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.
1|Page
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
2|Page
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
3|Page
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
1|Page
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
2|Page
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
Page |1
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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