Instructional Units

Part Three

Instructional Units

Quarter Four

Elementary

Grades K-5

Instructional Units

Units of Instruction / Grades
Physical Fitness / K-1 / 2-3 / 4-5
Movement Concepts / K-1 / 2-3 / 4-5
Manipulative Skills / K-1 / 2-3 / 4-5
Rhythmic Patterns Creative Dance / K-1 / 2-3 / 4-5
Tumbling and Stunts / K-1 / 2-3 / 4-5
Basketball / K-1 / 2-3 / 4-5
Flag Football / K-1 / 2-3 / 4-5
Soccer / K-1 / 2-3 / 4-5
Volleyball / K-1 / 2-3 / 4-5

Unit: Physical Fitness

Overview of Unit: Physical Fitness

Physical Fitness Unit is developed to introduce students to a cardiovascular program that can be a life long activity. The students will learn about key components of Physical Fitness and how important it is to their livelihood.

Physical Components of Physical Fitness:

Flexibility
Muscle strength
Muscle endurance
Cardiovascular endurance
Body composition

Health Related Components of Physical Fitness:

Balance
Coordination
Agility
Reaction Time
Power
Speed

UNIT ONE: Physical Fitness (K-1)

MARYLAND PHYSICAL EDUCATION CONTENT STANDARDS:

1.0 Exercise Physiology-Students will demonstrate the ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational, and life tasks.

5.0 Physical Activity- Students will demonstrate the ability to use the principles of exercise physiology, social psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.

PHYSICAL EDUCATION OBJECTIVES

Describe all fitness components; state reasons for being physically fit understand the importance of physical activity in maintaining physical fitness. Students will participate in moderate to vigorous activity, explore muscular strength movements. Sustain moderate to vigorous activity and explore flexibility activities.

Introduce/Develop

Students will be introduced to all fitness concepts, cardiovascular, muscular strength, muscular endurance and flexibility.

Introduce taking heart rate manually, sit and reach test

Students will be introduced to all fitness concepts, cardiovascular, muscular strength, muscular endurance and flexibility.

Developing/Maintaining

Practice loco motor activities, aerobic jogging, and jumping rope. Introduce the practice of taking Heart Rate.

Perform ½-mile walk/run, obstacle/ challenge course, tag games, practice jumping rope and increase time.

Perform animal walks seal, dog, crab, parachute activities, vertical and horizontal jumps, partner pull-ups, discuss why MS is important. Introduce the sit and reach tests, practice correct stretching techniques, talk about what flexibility means.

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Baltimore City Public School System

Division of Curriculum and Instruction

K-1 Grade Units of Instruction

Content Standard: 1.0 Exercise Physiology-Students will demonstrate the ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational, and life tasks.

Quarter Four

Unit One: Physical Fitness—Four Weeks

Indicators / “Big Ideas” / Instructional Objectives / Sample Item or Task / Instructional Focus / Resources /
1.0 Exercise Physiology K
1.1 Identify and demonstrate the effects of physical activity on the body systems.
1.2 Explore the components of the Frequency, Intensity, Type, and Time (FIT) principle using physical activity.
1.3 Explore and identify the components of fitness.
1.4 Investigate the benefits of physical activities.
1.5 Recognize the relationship between nutrition and physical activity.
1.6 Recognize the factors influencing exercise adherence.
1.0 Exercise Physiology 1st
1.1 Identify and demonstrate the effects of physical activity on the body systems.
1.2 Explore and identify the components of the Frequency, Intensity, Type, and Time (FIT) principle using physical activity.
1.3 Explore and distinguish between the components of fitness.
1.4 Investigate the benefits of physical activities.
1.5 Recognize the relationship between nutrition and physical activity.
1.6 Recognize the factors influencing exercise adherence.
1.0 Exercise Physiology 1st
1.1 Identify and demonstrate the effects of physical activity on the body systems.
1.2 Explore and identify the components of the Frequency, Intensity, Type, and Time (FIT) principle using physical activity.
1.3 Explore and distinguish between the components of fitness.
1.4 Investigate the benefits of physical activities.
1.5 Recognize the relationship
between nutrition and physical activity.
1.6 Recognize the factors influencing exercise adherence. / Exhibits a physically active lifestyle.
Achieves and maintains a health-enhancing level of physical fitness. / 1.0 Exercise Physiology K
1.1a. Explore how exercise affects the heart.
1.2a. Explore the various types of movements and the effect it has on the body.
1.3a. Participate in activities to enhance the health related fitness component of aerobic capacity/cardio respiratory endurance.
1.4a. Identify through participation, physical benefits of aerobic capacity(cardio respiratory) endurance.
1.5a. Compare how fuel is to your body as fuel is to a car.
1.6a. identify activities that promote fitness
· Individual
· Family
1.0 Exercise Physiology 1st
1.1a. Identify and demonstrate how the heart and blood vessels respond to exercise.
1.2a. Identify and demonstrate the fit component: Type, through physical activity.
1.3a. Participate in activities to enhance the health related fitness components: muscular strength, aerobic capacity/cardio respiratory endurance and flexibility.
1.4a. Identify through participation, physical benefits of aerobic capacity (cardio respiratory) endurance.
1.5a. Compare how fuel is to your body as fuel is to a car.
1.6a. identify activities that promote fitness
· Individual
· Family
1.0 Exercise Physiology 1st
1.1a. Identify and demonstrate how the heart and blood vessels respond to exercise.
1.2a. Identify and demonstrate the fit component: Type, through physical activity.
1.3a. Participate in activities to enhance the health related fitness components: muscular strength, aerobic capacity/cardio respiratory endurance and flexibility.
1.4a. Identify through participation, physical benefits of aerobic capacity/cardio
respiratory endurance and muscular endurance.
1.5a. Identify the factors influencing exercise adherence.
1.6a. Identify activities that promote fitness
· Individual
· Group/Peers
· Family / Students will engage in loco-motor movements, talk and ask questions about the heart and tag games -walk slow, walk fast-do the same with other locomotor movements. You can have them move in different directions at different speeds also t different heights (high, low, med). / Introduce / Presidential Fitness Test
BCPSS Elementary P.E. Curriculum
5.0 Physical Activity K
5.1 Experience individual aerobic capacity/cardio respiratory fitness. / Achieves and maintains a health-enhancing level of physical fitness / 5.0 Physical Activity K
5.1a. Experience the difference between resting heart rate and active heart rate. / Students will complete animal movements and curl ups move like a bear, snake, chicken, etc using both hands and feet, just hand, just feet. / Introduce
5.0 Physical Activity 1st
5.1Explore
individual aerobic capacity/cardio respiratory fitness
5.2 Experience activities that involve muscular strength and muscular endurance.
5.3 Examine individual flexibility. / ME
Achieves and maintains a health-enhancing level of physical fitness / 5.0 Physical Activity 1st
5.1a Introduce different locations to find your pulse.
5.1b Recognize that different activities affect heart rate.
5.1c Compare resting heart rate with active heart rate.
5.1d Explore aerobic and anaerobic activity.
5.2aExperience developmentally appropriate activities involving muscular strength and muscular endurance.
5.3a. Participate in developmentally appropriate activities involving flexibility. / Students will complete running/ performing ¼ mile run/walk, and tag games moving on a flat surface, small incline and hill run walk (hand on body part tag person on arm only or use other parts of the body. / Introduce
Identify and participate in developmentally appropriate physical activities that maintain or enhance flexibility / Students will participate in human alphabet and wiggle worm game
On floor form numbers and shapes as you move your body various ways.
Diverse Learners
Engaged in loco motor movements within limits of physical ability, use pictures/manipulative repetition.
Hold up a picture and move as though you were in the picture.
Cross Circular
Mathematics –counting for each activity. Count as you move-see how many steps it will take you to form the number five or a letter.
Science – Learn the major body parts that are used in each activity. How many body parts do you use while jumping, hopping, etc. / Introduce

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UNIT ONE: PHYSICAL FITNESS (2-3)

MARYLAND PHYSICAL EDUCATION CONTENT STANDARDS:

PHYSICAL EDUCATION OBJECTIVES:

Use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational, and life tasks.

Describe all fitness components; state reasons for being physically fit understand the importance of physical activity in maintaining physical fitness

Introducing /Developing:

Identify physical fitness concepts of cardiovascular, muscular strength, muscular endurance and flexibility.

Identify health related concepts of physical fitness

Introduce taking heart rate manually, sit and reach test (2nd-3rd)

Developing/Maintaining

Practice locomotor activities, aerobic jogging, and jumping rope. Introduce the practice of taking Heart Rate.

Perform ½-mile walk/run, obstacle/ challenge course, tag games, practice jumping rope and increase time.

Perform animal walks seal, dog, crab, parachute activities, vertical and horizontal jumps, partner pull-ups, discuss why MS is important. Introduce the sit and reach test, practice correct stretching techniques, talk about what flexibility means

105

Baltimore City Public School System

Division of Curriculum and Instruction

2-3 Grade Units of Instruction

Quarter four

Unit One: Physical Fitness—Four Weeks

Indicators / “Big Ideas” / Instructional Objectives / Sample Item or Task / Instructional Focus / Resources /
1.0 Exercise Physiology 2nd
1.1 Identify and demonstrate the effects of physical activity on the body systems.
1.2 Explore and identify the components of the Frequency, Intensity, Type, and Time (FIT) principle using physical activity.
1.3 Explore and distinguish between the components of fitness.
1.4 Investigate the benefits of physical activities.
1.5 Recognize the relationship between nutrition and physical activity.
1.6 Recognize the factors influencing exercise adherence. / Exhibits a physically active lifestyle.
Achieves and maintains a health-enhancing level of physical fitness
Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction / 1.0 Exercise Physiology 2nd
1.1.a. Identify and demonstrate how the components of the circulatory system respond to exercise.
1.2a. Identify and demonstrate the fit components: Type and Time, through physical activity.
1.3a. Participate in activities to enhance the health related fitness components of aerobic capacity/cardio respiratory endurance, muscular endurance, and flexibility.
1.4a. Identify through participation, physical benefits developed for each of the health related fitness components: aerobic capacity/cardio respirator) endurance, muscular endurance, muscular strength, and flexibility.
1.5a. Explain and demonstrate how nutritious food (foods with complex carbohydrates and protein) provides a better source of energy for activity than junk food.
1.6a. Identify and explain how activities promote fitness for the individual, group/peers, and family. / Students will practice loco-motor activities, aerobic jogging, jumping rope, Introduce the practice of taking Heart Rate. Using music have children walk using different patterns and speeds. Can use music for jogging and rope jumping. (Fast beat and slow beat). / Developing
1.0 Exercise Physiology 3rd
1.1 Explain and demonstrate the effects of physical activity on the body systems.
1.2 Adapt components of the Frequency, Intensity, Type, and Time (FIT) principle to adjust levels of physical activity.
1.3 Recognize and identify the components necessary to design a fitness plan.
1.4 Investigate the benefits of physical activities.
1.5Analyze the relationship between nutrition and physical activity through movement experiences.
1.6 Examine the factors influencing exercise adherence. / Achieves and maintains a health-enhancing level of physical fitness / 1.0 Exercise Physiology 3rd
1.1a. .Identify and demonstrate how the components of the cardiovascular system responds to exercise.
1.2a. Identify and demonstrate FIT components: Type and Time, through physical activity.
1.3a. Identify and participate in activities to enhance the health related fitness components of aerobic capacity/cardio respiratory endurance, muscular endurance, and flexibility.
1.4a. Identify the physical benefits that are developed through physical activity.
1.5a. Describe how balancing food intake will affect physical activity: energy intake vs. energy expenditure.
1.6a. Identify the factors that promote or limit physical activity for elementary school students such as peers, parents/family, equipment, facilities, motivation, recreational opportunities, and financial limitations. / Students will complete ½ mile walk/run, obstacle/challenge course, tag games, practice jumping rope and increase time in running - -games. You can use obstacle course-moving at different speeds- have child walk ¼ mile and sprint or move quickly ¼ mile. Jump rope race. / Developing
Achieves and maintains a health-enhancing level of physical fitness / Students will complete animal walks, seal, dog, crab, parachute activities, vertical and horizontal jumps, partner pull-ups, discuss why MS is important. Parachute- walk around, run, slide, hop, using one hand holding on to the parachute and crawl under the parachute. / Developing
Identify and participate in developmentally appropriate physical activities that maintain or enhance flexibility / Students will introduce the sit and reach test, practice correct stretching techniques, talk about what flexibility means
Diverse Learners
Engage in modified loco motor movements within limits of physical ability. Use pictures/ manipulative repetition. Move with a ball on the floor, in the air, bouncing etc.
Cross Circular
Mathematics- Counting for each activity. Count heart rate manually for some exercises done.
Art- Graph a chart of progress in the different exercises done, also graph and chart students heart rate.
Language Arts - Write a paragraph in your journal about what fitness means to you. Develop a Venn Diagram on what are similar and different about two exercises. / Developing

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