Physical Education Scope & Sequence
The mission of Physical Education in Poudre School District is to empower all students to
embrace ownership of the skills necessary to achieve and maintain a healthy, active lifestyle.
Grades K-1 (skill acquisition focused with Skill Theme Curricular Model)
Unit/Lesson/Activity
CO Standard w/ Evidence Outcome (s)
Year 1 Cycle
Team Building
Training Camp to establish and reinforce rules
Manipulatives (musical hoops using a variety of locomotor
skills to move to music)
Balance, Stunts, and Tumbling
Catching and Throwing
Jumping
Kicking and Trapping
Dance
Dribbling, Volleying, and Striking Games
Field Day Games
_
None
K.3.1.a-e; 1.1.1.f;
1.1.1.g-h; 1.3.2.a;
_
1.1.2.b,d,e,f; 1.4.1.a;
None
1.1.2.g;
1.1.1.d,e,I,j;
1.1.2.a,c,h;
_
Year 2 Cycle
Building a Foundation (locomotor skills, stability skills of
bending, stretching, twisting, and turning)
Recess Games
Parachute
Yoga
Chasing and Fleeing Games
Rock Climbing
Catching and Throwing
Jumping
Kicking and Trapping
Dance (the freeze dance)
Dribbling, Volleying, and Striking Games
K.1.1.a-g; K.1.2.a-b; 1.1.1.a-c; 1.1.3.a,c,d;
None
K.3.1.a-e; 1.1.1.f;
1.1.1.g-h; 1.3.2.a;
_
1.1.2.b,d,e,f; 1.4.1.a;
None
1.1.2.g;
1.1.1.d,e,I,j;
1.1.2.a,c,h;
K.2.1.a-c; 1.3.2.b-d;
Mega Events: Kinder Rodeo, 1st Grade Specials Night, Book
Buddy Ice Skate
Suggested Assessment
Ongoing/Anytime Evidence Outcome(s)
Rubrics
4-3-2-1 self-assessment
Ask students to rate their performance, effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met
K.3.2.a-d;
1.1.3.b; 1.2.1.a-d; 1.3.1.a-d; 1.4.1.b;
2.1.3.a-e; 2.2.1.b; 2.2.2.a-e; 2.3.1.a-c; 2.4.1.b;
Teacher observation
Parent observation
Teacher uses a checklist to record observations
Peer Assessment- students play “follow-the-leader” to varied
tempos- students collaborate to determine correct
movement
Check for identification and understanding of select words
Student opens and closes one fist to the same speed their
heart is beating while the other is on their heart
Teacher never observes a student saying “I can’t”
Teacher observes that a student consistently starts and stops
activity on command
Teacher observes a student consistently using equipment
safely
Partner checklists with pictures of skill to use for partner
assessment
Thumbs “up” or “down” to indicate agreement
Fist of “5” to give feedback or opinion regarding social
conflicts
Student draws a “smiley” face or “frowns” to indicate their
feeling regarding an activity
Student uses fist of “5” or “thumbs up or down” to express
their opinion
Manipulative Activities:
Throwing, catching, kicking, trapping, striking, volleyball,
bouncing, ball rolling, & punting
Grades 2-3 (fitness and game focused with Skill Theme & TPSR Curricular Models)
Unit/Lesson/Activity
Year 1 Cycle
Sharks and Minos
Pin Soccer
What Time Is It Mr. Fox?
Squirls, Trees, and Foxes
Battleship
Jurrasic Park Tag
Oscar’s Garbage Can
Messy Back Yard
Ultimate Tag
Sprout Ball
Trench Ball
Geo-motion Lab Curriculum – mats optional
CO Standard w/ Evidence Outcome (s)
Suggested Assessment
Working to develop. . .
Rubrics
4-3-2-1 self-assessment
Ask students to rate their performance, effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met
Ongoing/Anytime Evidence Outcome(s)
Student draws themselves throwing a ball correctly
Student/parent activity logs
Log steps from a pedometer
Family activity logs (websites like www.whatmovesu.com)
Check list of proficiency
Teacher observation
Peer evaluation
Verbal questioning for understanding
Self-evaluation
Videos
Question students about the key concepts of the lesson when
they are in line before leaving the gym
Exit slip listing at least 3 key elements of the concept/skill
taught in the lesson
Think-pair-share: have students pair up and share key
elements about a given concept/skill. After a minute or
two of discussion, call on pairs to give examples
Fitness tests
Year 2 Cycle
Game Creation Unit
Fun Games
Gaga Ball
4 Corner Soccer
Jet Ball
Artery Avengers
Peg the Big Ball
Chicken Run
Phys Ed Games (you tube)
Chad Triolet (you tube)
Fitness
Sportsmanship, Behavior, & Etiquette
Mega Events: Book Buddy Ice Skate, Skill Theme Specific
Game Creations at the end of units, Peer teaching on fitness
concepts and/or fair play during game play, etc.
