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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: PE
Unit: Traveling, Chasing, Fleeing, Dodging
Lens: Control

Enduring Understandings

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Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
  1. Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.2, 4.1.
  1. Visual and body awareness promote safety. 5.1.1
  1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3
/ 1a. How can you travel in general space without bumping into others?
1b. How can changing directions help your performance?
2a. How can the ability to perform locomotor movements lead to higher level tasks?
2b. Why is it important to be able to change pathways?
3a. Why is participation important during activities?
4a. Why is a strong heart important in tag games?
4b. How can continuous movement benefit the participant?
5a. How does watching where you are going make you safer than watching where you are coming from?
5b. Why is it important to stop on your feet?
5c. How does respecting/knowing the boundaries of an activity increase safety?
6a. How can good sportsmanship increase enjoyment of the activity?
6b. How does cooperation improve team work?
Grade: K - 2
Subject: PE
Unit: Traveling, Chasing, Fleeing and Dodging
Lens: Control
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. The cues for hopping (assessed in K)
  2. continuous balanced movement
  3. same foot
  4. ball of foot
  5. 10 feet
  6. right and left
  7. The cues for using Proper Self-Space (assessed in K)
  8. eyes forward
  9. speed check
  10. move to open spaces
  11. balanced stops
  12. avoids contact with people or objects
  13. The cues for start/stop (assessed in K)
  14. cued starts
  15. cued stops in a balanced position
  16. in a variety of locomotor movements
  17. The cues for galloping (assessed in 1st)
  18. face forward
  19. one foot leads
  20. trailing toe replaces front heel or off to side
  21. right and left foot
  22. The cues for skipping (assessed in 1st)
  23. lift knees
  24. step/hop, Step/hop
  25. smooth movement
  26. The cues for sliding (assessed in 1st)
  27. side leads
  28. one shoulder lead
  29. step/close, step/close
  30. no crossover
  31. both directions
  32. A strong healthy heart will allow for continuous activity
  33. The importance of sportsmanship
  34. Boundaries promote safety
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  1. Perform locomotor skills
  2. Demonstrate proper self-space, start/stop, hop, gallop, skip and slide
  3. Make directional changes (e.g., dodging and fleeing)
  4. Focus forward while moving
  5. Demonstrate appropriate tagging
  6. Follow safety guidelines and activity rules

CRITICAL CONTENT/CONCEPT WEB

Unit Theme: Throwing, Rolling, and Catching

Conceptual Lens:Coordination and Sequencing

Grade:K-2


Grade: K-2

Subject: Physical Education
Unit: Throwing, Rolling and Catching
Lens: Coordination and Sequencing

Enduring Understandings

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Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2,
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
  1. Visual and body awareness promote safety. 5.1.1
  1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3
/ 1a. Why do you look at the target when throwing and/or rolling?
1b. Why is it important to keep your eye on the object?
2a. Why is it important to have “side to the target” when throwing overhand? …Facing target when rolling and tossing?
2b. How does stepping with the opposite foot affect balance?
2c. How does weight transfer affect throwing and rolling?
3a. How do you feel about an activity when you perform it correctly?
3b. In what activities could you use throwing, rolling and catching skills?
4a. How can rules make the game more enjoyable?
5a. Why is it important to have a good attitude?
5b. Why is it important to be able to work with others?
5c. What are some problem solving strategies?

Grade: K-2

Subject: Physical Education
Unit: Throwing, Rolling and Catching
Lens: Coordination and Sequencing
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to…
  1. The cues for Catching (assessed grade 2)
  2. Feet move in anticipation of the catch
  3. Catch with hands (no arm/body contact)
  4. Giving with the arms, absorbing force
  5. The cues for Throwing Overhand (assessed grade 2)
  6. Side to target
  7. Arm back and up
  8. Step with opposite foot
  9. Trunk rotation
  10. Follow-through
  11. The cues for Rolling a ball (assessed grade 1)
  12. Face target
  13. Step with opposite foot
  14. Front knee bent
  15. Release of the ball near front foot
  16. Arm follow-through
  17. The cues for Underhand Toss (assessed grade 2)
  18. Face target
  19. Step with opposite foot toward target
  20. Release of the object toward target
  21. Arm follow-through toward target
  22. Force, distance and timing are related.
  23. Object choice and size can determine/promote success.
  24. The importance of being aware of one’s surroundings before throwing, rolling and catching an object.
  25. Practice will promote success.
/ 1.Catch a variety of objects thrown by self and others
2.Throw an object overhand
3.Roll a ball
4.Toss an object underhand
5.Follow rules and safety guidelines
6.Throw at a variety of target sizes from varied distances
7.Participate in a variety of games and activities that will incorporate throwing, rolling and catching

