Physical Education Framework Deparment/Elementa… · Web viewElementary Physical Education Activity Resource Guide. ... Kamiya, A. Internet Physical Education Websites. ... spell

BROWNSVILLE INDEPENDENT SCHOOL DISTRICTElementary Physical Education Activity Resource Guide

Pre Kinder – 5th GradeOBJECTIVES – Orientation/Low Organized Games

The student is expected to:Demonstrates good sportsmanship and safety precautions while interacting with others in Pre-Kinder thru 5th grade level activities.

Suggested Teaching Activities

Instructional Strategy Methodology

Vocabulary Higher Order Thinking Skills

Modifications Resources & Materials

SportsmanshipRespect yourself and others. Teach students to appreciate the accomplishments of others by praising each other.

Stress participation for the sake of having fun rather than winning or losing.

SafetyBefore each activity stress safety precautions relating to the specific activity.

Check equipment daily for damage and discuss proper use & care of equipment.

Check playground area for hazards (glass, potholes, etc.)

Prohibit eating during activity.

Encourage the students to recognize each others’ accomplishments.Be a positive role model:Praise & encourage students to join you.Stress fun-discourage competition.Reward positive behavior or outstanding sports-manship with stickers, certificates, etc.

Point out unsafe behavior and explain why.

Demonstrate proper and improper care of equipment.

Safety Tips:Do not allow students to perform an activity barefoot.Remove equipment which is not in use (attractive nuisance).Do not allow pencils, pens, excessive jewelry or hair accessories.

SportsmanshipRespectFeeling GoodNiceRudePraiseWinningLosingPositive BehaviorAppreciateGoal

SafetyHazardsDangerousEquipmentCareBrokenDo Not AllowUnsafeProperImproper

Why is it important not to laugh at others?Can you show me different ways of praising?What are some ways of demonstrating good sportsmanship toward the losing team?

Name some ways of caring for equipment?Why is it important to stress safety when using equipment?What should you do if you become aware of a safety hazard?Why should you not wear jewelry during any activity?

None Dynamic Physical Education for Elementary School Children, Dauer, V. and Pangrazi, R.

Be Active Primary Level, Harcourt

Internet Physical Education Websites

Evaluation: Teacher observation, written, oral, skill evaluation.

Page 1


Pre Kinder – 5th GradeOBJECTIVES - Orientation/Low Organized Games

The student is expected to:Demonstrate knowledge of motor skills by participating in Pre-Kinder thru 2nd grade level games.





Motor SkillsStarting

Stopping Busy Bee

Running Run & Stop Countdown Run & Assume a

shape

Sliding Slide with a partner Do 3 Slides and a

pause. Four-plus-Four

Combination

On cues the student will perform the listed motor skills.Explain various starting techniques: (Standing, Norwegian, Sprinter’s, andTeacher’s verbal, visual &whistle commands).

Explain various stopping techniques (verbal, visual, & whistle command).

Discuss safety procedure used in personal & general space. Run on the balls of your feet.

Have body properly aligned.

Starting

Stopping

RunningGeneral SpaceCountdownShapes

SlidingPartner

Why is it important to stop?

Why is it important tolook while running?

Who or what slides?

Slower pace.

Shorten the distance.

Dynamic Physical Education for Elementary School Children, Dauer, V. and Pangrazi, R.




Page 2



The student is expected to:Demonstrate knowledge of motor skills by participating in Pre-Kinder thru 2nd grade level games.





Changing Directions Airplanes Run in general space,

when a drum or whistle sounds, change directions.

Ponies In The Stable Agility Run

Dodging Crows & Cranes Midnight Marking Bull In A Ring

Tagging Fastest Tag in the

West Steal the Pin Medic Tag Circle Race

Rolling Club Guard Roll Dodge Ball Charlie Over The Water

Emphasize a light touch not a shove.

Let the ball roll off your fingertips. Release ball close to the ground to avoid bouncing.

Changing DirectionAirplanePonyStableAgility Run

Crows CranesDodging MarkingMidnight

It PinTagging SoftSteal/Take GentlyLightly TaggerChaser

RollingClub Guard

Why is it important to learn to dodge?

Should we be careful when we tag? Why?

Slower pace.






Page 3



The student is expected to:Demonstrate knowledge of motor skills by participating in Pre-Kinder thru 2nd grade level games.Demonstrate knowledge of low-organizational games by participating in Pre-Kinder thru 2nd grade level activities.





Catching Stop Ball One Step Keep Away

Throwing Teacher Ball(Leader

Ball) Bomb the Pins Bombardment

Kicking Box-Ball Alaskan Baseball Jolly Ball

Low Organized Games Duck, Duck, Goose Squirrels in a Tree Midnight Four Corners Mingle-Mingle I Like People

Who____? 1,2 Buckle My Shoe

.Track the ball.“Give” with the catch.Align body with the ball.

Stress opposition.Shift body weight.Bend the arm at the elbow.Follow-through.

Track the ball.Practice with both feet.Encourage the students to swing the leg backwards in preparation to kick.Stress arm/leg opposition.

Stress safety and followingdirections.Explain rotation.Stress listening skills.Teach students to tag.

CatchingPartner

ThrowingTeacher BallBombBombardment

KickingBox BallAlaskanBaseball

Tag SquirrelsTrees CornerHunter GooseDuck NumbersFox ChickensMingle LikeCatch NumbersShoeRhymes

Why is it safe for the squirrel to be on the tree?Can anyone name some other tag games?Can you think of any games or dances that use rhymes?

Slower pace.


Change the ball selection being used.





Page 4


Pre Kinder – 5th GradeOBJECTIVES – Orientation/Low Organized Games

The student is expected to:Demonstrate knowledge of low-organizational games by participating in Pre-Kinder thru 2nd grade level activities.Demonstrate the ability to travel through general and personal space while participating in games in Pre-Kinder thru 2nd grade level.





Low Organized Games (cont’d) Mouse Trap Fire Fighter Whistle Mixer Walk Tag Color Tag Guard the King Three-Way Keep Away Cat and Mice Charlie Over the

Water The Bridge Rocky April Fools Run,Rabbit,Run

Stress safety and followingdirections.

Stress listening skills.

Set time limit in the game.

Stress guarding the king.

Teach the chants.

Give everyone the chance to be the cat or mice.

Mouse TrapFireman FireFire Chief TagWhistle WalkColors KingGuarding FranticDodging TaggingRolling Bridge Skipping ColorsDead BugHunter RabbitApril Fools Leaders Shadow BoxingScrabble Eggs

Why does a fireman have to move quickly?

What happens if we don’t listen carefully when the whistle is blown?

Is it fair to run when playing Walk Tag? Why?

Can you think of other games in which your heart beats fast? Why?

Why did we pick different students to be the mice?

Why is it important to look when running?

Can you think of another name for Run, Rabbit, Run?

Slower pace.





Evaluation: Teacher observation, written, oral, skill evaluate on.

Page 5



The student is expected to:Demonstrate the ability to travel through general and personal space while participating in games in Pre-Kinder thru 2nd grade level.





Low Organized Games (cont’d) Pass the Hoop Run for your Supper Two Deep Spider’s Web Jack Be Nimble Smush

Relay Games Beanbag Pass Carry & Fetch Straddle Ball Relay Over & Under Relay Alphabet Relay The Farmer & Crow

Relay Color Relay Number Relay Clothes Line Relay Potato Relay 4 Corner Relay Pig to Market Newspaper Relay

Stress safety.Use hoops large enough to accommodate all students.To ensure that all students get a chance to run have boys pick girls and vice-versa.Encourage students to tag below the waist.When playing Smush, give all the students the opportunity to be the thrower.

Teach students to tag.Teach basic concept of running one at a time.Teach over the head andunder the leg passing.Use different manipulative objects.Encourage students not to move until touched.Use pinnies to identify first and last students.Use primary colors.Encourage students to wait until tagged by the runner.

“It” RunTagSpidersWebRhyme

Over UnderBetween PassFirst LastApart LettersRelay AroundFarmer CrowSeeds KeeperVarious ColorsClothesline MatchCorners RelayBaton BasesPig MarketNewspaper Tap

How many different ways can you think of passing the hula hoop around?Are we still going to be able to catch anyone if we are too tired? Why? Why is it important to tag below the waist?Why do you have to run in the opposite direction?Can you think of another way of passing the ball?Why is it important to wait for your turn?Why is it important to learn how to spell?Tell me another game you can play that uses the alphabet?What other colors do you know?Why shouldn’t we bring back more than one ball at a time?What games involve running bases?


Modify the equipment.



