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ANNUAL CURRICULUM
Introduction (Grade K)
Introduction (Grade 1-8)
Warm Up
Locomotor
Movement (K-4)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Lesson Plan Outline |
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Unit: Introduction |
Grade: 1 - 8 |
Style: Mass task, discovery, and collaboration. |
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Lesson: 1 - Week 1 (60 min) |
Station: Gymnasium |
IEP: Special accommodation is made for students with special needs. |
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Equipment: Grease board and marker |
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PERFORMANCE OBJECTIVE |
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Biological |
Psychological |
Social |
The student will be able to (TSWBAT) move appropriately in the warm up in
order to have a proper warm up that raises the heart rate and prepares the
body for activity.
TSWBAT warm up in order to prevent injury that is related to lack o warm up.
TSWBAT find a personal space in the general space where personal space in
not intruded by another student.
TSWBAT display an appropriate sit-up.
- Bend the knees.
- Cross the arms on chest.
- Lifting the upper back of the ground in a curling motion.
- Keep the back as close as possible to the ground, but not touching the
ground.
TSWBAT display an appropriate push up with feet in the ground.
Being Up.
- Keep body straight.
- Arms slightly bent.
- Eyes forward
Being Down.
- Straight back.
- Arms bent 90 degrees.
- Eyes forward. |
TSWBAT know, understand, and apply the concept of social responsibility by
grading themselves after the lesson.
TSWBAT know, understand, and apply the concept of teamwork by using it
throughout every situation that the classroom, gym, and the playground will
present.
TSWBAT give examples of situations when the student expectations are applicable.
TSWBAT explain why sit-ups and push-ups are beneficial for a growing person.
- Strength decreases risk for a joint injury, if it is balanced.
- Increases metabolism.
- Help the student feeling more successful overtime, if the student gains
strength.
- Increased overall health.
TSWBAT know, explain, and apply the rules that are given in the
class.
TSWBAT recollect where their personal seat is, and how it aids the students
ability to follow the rules and to be team players. |
TSWBAT feels that they belong in the class as much as everyone else by have
equal rules for everyone.
TSWBAT feel that they are in control of their behavior by giving a grade of
themselves at the end of the class. (1, 2, or 3)
TSWBAT feel enjoyment by being more successful due to an increased level of
personal involvement through their grading.
TSWBAT feel enjoyment and success through increased participation in all
class activities.
TSWBAT feel enjoyment through increased level of success as well as
increased level of personal involvement in their homework, which enhances
their overall health.
TSWBAT feel an increased level of well-being due to increased level of
physical activity.
TSWBAT promote teamwork and success among his or hers classmate through
positive feedback and positive interaction that does not display any
negative (i.e., hurtful) behavior.
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Lesson Objective |
Organization |
Cues |
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I. Introduction (5 min) |
In front of board |
Introduce me and physical education. |
II. Student Expectations (20 min)
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In front of board |
1. Explain the rules.
2. Examples of the rules.
3. Ask students for examples of the rules.
4. Ask student to apply the rule in certain situations.
5. Rules will be appropriate in regards to grade level. |
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III. Assessment (5 min) |
In front of board |
Explain the grading, which is based on rules.
1, 2, and 3 points for behavior in regards to rules. 0 for dishonesty. |
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IV. Movement Words &
Nutrition
Unit: K-2 (5
min) |
In front of white board |
Grade level appropriate |
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V. Seating (5 min) |
Personal spots |
Randomly |
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VI. Homework (5 min) |
Personal spots |
Homework assignment
Grade 2 - 8 |
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VII. Warm up (15 min) |
Personal spots |
Demonstration
1. Explain why each stretch is used.
2. Ask students for examples where certain movements are used, e.g., push up |
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