. Gallery Walk Students create graphic representations of their learning and post them. Students can either share out the posters or students can move from station to station – writing questions or comments, noting similarities and differences, reflect on what they might do differently if they were to repeat the process. 15. Choose from the Daily Dozen


13

Student choose two questions from a generic list to respond to about the day’s lesson. 16. Quiz Could be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions! 17. Thumbs Up /Thumbs down Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. 18. Quick doodles Doodle / draw two or three concepts presented in the lesson may include words or numbers. 19. Key Ideas Students list the key ideas from the lesson and why they were important. 20. “What am I?” (riddles for key terms) Have students construct clues (riddles) about the key terms and quiz partners or the room 21. Jeopardy Teacher gives answer. Students create the question. This works well with dry erase boards. http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm 22. Be Alex Trebek Student poses answer/question to group about lesson –responses should come from other students, not the teacher 23. Be the Teacher Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written. 24. The Five W’s Students explain the who, what, where, when, why and how of the lesson. 25. Credit Cards Students are given an index card and required to state the lesson’s objective and if they feel that objective was met. Credit given for participating. 26. Postcard Students are given an index card and they write a postcard to their parents explaining the day’s lesson. 27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge in a math class.) 28. So What’s Up With ….? Students raise questions about something they either were unsure about or need clarification. Can be done orally or written. 29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the questions must start How…? or Why…? 30. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples.) 31. I Care Why? Students explain relevancy of the concept to their life or how they might use it. 32. It Fits Where? Students create a “time line “ of the concepts taught (sequence the concepts) or explain a connection to something else they know. 33. Element of Surprise Students receive an envelope containing a card with a word or phrase selected by the teacher. Students discuss the concept and list the content-specific vocabulary necessary to discuss it.


14

34. Numbered Heads Together Students in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned in the lesson and then the teacher calls one number from each group to report to the class something they learned. 35. We Learned What? Students write open ended questions on index cards. Two students are selected to come forward. The first student draws a question card and poses the question to the class. After the class discusses the question and answers with their partner - the second student draws a student name card to respond to the question. (These questions could also be used to launch the next day’s lesson.) 36. We’re Going Where? Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an opener or in closure. 37. It Looks Like This An actual object or model that directly relates to the lesson is shown and students explain how it connects to the day’s concept. 38. Sell It To Us Write a jingle that explains the main idea of the lesson. 39. Commercial Students write a 1 – 2 minute commercial to use at home when asked, “What happened in math class today?” 40. 4 box synectics Synectics connect unrelated ideas through metaphor. Students have a sheet with four boxes. In each box is a stem. Solving equations in like eating and orange because…” “Solving equations is like driving a car because…” Resources used www.eduref.org/Virtual/Lessons/Guide.shtml Educators Reference Desk, How to write a lesson Plan Winning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)


15


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: :2 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle Strand: B. Nutrition Summary: Choosing a balanced variety of nutritious foods contributes to wellness. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: See Teacher Notes

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.B.1 Explain why some foods are healthier to eat than others. Number Common Core Standard for Introduction 2.1.2.B.2 Explain how foods in the food pyramid (My Plate) differ in nutritional content and

value. 2.1.2.B.3 Summarize information about food found on product labels Unit Essential Questions • How are some foods healthier to eat than others? • Can you identify foods from each food group and place them on the food pyramid (My Plate)? • Can you find the label on the food product?

Unit Enduring Understandings Students will understand that… • Students will understand that choosing a balanced variety of nutritious foods contributes to wellness. • Students will be able to identify food labels on various products.

Unit Objectives Students will know… • Why some foods are healthier to eat than others. • Foods and food groups. • What a food label is.

Unit Objectives Students will be able to… • Choose a balanced variety of nutritious foods. • Distinguish which food belongs to each food group. • Point out a food label.


16




Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified



• See 50 Ways To Use Technology, Low and High Prep Differentiation Strategies, and 40 Lesson Closure examples in Teacher Notes Standard Unit 2.1

• See College and Career Readiness on page 1 of Unit 2.1. • See 21st Century Themes on page 1 of Unit 2.1.


17


Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: C. Diseases and Health Conditions Summary Knowledge about diseases and disease prevention promotes health-enhancing behaviors.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: see teacher notes

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.C.1 Summarize symptoms of common diseases and health conditions. Number Common Core Standard for Introduction 2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health

conditions 2.1.2.C.3 Determine how personal feelings can affect one’s wellness. Unit Essential Questions • What are some symptoms of common diseases and health conditions? • What affect can feelings have on one’s • Wellness?

Unit Enduring Understandings Students will understand that… • Symptoms of common diseases and health conditions are signs illness. • Personal feelings can affect wellness.

Unit Objectives Students will know… • How to prevent the spread of common diseases and health conditions. • How personal feelings can affect one’s Wellness.

Unit Objectives Students will be able to… • Explain how self-help skills and personal hygiene skills promotes healthy habits. • Develop strategies to prevent the spread of common diseases and health conditions.


18










19


Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle Strand: D. Safety Summary: Using personal safety strategies reduces the number of injuries to self and others.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: See Teacher Notes

Learning Targets

Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery

2.1.P.D.2 Develop an awareness of warning symbols and their meaning (e.g., red light, stop

sign, poison, symbol, etc ) 2.1.P.D.3 Identify community helpers who assist in maintaining a safe environment. 2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire

safety, poison safety, accident prevention). 2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted

adults and describe safe and appropriate behaviors/touches. 2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety.

Unit Essential Questions • What are ways to prevent injuries in home, school and the community? • What are ways to remain safe around strangers, acquaintances and trusted adults and explain acceptable behaviors? • What are some safety procedures associated with pedestrian, bicycle and traffic safety?

Unit Enduring Understandings Students will understand that… • Injuries can be prevented by practicing safety procedures at home, school and in the community. • Ways to remain safe around strangers, acquaintances and trusted adults. • • There are procedures associated with pedestrian,

bicycle, and traffic safety.


20

Unit Objectives Students will know …• How to identify ways to prevent injuries at home, school, and in the community. • The characteristics of strangers, acquaintances, and trusted adults and safe and appropriate behaviors/touches. • Procedures associated with pedestrian, bicycle, and traffic safety

Unit Objectives Students will be able to… • Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). • Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches. • Identify procedures associated with pedestrian, bicycle, and traffic safety.


21










22


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle Strand: E Social and Emotional Health Summary: Many factors at home, school, and in the community impact social and emotional health

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: See Teacher Notes

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to

prevent and resolve them Number Common Core Standard for Introduction 2.1.2.E.3 Explain healthy ways of coping with common stressful situations experienced by

children Unit Essential Questions • What factors impact social and emotional health? • What are healthy ways to cope with stressful situations?

Unit Enduring Understandings Students will understand that… • Many factors influence social and emotional health. • There are healthy ways to cope with stressful situations and that there are people who they can go to for help.

Unit Objectives Students will know… • How factors at home, school, and in the community impact social and emotional health. • Healthy ways of coping with common stressful situations experienced by children.

Unit Objectives Students will be able to… • Communicate how factors at home, school, and in the community impact social and emotional health. • Explain healthy ways of coping with common stressful situations experienced by children


23










24

OCEAN COUNTY HEALTH & PHYSICAL EDUCATION CURRICULUM

Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION

Grade: 2

Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand A. Interpersonal Communication Summary: Effective communication may be a determining factor in the outcome of health- and safety-related situations. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations. Number Common Core Standard for Introduction 2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations. Unit Essential Questions • Can you identify sources of health information? • How can you demonstrate effective communication and listening skills..

Unit Enduring Understandings Students will understand that… • Effective communication may be a determining factor in the outcome of health- and safety-related situations.


2

Unit Objectives Students will know… • Effective communication may be a determining factor in the outcome of health- and safety-related situations

Unit Objectives Students will be able to… • Express needs, wants, and feelings in health- and safety-related situations.


3

Evidence of Learning Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill

introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learner’s multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.2. See 21st Century Themes on page 1 of Unit 2.2.


4

OCEAN COUNTY HEALTH AND PHYSICAL EDUCATION CURRICULUM Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: :2 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Strand: B. Decision Making and Goal Setting Summary: Effective decision-making skills foster healthier lifestyle choices

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.2.2.B.2 Relate decision-making by self and others to one’s health Number Common Core Standard for Introduction 2.2.2.B.3 Determine ways parents, peers, technology, culture, and the media influence

health decisions..