Grades 4-5 (respect, social skills, life sports, and tactical focus with Sport Ed & TPSR Curricular Models)
Unit/Lesson/Activity
CO Standard w/ Evidence Outcome (s)
Year 1 Cycle
ASAP (Active As Soon As Possible_SPARK Curriculum)
Aerobic Games (SPARK Curriculum)
Chasing & Fleeing (SPARK Curriculum)
Fitness Challenges/ Fitness (SPARK Curriculum)
Fitness Circuits (SPARK Curriculum)
Group Fitness (SPARK Curriculum)
Jump Rope (SPARK Curriculum)
Map Challenges (SPARK Curriculum)
Movement Bands (SPARK Curriculum)
Walk/Jog/Run (SPARK Curriculum)
Basketball (SPARK Curriculum)
Cooperatives (SPARK Curriculum)
Dance (SPARK Curriculum)
Flying Disc (SPARK Curriculum)
Football (SPARK Curriculum)
Suggested Assessment
Working to develop. . .
Rubrics
4-3-2-1 self-assessment
Ask students to rate their performance, effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met
Ongoing/Anytime Evidence Outcome(s)
Gymnastics:
Exploratory gymnastics, foundational positions and
movements, floor exercise, bars, balance beam, springboard,
vaults
Students draw a poster with one safety “tip” on it
Checklist of basic pre-tumbling stunts
Fitness tests
PACER across the sidelines of a basketball court
Older student observation checklist
Simple worksheet to calculate target heart-rate zone
When communication is a key concept in the lesson, tell
students that they will earn points toward their grade
when positive communication is used during the activity
4-3-2-1 self-assessment
Ask students to rate their effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met
Year 2 Cycle
Hockey (SPARK Curriculum)
Soccer (SPARK Curriculum)
Bicycling
Frisbee Golf
Tennis and/or Badminton
Lacrosse
Unicycling
Juggling
Track & Field
Yoga
Stunts, Tumbling, & Gymnastics (SPARK Curriculum)
Volleyball (SPARK Curriculum)
Rock Climbing
Journal entries
Activity logs: “What activities do you tend to choose and
enjoy?”
One-on-one student/teacher conference regarding activity
preferences
Mega Events: Elementary Dist. Track & Field Meet, Staff vs.
Student games, Bicycle Field Trips, Eco Week, etc.
Grades 6-8 (social &emotional wellness (choosing physically active recreation/entertainment)
CO Standard w/ Evidence Outcome (s)
Unit/Lesson/Activity
PE 6
Fitness testing
Team building
Nutrition
Throwing and catching (softball, washers, corn hole)
Movement & Balance
Racquet sports
Small games
Working to develop. . .
PE 7
Fitness testing
Communication
Floor hockey
Lacrosse
Movement & dance
Volleyball
Small games
Goal setting
Takra
Basketball
PE 8
Hockey
Geo-motion Lab Curriculum – mats optional
Resources: PE Metrics for Secondary by NASPE, Fitness
for Life, teacher & 1 student textbook
Mega Events: Carnivals, 5K Runs, Walk A Thons, Family
Nights, etc.
Suggested Assessment
Rubric
Checklist or rubric: used by the teacher to record
observations regarding each student’s participation,
knowledge of an activity and/or skill development
Written tests: Covers the history of the activity, rules,
scoring, etiquette, appropriate movements, techniques
and skills
Student presentation: Students are given the opportunity to
teach the information back to the class and instructor
through a presentation that covers information from a
unit
Rubric: A checklist with detailed expectations used by the
teacher to record observations regarding each student’s
participation, skills and knowledge of the activity and its
outcomes
Goal Assessment: At the beginning of each grading period,
have students submit their goals. At the end of each
grading period assess their progress and/or achievement
of these goals
Parent-Assisted Journal: During each grading period, the
student will log their physical activity. A parent will
initial each day’s entries and communicate with their
child about their physical activity. The journal is to be
submitted for credit
Workout Sheets: Students log a daily workout in class. Over
the course of a unit or semester, they should show
improvement in each area of the workouts
FitnessGram: District-wide fitness testing that assists
students in identifying their physical fitness levels
and aiming for improvement throughout a semester
Instructors assess students regarding their sportsmanship &
attitude during a unit
Teammates self-assess themselves along with each other
regarding their respect and attitude toward each other
Opponents grade peers on their level of healthy competition
Ongoing/Anytime Evidence Outcome(s)
Team Activities:
Basketball, volleyball, football, soccer, rugby, baseball,
softball, speed-a-way, lacrosse, orienteering, speedball,
ultimate Frisbee, water polo, flag football, field hockey,
flickerball, team handball, floor hockey, broomball, wrestling,
golf, swimming, angleball, tennis, rowing, gymnastics,
squash, netball, kinball, global ball, pillow polo, polo
Multicultural Games & Activities:
Blindfold games, strength builders, sports from various
countries, hopscotch games, toss-cat-throw games, tag
games, jacks, races and relays, cricket
Wellness Activities:
First aid, fitness walking, nutrition, personal safety, drugs,
alcohol, and tobacco, personal and social responsibility,
mental and emotional health, yoga, dance, aerobics, weight
control/body composition, relaxation, stress, tension,
flexibility, cardio endurance, muscular, strength, weight
training, jogging, & swimming
Self-Defense:
Neutralizing activities, counter attacks, blocks, kicking,
punching, side throws, martial arts styles (several),
kickboxing, pressure points, strength training, & take-downs
Rubrics
4-3-2-1 self-assessment
Ask students to rate their performance, effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met
Grades 9-12 (personal fitness & lifestyle (applying health/wellness concepts to lifestyle)
CO Standard w/ Evidence Outcome (s)
Unit/Lesson/Activity
Aerobics (10-12)
Aerobics and Dance Plus (10-12)
Beginning Dance (10-12)
Advanced Dance (11-12)
Beginning Weights (10-12)
Advanced Weights (10-12)
PE1 (9-12)
Physical Fitness (11-12)
Health & Wellness (9)
Foundations of Health & Wellness
Foundations of PE (9)
Physical Education 9 (9)
Integrated PE (9-12)
Adapted PE (9-12)
Team Sports (10-12)
Individual Sports (10-12)
Adventure PE (11-12)
Nutrition and Wellness
Teen Parent PE
Aquatics?
Rugby?
Ongoing/Anytime Evidence Outcome(s)
Rubrics
Complete peer assessment/peer learning techniques/selfassessment activities
Written Test: on rules, history, scoring, and strategies
Group Project: performance-based project or a class
presentation
Videotape: of students performance in a variety of situations
Student Report: students select an activity that they plan to
pursue following graduation; research costs, benefits,
physiological factor that govern performance in this
activity
Student Project: create a video of an elite athlete and
interview the performer about the scientific factors
Students survey the community to determine possible
opportunities for participation in health-enhancing
activities and identify factors that enable or restrict
participation
Student Portfolio: Create individual charts showing a list of
physical activities in which they have participated
Student Journal: For one month students keep a daily
journal of participation in physical activity
Interview: Students interview adults on health-related
fitness practices
Worksheet: For students to identify the health and skill
related fitness components needed for a variety of
recreation and job related activities
FitnessGram: District-wide fitness testing that assists
students in identifying their physical fitness levels and
aiming for improvement throughout a semester
Develop a video showing safety practices when participating
in outdoor activities such as Frisbee disc golf, rock
climbing, mountain biking, etc
Teacher Observation: Students participate in a ropes course
activity and are asked to work together to accomplish
group goals
Creates a pamphlet or brochure on the health benefits of
physical activity
Cooperate Play:
Ropes course, trust falls, z-ball activities, follow the leader,
group juggling, cooperative handball, parachute, ice breakers,
team bowling, blindfold activities, communication games,
problem solving (puzzles), name games
Working to develop. . .
Resources: PE Metrics for Secondary by NASPE, Fitness
for Life, teacher & 1 student textbook
Mega Events: Carnivals, 5K Runs,,
Experiential Backpacking Trip, etc.
Suggested Assessment
Family
Nights,
Outdoor Pursuits:
Camping, caving, fishing, archery, biking, hiking,
orienteering, rafting, walking/jogging, skiing (cross country
or downhill), snow boarding, canoeing/kayaking, rock
climbing, backpacking, ropes/challenge course
Individual Sports/Activities:
Archery, bowling, swimming, diving, cycling, golf,
snowshoeing, hiking, gymnastics, skiing, canoeing, skating,
running, bouldering, martial arts, tennis, triathlon,
racquetball, fencing, table tennis, tetherball, badminton,
wrestling, jogging
Dual Games/Activities:
Badminton, Frisbee, rhythms, racquetball, tennis, table
tennis
Dance:
Creative movement/dance – modern, jazz, & fundamentals
Recreational – folk, contra, square, & social dance
Concert – ballet, modern, jazz, & tap dance
Dance Fitness – aerobic dance
Rubrics
4-3-2-1 self-assessment
Ask students to rate their performance, effort, behavior, etc
•
4= advanced, coaching, mentoring
•
3= proficient, demonstrates competency
•
2= partially proficient, competency some of time
•
1= in progress, multiple errors, criteria slightly met