Physical Education and Music Curriculum
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K-8 Physical Education Curriculum
BANGOR SCHOOL DEPARTMENT K-8 PHYSICAL EDUCATION CURRICULUM Laurie Sproul-Poisson Abraham Lincoln School Scott Wood Fairmount School Joel Bragdon Downeast School Tom Coyne Mary Snow School Dick Fournier Fourteenth Street School Lisa Richards William S. Cohen School Alan Mosca Fruit Street School Justin Norwood William S. Cohen School Jason Pangburn Vine Street School Nona Jenkins James F. Doughty School Susan Sorg Adapted Physical Ed. Jonathan Folsom James F. Doughty School Betsy M. Webb Assistant Superintendent This K-8 physical education curriculum was developed by and is the property of Bangor School Department. No part of this material may be used or reproduced without express written permission of the Superintendent of Schools. Rev. May 9, 2006 Gr. 4 & 5 Added Dec 2006 Gr. 6-8 Added Jan 2007 Table of Contents Outcomes . 3 Kindergarten Outcomes . 5 Grade One Outcomes . 12 Grade Two Outcomes . 19 Grade Three Outcomes . 26 Grade Four Outcomes . 32 Grade Five Outcomes . 37 Grades Six Through Eight Standards and Outcomes . 40 Appendices Appendix A – National Standards for Physical Education . 55 Appendix B – State of Maine Learning Results for Health and Physical Education . 56 This K-8 physical education curriculum was developed by and is the property of Bangor School Department. No part of this material may be used or reproduced without express written permission of the Superintendent of Schools. 2 Rev. May 9, 2006 Gr. 4 & 5 Added Dec 2006 Gr. 6-8 Added Jan. 2007 GRADES K - 5 OUTCOMES OUTCOME 1: The learner will develop locomotor, manipulative and non-locomotor skills. (Learning Results – Physical Education: A.1, A.2, A.3, A.4, A.5, B.1, B.3, B.4, B.7, C.1, C.4; National Standards: 1, 3, 6) OUTCOME 2: The learner will understand the benefits of regular physical activity and will enhance personal fitness. -
Florida Youth Soccer Association a Youth Soccer Activity Guide For
Florida Youth Soccer Association A Youth Soccer Activity Guide For Young Players Florida Youth Soccer Association A Youth Soccer Activity Guide For Young Players 1 1 FYSA Young Player Soccer Development Activities CONTENTS BLOB MEN ....................................................................................... 1 We hope that you enjoy using this Young Player Activity Guide. The activities BODY PARTS .................................................................................... 2 shown in this guide were part of the former U.S Soccer National Youth License BOX GAMES ..................................................................................... 3 curriculum with additional activities created by the coaching staff of Soccer Academy Inc. BUMPER BALL .................................................................................. 4 CHICKEN RUN .................................................................................. 5 CLAPPING GAMES ............................................................................ 6 Some of the activities may not look like the game of soccer but involve one of CONE TO CONE................................................................................ 7 the 4 components of the game – Technical, Tactical, Physical and Psychosocial. CROSS OVER-PART ONE ................................................................... 8 They engage the player in both their cognitive and motor skills development. CROSS OVER-PART TWO ................................................................. -
J.A.M. (Jump and Move): Practical Ideas for JR4H Heart Links Instant