2.2.2.B.4 Select a personal health goal and explain why setting a goal is important. Unit Essential Questions Can you explain how parents, peers, technology, culture, and the media influence health decisions?

Unit Enduring Understandings Students will understand that… • Effective decision-making skills foster healthier lifestyle choices.

Unit Objectives Students will know… • Effective decision-making skills foster healthier lifestyle choices.

Unit Objectives Students will be able to… • Relate decision-making by self and others to one’s health. • Determine ways parents, peers, technology, culture, and the media influence health decisions. • Select a personal health goal and explain why setting a goal is important..


5









7


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard : 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Strand: C Character Development Summary: Character traits are often evident in behaviors exhibited by individuals when interacting with others


Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings,

and actions of oneself and others. 2.1.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when

interacting with people with disabilities

Unit Essential Questions • Does a persons’ character reflect the way a person thinks feels and acts? • Can you identify different types of disabilities and ways to demonstrate appropriate behavior when interacting with people with disabilities?

Unit Enduring Understandings Students will understand that… • Character traits are often evident in behaviors exhibited by individuals when interacting with others.

Unit Objectives Students will know… • Character traits are often evident in behaviors exhibited by individuals when interacting with others.

Unit Objectives Students will be able to… • Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others. • Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities..


8


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill



being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.2. See 21st Century Themes on page 1 of Unit 2.2. William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

9


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Strand: D. Advocacy and Service Summary: Service projects provide an opportunity to have a positive impact on the lives of self and others


Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.. Number Common Core Standard for Mastery 2.2.2.D.1 Determine the benefits for oneself and others of participating in a class or school

service activity. Unit Essential Questions • What are the benefits for oneself and others of participating in a class or school service activity?

Unit Enduring Understandings Students will understand that… • Service projects provide an opportunity to have a positive impact on the lives of self and others.

Unit Objectives Students will know… • Service projects provide an opportunity to have a positive impact on the lives of self and others

Unit Objectives Students will be able to… • Determine the benefits for oneself and others of participating in a class or school service activity


10


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill


interactive websites. Provide more challenging opportunities with use of manipultives that will challenge the skill being taught to other students.

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, &40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.2.


11


Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Strand: E. Health Services and Information Summary: Knowing how to locate health professionals in the home, at school, and in the community assists in addressing health emergencies and obtaining reliable information


Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.2.2.E.1 Identify community helpers who assist in maintaining a safe environment Number Common Core Standard for Introduction 2.2.2.E.2 Determine where to access home, school, and community health professionals. Unit Essential Questions • Can you identify different types of health professionals

Unit Enduring Understandings Students will understand that… • Knowing how to locate health professionals in the home, at school, and in the community assists in addressing health emergencies and obtaining reliable information..

Unit Objectives Students will know… • Knowing how to locate health professionals in the home, at school, and in the community assists in addressing health emergencies and obtaining reliable information

Unit Objectives Students will be able to… • Determine where to access home, school, and community health professionals.


12


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Shorter assignments when needed. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill





13



Grade: 2

Standard: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Strand: A. Medicines Summary: Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.A.1 Explain what medicines are and when some types of medicines are used. 2.3.2.A.2 Explain why medicines should be administered as directed Number Common Core Standard for Introduction 2.3.2.A.1 Explain what medicines are and when some types of medicines are used 2.3.2.A.2 Explain why medicines should be administered as directed Unit Essential Questions • What medicines are some types of medicines used for? • Why should medicines be administered as directed.

Unit Enduring Understandings Students will understand that… • What some types of medicines are used for. • Why medicines should be administered as directed.


2

Unit Objectives Students will know… • What medicines are and when some types of medicines are used. • Why medicines should be administered as directed

Unit Objectives Students will be able to… • Explain what medicines are and when some types of medicines are used. • Explain why medicines should be administered as directed.


3


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan

• Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill

introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject

specified interactive websites. • Provide more challenging opportunities with use of manipultives that will challenge the

skill being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.3. See 21st Century Themes on page 1 of Unit 2.3.


4


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: :2 Standard:2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Strand: B. Alcohol, Tobacco, and Other Drugs Summary: Use of drugs in unsafe ways is dangerous and harmful

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture.

