TIMEFRAME:
September / HEALTH & FITNESS ACADEMIC CONTENT
Academic concepts that students will learn / FITNESS
Activities that intentionally improve the fitness of students / MOTOR SKILLS
Physical activities to teach movement patterns / SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL QUESTIONS / What is fitness?
What does it mean to be fit? / Why are fitness measurements important to fitness planning? / Why are motor skills important for participating in games? / What are the benefits of working with a team?
CONTENT / Five components of Fitness (Five For Life Basic (5FL-B) pp.1.1-1.13) / Pre-Fitness Measurements, 5FL-B pp. 4.131-4.142
Pre-Fitness Measurements (protocol from Fitnessgram Manual) / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, throwing
Team Sports:
·  Cooperative Games
Lifetime Activities:
Swedish gym / recess safety / Cooperative Games
Classroom Protocol
Sportsmanship
SKILLS/
ACTIVITIES / Five components of Fitness (Five For Life Basic (5FL-B) pp.1.1-1.13):
·  Introduction of Five Components of Fitness:
o  Student introduction (5FL-B) p. 1.4
o  Vocabulary and definitions (5FL-B) p. 1.5
·  Cardiorespiratory Endurance:
o  Cardiorespiratory Endurance Activity (5FL-B) p. 1.6
·  Muscular Strength and Endurance:
o  Muscular Strength and Endurance Activity (5FL-B) p. 1.7
·  Flexibility:
o  Flexibility Activity (5FL-B) p. 1.8
o  Body Composition:
o  Body Composition Explanation (5FL-B) p. 1.9 / Pre-Fitness Measurements, 5FL-B pp. 4.96-4.109:
Pre-Fitness Measurement (protocol from Fitnessgram Manual)
·  Curl ups pp. 42-44
·  PACER pp. 28-32
·  Sit and reach pp. 53-55
·  Push-ups pp. 48-49
·  Trunk Lift pp. 45-47 / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap
·  Skills and Drills: Mirror movements, relays, follow the leader
·  Low Organized Games: locomotor tag
Non-Locomotor Skills: Push\Pull
·  Fitness Testing – push-ups, cadence curl-ups
Manipulative Skills:
Jump Rope
·  Skills and Drills: Warm-ups, fitness stations
Throwing
·  Skills and Drills: throw to target, throw with a partner
·  Low organized games
Team Sports:
Cooperative Games
Lifetime Activities:
Swedish gym / recess safety protocol / Cooperative Games:
Classroom Protocol:
·  Class rules/expectations
·  Safety procedures
Sportsmanship:
·  Fair Play
·  Cooperation
·  Respect of Self and Others
ASSESSMENT / Formative:
·  Five Components of Fitness reflective questions (5FL-B) pp. 1.6-1.9
Summative:
·  Five Components of Fitness Pre/Post Assessment (5FL-B) pp. 1.10-1.11 / Formative:
·  Fitnessgram Pre-Fitness Measurements / Formative:
·  Teacher Observation
·  Rubric (TBD) – coincide with skills taught / Formative
·  Reflection – check for understanding
STANDARDS / 4.3 The student will correlate regular participation in physical education with various components of fitness and improvement in fitness and skill development.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community. / 4.3 The student will correlate regular participation in physical education with various components of fitness and improvement in fitness and skill development. / 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.
4.2 The student will understand and apply movement concepts and principles in complex motor skills. / 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community.
LCPS Benchmarks / 4.3 (a) Identify the components of health-related fitness.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community. / 4.3 (a) Identify the components of health-related fitness. / 4.1 (a) Demonstrate proficiency in specialized locomotor, nonlocomotor, and manipulative skill combinations in game and modified sports activities.
4.2 (a) Recall and demonstrate movement principles and concepts for selected motor patterns in combination skills.
4.2 (b) Apply movement principles and concepts to basic game strategies. / 4.4 (a) Work productively and respectfully with others in achieving a common group goal.
4.4 (b) Work toward positive solutions in resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and application of rules and procedures.
EQUIPMENT/
RESOURCES / CD Player
Functional Equipment
Five For Life Basic Manual
5FL-B Resource CD / Fitnessgram Manual
Virginia Wellness Standards
Loudoun Vision (blackboard)
Fitnessgram – Test Admin Manual
·  PACER chart pp. 91-94
·  Class score sheets p. 99 / District Developed Materials (TBD)
LCPS Playground Safety Guide (Blackboard) / Functional Equipment,
Loudoun Vision (blackboard)
NOTES: / *Alternative test- for students who do not pass the equivalent in upper body strength or flexibility:
·  Modified Pull-ups (pp. 49-50)
·  Shoulder Stretch (pp. 55-56)
TIMEFRAME:
October / HEALTH & FITNESS ACADEMIC CONTENT
Academic concepts that students will learn / FITNESS
Activities that intentionally improve the fitness of students / MOTOR SKILLS
Physical activities to teach movement patterns / SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL QUESTIONS / How do intensity levels help my heart? / How can I use goal setting to improve fitness? / How can playing games improve my heart health? / How can I move safely throughout the gymnasium?
CONTENT / Intensity Levels (5FL-B) DVD and Resource CD
Cardiorespiratory Endurance (Heart Health 4-5), 5FL-B pp. 1.24-1.39 / Goal Setting, (5FL-B) pp. 4.110-4.122
Pedometers (5 FL-B) pp. 4.69-4.82 / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap, dodging, fleeing
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, Dribbling (Hand/Foot), Kicking, Throwing (Underhand/Overhand), Catching
Combination Skills: passing while moving
Team & Individual Sports/Skills / Sportsmanship
SKILLS/
ACTIVITIES / Intensity Levels (5FL-B) – DVD
·  Heart Health Pyramid, (5FL-B) pp. 4.60- 4.62
·  Activity Diamond Intensity Levels (5FL-B)
Cardiorespiratory Endurance (Heart Health 4-5) (5FL-B) pp. 1.24-1.39:
·  Heart Health 2-5 minute Run, (5FL-B) p. 1.30
·  Risk Factor Four Square, (5FL-B) p. 1.31
·  Oxygen Transport, (5FL-B) pp.1.32
·  Respiratory Relay, (5FL-B) pp. 1.35-1.36
·  Capture the Oxygen, (5FL-B) p. 1.35 / Goal Setting, (5FL-B) pp. 4.110-4.122:
·  Review pre-test fitness scores and set attainable goals for next testing session, (5FL-B) p. 4.115-4.119
Pedometers (5 FL-B) pp. 4.69-4.82
·  Starting With A Pedometer (5FL-B) p. 4.74
·  Step Into Fitness Pedometer Challenge (5FL-B) pp. 4.75-4.76
·  Step Into Fitness Log and Graphing Activity (5FL-B) pp. 4.77-4.79 / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap, dodging, fleeing
·  Skills and Drills: Mirror movements, relays, follow the leader
·  Low Organized Games: locomotor tag
Non-Locomotor Skills: Push\Pulll
·  Fitness Testing – push-ups, cadence curl-ups
Manipulative Skills: Jump Rope, Dribbling (Hand/Foot), Kicking, Throwing (Underhand/Overhand), Catching
·  Skills and Drills
·  Low organized games
Combinations Skills:
·  Skills and Drills
·  Modified games and activities
Team & Individual Sports/Skills:
·  Cooperative games
·  Modified Soccer Games
·  Modified Football Games / Sportsmanship:
·  Fair play
·  Cooperation
·  Respect of self and others
ASSESSMENT / Formative:
·  Heart Health reflective questions (5FL-B) pp. 1.24-1.39
·  Intensity Level reflective questions (5FL-B) pp. 4.51-4.81
Summative:
·  Heart Health assessment (5FL-B) p. 1.38 / Formative:
·  Goal Setting Self Assessment (5FL-B) p. 4.104 / Formative:
·  Teacher Observation
·  Rubric (TBD) – coincide with skills taught / Formative:
·  Reflection-Check for understanding
STANDARDS / 4.2 The student will understand and apply movement concepts and principles in complex motor skills.
4.3 The student will correlate regular participation in physical education with various components of fitness and improvement in fitness and skill development.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community. / 4.2 The student will understand and apply movement concepts and principles in complex motor skills.
4.3 The student will correlate regular participation in physical education with various components of fitness and improvement in fitness and skill development. / 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.
4.2 The student will understand and apply movement concepts and principles in complex motor skills. / 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community.
LCPS Benchmarks / 4.2 (c) Use movement principles to improve personal performance and provide feedback to others.
4.2 (d) Use feedback, including available technology, to improve performance.
4.3 (a) Identify the components of health-related fitness.
4.3 (b) Apply data from a standardized health-related fitness assessment to determine personal fitness goals. / 4.2 (c) Use movement principles to improve personal performance and provide feedback to others.
4.2 (d) Use feedback, including available technology, to improve performance.
4.3 (a) Identify the components of health-related fitness.
4.3 (b) Apply data from a standardized health-related fitness assessment to determine personal fitness goals. / 4.1 (a) Demonstrate proficiency in specialized locomotor, nonlocomotor, and manipulative skill combinations in game and modified sports activities.
4.1 (c) Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.
4.2 (a) Recall and demonstrate movement principles and concepts for selected motor patterns in combination skills.
4.2 (b) Apply movement principles and concepts to basic game strategies.
4.2 (c) Use movement principles to improve personal performance and provide feedback to others.
4.2 (d) Use feedback, including available technology, to improve performance. / 4.4 (a) Work productively and respectfully with others in achieving a common group goal.
4.4 (b) Work toward positive solutions in resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and application of rules and procedures.
EQUIPMENT/
RESOURCES / 5FL-B Manual
Functional Equipment
Intensity Level DVD
5FL-B Resource CD / 5FL-B Manual
Functional Equipment / 5FL-B Manual
Functional Equipment
Misc. Equipment
NOTES:
TIMEFRAME:
November / HEALTH & FITNESS ACADEMIC CONTENT
Academic concepts that students will learn / FITNESS
Activities that intentionally improve the fitness of students / MOTOR SKILLS
Physical activities to teach movement patterns / SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL QUESTIONS / How can I get stronger?
Why is flexibility important?
Can fat be good for me? Why or why not? / What is circuit training? / How can playing sports improve my fitness?
How can throwing and catching improve my flexibility? / How can I safely participate in PE activities?
CONTENT / Muscular Strength and Endurance (5FL-B) pp. 1.50-1.64
Flexibility (5FL-B) pp. 1.65-1.78
Body Composition (5FL-B) pp. 1.88-1.101 / Circuit Training (5FL-B) pp. 4.1-4.50
Functional Fitness Equipment (5FL-B) pp. 4.18-4.50 / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap, dodging, fleeing
Non-Locomotor Skills: Twist, push/pull, bend, stretch, turn, rock, balance
Manipulative Skills: Throwing (Underhand/Overhand), catching, kicking, underhand roll, circuit training exercises
Combinations Skills: passing while moving
Team & Individual Sports/Skills / Sportsmanship
SKILLS/
ACTIVITIES / Muscular Strength and Endurance (5FL-B) pp. 1.50-1.64
·  Muscle Fitness (5FL-B) pp. 1.50-1.64
o  Student Intro (5FL-B) p. 1.53
o  Vocabulary (5FL-B) p. 1.54
o  Muscle Check-Up (5FL-B) pp. 1.55-1.57
o  Curl-Up Check (5FL-B) pp. 1.58-1.59
o  Muscular Strength and Endurance Tag (5FL-B) p. 1.60
Flexibility (5FL-B) pp. 1.65-1.78
·  Stretch Bend Twist (5FL-B) pp. 1.65-1.78
o  Student Intro (5FL-B) p. 1.67
o  Vocabulary (5FL-B) p. 1.68
o  All-Star Stretches (5FL-B) pp. 1.69-1.74
Body Composition (5FL-B) pp. 1.88-1.101
·  Body Composition (5FL-B) pp. 1.88-1.101
o  Student Intro (5FL-B) p. 1.91
o  Vocabulary (5FL-B) p. 1.92
o  Healthy Body Balance Card Game (5FL-B) pp. 1.93-1.94
o  Muscle Snatchers (5FL-B) p. 1.95
o  Energy In Energy Out (5FL-B) p. 1.96
o  Balance the Fat Game (5FL-B) p. 1.97 / Circuit Training (5FL-B) p. 4.1-4.50
·  Teacher/Student Intro (5FL-B) pp. 4.4-4.5
·  Modified Whole Class Functional Equipment Workout (5FL-B) p. 4.7
·  Circuit Suggestions
o  5FL circuit 1, 2, or 3 (5FL-B) pp. 4.8-4.13
Functional Fitness Equipment (5FL-B) pp. 4.18-4.50
·  Detailed Instruction of Exercises (5FL-B) pp. 4.18-4.50 / Locomotor Skills: Skip, gallop, slide, grapevine, run, walk, hop, jump, leap, dodging, fleeing
·  Skills and Drills: Mirror movements, relays, follow the leader
·  Low Organized Games: locomotor tag
Non-Locomotor Skills: Twist, push/pull, bend, stretch, turn, rock, balance
·  Circuit training activities
Manipulative Skills: Throwing (Underhand/Overhand), catching, kicking, underhand roll, circuit training exercises
·  Skills and Drills
·  Low organized games
Combinations Skills:
·  Skills and Drills
·  Modified games and activities
Team & Individual Sports/Skills:
·  Modified Soccer
·  Modified Football
·  Modified Bowling / Sportsmanship:
·  Fair Play
·  Cooperation
·  Respect of Self and Others
ASSESSMENT / Formative:
·  Muscular Strength and Endurance reflective questions (5FL-B) pp. 1.50-1.64
·  Flexibility reflective questions (5FL-B) pp. 1.65-1.78
·  Body Composition reflective questions (5FL-B) pp. 1.88-1.101 / Formative:
·  Teacher Observation
·  Peer Assessment / Formative:
·  Teacher Observation
·  Rubric (TBD) – coincide with skills taught / Formative:
·  Reflection-Check for understanding
STANDARDS / 4.2 The student will understand and apply movement concepts and principles in complex motor skills.
4.3 The student will correlate regular participation in physical activity with various components of fitness and improvement in fitness and skill development.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community. / 4.2 The student will understand and apply movement concepts and principles in complex motor skills.
4.3 The student will correlate regular participation in physical activity with various components of fitness and improvement in fitness and skill development.
4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community. / 4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.
4.2 The student will understand and apply movement concepts and principles in complex motor skills. / 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities.