East Hartford Public Schools
Curriculum Document
Subject
Grade
Unit Title
PSS ©
Physical Education
3, 4, 5, 6
Long-handled implements
6 Lessons (3 Weeks)
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control,
balance, strength, and coordination; and demonstrate progress toward the mature form
of selected fundamental motor skills.
10.3-Follow safety and age-appropriate classroom and playground rules and
procedures.
11.2-Demonstrate understanding that different movements are performed by different
body parts, singly and in combination (e.g. kicking with foot, throwing with hand).
12.2-Developmentally appropriate recognition of the effects of physical activity and
exercise.
13.1-Demonstrate safe behavior for self and toward others by following established
class rules, procedures and safe practices with teacher guidance and reinforcement.
14.3-Demonstrate appropriate social interactions with peers during physical activity
(e.g. sharing, taking turns, following rules, playing cooperatively) with teacher guidance
and reinforcement.
Common Core State Standards
Math.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data
set.
Literacy.RI.4.7: Interpret information presented visually, orally, or quantitatively and
explain how the information contributes to an understanding of the text in which is
appears.
Literacy.SL.3.1: Engage effectively in a range of collaborative discussions.
Literacy.RI.4.1: Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Connecticut Physical Fitness Assessments.
Subject
Grade
Unit Title
PSS ©
Physical Education
3, 4, 5, 6
Long-handled implements
6 Lessons (3 Weeks)
Big Ideas
Essential Questions
Students will demonstrate understanding
of principles, strategies and tactics as they
apply to the learning and performance of
using implements safely.
Concepts
(what students need to know)
1. Whiffle Ball safety
precautions.
2. How to use a bat to strike a
pitched or ball on a tee.
3. Baseball game rules, field
set up, and strategies.
4. Creating a tracking and
fielding game.
1. What are the basic concepts and
why are they important for lifelong
skills?
2. What specific movements and key
points are required for performing
skills safely?
3. How can implement skills be used
to develop more complex
movements?
Skills
(what students need to be able to
do)
1. Strike with a long-handled
implement.
2. Fielding a ground ball
3. Fielding a fly ball
4. Throwing to a partner
5. Running the bases
DOK
1, 2, 3, 4.
Pre-Assessment
Assessments
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability
level through observation during lesson
time and lesson activities.
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
EHPS HPE Rubric (See Attached)
Assessment Guides (Rubrics)
See attached rubric.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Wide whiffle ball bat, thin whiffle ball
Doherty, J., & Brennan, P. (2008). Physical
bat, batting tees, baseball bases, and
education and development 3 - 11: A
whiffle balls.
guide for teachers. New York, New
York: Rutledge.
Graham, G. (2007). Children moving: A
reflective approach to teaching
physical education. (7th ed.). New
York, New York: McGraw Hill.
Holt Hale, S. A. (2007). On the move: Lesson
plans to accompany children moving.
(7th ed.). New York, New York:
McGraw Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2003).
Sport foundations for elementary
physical education: A tactical games
Technological
Retrieved from http://www.pegames.org/
Retrieved from
http://www.peuniverse.com/
Retrieved from www.pecentral.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and
Differentiation
1. Check for understanding.
1. Ball modifications.
2. Constant reminders for striking
2. Implement variations.
with implement cues.
3. Small sided games.
3. Teacher demonstration of proper
4. Cooperative grouping.
striking with implements.
4. Student demonstration to peers
of proper striking patterns.
5. Provide recognition to students.
6. Identify differentiation strategies
following pre assessment.
East Hartford Public Schools
Physical Education Instructional Block Plan
Unit Objectives & Standards:
9.1-Demonstrate coordination in gross motor and fine motor tasks using control,
balance, strength, and coordination; and demonstrate progress toward the mature form
of selected fundamental motor skills.
10.3-Follow safety and age-appropriate classroom and playground rules and
procedures.
11.2-Demonstrate understanding that different movements are performed by different
body parts, singly and in combination (e.g. kicking with foot, throwing with hand).
