ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: I
UNIT NAME: MOVEMENT
EDUCATION/RHYTHM
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Develop and refine basic Gross Motor Skills
(walk, run, hop, skip, jump, gallop, slide, skip)
Observation
Tag/Relay/Movement activities
2
Demonstrate appropriate control while moving in
personal and general space.
3
Explain how basic movement and safety play a
role in physical activity
Utilize refined Gross Motor skills in an applied
setting
Understanding and implementing basic gross
motor skills leads to the foundation for regular
physical activity.
Demonstrate levels, direction, ranges and
pathways in a controlled and applied setting.
Respond to a change in tempo, beat, rhythm, and
musical style while performing in time, and with
appropriate force and flow.
Correct and respond to feedback provided by
both peers and teachers in response to movement.
2.5.P.A.1
2.5.P.A.2
2.5.2.A.1
2.5.2.A.2
2.5.2.C.2
4
5
6
7
8
9
10
Identify and demonstrate that movement skills
can be modified according to the change in music
(i.e. tempo, beat, rhythm, and musical style).
Understanding, implementing, and monitoring
fitness goals can lead to a healthy lifestyle
2.5.2.A.1
2.6.2.A.1
2.5.2.A.1
2.5.2.A.3
2.5.2.A.2
Observation
Movement activities
Observation
Movement activities
Observation
Tag/Relay/Movement Games
Observation
Movement activities
Observation
Movement activities in a variety of spaces
Observation
Movement activities/Dance
2.5.2.A.2
2.5.2.A.3
Observation
Tag/Relay/Movement
activities
Observation
Individual space activities
2.6.2.A.2
2.6.2.A.3
Observation
Fitness stations
2.5.2.A.4
1
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: II
UNIT NAME: WELLNESS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Explain how one’s decisions to be active can
have a direct impact on the way they feel.
Develop decision making skills that promote
participation in moderate to vigorous ageappropriate physical activities.
Describe how outside factors influence decision
making in regards to setting a fitness goal.
2.2.2.B.2
Observation
Discussion on teamwork and sportsmanship
Observation
Age appropriate cooperation activities
2
3
4
Explain how regular physical activity contributes
to being “well”.
5
Explain what it means to be physically fit and
how moderate to vigorous physical activity aids
in the achievement of obtaining wellness goals.
6
Develop a fitness goal and monitor how it might
affect one’s overall wellness.
7
Identify the basic safety rules that should be
applied when participating in any movement
activity.
Explain how a safe environment encourages
continued participation in physical activity.
8
9
10
11
12
Demonstrate basic activity and safety rules while
engaging in moderate to vigorous age-appropriate
physical activity.
Determine how participation in regular physical
activity may help to prevent common health
problems
Identify body parts and how they work in relation
to each other when performing movements
Identify and Explain areas and behaviors that are
associated with safety in the physical education
environment
2.6.2.A.2
2.2.2.B.2
2.6.2.A.3
2.2.2.B.3
2.2.2.B.4
2.6.2.A.1
2.1.2.A.1
2.6.2.A.2
2.6.2.A.3
2.2.2.B.4
2.6.2.A.3
2.2.2.B.2
2.2.2.B.4
2.5.2.C.2
2.1.2.D.1
Observation
Discussion about setting realistic goals
Discussion and encouragement of physical
activity outside of school
Discussion and encouragement of physical
activity outside of school
Observation and record keeping of goals and
progress
Discussion and observation
2.6.2.A.2
2.5.2.C.2
2.6.2.A.2
2.5.2.C.2
Discussion and observation
2.6.2.A.1
2.1.2.C.1
Discussion
2.1.2.A.2
Discussion and warm up activities
2.1.2.D.1
Discussion and Observation
Observation
2
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: III
UNIT NAME: MANIPULATIVE
SKILLS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Identify and demonstrate selected critical
elements of manipulative skills
2.5.P.A.3
2
Demonstrate the proper way to project small or
large objects in a variety of ways
2.5.P.A.3
3
Demonstrate the appropriate use of: beanbags,
balloons, balls, Frisbees,
hoops, jump ropes, paddles, parachutes,
scarves, scoops, scooters,
sticks etc.
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
Observation
Throwing/Catching/Rolling
Using a variety of equipment
Observation
Throwing/Catching/Rolling
Using a variety of equipment
1. Combine throwing and catching an object.
2. Have students hit a balloon to him or herself
using front and back of hand.
3. Have students hit a balloon back and forth with a
partner.
4. Have students hit a large soft ball off a large cone
with their hand.
5. Introduce a small, lightweight racquet and have
the students hit a balloon upward using the racquet.
6. Hit balls against a wall.
7. Striking with various objects: bats, Pillo Pollo
sticks, racquet ball racquets…..
8. Parachute games
9. Scooter floor hockey
10. Scooter relays
11. Jump ropes
• Jump and turn with no rope
• Jump with a self-turned rope
o Jump forward/backward
o Skip forward
o Hop forward
o Gallop forward
o Jump with varying speeds/rhythms
• Jump with a long rope turned by others
o Stationary start
o Using rhymes
o Entering a turning rope
o Exiting a turning rope
• Jump rope spun in a circle by one turner
12. Juggling
• One scarf
3
4
Apply variables (proper body mechanics, range
of motion, directions,
pathways, levels, effort, personal and general
space, visual and verbal cues
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
• Two scarves
• Three scarves
• Challenges
o Toss under leg
o Toss-catch with one hand
o Two-handed toss and catch
1. Combine throwing and catching an object.
2. Scooter floor hockey
3. Scooter relays
4
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: IV
UNIT NAME: MOVEMENT
LOCOMOTOR/NONLOCOMOTOR
SKILLS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate locomotor skills: gallop, skip, walk,
run, hop, jump, leap, and
slide.
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
1. Have students strike balloons using different
body parts.
2. Students find a partner and make the same
shape at the signal.
3. Students travel and then freeze in a specified
shape at your signal.
4. Students use jump ropes to make the shape of
a symmetrical or
asymmetrical letter or number.
5. Students move over, through, and around a
hoop.
6. Use hoops or carpet squares to help students
define self-space.
7. Students travel to music using the locomotor
movement the teacher calls
out. They find self-space when music stops.
8. Give a signal and have students move either
fast of slow to a new square
within a large marked off area. Give a second
signal that tells them they
should be on a square.
9. Follow the Leader – Partners take turns being
the leader. Walk in
different ways and directions.
2
Demonstrate non-locomotor skills: bend, twist,
pull, push, stretch, swing,
sway, turn, shake…..
1. Practice these skills during warm ups and/or
tagging and dancing activities
3
Demonstrate body shapes: angular, curved,
twisted, narrow, wide,
symmetrical, asymmetrical.
Demonstrate moving in directions: forward,
backward, sideways, up, down.
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
1. Can You Walk Like…….Students find their
own space and walk like a
penguin, crab, gorilla, robot, elephant……
5
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: V
UNIT NAME: TUMBLING
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate rolls: log, egg, forward, backward,
safety, straddle.
2.5.2.A.1
2.5.2.A.4
2
Demonstrate jumps: tuck, pike, straddle.
2.5.2.A.1
2.5.2.A.4
3
Demonstrate balances: V sit, knee scale, stork
stand, front scale, Y scale,
tip up, tripod, mule kick
2.5.2.A.1
2.5.2.A.4
4
Demonstrate animal walks: bear, seal, elephant,
crab, duck, lame dog,
penguin, gorilla, bunny hop, crazy (grapevine).
2.5.2.A.1
2.5.2.A.4
1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
6
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: VI
UNIT NAME: FITNESS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Identify at least one activity for each healthrelated fitness component:
cardiovascular endurance, muscular
strength/endurance,
and flexibility.
Identify at least one activity for each skill-related
fitness component:
agility, speed, power, coordination, and balance.
2.6.2.A.1
2.6.2.A.2
2.6.2.A.3
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
2.6.2.A.1
2.6.2.A.2
2.6.2.A.3
3
Engage in moderate to vigorous physical activity.
2.6.2.A.1
2.6.2.A.2
2.6.2.A.3
4
Explain the importance of regular physical
activity.
2.6.2.A.1
2.6.2.A.2
2.6.2.A.3
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
2
7
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE K-2
UNIT: VII
UNIT NAME:
LIFETIME/COOPERATIVE ACTIVITIES
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate the following abilities:
Dodging, faking, chasing, fleeing
Cooperating
Communicating with teammates
Teamwork
Demonstrate appropriate sports-like
behavior as a player and as an observer.
2.5.2.A.1
2.5.2.B.4
Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
2
3
Demonstrate an understanding of the
various roles in the game.
Demonstrate an understanding of the game
rules.
4
Explain how mental attitude influences
performance.
2.5.2.A.1
2.5.2.B.1
2.5.2.B.3
2.5.2.B.4
2.5.2.B.2
2.5.2.B.3
2.5.2.B.1
2.5.2.B.3
8
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: I
UNIT NAME: MOVEMENT
EDUCATION/RHYTHM
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate essential elements of
movement while performing non locomotor
(stretching, bending), locomotor (galloping,
running), and manipulative skills (throwing,
striking).
2.5.4.A.1
2.5.1.A.3
2.5.6.A.1
2
Perform essential elements of movement in
a rhythmic activity.
2.5.4.A.1
2.5.4.A.3
2.5.6.A.1
2.6.4.A.2
3
Demonstrate appropriate control when
engaging in game, activity, or dance in
various applied settings.
2.5.4.A.2
4
Explain how executing essential elements
of movement may affect one’s personal
health and fitness.
2.5.4.A.1
2.5.4.A.3
2.5.6.A.1
2.6.4.A.2
5
Combine accurate rhythm, coordination,
and movement patterns while participating
in games, activities and dance.
2.5.6.A.1
2.5.4.A.1
6
Demonstrate a synchronized group
rhythmic activity that engages students in
moderate to vigorous physical activity.
2.5.4.A.3
2.5.6.A.2
2.5.6.A.1
2.5.4.A.1
2.5.4.A.2
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances
9
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: II
UNIT NAME: WELLNESS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Explain the differences between healthrelated fitness and skill-related
fitness.
Describe how body systems adapt to
regular physical activity.
2.6.4.A.2
2.6.4.A.3
Describe factors that influence fitness
(heredity, training, diet, age,
gender, technological advances, and
anabolic steroid use).
Use the principles of frequency, intensity,
and time (FIT) to develop and
implement a personal fitness program. Use
available technology to
monitor progress.
Explain the physical, social, and emotional
benefits of regular physical
activity.
Safely engage in moderate to vigorous
physical activity for a specified
amount of time at or above target heart rate
while monitoring
physiological responses.
2.1.4.A.2
2.2.4.B.3
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
2
3
4
5
6
2.6.4.A.1
2.6.4.A.4
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
2.1.4.A.1
2.6.4.A.1
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
2.6.4.A.1
10
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: III
UNIT NAME: MANIPULATIVE
SKILLS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate and use various locomotor
skills.
Demonstrate and use various manipulative
skills.
Demonstrate strategies using the following
skills:
Dodging, faking, chasing, fleeing
Cooperating
Communicating with teammates
Teamwork
Demonstrate appropriate sports-like
behavior as a player and as an observer.
Demonstrate an understanding of the
various roles in the game.
Demonstrate an understanding of the game
rules.
Use equipment responsibly
2.5.4.B.1
2.5.4.B.2
Speed Volleyball, hula hoop tag, crazy kickball, muggle
quidditch
2.5.4.B.1
2.5.4.B.2
Speed Volleyball, hula hoop tag, crazy kickball, muggle
quidditch
2.5.4.B.1
2.5.4.B.2
Speed Volleyball, hula hoop tag, crazy kickball, muggle
quidditch
2
3
11
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: IV
UNIT NAME: BASKETBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Ball handling/dribbling, passing, shooting,
rebounding
2.5.4.B.1
2.5.4.B.2
1. Have students dribble from one end of the marked area
to the other end
trying to avoid being touched by students who are standing
in hoops
scattered throughout general space. If touched, students
dribble in their
self-space for a count of ten before moving on towards the
end line.
2. Students dribble while traveling through space and, at
the signal, stop
traveling but continue dribbling. At the next signal, they
begin moving
again.
3. Challenge students to dribble while moving to the right
and left, making
sure to dribble with the opposite hand they are moving.
2
Apply variables (proper body mechanics,
principles of forced motion,
base of support and center of gravity,
energy, flow, effort, range of
motion, personal and general space, and
visual and verbal cues).
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates
Demonstrate appropriate sports-like
behavior as a player and as an
observer.
Demonstrate an understanding of the
responsibilities of various positions.
Demonstrate an understanding of basketball
rules.
Use equipment responsibly.
2.5.4.B.1
2.5.4.B.2
4. Stations: form shooting, defensive shuffles, passing, line
jumps, control
dribble between cones, lay-ups, speed dribbles
5. Shooting games
2.5.4.B.1
2.5.4.B.2
6. Dribble Tag
7. Small-sided basketball game
2.5.4.B.1
2.5.4.B.2
Observation of small sided games
3
4
12
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: V
UNIT NAME: FLAG FOOTBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Passing, receiving, running pass patterns,
handing off, ball carrying,
place-kicking, punting
2.5.4.B.1
2.5.4.B.2
2
Apply variables (proper body mechanics,
principles of forced motion,
base of support and center of gravity,
energy, flow, effort, range of
motion, personal and general space, and
visual and verbal cues).
2.5.4.B.1
2.5.4.B.2
3
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates
2.5.4.B.1
2.5.4.B.2
4
Demonstrate appropriate sports-like
behavior as a player and as an
observer.
Demonstrate an understanding of the
responsibilities of various positions.
Demonstrate an understanding of football
rules.
Use equipment responsibly.
2.5.4.B.1
2.5.4.B.2
1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and
defender. Play a
game: one point for a pass breakup, two points for an
interception.
3. Punt and Catch – Score one point for every dropped punt
that travels 20
yards or more.
4. Small-sided flag football game
1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and
defender. Play a
game: one point for a pass breakup, two points for an
interception.
3. Punt and Catch – Score one point for every dropped punt
that travels 20
yards or more.
4. Small-sided flag football game
1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and
defender. Play a
game: one point for a pass breakup, two points for an
interception.
3. Punt and Catch – Score one point for every dropped punt
that travels 20
yards or more.
4. Small-sided flag football game
1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and
defender. Play a
game: one point for a pass breakup, two points for an
interception.
3. Punt and Catch – Score one point for every dropped punt
that travels 20
yards or more.
