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Time Frame |
Standards |
Content |
Skills |
Activities |
Assessment |
Resources |
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Match what is taught to state content standards |
Specific knowledge or content area |
Student learning objectives (action verbs) |
Lesson Activity |
Measurable products or performances |
Equipment |
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Sept. |
Standard 1 Indicator 2 |
Coordination Movement |
- students will transfer fundamental manipulative skills into simple activities &/or games |
Kicking Skills Kick balls of various sizes and/or shapes at targets (bowling pins)
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Teacher Observation Student Check List Student Participation |
Playground balls Bowling pins Poly spots
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Sept. |
Standard 1 Indicator 1 Indicator 3
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Coordination Movement Spatial Awareness Locomotor Dev.
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- students will transfer fundamental locomotor skills into simple activities &/or games |
Locomotor Skills (hop, jump, skip, run, bear walk, crab walk, gallop) - through a zig-zag pattern - skip tag - locomotor movement from point A to point B |
Teacher Observation Student Check List Student Participation |
music |
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Sept. |
Standard 3 Indicator 1 Indicator 2 Indicator 3 Standard 4 Indicator 1 |
Coordination Movement Spatial Awareness Sportsmanship Healthy Individual Team Activities |
- students will recognize the difference between moderate and vigorous activity - students will understand that positive results are gained from on-going physical activity -students will recognize acceptable sportsmanship in physical activity settings |
-Competing in a Soccer game -engage in continuous activity during physical education class -identify the characteristics of good sportsmanship |
Teacher Observation Student Participation |
Soccer balls Cones (field) Goals |
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Oct. |
Standard 1 Indicator 2 Standard 2 Indicator 3 Indicator 1 Standard 5 Indicator 1 |
Coordination Movement Spatial Awareness Lifetime Activity Partner Skills
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-students will perform fundamental manipulative skills within rudimentary movement patterns -students will identify basic performance strategies used in physical activity -students recognize that scientific principles affect movement skills -students will describe the positive feelings experienced from participating in physical activity |
Throwing/Catching -volley a balloon, or light object alone or to a partner -comprehend that visual tracking affects performance -recognize that heavier objects require more effort to throw -explain personal feelings when properly throwing a ball and hitting a target -Game: Pizza Delivery |
Teacher Observation Student Check List Student Participation |
Juggling scarves Grocery bags Scoops Various Shapes and sizes of balls Bean Bags Throwing/catching stations
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Nov. |
Standard 2 Indicator 1 Standard 3 Indicator 1 Standard 4 Indicator 1 Indicator 3 |
Coordination Movement Healthy Individual Lifetime Activity Strength Training |
-students will use scientific principles when performing movement skills -recognize physiological indicators related to each health-related fitness component -students will understand the importance of personal responsibility for safety in physical activity -students will understand why all students should be included in physical activity settings |
Jumping Rope -bend his/her knees when landing after a jump -monitor heart rate before and after vigorous activity -recognize that personal actions can affect the safety of others (e.g. swinging rope around) -(students) explain why exercise/physical activity is good for everyone (forward/backward jump, single leg, helicopter, limbo jump) |
Teacher Observation Student Check List Student Participation |
Jump Ropes Long Jump Ropes Jump Rope Skills Guide |
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Nov. |
Standard 4 Indicator 2 Standard 5 Indicator 1 Indicator 2 |
Coordination Movement Healthy Individual Lifetime Activity Team Activities |
-students will understand the purpose of different roles in group activities and encourage one another’s positive efforts in physical activity setting -students will recognize physical activity provides personal enjoyment -recognize the emotional, physical, and social factors associated with participation in physical activity |
Parachute Activities -identify various roles in group activities (leader, team member) and cooperate and treat others with respect during physical activities -identify physical activities which are fun (mushroom, waves, walking wheel, umbrella, balloon, cloud, shark attack) -identify perspiration and increased heart rate as a result of active participation in physical education |
