Physical Education Curriculum Guide

Subject Area: Scalise -Year: 2015-2016 Physical Education Theme: Move It!

The Physical Education theme: Move It! is about developing an understanding of Physical Literacy. Moving to Improve from the perspective of moving with self, others & equipment, as wells as moving with decision making in the world around us. This theme is based on the National Let’s MOVE campaign championed by first lady, Michelle Obama. The district Health & Wellness Program: MoveWell, and locally “The Movement Movement “(TMM) which is a plan to strengthen Physical Education in Chicago Public Schools. The TMM serves as a platform by which Chicago can set the stage for Illinois and the nation in prioritizing quality physical education for all students thus improving academic, behavioral, and health outcomes for all students. The mission of the TMM is to develop physically literate individuals who have the knowledge, skills, and confidence for academic success, and lifelong health. TMM promotes the vision of Physical Education being recognized as a Chicago Public Schools core curricular class that is a foundation for health and academic achievement.

CPS moves this agenda forward with the following recommendations: GOAL 1: receives high-quality physical education instruction every day.GOAL 2: receives physical education instruction from a qualified physical education teacher who demonstrates leadership in school wellness.GOAL 3: has access to a high-quality physical education program that is supported by comprehensive resources and stakeholders.GOAL 4: has access to a physical education program that emphasizes shared accountability at the student, teacher, school, & district level. PE instructional QUALITY is reflected with Scope and Sequence. PE instructional QUANTITY with 30+20+10 = 30 minutes of PE instruction, 20 minutes of recess, & 10 minutes of classroom integration.

The MYP 3 fundamental concepts provide guidance for schools to move school culture and deal with a variety of human issues including physical, social & emotional health, and intelligence that correlate to movement. The following illustrates what students will achieve moved by essential questions:

o Be aware of the relationship between the individual and society - How Do Moves Change into Actions?o Take responsibility for their own well-being and for that of others - What Moves One to Action?o Take responsibility for their social environment - How Do You Move to Improve?o Be able to make informed choices for themselves with consideration for the wider society- What Is Your Next Move?

National PE Standards for Physically Literacy

Standard 1 - physically literate individual demonstrates competency in a variety of motor skills and movement patterns.Standard 2 - physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.Standard 3 - physically literate individual demonstrates the knowledge & skills to achieve & maintain a health-enhancing level of physical activity & fitness.Standard 4 - physically literate individual exhibits responsible personal and social behavior that respects self and others.Standard 5 - physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression &/or social interaction.

Education is the movement from darkness to light. ______ Allan Bloom IBMYP Global Contexts & Key Concepts Transport PE with Performance transition

IB Global Contexts transport the PE frameworks: Identifies & Relationships/ Personal & Cultural Experiences/ Scientific & technical Innovation/ Fairness & Development/ Globalization & Sustainability being driven by IB Key Concepts moving through PE Unit and lesson plans. In Physical Education students learn by doing and put knowledge into environmental practice basically identifying with Illinois State goals: The Move IT theme connects to Physical Education perspective of “moving” literally and figuratively. Movement Is Key to Learning. Physical Literacy is the transportation for movement development, fitness components, and team building growth. The PE curriculum is adapted to by individual students and functions with opportunities for PE units of Inquiry to be organized around Human Movement with 6 transdisciplinary theme of global significance: Associations, Organizations, Interconnections, Correlations, Interactions, & Appreciations. Move It is a transmission of being proper or acceptable; morally or socially correct in regard to time, space, and place. Moving is the key connection to health. Agility, balance, cardio- vascular endurance, coordination, flexibility, muscular endurance, power, speed, and strength interact in the locomotion of TOTAL FITNESS. Movement changes physical systems in relationship to mind, body, & spirit- free from illness is a state of well-being. Physical Literacy communicates through behavioral, environmental, emotional, intellectual, medical & dental, nutritional, physical, psychological, social & spiritual adaptations structuring TOTAL HEALTH. Heredity (genetics) and environment transfer into a large portion of HEALTH, yet choices in health environment components: background, economic, and social conditions create movement toward TOTAL WELLNESS space.

IB Learner moves with IB Profile traveling throughout the Learning Community Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry & research & show independence in learning. They actively enjoy learning & this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas, & issues that have local and global significance. In so doing, they acquire in-depth knowledge & develop understanding across a broad & balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically & creatively to recognize & approach complex problems, & make reasoned, ethical decisions. Communicators They understand & express ideas and information confidently & creatively in more than one language & in a variety of modes of communication. They work effectively & willingly in collaboration with others. Principled They act with integrity & honesty, with a strong sense of fairness, justice & respect for the dignity of the individual, groups & communities. They take responsibility for their own actions & the consequences that accompany them. Open-minded They understand & appreciate their own cultures and personal histories, & are open to the perspectives, values & traditions of other individuals & communities. They are accustomed to seeking & evaluating a range of points of view, & are willing to grow from the experience. Caring They show empathy, compassion & respect towards the needs and feelings of others. They have a personal commitment to service, & act to make a positive difference to the lives of others & to the environment. Risk-takers They approach unfamiliar situations & uncertainty with courage & forethought, & have the independence of spirit to explore new roles, ideas & strategies. They are brave & articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical & emotional balance to achieve personal well-being for themselves & others. Reflective They give thoughtful consideration to their own learning

The following Chicago Children’s Museum Exhibit poster representation illustrates the values of learning to move also termed: Move It!

