1
Critical Content/Concept Web
Unit Topic:
Traveling, Chasing, Fleeing and Dodging
Conceptual Lens:
Grade:
Unit Overview
Control
This unit introduces students to
traveling, chasing, fleeing and dodging
with controlled movements in general
space.
K-2
Starting and Stopping
Locomotor
Movements
Changing Directions
Space Awareness
Activities will include locomotor skills,
starting and stopping with control,
movement while changing directions,
avoiding obstacles, recognition of
boundaries, levels and pathways.
Unit Topic:
Traveling, Chasing,
Fleeing and
Dodging
Pathways
Revised 2009-2010
2
Grade: K-2
Subject: PE
Unit: Traveling, Chasing, Fleeing, Dodging
Lens: Control
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2
1a. How can you travel in general space without bumping into
others?
1b. How can changing directions help your performance?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. How can the ability to perform locomotor movements lead to
higher level tasks?
2b. Why is it important to be able to change pathways?
3. Successful coordinated movement can lead to enjoyment in
a variety of activities. 3.1.1, 3.1.3
3a. Why is participation important during activities?
4. Knowing body responses to physical activity and engaging in
a variety of activities promotes health-related fitness. 4.1.1,
4.1.2, 4.1.
4a. Why is a strong heart important in tag games?
4b. How can continuous movement benefit the participant?
5. Visual and body awareness promote safety. 5.1.1
5a. How does watching where you are going make you safer
than watching where you are coming from?
5b. Why is it important to stop on your feet?
5c. How does respecting/knowing the boundaries of an activity
increase safety?
6. Good sportsmanship promotes the enjoyment of an activity,
benefits self and others and fosters positive relations. 5.1.2,
5.1.3
6a. How can good sportsmanship increase enjoyment of the
activity?
6b. How does cooperation improve team work?
Revised 2009-2010
3
Grade: K - 2
Subject: PE
Unit: Traveling, Chasing, Fleeing and Dodging
Lens: Control
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1.
2.
3.
4.
5.
6.
7.
8.
9.
The cues for hopping (assessed in K)
a. continuous balanced movement
b. same foot
c. ball of foot
d. 10 feet
e. right and left
The cues for using Proper Self-Space (assessed in K)
a. eyes forward
b. speed check
c. move to open spaces
d. balanced stops
e. avoids contact with people or objects
The cues for start/stop (assessed in K)
a. cued starts
b. cued stops in a balanced position
c. in a variety of locomotor movements
The cues for galloping (assessed in 1st)
a. face forward
b. one foot leads
c. trailing toe replaces front heel or off to side
d. right and left foot
The cues for skipping (assessed in 1st)
a. lift knees
b. step/hop, Step/hop
c. smooth movement
The cues for sliding (assessed in 1st)
a. side leads
b. one shoulder lead
c. step/close, step/close
d. no crossover
e. both directions
A strong healthy heart will allow for continuous activity
The importance of sportsmanship
Boundaries promote safety
AC
Q – Quizzes
P - Prompts
O – Observations WS – Work Samples
D – Dialogues
SA – Student Self-Assessment
T - Tests
Students will be able to…
1. Perform locomotor skills
2. Demonstrate proper self-space, start/stop, hop,
gallop, skip and slide
3. Make directional changes (e.g., dodging and
fleeing)
4. Focus forward while moving
5. Demonstrate appropriate tagging
6. Follow safety guidelines and activity rules
AC
Revised 2009-2010
4
Unit Overview
CRITICAL CONTENT/CONCEPT WEB
Unit Theme:
Throwing, Rolling, and Catching
Conceptual Lens:
Coordination and Sequencing
Grade:
K-2
Opposition
Weight
Transfer
Students will be introduced to basic throwing,
rolling, tossing and catching skills. Students will
begin to understand the sequential and
coordinated actions of the above skills. Correct
body position and tracking will also be
incorporated.
Activities will include rolling or throwing at
different levels, directions and stationary targets.
Activities will also include catching at a variety of
levels.
UNIT THEME:
THROWING, ROLLING,
AND CATCHING
Tracking
Followthrough
Revised 2009-2010
5
Grade: K-2
Subject: Physical Education
Unit: Throwing, Rolling and Catching
Lens: Coordination and Sequencing
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3
1a. Why do you look at the target when throwing and/or rolling?
1b. Why is it important to keep your eye on the object?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2,
2a. Why is it important to have “side to the target” when throwing
overhand? …Facing target when rolling and tossing?
2b. How does stepping with the opposite foot affect balance?
2c. How does weight transfer affect throwing and rolling?
3. Successful coordinated movement can lead to enjoyment in a
variety of activities. 3.1.1, 3.1.3
3a. How do you feel about an activity when you perform it correctly?
3b. In what activities could you use throwing, rolling and catching
skills?
4. Visual and body awareness promote safety. 5.1.1
5. Good sportsmanship promotes the enjoyment of an activity,
benefits self and others and fosters positive relations. 5.1.2,
5.1.3
4a. How can rules make the game more enjoyable?
5a. Why is it important to have a good attitude?
5b. Why is it important to be able to work with others?
5c. What are some problem solving strategies?
Revised 2009-2010
6
Grade: K-2
Subject: Physical Education
Unit: Throwing, Rolling and Catching
Lens: Coordination and Sequencing
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The cues for Catching (assessed grade 2)
a. Feet move in anticipation of the catch
b. Catch with hands (no arm/body contact)
c. Giving with the arms, absorbing force
2. The cues for Throwing Overhand (assessed grade 2)
a. Side to target
b. Arm back and up
c. Step with opposite foot
d. Trunk rotation
e. Follow-through
3. The cues for Rolling a ball (assessed grade 1)
a. Face target
b. Step with opposite foot
c. Front knee bent
d. Release of the ball near front foot
e. Arm follow-through
4. The cues for Underhand Toss (assessed grade 2)
a. Face target
b. Step with opposite foot toward target
c. Release of the object toward target
d. Arm follow-through toward target
5. Force, distance and timing are related.
6. Object choice and size can determine/promote success.
7. The importance of being aware of one’s surroundings
before throwing, rolling and catching an object.
8. Practice will promote success.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
1.
2.
3.
4.
5.
6.
7.
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Catch a variety of objects thrown by self and others
Throw an object overhand
Roll a ball
Toss an object underhand
Follow rules and safety guidelines
Throw at a variety of target sizes from varied distances
Participate in a variety of games and activities that will
incorporate throwing, rolling and catching
Revised 2009-2010
7
Critical Content/Concept Web
Unit Topic:
Kicking
Conceptual Lens:
Grade:
Unit Overview
Coordination
Students are introduced to basic kicking,
punting and dribbling skills. Students
will begin to understand how body
control and coordination contribute to
efficient kicking, punting and soccer
dribbling.
K-2
Timing
Foot-Eye Coordination
Students explore body position, balance,
making contact with a stationary or
moving object and trapping.
Unit Topic:
Kicking
Balance
Weight Transfer
Revised 2009-2010
8
Grade: K-2
Subject: Physical Education
Unit: Kicking
Lens: Coordination
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3
1a. What are the cues for kicking a stationary ball, dribbling a
ball and punting?
1b. Which part of the foot do you use for each type of kick?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. Why do you use a specific part of the foot for specific kicks?
2b. Where on the ball should you kick to determine direction and
level?
2c. What parts of your body work together when kicking?
3. Successful coordinated movement can lead to enjoyment
in a variety of activities. 3.1.1, 3.1.3
3a. What are different activities that involve kicking?
3b. How can practice affect your ability to kick?
4. Knowing body responses to physical activity and engaging 4a. What type of kicking activities could enhance your fitness
in a variety of activities promotes health-related fitness.
levels?
4.1.1, 4.1.2, 4.1.3
4b. What happens to your body when you play a continuous
game of soccer?
5. Visual and body awareness promote safety. 5.1.1, 5.1.2,
5.1.3
5a. Why is it important to be aware of your own self-space and
surroundings when kicking?
5b. Why is it important to follow safety rules when kicking?
Revised 2009-2010
9
Grade: K-2
Subject: Physical Education
Unit: Kicking
Lens: Coordination
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Cues for kicking a stationary ball for distance
(assessed in grade 2)
a. Non-kicking foot is beside and slightly
behind the ball
b. Kicking foot is extended for contact on the
shoelaces, not on the toes
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
1.
2.
3.
4.
5.
6.
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
Kick a stationary ball for distance
Kick a moving ball
Dribble a ball with control
Punt making contact with laces
Trap a rolling ball using feet
Follow safety rules
2. Cues for dribbling
a. Inside of both feet
b. Small, soft taps
c. Keep ball close
3. Cues for Punting
a. Hold ball on kicking side
b. Step with non-kicking foot
c. Drop ball
d. Kick with shoelaces
4. Various ways to trap a moving ball (i.e.
bottom of foot, instep)
5. The importance of being aware of one’s
surroundings before kicking an object.
Revised 2009-2010
10
Critical Content/Concept Web
Unit Topic:
Jumping and Landing
Conceptual Lens:
Grade:
Unit Overview
Balance and Coordination
Fundamental skills of jumping and
landing are introduced and developed.
Balance and coordination will be the
focus during the sequential skills of takeoff and landing.
K-2
Balance
Body Position
Jumping and landing skills will be
developed through a variety of activities
including: jumping for height and
distance, jumping over obstacles,
different patterns of jumping and
landing, and rope jumping.
Unit Topic:
Jumping and Landing
Take-off
Landing
Revised 2009-2010
11
Grade: K-2
Subject: PE
Unit: Jumping and Landing
Lens: Balance and Coordination
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1,1.1.2, 1.1.4
1a. How do the use of arms and legs make you jump higher /
farther?
1b. Why do you bend your knees when you land?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. Why do we use our arms when we jump with our legs?
2b. How does balance affect jumping and landing?
3. Successful coordinated movement can lead to enjoyment
in a variety of activities. 3.1.1
3a. How can improved jumping skills lead to success in a variety
of activities?
3b. How can you use jumping and landing skills in other
activities?
4. Knowing body responses to physical activity and engaging 4a. How does rope jumping increase your fitness?
in a variety of activities promotes health-related fitness.
4b. Why is muscle strength important in jumping and landing?
4.1.1, 4.1.3
5. Visual and body awareness promote safety. 5.1.3
5a. Why is self-space important when jumping rope?
5b. Why is it important to work together in long rope activities?
Revised 2009-2010
12
Grade: K-2
Subject: PE
Unit: Jumping and Landing
Lens: Balance and Coordination
AC = Assessment Code:
Critical Content and Skills
Students will Know…
1. The cues for hopping (assessed in K)
a. Continuous balanced movement
b. Same foot
c. Ball of foot
d. 10 feet
e. Right and left
2. The cues for jumping (assessed in K)
a. Two foot take-off
b. Land on balls of feet
c. Knees bent
d. Use arms in a forward motion
3. The cues for jumping rope (assessed in grade 2)
a. Elbows close to body
b. Continuous wrist rotation
c. Land on balls of feet with knees slightly
bent
d. 15 consecutive jumps
4. How balance affects jumping and landing.
5. Combined use of the arms and legs determines
the height or distance of the jump.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
1. Use their arms and legs together when jumping.
2. Land on the balls of their feet with knees bent.
3. Use the whole body in a variety of jumps.
4. Coordinate body movements with an implement /
obstacle.
5. Demonstrate the skills of entering and exiting a
turning rope.
