mcgraw elementary physical education curriculum - 2010 ... · the physical education program at...

McGraw Elementary

Physical Education

Curriculum - 2010

Grades K-6

Corey Wilson

Mission Statement

McGraw School District The mission of the McGraw Central School District is to pursue the maximum fulfillment of each student’s potential. We will accomplish this by identifying student outcomes based on excellence, fostering and enhancing student opportunities, emphasizing student enthusiasm, and promoting parent, school, and community involvement.

McGraw Elementary Physical Education

Philosophy Statement

The physical education program at McGraw Elementary gives each student the opportunity to develop motor, social, and cooperation skills. The program will focus on the components of physical fitness to help promote a healthy lifestyle. Each student will understand the importance of maintaining a healthy lifestyle through resources around the community. The program will focus on team sports, outdoor pursuits, character education, recreation activities, and lifetime fitness. Each student will have the opportunity to be a progressive learner while fostering a healthy and safe environment. The program will implement cross-curricular areas to improve student learning.

Rules of Physical Education

� Respectful to each other � Respect self � Care for equipment � Follow directions � Follow safety considerations for each activity � Have proper attire � Follow locker room rules � Be honest � Put away equipment safely � Listen to the signal for attention � Help others when needed � Have fun

Why Physical Education?

� Develops cardiovascular, respiratory and health through vigorous activities. � Develops muscular strength to protect against joint strain or muscular injury. � Contributes to overall physical and emotional health of children. � Promotes the development of social skills through communication, responsible

behavior and self-esteem. � Promotes socially acceptable behavior, cooperation, and development of

teamwork through movement activities. � Develops motor skills, locomotor skills, and focuses on the components of physical

fitness. � Develop rhythmic coordination through gymnastics and dance. � Introduces students to all types of dance: creative, national and international

dances. � Decreases stress levels and teaches students to relax. � Provides a healthy outlet for aggression and feeling, which can substitute for

violence, drug abuse and deviation from the normal. � Creates students to optimize learning through cross-curricular subjects. � Lindsey & Torrence, AAHPERD Oct 1996

Grading Procedure

Students are grading on class preparation, effort, participation, skill, and cognitive assessments. During each unit students are assessed formally and informally with the use of rubrics, check lists, and standardized movement tests.

Rubric Scaling

4: Excellent 3: Very Good 2: Satisfactory 1: Unsatisfactory

Motor Skills 4: Apply effective skills with few observation errors in technique. 3: Apply effective skills with errors in technique. Students are inconsistent, but are able to notice their mistakes. 2: Perform skills, but not effective and needs consistent guidance. 1: Attempts skills, but technique is not sufficient and does not perform any cues. Personal and Social Responsibility 4: Demonstrates fair play and appropriate competitive behavior, participate energetically and safety demonstrates self control and respect for others. Prevents or resolves conflict without teacher intervention, challenge self to high performances. 3: Participate energetically and safety demonstrates self-control, fair play and respects others. 2: Participates safely and maintains self control, but inconsistent with interactions. 1: Lacks self control at times and or needs reminders and encouragement from others to participate in safe, fair, energetic or respectful manner.

Attendance NA: Not present 4: Student present and prepared fully. 3: Student present, but is lacking some proper attire. 2: Student present and not prepared for class. 1: Student present not prepared for class, but cannot participate because they do not have proper foot attire. Student will be issued a writing assignment and have to observe the lesson and write down what was learned in the daily lesson.


Curriculum Block Plan Grades K-2

Unit Month Grade Level # Lessons

Intro to PE September K-2 3

Orientation & Spatial Awareness September/October K-2 9

Parachute November K-2 6

Manipulatives November K-2 6

Catching & Throwing December K-2 9

Dribbling, Volley& Striking

January K-2 9

Kicking and Trapping February

K-2 9

Balance, Stunts & Tumbling March K-2 6

Jumping March K-2 6

Fitness April K-2 6

Dance April K-2 6

Field Day Orientation May K-2 12

Games June K-2 6


Curriculum Block Plan Grades 3-6

Unit Month Grade Level # Lessons

Intro to PE/Cooperative Activities September 3-6 3

Project Adventure/Adventure Activities

September 3-6 6

Soccer October 3-6 6

Orienteering October 3-6 6

Football November 3-6 6

Fitness Circuits/Pre-Assessment November 3-6 6

Volleyball December 3-6 9

Basketball January 3-6 9

Snowshoeing February 5-6 6

Floor Hockey February 3-4 6

Jump Rope For Heart February 3-6 6

Fitness Circuits/Post-Assessment March 3-6 6

Gymnastics March 3-6 6

Dance April 3-6 6

Hiking April 3-6 6

Field Day Orientation May 3-6 12

Softball/Games June 3-6 8

McGraw Elementary Physical Education Curriculum Template

Unit: Project Adventure/Adventure Activities Grades: 3-6

NYS Standards

1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain personal health. 2: Safe and Healthy Environment Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. 3: Resource Management Students will understand and be able to manage their personal and community resources. Objectives: Students will: � Perform basic motor skills and manipulative skills. They will attain competency in a variety of physical activities and proficiency

in a few select complex motor skills. � Demonstrates responsible personal and social behavior while engaged in physical activity. They will understand that physical

activity provides the opportunity for enjoyment, challenge, self-expression and communication. � Be aware of and be able to access opportunities available to them within their community to engage in physical activity. They will

be informed consumers and be able to evaluate facilities and programs.