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: Physical Education
Unit: Kicking
Lens: Coordination

Enduring Understandings

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Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
  1. Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.2, 4.1.3
  1. Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3
/ 1a. What are the cues for kicking a stationary ball, dribbling a ball and punting?
1b. Which part of the foot do you use for each type of kick?
2a. Why do you use a specific part of the foot for specific kicks?
2b. Where on the ball should you kick to determine direction and level?
2c. What parts of your body work together when kicking?
3a. What are different activities that involve kicking?
3b. How can practice affect your ability to kick?
4a. What type of kicking activities could enhance your fitness levels?
4b. What happens to your body when you play a continuous game of soccer?
5a. Why is it important to be aware of your own self-space and surroundings when kicking?
5b. Why is it important to follow safety rules when kicking?
Grade: K-2
Subject: Physical Education
Unit: Kicking
Lens: Coordination
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. Cues for kicking a stationary ball for distance (assessed in grade 2)
  1. Non-kicking foot is beside and slightly behind the ball
  2. Kicking foot is extended for contact on the shoelaces, not on the toes
  1. Cues for dribbling
  1. Inside of both feet
  2. Small, soft taps
  3. Keep ball close
  1. Cues for Punting
  1. Hold ball on kicking side
  2. Step with non-kicking foot
  3. Drop ball
  4. Kick with shoelaces
  1. Various ways to trap a moving ball (i.e. bottom of foot, instep)
  1. The importance of being aware of one’s surroundings before kicking an object.
/
  1. Kick a stationary ball for distance
  2. Kick a moving ball
  3. Dribble a ball with control
  4. Punt making contact with laces
  5. Trap a rolling ball using feet
  6. Follow safety rules

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: PE
Unit: Jumping and Landing
Lens: Balance and Coordination

Enduring Understandings

/

Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1,1.1.2, 1.1.4
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1
  1. Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.3
  1. Visual and body awareness promote safety. 5.1.3
/ 1a. How do the use of arms and legs make you jump higher / farther?
1b. Why do you bend your knees when you land?
2a. Why do we use our arms when we jump with our legs?
2b. How does balance affect jumping and landing?
3a. How can improved jumping skills lead to success in a variety of activities?
3b. How can you use jumping and landing skills in other activities?
4a. How does rope jumping increase your fitness?
4b. Why is muscle strength important in jumping and landing?
5a. Why is self-space important when jumping rope?
5b. Why is it important to work together in long rope activities?
Grade: K-2
Subject: PE
Unit: Jumping and Landing
Lens: Balance and Coordination
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. The cues for hopping (assessed in K)
  2. Continuous balanced movement
  3. Same foot
  4. Ball of foot
  5. 10 feet
  6. Right and left
  7. The cues for jumping (assessed in K)
  8. Two foot take-off
  9. Land on balls of feet
  10. Knees bent
  11. Use arms in a forward motion
  12. The cues for jumping rope (assessed in grade 2)
  13. Elbows close to body
  14. Continuous wrist rotation
  15. Land on balls of feet with knees slightly bent
  16. 15 consecutive jumps
  17. How balance affects jumping and landing.
  18. Combined use of the arms and legs determines the height or distance of the jump.
/ 1. Use their arms and legs together when jumping.
2. Land on the balls of their feet with knees bent.
3. Use the whole body in a variety of jumps.
4. Coordinate body movements with an implement / obstacle.
5. Demonstrate the skills of entering and exiting a turning rope.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: Physical Education
Unit: Striking
Lens: Tracking

Enduring Understandings

/

Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
  1. Visual and body awareness promote safety. 5.1.1, 5.1.2
/ 1a. Where should your eyes focus when striking?
1b. What position should your body be in when striking? (i.e. side-to-target, facing target)
2a. Why is it important to keep your eye on the object?
2b. What are the cues for striking an object? (preparation, striking, follow-through)
2c. How do body parts work together when striking?
3a. What are some different activities that include striking?
3b. How can practice affect your ability to strike?
4a. Why is important to be in your own self-space when striking?
4b. Why is it important to follow safety rules when striking?
Grade: K-2
Subject: Physical Education
Unit: Striking
Lens: Tracking
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. The variety of body part/implements used when striking.
  2. Body positions for various forms of striking.
  3. The importance of keeping your eye on the object when striking.
  4. The angle of the implement at point of contact will affect the direction of the object.
/
  1. Strike with hand, short handled and/or long handled implements.
  2. Demonstrate correct body position according to the type of striking.
  3. Make contact with the object being struck.
  4. Hit an object in different directions based on the angle, point of contact and follow-through.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: PE
Unit: Tumbling & Balance
Lens: Body Awareness

Enduring Understandings

/

Guiding Questions

1.Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4
2.Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
3.Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
4.Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.2, 4.1.3
5.Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 / 1a. How does body position affect rolling? (i.e. forward, pencil, log, backward)
1b. Why is it important to keep your arms straight when performing feet to hands weight transfers such as cartwheels and round-offs?
2a. Why is it important to know correct technique when rolling, transferring weight and balancing?
3a. What are some different activities that include tumbling and balance?
3b. How can practice affect your ability to tumble?
4. How does muscular strength help when performing various tumbling and balance movements?
5a. Why is it important to roll in one direction on the mat?
5b. Why is it important to wait your turn?
5c. Why is it important to be aware of self-space when performing weight transfers?
Grade: K-2
Subject: PE
Unit: Tumbling & Balance
Lens: Body Awareness
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. How to perform various rolls, such as:
  2. Log roll
  3. Pencil roll
  4. Forward roll
  5. Egg roll
  6. How to perform various weight transfers in movement, such as:
  7. Cartwheel
  8. Donkey Kick
  9. Handstand
  10. Round offs
  11. Animal walks
  12. The cues for One Foot Static Balance (assessed in 1st)
  13. 10 seconds on each foot
  14. Raised foot independent of standing leg
  15. How to perform various static balances, such as:
  16. Balance on different numbers of bases of support
  17. Headstand
  18. Partner balances (with mats)
  19. Static balances with low equipment
  20. Rules and procedures for safety
/
  1. Perform various rolls
  2. Perform various weight transfer in movement
  3. Perform the one-foot static balance
  4. Perform various static balances
  5. Follow rules and procedures for safety

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: K-2
Subject: PE
Unit: Volleying & Dribbling
Lens: Coordination & Control

Enduring Understandings

/

Guiding Questions

  1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4
  1. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2
  1. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3
  1. Visual and body awareness promote safety. 5.1.1
  1. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.3
/ 1a. What are the cues for dribbling, volleying and underhand striking?
1b. Which part of the hand do you use for dribbling?
2a. How would volleying and dribbling look without body control?
2b. Why do you need to be behind the ball when underhand striking?
2c. Why is it important to push down on the ball when dribbling?
2d. Why is it important to use a flat surface when volleying?
3a. How can learning to dribble and volley help you enjoy the activity?
3b. How can practice affect your ability to dribble/volley?
4a. Why is important to be aware of your own self-space and surroundings when dribbling and volleying?
4b. Why is it important to follow safety rules?
5a. Why is it important to share/take turns during an activity?
5b. Why is it important to play by the rules?
Grade: K-2
Subject: Physical Education
Unit: Volleying and Dribbling
Lens: Coordination & Control
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. The cues for dribbling with dominant hand (assessed in 2nd)
  1. push using fingers (no slap)
  2. waist high
  3. not continuously looking at the ball
  4. continuous forward movement
  5. width of gym
  1. A controlled dribble allows movement in a variety of directions, levels and pathways.
  2. The cues for volleying
  1. Keep eyes on object
  2. Stay under the object
  3. Keep it up/no catch
  1. The cues for underhand striking
  1. Hold ball in front of hitting hand
  2. Arm back
  3. Step with opposite foot
  4. Flat hand
  1. A flat surface improves control of the object volleyed.
  2. Body position determines direction of volley
  3. How to move throughout general space while dribbling
/
  1. Dribble continuously while stationary and slowly traveling in a variety of directions and pathways.
  2. Dribble with dominant and non-dominant hand.
  3. Dribble at different levels while keeping the ball at or below the waist line.
  4. Dribble and travel forward while not continuously looking at the ball.
  5. Continuously volley a lightweight ball or balloon upward in self space.
  6. Volley using a variety of body parts.
  7. Volley using dominant and non-dominant hands.
  8. Underhand strike a lightweight object forward.
  9. Follow safety rules.

Critical Content/Concept Web

Unit Topic: