ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: I / UNIT NAME: MOVEMENT EDUCATION/RHYTHM
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Develop and refine basic Gross Motor Skills (walk, run, hop, skip, jump, gallop, slide, skip) / 2.5.P.A.1
2.5.P.A.2 / Observation
Tag/Relay/Movement activities
2 / Demonstrate appropriate control while moving in personal and general space. / 2.5.2.A.1
2.5.2.A.2 / Observation
Movement activities
3 / Explain how basic movement and safety play a role in physical activity / 2.5.2.C.2 / Observation
Movement activities
4 / Utilize refined Gross Motor skills in an applied setting / 2.5.2.A.1 / Observation
Tag/Relay/Movement Games
5 / Understanding and implementing basic gross motor skills leads to the foundation for regular physical activity. / 2.6.2.A.1 / Observation
Movement activities
6 / Demonstrate levels, direction, ranges and pathways in a controlled and applied setting. / 2.5.2.A.1 / Observation
Movement activities in a variety of spaces
7 / Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropriate force and flow. / 2.5.2.A.3
2.5.2.A.2 / Observation
Movement activities/Dance
8 / Correct and respond to feedback provided by both peers and teachers in response to movement. / 2.5.2.A.4 / Observation
Tag/Relay/Movement
activities
9 / Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style). / 2.5.2.A.2
2.5.2.A.3 / Observation
Individual space activities
10 / Understanding, implementing, and monitoring fitness goals can lead to a healthy lifestyle / 2.6.2.A.2
2.6.2.A.3 / Observation
Fitness stations
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: II / UNIT NAME: WELLNESS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Explain how one’s decisions to be active can have a direct impact on the way they feel. / 2.2.2.B.2 / Observation
Discussion on teamwork and sportsmanship
2 / Develop decision making skills that promote participation in moderate to vigorous age-appropriate physical activities. / 2.6.2.A.2
2.2.2.B.2 / Observation
Age appropriate cooperation activities
3 / Describe how outside factors influence decision making in regards to setting a fitness goal. / 2.6.2.A.3
2.2.2.B.3
2.2.2.B.4 / Observation
Discussion about setting realistic goals
4 / Explain how regular physical activity contributes to being “well”. / 2.6.2.A.1
2.1.2.A.1 / Discussion and encouragement of physical activity outside of school
5 / Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals. / 2.6.2.A.2
2.6.2.A.3
2.2.2.B.4 / Discussion and encouragement of physical activity outside of school
6 / Develop a fitness goal and monitor how it might affect one’s overall wellness. / 2.6.2.A.3
2.2.2.B.2
2.2.2.B.4 / Observation and record keeping of goals and progress
7 / Identify the basic safety rules that should be applied when participating in any movement activity. / 2.5.2.C.2
2.1.2.D.1 / Discussion and observation
8 / Explain how a safe environment encourages continued participation in physical activity. / 2.6.2.A.2
2.5.2.C.2 / Discussion and observation
9 / Demonstrate basic activity and safety rules while engaging in moderate to vigorous age-appropriate physical activity. / 2.6.2.A.2
2.5.2.C.2 / Observation
10 / Determine how participation in regular physical activity may help to prevent common health problems / 2.6.2.A.1
2.1.2.C.1 / Discussion
11 / Identify body parts and how they work in relation to each other when performing movements / 2.1.2.A.2 / Discussion and warm up activities
12 / Identify and Explain areas and behaviors that are associated with safety in the physical education environment / 2.1.2.D.1 / Discussion and Observation
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: III / UNIT NAME: MANIPULATIVE SKILLS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Identify and demonstrate selected critical elements of manipulative skills / 2.5.P.A.3 / Observation
Throwing/Catching/Rolling
Using a variety of equipment
2 / Demonstrate the proper way to project small or large objects in a variety of ways / 2.5.P.A.3 / Observation
Throwing/Catching/Rolling
Using a variety of equipment
3 / Demonstrate the appropriate use of: beanbags, balloons, balls, Frisbees,
hoops, jump ropes, paddles, parachutes, scarves, scoops, scooters,
sticks etc. / 2.5.2.A.1
2.5.2.A.2
2.5.2.A.3 / 1. Combine throwing and catching an object.
2. Have students hit a balloon to him or herself using front and back of hand.
3. Have students hit a balloon back and forth with a partner.
4. Have students hit a large soft ball off a large cone with their hand.
5. Introduce a small, lightweight racquet and have the students hit a balloon upward using the racquet.
6. Hit balls against a wall.
7. Striking with various objects: bats, Pillo Pollo sticks, racquet ball racquets…..
8. Parachute games
9. Scooter floor hockey
10. Scooter relays
11. Jump ropes
• Jump and turn with no rope
• Jump with a self-turned rope
o Jump forward/backward
o Skip forward
o Hop forward
o Gallop forward
o Jump with varying speeds/rhythms
• Jump with a long rope turned by others
o Stationary start
o Using rhymes
o Entering a turning rope
o Exiting a turning rope
• Jump rope spun in a circle by one turner
12. Juggling
• One scarf
• Two scarves
• Three scarves
• Challenges
o Toss under leg
o Toss-catch with one hand
o Two-handed toss and catch
4 / Apply variables (proper body mechanics, range of motion, directions,
pathways, levels, effort, personal and general space, visual and verbal cues / 2.5.2.A.1
2.5.2.A.2
2.5.2.A.3 / 1. Combine throwing and catching an object.
2. Scooter floor hockey
3. Scooter relays
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: IV / UNIT NAME: MOVEMENT LOCOMOTOR/NONLOCOMOTOR SKILLS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Demonstrate locomotor skills: gallop, skip, walk, run, hop, jump, leap, and
slide. / 2.5.2.A.1
2.5.2.A.2
2.5.2.A.3 / 1. Have students strike balloons using different body parts.
2. Students find a partner and make the same shape at the signal.
3. Students travel and then freeze in a specified shape at your signal.
4. Students use jump ropes to make the shape of a symmetrical or
asymmetrical letter or number.
5. Students move over, through, and around a hoop.
6. Use hoops or carpet squares to help students define self-space.
7. Students travel to music using the locomotor movement the teacher calls
out. They find self-space when music stops.
8. Give a signal and have students move either fast of slow to a new square
within a large marked off area. Give a second signal that tells them they
should be on a square.
9. Follow the Leader – Partners take turns being the leader. Walk in
different ways and directions.
2 / Demonstrate non-locomotor skills: bend, twist, pull, push, stretch, swing,
sway, turn, shake….. / 2.5.2.A.1
2.5.2.A.2
2.5.2.A.3 / 1. Practice these skills during warm ups and/or tagging and dancing activities
3 / Demonstrate body shapes: angular, curved, twisted, narrow, wide,
symmetrical, asymmetrical.
Demonstrate moving in directions: forward, backward, sideways, up, down. / 2.5.2.A.1
2.5.2.A.2
2.5.2.A.3 / 1. Can You Walk Like…….Students find their own space and walk like a
penguin, crab, gorilla, robot, elephant……
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: V / UNIT NAME: TUMBLING
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Demonstrate rolls: log, egg, forward, backward, safety, straddle. / 2.5.2.A.1
2.5.2.A.4 / 1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
2 / Demonstrate jumps: tuck, pike, straddle. / 2.5.2.A.1
2.5.2.A.4 / 1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
3 / Demonstrate balances: V sit, knee scale, stork stand, front scale, Y scale,
tip up, tripod, mule kick / 2.5.2.A.1
2.5.2.A.4 / 1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
4 / Demonstrate animal walks: bear, seal, elephant, crab, duck, lame dog,
penguin, gorilla, bunny hop, crazy (grapevine). / 2.5.2.A.1
2.5.2.A.4 / 1. Partner play
2. Skills stations
3. Obstacle course
4. Game play
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: VI / UNIT NAME: FITNESS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Identify at least one activity for each health-related fitness component:
cardiovascular endurance, muscular strength/endurance,
and flexibility. / 2.6.2.A.1
2.6.2.A.2
2.6.2.A.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
2 / Identify at least one activity for each skill-related fitness component:
agility, speed, power, coordination, and balance. / 2.6.2.A.1
2.6.2.A.2
2.6.2.A.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
3 / Engage in moderate to vigorous physical activity. / 2.6.2.A.1
2.6.2.A.2
2.6.2.A.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
4 / Explain the importance of regular physical activity. / 2.6.2.A.1
2.6.2.A.2
2.6.2.A.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for future fitness tests
4. Obstacle course
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE K-2 / UNIT: VII / UNIT NAME: LIFETIME/COOPERATIVE ACTIVITIES
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Demonstrate the following abilities:
Dodging, faking, chasing, fleeing
Cooperating
Communicating with teammates
Teamwork / 2.5.2.A.1
2.5.2.B.4 / Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
2 / Demonstrate appropriate sports-like behavior as a player and as an observer. / 2.5.2.A.1
2.5.2.B.1
2.5.2.B.3
2.5.2.B.4 / Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
3 / Demonstrate an understanding of the various roles in the game.
Demonstrate an understanding of the game rules. / 2.5.2.B.2
2.5.2.B.3 / Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
4 / Explain how mental attitude influences performance. / 2.5.2.B.1
2.5.2.B.3 / Human Knot
Clean Your Room
Midnight
Hula Hoop Tag
Builders and Bulldozers
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: I / UNIT NAME: MOVEMENT EDUCATION/RHYTHM
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Demonstrate essential elements of movement while performing non locomotor (stretching, bending), locomotor (galloping, running), and manipulative skills (throwing, striking). / 2.5.4.A.1
2.5.1.A.3
2.5.6.A.1 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
2 / Perform essential elements of movement in a rhythmic activity. / 2.5.4.A.1
2.5.4.A.3
2.5.6.A.1
2.6.4.A.2 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
3 / Demonstrate appropriate control when engaging in game, activity, or dance in various applied settings. / 2.5.4.A.2 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
4 / Explain how executing essential elements of movement may affect one’s personal health and fitness. / 2.5.4.A.1
2.5.4.A.3
2.5.6.A.1
2.6.4.A.2 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
5 / Combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance. / 2.5.6.A.1
2.5.4.A.1 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
6 / Demonstrate a synchronized group rhythmic activity that engages students in moderate to vigorous physical activity. / 2.5.4.A.3
2.5.6.A.2
2.5.6.A.1
2.5.4.A.1
2.5.4.A.2 / Observation
Tag/Relay/Dance/Movement activities
Use manipulatives to demonstrate changes in beat, tempo, and rhythm.
Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: II / UNIT NAME: WELLNESS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Explain the differences between health-related fitness and skill-related
fitness. / 2.6.4.A.2
2.6.4.A.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
2 / Describe how body systems adapt to regular physical activity. / 2.6.4.A.1 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
3 / Describe factors that influence fitness (heredity, training, diet, age,
gender, technological advances, and anabolic steroid use). / 2.1.4.A.2
2.2.4.B.3 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
4 / Use the principles of frequency, intensity, and time (FIT) to develop and
implement a personal fitness program. Use available technology to
monitor progress. / 2.6.4.A.4 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
5 / Explain the physical, social, and emotional benefits of regular physical
activity. / 2.1.4.A.1
2.6.4.A.1 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
6 / Safely engage in moderate to vigorous physical activity for a specified
amount of time at or above target heart rate while monitoring
physiological responses. / 2.6.4.A.1 / 1. Fitness stations
2. Large group games with the focus on fitness
3. Practice for fitness tests
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: III / UNIT NAME: MANIPULATIVE SKILLS
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Demonstrate and use various locomotor skills.
Demonstrate and use various manipulative skills. / 2.5.4.B.1
2.5.4.B.2 / Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch
2 / Demonstrate strategies using the following skills:
Dodging, faking, chasing, fleeing
Cooperating
Communicating with teammates
Teamwork / 2.5.4.B.1
2.5.4.B.2 / Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch
3 / Demonstrate appropriate sports-like behavior as a player and as an observer.
