Build It And They Will Come

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Build It And They Will Come
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Mission The Foundation

• The mission of the Physical Education curriculum
  is to provide sequential learning experiences
  that develop students skills, knowledge and
  behaviors that lead to achieving and maintaining
  a healthy active lifestyle.

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Goals are the FrameWalls and Roof

• 1. Students will develop competency and
  confidence in performing movement skills and in
  understanding the concepts integral to successful
  and safe participation in a variety of physical
  activities.

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Goals are the FrameWalls and Roof

• 2. Students will know and be able to apply
  health-related fitness concepts.

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Goals are the FrameWalls and Roof

• 3. Students will understand and demonstrate that
  physical activity provides opportunities for
  challenge, self-expression, social interaction,
  cultural understanding and enjoyment.

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Content AreasThe Furniture

• Six content areas form the foundation for unit
  and lesson development. The content areas
  represent the range of skills and knowledge
  appropriate for the kindergarten to fifth grade
  program and provide children with the types of
  experiences needed to develop a healthy active
  lifestyle.

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Content AreasThe Furniture

• Manipulatives
• This content area includes the skills and
  knowledge associated with moving an object that
  requires eye-hand or eye-foot coordination.
  Included in this component are dribbling (with
  hands), catching, volleying, rolling, kicking,
  and striking with an implement.

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Content AreasThe Furniture

• Gymnastics
• The gymnastics content area addresses body
  management through the following four main areas,
  traveling movements, rotary movements, hanging
  movements and shapes, and balance movements and
  shapes. Students participate in activities that
  focus on specific skills and combinations of
  skills.

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Content AreasThe Furniture

• Dance
• The dance component includes content that
  integrates motor skills and critical and creative
  thinking to provide children learning experiences
  that enable them to express concepts, ideas and
  feelings through movement. Children learn to
  create, perform and respond to dance from a
  creative, social and cultural perspective.

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Content AreasThe Furniture

• Team Building
• Team building challenges students to combine the
  use of motor skills, fitness skills,
  collaboration skills, problem solving and
  critical thinking to explore and accomplish
  partner and group tasks.

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Content AreasThe Furniture

• Team Building
• Team building activities can be offered as a
  discrete unit, integrated in other content area
  units, or taught both as a discrete unit and
  integrated with other units.

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Content AreasThe Furniture

• Health-Related Fitness
• The fitness component of the curriculum is
  focused on four fitness elements,
  cardiorespiratory endurance, muscular endurance,
  muscular strength and flexibility.

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Content AreasThe Furniture

• Health-Related Fitness
• These elements are addressed as a discrete
  fitness unit, integrated in other content area
  units, or taught both as a discrete unit and
  integrated with other units. Children learn the
  principles of fitness, appropriate activities for
  gaining and maintaining fitness and how to
  perform fitness exercises effectively.

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Content AreasThe Furniture

• Games
• Games are included in the curriculum in two
  categories. The first category is
  non-manipulative games such as running games or
  other movement games that use little or no
  equipment. The second category uses manipulative
  skills that may or may not be associated with a
  specific sport.

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Content AreasThe Furniture

• Games
• Game units may be taught as a discrete unit,
  integrated with other content area units or
  taught both as a discrete unit and integrated
  with another unit. Within the games content
  area, students learn fundamental game knowledge
  such as playing areas, rules, offensive and
  defensive strategies and players roles.

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Organizing and Prioritizing the Content The
Year-Long Plan

• Grade Level First Grade
• Number of available sessions 60, 30 minute
  sessions

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Organizing and Prioritizing the Content The
Year-Long Plan

• Introduction to the School Year
• Locomotor and Nonlocomotor skills - Using
  directions and levels. Assessment of skills. (2
  lessons)
• Manipulatives - Striking using feet.
  Identification of foot parts, dribbling and
  kicking. (4 lessons)

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Organizing and Prioritizing the Content The
Year-Long Plan

• Gymnastics Balances, rocking and traveling on
  different body parts. (4 lessons)
• Creative Dance Straight and curved shapes and
  pathways. The Spaghetti Dance (3 lessons)
• Games Tag Games (2 lessons)

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Organizing and Prioritizing the Content The
Year-Long Plan

• Manipulatives Dribbling with hands. Using
  levels, directions and force (4 lessons)
• Gymnastics Rolling, Balances, turning. (4
  lessons)
• Creative Dance Stretching, bending, rocking,
  running, leaping, rolling, changing levels,
  directions, and force. Dance of the Fall Leaves.
  (2 lessons)

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Organizing and Prioritizing the Content The
Year-Long Plan

• Manipulatives Volley. Using body parts, force
  and directions. (4 lessons)
• Gymnastics Using low level equipment. Moving
  on and off equipment, balances, jumping and
  directions (4 lessons)
• Manipulatives Bowling. Emphasis on opposition
  and force (3 lessons)

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Organizing and Prioritizing the Content The
Year-Long Plan

• Gymnastics Using scooters moving in different
  directions (2 lessons)
• Social Dance Circle dances, large and small
  groups. Rhythm and sequences (3 lessons)
• Manipulatives Batting, Throwing and Catching,
  Using an implement.

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Organizing and Prioritizing the Content The
Year-Long Plan

• Gymnastics Large Climbing Equipment, Partner
  Gymnastics
• Games Hopscotch, Jump Rope
• Dance Cultural Dances

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Units, Lessons, Tasks and Assessments

• Begin at the End
• What do you want students to know and be able to
  do by the end of the unit? (Benchmark is the
  target)

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Units, Lessons, Tasks and Assessments

• Begin at the End
• What evidence will you gather to demonstrate that
  you have met your objective? (Feasible
  Assessment)
• How will you organize the content sequence in the
  two, three or four lessons of the unit? (Lesson
  Plans and Transitions)

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Delivery

• Introduction Technique and Cues
• Skill Practice and Refinement Changing
  environment and task constraints
• Utilization Using the skill in a game-like
  situation

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In The Moment

• You bring the lesson off the page and make it
  alive.
• Plan it like a movie director. Space, Students,
  Equipment, Action
• Reflect like a film editor. What should be
  changed? What should be cut?