Physical Education - 4th Grade Instructional Unit Cooperative Games/Adventure Activities Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

COOPERATIVE CONCEPTS The students will be -Exhibit role playing Suggested 10.4.6 ADEF -teamwork able to recognize (leadership). Activities/Assessment 10.5.6 AF -trust building positive and negative -Exhibit sportsmanship -teacher observation -communication interactions of small (cooperation, sharing, etc.). -behavior rubric -brainstorming groups by performing -Apply decision making skills. -sportsmanship rating -problem solving cooperative games and -Perform on-task as a small scale -conflict resolution adventure activities. group. -orienteering checklist -Work together to achieve a ACTIVITIES common goal. -Volcano -nuclear waste transfer -rolling river raft -fling it nets -rock wall challenges -pipeline -buddy walkers -maze challenge -blindfolded obstacle course -crazy 8 -partner relays

Instructional Unit Culminating Challenges Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

CHALLENGE COURSE STATIONS The students will be -Demonstrate proper individual Suggested 10.4.6 ADEF -emphasize completing each able to recall and apply movement concepts and skills Activities/Assessment 10.5.6 ABF challenge correctly, not racing proper movement to complete challenge activity. -teacher observation MOVEMENT/FITNESS CONCEPTS concepts and skill -Demonstrate proper ball -behavior rubric -reinforcing movement and fitness techniques learned handling techniques and skills -sportsmanship rating concepts taught throughout the throughout the year in to complete challenge activity. scale year order to complete the -Apply techniques and skills BALL HANDLING CONCEPTS culminating challenges. with a variety of balls and -reinforce ball handling concepts variety of manipulatives. taught throughout the year

Instructional Unit Fall Physical Fitness Assessments Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Fitness and respect 10.4.6 ABC able to identify the physiological indicators that worksheet -setting goals components and accompany moderate to Fitness goal-setting -individual goals, not competition principles of health- vigorous physical activity (e.g. worksheet -flexibility (stretching) related physical fitness sweating, increased heart rate, -muscular strength (strong) by completing the heavy breathing). -muscular endurance (energy) fitness unit. -Identify the components of -speed and agility health-related physical fitness. -FITT (frequency, intensity, time, type) -Identify the principles of ASSESSMENTS health-related physical fitness -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

Instructional Unit Fall Physical Fitness Assessments Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the 10.4.6 ABC able to illustrate an physiological indicators that -setting goals understanding of accompany moderate to -individual goals, not competition physical activity by vigorous physical activity (e.g. -flexibility (stretching) writing individual sweating, increased heart rate, -muscular strength (strong) fitness programs in heavy breathing). -muscular endurance (energy) their personal activity -Identify the components of -speed and agility logs. health-related physical fitness. -FITT (frequency, intensity, time, type) -Identify the principles of ASSESSMENTS health-related physical fitness -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

Instructional Unit Fall Physical Fitness Assessments Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Race across PA 10.4.6 ABC able to engage in physiological indicators that Assorted muscular -setting goals activities in a variety of accompany moderate to strength exercises -individual goals, not competition settings that promote vigorous physical activity (e.g. Pass and Tag -flexibility (stretching) cardiovascular and sweating, increased heart rate, 5-5-5 Partner exercises -muscular strength (strong) musculoskeletal heavy breathing). -muscular endurance (energy) benefits. -Perform activities from -speed and agility Innovative Fitness Connections -FITT (frequency, intensity, time, curriculum type) ASSESSMENTS -fitness activities -knowledge assessment of resting heart rate and FITT techniques -teacher observation of components

Instructional Unit Gymnastics/Tumbling/Apparatus Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