Demonstrate an understanding of the various roles in the game.
Demonstrate an understanding of the game rules.
Use equipment responsibly / 2.5.4.B.1
2.5.4.B.2 / Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: IV / UNIT NAME: BASKETBALL
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Ball handling/dribbling, passing, shooting, rebounding / 2.5.4.B.1
2.5.4.B.2 / 1. Have students dribble from one end of the marked area to the other end
trying to avoid being touched by students who are standing in hoops
scattered throughout general space. If touched, students dribble in their
self-space for a count of ten before moving on towards the end line.
2. Students dribble while traveling through space and, at the signal, stop
traveling but continue dribbling. At the next signal, they begin moving
again.
3. Challenge students to dribble while moving to the right and left, making
sure to dribble with the opposite hand they are moving.
2 / Apply variables (proper body mechanics, principles of forced motion,
base of support and center of gravity, energy, flow, effort, range of
motion, personal and general space, and visual and verbal cues). / 2.5.4.B.1
2.5.4.B.2 / 4. Stations: form shooting, defensive shuffles, passing, line jumps, control
dribble between cones, lay-ups, speed dribbles
5. Shooting games
3 / Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates / 2.5.4.B.1
2.5.4.B.2 / 6. Dribble Tag
7. Small-sided basketball game
4 / Demonstrate appropriate sports-like behavior as a player and as an
observer.
Demonstrate an understanding of the responsibilities of various positions.
Demonstrate an understanding of basketball rules.
Use equipment responsibly. / 2.5.4.B.1
2.5.4.B.2 / Observation of small sided games
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: V / UNIT NAME: FLAG FOOTBALL
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Passing, receiving, running pass patterns, handing off, ball carrying,
place-kicking, punting / 2.5.4.B.1
2.5.4.B.2 / 1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and defender. Play a
game: one point for a pass breakup, two points for an interception.
3. Punt and Catch – Score one point for every dropped punt that travels 20
yards or more.
4. Small-sided flag football game
2 / Apply variables (proper body mechanics, principles of forced motion,
base of support and center of gravity, energy, flow, effort, range of
motion, personal and general space, and visual and verbal cues). / 2.5.4.B.1
2.5.4.B.2 / 1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and defender. Play a
game: one point for a pass breakup, two points for an interception.
3. Punt and Catch – Score one point for every dropped punt that travels 20
yards or more.
4. Small-sided flag football game
3 / Passing and receiving
Moving to get open
Faking and dodging
Defending space
Communicating with teammates / 2.5.4.B.1
2.5.4.B.2 / 1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and defender. Play a
game: one point for a pass breakup, two points for an interception.
3. Punt and Catch – Score one point for every dropped punt that travels 20
yards or more.
4. Small-sided flag football game
4 / Demonstrate appropriate sports-like behavior as a player and as an
observer.
Demonstrate an understanding of the responsibilities of various positions.
Demonstrate an understanding of football rules.
Use equipment responsibly. / 2.5.4.B.1
2.5.4.B.2 / 1. Partner drills for skill practice
2. Practice pass patterns with a center, QB, receiver, and defender. Play a
game: one point for a pass breakup, two points for an interception.
3. Punt and Catch – Score one point for every dropped punt that travels 20
yards or more.
4. Small-sided flag football game
ALLAMUCHY TOWNSHIP SCHOOL
HEALTH AND PHYSICAL EDUCATION CURRICULUM
2012
CONTENT AREA:
PHYSICAL EDUCATION / GRADE 3-5 / UNIT: VI / UNIT NAME: FLOOR HOCKEY
# / STUDENT LEARNING OBJECTIVES / CORRESPONDING NJCCCS / ASSESSMENT/
ACTIVITIES
1 / Dribbling, passing, shooting, tackling, goaltending / 2.5.4.B.1
2.5.4.B.2 / 1. Partner drills – passing, shooting, dribbling, defending, goaltending