Elementary P-5 Physical Education Curriculum Guide

Table of contents Introduction........................................................................................................................................................................................................... 4 Curriculum Guide Table ..................................................................................................................................................................................... 10 Curriculum Guide Table for P-2, Standard 1.............................................................................................................................................. 10 Curriculum Guide Table for 3-5, Standard 1 .............................................................................................................................................. 13 Curriculum Guide Table for P-2, Standard 2.............................................................................................................................................. 17 Curriculum Guide Table for 3-5, Standard 2 .............................................................................................................................................. 20 Curriculum Guide Table for P-2, Standard 3.............................................................................................................................................. 23 Curriculum Guide Table for 3-5, Standard 3 .............................................................................................................................................. 24 Curriculum Guide Table for P-2, Standard 4.............................................................................................................................................. 25 Curriculum Guide Table for 3-5, Standard 4 .............................................................................................................................................. 26 Curriculum Guide Table for P-2, Standard 5.............................................................................................................................................. 27 Curriculum Guide Table for 3-5, Standard 5 .............................................................................................................................................. 28 Curriculum Guide Table for P-2, Standard 6.............................................................................................................................................. 29 Curriculum Guide Table for 3-5, Standard 6 .............................................................................................................................................. 30 P.E. Sample Unit/Lesson Plans........................................................................................................................................................................... 31 Net Sport – Pickleball ..................................................................................................................................................................................... 32 Grade Level Indicators (GLIs).................................................................................................................................................................... 33 Achievement Test ....................................................................................................................................................................................... 34 Net Sport / Pickleball Lesson Plan.............................................................................................................................................................. 37 Pickleball Block Plan.................................................................................................................................................................................. 44 Fundamental Locomotor Skills....................................................................................................................................................................... 45 Grade Level Indicators (GLIs).................................................................................................................................................................... 45 Block Plan – Grades P-2 ............................................................................................................................................................................. 46 Assessment.................................................................................................................................................................................................. 46 Fundamental Motor Skills Lesson Plan ...................................................................................................................................................... 48 FMS Writing Assessment ........................................................................................................................................................................... 53 Invasion Games Team Handball..................................................................................................................................................................... 59 Grade Level Indicators (GLIs).................................................................................................................................................................... 60 Sample Achievement Test Items ................................................................................................................................................................ 61 Unit Plan ..................................................................................................................................................................................................... 64 Block Plan................................................................................................................................................................................................... 66 Team Handball Lesson Plan Format........................................................................................................................................................... 68 Cardiovascular Fitness .................................................................................................................................................................................... 74 Grade Level Indicators (GLIs).................................................................................................................................................................... 75 Sample Achievement Test Items ................................................................................................................................................................ 76 Sample Cardiovascular Fitness Lesson Plan/ Activity in the Gymnasium................................................................................................. 79 Personal and Social Responsibility within any Unit....................................................................................................................................... 83 Grade Level Indicators (GLIs).................................................................................................................................................................... 84 2

Achievement Test Items ............................................................................................................................................................................. 85 Standard 5 Lesson Plan Format .................................................................................................................................................................. 90 Valuing physical activity for any unit............................................................................................................................................................. 96 Grade Level Indicators (GLIs).................................................................................................................................................................... 96 Achievement Test Items ............................................................................................................................................................................. 97 Purpose and Use for Excel Grade Book ........................................................................................................................................................... 100 Sample Excel Grade Book ............................................................................................................................................................................ 101 References......................................................................................................................................................................................................... 102

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Introduction The Columbus Public School District’s Curriculum Guide for Physical Education P-5 communicates the shared vision of teachers, coordinators, administrators and higher level educators. There are many challenges to our students growing up healthy in the 21st century. Childhood obesity is at an all time high and many children do not engage in the necessary levels of physically activity to be healthful. Research in physical activity has shown that physical activity behaviors in childhood track into adolescence and adulthood. Thus, the development of appropriate skills, knowledge and positive behaviors through the elementary physical education curriculum are essential to children’s success and participation in the middle and high school physical education curriculum. The physical education curriculum is also essential to the overall health, wellness, and total education of the elementary school child. The overall mission of the P-5 physical education curriculum is to develop the skills, knowledge and appropriate behaviors that will build a foundation for life long physical activity. The P-5 physical education curriculum is broken into two parts: (1) Grades P-2 Physical Education Curriculum, and (2) Grades 3-5 Physical Education Curriculum. The decision to separate the curriculum into two different sets of grade levels reflects the National Association of Sport and Physical Education focus on developmentally appropriate and instructionally appropriate practice. The type of content knowledge focus in grades P-2 should be very different than the content knowledge focus in grades 3-5. However, the P-2 curriculum should naturally lead into the grade 3-5 curriculum demonstrating curriculum alignment of the two curricula. Grades P-2 Physical Education Curriculum During the preschool to 2nd grade years, students are developing the critical skills and knowledge that form the foundation for later sports, games and physical activity. The P-2 physical education curriculum has a strong emphasis on the development of fundamental motor skills and movement concepts. Fundamental motor skills are basic skills such as throwing, catching, running, and jumping. The development of these foundational skills, are critical to a child’s ability to be able to successfully engage in sports and games. For example, a child who cannot catch well will struggle to participate in sports like softball and basketball. Other central components to the P-2 physical education curriculum include the development of an array of appropriate behaviors to participate in physical activity. The P-2 physical education curriculum also begins to develop an early understanding of the components of physical fitness and the application of these concepts to a variety of activities. Finally the P-2 physical education curriculum incorporates a strong knowledge component that provides students with the vocabulary and concepts to be able to successfully engage in sport and physical activity. Grades 3-5 Physical Education Curriculum The grade 3-5 physical education curriculum builds on the foundational skills developed in the P-2 curriculum. By 3rd grade the expectation is that many children will have developed sufficient enough proficiency in fundamental motor skills that they will begin to apply these skills to sports, games, and lifetime activities (however individualized instruction on basic skills will continue to be provided where appropriate). The goal of the 3-5 physical education curriculum is to develop the skills and knowledge to participate in beginning levels of a variety of sports, games and lifetime activities. These skills and knowledge will be further developed in the middle and high school curriculum. Within each of these physical activities, students will focus on developing the foundational sports skills necessary to engage in the activity, an understanding of the tactics and knowledge to play the game/activity, and appropriate levels of social responsibility and behaviors to participate successfully. For example, in a soccer unit, a teacher might teach the motor skills of dribbling, trapping, passing and shooting. The tactical skills taught might be moving to an open space, and passing to an open player, and the behavioral skills reinforced might be 4

team work and cooperation. The grade 3-5 curriculum will continue to extend a student’s knowledge base in physical fitness and begin to understand the types of activities necessary to build and maintain personal physical fitness. Grade Level Indicators The Grade Level Indicators, (GLIs) for grades P-5 were constructed to align to the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE) and National Health Standards. In addition, this document supports the Ohio Graduation Test (OGT) by integrating cross curricular content material with physical education grade level indicators. Grade Level Unique Curriculum Although the GLIs have been broken down into grades P-2 and grades 3-5 curriculum indicators, it is a core premise of this curriculum that each grade level will be taught unique content. Thus, physical education teachers will select GLIs that are appropriate to each grade level’s experiences and skill levels. The goal is that across the P-2 and 3-5 curriculum, physical education teachers will build on skills and knowledge developed in the previous grade. Teachers using this guide are strongly encouraged to consider the transition of skills, knowledge and behaviors across grades P through 5. The purpose of this curriculum guide is to provide teachers and administrators with age appropriate guidelines and rubrics to assess student achievement and document student progress across both P-2 and 3-5 physical education. This document expresses the collaborative work developed by the following teachers who served on the writing team. Don Cain, CPS Virtual High School Physical Educator Linda Gaietto, CPS Elementary School Physical Educator Kelly Marshall, CPS Elementary School Physical Educator Jackie Goodway, The Ohio State University A special note of gratitude goes to Diane Barnes, Columbus Public Teacher Coordinator for Health and Physical Education who provided the writing team with direction during the developmental stages in creating this document. In order to implement this curriculum guide in your educational environment, the writing team has provided the following explanations and descriptors as they relate to P-2 and 3-5 physical education. The Columbus Public Schools Physical Education P-5 curriculum guide is aligned with the National Standards created by the National Association for Sport and Physical Education. The following six standards are the driving force of this document and should be evident in teacher’s planning and daily lessons. The GLIs have been written with specific goals in mind but allow teachers the flexibility to select content and plan lessons accordingly to meet the needs, skills, and interests of their students in consideration with building space issues and access to equipment.

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Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. The P-2 curriculum focuses on the development of fundamental motor skills, specifically: (1) locomotor skills such as run, hop, skip, gallop, jump, leap, slide, and; (2) manipulative skills such as throw, catch, strike, underhand roll, bounce, kick, and punt. In addition, movement concepts will be taught. As the student progresses through the P-2 physical education curriculum and develops proficiency in fundamental motor skills; combinations of these locomotor and manipulative skills will be taught. The 3-5 curriculum focuses on applying these fundamental motor skills into sport specific skills necessary to perform a variety of physical activities. For example, in the P-2 curriculum students will learn to throw a variety of balls in a variety of different environments. By the time a student gets to grades 3-5, throwing in basketball will translate into sport specific passing such as the chest and bounce pass. P-2 Student Expectations 9 Proficiency in locomotor skills 9 Emerging proficiency in manipulative skills 9 Simple combinations of fundamental motor skills 9 Simple games using fundamental motor skills 3-5 Student Expectations 9 Proficiency and application of locomotor skills to games and sports 9 Proficiency and application of manipulative skills to sports and games 9 Application of sport specific skills to games and sports 9 Lead up games to sports Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. The P-2 curriculum focuses on an understanding of the following: a) The critical elements of locomotor and manipulative skills. b) Basic understanding of tactics such as offensive and defensive and moving to an open space. c) Knowledge and application of movement vocabulary. d) Basic knowledge of fitness concepts such as heart rate. The 3-5 curriculum focuses on the following: a) Identification and analysis of the critical elements of sport specific skills. b) More advanced understanding of tactics such zone defense. c) Continued development of movement vocabulary. d) More sophisticated understanding of fitness concepts such as target heart rate zone, overload, and intensity. P-5 Student Expectations 9 Understands and uses a variety of movement vocabulary 9 Understands and applies basic tactics 9 Understands and applies basic movement concepts 9 Understands and applies basic fitness concepts 9 Identifies the critical elements of a variety of movements 6

Standard 3: Participates regularly in physical activity. The goal of national standard 3 is to encourage children to engage in regular physical activity both within the school day and at home. However, within the limitations of one day per week physical education, it is challenging to meet this goal. In order to help promote this goal within the school, physical education teachers are encouraged to: 1) Make connections from units of instruction to community resources (for example point out where the children can participate in gymnastics, access basketball courts, or play safely). 2) Send home physical activity homework with the child. 3) Educate and help provide ideas to classroom teachers to promote physical activity during recess or in the classroom. 4) Provide opportunities for intra-mural physical activity within the school (before school, lunch and after school programs). 5) Be an active member of the school wellness team. 6) Advocate for a more active school environment. Standard 4: Achieves and maintains a health-enhancing level of physical activity. The goal of nationals standard 4 is to help students achieve and maintain a health-enhancing level of physical fitness including cardiovascular fitness, muscular strength and endurance, and flexibility. As with national standard 3, research evidence suggests it is not possible to develop health-enhancing physical fitness in one day per week physical education. Despite this, physical education teachers can provide the foundation for students to understand how fitness develops, what kinds of activities develop what kinds of fitness, and develop some basic skills in fitness that students can apply across the school day and at home. A large focus for standard 4 will be on the development of knowledge of fitness concepts. In order to help promote this goal teachers can: 1) Develop fitness vocabulary and concepts. 2) Debrief every lesson from a fitness perspective (e.g. today we played soccer and worked on our cardiovascular fitness, and built some muscular strength in our legs). 3) Encourage students to engage in activities that promote fitness out of school. 4) Use journals to keep track of fitness activities and heart rate. 5) Use pedometers to encourage higher levels of activity within the unit. 6) Teach a variety of activities under each of the three (cardiovascular, strength, flexibility) major areas of fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. The goal of national standard 5 is to teach and reinforce appropriate physical activity behaviors. This includes behaviors such as cooperation, respect for self and others, trying your best, working hard, persisting at challenging tasks, and being honest. These behaviors should be reinforced and recognized throughout the year. In order to help promote this goal teachers can: 1) Use a behavioral “tap out” system such as that by Hellison. 2) Have a behavioral word of the week such as “cooperation”, reinforce this behavior during the lesson, and add this word to the word wall. 3) Have friendly class competition around appropriate behaviors such as moving a class football down a football field to reward class-wide positive behaviors. 4) Have individual student recognition awards such as “star student” of the week (put up a picture of the child on the star wall).

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P-5 Student Expectations 9 Understands and uses a variety of personal and social responsibility vocabulary 9 Understands and self-assesses personal and social behavior 9 Uses appropriate personal and social behavior in physical education 9 Supports a class-wide environment for positive social and personal responsibility Standard 6: Values physical activity for health enjoyment, challenge, self-expression, and/or social interaction. Standard 6 is more a product of a quality physical education program, rather than something to which the teacher can specifically teach. Students who are skilled and knowledgeable are more likely to value and appreciate engaging in physical activity, thus the primary goal of the P-5 physical education is to promote skilled, knowledgeable movers who demonstrate positive activity-related behaviors. Although teachers cannot specifically teach to Standard 6, a teacher can help students consider this national standard by questioning them about activities they most liked, what was fun during the lesson, and recognizing personal skill achievement as a result of effort. Assessment The writing committee has created a four-level rubric for every grade level indicator for every National Association of Sport and Physical Education standard in the P-2 and 3-5 elementary physical education curriculum. The committee has also provided the teacher with sample units of instruction and sample assessments using this four-point system. Units of instruction should have assessments that measure some aspect of motor skill development, cognitive knowledge development, and physical activity behaviors. The committee encourages all teachers to follow the GLIs and create a program that actively engages all students in vigorous age appropriate participation. There may be certain instances when students are unable to meet even the lowest level rubric due to special needs. Students who fall into theses categories may require alternative assessment to demonstrate proficiency in physical education. In addition, teachers with students who have an IEP must follow, by law, the guidelines prescribed within the individual’s educational plan. Dress and Assessment The writing committee thought about the issue of dress and participation in physical education. The committee believe that teachers should actively promote appropriate physical education dress for elementary school including: (1) tennis shoes as appropriate footwear (no open toed shoes, flip flops, or boots), and (2) shorts under dresses for girls. Teachers should communicate with parents and classroom teachers about reinforcing this dress via notes home and reminders from the classroom teacher on the day before physical education. The committee recommends that dress not be part of the assessment grade because the content of physical education is not what you wear, but what you do. Delivery of Instruction The majority of physical education programs in Columbus Public Schools serve their students for one class period per week. Given this, the sample units of instruction have been developed around a 5-day (5 weeks) unit of instruction. In the P-2 curriculum teachers are encouraged to use a developmental approach to teaching where individual students are evaluated on his/her current level of development and have a choice of activities that meet the needs of that child. To stay current with national trends in physical education, in the 3-5 curriculum teachers are encouraged to deliver their units of instruction using different models of instruction such as: (1) sport education, (2) the tactical approach, and (3) the cooperative approach. However, even with the grade 3-5 curriculum, teachers should use a developmental perspective that allows individual students to progress at their own rate of development. Student assessment should be embedded in every lesson as 8

opposed to waiting till the end of a unit for final evaluation of skills and knowledge. Teachers are encouraged to teach regular routines around assessment such as: (1) use of peer task-sheets, (2) a routine to get pedometers on and off and to record steps at the end of the lesson, (3) a journal routine, and, (4) an exit “tap out” routine.