Elementary Teacher’s Handbook of Indoor and Outdoor Games, Kamiya, A.


Evaluation: Teacher observation, written, oral, skill evaluate on.

Page 6


Pre Kinder – 5th GradeOBJECTIVES - FUNDAMENTAL

The student is expected to:Demonstrate use of manipulative skills through participation in appropriate grade level movement activities.





Manipulatives

BeanbagsBalancing TossingWalk and balance.

Toss & catch with two hands.

Toss & catch with the right or left hand.Toss & catch with a partner.

Toss & catch at various levels.

Toss, catch and clap the beanbag.

Toss, spin and catch beanbag.

Place beanbag on your foot, kick it up and catch.

With partner, toss beanbag in a way in which partner must move to catch it.

Teacher demonstration.

Stress safety and staying in personal space.

Taking turns.

BeanbagsPersonal spaceBody partsBalancing

TossCatchRight LeftBack & forthBehindBetweenFlexExtend

Can you balance a beanbag on (part of the body)?

Can you walk and balance a beanbag place on (part of the body)?

Can you toss a beanbag into a target?

Which is easier, to toss and catch while sitting or standing? Why?

What are you looking at when tossing and catching the beanbag?

What happens if your partner is not ready?

Shorten the distance. Dynamic Physical Education for Elementary School Children, Dauer, V. and Pangrazi, R.


CATCH BOOKGo For Health Series Physical Education Teacher’s Guidebook, Grades K-8



Page 7








Manipulatives

BallsRoll a ball to a partner.

Roll a ball to a stationary object.

Bounce and catch to self (two hands).

Bounce and pass to a partner using two hands.

Toss, bounce and catch.

Toss and catch with two hands.

Toss and catch a small ball with right hand /with left hand.

With a partner, toss back and forth, catching with two hands.

Toss, perform a stunt, and catch (ex. Touch knees, toes, floor, etc.) a ball.


Maintain control.

Begin with two hands and progress to one hand.

Use appropriate ball according to skill.

Roll BounceCatchControlTossKickDribbleStationary

What other objects can you toss into a target?Can you think of something else you can roll?

Can you name an activity or game where we roll or bounce the ball?

It is easier to catch with one hand or two?

What should you be looking at when you toss, catch or kick the ball?


Start with large ball and progress to a small ball.

Use foam or fleece balls.






Page 8








Manipulatives

Balls (con’t)Toss, clap and catch.

Toss and catch a ball at various levels (lying down, sitting, kneeling, and standing).

From sitting position with legs extended toss ball with the feet and catch with the hands.

Toss, perform a stunt, and catch (ex. Spin, catch, under the leg, toss behind and catch in front etc.) a ball.

Kick a stationary ball.

Kick a rolling ball.

Dribble (continuously bounce ball without catching) in place then tries walking while dribbling.


Maintain control.



Stress waiting for the ball when kicking.


What happens when your partner is not ready?

What do you think would happen if you ran up to a ball to kick it and missed it?

Why is it important to practice dribbling with the left hand and the right hand?









Page 9








Manipulatives

Balls (con’t)Dribble ball using right hand, left hand while stationary.

Dribble ball moving down the court and back.

Dribble ball around the cones in zigzag.

Dribble (using both side of feet as in soccer) a ball while maintaining control.

Drop a ball, let it bounce, and hit it with your hand to your partner.


Maintain control.




Why is it important to practice dribbling with the left hand and the right hand?

What happens if you do not control the ball?









Page 10








Manipulatives

Scoops Scoop the ball up off the floor.

Scoop up a rolled ball from a partner.

Toss a ball upwards with your hand and catch it with your scoop.

Bounce a ball with your hand and catch it with your scoop.

Using your hand, roll a ball to your partner who will pick it up using their scoop.

Use underhand toss to partner who catches it with scoop.

With ball in scoop toss back and forth to partner.


Stress safety.

Teach students to track the ball.

Have students get in front of the ball in order to scoop it up easier.

Retrieve ball using the scoop.

ScoopPartnerTossingRightLeftUnderhand TossUpwardsOpposite

What else can you scoop up?

How many different ways can you scoop up a ball?

What hand is it easier to scoop ball up with?What else can you throw?

Is it easier to scoop up the ball using the side of the scoop or the tip?

What else can you use to catch the ball?

How should your hand move to toss the ball straight up? Forward? Backwards?To the side?

Use different types of balls.

Shorten the distance between partners.

Use different types of scoops (milk jugs).






Page 11








Manipulatives

PaddlesBalance a ball on the paddle (two hands), then right hand, left hand in a stationary position.

Balance ball on paddle while walking forward, sideways, and backwards.

Balance ball on paddle while raising and lowering the paddle. ”Elevator”

Bounce a ball and hit it on a downward motion using the paddle.

Make a “tennis sandwich” with a partner, using one ball in between two paddles.


Stress safety.

Use boundaries lines, circles, on playground, etc.

PaddleBalanceRaisingLoweringElevatorTennis SandwichBouncePushDribblePassStationaryContinuouslyUpwardsControl

Can anyone tell me a game that is played with something that looks like a paddle?

How should you hold the paddle while trying to balance the tennis ball? Why?

What should be looking at when bouncing the ball?

How should you turn your paddle to hit the ball to the left, right, or forward?

Is it easier to control the ball bouncing it at waist level or above your heart? Why?

Use foam tennis balls.

Use different sizes and types of balls.




United States Tennis Association School Program – Tennis Curriculum



Page 12








Manipulatives

Paddles (cont’d)Make a “tennis sandwich” in a stationary position and use more students to see how high you can go.

“Walk the dog”. Place a ball on the ground and guide it along in various patterns.

Balance ball on the paddle while walking through an obstacle course.

Dribble ball with paddle while in stationary position.

Using a paddle, partners will pass a ball to another using a rolling motion.


Stress safety.

Use boundaries lines, circles, on playground, etc.

PaddleBalanceRaisingLoweringElevatorTennis SandwichBouncePassPushDribble

Can anyone tell me a game that is played with something that looks like a paddle?

How should you hold the paddle while trying to balance the tennis ball? Why?

What should be looking at when bouncing the ball?

If the ball bounces too high what should you do?

What should you do when the ball starts to roll off your paddle?

Use foam tennis balls.

Use different sizes and types of balls.




United States Tennis Association School Program – Tennis Curriculum



Page 13








Manipulatives

Hula HoopsWith a hoop on the ground, perform various locomotor skills.

With a hoop on the ground, perform basic concepts such as around, through, over, under, into, out of, front, back, side, inside, outside.

Perform various animal moves around or through a hoop.

Roll a hoop and walk along it.

Roll a hoop away from you, run, and catch it before it falls.

Roll one hoop back and forth with a partner.


Stress safety concerning stepping on hoops.

Stress staying in their personal space.

Hula HoopLocomotor SkillsAroundThroughOverUnderIntoOut ofFrontBackSide InsideOutsideRollingWaistSpinningBackTornadoOppositeBack and Forth

What happens if you don’t push the hoop very hard when you’re rolling it away from you?

What happens when the hoops stops spinning?

What else can you try with a partner?

Use various size hoops. Dynamic Physical Education for Elementary School Children, Dauer, V. and Pangrazi, R.





Page 14








Manipulatives

Hula Hoops (con’t)Place the hoop on your waist up against your back, give it a spin, and turn your body in the opposite direction (tornado).

Hula hoop on your dominant forearm, neck, and waist.

Spin the hoop like a top.Hold a hoop and swing it like pendulum, jump like jumping rope.

With hoop in a downward angle hula hoop and move your feet like a chicken scratching the ground (chicken scratch).




Stress placing hoop against their back.

Stress spinning the hoop in a level position.

Hula HoopLocomotor SkillsAroundThroughOverUnderIntoOut ofFrontBackSide InsideOutsideRollingWaistSpinningBackTornadoOppositeBack and ForthChicken Stratch


What happens if you stop moving while hula hoping?

What other body part can you hula hoop on?






Page 15








Manipulatives

Hula Hoops (con’t)Hula hoop on right forearm, on left forearm, and then exchange without stopping the hoop. (vertical or horizontal)

Throw a hoop in the air and catch it before it lands.

Throw a hoop in the air catch it on your arm and begin spinning it.

Roll the hoop with a reverse spin and make it return to you.

Hula hoop from one body part to another.

Hula hoop on your knees.






Hula HoopLocomotor SkillsAroundThroughOverUnderIntoOut ofFrontBackSide InsideOutsideRollingWaistSpinningBackTornadoOppositeBack and ForthChicken Stratch



Release hoop in an upward motion.

Keep knees together.






