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Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]

WELCOME TO PE SCHOLARS
SCHEDULE
PHILOSOPHY
STUDENT EXPECTATIONS
CURRICULUM
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ABOUT THE TEACHER

PHYSICAL EDUCATION CURRICULUM
 
The curriculum has its foundation in the physical education philosophy that uses the Illinois State Standards in Physical Education, as guidelines.  In order to enhance the students' ability to learn, various teaching methods are utilized such as self-discovery, mass-task, guided discovery, and cooperative learning.  All the information transmitted to the students display consideration for students' biological age, cognitive maturity, number of lessons per unit, and previously acquired knowledge and skill from different units and grade levels.  Throughout the school year the students should have been in contact with a wide range of physical activity and situations that encourage them to cooperate with others.  The students also take an active part in the curriculum, as the assessment is heavily based on self-assessment, which promotes a personal investment and empowers the student in his or her own ability.

Knowledge and skill is acquired through units, which are divided into a number of lessons.  The units are repeated in each grade level from Kindergarten to 4th grade; however, the difficulty level of the skills increases with each grade level as the students mature biologically and cognitively.  In 3rd grade the students begin with lead up games to real sports and games.  Initially psychomotor skills are uncomplicated and increase in difficulty  with the students' skill level.  This should provide a reliable foundation for further intellectual and psychomotor growth.  It is also based on the biological maturity of the students, as one cannot see children as miniature adults.

When children grow so do their bones, muscles, and all other parts of the body.  The growth of the muscle is not hypertrophy, which we might see in adults who are involved in strength training.  During this rapid growth the students' neurological connections with muscle have difficulty keeping up, which means that the children cannot utilize the full potential of their muscle.  When children see strength gains at this age it is usually due to neurological development in the nervous system and when children move in new and unfamiliar manners they utilize parts of muscles that they usually do not use.  Thus, a variety of movements encourages an increase in neuromuscular activity as more motor units must be activated.  This should lead to increased strength, enhanced locomotor skill, enhanced body awareness, improved kinesthetic intelligence, decreased number of accidents due to better body awareness, and more.

In the 4th grade students begin to develop leadership skills in order to further their understanding of their own abilities.  This continues into 8th grade through the warm up phase, and throughout each unit where students are asked to lead and take authority roles within the physical education setting.  In addition, the curriculum changes in regards to what the students accomplish in the classroom by actually participating in real sports and leisure activities that they can seek out on their own time throughout life.  With this curriculum the physical education program hopes to develop young students with a positive outlook on their overall health covering biological, psychological, and social aspects of life.

ANNUAL CURRICULUM
Warm Up
Locomotor Movement (K-4)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8