physical education curriculum grades k-8 · new jersey physical education core curriculum content...
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Warren Township Schools Warren Township, NJ
Physical Education Curriculum Grades K-8
Dr. Tami R. Crader Superintendent of Schools
William Kimmick Curriculum Coordinator Stacey Hann-Modugno Curriculum Supervisor
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WARREN TOWNSHIP SCHOOL DISTRICT
PHILOSOPHY
Physical Education is the part of child’s overall education that is accomplished through movement. Although
Physical Education stresses the psychomotor domain, it also should contribute to the cognitive and affective
domains. Physical Education has three unique contributions to a child’s education: the development and
maintenance of a personalized level of physical fitness, the development and enhancement of movement
competency, and an understanding of movement and movement principles. A quality program will help to foster a
physically active lifestyle within the school community. It will also teach the students how to apply the valuable
movement concepts to all activities.
Here in Warren we utilize a wide array of techniques in order to properly educate our students. At the
kindergarten and first grade level we are using a skill-themed approach. This allows the students to build a solid
foundation of movement competence needed for success in future activities. Once they move to the second and
third grade level the skill-themed approach is expanded on by combining it with a sport-themed approach. By
doing so our students start to utilize their skills in a dynamic setting which will further allow the concept to be
understood. In the fourth and fifth grade students are taught using a sport-themed approach, including traditional
and non-traditional sports. As the student moves on to middle school they will experience an advanced level of the
previous sports/skills further allowing skill improvement. By exposing our students to this variety it will allow for
them to make an educated decision on future activities. These activities will help them to lead a healthy, active
lifestyle.
Body (What the body does)
Space (Where the body moves)
Effort (How the body performs
movements)
Relationships (Relationships that occur in
movement)
Actions of the body
Curl
Bend
Twist
Swing
Areas
General
Personal
Time
Fast-Accelerating-Slow
Slow-Decelerating-Sustained
Body Parts
Above-Below
Apart-Together
Behind-In Front Of
Meeting-Parting
Near-Far
Over-Under
Actions of the body
Support Body Weight
Lead Action
Receive Weight/Force
Apply Force
Directions
Forward
Backward
Sideward
Upward
Downward
Force (Weight)
Firm-Strong
Fine-Light
Individuals & Groups
Mirroring-Matching
Contrasting
Successive-Alternating
Questioning-Answering
Acting-Reacting
Following-Copying
Lifting-Being Lifted
Supporting-Being Supported
Activities of the body
Locomotor
Non-locomotor
Manipulative
Levels
Low
Medium
High
Space
Direct-Straight
Indirect-Flexible
Apparatus & Equipment
Over-Under
Near-Far
Above-Below-Alongside
Behind-In Front Of
Arriving On- Dismounting
Body Shapes
Straight
Wide
Round
Twisted
Symmetry-Asymmetry
Pathways
Straight
Curved
Zig-Zag
Twisted
Flow
Bound-Stoppable-Jerky
Free-Ongoing-Smooth
Other Types
Goals & Boundaries
Music & Sounds
Poems & Stories & Words
Beats & Patterns
Art & Artifacts
Planes
Wheel-Sagital
Door-Frontal
Table-Horizontal
Extensions
Large
Small
B-S-E-R FRAMEWORK
Developmental Considerations
Characteristics 5-6 years 7-8 years 9-10 years
Growth Steady increases in height, weight, and strength
Steady increases in height, weight, and strength
Growth spurt begins with girls
Body Management Aware of large body parts Aware of large and small body parts
Aware of large and small body parts
Motor Skills Gross motor skills improving. Perform motor skills singularly
Gross motor skills refined Fine motor improvements Increasing variability in motor skill performance Perform motor skills singularly
Fine motor skill improvement. Increases in performance Combines motor skills more fluidly Balance improved
Attention Span Short attention span. Creative and imaginative. Handles limited information. Simple instructions. Variety in activities. Work with one movement concept
Attention span short but increasing Creative and imaginative Handles limited information. Simple instructions Variety in activities Combines movement concepts with difficulty
Increasing attention span Creative and imaginative Handles multiple bits of information with complexity
Expectations of a Positive Physical Education Environment Each child should:
Have a good time in class.
Be listened to and appropriately responded to.
Be allowed to talk.
Acquire knowledge.
Have a positive student-teacher relationship.
Have some predictable routines.
Be able to get help and give help.
Be able to resolve conflicts peacefully.
Be a friend to others in the classroom.
Be allowed to make mistakes or break a rule, make amends, and rejoin the group without stigmas.
Program Goals
Program Goals:
To promote student development.
To help students reach goals physically, cognitively, and affectively.
To provide students with a quality level of instruction.
To provide students with a wide variety of experiences to make available to them choices for future
activities outside of the educational environment.
CONSIDERATIONS, EXPECTATIONS & GOALS
National Standards for Physical Education (NASPE, 2008)
Adequate physical activity is the basis for development and wellness. The goal of Physical Education is
promote a physically active lifestyle, the development of the “whole” student, and help students reach a self-
determined level of achievement.
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Standard 2: Demonstrates an understanding of movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical activity.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical
activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
New Jersey Physical Education Core Curriculum Content Standards
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and
maintain a healthy, active lifestyle.
A. Movement Skills and Concepts
B. Strategy
C. Sportsmanship, Rules, and Safety
2.6 Fitness: All Students will apply health-related and skill-related fitness concepts and skills to develop and
maintain a healthy, active lifestyle.