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers 2.3.2.B.4 Explain why medicines should be administered as directed 2.3.2.B.5 List substances that should never be inhaled and explain why Number Common Core Standard for Introduction

2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers 2.3.2.B.4 Identify products that contain alcohol 2.3.2.B.5 . List substances that should never be inhaled and explain why Unit Essential Questions • Why tobacco smoke is harmful to nonsmokers? • Why should medicines be administered as directed? • What substances should never be inhaled??

Unit Enduring Understandings Students will understand that… • Tobacco smoke is harmful to nonsmokers. • Medicines should be administered as directed. • Substances should never be inhaled

Unit Objectives Students will know… • Why tobacco smoke is harmful to nonsmokers. • Why medicines should be administered as directed. • Why substances should never be inhaled and explain why

Unit Objectives Students will be able to… • Explain why tobacco smoke is harmful to nonsmokers • Explain why medicines should be administered as directed. • List substances that should never be inhaled and explain why.


5


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan

• Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill

introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject

specified interactive websites. • Provide more challenging opportunities with use of manipultives that will challenge the

skill being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.3. See 21st Century Themes on page 1 of Unit 2.3. William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

6


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.3:Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Strand: C. Dependency/Addiction and Treatment Summary: There are many ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: : 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture.

Learning Targets Content Standards: 2.3:Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol,

tobacco, and other drugs 2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help Number Common Core Standard for Introduction 2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol,

tobacco, and other drugs 2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help. Unit Essential Questions • Why do people have difficulty controlling their use of alcohol, tobacco, and other drugs? • Where can people who abuse alcohol, tobacco, and other drugs get help?

Unit Enduring Understandings Students will understand that… • Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. Medicines should be administered as directed. • People who abuse alcohol, tobacco, and other drugs can get help.

Unit Objectives Students will know… • That some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. • That people who abuse alcohol, tobacco, and other drugs can get help.

Unit Objectives Students will be able to… • Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs as directed. • Explain that people who abuse alcohol, tobacco, and other drugs can get help...


7


Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified



8


Content Area: HEALTH & PHYSICAL EDUCATION TOWNSHIP HEALTH AND PHYSICAL EDUCATION

Course Title: HEALTH & PHYSICAL EDUCATION Grade Level: 2 ‐ 2.3

Medicines

1 Week

Alcohol, Tobacco and Other Drugs

3 Weeks

Chemical Dependency/Addiction

2 Weeks

Unit Plan 4

Pacing Guide

Unit Plan 5

Pacing Guide

Unit Plan 6

Pacing Guide

Date Created: 07/11/2012

Board Approved on:

Martha Groh-Ocean Township schools 1



Grade: 2

Standard: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle

Strand: A. Medicines Summary: Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: Health Literacy

Learning Targets Content Standards: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.A.1 Explain what medicines are and when some types of medicines are used. 2.3.2.A.2 Explain why medicines should be administered as directed Number Common Core Standard for Introduction 2.3.2.A.1 Explain what medicines are and when some types of medicines are used

2.3.2.A.2 Explain why medicines should be administered as directed Unit Essential Questions • What medicines are some types of medicines used for? • Why should medicines be administered as directed..

Unit Enduring Understandings Students will understand that… • What some types of medicines are used for. • Why medicines should be administered as directed.

Unit Objectives Students will know… • What medicines are and when some types of medicines are used. • Why medicines should be administered as directed

Unit Objectives Students will be able to… • Explain what medicines are and when some types of medicines are used. • Explain why medicines should be administered as directed





Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan

• Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1



Content Area: HEALTH & PHYSICAL EDUCATION Grade: :2 Standard:2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle

Strand: B. Alcohol, Tobacco, and Other Drugs Summary: Use of drugs in unsafe ways is dangerous and harmful

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: Health Literacy

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers

2.3.2.B.4 Explain why medicines should be administered as directed

2.3.2.B.5 List substances that should never be inhaled and explain why Number Common Core Standard for Introduction

2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers 2.3.2.B.4 Identify products that contain alcohol 2.3.2.B.5 . List substances that should never be inhaled and explain why Unit Essential Questions • Why tobacco smoke is harmful to nonsmokers? • Why should medicines be administered as directed? • What substances should never be inhaled??