Move itBuilds

Powerful BodiesStrength, Flexibility, Balance,

CoordinationStrong Minds

Planning, Pretending, Problem Solving, Reasoning

Healthy EmotionsCooperation, Sharing,

Self-Confidence, Risk-Taking

Imuevete’ DesarrollaCuerpos Poderosos

Fuerza, Flexibilidad, Equilibrio. Coordinancio`nMentes Fuertes

Planifacio`n, Pretendiendo, Resolucio`n de Problemas,

RazonamientoEmociones Saludalles

Cooperacio`n, Compartir, Confianza en uno Mismo,

Tomar Riesgos

Physical Education Moving It!Six Facets of Understanding Understanding Reflected With Moving To Improve ThemeExplanation Accounts for data, facts and phenomena are provided for thoroughly being justifies & supported – How does

movement lead to health/well-being?Interpretation Ideas and events as meaningful stories told and translations offered providing historical & personal revealing

dimensions –How do a person’s moves influence their life decisions?

Application Known divers context is used and adapted effectively –What problem-solving strategies can movements be used or not used in managing conflict or affect change?

Perspective Viewing the big idea by critical seeing and hearing points of views –How can an individual’s moves affect how they socialize and live life?

Empathy Finding values with perceived sensitivity on basis prior to direct experience –How would it feel to be the participant or recipient of actions?

Self-knowledge Aware of what and why of understanding perceived with personal habits, prejudices & style that shape/impede personal understanding –What personal qualities help deal with movement?

Movement QuestionsThe Transdisciplinary Skills Develop & Travel Along Grade Levels to Promote Physical Literacy

Who is Moving? – An inquiry into the nature of self & values: individual, physical, mental and social health; human relationships including, family, friends, communities & cultures-

Human Associations

What is Movement? - An inquiry into the relationship of human systems & society; the function & structure of organizations, societal decision-making, activities & impact on humankind & environment-

Human Organizations

Where Do We Move in Place & Time? – An inquiry into orientation in place & time; individual histories, homes & journeys to explore humankind; the relationship between interconnectivities of individuals from local to global perspectives-

Human Interconnections

When Does Movement Work? - An inquiry into rights & responsibilities of people, others & communities; Human Correlations

Why Do We Move? – An inquiry into the interaction between natural (Physical & Biological) & human society; the reason for scientific principles, & impacted scientific & technology advancements on society & environment-

Human Interaction

How is Movement Expressed ?– an inquiry into the ways ideas, feelings, nature, culture & values are expressed; the ways individuals reflect on, extend & enjoy aesthetic creativity:

Human AppreciationTransdisciplinary Themes of Global Significance

Units of Inquiry are organized around Human Movement with 6 Transdisciplinary themes of global significance:Associations, Organizations, Interconnections, Correlations, Interactions, & Appreciations

Grade Level Theme Thinking Social Communication Self-Management ResearchGrade 8 Movement Appreciation

Metacognition Adopting a Variety of group roles

Non-Verbal Communication

Informed Choices Presenting Research Findings

Grade 7 Movement Interaction

Dialectical Thought Group Decision-making Non-Verbal Communication

Codes of Behavior Interpreting Data

Grade 6 Movement Correlation

Evaluation Resolving Conflict Presenting Healthy Life Styles Organizing Data

Grade 5Movement Interconnection

Synthesis Cooperating Presenting Safety Recording Data

Grade 4Movement Organization

Analysis Respecting Others Viewing Time Management Collecting Data

Grade 3Movement Association

Application Respecting Others Writing Organization Planning

Grade 2 Movement Relation

Comprehension Accepting Responsibility Reading Spatial Awareness Observing

Grade 1Movement Participation

Acquisition of knowledge

AcceptingResponsibility

Speaking Fine Motor Skills Planning

Grade KDG Movement Actions

Acquisition of knowledge

Accepting Responsibility Listening Gross Motor Skills Formulating Questions

National Association for Sports & Physical Education Standards CPS Scope & Sequence

E = Emerging = check minus = Students participate in deliberate practice tasks that will lead to skill & knowledge acquisition.M = Maturing = check = Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-

level outcomes, which will continue to be refined with practice.A = Applying = check pulse = + Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-

level outcomes within a variety of physical activity environments.

Examples of corresponding Scope & Sequence are in attachment demonstrating both vertical & horizontal coordination of PE standards in association for both NASPE recommendations, as well as CPS PE guides. Practice, Participation, Planning, & Performance within daily lessons are considerate of established IB Criteria A-D. (Performance Assessments)  Each physical fitness component is demonstrated several forms of formative assessments: observational check lists, national fitness test standards, assignment tasks such as CPS delegated REACH “Fitness for Life “ assessment, Illinois State require FITT plans, IB suggested GRAPS as summative HPE combined tasks,  and integrations of tasks such as Common Core English Language Arts Standards - Science & Technical Subjects mandatory reading and writing skills in sports reports &  Science of movement research reactions, Social Emotional Learning (SEL) involvement & reflections, etc. assembling into a HPE Notebook summative assessments.

The Movement of PE Unit/Lesson: Movement practice of one or more fitness components: such as agility are experiences through exercise stations. (See attachment for instructional material examples of station physical activities) A particular physical component skill would then be applied to team building through sport unit physical activities such as soccer where for instance agility is utilized within game play to change directions quickly. The integration of the Science of Movement and SEL unit/lesson concepts are transported throughout physical activities such as the knowledge of Newton’s Laws of Physics in ball handling or understanding of Kinesiology in exercise movement technique. This can result in lesson extension in an additional summative tasks; if time and ability permits. (See PE LP Attachments) Then fitness performance of a particular component is assessed such as agility with coordinating shuttle run assessment. A physical fitness component (agility, balance, cardio-vascular endurance, coordination, flexibility, muscular endurance, power, speed, strength) is evaluated by individual performance tests such as agility would be in shuttle run assessment which measures agility against CPS required Fitness Gram, & national assessment (Bass balance, mile run,  pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach) Fitness components continue to be trained throughout exercise experiences and the previously mentioned assessments form a combination to create a summative physical fitness student performance indicator for an overall fitness measurement Fitness performance is recorded by both teacher & student. Students reviewed their performance and reflected fitness plan improvement in a HPE notebook containing:  Fitness Performance, Exercise Log, Sport’s Spectating, and Fitness plan sections. The Physical Education of students is implemented by

multiple units/lesson plan exercises through movement, team building, and fitness pieced together. Within cumulative Health/ Physical Education notebook portfolio the student records, reviews, reflects, and refines their individual physical fitness. Various above described HPE units implementing the previously require IB template can be seen in Edward’s School administration obligatory Google Documents. PE LP incorporating the newly compulsory IB template (See attachment).

