Sidney Public Schools—K-12 Curriculum Pacing Guide for …
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Kindergarten) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|1st-9 weeks |1-a. CS2: B1-B3 |1-1. Introduce and develop a variety |1-a(1). Strategies: |
| |CS3: B1 |of manipulative skills | |
|Reviewed in different | | |Balloons |
|activities throughout the |1-a. Manipulative Skill Development |Dribbling (hands and feet) |Scarves |
|year. | |Kicking (stationary and rolled ball) |Bean Bags |
| | |Throwing/Catching |Balls |
| | |-Demonstrate the difference between a toss and throw |Scoops |
| | |-Toss and catch a ball before it bounces twice |Velcro Mitts |
| | |Volley | |
| | |Striking | |
| | | | |
| | | | |
| | |1-2. Introduce and expose them to the | |
| | |manipulative skill of twirling and |1-a(2). Strategies: |
| | |jumping rope. |Jumping over a stationary line |
| | |Demonstrate jumping rope by yourself (self-turned rope) |Jumping over a swaying rope |
| | | |Silly Snake |
| | | |Jumping as the rope is twirled over their heads |
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| | | |1-a (1-2). Assessment: |
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| | | |Informal Assessment |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Kindergarten) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|2nd-9 weeks |2-a. CS2: B1-B3 |2-1. Demonstrate the proper technique |2-a(1). Strategies: |
| |CS3: B1 |in the locomotor skills: |1-2 Buckle my Shoe |
|Reviewed in different | |Hop |Little Brown Bear |
|activities throughout the |2-a. Locomotor Skill Development |Skip |Hill-dill |
|year. | |Jump | |
| | |Walk |2-a(2). Strategies: |
| | |Run |Animal Walk |
| | |Gallop |Balance Stations |
| | | |Rocking a Baby |
| | |2-2. Demonstrate the proper technique |Tossing a Ball |
| | |in non-locomotor skills | |
| | |Rolling |2-a(3). Strategies: |
| | |Balancing |Kids in Action |
| | |Weight transfer | |
| | | |2-a(4). Strategies: |
| | |2-3. Expose the students to non- |Tag activities |
| | |locomotor terms and their |Trees in the Forest |
| | |movement | |
| | |Twist |2-a(5). Strategies: |
| | |Bend |Bendable-n-Stretchable |
| | |Stretch |High and Low |
| | | |Be Bop Until you Drop |
| | |2-4. Use locomotor skills and non- | |
| | |locomotor skills to demonstrate |2-a(1-5). Assessments: |
| | |chase, flee and dodging skills | |
| | | |Informal Assessment |
| | |2-5. Be exposed to different rhythm | |
| | |Patterns. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Kindergarten) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
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| |3-a. CS4: B1-B4 |3-1. Introduce the different |3-a. Strategies: |
|3rd-9 weeks | |components of fitness: | |
| |3-a. Cardiovascular Fitness and | |Jumping rope |
|Reviewed in different |healthy bodies |Cardiovascular strength |Stretching |
|activities throughout the | |Cardiovascular endurance |Parachute |
|year. | |Flexibility |Scooters |
| | |Muscle Strength |Tag activities |
| | |Muscle Endurance |Walking |
| | |3-2. Emphasize the importance of |Climbing Ropes/Cargo net |
| | |being active for a healthy body. |Feel for their pulse (resting and active) |
| | |3-3. Introduce different ways to be | |
| | |active. |3-a. Assessment: |
| | |3-4. Emphasize the importance of a | |
| | |healthy heart and why. |Informal Assessment |
| |Note: 3-a. applies to K-6 | | |
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|1 week |4-a. CS?: B4 |4-1. Identify right and left. |4-a. Strategies: |
| | | | |
| | |4-2. Understand why it a pedestrian |1-a. View a video |
| | |looks right first. |1-a. Set up a street in the gym and practice. Use the scooters as cars|
| | | |1-a. Go outside and practice the techniques in a real situations |
| | |4-3. Understand what an edge is. | |
| | | |4-a. Assessment: |
| | |4-4. Demonstrate the appropriate | |
| | |technique in crossing the street |Informal Assessment |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Kindergarten) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |5-a. CS1: B4 |5-1. Move safely in general space. |5-a. Strategies: |
|Safety-Rules |CS7: B1, 2, 3, and 4 | | |
| |CS5: B1 |5-2. Keep your own personal space. |1-a Bumper Cars |
|3 weeks |CS6: B2, 3, and 5 | |1-a Hoopla |
| |CS7: B1, 2, |5-2. Identify the stop and go signals. |1-a Red light Green Light |
|Throughout the year | | |1-a Bubble |
| |5-a. Personal Safety | |1-a Stop and Go Signal |
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| | | |5-a. Assessment: |
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| | | |Informal Assessment |
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| | |6-1. Identify different body parts. |6-a. Strategies: |
|Body and Spatial Movement |6-a. CS2: B1 and B3 | | |
|Concept |CS3: B1 |6-2. Demonstrate the different body |2-a Simon Says |
| | |and spatial movement concepts |2-b Kids in Action |
|6 weeks |6-a. Body and Spatial Movement |and terms. |2-c Students travel and then freeze using different body parts |
| |Concepts | |2-d Students travel using the different body parts (2ft. 1 hand) |
| | |6-3. Travel at different tempos and | |
| | |then balance. |6-a. Assessment: |
| | | | |
| | | |Informal Assessment |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary Health (Kindergarten) |Authors: Lynette Farr and Sue Satra |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|March/April |7-ah. CS1: B1, 3 and 4 |1-1. Recognize the importance of daily |7-ah-1. Strategies: |
| | |brushing, flossing and regular |Dental Health Unit |
| | |check ups. |Dental Hygienist Visit |
| | | |Crest Club Curriculum Issues |
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|Beginning of the school |7-ah. Practicing Dental Hygiene |1-2. Recognize the importance of |7-ah-2. Strategies: |
|year for the Personal |7-bh. Healthy Personal Hygiene |washing hands, eating healthy, |Healthy Choices Posters |
|Hygiene |Choices |proper rest, being active for | |
| | |staying healthy. |7-ah 1-2. Assessment: |
| | | |Informal Assessment |
| | | | |
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|March/April |8-ah. CS1: B2 and B4 |1-1. Recognize the skeletal system. |8-ah-1. Strategies: |
| | | |Healthy Food Section of Dental Health Unit |
| |8-ah. Structure and Health of the | |Dental and other X-ray examples |
| |Human Body. | |Skeleton built for the X sound. |
| | | | |
| | | |8-ah-1. Assessment: |
| | | | |
| | | |Informal assessment |
| | | |Healthy Food Board Game Assessment |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 6) |
|Subject/Grade Level: Elementary Health (Kindergarten) |Authors: Lynette Farr and Sue Satra |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Throughout the Year |9-ah-1. CS5: B1 |9-1. Practice making appropriate |9-ah-1. Strategies: |
| | |choices throughout the day. |Good Talking Words Series |
| |9-ah-1. Good and Bad Choices | |Counselor Presentations |
| | | | |
| | | |9-ah-1. Assessments: |
|February | | |Informal |
| |9-ah-2. CS5: B3 |9-2. Keep a record of daily brushing | |
| | |and flossing for one week. |9-ah-2. Strategies: |
| |9-ah-2. Basic Health—setting goals | |Dental Unit |
| |and decision making | | |
| | | |9-ah-2. Assessments: |
| | | |Dental Charts Signed by Parents |
| | | | |
|Throughout the Year |10-ah. CS6: B2 |10-2. Communicate using appropriate |10-ah-1. Strategies: |
| | |manner words emphasizing the |Good Talking Words Series |
| | |use of thank you and please. | |
| |10-ah-1. Manners-care, consideration | |10-ah-1. Assessments: |
| |and respect of self/others. | |Informal |
| | | | |
|Throughout the Year |11-ah. CS7: B1 and B2 |11-1. Demonstrate appropriate recess |11-ah-1. Strategies: |
| | |behavior such as turn taking, |Good Talking Words |
| |11-ah. Appropriate Recess Behavior |being respectful, playing fair, |Barney Bear Gets His Manners |
| | |and being safe. | |
| | | |11-ah-1. Assessments: Informal |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (First) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |1-a. CS2: B1-B3 |1-1. Introduce and develop a variety of |1-a(1). Strategies: |
| |CS3: B1 |manipulative skills | |
|Reviewed in different | |Dribbling (hands and feet) |Balloons |
|activities throughout the |1-a. Manipulative Skill Development |Kicking (stationary and rolled ball) |Scarves |
|year. | |-Demonstrate an inside foot kick. |Bean Bags |
| | |-Demonstrate accuracy by kicking to a target. |Balls |
| | |Throwing/Catching |Scoops |
| | |-Demonstrate the difference between a toss and throw |Velcro Mitts |
| | |-Toss and catch a ball before it bounces once | |
| | |-Demonstrate correct hand position in your mitt on a high |1-a(2). Strategies: |
| | |ball and low ball | |
| | |Volley |Jumping over a stationary line |
| | |Striking |Jumping over a swaying rope |
| | |-Demonstrate striking a ball of the tee using correct grip|Silly Snake |
| | |and side orientation. |Jumping as the rope is twirled over their heads |
| | | |Work in small groups and twirl for a partner |
| | |1-2. Introduce and expose them to the | |
| | |manipulative skill of twirling and |1-a(1-2). Assessment: |
| | |jumping rope. | |
| | |Demonstrate jumping rope by yourself (self-turned rope) |Informal assessment |
| | | |(1-1) worksheets |
| | | | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (First) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |2-a. CS2: B1-B3 |2-1. Demonstrate the proper technique |2-a(1). Strategies: |
| |CS3: B1 |in the locomotor skills: |1-2 Buckle my Shoe |
|Reviewed in different | |Hop |Little Brown Bear |
|activities throughout the |2-a. Locomotor Skill Development |Skip |Hill-dill |
|year. | |Jump | |
| | |Walk |2-a(2). Strategies: |
| | |Run |Animal Walk |
| | |Gallop |Balance Stations |
| | |Leap |Rocking a Baby |
| | |Slide |Tossing a Ball |
| | | | |
| | |2-2. Demonstrate the proper technique |2-a(3). Strategies: |
| | |in non-locomotor skills |Kids in Action |
| | |Rolling | |
| | |Balancing |2-a(4). Strategies: |
| | |Weight transfer |Tag activities |
| | | |Trees in the Forest |
| | |2-3. Expose the students to non- | |
| | |locomotor terms and their |2-a(5). Strategies: |
| | |movement |Bendable-n-Stretchable |
| | |Twist |High and Low |
| | |Bend |Be Bop Until you Drop |
| | |Stretch | |
| | | |2-a(1-5). Assessments: |
| | |2-4. Use locomotor skills and non- | |
| | |locomotor skills to demonstrate |Informal Assessment |
| | |chase, flee and dodging skills |Worksheet |
| | | | |
| | |2-5. Be exposed to different rhythm | |
| | |Patterns. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (First) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS4: B1-B4 |3-1. Introduce the different |3-a. Strategies: |
|9 weeks | |components of fitness: | |
| |3-a. Cardiovascular Fitness and | |Jumping rope |
|Reviewed in different |healthy bodies |Cardiovascular strength |Stretching |
|activities throughout the | |Cardiovascular endurance |Parachute |
|year. | |Flexibility |Scooters |
| | |Muscle Strength |Tag activities |
| | |Muscle Endurance |Walking |
| | |3-2. Emphasize the importance of |Climbing Ropes/Cargo net |
| | |being active for a healthy body. |Feel for their pulse (resting and active) |
| | |3-3. Introduce different ways to be | |
| | |active. |3-a. Assessment: |
| | |3-4. Emphasize the importance of a | |
| | |healthy heart and why. |Informal Assessment |
| | | | |
| |4-a. CS1: B4 |4-1. Move safely in general space. |4-a. Strategies: |
|Safety-Rules |CS5: B1 | |1-a Bumper Cars |
| |CS6: B2, 3, and 5 |4-2. Keep your own personal space. |1-a Hoopla |
|2 weeks |CS7: B1, 2, 3, and 4 | |1-a Red light Green Light |
| | |4-2. Identify the stop and go signals. |1-a Bubble |
|Throughout the year |4-a. Personal Safety | |1-a Stop and Go Signal |
| | | | |
| | | |4-a. Assessment: |
| | | | |
| | | |Informal Assessment |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (First) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| | |5-1. Identify different body parts. |5-a. Strategies: |
|Body and Spatial Movement |5-a. CS2: B1 and B3 | | |
|Concept |CS3: B1 |5-2. Demonstrate the different body |2-a Simon Says |
| | |and spatial movement concepts |2-b Kids in Action |
|3 weeks |5-a. Body and Spatial Movement |and terms. |2-c Students travel and then freeze using different body parts |
| |Concepts | |2-d Students travel using the different body parts (2ft. 1 hand) |
| | |5-3. Travel at different tempos and | |
| | |then balance. |5-a. Assessment: |
| | | | |
| | | |Informal Assessment |
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|HEALTH standards are addressed in the alignment phase of this document and instruction and coverage of these standards is the responsibility of the classroom teacher and counselors. During the 2004-2005 school term, |
|grade level teams (teachers) were to address Health standards through development of curriculum pacing (objectives, strategies, and assessment) work for relevant HEALTH standards. The following HEALTH standards lack |
|the required curriculum pacing work as directed and should be addressed during the 2005-2006 school term. |
| |
|Content Standard 1: Benchmarks 1, 2, 3, and 4 |
| |
|Content Standard 5: Benchmarks 2, 3, 4, and 5 |
| |
|Content Standard 6: Benchmarks 1, 2, 3, 4, 5, and 6 |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (First) |Authors: DiFonzo, Jepsen, Oraw, and Wieferich |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Throughout the Year |6-ah-1. CS1: B1-B4 |6-1. Practice basic hygiene: |6-ah-1. Strategies: |
| |CS5: B3 and B5 | |Discuss and model proper hygiene before lunch and during restroom |
| | |* Washing hands |breaks |
| |6-ah-1. Basic hygiene and personal |* Dental care—teeth/gums |Crest Dental Unit |
| |health |6-2. Learn about specific germs. |Introduce aids unit |
| | | |Use scholastic-weekly reader to engage current health topics—personal |
| | |6-3. Learn about healthy snacks |health |
| | | |Teacher modeling of proper health behaviors |
| | | |6-ah-1. Assessments: |
| | | |Informal—teacher observation |
| | | | |
|Mid September-October |7-ah-1. CS1: B2 |7-1. Compare similarities and differences between human |7-ah-1. Strategies: |
| | |body and the body of animals. |Open Court (unit 2)--Animals |
|Spring | | | |
| |7-ah-1. Basic structure-function of | |7-ah-1. Assessments: |
| |human body. | |Informal—class discussions |
| | | | |
|Throughout the Year |8-ah-1. CS5: B2 |8-1. Develop dental hygiene using in-class information and|8-ah-1. Strategies: |
| | |health resources. |Scholastic News Magazine |
| |8-ah-1. Access health information and | |Computer program—Dental software |
| |resources. | | |
| | | |11-ah-1. Assessments: Informal |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (First) |Authors: DiFonzo, Jepsen, Oraw, and Wieferich |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
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|Throughout the Year |9-ah-1. CS5: B4 |9-1. Identify positive choices and ways to deal with self |6-ah-1. Strategies: |
| |CS6: B1-B6 |and others. |Use scholastic-weekly reader to engage students in the development of |
| | | |strong communication skills |
| |9-ah-1. Positive choices and develop- |9-2. Demonstrate refusal skills. |Work with counselors to introduce and teach good interpersonal skills |
| |ment of good communication | |Teacher modeling of skills/behaviors |
| |skills to enhance personal |9-3. Demonstrate active listening | |
| |health. |skills. |6-ah-1. Assessments: |
| | | |Informal—teacher and counselor observations |
| | |9-4. Demonstrate nonviolent | |
| | |strategies to resolve conflicts. | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Second) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |1-1. Introduce and develop a variety of | |
|9 weeks |1-a. CS2: B1-B3 |manipulative skills |1-a(1). Strategies: |
| |CS3: B1 |Dribbling (hands and feet) |Balloons |
|Reviewed in different | |Shooting |Scarves |
|activities throughout the |1-a. Manipulative Skill Development |Kicking (stationary and rolled ball) |Bean Bags |
|year. | |-Demonstrate an inside foot kick. |Balls |
| | |-Demonstrate accuracy by kicking |Scoops |
| | |to a target. |Velcro Mitts |
| | |Throwing/Catching: | |
| | |-Identify dominate/non- |1-a(1). Assessment: |
| | |dominate hand |Informal Assessment |
| | |-Demonstrate the difference |Worksheet |
| | |between a toss and throw | |
| | |-Toss and catch a ball before it | |
| | |bounces | |
| | |Demonstrate correct hand position in your mitt on a high | |
| | |ball and low ball | |
| | |Demonstrate accuracy in your throw | |
| | |Volley and Demonstrate volley with a balloon to yourself | |
| | |Striking: | |
| | |-Demonstrate striking a ball of the tee using correct grip| |
| | |and side orientation | |
| |1-a –continued on next page. |-Demonstrate striking a ball repeatedly towards a wall | |
| | |using a side orientation and weight transfer. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Second) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |1-a. CS2: B1-B3 |1-2. Introduce and expose them to the |1-a(2). Strategies: |
| |CS3: B1 |manipulative skill of twirling and | |
|Reviewed in different | |jumping rope. |Jumping over a swaying rope |
|activities throughout the |1-a. Manipulative Skill Development | |Silly Snake |
|year. | |Demonstrate jumping rope by yourself (self-turned rope) |Jumping as the rope is twirled over their heads |
| | |Demonstrate some jump rope tricks |Work in small groups and twirl for a partners |
| | | |School |
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| | | |1-a(2). Assessment: |
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| | | |Informal Assessment |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Second) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |2-a. CS2: B1-B3 |2-1. Demonstrate the proper technique |2-a(1). Strategies: |
| |CS3: B1 |in the locomotor skills: |1-2 Buckle my Shoe |
|Reviewed in different | |Hop |Little Brown Bear |
|activities throughout the |2-a. Locomotor Skill Development |Skip |Hill-dill |
|year. | |Jump | |
| | |Walk |2-a(2). Strategies: |
| | |Run |Animal Walk |
| | |Gallop |Balance Stations |
| | |Leap |Rocking a Baby |
| | |Slide |Tossing a Ball |
| | |2-2. Demonstrate the proper technique | |
| | |in non-locomotor skills |2-a(3). Strategies: |
| | |Rolling |Kids in Action |
| | |Balancing | |
| | |Weight transfer |2-a(4). Strategies: |
| | |2-3. Expose the students to non- |Tag activities |
| | |locomotor terms and their |Trees in the Forest |
| | |movement |Donkey Tail |
| | |Twist | |
| | |Bend |2-a(5) Strategies: |
| | |Stretch |Jump Rope |
| | |2-4. Use locomotor skills and non- |Skip |
| | |locomotor skills to demonstrate |Bunny Hop |
| | |chase, flee and dodging skills | |
| | |2-5. Be exposed to different rhythm |2-a(1-5). Assessments: |
| | |Patterns. |Informal |
| | | |Worksheets as appropriate |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Second) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS4: B1-B4 |3-1. Introduce the different |3-a. Strategies: |
|9 weeks | |components of fitness : |Jumping rope |
| |3-a. Cardiovascular Fitness and |Cardiovascular strength |Stretching |
|Reviewed in different |healthy bodies |Cardiovascular endurance |Parachute |
|activities throughout the | |Flexibility |Scooters |
|year. | |Muscle Strength |Tag activities |
| | |Muscle Endurance |Walking |
| | |3-2. Emphasize the importance of |Climbing Ropes/Cargo net |
| | |being active for a healthy body. |Feel for their pulse (resting and active) |
| | |3-3. Introduce different ways to be |Listen with a stethoscope |
| | |active. | |
| | |3-4. Emphasize the importance of a |3-a. Assessment: |
| | |healthy heart and why. |Informal Assessment |
| | |3-5. Introduce what the function is of | |
| |Note: 3-a. applies to K-6 |the heart. | |
| | |3-6. Introduce what activities make | |
| | |your heart become stronger | |
| | |3-7. Introduce some different muscles | |
| | |in your body besides your | |
| | |heart/why it’s important to have | |
| | |muscle strength and endurance | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Second) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |4-a. CS1: B4 |4-1. Move safely in general space. |4-a. Strategies: |
|Safety-Rules |CS5: B1 | |1-a Bumper Cars |
| |CS6: B2, 3, and 5 |4-2. Keep your own personal space. |1-a Hoopla |
|2 weeks |CS7: B1, 2, 3, and 4 | |1-a Red light Green Light |
| | |4-2. Identify the stop and go signals. |1-a Bubble |
|Throughout the year |4-a. Personal Safety | |1-a Stop and Go Signal |
| | | | |
| | | |4-a. Assessment: |
| | | | |
| | | |Informal Assessment |
| | | | |
| |5-a. CS2: B1 and B3 |5-1. Identify different body parts. |5-a. Strategies: |
|Body and Spatial Movement |CS3: B1 | |2-a Simon Says |
|Concept | |5-2. Demonstrate the different body |2-b Kids in Action |
| |5-a. Body and Spatial Movement |and spatial movement concepts |2-c Students travel and then freeze using different body parts |
|3 weeks |Concepts |and terms. |2-d Students travel using the different body parts (2ft. 1 hand) |
| | | | |
| | |5-3. Travel at different tempos and |5-a. Assessment: |
| | |then balance. |Informal Assessment |
| | | |Written Test on movement concepts |
| | |5-4. Learn the different movement | |
| | |concepts and terms: Tempo, | |
| | |Pathways, Levels, and Directions. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 6) |
|Subject/Grade Level: Elementary Health (Second) |Authors: K. Hermanson, M. Lowman, N. Berube, P. Wheeling |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |6-a. CS6: B1 |6-1. Identify how to make and keep |6-a. Strategies: |
| | |friends |Students will watch the video, “Let’s be Friends” |
| |6-a. Friendship | | |
| | | |6-a. Assessment: |
|All Year | | | |
| | | |Oral Examples, from teachers and students, about friends after |
| | | |watching the video |
| | | | |
| | | | |
|All Year |7-a. CS6: B1 and B2 |7-1. Demonstrate an understanding |7-a. Strategies: |
| | |that kindness and love allow us |Students will orally read and participate in class discussions on the |
| |7-a. Friendship, Communication and |to look beyond appearances and |stories about kindness throughout Unit 2 of Open Court |
| |Respect |see the goodness in others. |Students will watch the video, ‘Sharing and Caring” |
| | | | |
| | | |7-a. Assessment: |
| | | |Unit 2 Open Court Assessments |
| | | |Informal assessments on oral examples from students about sharing |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 7) |
|Subject/Grade Level: Elementary Health (Second) |Authors: K. Hermanson, M. Lowman, N. Berube, P. Wheeling |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |8-a. CS6: B3 |8-1. Assists students with the |8-a. Strategies: |
| | |identification of their own |Students will watch POPS video on self awareness. After watching |
| |8-a. Healthy ways to express needs, |feelings. |video the student will participate in class discussion and orally |
| |wants, and feelings | |identify several ways he/she is alike/different from his/her peers. |
|All Year | |8-2. Identify consequences of |Student will orally name his/her own strengths. |
| | |appropriate and inappropriate |Student will watch video “Let Me choose—Making Decisions” |
| | |choices. |8-a. Assessment: |
| | | |Informal teacher assessments |
| | | |Student participation in class |
| | | | |
|All Year |9-a. CS6: B4 and B6 |9-1. Develop strategies to overcome |9-a. Strategies: |
| | |peer pressure. |Students will watch the video, ‘Doing the Right Thing” or POPS |
| |9-a. Refusal Skills and Conflict | |video--#4, “Making a Difference”. Discussion will follow |
| |Resolution | |DARE program |
| | | |9-a. Assessment: |
| | | |Student participation |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 8) |
|Subject/Grade Level: Elementary Health (Second) |Authors: K. Hermanson, M. Lowman, N. Berube, P. Wheeling |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |10-a. CS6: B5 |10-1. Develop Listening skills. |10-a Strategies: |
| | | |Students will participate in class discussion |
| |10-a. Active Listening Skills | | |
| | |. |10-a. Assessment: |
|Daily | | | |
| | | |Teacher observations a |
| | | |Daily work |
| | | |Assessments from Listen UP! Language Arts |
| | | | |
| | | | |
| |11-a. CS6: B6 |11-1. Choose responsible techniques |11-a. Strategies: |
| | |to solve playground and |Students will actively participate in developing and carrying out |
| |11-a. Strategies to resolve conflict |classroom conflicts. |conflict situations that arise daily |
| | | | |
| | | |11-a. Assessment: |
|Daily | | | |
| | | |Teacher observation |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 9) |
|Subject/Grade Level: Elementary Health (Second) |Authors: K. Hermanson, M. Lowman, N. Berube, P. Wheeling |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |12-a. CS7: B5 |12-1. Identify ways a person can make |12-a Strategies: |
| | |healthy choices. | |
| |12-a. Personal and Family Health | |“A is for AIDS” video |
| | |. |Food Groups |
|All Year | | |Weekly periodical |
| | | |Red Ribbon Week |
| | | | |
| | | |12-a. Assessment: |
| | | | |
| | | |Teacher observation and assessment of student participation in Weekly |
| | | |Periodicals and Red Ribbon Week |
| | | |Oral identification of the basic food groups |
| | | |Student’s ability to recognize healthy and unhealthy choices. |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Third) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |1-a. CS2: B1-B3 |1-1. Introduce and develop a variety of |1-a(1). Strategies: |
| |CS3: B1 |manipulative skills | |
|Reviewed in different | |Dribbling (hands and feet) |Balloons |
|activities throughout the |1-a. Manipulative Skill Development |Shooting |Scarves |
|year. | |Kicking (stationary and rolled ball) |Bean Bags |
| | |-Demonstrate a mature kicking |Balls |
| | |pattern |Scoops |
| | |-Demonstrate an inside foot kick. |Velcro Mitts |
| | |-Demonstrate accuracy by kicking | |
| | |to a target. |1-a(1). Assessment: |
| | |Throwing/Catching | |
| | |-Identify dominate and non- |Informal Assessment |
| | |dominate hand |Worksheet |
| | |-Catch a thrown ball before it | |
| | |bounces | |
| | |-Demonstrate correct hand | |
| | |position in your mitt on a high | |
| | |ball and low ball | |
| | |-Demonstrate accuracy in your | |
| | |throw by hitting a target | |
| | |-Demonstrate mature throwing | |
| | |and catching techniques | |
| |1-a –continued on next page. |Volley and demonstrate the concept of volley- partners | |
| | |Striking | |
| | |-Demonstrate striking a softly | |
| | |thrown ball using correct grip | |
| | |and side orientation | |
| | |-Demonstrate striking a ball | |
| | |repeatedly towards a wall using | |
| | |a side orientation and weight | |
| | |transfer. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Third) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |1-a. CS2: B1-B3 |1-2. Introduce and expose them to the |1-a(2). Strategies: |
| |CS3: B1 |manipulative skill of twirling and | |
|Reviewed in different | |jumping rope. |Jumping as the rope is twirled over their heads |
|activities throughout the |1-a. Manipulative Skill Development | |Work in small groups and twirl for a partner |
|year. | |Demonstrate jumping rope by yourself (self-turned rope) |Double Dutch |
| | |Demonstrate some jump rope tricks | |
| | |Jump in and out of a rope that is being twirled | |
| | | |1-a(2). Assessment: |
| | | | |
| | | |Informal Assessment |
| | | |Work sheet with Jumping Tricks |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Third) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|9 weeks |2-a. CS2: B1-B3 |2-1. Demonstrate the proper technique |2-a(1). Strategies: |
| |CS3: B1 |in the locomotor skills: |Driving Warm-up |
|Reviewed in different | |Hop |Little Brown Bear |
|activities throughout the |2-a. Locomotor Skill Development |Skip |Hill-dill |
|year. | |Jump | |
| | |Walk |2-a(2). Strategies: |
| | |Run |Balance Stations |
| | |Gallop |Balancing on different body parts and equipment |
| | |Leap |Tossing/Throwing a Ball |
| | |Slide | |
| | |2-2. Demonstrate the proper technique |2-a(3). Strategies: |
| | |in non-locomotor skills |Kids in Action |
| | |Rolling | |
| | |Balancing-static/dynamic |2-a(4). Strategies: |
| | |Weight transfer |Tag activities |
| | |2-3. Expose the students to non- |Donkey Tail |
| | |locomotor terms and their | |
| | |movement |2-a(5). Strategies: |
| | |Twist |Jump Rope |
| | |Bend |Skip |
| | |Stretch |Bunny Hop |
| | |2-4. Use locomotor skills and non- | |
| | |locomotor skills to demonstrate |2-a(1-5) Assessment: |
| | |chase, flee and dodging skills |Informal Assessment |
| | |2-5. Be exposed to different rhythm |Worksheets-where appropriate |
| | |Patterns. |(2-1) Create own pattern using the locomotor skills |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Third) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS4: B1-B4 |3-1. Introduce the different |3-a(1-4). Strategies: |
|9 weeks | |components of fitness |Jumping rope |
| |3-a. Cardiovascular Fitness and |Cardiovascular strength |Stretching |
|Reviewed in different |healthy bodies |Cardiovascular endurance |Parachute |
|activities throughout the | |Flexibility |Scooters |
|year. | |Muscle Strength |Tag activities |
| | |Muscle Endurance |Walking |
| | | |Climbing Ropes/Cargo net |
| | |3-2. Introduce different ways to be |Demonstrate flexibility with different rubber bands/correlate that to |
| | |active. |muscles |
| | | |Dance/Music Activities |
| | |3-3. Introduce what activities make | |
| | |your heart become stronger. |3-a(5-7) Strategies: |
| | | |Feel for their pulse (resting and active) |
| | |3-4. Emphasize the importance of |Listen with a stethoscope |
| | |being active for a healthy body. |Look at pictures of a healthy heart and a unhealthy heart |
| | | |Demonstrate the function of the heart |
| | |3-5. Discuss the importance of a |View a video on the computer |
| | |healthy heart and why. |Muscle of the Month |
| | | | |
| | |3-6. Introduce what the function is of |3-a. 1:1a-1d Assessment |
| | |the heart. | |
| | | |(1-6) Informal Assessment |
| | |3-7. Introduce some different muscles |(5-7) Informal fitness test |
| | |in your body besides your | |
| | |heart/why it’s important to have | |
| | |muscle strength and endurance. | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Third) |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |4-a. CS1: B4 |4-1. Move safely in general space. |4-a. Strategies: |
|Safety-Rules |CS5: B1 | |1-a Bumper Cars |
| |CS6: B2, 3, and 5 |4-2. Keep your own personal space. |1-a Hoopla |
|2 weeks |CS7: B1, 2, 3, and 4 | |1-a Red light Green Light |
| | |4-2. Identify the stop and go signals. |1-a Bubble |
|Throughout the year |4-a. Personal Safety | |1-a Stop and Go Signal |
| | | | |
| | | |4-a. Assessment: |
| | | | |
| | | |Informal Assessment |
| | | | |
| |5-a. CS2: B1 and B3 |5-1. Identify different body parts. |5-a. Strategies: |
|Body and Spatial Movement |CS3: B1 | | |
|Concept | |5-2. Demonstrate the different body |2-a Simon Says |
| |5-a. Body and Spatial Movement |and spatial movement concepts |2-b Kids in Action |
|3 weeks |Concepts |and terms. |2-c Students travel and then freeze using different body parts |
| | | |2-d Students travel using the different body parts (2ft. 1 hand) |
| | |5-3. Travel at different tempos and | |
| | |then balance. |5-a. Assessment: |
| | | | |
| | |5-4. Learn the different movement |Informal Assessment |
| | |concepts and terms: Tempo, |Performance Test on Movement a movement pattern with all the movement |
| | |Pathways, Levels, and Directions. |Concepts |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (Third) |Authors: Danielson, Hermanson, Keenan, |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|10 Weeks |6-ah-1. CS5: B1 |6-1. Identify the 6 traits of character |6-ah-1. Strategies: |
| |CS6: B1-B6 |counts. |Discuss the do’s and don’t of each trait. |
|Character Counts | |6-2. Describe and discuss each trait. |Share works of literature that include examples and clarify each |
| |6-ah-1. Demonstrate critical thinking, | |trait. |
| |decision making, and inter- |6-3. Apply the Character Counts |Role plays |
| |personal communications for |principles to their daily lives. |Videos |
| |the enhancement of personal | |6-ah-1. Assessments: |
| |health. |6-4. Compare and contrast the wants |Projects that reinforce each trait (i.e., The caring person, Lending a|
| | |and needs of familiar cultures |Hand in our Community, I Can Show Respect booklet) |
| | |(fairness). |Complete American symbols booklet during citizenship study. |
| | | | |
| | |6-5. Practice evaluating information | |
| | |(fact vs. fiction). | |
| | | | |
| | |6-6. Identify American symbols | |
| | | | |
|One Week |7-ah-1. CS1: B1, B3, and B4 |7-1. Identify types of germs. |7-ah-1. Strategies: |
| |CS5: B2 | |Bill Nye video-germs |
|Germs | |7-2. Identify ways germs are spread. |Experiment: watch germs grow on gelatin |
| | | |Utilize black light and powder to illuminate where germs spread |
| |7-ah-1. Germs and health |7-3. Explain that germs are |Experiment to determine which types of cleansers are most effective in|
| |information-resources. |everywhere. |killing germs. |
| | | | |
| | |7-4. Recognize the difference between |7-ah-1. Assessments: |
| | |communicable and non- |Informal—class discussions |
| | |diseases/immunizations. |Experimental results |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (Third) |Authors: Danielson, Hermanson, Keenan, |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|3 Weeks |8-ah-1. CS1: B1 and B4 |8-1. Identify 6 food groups and main |8-ah-1. Strategies: |
| |CS5: B3, B4 and B5 |nutrients in each. |Layers of nutritional learning booklet. |
|Nutrition |CS7: B5 | |Flipping for Nutrition (WS27) |
| | |8-2. Identify foods high in fiber, |8-ah-1. Assessments: |
| |8-ah-1. Proper nutrition and health |calcium, vitamins A and C, and |Informal assessment—food guide and snack supply worksheets. |
| |information-resources for |iron, and how they affect body | |
| |personal health. |systems. | |
| | | | |
|Two Weeks |9-ah-1. CS1: B5 |9-1. Explore sources of pollution and |9-ah-1. Strategies: |
| | |ways we can reduce pollution. |Read Just a Dream |
|Environment | | |Take a walking fieldtrip in the community and list pollution seen and |
| |9-ah-1. Environmental influence on |9-2. Discuss effects of pollution on |the effects on people and animals, and what can be done about it. |
| |personal health. |animals and people, now and in |9-ah-1. Assessments: |
| | |the future. |Students will describe and illustrate one thing they can do to help |
| | | |the environment. |
| | | | |
|Two Weeks |10-ah-1. CS1: B2 |10-1. Introduce the basic body systems |10-ah-1. Strategies: |
| | |focusing on the skeletal and |Bill Nye Videos |
|Basic Body Systems | |digestive systems. |Direct instruction and human body worksheets/handouts |
| |10-ah-1. Basic structure and function | |10-ah-1. Assessments: |
| |of human body. | |Students will complete human body packet. |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Fourth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS2: BM1 |1-1. Move safely in general space. |1-a. Strategies: |
|FITNESS |(movement forms) | | |
| | |1-2. Students will demonstrate |Huff-N-Puff Activities: |
|2 WEEKS |CS5: BM1 |keeping their own space while | |
| |(problem-solving) |moving. |Tag Games |
|Safety Rules and Class | | |Driving Warm-Up |
|Expectations. |CS6:BM2/BM3/BM5 |1-3. Identify stop and go signals |Whistle |
| |(communication skills) |for class. |Music |
|Students will meet the | | | |
|fitness objectives through |CS7:BM1/BM2/BM3/BM4 |1-4. Demonstrate respect and | |
|participation in a variety |(health enhancing behaviors) |considerations for self and |1-a. Assessment: |
|of activities throughout | |others. | |
|the school year. |1-a. Personal Safety | |Teacher observation |
| | | |Informal Assessment |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Fourth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |2-a. CS2: B1-B3 |2-1.Demonstrate, use, and reinforce a variety of |2-a Strategies |
| |CS3: B1 |manipulate skills. |Variety of balls, (Soccer, playground, softballs, basketballs, |
| | |Dribbling (hands and feet maintaining control while |beanbags, deck tennis rings, volleyballs, scarves) |
|Reviewed in different |CS7: B1, 2,4,5 |traveling within a group) |Racquets |
|activities throughout the |-In game type activities during strategies |Shooting (hands and feet) |Scoops |
|year. | |Kicking |Scarves |
| | |-Demonstrate instep, inside, heel, and outside foot kick |Jump Ropes |
| |2-b. Manipulate Skill Development |Throwing |Parachute |
| | |-Demonstrate overhand technique, side orientation, and |Scooters |
| | |opposition |Frisbees |
| | |Catching | |
| | |-Demonstrate proper hand position |2-b Strategies |
| | |-Using both hands to catch |Volleyball |
| | |Striking |Newcomb |
| | |-Demonstrate appropriate grip |Deck Tennis |
| | |-Demonstrate side to target |Soccer |
| | |-Demonstrate swing plane |Alaskan Kickball |
| | |Volleying |Alaskan Softball |
| | |-Demonstrate a softly thrown ball with|Basketball Lead –up Activities |
| | |different body parts |Striking Activities against the wall |
| | |Demonstrate different individual and partner jump rope | |
| | |moves | |
| | |2-2 Demonstrate the ability to |2-a & b Assessment |
| | |understand and follow rules. |Informal Assessment |
| | | | |
| | |2-3 Demonstrate appropriate play (Be respectful, play | |
| | |fair, be safe, take turns) | |
| | |2-4 Demonstrate the concept of offense and defense | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Fourth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS4: B1-B4 |3-1.Demonstrate the different components of fitness |3-a Strategies |
| | |Cardiovascular |Jumping Ropes |
| | |Cardiovascular endurance |Stretching |
|Reviewed in different | |Flexibility |Parachute |
|activities throughout the | |Muscle Strength |Climbing Ropes/Net |
|year. | |Muscle Endurance |Tag activities |
| |3-b. Fitness | |Exercise bands |
| | |3-2 Introduce different ways to be active |Dance activities |
| | | |Stations (activities stressing the different fitness components and |
| | |3-3 Discuss and demonstrate different activities to |different muscle groups) |
| | |develop strong muscles and how to maintain them. | |
| | | |3-b Strategies |
| | |3-3 Discus and demonstrate the importance of being active |Feeling for the pulse |
| | |for a healthy body and some activities. |Listen with the stethoscope |
| | | |Looking at pictures of a healthy heart |
| | |3-4 Identify the importance of a healthy heart and its |and a unhealthy heart |
| | |function. |Feeling the different muscles work |
| | |3-5 Introduce different muscles in the body |Demonstrate the function of the muscles |
| | |-Triceps |Video’s |
| | |-Biceps | |
| | |-Quadriceps | |
| | |-Hamstrings |3-a & b Assessment |
| | | |Informal Assessment |
| | | |Worksheets |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Fourth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|FITNESS |4-a. CS4: BM1/BM2/BM3/BM4 |4-1. Demonstrate the different |4-a. Strategies: |
| |(physical fitness) |components of fitness. | |
| | | |Jumping ropes |
|Students will meet the |4-a. Personal Health and Fitness |Cardiovascular |Parachutes |
|objectives through | |Cardiovascular endurance |Climbing ropes/net, |
|participation in a variety | |Flexibility |Tag Activities |
|of activities throughout | |Muscle Strength |Exercise Bands |
|the year. | |Muscle Endurance |Dance Activities |
| | | |Stations (activities stressing the different fitness components and |
| | |4.2. Introduce different ways to be active. |different muscle groups) |
| | | |Cardiovascular: |
| | |4-3. Identify and demonstrate different |-Feeling for the pulse |
| | |activities to develop strong muscles |-Listening with a stethoscope |
| | |and maintain them. |-Examining pictures of a healthy and |
| | | |unhealthy heart |
| | |4-4. Discuss the importance of being |-Feeling the different muscles work |
| | |active for a healthy body. |-Demonstrate the functions of muscles |
| | | |Videos |
| | |4-5. Identify the importance of a healthy | |
| | |heart and its function. |4-a. Assessment: |
| | | | |
| | |4-6. Introduce different muscles in the |Informal Assessment |
| | |body. |Worksheets |
| | | | |
| | |Triceps and Biceps | |
| | |Quadriceps and hamstrings | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Fourth) Fitness |Authors: Kelly Johnson, Tammy Linder, Merianne Montgomery |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |5-a. CS1BM1 |Learn the importance of proper nutrition |5a-e Strategies: |
| | | |Drug-Free Activities during October Red Ribbon week |
|Students will meet these |5-a. Personal Health Behaviors and |Understand the skeletal, digestive, circulatory, and |Science nutrition unit |
|objectives at various times|individual well-being |respiratory systems |Fire prevention activities |
|through a participation in | | |Trading Card kid lessons |
|a variety of units and |5-b. CS1BM2 |Identify common health problems that should be detected |Kick Butts Day |
|activities throughout the | |and treated early |Science book units on respiratory, digestion, skeletal, and |
|year in homeroom classes as|5-b. Human Body Systems | |circulatory systems |
|well as on the playground | |Understand the basic components of the exercise routine |Weekly Reader articles (vary yearly) |
|and in PE class. |5-c. CS1BM3 |(frequency, intensity, time) |Dare officer activates |
| | | |Various issues discussed in Open Court Medicine Unit Three |
| |5-c. Common Health problems to |Understand consequences of second-hand smoke |Turn off TV week |
| |detect and treat early | | |
| | |Discuss refusal skills, responsibility, and non-violent | |
| |5-d. CS1BM4, CS5BM3, BM4, BM5 |strategies to resolve conflict | |
| | | |5a-f Assessment: |
| |5-d. Personal Health Enhancing | |Informal assessment |
| |Strategies, health info. and | |Formal written assessments in science units regarding body systems |
| |resources, goal setting | | |
| | | | |
| |5-e. CS1BM5, CS5BM2 | | |
| | | | |
| |5-e. Environmental | | |
| |rights/individual attitudes | | |
| | | | |
| |5-f. CS6BM1, BM4, BM6 | | |
| | | | |
| |5-f. Refusal skills, responsibility, | | |
| |and non-violent strategies to | | |
| |resolve conflict | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Fifth)--Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS2: BM1 |1-1. Move safely in general space. |1-a. Strategies: |
|FITNESS |(movement forms) | | |
| | |1-2. Students will demonstrate |Huff-N-Puff Activities: |
|2 WEEKS |CS5: BM1 |keeping their own space while | |
| |(problem-solving) |moving. |Tag Games |
|Safety Rules and Class | | |Driving Warm-Up |
|Expectations. |CS6:BM2/BM3/BM5 |1-3. Identify stop and go signals |Whistle |
| |(communication skills) |for class. |Music |
|Students will meet the | | | |
|fitness objectives through |CS7:BM1/BM2/BM3/BM4 |1-4. Demonstrate respect and | |
|participation in a variety |(health enhancing behaviors) |considerations for self and |1-a. Assessment: |
|of activities throughout | |others. | |
|the school year. |1-a. Personal Safety | |Teacher observation |
| | | |Informal Assessment |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Fifth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |2-a. CS2: B1-B3 |2-1.Demonstrate, use, and reinforce a variety of |2-a Strategies |
| |CS3: B1 |manipulate skills. |Variety of balls, (Soccer, playground, softballs, basketballs, |
| | |Dribbling (preventing an opponent from stealing the ball))|beanbags, deck tennis rings, volleyballs, scarves) |
|Reviewed in different |CS7: B1, 2,4,5 |Shooting (hands and feet) |Racquets |
|activities throughout the |-In game type activities during strategies |Kicking |Scoops |
|year. | |-Demonstrate instep, inside, heel, and outside foot kick |Scarves |
| | |Throwing |Jump Ropes |
| |2-b. Manipulate Skill Development |-Demonstrate both accuracy and distance |Parachute |
| | |Catching |Scooters |
| | |-Demonstrate proper hand position |Frisbees |
| | |-Using both hands to catch | |
| | |Striking |2-b Strategies |
| | |-Continuously strike a ball to a wall |Volleyball |
| | |-Strike a ball so that it goes in the intended direction |Newcomb |
| | |and height |Deck Tennis |
| | |Volleying |Soccer |
| | |-Demonstrate a softly thrown ball|Alaskan Kickball |
| | |with different body parts |Alaskan Softball |
| | |Demonstrate different individual and partner jump rope |Basketball Lead –up Activities |
| | |moves |Striking Activities against the wall |
| | |2-2 Demonstrate the ability to | |
| | |understand and follow rules. | |
| | |2-3 Demonstrate appropriate play (Be respectful, play |2-a & b Assessment |
| | |fair, be safe, take turns) |Informal Assessment |
| | |2-4 Demonstrate the concept of offense and defense | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Fifth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS4: B1-B4 |3-1.Demonstrate the different components of fitness |3-a Strategies |
| | |Cardiovascular |Jumping Ropes |
| | |Cardiovascular endurance |Stretching |
|Reviewed in different | |Flexibility |Parachute |
|activities throughout the | |Muscle Strength |Climbing Ropes/Net |
|year. | |Muscle Endurance |Tag activities |
| |3-b. Fitness |3-2 Introduce different ways to be active |Exercise bands |
| | |3-3 Discuss and demonstrate different activities to |Dance activities |
| | |develop strong muscles and how to maintain them. |Stations (activities stressing the different fitness components and |
| | |3-3 Discus and demonstrate the importance of being active |different muscle groups) |
| | |for a healthy body and some activities | |
| | |3-4 Identify the importance of a healthy heart and its |3-b Strategies |
| | |function. |Feeling for the pulse |
| | |3-5 Introduce different muscles in the body |Listen with the stethoscope |
| | |-Triceps |Looking at pictures of a healthy heart |
| | |-Biceps |and a unhealthy heart |
| | |-Quadriceps |Feeling the different muscles work |
| | |-Hamstrings |Demonstrate the function of the muscles |
| | |-Trapezius |Video’s |
| | |-Pectoralis Major | |
| | |-External & Internal Oblique Abdominals | |
| | |3-6 Introduce the F.I.T.T. Concept |3-a & b Assessment |
| | |3-7 Introduce and find your target heart rate |Informal Assessment |
| | | |Worksheets |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Fifth)-Fitness |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|FITNESS |4-a. CS4: BM1/BM2/BM3/BM4 |4-1. Demonstrate the different |4-a. Strategies: |
| |(physical fitness) |components of fitness. | |
| | | |Jumping ropes |
|Students will meet the |4-a. Personal Health and Fitness |Cardiovascular |Parachutes |
|objectives through | |Cardiovascular endurance |Climbing ropes/net, |
|participation in a variety | |Flexibility |Tag Activities |
|of activities throughout | |Muscle Strength |Exercise Bands |
|the year. | |Muscle Endurance |Dance Activities |
| | | |Stations (activities stressing the different fitness components and |
| | |4.2. Introduce different ways to be active. |different muscle groups) |
| | |4-3. Identify and demonstrate different |Cardiovascular: |
| | |activities to develop strong muscles |-Feeling for the pulse |
| | |and maintain them. |-Listening with a stethoscope |
| | |4-4. Discuss the importance of being |-Examining pictures of a healthy and |
| | |active for a healthy body. |unhealthy heart |
| | |4-5. Identify the importance of a healthy |-Feeling the different muscles work |
| | |heart and its function. |-Demonstrate the functions of muscles |
| | |4-6. Introduce different muscles in the |Videos |
| | |body. | |
| | | |4-a. Assessment: |
| | |Triceps and Biceps | |
| | |Quadriceps and hamstrings |Informal Assessment |
| | |Trapezius |Worksheets |
| | |Pectoralis Major | |
| | |External & Internal Oblique | |
| | |Abdominals | |
| | | | |
| | |4-7. Introduce the F.I.T.T. concept. | |
| | |4-8. Students will learn how to determine | |
| | |their target heart rate. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Fifth)-Health |Authors: Mary Leibach |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|PERSONAL HEALTH |5-a. CS5: BM5 |5-1. Students will learn and identify |5-a. Strategies: |
| |(physical fitness) |methods for making healthy |Direct Instruction-lecture and discussion |
|4 WEEKS | |choices: |Nutrition – food pyramid, food labels, ingredient lists, sugar words, |
| | | |and serving sizes. |
| |5-a. Personal Health and Fitness |Proper Nutrition-Food Pyramid |AIDS instruction-disease |
| | |Personal Choices and Decisions—Tobacco, Drugs, and Alcohol|Videos |
| | |Communicable Diseases-AIDS | |
| | | |5-a. Assessment: |
| | | | |
| | | |Informal Assessment |
| | | |Worksheets, quizzes and tests |
| | | | |
| |6-a. CS1: BM2 |6-1. Identify the parts of the human body |6-a. Strategies: |
|HUMAN BODY |(human body systems) |and explain their function and proper |Direct Instruction-lecture and discussion |
| | |maintenance: |Videos |
| | |Skeletal System | |
|4-6 WEEKS |6-a. Structure and function of major |Muscular System |6-a. Assessment: |
| |body systems |Circulatory and respiratory | |
| | |Digestive System |Informal Assessment |
| | |Nervous System |Worksheets, quizzes and tests |
| | |Skin | |
| | |Endocrine System | |
| | |Excretory System | |
| | |Senses | |
| | |Reproductive System | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (Fifth) |Authors: Danielson, Hermanson, Keenan, |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|2-4 Days |7-ah-1. CS1: B4 |7-1. Identify what AIDS stands for. |7-ah-1. Strategies: |
| |CS5: B5 | |Student Booklet: Aunt Rita’s Patient. |
|AIDS | |7-2. Compare and contrast |Teacher directed instructions. |
| |7-ah-1. Strategies the prevention of |communicable and non- | |
| |diseases--AIDS |communicable diseases. |7-ah-1. Assessments: |
| | | |Informal assessment of student understanding through class |
| | | |participation. |
| | | | |
|Three Weeks |8-ah-1. CS1: B4 |8-1. List and categorize main nutrients |8-ah-1. Strategies: |
| |CS5: B1, B2, B3 and B5 |the body needs. |Nutrition Video |
|Nutrition | | |Demonstration Vials—Sugar and Fats |
| | |8-2. Read and analyze food labels. |Design meals—diet |
| |8-ah-1. Personal nutrition and | |5 A Day Bingo |
| |decision making to enhance |8-3. Explain the relationship between |Sugar challenge worksheet |
| |health. |calorie intake and length of time |Interesting Fruits and Vegetables worksheet |
| | |required to burn off calories |Direct instruction—class lecture, discussion, hands on activities… |
| | |consumed. | |
| | | | |
| | |8-4. Identify the value of eating fruits |8-ah-1. Assessments: |
| | |and vegetables. |Informal—class discussions |
| | | |Teacher made quizzes |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary Health (Fifth) |Authors: Danielson, Hermanson, Keenan, |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|5-6 Weeks |9-ah-1. CS1: B2 |9-1. Identify functions and parts of |9-ah-1. Strategies: |
| |CS5: B1-B5 |these body systems: |Science Text—Human Body Chapters |
|Human Body | |Skeletal and Muscular |Videos |
| | |Skin |Experiments and other hands on activities |
| |9-ah-1. Body systems and decision |Circulatory and Respiratory |Guest speakers (doctors)/Fieldtrips-hospital |
| |making to enhance health |Digestive |Examination of skeletal model |
| | |Nervous | |
| | |Endocrine |9-ah-1. Assessments: |
| | |Excretory |Informal/formal assessment of student understanding through class |
| | |Senses |participation and quizzes |
| | |Reproductive | |
| | | | |
| | | | |
|10 Weeks (1x/week) |10-ah-1. CS1: B4 |10-1. Identify strategies to deal with |8-ah-1. Strategies: |
| |CS5: B1-B5 |negative peer pressure, |DARE Program |
|DARE |CS6: B3 |especially those associated with |Direct instruction—class lecture, discussion, hands on activities, |
| | |substance abuse. |role play situations… |
| |10-ah-1. Personal health through the | | |
| |use of critical thinking and |Describe how your attitudes and values can affect | |
| |decision making, and |decisions about personal health. |8-ah-1. Assessments: |
| |interpersonal communication | |Informal—class discussion and student participation in activities |
| |skills. |10-3. Demonstrate interpersonal | |
| | |communication skills. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Sixth)--Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS2: BM1 |1-1. Review and develop through drills |1-a. Strategies: |
|FITNESS |(movement forms) |and games a variety of manipulative | |
| | |skills. |Game instruction in: |
|32 WEEKS |CS3:BM1/BM2/BM3 |Dribbling with hands and feet | |
| |(motor skills) |Shooting |Frisbees |
|Students will meet the | |Kicking stationary and rolled ball |Kickball |
|fitness objectives through |CS4: BM1/BM2/BM4 |Throwing/Catching—Stationary |Soccer |
|participation in a variety |(physical fitness) |and Moving |Football |
|of activities throughout | |Striking, Setting, Bumping and |LaCrosse |
|the school year. |CS6:BM2 |Jumping |Juggling |
| |(communication skills) |Eye-hand and foot coordination |Volleyball |
| | |1-2. Review and develop the manipulative |Basketball |
| |CS7:BM1/BM2/BM4/BM5 |skills of twirling and jumping rope. |Floor Hockey/Pillo Polo |
| |(health enhancing behaviors) |Individual jump roping |Global Ball |
| | |Long jump roping |Circular Zoneball |
| |1-a. Fitness and Manipulative |1-3. Demonstrate a willingness to attempt |Jump Rope |
| |Skill Development |new skills, challenge oneself, and | |
| | |maintain a positive attitude. |1-a. Assessment: |
| | |1-4. Demonstrate the ability to use the | |
| | |skills in game situations. |Teacher observation |
| | |1-5. Demonstrate an understanding of |Self Evaluation |
| | |activities for the purpose of develop- |Peer observation |
| | |ing game strategy. |Quizzes and Written test |
| | |1-6. Enhance cardiovascular through | |
| | |participation in drills and games. | |
| | |1-7. Exhibit proper teamwork, sportsman- | |
| | |ship, behavior and skill appreciation. | |
| | |1-8. Exhibit proper communication | |
| | |consideration and respect while | |
| | |participating. | |
| | |1-9. Exhibit control of emotions, abide by | |
| | |game rules, and accept the ability | |
| | |levels of others. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Sixth)-Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |2-1. Demonstrate the proper techniques of | |
| |2-a. CS2: BM1 |the following locomotor skills. |2-a. Strategies: |
| |(movement forms) |Hop, Skip, Gallop | |
|FITNESS | |Jump, Leap, Run |Warm-up activities |
| |CS3:BM1/BM2/BM3 |Grapevine, Slide |Tag games |
|18 WEEKS |(motor skills) |Forward/Backward Rolls |Snowball Castle |
| | |Cartwheels |Dodge Ball |
|Students will meet the |CS4: BM1/BM2/BM4 |2-2. Demonstrate the proper techniques in |Tumbling/Gymnastics |
|fitness objectives through |(physical fitness) |non-locomotor skills. | |
|participation in a variety | |Balancing-static and dynamic | |
|of different warm-up |CS6:BM2 |Stretching |2-a. Assessment: |
|activities throughout the |(communication skills) |Weight Transfer | |
|school year. | |Head and Hand stands |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |2-3. Use locomotor and non-locomotor |Self Evaluation |
| |(health enhancing behaviors) |skills to demonstrate chasing, fleeing, |Peer Evaluation |
| | |and dodging. | |
| | |2-4. Demonstrate a willingness to attempt | |
| |2-a. Fitness and Locomotor and |new skills, challenge oneself, and | |
| |Non-Locomotor Skill |maintain a positive attitude. | |
| |Development |2-5. Demonstrate the ability to use the | |
| | |skills in game situations. | |
| | |2-6. Demonstrate an understanding of | |
| | |activities for the purpose of develop- | |
| | |ing game strategy. | |
| | |2-7. Enhance cardiovascular through | |
| | |participation in drills and games. | |
| | |2-8. Exhibit proper teamwork, sportsman- | |
| | |ship, behavior and skill appreciation. | |
| | |2-9. Exhibit proper communication | |
| | |consideration and respect while | |
| | |participating. | |
| | |2-10. Exhibit control of emotions, abide | |
| | |by game rules, and accept the ability | |
| | |levels of others. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Sixth)-Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS1:BM1 |3-1. Introduce the following fitness |3-a. Strategies: |
|FITNESS |(comprehensive health) |components | |
| | | |Deck Tennis: Instruction in |
|30 WEEKS |CS2: BM1 |Cardiovascular strength | |
| |(movement forms) |Cardiovascular endurance |Stretching |
|Students will meet the | |Muscular strength |Running |
|fitness objectives through |CS3:BM1/BM2/BM3 |Muscular endurance |Skipping |
|participation in a variety |(motor skills) |Flexibility |Galloping |
|of activities throughout | | |Walking |
|the school year. |CS4: BM1/BM2/BM3/BM4 |3-2. Introduce the importance of being |Jump roping |
| |(physical fitness) |fit. |Dynabands |
| | | |Medicine Balls |
| |CS6:BM2 |3-3. Introduce the importance of |Swedish Balls |
| |(communication skills) |addressing all 5 fitness |Upper body exercise |
| | |components during workouts. |Core exercise |
| |CS7:BM1/BM2/BM4/BM5 | |Dance Pads |
| |(health enhancing behaviors) |3-4. Introduce and demonstrate | |
| | |isometric and isotonic exercises. |3-a. Assessment: |
| |3-a. Cardiovascular and Strength | | |
| |Fitness |3-5. Introduce and demonstrate the |Teacher observation |
| | |concept of muscular overload. |Self Evaluation |
| | | |Bleep Test |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Sixth)-Health and Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|FITNESS |4-a. CS1: BM4 |4-1. Demonstrate the ability to work |4-a. Strategies: Communicable Diseases |
| |(comprehensive health) |within a group. | |
|4 WEEKS | |4.2. Demonstrate the traits needed to |Lecture/Discussion |
| |CS2:BM1 |work with and interact with |Handouts |
|Students will meet the |(movement forms) |others. | |
|objectives through | |4-3. Demonstrate problem solving | |
|participation in a variety |CS3:BM1/BM3 |ability. |4-a. Assessment: |
|of activities. |(motor skills) |4-4. Demonstrate the ability to control | |
| | |emotions. |Worksheets |
| |CS4: BM1 |4-5. Demonstrate the ability to under- |Quizzes |
| |(physical fitness) |stand the differences in the |Tests |
| | |abilities of individuals. | |
| |CS6:BM2 |4-6. Demonstrate the ability to move | |
| |(communication skills) |specific distances. | |
| | |4-7. Exhibit safety precautions that | |
| |CS7:BM1/BM2/BM4 |need to be considered when | |
| |(health enhancing behaviors) |active. | |
| | |4-8. Demonstrate the ability to be | |
| |4-a. Personal Health and Fitness |self-directed. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Seventh)--Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS2: BM1 |1-1. The students will demonstrate drib- |1-a. Strategies: |
|FITNESS |(movement forms) |bling the ball with the feet in drill | |
|FIRST | |and game situations. |Flickerball: Instruction in |
|9 |CS3:BM1/BM2/BM3 |1-2. The students will demonstrate | |
|WEEKS |(motor skills) |catching the ball in drills and game |Passing |
| | |situations. |Catching |
| |CS4: BM1/BM2/BM4 |1-3. The students will demonstrate passing |Shooting |
| |(physical fitness) |the ball with the feet and hands in |Game strategy |
| | |drills and game situations. | |
| |CS6:BM2 |1-4. The students will demonstrate the |Soccer: Instruction in |
| |(communication skills) |ability to trap the ball with the feet. | |
| | |1-5. The students will demonstrate shoot- |Dribbling |
| |CS7:BM1/BM2/BM4/BM5 |ing the ball with the feet and hands |Passing |
| |(health enhancing behaviors) |into a goal. |Trapping |
| | |1-6. The students will apply the defensive |Shooting |
| |1-a. Manipulative Skills |concepts to the ball in drills and |Game Strategy |
| | |games. | |
| | |1-7. The students apply defensive | |
| | |concepts to their position, the |1-a. Assessment: |
| | |opponent, and the goal. | |
| | |1-8. The student will implement different |Teacher observation |
| | |offensive and defensive strategies |Self Evaluation |
| | |of the game. |Peer observation |
| | |1-9. The student will comprehend the |Written test |
| | |terminology, scoring, and rules of | |
| | |the game. | |
| | |1-10. Students will demonstrate control of | |
| | |their emotions, behavior, and accept | |
| | |and appreciate the rules of the game, | |
| | |skills of others, and the competition. | |
| | | | |
| Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Seventh)--Fitness |Authors: Marv Schulz |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS2: BM1 |1-1. The students will demonstrate tossing the horse shoe |1-a. Strategies: |
|FITNESS |(movement forms) |using the flop technique in drill and game situations | |
|FIRST | |1-2. The students will demonstrate |Horse shoes: Instruction in |
|9 |CS3:BM1/BM2/BM3 |Safety, while tossing and standing on the receiving end in| |
|WEEKS |(motor skills) |game and practice situations. |Pitching/tossing |
| | |1-3. The student will implement different |Scoring |
| |CS4: BM1/BM2/BM4 |offensive strategies of the game. |Game strategy |
| |(physical fitness) |1-4. The student will comprehend the | |
| | |terminology, scoring, and rules of | |
| |CS6:BM2 |the game. |1-a. Assessment: |
| |(communication skills) |1-5. Students will demonstrate control of | |
| | |their emotions, behavior, and accept |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |and appreciate the rules of the game, |Self Evaluation |
| |(health enhancing behaviors) |skills of others, and the competition. |Peer observation |
| | | |Written test |
| |1-a. Manipulative Skills | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Seventh)-Health |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |2-a. CS1: BM4 |2-1. Describe types of emergencies that |2-a. Strategies: Safety/First Aid |
|HEALTH |(basic concepts to promote health) |require first aid. | |
|FIRST | |2-2. Identify 6 ways to help at the scene of |Direct instruction—lecture and discussion |
|9 |CS5:BM3/BM4 |an emergency. |Practicums |
|WEEKS |(critical thinking decisions) |2-3. Identify and describe 3 emergency |Handouts |
| | |action steps. | |
| |CS4: BM1/BM2/BM4 |2-4. List 4 life threatening conditions in | |
| |(physical fitness) |an emergency situation. |2-a. Assessment: |
| | |2-5. Identify 8 body systems, the | |
| |CS6:BM1/BM2/BM3/BM4 AND |structures of each and the functions |Skill Tests |
| |BM5 |of each system. |Teacher observation |
| |(communication skills) |2-6. Describe how to check a person in |Quizzes and Written test |
| | |need of first aid. | |
| |CS7:BM1/BM2/BM4/BM5 |2-7. Check and provide assistance in | |
| |(health enhancing behaviors) |breathing emergencies. | |
| | |2-8. Describe how to control external | |
| |2-a. Health |bleeding. | |
| | |2-9. Identify the 5 types of shock and the | |
| | |7 signs of shock. | |
| | |2-10. Identify the signs of poisoning and | |
| | |how to care for a victim. | |
| | |2-11. Identify 5 signs of the most common | |
| | |types of bits and stings. | |
| | |2-12. Describe how to care for common | |
| | |bites and stings. | |
| | |2-13. Identify ways to prevent bites/stings. | |
| | |2-14. Identify the 3 factors that enable the | |
| | |body to maintain its temperature. | |
| | |2-15. Identify the risk factors that increase | |
| | |a person’s susceptibility to temp- | |
| | |erature related emergencies. | |
| | |2-16. Describe 5 ways to prevent temp- | |
| | |erature related emergencies. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Seventh)-Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS2: BM1 |3-1. The students will demonstrate |3-a. Strategies: |
|FITNESS |(movement forms) |throwing an object over the net in | |
|SECOND | |drills and game situations. |Deck Tennis: Instruction in |
|9 |CS3:BM1/BM2/BM3 |3-2. The students will demonstrate catch- | |
|WEEKS |(motor skills) |ing an object in drills and game |Throwing |
| | |situations. |Catching |
| |CS4: BM1/BM2/BM4 |3-3. The student will demonstrate bump- |Serving |
| |(physical fitness) |ing a ball in drills and game |Strategies |
| | |situations. | |
| |CS6:BM2 |3-4. The student will demonstrate setting |Team Handball: Instruction in |
| |(communication skills) |a ball in game and drill situations. | |
| | |3-5. The student will demonstrate serving |Throwing |
| |CS7:BM1/BM2/BM4/BM5 |an object over a net in drills and |Catching |
| |(health enhancing behaviors) |game situations. |Dribbling |
| | |3-6. The student will demonstrate drib- |Shooting |
| |3-a. Manipulative Skills |bling a ball in drill and game |Game Strategy |
| | |situations. | |
| | |3-7. The student will demonstrate shoot- |Volleyball Instruction in |
| | |ing at a goal in drill and game | |
| | |situations. |Bumping |
| | |3-8. The students will implement |Setting |
| | |different offensive and defensive |Serving |
| | |strategies of the game. |Game strategy |
| | |3-9. The students will know and compre- |3-a. Assessment: |
| | |hend terminology, scoring and rules | |
| | |for various games. |Teacher observation |
| | |3-10. The students will control their |Self Evaluation |
| | |emotions and behaviors, accept and |Peer observation |
| | |appreciate the rules of the game, |Written test |
| | |skills of others, and the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Seventh)-Health |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |4-a. CS1: BM4 |4-1. The student will identify the dif- |4-a. Strategies: Communicable Diseases |
|HEALTH |(basic concepts to promote health) |ferent types of germs and the | |
|SECOND | |communicable diseases they |Lecture/Discussion |
|9 |CS5:BM3/BM4 |cause. |Handouts |
|WEEKS |(critical thinking decisions) | | |
| | |4.2. Describe the difference between | |
| |CS4: BM1/BM2/BM4 |infectious and non infectious |4-a. Assessment: |
| |(physical fitness) |diseases. | |
| | | |Worksheets |
| |CS6:BM1/BM2/BM3/BM4/BM5 |4-3. Identify the way individuals |Quizzes |
| |and BM6 |come into contact with pathogens. |Tests |
| |(communication skills) | | |
| | |4-4. Describe how the immune | |
| |CS7:BM1/BM2/BM4/BM5 |system works. | |
| |(health enhancing behaviors) | | |
| | |4-5. Identify and discuss practices | |
| |4-a. Communicable Diseases |that help reduce the spread of | |
| | |diseases. | |
| | | | |
| | |4-6. Students will explain the relation- | |
| | |ship between HIV and AIDS. | |
| | | | |
| | |4-7. Identify what is being done to | |
| | |fight the AIDS epidemic. | |
| | | | |
| | |4-8. Identify the health habits that lead | |
| | |to a healthy lifestyle and explain | |
| | |the importance of practicing those | |
| | |habits. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 6) |
|Subject/Grade Level: Elementary PE (Seventh)-Fitness |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |5a. CS2: BM1 |5a-1. The students will demonstrate |5-a. Strategies: |
| |(movement forms) |dribbling a ball in drill and game | |
|FITNESS | |situations. |Pillo Polo: Instruction in |
|THIRD |CS3:BM1/BM2/BM3 |5a-2. The students will demonstrate | |
|9 |(motor skills) |passing the ball in drill and game |Dribbling |
|WEEKS | |situations. |Trapping |
| |CS4: BM1/BM2/BM4 |5a-3. The students will demonstrate |Shooting |
| |(physical fitness) |trapping the ball in drill and game | |
| | |situations. |Basketball: Instruction in |
| |CS6:BM2 |5a-4. The students will demonstrate | |
| |(communication skills) |shooting the ball in drill and game |Dribbling |
| | |situations. |Passing |
| |CS7:BM1/BM2/BM4/BM5 |5a-5. Practice the defensive concept of |Shooting |
| |(health enhancing behaviors) |ball-you-man in drills and game |Game Strategy |
| | |situations. | |
| |5a. Manipulative Skills |5a-6. Apply the defensive concept of stay- |Dance: Instruction in |
| |5b. Locomotor Skills |ing between their person and the goal. | |
| | |5a-7. Student will implement different | |
| | |offensive/defensive game strategies. |5-a. Assessment: |
| | |5a-8. The students will know and compre- | |
| | |hend terminology, scoring and rules |Teacher observation |
| | |for various games. |Self Evaluation |
| | |5a-9. The students will control their |Peer observation |
| | |emotions and behaviors, accept and |Written test |
| | |appreciate the rules of the game, skills | |
| | |of others, and the competition. | |
| | |5b-1. Demonstrate proper technique in | |
| | |locomotor skills. | |
| | |5b-2. Demonstrate proper technique in | |
| | |using non-locomotor skills. | |
| | |5b-3. Demonstrate the ability to follow | |
| | |rhythmic patterns. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 7) |
|Subject/Grade Level: Elementary PE (Seventh)-Health |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |6-1. Describe the benefits of physical | |
| |6-a. CS1: BM4 |activity. |6-a. Strategies: |
|HEALTH |(basic concepts to promote health) |6-2. Student will identify and discus | |
|THIRD | |ways to improve the 3 elements |Lecture and discussion |
|9 |CS5:BM3/BM4 |of fitness: |Class handouts |
|WEEKS |(critical thinking decisions) | |Fitness workouts |
| | |Strength | |
| |CS4: BM1/BM2/BM4 |Endurance |6-a. Assessment: |
| |(physical fitness) |Flexibility | |
| | | |Teacher observation |
| |CS6:BM1/BM2/BM3/BM4/BM5 |6-3. Identify the major parts of the |Journals |
| |(communication skills) |skeletal and muscular systems and |Quizzes and Written Tests |
| | |discuss their functions. | |
| |CS7:BM1/BM2/BM4/BM5 |6-4. Describe what individuals can do | |
| |(health enhancing behaviors) |do to keep the muscular and | |
| | |skeletal systems healthy. | |
| |6-a. Health Fitness |6-5. Identify the parts of circulatory | |
| | |system and explain the function | |
| | |of each part. | |
| | |6-6. Describe what an individual can | |
| | |do to take care of the circulatory | |
| | |system. | |
| | |6-7. Describe the elements of a good | |
| | |workout. | |
| | |6-8. Evaluate and assess one’s | |
| | |personal fitness. | |
| | |6-9. Identify those practices that help | |
| | |reduce and prevent injury. | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 8) |
|Subject/Grade Level: Elementary PE (Seventh) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |7a-1. Students will list the basic principles | |
| |7-a. CS2: BM1 |of a fitness program. |7-ab. Strategies: Fitness/Weight Training |
|FITNESS |(movement forms) |7a-2. Describe and practice the safety | |
|FOURTH | |rules of lifting. |Bowling: Instruction in |
|9 |CS3:BM1/BM2/BM3 |7a-3. Demonstrate proper lifting | |
|WEEKS |(motor skills) |techniques of the leg press, leg ex- |Approach/delivery |
| | |tension, lat pull, curl, military press, |Scoring |
| |CS4: BM1/BM2/BM4 |bench press, and triceps extension. |Etiquette |
| |(physical fitness) |7a-4. Locate and calculate individual, | |
| | |predicted maximums of the lifts to |Tennis: Instruction in |
| |CS6:BM2 |to be performed in class. | |
| |(communication skills) |7a-5. The student will calculate 65%, |Forehand/backhand |
| | |75%, and 85% of their maximum. |Serving |
| |CS7:BM1/BM2/BM3/BM4/BM5 | |Scoring |
| |(health enhancing behaviors) | |Game Strategy |
| | |7b-1. The students will demonstrate | |
| |7-a. Cardiovascular/Muscular fitness |proper approach and release of a ball |7-ab. Assessment: |
| |7-b. Manipulative Skills |to a target. | |
| | |7b-2. Demonstrate forehand and backhand |Teacher observation |
| | |swing in drills and game situations. |Self Evaluation |
| | |7b-3. Demonstrate the serve and return in |Peer observation |
| | |drill and game situations. |Skill Test |
| | |7b-4. Implement different strategies in |Written test |
| | |the activities. | |
| | |7b-5. The students will know and | |
| | |comprehend terminology, scoring | |
| | |and rules of the game. | |
| | |7b-6. The students will control their | |
| | |emotions and behaviors, accept and | |
| | |appreciate the rules of the game, | |
| | |skills of others, and the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 9) |
|Subject/Grade Level: Elementary PE (Seventh)-Health |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |8-a. CS1: BM4 |8-1. Identify the different substances in |8-a. Strategies: |
|HEALTH |(basic concepts to promote health) |tobacco. | |
|FOURTH | |8-2. Explain why all forms of tobacco |Lecture and discussion |
|9 |CS5:BM3/BM4 |are harmful. |Class handouts |
|WEEKS |(critical thinking decisions) |8-3. List the effects of using tobacco on |Fitness workouts |
| | |the body. | |
| |CS6:BM1/BM2/BM3/BM4/BM5 |8-4. Describe the parts of the human |8-a. Assessment: |
| |(communication skills) |respiratory system. | |
| | |8-5. Name the illnesses associated with |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |the respiratory system. |Journals |
| |(health enhancing behaviors) |8-6. Explain what an individual can do to |Quizzes and Written test |
| | |maintain a healthy respiratory system. | |
| | |8-7. Explain the impact of chemical | |
| |8-a. Tobacco, Alcohol and other |dependency and addiction to tobacco. | |
| |Drugs |8-8. Describe ways to defend the rights of | |
| | |nonsmokers. | |
| | |8-9. Explain the distinction between drugs | |
| | |and medicines. | |
| | |8-10. Explain what alcohol is and its | |
| | |effect on the body. | |
| | |8-11. Identify the main parts of the | |
| | |nervous system and how they | |
| | |function. | |
| | |8-12. Identify factors that lead to disorders | |
| | |of the nervous system. | |
| | |8-13. Explain the impact of chemical | |
| | |dependency and addiction to drugs | |
| | |and other substances. | |
| | |8-14. Explain the risks of alcohol and drug | |
| | |use to physical, mental, emotional, | |
| | |and social health. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |1-1. The students will identify a wood, | |
| |1-a. CS2: BM1 |iron and putter. |1-a. Strategies: |
|GOLF |(movement forms) |1-2. The students will demonstrate the | |
| | |proper grip, stance, address, |Students will learn skills, terminology, etiquette, and rules through |
|Weeks 1-6 |CS3:BM1/BM2/BM3 |backswing, weight shift, swing and |observation, drills, class participation-discussion and lecture, work |
|(4-6) |(motor skills) |follow through of a ¾ golf swing in |sheets, notes and video tapes |
| | |drills. |Activities/Games: Golf |
| |CS4: BM1/BM2/BM4 |1-3. The student will demonstrate hitting | |
| |(physical fitness) |the ball with the proper swing in |1-a. Assessment: |
| | |drills and during a mock golf game. | |
| |CS6:BM2 |1-4. The students will apply the concepts |Skills Test |
| |(communication skills) |of equal backswing and follow |Teacher observation |
| | |through when putting and chipping. |Self Evaluation |
| |CS7:BM1/BM2/BM4/BM5 |1-5. The student will demonstrate |Peer observation |
| |(health enhancing behaviors) |chipping the ball in drills and during |Written test |
| | |a mock golf game. | |
| |1-a. Golf |1-6. The students will demonstrate putting | |
| | |the ball in drills and during a mock | |
| | |golf game. | |
| | |1-7. The students will demonstrate the | |
| | |ability to self-govern their behavior | |
| | |and the game rules and golf etiquette | |
| | |during participation | |
| | |1-8. The students will know, comprehend | |
| | |and apply golf terminology and | |
| | |scoring. | |
| | |1-9. The students will comprehend the | |
| | |basic rules, safety rules and proper | |
| | |etiquette of golf. | |
| | |1-10. The students will control their | |
| | |emotions, accept and appreciate the | |
| | |rules of the game, competition and | |
| | |skills of the game. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |2-a. CS2: BM1 |2-1. The students will demonstrate |2-a. Strategies: |
|BST BALL |(movement forms) |converting a ground ball to an aerial | |
| | |ball with a 2 foot conversion, hackey |Students will learn skills, terminology, and rules through |
|Weeks 7-12 |CS3:BM1/BM2/BM3 |sack kick, lift to a teammate and roll |observation, drills, class participation-discussion and lecture, work |
|(4-5) |(motor skills) |up the leg in drills and game |sheets, and notes |
| | |situations. | |
| |CS4: BM1/BM2/BM4 |2-2. The students will demonstrate the |Activities/Games: BST Ball |
| |(physical fitness) |bounce, chest and baseball pass in | |
| | |drills and game situations. |2-a. Assessment: |
| |CS6:BM2 |2-3. The students will demonstrate | |
| |(communication skills) |catching the ball in drills and game |Teacher observation |
| | |situations. |Self Evaluation |
| |CS7:BM1/BM2/BM4/BM5 |2-4. The students will demonstrate soccer |Peer observation |
| |(health enhancing behaviors) |dribbling the ball in game situations. |Written test |
| | |2-5. The students will demonstrate soccer | |
| |2-a. BST Ball |kicking for a goal, shooting for a | |
| | |team handball goal and shooting a | |
| | |basket in drills and game situations. | |
| | |2-6. The students will implement different | |
| | |offensive and defensive strategies of | |
| | |the game. | |
| | |2-7. The students will know and | |
| | |comprehend BST terminology, | |
| | |scoring and basic rules of BST. | |
| | |2-8. The students will control their | |
| | |emotions, accept and appreciate the | |
| | |rules of the game, skills of others, | |
| | |and competition. | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS2: BM1 |3-1. Students will demonstrate the |3-a. Strategies: |
|BADMINTON |(movement forms) |underhand serve the birdie in drills | |
| | |and game situations. |Students will learn skills, terminology, and rules through |
|Week 13-17 |CS3:BM1/BM2/BM3 |3-2. The students will know the difference |observation, drills, demonstration, class participation-discussion and|
|(3-4) |(motor skills) |between forehand and backhand hits. |lecture, and notes |
| | |3-3. The students will demonstrate the | |
| |CS4: BM1/BM2/BM4 |overhand clear, underhand clear, |Activities/Games: Badminton |
| |(physical fitness) |smash, drive, overhead drop shot and | |
| | |underhand drop shot the birdie in |3-a. Assessment: |
| |CS6:BM2 |hitting drills. | |
| |(communication skills) |3-4. The students will demonstrate the |Skills Test |
| | |serve and return the birdie in drills |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |and game situations. |Self Evaluation |
| |(health enhancing behaviors) |3-5. The students will use the variety of |Peer observation |
| | |badminton hits in a game situation. |Written test |
| |3-a. Badminton |3-6. The students will implement different | |
| | |offensive and defensive strategies of | |
| | |the game. | |
| | |3-7. The students will demonstrate the | |
| | |side by side and up and back strategy | |
| | |of the game of badminton. | |
| | |3-8. The students will know and | |
| | |comprehend the terminology and | |
| | |basic rules of badminton. | |
| | |3-9. The students will demonstrate the | |
| | |ability to self-govern their behavior | |
| | |and the game rules during | |
| | |participation. | |
| | |3-10. The students will accept and | |
| | |appreciate the skills of others, and | |
| | |the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |4-a. CS2: BM1 |4-1. Students will demonstrate how |4-a. Strategies: |
|BOWLING |(movement forms) |to properly grip a bowling ball. | |
| | | |Students will learn skills, terminology, and rules through |
|Week 17-20 |CS3:BM1/BM2/BM3 |4-2. Students will demonstrate the |observation, drills, demonstration, class participation-discussion and|
|(3-4) |(motor skills) |4-step approach. |lecture, and notes |
| | | | |
| |CS4: BM1/BM2/BM4 |4-3. The students will demonstrate |Activities/Games: Badminton |
| |(physical fitness) |release of the ball. | |
| | | |4-a. Assessment: |
| |CS6:BM2 |4-4. Demonstrate and display proper | |
| |(communication skills) |bowling etiquette. |Skills Test |
| | | |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |4-5. The students will demonstrate |Self Evaluation |
| |(health enhancing behaviors) |how to hand score a game of |Peer observation |
| | |bowling. |Written test |
| |3-a. Badminton | | |
| | |4-6. The students will define bowling | |
| | |terminology. | |
| | | | |
| | |4.7. Students demonstrate understand- | |
| | |ing of scoring and rules of the | |
| | |game. | |
| | | | |
| | |4-8. Students will demonstrate | |
| | |cooperation through control of | |
| | |their emotions and behaviors, | |
| | |acceptance of the rules, skill of | |
| | |others, and the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |5-a. CS2: BM1 |5-1. The students will demonstrate |5-a. Strategies: |
|RACQUETBALL |(movement forms) |serving the ball in drills and | |
|Second Semester | |game situations. |Students will learn skills, terminology, and rules through |
| |CS3:BM1/BM2/BM3 |5-2. The students will demonstrate |observation, drills, class participation-discussion and lecture, work |
|Week 10-15 |(motor skills) |serving and returning the ball in |sheets, and notes |
| | |drills and game situations. | |
| |CS4: BM1/BM2/BM4 |5-3. The students will know the |Activities/Games: Racquetball |
| |(physical fitness) |difference between forehand and | |
| | |backhand hits. |5-a. Assessment: |
| |CS6:BM2 |5-4. The students will use the forehand | |
| |(communication skills) |and backhand hits in drills and |Teacher observation |
| | |game situations. |Self Evaluation |
| |CS7:BM1/BM2/BM4/BM5 |5-5. The students will demonstrate and |Peer observation |
| |(health enhancing behaviors) |apply the side by side and up and |Written test |
| | |back strategy of the game. | |
| |5-a. Racquetball |5-6. The students will implement | |
| | |different offensive and defensive | |
| | |strategies of the game. | |
| | |5-7. The students will know and | |
| | |comprehend the terminology and | |
| | |basic rules of badminton. | |
| | |5-8. The students will demonstrate the | |
| | |ability to self-govern their | |
| | |behavior and the game rules | |
| | |during participation. | |
| | |5-9. The students will accept and | |
| | |appreciate the skills of others and | |
| | |the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 6) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |6-a. CS2: BM1 |6-1. The students will demonstrate |6-a. Strategies: |
|PING PONG |(movement forms) |serving the ball in drills and game | |
|Second Semester | |situations. |Students will learn skills, terminology, and rules through |
| |CS3:BM1/BM2/BM3 | |observation, drills, class participation-discussion and lecture, work |
|Week 6-10 |(motor skills) |6-2. The students will serve and return |sheets, and notes |
| | |the ball in drills and game | |
| |CS4: BM1/BM2/BM4 |situations. |Activities/Games: Ping Pong |
| |(physical fitness) | | |
| | |6-3. The students will know the |6-a. Assessment: |
| |CS6:BM2 |difference between forehand and | |
| |(communication skills) |backhand hits. |Teacher observation |
| | | |Self Evaluation |
| |CS7:BM1/BM2/BM4/BM5 |6-4. The students will use forehand |Peer observation |
| |(health enhancing behaviors) |and backhand hits in drills and |Written test |
| | |game situations. | |
| |6-a. Ping Pong | | |
| | |6-5. The students will know, | |
| | |comprehend and apply the | |
| | |terminology of ping pong, and the | |
| | |basic rules of the game. | |
| | | | |
| | |6-6. The students will demonstrate the | |
| | |ability to self-govern their | |
| | |behavior and the game rules | |
| | |during participation. | |
| | | | |
| | |6-7. The students will accept and | |
| | |appreciate the skills of others and | |
| | |the competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 7) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |7-a. CS2: BM1 |7-1. The students will demonstrate |7-a. Strategies: |
|SPEED-A-WAY |(movement forms) |converting a ground ball to an | |
|Second Semester | |aerial ball with a 1 foot |Students will learn skills, terminology, etiquette, game strategies |
| |CS3:BM1/BM2/BM3 |conversion, 2 foot conversion, |and rules through observation, drills, class participation-discussion |
|Week 11-15 |(motor skills) |hackey sack kick, lift to a |and lecture, work sheets, and notes |
| | |teammate and roll up the leg in | |
| |CS4: BM1/BM2/BM4 |drills and a game situation. |Activities/Games: Speed-A-Way |
| |(physical fitness) |7-2. The students will demonstrate the | |
| | |underhand, chest and baseball |7-a. Assessment: |
| |CS6:BM2 |pass the ball in drills and game | |
| |(communication skills) |situations. |Skills Test |
| | |7-3. The students will demonstrate |Teacher observation |
| |CS7:BM1/BM2/BM4/BM5 |catching the ball in drills and |Self Evaluation |
| |(health enhancing behaviors) |game situation |Peer observation |
| | |7-4. The students will demonstrate the |Written test |
| |7-a. Ping Pong |soccer dribble in drills and game | |
| | |situations. | |
| | |7-5. The students will demonstrate | |
| | |drop kicking the ball into the goal | |
| | |in drills and game situations. | |
| | |7-6. The students will implement | |
| | |different offensive and defensive | |
| | |strategies of the game. | |
| | |7-7. The students will know and | |
| | |comprehend speed-a-way | |
| | |terminology, scoring and basic | |
| | |rules of speed-a-way. | |
| | |7-8. The students will control their | |
| | |emotions and behavior, accept | |
| | |and appreciate the rules of the | |
| | |game, skills of others, and the | |
| | |competition. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 8) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |8-a. CS2: BM1 |8-1. The students will demonstrate the |8-a. Strategies: |
|SOFT BALL |(movement forms) |correct throwing mechanics for the | |
|Second Semester | |overhand and underhand throws. |Students will learn skills, terminology, etiquette, and rules through |
| |CS3:BM1/BM2/BM3 |8-2. The students will demonstrate the |observation, drills, class participation-discussion and lecture, work |
|Week 16-20 |(motor skills) |correct glove position for catching a |sheets, and notes |
| | |pass. | |
| |CS4: BM1/BM2/BM4 |8-3. The students will demonstrate the |Activities/Games: Soft Ball |
| |(physical fitness) |correct mechanics for catching a | |
| | |pass. |8-a. Assessment: |
| |CS6:BM2 |8-4. The students will demonstrate the | |
| |(communication skills) |correct grip and batting stance in |Teacher observation |
| | |drills and game situations. |Self Evaluation |
| |CS7:BM1/BM2/BM4/BM5 |8-5. The students will demonstrate the |Peer observation |
| |(health enhancing behaviors) |correct softball swing and follow |Written test |
| | |through. | |
| |8-a. Ping Pong |8-6. The students will run the bases | |
| | |correctly. | |
| | |8-7. The students will demonstrate | |
| | |fielding a batted ball and throwing | |
| | |the ball to the correct base to attempt | |
| | |to get the batter or base runner out. | |
| | |8-8. The students will implement different | |
| | |offensive and defensive strategies of | |
| | |the game. | |
| | |8-9. The students will know, comprehend | |
| | |and apply softball terminology, | |
| | |scoring and basic rules of the game. | |
| | |8-10. The students will control their | |
| | |emotions and behavior, accept and | |
| | |appreciate the rules of the game, | |
| | |skills of others, and the competition | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 9) |
|Subject/Grade Level: Elementary PE (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |9-a. CS1: BM1 |9-1. The students will know the |9-a. Strategies: |
|LIFTING |(comprehensive health) |definitions of a set, rep, full range of | |
|2nd Semester | |motion and maximum. |Students will proper techniques through observation, class |
|Weeks will vary but is |CS2: BM1 | |participation-discussion and lecture |
