1st Grade
Essential Standard: Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. (MC)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.1.MC.2.1
Use movement and manipulative skills involving equipment.
Explore movement and manipulative skills involving equipment while maintaining a safe environment.
As related to:
Space
Direction
Pathways
Levels
  • Change direction and pathway using markers or objects to go around/over.
  • Individual work
  • Partner work (ie. Mirroring, follow the leader)
  • Station Work
  • Small group
  • Guided discovery
PE.1.MC.2.2
Illustrate two or more of the essential elements of correct form for the five fundamental manipulative skills.
Identify two essential elements of each of the basic manipulative skills when provided with planned instruction.
Catch
Throw
Kick
Strike
Dribble
Force/Power/Effort
Accuracy
Distance
  • Direct instruction with skill specific cues - e.g. step, turn, throw (overhand).
  • Teacher demonstration while questioning students for understanding.
  • Vary target size and distance to elicit amount of force and effort.
  • Teach aim and accuracy.
  • Compare and contrast skill level pictures.
  • Self and peer assessment using checklists
  • Station Work
  • Small group
  • Guided discovery
PE.1.MC.2.3
Understand how to use teacher and peer feedback to improve basic motor performance.
Demonstrate change in motor skill based on teacher or peer comment or cue.
Dominance
Opposition
Rotation
Feedback
Skill specific cues (teacher chosen)
  • Demonstration teaching while questioning for understanding.
  • MODEL – “I statements” and how to give feedback.
  • Continuous feedback to student to self-correct/refine while in motion.
  • Station Work
  • Self and peer assessment
  • Think, Pair and Share
  • Guided discovery
  • Self reflection (ie. Journal)
PE.1.MC.2.4
Illustrate activities that increase heart rate and make muscles strong.
Students will identify and participate in aerobic and strength building activities.
Aerobic activities
Muscular strength and endurance.
Abdominals, biceps, triceps,
gluteus maximus,
hamstrings and quadriceps.
  • Teach aerobic activities to increase heart rate (students feel heart before and after activity)
  • Heart Model
  • Compare activities
  • Muscle chart showing where muscles being used are located to teach students how to “feel” muscle feedback when participating.
  • Muscle of the month
  • Direct instruction using resistance bands, balance balls, hand weights, etc.


1st Grade
Essential Standard: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. (HF)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.1.HF.3.1
Recognize one or more of the five health-related fitness components and the associated exercises.
Students will participate in and identify which fitness component they are enhancing.
Cardio-respiratory /aerobic
Endurance

muscular endurance

muscular strength

flexibility / stretch

body composition (height and weight)
  • Teacher directed activities incorporating one of the five fitness components.
  • Inquiry and choral response
  • Develop stations for each fitness component: (ie: cardio respiratory endurance while running a pacer and focus on their breathing changes.
  • Students will develop flexibility when doing sit and reach activities. Using playground equipment SW: hang from overhead bars, climb a ladder, jungle gym, or similar apparatus to develop muscular strength.
  • Integrated into warm-up, motor skill unit, or cool down.
PE.1.HF.3.2
Identify opportunities for increased physical activity.
Students will brainstorm and describe ways they can increase their daily physical activities (in and out of school).
sports
increased
elapsed time
  • Inquiry and choral response
  • Teacher list student responses.
  • Home survey
  • Introduce to different community resources, physical activity, before and after school opportunities (ie Guest speakers, poster, flyers).
  • Integrated into warm-up, motor skill unit, or cool down.
PE.1.HF.3.3
Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated time.
Students will learn how to move from moderate activities such as walking /jogging to vigorous activity like running.
Students will participate in warm-up, manipulative, locomotor activities continuously for a longer period of time.
Aerobic
Time (now long)
Intensity (how hard)
Frequency (how often)
  • Compare physical changes before, during and after specific periods of time to recognize the impact levels of activity.
  • Tag games/dance/jump rope using station to station tracks. (30 sec, 1min – 3min)
  • Stopwatches
  • Interval music for pacing
  • Integrated into warm-up, motor skill unit, or cool down.
  • Integrated into other units.

1st Grade
Essential Standard: Use behavioral strategies that are responsible and enhance respect of self and others and value activity. (PR)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.1.PR.4.1
Use basic strategies and concepts for working cooperatively in group settings.
Demonstrate the proper way to ask a partner to work together.
Display consideration of others while participating. Identify feelings resulting from cooperative physical participation.
Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying).
Use appropriate conflict resolution skills.
Feelings:
Positive, Negative
Appropriate, inappropriate

Character Traits:
anti-Bullying,
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, safety, self control, respect, encourage.
  • Teachers create, model and monitor both the physical and psychological atmosphere to ensure safety and security, physically, emotionally and socially.
  • ”Scripting”, meaning teacher requests specific, appropriate verbal student response.
  • Partner practice
  • Play cooperative activities
  • Design lessons/activities that foster listening skills (e.g. Crows and Cranes, Simon Says)
  • Teachers engage students in learning the importance of rules and require compliance with them to make a game safe, fair, and fun.
  • Teachers make connections from games to the rules found in a society.
  • Role-play using conflict resolution skills (i.e., the De-Bugging system that includes the following steps: ignore, walk away, talk nicely, talk firmly, ask an adult to help).
PE.1.PR.4.2
Understand how social interaction can make activities more enjoyable.
Choose playmates without regard to personal differences.
Participate in decision-making partners, station selection.
Work independently on tasks for short periods of time.
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, sportsmanship, safety, self control, respect, encourage.
  • Scripting”
  • Role play
  • Small group work.
  • Teacher modeling.
  • Partner practice
  • Play cooperative activities
  • Think-Pair-Share
PE.1.PR.4.3
Use safe practices when engaging in physical education activities.
Wears proper attire /gear as necessary.
Follow directions during a large group activity
Use equipment properly and safely.
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, sportsmanship, conflict resolution, safety, self control, respect, encourage.
  • Teachers engage students in learning the importance of rules and require compliance with them to make a game safe, fair, and fun.
  • Teaching, re-teaching and practicing teacher cues, proper use of equipment and class procedures as isolated and separate activities or interlaced within the lessons.
  • Teachers create, model and monitor both the physical and psychological atmosphere to ensure safety and security, physically, emotionally and socially.
  • Start, stop signals
  • Boundaries
  • Procedures (transitions, equipment, etc)