Kinder – 2nd Grade

Physical Education Unit 2

Table of Contents

Parachute

Section / Page Number
Unit Description and Standards / 2
Unit Essential Questions / 3
Unit Goals and Sub Goals (Task Analysis) / 3
Unit Language / 4
Unit Assessments Checklist / 5
Unit Assessment Rubric / 6 (Incomplete)
Ordered Teaching Points, Materials, and Equipment / 7-8

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Unit Developed by Pete Paxton, Glenn Hopkins, Lena Baucum: 5/20/14

Grade K-2
Physical Education Unit 1 / Dates of Unit:
October
Unit Title: / Building a foundation
Stage 1 / Identify Desired Results
Unit Introduction and standards: / Introduction:
This unit is a fun way to use a parachute to encourage cooperative behavior among students. Games and activities with the parachute provide all students , regardless of physical skills and abilities, opportunities to participate successfully. When parachute play combines stretching movements, stretching movements, strength development exercises, non-locomotor and locomotor skills, and rhythmic activities, a wide variety of physical and social parameters are addressed.
Standards:
  • PE.03.EE.04 Demonstrate three different step patterns and combinations of movements into repeatable sequences.
  • PE.03.FL.01 – Identify changes in his/her body during moderate to vigorous exercise.
  • PE.03.SM.01 – Identify rules, procedures, etiquette in a specified physical activity.

Essential Questions:
Goals: / Students will be able to learn and follow rules for playing with the parachute safely. / Students will cooperate with others in small groups/teams to successfully participate in parachute activities. / Students will be able to use a variety of locomotor skills and attempt various fitness challenges while using the parachute.
Learning Targets: / I start and stop on command. / I can feel my heart beat. / I cooperate with others.
I perform various locomotor patterns. / I can determine if my heart beat is fast or slow. / I share with others.
I perform various locomotor patterns while maintaining personal space. / I can make the connection between my heart rate and the tempo of the exercise. / I am courteous towards others.
I follow directions immediately once I understand them.
I can give directions for an activity.
Stage 2 / Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
  • Providing Instructions
/ Academic Language Stems:
Easy for Beginners
  • Uses gestures and vocabulary to give instructions.
  • Run (pointing to a location)
  • Walk (pointing to a location)
  • Slide (pointing to a location)
Medium for Intermediate
  • Uses phrases and vocabulary to give instructions.
  • Run to the cone.
  • Walk over there.
  • Gallop fast.
Difficult for Advanced and Fluent
  • Uses complete sentences to give instructions.
  • Examples:
  • Walk quickly around the farthest cone.
  • Run quickly to the farthest cone and back.
  • Gallop to the nearest cone and back.
  • Skip in a zigzag pathway around the ___ and back.
  • Side-slide to the left of the cone.

Unit Vocabulary:
LOCOMOTOR SKILLS
Walk
Jump
Hop
Run / Gallop
Side-slide
Skip
Leap
LEVEL / PATHWAY / TEMPO / DIRECTIONS / RELATIONSHIPS
Low
Medium
High / Straight
Curved
Zigzag / Slow(ly)
Medium
Fast
Quick(ly) / Backward
Forward
Sideways
Upward
Downward
To the right
To the left / Over
Under
On
Off
In
Out
Around
Through
Mirror
Assessment Tools: /
  • Goals Rubric
  • Assessment Checklist

Unit 1 Assessment Checklist

Teacher: ______
Grade Level: ______
Student Name / I start and stop on command. / I perform various locomotor patterns. / I perform various locomotor patterns while maintaining personal space. / I can feel my heart beat. / I can determine if my heart beat is fast or slow. / I can make the connection between my heart rate and the tempo of the exercise. / I cooperate with others. / I share with others. / I am courteous towards others. / I follow directions immediately once I understand them. / I can give directions for an activity. / Notes
B = BeginningD = DevelopingP = ProficientM=Mastery

Unit of Study Assessment Rubric

Unit #1–Building a Foundation

Learning Target / Mastery / Proficient / Developing / Beginning
Language Learning Target
Stage 3 / Plan Learning Experiences and Instruction

POSSIBLE ORDER OF TEACHING POINTS WITH SUPPORTING MATERIALS

Teaching Point / Materials/Lessons / Equipment
  1. I start and stop on command.
/
  • Spark K-2, Parachute: Lesson 1 “Intro to Parachute” (page 1-2)
  • Spark K-2, Parchute: lesson 3 "Move and Groove" (page 7
/ 4 Cones
Spot Markers (1 per student)
  1. I follow directions immediately once I understand them.
/
  • Spark K-2, Chute shapes: Lesson 2 “Locomotor Skills, Levels, and Directions” (page 3-5)
  • Spark K-2, : Lesson 4 “Pathways and Creative Moves” (pages 13-15)
/ 4 Cones
Spot Markers (1 per student)
3 Movement Cubes
  1. I can give directions for an activity.

  1. I share with others.
/
  • Spark K-2, Building a Foundation: Lesson 8 “Pairing and Moving Together” (pages 29-31)
/ 4 Cones
3 Movement Cubes
  1. I cooperate with others.
/
  • Spark K-2, Building a Foundation: Lesson 9 “Pairs Combining Movement Concepts” (pages33-35)
  • Spark K-2, Building a Foundation: Lesson 10 “Grouping and Making Bridges” (pages 37-39)
/ 4 Cones
3 Movement Cubes
4 Cones
Spot Markers (optional)
4 Hula Hoops (optional)
  1. I am courteous towards others.

  1. I perform various locomotor patterns.
/
  • Spark K-2, Building a Foundation: Lesson 3 “Locomotor Skills, Levels, and Directions” (page 9-11)
/ 4 Cones
Spot Markers (1 per student)
3 Movement Cubes
  1. I perform various locomotor patterns while maintaining personal space.
/
  • Spark K-2, Building a Foundation: Lesson 4 “Pathways and Creative Moves” (pages 13-15)
/ 4 Cones
Spot Markers (1 per student)
3 Movement Cubes
  1. I can feel my heart beat.
/
  • Spark K-2, Building a Foundation: Lesson 13 “Fitness Introduction” (pages 47-49)
/ 4 Cones
Mats
  1. I can determine if my heart beat is fast or slow.
/
  • Spark K-2, Building a Foundation: Lesson 13 “Fitness Introduction” (pages 47-49)
/ 4 Cones
Mats
  1. I can make the connection between my heart rate and the tempo of the exercise.
/
  • Spark K-2, Building a Foundation: Lesson 13 “Fitness Introduction” (pages 47-49)
/ 4 Cones
Mats

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Unit Developed by Pete Paxton, Glenn Hopkins, Lena Baucum: 5/20/14