J.A.M. (Jump And Move): Practical Ideas for JR4H Chad Triolet – [email protected] Chesapeake Public Schools 2011 NASPE Elementary Physical Education Teacher of the Year www.PErocks.com www.noodlegames.net www.youtube.com/user/NoodleGames Heart Links Heart Links are a great way to make some connections for students regarding fundraising and the importance of exercise in building a strong and healthy heart. We use this activity during our Jump Rope for Heart week as a “rest station”. Students complete one heart link each class period and are asked to write down one thing they can do to be heart healthy or a heart healthy slogan. They can decorate them if they would like and then they place them in a basket so that the links can be put together. During class, we connect some of the links then talk about the links at the end of the class as a culminating discussion about the importance of fundraising and exercise. Fundraising – Sometimes a small amount of money does not seem like it makes a difference but if you use the heart chain that is created as an example, students realize that when the links are added together they make a huge chain that goes around the gym. So, every little bit of money collected, no matter how small, adds up and can make a difference. Exercise – In much the same way, daily exercise doesn’t seem like it would have a big effect on how healthy your heart can be. The visual of the heart chain helps the students understand that if you exercise each day, it adds up and builds a strong and healthy heart. -
2 – 3 Wall Ball Only a Jelly Ball May Be Used for This Game. 1. No Games
One Fly Up Switch 5. After one bounce, receiving player hits the ball 1 – 2 – 3 Wall Ball Use a soccer ball only. Played in Four Square court. underhand to any another square. No “claws” (one hand Only a jelly ball may be used for this game. 1. The kicker drop kicks the ball. on top and one hand on the bottom of the ball). 2. Whoever catches the ball is the next kicker. 1. Five players play at a time, one in each corner and one 6. Players may use 1 or 2 hands, as long as it is underhand. 1. No games allowed that aim the ball at a student standing 3. Kicker gets 4 kicks and if the ball is not caught, s/he in the middle of the court. 7. Players may step out of bounds to play a ball that has against the wall. picks the next kicker. bounced in their square, but s/he may not go into 2. No more than three players in a court at one time. 2. When the middle person shouts “Switch!” in his/her another player’s square. 3. First person to court is server and number 1. No “first loudest voice, each person moves to a new corner. Knock Out 8. When one player is out, the next child in line enters at serves”. 3. The person without a corner is out and goes to the end Use 2 basketballs only for this game. the D square, and the others rotate. 4. Ball may be hit with fist, open palm, or interlocked of the line. -
1 Activity Standards/Glos ME: INSIDE SKILL: STRIKING BALLOONS
Activity Standards/GLOs K-2 ME: INSIDE SKILL: STRIKING BALLOONS Balloon Exploration and Challenges S1.E16, S1.E22, S4.E3, S4.E6, S5.E1 Balloon Striking Challenges S1.E16, S1.E22, S4.E3, S4.E6, S5.E1, S.5. E2 SKILL: BALANCE, TOSS AND CATCH WITH SCARVES Scarf Introduction and Exploration S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Silly Scarves I S1.E1, S1.E2, S1.E5, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 Toss and Catch S1.E1, S1.E2, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 SKILL: TOSS AND CATCH BEANBAGS Beanbag Exploration I S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Hokey Pokey Beanbag Routine S1.E1, S1.E2, S1.E5, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E3 Self-Toss and Catch Challenges S1.E1, S1.E2, S1.E13, S1.E16, S2.E1, S2.E2, S3.E2, S4.E3, S4.E6, S5.E2, S5.E3 SKILL: ROLL, BOUNCE AND CATCH BALLS Ball Exploration I S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Head, Shoulders, Knees and Toes S1.E13, S1.E16, S2.E, S3.E2, S4.E3, S4.E6, S5.E3 Ball Handling S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Rolling S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Bounce and Catch S1.E13, S1.E16, S1.E17, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 SKILL: TOSS AND CATCH BALLS Ball Exploration II S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Challenges S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E2, S5.E3 Ball Toss and Catch S1.E13, S1.E16, S2.E1, S3.E2, S4.E3, S4.E6, S5.E3 Ball Routine S1.E13, S1.E16, S2.E, S3.E2, S4.E3, S4.E6, S5.E3 ME: OUTSIDE 1 SKILL: TOSS AND -