Teacher Observation Student Participation |
Parachute Parachute Guide Book |
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Dec. |
Standard 3 Indicator 2 Standard 5 Indicator 1 |
Coordination Movement Strength Training Sportsmanship
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-students will understand that positive results are gained from on-going physical activity -students recognize physical activity provides personal enjoyment |
Scooter Activities forward/backward on seat, sit on knees and push with arms forward, on belly using arms and legs, partner push, running) -state benefits of scooter activities (leg strength, arm strength, physical activity) -recognize physical activities are fun
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Teacher Observation Student Participation |
Scooters Poly Spots Dome Cones |
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Jan. |
Standard 1 Indicator 2 Standard 2 Indicator 1 |
Coordination Movement Spatial Awareness Healthy Individual Lifetime Activity Partner Skills |
-students will apply correct technique when performing complex manipulative movement activities -students will evaluate the influence of physical, emotional, and cognitive factors on improving performance |
Hula-Hoop Activities -arms: around single, switch, throw and catch, around neck, waist, knees, ankle jump, skip jump, walk the dog, races, partner toss -circular movement directed at the object (hula-hoop) will continue to move the object until the force is no longer applied -things that improve performance such as: positive self-image, your own space, practice, and a belief that you can do it will positively affect performance |
Teacher Observation Student Participation |
Hula-Hoops |
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Jan. |
Standard 2 Indicator 1 Indicator 3 Standard 4 Indicator 2 |
Coordination Team Activities Spatial Awareness Movement
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-students will recognize when a desired outcome is achieved (being able to correctly dribble a ball around obstacles) -students will maintain personal space during dribble activities -students will encourage one another’s positive efforts in physical activity settings |
Dribbling Activities Dribbling cues: finger pads, waist high, push in front Activities: dribble right/left hand, around cones, zig-zag, relays, dribble frenzy, sharks and swimmers, knock-out - list words, phrases, gestures that are encouraging to others (great!, good job!, high five) |
Teacher Observation Student Check List Student Participation |
Balls of various sizes and weight Ploy spots Dome cones Music Dribbling stations
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Feb. |
Standard 1 Indicator 2 Standard 2 Indicator 3 Standard 3 Indicator 3 Standard 4 Indicator 1 Indicator 2 Standard 5 Indicator 1
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Movement Spatial Awareness Team Activities Sportsmanship |
- students will determine the appropriateness of fundamental manipulative skills transferred into activities and/or games - students will use basic performance strategies in various situations -students will participate in sustained moderate to vigorous activity on a routine basis -students will learn to resolve conflicts in socially acceptable ways
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Games Unit Activities: Skunk Tag, Pac Man Tag, Mr. Fox, Poison River, Star Wars -choose an appropriate object and skill to hit targets of varying sizes, weights, and distances -maintain personal space during tag games - engage in continuous activity during each game -describe positive ways to solve problems with others (clarify the facts, tell the truth) -congratulate other students at the completion of the physical activity (shake hands) |
Teacher Observation Student Participation |
Gator Balls Hula Hoops Jerseys Scooters Jump Rope Football Plastic Bats |
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Feb. |
Standard 3 Indicator 1 Indicator 2 Indicator 3 Standard 4 Indicator 1 |
Coordination Movement Spatial Awareness Sportsmanship Healthy Individual Team Activities |
- students will recognize the difference between moderate and vigorous activity - students will understand that positive results are gained from on-going physical activity -students will recognize acceptable sportsmanship in physical activity settings |
Hockey Unit -Competing in Hockey game -engage in continuous activity during physical education class -identify the characteristics of good sportsmanship |
Teacher Observation Student Participation |
Foam Hockey Set Foam Hockey Ball 2 goals |
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March |
Standard 1 Indicator 2 Standard 3 Indicator 1 Indicator 2 Standard 4 Indicator 1 Standard 5 Indicator 1
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Coordination Movement Spatial Awareness Sportsmanship Healthy Individual Team Activities |
