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CIA PLANS

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this is a tennis shoeCIA PLANS 2016-2017this is a tennis shoe

 

 

 

 

teamwork puzzleTEAMWORK/SPORTSMANSHIP

BIG IDEA:  Communities and Interdependence

CURRICULUM GOALS AND OBJECTIVES:  Personal and Social Responsibility: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self expression, and or social interaction.

FOCUS OF STUDY: Working cooperatively in group settings

RESOURCES:  SPARK, NASPE, NCSCOS, PE Central Assessment System, PE Central Assessment Tasks, What I learned about Cooperation Assessment Sheet, "Swimmy," Evaluation for team activities worksheet, Sportsmanship Report Card, Sportsmanship Rubric, Praise and Encouragement Check Sheet

ESSENTIAL CONCEPTS:  Definition and characteristics of teamwork and sportsmanship, Definitions and examples of praise and encouragement, Responsible behavior in group settings, Respect for individual differences, Using self-control in group settings

ENDURING UNDERSTANDINGS:  Students understand that responsible personal and social conduct used in physical activity will lead to interdependence in every aspect of their educational experience.

ESSENTIAL QUESTIONS: What is teamwork?  What is sportsmanship?  Why is it important to user teamwork/sportsmanship?  What is expected of me?  Why is it important ot participate on a team?  How can I be a better teammate?  What does teamwork/sportsmanship look like?  What does teamwork/sportsmanship sound like?

INTEGRATION OPPORTUNITIES:  Character Education Traits, Social Studies-Citizenship traits

FORMATIVE/BENCHMARK/SUMMATIVE Assessment PLAN:  Sportsmanship rubric, Praise and Encouragement/See and Hear Check Sheet, What I learned about Cooperation Assessment sheet, Thumbs, Up, Thumbs Down, Sportsmanship Report Card, Question and Answer, Group Discussion, Observation of teamwork and sportsmanship displayed during activities

 

 

PERSONAL HEALTH ASSESSMENT

BIG IDEA:  Interdependence

CURRICULUM GOALS AND OBJECTIVES:  Health-Related Fitness: The learner will show evidence of an acceptable level of health-related fitness and be familiar with factors that benefit performance

FOCUS OF STUDY:  Physical Fitness and Assessment

RESOURCES:  FitnessGram CD and Software, Curl-Up Mats, Push-Up Mats, Sit and Reach Box, Scales, Yard Stick, Stopwatch, Cones, Fitness Rubrics, Student Record Sheets

ESSENTIAL CONCEPTS:  Components of fitness, Components measured using each test, Muscles tested with each test, Exercises you can use to improve each component of fitness, FIT Principles, Pacing

ENDURING UNDERSTANDINGS:  Physical activity is interdependent with achieving and maintaining a health-enhancing level of fitness.  Achieving and maintaining a health-enhancing level of fitness is interdependent what lifelong wellness.

ESSENTIAL QUESTIONS:  Why is it important to be physically fit?  What are the components of Physical Fitness?  What are the components of fitness measured with each test?  What are we measuring with each test?  How do we improve each component of fitness?  How can you incorporate what you have learned about fitness in your everyday physical activity?

INTEGRATION:  Science-body systems, Math-measurement and comparing numbers

FORMATIVE/BENCHMARK/SUMMATIVE ASSESSMENT PLAN: FitnessGram Healthy Fitness Zone Rubrics, Student reports from FitnessGram Computer Program, Graphs and data from FitnessGram Computer Program, Personal Goal Setting, Student Record Sheet recorded from year to year, Oral Discussion, Question and Answer, Oral feedback provided during performance

 

 

MOTOR SKILL AWARENESS

BIG IDEA: Interdependence, Patterns, Exploration

CURRICULUM GOALS AND OBJECTIVES:  Movement Skills:  The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities   Movement Skills:  Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities

FOCUS OF STUDY:  Personal Space/General Space, Locomotor Movements/Non-Locomotor Movements, Pathways, Levels, Directions

RESOURCES:  SPARK Curriculum, NCSOS, Spring Into Action CD, Physical ED CD, Kids In Motion CD, Rhythmically Moving CD, Poly Spots, Hula Hoops, Bean Bags, Scarves, Locomotor Work Cards for the wall, Locomotor Word Cards for Cones, Locomotor number cards

ESSENTIAL CONCEPTS:  Knowing what Personal and General Space are, Differences in Personal and General Space, How to find Personal Space/General Space, How to move in Personal and General Space, Knowing what the 8 Locomotor movements are, Knowing what Non-Locomotor movements are, Defining and Performing each Locomotor Movement, Listing and Performing Non-Locomotor Movements, Describing differences in Movements, Levels (low, medium, high), Pathways (curve, zig zag, straight), Directions (up, down, over, under, around, out, in)

ENDURING UNDERSTANDINGS:  Students understand that movement patterns are necessary to perform a variety of physical activities.

ESSENTIAL QUESTIONS:  Why is space and movement important in PE?  What types of space do we move in when moving in PE?  What is Personal Space?  What is General Space?  What are some ways to move using your feet?  What are some ways to move just your body without moving your feet?  What does the word locomotor mean?  What does the word non-locomotor mean?  What are examples of locomotor and non-locomotor movements?  How do we walk, jog, run, gallop, slide, skip, hop, jump?  How is walking different from jogging or running?  How is galloping different from sliding or skipping?  How is hopping different from jumping?  What are pathways?  What are different levels we can move in?  What are different directions we can move in?  How can we use different movements, pathways and directions to move in a game or dance?  Where else can we use the movements, pathways and directions we learned in PE?

INTEGRATION:  Patterns, Character Traits, Geometric figures, numbers, letters

FORMATIVE/BENCHMARK/SUMMATIVE ASSESSMENT:  Observation of movement in space and locomotor movements, Checklist for teacher/or students, Peer observation, Rubrics for movements, Self assessment through check off of smiley face, Thumbs up/Thumbs down, Performance of movement as a individual or with a partner or team, Question and Answer

 

 

 

 

 

 

 

 

 

 

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