Psychomotor: � To develop increase levels of agility and physical coordination. � Demonstrates competence in many movements and is able to use these movements in activities to be successful. � Develop muscular strength and finesse through activities. Cognitive: � Be able to recognize the potential of typical physical education facilities and equipment for adaptation and us in adventure

activities. � Be able to modify adventure activities for presentation to diverse populations. � Understand what project adventure is and how it helps facilitate learning. � Students will be able to understand how project adventure enhances quality character traits. Affective: � Students will demonstrate individual responsibility, leadership, caring, and respect for one another. � Students will develop communication and social skills. Safety: � Students will use the equipment for the purpose of each activity. � Students will be aware of their own surrounding areas and others

Day: 1 Grades: 3-6 Unit: Project Adventure/Adventure Activities Equipment: 4 cones, tennis balls, hula-hoops, foam sticks Psychomotor Objective: By the end of the lesson, students will be able to use a variety of locomotor skills at a proficient level in order to be successful in each activity. Cognitive Objective: By the end of the lesson, students will be able identify the importance of working together through cooperative activities. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.

Activity Teaching Cues and Description

Warm-up: Hula Hoop Tag

Activity 1: Group Juggle

Activity 2: Samurai Warrior

Closure: Check for

Understanding

1 Groups students in groups of 3-4. Each group is assigned a hula-hoop. 2 Each group is to move in the designated space hanging on to their hula-hoops. (They must hold on with two hands) 3 The teacher will call out a color. The color hula-hoop will represent the taggers. Taggers must have one hand on the hula-

hoop at all times. When the taggers tag someone the entire group must go outside the designated area and perform a task giving by the teacher. Any group that falls down while moving or collides into another group is out!!!

1 Students will get into groups of 4-5 and form a circle. 2 One student will start off by tossing the ball underhand to another student directly across from them. 3 When one student catches the ball they will then toss the ball to another student across from them. They will repeat this

process over and over and try not to drop the ball. When a group feels confident that they are able to successfully accomplish the task with one ball they can try two balls.

1 Teacher will begin this activity. Have the entire class form a circle. 2 When the Samurai slashes high (head level), those in the circle must duck. When the Samurai slashes low (below waist) they must jump. Those who don’t jump or duck in time must sit down in their place. The last person standing becomes the new Samurai warrior. Name the different activities in today’s lesson. What character traits were used in today’s lesson?

Day: 2 Grades: 3-6 Unit: Project Adventure/Adventure Activities Equipment: 4 cones, poly dots, foam sticks Psychomotor Objective: By the end of the lesson, students will be able to move in an open space at a control level with their group members. Cognitive Objective: By the end of the lesson, students will be able identify the importance of working together through cooperative activities. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Work out Buddy

Activity 1: Have you Ever

1 On the signal have the student’s find a partner. This will be their “_______________” buddy. When every they hear “_______________” buddy they will perform the exercise with their partner. Use this periodically throughout the lesson. Sample Workout Buddy Activities: Thumb Wrestling Secret Hand Shake Partner Stretch Aerobic Activity Clay and Sculptor Body Building Knee Tag Toe Tag Partner Stunt Talk About…. Walk and Choose a topic to talk about

1 Have the class get into a circle and stand on a poly dot. Pick one student to enter the middle of the circle and remove their poly dot.

2 Student in the center asks, “Have you ever _______________?” You fill in the bland with a physical activity you have done before.

3 If the answer is “yes,” move through the middle of the circle, and find an open spot marker somewhere around the circle. 4 The student left without a spot marker will be the next in the center and starts the following round by asking, “Have you

ever ___________?” Remember to move quickly without touching others.

Activity 2: Swat

Closure: Check for

Understanding

1 Place the frisbee in the center of the circle. 2 The instructor Samurai slowly walks around inside the circle, eyeing an unsuspecting student. 3 When she sees on , she quickly bops him/her on the legs, She immediately runs to the center of the circle, places her sword

on top of the frisbee and then runs back to the spot of the student she bopped. 4 Meanwhile, the bopped student is running after the Samurai and trying to pick up the sword off the frisbee and bop the

Samurai before she can occupy his space in the circle. 5 If the Samurai makes it back safely without being bopped, then the student remains in the middle and starts the process all

over, looking for another unsuspecting student.

In today's lesson what type of character qualities did you use? What was the main objective of Samuari?