A. Fitness and Physical Activity
NASPE & NJCCCS
The students in grades K-8 will be able to:
I. ORIENTATION
NJ Core Curriculum Content Standards
(NJCCCS) CONTENT K 1 2 3 4 5 6 7 8
2.5 Walking I U M M M M M M M
2.5 Galloping I U U M M M M M M
2.5 Hopping I U U M M M M M M
2.5 Skipping I U U M M M M M M
2.5 Sliding I U U U U M M M M
2.5 Leaping I U U U M M M M M
2.5 Jumping, Landing I U U U U U U M M
2.5 Balancing I U U U U U U M M
2.5 Transferring Weight I U U U U U M M M
2.5 Tumbling I I U U M M M M M
2.5 Rolling I U U U U U M M M
2.5 Kicking I U U U U U U M M
2.5 Throwing I U U U U U U M M
2.5 Catching I U U U U U U U U
2.5 Hand Dribbling I I U U U U U U U
2.5 Volleying I U U U U U U U U
2.5 Punting I I I U U U U U U
2.5 Turning I U U M M M M M M
2.5 Tossing I U U U U U M M M
2.5 Bending I U M M M M M M M
2.5 Twisting I U M M M M M M M
2.5 Reaching I U M M M M M M M
2.5 Stretching I U U U U U U M M
2.5 Adventure Education I U U U U U U U M
2.5 Strking with Implements I U U U U U U U M
2.5 Sportsmanship/Teamwork I I U U M M M M M
2.5, 2.6 Spacial Awareness I U U U U U U U M
2.5, 2.6 Creative Movement Expression I U U U U U U M M
2.5, 2.6 Foot Dribbling I U U U U U U U U
2.5, 2.6 Jogging I U U M M M M M M
2.5, 2.6 Running I U U M M M M M M
2.5, 2.6 Animal Walks I U M M M M M M M
2.5, 2.6 Chasing, Fleeing, Dodging I U U U U U U M M
2.6 Physical Fitness I U U U U U U U U
Key I - Introduced U – Utilized M –Mastered (Expected)
SCOPE & SEQUENCE
UNIT: CATCHING Essential Question: How is catching a good way to build eye-hand coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate the proper way to catch an object using their body and hands
Individual catching – a balloon that is tossed in the air, a ball that they bounce to themselves…partner catching and throwing back and forth
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to catch a soft object (pom pom ball or foam ball, melting, against your body)
Partner catching – monkey in the middle, beanbag catch
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to catch a ball that was bounced to them and thrown to them
Individual with a large ball, bounce passes, bounce to a wall, bounce to a partner
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: COOPERATIVE GAMES Essential Question: Why do I have to show good teamwork when in small groups?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate good teamwork when in small groups
Quick escape, team relay, and in the bucket
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Describe what a cooperative game is
Quick escape, team relay, and in the bucket
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CREATIVE MOVEMENT Essential Question: Why do I have to understand concepts of movement when I can already perform the movement?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1
Demonstrate how to move about an open area safely: directions, general space, pathways, personal space
Line game, tag, follow the leader
Benchmark assessment
2.5.2.A.3 2.6.2.A.3 1.1.2.A.4
Demonstrate how to use their bodies to express feelings and attitudes about themselves
Hockey pokey, modern dance expression, aerobics
Benchmark assessment
2.5.2.A.3 1.1.2.A.2
Move to different rhythms Shadow movements, movement to rhythms and dances
Benchmark assessment
KINDERGARTEN
KINDERGARTEN
UNIT: DRIBBLING Essential Question: Can dribbling at a young age continue into adulthood and become part of a lifetime activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate how to dribble with their foot, their hand, and using an implement
Soccer game called “stuck in the mud,” dribble tag with a rubber ball used like a basketball, and hitting (close, short taps using a foam hockey stick.)
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: FITNESS Essential Question: What is the minimum amount of exercise I can do to stay physically fit?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.2 Participate in vigorous physical activity for an extended period
Fitness stations to music Benchmark assessment
2.6.P.A.1
Demonstrate proper balance skills as an individual and on an apparatus
Fitness dice, and animal walks Benchmark assessment
UNIT: KICKING SKILLS Essential Question: Why is it important to keep you eyes on the ball when kicking it?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Kick an object (on the ground, in the air, for distance, to targets.)
Soccer dribble tag, soccer bulls eye Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Kick a rolling object (on the ground, in the air, for distance, to targets.)
Kickball, construction workers and bulldozers
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: LOCOMOTOR SKILLS Essential Question: How is using a variety of locomotor skills going to help a student with their coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1 2.5.P.A.2
Perform fundamental locomotor skills: galloping, hopping, jumping, leaping, running, skipping, sliding, walking
Agility lines, line games, follow the leader
Benchmark assessment
UNIT: NON-LOCOMOTOR SKILLS Essential Question: How do non-locomotor skills work a student’s gross motor skills?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1
Perform fundamental non-locomotor skills: bending, pulling, pushing, stretching, swaying, swinging, turning, twisting
Skill practice Benchmark assessment
KINDERGARTEN
UNIT: ROLLING Essential Question: How can rolling mentally prepare you for competition and sports performance?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Describe the proper way to roll an object at a stationary target
Roll with partner while standing stationary
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to roll an object at a moving target
Mario bros., bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: SCOOTERS Essential Question: How can a scooter build a child’s leg or arm muscles?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.1 2.6.2.A.2
To explain and demonstrate how to ride a scooter sitting, kneeling, and on their stomachs
Relays, capture “fluffy”, scooter tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: SPORTSMANSHIP, RULES, SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.C.1 2.5.2.C.2
Identify the rules of the gym as well as rules for outside field use
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
2.5.2.C.1 2.5.2.C.2
Explain what the safety requirements are for equipment and for moving about in the gym
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
2.5.2.C.1 2.5.2.C.2
Demonstrate good sportsmanship throughout each activity
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
UNIT: STRIKING SKILLS Essential Question: How can striking an object improve visual tracking coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Successfully strike an object. (noncontinuously) with different body parts, upward with an underhand pattern, upward with an overhand pattern, upward with forearms, with short handled implements, with long handled implements.)
Keep it up, scooter volley Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
KINDERGARTEN
UNIT: TAG GAMES Essential Question: How can running in a tag game build stamina and teamwork?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 2.5.2.A.3
Identify different tag games and how to tag in a safe manner
Sharks and minnows Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.2.A.2 2.5.2.A.3
Demonstrate teamwork in a tag game
In the dog house, freeze tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: THROWING/TOSSING Essential Question: When students are grown, when else would they use throwing and tossing skills?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate how to throw and toss using the proper technique (step with opposite foot)
Castle knockdown, hit the can Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrating throwing and tossing at a stationary target and at a moving target
Underhand tossing games like using bean bags and buckets, throwing or tossing at a stationary target and at a moving target
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CATCHING Essential Question: How is catching a good way to build eye-hand coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate the proper way to catch an object using their body and hands
Stomp boards, partner toss Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to catch a soft object (pom pom ball or foam ball, melting, against your body)
Around the horn, squeeze it Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to catch a ball that was bounced to them and thrown to them
Bounce pass keep away Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: COOPERATIVE GAMES Essential Question: Why do I have to show good teamwork when in small groups?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate good teamwork when in small groups
Scooter ships, environmental helpers
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Describe what a cooperative game is
Scootermania, monsters inc Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CREATIVE MOVEMENT Essential Question: Why do I have to understand concepts of movement when I can already perform the movement?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1
Demonstrate how to move about an open area safely: directions, general space, pathways, personal space
Go for the gold, island sinkers, fire
chief
Benchmark assessment
2.5.2.A.3 2.6.2.A.3 1.1.2.A.4
Demonstrate how to use their bodies to express feelings and attitudes about themselves
Modern dance Benchmark assessment
2.5.2.A.3 1.1.2.A.2
Move to different rhythms Macarena, cha cha slide Benchmark assessment
FIRST GRADE
UNIT: DRIBBLING Essential Question: Can dribbling at a young age continue into adulthood and become part of a lifetime activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate how to dribble with their foot, their hand, and using an implement
Dribble treasure hunt, dribble line game Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: FITNESS Essential Question: What is the minimum amount of exercise I can do to stay physically fit?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.2 Participate in vigorous physical activity for an extended period
Fitness monopoly, fitness uno Benchmark assessment
2.6.P.A.1
Demonstrate proper balance skills as an individual and on an apparatus
Alphabet balance, balance beam Benchmark assessment
UNIT: KICKING SKILLS Essential Question: Why is it important to keep you eyes on the ball when kicking it?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Kick an object (on the ground, in the air, for distance, to targets.)
Dribble dash, dribbling 500 Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Kick a rolling object (on the ground, in the air, for distance, to targets.)
Inside of the foot pass, all ball kickball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: LOCOMOTOR SKILLS Essential Question: How is using a variety of locomotor skills going to help a student with their coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1 2.5.P.A.2
Perform fundamental locomotor skills: galloping, hopping, jumping, leaping, running, skipping, sliding, walking
Locomotor license, locomotor tag Benchmark assessment
UNIT: NON-LOCOMOTOR SKILLS Essential Question: How do non-locomotor skills work a student’s gross motor skills?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.1
Perform fundamental non-locomotor skills: bending, pulling, pushing, stretching, swaying, swinging, turning, twisting
Stretching for a warm-up, agility lines, in a movement game
Benchmark assessment
UNIT: CATCHING Essential Question: How is catching a good way to build eye-hand coordination?
FIRST GRADE
UNIT: ROLLING Essential Question: How can rolling mentally prepare you for competition and sports performance?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Describe the proper way to roll an object at a stationary target
Bowler ball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrate how to roll an object at a moving target
Bowling golf, 10 pin bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: SCOOTERS Essential Question: How can a scooter build a child’s leg or arm muscles?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.1 2.6.2.A.2
To explain and demonstrate how to ride a scooter sitting, kneeling, and on their stomachs
Scooter bases Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: SPORTSMANSHIP, RULES, SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.C.1 2.5.2.C.2
Identify the rules of the gym as well as rules for outside field use
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
2.5.2.C.1 2.5.2.C.2
Explain what the safety requirements are for equipment and for moving about in the gym
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
2.5.2.C.1 2.5.2.C.2
Demonstrate good sportsmanship throughout each activity
Question and answer game. Demonstration of some equipment and how to use it
Benchmark assessment
UNIT: STRIKING SKILLS Essential Question: How can striking an object improve visual tracking coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Successfully strike an object. (noncontinuously) with different body parts, upward with an underhand pattern, upward with an overhand pattern, upward with forearms, with short handled implements, with long handled implements.)
Bump it, set it, home run derby Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CATCHING Essential Question: How is catching a good way to build eye-hand coordination?
NJCCCS CPI# OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 Demomonstrate the proper way to catch Individual catching – a balloon that is Student Effort
FIRST GRADE
UNIT: TAG GAMES Essential Question: How can running in a tag game build stamina and teamwork?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 2.5.2.A.3
Identify different tag games and how to tag in a safe manner
Melting tag, spiders and flies Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.2.A.2 2.5.2.A.3
Demonstrate teamwork in a tag game
Running bases, couch potato Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: THROWING/TOSSING Essential Question: When students are grown, when else would they use throwing and tossing skills?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.P.A.2 2.5.P.A.3
Demonstrate how to throw and toss using the proper technique (step with opposite foot)
Toss it 4-square, In the hoop Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.P.A.2 2.5.P.A.3
Demonstrating throwing and tossing at a stationary target and at a moving target
Beanbag horseshoes Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FIRST GRADE
UNIT: ADVENTURE AND COOPERATIVE GAMES Essential Question: How do I implement cooperative strategies to be successful in an activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.B.1 2.5.4.B.2
Demonstrate and explain how to work cooperatively in order to assist a team or group to achieve a common goal while motivating and celebrating appropriately
Chocolate River Magic Squares Snake in a Can
Teacher Observation Peer Observation Self-Assessment
2.5.2.A.4 Make corrections to their movements or actions in response to teacher/peer feedback
Cryptogram All-Aboard
Teacher Observation Peer Observation Self-Assessment
2.5.2.B.3 Explain how attitudes during an activity will benefit or be a detriment to performance
Mine Field Teacher Observation Peer Observation Self-Assessment
UNIT: CREATIVE MOVEMENT/DANCE Essential Question: How does movement change with my creative mood?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.3 Demonstrate and explain how changes in direction, pathways, levels, rhythm, tempo, tempo, and beat affect how one moves
Hokey Pokey Cha Cha Slide Macarena
Benchmark assessment
2.5.2.A.3 Utilize manipulative skills and movement combinations (rhythmic movement)
Lummi Sticks Poi
Benchmark assessment
2.5.2.A.2 Utilize BSER to move in expressive ways Modern Dance Obstacle Courses
Benchmark assessment
2.5.2.A.1 Demonstrate various body positions and shapes while utilizing weight transfer and balance
Scale Rhythmic Gymnastics Balance Beam Turns
Benchmark assessment
SECOND GRADE
UNIT: DUAL AND INDIVIDUAL SPORTS Essential Question: How does working alone or with a partner affect performance in other activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 2.5.4.A.2
Demonstrate and explain skills and control utilized in body management activities and/or individual activities
Animal walks Golf Duel Spin Jammers Cupstacking
Self Assessment Teacher Observation Student effort Peer Observation
2.5.2.A.2 2.5.4.A.2
Demonstrate and explain skills of balance, weight transfer, and general body management necessary to perform skills needed to participate safely and effectively in movement activities
Duel Golf Balance Beam Low organized games
Tag
Beach flags
Self Assessment Teacher Observation Student effort Peer Observation
2.5.4.C.2 2.5.4.B.2 2.5.4.A.4
Demonstrate and explain principles of relationships when working with a partner in a dynamic activity setting
Lead passing
Position play
Roles of a teammate
Speed Mitton doubles Spin jammers Rainbow run
Self Assessment Teacher Observation Student effort Peer Observation
UNIT: FITNESS Essential Question: How do I develop, realize, and maintain age appropriate fitness?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.2 Demonstrate and explain what it means to be physically fit
Rip City Noodle Tag Elbow Tag
Benchmark assessment
2.6.2.A.1 Demonstrate and explain the benefits of physical fitness and the physiological changes of exercise
Physical
Social
Emotional
Increase heart rate
Increase respiration (breathing)
Increase sweating
Tired
Jump Rope Medic Ball Backyard cleanup
Benchmark assessment
2.6.2.A.3 Demonstrate and explain fitness components
Strength
Cardiovascular endurance
Flexibility
Muscular endurance
Fitness Circuits Toner Bands Body weight exercises
Teacher Observation Self Assessment
SECOND GRADE
UNIT: LOCOMOTOR SKILLS
Essential Question: How does knowing and understanding concepts of movement improve performance in a specific skill and improve the foundation for transfer of skills to a variety of sports and activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.1 2.5.2.A.4
Identify and perform the critical elements of basic locomotor skills
Walking
Jogging
Running
Skipping
Hopping
Leaping
Sliding
Galloping
Loco Relays Stations All Aboard Skills practice
Benchmark assessment
2.5.2.A.1
Describe how locomotor skills relate to others, objects, and spatial awareness