Revised 2009-2010
13
Critical Content/Concept Web
Unit Topic:
Striking
Conceptual Lens:
Grade:
Unit Overview
Tracking
This unit will introduce and develop
striking actions with the hand, rackets,
paddles and long-handled implements.
Tracking is emphasized for success.
K-2
Hand-Eye Coordination
Tracking
Students will be introduced to striking
activities that include a variety of targets
and equipment.
Unit Topic:
Striking
Sequence of Movement
Weight Transfer
Revised 2009-2010
14
Grade: K-2
Subject: Physical Education
Unit: Striking
Lens: Tracking
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3
1a. Where should your eyes focus when striking?
1b. What position should your body be in when striking? (i.e.
side-to-target, facing target)
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. Why is it important to keep your eye on the object?
2b. What are the cues for striking an object? (preparation,
striking, follow-through)
2c. How do body parts work together when striking?
3. Successful coordinated movement can lead to enjoyment
in a variety of activities. 3.1.1, 3.1.3
3a. What are some different activities that include striking?
3b. How can practice affect your ability to strike?
4. Visual and body awareness promote safety. 5.1.1, 5.1.2
4a. Why is important to be in your own self-space when striking?
4b. Why is it important to follow safety rules when striking?
Revised 2009-2010
15
Grade: K-2
Subject: Physical Education
Unit: Striking
Lens: Tracking
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The variety of body part/implements used
when striking.
2. Body positions for various forms of striking.
3. The importance of keeping your eye on the
object when striking.
4. The angle of the implement at point of contact
will affect the direction of the object.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
AC
1. Strike with hand, short handled and/or long
handled implements.
2. Demonstrate correct body position according to
the type of striking.
3. Make contact with the object being struck.
4. Hit an object in different directions based on
the angle, point of contact and follow-through.
Revised 2009-2010
16
Critical Content/Concept Web
Unit Topic:
Tumbling and Balance
Conceptual Lens:
Grade:
Unit Overview
Body Awareness
Students will be introduced to various
body positions and balances, weight
transfers, rolling and traveling on specific
body parts. Students will be made
aware of the continuity and fluidity of
movement.
K-2
Balance
Weight Transfer
Activities will include animal movements,
tumbling and inverted balances, balance
stunts, individual stunts and partner
stunts.
Unit Topic:
Tumbling and Balance
Body Control
Safety
Revised 2009-2010
17
Grade: K-2
Subject: PE
Unit: Tumbling & Balance
Lens: Body Awareness
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4
1a. How does body position affect rolling? (i.e. forward, pencil,
log, backward)
1b. Why is it important to keep your arms straight when
performing feet to hands weight transfers such as cartwheels
and round-offs?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. Why is it important to know correct technique when rolling,
transferring weight and balancing?
3. Successful coordinated movement can lead to enjoyment
in a variety of activities. 3.1.1, 3.1.3
3a. What are some different activities that include tumbling and
balance?
3b. How can practice affect your ability to tumble?
4. Knowing body responses to physical activity and engaging 4. How does muscular strength help when performing various
in a variety of activities promotes health-related fitness.
tumbling and balance movements?
4.1.1, 4.1.2, 4.1.3
5. Visual and body awareness promote safety. 5.1.1, 5.1.2,
5.1.3
5a. Why is it important to roll in one direction on the mat?
5b. Why is it important to wait your turn?
5c. Why is it important to be aware of self-space when
performing weight transfers?
Revised 2009-2010
18
Grade: K-2
Subject: PE
Unit: Tumbling & Balance
Lens: Body Awareness
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. How to perform various rolls, such as:
a. Log roll
b. Pencil roll
c. Forward roll
d. Egg roll
2. How to perform various weight transfers in
movement, such as:
a. Cartwheel
b. Donkey Kick
c. Handstand
d. Round offs
e. Animal walks
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
1.
2.
3.
4.
5.
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
Perform various rolls
Perform various weight transfer in movement
Perform the one-foot static balance
Perform various static balances
Follow rules and procedures for safety
3. The cues for One Foot Static Balance (assessed in 1st)
a. 10 seconds on each foot
b. Raised foot independent of standing leg
4. How to perform various static balances, such as:
a. Balance on different numbers of bases of
support
b. Headstand
c. Partner balances (with mats)
d. Static balances with low equipment
5. Rules and procedures for safety
Revised 2009-2010
19
Critical Content/Concept Web
Unit Topic:
Volleying & Dribbling
Conceptual Lens:
Grade:
Unit Overview
Coordination & Control
The student will be introduced and begin
to develop volleying and dribbling skills
using different types of equipment and
coordination of different body parts.
K-2
Coordination
Body Control
Activities will include use of dominant
and non-dominant hands. Activities will
focus on control in self-space and in
general space while dribbling and
volleying.
Unit Topic:
Volleying
&
Dribbling
Balance
Tracking
Revised 2009-2010
20
Grade: K-2
Subject: PE
Unit: Volleying & Dribbling
Lens: Coordination & Control
Enduring Understandings
1.
Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4
Guiding Questions
1a. What are the cues for dribbling, volleying and underhand
striking?
1b. Which part of the hand do you use for dribbling?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. How would volleying and dribbling look without body control?
2b. Why do you need to be behind the ball when underhand
striking?
2c. Why is it important to push down on the ball when dribbling?
2d. Why is it important to use a flat surface when volleying?
3. Successful coordinated movement can lead to enjoyment in a
variety of activities. 3.1.1, 3.1.3
3a. How can learning to dribble and volley help you enjoy the
activity?
3b. How can practice affect your ability to dribble/volley?
4. Visual and body awareness promote safety. 5.1.1
4a. Why is important to be aware of your own self-space and
surroundings when dribbling and volleying?
4b. Why is it important to follow safety rules?
5. Good sportsmanship promotes the enjoyment of an activity,
benefits self and others and fosters positive relations. 5.1.3
5a. Why is it important to share/take turns during an activity?
5b. Why is it important to play by the rules?
Revised 2009-2010
21
Grade: K-2
Subject: Physical Education
Unit: Volleying and Dribbling
Lens: Coordination & Control
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The cues for dribbling with dominant hand
(assessed in 2nd)
a. push using fingers (no slap)
b. waist high
c. not continuously looking at the ball
d. continuous forward movement
e. width of gym
2. A controlled dribble allows movement in a
variety of directions, levels and pathways.
3. The cues for volleying
a. Keep eyes on object
b. Stay under the object
c. Keep it up/no catch
4. The cues for underhand striking
a. Hold ball in front of hitting hand
b. Arm back
c. Step with opposite foot
d. Flat hand
5. A flat surface improves control of the object
volleyed.
6. Body position determines direction of volley
7. How to move throughout general space while
dribbling
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
1. Dribble continuously while stationary and
slowly traveling in a variety of directions and
pathways.
2. Dribble with dominant and non-dominant hand.
3. Dribble at different levels while keeping the ball
at or below the waist line.
4. Dribble and travel forward while not
continuously looking at the ball.
5. Continuously volley a lightweight ball or balloon
upward in self space.
6. Volley using a variety of body parts.
7. Volley using dominant and non-dominant
hands.
8. Underhand strike a lightweight object forward.
9. Follow safety rules.
Revised 2009-2010
22
Critical Content/Concept Web
Unit Topic:
Rhythm and Dance
Conceptual Lens:
Grade:
Unit Overview
Expression
The student will explore self-expression
through rhythm and be introduced to
organized patterns of movement.
K-2
Acceptance of Others
Timing
Participation in rhythm and dance will
allow self-expression through rhythmic
and creative/expressive movement
forms.
Students will be encouraged to use but
not limited to defined movement forms,
levels and pathways.
Unit Topic:
Activities will include various rhythmic
movements, group and individual
movements and repetitive patterns.
