Shayna Panchik
Cirriculum Model Project
PEP 330
1. K-2
2. Philosophy Statement:
Physical education is the education through movement and is an instruction program that
gives attention to all learning domains, predominantly psychomotor, but also cognitive
and affective. Physical education is an important part of a child’s education. My goal in
this class is to allow students to take what they learn in the classroom and apply it to their
lifestyle outside the classroom. It is important for students to learn at a young age the
proper way to perform simple motor skills and develop a healthy start to their life.
Students should be educated and given the opportunity to be physically active. I want my
students to develop personal physical activity and healthy habits and teach them the basic
framework of personal fitness for a lifetime. I also want to better/ enhance the student’s
movement competency and broaden their motor skills and body management skills.
Finally students will gain an understanding of the movements and the knowledge behind
the skill performance. It is important that we all work together as a team to accomplish
these goals.
3. ODE standards, benchmarks, and performance indicators (under objectives)
4. Units of Instruction:
a. Fundamental Motor Skills (fundamental, locomotor, nonlocomotor)
b. Manipulative Skills (throwing & catching)
c. Body Management
d. Rhythmic Skills/ Dance
e. Gymnastics
f. Cooperative Skills
These units are inter-related; students will start out learning basic motor skills. They
will then take these skills and apply them to manipulating an object. Students will then
work on body management skills and apply what they learn there to dance and
gymnastics. Finally students will learn how to put all of these skills together and work
within a group for cooperative skills. By starting with the basic skills and moving
forward students will have something to strive for. Students will not be starting with
difficult skills that are unattainable. This allows students to develop each skill over time
as they continue to get progressively harder.
5. Interdisciplinary Learning
a. Body Part Identification- Students will have balloons with strings attached to
them. When the instructor states a body part, students must toss balloon and hit
the balloon with that body part.
b. Ponies in the Stable (animal identification) – The instructor will state an animal
when students are in given area, the students must then return to their “stable” by
perform the movement that the animal does. Ex. horse would gallop, bunny would
hop)
c. Body Spelling- Class will be split up into groups. The class will be given a word
and the groups must spell out words with their bodies.
d. Letter Tag (letter recognition) - Similar to freeze tag. If any student is tagged
he/she freezes in the shape of any letter. To become unfrozen another classmate
must tag and say the letter they are to unfreeze the student.
e. Human Pencil (spelling) - Instruct students to spell a specific word using
locomotor skills. They are the pencils and the entire teaching area is their paper.
6. Teaching Methodologies
a. Fundamental Motor Skills (fundamental, locomotor, nonlocomotor)
i. Direct Style- When teaching fundamental motor skills you want to make
sure that the skills performed are correct. These are the basic building
blocks for the students to continue through Physical Education. Having the
instructor demonstrate the skills will be the best teaching method since
this will be first time some of these grade levels (K-2) perform these skills.
The direct style is also very effective for teaching physical skills
especially when students are inexperienced.
b. Manipulative Skills
i. Direct Style- I will also use direct style with manipulative skills. Students
will be showed correct form by instructor and then broken off individually
or with partners. This will allow control of class while instructor monitors
groups, corrects errors, praises students, encourages students, and answers
questions. Since different equipment will be thrown/ caught, I feel that this
is the safest and most efficient way to teach and control class.
c. Body Management
i. Direct Style- This will be used for the balance beam section for safety
reasons. When first explaining how to walk on the beam/ perform tasks
the teacher will be the only one demonstrating and will explain safety
procedures.
ii. Guided Discovery Style- When students try to figure out how to perform
different tasks on the beam and mats the instructor will use guided
discovery. The instructor will allow students to experiment with different
techniques/ strategies and then discuss which way worked best for
students. This allows for students to be creative and allows experiment
with different techniques and explore why certain techniques worked
better than others.
d. Rhythmic Skills/ Dance
i. Direct Style- Since the entire unit will be tinikling I will use the direct
style for safety hazards. If we were doing other rhythmic/ dance
movements we may use free-exploration to allow students to be creative
and explore different rhythmic patterns on their own. Since we are using
equipment to jump over, there are some safety risks. Also, this is a
movement pattern that students are not familiar with and need direct
instruction from the teacher. Having student work in groups and perform
the skills at the same time, the teacher can walk around and evaluate each
group. We may also use cooperative learning style, since students will be
working in groups. All group members must work together to reach a
common goal. Students will also be switching roles often.
e. Gymnastics
i. Direct Style- Teacher will explain most gymnastic movements and then
ask students to perform movement. Many of the movements the students
will have inexperience with. The teacher will want to make sure that
students are performing tasks safely, and correctly. Things such forward
rolls, the instructor will want to emphasize chin down and head tucked,
otherwise students may be injured with not performing it with proper
technique.
ii. Cooperative Learning Style- When working with balance students,
students will be with partners or in groups. They must cooperate as a
group to reach common goals. Group members can switch roles, but must
work together at all times and brainstorm ideas together. Without
cooperation, the stunt will fail.
f. Cooperative Skills
i. Cooperative Learning Style- The entire class will be working together
during the parachute activities, and then broken up into smaller groups for
the rest of the activities. As stated before students will strive for a
common goal. This takes away the competitive situations. Cooperative
learning helps foster constructive relationships among students. The
instructor will emphasize joint, rather than individual outcomes. This will
help enhance the students’ social and psychological growth. If a group is
failing to cooperate, they will not be able to perform the task.
Unit: Locomotor and Nonlocomotor Movements:
Unit Objectives:
1. Students will demonstrate locomotor skills (ex. run, skip, walk, gallop, hop, leap, and slide) in
exploratory and controlled settings.
2. Students will demonstrate non-locomotor skills (ex. bend, twist, turn, sway, stretch) in
exploratory and controlled settings.
3. Students will demonstrate balance using a variety of body parts and body shapes (ex. wide,
narrow, twisted).
4. Students will demonstrate the ability to perform locomotor skills (ex. walk, run, gallop, slide,
skip, hop, jump, leap) while changing pathway, direction and/or speed.
ODE standards (1A)
Unit: Manipulative Skills
Unit Objectives:
1. Students will demonstrate throwing a variety of objects in various ways by hitting targets
and using correct form (opposite hand, opposite foot).
2. Students will demonstrate catching by catching different objects tossed by both partner
and self, objects coming from different angles, directs, and speed, and keeping elbows
extended, palms up, then elbows bent and trapping the object.
3. Students will demonstrate juggling by combining throwing and catching skills and
properly rotating tossing/catching objects between left and right.
ODE Standard 1B (1-3)
Unit: Body Management
Unit Objectives:
1. Students will demonstrate movement concepts related to body and space with balance
beams and mats.
2. Students will identity body parts and move them in a variety of ways on, through, and
around different objects.
3. Students will demonstrate an understanding of relationships such as lead, follow, over
and under in a variety of physical activities.
4. Students will apply different degrees of effort (ex. adjusting speed, changing direction,
using different body parts) to accomplish tasks.
ODE Standards: 2A (1-3)
Unit: Rhythmic and Dance
Unit Objectives:
1. The students will demonstrate rhythmic dance steps by jumping over poles in give
patterns , balance skills by not falling or messing up sequence, and moving around
equipment by jumping inside of poles on counts one and two, and jumping outside on
count three while tinikling.
2. The students will demonstrate rhythmic dance sequences by striking poles on floor on
counts one and two and striking poles against each other on count three and keeping with
beat throughout the routine.
3. The students will indicate how to tinikle by explaining which counts you step inside
the poles on, which steps you step outside the poles on, how to slide the poles, and which
counts to slide the poles on.
4. The students will summarize during a small quiz the background and history on
tinikling, and why learning this dance will benefit them.
5. Students will demonstrate teamwork by communicating on pole sliding, sliders and
jumpers keeping on beat with each other, helping other group members and counting out
loud.
ODE Standards:
(1, A1, A4, A6) (2, A1) (3, A2) (5, B2, B4)
Unit: Gymnastics
Unit Objectives:
1. Students will demonstrate different position movements such as tuck, pike, straddle, front
support, and back support.
2. Students will demonstrate tumbling movements and inverted balances.
3. Students will demonstrate working and cooperating with partners and groups to perform
different balance stunts.
ODE Standards: 1A (1-3), 2A (1-3)
Unit: Cooperative Skills
Unit Objectives:
1. Students will demonstrate cooperation and consideration of others when working in
groups during parachute, juggling and group activities.