NONCOMPETE GAMES 2018.Cdr
WHY NONCOMPETITIVE RECREATION? THE ANSWER: COOPERATIVE GAMES The concept behind noncompetitive recreation can be either hard to understand or hard to accept or both! So who needs games nobody loses? Too often games have become rigid, judgmental, too highly organized and excessively goal-oriented. Have you seen children left out, eliminated to sit out, always chosen last, rejected and wondered why? Many children quit organized sports early because of pressure or they don’t feel they are good enough. We need to find ways for plain old fashioned fun Cooperative games offer a positive alternative. These interactive games provide opportunities for challenge, stimulation and success while eliminating the fear of failure. They foster greater communication, trust, social interaction, acceptance and sharing. Children play with one another instead of against one another. As partners instead of opponents we compete against the limits of our own abilities instead of against each other. Everybody must cooperate in order to accomplish the goals or meet the challenge. The beauty of the games lies in their versatility and adaptability. In most cases there is inexpensive or no equipment necessary. Rules need not to be strictly adhered to. Instead of being eliminated, players change roles or sides or teams and keep playing. Players can work out their own details. These games can reaffirm a child’s confidence in their selves and help them in their willingness to try new experiences. You can bring out creativity and even a boldness they never knew they had. The games can help build a “WHY NOT?” Attitude. NEVER lose sight of the fact that the primary reason children play games is to have fun. -
ED237486.Pdf
DOCUMENT RESUME .Ep 237 4 6 SP 023 313 TITLE' Middle Grades Physical Education:.Grades 5-8. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 82 'NOTE 191p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052 EDRS TRICE . MFO1 /PCO8 Plus Posta DESCRIPTORS *Curriculum Development, EduCational Resources; Intermediate Grades; junior High Schools;A4iddie Schools; Physical Activities; *Physical Education; Physical Education Teachers; Physical Fitness; State Standards, Student Dsvelopment; *Units of Study IDENTIFIERS *Georgia ABSTRACT This guide has been designed to assist the middle grades (5-8) physical educator in planning and providing Georgia students with meaningful activities to prepare them for physically active, healthy lives. Designed to provide middle grades, physical education teachers with a-framework for local curriculum development, this guide is available for the teacher to expand, constrict, adapt, and use in designing meaningful learning experiences for students. Chapter 1 provides an introducticin to the manual, and the second chapter'discuases characteristics of. the transescent youth and physical education. The third chapter describes Georgia laws, policies, and standardsChapter-4 (the longest chapter) disCusses the instructional program, by outlining. the framework for units of instruction and offering descriptions of 10 different physical education units. The fifth-chapter-provides inforMation on conducting the instructional program, and chapter.6 offers class organization and .management information.. Chapters 7 and 8 respectively talk about measurement and evaluation, and extended programs. Nine appendices supply-such things as a film list, an accident report form, and a content area/skill match-up obart..(JMK) ****** **** *************-k****** Reproductions supplied by EDRS are the best that can be made from the original document. -
Developing Our Community (2009)
Developing Our COMMUNITY2009 THE ARENA DISTRICT HITS A HOME RUN: New leisure-time options draw crowds downtown Downtown prepares for new center city, new courthouse, new condos Growing population of Grove City brings new demand for goods, services Lancaster advances as a focal point for employment A supplement to TABLE OF CONTENTS Banks prequalify borrowers. This annual feature of The Daily Reporter is divided into multiple sectors focusing on the residential, commercial and industrial development of each. We look at the projects Shouldn’t electrical contracting firms completed during 2008 and the planned development for 2009 and beyond. Sector 1 - Columbus be prequalified for your project? DEVELOPING OUR Arena District, Downtown, German Village, King-Lincoln District, Clintonville, COMMUNITY 2009 Brewery District, Short North, University District Sector 2 - Northwestern Franklin County Grandview Heights, Upper Arlington, Hilliard, Worthington, Dublin A supplement to The Daily Reporter The Central Ohio Chapter of the National Electrical Contractors Association (NECA) recommends Sector 3 - Northeastern Franklin County Reynoldsburg, Westerville, Easton, Northland, Bexley, New Albany, Whitehall, Gahanna bidder prequalification to anyone planning new construction or renovation to an industrial facility, Publisher: commercial building, school, hospital or home. Dan L. Shillingburg Sector 4 - Southern Franklin County Grove City, Canal Winchester, Pickerington Prequalifications for an electrical contractor should include references, a listing of completed projects, Editor: Sector 5 - Select Communities of Contiguous Counties financial soundness of the firm, the firm’s safety record and most importantly – training provided to Cindy Ludlow Lancaster, London, Newark, Powell, Delaware, Marysville the electricians and technicians who will be performing the installation. Associate Editor: Chris Bailey We have divided the The Central Ohio Chapter, NECA and Local Union No. -
BALOO's BUGLE Volume 19, Number 7 “Make No Little Plans; They Have No Magic to Stir Men's Blood and Probably Themselves Will Not Be Realized
BALOO'S BUGLE Volume 19, Number 7 “Make no little plans; they have no magic to stir men's blood and probably themselves will not be realized. Make big plans; aim high in hope and work." — Daniel Hudson Burnham (1846-1912) --------------------------------------------------------------------------------------------------------------- March 2013 Cub Scout Roundtable April 2013Core Value & Pack Meeting Ideas FAITH / CUB SCOUTS GIVE THANKS Tiger Cub, Wolf, Webelos, & Arrow of Light Meetings 15 and 16, Bear Activities CORE VALUES Check Out the article on Cub Scout Roundtable Leaders’ Guide Youth Protection Training The core value highlighted this month is: There is no badge or patch for your uniform to signify that you Faith: Having inner strength or confidence based on our have completed Youth Protection Training, yet this training is trust in a higher power. Cub Scouts will learn that it is mandatory before you can even register to be a leader in the important to look for the good in all situations. With their Boy Scouts of America. Since April is designated Youth family guiding them, Cub Scouts will grow stronger in Protection Month, this is a great time to emphasize the their faith. importance of this training. This training is not only for new leaders, but it is required to be renewed every two years. If Gray skies are just clouds passing over. your Youth Protection Training is not current at the time of your Unit Recharter, you will not be reregistered. Duke Ellington And speaking of Training COMMISSIONER’S CORNER WOW!! What a month. -
List of Sports
List of sports The following is a list of sports/games, divided by cat- egory. There are many more sports to be added. This system has a disadvantage because some sports may fit in more than one category. According to the World Sports Encyclopedia (2003) there are 8,000 indigenous sports and sporting games.[1] 1 Physical sports 1.1 Air sports Wingsuit flying • Parachuting • Banzai skydiving • BASE jumping • Skydiving Lima Lima aerobatics team performing over Louisville. • Skysurfing Main article: Air sports • Wingsuit flying • Paragliding • Aerobatics • Powered paragliding • Air racing • Paramotoring • Ballooning • Ultralight aviation • Cluster ballooning • Hopper ballooning 1.2 Archery Main article: Archery • Gliding • Marching band • Field archery • Hang gliding • Flight archery • Powered hang glider • Gungdo • Human powered aircraft • Indoor archery • Model aircraft • Kyūdō 1 2 1 PHYSICAL SPORTS • Sipa • Throwball • Volleyball • Beach volleyball • Water Volleyball • Paralympic volleyball • Wallyball • Tennis Members of the Gotemba Kyūdō Association demonstrate Kyūdō. 1.4 Basketball family • Popinjay • Target archery 1.3 Ball over net games An international match of Volleyball. Basketball player Dwight Howard making a slam dunk at 2008 • Ball badminton Summer Olympic Games • Biribol • Basketball • Goalroball • Beach basketball • Bossaball • Deaf basketball • Fistball • 3x3 • Footbag net • Streetball • • Football tennis Water basketball • Wheelchair basketball • Footvolley • Korfball • Hooverball • Netball • Peteca • Fastnet • Pickleball -
Nike Let Me Play Playbook K-5.Pdf
K to 5 PLAYBOOK WELCOME TO THE WORLD OF LET ME PLAY LET ME PLAY K-2 TABLE OF CONTENTS Introduction What is Let Me Play? . 8. Maintaining Appropriate Behavior . 11. Teaching the B-A-S-I-C-S . 14. Organizing Children into Groups . 15. Locomotor Skills . 16. Movement Fundamentals . 17. Tournaments . 18. Troubleshooting . 19. Equipment List . 20. orientation Orientation Lesson - Day 1 . 25. Letter To Parents (English) . 27. Letter To Parents (Spanish) . 28. Student Expectations Cards . 29. Teaching Social Skills . 35. ME: INSIDE Lesson 1: STRIKING Balloons . 40. Lesson 2: BALANCE, TOSS AND Catch SCARvES . 44. Lesson 3: TOSS AND Catch Beanbags . .48 Lesson 4: ROLL, BOuNCE AND Catch BALLS . 52. Lesson 5: TOSS AND Catch BALLS . 56. ME: OuTSIDE Lesson 1: TOSS AND Throw to TARGETS . 60. Lesson 2: BOuNCE AND Catch BALLS . 64. Lesson 3: TOSS AND Catch BALLS . 68. Lesson 4: DRIBBLING BALLS . 72. Lesson 5: TOSS AND Catch WITH Scoops . 76. WE: INSIDE Lesson 1: STRIKING balloons . 82. Lesson 2: BALANCE, toss AND catch WITH SCARvES . 86. Lesson 3: beanbag games . 90. WE: OuTSIDE Lesson 1: ROLL AND TRAP HOOPS . 96. Lesson 2: Throw AND Catch Beanbags AND BALLS . 100. Lesson 3: ROLL, TOSS AND Catch BALLS WITH Scoops . 104. 3’s: INSIDE Lesson 1: DANCE AND RHYTHMS . 108. Lesson 2: Strength AND SKILL CircuITS . 110. 3’s: OuTSIDE Lesson 1: TOSS AND Catch WITH BALLS AND Scoops . 162. Lesson 2: DRIBBLING AND ALL-RuN GAMES . 166. 5 AT A GLANCE LET ME PLAY 3-5 TABLE OF CONTENTS ME: INSIDE Lesson 1: JuMP ROPE I . -
GAME BOOK Games Bring Laughter, Excitement, Energy and Trust Into a Team
GAME BOOK Games bring laughter, excitement, energy and trust into a team. Here are more than 400 games designed to do just that at YOKE Club. GAME Just some help with leading games. 1. Make it exciting for the kids. DON’T be fake with your enthusiasm, but create an atmosphere of fun and excitement. 2. PARTICIPATE in the activities. The kids want you to interact with them. If you are not leading a game, you should be participating in it. 3. Give directions without sounding like you are. Use positive statements instead of negative ones. (“Don’t put your hand in the candle wax!” “Only the wicks go into the hot candle wax.”) 4. Use other YOKE Folk to act out right and wrong ways of completing a task. Have the kids repeat the rules in shorthand versions or with one word for each rule. 5. Start with excitement! Have the most energetic, fun games at the beginning then decrease the energy level to lead to a more serious atmosphere for the Talk. 6. Change things up. The games in Club in a Box are mixed up and not repeated. Don’t play the same games week after week. 7. Always have a backup plan or extra games. Sometimes it rains on parades; have other games to add if time passes slowly or if the weather proves to be troublesome. 2 GAME No Supplies Needed: Alphabet Game Little Sally Walker Tag: Dancing Freeze Tag Anatomy Monster Walk Tag: Duck Duck Goose Back-to-Back Mother, May I? Tag: Elbow Bedlam Murder Wink Tag: Everybody’s It Birdie on the Wire Name that Tune Tag: Follow Birthday Shuffle Pangaea Tag: Fox/Hound Box the Leader Poor Kitty Tag: