MADISON PUBLIC SCHOOLS
Elementary School Physical Education
Grades K-5
Authored by: Michael Yendrick, Adam Gerenstein, Angelo Abbondandolo
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Sean Dowling,
Supervisor of Health and Physical Education
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Today, the health of young people and the adults they will become is critically linked to the healthrelated behaviors they choose to adopt. The United States Department of Health and Department of
Education’s Report, Promoting Better Health for Young People through Physical Activity and Sports,
describes our young people as inactive, unfit and increasingly overweight. It explains how the increase in
serious health problems, such as heart disease and diabetes is a direct result of inactivity and unhealthy
eating patterns. It is important now more than ever that our students have the knowledge and skills to
combat this problem that plagues our society.
The curriculum presented in our K-12 Physical Education program seeks to provide each student
with the necessary skills and experiences to achieve optimal wellness and success. The curriculum exposes
students to a wide range of fitness based games and activities, sports, and lifetime recreational and leisure
activities that will enhance their ability to achieve an optimal fitness level.
The Physical Education department recognizes that students will achieve optimal wellness by
learning and applying movement and fitness concepts/skills to their daily routines. The Elementary
Physical Education program provides a critical piece of this goal by educating children in kindergarten
through fifth grade on the importance of exercise, proper fitness strategies, safety techniques, teamwork
and team building, body awareness and movement, and manipulative skills.
It is important to note that Kings Road School was the recipient of a Project Fit America grant in
2009, with the result that the Physical Education teacher at that school was trained in problem-based
fitness activities to use with students. These strategies all match the instructional objectives for each grade
level and are being shared with the other district Physical Education staff.
II. GOALS (LINKED TO NJ CORE CONTENT STANDARDS)
New Jersey Core Curriculum Content Standards
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND
SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL,
INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT
ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY,
ACTIVE LIFESTYLE.
STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL,
EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE
CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND
EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS
CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
III. SCOPE AND SEQUENCE (See attached tables)
IV. EVALUATION
Teachers may consider these behaviors when placing comments into report cards for: “Exhibits Positive Attitude,
Behavior, and Cooperation”.
Exceeding Expectations
▫
Student encourages classmates to engage in cooperative behaviors.
▫
Student has a positive outlook in all activities in Physical Education class and elevates the behavior of
fellow students through example and cooperation.
▫
Student regularly displays leadership in the Physical Education class by assisting the teacher with
equipment, explaining rules, and assisting classmates.
Consistent
▫
Student follows directions without extra prompting.
▫
Student comes to class prepared to participate in activity.
▫
Student has a positive outlook on Physical Education.
▫
Student is willing to assist the Physical Education teacher when asked, i.e. equipment, explaining rules,
and assisting classmates.
Developing
▫
Student follows directions most of the time and may need redirection or reminding.
▫
Student’s focus during activities may be inconsistent.
▫
Student is inconsistent in taking advantage of leadership opportunities and may choose not to assist
the Physical Education teacher with equipment, explaining rules, and assisting classmates.
Needs Improvement
▫
Student’s behavior during Physical Education class is unsatisfactory and distracts from the instructional
process.
▫
Student needs to be reminded of Physical Education rules on a consistent basis.
▫
Student is often uncooperative with peers or the teacher.
▫
Student does not assist teacher and students.
