Ridgefield Public Schools

Physical Education - Grades 4 and 5

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.

Physical Fitness

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 factors (different things) influence your movement development and success?
Can you draw a conclusion between healthy lifestyle and “feeling good”?
By looking at your fitness scores, can you set a goal by choosing activities that can improve your overall physical fitness?
In school or at home: How does physical activity help me now and in the future?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

Define the components of fitness.
List choices that contribute to a healthy lifestyle.
Select physical activities that you can do at home.

DEVELOPING AN INTERPRETATION

Identify what kinds of activities you can do at home or at school that help to improve your fitness level.
Why have a daily exercise program?
What information does a fitness score tell you, and how can you use it to your benefit.

MAKING CONNECTIONS

Describe the relationship between healthy lifestyle and feeling good.
Identify things that make your movement more successful (equipments/practice).
Compare your 4^thand 5^thgrade fitness test scores and what can you say about any differences.
What is the long term relationship between activity and my health.

EXAMINING THE CONTENT

Evaluate and explain if you get enough physical activity to stay healthy.
Judge if you are doing enough to increase your flexibility or strength and/or cardio-respiratory endurance. (post test only one area)

Invasion Games

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

In what ways can you change and put together skills to meet the needs of a dynamic movement?
In what ways can you perform some complex activities related to physical fitness components?
How can you make conscious decisions about applying rules, procedures, and etiquette while being physically active?
How does having people with various skill levels, shape our behavior and outcomes in physical activity?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

Identify different movements and pathways you might use in a game situation.
List your actions needed to be successful in scoring a team point.

DEVELOPING AN INTERPRETATION

Explain the relationship of team play to your fitness level.
List some activities that will improve skills related to fitness components.

MAKING CONNECTIONS

What activities allow me to enjoy myself and address my needs for physical activity?
What ways can you use rules, procedures and manners in an invasive sport?

EXAMINING THE CONTENT

Evaluate and explain what the quote means: “There is no I in team”.

Non-Invasion Games

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

In what ways can you use and adjust fundamental movements skills, in a variety of situations with/or without an object?
With or without an object; How do understanding movement concepts like: force, power, agility, momentum and speed lead you to your decision of movement patterns?
Can you group various activities by physical fitness components?
What do you need to do to work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

Identify which activity supports the fitness components.
Describe what skills are needed to play the activity.

DEVELOPING AN INTERPRETATION

Make a list of ideas that can help a group work productively together.

MAKING CONNECTIONS

Demonstrate two or more movement skills that you might use in a game situation.
Make a connection between working together and achieving a group goal.

EXAMINING THE CONTENT

Evaluate and explain when you use: force; power; agility; momentum and speed.
Am I helping others to recognize the importance of working together cooperatively?

Core Movement

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

In what ways can you change and put together skills to meet the needs of a dynamic movement?
What needs to happen to be successful in a complex movement sequence?
What role and benefits does physical activity play in my everyday life?
In what ways can you recognize that there is a relationship between exercise and physical activity?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

What are some core activities?
What 6 different movements, when put together, can make a routine; movement or dance?

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 are all the different movements, you can think of, that you use in your favorite sport?
How do I distinguish between a simple and complex movement?

EXAMINING THE CONTENT

Explain and give one detail of the relationship between exercise and physical activity?
Look (analyze) at 3 core activities and explain how they can support your fitness score?

Manipulatives

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

In what ways can you use and adjust fundamental movements skills, in a variety of situations with/or without an object?
With or without an object; How do understanding movement concepts like: force, power, agility, momentum and speed lead you to your decision of movement patterns?
In what ways can you perform some complex activities related to physical fitness components?
How can you make conscious decisions about applying rules, procedures, and etiquette while being physically active?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING

Why have rules, procedures and etiquette in a game?
How can those rules, procedures and etiquette teach us about working with others?

DEVELOPING AN INTERPRETATION

Interpret how and when you would use a movement concept (like control force; power; agility; momentum and speed) with our movements.

MAKING CONNECTIONS The student will . . .

How can you adjust movement combinations with your manipulative?
In what way can an activity enhance a fitness component?
What part of various manipulative movements can help improve your fitness?

EXAMINING THE CONTENT

Evaluate and explain why you choose the strategy you did to move your object?
Explain how rules, procedures and etiquette can be useful when doing manipulative activities?

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