Catlin Gabel

Physical Education PS

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Units

Unit	Essential Questions	Habits Of Mind	Content	Skills and Processes	Assessment	Resources
Movement concepts, principles, strategies and tactics	• What makes my body healthy and strong? • How do I control my body and move it in different ways? • In what ways can I use my physical skills and develop new ones?	Persistence Problem-solving *Connecting physical activity to -personal enjoyment' -self-expression -social interaction		Develop a movement vocabulary Describe where objects are in space Use hands, arms, shoulders, whole body with fuller range of motion Demonstrate developing skills in context of activities and games *Create an obstacle course in collaboration with classmates	Teacher observation -Use of movement vocabulary -Ability to apply concepts to performance -Response to cues Dayton Sensory Motor Assessment *Cooper Institute Assessment materials	Cooper Institute materials Phyllis Wiekart Materials National Standards for P.E. National Association for Physical Education & Sport materials Oregon Department of Education materials
Safety	•How can I be safe at school?	*Self-management	*Emergency procedures for fire and earthquake	Demonstrate understanding of what the emergency signal asks them to do Demonstrate evacuation procedures for fire and earthquake Stop, drop, and roll Duck, cover, and hold on *Listen and follow directions	*Teacher observation
Simple games and movement skills	•What kinds of games can I play with my classmates? •How can I follow the rules of a game and have fun with others?	Taking risks Managing impulsivity Listen to and consider ideas of classmates Creating, imagining, innovating Applying past knowledge to new situations Thinking and communicating *Finding humor!	How to play variations of tag games with classmates, moving from very simple to more complex movement patterns Bodies need exercise to stay healthy and strong	Follow directions and signals Develop movement skills: fleeing, chasing, dodging in game situations Invent tag games for the group to play Play cooperatively *Demonstrate understanding that games have rules and some are tricky!	Teacher observation i.e. movements, listening, taking turns, following guidelines, affective behaviors, using vocabulary to describe movements (ie skip, hop) Dayton Sensory Motor Assessment Anecdotal records Checklist for Locomotor Development, Robertson & Halverson	Games include: Tail tag Animal tag Aligator tag Cat and mouse tag Ghosts and goblins Around the kitchen table Round moons Ghostbusters
Gymnastics & movement	How can I use my body to make shapes? How do I work at different levels? *How can I move my body gracefully in different directions?	Persistence Risk taking *Respect for others	Proper use of apparatus Body parts Techniques for body control Methods for jumping, rolling, use of feet and hands, rocking, rolling, sliding, balancing, twisting, climbing, hanging, spinning, swinging, stretching, curling, turning *Skills in transferring body weight	Explore different body movements Describe movements Demonstrate an understanding of movement concepts (ie log roll) Demonstrate basic body control Discover different ways of jumping Use safe movement practices *Move in a variety of ways on balance beam	Observation of locomotor and non-locomotor movement Use of movement vocabulary Cooperation with peers Behavior(e.g. listening, independent work, taking turns, following teacher guidelines) Ability to apply concepts to performance (e.g.jump. skip, walk, run, gallop, leap) Ability to select proper body parts, skills, and movement concepts *Ability to respond to cues
Preschool Circus	•What is a circus and how can we create one? •What kind of circus tricks can I do?	Working collaboratively with others Creating, imagining, innovating Posing problems, finding solutions Thinking independently *Risk taking	What makes a circus a circus Types of performers and tricks seen in a circus *Costumes worn by circus performers	Create own performances, both as an individual and as a group participant Design and create costumes and props for their own acts Practice and perfect self-selected circus tricks Perform tricks in front of an audience
Dance & movement	How can I use my body to move in different ways? What can I call different ways of moving	Persistence Working interdependently Risk taking Respect for others	Locomotor activities: stepping, walking, galloping, jumping, hopping, leaping Non-locomotor activities: balancing activities, twisting, curling, turning, spinning, circling, stretching Methods for increasing versatility in movement Effort in movement: strong, light Space levels: high and low Pathways of movement: e.g. straight, curvy, zig zag Timing of movements: fast, slow, sustained, sudden Games for learning movement: Around the Kitchen Table Round Moons Dancing Leaves Windmills Caterpillar Surprise Butterfly	Travel In a variety of ways, demonstrating an understanding of locomotor movements Travel to different tempos Show spatial awareness of others Show contrast of light and strong movements Differentiate between light/soft/gentle movements and strong/hard, firm movements dance and move with streamers, hoops, and rhythm sticks Participate in games like Follow the Leader Demonstrate differences between fast, sudden movement and slow, sustained movement Follow cues for pausing or stopping Use the names of ways of traveling (e.g. galloping) Demonstrate developing skills in stepping, walking, galloping, jumping, hopping, leaping Demonstrate skills in non-locomotor activities: balancing activities, twisting, curling, turning, spinning, circling, stretching	Checklist for Locomotor Development (Robertson and Halverson) Participation in class activities Growth in balance and locomotor skills Ability to apply locomotor skills
Ball Handling Skills	•What are some different ways to move a ball?	Persistence Focus Working interdependently	Fundamental movement patterns Ball handling strategies Different ways to collect the ball How to predict distances and directions balls travel Movement vocabulary (e.g. rolling, trapping) How objects move *Skills for throwing, catching, kicking, dribbling and trapping a ball	Listen Following cues Participate fully Develop a feeling for handling balls through exploration Demonstrate understanding of directional patterns (e.g. near to, far from, up and down) Sensory awareness, tactile and spatial awareness Manipulate objects in a variety of ways -grasping and holding a ball -placing a ball in different positions -rearranging small equipment -sending balls away Kick a stationary or rolling ball Control the path of a ball Basic mechanics of kicking Explore spatial relationships of the ball to objects: -how balls roll -where balls are in space Name the movements they make with balls Develop eye/hand coordination skills Describe where objects are located in space (far from me) Ball skills Passing Rolling Throwing Catching Collecting Dribbling Trapping a rolling ball Traveling to catch a ball Expand ranges of movements using hands, arms, shoulders, and whole body Track a slow rolling ball with eyes Follow sequence of bounce and catch Gaining distance and power in overhand throw Transfer weight when throwing Skill at dodging Working in own space *Show regard for spacing between classmates - look for and working in open spaces	Teacher observation Use of movement vocabulary Cooperation with peers Affective behaviors -listening -independent work -taking turns -following teacher guidelines) Evaluation of students' ability to apply appropriate concepts to performance (e.g. change direction while running) Evaluation of students' ability to select proper body parts, skills, and movement concepts *Response to cues (visual & oral)