Day: 3 Grades: 3-6 Unit: Project Adventure/Adventure Activities Equipment: 4 cones, hand ball holders Psychomotor Objective: By the end of the lesson, students will be able to move in an open space at a control level with their group members. Cognitive Objective: By the end of the lesson, students will be able identify the importance of working together through cooperative activities. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Aerobic Tag

Activity 1: Hoop Relay

Activity 2: Jug Ball

Closure: Check for

Understanding

Everyone is it in this game. The instructor will call out the locomotor skill and everyone will perform that skill. When the person gets tagged they will have to perform an exercise in the designated area.

1 Line up teams of 5 or 6 people each in"relay" fashion. A pile of 5 hoops should be placed at the head of the line. 2 Team members should link up holding hands either side by side or "elephant style." 3 On Go, the first person sends the hoops down one at a time toward the back of the line. 4 When the last person in line collects all 5 hoops, he/she runs to the front of the line and assumes the 1 position

reconnecting that ever important hand link. 5 The process is repeated until the very first person resumes his starting position.

1 Divide the class into two groups. 2 The objective of this activity is to make three consecutive passes to teammates and score in the designated area. 3 Students are not allowed to guard anybody that has a ball in their possession. 4 Students that have possession of the ball cannot move.

What are the different skills used during Jug Ball?

Day: 4 Grades: 3-6 Unit: Project Adventure/Adventure Activities Equipment: 4 cones, blindfolds Psychomotor Objective: By the end of the lesson, students will be able to move in an open space at a control level with their group members without their sight. Cognitive Objective: By the end of the lesson, students will be able identify the importance of working together through cooperative activities. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Trio Tag

Activity 1: Blindfold Tag

Activity 2: Blindfold Hog Call

Closure: Check for

Understanding

Each group is made up of three members. One member will start the game and when they get tagged they will give one of their teammates a

high five to enter the game. Continue the game so every member on the team has equal opportunities.

One partner will be placed with a blind fold and the other partner without the blind fold will be the leader. • Have the students practice working together using simple communication. • Bring the class in and discuss the do’s and don’ts of this activity. What must you do to be successful in this activity? • Now designate two groups as taggers. The taggers will go around and tag as many people as possible (only students with

blindfolds). Once a student gets tagged they will freeze and answer a math question to get back in the game. � Math Integration: Students will answer a math question designated by the teacher.

Students will be working with a partner for this activity. • Each partner will have a blind fold. • The group will come up with a pair of word, for example: Peanut and Butter. • Partners will stand on opposite sides of the gym or playing field. One partner will say a word (peanut) and the other partner will

say (butter). They will use verbal communication to find each other. Once they find each other the activity is over.

What are the challenges? What are some things that you must do to be successful?

Day: 5-6 Grades: 3-6 Unit: Project Adventure/Adventure Activities Equipment: 4 cones, ropes, blindfolds, jump ropes Psychomotor Objective: By the end of the lesson, students will be able to perform a variety of motor skills with the combination of cooperative skills at a control level during the lesson. Cognitive Objective: By the end of the lesson, students will be able identify the importance of working together through cooperative activities. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Blindfold partner tag

Activity 1: Low row initiative

Activity 2: Group rope initiative

Activity 3: Group rope initiative

#2

Closure: Check for

Understanding

Same as previous lesson.

Students will partner up. • One partner will be blind folded. They will have to walk across a jump rope with the aide of their partner. • Partners without blindfolds can help them using only one hand. • Challenges:

o Walk across without aide of partner. o Slide across o Hop across

Everyone will be blindfold with the exception of one person. • Use a tug-o-war rope for this activity. • The objective is to connect both of the end pieces of the rope. • The person without the blindfold can only say verbal commands to help the group. Once both ends of the rope connect the

activity is over. • Challenges:

o Have the group make shapes.

Connect two ropes together. • Have everyone make a circle with their rope. • Have the entire group lean back. • Have the entire group squat down. • Have the entire group do a wave formation.

Is it difficult working with large groups vs. smaller groups? Why?

Modifications and Adaptations Sensory:

• Use assistive technology when needed. o Hand held GPS o Voice recognition programs o Screen enlargement programs

• Adapted equipment to aide in recognition and feeling. o Make equipment more visible using bright colors. o Use material on balls that helps with gripping and feeling.

• Use verbal cues to help students to move in intended direction. • Use tactile boundaries. • Use guided aides:

o Peer aide o Teacher assistant

Orthopedic: • Instruct peers about wheelchair safety. • Use peer assistance and teacher assistances to guide students with orthopedic impairments. • Check for the safety of equipment that aides in the assistance of the impairment.

Behavioral:

• Use good proximity. • Have students work with teacher first then have them work in small groups. • Pair them up with students that they can work well with. • Give them smaller and less challenging tasks. • Know their limitations. • Challenge by choice. • Have them work with a peer mentor.

Developmental Delays: • Use visual aids, such as picture cards. • Use assistive technology when needed. • Repeat directions. • One on one instruction. • Develop routines. • Peer assistance or teacher assistance for guidance. • Challenge by choice. • Design smaller and less challenging activities.

Curriculum Template

Unit: Orienteering Grades: 3-6

NYS Standards




be informed consumers and be able to evaluate facilities and programs.

Psychomotor: � To develop increase levels of agility and physical coordination. � Demonstrates competence in many movements and is able to use these movements in activities to be successful. � Develop muscular strength and finesse through activities. � Students will properly hold and orient a compass. � Students will be able to use the skill of leapfrogging to follow bearing over long distance Cognitive: � Be able to recognize and identify parts of a compass. � Be able to recognize the cardinal directions and degrees of a compass dial. � Be able to dial and follow a bearing. � Be able to understand how pacing is integrated with the use of a compass. � Be able to understand the terminology of leapfrogging. � Be able to understand what a topographic map is. � Be able to use a topographic map and compass together. Affective: � Students will demonstrate individual responsibility, leadership, caring, and respect for one another. � Students will develop communication and social skills.

Safety: � Students will use the equipment for the purpose of each activity. � Students will be aware of their own surrounding areas and others. � Students will conduct outdoor sessions in a location free from obstacles and traffic. � Students will be looking down as they use the compass and will require and area that is risk free.

Parts of a Compass Base Plate (1) Orienting arrow (2) Magnetic needle (3) Bevel (4) Scales (5) Direction-of-travel arrow (6)

Terminology

bearing—A horizontal direction from north measured in degrees. cardinal directions—The most common directions used for navigation: north, east, south, and west. contour lines—Lines on a map that show elevation above or below sea level. Each line connects areas of the same elevation. declination—The difference in angle between magnetic north and grid north. landmark—A specific location either on a map or marked with map or marked with a GPS unit. leapfrogging—Repeatedly identifying an object in the near distance or positioning a person in the near distance to maintain the proper bearing while navigation over a longer distance. legend—A chart on a map that identifies the meaning of symbols. magnetic north—An area in the earth’s magnetic field that varies over time; its direction is indicated by the red compass needle. map scale—Ratio of a distance on a map to a distance in the real world; topographic maps are commonly 1:50,000 which means that 1 centimeter (.4 inch) on a map equals 50,000 centimeters (19,685) in the real world. topographic map—A type of map that shows detailed features detailed features of a large area, including elevation. true north— If a line were drawn on the actual earth from the north pole to the south pole, it would indicate north; it is a curved line because it wraps around the earth’s surface. Universal Transverse Mercator (UTM)—A grid system developed to indicate locations on the earth using east and north values.

Day: 1 Grades: 3-6 Unit: Orienteering Equipment: 4 cones, compass Psychomotor Objective: By the end of the lesson, students will be able to use a compass by orienting themselves in N, S, W, E directions. Cognitive Objective: By the end of the lesson, students will be able identify the parts of the compass and understand what bearing means. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Body Part Tag

Activity 1: Parts of a Compass

Activity 2: Using a Compass

Teacher will call out a body part and taggers will have to tag that specific body part. Once students get tagged they have to perform an exercise designated by the teacher.

Have the students get into groups of five to six and give each group a compass. • Go over the parts of a compass. • Review the cardinal directions (north, south, west, east). • Using the compass, have participants turn and face various directions as you call them out. • Go over the terminology bearing.

Hold the compass by placing it flat in the left or right hand. • The lanyard should be positioned back toward the user with the beveled (ruled) edge facing forward; the direction-of-travel arrow

will be facing forward also. • Use the free hand to rotate the compass housing dial marked with degrees of

rotation. • The compass should be kept level for best results. • Teaching Cues:

o Use the parts of the compass to help you through the activity. o Each part contributes to the use of the compass as a navigational tool.

Activity 3: Dialing and

Following the Bearing

Closure: Check for

Understanding

Twist the compass dial until the desired bearing is placed over the “Read bearing here” line.

• By shuffling the feet, turn in a circle until the red arrow (north arrow) is positioned within the thick orienteering arrow at the base of the compass dial—red is now in the bed (see figure 2.3).

• Walk forward while maintaining the position of the red arrow in the bed. • Keep the compass level for best results.

What are the names of some of the compass parts? Have the students point N, S, W, E. What does bearing mean?

Day: 2 Grades: 3-6 Unit: Orienteering Equipment: 4 cones, compass Psychomotor Objective: By the end of the lesson, students will be able to learn how to pace and follow a bearing using the compass at a control level. Cognitive Objective: By the end of the lesson, students will be able identify the parts of the compass and understand what bearing means. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.


Warm-up: Body Part Tag

Activity 1: Review parts of a

Compass

Activity 2: Practice dialing and

following the bearing

Activity 3: Pacing and following

the bearing

Activity 4: Following the Bearing

Teacher will call out a body part and taggers will have to tag that specific body part. Once students get tagged they have to perform an exercise designated by the teacher.