Page 16








Manipulatives

Hula Hoops (con’t)Move in general space while hula hooping using various parts of the body (neck, arms, waist).

Spinning the hoop on one ankle run about their general space.

Exchange hoops with partner by rolling them back and forth using two hoops.

Play catch with a partner using one hoop, then try using two hoops.






Hula HoopLocomotor SkillsAroundThroughOverUnderIntoOut ofFrontBackSide InsideOutsideRollingWaistSpinningBackTornadoOppositeBack and ForthChicken StratchReverse



Can you spin the hoop on the other ankle?

Have partners use a command so that hoops are released at the same time.






Page 17








Manipulatives

ParachuteWaves/Ripples

Popcorn

Poison Snakes

Exercises

Circus Tent

Running games (numbers or colors)

Mushroom

Dome/Mountain

Teacher Demonstration.

Identify ColorsLeftRightInflateDeflateMushroomDomesMountain

Why does the parachute stay up?

What happens if we let go of the parachute?

Name something elseThat you can inflate.

What happens when something is inflated or deflated?

Different size of parachutes.

Shorten distance.






Page 18



The student is expected to:Demonstrate use of locomotor skills through participation in their grade level.





Locomotor Skills

WalkingWalk in different directions.

Walk fast, slow, hard, soft.

Take long strides. Take tiny steps.

Walk slowly, and then increase speed gradually. Reverse the process.

Walk in patterns: circle, square, triangle, figure-eight.

Walk on heels, toes, and sides of feet.

Walk and change levels on signal.

Walk angrily, happily.

Walk with high knees, stiff knees.


Reinforce safety.

Personal and general space.

Set to music.

WalkFastSlowStridesSpeedReversePatternsHeelsToesKneesPersonal SpaceGeneral Space

Why do we want to be careful when doing these skills?

Why do we have to follow safety rules?

Why is it important to walk correctly?

Can you show me different ways of walking?






Page 19








Locomotor Skills

RunningChange direction.

Run and stop on signal.

Change of speed.

Run lightly throughout the area changing directions on command.

Pick a spot and run to it and back.

Run at different speeds.

Run, turn around with running steps on signal, and continue in a new direction.

Run with different steps: tiny, long, and light.

Run forward, and then make a jump turn in the air to face in a new direction.


Reinforce safety.


Set to music.

RunDirectionSpeedJumpPersonal SpaceGeneral Space



Why should you be looking forward when running?






Page 20








Locomotor Skills

HoppingStep-hop-step-hop

Hop in geometric patterns

Hop on one foot and then change to the other.

Trace out numbers or letters while hopping.

Hop zigzag over a line, moving down the line as you hop.

JumpingJump around an object.

Jump over an object.

Jump into an object.

Jump in place then perform a ¼ turn.

Jump for distance from a stationary position.


Reinforce safety.


Set to music.

HopStepPatternsPersonal SpaceGeneral Space

Jumping



Why should you be looking forward when hoping?

What animal do you know hops?


Use a ball to teach hopping by having student hold ball and bring knee up to ball, continue with the other knee.






Page 21








Locomotor Skills

Jumping (con’t)Jump using various patterns.

Jump in place, then perform a ¼ turn and then ½ turn.

Jump for distance using a one-foot take off and two-foot landing.

Jump continuously like a bouncing ball.

Jump in place; perform a ½ turn, then a full turn.

Jump as far as you can go in two, three or four consecutive jumps.

From a crouched position (as a basketball player) jump for height.


Reinforce safety.


Set to music.

JumpPatternsPersonal SpaceGeneral Space








Page 22








Locomotor Skills

Sliding Slide from one point to another.

Slide from one end of the rope to the other.

Slide around an object.

Slide in various patterns.

Slide with short strides and increase length.

Slide with a partner.

Slide using various speeds.

Slide in one direction, perform a ½ turn and slide in the opposite direction.

Slide like a basketball player in good defensive position.


Reinforce safety.


Set to music.

SlidingPatternsPersonal SpaceGeneral Space




Assist students by holding their hand while attempting various skills.






Page 23








Locomotor Skills

GallopingGallop from one point to another.

Gallop from one end of a rope to the other.

Gallop around an object.

Change the size of the gallops.

Gallop in your general space.

Gallop with a partner.

Gallop in a circle with a small group.

Do a series of eight gallops with same foot leading, and then change foot.

Gallop in patterns.


Reinforce safety.


Set to music.

GallopingPatternsPersonal SpaceGeneral Space



What happens if you turn your body while galloping?








Page 24








Locomotor Skills

SkippingWhile holding a large ball at waist level, step with one foot and touch the other knee to the ball. Repeat using the other leg.

Step with one foot and hop on the other. Alternate feet.

Skip in various patterns.

Skip with a partner.

Skip slowly, then fast.

Skip with exaggerated arm and knee action.

Skip with a side to side motion.

Take a few skips as possible to reach a goal.

Clasp as you skip.


Reinforce safety.


Set to music.

SkippingPatternsPersonal SpaceGeneral Space










Page 25



The student is expected to:Demonstrate use of non- locomotor skills through participation in their grade level.





Non-Locomotor

Stretching & BendingBend one body part.Stretch it.

Try bending different body parts.

Stretch your body as tall as you can.

Bend (curl) to become as small as possible.

Bend forward, backward, left and right.

Stretch and make a wide bridge.

Jump and stretch. Land and bend.

Bend one body part, now stretch it, and try another.

Partner sit-ups.

Form letter, shape with body.


Reinforce safety.


Use music to add variety.

StretchingBendingCurlPersonal SpaceGeneral Space



How may different ways can you bend?

How may different ways can you stretch?

What else can you stretch?

How many body parts can you bend at one time?

Use visual aids. Dynamic Physical Education for Elementary School Children, Dauer, V. and Pangrazi, R.





Page 26








Non-Locomotor

Pushing & PullingPush or pull a partner over a line.

Push an object using different body parts.

Pull an object using different body parts.

Try pushing an object while standing, sitting, kneeling, and laying down.

Sitting back to back with a partner, lock arms and attempt to stand up by pushing against each other.

Put feet flat on the floor, touching toes with a partner, grasp each others hands and pull to a standing position.


Reinforce safety.



PushPullPersonal SpaceGeneral Space



What things can you pull at home?

What things can you push?


Use visual aids.






Page 27








Non-Locomotor

Twisting & TurningTwist your body left and then to the right.

Twist your body quickly and slowly.

Turn your body to the left and to the right.

Turn a ¼ turn, ½ turn and a full turn.

Twist a body part. Now try another body part.

Twist two or more parts of the body at the same time.

Turn as you move through space using various locomotor movements.

Cross your legs with a turn and sit down. Can you get up again in one movement?


Reinforce safety.



TwistTurnLeftRight¼ Turn½ Turn Full TurnPersonal SpaceGeneral Space



How many body parts can you twist or turn at a time?

Can you get up again in one movement?






Page 28








Non-Locomotor

Twisting & TurningTry twisting the lower half of your body without twisting your upper half.

Balance on one foot and twist your body.

Swinging & SwayingSwing and sway different body parts, now try another.

Swing and sway slowly and then quickly.

Sway like a tree in a heavy wind.

Swing like a cradle or a rocking horse.

Swing one body part with a big swing. Little swing.

Swing two body parts in opposition.

Swing or sway to music.


Reinforce safety.



TwistTurnLeftRight¼ Turn½ Turn Full TurnSwingSwaySlowlyQuicklyPersonal SpaceGeneral Space


Can you bend and twist at the same time?

What swings and sways at home or at school?






Page 29



The student is expected to:Demonstrate good posture and body mechanics through participation in their respective grade level movement activities.





Perceptual Awareness

Posture Skills Head and Neck Upper Back Lower Back Abdomen Knees Feet Level of Shoulder Level of Hips Ankles

Walking Skills

Body AwarenessShapesMake yourself small or big. Make yourself short or tall.

Bounce your body like a ball.

Make yourself wide and narrow.

Working in personal space, make a straight shape with your body.

Posture chart.

Head up, chin up, head balanced above the shoulders with the tip of the ear directly above the point of the shoulders, and eyes ahead.

Shoulders back and easy, chest up.

Lower abdomen in and flat.

Slight and normal curves in the upper and lower back.

Weight balanced with toes pointed forward.

HeadNeckUpper BackLower BackStomachKneesFeetShouldersHipsAnkles

Tall/ShortWide/NarrowStraight/TwistedCurledFront/BackUpper Body/Lower BodySmall/Big

Can you look at your feet when a beanbag is on your head?

What would happen if we walked crooked all day?