4. Small-sided flag football game
13
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: VI
UNIT NAME: FLOOR HOCKEY
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Dribbling, passing, shooting, tackling,
goaltending
2.5.4.B.1
2.5.4.B.2
1. Partner drills – passing, shooting, dribbling, defending,
goaltending
2. Line drills – One line receives a pass, dribbles and
shoots. The other line
passes and rebounds the puck.
3. Obstacle course dribble – In groups of four, form a line
in front of a zigzag
course marked by cones. Each student must dribble
through the cones and back
as quickly as possible.
4. Keep Away – Place four students in a square with a
player in the center. The
center player tries to intercept passes across the square.
5. Shooting goals – Set up mini goals throughout the gym
and divide the
students into groups of three. Each student takes turns
shooting from 20 feet
away.
6. Dump and Chase – The puck is thrown in the
opposition’s zone and chased
by one or two offensive payers. This is an easy way to
penetrate the opposing
team’s zone without losing control of the puck. The key to
success is the ability
of the chasers to get to the puck before the defense.
7. Alley Floor Hockey – Divide the floor or playing area
into five alleys with
cones or floor tape. Each team places one player in each
alley. The remaining
players from each team are goalies. Teams observe all
floor hockey rules with
the addition of a loss of possession penalty for players who
leave their alley.
After 3 minutes of play or after a goal is scored, the five
players from each team
rotate out and exchange places with five goalies.
8. Small-sided floor hockey game
14
2
3
4
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates
Demonstrate appropriate sports-like
behavior as a player and as an
observer.
Demonstrate an understanding of the
responsibilities of various positions.
5
Demonstrate an understanding of hockey
rules.
6
Develop strategies to improve behavior,
participation, and enjoyment of
hockey as both a player and an observer.
Explain how rules enhance participation
and safety in hockey.
7
2.5.4.B.1
2.5.4.B.2
See above
2.5.4.B.1
2.5.4.B.2
See above
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
See above
2.5.4.B.1
2.5.4.B.2
See above
See above
See above
15
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: VII
UNIT NAME: SOCCER
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Dribbling, trapping, passing, shooting,
tackling, throw-ins, punting,
goaltending
2.5.4.B.1
2.5.4.B.2
2
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates
Demonstrate an understanding of soccer
rules.
2.5.4.B.1
2.5.4.B.2
1. Have students shoot at various targets.
2. Kick the ball to a moving target using a leading pass.
After three kicks
students switch positions.
3. Zigzag Dribble – Set up cones in a zigzag formation.
4. Alley Soccer – Set up four or five alleys. Players must
play within their
assigned alleys.
5. Wall Kick and Trap
6. Kicking Golf
7. Practice throw-ins with a partner
8. Shuttle Dribble Relay
9. Partner drills
10. Sideline Soccer
11. Soccer stations: dribbling, passing, trapping, shooting
12. Small sided soccer game
See above
3
4
Demonstrate an understanding of the
responsibilities of various positions.
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
See above
See above
16
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: VIII
UNIT NAME: SOFTBALL/WHIFFLE
BALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Catching, throwing, fielding, batting, baserunning
2.5.4.B.1
2.5.4.B.2
2
Understand specific fielding positions.
Understand batting order.
3
Understand backing up plays/throws.
Understand cut-offs.
Know where to make the play before the
ball is pitched.
Demonstrate knowledge of base-running
skills.
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
1. Partner throw and catch
2. Throwing relay – Four or five players in a line practicing
cut-off
technique.
3. Modified games: no strikeouts, teacher pitches, soft toss
instead of pitch,
a tee is used instead of a pitcher, start the inning with
runners on base to
create defensive and offensive strategies…..
4. Discuss the impact of the sport of baseball on American
culture and
history. (Social Studies)
5. Pickle
See above
4
5
Understand the roles of the batting order.
Understand the pitch count.
6
Understand fouls, forced outs, tagged outs,
and tagging up.
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
2.5.4.B.1
2.5.4.B.2
See above
See above
See above
See above
17
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 3-5
UNIT: IX
UNIT NAME: VOLLEYBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Serving, passing
2.5.4.B.1
2.5.4.B.2
2
Explain how rules enhance participation
and safety in volleyball.
2.5.4.B.1
2.5.4.B.2
1. Circle drill – Practice bump and sets.
2. Partner drill – One partner tosses to the other who
practices bumps and
sets.
3. Serving drill – Use multiple balls and have students line
up across the
end line and serve the balls back and forth.
4. Stations – Divide the class into five teams and arrange
different skill
drills throughout the gym.
5. Modified games: bumps only, first hit bumps, two serves
per server,
three hits required, lower the net, play on a bounce….
6. Lead-up games:
Bounce Ball - Play without a net. Players can only play the
ball after
one bounce.
Newcomb – Players throw and catch the ball over the net.
Modified serve - Players in the front row are allowed to
assist the
ball over the net.
Four-way Volleyball - Two nets dividing four courts and
four teams.
Keep It Up – Squads arranged in circles try to keep the all
in the air
the longest
See above
18
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: I
UNIT NAME: MOVEMENT
EDUCATION/RHYTHM
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate the ability to memorize and
perform a movement pattern.
Line dances: Cha Cha Slide, Macarena, Electric Slide…..
2
Perform various dances (line and square).
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.A.4
2.5.8.A.1
2.5.8.A.2
2.5.8.A.3
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.A.4
2.5.8.A.1
2.5.8.A.2
2.5.8.A.3
2.5.8.A.4
Line dances: Cha Cha Slide, Macarena, Electric Slide…..
19
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: II
UNIT NAME: FITNESS
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Discuss the physical, social, and emotional
benefits of regular physical
activity
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
2
Differentiate how body systems adapt to
acute exercise vs. regular
exercise over a period of time.
3
Analyze factors that influence fitness
(health status, interests,
environmental conditions, available time,
technology, body
composition, marketing of fitness products,
anabolic steroids and
other performance-enhancing substances).
Apply training principles using various
training methods (isometric,
isotonic, interval, and circuit) to improve
fitness.
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
4
5
Recognize signs and symptoms that require
termination of exercise or
healthcare follow-up.
6
Enhance fitness by engaging in age and
gender- specific physical
activity, and monitor physiological
responses.
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
1. Fitness stations
2. Large group games with the focus on fitness
3. Circuit training
4. Obstacle course
20
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: III
UNIT NAME: LARGE GROUP GAMES
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Students will be able to :
Use various locomotor skills.
Use various manipulative skills.
Volleyball/Basketball/Baseball
King Ball
Jailball
2
Analyze good sports-like conduct for game
participants and
observers.
3
Incorporate game rules and analyze their
impact on participants.
4
Analyze how character development can be
enhanced by individual, group,
and team activities.
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.B.2
2.5.6.B.1
2.5.6.C.1
2.5.6.C.2
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.B.2
2.5.6.B.1
2.5.6.C.1
2.5.6.C.2
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.B.2
2.5.6.B.1
2.5.6.C.1
2.5.6.C.2
2.5.6.A.1
2.5.6.A.2
2.5.6.A.3
2.5.6.A.4
2.5.6.B.2
2.5.6.B.1
2.5.6.C.1
2.5.6.C.2
Volleyball/Basketball/Baseball
King Ball
Jailball
Volleyball/Basketball/Baseball
King Ball
Jailball
Volleyball/Basketball/Baseball
King Ball
Jailball
21
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: IV
UNIT NAME: BASKETBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate proper ball handling/dribbling,
passing, shooting, rebounding
2.5.6.A.1
2.5.6.B.1
2.5.8.B.1
2
Demonstrate offensive and defensive roles.