Dial the compass to north (0 degrees) and walk forward 10 even paces. • Dial the compass to 120 degrees and walk 10 paces following the compass and keeping red in the bed. • Add 120 degrees by dialing the compass to set it at 240 degrees and walk 10 paces forward; the pebble or object should be at the

feet. After following a bearing to the first landmark, place red in the bed again and

look up to identify a second landmark. • Walk toward this landmark and repeat the process until the final destination is

reached. • To leapfrog with a partner, one person goes in the desired direction to a distance of 20 to 30 meters (22-33 yards). • Hold the compass and align red in the bed. • Instruct the partner to move until aligned with the direction-of-travel arrow. • Move to stand immediately behind the partner. • Repeat this process as many times as necessary until the desired destination is reached. • Explain what navigational drift and leapfrogging mean.

Closure: Check for

Understanding

The red arrow must stay in what desired location?

Day: 3 Grades: 3-6 Unit: Orienteering Equipment: 4 cones, compass, topographic maps Psychomotor Objective: By the end of the lesson, students will be able to learn how to use the UTM system for pinpointing locations on a map at a control level. Cognitive Objective: By the end of the lesson, students will be able to use a topographic map and understand the information that is provided on the map when called upon. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity. Activity Teaching Cues and Description

Warm-up: Practice following

bearings

Activity 1: Introducing Map

features

Activity 2: Elevation and

contour lines

Activity 3: UTM Grid

Activity 4: Determining UTM

Note: Students will be using maps produced by the physical education teacher that corresponds with their outdoor facility.

• Individually or in pairs, participants look over a topographic map and discuss what they can see. • Participants look at the legend of map features or conventional signs and search for them on the map. • Map scale is the ratio of a distance on a map to a distance in the real world (e.g., 1:50,000 where each blue grid line square

equals 1 square kilometer [.5 square mile]). • The map number and index of adjoining maps tell which map to buy to continue navigating off the currently held map. • Blue areas on the map are water; green areas are forested or vegetation, which could make hiking difficult; and white areas are

open barren or grassy areas, which make navigation and walking much easier.

On a topographic map, elevations are denoted by brown lines called contour lines. • Contour lines spaced closely together mean a steep slope, whereas contour lines farther apart mean lessening steepness. • Contour elevation is denoted in the margin on the map and tells how much elevation is gained between contour lines (e.g., 15

meters [50 feet]). • If the contour interval is 15 meters (50 feet), describe the height and steepness of the contour lines.

To find a map location, use the numbers or UTM located on the border of the map. • Easting is the number that tells position east and west. • Northing is the number that tells position north and south. • Each block represents 1 square kilometer (.5 square mile), with

each line segment equaling 1,000 meters (1 kilometer) on a 1:50,000 topographic map.

Determine the coordinates for the point X marked on the map (figure 2.6).

Coordinates

Closure: Check for

Understanding

• To determine UTM coordinates, think of going in a house (easting), then up the stairs (northing). • On a topographic map, use the numbers written in blue on the bottom axis and side axis of the map. • The UTM coordinate system uses the numbered

grid lines on the map. To understand how to give the coordinates of a point.

Review the information on the map and the importance of the information.

Day: 4 Grades: 3-6 Unit: Orienteering Equipment: 4 cones, compass, topographic maps, pencils Psychomotor Objective: By the end of the lesson, students will be able use a topographic map and a compass together to find a selective location. Cognitive Objective: By the end of the lesson, students will understand what declination means. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.



bearings with groups

Activity 1: Finding a bearing

from start to finish

Activity 2: Aiming off with

Compass

Identify start and finish locations on the map and draw a pencil line to connect them.

• Lay the compass flat on the map and position the side of the base plate along the line.

• The back end of the compass must be positioned at the start with the front of the compass positioned toward the destination.

• Turn the compass dial so that the orienteering arrow within the dial is parallel with the grid lines and is pointing north or toward the top of the map.

• Check the “Read bearing here” line for the bearing.

Aiming off is purposefully veering to the right or left of the intended destination. • Use the compass to find the bearing and add 5 degrees to travel slightly to the

right of the intended destination; subtract 5 degrees to travel to the left of the intended destination.

• After adjusting 5 degrees, simply put red in the bed again and proceed toward the destination.

• Aiming off must be predetermined (e.g., road, lake, hill) so that upon arrival, it is known whether to go left or right to reach the intended destination.

Activity 3: Declination

Closure: Check for

Understanding

Describe what declination means to the class.

• When magnetic and grid north are in line, adjustment for declination is not necessary. • West declination means that the magnetic-north line falls to the left or west of

true north and grid north. • East declination means that the magnetic-north line falls to the right or east of

true north and grid north. • West declination means that declination degrees are added to the compass bearing. • East declination means that declination degrees are subtracted from the compass

bearing.

Review the procedure for using the map and compass together to follow a bearing. What does declination mean?

Day: 5-6 Grades: 3-6 Unit: Orienteering Equipment: 4 cones, compass, topographic maps, pencils Psychomotor Objective: By the end of the lesson, students will be able use a topographic map and a compass together to find a selective location. Cognitive Objective: By the end of the lesson, students will understand what declination means. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Rules: Throughout the entire lesson, students will abide by the safety rules for each activity such as staying inside boundaries at all times and using equipment correctly for the purpose attended purpose of each activity.



bearings

Activity 1: Working with

topographic maps and compass

Closure: Check for

Understanding

Students will be working in groups. Each group will be given a compass and topographic map along with a pencil. • Students will look at the different destinations that are marked out on the map. • Each destination will have a set of different coordinates that have to be figured out by the students. • Once the coordinates are figured out they will use the system of leapfrogging to find the locations of the markers. Each marker will

have a set of new coordinates and on that marker will be a letter. Students must right down the letter that represents that specific location.

• Each group will try to find the different locations.

What are some of the challenges that you faced during today’s lesson?

McGraw Elementary Physical Education Curriculum Template

Unit: Soccer Grades: 3-6

NYS Standards




be informed consumers and be able to evaluate facilities and programs

Psychomotor: � To develop increase levels of agility and physical coordination. � Demonstrates competence in many movements and is able to use these movements in activities to be successful. � Develop muscular strength and finesse through activities. � Students will learn the proper technique for dribbling. � Students will learn how to perform basic passes. � Students will learn throw-ins. � Students will learn the difference between a pass and a kick.

� Students will learn how to move to open spaces on the field. Cognitive: � Be able to recognize and identify cues for passing. � Be able to recognize and identify cues for kicking. � Be able to recognize and identify cues for dribbling.

� Be able to recognize and identify cues for throw-ins. Affective: � Students will demonstrate individual responsibility, leadership, caring, and respect for one another. � Students will develop communication and social skills.

Safety: � Students will use the equipment for the purpose of each activity. � Students will be aware of their own surrounding areas and others. � Students will conduct outdoor sessions in a location free from obstacles and traffic. � Students will stay on designated path created by the instructor. Students may not go off trail unless direct by instructor.

Day: 1 Grades: 3-6 Unit: Soccer Equipment: 4 cones, music, soccer balls Psychomotor Objective: By the end of the lesson, students will be able to dribble the soccer ball going forward and sideways at a control level 3 out of 5 times. Cognitive Objective: By the end of the lesson, students will be able to identify one of the six cues to successfully dribble a soccer ball. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Explore Dribbling

Activity 1: Introduction to

dribbling

Activity 2: Dribbling and

Trapping

Activity 3: Dribbling and

Trapping Cont.

Activity 4: Dribbling keep Away

Closure: Check for

Understanding

Students will get a ball and dribble inside the boundaries.

Intro-Cues For Dribbling Foundation

• On your toes

• Arms out

• Knees bent

• Light touches

• Inside of Feet

• Head Up

Go over cues while students are in their squads. Have the students stand up without a ball and demonstrate the cues.

Students will work on dribbling and trapping. When the music stops the students will trap the ball.

Students will dribble around the cones on the field and when the music stops they must trap the ball.

Each student will each have a soccer ball they must keep the ball inside the boundaries. When they get their ball kick outside the cones they have to perform 10 toe touches. What are the cues for a good dribbling foundation?

Day: 2 Grades: 3-6 Unit: Soccer Equipment: 4 cones, music, soccer balls, cones Psychomotor Objective: By the end of the lesson, students will be able to dribble the soccer ball going forward and sideways at a control level 3 out of 5 times. Cognitive Objective: By the end of the lesson, students will be able to identify one of the six cues to successfully dribble a soccer ball. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Explore Dribbling

Activity 1: Introduction to

dribbling

Activity 2: Dribbling Techniques

Activity 3:

Dribbling,Trapping,Side Taps,Pull

Backs.

Activity 4: Dribbling keep Away

Closure: Check for

Understanding

Students will dribble the ball inside the cones focusing on the cues learned in the previous class. When the whistle blows, students will trap

the ball and move in a different direction.

Review-Cues For Dribbling Foundation

• On your toes

• Arms out

• Knees bent

• Light touches

• Inside of Feet

• Head Up

Students will dribble in a group and focus on the cues. Have them focus on these dribbling techniques:

Side Taps: Straddle the ball, and tap from R to L with the inside of each foot until the signal.

Ball Fakes: Set the ball slightly in front of you, and place 1 foot on top of it. Move that foot in a circle without touching it.

Drop Trap: Hold the ball shoulder high. Drop it quickly, and trap it under 1 foot. Alternate feet until signal.

Pull Backs: Keep all your weight on 1 supporting leg, and place the other heel on the ball. Pull the ball behind you by rolling it

along the bottom of your foot: then turn around and trap it with your other foot. Alternate feet until signal.

Students will dribble around the cones and when the whistle stops students will trap the ball and either perform side taps and pull backs..

Each student will each have a soccer ball they must keep the ball inside the boundaries. When they get their ball kick outside the cones they have to perform 10 toe touches. Name one of the four dribbling techniques that we discussed in today’s lesson.