Ask for examples of instructional vocabulary.

Use beanbags on various body parts (head, hands, shoulders, etc).






Page 30



The student is expected to:Demonstrate good posture and body mechanics through participation in their respective grade level movement activities.






Body AwarenessShapes (Con’t)Make a round or curled shape with your body.

Make a twisted shape with your body.

Using your body, make different shapes.

Using your jump rope, make a shape on the floor. Shape your body along the rope.

Use your body to make a shape, letter, or number while standing. Try the same lying down.

Have students work with a partner and form two digit numbers.

Working in small groups, spell out simple word with their bodies.

Visual Aids.

Posture chart.






HeadNeckUpper BackLower BackStomachKneesFeetShouldersHipsAnklesShapesNumbers

Name different shapes you can make with your body.

Was it easier to make a shape standing up or lying down?

What other shapes can you make with your body?






Page 31



The student is expected to:Demonstrate spatial and directional awareness through level motor activities using personal and general space.






Body ZonesFrontBackUpper bodyLower bodyRight SideLeft SideCenter of gravityFar NearDesign an obstacle course in which the student will go over, under and through.

Spatial & DirectionalHave the student move forward using the following locomotor skills: walking, running, hopping, sliding, jumping, and galloping.

Students will walk on a straight line using a heel to toe stride.

Student will walk backwards on a straight line using toe to heel stride.

Visual Aids.

Posture chart.






Front Back Upper BodyLower BodyRight SideLeft SideGravity

Demonstrate a bilateral movement.






Page 32









Spatial & DirectionalSlide sideways to a cone and back.

Have student move forward while skipping.

On signal, students will move left, right, forward, and backward.

Follow different geometric patterns while performing various locomotor skills.

Holding hands with a partner perform locomotor skills in general space.

While controlling a hoop, ball, or other object change directions as you move through space.

With partner move in the same direction, now opposite direction.

Visual Aids.

Posture chart.

StraightForward BackwardSidewaysLow HighSmall LargeLeft RightLocomotor Skills

Using different animal movements have students show examples using the different instructional vocabulary.

What kind of animal like movements can you show me while doing various locomotor movements?

When changing directions why is it important to look ahead?






Page 33









Spatial & DirectionalLevelsWalk around in general space using arms at a high level. Now move your arms at a low level.

Move in general space at a high level on your tip toes.

In general space, move at a low level by squatting.

On signal, have students change directions and level.

Move a body part at a low and high level.

Move around the field in general space on signal make a shape using various levels (low, high).

Use a ball and move it at different levels.

Visual Aids.


StraightForward BackwardSidewaysLow HighSmall LargeLeft RightLevelSquatting

When changing directions why is it important to look ahead?






Page 34



The student is expected to:Develop fundamental movement skills and perceptual awareness through coordination of body parts.






CoordinationJumpingTwo feet together.

Two feet apart.

One foot forward, one foot back.

Jump like a frog, rabbit, kangaroo.

Jump turn in place, quarter-turn, and half turn.

Jump crossing and uncrossing the feet.

Jump, cross legs, turn to face opposite direction.

Jump in various patterns.

While jumping clap hands or slap thighs.

Using a series of jumps see how far you can go.

Visual Aids.


Use cones, hoops, ropes, etc. to challenge coordination skills.

Land on the balls of your feet.

Jump with feet shoulder width apart.

ApartTogetherFront/BackJumpingHipsWide½ Turn¼ TurnCrossingUncrossing

What happens when you jump on the heels of your feet?

Can you name some animals that jump?

What muscles do you use when jumping?

Why is it important to follow safety procedures?

What will happen if you don’t watch where you’re running?






Page 35



The student is expected to:Develop fundamental movement skills and perceptual awareness through coordination of body parts.






CoordinationRunningRun and stop on signal.Change of speeds.

Run lightly throughout the area and change directions.

Pick a spot and run to it and back.

Run at different speeds.

Run, turn around with running steps on signal, and continue in a new direction.

Run with different steps: tiny, long, and light.

Run with high knee action.

Run forward then make a jump turn in the air to face a new direction.

Visual Aids.


Use cones, hoops, ropes, etc. to challenge coordination skills.

Reinforce proper running technique.

RunningOn your mark, Get Set, GoTurn AroundSignalAlternateTinyLongLight

Why is it important to follow safety procedures?

What will happen if you don’t watch where you’re running?






Page 36



The student is expected to:Develop fundamental movement skills and perceptual awareness by demonstrating balance skills.






CoordinationBalanceBalance On A Line

Single Leg Balance

Forward Balance

Backward Balance

Balance Sideways

Head Touch

Double-Knee Balance

Kimbo Stand

Stork Stand

Hand & Knee Balance

Low Organized Games

Refer to Pangrazi


Use arms for balance

Check for proper extension of the body.

BalanceForwardBackwardSidewaysStorkKimbo

What animal stands on one leg?

What other body parts can you balance on?

Why is it important to keep your head aligned properly when balancing?

Show me ways in which different animals balance.






Page 37


Pre Kinder – 5th GradeOBJECTIVES – FITNESS SKILLS

The student is expected to:Demonstrate adequate muscular strength for participating in vigorous physical activities at the appropriate grade level by performing basic movement activities.





Gross Motor SkillsCrab Walk

Alligator Crawl

Elbow Craw

Seal Crawl

Partner Sit-ups

Scooters

Push-ups

Show pictures of animals and soldiers.

Keep knees flexed.

Use ball as a manipulative to ensure that the student goes back completely.

Reinforce safety concerning hair, hands, clothing, shoe laces, etc.

Stress safety.


Crab WalkAlligator CrawlElbow CrawlSeal CrawlPartner Sit-upsScootersPush-ups

Why do animals needstrong body parts?

What are we strengthening as we do each individual skills?

Why is it important to follow safety rules?

Identify at least two body parts we strengthen as we do each individual exercises.






Page 38


Pre Kinder- 5th GradeOBJECTIVES – FITNESS SKILLS

The student is expected to:Demonstrate adequate muscular strength for participating in vigorous physical activities at the appropriate grade level by performing basic movement activities.





Aerobics

Step Benches Toe Touch Heel Touch Basic Right Basic Left Step Tap (Right/Left) Step Tap (Left/Right) Step on Step off Knee Lift Side Step on/off Side Step Up Step Back Step Out

To ensure proper placement of foot on bench, outline two set of feet on each bench properly spaced.

When using step benches, use only 1 pound weights for arm movements.

For a description and animation of the step bench move go to the website: www.turnstep.com

Step BenchesCadenceAbdominalsBasic StepHeel TouchToe TouchStep Leg Lift RightStep Leg Lift LeftPattern RoutineLungeHamstringQuadricepsGastronomies

Why is it important to do these exercises?

Can you name any muscles you are exercising?

Why is it important to warm-up before each exercise?

Why do your legs muscles hurt when using the step bench?

Limit the number of skills or repetitions the student can perform.

Internet, Physical Education Websites


Be Active Intermediate Primary Level, Harcourt


Fitness Gram/Activity Gram,The Cooper Institute, Meredith/Welk

www.turnstep.com


Page 39

http://www.turnstep.com/



The student is expected to:Demonstrate muscular endurance by participating in vigorous activities at the appropriate grade level.





Running ActivitiesRelays Free Running

(Laps/Distance) Pacer

Contest and Relays Picket-Fence Relays Apple-Tart Relay Chain Relay Sharks and

Barracudas Call Race Three Spot Relay Scooter Relay

Teacher Demonstration

Discuss safety, personal space, and concept of relays.

Safety.

Personal Space.

Concept of Relays.

Stress Safety.

Encourage students to wait until tagged by runner.

Use pinnie to identify last person on relay team.

Encourage good sportsmanship.


Place lesser skilled runners in middle of the team.

ContestRelayPicket-FenceApple-TartSharksBarracudaScooterTaggingStopGoFreezeOn Your MarkGet Set GoReady Set Go

Is your heart beating fast or slow? Why?

Where have you seen the different shapes?

What would happen if your heart rate gets too high?

Why is it important to exercise our heart?

What happens if you don’t wait for your partner?

Can you think of any other contest or relay?

Why do you have to be careful where you are running?


Allow longer rest periods.






Page 40



The student is expected to:Demonstrate good posture and improved muscle tone by performing daily grade level exercises.Demonstrate high levels of cardio-respiratory endurance by participating in various grade developmental activities.





Games Box Ball Ring Ball Kick Ball Ominkin Ball Cageball

Tag Games

Calisthenics Bend and Stretch Arm Circles Trunk Twist Crab Kick Mad Cat Swan

Obstacle Course

Circuit Training

CATCH Boxes Go Fitness Pink

Stress Safety.

Discuss personal and general space.

Supervise games closely to prevent roughness and injuries.


Do not use the bounce technique.

Use a steady stretch.

Keep the back straight.Use visual aids.

Alternate activities so that the same muscle group is not overworked.

CageballBasesBendStretchCircle Trunk Twist CrabTwistWarm-upStopGoFreezeOn your mark get set, goReady, set, goObstacleCircuit TrainingStationsTagRelay

What happens if you don’t pay attention when we’re running around?

What muscles are we strengthening when we play games?

What other parts of the body can you bend?Why do we have to be careful?


Which station worked our legs? Our arms?

Our stomach muscles?

Our heart?


Modify according to students limitation.

Allow longer rest periods.






Page 41BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

Elementary Physical Education Activity Resource GuidePre Kinder – 5th Grade

OBJECTIVES – FITNESS SKILLS

The student is expected to:Demonstrate muscular endurance by participating in conditioning activities appropriate to grade level.





Jump Ropes

Shapes/Lines Over Behind Beside Inside Out of

Helicopters Overhead Ride Side Left Side In front of

Basic BounceSkierBell

Side Swing Jump Single Double

Single Side Swing JumpDouble Side Swing JumpForward StraddleSide StraddlePeek-a-booHeel to HeelToe to Toe

Teacher will lead the class in routines using a variety of aerobic movements, while playing popular music.

Instruct students on correct procedure for checking their heart rate.

Use Jump Rope charts

Use Jump Rope videos

OverBehindFrontBackBesideInsideOut ofShapeLineHelicoptersOverheadRightLeft In front ofBasic BounceSkierBell Side Swing JumpSingle Side SwingDouble Side SwingForward StraddleSide StraddlePeek-a-booHeel to HeelToe to Toe


What would happen if your heart rate gets too high?

Why is it important to exercise our heart?

What part of our body are we using when we’re jumping rope?

Why is it important to slowly stretch instead of using a jerking movement?

Level of intensity.

Low or high impact.

Lengthen distance for personal space when jumping rope.






Page 42BROWNSVILLE INDEPENDENT SCHOOL DISTRICTElementary Physical Education Activity Resource Guide


The student is expected to:





Jump Ropes (con’t)

Review lower grades Scissors/Forward

Straddle Straddle Cross “X” Wounded Duck Heel-toe Cross Over Criss Cross Full turn Forward 180 Backward 180 Double Peek-a-boo

Visual Aids-Videos, DVD’s, Charts.

Alternate activities so that same muscle group is not overworked.

Instruct students on correct procedure for checking their heart rate and provide a visual chart with resting and working heart rate according to ago.

Teacher will lead the class in routines using a variety of aerobic movements, while playing popular music.

Use music the students enjoy listening to.Begin unit with low impact routines and gradually increase the level of energy output.

Use slow stretches as a warm-up and a cool-down.Don’t push the students beyond their capability.

Muscular and Cardio Respiratory EnduranceStraddleCrossUncrossWoundedCoordinatedScissorsCircuitsConditioningResting Heart RateWorking Heart RateRecovery RatePulseCardio Respiratory Low ImpactHigh ImpactAerobicsCadenceCriss Cross180ObstacleCircuit Training

Why is it important to be in good physical conditioning?

What sports require you to be in good physical condition?


Lessen the number of repetitions done.

Limit the number of skills the student can perform.







Pre Kinder – 5th GradeOBJECTIVES –RhythmicsThe student is expected to:Demonstrate fundamental skills of rhythm through the use of manipulative appropriate to grade level.





Rhythmic Activities

Bean Bags

Who Got The Bean Bag? ( Circle Passing Game)

Make Friends With A Bean Bag. (Toss and Catch)

Bean Bag Rock. (Rhythms & Body Id.)

How Many Ways? (Right & Left Discrimination)

Bean Bag Catch. (Throw & Catch With A Partner)

Pass The Bean Bag.(Slow & Fast)

Bean Bag Parade.(Marching, Balancing)


Practice song without music.

Reinforce general and personal space.

Bean BagPassingTossingCatchingLeftRightSlow FastMarchBalance

Practice without music.

Slow down music.

Bean Bag Activities & Coordination Skills, Georgiana Liccione StewartKIM 7055

Bean Bag Rock & Roll KIM 9160

Bean Bag FunKIM 2018



Pre Kinder – 5th GradeOBJECTIVES –RhythmicsThe student is expected to:Demonstrate fundamental skills of rhythms through participation in grade level activities.





Singing/Rhythmic Movement

Ready, Set, Go

Listen and Move

A Tisket, A Tasket

London Town

Train Ride

Time To Move

Mousercise

Step In Time

Call It Macaroni

The Farmer In The Dell

Little Red Fox

Digger-Do

Warm-up Time

Simon Says Jog Along


Teacher explains vocabulary.


Use of visual aids, and verbal cues.

Refer to individual song booklets for specific vocabulary.

Can you think of anyone or anything that marches?

Why do we want to tip toe sometimes?

Why do we need to listen to the words of the song?

Why do we sing in P.E.?

Is it easier to remember the words when we sing?

Why do we sing the days of the week?

How could you change the words of the Farmer in the Dell?

What other games or songs can you think of where you use your hands?

Practice without music first.

Slow down music.

Get A Good Start

Singing Games for Little PeopleKIM 088

Activities For Individualization In Movement And Music AR 49

We All Live TogetherI, II, III, IV

Mousercise 62516

Getting To Know Myself AR 543








Singing/Rhythmic Movement

Bunny Hop

The Freeze

Popcorn

Hand Jive

Boogie Walk

Sammy

Days Of The Week (English)

Days Of The Week (Spanish)

The Saints Go Marching In

Did You Ever See A Lassie?







Slow down music.

Clap, Snap, TapAR 48

We All Live TogetherI, II, III, IV








Singing/Rhythmic Movement (cont’d)

Move Your Feet

I Had A Dream

Freddy The Frog

Lonesome Trail

Out In The Garden

Ship Wreck

Spot Light

Secret Agent Song

Trudy The Turtle

Ollie The Octopus







Slow down music.

Cat Paws in Motion

Heart beat Alley








Singing/Rhythmic Movement (cont’d)

Honor Your Partner

Patty Cake Polka

Shoo Fly

Oh, Belinda

Seven Jumps

Down Home BBQ

Old Dan Tucker

Possum Stomp

Yee-Ha!

Y.M.C.A.

Electric Boogie

Boot Scootin’ Boogie

Get On Your Feet

Disney Mambo No. 5







Slow down music.

Get Ready To Square Dance AR 68

Square Dance Made Easy, Capon, Jack & Glass “Buzz” CD 680

Everybody DanceKIM 9131

Gotta DanceKIM 9143

Salsa, Soul & SwingKIM 9159

Dance Party FunKIM 9166



Pre Kinder – 5th GradeOBJECTIVES –RhythmicsThe student is expected to:Demonstrate rhythmic coordination through the use of manipulatives.





Lummi Sticks

Strawberry ShortcakeTheme

Chicken Fat

Sesame Street

Hi Ho Medley

The Wizard of Oz

Come Play The Stick Game

Sing A Happy Song

It’s A Small, Small World

Electric Sticks

Happy Sticks

Dynamite

Music, Music, Music

Leroy Brown

Stress safety when using Lummi sticks.

Maintain control of manipulative.

Reinforce concepts of general and personal space.


What happens if you tap too hard? Too soft?

What happens if we are not holding our Lummi sticks correctly?

Can you name other ways of tapping the Lummi sticks?

Practice song without music.

Simplified Lummi Stick Activities KIM 2015

Lummi Sticks for Kids KIM 2014

Rhythm Stick Activities AR 55



Pre Kinder – 5th GradeOBJECTIVES –RhythmicsThe student is expected to:Demonstrate adequate muscular strength for participation in vigorous physical activities by performing basic movement activities.





Tinikling Bands/Poles

Basic Step

Side By Side

Inside, Outside

Jump In, Jump Out

Rhythm Sticks

Box Cars

Centipede

Face Off

High Five

Visiting the Neighbors

Home Base

Jaws


History and background of the significance of dance.

Inside, Outside JumpJump In, Jump OutTiniklingRhythm

What is the tinikling bird represent?

Why do end jumpers need to be coordinated with each other?

Use of markings on floor before using bands







Pre Kinder – 5th GradeOBJECTIVES –Rhythmics

The student is expected to:Demonstrate coordination through basic dance movements appropriate to grade level.