2.5.6.B.1
2.5.8.B.1
3
Communicate with teammates.
2.5.6.B.2
2.5.8.B.3
1. Sideline Basketball
2. Relays
3. Game play
4. Dribble knockout
1. Sideline Basketball
2. Relays
3. Game play
4. Dribble knockout
1. Sideline Basketball
2. Relays
3. Game play
4. Dribble knockout
22
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: V
UNIT NAME: FLOOR HOCKEY
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Dribbling, passing, shooting, tackling,
goaltending
2.5.6.C.1
2.5.6.C.2
1. Partner drills – passing, shooting, dribbling, defending,
goaltending
2. Line drills – One line receives a pass, dribbles and
shoots. The other line
passes and rebounds the puck.
3. Obstacle course dribble – In groups of four, form a line
in front of a zigzag
course marked by cones. Each student must dribble
through the cones and
back as quickly as possible.
4. Keep Away – Place four students in a square with a
player in the center. The
center player tries to intercept passes across the square.
45
5. Shooting goals – Set up mini goals throughout the gym
and divide the
students into groups of three. Each student takes turns
shooting from 20
feet away.
6. Dump and Chase – The puck is thrown in the
opposition’s zone and chased
by one or two offensive payers. This is an easy way to
penetrate the
opposing team’s zone without losing control of the puck.
The key to success
is the ability of the chasers to get to the puck before the
defense.
7. Alley Floor Hockey – Divide the floor or playing area
into five alleys with
cones or floor tape. Each team places one player in each
alley. The
remaining players from each team are goalies. Teams
observe all floor
hockey rules with the addition of a loss of possession
penalty for players
who leave their alley. After 3 minutes of play or after a
goal is scored, the
23
five players from each team rotate out and exchange places
with five goalies.
8. Steal the Bacon
9. Small-sided floor hockey game
2
3
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates
Demonstrate appropriate sports-like
behavior as a player and as an
observer.
Demonstrate an understanding of the
responsibilities of various positions.
Demonstrate an understanding of hockey
rules.
Develop strategies to improve behavior,
participation, and enjoyment of
hockey as both a player and an observer.
Explain how rules enhance participation
and safety in hockey.
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
24
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: VI
UNIT NAME: NET GAMES
BADMINTON/PICKLE BALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate the serve, forehand, backhand,
smash, drop
1. Partner hitting drills
2. Game play
2
Demonstrate spatial awareness on the court.
2.5.6.C.1
2.5.6.C.2
2.5.6.C.1
2.5.6.C.2
1. Partner hitting drills
2. Game play
25
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: VII
UNIT NAME: SOCCER
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate dribbling, trapping, passing,
shooting, tackling, throw-ins, punting,
goaltending
2.5.6.C.1
2.5.6.C.2
2
Demonstrate the following skills:
Passing and receiving
Moving to get open
Faking and dodging
Defending space
Comparing and contrasting offensive and
defensive strategies.
2.5.6.C.1
2.5.6.C.2
1. Shuttle dribble relay
2. Dribble Knockout
3. Small sided soccer game
4. Regulation soccer game
1.
Shuttle dribble relay
2.
Dribble Knockout
3. Small sided soccer game
4. Regulation soccer game
3
2.5.6.C.1
2.5.6.C.2
2.5.8.B.1
1.
Shuttle dribble relay
2.
Dribble Knockout
3. Small sided soccer game
4. Regulation soccer game
26
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: VIII
UNIT NAME:
SOFTBALL/WHIFFLEBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate the following skills:
Catching, throwing, fielding, batting, baserunning, adjusting bat speed
2.5.6.C.1
2.5.6.C.2
1. Partner throw and catch
2. Modified games: no strikeouts, teacher pitches, soft toss
instead of pitch,
a tee is used instead of a pitcher, start the inning with
runners on base to
create defensive and offensive strategies…..
3. Discuss the impact of the sport of baseball on American
culture and
history. (Social Studies)
4. Pickle
5. Running Bases
2
Understand fouls, forced outs, tagged outs,
and tagging up.
2.5.6.C.1
2.5.6.C.2
27
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: IX
UNIT NAME: TEAM HANDBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate proper handball skills for:
Throwing, passing, catching, dribbling,
shooting, goaltending
2.5.6.C.1
2.5.6.C.2
2
Compare and contrast offensive and
defensive strategies
2.5.8.B.2
1. Partner drills
2. Lead up games – keep away, target shooting
3. Small-sided modified games
4. Game play
1. Partner drills
2. Lead up games – keep away, target shooting
3. Small-sided modified games
4. Game play
28
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
#
1
2
GRADE 6-8
STUDENT LEARNING
OBJECTIVES
Demonstrate the proper skills for:
Passing, receiving, running pass patterns,
handing off, ball-carrying, place-kicking,
punting, and snapping a football
Demonstrate:
Moving to an open space
Moving to get open
Faking and dodgeing
UNIT: X
CORRESPONDING
NJCCCS
2.5.8.B.1
2.5.8.B.2
2.5.8.B.1
2.5.8.B.2
UNIT NAME: FLAG FOOTBALL
ASSESSMENT/
ACTIVITIES
1. Pass relays
2. Small-sided football game
3. Use football skills and strategies for large
group game play.
1. Pass relays
2. Small-sided football game
3. Use football skills and strategies for large
group game play
29
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
#
1
2
GRADE 6-8
STUDENT LEARNING
OBJECTIVES
Demonstrate the proper skills for:
Passing, receiving, pivoting, swatting and
intercepting a frisbee while in play
Demonstrate:
Moving to an open space
Moving to get open
Faking and dodgeing
UNIT: XI
CORRESPONDING
NJCCCS
2.5.8.B.1
2.5.8.B.2
2.5.8.B.1
2.5.8.B.2
UNIT NAME: ULTIMATE FRISBEE
ASSESSMENT/
ACTIVITIES
1. Partner throw and catch
2. Keep Away
3. Frisbee Golf
4. Game play
1. Partner throw and catch
2. Keep Away
3. Frisbee Golf
4. Game play
30
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION
GRADE 6-8
UNIT: XII
UNIT NAME: VOLLEYBALL
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
1
Demonstrate proper techniques for:
Serving, passing, spiking, blocking, digging
2.5.8.B.1
2.5.8.B.2
2
Focus on the following:
Hit the ball to corners.
Use player position strategies.
Communicate with teammates
2.5.8.B.1
2.5.8.B.2
1. Modified games: bumps only, first hit bumps, two serves
per server,
three hits required, lower the net, play on a bounce….
2. Lead-up games:
Bounce Ball – Play without a net. Players can only play the
ball
after one bounce.
Newcomb – Players throw and catch the ball over the net.
Modified serve - Players in the front row are allowed to
assist the
ball over the net.
Four-way Volleyball - Two nets dividing four courts and
four teams.
Keep It Up – Squads arranged in circles try to keep the all
in the air
the longest.
3. Assign students different roles for team play such as:
coaches, officials,
captains, and statisticians.
4. Game play
1. Modified games: bumps only, first hit bumps, two serves
per server,
three hits required, lower the net, play on a bounce….
2. Lead-up games:
Bounce Ball – Play without a net. Players can only play the
ball
after one bounce.
Newcomb – Players throw and catch the ball over the net.
Modified serve - Players in the front row are allowed to
assist the
ball over the net.
Four-way Volleyball - Two nets dividing four courts and
four teams.
Keep It Up – Squads arranged in circles try to keep the all
in the air
the longest.
3. Assign students different roles for team play such as:
31
coaches, officials,
captains, and statisticians.
4. Game play
32
RESOURCES
Dynamic PE for Elementary School Children, Robert Pangrazi
Beyond Activities: Learning Experiences to Support the National PE Standards, Kogut
Never Play Leapfrog with a Unicorn – Mehrhof, Ermler, Worrell, and Brewer
Ready-to-Go PE Activities for Grades K-2, Landy & Landy
www.montvillepe.com
www.pecentral.com
www.pelink4u.com
www.pedigest.com
www.mrgym.com
www.theteacherscorner.net
www.lessonplanspage.com
www.eduref.org
www.lessonplanz.com
Kidnastics – Malmberg
Physical Best Activity Guide – Elementary Level, NASPE
Fitness for Life – Corbin, Masurier, & Lambdin
Physical Education Fireworks – Doss
www.eduref.org
PE Teacher’s Skill by Skill Activity Program, Turner and Turner
www.basketball-drills-and-plays.com
www.coachesclipboard.net
www.y-coach.com
Girl Sports Fit and Fun - Girl Scouts
www.soccerhelp.com
www.footy4kids.co.uk
www.game-ex.com
www.dprsports.com
www.volleyball.lifetips.com
Teaching Movement Education, Abels and Bridges
33
Explanation of activities
Clean Your Room
• The class is divided into two teams.
• The center line of the basketball court is used as the dividing line.
• 25-30 fleece balls are scattered throughout the center area of the floor.
• Students must step and throw balls to the other side of the room.
• Students may only throw one ball at a time.
• When time runs out, the team with fewer balls on their side gets a point,
and the game starts over
Midnight
• The class is divided into two teams which line up at opposite baselines
of the basketball court facing each other.
• Teacher stands behind one of the teams; they will be the taggers.
• Students at the other end ask the teacher together, “What time is it?”
• When the teacher responds with a time, those students take the
corresponding number of steps toward the tagger while counting the
steps out loud.
• This process repeats until the teacher responds “midnight” at which point
the taggers chase the other team back to the baseline where they came
from
• Students who are tagged join the other team.
• After each round the teacher switches ends of the gym.
Jailball
• There are two teams.
• Use soft covered balls (approx. 6).
• If a player gets hit by the opposing team’s thrown ball or the opposing
team catches his/her thrown ball, he/she must report to jail located
behind the opposing team.
• A player gets out of jail by catching a thrown ball from a teammate or
hitting a target.
• Only players in jail can retrieve balls from jail.
• The object is to try to get the entire opposing team in jail.
34
Hula Hoop Tag
• Players are arranged in random formation on the gym floor.
• Five or six hula hoops are scattered throughout the gym floor.
• Students kick the hoops along the ground and try to hit other students in
the foot.
• Students who are hit with a hoop must go to the sidelines.
• Players on the sidelines may continue to kick the hoops from the
sidelines.
• Players in the middle try to eliminate each other by kicking the hoops at
other players.
• Continue playing until one or two players are left.
Builders and Bulldozers
• The class is divided into two teams: builders and bulldozers.
• Cones are scattered throughout the gym floor, half standing and half
lying on their sides.
• On “go,” the builders run to stand up cones while bulldozers run to
knock them over.
• Students may not use their feet. They must bend over and use their
hands to knock the cones down or stand them up.
• After about a minute, teams return to their starting point and the teacher
determines which side won based on how many cones are standing.
• After each round, teams switch jobs.
Hula Hoop Tag
• Players are arranged in random formation on the gym floor.
• Five or six hula hoops are scattered throughout the gym floor.
• Students kick the hoops along the ground and try to hit other students in
the foot.
• Students who are hit with a hoop must go to the sidelines.
• Players on the sidelines may continue to kick the hoops when they come
to the sidelines.
• Players in the middle try to eliminate each other by kicking the hoops at
other players.
• Continue playing until one or two players are left.
35
“Speed Volleyball”
• The game is played like volleyball with the center line of the
basketball court as the dividing line, using a large beach ball.
• A net is set up with jump ropes connecting large cones (about the
height of a tennis net) across the dividing line.
• The serve must go over the net and land on the other side.
• Each team has unlimited hits to get the ball to the other side, but one
player cannot hit the ball twice in a row.
• The ball can be played on a bounce and is not dead until it bounces
twice on one side or the ball is hit under the net.
• All serves must be underhand
• The server can stand as close as is necessary to get the ball over the
net.
• The class is divided into three teams. Each time a point is scored, the
third team enters the court where the team that did not win the point
was playing (the winning team stays).
• All walls are in play during a volley.
• If the ball hits the ceiling, the team that hit the ball to the ceiling
loses the point.
King Ball
• The gym is divided into 4 areas, representing 4 teams, where each
team will have a colored ball placed inside hula hoop.
• The object of the game is to steal the colored balls from the opposing
team’s hoops while protecting their own.
• Students may run back to their teams designated area once they steal
the ball, or they may throw the ball back to another team member in
their designated area.
• If a student is tagged while entering another team’s designated area,
that student will go to a “jail” in the corner of the gym.
• Students can be freed from jail when one of their teammates enters
the jail and tags them.
Crazy Kickball
• Six bases are set up around the perimeter of the basketball court with
home plate in a corner. Runners can overrun home.
• There are two teams. Each team must maintain their batting order.
• Runners cannot pass the runner prior to them, i.e. if runners 2-4 are on a
36
base, 3 and 4 can only advance to the next base if 2 has already gone.
• The only force is at first.
• Bases may have unlimited runners at each.
• A runner gets out by being hit by a thrown ball from the defensive team.
• Runners cannot leave the base until the ball is caught or touches the
ground.
• No stealing, sliding, leading, or bunting.
• Runners must stop running when the pitcher maintains possession of the
ball.
• If a runner is more than half way to a base when the pitcher gets the ball,
he/she may safely advance.
• If a runner is not more than half way, he/she must return to the previous
base without the possibility of getting out.
• Teams switch offense/defense after three outs.
• The object is to score more runs than the other team.
• Use gatorskin or other soft-covered ball.
Volleyball/Basketball/Baseball
• Divide the class into two teams, fielders and batters.
• The fielders place themselves throughout the gymnasium and
designate three shooters who stand under the basket.
• A batter stands at home plate and serves a volleyball underhand and
attempts to run around the bases.
• The fielding team must complete three consecutive passes and then
throw the ball to one of the shooters who must put the ball in the
basket before the batter reaches home.
• Change sides after three outs.
• The ball must travel at least 20 feet and nothing is out-of-bounds.
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE K-2
UNIT: I
UNIT NAME: WELLNESS
37
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Understand the importance of washing hands;
2.1.P.A.1
2.1.2.A.1
2
Demonstrate proper hand washing technique.
2.1.P.A.1
3
List reasons teeth need to be brushed and flossed
daily; demonstrate proper tooth brushing and
flossing techniques.
Recognize the purpose of teeth.
Distinguish between primary and permanent
teeth.
Understand the importance of routine dental
visits.
2.1.P.A.2
4
Understand the importance of washing hair.