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Curriculum Guide Table Curriculum Guide Table for P-2, Standard 1 Standard Standard 1

GLIs 1.

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Students will demonstrate mature form in 3 of 8 locomotor skills demonstrating a score of 3 or above on an assessment rubric. Locomotor skills are: walk, run, gallop, jump, hop, leap, skip, slide Note: We suggest selecting different skills at different grade levels: i) Easier locomotor skills – walk, run, gallop ii) Intermediate locomotor skills – leap, slide iii) More complex locomotor skills – skip, hop, jump

2.

Grade P-K students will demonstrate emerging form in 4 of 8 manipulative skills demonstrating a score of 2 or above on an assessment rubric.

3.

Grade 1-2 students will demonstrate maturing form in 4 of 8 manipulative skills demonstrating a score of 3 or above on an assessment rubric.

Manipulative skills – throw (underhand & overhand), catch (stationary & moving to a ball), kick, foot dribble, bounce, hand dribble, strike, underhand roll, punt, volley Note: a) We suggest selecting different skills at different grade levels: i) Easier manipulative skills – underhand roll, stationary catch, underhand throw, bounce, kick a stationary ball, hand strike, strike with short handed implements ii) More complex manipulative skills – overhand throw, moving to catch, striking with long handed implements, hand dribbling, foot dribbling, kicking a moving ball, volleying, punting

Assessment Competency Rubric Example 4 = The student Consistently demonstrates mature form in 3 or 8 locomotor skills. 3 = The student Frequently demonstrates mature form in 3 or 8 locomotor skills. 2 = The student Inconsistently demonstrates mature form in 3 or 8 locomotor skills. 1 = The student Unsuccessfully demonstrates mature form in 3 or 8 locomotor skills.

Competency Rubric Example 4 = The student Consistently demonstrates emerging form in 4 of 8 manipulative skills. 3 = The student Frequently demonstrates emerging form in 4 of 8 manipulative skills. 2 = The student Inconsistently demonstrates emerging form in 4 of 8 manipulative skills. 1 = The student Unsuccessfully demonstrates emerging form in 4 of 8 manipulative skills.

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Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 4.

Students will demonstrate the ability to perform 3 of 5 movement concepts in games and activities with a score of 3 or higher on an assessment rubric.

Movement Concepts are: a) Body awareness b) Space awareness c) Effort d) Relationships e) Balance

5.

Grade P-2 students will demonstrate the ability to move to basic rhythms, combine dance steps and/or perform dances with a score of 3 or higher on an assessment rubric.

Dance/Rhythms: a) Basic rhythms i) Examples: Locomotor skills to even and uneven beats b) Folk dances i) Examples: square dances, circle dances, line dances c) International & cultural dances i) Examples: Tinikling, African dances d) Social dances i) Examples: Chicken, Macarena, electric slide, hokey pokey, YMCA

Assessment Competency Rubric Example 4 = The student Consistently demonstrates ability to perform 3 of the 5 movement concepts in games and activities. 3 = The student Frequently demonstrates ability to perform 3 of the 5 movement concepts in games and activities. 2 = The student Inconsistently demonstrates ability to perform 3 of the 5 movement concepts in games and activities. 1 = The student Unsuccessfully demonstrates ability to perform 3 of the 5 movement concepts in games and activities. Competency Rubric Example 4 = The student Consistently demonstrates ability to move to basic rhythms, combine dance steps and/or perform dances. 3 = The student Frequently demonstrates ability to move to basic rhythms, combine dance steps and/or perform dances. 2 = The student Inconsistently demonstrates ability to move to basic rhythms, combine dance steps and/or perform dances. 1 = The student Unsuccessfully demonstrates ability to move to basic rhythms, combine dance steps and/or perform dances.

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Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 6.

Grade P-2 students will be able to demonstrate 3 different activities in 4 of the 6 categories of fitness & health.

Fitness & Health Categories a) Cardiovascular b) Upper body muscular strength and endurance c) Lower body muscular strength and endurance d) Core (abdominal/trunk) muscular strength and endurance e) Flexibility f) Nutrition & body composition 7.

Students will participate in at least in 3 of the 8 categories of activities: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. a) Invasion Lead Up Games i) Example: Lead up soccer b) Target Lead Up Games i) Example: Throwing games, bowling games c) Tag Games i) Example: Freeze tag, family round up, body tag d) Cooperative Activities i) Parachute, group initiatives e) Striking Lead Up Games i) Example: paddles, hands, bats, T-ball f) Playground Games i) Example: Four square, hop scotch, tetherball, map games g) Tumbling/Stunts i) Example: Gymnastics, balance, partner/group stunts h) Alternative Activities i) Examples - jump rope for heart

Assessment Competency Rubric Example 4 = The student Consistently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 3 = The student Frequently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 2 = The student Inconsistently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 1 = The student Unsuccessfully demonstrates 3 different activities in 4 of the 6 categories of fitness & health. Competency Rubric Example 4 = The student Consistently will participate in at least in 3 of the 8 below categories of activities: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 3 = The student Frequently will participate in at least in 3 of the 8 below categories of activities: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 2 = The student Inconsistently will participate in at least in 3 of the 8 below categories of activities: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 1 = The student Unsuccessfully will participate in at least in 3 of the 8 below categories of activities: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities.

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Curriculum Guide Table for 3-5, Standard 1 Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 1.

Students will demonstrate mature form in 8 of 8 manipulative skills demonstrating a score of 3 or above on the assessment rubric.

2.

Students will demonstrate maturing form in 4 of 8 manipulative skill combinations demonstrating a score of 3 or above on the assessment rubric.

3.

Students will be able to apply at least 4 locomotor and 4 manipulative skills in lead up games and/or drills demonstrating a score of 3 or above on the assessment rubric.

Assessment Competency Rubric Example 4 = The student Consistently demonstrates mature form in 8 of 8 locomotor skills. 3 = The student Frequently demonstrates mature form in 8 of 8 locomotor skills. 2 = The student Inconsistently demonstrates mature form in 8 of 8 locomotor skills. 1 = The student Unsuccessfully demonstrates mature form in 8 of 8 locomotor skills.

FMS Examples a) Locomotor skills – walk, run, gallop, jump, hop, leap, skip, slide b) Manipulative skills – throw, catch, kick, bounce/dribble, strike, underhand roll, punt, volley c) Combinations of locomotor &/or manipulative skills. i) Example: throw & catch d) Games with FMS i) Example: freeze tag with bean bags 4.

Students will demonstrate the ability to perform at least 3 different dances with a score of 3 or higher on the assessment rubric.

Dance/Rhythms: a) Folk dances i) Example: square, circle, and line dances b) International & cultural dances i) Example: tinikling and/or African dances c) Social dances i) Example: chicken, macarena, and/or YMCA dances.

Competency Rubric Example 4 = The student Consistently demonstrates ability to perform at least 3 different dances. 3 = The student Frequently demonstrates ability to perform at least 3 different dances. 2 = The student Inconsistently demonstrates ability to perform at least 3 different dances. 1 = The student Unsuccessfully demonstrates ability to perform at least 3 different dances.

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Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 5.

Students will demonstrate the ability to perform 3 different activities in the areas of fitness & health components:

Fitness & Health Areas: a) Cardiovascular b) Upper body muscular strength and endurance c) Lower body muscular strength and endurance d) Core (abdominal/trunk) muscular strength and endurance e) Flexibility f) Nutrition & body composition

Assessment Competency Rubric Example 4 = The student Consistently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 3 = The student Frequently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 2 = The student Inconsistently demonstrates 3 different activities in 4 of the 6 categories of fitness & health. 1 = The student Unsuccessfully demonstrates 3 different activities in 4 of the 6 categories of fitness & health.

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Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 6.

Students will participate in at least 4 different units in at least 3 of the 8 categories of activities below:

Categories of Games/Sports: a) Invasion i) Basketball ii) Netball iii) Team handball iv) Soccer v) Floor hockey vi) Lacrosse vii) Rugby viii) Football ix) Ultimate Frisbee b) Net i) Badminton ii) Tennis iii) Table tennis iv) Pickle ball v) Volleyball c) Striking and Fielding i) T-ball ii) Softball iii) Modified kickball d) Target i) Frisbee golf ii) Golf iii) Bowling iv) Curling/Shuffle board e) Cooperative i) Floor elements ii) Low elements f) Alternative Activities i) Tumbling/Stunts ii) Orienteering/map reading iii) Jump Rope for Heart iv) Or any other activity listed above

Assessment Competency Rubric Example 4 = The student Consistently will participate in at least in 3 of the 8 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 3 = The student Frequently will participate in at least in 3 of the 8 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 2 = The student Inconsistently will participate in at least in 3 of the 8 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 1 = The student Unsuccessfully will participate in at least in 3 of the 8 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities.

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Standard Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

GLIs 7.

Students will demonstrate with a score of 3 or above on the rubric in 3 basic defensive and offensive strategies in net or invasion games. Examples: a) In Pickleball, the player defends space on his/her own court by recovering to center baseline between shots in a singles games. b) In volleyball, defending space on own court, defending against an attack, and defending as a team. c) In basketball, players perform a give and go, fast break, pick and roll. d) In team handball, players play a zone or person-to-person defense using: i) Cold, warm or hot defense. b) Offensive and Defensive Strategy examples: i) Defend space ii) Give and go iii) Pick and Roll iv) Zone defense v) Person-to-person defense

Assessment Competency Rubric Example 4 = The student Consistently demonstrates basic defensive and offensive strategies in net or invasion games. 3 = The student Frequently demonstrates basic defensive and offensive strategies in net or invasion games. 2 = The student Inconsistently demonstrates basic defensive and offensive strategies in net or invasion games. 1 = The student Unsuccessfully demonstrates basic defensive and offensive strategies in net or invasion games.

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Curriculum Guide Table for P-2, Standard 2 Standard Standard 2

GLIs

Assessment

1.

Locomotor Skills- walk, run, gallop, jump, hop, leap, skip, slide a) Students will correctly identify 3 of 8 locomotor skills scoring 3 or higher on the rubric. i) Example: students may recognize and identify movement of a partner. ii) Example: student may identify by circling the correct picture or by writing what another student is doing. b) Student will identify 1 critical element in 3 of 8 locomotor skills scoring 3 or higher on the rubric.

Understanding Rubric Example 4 = The student Consistently recognizes and identifies movement of a partner in 3 of 8 locomotor skills. 3 = The student Frequently recognizes and identifies movement of a partner in 3 of 8 locomotor skills. 2 = The student Inconsistently recognizes and identifies movement of a partner in 3 of 8 locomotor skills. 1 = The student Unsuccessfully recognizes and identifies movement of a partner in 3 of 8 locomotor skills.

2.

Manipulative Skills- throw (underhand & overhand), catch (stationary & moving to a ball), kick, foot dribble, bounce, hand dribble, strike, underhand roll, punt, and volley. a) Grade P-K students will identify, through demonstration/question & answer, 4 out of 8 manipulative skills with a score of 2 or higher on an assessment rubric i) Example: students will identify the difference between overhand and underhand throw demonstrated by a peer. b) Grade 1-2 students will identify, through demonstration/question & answer, 4 out of 8 manipulative skills with a score of 3 or higher on assessment rubric. i) Example: students will identify from pictures each skill- person dribbling, person volleying, person underhand throwing, and person overhand throwing. c) Students will identify 1 critical element in 4 of 8 manipulative skills 3 or higher on the rubric.

Understanding Rubric Example 4 = The student Consistently identifies 4 out of 8 manipulative skills. 3 = The student Frequently identifies 4 out of 8 manipulative skills. 2 = The student Inconsistently identifies 4 out of 8 manipulative skills. 1 = The student Unsuccessfully identifies 4 out of 8 manipulative skills.

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

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Standard Standard 2

GLIs

Assessment

3.

Movement Concepts- students will apply appropriate movement in 3 out of 5 movement concepts with a score of 3 or higher on an assessment rubric a) body awareness b) space awareness c) effort d) relationships e) balance

Participation Rubric Example 4 = The student Consistently applies 3 out of 5 movement concepts. 3 = The student Frequently applies 3 out of 5 movement concepts. 2 = The student Inconsistently applies 3 out of 5 movement concepts. 1 = The student Unsuccessfully applies 3 out of 5 movement concepts.

4.

Dance/Rhythms a) Grade P-2 students will be able to identify at least 3 dances (folk, International & cultural or social) with a score of 3 or higher on the assessment rubric. b) Grade P-2 students will identify at least 3 different steps.

5.

Fitness & Health a) Grade P-2 students will be able to identify/write 3 exercises/activities in 4 of the 6 categories of fitness & health with a score of 3 or higher on the assessment rubric. i) Cardiovascular ii) Upper body muscular strength and endurance iii) Lower body muscular strength and endurance iv) Core (abdominal/trunk) muscular strength and endurance v) Flexibility vi) Nutrition & body composition b) Grade P-K students will be able to frequently locate their heart rate and indicate if it has increased or stayed the same as a result of an exercise bout. c) Grade 1-2 students will calculate their exercise heart rate after an exercise bout. d) Grade P-K students will frequently identify 3 major muscle groups. e) Grade 1-2 students will frequently identify 5 major muscle groups.

Understanding Rubric Example 4 = The student Consistently identifies 3 different dances or steps. 3 = The student Frequently identifies 3 different dances or steps. 2 = The student Inconsistently identifies 3 different dances or steps. 1 = The student Unsuccessfully identifies 3 different dances or steps. Understanding Rubric Example 4 = The student Consistently identifies 3 major muscle groups. 3 = The student Frequently identifies 3 major muscle groups. 2 = The student Inconsistently 3 major muscle groups. 1 = The student Unsuccessfully identifies 3 major muscle groups.

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

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Standard Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLIs 6.

Games & Activities a) Grade P-2 students will identify rules used in at least 3 of the 8 categories of activities: i) Invasion Games ii) Tag Games iii) Target Games iv) Cooperative Activities v) Striking Games vi) Playground Games vii) Alternative Activities b) Example: Invasion Lead Up Games- soccer, hands are not allowed to touch the ball---skill- kicking c) Example: Target Lead Up Games- bowling, ball must roll not bounce----skill- rolling d) Example: Tag Games- Word Family Round Up- student must perform exercise when tagged and then say a word that belongs in the word family “ip” = “chip”

Assessment Understanding Rubric Example 4 = The student Consistently identifies rules in an activity. 3 = The student Frequently identifies rules in an activity. 2 = The student Inconsistently identifies rules in an activity. 1 = The student Unsuccessfully identifies rules in an activity.

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Curriculum Guide Table for 3-5, Standard 2 Standard Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLIs 1.

Students will identify basic dance steps in 3 different dances with a score of 3 or higher on an assessment rubric.

Dance/Rhythms: a) Folk dances Examples: square dances, circle dances, line dance. b) International & cultural dances: Examples: tinikling, African dances. c) Social dances Examples: Chicken, Macarena, Electric slide, Hokey Pokey, YMCA 2. The student distinguishes between an even and uneven rhythm. 3.

Students will identify 4 different activities in 4 of 6 categories of fitness and health.

Fitness & Health Areas: d) Cardio e) Upper body muscular strength and endurance f) Lower body muscular strength and endurance g) Core (abdominal/trunk) muscular strength and endurance h) Flexibility i) Nutrition & body composition 4. Students will demonstrate understanding of the following terms: a) Target heart rate zone b) Maximum heart rate c) Cardiorespiratory fitness d) Muscular strength e) Flexibility 5. Students will identify 6 major muscle groups. 6. Students will demonstrate the ability to identify the fitness components of cardio, muscular strength and flexibility in a variety of activities, (e.g., soccer requires cardio, leg strength, and hamstring flexibility).

Assessment Knowledge Rubric Example 4 = The student Consistently identifies basic dance steps. 3 = The student Frequently identifies basic dance steps. 2 = The student Inconsistently identifies basic dance steps. 1 = The student Unsuccessfully identifies basic dance steps.

Knowledge Rubric Example 4 = The student Consistently identifies 4 different activities in 4 of 6 categories of fitness and health. 3 = The student Frequently identifies 4 different activities in 4 of 6 categories of fitness and health. 2 = The student Inconsistently identifies 4 different activities in 4 of 6 categories of fitness and health. 1 = The student Unsuccessfully identifies 4 different activities in 4 of 6 categories of fitness and health.

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Standard Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

7.

GLIs

Assessment

Students will identify at least 2 different games/sports, in at least 3 of the 6 categories of activities below:

Knowledge Rubric Example 4 = The student Consistently will identify at least 4 different games/sports, in at least of the 6 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 3 = The student Frequently will identify at least 4 different games/sports, in at least of the 6 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 2 = The student Inconsistently will identify at least 4 different games/sports, in at least of the 6 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities. 1 = The student Unsuccessfully will identify at least 4 different games/sports, in at least of the 6 categories of activities below: Invasion Games, Target Games, Tag Games, Cooperative Activities, Striking Games, Playground Games, & Alternative Activities.

Categories of Games/Sports: a) Invasion i) Basketball ii) Netball iii) Team handball iv) Soccer v) Floor hockey vi) Lacrosse vii) Rugby viii) Football ix) Ultimate Frisbee b) Net i) Badminton ii) Tennis iii) Table tennis iv) Pickle ball v) Volleyball c) Striking and Fielding i) T-ball ii) Softball iii) Modified kickball d) Target i) Frisbee golf ii) Golf Bowling iii) Curling/Shuffle board e) Cooperative Activities f) Alternative Activities i) Tumbling/Stunts ii) Orienteering/map reading iii) Jump Rope for Heart iv) Or any other activity listed above v) Pedometers 8. Students will identify 2 critical elements in 3 different skills in at least 3 of the 6 categories of activities above.

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Standard Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

GLIs 9.

Students will identify with a score of 3 or above on the rubric 3 basic defensive and offensive strategies in net or invasion games.

Examples: a) In Pickleball, the player defends space on his/her own court by recovering to center baseline between shots in a singles games. b) In volleyball, defending space on own court, defending against an attack, and defending as a team. c) In basketball, players perform a give and go, fast break, pick and roll. d) In team handball, players play a zone or man to man defense using: i) Cold, warm or hot defense ii) Move to an open space iii) Defend a space iv) Person-to-person coverage v) Zone defense vi) Fix a defender and pass or by pass a defender

Assessment Knowledge Rubric Example 4 = The student Consistently identifies basic defensive and offensive strategies in net or invasion games. 3 = The student Frequently identifies basic defensive and offensive strategies in net or invasion games. 2 = The student Inconsistently identifies defensive and offensive strategies in net or invasion games. 1 = The student Unsuccessfully identifies defensive and offensive strategies in net or invasion games.

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Curriculum Guide Table for P-2, Standard 3 Standard Standard 3 Participates regularly in Physical activity.

GLIs 1.

Students will participate in at least in 5 of the 9 below categories of activities that are appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric: a) FMS a) Dance/Rhythms b) Fitness & Health c) Invasion Games d) Net Games e) Target Games f) Striking & Fielding Games g) Cooperative Activities h) Alternative Activities

Examples: a) Participates in an Invasion Games/Team Handball unit that is appropriate for maintaining or enhancing a healthy and active lifestyle. b) Participates in Net Games/Pickle Ball unit that is appropriate for maintaining or enhancing a healthy and active lifestyle.

Assessment Participation Rubric Example 4 = The student Consistently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 3 = The student Frequently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 2 = The student Inconsistently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 1 = The student Unsuccessfully participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle.

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Curriculum Guide Table for 3-5, Standard 3 Standard Standard 3

GLIs 1.

Participates regularly in Physical activity.

Students will participate in at least in 5 of the 9 below categories of activities that are appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric: a) FMS c) Dance/Rhythms d) Fitness & Health e) Invasion Games f) Net Games g) Target Games h) Striking & Fielding Games i) Cooperative Activities j) Alternative Activities

Examples: a) Participates in an Invasion Games/Team Handball unit that is appropriate for maintaining or enhancing a healthy and active lifestyle. b) Participates in Net Games/Pickle Ball unit that is appropriate for maintaining or enhancing a healthy and active lifestyle.

2.

Students will monitor physical activity through the use of a pedometer and/or physical activity log while participating in 5 of the 9 categories of activities that are appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric.

Example: a) While participating in the Tag Rugby students will monitor their pedometer steps by recording their steps in their physical activity log book.

Assessment Participation Rubric Example 4 = The student Consistently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 3 = The student Frequently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 2 = The student Inconsistently participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle. 1 = The student Unsuccessfully participates in 5 of 9 categories of activities that are appropriate for maintaining or enhancing a healthy and active lifestyle.

Participation Rubric Example 4 = The student Consistently monitors their pedometer steps. 3 = The student Frequently monitors their pedometer steps. 2 = The student Inconsistently monitors their pedometer steps. 1 = The student Unsuccessfully monitors their pedometer steps.

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Curriculum Guide Table for P-2, Standard 4 Standard Standard 4

GLIs

Assessment

1.

Students will participate in physical activity intermittently for short periods of time and will accumulate a relatively high volume of total activity during class time and will have fun while doing so with a score of 3 or above on the rubric. a) Students will participate in locomotor activity for short periods of time and will accumulate a relatively high volume of total activity and will have fun doing so.

Participation Rubric Example 4 = The student Consistently participates in physical activity for short periods of time with high volume of total activity and will have fun while doing so. 3 = The student Frequently participates in physical activity for short periods of time with high volume of total activity and will have fun while doing so. 2 = The student Inconsistently participates in physical activity for short periods of time with high volume of total activity and will have fun while doing so. 1 = The student Unsuccessfully participates in physical activity for short periods of time with high volume of total activity and will have fun while doing so.

2.

Students will recognize physiological signs associated with participation in moderate to vigorous physical activity (e.g., sweating, fast heart rate, heavy breathing) with a score of 3 or above on the rubric.

Participation Rubric Example 4 = The student Consistently recognizes the physiological signs of moderate to vigorous physical activity. 3 = The student Frequently recognizes the physiological signs of moderate to vigorous physical activity. 2 = The student Inconsistently recognizes the physiological signs of moderate to vigorous physical activity. 1 = The student Unsuccessfully recognizes the physiological signs of moderate to vigorous physical activity.

Achieves and maintains a health-enhancing level of physical fitness

Example: a) While participating in locomotor activities students will recognize that health-related physical fitness consists of several different components.

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Curriculum Guide Table for 3-5, Standard 4 Standard Standard 4

GLIs 1.

Achieves and maintains a health-enhancing level of physical fitness

Students will begin to engage in physical activities specifically related to each component of physical fitness and are capable of monitoring the physiological indicators that accompany moderate to vigorous physical activity and adjust their own activity accordingly with a score of 3 or above on the rubric.

Examples: a) Students will recognize physiological responses to exercise are associated with their own levels of fitness. b) Students choose to participate in sport activities that require high levels of muscular strength.

2.

With teacher assistance, students interpret the results and understand the significance of information provided by formal measures of physical fitness with a score of 3 or above on the rubric.

Examples: a) Explains the personal consequences of poor flexibility on ability to perform various activities. b) Identifies his or her potential strengths and weaknesses based upon the results of Fitnessgram testing.

Assessment Participation Rubric Example 4 = The student Consistently recognizes and adjusts physiological responses to exercise are associated with their own levels of fitness. 3 = The student Frequently recognizes and adjusts physiological responses to exercise are associated with their own levels of fitness. 2 = The student Inconsistently recognizes and adjusts physiological responses to exercise are associated with their own levels of fitness. 1 = The student Unsuccessfully recognizes and adjusts physiological responses to exercise are associated with their own levels of fitness. Participation Rubric Example 4 = The student Consistently interprets the results of normal fitness measures. 3 = The student Frequently interprets the results of normal fitness measures. 2 = The student Inconsistently interprets the results of normal fitness measures. 1 = The student Unsuccessfully interprets the results of normal fitness measures.

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Curriculum Guide Table for P-2, Standard 5 Standard Standard 5 Exhibits responsible personal and social behavior that respects self and others in physical activity setting.

GLIs 1.

Students know safe practices and physical education class rules and procedures, and they are able to apply them with some reinforcement with a score of 3 or above on the rubric.

Examples: a) While performing locomotor skills students follow directions given to the class. b) While performing manipulative skills students handle equipment safely by putting it away when not in use. c) Students practice hopping skills until teacher signals the end of practice. 2.

Students know how to utilize acceptable behaviors for physical activity settings and are building a foundation for successful interpersonal communication during group activity with a score of 3 or above on the rubric.

Examples: a) While students are assigned to small groups and are engaged in striking with short handle paddles they work without interfering with other teams. b) While students are working in small groups they invite a peer to take his or her turn at a piece of apparatus before repeating a turn.

Assessment Responsible person and social behavior Rubric Example 4 = The student Consistently follows rules and safe practices. 3 = The student Frequently follows rules and safe practices. 2 = The student Inconsistently follows rules and safe practices. 1 = The student Unsuccessfully rules and safe practices.

Responsible person and social behavior Rubric Example 4 = The student Consistently uses acceptable behaviors per physical activity. 3 = The student Frequently uses acceptable behaviors per physical activity. 2 = The student Inconsistently uses acceptable behaviors per physical activity. 1 = The student Unsuccessfully uses acceptable behaviors per physical activity.

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Curriculum Guide Table for 3-5, Standard 5 Standard Standard 5 Exhibits responsible personal and social behavior that respects self and others in physical activity setting.

GLIs 1) Students can identify the purposes for and follow activity-specific safe practices, rules, procedures, and etiquette with a score of 3 or above on the rubric. Examples: a) While participating in team handball students arranges soccer equipment safely in a manner appropriate to practice in preparation for a shooting drill. b) While participating in a rugby game, students accepts the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others.

2.

Students continue to develop cooperation and communication skills to facilitate completion of a common goal while working with a partner and/or small diverse groups with a score of 3 or above on the rubric.

Examples: a) While students are assigned to small groups they assess and take responsibility for their own behavior problems without blaming others. b) While students are working in small groups recognize and appreciate similar and different activity choices of peers.

Assessment Responsible person and social behavior Rubric Example 4 = The student Consistently describes and follows activity-specific safe practices, rules, procedures and etiquette. 3 = The student Frequently describes and follows activity-specific safe practices, rules, procedures and etiquette. 2 = The student Inconsistently describes and follows activity-specific safe practices, rules, procedures and etiquette. 1 = The student Unsuccessfully describes and follows activity-specific safe practices, rules, procedures and etiquette. Responsible person and social behavior Rubric Example 4 = The student Consistently demonstrates appropriate cooperation and communication skills. 3 = The student Frequently demonstrates appropriate cooperation and communication skills. 2 = The student Inconsistently demonstrates appropriate cooperation and communication skills. 1 = The student Unsuccessfully demonstrates appropriate cooperation and communication skills.

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Curriculum Guide Table for P-2, Standard 6 Standard Standard 6 Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

GLIs 1.

Students willingly try new movements and skills with a score of 3 or above on the rubric.

Example: a) When students are introduced to a new locomotor skill they attempt the new skill every time. 2.

Students continue to participate when not successful on the first try with a score of 3 or above on the rubric.

Example: a) While students engage in tumbling they continue to participate when they cannot perform a tuck roll.

Assessment Values Rubric Example 4 = The student Consistently attempts new movements and skills. 3 = The student Frequently attempts new movements and skills. 2 = The student Inconsistently attempts a new movements and skills. 1 = The student Unsuccessfully attempts new movements and skills. Values Rubric Example 4 = The student Consistently continues to participate when not successful on the first try. 3 = The student Frequently continues to participate when not successful on the first try. 2 = The student Inconsistently continues to participate when not successful on the first try. 1 = The student Unsuccessfully continues to participate when not successful on the first try.

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Curriculum Guide Table for 3-5, Standard 6 Standard Standard 6

GLIs 1.

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Students choose an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels with a score of 3 or above on the rubric.

Examples: a) While participating in team handball students select and practice a skill on which improvement is needed. a) While participating in a rugby game, students develop a game that is personally interesting.

2.

Students identify 3 positive reasons for participating in each of 5 of the 9 categories of activities

Examples: a) While students are able to identify positive feelings associated with participation in lacrosse for the first time. b) Students develop a dance sequence that is personally interesting during the dance unit.

Assessment Values Rubric Example 4 = The student Consistently chooses an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels. 3 = The student Frequently chooses an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels. 2 = The student Inconsistently chooses an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels. 1 = The student Unsuccessfully chooses an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels. Values Rubric Example 4 = The student Consistently identifies 3 positive feelings associated with participation in a specific activity. 3 = The student Frequently identifies 3 positive feelings associated with participation in a specific activity. 2 = The student Inconsistently identifies 3 positive feelings associated with participation in a specific activity. 1 = The student Unsuccessfully identifies 3positive feelings associated with participation in a specific activity.

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P.E. Sample Unit/Lesson Plans Sample Unit/Lesson Plans Pickle Ball, Standard 2, Grades 3-5: Fundamental Motor Skills, Standard 1 & 2, Grades P-2: Team Handball, Standard 3, Grades 3-5: Cardiovascular Fitness, Standard 4, Grades 3-5: Personal and Social Responsibility, Standard 5, Grades P-5: Valuing Physical Education, Standard 6, Grades P-5: Sample Excel Spreadsheet for assessments, P-5: Resources

Pages 31-43 44-57 58-72 73-81 82-94 95-98 99-100 101-102

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COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL 3–5

UNIT

TIME RANGE No less than 5 days

GRADING PERIOD Any

Net Sport – Pickleball NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2, Demonstrates 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 fitness. 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.

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Grade Level Indicators (GLIs) How does a student demonstrate mastery? Standard 1: GLI ( 4 PK-2): Students will demonstrate with a score of 3 or above on the rubric the 4 of 5 basic movement concepts used in a Net Game / Pickleball. Standard 1: GLI (7): Students will demonstrate with a score of 3 or above on the rubric in 3 offensive strategies used in a Net Game / Pickleball. Standard 1: GLI (7): Students will demonstrate with a score of 3 or above on the rubric in 3 basic defensive strategies used in a Net Game / Pickleball. Standard 2: GLI (4): Students will correctly identify the critical elements of 4 basic locomotor and/or non-locomotor skills used in a Net Game / Pickleball. Standard 3: GLI (1b): Participates in a Net Game/Pickle Ball that is appropriate for maintaining or enhancing a healthy and active lifestyle. Standard 3: GLI (2): Students will monitor physical activity through the use of a pedometer and /or physical activity log, while participation in a Net Game / Pickleball. Standard 4: GLI (1): Students will achieve and maintain a health-enhancing level of physical fitness with a score of 3 or above on the rubric while participating in a Net Game / Pickleball. Standard 5: GLI (1): Students can identify the purposes for and follow activity-specific safe practices, rules, procedures, and etiquette with a score of 3 or above on the rubric in a Net Game / Pickleball. Standard 6: GLI (2): Students continue to participate when not successful on the first try with a score of 3 or above on the rubric in a Net Game Pickleball.

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Achievement Test UNIT: Net Game, Pickleball

Type One Writing (15 points) Write as much as you can about the sport of Pickleball in 3 minutes. 1. _______________________________________________________________________________________________________ 2. _______________________________________________________________________________________________________ 3. _______________________________________________________________________________________________________ 4. _______________________________________________________________________________________________________ 5. _______________________________________________________________________________________________________ 6. _______________________________________________________________________________________________________ 7. _______________________________________________________________________________________________________ 8. _______________________________________________________________________________________________________ 9. _______________________________________________________________________________________________________ 10. _______________________________________________________________________________________________________ 11. _______________________________________________________________________________________________________ 12. _______________________________________________________________________________________________________ 13. _______________________________________________________________________________________________________ 14. _______________________________________________________________________________________________________

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ACHIEVEMENT TEST UNIT: Net Game / Pickleball Multiple Choice

Multiple Choice

Standard ____: (GLI ___) 1. When serving the ball, it must be hit with what type of motion? a. Overhand b. Side arm c. Underhand d. Lob

Standard ____: (GLI ___) 8. Which score below could be a final score in Pickleball? a. 7 - 11 b. 15-13 c. 11 – 10 d. All of above

Standard ____: (GLI ___) 2. When serving the ball, the ball should be hit __________. a. Overhead b. Side Arm c. Straight ahead d. Diagonally

Standard ____: (GLI ___) 9. A let is ____________________________________ a. A serve that hits the net and lands in the correct service box. b. Anytime the serve hits the net and goes over the net c. A bad serve that is not replayed. d. Any shot that is replayed.

Standard ____: (GLI ___) 3. When another ball comes onto your court, you Standard ____: (GLI ___) should______. 10. When you ball goes to another court you should a. Leave it on your court until the correct team comes to a. Run and get it as fast as you can. get it. b. Stop and say, “Ball please”. b. Kick it back in the direction it came from. c. Wait until the other players stop playing. c. Pick it up and roll it back to the correct court. d. Both b and c. d. Bat it back in the direction it came from. Standard ____: (GLI ___) 11. Which is not a correct scoring rule? Standard ____: (GLI ___) 4. When the receiving team returns the serve, the serving team a. The score is 11 to 11 the next point wins. must __________. b. A team must be serving to score. a. Let the ball bounce twice. c. A team must be ahead by at least two points to win. b. Let the ball bounce. d. The ball must land in bounds or on a line. c. Hit the ball before it bounces d. None of the above

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Standard ____: (GLI ___) 12. Pickleball got it’s name from a. James Naismith b. The shape of the ball c. A pickle company d. A dog named Pickles

Standard ____: (GLI ___) 5. The serve is determined by a a. Coin toss b. Rally for serve c. Volley for serve d. Both a and b.

Standard ____: (GLI ___) 13. A ball is dead and not playable when it hits a. The line b. The net c. Another player d. Outside of the playing court

Standard ____: (GLI ___) 6. A Pickleball court is similar in size to a a. Tennis court and volleyball court b. Basketball court c. Football field d. Badminton court

Circle as many as you like in Question 14 14. While participating in the Pickleball lessons, a. You enjoyed playing and wanted to play more. b. You did not enjoy playing and wanted to stop. c. You thought it was too easy. d. You thought it was too hard. e. You wanted to learn more about the sport. f. You wanted to win every game. g. It did not matter whether you won or not, as long as you were having fun playing.

Standard ____: (GLI ___) 7. The server must stand a. In the non-volley zone b. Straddling the baseline c. In front of the baseline d. Behind the baseline

Multiple Choice Answers 1. 2. 3. 4. 5. 6. 7.

C - Underhand D - Diagonally C – Pick it up and roll it back to the correct court. B – Let the ball bounce. D – Both a and b. A coin toss or rally for serve. D – Badminton B – Straddling the baseline.

8. D – All of the above. 9. A – A serve that hits the net and lands in the correct court. 10. D – Both b and c. Wait until the other players stop playing and say, “Ball please”. 11. A - The score is 11 to 11 the next point wins. 12. D – A dog named Pickles. 13. D – Outside of the playing court. 14. Any answer can be correct.

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Net Sport / Pickleball Lesson Plan

Main Intention of the Game: Placing the ball over the net into the opponent’s court so that it can not be successfully returned, by the opponent. Focus: Students will demonstrate the proper technique in the forehand, backhand, volley, ready position and serve. Sub Focus: The integration of social studies, personal and social responsibilities, rules, scoring, strategies and fitness. Fitness Themes: Flexibility, muscular strength and Cardiovascular. History: Pickleball was created by US Congressman Joel Pritchar, William Bell, and Barney McCallum during the summer of 1965 on Bainbridge Island, WA. The original purpose of the game was to provide a sport for the entire family using skills from badminton, ping pong, tennis and the court dimensions of badminton. Any hard surface can be used to play Pickleball. Initially the game was played in the driveways and dead-end streets. Because it can be played on any hard surface, you can set it up anywhere and it is the ideal game for learning racquet skills. Forty-one years after it was invented, Pickleball is played in every state in America and around the world. Where did Pickleball get its name? Pickles was the family dog that would chase after the ball and then hide in the bushes, thus Pickle's ball which was shortened to the namesake of Pickleball. Initially, families played Pickleball in their backyards on a hard surface, on driveways, and on residential dead-end streets in the 1970's The Game: ¾ Pickleball is played by two or four players. (Singles and Doubles) ¾ The game is played to 11 points, but you must win by two points. ¾ Players and teams usually play a Match to determine a winner. ¾ A match is the best two (2) of three (3) games. Facilities and Equipment Needed: Net, Pickleball paddles and balls, (whiffleballs) hard surface floor or court.

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Court:

Court Dimensions: The court dimensions are identical to a doubles badminton court. The court dimensions are 20' x 44' for both doubles and singles Net Height: The net is hung 36'' on each end of the court and 34'' in the middle Non Volley Zone: A non volley zone extends 7' on each side of

Non-Volley Zone: The areas from the net to the short serve line. A player is not allowed to volley (hit the ball on the fly) in that area, but may enter the non-volley zone if the ball bounces there first. Movement Concepts: Body awareness, space awareness, effort, relationships and balance. Scoring: A team only scores a point when they are serving. A player who is serving shall continue to do so until such time as a fault is made by his team. The game is played to 11 points, but you must win by two points. The player who starts the game in the right hand court (score "0") will always be in the right hand court when his/her team's score is 2,4,6,8 or 10. 38

Skills: 1. Forehand Grip ¾ Grip paddle with a handshake so that the forefinger is extended up and behind the shaft of the grip with the three fingers and thumb wrapped around the grip, forming a V on top. Have students shake hands. Next have them shake hands with paddle making sure to make a V. 2. Eastern Backhand ¾ Take a forehand grip and rotate the paddle a quarter turn counterclockwise with the thumb either diagonal across the back of the handle or extended up and behind the shaft of the grip for better support. 3. Ready Position ¾ Place feet shoulder width apart, weight on balls of feet, bent knees, hands out in front of the body, eyes forward. 4. Hand Eye Coordination ¾ Have students use Eastern Grip. The paddle face should face the ceiling, keep your eye on the ball, ball should go no higher than one foot above the paddle, and arm is extended in front of the body for ball control. Count how many volleys in a row for one minute. Students will be timed two more times, attempting to improve their score. 5. Combine Front and backhand Drives ¾ When hitting the ball, students need to make sure they hit the ball on the face (flat side) of the paddle with extend arms. 6. Volleying ¾ Hitting the ball before it bounces, must be done with player's feet behind the non-volley zone line. It is a fault if the player steps over the line on the volley follow through.

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D

7. Serve ¾ ¾ ¾ ¾ ¾ ¾ ¾

Players must keep one foot behind the back line when serving. The serve is an underhand serve that must be contacted in the air below the waist. Server must contact the ball before it bounces. The serve is made diagonally cross-court and must clear the non-volley zone. Serve from right court, when your score is zero or even number. Serve from the left court, when your score is odd number. Only one serve attempt is allowed except if the ball touches the net on the serve and lands in the proper service court. Then the serve may be taken over. ¾ At the start of each game, the first serving team is allowed only one fault before giving up the ball to the opponents. Thereafter both members of each team will serve and fault before the ball is turned over the opposing team. ¾ The player in the right hand court will always start first. ¾ Cannot serve until return person is in the proper service court and ready to return. Determining Serving Team: 1) Players rally the ball until a fault is made. A minimum of three hits must be made for the rally to be valid. The winner of the volley has the option of serving first or of opting to receive first. 2) Players may toss a coin to determine court side and serve. Doubles Play: (Four Players) the only variation in this type of play pertains to serving. ¾ ¾ ¾ ¾ ¾ ¾

The server must serve to the crosscourt (court diagonally opposite) service court. After the first server faults, the second serve is performed from whatever side the second server is playing. The service will continue to rotate positions as long as the server continues to win points. Players switch courts only after scoring. The serving team will rotate positions after scoring a point. The receiving team cannot switch positions until after the return of serve.

Singles Play: (Two players) all rules apply. ¾ At the start of each game the server begins the serve on the right side and alternates from right to left to right, etc., as long as the server holds serve. The server must serve to the crosscourt (court diagonally opposite) service court. ¾ A player serves from his right hand court when his score is 0 or an even number and from the left hand court when his score is odd numbered. ¾ The server's score will always be even (0, 2, 4, 6, 8, 10…) when serving from the right side and odd (1, 3, 5, 7, 9…) when serving from the left side (only in singles play). 40

Rules: 1) Double Bounce - Each player/team must play their first shot off the bounce. That is, the receiving team must let the serve bounce, and the serving team must let the return of the serve bounce before playing it. After the two bounces have occurred, the ball can be either volleyed or played off the bounce. 2) Faults - A fault is any action that stops play or a violation of the rules. A fault will be declared for the following: ¾ ¾ ¾ ¾ ¾ ¾ ¾

Hitting the ball out-of-bounds. All lines are good. Hitting the ball into the net on the service or any return. Not clearing the net. Stepping into the non-volley zone and volleying the ball. Failure to hit ball before it bounces twice on player’s court. Volleying the ball before it has bounced once on each side of the net (Double Bounce Rule). In doubles, the player who is supposed to receive the serve in the diagonal court does not return the serve. A player, or player’s clothing, or any part of a player’s paddle touches net when the ball is in play.

Strategies: ¾ Serves are most effective when hit into the far backcourt and into the corners. It is best to vary the serve, however, to keep your opponent off balance. ¾ To receive the serve, place yourself in a ready position behind the back line; this enables you to return either a drive serve or a lob serve. ¾ Return the serve in the back court and corners. Vary the placement of the shot so your opponent is forced to hit a backhand or a forehand. ¾ Force your opponent to move from side to side and up and back. ¾ In doubles, hit the ball down the center of the court occasionally; this forces opponents to make choices that sometimes put them out of position to hit the return. ¾ Try to take control of the net by forcing your opponents to hit shots fro the backline. ¾ Use a lob shot occasionally when you have drawn your opponent to the net. If you and your opponent are near the net, however, use a lob as a defensive technique to allow you to get back into position. Defensive Strategies ¾ Anticipating where opponents will return the ball Offensive Strategies: ¾ Anticipating opponent move. ¾ Moving to volley position near net. ¾ Placing the ball in a position so that it is difficult for player or players to return. . 41

PICKLEBALL STUDY GUIDE http://teachers.northallegheny.org/DSchmidt/AdvPE/pickleball.doc.htm BASIC RULES OF PICKLE-BALL • • • • • • • • •

Pickle-Ball can be played in 1/2 court singles, full court singles, doubles or mixed doubles. The scoring system is identical to badminton: only the side with the service can score points. Each match is decided over 3 games with each game played to 11. All services must be below the waist and must land in the opposite square past the no volley zone. The "Double Bounce Rule" states that he receiving player must let the ball bounce once before returning the serve and the serving side has to let the return of the serve bounce once before returning the shot. The ball can be volleyed (hit before it bounces) during a rally only after the above two bounces. All lines are in bounds during play. No player may hit a ball while in the no volley zone unless the ball first bounces in the no volley zone. If another ball or player interferes with a rally replay that point.

CRITICAL ELEMENTS OF PICKLE-BALL SKILLS • • • •

• •

Forehand: grip the racquet with the V of the thumb and forefinger on the top back edge of the grip, step with opposite foot toward target, keep the racquet face perpendicular to the floor, swing low to high Backhand: grip the racquet with the V of the thumb and forefinger on the top back edge of the grip (1/4 turn), step with same side foot toward target, keep the racquet face perpendicular to the floor, swing low to high Lob: Similar to forehand or backhand but open the face of the racquet as you swing low to high to hit the ball in a high arch over the head of an opponent who is playing the net. Smash: turn your body perpendicular to the net, racquet hand away from the net, raise your non racquet hand toward the ball to help judge distance, as the ball approaches your target hand swing quickly in an overhead motion hitting down on the ball with a flick of the wrist, aim the ball at your opponents feet or toward an open court area. Passing Shot: A passing shot is essentially a forehand or backhand hit with more velocity past a person who is playing at the net. Court Coverage: Always return to ready position between each shot while the ball is in play.

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References Developmental Analysis: http://www.cwu.edu/~jefferis/unitplans/pickleball/Devanalysis.html Task Cards: http://www.cwu.edu/~jefferis/unitplans/pickleball/taskcards.html Study Guide: http://www.mwsd.cc/staff/mferster/Files/PickleBall%20Handout.doc

Carnes Lois A, Pettigrew, Fank G Jr., Zackrajsck, Dorothy B. Quality Lesson Plans for Secondary Physical Education. USA: 1994. This reference has a lot of great ideas for activities and warm-ups. Johns, Dee. Teaching Racquet Sports. USA: 1997. This book has a lot of good ideas for teaching racquet sports. USA Pickleball Association (USAPA) from the Official Tournament Rulebook. For complete information, please go to the official USAPA website (www.usapa.org).

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SAMPLE LESSON/UNIT PLANS LEVEL I At this level students focus on two tactical problems: 1) setting up to attack by creating space on the opposite side of the net and on defending space on their own side of the net. These are the two tactical problems fundamental to Pickleball. Creation of space is accomplished by being aware of open areas on the opponent’s court. In the half-court singles game these spaces are at the back and the front of the long, thin court. Student becomes aware of these spaces through appropriate teacher questioning, at which point you can introduce the skills of overhead clear and drop shots. As well as learning how to create space, students will also see the need to defend space on their own side of the net. As a player creates space by moving her opponent up and down the court, so the opponent will attempt to do the same. Hence space is created and must also be defended. This is where we introduce the concept of recovery/ready position. The focus on these two tactical problems enables the basic form of the game to take shape

Pickleball Block Plan Time 3 mins 2 mins 2 mins 1 min 3 mins 3 mins 4 mins 2 mins.

Lesson One Class Warm-up Introduction of Sport and History Equipment / Court Safety /Sports Etiquette Play Ready Position Court Coverage Play Maintaining a Rally

Lesson Two Class Warm-up Review Lesson One Play Safety /Sports Etiquette Forehand Critical Elements and Drills

6 mins. 1 mins.

Play Gather Equipment

Play Backhand Critical Elements and Drills Play Gather Equipment

3 mins.

Cool down and Conclusion

Cool down and Conclusion

Lesson Three Class Warm-up Review Lesson Two Play Safety /Sports Etiquette Serving Critical Elements and Drills

Lesson Four Class Warm-up Review Lesson Three Play

Lesson Five Class Warm-up Review Lesson Four Play

Scoring and Singles Play Singles Play

Scoring and Doubles Play Doubles Play

Gather Equipment Cool down and Conclusion

Gather Equipment Cool down and Conclusion

Lesson Six Class Warm-up Test and Skills Assessments

Game Play Singles or Doubles

Play Scoring Play Gather Equipment Cool down and Conclusion

Gather Equipment Cool down and Conclusion

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COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL P-2

UNIT

TIME RANGE No less than 5 days

GRADING PERIOD Any

Fundamental Locomotor Skills NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2, Demonstrates 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 fitness. 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. Grade Level Indicators (GLIs) How does a student demonstrate mastery? Standard (1): GLI 1.a.b. : Loco-motor/Non- Loco-motor skills Standard (1): GLI 2.a.b. : Manipulative skills Standard (2): GLI 1.a.b. : Loco-motor skills Standard (2): GLI 2.a.b. : Manipulative Skills- underhand Standard (2): GLI 3.a.b. : Movement Concepts

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Block Plan – Grades P-2

Class Content

9 9 9 9 9

Day 1 run walk gallop leap slide

- students will match Assessment word to the movement picture - observe students performing locomotor movements task sheet

Day 2 9 pathways 9 patterns

- students will draw the 3 different pathways - observe students performing pathways - task sheet

Day 3 9 healthy heart tag * review of activity for loco-motor

- task sheet

Day 4 9 underhand toss * face target * step

Day 5 9 catching * eyes on * hands ready

- students will circle the person stepping and throwing - task sheet

- students will circle the person ready to catch - task sheet

Assessment Pathways - students will be able to draw the 3 different pathways - observe students performing pathways Scoring: 4: Consistently- performs all 3 pathways on cue 3: Frequently- performs all 3 pathways on cue 2: Inconsistently- performs all 3 pathways on cue 1: Unsuccessfully- performs all 3 pathways on cue Loco-motor Skills - students will draw a line matching the word to the movement picture (2nd grade) - students will demonstrate loco-motor movements on cue - observe students performing loco-motor movements Scoring: 4: Consistently- student performs all loco-motor movements on cue and matches word to movements 3: Frequently- student performs all loco-motor movements on cue and matches word to movements 2: Inconsistently- student performs all loco-motor movements on cue and matches word to movements 1: Unsuccessfully- student performs all loco-motor movements on cue and matches word to movements

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Manipulative Skills - students will circle the person stepping and throwing (K,1) - students will circle the person ready to catch (K-2) - observe students performing these skills during activities Scoring: 4: Consistently- students step and throw/ready position to catch 3: Frequently- students step and throw/ready position to catch 2: Inconsistently- students step and throw/ready position to catch 1: Unsuccessfully- students step and throw/ready position to catch

Sample Task Sheet FMS Skills

4Consistently

3Frequently

2Inconsistently

1Unsuccessfully

Non-Loco self-space general-space Loco-motor walk run gallop jump hop slide skip Manipulative underhand toss catching overhand dribbling striking rolling

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Physical Education Fundamental Motor Skills Lesson Plan Name: _____FMS_____________

Title: Loco-motor

Grade:

Date: ____1/5______

P-2

Equipment: music Lesson/Procedures: Students come in and find a self space on an “X” 1.) Warm-up: Mickey Mouse jumping jacks

2.) Purpose of Activity: To introduce various movements to students so that they may use them in future activity.

3.) Activity: When the music is playing students are asked to perform or practice the movement demonstrated by the teacher. Once each of the three movements, jog, walk, and gallop, are practiced then the teacher chooses a movement changer. When you get tagged your movement changes. After 10-12 minutes the teacher decides to call out the movements to see the student response of performing on cue and may choose to give direction of travel. Grades 1/2 may be introduced to other movements such as the slide and hop, etc. 4.) Assessment: Checking response to movement on cue through observation.

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Physical Education Lesson Plan Name: _____FMS_____________

Title: Loco-motor

Grade:

Date: ____2/5______

P-2

Equipment: pictures of pathways, taped pathways on the floor Lesson/Procedures: Students are asked to find an “X” upon entering the gym. Teacher discusses what a pattern is and what a straight pathway and a curve pathway look like. 1.) Warm-up: Students perform Mickey Mouse jumping jacks with the teacher providing the cues and demo of “Mickey” and “Mouse” 2.) Purpose of Activity: For students to review their movements and at the same time create movement pattern pathways. Teacher introduces one pathway at a time. 3.) Activity: Student are asked to find a pathway, curved or straight, to stand on. Once on the pathway the teacher asks students to perform a movement along that pathway. Teacher takes the students through the movements they have been practicing in class. Once through with that the teacher reviews pathway by asking, “What pathway is John standing on?” Next the teacher reviews what a pattern is and demonstrates one using running and walking then asks the students to do the same on a pathway or not. 4.) Assessment: Students may be asked to draw/perform the pathways discussed for the day; paper pencil, in the air to a partner or physically demonstrated to a partner.

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Physical Education Lesson Plan Name: ______FMS____________

Title: Healthy Heart Tag

Grade:

Date: ___3/5_______

P-2

Equipment: 4 hula hoops, 6 bean bags, 2 yarn balls Lesson/Procedures: Teacher chooses 2 people to tag, using a yarn ball and a loco-motor movement for everyone to use. 1.) Warm-up: review of previous loco-motor movements 2.) Purpose of Activity: For students to practice spatial awareness and review loco-motor skills they have been practicing. 3.) Activity: 2 hula hoops are for safety- if being chased by taggger students may stand in for 5 second then must get out. If student is tagged they must perform an exercise, jumping jacks, until someone brings them a beanbag from one of the other 2 hula hoops, each holding 3 beanbags. Once given the beanbag they take it back to the hula hoop or pass it off to someone else that is doing jumping jacks. Game is over if all beanbags are frozen. Teacher may change the movement at any time and may also ask students to check their heart beat before doing so. 4.) Assessment: Observation of loco-motor skills performed by your students throughout the course of the lesson.

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Physical Education Lesson Plan Name: _______FMS___________

Title: Underhand Toss

Grade:

Date: ____4/5______

P-2

Equipment: 10 charts with 6 letters on each, 10 poly spots, 10 bean bags Lesson/Procedures: Students get in groups of 3 and each group goes to a spot

1.) Warm-up: Review of previous loco-motor movements

2.) Purpose of Activity: For students to practice the underhand toss and letter recognition at the same time. 3.) Activity: Students take turns tossing the beanbag underhand from a spot to try and get the beanbag to land on a letter. If it lands on a letter they identify the letter to the person behind them and then retrieve the beanbag and give it to the next person in line. 4.) Assessment: Teachers check to see that students are facing their target. You can have K students record the letter their beanbag lands on as an indication of the number of times their beanbag landed on the target. 1-2 students can record as well and then end of class they can see how many 3 letter words they can come up with but they can only record a letter if the person behind them saw them step and toss at the same time.

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Physical Education Lesson Plan Name: ________FMS__________

Title: Food Chain

Grade:

Date: ____5/5______

P-2

Equipment: crate of yarn balls, crate of beanbags, poly spots Lesson/Procedures: Students are asked to find a poly spot and stand on it. These spots are set up in rows. Each row is given a bean bags and yarn balls they must pass along to each other to get them form one end to the other. 1.) Warm-up: Students practice previous loco-motor movements 2.) Purpose of Activity: To practice “eyes on” and “hands ready” for catching as well as review of the underhand toss.

3.) Activity: Students are on a spot, one person starts with the objects on the one end and begins to pass them one at a time, if one is dropped along the way it must go back to the beginning to be started over. As students pass the object they are reviewing a food chain, they say the part of the food chain as they catch. ie. cheese, mouse, fox/ fish, seal, polar bear

4.) Assessment: This is an opportunity for teachers to check the catching abilities. A group that completes a food chain has made that number of catches.

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FMS Writing Assessment

UNIT: FMS

nd

(2 grade)

Type One Writing (5 points) Write as many movement words as you can think of: 1. _________________________________________________________ 2. _________________________________________________________ 3. _________________________________________________________ 4. _________________________________________________________ 5. _________________________________________________________ 6. _________________________________________________________ 7. _________________________________________________________ 8. _________________________________________________________

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UNIT: FMS assessment for P-2 Circle the person who his hopping on one foot:

Circle the people who are jumping:

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UNIT: FMS Name ___________________________________

Grade/Rm K-2

Draw your favorite throwing activity below:

What is it called? _____________________________________________________________________

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Can you draw a person taking off on 2 feet?

What movement is that? ______________________________________________________________________ Unit: FMS Can you throw?

Yes

No

a little

Write what you know about throwing below ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Can you draw someone throwing : Overhand

or

Underhand

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Unit: FMS Circle the correct level of each object: high, medium or low high

medium

low

high

medium

low

high

medium

low

high

medium

low

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COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL 3-5

UNIT Invasion Games Team Handball

TIME RANGE No less than 5 days

GRADING PERIOD ANY

NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2, Demonstrates 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 fitness. 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.

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Grade Level Indicators (GLIs) How does a student demonstrate mastery? Standard 1: (GLI 6) Students will participate in at least 4 different units in at least 3 of the 8 categories of activities below: Categories of Games/Sports: a) Invasion i) Basketball ii) Netball iii) Team handball iv) Soccer v) Floor hockey vi) Lacrosse vii) Rugby viii) Football ix) Ultimate Frisbee b) Net i) Badminton ii) Tennis iii) Table tennis iv) Pickle ball v) Volleyball c) Striking and Fielding i) T-ball ii) Softball iii) Modified kickball

Standard 2: (GLI 4) Students will be able to identify and apply at least 4 locomotor and manipulative skills in lead up games and/or drills demonstrating a score of 3 or above on the assessment rubric. Standard 3: (GLI 1) Students will participate in at least 5 of the 9 categories of activities: FMS, Dance/Rhythms, Fitness & Health, Invasion Games, Net Games, Target Games, Striking & Fielding Games, Cooperative Activities, & Alternative Activities that is appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric. Standard 4: (GLI 1) Students will achieve and maintain a health-enhancing level of physical fitness with a score of 3 or above on the rubric in one of the 9 categories of activities. Standard 5: (GLI 1) Students will participate successfully in a cooperative learning group with a wide range of diverse members with a score of 3 or above on the rubric while participating in one of the 9 categories of activities. Standard 6: GLI 1) Creates a pamphlet on a unit’s tournament with a score of 3 or above on the rubric from one of the 9 categories of activities. 60

Sample Achievement Test Items

UNIT: Invasion Games, Team Handball Extended Response (4 points) Standard 6: (GLI 1) 1. You are to develop a team handball pamphlet outlining skills and situations that will be taught during a unit. Choose four offensive and four defensive skills that should be included.

Short Answer (2 points ) Standard 3: (GLI 1) 1. Imagine during a team handball game, the defensive player throws the ball out of bounds across the side line. Please explain what restarting technique would be used and identify the cues for demonstrating this skill. Standard 3: (GLI 1) 2. Please give at least two examples of on-the-ball skills and discuss how they would be used in a game situation. Standard 3: (GLI 1) 3. Please give at least two examples of off-the-ball movements and discuss how they would be used in a game situation. Standard 2: (GLI 2) 4. Distinguish between short and long throws when attempting to pass to a teammate in a 3 versus 3 team handball game. Explain your answer.

SAMPLE ACHIEVEMENT TEST ITEMS (ANSWERS/RUBRICS) UNIT: Invasion Games, Team Handball Extended Response (4 points) Standard 6: (GLI 1) 1. You are to develop a team handball pamphlet outlining skills and situations that will be taught during a unit. Choose four offensive and four defensive skills that should be included. • The student should pick any of the 10 offensive and 10 defensive skills and list them accordingly. 4 points: Answer contains four offensive and four defensive skills. 3 points: Answer contains three offensive and three defensive skills. 2 points: Answer contains two offensive and two defensive skills. 1 point: Answer contains one offensive and one defensive skill. 0 points: Answer contains none of the above responses or no answer is attempted.

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Short Answer (2 points) Standard 3: (GLI 1) 1. Imagine during a team handball game, the defensive player throws the ball out of bounds across the side line. Please explain what restarting play technique would be used and identify the cues for demonstrating this skill. • Throw in: use an overhand throw or chest pass depending on where your teammate is when throwing. 2 points: Answer contains type of throw as in the technique and gives at lease two cues to explain the skill. 1 point: Answer contains at least one cue to explain the cue. 0 points: Answer contains none of the above responses or no answer is attempted. . Standard 3: (GLI 1) 2. Please give at least two examples of on-the-ball skills and discuss how they would be used in a game situation. • The student should pick any of the 10 on-the-ball skills and give reasons supporting the one’s chosen relating to a tactical problem in team handball. The student might say that two on-the-ball skills are passing long and short and shooting. These skills would be used in a game situation in order to maintain possession of the ball. 2 points: Answer contains two on-the-ball skills and a relating tactical team handball problem explaining their reasoning. 1 point: Answer contains one on-the-ball skill and a relating tactical team handball problem explaining their reasoning. 0 point: Answer contains none of the above responses or no answer is attempted. Standard 3: (GLI 1) 3. Please give at least two examples of off-the-ball movements and discuss how they would be used in a game situation. • The student should pick any of the 10 off-the-ball movements and give reasons supporting the one’s chosen relating to a tactical problem in team handball. The student might say that two off-the-ball movements are turning and goalkeeping. These skills would be used in a game situation in order to defend the goal. 2 points: Answer contains two off-the-ball movements and a relating tactical team handball problem explaining their reasoning. 1 point: Answer contains one off-the-ball movements and a relating tactical team handball explaining their reasoning. 0 points: Answer contains none of the above responses or no answer is attempted. Standard 3: (GLI 1) 4. Distinguish between short and long throws when attempting to pass to a teammate in a 3 versus 3 team handball game. • Short throws: helps to maintain possession and is performed by flipping the ball or chest pass. • Long throws: helps to maintain possession and creates opportunities to attack the defense quickly. 2 points: Answer contains distinction between short and long throws and an explanation of the reasoning. 1 point: Answer contains distinction between short and long throws only. 0 points: Answer contains none of the above responses or no answer is attempted.

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SAMPLE ACHIEVEMENT TEST ITEMS UNIT: Invasion Games, Team Handball Multiple Choice Multiple Choice Standard 3: (GLI 1) 1. A throw in is utilized when: a. the ball is in the center circle. b. the ball goes out of bounds across the goal line. c. the ball goes out of bounds across the side line. d. the offensive team scores.

Standard 3: (GLI 1) 4. Proper technique when demonstrating a long pass is: a. Using a chest pass. b. Using an overhand throw. c. Flipping the ball. d. Using the underhand throw.

Standard 3: (GLI 1) 2. A criteria for good goal shooting is: a. miss the target. b. keep the shot low. c. shoot when possible. d. keep shots long.

Standard 3: GLI 1) 5. While explaining the history of team handball in an informational pamphlet, the total number of players per team should be listed as: a. 5 b. 12 c. 9 d. 10

Standard 3: (GLI 1) 3. The importance of marking (guarding) an opponent is: a. to pressure the ball by having yourself between the opponent and the goal. b. to pressure the ball by having yourself between the opponent and the opposite goal. c. to close down space. d. to prevent opponent from turning.

Multiple Choice Answers 1. c 2. b 3. a

4. b 5. d

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Game: Team Handball (sponge ball)

Unit Plan Grade Level: 3-5

Pre-requisite skills & knowledge: (Describe students’ prior experiences/exposure to skills and tactics related to this game.) • Throwing and catching • Fleeing and Dodging • Underhand throw with opposition • Cooperative play Unit Objective(s): • Students will be able to play a three vs. three invasion game maintaining possession (with throwing and catching), attacking an endline/goal and creating space (ball fakes and jab steps).

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Framework: (Provide a detailed framework, identifying tactical problems, decisions/movements, and skills.) Tactical Problems/ Concepts Offense/Scoring Maintaining possession of the ball Penetrating the defense and attacking the goal Transition

Defense/Preventing scoring Defending space

Defending the goal

Decisions and Movements

Skills

Supporting the ball carrier When to pass

Passing and receiving the ball

Using a target forward When to shoot or pass

Shooting Faking

Moving to space Where to move

Quick outlet passes

Guarding Footwork Pressuring the ball carrier

Body Position

Positioning of Body Rebounding - boxing out

Taking the ball

Stopping opponents Stopping the shot Rebounding Stealing the ball

Starting/restarting play Beginning the game

Positioning

Initiating play

Restarting from the sideline

Supporting positions

Putting the ball in play

Restarting from the endline

Supporting positions

Putting the ball in play

Restarting from violations

Supporting positions

Putting the ball in play

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Block Plan

Game: Team Handball

Lesson #1 Focus: Court/team organization and passing. Objective: Students will learn court spaces and complete successful passes that enable them to play a “keep away” game within a specified court. Unit Introductions: Assign Teams & Home Courts Storage & Equipment Care Entrance & Exit Routines Warm-ups: Designation and familiarization of court spaces (1-4 or 1-2). Mark the lines with cones and label the courts. Have students jog the appropriate court when that court number is called – frequent changes to the court number called make this an active warm-up. Practice Task: Performed on teams’ home ½ court. Task: Triangle Pass Condition: No moving w/ball Goal: 10-15-20 consecutive passes Extension: pass & move to another space on your court Extension: 2v1 – goal of 8 passes in a row and switch (defender must go to the ball). A Cold @ (standing) going to a Warm @ (arms length) defense. Closure: Q and A on court spaces. What is an effective way to keep the ball away from another player in a game? Note. Next lesson starts with pass and move or 2v1 at home court.

Lesson #2 Focus: Passing and moving in a 3v3 game. Objective: In a 3v3 game students will pass the ball effectively to keep it away from the other team. Warm-ups: 2v1 – goal of 8 passes in a row and switch (defender must go to the ball). Game Pass and move or 2v1 at home court. Conditions. Defender must try to get the ball. A Warm @ (arms length) defense – no slapping ball out of hands. Goal. 4 passes in a row. Game: 3v3 possession game (4 passes in a row is 1 point). Conditions. No moving with ball, warm defense. Remember boundaries and restart rules. Goal. Keep the ball Closure: Q and A on boundaries and etiquette. How are you keeping the ball as a team? Note. Next lesson starts with 3v3 possession game.

Grade Level: 3-5 Lesson #3 Focus: Passing and moving in a 3v3 game. Objective: In a 3v3 game students will keep the ball away from the other team by effective passing and moving. Game. 3v3 possession game (4 passes in a row is 1 point). Conditions. No moving with ball Warm defense. Remember boundaries and restart rules. Goal. Keep the ball. Questions: Q. For your team to keep the ball, where do your passes have to go? A. To a teammate. Q. Are two handed passes better than one handed to make sure it gets to a teammate? Why? A. Yes. Because you can get it to your teammate easier Practice task. Triangle passing - two handed chest pass Goal. 10 passes in a row that go straight to the receiver and are caught. Extension. One handed throw pass (they can do this with a sponge ball). Pass and move (Q. Where to? A. “Quickly to space”) 2v1 Cues. Chest pass - ball to the chest step and push away point fingers at the receiver. Receiving - watch the ball move in front of the ball hands out fingers up for high catch, down for low catch Throw pass - take the ball back, elbow bent step with the opposite foot throw to your receiver Game. As game A. Goal. Keep the ball as long as possible by making good passes to teammates. Closure. Q and A on boundaries and etiquette. Q and A on good passing (which pass to use) and moving in game play.

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Lesson #4 focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will keep the ball and move it forward to score as a team in the goal. Timing the pass to beat a defender (passing at the “right time”) Game. 2v1 at home court. Conditions. Defender must try to get the ball. AWarm@ (arm=s length) defense. Goal. 8 passes in a row. Questions. Q. When is a good time to pass? A. As the defender comes towards you (set up a demo of this – teacher as the defender approaching a player with the ball - have students say “now” at the point when the player should give the pass to a supporting teammate) Game. 3v3 to small goal (1 point per score). Conditions. No moving with ball. Must shoot from outside a designated point or line. Must shoot down to score. Hit cone is no goal. Warm defense. Remember boundaries and restart rules. Goal. To move the ball forward as a team and score in the goal with a downward shot Extension. Widen the goal and put one player from each team in goal. Cues. Pass as the defender comes towards you Pass the ball ahead of the receiver Closure. Q and A. “When is the ‘right time’ to pass the ball in a game?”

Lesson #5 focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will keep the football and move it forward to score a basket. Timing the pass to beat a defender (passing at the “right time”) Game. 2v1 at home court. Conditions. Defender must try to get the ball. AWarm@ (arm=s length) defense. Goal. 8 passes in a row. Questions. Q. When is a good time to pass? A. As the defender comes towards you (set up a demo of this – teacher as the defender approaching a player with the ball - have students say “now” at the point when the player should give the pass to a supporting teammate)

Note: Now that a game is being played, it is appropriate to change to a different invasion game by simply changing the equipment. To this point players have become accustomed to playing small-sided games in defined spaces and are able to start, restart and play independently, and have learned that it is important to keep the ball. Now they are being asked to move the ball forward to get into position to score. Students can address this problem in more than one invasion game and it would now make sense to begin discussing similarities between games with them. Lessons will now progress to address the problem of attacking but will alternate between two invasion games.

Game. 3v3 to small goal (1 point per score). Conditions. No moving with ball. Must shoot from outside a designated point or line. Warm defense. Remember boundaries and restart rules. Goal. To move the ball forward as a team and score in the basket Cues. Pass as the defender comes towards you Pass the ball ahead of the receiver Closure. Q and A. “When is the ‘right time’ to pass the ball in a game?” Note: This game is a transition into the basketball unit.

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Tactical Approach Team Handball Lesson Plan Format Game: Team Handball (Sponge - volleyball size [8-9 inch diameter]).

Grade/Level: 3-5

Lesson: 1 of 5

Tactical problem: Playing the game and keeping possession. Lesson focus: Court/team organization and passing. Objective: Students will learn court spaces and complete successful passes that enable them to play a “keep away” game within a specified court. Designation and familiarization (as warm up) of court spaces (1-4). Mark the lines with cones and label the courts. Have students jog the appropriate court when that court number is called - frequent changes to the court number called make this an active warm up. Exercises can be put in at particular stopping points in the warm up. Use music to change courts as an opposition. Self selection to teams of 3 and home court selection/assignment (see below - each team gets half a court as “home court” (see Figure 4.4). Court 1

Court 2

Court 3

Court 4 Figure 4.4

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Practice task: Triangle passing Condition: No moving with the ball. Goal:10-15-20 consecutive passes without dropping the ball. Extension: pass and move to another space on your court. Extension: (if ability of students warrants) - 2v1 - goal of 8 passes in a row and switch (defender must go to the ball). Cold @ standing 3 feet away from opponent then going to warm @ arms length defense. Closure: Q and A on court spaces. What is an effective way to keep the ball away from another player in a game? Note. Next lesson starts with pass and move or 2v1 at home court.

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Tactical Approach Lesson Plan Format Game: Team Handball (Sponge ball)

Grade/Level: 3-5

Lesson: 2 of 5

Tactical problem: Playing the game and keeping possession. Lesson focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will pass the ball effectively to keep it away from

the other team.

Game: Pass and move or 2v1 at home court. Conditions: Defender must try to get the ball. Warm @ (arms length) defense - no slapping ball out of hands. Goal: 4 passes in a row. Game: 3v3 possession game (4 passes in a row is 1 point). Conditions: No moving with ball Warm defense. Remember boundaries and restart rules. Goal: Keep the ball. Closure: Q and A on boundaries and etiquette. How are you keeping the ball as a team? Note. Next lesson starts with 3v3 possession game.

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Tactical Approach Lesson Plan Format Game: Team Handball (Sponge ball)

Grade/Level: 3-5

Lesson: 3 of 5

Tactical problem: Playing the game and keeping possession. Lesson focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will keep the ball away from the other team by effective passing and moving. Game: 3v3 possession game (4 passes in a row is 1 point). Conditions:

No moving with ball Warm defense. Remember boundaries and restart rules.

Goal: Keep the ball. Questions: Q. For your team to keep the ball, where do your passes have to go? A. To a teammate. Q. Are two handed passes better than one handed to make sure it gets to a teammate? Why? A. Yes. Because you can get it to your teammate easier (more accurate). Q. When are one handed passes better? A. When you have to throw a long way. Practice task: Goal: Extension:

Triangle passing - two handed chest pass 10 passes in a row that go straight to the receiver and are caught. One handed throw pass (they can do this with a sponge ball). Pass and move (Q. Where to? A. “Quickly to space”) & 2v1

Cues: Chest pass - ball to the chest, move in front of the ball, step and push away, hands out, point fingers at the receiver. Receiving - watch the ball, fingers up for high catch, down for low catch. Throw pass - take the ball back, elbow bent, step with the opposite foot, throw to your receiver Game: As game A. Goal: Keep the ball as long as possible by making good passes to teammates. Closure. Q and A on boundaries and etiquette. Q and A on good passing (which pass to use) and moving in game play. 71

Tactical Approach Lesson Plan Format Game: Team Handball (Sponge ball)

Grade/Level: 3-5

Lesson: 4 of 5

Tactical problem: Playing the game, keeping possession (to make forward progress) and attacking the goal. Lesson focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will keep the ball and move it forward to score as a team in the goal. Timing the pass to beat a defender (passing at the “right time”) Game: 2v1 at home court. Conditions: Defender must try to get the ball. Warm@ (arms length) defense. Goal: 8 passes in a row. Questions: Q. When is a good time to pass? A. As the defender comes towards you (set up a demo of this – teacher as the defender approaching a player with the ball - have students say “now” at the point when the player should give the pass to a supporting teammate) Game: 3v3 to small goal (1 point per score). Conditions: No moving with ball. Must shoot from outside a designated point or line. Must shoot down to score. Hit cone is no goal. Warm defense. Remember boundaries and restart rules. Goal: To move the ball forward as a team and score in the goal with a downward shot Extension: Widen the goal and put one player from each team in goal. Cues: Pass as the defender comes towards you Pass the ball ahead of the receiver Closure: Q and A. “When is the ‘right time’ to pass the ball in a game?”

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Tactical Approach Lesson Plan Format Game: Team Handball (Sponge ball)

Grade/Level: 3-5

Lesson: 5 of 5

Tactical problem: Playing the game, keeping possession (to make forward progress) and attacking the basket. Lesson focus: Passing and moving forward in a 3v3 game. Objective: In a 3v3 game students will keep a sponge football and move it forward to score as a team in the basket. Timing the pass to beat a defender (passing at the “right time”) Game: 2v1 at home court Conditions: Defender must try to get the football. A Warm@ (arm=s length) defense. Goal: 8 passes in a row. Questions: Q: When is a good time to pass? A: As the defender comes towards you (set up a demo of this-teacher as the defender approaching a player with the ball – have students say “now” at the point when the player should give the pass to a supporting teammate) Game: 3v3 to a basket goal Conditions: No moving with ball. Must shoot from outside a designated point or line. Warm@ (arms length) defense. Goal: To move the ball forward as a team and score in the basket goal. Extension: Allow the players to take 2 steps before passing the ball. Extension: Allow the students to choose different types of balls to use in the game. Cues: Pass as the defender comes towards you. Pass the ball ahead of the receiver Closure: Q and A. “When is the ‘right time’ to pass the ball in a game?” Note: Now that a game is being played, it is appropriate to change to a different invasion game by simply changing the equipment. To this point players have become accustomed to playing small-sided games in defined spaces and are able to start, restart and play independently, and have learned that it is important to keep the ball. Now they are being asked to move the ball forward to get into position to score. Students can address this problem in more than one invasion game and it would now make sense to begin discussing similarities between games with them. Lessons will now progress to address the problem of attacking but will alternate between two invasion games. 73

COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL 3-5

UNIT Cardiovascular Fitness

TIME RANGE No less than 5 days

GRADING PERIOD ANY

NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2, Demonstrates 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 fitness. 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. Standard 7, Students will comprehend concepts related to health promotion and disease prevention.

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Grade Level Indicators (GLIs) How does a student demonstrate mastery? Standard 1: (GLI 5) Students will demonstrate the ability to perform different activities in the areas of fitness & health components: Fitness & Health Areas: a) Cardio b) Upper body muscular strength and endurance c) Lower body muscular strength and endurance d) Core (abdominal/trunk) muscular strength and endurance e) Flexibility f) Nutrition & body composition

Standard 2: (GLI 5) Fitness & Health a.) Grade P-2 students will be able to identify/write 3 exercises/activities in 4 of the 6 categories of fitness & health with a score of 3 or higher on the assessment rubric. i.) cardio- tag game, jump rope, running ii.) upper body muscular strength and endurance- dips iii.) lower body muscular strength and endurance- chair Standard 2: (GLI 6) Students will identify different activities in 4 of 6 categories of fitness and health. Fitness & Health Areas: a) Cardio b) Upper body muscular strength and endurance c) Lower body muscular strength and endurance d) Core (abdominal/trunk) muscular strength and endurance e) Flexibility f) Nutrition & body composition Standard 3: (GLI 1) Students will participate in at least in 5 of the 9 categories of activities: FMS, Dance/Rhythms, Fitness & Health, Invasion Games, Net Games, Target Games, Striking & Fielding Games, Cooperative Activities, & Alternative Activities that is appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric.

Standard 3: (GLI 2) Students will monitor physical activity through the use of a pedometer and/or physical activity log while participating 5 of the 9 categories of activities: FMS, Dance/Rhythms, Fitness & Health, Invasion Games, Net Games, Target Games, Striking & Fielding Games, Cooperative Activities, & Alternative that is appropriate for maintaining or enhancing a healthy, active lifestyle with a score of 3 or above on the rubric. Standard 4: (GLI 1) Students will participate in physical activity intermittently for short periods of time and will accumulate a relatively high volume of total activity and will have fun while doing so with a score of 3 or above on the rubric.

Standard 4: (GLI 2) Students will recognize physiological signs associated with participation in moderate to vigorous physical activity (e.g., sweating, fast heart rate, heavy breathing) with a score of 3 or above on the rubric.

Standard 5: (GLI 1) Students know safe practices and physical education class rules and procedures, and they are able to apply them with little or no reinforcement with a score of 3 or above on the rubric.

Standard 6: (GLI 1) Students willingly try new movements and skills with a score of 3 or above on the rubric. 75

Sample Achievement Test Items

UNIT: Cardiovascular Fitness Extended Response (4 points) Standard 1: (GLI 5) After running the pacer test for the first time, you realize your score falls well below your age appropriate fitness zone. You understand the importance of cardiovascular fitness and the benefits that are associated with CV fitness. Explain with duration and intensity your goals and personal activity plan you will develop to increase your CV fitness to improve your pacer score.

Short Answer (2 points) Standard 2: (GLI 6) Describe what your heart does during rest, exercise, and recovery from an intense exercise episode. Standard 3: (GLI 2) Describe the benefits and importance of recording your pedometer steps during class.

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SAMPLE ACHIEVEMENT TEST ITEMS (ANSWERS/RUBRICS) UNIT: Cardiovascular Fitness Extended Response (4 points) Standard 1: (GLI 5) After running the pacer test for the first time, you realize your score falls well below your age appropriate fitness zone. You understand the importance of cardiovascular fitness and the benefits that are associated with CV fitness. Explain the FITT principle as it relates to your personal activity plan you will develop to improve your pacer score and overall CV fitness level. • The FITT principle including frequency, intensity, time, and types of activities and exercises. 4 points: Answer contains all four principles related to personal fitness program. 3 points: Answer contains three of the four principles related to a personal fitness program. 2 points: Answer contains two of the four principles related to a personal fitness program. 1 point: Answer contains one of the four principles related to a personal fitness program. 0 points: Answer contains none of the four principles related to a personal fitness program or no answer is attempted.

Short Answer (2 points) Standard 2: (GLI 6) Describe what your heart does during rest, exercise, and recovery from an intense exercise episode. • During rest your heart pumps enough blood and oxygen to the working systems and muscles of the body. During exercise the heart works harder to provide more oxygen to the muscles in need. During recovery the heart is efficient if it can quickly return to a normal resting heart rate within a matter of minutes upon completing an exercise workout session. 2 points: Answer contains an explanation of the heart rate at two out of the three phases of an exercise session. 1 point: Answer contains one explanation of the heart rate any of the three phases of an exercise session. 0 points: Answer contains none of the above responses or no answer is attempted. Standard 3: (GLI 2) Describe the benefits and importance of recording your pedometer steps during class. • It measures progress and self-assessment of an individual’s performance and it helps to keep the individual on task with workout sessions. 2 points: Answer contains both self-assessments of performance and acts as a schedule of workout sessions. 1 point: Answer contains one of the possible two answers mentioned above. 0 points: Answer contains none of the above responses or no answer is attempted.

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SAMPLE ACHIEVEMENT TEST ITEMS UNIT: Cardiovascular Fitness Multiple Choice

Multiple Choice

Standard 2 (GLI 6) 1. Which of the following statements is correct? a. Progression is the way in which an individual should deal with specificity. b. Overload provides a greater stress, or load, than the body is used to. c. Frequency in the FITT principle is how long an individual exercises. d. Time in the FITT principle is how often an individual exercises.

Standard 4: (GLI 2) 6. What do you need to know to help a student design safe and enjoyable aerobic fitness training sessions. a. whether or not the student has serious health conditions, such as asthma. b. the student’s current aerobic endurance fitness level. c. the aerobic endurance activities the student prefers. d. all of the above. e. none of the above.

Standard 2: (GLI 6) 2. Which of the following fitness tests measures aerobic fitness? a. the back-saver sit-and-reach. b. the mile run. c. the curl up. d. the pull up test. Standard 2: (GLI 6) 3. Corbin and Linsey’s (1993) Stairway to Lifetime Fitness a. shows how to help a student follow teacher directives better. b. outlines developmentally appropriate guidelines for various age groups. c. outlines the process through which a student independently physically active. d. provides assessment strategies.

Multiple Choice Answers 1. b 2. b 3. c

4. d

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Sample Cardiovascular Fitness Lesson Plan/ Activity in the Gymnasium Purpose: Anaerobic vs. Aerobic Students will participate in a variety of activities and when the music stops students will find and take their heart rates and record heart rates and pedometer steps. Equipment needed: music and radio, 12 cones, red-yellow-green-white-black floor tape, 6 single jump ropes, 1 blue floor mat, 3 10-15 pound medicine balls, pencils and record sheet, signs numbered one through eight, and one pedometer for every student. Relationship to National Standards: Through active participation of eight fitness stations students will determine which stations are aerobic and which are anaerobic. Prior to the start of the stations students will estimate and rank each station’s level of difficulty related to energy expenditure. During this discussion of aerobic and anaerobic exercise students will record their resting heart rate. At the conclusion of each station students will get quiet quickly and on my cue will take and record their heart rate for that particular station. They will also record the number of steps taken on their pedometers for that station. Students are reminded not to clear their pedometers until the end of class. Standard 3, Participates regularly in Physical activity. Standard 4, Achieves and maintains a health-enhancing level of physical fitness. Procedures: (SIX STUDENTS IN A GROUP – EACH STATION WILL LAST 2 ½ MINUTES) Station #1 Defensive Basketball Shuffle- Place three sets of cones on the sidelines of the basketball key area. Three students start on the left side of the key facing the end line. When the music starts students will use the shuffle step in a bent knee defensive position moving side to side touching their two cones for a total of fifteen touches. Their partner will jump in and perform fifteen shuffle step cone touches. Partners will alternate until the music stops. When the music stops students will find and take heart rate and record their heart rates and pedometer steps. Station #2 Pushups- At this station students will attempt to perform as many sets of pushups of 12 repetitions possible in two and a half minutes. When the music stops students will find and take heart rate and record heart rate and pedometer steps. Station #3 Verticle Jump Station- At this station a student will stand in front of a wall and jump straight up touching a colored tape with two hands that is challenging to their ability level. There should be approximately two to two and a half inches of space between the different colors of tape. Once again students will alternate with their partner after completing 12 vertical jumps until the music stops. When the music stops students will find and take heart rate and record heart rate and pedometer steps. Station #4 Jump Rope- Students will not alternate at this station. All students will jump rope for 2 ½ minutes until the music stops. When the music stops students will find and take heart rate and record their heart rates and pedometer steps. Station #5 Sit-ups- Students will switch from spotter to performer after repetitions of 15 sit-ups. After 2 ½ minutes of music students will find and take heart rate and record their heart rates and pedometer steps. 79

Station #6 Modified Plyometrics- With feet slightly apart, students will jump over the tops and in between a set of six cones that are approximately three feet apart between each cone. The next student in line starts when the student in front of him jumps over the last cone. Students return to the end of the line and continue until the music stops. Students will find and take heart rate and record their heart rates and pedometer steps. Station # 7 Medicine Ball Twist- Students will stand back to back. With feet remaining stationary student A will turn to her right holding the medicine ball with two hands. Student B will accept the medicine ball on her left hand side with two hands. She will then take the medicine ball clockwise to her right side and hand off to her partner who will receive the ball on her left side. Students can change directions to work both sides of the abdominal muscles. And for more of a challenge, students can each take a step away from each other putting more overload on the working muscles. The skill can also be attempted at shoulder level. When the music stops students will put the medicine balls down and record their information. Station #8 Rest, Water, and Observe- Students will get a drink of water, sit down and observe the other stations in action. At the conclusion of the station they will fill out a Hardest Working Award to the student they think is on task during the duration of 2 ½ minutes. Students will find and take heart rate and record their heart rates and pedometer steps. Closure and Assessment: Students will sit in the middle of class in a semi-circle. They will compare their estimations to how they actually felt after completing the exercise circuit. They will explain any comments related to stations they over estimated in regards to activity difficulties. Finally, they will look at their heart rate data and differentiate which stations were aerobic and which were anaerobic.

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Sample Cardiovascular Fitness Lesson Plan/ Classroom and Activity Lesson: 7.2 Building Cardiovascular Fitness Vocabulary- active aerobic activity, aerobic activity, anaerobic activity Lesson Objectives a. Explain the difference between aerobic activity and anaerobic activity. b. Describe the FIT formula for developing cardiovascular fitness. c. Explain how to determine a threshold of training and a target zone for building cardiovascular fitness using two different heart rate methods. Content (Opener, Teaching Outline [ Question/ Answer Format], Closing Opener: Ideas to open this lesson can include: In small groups, students are asked to a weekly training program (FIT formula used) designed to improve aerobic fitness; to the entire class, teacher can have students record their resting heart rate and then estimate how much higher above the resting value they would need to be in order to improve CV fitness; in small groups students can look at two sets of photos—one showing aerobic type activities, another showing anaerobic activities—a discussion could follow to ask what distinguishes one set from the other, whether fitness benefits occur for people in both sets, how long people in each set could continue with the activity before having to stop. Question outline to guide the lesson: 1 2 3 4 5 6 7 8 9 10 11 12

What does the term aerobic mean? Which type of activities in the Physical Activity Pyramid are aerobic activities? What advantage do vigorous activities such as active aerobics have over more moderate have over more moderate- intensity activity? What are the specific national vigorous activity recommendations for teenagers? How many days of rest is needed between vigorous activity sessions? What are the training targets for frequency, intensity, and time in order to improve CV fitness? What are the two methods used to determine your training heart rate? What are examples of anaerobic activities? What happens when you exercise anaerobically (without oxygen)? Why is anaerobic fitness important? What prescription should someone follow who wants to do anaerobic activity? What is the purpose of an activity log? What are the main reasons to self-monitor your activity and your fitness? How can you go about self-monitoring your own physical activity?

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Closing: Review the differences between aerobic and anaerobic activity; emphasize that all moderate-intensity (lifestyle) activity and some sports are aerobic in nature – they are done at an intensity that allows for long duration sessions: alternatively, anaerobic activities are done vigorously resulting in much earlier fatigue; underscore the importance of heart rate and the two methods taught to monitor activity intensity; finish by stressing how important the behavior of self-monitoring is. Enrichment 1 Reinforcement 7 2 Taking Charge 7 : Students will have the opportunity to record the time they spend in the physical activities that they are involved in. Resource Materials 1 OTM 7-D Effect of Exercise on the Heart (CR 7-5) 2 Reinforcement 7 : Combination for Fitness (CR 7-7) Worksheet Taking Charge 7 : Learning to Self-Monitor (TC 7-1)

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COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL P–2 3-5

UNIT

TIME RANGE Continuous

GRADING PERIOD All

Personal and Social Responsibility within any Unit NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2, Demonstrates 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 fitness. 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.

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Grade Level Indicators (GLIs) How does a student demonstrate mastery? P-2 Standard 5: GLI (1 PK-2): Students know safe practices and physical education class rules and procedures, and they are able to apply them with little or no reinforcement with a score of 3 or above on the rubric. Standard 5: GLI (2 PK-2): Students know how to utilize acceptable behaviors for physical activity settings and are building a foundation for successful interpersonal communication during group activity with a score of 3 or above on the rubric.

3-5 Standard 5 GLI (1) Students can identify the purposes for and follow activity-specific safe practices , rules, procedures, and etiquette with a score of 3 or above on the rubric. Standard 5: GLI (2): Students continue to develop cooperation and communication skills t facilitate completion of a common goal while working with a partner and/or small diverse groups with a score of 3 or above on the rubric

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Achievement Test Items Standard 5 – Safe Practices Grade: PK - 2

Name: ___________________________________________________________________Room Number _______________________ Which shoes are safe to wear in Physical Education Class? Circle the shoes that are safe and put an X through the shoe that is not safe.

ACHIEVEMENT TEST Monday Tuesday Wednesday Standard 5 – Safe Practices – Grade: 3 – 5

I have Physical Education on (circle the day):

Thursday

Friday

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Type One Writing (10 points) Physical Education Safe Practices and Sport Etiquette Rules (3minutes) 1.

9.

2.

10.

3.

11.

4.

12.

5.

13.

6.

14.

7.

15.

8.

16.

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ACHIEVEMENT TEST Standard 5 – Safe Practices – Grade: PK - 2 Circle the children that are in their own self-space.

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ACHIEVEMENT TEST UNIT: Any Multiple Choice Standard 5: 1. When finished playing with a ball, you should a) leave it on the floor. b) throw it on the stage. c) put it away in the storage room. d) hid the ball behind a table. Standard 5: 2. When a ball rolls on to another court you should a) walk over and get the ball. b) only the captain should run over and get the ball. c) stop playing and rest. d) say, “Ball please” and wait for the ball to be return to your court. Standard 5: 3. When participating in an activity you need to arrange equipment safely in a manner appropriate to participate in the activity. a) True b) False Standard 5: 4. On days you have Physical Education you should wear a) Tight clothes and tennis shoes. b) Tennis shoes and a dress c) Loose fitting clothing and army boots. d) Loose fitting clothing, and tennis shoes 5. When told to run, jog or walk for 5 minutes, you continue until the teacher signals the end of the activity. a) False b) True

Multiple Choice Standard 5: 6. When working in a group, you should listen to other students’ ideas and be respectful of their thoughts and feelings. a) True b) False Standard 5: 7. When working in a group you should cooperate and help the other group members be successful. a) False b) True Standard 5: 8. When participating it is important to take turns and make sure every person gets a turn before you take another turn. a) True b) False Standard 5: 9. When the teacher gives the signal to stop, you should a) do what you want until she tells you to stop again. b) continue moving until the whistle blows again. c) stop, look and listen. Standard 5: 10. When another student is not following directions you should a) laugh at the other student. b) push the student away. c) look at the student and smile. d) tell or show the student what to do.

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Multiple Choice Answers 1. c - put it away in the storage room. 2. d - say, “Ball please” and wait for the ball to be return to your court. 3. a – True 4. d - Loose fitting clothing, and tennis shoes 5. b - True

6. a – True 7. b – True 8. a – True 9. c - stop, look and listen. 10. d - tell or show the student what to do.

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Standard 5 Lesson Plan Format Grades: PK – 2 Safety and Cooperating with others. Activity: Monsters, Inc. (A cooperative version of musical chairs.) Purpose of Event: To have children understand what it means to include others into their group, and to work together to solve a problem. Materials Needed: Large open area, indoors or outside; 8 to 10 hula hoops; Tape player or CD; Monsters, Inc. Soundtrack Music Description: Most children have seen the movie "Monsters, Inc." If not, explain to them that today they are going to be "monsters" hiding in "closets." (Of course, reassure them that there ARE no such things as monsters in closets, and make sure this is a light-hearted activity!) Scatter the hoops about on the floor, leaving enough space between the hoops for the children to move freely. Tell them, as the music plays, they will be "monsters" wandering about looking for a closet to jump into. The students may perform any type of locomotive skill during this activity. (Hopping, skipping and jumping work well.) When the music stops, they must jump into a "closet" (hoop) and give their very best monster growl. (Kids love doing this!) Once they have completed this, take away 2 or 3 of the hoops and repeat the activity, until there are only about 2 hoops left. You'll be amazed at how many children can stand in one of these hoops! Assessment Ideas: Ask the class, "What did you have to do to let another monster in your closet?" Most will say things like "move over" and "scrunch together." Encourage them and state that they are exactly right and that they had to be willing to give up some space to make sure they could include another "monster." Reinforce this is what it means to cooperate with each other and to work together. Submitted to PE Central, www.pecentral.com, by Lisa Wilkins, Newport News. Va. Posted on PEC: 10/30/2002

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Lesson Standard 5 – Grades: PK – 2 Safety and Cooperating with others.

Activity: You and Me or Under and Over Purpose of Event: To have students explore space awareness concepts in a fun and interesting way Materials Needed: Cones to define general space Description: Students are paired up. One student is named "Over" and one is named "Under" The students are instructed to move around the general space together (skipping, walking, etc. side by side). On the signal, Over goes over Under, or Under goes under Over. Variations: • •

Change Over to Around, and Under to Through. On the signal, if the teacher says around, Around goes around Through, if I say through, Through goes around. Throughout the activity, continue to travel around the general space using different locomotor movements. Submitted to PE Central, www.pecentral.com, by Eloise Elliott, Athens, WV. Posted on PEC: 5/30/2001

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Lesson Standard 5 – Grades: PK – 2 Safety and Cooperating with others. Activity: Zesty Kicken’ Chichen Dance Purpose of Event: To practice/assess spatial awareness concepts, such as personal and general space and, also, levels. Prerequisites: Knowledge of The Chicken Dance moves. Materials Needed: One hula hoop per student; The Chicken Dance song from the Jimmy Neutron soundtrack CD. Description: Spread the hoops out on the floor before the students enter. Each student gets one hula hoop to stand in and is reminded to keep the hoop in his/her own self space - so there is plenty of room for movement around the hoops. Have the students perform The Chicken Dance (clucking, wings, shake feathers) to the music. (I like to start with The Chicken Dance song from Drew's Famous Party Mix.) During the chorus, the students will perform a locomotor skill (run, hop, gallop, skip, etc.) around the hoop instead of connecting elbows, and, thereafter moving with a partner. When the arm movement section starts the students hop back into his/her hoop and perform The Chicken Dance again. Teaching Suggestions: I like to use this activity at the end of any activity using hula-hoops. Variations: • Instruct the students to move around all hoops, varying the locomotor skills. When it is time to perform the arm motions, students will go to any nearby vacant hoop. • Instruct students to perform locomotor skills at different levels. (This would be the perfect opportunity to watch each student for spatial awareness.) Submitted to PE Central, www.pecentral.com, by Michael Iradi, South Orange, NJ. Posted on PEC: 12/29/2002

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Lesson Standard 5 – Grades: 3 5 Safety and Cooperating with others. Activity: Loop Da Hoop Purpose of Event: To have students practice cooperation skills as a group while working on a task Materials Needed: One or more plastic hoops Description: Instruct players to hold hands in a circle with a hoop hanging over a pair of hands between two people. On terachers signal, tell the group to pass the hoop around the circle without letting any hands go. Encourage players to use different strategies to help their neighbors position the hoop. The task is finished when the hoop returns to its initial position. With 8 or more players, add a second hoop of different color across from the first hoop. Once the group has completed the task, score the game by how many hoops a group can pass around in a specified time frame. (Continue passing the same hoop[s] around successive times until time expires.) Make sure to give feedback to the group about how well they are cooperating or not cooperating. May want to deduct points/time if you see incidences of un-cooperation. Variations: • Add another hoop and/or suggest that players try to pass the hoops without letting them touch the floor. • Add a smaller and/or larger sized hoop for an additional challenge. Submitted to PE Central, www.pecentral.com, by Steven A. Henlkel, St. Paul, MN. Posted on PEC: 3/21/2001

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Lesson Standard 5 – Grades: 3 - 5 Safety and Cooperating with others. Activity: Helping hands Tag Purpose of Event: The purpose of the activity is to promote teamwork/sportsmanship by helping others and develop cardio-respiratory endurance and other health related fitness components. Prerequisites: The students need prior lessons in space awareness and traveling in space while being aware of others. Materials Needed: Noodles, cones, space, up-beat music optional. Description: This activity is best be played in the gym or outdoors. Select 3 taggers and give each tagger a noodle to tag other students on the waist and below. All other students will be runners. When a runner is tagged they sit on the floor where they are tagged. Tagged students may re-enter the game by being connected by two students with the hand. One helping hand is not enough to free a player that's sitting. The first helper that arrives must connect with a helping hand and stay connected until another helper connects to the other hand. Once a sitting player has two helping hands from two different helpers, they are allowed to pull the sitting player to his/her feet. They literally gave two helping hands. Helping players cannot be tagged once they're connected. When the two helpers are connected with the sitting player, they must remain connected until they enter the wellness center. Upon entering the wellness center all three players must perform 10 jumping jacks or sit-ups, or run in place for about ten seconds. They must then get back in the game by trying to help someone else after exercising.

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Reminders: • • • • •

Taggers cannot go in the wellness center. Nobody is allowed in the wellness center unless they were tagged and/or are helpers. A good place to put the wellness center is in the center of the gym marked with cones. Switch taggers often or if everyone gets tagged. Remind the students that giving a helping hand prevents them from being tagged.

Teaching Suggestions: Prior to beginning the activity discuss the helping nature of the activity. Ask students what they can do to help make sure students get back in the game quickly. Once a player has 2 helping hands, the helpers can give a signal to let the tagged player now they will be pulling them up. Caution students not to pull students up too fast. Assessment Ideas: Brainstorm after the game. How did it feel to help someone? Why did you enjoy this game? What did you like the most? How many people did you help? Did it matter who you helped? Why did you help others? How did you feel when you received a hand? Submitted to PE Central, www.pecentral.com,

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COLUMBUS PUBLIC SCHOOLS

PHYSICAL EDUCATION CURRICULUM GUIDE GRADE LEVEL P-5

UNIT

TIME RANGE Any

GRADING PERIOD Any

Valuing physical activity for any unit NATIONAL STANDARD (S) Standard 1, Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2, Demonstrates 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 fitness. 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.

Grade Level Indicators (GLIs) How does a student demonstrate mastery? P-2 Standard 6: GLI (1): Students will attempt new movements and skills. Standard 6: GLI (2): Students will continue to participate when not successful on the first try. 3-5 Standard 6: GLI (1): Students choose an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels. Standard 6: GLI (2): Students identify positive feelings associated with participation in activities for the first time.

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Achievement Test Items UNIT: ANY Extended Response (4 points) Standard 6 : (GLI 1)

3-5

Students will develop a game of personal interest during a ________________ unit that will involve a lot of movement. The game must include the items listed below in order to receive full credit. • • • • •

# of people rules equipment needed a strategy how to play

Name of game? _____________________

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Can this game be applied to other sport/activities?

Yes

No

If yes, what are they? ____________________________________________________________________________

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Standard 6 : (GLI 2)

3-5

Students will have 5 minutes to answer the following questions: 1. How do you feel about your participation in _______________?

2. Would you participate in this activity again? Why or why not?

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Short Answer Standard 6 : (GLI 1,2)

P-2

1. Fill in the face with either a ^, -, or u that shows how you feel bout your ability to do the following movements.

Skip

*

*

Hop

*

*

Jump

*

*

Run

*

*

Gallop

*

*

2. Will you continue to practice? Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

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Purpose and Use for Excel Grade Book The purpose of this excel grade book on the following page is to reduce the amount of time that is required to input students’ grades during the course of a physical education unit with the use of a teachers electronic grade book specially created by Microsoft Office for teachers. Also, this excel spreadsheet can be used as a paper copy and the calculations can be completed by using a calculator over the course of the unit. This grade book can be used electronically through the use of a Microsoft Office Excel spread sheet with all the formulas pre-created on a template. This spread sheet can be downloaded at the following web site: http://office.microsoft.com/en-us/templates/default.aspx Additional Microsoft Office Excel Spreadsheet training can be received through the district’s Instructional Technology office at Hudson, or for additional information contact the district’s physical education office. Steps to get you started using the template: 1. Input your unit rubrics in upper part of spreadsheet. 2. In the middle of the spreadsheet input your standards/GLIs and the possible points for each that you will be grading. 3. Below the points the spreadsheet will ask you to identify how many points are possible and how many assignments will be graded. 4. Next input the GLIs that will be graded below the total possible points, inputting from left to right. 5. Input all students’ names for this class and label the worksheet at the bottom with the class name. 100

Sample Excel Grade Book Rubric

Input Unit Rubrics

Input standards that are being assessed along with the GLIs and possible points for each GLI.

(4 Consistently Demonstrates (3) Frequently Demonstrates (2) Inconsistently Demonstrates (1) Unsuccessfully Demonstrates.

GRADE & GPA TABLE Average Ltr Grade GPA

0%

60%

63%

67%

70%

73%

77%

80%

83%

F

D-

D

D+

C

C

C

B-

B

0.00

0.67

1.00

1.33

1.67

2.00

2.33

2.67

3.00

School Name Standard and GLI Possible Points

Teacher Name Grade Level

Semester

Input number of GLIs that will be graded and total points

Total number of GLIs and tests: Total possible points:

Standard 1 GLI 1

4

Standard Standard Standard 2GLI 3 3 GLI 3 4 GLI 1

4

4

4

Standard Standar 5 GLI 7 6 GLI 2

4

4

GLIs and Standards

6 24

Unit: Soccer STUDENT NAME

STUDENT ID

Average

Ltr Grade

GPA

John Doe Jane

Input Scores for each GLI

Isaiah

1.1

2.3

3.3

4.1

5.7

6.2

3

2

4

4

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Input student names Grades are automatically calculated for you on the spreadsheet. 101

References American Alliance for Health, Physical Education, Recreation and Dance, (1999). Physical education for lifelong fitness: the physical best teacher’s guide.. Champaign, IL: Human Kinetics. Carnes Lois A, Pettigrew, Fank G Jr., Zackrajsck, & Dorothy B. (1994). Quality lesson plans for secondary physical education. (2nd Ed.). USA: Human Kinetics Corbin, C., & Lindsey, R., (2005). Fitness for life. (5th ed.). Champaign, IL: Human Kinetics. Dale, D., McConnell, K., & Corbin, C., (2005). Fitness for life lesson plans CD-Rom print copy. (5th ed.). Champaign, IL: Human Kinetics. Elliott, E., (2001). You and Me or Under and Over. Retrieved on July 25, 2006, from www.pecentral.com Henlkel, S.A., (2001). Loop Da Hoop. Retrieved on July 25, 2006, from www.pecentral.com Iradi, M. (2002). Zesty Kicken’ Chichen Dance. Retrieved on July 25, 2006, from www.pecentral.com Lund, J.L, & Kirk, M. F., (2002). Performance-based assessment for middle and high school physical education. Champaign, IL: Human Kinetics. Microsoft Office Online, (n.d.) Templates. Retrieved July 27, 2006, from http://office.microsoft.com/en-us/templates/default.aspx Mitchell, S., Oslin, J., & Griffin., L. (2003). Sport foundations for elementary physical education: a tactical games approach. Champaign, IL: Human Kinetics National Association for Sport and Physical Education, (2004). Moving into the future: national standards for physical education (2nd ed.). Reston, VA: Author. North Allegheny School District. (n.d.). Retrieved on July 25, 2006, from http://teachers.northallegheny.org/DSchmidt/AdvPE/pickleball.doc.htm USA Pickleball Association (USAPA) (n.d.). Official Tournament Rulebook. Retrieved July 25, 2006, from http://www.usapa.org/officialrules/ 102

Stralen, V. J., (n.d. a) Developmental analysis. Retrieved July 25, 2006, from http://www.cwu.edu/~jefferis/unitplans/pickleball/Devanalysis.html Stralen, V. J., (n.d.b) Task cards. Retrieved July 25, 2006, from http://www.cwu.edu/~jefferis/unitplans/pickleball/taskcards.html Stralen, V. J., (n.d.c) Study Guide. Retrieved July 25, 2006, from http://www.mwsd.cc/staff/mferster/Files/PickleBall%20Handout.doc Wilkins, L., (2002). Monsters, Inc. Retrieved on July 25, 2006, from www.pecentral.com

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