Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
September
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
ASSESSMENT
STANDARDS
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
What is fitness?
What does it mean to be fit?
Why are fitness measurements important to
fitness planning?
Why are motor skills important for participating
in games?
What are the benefits of working with a team?
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.1-1.13)
Pre-Fitness Measurements, 5FL-B pp.
4.131-4.142
Pre-Fitness Measurements (protocol from
Fitnessgram Manual)
Cooperative Games
Classroom Protocol
Sportsmanship
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.1-1.13):
 Introduction of Five Components of Fitness:
o Student introduction (5FL-B) p. 1.4
o Vocabulary and definitions (5FL-B) p.
1.5
 Cardiorespiratory Endurance:
o Cardiorespiratory Endurance Activity
(5FL-B) p. 1.6
 Muscular Strength and Endurance:
o Muscular Strength and Endurance
Activity (5FL-B) p. 1.7
 Flexibility:
o Flexibility Activity (5FL-B) p. 1.8
o Body Composition:
o Body Composition Explanation (5FL-B)
p. 1.9
Pre-Fitness Measurements, 5FL-B pp. 4.964.109:
Pre-Fitness Measurement (protocol from
Fitnessgram Manual)
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, throwing
Team Sports:
 Cooperative Games
Lifetime Activities:
Swedish gym / recess safety protocol
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Formative:
 Five Components of Fitness reflective
questions (5FL-B) pp. 1.6-1.9
Summative:
 Five Components of Fitness Pre/Post
Assessment (5FL-B) pp. 1.10-1.11
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.6 The student will identify and participate
regularly in physical activities based on personal
Formative:
 Fitnessgram Pre-Fitness
Measurements
Revised 2/7/2012
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
Non-Locomotor Skills: Push\Pull

Fitness Testing – push-ups, cadence
curl-ups
Manipulative Skills:
Jump Rope

Skills and Drills: Warm-ups, fitness
stations
Throwing

Skills and Drills: throw to target, throw
with a partner

Low organized games
Team Sports:
Cooperative Games
Lifetime Activities:
Swedish gym / recess safety protocol
Formative:
 Teacher Observation
 Rubric (TBD) – coincide with skills
taught
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
Cooperative Games:
Classroom Protocol:
 Class rules/expectations
 Safety procedures
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Formative
 Reflection – check for understanding
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
Loudoun County Public Schools Curriculum Mapping
Grade Level: 5th
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
movement principles and concepts in complex
movement activities.
LCPS
Benchmarks
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.6 (a) The student will utilize learned skill to help
lead a physically active lifestyle both in and out of
school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5.4(b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement
EQUIPMENT/
RESOURCES
CD Player
Functional Equipment
Five For Life Basic Manual
5FL-B Resource CD
Fitnessgram Manual
Virginia Wellness Standards
Loudoun Vision (blackboard)
Fitnessgram – Test Admin Manual

PACER chart pp. 91-94

Class score sheets p. 99
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
NOTES:
Revised 2/7/2012
Length of Time: Yearlong
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (b) Perform balance, travel, and weight
transfer, with smooth transitions and changes
of direction, shape, speed, and flow.
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
District Developed Materials (TBD)
LCPS Playground Safety Guide (Blackboard)
regularly in physical activities based on
personal abilities and interests (e.g., for
improvement through practice, for enjoyment,
for social interaction, for personal challenge).
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Functional Equipment,
Loudoun Vision (blackboard)
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
October
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL
QUESTIONS
CONTENT
How do intensity levels help my heart?
How can I use goal setting to improve fitness?
How can playing games improve my heart
health?
How can I move safely throughout the
gymnasium?
Intensity Levels (5FL-B) DVD and Resource
CD
Cardiorespiratory Endurance (Heart Health 45), 5FL-B pp. 1.24-1.39
Goal Setting, (5FL-B) pp. 4.110-4.122
Pedometers (5 FL-B) pp. 4.69-4.82
Sportsmanship
SKILLS/
ACTIVITIES
Intensity Levels (5FL-B) – DVD
Goal Setting, (5FL-B) pp. 4.110-4.122:
 Heart Health Pyramid, (5FL-B) pp. 4.60- 4.62  Review pre-test fitness scores and set
attainable goals for next testing session,
 Activity Diamond Intensity Levels (5FL-B)
(5FL-B) p. 4.115-4.119
Cardiorespiratory Endurance (Heart Health 4Pedometers (5 FL-B) pp. 4.69-4.82
5) (5FL-B) pp. 1.24-1.39:
Starting With A Pedometer (5FL-B) p.
 Heart Health 2-5 minute Run, (5FL-B) p. 1.30 
4.74
 Risk Factor Four Square, (5FL-B) p. 1.31