General
Personal
Free space movement Squirrel in the trees Loco tag Cat and mouse tag Noodle tag Elbow tag
Teacher observation
2.5.2.A.1 Observe peer performance of movement skills and identify elements of the skill
Relays Skill Practice
Teacher Observation
UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to perform and practice skills that I already can perform?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 Demonstrate basic non-locomotor skills
Bend
Twist
Reach
Stretch
Turn
Skills practice
Benchmark assessment
2.5.2.A.1 Demonstrate various body positions and shapes while using weight transfer and balance
Basic Gymnastics Volleying Home run derby Body management skills
Teacher observation Peer observation Self assessment
SECOND GRADE
UNIT: SPORTSMANSHIP, RULES, AND SAFETY Essential Question: How do participants and spectators get the maximum benefit from games and sports?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.C.2 Display an understanding of terminology, rules, safety concepts and how they apply to games, sports, and recreational activities
Q&A Apples and Oranges Cops and Robbers
Benchmark assessment
2.5.4.C.1 Demonstrate the ability to transfer knowledge about rules and etiquette from one environment to another
Spectator
Participant
Various Sports
Kickball
Soccer
All refs/umps
Benchmark assessment
UNIT: TEAM SPORTS/MANIPULATIVE SKILLS Essential Question: To what extent does strategy influence performance in a team based activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.B.1 Demonstrate and explain basic strategies of movement (offensive, defensive, and/or cooperative) and apply them to games, sports, and/or recreational activities
Player positioning
Faking
Dodging
Creating open spaces
And defending space
Pillo Pollo Basketball Football Soccer Lacrosse
Benchmark assessment
2.5.2.A.1 Utilize most of the critical elements for manipulative skills
Throw and catch a variety of objects (with implements or body parts)
Kicking stationary and moving partners/objects
Dribbling with dominant hand/foot
Passing a ball/object to a partner (moving or stationary)
Pillo Pollo Basketball Football Soccer Lacrosse Hockey
Benchmark assessment
2.5.4.A.1 Apply skills of Striking (with implements or body parts) to a game, sport, or recreational activity
Baseball Soccer Lacrosse
Benchmark assessment
SECOND GRADE
UNIT: ADVENTURE AND COOPERATIVE GAMES Essential Question: How do I implement cooperative strategies to be successful in an activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.B.1 2.5.4.B.2
Demonstrate and explain how to work cooperatively in order to assist a team or group to achieve a common goal while motivating and celebrating appropriately
Chocolate River Magic Squares Snake in a Can
Teacher Observation Peer Observation Self-Assessment
2.5.2.A.4 Make corrections to their movements or actions in response to teacher/peer feedback
Cryptogram All-Aboard
Teacher Observation Peer Observation Self-Assessment
2.5.2.B.3 Explain how attitudes during an activity will benefit or be a detriment to performance
Mine Field Teacher Observation Peer Observation Self-Assessment
UNIT: CREATIVE MOVEMENT/DANCE Essential Question: How does movement change with my creative mood?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.3 Demonstrate and explain how changes in direction, pathways, levels, rhythm, tempo, tempo, and beat affect how one moves
Hokey Pokey Cha Cha Slide Macarena
Benchmark assessment
2.5.2.A.3 Utilize manipulative skills and movement combinations (rhythmic movement)
Lummi Sticks Poi
Benchmark assessment
2.5.2.A.2 Utilize BSER to move in expressive ways Modern Dance Obstacle Courses
Benchmark assessment
2.5.2.A.1 Demonstrate various body positions and shapes while utilizing weight transfer and balance
Scale Rhythmic Gymnastics Balance Beam Turns
Benchmark assessment
THIRD GRADE
UNIT: DUAL AND INDIVIDUAL SPORTS Essential Question: How does working alone or with a partner affect performance in other activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 2.5.4.A.2
Demonstrate and explain skills and control utilized in body management activities and/or individual activities
Animal walks Golf Duel Spin Jammers Cupstacking
Self Assessment Teacher Observation Student effort Peer Observation
2.5.2.A.2 2.5.4.A.2
Demonstrate and explain skills of balance, weight transfer, and general body management necessary to perform skills needed to participate safely and effectively in movement activities
Duel Golf Balance Beam Low organized games
Tag
Beach flags
Self Assessment Teacher Observation Student effort Peer Observation
2.5.4.C.2 2.5.4.B.2 2.5.4.A.4
Demonstrate and explain principles of relationships when working with a partner in a dynamic activity setting
Lead passing
Position play
Roles of a teammate
Speed Mitton doubles Spin jammers Rainbow run
Self Assessment Teacher Observation Student effort Peer Observation
UNIT: FITNESS Essential Question: How do I develop, realize, and maintain age appropriate fitness?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.2.A.2 Demonstrate and explain what it means to be physically fit
Rip City Noodle Tag Elbow Tag
Benchmark assessment
2.6.2.A.1 Demonstrate and explain the benefits of physical fitness and the physiological changes of exercise
Physical
Social
Emotional
Increase heart rate
Increase respiration (breathing)
Increase sweating
Tired
Jump Rope Medic Ball Backyard cleanup
Benchmark assessment
2.6.2.A.3 Demonstrate and explain fitness components
Strength
Cardiovascular endurance
Flexibility
Muscular endurance
Fitness Circuits Toner Bands Body weight exercises
Teacher Observation Self Assessment
THIRD GRADE
UNIT: LOCOMOTOR SKILLS
Essential Question: How does knowing and understanding concepts of movement improve performance in a specific skill and improve the foundation for transfer of skills to a variety of sports and activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.1 2.5.2.A.4
Identify and perform the critical elements of basic locomotor skills
Walking
Jogging
Running
Skipping
Hopping
Leaping
Sliding
Galloping
Loco Relays Stations All Aboard Skills practice
Benchmark assessment
2.5.2.A.1
Describe how locomotor skills relate to others, objects, and spatial awareness
General
Personal
Free space movement Squirrel in the trees Loco tag Cat and mouse tag Noodle tag Elbow tag
Teacher observation
2.5.2.A.1 Observe peer performance of movement skills and identify elements of the skill
Relays Skill Practice
Teacher Observation
UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to perform and practice skills that I already can perform?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.2.A.2 Demonstrate basic non-locomotor skills
Bend
Twist
Reach
Stretch
Turn
Skills practice
Benchmark assessment
2.5.2.A.1 Demonstrate various body positions and shapes while using weight transfer and balance
Basic Gymnastics Volleying Home run derby Body management skills
Teacher observation Peer observation Self assessment
THIRD GRADE
UNIT: SPORTSMANSHIP, RULES, AND SAFETY Essential Question: How do participants and spectators get the maximum benefit from games and sports?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.C.2 Display an understanding of terminology, rules, safety concepts and how they apply to games, sports, and recreational activities
Q&A Apples and Oranges Cops and Robbers
Benchmark assessment
2.5.4.C.1 Demonstrate the ability to transfer knowledge about rules and etiquette from one environment to another
Spectator
Participant
Various Sports
Kickball
Soccer
All refs/umps
Benchmark assessment
UNIT: TEAM SPORTS/MANIPULATIVE SKILLS Essential Question: To what extent does strategy influence performance in a team based activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.B.1 Demonstrate and explain basic strategies of movement (offensive, defensive, and/or cooperative) and apply them to games, sports, and/or recreational activities
