ESSENTIAL QUESTIONS

• How does competency in movement forms and physical activity contribute to performing a specific task?
• How does the understanding of movement concepts lead to effective and efficient motor skills?
• How do I stay physically active and why is this important?
• How does the fitness level of a person and the process of making personal decisions about fitness contribute to that person’s overall wellness?
• How do I engage with others during physical activity?
• How does physical activity/sports provide a wide range of lifelong benefits for now and in the future?

STANDARDS

• Motor Skills - Physical and cognitive skills are important elements to successful participation.
• Motor Concepts and Strategies - Connecting movement and academic concepts, principals, and strategies improves learning performances.
• Motor Concepts and Strategies - Efficient movement improves performance and enjoyment.
• Participating in Regular Physical Activity - Engaging in patterns of regular meaningful physical activity in and outside the classroom.
• Physical Fitness - Integrating fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
• Responsible Behavior - Developing respect for individual similarities and differences promotes responsible personal and social behavior in active settings.
• Benefits of Physical Activity - Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.

UNIT THEME

Physical Fitness - Any game or activity where the focus lends itself to Health-Related and/or Skills-Related components.

Examples - jump rope varieties; weight training; agility ladders; pedometers; heart rate monitors

FOCUS QUESTIONS

• What are the positive effects of regular physical activities?
• Can you identify an activity for each fitness component?
• How does your effort in participation affect your fitness score?
• What role does nutrition and healthy habits play in your overall wellness?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

• Locate the parts of fitness on a Venn diagram.
• List healthy food choices.
• Describe some positive things physical activity can do for you.

DEVELOPING AN INTERPRETATION

• Match up a physical activity with each fitness component.
• Why exercise and eat healthy foods everyday?
• What information can you get from fitness testing?

MAKING CONNECTIONS

• Describe the relationship between good nutrition and healthy habits.
• How much physical activity does a person need to be healthy?
• Draw a conclusion why do you feel better after exercising?

EXAMINING THE CONTENT

• State your reason: Am I doing enough to increase my flexibility, strength and/or cardiovascular endurance?
• How can I help others make connection to the importance of eating good foods and your overall wellness?

UNIT THEME

Invasion Games/Activities - Any game or activity, where the focus is to take an object away from the other team and score a point(s).

Examples - speedball; ultimate frisbee; floor hockey; basketball; soccer; football; lacrosse; ice hockey.

FOCUS QUESTIONS

• Can you use two or more movement skills in an open and closed situation?
• How does the use of personal and general space impact success in an activity?
• Why do we have rules and how do they help keep us safe?
• How are teamwork and behavior choices related?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

• How many different movement skills can you do to cross an open space?
• What are two different movement skills you can do standing still?

DEVELOPING AN INTERPRETATION

• Explain what things do you need to remember about personal space when playing a game?

MAKING CONNECTIONS

• From a teacher’s point of view, what are some rules that will help keep you and others safe, while playing a game?
• Can you compare the rules of one game to a game you like to play?

EXAMINING THE CONTENT

• Explain how your behavior choices can affect your teamwork?

UNIT THEME

Non-Invasion Games/Activities - Any game or activity that may be modified or not, where the focus is to score a point(s) or as a member of a group working cooperatively to accomplish a desired goal.

Examples - volleyball; tennis; softball; kickball; whiffleball; baseball; golf; bowling; swimming; cooperative games; project adventure elements; orienteering; low organization games.

FOCUS QUESTIONS

• How do the physical activities I do in school relate to those activities I do outside of school?
• In what ways can you recognize that there is a relationship between exercise and physical activity?
• How are teamwork and behavior choices related?
• Why is trying a hard task good for you?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

• What physical activity interests you here at school and then at home?.

DEVELOPING AN INTERPRETATION

• Make a list to describe teamwork.
• Why does a person need exercise?

MAKING CONNECTIONS

• Demonstrate a movement skill that you might use in outside of school.
• Why do you need to make good behavioral choices?

EXAMINING THE CONTENT

• Explain what the connection between exercise and physical activity are.
• Explain this statement: why is trying something hard like a task or physical activity good for you?

UNIT THEME

Core Movement - Any static or dynamic movement that encompasses the practice of posture and/or poses, creating balance in the body through development of strength and flexibility.

Examples - stunts and gymnastics; educational movement; locomtor and non-locomotor movements; rhythms and dance; therapy balls; obstacle course.

FOCUS QUESTIONS

• What did you do to improve your movement learning and become better at it?
• Can you put together a movement sequence?
• What are the positive effects of regular physical activities?
• What role does “practice” play in skill development? (personal and social).

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

• Describe what core movement means.
• List four positive examples of regular physical activity.

DEVELOPING AN INTERPRETATION

• Why do we practice team cooperation (social skills) in games and activities?
• Generalize why it (the above) will help you when you are outside of school?

MAKING CONNECTIONS

• What activities did you do to increase your movement learning?
• Compare what is similar in a movement sequence (what you learn from performing a dance to running out for a pass and catching it in football).

EXAMINING THE CONTENT

• What can I do to get enough flexibility exercise for myself?
• What can I do to get enough muscle strength exercise for myself?

UNIT THEME

Manipulatives - Various tools used for learning which engages the individual in movement.

Examples - tossing a bean bag; striking a soccer ball; catching a Frisbee; propelling on a scooter board; shaking a parachute; twirling a hula hoop.

FOCUS QUESTIONS

• Can you combine movement skills with an object?
• What activities can you do with your family to be more active?
• Why make responsible behavior choices?
• What role does“practice” play in skill development? (personal and social)

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

• Why practice?
• What does practice teach us about working with others?
• What are 5 different movements you can perform with a ball; stationary or moving?

DEVELOPING AN INTERPRETATION

• Show different ways to move your manipulative in isolation?
• Generalize how we can control force with our movements.

MAKING CONNECTIONS The student will . . .

• How many combinations or patterns can you make with your manipulative?
• In what way can you show responsible behavior?
• What role does positive behavior choices play on successful games with manipulatives?

EXAMINING THE CONTENT

• How can you help your family to get enough physical activity to stay healthy?
• Explain this statement: How does “try, try again,” relate to learning a new skill?