Kindergarten PE Scope and Sequence

K PE

Kindergarten PE Scope and Sequence

THEME TOTAL CUMULATIVE TOTAL

Fundamental Movement Individual and Dual Activities Dance and Rhythm Ball Handling CATEGORY TOTALS

Notes: There are 30 PE sessions during the course of the year.

7 days

--

8 days 15 days

7 days 22 days

8 days 30 days

30 days

Pemberton Township School District Unit Planner

Unit Title: Kindergarten-Ball Handling

Stage 1: Stage 1: Stage 1: Desired Results Desired Results

Standards & Indicators: 2014 NJSLS ? Health and Physical Education 2.5.2.A.1. Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities.) 2.5.2.A.2. Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. 2.5.2.A.4. Correct movement errors in response to feedback.

2014 NJSLS 21st Century Life and Careers CRP3. Attend to personal health and financial well-being. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. 9.2.4.A.2 Identify various life roles and civic and work-related activities in the school, home, and community. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Central Idea / Enduring Understanding: Understanding that performing movement skills

in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.

Essential/Guiding Question: What are different ways we can use a ball in

physical activity?

Content: Ball handling skills such as kicking, catching,

throwing, striking, rolling, and bouncing a ball

Skills (Objectives): Demonstrate ball handling skills such as kicking,

catching, throwing, striking, rolling, and bouncing a ball.

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Pemberton Township School District Unit Planner

Stage 2: Assessment Evidence

Performance Task(s): Student demonstrations during activities Class discussion of Essential Questions Question of the day Action/Movement of the Day Self-Assessments Peer Assessments Turn and Talk Various Class Activities and Games

Other Evidence: Teacher Observation Student/Teacher Conference

Stage 3: Learning Plan

Learning Opportunities/Strategies: Session 1

Kicking: stationary and moving ball

Resources:

Session 1 Reference Books Internet PE Equipment

Session 2 Catching: self-thrown and tossed ball

Session 2 Internet Reference Books PE Equipment

Session 3 Throwing: overhand, underhand and at a target

Session 3 Internet Reference Books PE Equipment

Session 4 Bouncing: one hand, two hands, stationary, with a partner and by themselves

Sessions 4 Internet PE Equipment Reference Books

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Pemberton Township School District

Unit Planner

Session 5 and 6 Striking stationary objects

Session 5 and 6 Internet Reference Books PE Equipment

Session 7 and 8 Rolling (Bowling)

Session 7 and 8 Reference Books Internet Reference Books

Differentiation High-Achieving Students

Lesson/Skill Extension

Peer Assistant

On Grade Level Students Instructional Aides

Struggling Students Peer Assistant Instructional Aides Rewording of

Directions Varying sizes and

type of equipment

Special Needs/ELL IEP's 504's Instructional Aides Peer Assistant Rewording of

Directions Varying sizes and

type of equipment

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Pemberton Township School District Unit Planner

Unit Title: Kindergarten-Rhythmic Activities and Dance

Stage 1: Stage 1: Stage 1: Desired Results Desired Results

Standards & Indicators: 2014 NJSLS ? Health and Physical Education 2.5.2.A. 1. Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.2.A.2. Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. 2.5.2.A.3. Respond in movement to changes in tempo, beat, rhythm, or musical style.

2014 NJSLS 21st Century Life and Careers CRP3. Attend to personal health and financial well-being. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. 9.2.4.A.2 Identify various life roles and civic and work-related activities in the school, home, and community. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Central Idea/Enduring Understanding: Understanding that performing movement skills

in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.

Essential/Guiding Question: What are different ways you can move to

different rhythms?

Content: To respond to music in terms of movement

when there is a change in tempo, beat, rhythm, or musical style

Skills (Objectives): Demonstrate change in movement when there

is a change in either tempo, beat, rhythm, or musical style

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Pemberton Township School District Unit Planner

Stage 2: Assessment Evidence

Performance Task(s): Student demonstrations during activities Class discussion of Essential Questions Question of the day Action/Movement of the Day Self-Assessments Peer Assessments Turn and Talk Various Class Activities and Games

Other Evidence: Teacher Observation Student/Teacher Conference

Learning Opportunities/Strategies: Session 1

Basic Rhythm Movements

Stage 3: Learning Plan

Resources: Session 1

Reference Books Internet PE Equipment Music Selections

Session 2 Lummi Sticks

Session 2 Internet Reference Books PE Equipment Music Selections

Session 3 Ribbon Sticks

Session 3 Internet Reference Books PE Equipment Music Selections

Sessions 4 and 5 Scattered, Circle, Line, and Group Dances

Sessions 4 and 5 Internet PE Equipment Reference Books Music Selections

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Pemberton Township School District

Unit Planner

Session 6 and 7 Expressive & Creative Rhythms (fast/slow, high/low)

Session 6 and 7 Internet Reference Books PE Equipment Music Selections

Differentiation

High-Achieving Students Lesson/Skill Extension Peer Assistant

On Grade Level Students Instructional Aides

Struggling Students Peer Assistant Instructional Aides Rewording of

Directions Varying sizes and

type of equipment

Special Needs/ELL IEP's 504's Instructional Aides Peer Assistant Rewording of

Directions Varying sizes and

type of equipment

3|Page

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Unit Title: Kindergarten-Fundamental Movement

Stage 1: Stage 1: Stage 1: Desired Results Desired Results

Standards & Indicators: 2014 NJSLS ? Health and Physical Education 2.5.2.A.1. Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities.) 2.5.2.A.2. Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. 2.5.2.A.4. Correct movement errors in response to feedback. 2.5.2.B.3. Determine how attitude impacts physical performance. 2.5.2.C.2. Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. 2.6.2.A.1. Explain the role of regular physical activity in relation to personal health. 2.6.2.A.2. Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness.

2014 NJSLS 21st Century Life and Careers CRP3. Attend to personal health and financial well-being. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. 9.2.4.A.2 Identify various life roles and civic and work-related activities in the school, home, and community. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Central Idea/Enduring Understanding: ? Understanding movement concepts, such as

spatial awareness, helps improve performance and supports wellness.

Content: Movement skills to support wellness such as

yoga animal stretches, and breathing techniques. Movement skills such as running, walking, jumping, hopping, skipping, leaping, galloping. Safety rules to use in an active environment The importance of being active daily

Essential/Guiding Question: How can moving around help me be healthy? How can I make movement more fun? How can my movements affect someone else?

Skills (Objectives): ? Learners will be able to use spatial awareness

skills, listening skills, and safety awareness skills while participating in both individual and group games and activities.

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