Folk DanceSuggested Folk Dances Albums: World of FunThe World of Folk DancesTeacher suggestedCultural Folk Dance

Square DanceSuggested Square Dance Albums:Get Ready to Square DanceSquare Dance Albums by Dick Kraus

Hip-Hop/Latin DanceTeacher Resource

Line DanceTeacher Resource

Latin DanceTeacher Resource

Ballroom DanceTeacher Resource

Practice steps without music first

Slow music down.

Safety.

Practice steps without music first.


Promenade Swing Partner Dance

Can you name some places where you can dance?

Why do people dance?

Why is it important to listen to the beat of the music when we are dancing?

Why do you think we teach folk and square dances?

Slow the tempo.

Less steps.


Teacher Resource Music

Folk Dance

Get Ready to Square Dance

Square Dance FairPromenade and Do-Si-DoPromenade Home

Square Dance SwingSquare Dance

Country Style



Pre Kinder-5th GradeOBJECTIVES – FITNESS GRAM (Conditioning and Testing)

The student is expected to:Condition and improve their individual level of fitness and target their own healthy zone through the implementation of the Fitness Gram Testing.





Abdominal Strength and Endurance

Curl-ups

Trunk Extensor Strength and Flexibility

Trunk Lift

Upper Body Strength and Endurance

90 Degree angle Push-Up

Flexibility Back-Saver Sit

and Reach

Aerobic Capacity Pacer

Body Composition Height & Weight

Stress Safety.Test Administration manual DVD Teacher/student demonstration. Stress proper hand, feet, and body position before each test.Emphasize proper warm-up.Stress proper spacing when testing.Instruct students to pace themselves with progression. Cool down/proper breathingInstruct student to have a goal in targeting their healthy zone.

Muscular Strength ExercisesPush-upsConditioningResting heart rateWorking heart rateRecovery ratePulseCardio respiratoryEndurancePaceBody compositionCool down Healthy Zone

Why is it important to do these exercises?

Can you name any muscles you are exercising?

Limit the number or skills or repetitions the student can perform.


Be Active Intermediate Level, Harcourt


Fitness Gram/Activity Gram,The Cooper Institute, Meredith/Welk

Evaluation: Teacher observation, written, oral, skill evaluation.Page 52


Pre Kinder –5th GradeOBJECTIVES –Sports

The student is expected to:Implement knowledge of specific skills by participating in lead-up and modified games appropriate grade level.





Flag Football SkillsForward passCenteringCatchingFlag GrabbingRules Stepping out-of-

bounds Scoring

Lead-Up GamesRun Back TouchdownWho Has the Football?Hot Potato Football

CATCH Activities

Safety.

Use drills as listed in Dynamic Physical Education for ElementarySchool Children.

Show instructional film.Start with Nerf ball and proceed to a regular football.

Allow the students to practice with a round ball first and then with a football.

Supervise students at all times. Avoid roughness an unfair play.

CenteringCatchingForward PassScoringOut-of-boundsFlagsFlag Guarding

Name any professional teams?

Why is it important to keep fingers on the lace of the football?

All Lead up Games will be modified to grade level.

Shorten distance.

Junior sized footballs should be used.


Activities For The New Physical Education, Mean, Taylor, Zawin

Dynamic Physical Education for Elementary School Children, 10th Edition, Dauer, V. and Pangrazi, R.






Pre Kinder-5th GradeOBJECTIVES –Sports






VolleyballUnderhand ServeForearm Pass

Rules Rotation 3 Hits per side Consecutive hits by

one person One serve to hit over

the net Boundary Lines Rally Scoring

Terminology Side out Service line Rotation

Lead-up Games Beach Ball

Volleyball Balloon Volleyball Newcomb

Use drills as listed in Dynamic Physical Education For Elementary School Children.

Roll the ball back under the net after a side out.

Use instructional film.

Call a foul if students use their fist to hit the ball.

Stress playing their position.

Stress respect for the officials calling the game.Stress good sportsmanship.

Discourage the students from pulling the net.

Shorten distance of serves.Lower net.

Underhand ServeForearm PassRotationBoundary LineSide Out

What happens if you raise arms you’re your head?

What happens if your arms are not straight out?



Lower the net.

Use a lighter ball.



Moving and Learning The Be Active Intermediate Level, Harcourt




Pre Kinder-5th Grade

OBJECTIVES – Sports

The student is expected to:Demonstrates knowledge of specific skills related to games by participating in contest and relays appropriate grade level.





Basketball SkillPassing Chest pass Bounce pass Overhead pass Baseball pass

CatchingUse hands to catch not your body

Dribbling Fingertips Flick the wrist Dribble to waist line One hand Less dominated hand Alternate Crossover

Shooting Lay-up right and left Jump shot 3 pointer 2 pointer Free throw RulesBasketball Lead ups Roller basketball Baseball-Basketball

Stress Safety.

Use Drills as listed in Dynamic Physical Education For Elementary School Children.

Use junior size basketballs. Stress students to look up when dribbling.

Show instructional video.

Supervise games closely to prevent roughness and injuries.

PassingOverheadBounce passChest passBaseball passCatchingDribblingShootingLay-ups

Can you name some professional basketball players?


Lower basketball hoop.













Soccer SkillsDribblingInside of foot kickInstep kickSole-of-the foot controlFoot TrapGoal keeping

Rules Stepping-out-of-

bounds Starting play Off-side The role of the goalie

Lead-Up GamesPin- Ball SoccerCircle KickballStar Wars

CATCH Activities

Safety.


Show instructional film.Emphasize team play.

Avoid roughness and unfair play.

Emphasize control of the ball.

Use semi-deflated ball.

When kicking the ball through a line of children, stress keeping the ball below shoulder level.

DribblingInsideInstepFoot TrapSoleGoal keeping

What other games involve kicking the ball?

What other game involves using a goalie?

All Lead Up Games will be modified to grade level.














Softball SkillsThrowing Gripping the ball Overhand throw Underhand toss

Catching and Fielding Catching thrown balls Catching fly balls. Grounders

Batting Simple skills Tee batting

Base Running To first base

Pitching Simple underhandRules Strike zone Foul and fair ball Safe and out

Lead-Up GamesLong BaseThrow It and RunFour Corner Running

CATCH Activities

Stress safety.

Do not allow throwing the bat.

Sliding should be discouraged.

Encourage Students to “call” for the ball.


Emphasize team play.


Students should be supervised at all times.

ThrowingGrippingOverheadUnderhandCatchingFieldingFly BallsGroundersBattingBase BattingPitchingStrike zoneFoulFair BallSafeOut

What other games involve swinging?

Can you name any professional baseball team?

Can you name any professional baseball team?

Why is it important to have a level swing when hitting the ball?


T-Ball will be used for the lower grades.










Implement knowledge of specific skills by participating in lead-up and modified games appropriate grade level.





Track and FieldStanding Start

50 Meter Dash

75 Meter Dash

100 Meter Dash

Standing Broad Jump

Running Long Jump

400 Meter Relay

Stress Safety.

Slow stretching, not bouncing, as a warm-up.

Emphasize proper running form and breathing techniques.

When teaching running long jump, stress a non-tiring short approach.

Maintain sand pit.

Standing startDashBroad Jump Long JumpRelayBatonLanesMeter

What does proper breathing technique prevent?

Why is it important to stretch before any activity?


Run short distance dashes.







Pre Kinder– 5th GradeOBJECTIVES –Sports


Implement knowledge of specific skills by participating in lead-up and modified games appropriate grade level.Suggested Teaching

ActivitiesInstructional Strategy

MethodologyVocabulary Higher Order

Thinking SkillsModifications Resources &

MaterialsField Hockey SkillsGripping and Carrying The StickFront FieldQuick HitGoal Keeping

Rules Sticks Stepping out-of-

bounce Scoring

Lead-Up GamesCircle Keep AwayStar Wars HockeyFlicks

CATCH Activities

Safety.


Show instructional film.

Use caution when handling sticks.



GrippingFront FieldQuick HitGoal Keeping

Why is it important to carry the stick below the waist?

What special equipment might you need when playing hockey?


Students with limitation can be used as goal keepers.









Pre Kinder-5th GradeOBJECTIVES –Leisure and Lifetime Sports


Implement fundamental skills needed to effectively participate in leisure-type activities and lifetime sport by participating in lead-up and modified games appropriate grade level.





Tennis SkillsGripForehandBackhand ServeVolleyBall FeedingRules

Lead-Up GamesTennis Work-upTennis Baseball“Crazy” TennisAround the WorldTennis “Horse”

CroquetBasic Skills

Stress safety.