12.2-Developmentally appropriate recognition of the effects of physical activity and
exercise.
13.1-Demonstrate safe behavior for self and toward others by following established
class rules, procedures and safe practices with teacher guidance and reinforcement.
14.3-Demonstrate appropriate social interactions with peers during physical activity
(e.g. sharing, taking turns, following rules, playing cooperatively) with teacher guidance
and reinforcement.
Unit: Striking & Volleying Grade(s): K - 2 Time: 45 Minutes
Class Periods: 6
Class #1
Class #2
Class #3
Intro/Warmup:
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Core Activity:
Intro:
Striking off a tee
Intro:
Striking and running to first
Intro:
Fielding a ball and throwing
to first base
Application
Activity
(Game):
Station Activities:
Fielding a ground ball
Fielding a fly ball
Activity:
1v1 one base
Activity:
2v2 two base
Individual Teacher
Assessments
Individual Teacher
Assessments
Striking off a tee
Running the bases
Assessment:
Pre assessment Rubric
CCSS
Alignment
Questions
Explain the role of the
pitcher in a baseball
game.
Questions
(DOK)
Create an illustration of a What might you include
baseball field. Label
on a list about baseball?
positions appropriately.
What items or skills are
important.
How are the positions of
outfield and infield
similar? Different?
How could you engage in
baseball skill building or
activity outside of
school?
Create an activity at
recess that will improve
your batting skills.
Class #4
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Class #5
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Class #6
Intro:
Running, yoga stretches,
push ups, curl ups.
Safety, expectations, care
of equipment.
Core Activity:
Intro:
Offensive strategies
Intro:
Defensive strategies
Intro:
Game rules
Application
Activity
(Game):
3v3 whiffle ball
3v3 whiffle ball
5v5 whiffle ball
Assessment:
Individual Teacher
Assessments
Post assessment Rubric
Post assessment Rubric
CCSS
Alignment
Questions
Can you describe the
safety guidelines from
today’s lesson?
Questions
(DOK)
Draw an illustration of a
baseball field. Using lines
create a path for a
baserunner to advance
from first base to home
plate.
Can anyone describe the
key points for swinging a
baseball bat and why we
should follow them?
Can you recall the
birthplace of baseball?
Why was this game
invented? Name one
current MLB player.
What did you notice? Did
your team do
better/worse than the
team(s) you faced?
Analyze the result of
your game. Does your
team need to improve on
offense or defense? How
did you come to this
conclusion?
Intro/Warmup:
East Hartford Physical Education Skills Checklist
Teacher:
School:
Grade: K-2
Lesson Content: Striking with implements
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student
name.
Complete swing after
implement contacts the ball
Arms extended to contact ball
Ready position with feet balanced and
hands in appropriate position.
Complete swing after
implement contacts the ball
Striking Forward
with long-handled
Appropriate grip on implement
Student Names
Arms extended to contact ball
All Skills: ____
Moves body to keep ball under
paddle
Long handled: ____
Contacts ball with stiff wrist
Short handled:____
Eyes on the ball
# Ss Proficient
Striking Upward:____
Striking upward
Total # Students: _____
Short handled
Long handled
Ready position with paddle
facing upward
Striking Upwards
Striking Forward
with short-handled
Ready position with feet balanced and
hands in appropriate position.
Total Score
1: Performed
I: 0-1
Appropriate grip on implement
Scoring: 0: Not performed
Grading: E: 4 P: 3
M: 2
Physical Education Exit Slip
Name: _____________________
Class: ___________________
Baseball Skills
What might you include on a list about baseball? What items or skills are important?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________
Physical Education Exit Slip
Name: _____________________
Class: ___________________
Baseball Skills
Create an activity at recess that will improve your batting.
Physical Education Exit Slip
Name: _____________________
Class: ___________________
Baseball Skills
Analyze the result of your game. Does your team need to improve on offense or defense? How did you
come to this conclusion?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________