2. Students demonstrate cooperation with others when resolving conflict.
3. Students interact positively with others in partner and group activities without regard to
individual differences.
ODE Standards: 5B (1-3)
Scope:
Fundamental Motor Skills (locomotor, nonlocomotor)
Locomotor
Walking, running, skipping, galloping, leaping, sliding, jumping, hoping
Non Locomotor
Bending, swaying, swinging, twisting, turning, pushing, pulling, balancing, and stretching
Manipulative Skills (throwing & catching)
Throwing
Two-handed underhand (no foot movement)
One-handed underhand (no foot movement)
One-handed underhand (foot and trunk movement- opposite hand, opposite foot)
Over- hand throwing (no foot movement)
Over-hand throwing (foot and trunk movement- opposite hand, opposite foot)
Catching
Two- handed waiting on contact (extended arms, palms up, bend and trapping)
Two-handed reaching for object
Two-handed guides ball to chest
Two-handed no chest contact
One- handed catching with self
Throwing/ Catching
Partner – throwing, rolling, change speed, change direction
Self- clapping, snapping, and heel clicking in between
Juggling
2 objects – throwing and catching
Advanced 3 objects
Body Management
Balance Beams
-Locomotor Movements: Walking, running, skipping, galloping, leaping, sliding, jumping,
hoping, grapevine
-Hand Positioning: Arms out, above head, pulls (supine, prone), pushing (supine, prone)
-Hoops and Wands: carry wand, step over wand, go under wand, step through hoop, twirl hoop
around arm, balance wand on body part
Mats
-Command Movements: stretch, curl, balance, bridge, reach, rock, roll, twist, shake, melt, fall,
collapse prone
-Movements On and Off Mat: locomotor movements, shapes, jump forward, jump backward,
jump sideways, rhythmic sequences
-Movements around Mat: locomotor movements, keep hands on mat (crab position), one foot on
mat, one hand on mat, use all mats and move throughout them
Rhythmic Skills/ Dance
Locomotor and Nonlocomotor Movements: Jumping, hopping on one foot, jumping/ hopping to
a beat
Line: straddle jump, side jump, rocker step, crossover step, circling poles
Flat Pole: straddle jump, side jump, rocker step, crossover step, circling poles
Pole: straddle jump, side jump, rocker step, crossover step, circling poles
Gymnastics
Positions: tuck, pike, straddle, front support, back support, lunge position
Tumbling: log roll, side roll, forward roll, back roller, mountain climber, cartwheel, half teeter
totter
Balance Stunts: one-leg balance, double- knee balance, kimbo stand, stork stand, leg dip, finger
touch
Individual Stunts: Jump turns, heel slap, push-up, scooter, heelstand, knee drop, forward drop,
egg roll, tanglefoot
Cooperative Skills
Parachute: Number exchange, color exchange, ball circle, popcorn, team ball, chute crawl
Group Juggling: Throwing, catching
Group- Lifeboats, mat folding, quiet cooperation, circle up (hoop challenge), keep it floating,
scoop ball, flippers, centipede
Sequence
Locomotor
Locomotor
Walking, running, skipping,
galloping
Leaping, sliding, jumping, hoping
Week 2 Locomotor and
Nonlocomotor Skills
Nonlocomotor
Nonlocomotor
Bending, swaying, swinging,
twisting, turning
-Body part identification
Pushing, pulling, balancing, and
stretching
-Body spelling
Week 3 Locomotor and
Nonlocomotor Skills
Combined
-Letter tag
-Human pencil
Combined
-Ponies in the stable
-Animal Movements
Week 4 Manipulative Skills
Throwing
Throwing
-Two-handed underhand
(no foot movement)
-One-handed underhand
(no foot movement)
-One-handed underhand
(foot and trunk movement- opposite
hand, opposite foot)
-Over- hand throwing
(no foot movement)
-Over-hand throwing (foot and
trunk movement- opposite hand,
opposite foot)
Catching
Catching
-Two- handed waiting on contact
(extended arms, palms up, bend and
trapping)
-Two-handed reaching for object
-Two-handed guides ball to chest
-Two-handed no chest contact
-One- handed catching with self
Throwing/ Catching
Juggling
-Partner – throwing, rolling, change
speed, change direction
-Self- clapping, snapping, and heel
clicking in between
-2 objects – throwing and catching