2.1.2.A.1
5
List ways to avoid contacting lice.
2.1.2.A.1
6
Recognize the importance of wearing weatherappropriate clothing.
2.1.P.A.1
7
Recognize the importance of wearing appropriate
footwear.
2.1.P.A.1
ASSESSMENT/
ACTIVITIES
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
38
8
Recognize the importance of wearing appropriate
attire and gear for sports.
2.1.P.A.1
9
Define wellness
Explain how making healthy choices and having
healthy relationships contribute to wellness
2.1.2.A.1
10
Identify body parts and understand their basic
functions
2.1.2.A.2
11
Identify the five senses.
Tell why the five senses are important and how to
care for them.
2.1.2.A.2
12
Explain why some foods are healthier to eat than
others.
2.1.2.B.1
2.1.2.B.2
2.1.2.B.3
13
Explain what information can be found on food
and product labels.
2.1.2.B.3
14
Explain ways to prevent the spread of diseases
(hand washing,
immunizations, covering coughs, not sharing
cups, hats, combs…..).
2.1.2.C.1
2.1.2.C.2
2.1.2.C.3
15
Explain and demonstrate ways to prevent injuries
2.1.P.D.1
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
39
(seatbelts and child safety seats in motor vehicles
and bus safety procedures).
Explain and demonstrate simple first aid
procedures (getting help and calling 911,
knowing personal information such as address
and phone number, and avoiding contact with
blood and other body fluids).
16
Recognize that nut allergies can cause severe
reactions
17
Distinguish among “good/safe touch,”
“bad/unsafe touch,” and “confusing
touch.”
2.1.P.D.4
2.1.2.D.1
2.1.2.D.3
2.1.2.D.2
Explain what to do if touching causes
uncomfortable feelings.
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Identify safe and appropriate behavior when
interacting with strangers,
acquaintances, and trusted adults.
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE K-2
UNIT: II
UNIT NAME: ALCOHOL, TOBACCO,
AND OTHER DRUGS
40
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Explain what it means to make a decision.
2.2.2.B.1
2
Identify how certain decisions we make may
affect the way we feel (physically/emotionally,
socially, etc.).
2.2.2.E.1
3
Describe why using decision-making skills is
advantageous to prevent the use of alcohol,
tobacco, and other drugs.
2.2.2.B.1
2.2.2.B.2
4
Understand that medicines can be helpful
or harmful.
Recognize that when medicines are used
correctly, they can keep people healthy.
2.3.2.A.1
5
Determine why we use medicines when we
are not feeling well.
2.3.2.A.1
6
Describe why medicines should be
administered by a trusted adult.
2.3.2.A.2
7
Identify substances that should never be
consumed or inhaled such as
drug look-alikes, glue, poison, and cleaning
fluids.
2.3.2.A.2
ASSESSMENT/
ACTIVITIES
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
41
8
Identify the harmful effects that alcohol,
tobacco, and other drugs could have on
personal hygiene, health and safety.
2.3.2.B.1
9
Determine the harmful effects of alcohol,
tobacco, and other drugs and how it impacts
the personal wellness of the user and nonuser.
2.3.2.B.2
2.3.2.B.3
10
Demonstrate an understanding of how
alcohol, tobacco, and other drugs can be
abused.
2.3.2.B.1
11
Describe products in your environment that
contain alcohol.
2.3.2.B.4
12
Determine what substances should never be
inhaled and explain why.
2.3.2.B.5
13
Recognize that people may have difficulty
controlling their use of alcohol, tobacco and
other drugs and identify health professionals
who may provide help.
2.3.2.C.1
2.3.2.C.2
2.2.2.E.1
14
Understand that some people have difficulty
controlling their alcohol u, tobacco, and other
drugs and determine where/how community
health professionals can be accessed.
2.3.2.C.1
2.2.2.E.1
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
42
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE K-2
UNIT: III
UNIT NAME: FAMILY LIFE
43
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Identify different kinds of families.
2.4.2.A.1
2
Understand that families may differ for many
reasons.
2.4.2.A.1
3
Recognize that all family members have certain
rights and responsibilities that contribute to the
successful functioning of the family.
2.4.2.A.2
4
Define friendship and understand that friends are
important throughout life.
2.4.2.A.3
5
Identify appropriate ways for children to show
affection and caring.
2.4.2.A.3
6
Understand that human beings develop inside
their birth mother, are helpless when born, and
must be fed, clothed, and nurtured.
2.4.2.C.1
7
Identify differences and similarities between
genders
2.4.2.B.1
ASSESSMENT/
ACTIVITIES
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
Discussion
Brainstorming
Worksheets
Role play
Songs
Rhymes
44
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE K-2
UNIT: IV
UNIT NAME: COMMUNITY HEALTH
SKILLS
45
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Identify ways to benefit yourself and your
community through service
2.2.2.D.1
Discussion
Brainstorming
Worksheets
Posters
2
Explain ways to contact health professionals and
obtain information
2.2.2.E.1
Discussion
Brainstorming
Worksheets
Posters
CONTENT AREA:
HEALTH
#
GRADE 3-5
STUDENT LEARNING
OBJECTIVES
UNIT: I
CORRESPONDING
NJCCCS
ASSESSMENT/
ACTIVITIES
UNIT NAME: WELLNESS
ASSESSMENT/
ACTIVITIES
46
1
Describe and demonstrate personal hygiene
practices that support wellness.
.
2.1.4.A.1
2.1.4.A.2
2.1.4.D.3
2
Recognize the physical, social, and emotional
dimensions of wellness.
2.1.4.A.1
2.1.4.A.2
3
Recognize the impact of health choices and
behaviors on wellness.
2.1.4.A.1
2.1.4.A.2
4
Recognize the importance of wearing weatherappropriate clothing.
2.1.4.D.1
5
Recognize the importance of wearing appropriate
footwear.
2.1.4.D.1
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
47
6
Recognize the importance of wearing appropriate
attire and gear for sports
2.1.4.D.1
7
Identify factors that contribute to healthy
physical, social, emotional, and intellectual
growth and uniqueness
2.1.4.A.1
8
Describe each human life stage and the physical
changes that occur at each stage.
2.1.4.A.1
9
Identify the structure and function of the
following body systems: muscular, skeletal,
2.1.4.A.1
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
48
cardiovascular, respiratory, and digestive.
10
Differentiate between healthy and unhealthy
eating patterns.
2.1.4.B.1
2.1.4.B.2
2.1.4.B.3
11
Recognize how healthy eating provides energy,
helps to maintain healthy weight, lowers risk of
diseases, and keeps body systems working.
2.1.4.B.1
2.1.4.B.4
12
Understand the importance of the early detection
of diseases and health conditions
2.1.4.C.1
13
Investigate ways to treat common childhood
diseases and health conditions.
2.1.4.C.1
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
49
14
Explain that some diseases and health conditions
are preventable and some are not.
2.1.4.C.3
2.1.4.C.2
15
Describe the signs and symptoms of diseases and
health conditions common in children.
2.1.4.C.1
16
Describe characteristics of safe and unsafe
situations; develop strategies to reduce the risk of
injuries at home, school, and in the community.
2.1.4.D.2
17
Describe characteristics of strangers,
acquaintances, and trusted adults;
identify safe and appropriate ways to deal with
2.1.4.E.1
2.1.4.E.2
2.1.4.E.3
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
50
each.
2.1.4.E.4
18
Identify how culture, peers, and the media impact
the ways individuals communicate and express
emotions.
2.1.4.E.1
2.1.4.E.2
2.1.4.E.3
2.1.4.E.4
19
Distinguish among conflict, violence, vandalism,
harassment, and bullying; identify factors that
contribute to each.
2.1.4.D.2
2.2.4.A.2
2.2.4.C.3
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Make construction paper skeleton
and/or body organs
Fire Prevention program
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE 3-5
UNIT: II
UNIT NAME: ALCOHOL, TOBACCO,
AND OTHER DRUGS
51
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Distinguish between over-the-counter and
prescription medicines.
2.3.4.A.1
2
Identify factors to consider when choosing an
over-the-counter medicine.
2.3.4.A.1
3
Understand the importance of taking medicines
as directed, not sharing medicines with others,
and reporting any side-effects to a trusted adult.
2.3.4.A.1
2.3.4.A.2
4
Explain the safe administration and storage of
over-the-counter and prescription medicines.
2.3.4.A.1
5
Describe the short and long-term physical effects
of tobacco use.
2.3.4.B.2
ASSESSMENT/
ACTIVITIES
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
52
6
Describe how tobacco use contributes to the
incidence of respiratory diseases, cancer, and
cardiovascular disease.
2.3.4.B.2
7
Explain the impact of second-hand/passive smoke
on the health of nonsmokers.
2.3.4.B.3
8
Identify the short and long-term physical and
behavioral effects of alcohol use and abuse.
2.3.4.B.4
9
Describe how advertising, peers, and adults
influence children and teenagers to try alcohol,
tobacco, and other drugs.
2.3.4.C.3
10
Identify the physical and behavioral effects of
2.3.4.C.1
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
53
marijuana use.
11
Explain why it is illegal to use or possess certain
drugs/substances.
2.3.4.B.1
2.3.4.C.2
12
Recognize the short and long-term physical and
behavioral effects of inhalant use, including
brain, heart, and lung damage and death.
2.3.4.B.5
13
Identify where individuals with a substance abuse
problem can get help.
2.3.4.C.1
CONTENT AREA:
HEALTH
GRADE 3-5
UNIT: III
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Describe the characteristics of a friend.
2.4.4.A.1
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill
being taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
UNIT NAME: FAMILY LIFE
ASSESSMENT/
ACTIVITIES
Discussion
54
2.2.4.C.1
2.2.4.C.2
2
Recognize factors that support healthy
relationships with friends and family.
2.4.4.A.1
2.4.4.A.2
3
Describe appropriate ways to show affection and
caring.
2.4.4.A.1
2.4.4.A.2
4
Describe different kinds of families.
2.4.4.A.1
5
Recognize how families can share love, values,
and traditions, provide emotional support, and set
boundaries and limits.
2.4.4.A.1
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill being
taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill being
taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill being
taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill being
taught.
Venn diagrams to compare and
contrast
Student-created poster/collage
Written Report
Discussion
Brainstorming
Worksheets
Role play
Draw a picture that relates to a skill being
taught.
Venn diagrams to compare and
55
6
Compare the roles, rights, and responsibilities of
various family members.
2.4.4.A.1
2.1.4.E.1
7
Identify ways that families adjust to changes in
the structure of the family (births, deaths,
divorce, loss of jobs…..).
2.4.4.A.1
2.4.4.A.2
2.1.4.E.3
8
Identify how culture and tradition influence
personal and family development
2.4.4.A.2
2.2.4.B.3
9
Describe the physical, social, and emotional
changes occurring at puberty
2.4.4.B.1
10
Recognize why puberty begins and ends at
different ages for different people.
2.4.4.B.1
contrast
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56
11
Understand that the onset of menstruation
coincides with the ability to become a mother.
CONTENT AREA:
HEALTH
GRADE 3-5
2.4.4.B.1
2.4.4.C.1
2.4.4.C.2
UNIT: IV
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Identify and describe health services provided in
2.2.4.E.1
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UNIT NAME: COMMUNITY HEALTH
SKILLS
ASSESSMENT/
ACTIVITIES
Discussion
57
your school and community
2
Explain when and how to get help when
experiencing a health problem
2.2.4.E.2
2.2.4.B.1
2.2.4.B.2
3
Explain the importance of service projects in your
community
2.2.4.D.2
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ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
GRADE 6-8
UNIT: I
UNIT NAME: WELLNESS
58
#
STUDENT LEARNING
OBJECTIVES
CORRESPONDING
NJCCCS
1
Describe the appropriate use of healthcare and
personal hygiene products.
2.1.6.A.3
2.1.8.A.4
2
Understand the physical, social, emotional, and
intellectual dimensions of wellness.
2.1.6.A.1
2.1.8.A.1
3
Be aware that health data (blood pressure, body
composition, cholesterol…) can be used to assess
and improve wellness.
2.1.6.A.1
2.1.8.A.1
2.1.8.A.3
4
Recognize the importance of wearing weatherappropriate clothing.
2.1.6.A.1
2.1.8.A.1
5
Compare and contrast the following body
systems: reproductive, endocrine,
2.1.6.A.1
2.1.8.A.2
ASSESSMENT/
ACTIVITIES
Discussion
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59
urinary, nervous and integumentary (skin).
Identify their parts and functions.
6
Explain that body systems must work together to
ensure wellness.
2.1.6.A.1
2.1.8.A.2
7
Compare the rate of physical, social, emotional,
and intellectual change during various life stages.
2.1.6.A.1
2.1.8.A.2
8
Recognize how heredity and physiological
changes contribute to an individual’s uniqueness.
2.1.6.A.2
2.1.8.A.2
9
Compare and contrast methods used to diagnose
and treat diseases and health conditions
2.1.6.C.1
2.1.8.C.1
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60
10
Differentiate among the following diseases and
health conditions: communicable and noncommunicable, acute, chronic, and inherited.
2.1.6.C.3
2.1.8.C.3
11
Understand ways to prevent and treat the
following adolescent diseases and
health conditions: asthma, obesity, diabetes,
Lyme disease, STIs, and HIV/AIDS.
2.1.8.C.1
12
Understand how the use of public health
strategies can prevent diseases and health
conditions.
2.1.6.C.2
2.1.8.C.2
13
Examine how the following support healthy
social and emotional development: self esteem,
positive peer relationships, and parental
involvement.
2.1.6.E.1
2.1.8.E.1
14
Choose and justify appropriate strategies to deal
with conflict, violence, harassment, vandalism,
and bullying.
2.1.6.D.1
2.1.6.D.2
2.1.8.D.1
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61
2.1.8.D.2
15
Identify home, school, and community efforts to
prevent conflict, violence, harassment,
vandalism, and bullying.
2.1.6.D.3
2.1.8.D.3
2.1.6.E.2
2.1.8.E.2
2.2.6.A.2
2.2.8.A.2
16
Compare and contrast ways that individuals,
families, and communities cope with change,
crisis, rejection, loss, and separation.
2.1.6.E.3
2.1.8.E.3
2.1.8.E.4
17
Describe healthy ways to lose, gain, or maintain
weight.
2.1.6.B.1
2.1.6.B.2
2.1.6.B.3
2.1.6.B.4
2.1.8.B.1
2.1.8.B.2
2.1.8.B.3
2.1.8.B.4
18
Analyze the social, emotional, and health benefits
of physical experiences
2.6.6.A.1
2.6.6.A.2
2.6.8.A.1
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62
19
Develop and implement a fitness plan using FITT
2.6.6.A.3
2.6.6.A.4
2.6.6.A.6
2.6.8.A.2
2.6.8.A.5
20
Evaluate short term and long term effects of
anabolic steroids and other performance
enhancing substances on personal health
2.6.6.A.5
2.6.6.A.7
2.6.8.A.4
2.6.8.A.6
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ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
#
GRADE 6-8
STUDENT LEARNING
UNIT: II
CORRESPONDING
UNIT NAME: ALCOHOL, TOBACCO,
AND OTHER DRUGS
ASSESSMENT/
63
OBJECTIVES
NJCCCS
1
Explain the relationship between injected drug
use and diseases such as HIV/AIDS and hepatitis.
2.3.6.B.7
2
Identify the classifications of illegal drugs and
controlled substances and give examples of each.
2.3.6.B.1
3
Describe the physical and behavioral effects of
each of the classifications of drugs.
2.3.6.B.1
4
Recognize the legal and financial consequences
of the use, sale, and possession of illegal
substances.
2.3.8.B.2
5
Describe the signs and symptoms of a substance
abuse problem and the stages that lead to
dependency/addiction.
2.3.8.B.1
2.3.6.C.1
ACTIVITIES
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64
6
Recognize factors that contribute to the use and
abuse of alcohol, tobacco, and other drugs by
adolescents, such as advertising and the media,
group pressures, low self-esteem, genetics, and
poor role models.
2.3.6.B.4
2.3.6.C.3
2.3.8.B.4
2.3.8.B.8
7
Describe the relationship between tobacco use
and respiratory diseases, cancer, heart disease,
stroke, and injuries.
2.3.6.B.2
2.3.6.B.3
2.3.8.B.3
8
Identify ways to quit using alcohol, tobacco, and
other drugs and discuss factors that support an
individual to quit.
2.3.8.C.1
2.3.8.C.2
9
Describe how substance abuse affects the
individual and the family.
2.3.8.B.5
10
Describe ways that family and friends can
2.3.6.C.2
taught.
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Discussion
65
support a drug-free lifestyle.
2.3.6.C.3
11
Analyze how the use and abuse of alcohol
impacts thinking, reaction time,
and behavior.
2.3.6.B.5
12
Describe sudden sniffing syndrome and the
resultant brain, nerve, and vital
organ damage that can result from the use of
inhaled substances.
2.3.6.B.6
2.3.8.B.7
13
Recommend safe practices for the use of
prescription medicines.
2.3.6.A.1
2.3.8.A.1
2.3.6.A.2
2.3.8.A.2
14
Recognize the use of alcohol and other drugs can
inhibit the decision making process and may put
you at risk for sexual assault, STD, or pregnancy
2.3.8.B.6
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66
contrast
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ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
#
GRADE 6-8
STUDENT LEARNING
UNIT: III
CORRESPONDING
UNIT NAME: FAMILY LIFE
ASSESSMENT/
67
OBJECTIVES
NJCCCS
1
Compare and contrast the interconnected and
cooperative roles of family members.
2.4.8.A.2
2
Investigate ways that individuals and families
enhance and support social and emotional health
and meet basic human needs.
2.2.6.B.4
2.2.6.A.1
2.2.8.A.1
3
Identify changes in family structures and the
forces that influence change
(divorce, death, birth, loss of jobs…).
2.4.6.A.1
2.4.8.A.1
4
Describe the signs of an unhealthy relationship
and develop strategies to end it.
2.4.6.A.2
5
Develop standards for dating situations, such as
dating in groups, setting limits, or only dating
someone of the same age.
2.4.6.A.4
2.4.6.A.5
2.4.8.A.3
2.4.8.A.6
ACTIVITIES
Discussion
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68
6
Describe the characteristics of a healthy
relationship and understand the factors that
support and sustain it.
2.4.8.A.5
7
Describe how peer relationships may change
during adolescence.
2.4.6.A.3
8
Describe the individual growth patterns of males
and females during adolescence.
2.4.6.B.1
9
Identify how parents, peers, and the media
influence attitudes.
2.2.6.B.3
2.2.8.B.2
10
Describe embryonic development and fetal
2.4.6.C.1
taught.
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69
development.
11
Recognize the influence of hormones, heredity,
nutrition, and the
environment on the physical, social, and
emotional changes that occur at puberty.
2.4.8.B.1
12
Analyze internal and external pressures to
become sexually active.
2.4.6.B.2
2.4.8.B.2
13
Develop strategies to resist pressures to become
sexually active.
2.4.8.B.2
14
Describe the physical, emotional, and social
benefits of sexual abstinence.
2.4.8.B.2
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70
15
Recognize the physical, emotional, and social
impacts of adolescent sexual activity.
2.4.6.B.4
16
Analyze how certain behaviors place one at
greater risk for HIV/AIDS, STIs,
and unintended pregnancy.
2.4.6.B.3
2.4.8.B.4
17
Compare and contrast methods of contraception,
risk reduction, and risk elimination for pregnancy
and explain how reliability, religious beliefs,
age, gender, heath history, and cost may
influence their use.
2.4.8.B.3
18
Understand issues regarding sexual orientation.
2.4.8.B.5
19
Recognize the importance of routine healthcare
procedures such as breast self examination and
testicular examination.
2.4.8.B.6
contrast
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71
20
Describe fertilization and each stage of
embryonic and fetal development.
2.4.6.C.1
2.4.8.C.1
21
Identify the signs and symptoms of pregnancy
and explain how pregnancy is confirmed.
2.4.6.C.2
22
Recognize the importance of regular prenatal care
to help prevent complications that may occur
during pregnancy and childbirth.
2.4.6.C.3
2.4.8.C.2
23
Understand the potential impact of alcohol,
tobacco, other drugs, medicines, diseases, and
environmental hazards on prenatal and postnatal
development
2.4.8.C.5
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72
24
Describe the physical, economic, emotional,
social, cultural and intellectual responsibilities of
parenthood.
2.4.6.C.4
25
Analyze the challenges and responsibilities of
being a teen mother and/or teen father.
2.4.8.C.3
2.4.8.C.4
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ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
HEALTH
#
GRADE 6-8
STUDENT LEARNING
OBJECTIVES
UNIT: IV
CORRESPONDING
NJCCCS
UNIT NAME: COMMUNITY HEALTH
SKILLS
ASSESSMENT/
ACTIVITIES
73
1
Analyze health ideas, opinions and issues from a
variety of health sources.
2.2.6.B.1
2.2.6.E.2
2.2.8.E.1
2
Demonstrate decision-making skills.
2.2.6.B.1
2.2.8.A.1
3
Develop a position on a health issue and express
it
2.2.6.D.2
2.2.8.D.2
2.2.6.E.1
2.2.6.E.2
2.2.8.E.1
2.2.8.E.2
4
Explain the importance of service projects in your
community
2.2.6.D.1
2.2.8.D.1
Discussion
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Student-created poster/collage
Written Report
74
RESOURCES
www.redcross.org
www.cdc.gov
www.kidshealth.org
75
www.mypyramid.gov
www.edhelper.com
www.thecoolspot.gov (alcohol, peer pressure)
www.brainpop.net
www.WHO.org
Textbooks (Macmillan/McGraw Hill)
76