The basic concept of movement encompasses PE LP Units traveling through schedule duration following a weekly path: Movement ExperiencesHow do moves change into actions? How do we Move? How do you move with self, others & equipment?Movement - Exercise Experiences/Science of Movement LPs - Joint Actions incorporating applied Kinesiology with human body, Fine arts rhythmic integration travel through exercise variety of types and cultural influences.

Relationship Reactions Movement Team Transmission/SEL LPS – Team effort travels with the Physics of motion relating to team building joint effort with Sports socializing physical activities. Sport Physical Activities migration will occur from the worlds’ most popular sport of soccer, Team Handball, Jai, Alia, Basketball, Volleyball, Baseball, Hockey, etc. to transport fitness components with Hackman (2002) 5 conditions effectiveness of the team:

1. Real Team - Stability in the group membership over time2. Compelling Direction - A clear purpose that relies on end goals3. Enabling Structure - The groups dynamic must be producing good, not bad4. Social Support - The group must have a system to collaborate properly5. Coaching - Opportunities for a coach to give help

A team is a collection of individuals who are interdependent in their tasks, share responsibility for outcomes, and view themselves as a unit embedded in an institutional or organizational system which operates within the established boundaries of that system.Teams and groups have established a synonymous relationship within the confines of processes and research relating to their effectiveness while still maintaining their independence as two separate units, as groups and their members are independent of each other's role, skill, knowledge or purpose versus teams and their members, who are interdependent upon each other's role, skill, knowledge and purpose.

Healthy Actions-Improvement MovementHow do you move to improve?Fitness – Total Fitness FIIT Plans/ GRASPS Tasks LP

PE Lesson Movement ExtensionsMovement Transmission: Action MovementsWhat moves one to action?Community Change - Emotion has Motion in It LP

How do you move with self, others & equipment?Healthy Actions: Physical Safety Decision Making/ Safety LP

GRASPS Goals will drive PE Tasks: Goal-Role-Audience-Situation-Products or Performance- Standards The Statement of Inquiry address the goal performance assessment task with GRASPS Plans are differentiate to person, product, process & environment with the following choose options to guide lesson plan movement that consider student interests & values.

Fitness Plan Task – image you are a fitness consultant and your goal task to design a fitness plan. Student specifications – age, height, weight, & fitness goals are used to design an 8 week fitness program for strength, endurance, and flexibility. The selection of aerobic, anaerobic, and stretching exercises are explained to help meet this goal, along with demonstrating proper technique for exercises and movement recommendations.Fitness Plan Adaptations: Create plan emphasizing a component of physical fitness such as cardio-vascular endurance, or a plan or a person with limited mobility, or with simple equipment, or with a new exercise experience such as Pound Workout, or applying a worldwide workout such as martial arts, etc.Nutritional Plan Task – Image you are a parent and your goal tasks is to plan a menu that is balanced. Student specifications: Increasing protein, limiting carbohydrates & Variations of fruit & vegetables to include vitamins & Minerals. Produce a menu that included breakfast, Lunch, dinner & 2 snacks.Nutritional Plan Adaptations: Create a plan for someone who needs to work on body composition for either weight loss or gain, for someone who may be anemic, or who wants to build muscle, or may be dealing with a weight disorder such as anorexia/bulimia, or food allergies or gluten intolerance. Safety Plan Task – Image you are a fireman and your goal task is to promote fire safety in the community. Student specifications such as; fire prevention, fire reactions, & fire knowledge. Construct a flyer that will aid others in area about fire safety.Safety Plan Adaptations: Weather safety such as tornado, floods, excessive heat, or cold, as well as personal physical safety from first aid to self-defense.Social Skills Plan Tasks – Image you are friend advisor another friend and your goal task is in to plan a solution for bullying situations at school. Student role specification from the perspective or a perpetrator-victim, & by stander. What goal can you set for each group to create a healthier environment? Create a brochure table illustrating a safer environment guide that promotes a standard of welling being.Social Plan Adaptations: Create a plan for the same perspective in various environments such as team effort, family, school, or community environments.

GOAL -Provide a statement of the goal Establish the goal, problem, challenge, or obstacle in what you need to achieve Example: To create a physical fitness plan for someone who really does not like to exercise.

ROLE -Define your role in the Goal - State what job you will be performingExample: You are a fitness consultant in a health club.

AUDIENCE - Identify the target audience within the context of the scenario- Example audience might be your family, friend, an organization, team, etc.Example: You need to convince this person that exercise is necessary for being healthy and can be enjoyable.

SITUATION -Set the context of the scenario- Explain the SituationExample: You need to design a program of exercise activities that will change non- liking exercise person attitude about being active.PRODUCT or Performance - You will create a goal for Health/PE Improvement

Example: You need to design a program & schedule including listing illustrating exercise activities that will inspire participation.

STANDARDS or Specifications -A clear picture of success is identified Issue rubric are developed Example: Your plan should include: the non-exercising person’s interest, time allowances, based on abilities that is developed around a component of fitness and connected to health & well-being.

Curriculum Theme: “Move It’ -Total Fitness moves one toward Total Health to transport one to Total Wellness

Inquiry Questions: How do we Move? How does one experience movement? How do Moves change into actions? What moves one to action? How do I move to improve? What is your next Move? How do you move with self, others & equipment? Global Contexts: Identifies & Relationships/ Personal & Cultural Experiences/ Scientific & technical Innovation/ Fairness & Development/ Globalization & Sustainability Key & Related Concepts: Connections-Change/Balance *Change-Function/Adaptation *Aesthetics-Movement/Energy *Relationships-Interaction/Systems *Communication- Function/Adoptions *Change/ Time, Space & Place-Environmental/Space *Creativity-Perspective Students will explore & expand knowledge understanding of movement to plan, & apply in exercise movement performance; then reflect on improving movement performance. Performance will include: Movement, Fitness & Team Building Activities with Science of movement & Social Emotional Learning Integration

Physical Education Rubric Assessments – TESTS

PE assessments tables illustrate T-E-S-T-S components comprising PE effort & performance evaluation. Each area relate to 8 areas of accomplishment ranging from very basic to excellent achievement levels & correlates to IB Criteria Each “TESTS” area reflects 20% of 100% in evaluation process.

Achievement Level Team Work Description IB Criteria D Reflecting & Improving Performance1 = Very Basic = F Student demonstrates very basic level of teamwork & find it difficult to interact with other team

members0 = The student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student demonstrates basic level of teamwork & finds it difficult to interact with team members-often focused on own needs more than team’s needs.

1–2 The student:i. Identifies strategy to enhance interpersonal skillsii. Lists goals to enhance performanceiii Summarize performance

3 = Limited = C Student demonstrates limited level of teamwork - able to work with some members of team, but not others & often focused own needs more than team’s needs.

3-4 The student:

4 = Satisfactory = C Student demonstrates satisfactory level of teamwork – able to work with both others students & staff, but not consistent in approach.

i. Lists strategies to enhance interpersonal skillsii. Identifies & Demonstrates strategies to enhance interpersonal skillsiii. Identifies goals to enhance performanceiii. Outlines & summarizes performance

5 = Good = B Student demonstrates good level of teamwork – able to work with both others students & staff, student is aware of what needs to be done & works toward completing tasks

5-6 The student:

6 = Very Good = B Student demonstrates very level of teamwork – able to work with both others students & staff while supporting students who may require help

i. Outline & demonstrate strategies to enhance interpersonal skillsii. Identifies goals and applies strategies to enhance performanceiii. Outlines and summarizes performance

7 = Outstanding = A Student demonstrates outstanding level of teamwork – able to work with both others students & staff while often placing needs of team before own needs

7-8 The student:

8 = Excellent = A Students demonstrate excellent level of team work develop goals and apply strategies to enhance performance

i. Describes and demonstrates strategies to enhance interpersonal skillsii. Outlines goals and applies strategies to enhance performanceiii. Explains & Evaluate performance.

Achievement Level Effort Description T-E-S-T-S1 = Very Basic = F Student rarely tries hard during PE lessons & has very limited organizational skills & is often

unprepared for classTeamwork (SG#21 - Team Building)

How well do you work with others/teacher?2 = Basic = D Student rarely tries hard during PE lessons & has very limited organizational skills & is rarely

unprepared for classEffort (Participation/IB)

How hard to you try in PE class?Do you arrive prepared to class in uniform with gym shoes?Do you always remember to bring PE homework/notebook?

3 = Limited = C Student often forgets work & frequently does not try best in class Skills (SG #20 – Fitness)How well do you perform fitness skills?

4 = Satisfactory = C Student sometimes tries hard during PE lessons, but not often & is occasionally unprepared for class

Theory (Understanding/IB/REACH)How much do you know about physical activity?Does your assignment show that you understand the topic?

5 = Good = B Student tries hard usually during PE lessons that enjoys & usually organized & prepared for class

Sequence (SG#19 – Movement)How well can you plan a sequence of linked movements?How well can you perform movement sequence?

6 = Very Good = B Student is well organized & almost always tries hard during PE lessons rarely unprepared for class

TESTS encompass Illinois State Goals: 19 Movement, 20 Fitness & 21 Team Building & CPS REACH standards

7 = Outstanding = A Student always tries best during PE lessons & has excellent organizational skills & is always unprepared for class

TESTS correlate to IB Criterion: A Knowing & Understanding. B Planning for performance, C Applying & Performing & D Reflecting & Improving Performing

8 = Excellent = A A student puts forth effort to analyze and apply information to perform effectively. TESTS represent student effort in physical activity performanceAchievement Level Skills Description IB Criteria C Applying & Performing1 = Very Basic = F Student display very basic level of skill& much difficult applying understanding of main rules

& basic tactic when performing0 = The student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student display basic level of skill difficult applying understanding of main rules & basic tactic when performing

1–2 The student:i. Recalls some skills and techniquesii. Recalls some strategies and movement conceptsiii. Applies information to perform with limited success.

3 = Limited = C Student display limited level of skill applying understanding of main rules & basic tactic when performing is limited or inconsistent

3-4 The student:

4 = Satisfactory = C Student display various skills to satisfactory standard- reasonably able to apply basic tactics & demonstrate fairly good understanding of main rules

i. Recalls skills and techniquesii. Recalls strategies and movement conceptsiii. Applies information to perform.

5 = Good = B Student performs skill to good standard & reasonably able to apply basic tactics & demonstrate fairly good understanding of main rules

5-6 The student:

6 = Very Good = B Student has high level of skills & able to apply basic tactics when performing & understand main rules

i. Recalls & applies skills and techniquesii. Recalls & applies a range of strategies and movement conceptsiii. Applies information to perform effectively.

7 = Outstanding = A Student has very high level of skill able to apply basic tactics when performing & demonstrates clear understand main rules-

7-8 The student:

8 = Excellent = A Student has an outstanding level of analysis and evaluation in the effectiveness of a actions based on the outcome

i. Recalls & applies a range of skills and techniquesii. Recalls & applies a range of strategies and movement conceptsiii. Recalls & applies information to perform effectively.

Achievement Level Theory Description IB Criteria A Knowing and Understanding1 = Very Basic = F Student demonstrates minimal level of understanding & can not apply appropriate knowledge 0 = The student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student demonstrates very limited level of understanding & cannot develop knowledge without support

1–2 The student:i. Recalled some physical health education factual, procedural conceptual knowledgeii. Identifies physical and health education knowledge to outline issuesiii. Recalls physical & health terminology.

3 = Limited = C Student demonstrates limited level of understanding & & cannot develop knowledge without support

3–4 The student:

4 = Satisfactory = C Student demonstrates satisfactory level of understanding & can begin to develop knowledge without support

i. Recalls physical health education factual, procedural and conceptual knowledgeii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.

5 = Good = B Student demonstrates good level of understanding & consistent when applying knowledge within activity

5-6 The student:

6 = Very Good = B Student demonstrates very good level of understanding – consistent & thorough when applying knowledge within activity

i. States physical health education factual, procedural & conceptual knowledgeii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding.

7 = Outstanding = A Student demonstrates outstanding level of understanding – almost faultless applying knowledge within activity

7-8 The student:

8 = Excellent = A Student demonstrates excellent application of physical and health terminology effectively to communicate understanding within activity

i. Outlines physical health education factual, procedural and conceptual knowledgeii. Identifies physical and health education knowledge to describe issues and solve

problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding

Achievement Level Sequence Description IB Criteria B Planning for Performance1 = Very Basic = F Students plans & composes very basis movement - many movements do not connect or flow 0 = The student does not reach a standard described by any of the descriptors below.

2 = Basic = D Students plans & composes basis movement – however the sequence if repetitive 1-2 The studenti .States plans for improving health or physical activityii. States the effectiveness of a plan.

3 = Limited = C Students plans & composes ;limited series of movement –some level of relevance in movement sequence

3-4 The student:

4 = Satisfactory = C Students plans & composes satisfactory movement meet the requirements of activity i. Outlines a basic plan for improving health or physical activityii. States the effectiveness of a plan based on the outcome.

5 = Good = B Students plans & composes good series of movement in sequence with good movement connections

5-6 The student:

6 = Very Good = B Students plans & composes very good movement in sequence with some very good movement connections

i. Outlines a basic plan for improving health or physical activityii. States the effectiveness of a plan based on the outcome.

7 = Outstanding= A Students plans & composes excellent movement with refined movement connections 7-8 The student:8 = Excellent = A Student design, explain and justifies plans to improve physical performance and health with

sophisticated movement connectionsi. Constructs and outlines a plan for improving health or physical activityii. Describe the effectiveness of a plan based on the outcome.

Achievement Levels Conversions*(Based on School-specific assessment IB MYP criteria for year 3 & CPS grading scale)

A B C D F93-100% 88-92% 78-87% 70-77% 0-69%

33-40 25-32 17-24 8-16 0-7

Teamwork (SG#21 - Team Building-How well do you work with others/teacher? Do you share? Do you take turns?

Effort (Participation/following directions) How hard to you try in PE class? Do you arrive prepared to class in uniform with gym shoes? Do you look-listen & following instruction?

Skills (SG #20 – Fitness) How well do you perform fitness skills? Growth & Development -Body Awareness Physical Fitness Assessments: Fitness gram assessments: Mile walk/run-pacer/sit-ups/push-ups /sit & reach - Bass balance, mile run, pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach

Theory (Understanding/ REACH & IB)How much do you know about physical activity? REACH- Spatial awareness, throw skill & fitness knowledge Object manipulation: using balls, bean bags, balloons, ribbons, sticks, etc. Object Handling Skills: roll, throw, propel, catch, strike, bounce, etc.

Sequence (SG#19 – Movement) How well can you plan a sequence of linked movements? How well can you perform movement sequence? Locomotive skills: walk-run-hop-skip-jump-leap-pedal-climb, etc. Non-locomotive skills: ex. turn, twist, bend, swing, rotate, etc. Spatial awareness: moving with self, others & equipment safely Directionality: up, down, right, left, front, back, around, etc. Fine motor skills-example shoe ties

Subject Area: Physical Education- Scalise Year: 2015-2016 School: Richard Edwards Elementary MYP Level 1 - 6h gradeTime Frame

Unit of Inquiry

InquiryQuestion

Global Context

Key & RelatedConcepts

IL Standards& WIDA standards

Objectives, IL and IB

Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Total Wellness Who is Moving?

Human Movement is Universal.

Identities & Relationships

Connections

Choices/Balance

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value AwarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative =FITT Goals Frequency, Intensity, Time & Type of Activity

Student Health/PEJournal/Reflections

Criteria A =Knowing & UnderstandingCriteria B =Applying & PerformingCriteria C =Planning through InquiryCriteria D =Reflecting & Demonstrating

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 =Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= DifferentiateSEL = Goal 2A Recognize the feelings & perspectives of others

SG#19-A-1: *Demonstrate & analyze various movement concepts & applications *Know how to move safely in physical activity*Apply rules & safety understanding physical activity*Understand how to move with self, others & equipment safely.

Formative =*Revise & Rethink Key Terms*Peer Observation Student Skills*Self-assessmentSummative = *Universal Motor Skills Reports *Student Movement Activity Community Service

Criteria B =Applying & PerformingCriteria C =Applying & Performing

Week 2- Week 3

Total & Fitness Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*Achieves & maintains a health-enhancing level of physical fitness*Fluency, intensity & time –balancing principles of conditioning composition*Exercise performance application body/identification of body changes relating to mind & spirit *Calculate/ assess/ organize fitness

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE LogSummative = *Exercise Experience exploration*Physical Fitness Testing Records *Fitness Portfolio

Criteria A =Knowing & Understanding

Week 4 Team Building How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

Students will be exposed to whole group instruction exemplifying the elements of sport to engage in acquiring knowledge required in team participation & sports game play.

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE viewing observationSummative =*Health/PECooperative Plan

Criteria B =Planning for PerformanceCriteria C =Applying & Performing

12

Time Frame

Unit of Inquiry

InquiryQuestion

Global Context

Key & RelatedConcepts

IL & WIDA standards

Objectives, IL & IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 weekcycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and

spiritual beings and well being is dependent on all of

these factors. Create Balance in your total fitness plan

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self-AssessmentSummative = *Peer Observation Student Skills*Student Record, Journal & Reflect

Criteria D =Reflecting & Demonstrating

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/Energy

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social interactionSG#26: Through creating & performing understand how works of art are applied for productionSG#27: Understand the role of the movement arts in civilizations, past & present

Formative =*Peer Observation Student SkillsSummative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement Performance

Criteria C =Planning through Inquiry

Week 2-Week 3

Total Health & Fitness

How do we move to

Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*SG#20: Understand how to assess, achieve, & maintain physical fitness for continues health.*SG#20-A-1: Know & apply physiological principles & components of health related fitness composition.*SG#20-A-2 Assess individual movement in fitness levels

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE Project

Criteria B =Applying & Performing

Week 4 Personal Perspective

What is the Significance of Movement?

Globalization & Sustainability

Change/Time, Space & Place

Environment/Space

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = = Goal 2- Use social –awareness & interpersonal skills to establish & maintain positive relationships

Students will be exposed to whole group instruction exemplifying the elements of sport physical activities to assist in acquiring knowledge required in team participation & accomplishment .Students will explore the understand of group dynamics for personal engagement in game play activities

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria B =Applying & PerformingCriteria C =Planning through Inquiry

13

Subject Area: Physical Education- Scalise Year: 2015-2016 School: Richard Edwards Elementary MYP Level II - 7th gradeTime Frame

Unit of Inquiry

Inquiry Question

Global Context

Key & RelatedConcept

IL Standards& WIDA standards

Objectives, IL & IB Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Human Movement

Who is Moving?

Human Movement is Universal.

Identities & Relationships

Connections

Choices/Balance

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value awarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative =GRASPS, Goals - Real world goal, Role, Audience, Salutation, Products/Performance & Standards

Student Health/PEJournal/Reflections

Criteria A =Knowing & UnderstandingCriteria B =Planning for performanceCriteria C =Applying & performingCriteria D =Reflecting & Improving Performance

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Students will be exposed to whole group instruction exemplifying the elements of movement to assist in acquiring knowledge required to move with self, others & equipment safely.*Identify rules & safety procedures in physical activities to understand how to move with self, others & equipment safely.

Formative =*Revise & Rethink Key Terms*Peer Observation Student Skills*Self-assessmentSummative = *Universal Motor Skills Reports*Student Movement

Activity Community Service

Criteria A =Knowing & Understanding

Week 2- Weeks 3

Total & Fitness Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*Achieve & maintains movements to develop health-enhancing level of physical fitness*Fluency, intensity & time –balancing principles of conditioning involved in fitness composition*Exercise effects on the body/identification of body changes relating to mind & spirit performance.*Calculate/ assess/ organize fitness program to improve total fitness application*Monitor physical fitness & develop individualized plans

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE LogSummative = *Exercise Experience exploration*Physical Fitness Testing Records *Fitness Portfolio

Criteria B =Applying & Performing

Criteria C =Planning through Inquiry

Week 4 Team Building How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 = Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 2B Recognize individual & group similarities & differences

*Students will be exposed to whole group instruction exemplifying the elements of sport’s game play to assist in acquiring knowledge required group socialization. *Relating personal engagement to group engagement in problem solving & goal goals.

Formative =*Event Tasks *Teachers Observation & Student Skills*Health/PE viewing observationSummative =*Health/PECooperative Plan

Criteria D =Reflecting & Demonstrating

14

Time Frame

Unit of Inquiry

InquiryQuestion

Global Context

Key & relatedConcepts

IL Standards & WIDA Standards

Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 week cycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and spiritual beings and well being is dependent on all of these factors. Create Balance in total fitness plan

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self AssessmentSummative = *Peer Observation Student Skills*Student Record, Journal & Reflect

Criteria A =Knowledge & UnderstandingCriteria B =Planning for PerformanceCriteria C =Applying & performingCriteria D =Reflecting & Improving Performance

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/Energy

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social interaction SG#26: Through creating & performing understand how works of art are produced.SG#27: Understand the role of the arts in civilizations, past & present

Formative =*Peer Observation Student SkillsSummative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement Performance

Criteria C =Applying & Performing

Week 2- Weeks 3

Total Health & Fitness

How do we move to

Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*SG#20: Understand how to assess, achieve, & maintain physical fitness for continues health.*SG#20-A-1: Know & apply physiological principles & components of health related fitness composition.*SG#20-A-2 Assess individual movement in fitness levels*SG#20-A-3 Set goals based on fitness data & develop, implement & monitor an individual fitness improvement plan*SG#22: Understand principles of health promotion & prevention & treatment of Illinois & injury

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE Project

Criteria B =Planning for Performance

Week 4 Personal Perspective

What is the Significance of Movement?

Globalization & Sustainability

Change/Time, Space & Place

Environment/Space

SG#21 = Develop team-building skill by working with others through physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = = Goal 2- Use social –awareness & interpersonal skills to establish & maintain positive relationships

*Students will be exposed to whole group instruction exemplifying the elements of team building team effort to assist in acquiring knowledge required for competitive experiences. *Personal engagement understanding of group contribution in social atmosphere of tem play

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria A =Knowledge & Understanding

Criteria D =Reflecting & Improving on performance

15

Subject Area: Physical Education- Scalise Year: 2015-2016 School: Richard Edwards Elementary MYP Level III - 8th gradeTime Frame)

Unit of Inquiry

InquiryQuestion

Global Context

Key & RelatedConcepts

IL Standards& WIDA Standards

Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 1

4 week cycle

Human Movement

Who is Moving?

. Human Movement is Universal.

Identities & Relationships

Connections

Choices/Balance

President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Value awarenessConsider with respect to worth, excellence, usefulness, or importance.

Formative = * Physical Fitness/Movement Assessment Recordings of scope & sequence*Self AssessmentSummative = * SMART goals Specific, Measureable, Attainable, Realistic,& Timely

Criteria A =Knowing & UnderstandingCriteria B =Planning for PerformanceCriteria C =Applying & performingCriteria D =Reflecting & Improving performance

Week 1 Emotion has Motion In It

What is Movement?

Personal & Cultural

Experiences

Change

Function/Adaptations

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Students will be exposed to whole group instruction exemplifying the elements of Movement to assist in acquiring knowledge required to move with self, others & equipment safely.*Apply rules & safety in physical activity

Formative =*Peer Observation Student SkillsSummative = *Student Project -Exercise experience *Aesthetic Actions-Rhythmic Dance Movement Performance

Criteria A =Knowing & Understanding

Week 2- Weeks 3

Total & Fitness Why we Move?

Scientific & Technical Innovation

Relationships

Interaction/Systems

SG#20 =Understand how to assess, achieve, and maintain physical fitness for continuing health. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL == Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*SG#20-A-1: Know & apply physiological principles & components to contribute to health composition correlating fitness.*SG#20-A-2 Assess individual fitness level exercise applications*SG#20-A-3 Set goals based on fitness data & develop, implement & monitor an individual fitness performance improvement plan*SG#22: Understand principles of health promotion & prevention & treatment of Illness & injury through performance application

Formative =*Event Tasks Observation*Teacher* Student SkillsSummative = * *Personal Fitness Plans*Personal Health/PE Project

Criteria B =Planning for PerformanceCriteria C =Applying & performing

Week 4 Team Building How does Movement Work?

Fairness & Development

Communication

Function/Adaptations

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & Writing.LRE= Differentiate instructionSEL = Recognize individual & group similarities & differences

*Students will be exposed to whole group instruction exemplifying the elements of cooperative effort to assist in acquiring knowledge required in social sport engagement.

* Personal recognition of responsibilities in group engagement

Formative = *Written Sport Examination *Student Journal/ReflectionsSummative =Sport Spectating Strategy

Criteria D =Reflecting & Improving Performance

16

17Time Frame

Unit of Inquiry

InquiryQuestion

Global Context

Key Concepts IL & WIDA Standards

Objectives, IL and IB Assessment Strategies

MYP Assess. Criteria

Session 2

4 week cycle

Human Movement

Where do we Move in Place & Time?

Orientation in Space & Time

Creativity

Perspective

*President Council fitness assessments, NASPE. AAHPERD, IAHPERD & CPS Physical Education recommendations

Health is holistic: physical, emotional, mental and spiritual beings and well being is dependent on all of these factors. Create Balance in total fitness plan

Formative =*Event Tasks *Teachers Observation & Student SkillsSummative = *Physical Fitness Testing Records *Fitness Portfolio

Criteria A =Knowing & UnderstandingCriteria B =Applying & PerformingCriteria C =Planning through Inquiry Criteria D =Reflecting & Demonstrating

Week 1 Movement How is Movement Expressed?

Personal & Cultural Experiences

Aesthetics

Movement/Energy

SG#19 = Understand concepts and acquire competent movement skills to engage in health-enhancing physical activities. WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 3 Demonstrate decision-making skills & responsible behaviors in personal, school & community contexts

*Understands that physical activity provides opportunities for enjoyment, challenge, self-expression & social interactionSG#26: Through creating & performing understand how works of art are produced.SG#27: Understand the application role of the arts in civilizations, past & present

Formative =*Event Tasks*Peer Observation*Student SkillsSummative =*Student Project Dance Design

C Criteria =Planning through InquiryMovement PerformanceApplicationVideo performance for monitoring assessment

Week 2- Weeks 3

Total Health & Fitness

How do we move to

Improve?

Identities & Relationships

Relationships

Interactions/Systems

SG#20 = Understand how to assess, achieve, and maintain physical fitness for continuing health.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 1 Develop self-awareness & self-management skills to achieve school & life success

*Achieves & maintains a health-enhancing level for physical fitness composition*Fluency, intensity & time –balancing principles of conditioning in balanced movement activities*Exercise effects on the body identification of body changes relating to mind & spirit*Calculate/ assess/ organize fitness program to improve total fitness.*Monitor physical fitness & develop individualized plans

Formative =*Event Tasks *Teacher Observation Student SkillsSummative =*Physical Fitness Testing Records *Personal Fitness Plans

Criteria B =Applying & PerformingObject Handling Health Movement CompositionVideo performance for monitoring assessment

Week 4 Personal Perspective

What is the Significance of Movement?

Globalization & Sustainability

Change/Time, Space & Place

Environment/Space

SG#21 =Develop team-building skill by working with others through physical activities.WIDA: Social & Instructional-Listening, Speaking, Reading & WritingLRE= Differentiate instructionSEL = Goal 2- Use social –awareness & interpersonal skills to establish & maintain positive relationships

Students will be exposed to whole group instruction exemplifying the elements of sport’s Strategies to assist in acquiring knowledge required * Students exercise social skills through personal engagement to understand their relationship to group physical activities

Formative =*Written Sport Examination*Self-AssessmentSummative = *Peer Observation *Student Skills*Student Record, Journal & Reflect

Criteria A =Knowledge & Understanding1 of 2 written works PE goals for assessment monitoringCriteria D =Reflecting & DemonstratingMonitoring assessments:Assessed teacher written on Coversheet F3.1 student justification for criterion D documented

Physical Education References

Alverez, I, and Beaven, T. (2001). Interactive translations. Negotiations and production of cultural meaning on line. Paper presented at IALIC conference Leeds Metropolitan University.