Day: 3 Grades: 3-6 Unit: Soccer Equipment: 4 cones, music, soccer balls Psychomotor Objective: By the end of the lesson, students will be able to pass the ball at a minimum of 10 feet 4 out of 10 times focusing on the correct cues. Cognitive Objective: By the end of the lesson, students will be able to identify one of the cues for passing when called upon. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Passing and

Dribbling

Activity 1: Introduction cues for

Passing

Activity 2: Passing

Activity 3: 4V4 Game

Closure: Check for

Understanding

Students will find a partner and work on passing and dribbling.

Introduce Cues for Passing:

• Eye Contact with Target

• Prepare the Ball in front of you with a soft touch

• Knees bent slightly and hips opened

• Plant and supporting foot on side of the ball in the direction of the intended pass

• Use the inside of your foot and swing at the hip in an ‘L’ shape

• Follow through with kicking foot towards target

Students will find a partner and focus on the cues of passing. Make sure all students are passing in the same direction. Each student should

only be a maximum of 10ft from their partner.

After making 20 accurate passes to their partner, have each group place a spot marker halfway between you. Score 1 point for each pass that

touches the spot.

Students will start a small sided game. There will be no throw-ins.

Rules: No pushing, Cannot use hands, stop when you hear whistle.

Name one of the cues that we use to make a proper pass.

Day: 4 Grades: 4-6 Unit: Soccer Equipment: 4 cones, music, soccer balls, pinnies Psychomotor Objective: By the end of the lesson, students will be able to dribble the ball at a control level 3 out of 5 times along with trapping the ball. Cognitive Objective: By the end of the lesson, students will be able to identify the importance of trapping the ball and changing directions. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Passing and Dribbling

Activity 1: Review cues for

passing

Activity 2: Introduce shooting

Activity 3: Shooting

Activity 3: 4V4 Game

Closure: Check for

Understanding

Students will partner up. One partner will get a soccer ball and begin dribbling inside the cones. The other partner will play as a defender.

The defender will move their partner in different directions (right and left). After 3 minutes partners will switch roles.

Go over the cues for Shooting:

• Point the toes of your kicking foot down

• Strike the ball with the laces part of your shoe

• Watch you foot contact through the ball

• Work on accuracy first; then power.

Students will partner up and one will practice shooting at the wall. Partners will switch after each shot. Students will switch up after each

shot.

Students will play a small sided game. When the ball crosses the side lines the opposing team will have possession.

Name one of the cues for shooting.

Day: 5-6 Grades: 4-6

Unit: Soccer Equipment: 10 cones, music, soccer balls Psychomotor Objective: By the end of the lesson, students will be able to make throw-in passes from a distance of 10 paces from their partner at a control level 4 out of 10 times. Cognitive Objective: By the end of the lesson, students will be able to identify one of the rules for throwing the ball in. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Warm-up: Students will partner up. One partner will get a soccer ball and begin dribbling inside the cones. The other partner will play as a defender. The defender will move their partner in different directions (right and left). After 3 minutes partners will switch roles. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Passing and

Dribbling


throw-ins.

Activity 2: Small Sided Game

Closure: Check for

Understanding

Students will partner up. One partner will get a soccer ball and begin dribbling inside the cones. The other partner will play as a defender.

The defender will move their partner in different directions (right and left). After 3 minutes partners will switch roles.

Introduce Cues Throw-Ins:

• When a ball goes out of either sideline, it is thrown in by a player from the team opposite the 1 that last touched the ball

last.

• Hold the ball with both hands. Ball behind head; pull arms forward, and release when pointing at the target.

• Keep both feet on the ground until ball is released. Drag your feet to transfer weight from back to front.

• Both feet must be out of boundaries before you release.

Students will find a partner and begin practice throw-ins from 10 paces apart. The person that is receiving the ball will trap the ball.

4V4 small sided games. Students will perform throw-ins when the ball crosses the side lines.

Assessment: Students will be assessed on passing and dribbling.

Name on of the cues for throw-ins.

Skill Assessment

Soccer Dribbling

Directions: Each student will be assessed on their soccer dribbling performance using all the cues that were taught during the soccer unit. Students will have the opportunity to practice the skill before they test. Each student will be asked to perform the skills test by dribbling the ball at an approximate distance of 20 feet. Students will be graded out of 4 possible points.

X X Dribbling Cues On your toes Arms out Knees bent Light touches Inside of Feet Head Up

Rubric 4- Student performs the skill using all the cues at a proficient level. Student is able to master the skill with fluid movement. 3- Student performs the skill using 4 out of the 6 cues at a utilization level. Student is able to perform the skill, but is still conscientious about movements. 2- Student performs the skill using 3 out of the 6 cues at a control level. Student is able to perform the skill, but movements are still awkward. 1- Student performs the skill using only 1 of the cues at a pre-control level. Student has a hard time performing the skill.

Skill Assessment

Soccer Passing

Directions: Each student will be assessed on their soccer passing performance using all the cues that were taught during the soccer unit. Students will have the opportunity to practice the skill before they test. Each student will be asked to perform the skills test by passing the ball at an approximate distance of 10 feet with a partner. Students will be graded out of 4 possible points.

X X Passing Cues Eye Contact with Target Prepare the Ball in front of you with a soft touch Knees bent slightly and hips opened Plant and supporting foot on side of the ball in th e direction of the intended pass Use the inside of your foot and swing at the hip in an ‘L’ shape Follow through with kicking foot towards target

Rubric 4- Student performs the skill using all the cues at a proficient level. Student is able to master the skill with fluid movement. 3- Student performs the skill using 4 out of the 6 cues at a utilization level. Student is able to perform the skill, but is still conscientious about movements. 2- Student performs the skill using 3 out of the 6 cues at a control level. Student is able to perform the skill, but movements are still awkward. 1- Student performs the skill using only 1 of the cues at a pre-control level. Student has a hard time performing the skill.


Curriculum Template

Unit: Football Grades: 3-6

NYS Standards




be informed consumers and be able to evaluate facilities and programs

Psychomotor: � To develop increase levels of agility and physical coordination. � Demonstrates competence in many movements and is able to use these movements in activities to be successful. � Develop muscular strength and finesse through activities. � Students will learn the proper technique for passing. � Students will learn how to perform proper techniques for catching. � Students will learn how to run different receiver patterns. � Students will learn the proper technique for receiving a hand off.

Cognitive: � Be able to recognize and identify cues for passing. � Be able to recognize and identify cues for catching. � Students will be able to recognize the difference between quarterbacks, receivers, and running backs.

Affective: � Students will demonstrate individual responsibility, leadership, caring, and respect for one another. � Students will develop communication and social skills. Safety:

� Students will use the equipment for the purpose of each activity. � Students will be aware of their own surrounding areas and others. � Students will conduct outdoor sessions in a location free from obstacles and traffic. � Students will stay on designated path created by the instructor. Students may not go off trail unless direct by instructor.

Day: 1 Grades: 3-6

Unit: Football Equipment: music, footballs, hula-hoops Psychomotor Objective: By the end of the lesson, students will be able to pass a football using proper cues at a distance of 5ft 2 out of 6 times. Cognitive Objective: By the end of the lesson, students will be able to identify one cue for passing when called upon. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Football Tag

Activity 1: Introduce cues for

passing

Activity 2: Practice passing

Activity 3: 3 step passing

Closure: Check for

Understanding

Designate two taggers and use small colored ball for taggers. Anyone that has a football in their possession cannot be tagged. They only can

take a max 5 steps and must pass the ball to somebody new. The taggers will try to tag as many people as possible. Once a person gets

tagged they must go outside the desiganted playing area and wait for somebody else to get out. They will pass the ball 5 times before they

can re-enter the game.

Have the students come into the middle of the gym and introduce the cues for passing.

o Spread fingers on laces gripping ball toward the back

o Turn sideways to target

o Step forward with non-dominant foot

o Bring ball back to ear

o Lead with elbow and extend arm towards target

o Snap wrist

o Hips and Shoulders Square to Target during follow through

Students will partern up and stand at a distance of 5ft and practice throwing the football.

Explain to the class the position that is responsible for throwing the football (quarterback). Students will take a quick 3 sideways steps

backwards and perform a pass.

Name on of the cues for passing.

Day: 2 Grades: 3-6

Unit: Football Equipment: music, footballs, hula-hoops Psychomotor Objective: By the end of the lesson, students will be able to catch a football using proper cues at a distance of 5 ft 5 out of 10times. Cognitive Objective: By the end of the lesson, students will be able to identify one cue for catching when called upon. Affective Objective: Throughout the entire lesson, students will respect one another and follow safety rules. Safety Statement: Throughout the entire lesson, students will follow safety rules for each activity and be aware of each other’s surrounding areas. Activity Teaching Cues and Description

Warm-up: Football Tag


passing

Activity 2: Practice passing

Activity 3: Introduce cues for

catching

Activity 4: Passing and catching

Closure: Check for

understanding

Designate two taggers and use small colored ball for taggers. Anyone that has a football in their possession cannot be tagged. They only can

take a max 5 steps and must pass the ball to somebody new. The taggers will try to tag as many people as possible. Once a person gets

tagged they must go outside the designated playing area and wait for somebody else to get out. They will pass the ball 5 times before they

can re-enter the game.


o Spread fingers on laces gripping ball toward the back

o Turn sideways to target

o Step forward with non-dominant foot

o Bring ball back to ear

o Lead with elbow and extend arm towards target

o Snap wrist

o Hips and Shoulders Square to Target during follow through

Students will partern up and stand at a distance of 5ft and practice throwing the football.


• Hands out in front of body

• Thumbs and index finger are parallel from one another

• Spread fingers apart

• Let the ball hit hands and squeeze with both hands

• Sequre the ball into the body

Students will partner up and stand at a distance of 5ft to 10ft and work on passing and catching.

Challenges: Students will count how many consecutive catches they make.

Name one of the cues for catching.

mcgraw elementary physical education curriculum - 2010 ... · the physical education program at...

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