Unit Enduring Understandings Students will understand that… • Tobacco smoke is harmful to nonsmokers. • Medicines should be administered as directed. • Substances should never be inhaled

Unit Objectives Students will know… • Why tobacco smoke is harmful to nonsmokers. • Why medicines should be administered as directed. • Why substances should never be inhaled and explain why

Unit Objectives Students will be able to… • Explain why tobacco smoke is harmful to nonsmokers • Explain why medicines should be administered as directed. • List substances that should never be inhaled and explain why.


Evidence of Learning Formative Assessments • Teacher observation • Student participation • Checklist


Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan

• Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See college and career readiness on page 1 of unit 2.3


Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.3:Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle

Strand: C. Dependency/Addiction and Treatment Summary: There are many ways to obtain help for treatment of alcohol, tobacco, and other substance abuse problems Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards: 2.3:Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle Number Common Core Standard for Mastery 2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol,

tobacco, and other drugs

2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help Number Common Core Standard for Introduction 2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol,

tobacco, and other drugs 2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help. Unit Essential Questions • Why do people have difficulty controlling their use of alcohol, tobacco, and other drugs? • Where can people who abuse alcohol, tobacco, and other drugs get help?

Unit Enduring Understandings Students will understand that… • Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. Medicines should be administered as directed. • People who abuse alcohol, tobacco, and other drugs can get help.

Unit Objectives Students will know… • That some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. • That people who abuse alcohol, tobacco, and other drugs can get help.

Unit Objectives Students will be able to… • Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs as directed. • Explain that people who abuse alcohol, tobacco, and other drugs can get help...





interactive websites. • Provide more challenging opportunities with use of manipultives that will challenge the skill being

taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.3 See college and career readiness on page 1 of unit 2.3




Grade: 2

Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: A. Relationships Summary: The family unit encompasses the diversity of family forms in contemporary society. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.4.2.A.1 Compare and contrast different kinds of families locally and globally.

2.4.2.A.2 Distinguish the roles and responsibilities of different family members.

2.4.2.A.3 Determine the factors that contribute to healthy relationships.

Unit Essential Questions • How are families different locally and globally? • What are the different roles and responsibilities of different family members?

Unit Enduring Understandings Students will understand that… • There are different kinds of families both locally and globally. • There are different types of responsibilities for different family members.

Unit Objectives Students will know… • How to compare and contrast different kinds of families locally and globally. • How to distinguish the roles and responsibilities of different family members.

Unit Objectives Students will be able to… • Compare and contrast different kinds of families locally and globally. • Distinguish the roles and responsibilities of different family members.


2




Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. • IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 ways to use technology, high and low differentiation strategies, and 40 ways to close a lesson on standard unit 2.1 See College and Career Readiness on page 1 of Unit 2.4. See 21st Century Themes on page 1 of Unit 2.4.


3


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2

Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: B. Sexuality

Summary: Gender-specific similarities and differences exist between males and females.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science

21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets

Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery

2.4.2.B.1 Compare and contrast the physical differences and similarities of the genders.

Unit Essential Questions • What are the physical differences and similarities of the genders?

Unit Enduring Understandings Students will understand that… • There are physical differences and similarities of both genders.

Unit Objectives Students will know… • The physical differences and similarities of the genders.

Unit Objectives Students will be able to… • Compare and contrast the physical differences and similarities of the genders.


4








5


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: C. Pregnancy and Parenting Summary: The health of the birth mother impacts the development of the fetus.


Learning Targets Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.4.2.C.1 Explain the factors that contribute to a mother having a healthy baby.

Unit Essential Questions • What factors contribute to a mother having a healthy baby?

Unit Enduring Understandings Students will understand that… • There are certain factors that contribute to a mother having a healthy baby.

Unit Objectives Students will know… • How to explain the factors that contribute to a mother having a healthy baby.

Unit Objectives Students will be able to… • Explain the factors that contribute to a mother having a healthy baby.


6








7



Grade: 2

Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: A. Movement Skill Development Summary: Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 9.1 - 21st Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in

isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).

Number Common Core Standard for Introduction 2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and

general space at different levels, directions, ranges, and pathways. 2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style.

2.5.2.A.4 Correct movement errors in response to feedback. Unit Essential Questions • Can you demonstrate the changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways? • Are you able to respond in movement to changes in tempo, beat, rhythm, or musical style??