Bennett, M. and Bennett, J. (2001). Facilitating cross-cultural dialog. Presentation at Kent State University International Day. Centers for Disease Control and Prevention. (1997). Guidelines for School and Community Programs: Lifelong Physical Activity. Washington DC: U.S. Department of Health

and Human Services. Chicago Public Schools Fine Arts Standards: Dance from the Office of Language, Culture and Early Childhood Education Bureau of Cultural Arts. Common Core Physical Education Lesson Plans - LiteracyTA at www. literacy ta.com/ lesson - plans / physical - education

LiteracyTA's skill-based approach to teaching literacy & Common Core Physical Education Lesson Plans for 8th grade PE Critical Thinking in Physical Education – disciplinary at https://sites.google.com/... literacy ... physical - education /critical-thinking-i ... Physical education can integrate & build

connections to literacy Darnell, J. (1994). Sport education in the elementary curriculum. In D. Siedentop, (Ed), Sport education: Quality PE through positive sport experiences (pp.61-71). Champaign,

IL: Human Kinetics. Drake, Susan M. and Burns, Rebecca C. Meeting Standards through Integrated Curriculum. (2004) Association of Curriculum and Development at

http://www.ascd.org/porta;/site/ascd/template.chapter/menuitem. Dugas, D. (1994). Sport education in the secondary curriculum. In D. Siedentop, (ed.), Sport education: Quality PE through positive sport experiences (pp. 105-112).

Champaign, IL: Human Kinetics. Golman, D. (2006). Social intelligence. New York: Bantam Books. Fitnessgram, PE Central How Common Core Can Be Implemented in P.E. - Spark at www.sparkpe.org/.../how-common-core-can-be...

Spark Physical Education create PE vocabulary word wall movement words with questioning strategies Human Body for Kids - Free Games, Fun Activities ... - Science for Kids at http://www.sciencekids.co.nz/humanbody.html Human body for kids with information includes a

range of free games, fun experiments, science fair projects, interesting facts, amazing videos, challenging quizzes and more. Illinois Association of Health Physical Education Recreation and Dance IAHPERD Illinois State Board of Education Learning Standards: Physical Development & Health at http://www.isbe.state.il.us/ils/pdh/standards.htm Graham, G., Holt/Hale, S., & Parker, M. (2007). Children Moving (7th ed.).Boston: McGraw-Hill. Graham, George; Holt/Hale, Shirley Ann; and Parker, Mel. (1997). Children Moving: A Reflective Approach to Teaching Physical Education. Mountain View, CA:Mayfield. Griffey, D. (2007). Designing effective instructional tasks for physical education and sports. Champaign, IL: Human Kinetics Publishers. How can physical education support the national literacy ... at www.wirral-mbc.gov.uk/ pe / literacy .doc Literacy unites the important skills of reading and writing through PE

contribution examples teaching of physical skills and activities pupils Hastie, P.A. (1998). Helping middle school students become good officials. Teaching Elementary Physical Education, 9(4), 20-21. Journal of Physical Education Recreation and Dance JOHPERD Kinectic Kids.org Launder, A.G. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL: Literacy In PE - Avon Valley College at www.avonvalley.wilts.sch.uk/.../download.asp?file... Avon Valley College & Hounslow Manor School, Hounslow, London for Literacy

in physical education. video activities for staff & Lumpkin, Angela (1994). Physical Education and Sport: A Content Introduction, 3rd edition. St. Louis: Mosby. Math and Sports WebQuests - Math Goodies at http://www.mathgoodies.com/Webquests/sports / Math and Sports WebQuest: Explore Win Loss Percentage, Graphs, ERA,

NBA Draft, Pythagorean Expectation, Win Probability, Expectancy, etc. Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills. Champaign, IL:Human Kinetics Publishers Mohr, D.J., Townsend, J.S., & Bulger, S.M. (2001). A pedagogical approach to sport education season planning. Journal of Physical Education, Recreation, and Dance, 72(9),

37-46.

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My Learning Journey: Literacy in PE at reflectionsofmyteaching.blogspot.com/2012/12/literacy-in-pe.html A teachers creates opportunities, learning experiences or activities to improve literacy - Comic Life

Human Kinetics. National Association for Sport and Physical Education NASPE. Moving Into The Future National Standards PEC: Lesson Plans for Physical Education - PE Central at pecentral.org/lessonideas/searchresults.asp?

Classroom Teacher Integrated, Language Arts-Reading, Wordout Middle School PE Interdisciplinary Lesson Ideas Physical Education: A Guide to Content and Assessment. (1995) Chicago: Mosby. Physical Education – OVERVIEW PREPARATION OF TEACHERS at http://education.stateuniversity.com?pages/2324/Physical-Education.html Physical Education and Health Literacy at pe.dadeschools.net/ Physical Education and Health Literacy instructional curriculum from Miami, Florida

Whitehead, M. (2007, February). Physical literacy and its importance to every individual.

Presentation at the National Disability Association Ireland, Dublin, Ireland. Margaret White head is one of the leaders in PE literacy Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol...

Physical Education teachers in central New York, strengthening physical education and literacy connection CHILDSPlay program Physical Literacy || Kids Activities at activeforlife.com/ Physical literacy develops from our fun activities for children teach basic movement skills which is a foundation for

success. Physical Education and Literacy — The Odd ... - NYSUT at www.nysut.org/.../educatorsvoice3_adol... New York State United Teachers Physical Education and Literacy —

The Odd Couple or a Match Made in Heaven? Brian Gym & Yoga project Placek, J.H. (2003). Interdisciplinary curriculum in physical education: Possibilities and problems. In S. Reading, playing and arithmetic: Schools use physical ... at www.centralmaine.com/.../reading-playing-and-arithmetic-schools-use- Incorporating mathematics & literacy

skills into PE mathematics-related activities Sports 'n Science >> - at http://sportsnscience.utah.edu / Sports 'n Science videos demonstrate the science behind the sport with current videos include the Science of the Punt,

Science of Running, and Physics of basketball, along with articles. Silverman & C. Ennis, (eds.), Student learning in physical education: Applying research to enhance instruction. 2nd ed. (pp. 287-311). Champaign, IL: Human Kinetics. President’s Council on Physical Fitness 2014

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