Rhythm and Dance
Sequential Movement
Patterns
Expression Through
Movement
Revised 2009-2010
23
Grade: K - 2
Subject: PE
Unit: Rhythms and Dance
Lens: Expression
Enduring Understandings
Guiding Questions
1. Coordinated sequential movements affect the outcome of
individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4
1a. Why is it important to move to music?
1b. Why is it important to learn a number of different
movements and movement patterns?
1c. What is the movement pattern for a skip?
2. Movement knowledge enhances skill development and
performance in a variety of activities. 2.1.1, 2.1.2
2a. How does finding the beat affect movement?
2b. How do different sounds affect your movement?
3. Successful coordinated movement can lead to enjoyment in a
variety of activities. 3.1.1, 3.1.3
3a. Why is it important to cooperate in a group movement?
3b. Why is it important to participate? (self, partner, group)
4. Knowing body responses to physical activity and engaging in a
variety of activities promotes health-related fitness. 4.1.1,
4.1.2, 4.1.3
4a. How would a robot move compared to someone that is
flexible?
4b. How does moving to music affect fitness?
5. Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3
5a. Why is it important to have good body control?
5b. Why is it important to respect others?
6. Good sportsmanship promotes the enjoyment of an activity,
benefits self and others and fosters personal relations. 5.1.1,
5.1.2, 5.1.3
6a. Why is having a good attitude important?
Revised 2009-2010
24
Grade: K - 2
Subject: PE
Unit: Rhythm and Dance
Lens: Expression
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. How to apply movement to music.
2. How to express self through movement.
3. How to create and combine movements into a
sequence.
4. A variety of formations (i.e. scattered, circle,
line, partner).
5. The importance of cooperation while working
with others.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
1. Move to internal and external rhythms.
2. Recognize and move to rhythm/beat in music.
3. Demonstrate a variety of movements to music.
a. Locomotor movements
b. Swing, sway, twist, bend, balance, etc.
4. Work individually, with a partner and with
groups.
5. Display body control while moving to music.
6. Demonstrate a variety of formations with
movement patterns.
7. Demonstrate respect to self and others.
Revised 2009-2010
25
Critical Content/Concept Web
Unit Topic:
Cooperative Games
Conceptual Lens:
Grade:
Unit Overview
Teamwork
Students will work cooperatively and
productively in a group to accomplish a
task.
K-2
Decision Making
Teamwork
Students will experience the importance
of teamwork, decision making and
problem solving in a variety of activities
which will help develop a positive selfconcept.
Activities will include partner and small
group tasks.
Unit Topic:
Cooperative Games
Communication
Self-Concept
Revised 2009-2010
26
Grade: K - 2
Subject: PE
Unit: Cooperative Games
Lens: Teamwork
Enduring Understandings
Guiding Questions
7. Successful coordinated movement can lead to enjoyment
in a variety of activities. 3.1.1, 3.1.3
1a. Why is it important to listen to everyone before beginning the
challenge?
1b. Why is it important to stay focused on the outcome?
8. Visual and body awareness promote safety. 5.1.1
2a. Why is it important for everyone to follow the rules?
9. Good sportsmanship promotes the enjoyment of an
activity, benefits self and others and fosters personal
relations. 5.1.2, 5.1.3
3a. How can you express your idea without hurting other
student’s feelings?
3b. How do you give positive feedback?
3c. Why is it important to listen to the ideas of others?
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Grade: K - 2
Subject: PE
Unit: Cooperative Games
Lens: Teamwork
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Working together equals success.
2. Communication is an important part of
teamwork.
3. That each situation requires different decision
making skills.
4. The importance of listening and accepting the
ideas of others before making decisions.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
AC
1. Problem-solve to complete a task.
2. Clearly communicate ideas to teammates.
3. Use appropriate social skills to participate in
group activities.
4. Respect the opinions of others.
Revised 2009-2010
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IDAHO CONTENT STANDARDS
GRADE K- 2
PHYSICAL EDUCATION
Standard 1: Skilled Movement
Goal 1.1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of
physical activities.
Objective(s): By the end of grade 2, students will:
K-2.PE.1.1.1
Achieve mature forms in the basic locomotor skills (e.g., walking, running, skipping, etc.) and vary the
manner in which these skills are performed during changing conditions and expectations (e.g., levels, speeds,
pathways, relationships, and effort).
K-2.PE.1.1.2
Demonstrate smooth transitions between sequential locomotor, non-locomotor, and manipulative skills (e.g.
PEmetrics, etc.).
K-2.PE.1.1.3
Achieve mature form in the less complex manipulative skills (e.g., underhand throw, catching, rolling, etc.)
and show progress toward achieving mature form in the more complex manipulative skills (e.g., foot dribble,
overhand throw, kicking, etc.).
K-2.PE.1.1.4
Demonstrate control in non-locomotor skills (e.g., twisting, bending, weight-transfer, etc.) as well as weightbearing and balancing on a variety of body parts (e.g. symmetrical/asymmetrical, stork stand, partner
balances, etc.).
Standard 2: Movement Knowledge
Goal 2.1: Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to
the learning and performance of physical activities.
Objective(s): By the end of grade 2, students will:
K-2.PE.2.1.1
Identify simple biomechanical principles (e.g., opposition, weight transfer, wide base of support for stability,
etc.).
K-2.PE.2.1.2
Identify and apply critical cues and concepts of body, space, effort, and relationships that vary the quality of
movement (e.g., side to target, move in personal space, throw hard for distance, name different pathways,
etc.).
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29
Standard 3: Valuing a Physically Active Lifestyle
Goal 3.1: Participate daily in physical activity for health, enjoyment and/or satisfaction, challenge, selfexpression and/or social interaction.
Objective(s): By the end of grade 2, students will:
K2.PE.3.1.1
Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 33% of the
lesson time (e.g., time assessment, pedometer = 1800 steps in a 30 minute class or 60 steps per minute,
etc.).
K-2.PE.3.1.2
Participate daily in moderate to vigorous physical activity during and outside of class as recommended by
NASPE, CDC, and USDHHS of at least 60 minutes or more per day (e.g., activity logs, step count of at least
12000 steps per day, activity breaks, etc.).
K-2.PE.3.1.3
Express feelings about participation appropriately during physical activity (e.g., use of emoticons like smiley
faces and thumb up/down, etc.).
Standard 4: Personal Fitness
Goal 4.1: Achieve and maintain a health-enhancing level of physical fitness.
Objective(s): By the end of grade 2, students will:
K-2.PE.4.1.1
Engage in a variety of activities that promote health-related physical fitness (e.g., jumping rope, riding a
bicycle, animal walks, climbing rope, chasing and fleeing games, tumbling activities, dance skills, etc.).
K-2.PE.4.1.2
Know and demonstrate basic knowledge of health-related fitness including cardio respiratory endurance,
muscular strength and endurance, flexibility, and body composition (e.g., identify various activities that
demonstrate each health-related component, etc.).
K-2.PE.4.1.3
Recognize physiological signs associated with participation in moderate-to-vigorous physical activity (e.g.,
sweating, fast heart rate, heavy breathing, etc.).
Standard 5: Personal and Social Responsibility
Goal 5.1: Exhibit responsible and social behavior that respects self and others in physical activity settings.
Objective(s): By the end of grade 2, students will:
K-2.PE.5.1.1
Apply physical education class rules, procedures, and safe practices (e.g., listen/respond to teacher and
peers, personal space, follow directions, etc).
K-2.PE.5.1.2
Interact cooperatively using interpersonal communication during partner and small group activities (taking
turns, sharing equipment, helping others, etc).
K-2.PE.5.1.3
Work together to problem solve, complete a task, and/or tackle a challenge (e.g. rock/paper/scissors,
sharing, partner games, etc).
Revised 2009-2010