Build it and they will come
Download
1 / 26

Build It And They Will Come - PowerPoint PPT Presentation


  • 209 Views
  • Updated On :

Build It And They Will Come. Mission: The Foundation. The mission of the Physical Education curriculum is to provide sequential learning experiences that develop students’ skills, knowledge and behaviors that lead to achieving and maintaining a healthy active lifestyle. .

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Build It And They Will Come ' - Donna


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Mission the foundation l.jpg

Mission: The Foundation

The mission of the Physical Education curriculum is to provide sequential learning experiences that develop students’ skills, knowledge and behaviors that lead to achieving and maintaining a healthy active lifestyle.


Goals are the frame walls and roof l.jpg

Goals are the Frame:Walls and Roof

1. Students will develop competency and confidence in performing movement skills and in understanding the concepts integral to successful and safe participation in a variety of physical activities.


Goals are the frame walls and roof4 l.jpg

Goals are the Frame:Walls and Roof

2. Students will be know and be able to apply health-related fitness concepts.


Goals are the frame walls and roof5 l.jpg

Goals are the Frame:Walls and Roof

3. Students will understand and demonstrate that physical activity provides opportunities for challenge, self-expression, social interaction, cultural understanding and enjoyment.


Content areas the furniture l.jpg

Content Areas:The Furniture

Six content areas form the foundation for unit and lesson development. The content areas represent the range of skills and knowledge appropriate for the kindergarten to fifth grade program and provide children with the types of experiences needed to develop a healthy active lifestyle.


Content areas the furniture7 l.jpg

Content Areas:The Furniture

Manipulatives

This content area includes the skills and knowledge associated with moving an object that requires eye-hand or eye-foot coordination. Included in this component are dribbling (with hands), catching, volleying, rolling, kicking, and striking with an implement.


Content areas the furniture8 l.jpg

Content Areas:The Furniture

Gymnastics

The gymnastics content area addresses body management through the following four main areas, traveling movements, rotary movements, hanging movements and shapes, and balance movements and shapes. Students participate in activities that focus on specific skills and combinations of skills.


Content areas the furniture9 l.jpg

Content Areas:The Furniture

Dance

The dance component includes content that integrates motor skills and critical and creative thinking to provide children learning experiences that enable them to express concepts, ideas and feelings through movement. Children learn to create, perform and respond to dance from a creative, social and cultural perspective.


Content areas the furniture10 l.jpg

Content Areas:The Furniture

Team Building

Team building challenges students to combine the use of motor skills, fitness skills, collaboration skills, problem solving and critical thinking to explore and accomplish partner and group tasks.

cont


Content areas the furniture11 l.jpg

Content Areas:The Furniture

Team Building

Team building activities can be offered as a discrete unit, integrated in other content area units, or taught both as a discrete unit and integrated with other units.


Content areas the furniture12 l.jpg

Content Areas:The Furniture

Health-Related Fitness

The fitness component of the curriculum is focused on four fitness elements, cardiorespiratory endurance, muscular endurance, muscular strength and flexibility.

cont


Content areas the furniture13 l.jpg

Content Areas:The Furniture

Health-Related Fitness

These elements are addressed as a discrete fitness unit, integrated in other content area units, or taught both as a discrete unit and integrated with other units. Children learn the principles of fitness, appropriate activities for gaining and maintaining fitness and how to perform fitness exercises effectively.


Content areas the furniture14 l.jpg

Content Areas:The Furniture

Games

Games are included in the curriculum in two categories. The first category is non-manipulative games such as running games or other movement games that use little or no equipment. The second category uses manipulative skills that may or may not be associated with a specific sport.

cont


Content areas the furniture15 l.jpg

Content Areas:The Furniture

Games

Game units may be taught as a discrete unit, integrated with other content area units or taught both as a discrete unit and integrated with another unit. Within the games content area, students learn fundamental game knowledge such as playing areas, rules, offensive and defensive strategies and player’s roles.


Organizing and prioritizing the content the year long plan l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Grade Level: First Grade

Number of available sessions: 60, 30 minute sessions


Organizing and prioritizing the content the year long plan17 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Introduction to the School Year

Locomotor and Nonlocomotor skills - Using directions and levels. Assessment of skills. (2 lessons)

Manipulatives - Striking using feet. Identification of foot parts, dribbling and kicking. (4 lessons)

cont


Organizing and prioritizing the content the year long plan18 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Gymnastics – Balances, rocking and traveling on different body parts. (4 lessons)

Creative Dance – Straight and curved shapes and pathways. The Spaghetti Dance (3 lessons)

Games – Tag Games (2 lessons)

cont


Organizing and prioritizing the content the year long plan19 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Manipulatives – Dribbling with hands. Using levels, directions and force (4 lessons)

Gymnastics – Rolling, Balances, turning. (4 lessons)

Creative Dance – Stretching, bending, rocking, running, leaping, rolling, changing levels, directions, and force. Dance of the Fall Leaves. (2 lessons)

cont


Organizing and prioritizing the content the year long plan20 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Manipulatives – Volley. Using body parts, force and directions. (4 lessons)

Gymnastics – Using low level equipment. Moving on and off equipment, balances, jumping and directions (4 lessons)

Manipulatives – Bowling. Emphasis on opposition and force (3 lessons)

cont


Organizing and prioritizing the content the year long plan21 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Gymnastics – Using scooters moving in different directions (2 lessons)

Social Dance – Circle dances, large and small groups. Rhythm and sequences (3 lessons)

Manipulatives – Batting, Throwing and Catching, Using an implement.

cont


Organizing and prioritizing the content the year long plan22 l.jpg

Organizing and Prioritizing the Content: The Year-Long Plan

Gymnastics – Large Climbing Equipment, Partner Gymnastics

Games – Hopscotch, Jump Rope

Dance – Cultural Dances


Units lessons tasks and assessments l.jpg

Units, Lessons, Tasks and Assessments

Begin at the End

What do you want students to know and be able to do by the end of the unit? (Benchmark is the target)


Units lessons tasks and assessments24 l.jpg

Units, Lessons, Tasks and Assessments

Begin at the End

What evidence will you gather to demonstrate that you have met your objective? (Feasible Assessment)

How will you organize the content sequence in the two, three or four lessons of the unit? (Lesson Plans and Transitions)


Delivery l.jpg

Delivery

Introduction – Technique and Cues

Skill Practice and Refinement – Changing environment and task constraints

Utilization – Using the skill in a game-like situation


In the moment l.jpg

In The Moment

You bring the lesson off the page and make it alive.

Plan it like a movie director. Space, Students, Equipment, Action

Reflect like a film editor. What should be changed? What should be cut?


ad