SAFETY TECHNIQUES The students will be -Show safety techniques of Suggested 10.4.6 ABD -reinforce techniques previously able to recognize basic self-control, proper use of Activities/Assessment 10.5.6 ABCD taught cognitive concepts equipment, and proper landing -teacher observation -self-control, body control, and associated with techniques. -behavior rubric spatial awareness movement and how to -Exhibit proper techniques of -individual practice time -safe landing techniques use them to guide their stunts, partner stunts, group -proper use of equipment performance in body pyramids, balances, and -tumbling rubric -spotting management, tumbling, tumbling skills. -station checklist STUNTS / BALANCES and gymnastic skills on -Apply basic and advanced -modified activities -partner stunts/pyramids (flying each apparatus with skills to gymnastic apparatus. dutchman, elephant walk, pig walk, proper safety -Perform each challenge horse back ride, the table, etc.) techniques. course station appropriately. -small groups (wheel stunt, quadruple balance, etc.) TUMBLING -review and practice all previously taught rolls -dive roll -triple roll -handstands -cartwheels -round-off APPARATUS -vaulting--squat, straddle, flank vaults -bars--front support, straddle travel -medium beam--review walking skills and balances -floor balance beam-- jump combinations, tumbling skills (forward roll, cartwheel), etc. -climbing skills--rock wall,

mountain, ropes, etc.

CHALLENGE COURSE STATIONS

Instructional Unit Health-Fitness and Nutrition Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

Wellness 1. Benefits of drinking water before, during, and after exercise 2. Six components of health- related physical fitness - Muscular strength - Muscular endurance - Body composition - Cardiorespiratory endurance - Flexibility - Stress management 3. Locate and accurately count pulse beats to determine heart rate 4. Definition of FITT (Frequency, Intensity, Time, and Type) exercise 5. Importance of eating a good breakfast ASSESSMENT 1. List and define key concepts related to the above components

Instructional Unit Health-Substance Abuse Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

Healthy Living Topics (Drug and Alcohol) 1. Drugs and Drug use -Effect on Body/Personal Life -Why do people choose to use/ not to use drugs -Resistance skills 2. Alcohol -Effects on Body/Personal Life -Why do people choose to use/ not to use alcohol -Resistance skills 3. Chemical Dependency -Characteristics 4. Nicotine and Tobacco -Physiological and Behavioral Effects of Smoking, Second Hand Smoking, and Chewing Tobacco -Why do people choose to use/ not to use tobacco -Resistance skills 5. Resources -School Resources 6. Sources of Influences -Examples -Sources of Reliable Information

Instructional Unit Jump Ropes Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested 10.4.6 ABC -reinforce techniques previously able to develop hand- and landing techniques, using Activities/Assessment 10.5.6 ABD taught eye-foot coordination, carpet squares and hoops. -teacher observation -forward and backward spinning balance, footwork, and -Spin and jump, using basic and -behavior rubric SINGLE ROPE JUMPING endurance by advanced skills. -jump rope routine -individual steps (alternate step, completing various -Combine rope jumping skills assessment swing step, can-can, etc.) activities. with smooth transitions. -individual practice time ROPE JUMPING VARIATIONS -Spin with a classmate and -develop a routine of a combination jump, using basic and -partner jumping of four different jumps advanced skills using long ropes -long rope jumping PATRNER JUMPING -circuit -train -modified activities -jump turns -develop a combination together of three different jumps LONG ROPE JUMPING -practice previously taught skills -class challenges (numerical run- throughs, numerical jumps) -run in, bounce ball, run out -run in, play catch, run out -partner jumping -double dutch spinning CHALLENGE COURSE STATIONS

Instructional Unit Jump Ropes Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

UNIT CONCEPTS The students will be -Demonstrate different take-off Suggested 10.4.6 ABC -reinforce techniques previously able to combine four and landing techniques, using Activities/Assessment 10.5.6 ABD taught consecutive rope carpet squares and hoops. -teacher observation -forward and backward spinning jumping skills of their -Spin and jump, using basic and -behavior rubric SINGLE ROPE JUMPING choice and design a advanced skills. -jump rope routine -individual steps (alternate step, routine. -Combine rope jumping skills assessment swing step, can-can, etc.) with smooth transitions. -individual practice time ROPE JUMPING VARIATIONS -Spin with a classmate and -develop a routine of a combination jump, using basic and -partner jumping of four different jumps advanced skills using long ropes -long rope jumping PATRNER JUMPING -circuit -train -modified activities -jump turns -develop a combination together of three different jumps LONG ROPE JUMPING -practice previously taught skills -class challenges (numerical run- throughs, numerical jumps) -run in, bounce ball, run out -run in, play catch, run out -partner jumping -double dutch spinning CHALLENGE COURSE STATIONS

Instructional Unit Orientation Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

EXPECTATIONS The students will able -Recognize personal space. Suggested 10.4.6. DEF -behavior to distinguish between -Recognize general space. Activities/Assessment -attitude the different spatial -Exhibits self control. -artful dodger -effort awareness concepts -double trouble -sportsmanship in order to move their -teacher observation SAFETY RULES bodies safely. -behavior rubric -self control--keep your body and -question/answer emotions under control at all times assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES

Instructional Unit Orientation Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

EXPECTATIONS The students will be -Exhibit sportsmanship. Suggested 10.4.6. DEF -behavior able to demonstrate -Follow directions. Activities/Assessment -attitude appropriate classroom -Respect equipment. -artful dodger -effort management behaviors -Use I Care Rules. -double trouble -sportsmanship needed for success in -teacher observation SAFETY RULES physical education -behavior rubric -self control--keep your body and throughout the school -question/answer emotions under control at all times year. assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION SPATIAL AWARENESS & FITNESS GAMES

Instructional Unit Orientation Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

EXPECTATIONS The students will be -Model appropriate stretches. Suggested 10.4.6. DEF -behavior able to develop -Participate appropriately in Activities/Assessment -attitude physical fitness fitness games. -artful dodger -effort components by -double trouble -sportsmanship completing fitness -teacher observation SAFETY RULES games and stretching -behavior rubric -self control--keep your body and activities. -question/answer emotions under control at all times assessment -walk unless otherwise instructed -follow all directions the first time -stop on the whistle- Stop, Look, and Listen I CARE RULES -We listen to each other. - Hands are for helping, not for hurting. - We use I-Care language. - We care about each other's feelings. - We are responsible for what we say and do. - Respect Initiative/Bullying CONSEQUENCES -quiet warning -time out -repeated time out and a note/phone call home -visit to the office GOAL SETTING IN PHYSICAL EDUCATION

SPATIAL AWARENESS & FITNESS GAMES

Instructional Unit Rhythmics Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

RHYTHM CONCEPTS The students will be -Reproduce rhythmical patterns Suggested 10.4.6 ADF -reinforce previously taught able to model using dyna-bands. Activities/Assessment 10.5.6 ABCDE concepts of rhythmical patterns fundamental skills to -Perform rhythmical movements -teacher observation NOVELTY AND GROUP LINE rhythmical patterns and concepts with smooth -behavior rubric RHYTHMS using dyna-bands. transitions according to the -modified activities -chicken fat beats. -electric slide -Exhibit creative self- -Louisiana Saturday night exploration patterns to the -achy breaky music individually, with a -the freeze partner, and in small groups. MANIPULATIVES AND RHYTHMS -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body

Instructional Unit Rhythmics Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

RHYTHM CONCEPTS The students will be -Perform rhythmical movements Suggested 10.4.6 ADF -reinforce previously taught able to demonstrate and concepts with smooth Activities/Assessment 10.5.6 AB concepts of rhythmical patterns movement concepts transitions according to the -teacher observation NOVELTY AND GROUP LINE individually, with a beats. -behavior rubric RHYTHMS partner, and in small -Exhibit creative self- -group routine -chicken fat groups through general exploration patterns to the assessment -electric slide space, according to music individually, with a -modified activities -Louisiana Saturday night the rhythmical patterns. partner, and in small groups. -achy breaky -the freeze MANIPULATIVES AND RHYTHMS -dyna-bands AEROBIC DANCE -Tae-bo -Slim Good-body

Instructional Unit Spring Physical Fitness Assessments Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Fitness and respect 10.4.6 ABC able to identify the physiological indicators that worksheet -setting goals components and accompany moderate to Fitness goal-setting -individual goals, not competition principles of health- vigorous physical activity (e.g. worksheet -flexibility (stretching) related physical fitness sweating, increased heart rate, -muscular strength (strong) by completing the heavy breathing). -muscular endurance (energy) Presidential Physical -Identify the components of -speed and agility Fitness Challenge and health-related physical fitness. -FITT (frequency, intensity, time, fitness unit. type) -Identify the principles of ASSESSMENTS health-related physical fitness -5 minute run each class -walk/run mile (practice and test) -teacher observation of fitness components

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the 10.4.6 ABC able to illustrate an physiological indicators that -setting goals understanding of accompany moderate to -individual goals, not competition physical activity by vigorous physical activity (e.g. -flexibility (stretching) writing individual sweating, increased heart rate, -muscular strength (strong) fitness programs in heavy breathing). -muscular endurance (energy) their personal activity -Identify the components of -speed and agility logs. health-related physical fitness. -FITT (frequency, intensity, time, type) -Identify the principles of ASSESSMENTS health-related physical fitness -5 minute run each class -walk/run mile (practice and test) -teacher observation of fitness components

Instructional Unit Spring Physical Fitness Assessments Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

PHYSICAL FITNESS COMPONENTS The students will be -Know and recognize the Timed mile run (2 trials) 10.4.6 ABC able to engage in physiological indicators that Assorted muscular -setting goals activities in a variety of accompany moderate to strength activates -individual goals, not competition settings that promote vigorous physical activity (e.g. Pass and Tag -flexibility (stretching) cardiovascular and sweating, increased heart rate, 5-5-5 Partner exercises -muscular strength (strong) musculoskeletal heavy breathing). -muscular endurance (energy) benefits. -Perform activities from Assorted aerobics -speed and agility Innovative Fitness Connections activities -FITT (frequency, intensity, time, curriculum type) ASSESSMENTS -5 minute run each class -walk/run mile (practice and test) -teacher observation of fitness components

Instructional Unit Striking with a Body Part Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

SOCCER The students will be -Demonstrate continuous Suggested 10.4.6 AB -reinforce previously taught able to communicate progress toward mature status Activities/Assessment 10.5.6 ABF concepts and skills game strategies by of the skills. -teacher observation -throw-ins using appropriate -Perform skills using dominant -peer evaluation -field spacing terms and applying and non-dominant feet or -critical cues skill rubric -practice skills individually, with a proper techniques for hands. partner, and in small groups game-like activities. -Apply game concepts and -behavior rubric -use nerf/regular soccer balls principles during modified -individual practice time inside activities. MODIFIED ACTIVITY -circuit -line soccer -partner activities VOLLEYBALL -modified activities -reinforce previously taught (trainer concepts and skills with a partner volleyballs/regulation or in small groups soccer balls/nerf -overhand serve footballs) -use trainer balls -rotation MODIFIED ACTIVITY -small game FOOTBALL -punting / kick-off CHALLENGE COURSE STATIONS

Instructional Unit Striking with a Body Part Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

SOCCER The student will be -Demonstrate continuous Suggested 10.4.6 AB -reinforce previously taught able to demonstrate progress toward mature status Activities/Assessment 10.5.6 AB concepts and skills ball control and body of the skills. -teacher observation -throw-ins control by completing -Perform skills using dominant -peer evaluation -field spacing movement concepts and non-dominant feet or -critical cues skill rubric -practice skills individually, with a for all activities by hands. partner, and in small groups kicking, trapping, -Apply game concepts and -behavior rubric -use nerf/regular soccer balls bumping, setting, and principles during modified -individual practice time inside punting. activities. MODIFIED ACTIVITY -circuit -line soccer -partner activities VOLLEYBALL -modified activities -reinforce previously taught (trainer concepts and skills with a partner volleyballs/regulation or in small groups soccer balls/nerf -overhand serve footballs) -use trainer balls -rotation MODIFIED ACTIVITY -small game FOOTBALL -punting / kick-off CHALLENGE COURSE STATIONS

Instructional Unit Striking with a Manipulative Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

SOFTBALL/WHIFFLE BALL The students will be -Refine movement of swinging Suggested 10.4.6ABF -reinforce previously taught skills able to develop hand- a bat. Activities/Assessment 10.5.6 ABDF and bat control eye-coordination by -Transfer batting technique to -teacher observation -hitting a teacher pitched ball striking a moving ball apply to using a tennis racket. -behavior rubric -field positions and rules (forces, with manipulative -Strike a ball repeatedly with a -critical cues skill rubric tagging, tagging up, etc.) objects. tennis racket. LEAD-UP ACTIVITY -Receive and send a ball with a -peer evaluation -wack ball continuous motion. TENNIS -Minimize swing and force -review grip and ready position effort when putting a golf ball. -practice forehand and backhand (partner toss and hit and partner volley) -serving and score keeping GOLF -putting (grip and stance) LEAD-UP ACTIVITY -mini golf course

Instructional Unit Striking with a Manipulative Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

SOFTBALL/WHIFFLE BALL The student will be -Record score of modified Suggested 10.4.6ABF -reinforce previously taught skills able to communicate game of whiffle ball. Activities/Assessment 10.5.6 ABDF and bat control game strategies by -teacher observation -hitting a teacher pitched ball using appropriate -behavior rubric -field positions and rules (forces, terms, calculating -critical cues skill rubric tagging, tagging up, etc.) scores, and applying LEAD-UP ACTIVITY proper techniques for -peer evaluation -wack ball game-like activities. TENNIS -review grip and ready position -practice forehand and backhand (partner toss and hit and partner volley) -serving and score keeping GOLF -putting (grip and stance) LEAD-UP ACTIVITY -mini golf course

Instructional Unit Throwing and Catching Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested 10.4.6 AB -reinforce techniques previously able to combine mature status of the skills done Activities/Assessment 10.5.6 ABF taught fundamental and in a continuous motion while -teacher observation -emphasize use of both dominant specialized throwing, stationary and on the move. -peer evaluation and non-dominant hand throughout passing, and catching -Perform skills using dominant -critical cues skill rubric lessons skills during all and non-dominant hands. BASKETBALL activities to improve -Demonstrate proper technique -behavior rubric -ball handling skills (dribbling figure personal and group of skills in a small game activity. -individual practice time eight, blurr, etc.) performances. -over the head pass stationary -circuit -bounce pass, chest pass, and -partner activities

over the head pass on the move -small games -shooting (lay-up, jump shot, etc.) -use intermediate basketballs -passing relay -pass, dribble, shoot relay SOFTBALL / WHIFFLE BALL -reinforce all skills and rules previously taught -small game FOOTBALL -reinforce all skills previously taught -snapping -field positions -use nerf/regular footballs -small game (panic ball) FRISBEE -reinforce all skills previously taught -start with nerf frisbees and move to plastic frisbees -small game (ultimate frisbee)

CHALLENGE COURSE STATIONS

Instructional Unit Throwing and Catching Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

Instructional Unit Throwing and Catching Physical Education - 4th Grade Unit Content Objective Performance Indicator Performance Task State Standards Code:

UNIT CONCEPTS The students will be -Demonstrate refinement of Suggested 10.4.6 AB -reinforce techniques previously able to develop the mature status of the skills done Activities/Assessment 10.5.6 AB taught ability to control the in a continuous motion while -teacher observation -emphasize use of both dominant use of fundamental stationary and on the move. -peer evaluation and non-dominant hand throughout patterns of throwing, -Perform skills using dominant -critical cues skill rubric lessons passing, and catching and non-dominant hands. BASKETBALL a variety of -Demonstrate proper technique -behavior rubric -ball handling skills (dribbling figure manipulative objects. of skills in a small-game activity. -individual practice time eight, blurr, etc.) -over the head pass stationary -circuit -bounce pass, chest pass, and -partner activities over the head pass on the move -small games -shooting (lay-up, jump shot, etc.) -use intermediate basketballs -passing relay -pass, dribble, shoot relay SOFTBALL / WHIFFLE BALL -reinforce all skills and rules previously taught -small game FOOTBALL -reinforce all skills previously taught -snapping -field positions -use nerf/regular footballs -small game (panic ball) FRISBEE -reinforce all skills previously taught -start with nerf frisbees and move to plastic frisbees -small game (ultimate frisbee) CHALLENGE COURSE STATIONS