Step Into Fitness Pedometer Challenge
 Oxygen Transport, (5FL-B) pp.1.32
(5FL-B) pp. 4.75-4.76
 Respiratory Relay, (5FL-B) pp. 1.35-1.36

Step Into Fitness Log and Graphing
 Capture the Oxygen, (5FL-B) p. 1.35
Activity (5FL-B) pp. 4.77-4.79
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, Dribbling
(Hand/Foot), Kicking, Throwing
(Underhand/Overhand), Catching
Combination Skills: passing while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Push\Pull

Fitness Testing – push-ups, cadence
curl-ups
Manipulative Skills: Jump Rope, Dribbling
(Hand/Foot), Kicking, Throwing
(Underhand/Overhand), Catching

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Cooperative games
 Modified Soccer Games
 Modified Football Games
Formative:
 Teacher Observation
 Rubric (TBD) – coincide with skills taught
ASSESSMENT
Formative:
 Heart Health reflective questions (5FL-B) pp.
1.24-1.39
 Intensity Level reflective questions (5FL-B)
pp. 4.51-4.81
Summative:

Heart Health assessment (5FL-B) p.
1.38
Revised 2/7/2012
Formative:
 Goal Setting Self Assessment (5FL-B) p.
4.104
Sportsmanship:
 Fair play
 Cooperation
 Respect of self and others
Formative:
 Reflection-Check for understanding
Loudoun County Public Schools Curriculum Mapping
STANDARDS
LCPS
Benchmarks
EQUIPMENT/
RESOURCES
Grade Level: 5th
Length of Time: Yearlong
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.6 (a) The student will utilize learned skill to help
lead a physically active lifestyle both in and out of
school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.4 (a) The students will utilize personal fitness
scores from the Virginia Wellness Fitness Test
to set realistic goals for personal fitness (e.g.,
print materials, community resources, heart
rate monitors, Internet, pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5FL-B Manual
Functional Equipment
Intensity Level DVD
5FL-B Resource CD
5FL-B Manual
Functional Equipment
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (b) Perform balance, travel, and weight
transfer, with smooth transitions and changes
of direction, shape, speed, and flow.
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5FL-B Manual
Functional Equipment
Misc. Equipment
NOTES:
Revised 2/7/2012
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
November
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
ASSESSMENT
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
How can I get stronger?
Why is flexibility important?
Can fat be good for me? Why or why not?
What is circuit training?
How can playing sports improve my fitness?
How can throwing and catching improve my
flexibility?
How can I safely participate in PE activities?
Muscular Strength and Endurance (5FL-B)
pp. 1.50-1.64
Flexibility (5FL-B) pp. 1.65-1.78
Body Composition (5FL-B) pp. 1.88-1.101
Circuit Training (5FL-B) pp. 4.1-4.50
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
Sportsmanship
Muscular Strength and Endurance (5FL-B)
pp. 1.50-1.64
 Muscle Fitness (5FL-B) pp. 1.50-1.64
o Student Intro (5FL-B) p. 1.53
o Vocabulary (5FL-B) p. 1.54
o Muscle Check-Up (5FL-B) pp. 1.551.57
o Curl-Up Check (5FL-B) pp. 1.58-1.59
o Muscular Strength and Endurance Tag
(5FL-B) p. 1.60
Flexibility (5FL-B) pp. 1.65-1.78
 Stretch Bend Twist (5FL-B) pp. 1.65-1.78
o Student Intro (5FL-B) p. 1.67
o Vocabulary (5FL-B) p. 1.68
o All-Star Stretches (5FL-B) pp. 1.69-1.74
Body Composition (5FL-B) pp. 1.88-1.101
 Body Composition (5FL-B) pp. 1.88-1.101
o Student Intro (5FL-B) p. 1.91
o Vocabulary (5FL-B) p. 1.92
o Healthy Body Balance Card Game
(5FL-B) pp. 1.93-1.94
o Muscle Snatchers (5FL-B) p. 1.95
o Energy In Energy Out (5FL-B) p. 1.96
o Balance the Fat Game (5FL-B) p. 1.97
Formative:

Muscular Strength and Endurance
reflective questions (5FL-B) pp. 1.501.64

Flexibility reflective questions (5FL-B)
Circuit Training (5FL-B) p. 4.1-4.50
 Teacher/Student Intro (5FL-B) pp. 4.4-4.5
 Modified Whole Class Functional
Equipment Workout (5FL-B) p. 4.7
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Twist, push/pull,
bend, stretch, turn, rock, balance
Manipulative Skills: Throwing
(Underhand/Overhand), catching, kicking,
underhand roll, circuit training exercises
Combinations Skills: passing while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Twist, push/pull,
bend, stretch, turn, rock, balance

Circuit training activities
Manipulative Skills: Throwing
(Underhand/Overhand), catching, kicking,
underhand roll, circuit training exercises

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Modified Soccer
 Modified Football
 Modified Bowling
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills taught
Formative:
 Reflection-Check for understanding
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Loudoun County Public Schools Curriculum Mapping

Length of Time: Yearlong
pp. 1.65-1.78
Body Composition reflective questions
(5FL-B) pp. 1.88-1.101
STANDARDS
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
LCPS
Benchmarks
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Revised 2/7/2012
Grade Level: 5th
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (b) Perform balance, travel, and weight
transfer, with smooth transitions and changes
of direction, shape, speed, and flow.
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 5th
mental, and health benefits of participating in
physical activities.
5FL-B Manual
Functional Equipment
Length of Time: Yearlong
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
December
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
What is the FITT Principle?
How can the FITT Principle help me reach my
fitness goals?
How can I benefit from circuit training?
How does balance help improve sports skills?
How does respecting others improve games?
FITT Principle – Quality Notebook

Cardiorespiratory Endurance and the
FITT Principle, Quality notebook (add
1.39-1.51 from (5FL-I) to quality
notebook)
Circuit Training (5FL-B) pp. 4.1-4.50
Sportsmanship
FITT Principle – Quality Notebook
 Cardiorespiratory Endurance (Pacer)
Circuit Training (5FL-B) p. 4.1-4.50:
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: underhand roll, circuit
training exercises, dribbling with hands,
shooting, passing
Combination Skills: dribbling while moving,
sequence of movements
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities

Gymnastics activities
Manipulative Skills: underhand roll, circuit
training exercises, dribbling with hands,
shooting, passing

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Modified Bowling
 Educational Gymnastics
 Dance and Rhythmic Activity
 Modified Basketball
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
LCPS
Benchmarks
Formative:

Fitnessgram Pacer
Summative:

Cardiorespiratory Endurance and the
FITT Principle, Quality notebook (add
this to quality notebook from (5FL-I)
pp. 1.52-1.53)
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.4 (a) The students will utilize personal fitness
scores from the Virginia Wellness Fitness Test to
set realistic goals for personal fitness (e.g., print
materials, community resources, heart rate
monitors, Internet, pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.6 (a) The student will utilize learned skill to help
lead a physically active lifestyle both in and out of
school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Revised 2/7/2012
Grade Level: 5th
Length of Time: Yearlong
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills taught
Formative:
 Reflection - Check for understanding
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (b) Perform balance, travel, and weight
transfer, with smooth transitions and changes
of direction, shape, speed, and flow.
5.1 (c) Perform different types of rhythm/dance
sequences.
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
Quality Notebook
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 5th
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5FL-B Manual
Functional Equipment
Length of Time: Yearlong
specific to each component.
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
January
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL
QUESTIONS
What is healthy eating?
Why should I eat foods from each of the food
groups?
Why are fitness scores important to fitness
planning?
Why are non-locomotor skills important in
performing gymnastic skills?
How can equipment be used safely in team
sports?
CONTENT
Nutrition: Healthy Food, Healthy Balance
(5FL-B) pp. 2.1-2.15
Mid-Year Fitness Measurements (5FL-B)
pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual)
Goal Setting, 5FL-B pp. 4.110-4.122
Sportsmanship
Nutrition: Healthy Food, Healthy Balance
(5FL-B) pp. 2.1-2.15
 Introduction (5FL-B) p. 2.4
 Vocabulary (5FL-B) p. 2.5
 Food Group Cube Warm-Up (5FL-B) 2.6
 Food Group Pyramid Game (5FL-B) pp. 2.72.9
 Calorie Burner (5FL-B) p. 2.10
 Calorie Counter (5FL-B) p. 2.11
 Food Identity (5FL-B) p. 2.12
 Musical Food Group (5FL-B) p. 2.13
Food Group Balance (5FL-B) p. 2.14
Mid-Year Fitness Measurements (5FL-B)
pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual):
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Goal Setting, (5FL-B) pp. 4.110-4.122:
Review mid-year fitness scores and set
attainable goals for next testing session,
(5FL-B) pp. 4.115-4.119
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
dribbling with hands, striking with hands,
shooting, passing
Combination Skills: sequence of
movements, dribbling while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities

Gymnastics activities
Manipulative Skills: volleying, circuit training
exercises, dribbling with hands, striking with
hands, shooting, passing

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Educational Gymnastics
 Dance and Rhythmic Activity
 Modified Volleyball
 Modified Basketball
SKILLS/
ACTIVITIES
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
Grade Level: 5th
Length of Time: Yearlong
Formative:

Healthy Food, Healthy Balance
reflective questions (5FL-B) pp. 2.12.15
Summative:

Food for Energy and Health PreAssessment (5FL-B) pp. 2.35-2.38
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
Formative:

Mid-Year Fitness Measurements

Goal Setting
o Self Assessment (5FL-B) p.
4.104
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:
 Reflection-Check for understanding
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
LCPS
Benchmarks
5.4(b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.4 (a) The students will utilize personal fitness
scores from the Virginia Wellness Fitness Test
to set realistic goals for personal fitness (e.g.,
print materials, community resources, heart
rate monitors, Internet, pedometers).
5.4(b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
Virginia Wellness Standards
Loudoun Vision (blackboard)
5FL-B Manual
Functional Equipment
Fitnessgram – Test Admin Manual
 PACER charts pp. 91-94
 Class score sheets p. 99
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (b) Perform balance, travel, and weight
transfer, with smooth transitions and changes
of direction, shape, speed, and flow.
5.1 (c) Perform different types of rhythm/dance
sequences
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5FL-B Manual
Functional Equipment
STANDARDS
Revised 2/7/2012
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
NOTES:
Revised 2/7/2012
Grade Level: 5th
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
Length of Time: Yearlong
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
February
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
What are macronutrients?
What is the difference between muscular
strength and muscular endurance?
How are underhand throwing and underhand
striking a volleyball similar movements?
CONTENT
Nutrition: Food for Energy and Health (5FL-B)
pp. 2.16-2.38
Circuit Training (ongoing)
SKILLS/
ACTIVITIES
Nutrition: Food for Energy and Health (5FL-B)
pp. 2.16-2.38:
 Intro (5FL-B) pp. 2.19-2.20
 Vocabulary (5FL-B) p. 2.21
 Energy Cube Warm-Up (5FL-B) p. 2.22
 Energy Tag (5FL-B) pp. 2.23-2.24
 Energy Pin Down (5FL-B) p. 2.25
 Ultimate Energy Pin Down (5FL-B) p. 2.26
 Macronutrient Knowledge (5FL-B) pp. 2.272.30
Circuit Training (5FL-B) p. 4.1-4.50
 Teacher/Student Intro (5FL-B) pp. 4.4-4.5
 Modified Whole Class Functional
Equipment Workout (5FL-B) p. 4.7
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
dribbling with hands, shooting, passing,
striking with an implement, striking with hands,
jump rope (single rope, long, rope, double
Dutch)
Combination Skills: dribbling while moving,
dribbling puck while moving, passing while
moving, jog jump
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
dribbling with hands, shooting, passing,
striking with an implement, striking with hands,
jump rope (single rope, long, rope, double
Dutch)

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Volleyball

Modified Basketball

Modified Striking Games

Jump Rope Skills
Revised 2/7/2012
SOCIAL, EMOTIONAL & SAFETY
What are the benefits of having good
sportsmanship during modified and team
games?
Sportsmanship
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
Grade Level: 5th
Length of Time: Yearlong
Formative:

Food for Energy and Health reflective
questions (5FL-B) pp. 2.16-2.38
Summative:
 Food for Energy and Health Post
Assessment (5FL-B) pp. 2.35-2.38
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:

Reflection-Check for understanding
STANDARDS
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
LCPS
Benchmarks
5.4(b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (c) Perform different types of rhythm/dance
sequences
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Revised 2/7/2012
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 5th
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5FL-B Manual
Functional Equipment
Length of Time: Yearlong
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
March
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
Why is it important for bones to be strong?
How can pedometers improve exercise habits?
What are the differences between jumping a
self-turned single rope vs. a long rope turned
by classmates.?
How does exercise improve your emotional
well-being?
CONTENT
Skeletal System: Bone Health (5FL-B)
pp. 3.1-3.14
Pedometers (5 FL-B) pp. 4.69-4.82
Sportsmanship
SKILLS/
ACTIVITIES
Skeletal System: Bone Health (5FL-B)
pp. 3.1-3.14:
 Bone Health Tag (5FL-B) p. 3.7
 Bone Building Relay (5FL-B) p. 3.8
Pedometers (5 FL-B) pp. 4.69-4.82

Starting With A Pedometer (5FL-B) p.
4.74

Step Into Fitness Pedometer Challenge
(5FL-B) pp. 4.75-4.76

Step Into Fitness Log and Graphing
Activity (5FL-B) pp. 4.77-4.79
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
jump rope (single rope, long rope, double
Dutch)
Combination Skills: dribbling puck while
moving, jog jump
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
jump rope (single rope, long rope, double
Dutch)

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Volleyball

Modified Striking Games

Jump Rope Skills

Four Square

Cup stacking
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
LCPS
Benchmarks
Formative:

Bone Health reflective questions (5FLB) pp. 3.1-3.8
Summative:

Bone Health Quiz (5FL-B) p. 3.9-3.10
and 3.13
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities specific
to each component.
Revised 2/7/2012
Grade Level: 5th
Length of Time: Yearlong
Formative:

Teacher observation

Step Into Fitness (5FL-B) p. 4.80
Formative:

Teacher observation

Rubric (TBD) – coincide with skills
taught
Formative:
 Reflection-Check for understanding
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.1 (c) Perform different types of rhythm/dance
sequences
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
Grade Level: 5th
Length of Time: Yearlong
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
5FL-B Manual
Functional Equipment
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
April
HEALTH & FITNESS ACADEMIC
CONTENT
Grade Level: 5th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Physical activities to teach movement
patterns
Academic concepts that students will learn
Activities that intentionally improve the
fitness of students
ESSENTIAL
QUESTIONS
What do muscles do?
Why should I use a heart rate baton?
What non-locomotor skills are used when
striking with an implement?
CONTENT
Muscular System: Muscle Motion (5FL-B) pp.
3.15-3.29
Heart Health Pyramid (5FL-B) pp. 4.51-4.68
SKILLS/
ACTIVITIES
Muscular System: Muscle Motion
(54L-B) pp. 3.15-3.29:
 The Notion of Muscle Motion (5FL-B) p. 3.21
 Muscle Tag (5FL-B) p. 3.22
 Build Your Muscles (5FL-B) p. 3.23
Heart Health Pyramid (5FL-B) pp. 4.51-4.68

Age-Adjusted Maximum and Training
Heart Rate Formulas (5FL-B) pp. 4.584.59

Heart Health Pyramid, (5FL-B) pp.4.60 –
4.62

Heart Health Pyramid Recording Log
(5FL-B) pp. 4.63-4.64
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
throwing, catching
Combination Skills: dribbling with a puck,
catch a rolled ball while moving and throw it
back to a partner
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
throwing, catching

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Striking Games

Four Square

Cup stacking

Modified Baseball/Softball
Revised 2/7/2012
SOCIAL, EMOTIONAL & SAFETY
What safety procedures should be used when
playing striking games with equipment?
Sportsmanship
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
LCPS
Benchmarks
Formative:

Muscle Motion questions (5FL-B) pp.
3.15-3.23
Summative:

Muscle Motion quiz (5FL-B) pp. 3.243.25 and 3.28
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing and
maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice to
enhance performance (e.g., form, consistency,
repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.4 (a) The students will utilize personal fitness
scores from the Virginia Wellness Fitness Test to
set realistic goals for personal fitness (e.g., print
materials, community resources, heart rate
monitors, Internet, pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect for
others during physical activities.
5.6 (a) The student will utilize learned skill to help
lead a physically active lifestyle both in and out of
Revised 2/7/2012
Grade Level: 5th
Length of Time: Yearlong
Formative:

Teacher Observation

Reflective Questions
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:

Reflection-Check for understanding
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 5th
Length of Time: Yearlong
help lead a physically active lifestyle both in
and out of school.
5FL-B Manual
Functional Equipment
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
Grade Level: 5th
Length of Time: Yearlong
TIMEFRAME:
MAY
HEALTH & FITNESS ACADEMIC
CONTENT
ESSENTIAL
QUESTIONS
What are some activities that will directly improve
your cardiorespiratory endurance, muscular
strength and endurance, and flexibility?
How have you improved your fitness level?
What locomotor skills are used when playing
modified baseball/softball activities?
How do multicultural games provide an
awareness of others?
CONTENT
Review Five Components of Fitness Concepts
(5FL-B) pp.1.6-1.13):
End of Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual)
Goal Setting, 5FL-B pp. 4.110-4.122
Sportsmanship
SKILLS/
ACTIVITIES
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.6-1.13):
 Cardiorespiratory Endurance:
o Cardiorespiratory Endurance Activity
(5FL-B) p. 1.6
 Muscular Strength and Endurance:
o Muscular Strength and Endurance
Activity (5FL-B) p. 1.7
 Flexibility:
o Flexibility Activity (5FL-B) p. 1.8
 Body Composition:
o Body Composition Explanation (5FLB) p. 1.9
End of Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual):
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Goal Setting, (5FL-B) pp. 4.110-4.122:
Review end of year fitness scores and set
attainable goals for next testing year (5FL-B)
pp. 4.115-4.119
ASSESSMENT
Formative:

Five Components of Fitness reflective
questions (5FL-B) pp. 1.6-1.9
Formative:

End of Year Fitness Measurements

Goal Setting
o Self Assessment (5FLB) p. 4.104
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training activities,
striking with an implement, throwing, catching
Combination Skills: catch a rolled ball while
moving and throw it back to a partner, catching
while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training activities,
striking with an implement, throwing, catching

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Baseball/Softball

Field Day Prep-Games

Frisbee

Multicultural Games
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Academic concepts that students will learn
Revised 2/7/2012
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Formative:

Reflection-Check for understanding
Loudoun County Public Schools Curriculum Mapping
STANDARDS
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and long-term
benefits of engaging in regular physical activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing and
maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
LCPS
Benchmarks
5.2 (d) Identify and apply principles of practice to
enhance performance (e.g., form, consistency,
repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities specific
to each component.
5.4 (a) The students will utilize personal fitness
scores from the Virginia Wellness Fitness Test to
set realistic goals for personal fitness (e.g., print
materials, community resources, heart rate
monitors, Internet, pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect for
others during physical activities.
5.6 (a) The student will utilize learned skill to help
lead a physically active lifestyle both in and out of
school.
Revised 2/7/2012
Grade Level: 5th
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.4 The student will use personal fitness
assessment data to enhance understanding of
physical fitness.
5.5 The student will participate in establishing
and maintaining a safe environment for learning
physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (a) The students will know the five
components of physical fitness.
5.3 (b) The student will identify activities
specific to each component.
5.4 (a) The students will utilize personal
fitness scores from the Virginia Wellness
Fitness Test to set realistic goals for personal
fitness (e.g., print materials, community
resources, heart rate monitors, Internet,
pedometers).
5.4 (b) Identify their personal strengths and
weaknesses to pinpoint areas needing
improvement.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
Length of Time: Yearlong
5.1 The student will demonstrate proficiency in
movement skills and skill combinations in
complex movement activities.
5.2 The student will understand and apply
movement principles and concepts in complex
movement activities.
5.3 The student will describe short- and longterm benefits of engaging in regular physical
activity.
5.5 The student will participate in establishing
and maintaining a safe environment for
learning physical activities.
5.6 The student will identify and participate
regularly in physical activities based on personal
abilities and interests (e.g., for improvement
through practice, for enjoyment, for social
interaction, for personal challenge).
5.1 (a) Demonstrate proficiency in locomotor,
non-locomotor and manipulative skill
combinations in small sided games and group
activities
5.2 (a) Apply principles of accuracy, force, and
follow-through when projecting objects.
5.2 (b) Identify and demonstrate basic
movement strategies used to participate in
small sided games by changing speed, levels,
directions and pathways.
5.2 (c) Identify movement concepts that apply
to offensive and defensive strategies and use
them in small group activities.
5.2 (d) Identify and apply principles of practice
to enhance performance (e.g., form,
consistency, repetition).
5.2 (e) Use self, peer, teacher feedback, and
available technology to improve performance.
5.3 (b) The student will identify activities
specific to each component.
5.5 (a) Work independently and with others to
improve learning during physical activity.
5.5 (b) Display appropriate cooperative and
competitive behaviors.
5.5 (c) Demonstrate appreciation and respect
for others during physical activities.
5.6 (a) The student will utilize learned skill to
help lead a physically active lifestyle both in
and out of school.
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
Grade Level: 5th
5.6 (b) The student will understand the social,
mental, and health benefits of participating in
physical activities.
and out of school.
5FL-B Manual
Functional Equipment
5FL-B Resource CD
5FL-B Manual
Functional Equipment
NOTES:
Revised 2/7/2012
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
Length of Time: Yearlong
5FL-B Manual
Functional Equipment