KINGERGARTEN
1st Quarter
2nd Quarter
Rules/Intro to PE/ PE vs. "Gym"
Body Awareness/Body Parts
Direction Following
Locomotor Skills
Spatial Awareness
Locomotor Skills
3rd Quarter
4th Quarter
Tagging
Team work
Tagging/Dance
Outdoor activities
Dance
Teacher's Choice
1st Quarter
Rules/Intro to PE/ PE vs. "Gym"
Direction Following
Spatial Awareness
nd
Body Awareness/Body Parts
Locomotor Skills
Locomotor Skills
rd
3 Quarter
4th Quarter
Tagging
Team work
Tagging/Dance
Outdoor activities
Dance
Teacher's Choice
1st Quarter
Rules/Intro to PE/ Reasons for
PE/Direction Following
Locomotor Skills/Tagging
Tagging
2nd Quarter
3rd Quarter
Manipulative Skills- Throwing
Scooters
Striking
Yoga/Pilates/Core
4th Quarter
Dance/Team work
Kicking
Cardiovascular endurance and
Muscular Strength/Endurance
Outdoor Activities
FIRST GRADE
2 Quarter
SECOND GRADE
Teachers Choice
THIRD GRADE
st
1 Quarter
Rules/Intro to PE/Direction Following
Locomotor Skills/Tagging
Tagging
2nd Quarter
Manipulative Skills- Throwing
Kicking
Striking
3 Quarter
Scooters
Yoga/Pilates/Core
4th Quarter
Team work/Pre-fitness Testing
Cardiovascular endurance and
Muscular Strength/Endurance
Pre-fitness testing/Outdoor
Activities
rd
Teachers Choice
FOURTH GRADE
st
1 Quarter
2nd Quarter
Rules/Intro to PE/ Direction Following
Health related fitness
Cardiovascular Health
Pre-fitness testing
Health Related Fitness/Physical
Fitness
Muscular Strength/Endurance
3rd Quarter
Yoga/Pilates/Core
4 Quarter
Fitness testing/Interdisciplinary activities
Outdoor Activities
Teachers Choice
1st Quarter
Rules/Intro to PE/Direction Following
Pre-fitness testing
Team work
2nd Quarter
Manipulative Skills- Throwing
Kicking
Striking
Cardiovascular Health
Interdisciplinary activities/Fitness testing
Muscular Strength/Endurance
Outdoor Activities
Yoga/Pilates/Core
Teachers Choice
th
Team work
Physical Fitness
FIFTH GRADE
rd
3 Quarter
4th Quarter
K - 1 SCOPE AND SEQUENCE
Movement in Space
Kindergarten
Grade 1
Essential Questions
Can learner move in designated space
(stay in bounds)? Can learner avoid
contact with other students in
designated space?
Can learner move in designated space (stay
in bounds)? Can learner avoid contact with
other students in designated space?
Instructional Objectives
LWBAT understand the importance of
special awareness by participating in
movement in space activities.
LWBAT understand the importance of
special awareness by participating in
movement in space activities.
Instructional Activities
Simon Says
Double Bubble
Line walk
Teacher will observe students while
participating in spatial awareness
activities and keep a grade book on
how they perform in such tasks.
Kindergarten
Freeze dance
Double Bubble
Line walk
Teacher will observe students while
participating in spatial awareness activities
and keep a grade book on how they perform
in such tasks
Grade 1
Essential Questions
Why is it important that we tag safely?
Can we do tagging Activities without
“outs”?
Why is it important that we tag safely?
Can we do tagging Activities without
“outs”?
Instructional Activities
Discuss safe places to tag, i.e. Upper
back, shoulders, etc.
“If you cannot tag safely, do not tag at
all”.
Discuss safe places to tag, i.e. Upper back,
shoulders, etc.
“If you cannot tag safely, do not tag at all”.
Assessment
Teacher observation
Teacher observation
Assessment
Tagging
Standards
2.5
Standards
2.5
Body Awareness
Kindergarten
Grade 1
Essential Questions
Will the learner be able to adapt their body
to different situation?
Will students understand their own body’s
limitations?
Will the learner be able to adapt their body to
different situation?
Will students understand their own body’s
limitations?
Instructional Objectives
LWBAT move their body in different
shapes and at different levels by using
body awareness activities.
LWBAT move their body in different shapes
and at different levels by using body
awareness activities.
Assessment
Observe students moving through general
space. Observe students completing
multiple tasks.
Observe students moving through general
space. Observe students completing multiple
tasks.
Instructional Activities
Over, Under, Though
Body Letters
Mouse Trap
Over, Under, Though
Body Letters
Mouse Trap
Body Parts
Kindergarten
Grade 1
Essential Questions
Are students able to recognize basic body
parts, such as elbow, neck, shoulder, ankle,
etc?
Are students able to recognize basic body
parts, such as elbow, neck, shoulder, ankle,
etc?
Instructional Objectives
LWBAT recognize basic parts of the body.
LWBAT recognize basic parts of the body.
Assessment
Observe students in class and use
worksheets.
Observe students in class and use worksheets.
Instructional Activities
“Simon Says”
“Simon Says”
“Where is the_____?”
“Where is the_____?”
Standards- NJCCCS
2.1
Standards- NJCCCS
2.1
Movement in Space
Kindergarten
Grade 1
Essential Questions
Can learner move in designated space
(stay in bounds)? Can learner avoid
contact with other students in designated
space?
Can learner move in designated space (stay in
bounds)? Can learner avoid contact with other
students in designated space?
Instructional Objectives
LWBAT understand the importance of
special awareness by participating in
movement in space activities.
LWBAT understand the importance of special
awareness by participating in movement in
space activities.
Assessment
Teacher will observe students while
participating in spatial awareness
activities and keep a grade book on how
they perform in such tasks.
Teacher will observe students while
participating in spatial awareness activities
and keep a grade book on how they perform
in such tasks
Instructional Activities
Simon Says
Double Bubble
Line walk
Freeze dance
Double Bubble
Line walk
Spatial Awareness
Kindergarten
Grade 1
Essential Questions
Can learner recognize obstacles in space,
such as other students, boundary lines,
and equipment? Are they able to maneuver
with, or around an object and use these
obstacles when necessary?
LWBAT understand the importance of
knowing what is around them. They will be
able to use multiple locomotor skills while
moving safely in space.
Can learner recognize obstacles in space, such
as other students, boundary lines, and
equipment? Are they able to maneuver with,
or around an object and use these obstacles
when necessary?
LWBAT understand the importance of
knowing what is around them. They will be
able to use multiple locomotor skills while
moving safely in space.
Assessment
Observe how the student interacts with
objects and students. Do they recognize
obstacles and are the able to maneuver
with and/or around the obstacle?
Observe how the student interacts with
objects and students. Do they recognize
obstacles and are the able to maneuver with
and/or around the obstacle?
Instructional Activities
Obstacle courses
Relay races
Obstacle courses
Relay races
Instructional Objectives
Standards
2.5
Standards- NJCCCS
2.5
Reasons for Physical
Activity
Grade 2
Grade 3
Essential Questions
Why is it important for people of all
ages to get fit and healthy? Does
cardiovascular illness effect children?
Why Do we need strong muscles and a
strong heart?
Why is it important for people of all ages to
get fit and healthy? Does cardiovascular
illness effect children? Why Do we need
strong muscles and a strong heart?
Instructional Objectives
LWBAT understand why physical activity
is important. They will be able to
measure their intensity during activity.
LWBAT understand why physical activity is
important. They will be able to measure
their intensity during activity.
Assessment
Ask students questions about their
health and fitness. Review importance
of fitness and activity.
Ask students questions about their health
and fitness. Review importance of fitness
and activity.
Team Work/Team Building
Grade 2
Grade 3
Essential Questions
Are the students able to work together
as a team to complete tasks?
Are the students able to work together as a
team to complete tasks?
Instructional Objectives
LWBAT understand how teamwork and
communication are essential in order to
complete some tasks.
LWBAT understand how teamwork and
communication are essential in order to
complete some tasks.
Assessment
Observe students, are they
communicating in a proper way and
completing the tasks that were given.
Observe students, are they communicating
in a proper way and completing the tasks
that were given.
Instructional Activities
Parachute
Over, Under, Through
Aussie Baseball
Parachute
Over, Under, Through
Aussie Baseball
Standards- NJCCCS
2.1, 2.2, 2.6
Standards- NJCCCS
2.2
Goal Setting
Grade 2
Grade 3
Essential Questions
Can students effectively set realistic
goals for themselves and the class?
Can students effectively set realistic goals
for themselves and the class?
Instructional Objectives
LWBAT understand the concept of goal
setting and understand how to set
realistic goals.
LWBAT improve upon their goal setting
skills and develop more accurate goals for
themselves and class.
Assessment
Have student’s record goals and have
them compare these goals after
activities. These should be short term
goals.
Have student’s record goals and have them
compare these goals after activities. These
should be short term and long term goals.
Instructional Activities
Fitness Journals
Fitness Journals
Manipulative Skills
Grade 2
Grade 3
Essential Questions
Are students able to manipulate
different objects in different situations?
Are students able to manipulate different
objects in different situations?
Instructional Objectives
LWBAT improve their hand/eye and
foot/eye coordination by manipulating
objects.
LWBAT improve their hand/eye and
foot/eye coordination by manipulating
objects.
Assessment
Observation of students and written
progress.
Observation of students and written
progress.
Instructional Activities
Kicking Skills
Throwing Skills
Striking Skills
Rolling Skills
Kicking Skills
Throwing Skills
Striking Skills
Juggling Skills
Frisbee Skills
Standards- NJCCCS
2.2
Standards- NJCCCS
2.5
Pre-Fitness Testing
Grade 2
Grade 3
Essential Questions
Can students develop the skills
necessary for The Presidential
Challenge, Fitnessgram, and/or other
fitness assessments?
Can students develop the skills necessary
for The Presidential Challenge, Fitnessgram,
and/or other fitness assessments?
Instructional Objectives
LWBAT improve their flexibility,
Muscular strength, muscular endurance,
agility, and cardiovascular endurance in
order to complete fitness assessments.
LWBAT improve their flexibility, Muscular
strength, muscular endurance, agility, and
cardiovascular endurance in order to
complete fitness assessments.
Assessment
Observation of students and written
progress.
Observation of students and written
progress.
Instructional Activities
Distance Runs
Agility exercises
Upper body strength
Core strength
Distance Runs
Agility exercises
Upper body strength
Core strength
Standards- NJCCCS
2.6
Fitness Testing
Grade 4
Grade 5
Essential Questions
Can students develop the skills
necessary for The Presidential
Challenge, Fitnessgram, and/or
other fitness assessments?
Can students develop the skills
necessary for The Presidential
Challenge, Fitnessgram, and/or
other fitness assessments?
Instructional Objectives
LWBAT perform skills related to
fitness testing. They will compare
scores from previous years and
from previous marking periods.
LWBAT perform skills related to
fitness testing. They will compare
scores from previous years and
from previous marking periods.
Assessment
Use testing guide
Use testing guide
Instructional Activities
Presidential Fitness Testing
Fitnessgram
Presidential Fitness Testing
Fitnessgram
Health Related Fitness
Grade 4
Grade 5
Essential Questions
Are students able to improve upon
their current health related fitness
levels? Are students able to
improve upon their flexibility,
body composition, and strength?
LWBAT become more physically fit
by challenging their bodies.
Are students able to improve upon
their current health related fitness
levels? Are students able to
improve upon their flexibility,
body composition, and strength?
LWBAT become more physically fit
by challenging their bodies.
Assessment
Flexibility testing, Body Mass Index
and/or Body Composition
Flexibility testing, Body Mass Index
and/or Body Composition
Instructional Activities
Yoga
Endurance runs/walk
Yoga
Endurance runs/walk
Instructional Objectives
Standards- NJCCCS
2.6
Standards- NJCCCS
2.2, 2.5
Physical Fitness
Grade 4
Grade 5
Essential Questions
Are students able to improve upon
their current fitness level? Can
they maintain or improve their
muscular strength, muscular
endurance, cardiovascular
endurance, and flexibility?
LWBAT understand the processes
necessary to maintain and/or
improve fitness levels.
Are students able to improve upon
their current fitness level? Can
they maintain or improve their
muscular strength, muscular
endurance, cardiovascular
endurance, and flexibility?
LWBAT understand the processes
necessary to maintain and/or
improve fitness levels.
Assessment
Observation and written records of
student progress or maintenance
of current status throughout the
class.
Instructional Activities
Fitness stations that involve
stretching
Cardiovascular runs
Presidential Fitness
Core exercise
Fitness Journals
Grade 4
Observation and written records of
student progress or maintenance
of current status throughout the
class. Fitness journals will be kept
by the student and evaluated by
the teacher.
Fitness stations that involve
stretching
Cardiovascular runs
Presidential Fitness
Upper body workouts
Core exercise
Grade 5
Essential Questions
Are students able to record
progress and learn from these past
recordings?
Instructional Objectives
LWBAT record progress into a
journal and reflect upon prior
abilities.
Are students able to record
progress and learn from these past
recordings? Are students able to
critically think about the items
they record?
LWBAT record progress into a
journal and reflect upon prior
abilities.
Assessment
Collect journals throughout the
marking periods and evaluate the
student’s progress.
Collect journals throughout the
marking periods and evaluate the
student’s progress.
Instructional Objectives
Standards- NJCCCS
2.6
Standards- NJCCCS
2.2