Stretch before playingSelf-space, hug the racket, and keep play area free of hazard

Use drills as listed in USA School Tennis Curriculum.

Show instructional film.


Emphasize control of the ball when swinging the racket.

Emphasize ready position.

Reach up to full extension at contact point.

Use the proper grip

Tennis SkillsCourtDropDoublesEtiquetteBackhandFaultForehandGripLetLobOverheadRacketServe SinglesSpinTournament VolleyAceBase lineDeuceDouble FaultDrop ShotLoveSmash

What other games involve strike an objective using a racket?

What other game involves using a net?

Substitute bean bags, beach balls, form balls, or balloons for tennis balls in catching and hitting drills to develop hand-eye coordination.

Choose lightweight racquets to the student’s experience more pleasurable.

Increase the size of the target to increase success.

Ready-to-Use P.E. Activities for Grades 3-4, 5-6, Joanne M. Landy and Maxwell J. Landy


The Physical Education Big Book of Sport Lead-Up Games, Guy Bailey

USA School Tennis Curriculum.

P.E. Teachers’ Skill by Skill Activities Program, L.F. “Bud” Turner and Susan Lilliman Turner.




The student is expected to:Implement fundamental skills needed to effectively participate in leisure-type activities and lifetime sport by participating in lead-up and

modified games appropriate grade level.Suggested Teaching




MaterialsBowling SkillsGripStanceApproachAimingScore

Rules Foul line Four step approach

Lead-Up GamesBingo BowlingBingo Bowling – Class CardsCardio-BowlCircuit BowlingBean Bag BowlingFrisbee Bowling

SafetyStudents should not kneel or sit at the end of the lane where the pins are.

The bowler should stay behind the foul line.

Remind students when they begin taking full approach, their gym shoes are not designed for 'sliding'.

Free Pendulum SwingReleaseFollow ThroughAccuracyBalanceRotationBalance w/RotationBalance “Plus”Balance “Plus” w/RotationArm SwingTempo StepsFour-Step Delivery w/o BallFour-Step Delivery w/Ball

Bowling SkillsAlleyBowling Foul LineBridgeFoul LineFrameGutter BallHandicapHeadpinKingpinLaneOpenPerfect GameSnake EyesSpareSplitStrikeApproach

What other games involve strike an objective using a ball?

What other game involves using pins?

Substitute gator skin bowling ball, or any form balls for rolling to strike the bowling pins to develop hand-eye coordination.

Rolling under a student’s legs. The student will be in the straddle position.

Shorten the distance for students to be successful in striking a bowling pin.

Use plastic bowling pins vs., the wooden pins which are heavier.


The Physical Education Big Book of Sport Lead-Up Games, Guy Bailey



Get Ahead With Bowler’s CD – In School Bowling









MaterialsGolf SkillsAlignmentStanceGripHead positionFollow through swingHit ball Drop to cup/hole

Lead-Up GamesFrisbee GolfMiniature Golf

Stress safety.

Before you swing, check that no is within range of swing.

When someone is swinging stay out of range. Stay behind the tee line.

Don’t retrieve the ball.If someone is teaching you, stand opposite the person facing him.

Emphasize perpendicular swing.

Emphasize good grip and lock elbows.

Emphasize ready position (legs are parallel to shoulders).

Emphasize follow though in the swing.

AceBirdieBogeyCup or HoleDouble BogeyDriverEagleGreenHole-in-oneFaceForeParPendulumPutterScoreSliceStanceStrokeTeeWhiff

What other games involve strike an objective using a club or manipulative?

What other game involves using a field?

Substitute a golf club to teach the grip by using small brooms.

Substitute a golf cups/holes with hula hoops.

Substitute a golf ball for a beach ball or small gator skin ball

Dynamic Physical Education for Elementary School Children, 10th Edition, Dauer, V. and Pangrazi, R. pg.590









MaterialsKickball SkillsKicking Running BasesBasket CatchCatch Throw Pitching

Positions Pitcher Catcher First Base Second Base Third Base Left Short Left Field Center Field Right Field Right Short

Lead-Up GamesCrazy KickballNo Out KickballAlaskan KickballKickball BasketballOne Base Kickball

CATCH Activities

Stress safety.

Show palms facing out to catch a ball.

Be ready to catch and throw the ball.

Be careful not to run into each other.

Kick with shoe laces not the point of the foot.

Use same drills as softball except that the student will be kicking instead of batting. The same rules apply.


Emphasize control of the ball by kicking with the shoe laces.

Emphasize ready position.

Keep feet moving to emphasize footwork?

BuntFair BallFly Ball Force OutFoul TipGround BallInfieldInfieldersInningKicking Basket CatchThrowCatchPitchBasesRun BasesHome RunFirst BaseSecond BaseThird BasesHome PlateInterferenceOut FieldOutfielderPlay BallPlayerStrike ZoneBase Runner

What other games involve strike an objective using their foot?

What other game involves using the bases?

Substitute gator skin ball, or any form balls for kickball in catching and kicking drills to develop foot-eye coordination.

Kick a stationary ball vs. a moving ball. To develop strength and coordination.

Outdoor Action Games for Elementary Children, David R. Foster and James L. Overholt.

The Ultimate Playground and Recess Games Book,Guy Bailey











MaterialsTetherball SkillsBatting the ballServe

Rules Hit the ball with

hands. Hit the ball on the

move. Don’t touch the pole. Don’t touch the jump

with hands or forearms.

Don’t throw the ball.

Lead-Up GamesTennis tetherball.

Swimming-2nd gradeBeginners skills

Stress safety.

Before you swing, check that no is within range of swing.

When someone is swinging stay out of range.

Stay behind the line. Don’t retrieve the ball.

Don’t let rope rap around our fingers or hands.

Be careful that the ball doesn’t hit your face

Emphasize alertness.

Emphasize firm hand strike.

Emphasize ready position (legs are parallel to shoulders) on your half of the circle.

Aquatic Center Instructor

ServeDouble HitFoulDirectionStealing the Ball

What other games involve strike an objective using your hand?

What other game involves using a pole(s) and a ball?

Substitute a golf club to teach the grip by using small brooms.

Substitute a golf cups/holes with hula hoops.

Substitute a golf ball for a beach ball or small gator skin ball


Aquatic Center









MaterialsBicycle SkillsSteeringBalancePaddleBrake

Rules Inspect Bike before

riding it. Wear helmet. Follow the traffic

safety laws.

Stress safety.

Be extra careful when exiting a driveway.

Always look over your shoulder for incoming traffic before turning left.

Obey signals and sign.

Stay close to the right side of the road.

Use hand and arm signal.

Always yield the right of way to vehicles and pedestrians.

One rider per bicycle.

Always wear your helmet.

Emphasize inspection of bicycle.

Emphasize having a light on the front and a red reflector on the rear.

SteeringBalancePaddleChainPedalCrank ArmReflectorSpokesTireBrake LevelsSaddleRear BrakesHandle BarSaddle PostFront LightHelmetFrameForksCoaster Foot Brakes

What other activity requires balancing on an object or apparatus that has wheels?

Use training wheels to learn to ride a bike.

Have a partner help you through your training

Texas Super Cyclist Project Resource Guide, by Texas Department of Transportation and Texas Bicycle Coalition.

www.biketexas.org



Pre Kinder –5th GradeOBJECTIVES - GYMNASTICS

The student is expected to:Demonstrate the ability to identify their space.

Demonstrate the ability to perform in personal and general space using low, medium, and high levels.Suggested Teaching



Thinking Skills Modifications Resources &

Materials Safety RulesWait until mat/apparatus is clear before taking their turn.

Stay in your own personal space.Stress safety.

Gross Motor SkillsLog RollBunny HopFrog LeapKangaroo JumpKnee slapperAnkle slapperSeat KickerToe ToucherLeap and turnSplits and jump


Remove all objects that may be hazardous.

Supervise and check equipment at all times.

Stress safety.

Maintain body control.

Use of visual aids.

Use variations as listed in Developmental Gymnastics.

Never force their participation in gymnastics activities.

.

Personal spaceGeneral spaceSafetyTumblingGymnastics

High, Medium, LowLog KneesBunny SlapFrog AnklesKangaroo BothOne TurnLand BendSeat Kicker LeapToe Toucher Seat Apart SpreadBalance Split Between Overhead

Why is it important to follow all the rules?

Why is it important to take turns?

Can you think of another time you roll?

How else can you move at a low, medium, high level?

Is it easier to touch your toes with your knees bent or your legs straight?

Can you name an animal that leaps through the air?

Is it easy to perform the stunt jumping low or high? Why?

None

Shorten distanceas needed per grade level.




Developmental Gymnastics, O’Quinn, G.




Pre Kinder – 5th GradeOBJECTIVES - GYMNASTICS

The student is expected to:Demonstrate balance skills by maintaining their center of gravity while performing various gross motor skills.

Demonstrate eye-body coordination through performance of stunts and tumbling skills appropriate to grade levels.Suggested Teaching




Materials BalancesSingle leg Hand-Knee Stork stand

Inverted BalanceHead BalanceKnee Meets ElbowTripodOne Free KneeOne-straight legDouble Free Knee

Eye-Body CoordinationBear walkLame Dog WalkPuppy Dog RunCat WalkBunny HopLook BehindTip OverBack RockerSeat LifterForward Roll


Stress safety.


Stress tucking in their chin if they start to roll. Use of visual aids.



Balance StorkLeg KneeHand

Head HipsForehead ElbowBend Straight Forward TripodDouble ApartTogether CrossRaise UpwardStraighten

Bear BunnyLame dog HopPuppy LookCat BehindWalk TipRun OverBack RockerSeat lifer Roll Forward PullHold SquatOverhead

Can you think of another way of balancing?

When doing the head balances why is it important to keep the legs away from your body?

Why should you tuck your chin?

What happens if your hands are placed to close to your head?

Too close together? Too far apart?

Which of these skills is easier?

Why do we keep our body small when doing the back rocker?

What happens if we hop too high?

As needed per grade level.







Pre Kinder –5th GradeOBJECTIVES - GYMNASTICS

The student is expected to:Demonstrate eye-body coordination through performance of stunts and tumbling skills appropriate for grade levels.

Demonstrate upper body strength appropriate for grade level.Suggested Teaching




Materials Eye-Body Coordination (cont’d)Back BalanceShoulder BalanceStep-Jump-RollReach and LookToe and TouchBack Shoulder Roll

Upper Body StrengthSeal crawlElbow crawlCrab crawlLeg LifterLeg SwitchStraddle SwitchKick Up


Stress safety.


Stress students being on task and not going ahead toprevent neck injuries.

Stress tucking in their chin if they start to roll.

Use of visual aids.



.

Back BalanceShoulder BalancePalms RaiseRock SquatJump WeightBackward ReachLook

Seal RaiseElbow HipsCrab KneesWalk ChangeCrawl KickLeg Lifter BehindLeg Switch LiftStraddle SwitchOpposite LeanKick Up Palms

Is it easier to roll quickly or slowly?

Why is it important to keep your legs together?

Why is it easier to perform a step-jump roll rather than perform a forward roll from a squat position?

Why do we place our hands on the mats?

How else can we move using our arms and legs?

What parts of our body are we making strong?

What happens if we bend our elbows when doing these stunts?Why is it important not to kick high?

Shorten distance.

As needed per grade level.








The student is expected to:Demonstrate upper body strength appropriate to grade level.

Demonstrate tumbling and sequential gymnastics skills by participating in apparatus-type activities appropriate to grade level.Suggested Teaching




Materials Upper Body Strength(cont’d)Switch-a-RooBarrel Roll

Apparatus ActivitiesBalance BeamStep on & overBalanceSlide to the sideWalk forwardWalk backwardWalk forward & step over 4 beam bags spaced evenly along beam.Cat walkWalk forward using “snake rope”.Walk Tip/Toe StepsStork BalanceGo Through Hula HoopWalk forward with a bean bag on their head.Perform ¼, ½ & full turn.


Stress safety.


Stress students being on task and not going ahead toprevent neck injuries.

Assist students by lending a hand.

Encourage proper footwearwhen using apparatus.

Use mats for safety when using apparatus-type equipment.



Stretch BentStraddle LeadingOpposite Take-Off

On OffForwardSideways Slide BackwardBalance BeamBean BagsStep OverTip Toe StorkThroughObstaclesHula HoopQuarter TurnHalf TurnFull Turn

What happens if you bend your elbows while performing theBarrel Roll & Switch-a-Roo?

Why is it important not to kick up too high?

What else can you do on the balance beam?

Is it important for your feet to be placed on the center of the beam?

How do our arms help us when we’re on the beam?

Use a lower beam.








The student is expected to:Demonstrate tumbling and sequential gymnastics skills by participating in apparatus-type activities appropriate to grade level.





Jump BoxWalk upRun upJump into the hoopProper landingClap hands over headSlap anklesSlap thighsLand in first hoop & jump into a second or third hoop placed on the mat.Snap fingers over head.Jump and land in choice of hoop.Mini obstacleJump off and perform a forward rollJump off with a ¼, ½, & full turn.Increase height and distance of the dismount.Jump off using a wide straddle dismount.

Coordination LadderCreeping through the window.Creep on hands & knees(between rungs)

Teacher demonstration.Stress safety. Maintain body control.Assist students by lending a hand. Encourage proper footwearwhile using apparatusUse mats for safety when using apparatus-type equipment.Use correct spotting technique.When landing:Keep knees bent.Legs slightly apart.Arms to side.Look straight ahead.Count to 3 before movingUse variations as listed in Developmental Gymnastics.Never force their participation in gymnastics activities.

Balance a bean bag on various body parts while walking on the ladder.

Landing Jump Box Jump ClapSlapSnap RoutineForward RollDismountStraddle Over

Ladder CreepCrawl RungsWindows

How does the jump box help us?

What do we learn from it?

What else can you do on the jump box?

What else can you do on a ladder?

Adjust the height of the landing by adding mats.

Use a cinder block instead of a jump box to lower the height.













Coordination LadderCrawl backwards through the rungs.Straddle walk on the wooden part of ladder.Cat walk–hands and feeton rungs.Jump in between the rungs like a kangaroo.Hop like a rabbit in-between the rungs.Jogging through the rungs.Walking on the rungs.Crab walk on the sides of the ladder.Sliding with a partner on the side of the rungs.Straddle or slide on the ladder while bouncing a ball between the rungs.

Spring BoardBounce OffKnee SlapperSeat KickerBouncing UpLand then SquatLand then Bunny Hop


Stress safety.


Assist students by lending a hand.

Stress proper landing technique.

Encourage proper footwearwhile using apparatus.

Use correct spotting techniques.Use mats for safety when using apparatus-type equipment.Balance a bean bag on various body parts while walking on the ladder.Jump with feet together.Use variations as listed in Developmental Gymnastics.Never force their participation in gymnastics activities.

Coordination OnLadder HopStraddle JumpIn between RungsRabbit KangarooCrab Walk

Spring Board UpBounce LandKnee SlapperSeat KickerSquat Bunny Hop

Name some other people who use a ladder.

What happens when you place your arms too far apart when doing the crab walk?

What else can you do on the spring board?

Can you name some animal that jump?

Can you tell me things that land?

Use masking tape to outline a ladder on the floor.













Spring BoardBounce and TurnAround and BackLand & Bunny Hop to Tip OverTuck BounceToe Toucher¼ TurnKnee Slapper To Tip Over

Spring Board With Tumbling TableLand On–Jump OffLand On–Knee SlapperLand On–Seat Kicker OffReboundRebound-Knee Slapper

Tumbling TableLog Roll Dog RollCrawl ScamperBack RockerSeat LifterTip OverSide Bunny HopKick Roll UpTip Over BackwardBounce to TuckBounce On Then Over


Stress safety.


Assist students by landing a hand.

Stress proper landing technique.

Encourage proper footwearwhile using apparatus.

Use correct spotting techniques.

Use mats for safety when using apparatus-type equipment.

Jump with feet together.



Spring Board Bounce Tip OverAroundTuckToe ToucherKnee SlapperOne-Quarter TurnSpotting Proper Landing

Tumbling TableJumpRebound

Log Roll Dog RollCrawl ScamperRocker Lift

Can you name some animal that jump?

Why is it important for you to learn how to land off a spring board?

When on the spring board, what other body parts can you slap, click or clap?

Can you name different instances where you might have to jump up and land?

Adjust the height of the landing by adding mats.

Adjust tumbling tableheight.







Pre Kinder – 5th GradeOBJECTIVES – CATCH Activity Box

The student is expected to:Movement activities that increase movement from moderate to vigorous activities.

Suggested Teaching Instructional Strategy Vocabulary Higher Order Modifications Resources &

Activities Methodology Thinking Skills Materials Organized Games

Warm up Activities-Blue

Go Activities-Green

Refer to CATCH Box Activities




Page 73

Documents

Physical Education Framework Deparment/Elementa… · Web viewElementary Physical Education Activity Resource Guide. ... Kamiya, A. Internet Physical Education Websites. ... spell