Player positioning
Faking
Dodging
Creating open spaces
And defending space
Pillo Pollo Basketball Football Soccer Lacrosse
Benchmark assessment
2.5.2.A.1 Utilize most of the critical elements for manipulative skills
Throw and catch a variety of objects (with implements or body parts)
Kicking stationary and moving partners/objects
Dribbling with dominant hand/foot
Passing a ball/object to a partner (moving or stationary)
Pillo Pollo Basketball Football Soccer Lacrosse Hockey
Benchmark assessment
2.5.4.A.1 Apply skills of Striking (with implements or body parts) to a game, sport, or recreational activity
Baseball Soccer Lacrosse
Benchmark assessment
THIRD GRADE
UNIT: ADVENTURE EDUCATION/COOPERATIVE GAMES Essential Question: How can I develop cooperative strategies so all teammates can be successful in a group activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate how to work as a team to solve a common goal
Quick escape Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Explain how teamwork promotes strength and knowledge for other classmates while in an activity
As the world turns, poisonous lizard egg Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CATHING AND THROWING WITH BODY PARTS AND IMPLEMENTS Essential Question: How do I continue to use these skills as an adult?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.6.4.A.2
Apply past techniques of throwing and catching with body parts and implements into modified mini games or sports and recreational activities
One on one serving a volleyball Benchmark assessment
2.5.4.A.1 2.6.4.A.2
Describe how to throw and catch by using their hands only
Pass play, lacrosse drills Benchmark assessment
UNIT: CREATIVE MOVEMENT Essential Question: How can tempo, rhythms, and musical styles improve movement performance?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4
Understand the fundementals of games, sports and dance in relationship to movement
Electric slide, mini sports games Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4
Explain different terminology of dance Group mixer Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FOURTH GRADE
UNIT: DUAL ACTIVITIES Essential Question: How do duel activities differ from individual and team activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Explain how movement skills can be used in dual activities
Tennis, tug of war Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Discuss how practice, regular participation, and appropriate feedback help improve performance
Dance Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Demonstrate proper techniques while in fitness activities
Topple tug Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: FITNESS Essential Question: How can I improve my own personal fitness levels?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.4.A.1 2.6.4.A.2 2.6.4.A.3
Demonstrate moderate to vigorous age-appropriate activities that address skill related fitness
Jump roping, aerobic activity Benchmark assessment
2.6.4.A.1 2.6.4.A.2 2.6.4.A.3
Determine the physical, social, emotional, and intellectual benefits of regular physical activity
Jogging Benchmark assessment
UNIT: INDIVIDUAL ACTIVITIES Essential Question: How does fitness grow in our every day life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
The students will be able to demonstrate proper skills while doing individual activities
Cup stacking Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Describe the characteristics of skilled performance in individual sports
Golf, and bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FOURTH GRADE
UNIT: LOCOMOTOR SKILLS Essential Question: How do locomotor skills help you later in life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate and explain how locomotor skills transfer to a variety of sports and activities
Ultimate Frisbee, capture the flag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Define how locomotor skills relate to future activities
Softball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: LOW ORGANIZED GAMES Essential Question: Why are organized games important towards growth of an individual’s self-esteem?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.B.1 2.5.4.B.2
Describe the object of each game when asked by the teacher
Four square Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.B.1 2.5.4.B.2
Demonstrate proper techniques of different skills in each game
Wall ball, knock out Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to understand concepts of movement when I already perform the movement?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate and explain how non-locomotor skills relate transfer to a variety of sports and activities
Bowling, golf Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Define how non-locomotor skills relate to future activities
Pilates, yoga Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FOURTH GRADE
UNIT: SPORTSMANSHIP, RULES AND SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Define what the safety rules are for each activity when asked by the teacher
Question and answer session, group discuss
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Identify which rules apply to specific activities
Question and answer session, group discuss
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: STRIKING WITH BODY OR IMPLEMENT Essential Question: How can you add fitness to your every day life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.4.A.2 2.5.6.B.2 2.5.6.B.1
Demonstrate how to use different body parts to strike an object using the proper techniques
Volleyball: serve, bump and set Benchmark assessment
2.6.4.A.2 2.5.4.B.2 2.5.6.B.1
Demonstrate how to use different implements to strike an object using the proper grip
Tennis, floor hockey Benchmark assessment
2.6.4.A.2 2.5.4.B.2 2.5.6.B.1
Explain how to strike an object using the proper technique with an implement
Baseball Benchmark assessment
UNIT: TEAM ACTIVITIES Essential Question: How is working together as a team in elementary school going to prepare you for working in a team later in life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2
The students will be able to demonstrate how to work cooperatively in groups while playing modified mini sports game
Modified mini soccer and field hockey Benchmark assessment
2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2
The students will be able to explain strategies of different team games as well as the difference of offense and defense
Lax and basketball Benchmark assessment
FOURTH GRADE
UNIT: ADVENTURE EDUCATION/COOPERATIVE GAMES Essential Question: How can I develop cooperative strategies so all teammates can be successful in a group activity?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate how to work as a team to solve a common goal
Slalom blindfold, giant puzzle Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Explain how teamwork promotes strength and knowledge for other classmates while in an activity
Radioactive river, cooperative handball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: CATHING AND THROWING WITH BODY PARTS AND IMPLEMENTS Essential Question: How do I continue to use these skills as an adult?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.6.4.A.2
Apply past techniques of throwing and catching with body parts and implements into modified mini games or sports and recreational activities
Throw to the cone, moving target throwing
Benchmark assessment
2.5.4.A.1 2.6.4.A.2
Describe how to throw and catch by using their hands only
Catch 100, football downs Benchmark assessment
UNIT: CREATIVE MOVEMENT Essential Question: How can tempo, rhythms, and musical styles improve movement performance?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4