-students will transfer fundamental manipulative skills (kicking a rolled ball, fielding a kicked ball) into game activities - students will recognize the difference between moderate and vigorous activity - students will understand that positive results are gained from on-going physical activity -students will recognize acceptable sportsmanship in physical activity settings |
Kickball Unit -Competing in a Kickball game -engage in continuous activity during physical education class -identify the characteristics of good sportsmanship -congratulate other students at the completion of the physical activity (shake hands) |
Teacher Observation Student Participation |
4 Bases Playground Ball |
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March |
Standard 1 Indicator 2 Standard 3 Indicator 1 Indicator 2 Standard 4 Indicator 1 Standard 5 Indicator 1
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Coordination Movement Spatial Awareness Sportsmanship Healthy Individual Team Activities |
-students will transfer fundamental manipulative skills (bouncing a ball) into game activities - students will recognize the difference between moderate and vigorous activity - students will understand that positive results are gained from on-going physical activity -students will recognize acceptable sportsmanship in physical activity settings |
Four Square Unit -Competing in a Four Square Game -engage in continuous activity during physical education class -identify the characteristics of good sportsmanship -congratulate other students at the completion of the physical activity (shake hands) |
Teacher Observation Student Participation |
4-Square Courts (6) 6 Playground Balls |
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April |
Standard 1 Indicator 1 Indicator 2 Indicator 3 Standard 3 Indicator 3 Standard 5 Indicator 1 Indicator 2 |
Coordination Movement Locomotor Dev. Spatial Awareness |
-students will determine the appropriateness of fundamental locomotor skills transferred into activities/games -students will transfer fundamental manipulative skills into simple games -maintain control in weight-bearing and balance activities -students will all participate in vigorous physical activity during stations -students will recognize that physical activity provides personal enjoyment -students express feelings with success derived from repetition of physical activity |
Stations Unit -participating in various stations -choose a locomotor skill (ex. hop over a barrier) to move from pt. A to pt. B -choose object and skill to hit targets (Frisbees) -balance on stilts -all students are active during stations, no down-time -all students find an activity that they will enjoy with the various station options -after successfully completing a skill, students encourage and congratulate each other |
Teacher Observation Student Participation Student Check List |
Scoops Frisbees + target Balls to dribble Noodles Cones Scooters Stilts Poly Spots |
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April |
Standard 1 Indicator 2 Standard 3 Indicator 1 Indicator 2 Standard 4 Indicator 1
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Coordination Movement Spatial Awareness Sportsmanship Healthy Individual Team Activities |
-students will transfer fundamental manipulative skills (hitting a pitched or stationary ball, fielding a hit ball) into game activities - students will recognize the difference between moderate and vigorous activity - students will understand that positive results are gained from on-going physical activity -students will recognize acceptable sportsmanship in physical activity settings |
T-Ball or Coach-Pitch Baseball -competing in a Baseball game -engage in continuous activity during physical education class -identify the characteristics of good sportsmanship -congratulate other students at the completion of the physical activity (shake hands) |
Teacher Observation Student Participation |
4 Bases Plastic Bat T Wiffle Balls |
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May |
Standard 1 Indicator 2 Standard 2 Indicator 3 Standard 3 Indicator 1 Standard 4 Indicator 3 Standard 5 Indicator 3 |
Coordination Sportsmanship Partner Skills Healthy Individual Lifetime Activity |
-students will determine the appropriateness of fundamental manipulative skills transferred into activities/games -students will recognize effective performance strategies within physical activity -students will identify components used to determine health-related fitness -students will understand the existence of individual uniqueness in physical activity settings -students list fitness careers in the community |
Lifetime Activities: Frisbee Golf Bocce Ball -choose an appropriate object and skill to hit targets at varying sizes and distances -identify reasons for hitting/missing target -talk about the relationship between daily activities and health-related fitness and how lifetime sports can be a part of our lives -recognize that people have different abilities in physical activities and how we need to be accepting of those differences -list fitness careers where lifetime skills are used |
Teacher Observation Student Participation |
Frisbees Bocce Ball Set(s) |