3Rd Grade PE Curriculum

1

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.1., 1.1.2

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1., 2.1.2., 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1

1. Knowing and demonstrating health-enhancing fitness components improves quality of life. 4.1.2

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3

Critical Content and Skills O – ObservationsWS – Work Samples

1. The cues for start/stop actions, use of proper self-space, hopping, galloping, skipping and sliding
2. Strategies for chasing, fleeing and dodging
3. Safety protocols when chasing, fleeing and dodging
4. The importance of proper fleeing and tagging techniques
5. Continuous movement improves cardiorespiratory endurance
6. The importance of good sportsmanship

1. Travel using a variety of locomotor movements
2. Change directions in a dynamic situation
3. Move through general space while avoiding collisions
4. Demonstrate techniques for dodging, fleeing and using open-space
5. Respect and apply the boundaries of the game
6. Practice good sportsmanship

CRITICAL CONTENT/CONCEPT WEB

Unit Theme: Throwing, Rolling, and Catching

Conceptual Lens:Coordination and Sequencing

Grade:3-5

Grade: 3-5

Enduring Understandings

Guiding Questions

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.1, 1.1.2. 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.3

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3

Grade: 3-5

Critical Content and Skills O – ObservationsWS – Work Samples

1. The cues for catching
2. The various aspects of catching depending on the situation/activity
3. The cues for throwing overhand
4. That visual information (i.e. speed of receiver, position of defenders) will impact throwing decisions
5. The cues for rolling
6. That targeted rolling affects accuracy
7. The cues for underhand toss
8. The cues for basketball passing

1. Hands to the side and behind ball
2. Bounce pass= push ball out and down
3. Chest pass=push ball away from chest

1. Different activities that utilize underhand toss

1. Catch a variety of objects while stationary and moving
2. Throw an object overhand to a stationary and moving target, with and without a defender
3. Roll a ball in a variety of directions and to a variety of targets
4. Toss an object underhand in a variety of game situation
5. Demonstrate a variety of basketball passes
6. Follow rules and safety guidelines
7. Participate in a variety of games and activities that will incorporate throwing, rolling and catching

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Development of coordinated sequential movement can lead to success in dynamic situations. 1.1.3

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.1

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.4

1. Knowing and demonstrating health-enhancing fitness components improves quality of life. 4.1.1, 4.1.2

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3

Critical Content and Skills O – ObservationsWS – Work Samples

1. The cues for kicking, punting, dribbling and trapping.
2. The cues for passing:
3. Non-kicking foot next to the ball
4. Use the inside of the foot
5. Follow through (foot to target)
6. Firm Kick
7. How to trap a ball using the inside of the foot.
8. Position of the foot at point of contact determines direction of the kick.
9. Different types of kicks require different forces (i.e. dribbling=soft/light kick, goal kick=hard kick).
10. Various strategies used in kicking activities.

1. Pass to a moving target and trap a moving ball.
2. Punt a ball for distance.
3. Use various kicking skills in lead-up activities and/or small-sided/modified game situations.
4. Use various strategies in a dynamic situation.
5. Kick and/or move to an open space.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Take-off

Enduring Understandings

Guiding Questions

1. Development of coordinated sequential movement can lead to success in dynamic situations. 1.1.1,

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.2, 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.3

1. Knowing and demonstrating health-enhancing fitness components improves quality of life. 4.1.1

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1, 5.1.2

Critical Content and Skills O – ObservationsWS – Work Samples

1. There is a combination of body movements needed for jumping and landing.

1. Muscular strength is important to maintain balance when landing.

1. How to change body movements to affect the results of their jump.

1. Balance determines the quality of the jump and the landing.

1. Combine locomotor movements with jumping.

1. Apply the skill of jumping various obstacles (i.e. over, up, on).

1. Demonstrate a variety of jumps in different situations. (i.e. rebounding a basketball, volleyball spike, etc.)

1. Enter and exit a turning rope.

1. Demonstrate a variety of steps while jumping rope (i.e. jog step, single bounce, double bounce)

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Development of coordinated sequential movement can lead to success in dynamic situations. 1.1.1, 1.1.2

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.3, 3.1.4

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1,

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3

Critical Content and Skills O – ObservationsWS – Work Samples

1. Body positions for various striking actions.
2. Point of contact influences the direction of the object struck.
3. The target determines the amount of force required.
4. Weight transfer is an integral component of striking.
5. Various strategies used in striking can improve performance.

1. Use appropriate body position when striking.
2. Accurately strike to a variety of targets.
3. Apply proper force based on the situation.
4. Use striking in various activities.
5. Apply strategies in a variety of activities (i.e. small-sided/modified game).

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Development of coordinated sequential movement can lead to success in dynamic situations. 1.1.1, 1.1.2, 1.1.3

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.2, 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.3, 3.1.4

1. Knowing and demonstrating health-enhancing fitness components improves quality of life. 4.1.1, 4.1.2

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3

Critical Content and Skills O – ObservationsWS – Work Samples

1. Concepts of balance, center of gravity and base of support.
2. The importance of muscular strength and flexibility as it relates to tumbling.
3. The importance of safety rules and procedures.
4. The importance of body awareness when tumbling.
5. How to create a sequence of tumbling and balance movements.

1. Perform a variety of balances (individual, partner and group).
2. Perform a variety of inverted movements.
3. Travel by bearing weight on a variety of body parts.
4. Perform a sequence of balance and tumbling movements.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Basic fundamental movements in dynamic situations promote a variety of specialized skills. 1.1.1, 1.1.2, 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.3, 3.1.4

1. Body awareness, spatial awareness and object manipulation promote safety. 5.1.1

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2

Critical Content and Skills O – ObservationsWS – Work Samples

1. A controlled dribble allows movement in a variety of directions, levels and pathways.
2. The cues for the forearm pass

1. Ready position
2. Arms straight (elbows locked)
3. Contact on the forearm
4. Don’t swing arms

1. The cues for the overhead set

1. Ready position
2. Use finger pads
3. Trampoline- ball comes in and out quick
4. Extend arms up and forward

1. Point of contact influences the direction of the object when volleying
2. Strategies to use while dribbling or volleying in a dynamic situation
3. Weight transfer is an integral component of underhand striking.

1. Dribble continuously while stationary and traveling in a dynamic situation
2. Dribble with dominant and non-dominant hand without continuously looking at the ball
3. Cooperatively volley a lightweight ball with a partner, or in small group or game-like activities
4. Underhand strike a lightweight ball over a medium level net or rope
5. Follow safety rules.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

Enduring Understandings

Guiding Questions

1. Development of coordinated sequential movement can lead to success in dynamic situations. 1.1.1, 1.1.2, 1.1.3

1. Movement knowledge and practice influences decision making, strategy and performance. 2.1.1, 2.1.2, 2.1.3

1. Skilled movement can lead to active participation and enjoyment in a variety of physical activities. 3.1.1, 3.1.3, 3.1.4

1. Knowing and demonstrating health-enhancing fitness components improves quality of life. 4.1.1

1. Body awareness and spatial awareness promote safety. 5.1.1, 5.1.2

1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters personal relations. 5.1.3

Critical Content and Skills O – ObservationsWS – Work Samples

1. A variety of different dance calls (i.e. swing, promenade, do-si-do, grand right and left, chain, allemande, etc.)
2. How to create a combination of sequences and patterns.
3. The importance of accepting and cooperating with others.
4. That moving to music is a form of self-expression.
5. That movement to music can promote fitness. (i.e. dance, aerobics, etc.)

1. Recognize and move to rhythm in music.
2. Perform a variety of basic dance steps. (i.e. step-together-step, grapevine, heel-toe, etc.)
3. Demonstrate movement to a teacher-designed routine (i.e. line dance, square dance, circle dance, etc.).
4. Create and perform a series of combined movements (i.e. dance).
5. Design a routine (i.e. alone, partner, group) combining various movement qualities and patterns (i.e. jump rope routines, ball handling routines to music).
6. Work cooperatively with others.

Critical Content/Concept Web