Understand the fundamentals of games, sports and dance in relationship to movement
Line dancing Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.2 2.5.4.A.3 2.5.4.A.4
Explain different terminology of dance Square dancing, choreography Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FIFTH GRADE
UNIT: DUAL ACTIVITIES Essential Question: How do duel activities differ from individual and team activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Explain how movement skills can be used in dual activities
Paddle wall ball, two player volleyball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Discuss how practice, regular participation, and appropriate feedback help improve performance
Doubles tennis Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Demonstrate proper techniques while in fitness activities
Handball, squash Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: FITNESS Essential Question: How can I improve my own personal fitness levels?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.4.A.1 2.6.4.A.2 2.6.4.A.3
Demonstrate moderate to vigorous age-appropriate activities that address skill related fitness
Fitness scavenger hunt, mission possible fitness
Benchmark assessment
2.6.4.A.1 2.6.4.A.2 2.6.4.A.3
Determine the physical, social, emotional, and intellectual benefits of regular physical activity
Fitness obstacle course, fitness points Benchmark assessment
UNIT: INDIVIDUAL ACTIVITIES Essential Question: How does fitness grow in our every day life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
The students will be able to demonstrate proper skills while doing individual activities
Frisbee golf, championship bowling Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.A.1 2.5.4.A.3 2.5.6.B.1 2.5.6.B.2
Describe the characteristics of skilled performance in individual sports
Cupstacking cycle Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FIFTH GRADE
UNIT: LOCOMOTOR SKILLS Essential Question: How do locomotor skills help you later in life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate and explain how locomotor skills transfer to a variety of sports and activities
Popper tag Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Define how locomotor skills relate to future activities
Safety bases, you’ve got mail Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: LOW ORGANIZED GAMES Essential Question: Why are organized games important towards growth of an individual’s self-esteem?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.B.1 2.5.4.B.2
Describe the object of each game when asked by the teacher
21, SPUD Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.4.B.1 2.5.4.B.2
Demonstrate proper techniques of different skills in each game
Jump rope 4-square, tetherball Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: NON-LOCOMOTOR SKILLS Essential Question: Why do I have to understand concepts of movement when I already perform the movement?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Demonstrate and explain how non-locomotor skills relate transfer to a variety of sports and activities
Rock and bowl, bakers doubles Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.A.1 2.5.6.A.2 2.5.6.A.3 2.5.6.A.4
Define how non-locomotor skills relate to future activities
Frisbee golf, badminton golf Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
FIFTH GRADE
UNIT: SPORTSMANSHIP, RULES AND SAFETY Essential Question: Why do I have to show good sportsmanship and follow the rules when others do not?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Define what the safety rules are for each activity when asked by the teacher
Question and answer session, group discuss
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Identify which rules apply to specific activities
Question and answer session, group discuss
Student Effort Student Level of Improvement Student Performance Student Preparedness Teacher Observation
UNIT: STRIKING WITH BODY OR IMPLEMENT Essential Question: How can you add fitness to your every day life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.4.A.2 2.5.6.B.2 2.5.6.B.1
Demonstrate how to use different body parts to strike an object using the proper techniques
Set it, bump it, serve it up Benchmark assessment
2.6.4.A.2 2.5.4.B.2 2.5.6.B.1
Demonstrate how to use different implements to strike an object using the proper grip
Badminton golf Benchmark assessment
2.6.4.A.2 2.5.4.B.2 2.5.6.B.1
Explain how to strike an object using the proper technique with an implement
Badminton 4-square Benchmark assessment
UNIT: TEAM ACTIVITIES Essential Question: How is working together as a team in elementary school going to prepare you for working in a team later in life?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2
The students will be able to demonstrate how to work cooperatively in groups while playing modified mini sports game
4 vs. 4 soccer, 3 vs. 3 hockey, 21 shoot out
Benchmark assessment
2.5.4.A.3 2.5.4.A.4 2.5.4.B.1 2.5.4.B.2
The students will be able to explain strategies of different team games as well as the difference of offense and defense
4 vs. 4 soccer, 3 vs. 3 floor hockey, 21 shoot out
Benchmark assessment
FIFTH GRADE
UNIT: CATCHING AND THROWING Essential Question: How do I improve these skills within an isolated or applied setting?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2
Exhibit proper footwork and transfer of weight as you throw with a body part or implement
Football, Handball Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.1 Demonstrate proper catching technique based on trajectory and location of ball in relation to the body
Frisbee, Lacrosse Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.4 Describe the proper way to absorb the impact of the ball/object while catching it
Base Games, Football Teacher Observation Student Level of Improvement Self-Assessment
UNIT: DUAL SPORTS Essential Question: What activities combine strategies and techniques of team and individual sports?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 Demonstrate proper techniques while participating in the activity
Tennis, Base Games, Pickle Ball Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.B.1
Explain how movement skills can be used in sports that combine different strategies and techniques
Badminton, Ping Pong, Scooter Games, Relay Races
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.1 Exhibit sportsmanship in a competitive environment
Pickle Ball, Badminton, Ping Pong, Playground Games
Teacher Observation Student Level of Improvement Self-Assessment
SIXTH GRADE
UNIT: FITNESS Essential Question: How would I implement a variety of activities designed to increase fitness levels?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.6.A.2 2.6.6.A.3
Determine their target heart rate and maximum heart rate
Worksheet
Taking Pulse
Heart Rate Monitors
Timed Run/Walk Anaerobic Training Aerobic Training
Teacher Observation Student Level of Improvement Self-Assessment
2.6.6.A.1 2.6.6.A.5 2.6.6.A.6
Increase muscular endurance, muscular strength and cardiovascular endurance and body composition
Relay Races Circuit Training Interval Training Timed Activity Jump Rope
Teacher Observation Student Level of Improvement Self-Assessment
2.6.6.A.2 Exhibit proper technique for movement, stretching and training method
Dynamic Warm Up Static Warm Up Proper Technique Demo
Teacher Observation Student Level of Improvement Self-Assessment
2.6.6.A.4 Determine the best time of the day to perform the appropriate fitness activities
Relay Races Circuit Training Interval Training Fitness Games
Teacher Observation Student Level of Improvement Self-Assessment
UNIT: INDIVIDUAL SPORTS Essential Question: What are some creative ways to improve balance, rhythm and coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 Demonstrate proper technique during selected activities
Juggling, Hacky Sac, Playground Games, Frisbee Golf
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.3 Design routines based on skills learned throughout the unit
Juggling, Hacky Sac, Hula Hoop Teacher Observation Student Level of Improvement Self-Assessment
2.6.6.A.1 Develop skills that promote a lifelong pursuit of activity thru games and activities
Golf, Hula Hoop, Juggling Teacher Observation Student Level of Improvement Self-Assessment
SIXTH GRADE
UNIT: LOW ORGANIZED ACTIVITIES Essential Question: Can students follow rules and compete in a safe environment while learning new activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.C.1
Exhibit sportsmanship and concern for other students while participating in each activity
Tag Games, Cooperative Games, Fitness games
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.2 2.5.6.C.1 2.5.6.C.2
Use the equipment for its intended use based on the rules and directions
Tag Games, Cooperative Games, Fitness games
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.2 2.5.6.A.1 2.5.6.A.2
Demonstrate skill related fitness movements throughout the area of play while avoiding extreme physical contact with other students
Tag Games, Cooperative Games, Fitness games
Teacher Observation Student Level of Improvement Self-Assessment
UNIT: STRIKING Essential Question: How can each student improve their skill related fitness levels? (Agility, Balance Coordination, Reaction)
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.1 2.5.6.A.2 2.5.6.A.4
Demonstrate how to use the proper techniques with your own body parts to perform a specific skill
Kickball, Volleyball, Soccer Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.1 2.5.6.A.2 2.5.6.A.4
Demonstrate how to use the proper techniques with an implement to perform the desired skill
Floor Hockey, Pickle Ball, Badminton, Ping Pong
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Follow the rules, and demonstrate sportsmanship while participating in an organized game or activity
Floor Hockey, Soccer, Base Games Teacher Observation Student Level of Improvement Self-Assessment
SIXTH GRADE
UNIT: TEAM SPORTS Essential Question: How would I implement effective strategies for all players to be successful in a game situation?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.B.1 2.5.6.B.2
Exhibit offensive and defensive strategies within the rules of the game
Football, soccer, Lacrosse, Basketball, Handball, Floor Hockey, Ultimate Frisbee
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.B.2 Develop critical thinking and decision making skills within the game
Base Games, Volleyball, Handball Basketball
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.2 Demonstrate body awareness and body control in a controlled setting
Floor Hockey ultimate Frisbee Teacher Observation Student Level of Improvement Self-Assessment
SIXTH GRADE
UNIT: CATCHING AND THROWING Essential Question: How do I improve these skills within an isolated or applied setting?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.2 2.5.8.A.2
Exhibit proper footwork and transfer of weight as you throw with a body part or implement
Football, Handball Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.2 Demonstrate proper catching technique based on trajectory and location of ball in relation to the body
Frisbee, Lacrosse Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.4 Describe the proper way to absorb the impact of the ball/object while catching it
Base Games, Football Teacher Observation Student Level of Improvement Self-Assessment
UNIT: CREATIVE DANCE/MOVEMENT Essential Question: How can tempo, rhythm, beat and music enhance movement ability?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 2.5.8.A.3
Demonstrate different movement sequences as individual/group
Line Dance, Group Dances
Teacher Observation Student Level of Improvement Self-Assessment .
2.5.8.A.1 2.5.8.A.3 2.5.8.A.2
Explain the importance of tempo and rhythm in relation to movement
Line Dances, Group Dance Creative Dance, Step Aerobics
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 2.5.8.A.4
Analyze movement skills and correct the improper movement
Line Dances Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.3 2.5.8.C.3
Discuss the different cultural and historical impact of dance
Group Dance Teacher Observation Student Level of Improvement Self-Assessment
SEVENTH GRADE
UNIT: DUAL SPORTS Essential Question: What activities combine strategies and techniques of team and individual sports?
NJCCCS CPI# OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 Demonstrate proper techniques while participating in the activity.
Tennis, Base Games, Pickle Ball Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.1
Explain how movement skills can be used in sports that combine different strategies and techniques.
Badminton, Ping Pong, Scooter Games, Relay Races
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.C.1
Exhibit sportsmanship in a competitive environment.
Pickle Ball, Badminton, Ping Pong, Playground Games
Teacher Observation Student Level of Improvement Self-Assessment
UNIT: FITNESS Essential Question: How would I implement a variety of activities designed to increase fitness levels?
NJCCCS CPI# OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENTS
2.6.8.A.2 2.6.8.A.3
Determine their target heart rate and maximum heart rate
Worksheet
Taking Pulse
Heart Rate Monitors
Timed Run/Walk Anaerobic Training Aerobic Training
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.4 Increase muscular endurance, muscular strength and cardiovascular endurance
Relay Races Circuit Training Interval Training Timed Activity Jumping Rope
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.4 2.6.8.A.5
Exhibit proper technique for movement, stretching and training method
Dynamic Warm Up Static Warm Up Proper Technique Demo
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.1 Describe the long term benefits of physical activity
Fitness Walk/Run Fitness Games Circuit Training
Teacher Observation Student Level of Improvement Self-Assessment
SEVENTH GRADE
UNIT: INDIVIDUAL SPORTS Essential Question: What are some creative ways to improve balance, rhythm and coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 Demonstrate proper technique during selected activities
Juggling, Hacky Sac, Playground Games, Frisbee Golf
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.3 Design routines based on skills learned throughout the unit
Juggling, Hacky Sac, Hula Hoop Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.1 Develop skills that promote a lifelong pursuit of activity thru games and activities
Golf, Hula Hoop, Juggling Teacher Observation Student Level of Improvement Self-Assessment
UNIT: LOW ORGANIZED ACTIVITIES Essential Question: Can students follow rules and compete in a safe environment while learning new activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.C.1
Exhibit sportsmanship and concern for other students while participating in each activity
Tag Games, Cooperative Games, Fitness games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.C.2 2.5.8.C.1 2.5.8.C.2
Use the equipment for its intended use based on the rules and directions
Tag Games, Cooperative Games, Fitness games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 2.5.8.A.1 2.5.8.A.2
Demonstrate skill related fitness movements throughout the area of play while avoiding extreme physical contact with other students
Tag Games, Cooperative Games, Fitness games
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.3 Analyze and discuss options or plans for achieving a goal or group challenge
Cooperative games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
UNIT: STRIKING Essential Question: How can each student improve their skill related fitness levels? (Agility, Balance Coordination, Reaction)
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 2.5.8.A.2 2.5.8.A.4
Demonstrate how to use the proper techniques with your own body parts to perform a specific skill
Kickball, Volleyball, Soccer Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.1 2.5.8.A.2 2.5.8.A.4
Demonstrate how to use the proper techniques with an implement to perform the desired skill
Floor Hockey, Pickle Ball, Badminton, Ping Pong
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Follow the rules, and demonstrate sportsmanship while participating in an organized game or activity
Floor Hockey, Soccer, Base Games Teacher Observation Student Level of Improvement Self-Assessment
UNIT: TEAM SPORTS Essential Question: How would I implement effective strategies for all players to be successful in a game situation?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.B.1 2.5.8.B.2
Exhibit offensive and defensive strategies within the rules of the game
Football, soccer, Lacrosse, Basketball, Handball, Floor Hockey, Ultimate Frisbee
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.2 2.5.8.B.3
Develop critical thinking and decision making skills within the game
Base Games, Volleyball, Handball Basketball
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 Demonstrate body awareness and body control
Floor Hockey ultimate Frisbee Teacher Observation Student Level of Improvement Self-Assessment
SEVENTH GRADE
UNIT: CATCHING AND THROWING Essential Question: How do I improve these skills within an isolated or applied setting?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.6.A.2 2.5.8.A.2
Exhibit proper footwork and transfer of weight as you throw with a body part or implement
Football, Handball Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.A.2 Demonstrate proper catching technique based on trajectory and location of ball in relation to the body
Frisbee, Lacrosse Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.4 Describe the proper way to absorb the impact of the ball/object while catching it
Base Games, Football Teacher Observation Student Level of Improvement Self-Assessment
UNIT: CREATIVE DANCE/MOVEMENT Essential Question: How can tempo, rhythm, beat and music enhance movement ability?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 2.5.8.A.3
Demonstrate different movement sequences as individual/group
Line Dance, Group Dances
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.1 2.5.8.A.3 2.5.8.A.2
Explain the importance of tempo and rhythm in relation to movement
Line Dances, Group Dance Creative Dance, Step Aerobics
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 2.5.8.A.4
Analyze movement skills and correct the improper movement
Line Dances Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.3 2.5.8.C.3
Discuss the different cultural and historical impact of dance
Group Dance Teacher Observation Student Level of Improvement Self-Assessment
EIGHTH GRADE
UNIT: DUAL SPORTS Essential Question: What activities combine strategies and techniques of team and individual sports?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 Demonstrate proper techniques while participating in the activity
Tennis, Base Games, Pickle Ball Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.1
Explain how movement skills can be used in sports that combine different strategies and techniques
Badminton, Ping Pong, Scooter Games, Relay Races
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.C.1
Exhibit sportsmanship in a competitive environment
Pickle Ball, Badminton, Ping Pong, Playground Games
Teacher Observation Student Level of Improvement Self-Assessment
UNIT: FITNESS Essential Question: How would I implement a variety of activities designed to increase fitness levels?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.6.8.A.2 2.6.8.A.3
Determine their target heart rate and maximum heart rate
Worksheet
Taking Pulse
Heart Rate Monitors
Timed Run/Walk Anaerobic Training Aerobic Training
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.4 Increase muscular endurance, muscular strength and cardiovascular endurance
Relay Races Circuit Training Interval Training Timed Activity Jumping Rope
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.4 2.6.8.A.5
Exhibit proper technique for movement, stretching and training method
Dynamic Warm Up Static Warm Up Proper Technique Demo
Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.1 Describe the long term benefits of physical activity
Fitness Walk/Run Fitness Games Circuit Training
Teacher Observation Student Level of Improvement Self-Assessment
EIGHTH GRADE
UNIT: INDIVIDUAL SPORTS Essential Question: What are some creative ways to improve balance, rhythm and coordination?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 Demonstrate proper technique during selected activities
Juggling, Hacky Sac, Playground Games, Frisbee Golf
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.3 Design routines based on skills learned throughout the unit
Juggling, Hacky Sac, Hula Hoop Teacher Observation Student Level of Improvement Self-Assessment
2.6.8.A.1 Develop skills that promote a lifelong pursuit of activity thru games and activities
Golf, Hula Hoop, Juggling Teacher Observation Student Level of Improvement Self-Assessment
UNIT: LOW ORGANIZED ACTIVITIES Essential Question: Can students follow rules and compete in a safe environment while learning new activities?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.C.1
Exhibit sportsmanship and concern for other students while participating in each activity
Tag Games, Cooperative Games, Fitness games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.C.2 2.5.8.C.1 2.5.8.C.2
Use the equipment for its intended use based on the rules and directions
Tag Games, Cooperative Games, Fitness games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 2.5.8.A.1 2.5.8.A.2
Demonstrate skill related fitness movements throughout the area of play while avoiding extreme physical contact with other students
Tag Games, Cooperative Games, Fitness games
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.3 Analyze and discuss options or plans for achieving a goal or group challenge
Cooperative games, Adventure Education Program
Teacher Observation Student Level of Improvement Self-Assessment
EIGHTH GRADE
UNIT: STRIKING Essential Question: How can each student improve their skill related fitness levels? (Agility, Balance Coordination, Reaction)
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.A.1 2.5.8.A.2 2.5.8.A.4
Demonstrate how to use the proper techniques with your own body parts to perform a specific skill
Kickball, Volleyball, Soccer Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.1 2.5.8.A.2 2.5.8.A.4
Demonstrate how to use the proper techniques with an implement to perform the desired skill
Floor Hockey, Pickle Ball, Badminton, Ping Pong
Teacher Observation Student Level of Improvement Self-Assessment
2.5.6.C.1 2.5.6.C.2 2.5.6.C.3
Follow the rules, and demonstrate sportsmanship while participating in an organized game or activity
Floor Hockey, Soccer, Base Games Teacher Observation Student Level of Improvement Self-Assessment
UNIT: TEAM SPORTS Essential Question: How would I implement effective strategies for all players to be successful in a game situation?
NJCCCS CPI# OBJECTIVES
The learner will be able to: SUGGESTED ACTIVITIES ASSESSMENTS
2.5.8.B.1 2.5.8.B.2
Exhibit offensive and defensive strategies within the rules of the game
Football, soccer, Lacrosse, Basketball, Handball, Floor Hockey, Ultimate Frisbee
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.B.2 2.5.8.B.3
Develop critical thinking and decision making skills within the game
Base Games, Volleyball, Handball Basketball
Teacher Observation Student Level of Improvement Self-Assessment
2.5.8.A.2 Demonstrate body awareness and body control
Floor Hockey ultimate Frisbee Teacher Observation Student Level of Improvement Self-Assessment
EIGHTH GRADE