Unit Enduring Understandings Students will understand that… • Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities.


2

Unit Objectives Students will know… • Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities.

Unit Objectives Students will be able to… • Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). • Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. • Respond in movement to changes in tempo, beat, rhythm, or musical style. • Correct movement errors in response to feedback.


3






being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 Ways To Use Technology, Low and High Prep Differentiation Strategies, and 40 Lesson Closure examples on page 1 of Unit 2.1 College and Career Readiness Goals …See Unit 1 http://www.corestandards.org/the-standards/english-language-arts-standards 21st Century Themes See Page 1 of Unit 2.5 William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

4

http://www.corestandards.org/the-standards/english-language-arts-standards


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 2 Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: B. Strategy Summary: Teamwork consists of effective communication and other interactions between team members. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 9.1 - 21st Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports,

and other movement activities. 2.5.2.B.3 Determine how attitude impacts physical performance.

Number Common Core Standard for Introduction 2.5.2.B.2 Explain the difference between offense and defense. 2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals. Unit Essential Questions • Do you understand the difference between competitive and cooperative strategies? • How does your attitude impact your physical performance? • Can you explain the difference between offence and defense? • How can the team work together to achieve goals?

Unit Enduring Understandings Students will understand that… • Teamwork consists of effective communication and other interactions between team members.

Unit Objectives Students will know… • Teamwork consists of effective communication and other interactions between team members.

Unit Objectives Students will be able to… • Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities. • Determine how attitude impacts physical performance. • Explain the difference between offense and defense. • Demonstrate strategies that enable team members to achieve goals.


5






being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 Ways To Use Technology, Low and High Prep Differentiation Strategies, and 40 Lesson Closure examples on page 1 of Unit 2.1 College and Career Readiness Goals …See Unit 1 http://www.corestandards.org/the-standards/english-language-arts-standards 21st Century Themes See Page 1 of Unit 2.5


6



Grade: 2 Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: C. Sportsmanship, Rules and Safety Summary Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 9.1 - 21st Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.C.1 Explain what it means to demonstrate good sportsmanship. 2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to

moving in a safe environment.. Unit Essential Questions • How can you be a good sport? • Why do we have rules in Physical Education? • Can you name the effects of when a rule is broken?

Unit Enduring Understandings Students will understand that… • Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.

Unit Objectives Students will know… • Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.

Unit Objectives Students will be able to… • Explain what it means to demonstrate good sportsmanship. • Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment.


7






being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit


8



Grade: 2

Standard: 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Strand: A. Movement Skill Development Summary: College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets

Content Standards 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.6.P.A.1 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running,

and marching). 2.6.P.A.2 Develop and refine fine motor skills (e.g., completes gradually more complex

puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner).

Number Common Core Standard for Introductory

2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.

2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age appropriate activities that promote fitness.

2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.

William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor 2

Unit Essential Questions • Can you demonstrate gross and fine motor skills (e.g., hopping, galloping, jumping, running, and marching)? • Can you use objects and props to develop spatial and coordination skills (e.g., throws and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons)? • How does regular physical activity promote wellness? • Do you think that your personal physical fitness testing should improve from year to year due to your participation in physical activity?

Unit Enduring Understandings Students will understand that… • Appropriate types and amounts of physical activity enhance personal health.

Students will know… • Appropriate types and amounts of physical activity enhance personal health.

Students will be able to… • Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching). • Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner). • Explain the role of regular physical activity in relation to personal health. • Explain what it means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote fitness. • Develop a fitness goal and monitor progress towards achievement of the goal.

Evidence of Learning William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor 3




introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See 50 Ways To Use Technology, Low and High Prep Differentiation Strategies, and 40 Lesson Closure examples in Teacher Notes Standard on page 1 of Unit 2.1 College and Career Readiness Goals … See Page 1 of Unit 2.6 http://www.corestandards.org/the-standards/english-language-arts-standards 21st Century Themes See Page 1 of Unit 2.6

William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor 4


OCEAN COUNTY HEALTH & PHYSCIAL EDUCATION

CURRICULUM

Grades K-5 Addendum ELA Standard SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Grades 6-8 Addendum ELA Standard

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

• Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

health and physical education · pdf filethe health and physical education curriculum . ......

Documents