|combined with other units. |(movement forms) |9-2. The students will know the basic |Students will calculate their predicted maximums using calculators and|
|(I have been | |principles of a weight training |formulas following instruction |
|experimenting with |CS3:BM1/BM2/BM3 |program. |Activities/Games: Weight Training |
|different weeks due to all |(motor skills) | | |
|of the require | |9-3. The students will know and apply the |9-a. Assessment: |
|state/national tests) |CS4: BM1/BM2/BM4 |safety rules of lifting. | |
| |(physical fitness) | |Teacher observation |
| | |9-4. The students will know and |Self Evaluation |
| |CS6:BM2 |demonstrate the proper lifting |Peer observation |
| |(communication skills) |techniques of the leg press, leg |Post Lifting Test |
| | |extension, lat pull, curl, military | |
| |CS7:BM1/BM2/BM4/BM5 |press, bench press and tricep | |
| |(health enhancing behaviors) |extensions. | |
| | | | |
| |9-a. Lifting |9-5. The students will find and calculate | |
| | |their predicted maximums of the lifts | |
| | |used in class. | |
| | | | |
| | |9-6. The students will re-test their | |
| | |maximum. | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 10) |
|Subject/Grade Level: Elementary PE-HEALTH (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |10-a. CS1: BM4 |10-1. Students will recognize and define |10-a. Strategies: |
|SELF AWARENESS |(basic concepts to promote health) |the following terms: | |
| | | |Teacher lecture and class discussions |
|1ST Semester- |CS5: BM3/BM4 |Self-image |Guidance handouts |
|2ND Nine Weeks |(critical thinking/decisions) |Self-concept | |
|(1 ½ Months) | |Self-worth |10-a. Assessment: |
| |CS6: BM1/BM2/BM3/BM4/BM5 |Self-Respect | |
| |(communication skills) |Self-Esteem |Student Journals |
| | | |Worksheets |
| |CS7: BM1/BM2/BM4/BM5 |10-2. Explore and discuss ways in which |Quizzes and Written Tests |
| |(health enhancing behaviors) |self-esteem affects behavior. | |
| | |10-3. Recognize characteristics of a | |
| |10-a. Self Awareness |person with high self-esteem. | |
| | |10-4. Identify the conditions necessary | |
| | |for developing and maintaining a | |
| | |high self-esteem. | |
| | |10-5. Explore and discuss ways to | |
| | |improve self-esteem. | |
| | |10-6. Recognize factors which effect | |
| | |attitude. | |
| | |10-7. Demonstrate the ability to identify | |
| | |their strengths and weaknesses. | |
| | |10-8. Learn how to set goals. | |
| | |10-9. Discuss and explore ways to handle | |
| | |criticism. | |
| | |10-10. Recognize the importance of being | |
| | |responsible and accountable for | |
| | |one’s own actions. | |
| | |10-11. Apologize for inappropriate actions | |
| | |or behaviors. | |
| | |10-12. Discuss and explore ways to show | |
| | |empathy for others. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 11) |
|Subject/Grade Level: Elementary PE-HEALTH (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |11-1. Students will identify the five | |
| |11-a. CS1: BM1/BM4/BM5 |components of fitness: |11-a. Strategies: |
|FITNESS |(basic concepts to promote health) |Cardiovascular strength | |
| | |Cardiovascular endurance |Teacher lecture and class discussions |
|2ND Semester- |CS5: BM4/BM5 |Muscular Strength |Internet Searches |
|3RD Nine Weeks |(critical thinking/decisions) |Muscular Endurance |Power Point presentations |
| | |Flexibility |Guided handouts |
| |CS7: BM5 |11-2. Identify the importance and benefits | |
| |(health enhancing behaviors) |of being physical fit. |11-a. Assessment: |
| | |11-3. Comprehend and apply F.I.T. | |
| |11-a. Fitness |principles to a fitness program. |Experiment |
| | |Frequency |Worksheets |
| | |Intensity |Quizzes and Written Tests |
| | |Time (duration) | |
| | |11-4. Recognize and apply the principles | |
| | |of warm up and cool down. | |
| | |11-5. Identify two types of cardiovascular | |
| | |exercise: | |
| | |Aerobic | |
| | |Anaerobic | |
| | |11-6. Learn to calculate resting heart rate, | |
| | |maximum heart rate, target heart | |
| | |rate, and recovery heart rate. | |
| | |11-7. Identify the types of strength exercise: | |
| | |Isotonic | |
| | |Isometric | |
| | |11-8. Know, understand and apply sets and | |
| | |repetitions to an exercise program. | |
| | |one’s own actions. | |
| | |11-9. Identify the two types of stretching: | |
| | |Static | |
| | |Dynamic | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 12) |
|Subject/Grade Level: Elementary PE-HEALTH (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | |12-1. Identify the ABCs of Nutrition: | |
| |12-a. CS1: BM1/BM3/BM4/BM5 |Aim for fitness |12-a. Strategies: |
|NUTRITION |(basic concepts to promote health) |Build a healthy base | |
| | |Choose sensibly |Teacher lecture and class discussions |
|2ND Semester- |CS5: BM1/BM4/BM5/BM6 |12-2. Recognize how to use the food pyramid to make |Assorted Videos |
|4TH Nine Weeks |(critical thinking/decisions) |healthy choices. |Assorted Handouts |
| | |12-3. Identify the medical and health reasons for choosing| |
| |CS7:BM5 |food wisely. |12-a. Assessment: |
| |(health enhancing behaviors) |12-4. Demonstrate correct serving sizes. | |
| | |12-5. Identify the proper amount of servings |Worksheets |
| |12-a. Nutrition |from each food group of the food |Quizzes and Written Tests |
| | |pyramid. | |
| | |12-6. Provide an example from each food | |
| | |group of the food pyramid. | |
| | |12-7. Know the 7 recommendations to | |
| | |following the food pyramid and reasons for avoiding fats | |
| | |and sugars. | |
| | |12-8. Describe the difference between | |
| | |saturated and unsaturated fats. | |
| | |12-9. Identify the health risk associated with a diet high| |
| | |in fats and sugars. | |
| | |12-10. Read a food label correctly. | |
| | |12-11. Calculate the number of calories they | |
| | |eat from reading a food label. | |
| | |12-12. Identify a healthy food choices by | |
| | |reading food labels. | |
| | |12-13. Explore tips eating healthy and | |
| | |managing their weight. | |
| | |12-14. Discuss the importance of growth and weight gain | |
| | |during puberty. | |
| | |12-15. Identify eating disorders. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 13) |
|Subject/Grade Level: Elementary PE-HEALTH (Eighth) |Authors: Deb Prevost |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |13-a. CS1: BM1/BM3/BM4/BM5 |13-1. Demonstrate an understanding that |13-a. Strategies: |
|ALCOHOL |(basic concepts to promote health) |alcohol is a depressant. | |
| | |13-2. Identify the difference between a |Teacher lecture and class discussions |
| |CS5: BM1/BM2/BM3/BM4 |depressant and a stimulant. |Why teenager use drugs/alcohol |
| |And BM6 |13-3. Explain the processes of alcohol |Dangers of drinking |
| |(critical thinking/decisions) |absorption and oxidation. |Consequences of using |
| | |13-4. Demonstrate an understanding of BAC |Refusal skills |
| |CS7:BM5 |(blood alcohol content) and the effects |Alternatives to alcohol use |
| |(health enhancing behaviors) |of alcohol on the body and mind. | |
| | |13-5. Identify the stages of intoxication. |Assorted Videos |
| |13-a. Alcohol |13-6. Identify the 4 stages of chemical use. |Assorted Handouts |
| | |Experimental | |
| | |Regular | |
| | |Preoccupation |13a. Assessment: |
| | |Dependency | |
| | |13-7. Identify the negative effects of alcohol |Worksheets |
| | |use. |Quizzes and Written Tests |
| | |13-8. Identify the stages of addiction. | |
| | |13-9. Identify resources that help the alcohol | |
| | |dependent person and his or her family members. | |
| | |13-10. Explain the goals of treatment and how a dependent | |
| | |person recovers. | |
| | |13-11. Identify reasons for remaining alcohol-drug free. | |
| | |13-12. Develop and demonstrate refusal skills. | |
| | |13-13. Identify healthy alternatives to alcohol and drug | |
| | |use—alternatives for fun and relaxation. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Archery |1-a. CS2: B1 |1-1. Learn and demonstrate the following |1-a. Strategies: Students will take notes on |
| |CS3: B1 and 2 |skills of Archery: |Archery then they will learn techniques |
|4 Weeks |CS4: B1 and 2 |a. Stringing the bow |on how to brace the bow and nock the |
| |CS6: B3 and 4 |b.Working the arrows |arrow. They will learn through |
| |CS7: B2 |c. Addressing the target |participation how to aim and shoot the |
| | |d. Gripping the bow |arrow. |
| |1-a. Learning proper Archery |e. Correct stance | |
| |techniques, apply rules and |f. Drawing the bow |1-a. Assessment: unit written test, actual |
| |strategies, and develop skills for |g. Follow-through |demonstration, participation and skills test |
| |lifetime enjoyment. |1-2. Understand how to score and learn |bonus points given out outstanding work, |
| | |the values of the colors on the target. |and all-star competition. |
| | |1-3. List the six fundamentals of target | |
| | |shooting. | |
| | | | |
|Self Esteem |2-a. CS1: B1 |2-1. Explore the characteristics of a |2-a. Strategies: |
| |CS6: B3, 4, 5 and 6 |person with a positive self-image. |Discuss environmental factors |
|4 Weeks | |a. positive self-talk |Role-playing how society labels individuals |
| |2-a. Students will learn how to |b. visualization |Class lecture on three tools for a better self-image. |
| |promote self esteem in |c. positive affirmation |Recognize components of body language |
| |themselves and others. |d. modeling |Write goals for the day, week, month, year and 50 by the age of 50. |
| | |e. power clap |Brain storm ideas who and what influences our self-esteem |
| | |f. values |Giving compliments |
| | |g. environment |2-a. Assessment: written tests, written work, |
| | |2-2. Understand the components of body |compliment assessment by instructor and |
| | |language. |daily observation, bonus points |
| | |2-3. Recognize types of defense |outstanding work |
| | |mechanisms and how they use them. | |
| | |2-4. Develop goal setting skills | |
| | |2-5. Develop alternative strategies in | |
| | |coping with emotional problems. | |
| | |2-6. Know who and what influences your | |
| | |self-esteem. | |
| | |2-8. Learn to give proper compliments. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Self Esteem |3-a. CS1: B1 |3-1. Students will know who and what |3-a. Strategies: |
| |CS6: B3, 4, 5 and 6 |influences their self-esteem. | |
|1 Week | | |discuss environmental factors |
| |3-a. Students will learn how to |3-2. Understand and discuss how |role-play how society labels individuals |
| |promote self esteem in |environment plays a role in self- | |
| |themselves and others. |esteem building. |3-a. Assessment: |
| | | | |
| | |3-3. Students will learn how to give |teacher observation on role- playing, brainstorm environmental |
| | |proper compliments throughout |factors and give points for discussion |
| | |the entire unit. |teacher will assess compliments given |
| | | |through the unit (final written |
| | | |compliment). |
| | | | |
|Self Esteem |4-a. CS1: B1 |4-1. Students will understand the |4-a. Strategies: |
| |CS6: B3, 4, 5 and 6 |components of body language. | |
|1 Week | | |Students will take notes on body language and be able to demonstrate |
| |4-a. Students will learn to promote |4-2. Students will explore the |with role playing how we use body language in our daily lives. |
| |self esteem in themselves and |characteristics of a person with a |Students will explore the characteristics of positive esteem by |
| |others. |positive self-image. |discussion and notes. |
| | | | |
| | | |4-a. Assessment: quiz, discussion points, and |
| | | |role playing teacher assessment. |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 3) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Self Esteem |5-a. CS1: B1 |5-1. Students will recognize types of |5-a. Strategies: |
| |CS6: B3, 4, 5 and 6 |defense mechanism. | |
|1 Week | | |Take notes on defense mechanisms and discuss how they apply to them |
| |5-a. Students will learn how to |5-2. Students will discuss alternative |personally. |
| |promote self esteem in |strategies in coping with |Discuss coping with emotional problems and how to use proper coping |
| |themselves and others. |emotional problems. |mechanisms. |
| | | | |
| | | |5-a. Assessments: points on proper note |
| | | |taking, discuss in class, and quizzes. |
| | | | |
| | | | |
| | | | |
| | | | |
|Self Esteem |6-a. CS1: B1 |6-1. Students will develop goal setting |6-a. Strategies: Students will write goals for: |
| |CS6: B3, 4, 5 and 6 |skills in written form. | |
|1 Week | | |daily use |
| |6-a. Students will learn how to |I Will |weekly use |
| |promote self esteem in |I Can |monthly use |
| |themselves and others. |I Choose To |yearly use |
| | | |senior use |
| | | |50 goals by the age of 50 |
| | | | |
| | | |6-a. Assessments: written work grade, bonus |
| | | |points for outstanding work. |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 4) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Dance Unit |7-a. CS2: B1 |7-1. Students will learn the proper way |7-a. Strategies: |
| |CS3: B1 and 2 |to hold their partner when | |
|4 Weeks |CS4: B1 and 2 |executing the Two-step, Waltz, |Students will take notes on the specific dances. |
| |CS6: B3 and 4 |Polka and Jitterbug. |Students will demonstrate all dance steps and turns. |
| |CS7: B2 | |Students will dance with different individuals and become familiar |
| | |7-2. Students will learn the proper |with different styles of dance. |
| |7-a. Students will learn and |movement direction when |Students will be involved in a dance competition at the end of the |
| |demonstrate several social and |dancing. |unit. (all-stars). |
| |line dance steps along with the | | |
| |turns that go along with each |7-3. Students will learn the proper | |
| |dance. |steps and turns to the following |7-a. Assessments: written tests, demonstration |
| | |dances. |of each dance; teacher assessment. All- |
| | | |Star competition for bonus points. |
| | |l. Jitterbug | |
| | |2. Two-step | |
| | |3. Polka | |
| | |4. Waltz | |
| | |5. Hustle | |
| | | | |
| | |7-4. Students will be able to | |
| | |demonstrate all the dances | |
| | |introduced in the unit. | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 5) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Partner and Family Member |8-a. CS1: B1, 2, 3, 4 and 5 |8-1. Students will be able to identify |8-a. Strategies: |
|Assault |CS5: B1 and 6 |signs of a batterer. | |
|(Domestic violence) |CS6: B3, 4, 5 and 6 | |Teacher lecture |
| | |8-2. Students will be able to explain |class discussion |
|4 Weeks |8-a. Students will learn and |the cycle of violence. |movie for clarification , different |
| |understand the differences and | |speakers that explain different services and explain own experiences. |
| |similarities between adult and |8-3. Students will be able to list | |
| |teenage abusive relationships. |services available to victims of |8-a. Assessment. Written test, discussion, |
| | |abuse. |movie assignment, and written assignment |
| | | |Bonus points for outstanding assignments. |
| | |8-4. Students will understand and | |
| | |discuss what happens to children | |
| | |that live in an abusive | |
| | |environment. | |
| | | | |
| | |8-5. Students will be able to | |
| | |understand the differences and | |
| | |similarities between adult and | |
| | |teenage abusive relationships. | |
| | | | |
| | |8-6. Students will be able to identify | |
| | |the procedure than is used to leave | |
| | |an abusive situation in a shot | |
| | |period of time. | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 6) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Flickerball |9-a. CS2: B1 |9-1. Students will learn how to: |9-a. Strategies: |
| |CS3: B1 and 2 | | |
|4 Weeks |CS4: B1 |1. Throw the football |Students will take notes on Flickerball. |
| |CS6: B3 and 4 | |Learn the techniques of the game by demonstration and participating in|
| |CS7: B2 |2. Shoot the ball |the activity. |
| | | | |
| |9-a. Students demonstrate basketball |3. Catch the football |9-a. Assessment: Unit test, actual |
| |and football skills, apply rules | |demonstration of the activity, participation |
| |and strategies and develop team |4. Move backwards and |and skills test. |
| |play as they work together. |sideways with and without the | |
| | |ball. | |
| | | | |
| | |5. Get free of a defensive player | |
| | | | |
| | |6. Rebound the ball | |
| | | | |
| | |7. Describe the rules of the | |
| | |game | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 7) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|Monthly Budget Marriage |10-a. CS1: B1 |10-1. Students will learn how to: |10-a. Strategies: |
|Unit |CS3: B2 | | |
| |CS5: B1 and B2 |1. Compute Gross Salary |Students will pick partners, educational situations, and number of |
|3 Weeks |CS6: B1, 4 and 6 |2. Compute Net Salary |children to begin unit. |
| | |3. Compute % for Taxes |Students will take notes on budget terms, learn to read classifieds, |
| |10-a. Monthly Budget Marriage Unit |4. Decide the % to be used for rent |and develop a monthly budget. |
| | |per month | |
| | |5. Define the terms in the “black” |10-a. Assessment: |
| | |and in the “red” | |
| | |6. Compute three ways a person |Weekly quizzes and Unit Test |
| | |can get paid--by the hour, by the |Partner evaluation |
| | |month, and by the year |Completion of job hunting handout |
| | |7. Know what is meant by 40 hour |Completion of apartment hunting handout |
| | |week |Completion of monthly budget with partner |
| | |8. Explain the cost of child care | |
| | |9. Demonstrate awareness of the | |
| | |importance of compromising, | |
| | |listening and respecting another | |
| | |partner through budget skills | |
| | |10. Demonstrate the importance of | |
| | |budgeting skills—paying bills | |
| | |first, saving money, investing, | |
| | |and not exceeding budget | |
| | |11. Identify the problems with | |
| | |credit cards and interest rates | |
| | |12. Identify jobs and rentals from | |
| | |reading classifieds and match | |
| | |with budget | |
| | |13. Develop a monthly budget. | |
| | |14. Recognize the importance of an | |
| | |education in today’s society. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 8) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |11-A. CS2: B1 |11-1. Perform: |11-a. Strategies: |
|TENNIS |CS3: B1 and 2 | | |
| |CS4: B1 |a. Forehand and backhand grip |Teacher demonstration followed by student skill drills, game |
|4 Weeks |CS6: B3 and 4 |b. Forehand and backhand ground |participation and class lecture and discussion. |
| |CS7: B2 |stroke | |
| | |c. Forehand and backhand volley |11-a. Assessment: Teacher observation, skill |
| |11-a. Students demonstrate tennis |d. Serve |tests, and written test. |
| |skills, apply rules and strategies, |e. The learner shall understand | |
| |and use tennis to develop the |basic rules and terminology. | |
| |ability to work together. | | |
| | |11-2. Tennis involves the 5 fitness | |
| | |components. | |
| | | | |
| | |11-3. Demonstrate the ability to work | |
| | |together and enjoy physical | |
| | |activity. | |
| | | | |
| |12-a. CS2: B1 |12-1. Perform: |12-a. Strategies: Class lecture and discussion. |
|VOLLEYBALL |CS3: B1 and 2 | |Skill demonstration and skill drills. |
| |CS4: B1 |1. Serve | |
|4 Weeks |CS6: B3 and 4 |2. Forearm pass |12-a. Assessment: Teacher observation, skill |
| |CS7: B2 |3. Overhand pass |tests, written test. |
| | |4. Set | |
| |12-a. Students demonstrate volleyball |5. Spike | |
| |skills, apply rules and strategies, |6. Block | |
| |and use volleyball to develop the | | |
| |ability to communicate and work |12-2. Explain rules and regulations | |
| |together. |using proper terminology. | |
| | | | |
| | |12-3. Explain by using examples rule | |
| | |interpretations. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 9) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |13-a. CS1: B1 |13-1. Students will know, understand |13-a. Strategies: |
|Eating Disorders |CS5: B1, 5 and 6 |and become aware of the | |
| |CS6: B1 and 6 |following topics related proper |Students will take notes on eating Disorders |
|4 Weeks | |and improper eating: |Watch a video on how models are made and how society plays on peoples |
| |13-a. Students will understand and | |self-image |
| |objectively assess the health |Analyze what a balanced diet consists of. |Assess their own beliefs on body image through discussion |
| |problems that happen in our |Learn to keep quantities in balance. |Watch a movie on an individual who actual had an eating disorder. |
| |society because of improper |Define anorexia and bulimia. | |
| |eating habits and low self esteem |Explain the characteristics of a person which each of the |13-a. Assessment: Written test, grade on |
| |(the inter-relationship of the |disorders (anorexia, bulimia). |notes, movie assessment, discussion |
| |two) |Understand the acute symptoms of each disorder. |points and written assignments. |
| | |Become aware of the following terms: | |
| | | | |
| | |a. Bulimic-anorexic | |
| | |b. Lanugo hair | |
| | |c. Amenorrhea | |
| | |d. Compulsive behaviors | |
| | |e. Binge/purge | |
| | |f. Insatiable appetite | |
| | |g. Enable | |
| | |h. Treatment possibilities | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 10) |
|Subject/Grade Level: Lifetime Fitness and Health 9 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |14-a. CS2: B1 |14-1. Students will learn and |14-a. Strategies: |
|Bowling |CS3: B1 and B2 |demonstrate the following skills: | |
| |CS4: B1 | |Class lecture and demonstration |
|2 Weeks |CS6: B1, 3 and 4 |a. Bowling approach |Teacher demonstration of skills and .scoring. |
| |CS7: B2 |b. Ball release |Students will participate in bowling at their expense. |
| | |c. Spare making techniques | |
| |14a. Students will demonstrate proper | |14-a. Assessment: Teacher observation and |
| |bowling approach, identify |14-2. Students will define bowling |written test. |
| |bowling terms, and learn to |terms. | |
| |properly score each game. | | |
| | |14-3. Students will describe basic | |
| | |rules. | |
| | | | |
| | |14-4. Students will demonstrate how | |
| | |to keep score. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|TENNIS |1-a. CS2: B1 |1-1. Perform: |1-a. Strategies: Teacher demonstration |
| |CS3: B1 and B2 |a. Forehand and backhand grip |followed by student skill drills, game |
|4 Weeks |CS4: B1 |beforehand and backhand ground |participation and class lecture and |
| |CS6: B1, B3 and B4 |stroke |discussion. |
| |CS7: B2 |c. Forehand and backhand volley | |
| | |d. Serve |1-a. Assessment: |
| |1-a. Students demonstrate tennis |e. The learner shall understand | |
| |skills, apply rules and strategies, |basic rules and terminology. |Teacher observation |
| |and use tennis to develop the |1-2. Tennis involves the 5 fitness |Skill tests |
| |ability to work together. |components. |Written test. |
| | |1-3. Demonstrate the ability to work | |
| | |together and enjoy physical | |
| | |activity. | |
| | | | |
|SOCCER |2-a. CS2: B1 |2-1. Perform: |2-a. Strategies: Teacher demonstration |
| |CS3: B1 and B2 |a. Soccer dribble |followed by student skill drills, game |
|4 Weeks |CS4: B1 |b. Kick pass |participation and class lecture and |
| |CS6: B1, B3 and B4 |c. Goal shooting |discussion. |
| |CS7: B2 |d. Goal keeping | |
| | | |2-a. Assessment: |
| |2-a. Students demonstrate soccer |2-2. The learner shall understand basic | |
| |skills, apply rules and strategies, |rules and terminology. |Teacher observation |
| |and use tennis to develop the | |Skill tests |
| |ability to work together. |2-3. Soccer involves the 5 fitness |Written test. |
| | |components | |
| | | | |
| | |2-4. Enjoy physical activity while | |
| | |displaying the ability to work as a | |
| | |team. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 2) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS1: B1 |3-1. Gain awareness of the fitness |3-a. Strategies: Teacher lecture and class |
| |CS4: B2 |components. |discussion. Guided practice handouts. |
| | | | |
|1 Week |3-a. Students gain awareness of fitness |3-2. Explain the principles of training. |3-a. Assessment: |
| |components and personal training | | |
| |guidelines. | |Written assignments |
| | | |Quizzes |
| | | |Tests. |
| | | | |
| | | | |
| | | | |
| | | | |
| |4-a. CS1: B1 |4-1. Explain the four types of exercises |4-a. Strategies: Teacher lecture and class |
| |CS4: B2 and 3 |and the two types of muscle |discussion. Group work for developing a |
| |CS5: B3 and 5 |fiber. |muscular fitness plan. |
| |CS6: B1, 3 and 4 | | |
|1 Week | |4-2. Relate the principles of training to |4-a. Assessment : |
| |4-a. Students gain knowledge of |muscle strength and endurance | |
| |muscle strength and endurance |training. |Group assignment |
| |training techniques. Students | |Demonstration |
| |develop a group muscular |4-3. Develop a muscular fitness |Written tests. |
| |strength and endurance fitness |training group plan. | |
| |plan. | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 3) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |5-a. CS1: B1 |5-1. Explain terminology: |5-a. Strategies: Teacher lecture and class |
| |CS4: B2 and 3 | |discussion. Group work for developing a |
| |CS5: B3 and 5 |a. blood pressure |muscular fitness plan. |
|1 Week |CS6: B1, 3 and 4 |b. aerobic and anaerobic exercise | |
| | | |5-a. Assessment: |
| |5-a. Students gain knowledge of |5-2. Relate the principles of training to | |
| |cardiovascular training |cardiovascular fitness training. |Group assignment |
| |techniques. Students develop a | |Demonstration |
| |group cardiovascular fitness plan. |5-3. Develop a group cardiovascular |Written tests. |
| | |fitness training program. | |
| | | | |
| | | | |
| |6-a. CS1: B1 |6-1. Gain insight into flexibility |6-a. Strategies: Teacher lecture and class |
| |CS4: B2 and 3 |training techniques and |discussion. Group work for developing a |
| |CS5: B3 and 5 |terminology. |muscular fitness plan. |
| |CS6: B1, 3 and 4 | | |
|1 Week | |6-2. Relate the principles of training to |6-a. Assessments: |
| |6-a. Students gain knowledge of |flexibility training. | |
| |flexibility training techniques. | |Group assignment |
| |Students develop a group |6-3. Develop a group flexibility |Demonstration |
| |flexibility fitness plan. |training plan. |Written tests. |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 4) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |7-a. CS1: B1 |7-1. Identify the three body types. |7-a. Strategies: Class lecture discussion and |
| |CS4: B2 and 3 | |guided practice handouts. |
| |CS5: B3 and 5 |7-2. Describe how to exercise in | |
|2 Days | |different kinds of weather. |7-a. Assessment: |
| | | | |
| | |7-3. Explain the proper way to gain |Class discussions |
| |7-a. Students gain information about |and lose weight. |Written tests. |
| |body types, exercising in various | | |
| |weather conditions, and gaining | | |
| |and losing weight. | | |
| | | | |
| | | | |
| | | | |
| |8-a. CS2: B1 |8-1. Perform: |8-a. Strategies: Class lecture and discussion. |
| |CS3: B1 and 2 |a. Serve |Skill demonstration and skill drills. |
| |CS4: B1 |b. Forearm pass | |
| |CS6: B3 and 4 |c. Overhand pass |8-a. Assessment: |
|4 Weeks |CS7: B2 |d. Set | |
| | |e. Spike |Teacher observation |
| |8-a. Students demonstrate volleyball |f. Block |Skill tests |
| |skills, apply rules and strategies, | |Written test. |
| |and use volleyball to develop the |8-2. Be able to explain rules and | |
| |ability to communicate and work |regulations using proper | |
| |together. |terminology. | |
| | | | |
| | |8-3. Explain by using examples rule | |
| | |interpretations. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 5) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |9-a. CS1: B1 |9-1. Describe potential and its three |9-a. Strategies: Video tape lesson, group |
| |CS5: B1 and 2 |ingredients. |discussion, and guided practice lessons. |
| |CS6: B1, 2, 5 and 6 | | |
|1 Week | |9-2. Gain an insight into how the |9-a. Assessment: |
| |9-a. Students will describe potential, |human thought process works. | |
| |the thought process, and how | |Teacher observation during class discussion |
| |attitudes are formed. |9-3. Gain an understanding of |Spot checking of student notes |
| | |“attitudes” and what controls then |Written test or portfolio. |
| | |and how they develop. | |
| | | | |
| | | | |
| | | | |
| | | | |
| |10-a. CS1: B1 |10-1. Explain the concept of self |10-a. Strategies: Video tape lesson, group |
| |CS5: B1 and 2 |image and how it affects |discussion, and guided practice lessons. |
| |CS6: B1, 2, 5 and 6 |performance. | |
| | | |10-a. Assessment: |
|2 Weeks |10-a. Describe self image, how it |10-2. Explain and give examples of | |
| |relates to performance, the self |several forms of motivation. |Teacher observation during class discussion |
| |image cycle, and self | |Spot checking of student notes |
| |motivation. |10-3. Explain the self image cycle. |Written test or portfolio. |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 6) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |11-a. CS1: B1 |11-1. Discuss reasons why goal setting |11-a. Strategies: Video tape lesson, group |
| |CS5: B1 and 2 |may be beneficial and write goals |discussion, and guided practice lessons. |
| |CS6: B1, 2, 5 and 6 |using specific guidelines. | |
|1 Week | |11-2. Explain five tools used to |11-a. Assessment: |
| |11-a. Describe goal setting, principles |promote effectiveness | |
| |for setting goals, and explaining | |Teacher observation during class discussion |
| |5 tools for promoting |a. Visualization |Spot checking of student notes |
| |effectiveness. |b. Self talk |Written test or portfolio. |
| |11-b. Develop insight into the |c. Affirmations | |
| |importance of effective |d. Sound self-esteem | |
|Semester review and tests |communication skills. |e. Flick back and flick up | |
| | | | |
| | |11-3. Explain what are effective | |
| | |communication skills. | |
| | | | |
| |12-a. CS2: B1 |12-1. Perform: |12-a. Strategies: Class discussion over rules |
| |CS3: B1 and 2 | |and participate in team handball games. |
| |CS4: B1 |a. Passing | |
|2 Weeks |CS6: B3 and 4 |b. Receiving |12-a. Assessment: |
| |CS7: B2 |c. Goal shooting | |
| | | |Teacher observation |
| |12-a. Students demonstrate team |12-2. Explain team handball rules |Written test. |
| |handball skills, apply rules and |using proper terminology. | |
| |strategies, and use team handball | | |
| |to develop the ability to work | | |
| |together. | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 7) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |13-a. CS2: B1 |13-1. Perform: |13-a. Strategies: Teacher or student |
| |CS3: B1 | |demonstration and student participation. |
| |CS6: B1, 3, 4 and 5 |a. Jitterbug | |
|1 Week | |b. Two-step |13-a. Assessment: |
| |13-a. Students participate in various |c. Waltz | |
| |forms of social dance. |d. Polka |Teacher observation |
| | |e. Hustle |Written test. |
| | | | |
| | | | |
| |14-a. CS1: B1, 2, 3 and 4 |14-1. Explain: |14-a. Strategies: Class lecture and discussion. |
| |CS5: B1, 2 and 6 | |Guided practice handouts. |
| |CS6: B6 |a. Proof b. Tolerance | |
|1 Week | |c. Withdrawal d. BAC |14-a. Assessment: |
| |14-a. Explain chemical awareness |e. Antihistamine f. Decongestant | |
| |terminology and reasons why |g. Dosage h. Potency |Daily review discussion |
| |people use and why people | |Written quiz and test. |
| |should not use. |14-2. Compare and contrast reasons | |
| | |why people use chemicals. | |
| | | | |
| | |14-3. Compare and contrast why | |
| | |people should not use chemicals. | |
| | | | |
| | |14-4. Determine a chemicals effect on | |
| | |the body. | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 8) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |15-a. CS1: B1, 2, 3 and 4 |15-1. Demonstrate an understanding of |15-a. Class lecture and discussion, guest |
| |CS5: B1, 2 and 6 |these chemical classification: |speaker, video presentation and student |
| |CS6: B6 | |presentations. |
|1 Week | |a. Stimulants | |
| |15-a. Gain awareness of information |b. Depressants |15-a. Assessment: |
| |concerning the major chemical |c. Hallucinogens | |
| |classifications. |d. Narcotics |Class discussion |
| | |e. Steroids |Written quiz and test. |
| | |f. Marijuana | |
| | |g. Inhalants | |
| | | | |
| | | | |
| |16-a. CS1: B1, 2, 3 and 4 |16-1. Recognize the patterns of |16-a. Strategies: Power point presentation and |
| |CS5: B1, 2 and 6 |chemical use and abuse. |video lesson. |
| |CS6: B6 | | |
|2 Days | |16-2. Identify signs and symptoms of |16-a. Assessment: Written test. |
| |16-a. Recognize the phases of and the |possible chemical abuse. | |
| |symptoms of chemical use and | | |
| |abuse. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 9) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|3 days |17-a. CS1: B1, 2, 3 and 4 |17-1. Recognize where help can be |17-a. Strategies: Teacher led class discussions. |
| |CS5: B1, 2 and 6 |found for a person with a | |
| |CS6: B6 |chemical problem. |17-a. Assessment: |
| | | | |
| |17-a. Describe enabling, where a |17-2. Gain insight into refusal skills. |Class discussion observation |
| |person can get help, refuse | |Written tests. |
| |skills. |17-3. Describe enabling. | |
| | | | |
| |18-a. CS2: B1 |18-1. Perform these badminton skills: |18-a. Strategies: Teacher lecture, |
| |CS3: B1 and 2 | |demonstrations, and student participation |
| |CS4: B1 |a. Lob shot |in games. |
|4 Weeks |CS6: B3 and 4 |b. Smash shot | |
| |CS7: B2 |c. Drop shot |18-a. Assessment: |
| | |d. Drive shot | |
| |18-a. Students demonstrate badminton |e. Serve |Teacher observation |
| |and table tennis skills. They | |Skill drills |
| |apply rules and strategies while |18-2. Perform these table tennis skills: |Written test. |
| |cooperating during competition. | | |
| | |a. Serve b. Smash | |
| | |c. Forehand d. Backhand | |
| | | | |
| | |18-3. Define terminology for both | |
| | |sports. | |
| | | | |
| | |18-4. Be able to keep score properly. | |
| | | | |
| | |18-5. Demonstrate proper serving | |
| | |rotations for singles and doubles. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 10) |
|Subject/Grade Level: Lifetime Fitness and Wellness 10 |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |19-a. CS1: B1 and 4 |19-1. Describe symptoms and |19-a. Strategies: Class discussion, group work, |
| |CS6: B1 and 4 |treatment for: |and group demonstrations. |
| | |a. Burns | |
|2 Weeks |19-a. Students learn and demonstrate |b. Heat and cold disorders |19-a. Assessment: |
| |proper first aid techniques. |c. Joint injuries | |
| | |d. Fractures |Group assignment |
| | |e. Bleeding |Demonstration |
| | |f. Circulatory disorders |Student generated test. |
| | |g. Rescue breathing | |
| | |h. Poison | |
| | |i. Transfer victims | |
| | | | |
| | | | |
| |20-a. CS2: B1 |20-1. Perform: |20-a. Strategies: Lecture discussion, skill |