Balance Beams
Balance Beams
-Hand Positioning: Arms out, above
Week 1 Locomotor and
Nonlocomotor Skills
Week 5 Manipulative Skills
Week 6 Manipulative Skills
Week 7 Body Management
-Locomotor Movements: Walking,
running, skipping, galloping,
leaping, sliding, jumping, hoping,
grapevine
-Shapes
head, pulls (supine, prone), pushing
(supine, prone)
Week 8 Body Management
Week 9 Body Management
Balance Beams
Mats
-Hoops and Wands: carry wand,
step over wand, go under wand,
step through hoop, twirl hoop
around arm, balance wand on body
part
- Command Movements: stretch,
curl, balance, bridge, reach, rock,
roll, twist, shake, melt, fall, collapse
prone
Mats
-Movements On and Off Mat:
Mats
locomotor movements, shapes,
jump forward, jump backward,
jump sideways, rhythmic sequences
Week 10 Rhythmic and Dance
Tinikling
- Locomotor and Nonlocomotor
Movements: Jumping, hopping on
one foot, jumping/ hopping to a
beat
-Movements around Mat:
locomotor movements, keep hands
on mat (crab position), one foot on
mat, one hand on mat, use all mats
and move throughout them
Tinikling
Line: straddle jump, side jump,
rocker step, crossover step, circling
poles
Tinikling
Tinikling
Flat Pole: straddle jump, side jump,
rocker step, crossover step, circling
poles
Pole: straddle jump, side jump,
rocker step, crossover step, circling
poles
Tinikling
Tinikling
With pole, add advanced steps in if
class is ahead
With pole, add steps in if advanced
Week 13 Gymnastics
Positions: tuck, pike, straddle, front
support, back support, lunge
position
Tumbling: log roll, side roll,
forward roll, back roller
Week 14 Gymnastics
Tumbling:
mountain climber, cartwheel, half
teeter totter
Balance Stunts: one-leg balance,
double- knee balance, kimbo stand,
stork stand, leg dip, finger touch
Week 15 Gymnastics
Individual Stunts: Jump turns, heel
slap, push-up, scooter
Individual Stunts: Heelstand, knee
drop, forward drop, egg roll,
tanglefoot
Week 11 Rhythmic and Dance
Week 12 Rhythmic and Dance
Week 16 Cooperative Skills
Parachute: Number exchange, color
exchange, ball circle
Parachute: popcorn, team ball,
chute crawl
Week 16 Cooperative Skills
Group Juggling: Throwing,
catching
Group- Lifeboats, mat folding
Week 16 Cooperative Skills
Group- circle up (hoop challenge),
keep it floating
Group- Scoop ball, flippers,
centipede
Technology:
a. Fundamental Motor Skills ( locomotor, nonlocomotor)
During this unit the students will track their steps with a pedometer. Since we will
be doing a lot of locomotor movement, I feel this is a good unit to talk about the
use of pedometers and how many steps a person should be taking daily.
b. Manipulative Skills (throwing & catching)
The app “Coaches Eye” will be used during this unit. By using this on the iPad I
will be able to show students exactly where they are making errors, or where they
have good form. I can also pull up examples before or after class and show the
students what good form looks like, and how their classmates are looking. I will
not show a video of a student who does not want to be shown. Also before the
class starts for that year, I will send home a parent consent form making sure
everyone is allowed to be videoed.
c. Body Management
Not much technology will be used during this unit. We will use the iPod to have
access to music which will be played through speakers throughout the unit.
d. Rhythmic Skills/ Dance
We will use the iPod to have access to the music we need, which will be hooked
up to speakers throughout the teaching area. Also, we will use heart rate monitors
in this unit. The monitors will be linked to the teacher’s iPad to see if students are
reaching their target heart rate. We will also discuss what a target heart rate is,
and what the numbers mean on the monitors. The heart rate monitor app will be
given to students at the beginning of the unit if they’re interested in tracking their
heart rate outside of the classroom.
e. Gymnastics
“Coaches Eye” will also be used in this section. As explained above, this app will
allow the teacher to video students, and pull them aside and correct their errors.
The teacher can also show student videos of correct form.
f. Cooperative Skills
Not much technology will be used during this unit. We will use the iPod to have
access to music which will be played through speakers throughout the unit.
Locomotor Assessment
Teacher Assessment with iPad (Coaches Eye)
-
Each student will be recorded during class and reviewed
Student Name:______________________
1 (lowest)
run
skip
walk
gallop
hop
leap
slide
leap
2
3 (highest)
Peer Assessment
Student Name_____________________
Body Part Identification
Did your partner hit the right body part for 1?
Yes
No
Did your partner hit the right body part for 2?
Yes
No
Did your partner hit the right body part for 3?
Yes
No
How many times did your partner’s balloon hit the ground? _________
Locomotor and Nonlocomotor Homework
Student Name: ______________________
What action are they doing in the pictures?
1) _____________________
3)_______________________________
2)_____________________
Peer Assessment:
Student Name: _______________
How many times did your partner hit the target out of 10?
1) Yes
No
2) Yes
No
3) Yes
No
4) Yes
No
5) Yes
No
6) Yes
No
7) Yes
No
8) Yes
No
9) Yes
No
10) Yes
No
Teacher assessment
Student Name: ____________
Student had elbows extended:
Yes
No
Student had palms facing up:
Yes
No
Student bent elbows:
Student trapped object:
Side Comments:
Yes
Yes
No
No
Student Name: ______________
Find 3 different objects around your house. Toss each object up 10 times and record how many
times you caught the object. (Make sure you find something soft and non breakable ex. ball,
towel, pillow, tennis ball)
Object 1 ____________
Times Caught: _____________
Object 2_____________
Times Caught: ______________
Object 3_____________
Times Caught: _______________
Student Name: _____________
Teacher Assessment:
Yes
Made it through hoop
Stepped over wand
Ducked under wand
Twirl hoop around arm
Balanced wand on hand
Balanced wand on forearm
Side Comments:
No
Peer Assessment
Student Name: _____________________________
How many times out of 10 did your partner fall off the balance beam?
1) Yes
No
2) Yes
No
3) Yes
No
4) Yes
No
5) Yes
No
6) Yes
No
7) Yes
No
8) Yes
No
9) Yes
No
10) Yes
No
Body Management Homework:
Student Name: __________________
Find a mat at home and perform 5 of the movements we did in class on or around it for 1 minute
each. Then ask somebody at home to sign the bottom of the sheet that saw you do it.
Movement 1:
Movement 2:
Movement 3:
Movement 4:
Movement 5:
I saw that (student’s name) ____________________ performed the tasks above for 1 minute
each.
Signature: _______________________________________________________________
Rhythmic and Dance
Self Assessment
Student Name: ________________________
Below explain what tinikling is and how you do it:
Peer Assessment
Student Name: ___________________
How many times during the first song did your partner mess up? _____________
How many times during the second song did your partner mess up? _____________
How many times during the third song did your partner mess up? ______________
Rhythmic and Dance
Homework
Student Name___________________
Go home and research 3 basic dances that you know of or can look up on the computer. If able
try to watch a video on it and try to perform the dance yourself. (For example: The YMCA )
Dance 1: _________________________________
Dance 2: _________________________________
Dance 3:__________________________________
Gymnastics
Teacher Assessment: Forward Roll
Student Name:
Yes
Tucked chin
Tucked head
Rolled forward without going
to the right or left
Stood up after
Side Comments:
No
Student Assessment
Student Name: ___________________
Was your group able to do the stunts?
Where there any stunts you could not do?
Why did your group work so well together?
Gymnastics Homework
Student Name: ___________________________-
Name the following positions:
1)_________________________
2) ________________________
3)____________________________
Cooperative Skills:
Teacher assessment:
Student worked well with group:
1
2
3
Student participated the entire time:
1
2
3
Student encouraged other group members:
1
2
3
Student helped other group members out when need:
1
2
3
Student Name: __________________________
Do you feel you worked well with you group?
What could you have done better in your group?
Did you do all of the stunts right? If yes why, if no why?
Homework Cooperative Skills
Student Name: _______________________
What are 3 different ways you can encourage your group members during class?
1)
2)
3)
How can you solve a problem if your group has one?