| |CS3: B1 and 2 | |drills, softball game participation, and |
| |CS4: B1 and 4 |a. Throwing |fitness tests. |
|3 Weeks |CS6: B3 and 4 |b. Catching | |
| |CS7: B2 |c. Striking |20-a. Assessment: |
| | |d. Running bases | |
| |20-a. Students participate in softball | |Teacher observation |
| |and fitness tests. |20-2. Gain insight into softball rules. |Fitness tests |
| | | |Written tests. |
| | |20-3. Complete fitness tests. | |
| | | | |
| | | | |
| | | | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 11) |
|Subject/Grade Level: Lifetime Fitness and Health 10 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |21-a. CS2: B1 |21-1. Students will learn and |21-a. Strategies: |
| |CS3: B1 and B2 |demonstrate the following skills: | |
| |CS4: B1 | |Class lecture and demonstration |
|Weeks 2 |CS6: B1, 3 and 4 |a. Bowling approach |Teacher demonstration of skills and .scoring. |
| |CS7: B2 |b. Ball release |Students will participate in bowling at their expense. |
| | |c. Spare making techniques | |
| |21-a. Students will demonstrate | |21-a. Assessment: Teacher observation and |
| |proper bowling approach, |21-2. Students will define bowling |written test. |
| |identify bowling terms, and learn |terms. | |
| |to properly score each game. | | |
| | |21-3. Students will describe basic | |
| | |rules. | |
| | | | |
| | |21-4. Students will demonstrate how | |
| | |to keep score. | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 12) |
|Subject/Grade Level: Lifetime Fitness and Health 10 |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |22-a. CS1: B4 |Demonstrate proper muscular training technique. |22-a. Strategies: |
|Fitness Training: |CS3: B4 | | |
|Strength, endurance, |CS4: B1and 2 |Demonstrate proper safety techniques during all |Teacher demonstration and student performance of all training |
|flexibility and |CS7: B2 and 4 |activities. |techniques. |
|cardiovascular | | | |
| |22-a. Students will understand the |Demonstrate proper flexibility training techniques. |22-a. Assessment: Teacher observation and |
|Weeks 1-36 |importance of life-long fitness | |student participation. |
|Through the year. |training and key elements— |Demonstrate proper cardiovascular training technique. | |
| |strength training, endurance, | | |
| |flexibility and cardiovascular | | |
| |training. | | |
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|Week 37 |Semester review and exams. | | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Weight Training |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |1-a. CS1: B4 |1-1. Gain knowledge of the general |1-a. Strategies: Class discussion, |
|Week 1-9 |CS3: B1 |principles of proper weight |demonstration, and student performance of |
| |CS4: B1 and 2 |training. |training techniques. |
| |CS7: B2 and 4 | | |
| | |1-2. Demonstrate proper training |1-a. Assessment: Teacher observation and class |
| |1-a. Students will develop muscle |techniques. |participation. |
| |strength, muscle endurance, | | |
| |flexibility, and cardiovascular |1-3. Demonstrate proper safety | |
| |fitness. |procedures. | |
| | | | |
| | |1-4. Demonstrate proper flexibility | |
| | |training techniques. | |
| | | | |
| |2-a. CS1: B4 |2-1. Demonstrate proper training |2-a. Strategies: Demonstration, student |
|Week 10-18 |CS3: B1 |techniques. |performance of training techniques, and |
| |CS4: B1 and 2 | |student research. |
| |CS7: B2 and 4 |2-2. Demonstrate proper safety | |
| | |procedures. |2-a. Assessment: Teacher observation, class |
| |2-a. Students will develop muscle | |participation, and written research paper. |
| |strength, muscle endurance, |2-3. Demonstrate proper flexibility | |
| |flexibility, and cardiovascular |training techniques. | |
| |fitness, and students gain | | |
| |knowledge of the kinesiology of |2-4. Gain knowledge of the | |
| |major lifts. |kinesiology of a major lift. | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health (Page 2) |
|Subject/Grade Level: Weight Training |Authors: Brian Rogers |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
| |3-a. CS1: B4 |3-a. Gain knowledge of the general |3-a. Strategies: Class discussion, |
|Week 19 - 27 |CS3: B1 |principles. |demonstration, and student performance of |
| |CS4: B1 and 2; | |training techniques. |
| |CS7: B2 and 4 |3-2. Demonstrate proper training | |
| | |techniques. |3-a. Assessment: Teacher observation, class |
| |3-a. Students will develop muscle | |participation, written tests. |
| |strength, muscle endurance, |3-3. Demonstrate proper safety | |
| |flexibility, and cardiovascular |procedures. | |
| |fitness, and students learn proper | | |
| |nutrition for training. |3-4. Demonstrate proper flexibility | |
| | |training techniques. | |
| | | | |
| | |3-5. Gain information of nutritional | |
| | |guidelines for training | |
| | | | |
| |4-a. CS1: B4 |4-1. Gain knowledge of the general |4-a. Strategies: Class discussion, |
|Week 28-36 |CS3: B1 |principles. |demonstration, student performance of |
| |CS4: B1 and 2 |4-2. Demonstrate proper training |training techniques, and student research |
| |CS7: B2 and 4 |techniques. | |
| | | |4-a. Assessment: Teacher observation, class |
| |4-a. Students will develop muscle |4-3. Demonstrate proper safety |participation, written research paper. |
| |strength, muscle endurance, |procedures. | |
| |flexibility, and cardiovascular | | |
| |fitness, and students develop a |4-4. Demonstrate proper flexibility | |
| |personal muscle strength and |training techniques. | |
| |endurance training program. | | |
| | |4-5. Develop a personal muscle | |
| | |strength and endurance training | |
| | |program. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health |
|Subject/Grade Level: Activities For Life 11-12 |Authors: Jarrod Miotke |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|HORSESHOES |1-a. CS2: B1 |1-1. Perform: |1-a. Strategies: Teacher demonstration followed by student skill |
| |CS3: B1 and B2 |The Pitch |drills, game participation and class lecture and discussion. |
|2 Weeks |CS4: B1 |Grip | |
| |CS6: B1, B3 and B4 |Pitch (single-turn, one and one-quarter-turn, one and |1-a. Assessment: |
| |CS7: B2 |one-half turn, one and three-quarter-turn). | |
| | |e. The learner shall understand basic rules and |Teacher observation |
| |1-a. Students demonstrate horseshoes skills, apply rules |terminology. |Skill tests |
| |and strategies, and use horseshoes to develop the ability |1-2. Tennis involves the 5 fitness components. |Final project (Portfolio) |
| |to work together. |1-3. Demonstrate the ability to work together and enjoy | |
| | |physical activity. | |
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|ANGLING |2-a. CS2: B1 |2-1. Perform: |2-a. Strategies: Teacher demonstration followed by student skill |
| |CS3: B1 |a. Fly Casting |drills, sport participation and class lecture and discussion. |
|2 Weeks |CS4: B1 |b. Bait Casting | |
| |CS6: B1, B3 and B4 |c. Spin Casting |2-a. Assessment: |
| |CS7: B2 |2-2. The learner shall understand basic Rules (laws) and | |
| | |terminology, different types of tackle |Teacher observation |
| |2-a. Students demonstrate casting skills, proper baiting |2-3. Angling can involve the 5 fitness components |Skill tests |
| |techniques, apply angling strategies. |2-4. Enjoy physical activity while displaying the ability |Final project (Portfolio) |
| | |to cast accuracy and catch fish. | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 2) |
|Subject/Grade Level: Activities For Life 11-12 |Authors: Jarrod Miotke |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|CROQUET |3-a. CS1: B1 |3-1. Perform: |3-a. Strategies: Teacher demonstration followed by student skill |
| |CS4: B2 |Striking the ball through a wicket. |drills, sport participation and class lecture and discussion. |
| | |Roquet | |
|2 Weeks |3-a. Students demonstrate Croquet skills, apply rules and |Croquet |3-a. Assessment: |
| |game strategies that pertain to the game. |Roquet-Croquet | |
| | |Court set up |Teacher observation |
| | | |Skill tests |
| | |3-2. The learner shall understand the basic rules, |Final project (Portfio) |
| | |terminology, and dimensions of court. | |
| | | | |
| | |3-3 Enjoy a co-recreational physical activity while | |
| | |focusing on the eye-hand coordination | |
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|Racquetball |4-a. CS1: B1 |4-1. Perform these racquetball skills: |4-a. Strategies: Teacher demonstration followed by student skill |
| |CS3: B1 and B2 | |drills, sport participation and class lecture and discussion. |
| |CS4: B1 |a. Forehand shot | |
| |CS6: B1, B3 and B4 |b. Overhead stroke |4-a. Assessment : |
|2 Weeks |CS7: B2 |c. Back wall shot | |
| | |d. Backhand shot |Teacher observation |
| |4-a. Students demonstrate racquetball skills, apply rules |e. Serve |Skill tests |
| |and strategies, and use racquetball to develop the ability|4-2. Racquetball involves the 5 fitness components |Final project (Portfolio) |
| |to work together, and self motivation. | | |
| | |4-3. Demonstrate the ability to work together and enjoy | |
| | |physical fitness. | |
|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 3) |
|Subject/Grade Level: Activities For Life 11-12 |Authors: Jarrod Miotke |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|TABLE TENNIS |5-a. CS2: B1 |5-1. Perform these table tennis skills: |5-a. Strategies: Teacher lecture and demonstrations, and student |
| |CS3: B1 and 2 | |participation in games. |
| |CS4: B1 |a. Serve b. Smash | |
|2 Weeks |CS6: B3 and 4 |c. Forehand d. Backhand |5-a. Assessment: |
| |CS7: B2 | | |
| | |5-2. Define terminology of the sports. |Teacher observations |
| |5-a. Students demonstrate table tennis skills. They apply | |Skill Drills |
| |rules and strategies while cooperating during competition.|5-3. Be able to keep score properly. |Final project (Portfolio) |
| | | | |
| | |5-4 Demonstrate proper serving rotations for singles and | |
| | |doubles. | |
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|PICKLEBALL |6-a. CS1: B1 |6-1. Perform these racquetball skills: |6-a. Strategies: Teacher demonstration |
| |CS3: B1 and 2 | |followed by student skill drills, sport |
| |CS4: B1 |a. Grip, stance, footwork |participation and class lecture and |
|2 Weeks |CS6: B3 and 4 |b. Forehand and Backhand drives |Discussion. |
| |CS7: B2 |c. Service-lob, drive | |
| | |d. Volley- Forehand and backhand | |
| |6-a. Students demonstrate pickle ball skills, apply rules |e. Lob |6-a. Assessments: |
| |and strategies, and use racquetball to develop the ability|6-2. Pickle ball involves the 5 fitness components | |
| |to work together, and self motivation. | |Teacher observations |
| | |6-3. Demonstrate the ability to work together and enjoy |Skill Drills |
| | |physical fitness. |Final Project (Portfolio) |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 4) |
|Subject/Grade Level: Activities For Life 11-12 |Authors: Jarrod Miotke |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|BADMINTON |7-a. CS2: B1 |7-1. Perform these badminton skills: |7-a. Strategies: Teacher demonstration |
|(Indoor-Outdoor) |CS3: B1 and 2 |a. Lob shot |followed by student skill drills, sport |
| |CS4: B1 |b. Smash shot |participation and class lecture and |
|2 Weeks |CS6: B3 and 4 |c. Drop shot |Discussion. |
| |CS7: B2 |d. Drive shot | |
| | |e. Serve | |
| |7-a. Students demonstrate badminton skills. They apply |f. Overhead Clear |7-a. Assessment: |
| |rules and strategies while cooperating during competition.| | |
| | |7-2. Define terminology for sport. |Teacher observations |
| | | |Skill Drills |
| | |7-3. Be able to keep score properly. |Final Project (Portfolio) |
| | | | |
| | |7-4. Demonstrate proper serving | |
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|CYCLING |8-a. CS2: B1 |8-1. Perform proper hand signals. |8-a. Strategies: Teacher demonstration followed by student |
| |CS3: B1 and 2 | |participation and class lecture and discussion. |
|2 Weeks |CS4: B2 and 3 |8-2. Name basic parts of a Bicycle. | |
| |CS7: B1, 2 and 4 | | |
| | |8-3. Perform a basic Bicycle Inspection. |8-a. Assessment: |
| |8-a. Students demonstrate techniques for safe and | | |
| |efficient cycling in city and country, including ankling, |8-4. Design a person workout plan. |Teacher observation |
| |balancing, body positioning, braking, emergency stops, | |Skill tests |
| |group riding, maneuvering, and straight roadside riding. |8-5. Define terminology. |Final Project (Portfolio) |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for PE/Health (Page 5) |
|Subject/Grade Level: Activities For Life 11-12 |Authors: Jarrod Miotke |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
| | | | |
|SWIMMING |9-a. CS2: B1 |9-1. Understand the fundamental skills, biomechanics of |9-a. Strategies: Teacher demonstration followed by student |
| |CS3: B1 |swimming. |participation in practice time of each stroke. Class lecture and |
| |CS4: B2 and 4 |9-2. Perform basic strokes: |discussion. |
|2 Weeks |CS7: B1, 2, and 4 |Front crawl |9-a. Assessment: |
| | |Elementary backstroke | |
| |9-a. Students will understand and apply the principles of |Back crawl |Teacher observation during |
| |safety in aquatic-related activities. |Breaststroke |practice time. |
| | |Sidestroke |Demonstration of proper swimming and diving techniques. |
| |9-b Participate in and contribute to aquatic games and |9-3. Perform basic dives. |Final Project(Portfolio) |
| |contests. |Slide in dive | |
| | |Sitting dive | |
| | |Kneeling Dive | |
| | |Shallow push dive | |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Total Fitness Class |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
|Week 1 (15 days walking | |Students will be familiar with the five components of | |
|three to five miles a day) |CS1(understanding concepts) |fitness. |Strategies: |
| | | |Students will devise a musical exercise to introduce to the class |
|Week 4-5Bike Riding |CS2(demonstrate movement forms |Students will identify their fitness goals. |which will promote leadership along with experience dealing with |
| | | |routine development. |
|Weeks 6-7-8-9 Four days of |CS3(Apply movement concepts) |Students will be familiar with basic weight training | |
|activity on Friday working | |principles. |Demonstrate an understanding of the factors that affect the choice of |
|on calorie intake and |CS4a (achieve level of fitness) | |physical activity throughout life. |
|output | |Students will be familiar with basic cardio training | |
| |CS5((use critical thinking) |principles. |Students will create charts to record daily routines and |
|2nd Quarter | | |habits(nutrition, sleep, exercise) for a period of time. They will |
|Indoor activities continue |CS6 interpersonal communication skills) |Describe strategies for stress management and relaxation. |discuss the relationship between energy levels and physical exercise. |
|with calorie intake and | | | |
|output |CS7( demonstrate health enhancing behaviors) |Demonstrate an understanding of the factors that affect |Assessment: |
| | |the choice of physical activity throughout life. | |
| | | |Daily workouts |
| | |The student will design and implement plans for balanced, |Musical routine-graded |
| | |healthy living. |Calorie intake and output (journal) |
| | | |Teacher observation |
| | |Students will demonstrate an improvement in at least one |Self evaluation |
| | |of the components of fitness. | |
| | | |Equipment used: Jump Ropes Free Weights, Biking, Bars, Exercise to |
| | | |Music, Treadmill, Stretches/Dyna Bands, Step up Boards. |
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|Sidney Public Schools—K-12 Curriculum Pacing Guide for Physical Education/Health |
|Subject/Grade Level: Critical Lifestyle Issues |Authors: Virginia Dschaak |
|Time Frame |Content Standard/Essential Content and Essential Questions|Objectives to be Included |Implementation Strategies and Assessments Strategies |
|First Semester | 14. A. Content Standard 1 |Students will research and discuss issues that pertain to |Research paper on two topics |
| |Benchmark 1, 3, 4, |lifetime issues. |Oral presentation |
|(1st nine weeks) | |Students will chose from a variety f topics that concern |Daily discussion |
| |Content Standard 5 |their future. |Written research paper |
|Pick research topic. |Benchmark 1, 2, 3, 5, |Students will explore possibility of having speakers come |Class agreement on final project |
| | |to the class and expound on certain subjects of interest. |Points given for finding a speaker on a specific topic. |
|Investigate |Content Standard 6 |Students will work as a group to put a final project |Bonus points |
| |Benchmark 1, 3, 5, 6, |together that they can call their own. |Outstanding work |
|Presentation | |Topic choices can be added at any time during the |Semester Written Report |
| |Content Standard 7 |semester. | |
|2nd Nine Weeks |Benchmark 4 5 |Discussion IS one of the most important elements of the |Topics that can be included: |
| | |class structure. |Adoption |
|Pick 2nd topic | | |Abortion |
| | | |Teen Pregnancy |
|Research |Students will be able to demonstrate, by research, that | |Teens raising Children |
| |they have the ability to assess critical life changes as | |STD’s |
|Investigate |they reach adulthood. | |Suicide |
| | | |Rape |
|Presentation | | |Virginity |
| | | |Child Abuse |
| | | |Teen dating Violence |
| | | |Divorce |
| | | |Cutting |
| | | |Eating Disorders |
| | | |Death |
| | | |Drug abuse |
| | | |(other related topics) |
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