HEALTH SYLLABUS KINDERGARTEN, FIRST, AND SECOND GRADE 2015-2016 SCHOOL YEAR Teacher: Mrs. Rhonda Floyd-Turner School Phone Number: 678- 676-9237 Email Address: rhonda_turner@dekalbschoolsga.org HPE Website Link: http://narvieharrises.dekalb.k12.ga.us/RhondaFloyd-Turner.aspx

OVERVIEW This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Health Education program in accordance with the Georgia Performance Standards.

I. Kindergarten Course Description: Kindergarten students will identify healthy behaviors. The emphasis is on how students live in their environment. Students will learn basic fundamentals in the areas of alcohol, tobacco, and other drugs; disease prevention; family living; growth and development; mental health; nutrition; personal health; and safety.

II. HEALTH STANDARD PACING SCALES, DESCRIPTIONS AND ELEMENTS:

Health Curriculum-At-A-Glance Kindergarten Semester 1 Semester 2

Unit 1 2 3 4 5 6

Timeline 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks

Content Standards

HEK.2 HEK.3 HEK.4 HEK.5 HEK.7

HEK.5

HEK.1

HEK.1 HEK.7 HEK.8

HEK.1 HEK.2 HEK.8

HEK.7

Themes Mental/

Emotional & Social Health

Substance Use

& Abuse

Disease

Prevention

Human Growth

and Development

Nutrition / Fitness

Safety

Sub-Topics Good Health Feelings Good Character Anger Communication Decision- Making Stress Management Mistakes Self-Concept

Medicine Usage Medicine Safety Side- Effects Drug-Free Drug Laws Support System

Germs Sickness Healthy Life -Skills Asthma Allergies

Five Senses Bones Muscles Parts of the Body Major Organs

Food Groups Healthy Meals Food Labels Food Ads Play Fitness Parts of Exercise Safe Exercise

Safety Precautions Computer/Vehicle-Safety Bad Weather Good/Bad Touch No Guns/Gangs Bullying First Help Community- Helpers Going Green

Model Lesson Plans

Model Lesson Plan Unit 1

Model Lesson Plan

Unit 2

Model Lesson Plan

Unit 3

Model Lesson Plan

Unit 4

Model Lesson Plan

Unit 5

Model Lesson Plan Unit 6

Important Notes: There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units will have been covered.

HEK.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Kindergarten students will identify healthy behaviors. Elements: a. Name healthy behaviors. b. Identify that physical health is one dimension of health and wellness.

HEK.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Kindergarten students will recognize and identify external factors that influence their personal health. Elements: a. Explain how family influences personal health practices. b. Identify what the school can do to support personal health practices. c. State how the media influences behaviors. HEK.3: Students will demonstrate the ability to access valid information and products and services to enhance health. Description: Students will access valid health information and health-promoting products and services. Kindergarten students will identify trusted adults who can assist them in enhancing their health. Elements: a. Discuss the role of trusted adults and health professionals as sources of health information. b. Identify school and community health helpers. HEK.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Description: Students will use effective communication skills to enhance personal, family, and community health. Kindergarten students will recognize skills needed to develop and maintain healthy personal relationships. Elements: a. Discuss ways to express feelings in a healthy way. b. Develop listening skills to enhance health. HEK.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. Kindergarten students will identify health-related situations where decision-making skills are needed. Elements: a. Identify health-related situations. b. Discuss when and what assistance is needed for health-related situations. HEK.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. Kindergarten students will identify personal health goals and determine who can assist them in achieving their goals. Elements: a. Name a personal health goal. b. Identify family members who can assist with achieving short-term health goals. HEK.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Kindergarten students will name health behaviors to prevent injuries, diseases, and disorders. Elements: a. Show healthy behaviors that improve personal health and wellness. b. Demonstrate healthy behaviors that prevent injuries. HEK.8: Students will demonstrate the ability to advocate for personal, family, and community health. Description: Kindergarten students will role model healthy behaviors that promote personal health and encourage positive choices in others. Elements: a. Seek assistance to promote personal health. b. Encourage peers to make positive health choices.

III. First Grade Course Description: First grade students will understand how healthy behaviors impact personal health and disease prevention. They will learn about their body systems and various other health topics. They will begin to understand how their decisions can impact their health and well-being now and in the future. Students will begin to relate choices with

consequences. They will also begin to examine the influence of the media on health decisions and to identify ways to access reliable information. They will exhibit respect for self, others and environment.

Health Curriculum-At-A-Glance First Grade Semester 1 Semester 2

Unit 1 2 3 4 5 6

Timeline 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks

Content Standards

HE1.1 HE1.3 HE1.5

HE1.5 HE1.7

HE1.1 HE1.7

HE1.1 HE1.5 HE1.7 HE1.8

HE1.1 HE1.2 HE1.5 HE1.6 HE1.7

HE1.4 HE1.5 HE1.7

Themes Mental, Emotional & Social Health

Substance Use & Abuse

Disease Prevention

Human Growth & Development

Nutrition & Fitness

Safety

Sub-Topics Good Health Feelings Character Anger Communication Decision- Making Stress-Management Mistakes Self-Concept

Medicine Usage Medicine Safety Side- Effects Drug-Free Drug Laws Support System

Germs Sickness Healthy Life-Skills Asthma Allergies

5 Senses Bones Muscles Parts of the Body Major Organs

Food Groups Healthy Meals Food Labels Food Ads Play Fitness Parts of Exercise Safe Exercise

Safety Precautions Computer Safety Bad Weather Vehicle Safety Good Touch/Bad Touch No Guns/No Gangs Bullying First Help Community Helpers Recycle Going Green

Model Lesson Plans

Model Lesson Plan Unit 1

Model Lesson Plan

Unit 2

Model Lesson Plan

Unit 3

Model Lesson Plan

Unit 4

Model Lesson Plan

Unit 5

Model Lesson Plan

Unit 6 Important Notes:

There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units will have been covered.

HE1.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Kindergarten students will identify healthy behaviors. Elements: a. Tell how healthy behaviors impact personal health and wellness. b. Describe ways to prevent communicable diseases HE1.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Kindergarten students will recognize and identify external factors that influence their personal health. Elements: a. Identify how family influences personal health practices. b. Identify what the school can do to support personal health practices. HE1.3: Students will demonstrate the ability to access valid information and products and services to enhance health. Description: Students will access valid health information and health-promoting products and services. Kindergarten students will identify trusted adults who can assist them in enhancing their health. Elements:

a. List the roles and responsibilities of professionals who assist with enhancing health. b. Identify ways to locate school and community health helpers. HE1.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Description: Students will use effective communication skills to enhance personal, family, and community health. Kindergarten students will recognize skills needed to develop and maintain healthy personal relationships. Elements: a. Recognize ways to respond when in an unwanted, threatening, or dangerous situation. b. Discuss ways to tell a trusted adult if threatened or harmed. HE1.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. Kindergarten students will identify health-related situations where decision-making skills are needed. Elements: a. List health-related situations. b. Identify people who can help solve problems and make decisions. HE1.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. Kindergarten students will identify personal health goals and determine who can assist them in achieving their goals. Elements: a. Identify actions needed to achieve a short term personal health goal. b. Identify who can assist you in achieving health goals outside your family. HE1.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Kindergarten students will name health behaviors to prevent injuries, diseases, and disorders. Elements: a. Practice health behaviors to maintain personal health and wellness. b. Model behaviors that reduce health risks. HE1.8: Students will demonstrate the ability to advocate for personal, family, and community health. Description: Kindergarten students will role model healthy behaviors that promote personal health and encourage positive choices in others. Elements: a. Obtain assistance to promote health and wellness. b. Make requests to promote personal health.

IV. Second Grade Course Description: Second grade students will identify concepts related to healthy behaviors and disease prevention.

Health Curriculum-At-A-Glance Second Grade Semester 1 Semester 2

Unit 1 2 3 4 5 6

Timeline 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks

Content Standards

HE2.3 HE2.4 HE2.5 HE2.7

HE2.2 HE2.5 HE2.7

HE2.7 HE2.8

HE2.1 HE2.2 HE2.3 HE2.7

HE2.1 HE2.2 HE2.3 HE2.6 HE2.7

HE2.3 HE2.7

Themes Mental, Emotional & Social Health

Substance Use & Abuse

Disease Prevention

Human Growth & Development

Nutrition & Fitness

Safety

Sub-Topics Respect Actions Fear

OTC Medicine Side- Effects Refusal Skills

Dental Care Germs Proper Hygiene

Life Cycle Growth Rate Types of Growth

Energy Food Labels/ Prices/Storage

Safety Precautions Bullying

Grief Relationships Values Forgiveness Apologies Conflict - Resolution Responsibility

Medicine Usage Medicine Storage Medicine Safety Drug-Free- Lifestyle Alcohol/Tobacco - Usage Decision -Making

Allergies Obesity Diabetes Asthma Prevention

Change Bones Muscles Organs

and Handling My Plate (New FGP) Exercise Safely FITNESSGRAM -Results Exercise for Health Heart Fitness

Gangs Fire Safety First Aid/ Poison Natural Disasters Good /Bad Touch Safety Gear Emergencies Community Helpers Litter Going Green

Model Lesson Plans

Model Lesson Plan

Unit 1

Model Lesson Plan Unit 2

Model Lesson Plan

Unit 3

Model Lesson Plan

Unit 4

Model Lesson Plan Unit 5

Model Lesson Plan

Unit 6 Important Notes:

There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units will have been covered.

SECOND GRADE

HE2.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Second grade students will identify concepts related to healthy behaviors and disease prevention. Elements: a. Recognize that there are multiple dimensions of health. b. Describe ways to prevent the spread of communicable diseases. HE2.2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Second grade students will identify and discuss internal and external factors that influence their personal health. Elements: a. Discuss how the family influences personal health practices and behaviors. b. Describe how the media can impact health behaviors. HE2.3: Students will demonstrate the ability to access valid information and products and services to enhance health. Description: Students will access valid health information and health-promoting products and services. Second grade students will identify trusted adults, health care professionals, and school and community individuals who can help enhance their health. Elements: a. Identify trusted adults and professionals who can help promote health. b. Identify ways to locate school and community health helpers. HE2.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Description: Students will use effective communication skills to enhance personal, family, and community health. Second grade students will demonstrate the ability to identify verbal and non- verbal communication skills as a way to reduce or avoid conflict. Elements: a. Demonstrate healthy ways to express needs, wants, and feelings. b. Demonstrate listening skills to enhance health. HE2.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision making skills to identify, apply, and maintain health-enhancing behaviors. Second grade students will utilize their knowledge of health-related situations to describe how they will make a health-enhancing decision. HE2.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. Second grade students will implement actions needed to achieve a short-term personal health goal. They will also explain how others can assist them in meeting their health goals. Elements: a. Implement actions to achieve a short-term personal health goal.

b. Identify individuals who can assist in helping achieve a personal goal. HE2.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Second grade students will practice healthy behaviors to prevent injuries, diseases, and disorders. Elements: a. Demonstrate healthy practices and behaviors to maintain or improve personal health. b. Demonstrate behaviors that avoid or reduce health risks. HE2.8: Students will demonstrate the ability to advocate for personal, family, and community health. Description: Students will demonstrate the ability to advocate for personal, family, and community health. Second grade students will demonstrate healthy behaviors to encourage others to practice healthful behaviors. Elements: a. Make requests to promote health and wellness. b. Encourage peers to make positive choices.

V. Grading Scale: Weighted Averages Pass = 80 - 100 Fail = Below - 79

VI. Grading Weights

Pass (100-70)

Fail (69 – 0)

Assessment During Learning

• Cooperation in activities • Follows directions • Leadership/responsibility

• Student cooperates appropriately in class activities without a reminder 70% or more of the time.

• Student listens and follows directions 70% or more of the time.

• Student demonstrates positive, responsible, personal and social behavior (i.e. wearing appropriate footwear) 70% or more of the time.

• Student cooperates appropriately in class activities without a reminder less than 70% of the time.

• Student listens and follows directions less than 70% of the time.

• Student demonstrates positive, responsible, personal and social behavior

(i.e. wearing appropriate footwear) less than 70% of the time.

Guided, Independent, or Group Practice

• Respect people and equipment

• Positive attitude • Rules/Safety

• Student demonstrates appropriate behavior to others and equipment 70% or more of the time.

• Student exhibits a positive attitude toward task and others 70% or more of the time.

• Student follows class safety rules and treats equipment with care 70% or more of

• Student demonstrates appropriate behavior to others and equipment less than 70% of the time.

• Student exhibits a positive attitude toward task and others less than 70% of the time.

• Student follows class safety rules and treats equipment with care less than 70% of the time.

the time. Assessments to Validate Learning

• Observation of skills • Written tests • Accepts feedback

• Student exhibits outstanding performance 70% or more of the time.

• Student demonstrates content knowledge of standards 70% or more of the time.

• Student accepts feedback from peers and teacher 70% or more of the time.

• Student exhibits outstanding performance less than 70% of the time.

• Student demonstrates content knowledge of standards less than 70% of the time.

• Student accepts feedback from peers and teacher less than 70% of the time.

Suggested that each category is assessed once per 4.5 week grading cycle.

Agendas will be stamped in the appropriate subject area with a “missing work” stamp on each day an assignment is missing. If the child does not have their agenda with them, they will call the parent/guardian to notify them of the missing assignments. Assignment/Class Work/ Edmodo/Projects Opportunity for 100% credit – the day the assignment is due. 90% credit – the second day the assignment is due. 80% credit - the third day the assignment is due. 70% credit - the fourth day the assignment is due. 50% credit – if the assignment is not turned in by the fourth day.

Safety Net Opportunities

• The student will be given the opportunity to make up work upon returning from absences. It is the student’s responsibility to make the teacher aware of the need to make up assignments.

• Extra exercise calendars are always available if students misplace theirs. • Health notebook and pencils are required for class. • Health class will take within the scope of the physical education rotation. • Exercise calendars are due bi-weekly

Classroom Expectations (Rules)

• Practice safety at all times • Active listening and engaging. • Show responsibility • Being cooperative • Showing respect for teachers, property and fellow students • Following directions • Honor the rights of others to speak, to listen, and to learn

Parental Involvement

• Parents are always welcome! • Parents will be needed to help with special events.

Disclaimer:

• The teacher has the right to amend the course syllabus for the benefit of instruction.

Physical Education and Health: http://www.pecentral.org/ http://www.cdc.gov/HealthyYouth/index.htm http://www.healthierus.gov/exercise.html

We are embarking on another great year of using an eLearning platform. Edmodo.com enables teachers to create a unique, private online learning environment. Edmodo.com is a valuable learning tool which will enhance and engage students and learning outcomes. The Health students will use Edmodo.com in and outside the classroom. Edmodo.com is a controlled and monitored closely. Students can access Edmodo.com from any computer at home, at school and, any mobile device with internet access. On Edmodo.com students will be able to: • Communicate with their teacher and ask questions about class work from home; • Engage in online lessons created by the teacher; • Submit assignments as required; • Keep track of important due dates, events and tasks; • Quickly and easily access missed classroom assignments. Students using Edmodo.com are expected to adhere to the student code of conduct outlines in the DeKalb County School District (DCSD) Student Conduct Rights and Responsibilities and Character Development Handbook and follow proper etiquette and protocol. Edmodo.com Conduct

1. Edmodo is an extension of the classroom. The same code of conduct is expected for face-to-face applies online.

2. Students may not share video, photographs, contact details or any other personal information about themselves or others.

3. All comments, views, and ideas expressed by teachers and students must be respectful. 4. Students are expected to use Standard English when communicating, including the use of proper

punctuation and grammar. Students may not use shortcuts used in texting. Full sentences and thoughts are mandatory on this site.

For more information regarding Edmodo, you can visit http://www.edmodo.com. The privacy policy is available at this address, http://edmodo.com/corporate/privacy-policy. PHYSICAL EDUCATION SYLLABUS KINDERGARTEN, FIRST, AND SECOND GRADE 2015-2016 SCHOOL YEAR Teacher: Mrs. Rhonda Floyd-Turner School Phone Number: 678- 676-9237 Email Address: rhonda_turner@dekalbschoolsga.org HPE Website Link: http://narvieharrises.dekalb.k12.ga.us/RhondaFloyd-Turner.aspx

OVERVIEW This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Health Education program in accordance with the Georgia Performance Standards. The emphasis is on manipulating objects in and through space. Students will learn to demonstrate the correct techniques for using manipulatives including throwing, catching, striking, kicking, trapping, and dribbling. Students will learn to analyze their performance in order to learn or improve a movement skill. Students will continue to learn fitness concepts, participate in a variety of fitness development exercises, participate in fitness testing, and learn to assess their personal fitness. I. Kindergarten Course Description: Working together as part of a group, students will learn to appreciate personal differences and value the rights of others. Units of instruction include; building foundations, targets, invasion, fitness, striking, rhythm, balance, and dance. Students perform locomotor movement patterns (e.g. hop, jump, and leap) and demonstrates mature patterns when walking and running. A variety of non-locomotor skills (e.g. bend, twist, turn) will be used while moving and stationary. Weight transfer and balance activities are important in learning to move in relation to others while moving through personal and general space.

II. PHYSICAL EDUCATION STANDARD PACING SCALES, DESCRIPTIONS AND ELEMENTS:

Kindergarten Physical Education Curriculum-At-A-Glance Kindergarten Semester 1 Semester 2

Unit 1 2 3 4 5

Timeline 8 Weeks 7 Weeks 7 Weeks 7 Weeks 7 Weeks Content Standards

PEK.1 PEK.2 PEK.3 PEK4 PEK.5 PEK.6

PEK.1 PEK.2 PEK.3 PEK.5 PEK.6

PEK.1 PEK.3 PEK4

PEK.1 PEK.2 PEK.3 PEK.5 PEK.6

PEK.1 PEK.2 PEK.6

Themes Building a Foundation

Invasion/Target

Fitness

Net/Wall

Balance/Rhythm/ Dance

Sub-Topics Movement Concepts

Rituals & Routines Personal &

General Space Directionality

Pathways Relationships

Levels Spatial Awareness

Foot- Dribbling Kicking

Non-Locomotor Skills Walk

Jog Run

Striking with hands (Using Movement Concepts)

Parachute

Model Lesson Plans

Model Lesson Plan Unit 1

Model Lesson Plan Unit 2

Model Lesson Plan Unit 3

Model Lesson Plan Unit 4

Model Lesson Plan Unit 5

Important Notes: There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units

will have been covered.

KINDERGARTEN

PEK.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. Elements: a. Demonstrates basic movement in general and personal space. b. Demonstrates basic locomotor skills. c. Demonstrates basic non-locomotor skills. d. Demonstrates basic manipulative skills. PEK.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Elements: a. Identifies general and personal space. b. Identifies basic locomotor skills. c. Identifies basic non-locomotor skills. d. Students identify components of tossing and catching. e. Students apply basic movement concepts of space. PEK.3: Participates regularly in physical activity. Elements: a. Participates regularly in a wide variety of activities that involve locomotor, non-locomotor and manipulative skills both inside and outside of physical education. b. Perform basic locomotor skills away from school. PEK4.1: Achieves and maintains a health enhancing level of physical fitness. Elements: a. Participates in fitness and conditioning activities. b. Identifies physiological indicators that accompany moderate to vigorous physical activities. PEK5.1: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Elements: a. Follows classroom rules and shows self-control. b. Follows simple directions for basic games and activities. c. Uses body, space, and equipment safely. d. Works with a partner or small group regardless of personal differences. PEK.6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Elements: a. Participates in physical activities that provide personal enjoyment. b. Expresses feelings associated with success from physical activities.

III. First Grade Course Description: Students perform low level of challenge when participating in locomotor skills (e.g. dance, game, or combination with non-locomotor skills) demonstrating mature form in the hop, jump, and leap. When moving through personal and general space, demonstrates the ability to move in a variety of pathways, in different directions, and at different levels. Several non-locomotor skills are done in a sequence or in conjunction with locomotor or manipulative skills. Students

demonstrate the ability to direct manipulative objects toward an intended target. First Grade Physical Education Curriculum-At-A-Glance

First Grade Semester 1 Semester 2 Unit 1 2 3 4 5

Timeline 8 Weeks 7 Weeks 7 Weeks 7 Weeks 7 Weeks Content Standards

PE1.1 PE1.2 PE1.3 PE1.4 PE1.5 PE1.6

PE1.1 PE1.3 PE1.4

PE1.1 PE1.2 PE1.3 PE1.4 PE1.5

PE1.1 PE1.2 PE1.3 PE1.6

PE1.1 PE1.2 PE1.4 PE1.5 PE1.6

Themes Building a Foundation Invasion/Target

Fitness

Net/Wall

Balance/Rhythm/ Dance

Sub-Topics Self-Management

Rituals & Routines Personal Space General Space Sportsmanship Team Building Cooperative Games Locomotor/ Non-Locomotor Skills Chasing Fleeing Directionality/Levels Spatial Awareness

Kicking and Trapping T-ball Whiffle Ball Throwing and Catching

FITNESSGRAM® Aerobic Games Aerobic Exercise Hip Flex Abdominal/ lower back strength Arm/shoulder strength Body -Composition Walking Running/ Jogging

Dribbling Volleying Striking Wall Climbing

Balance using body parts Stunts Tumbling Dance Weight Transfer Rhythms w/objects Yoga Stretching Jump Rope Juggling Parachute Cup Stacking

Model Lesson Plans

Model Lesson Plan Unit 1

Model Lesson Plan Unit 2

Model Lesson Plan Unit 3

Model Lesson Plan Unit 4

Model Lesson Plan Unit 5

Important Notes:

There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units will have been covered. Fitness Assessment is mandated by the state and administered in each course.

FIRST GRADE

PE1.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. Elements: a. Demonstrates basic movement patterns while changing directions and levels in general and personal space. b. Demonstrates the hop, jump, and leap while participating in physical activities. c. Demonstrates non locomotor skills. d. Demonstrates basic manipulative skills. PE1.2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities. Elements: a. Demonstrates knowledge of basic locomotor skills. b. Demonstrates knowledge of basic non-locomotor skills. c. Demonstrates use of movement concepts while striking and kicking. PE1.3: Participates regularly in physical activity. Elements: a. Improves skills while participating in enjoyable activities. b. Participates in physical activity most days of the week. c. Participates regularly in a variety of non-structured and minimally organized physical activities inside and outside of physical education class. PE1.4: Achieves and maintains a health enhancing level of physical fitness. Elements: a. Participates in fitness and conditioning related activities.

b. Identifies physiological indicators that accompany moderate to vigorous physical activities. PE1.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Elements: a. Demonstrates self-control and follows rules and procedures with very little teacher direction. b. Uses body, space, and equipment safely. c. Cooperates with others. d. Uses appropriate means to resolve simple conflicts on their own. PE1.6: Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction. Elements: a. Participates in and describes enjoyment of various physical activities. b. Willingly participates in new and challenging activities.

IV. Second Grade Course Description: Students perform mature form in skipping, sliding and galloping when moving through personal and general space. Ability to change directions on teacher command or adapt movement in relation to a partner is expected. Combine non-locomotor movements with manipulative and locomotor patterns in a variety of games and dances. Ability to demonstrate momentary body control during balance and weight transfer is evident. Students will demonstrate mastery of underhand throwing patterns when performing manipulative skills. Ability to catch an object at a medium level of trajectory is demonstrated in a closed environment (not during game play). Underhand striking skills are being performed but are not at a mature level.

Second Grade Physical Education Curriculum-At-A-Glance Second Grade Semester 1 Semester 2 Unit 1 2

3 4 5

Timeline 8 Weeks 7 Weeks 7 Weeks 7 Weeks 7 Weeks Content Standards

PE2.1 PE2.2 PE2.3 PE2.4 PE2.5 PE2.6

PE2.1 PE2.3 PE2.4 PE2.5

PE2.1 PE2.2 PE2.3 PE2.4 PE2.5 PE2.6

PE2.1 PE2.2 PE2.3 PE2.5 PE2.6

PE2.1 PE2.2 PE2.3 PE2.4 PE2.5 PE2.6

Themes Building a Foundation

Invasion/Target

Fitness

Net/Wall

Balance/Rhythm/ Dance

Sub-Topics Rules, Procedures,

and Protocols Self/Personal Space General Space Locomotor Skills Directions/ Levels Relationships Pathways Tempo Pairing and Grouping Good Sportsmanship Skills

Soccer Skills and Mini-Games Catching and Throwing Skills and Mini Games Basketball Skills and Mini-Games Tag Games

Cardiovascular Endurance (Locomotor Activities) Flexibility (Stretching Exercises, Circuits) Strength (Strength Exercises/ Challenges, Circuits, Crab Soccer, Rock Climbing) Pedometer Activities

Volleying Skills and Mini Games Striking Skills and Mini- Games Basketball Skills Revisited Rock Climbing

Stunts Animal Balancing Acts Basic Body Positions Non Static/Static- Balances Dynamic Balances Jumping and Landing Jump Rope Partner Stunts Weight Transfer Line/Square/Folk/ Creative- Dances Parachute

Model Lesson Plans

Model Lesson Plan Unit 1

Model Lesson Plan Unit 2

Model Lesson Plan Unit 3

Model Lesson Plan Unit 4

Model Lesson Plan Unit 5

Important Notes:

There is flexibility built into the timeline for the units in order to accommodate for school-wide testing as well as performance-based activities and assessments. However, by the end of the year all themes and units will have been covered. Fitness Assessment is mandated by the state and administered in each course.

SECOND GRADE

PE2.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. Elements: a. Uses extensions while demonstrating various locomotor movement patterns with different pathways. b. Demonstrates the underhand throw/underhand strike. c. Applies concepts of weight transfer in a variety of ways. d. Demonstrates the ability to perform fundamental locomotor skills to a rhythmic beat. e. Demonstrates the ability to kick a moving ball. PE2.2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activity. Elements: a. Identifies locomotor movement patterns within pathways and extensions. b. Identifies critical elements of an underhand throw and when it is used. c. Identifies different types of striking. d. Identifies concepts of weight transfer. e. Applies concepts of movement in relationship to a rhythmic tempo. f. Applies concepts of chasing, fleeing, and dodging. PE2.3: Participates regularly in physical activity. Elements: a. Demonstrates involvement in physical activities that use the skill and knowledge learned in physical education. b. Participates in activities during leisure time that involve physical activities. PE2.4: Achieves and maintains a health-enhancing level of physical fitness. Elements: a. Participates in fitness and conditioning-related activities. b. Recognizes physiological indicators that accompany moderate to vigorous physical activities. PE2.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Elements: a. Has self-control and begins to take personal responsibility for own actions and participation. b. Works respectfully within a diverse setting and begins to problem solve and use simple strategies to increase the success of group activities. c. Works cooperatively in a group with students of different abilities. PE2.6: Values physical activity for health, enjoyment, challenge, self expression, and/or social interaction. Elements: a. Describes positive feelings experienced from participating in physical activity. b. Engages in new and challenging physical activities.

I. Grading Policy:

II. GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

III. GRADING CATEGORIES *GRADE PROTOCOL Formative Assessment - 0% Assessment During Learning – 25%

A 90 – 100 ~P (pass) B 80 – 89 ~F (fail)

Guided, Independent, or Group Practice – 45% Summative Assessment or Assessment of Learning– 30%

C 71 – 79 D 70 F Below 70

IV.

DISTRICT EXPECTATIONS FOR SUCCESS

STUDENT PROGRESS Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each semester. The progress of students shall be evaluated frequently and plans shall be generated to remediate deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of the students. See Board Policy IH.

ACADEMIC INTEGRITY Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook.

HOMEWORK Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. Homework is at all times an extension of the teaching/learning experience. It should be considered the possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.

MAKE-UP WORK DUE TO ABSENCES

When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA.

V. Make up work

VI. Safety Net Opportunities

• For the safety of your child, closed toe shoes with lace-up or velcro closings are required during Physical Education. Sandals, clogs and/or flip-flops are not acceptable footwear.

Classroom Expectations (Rules) • Active listening and engaging. • Show responsibility • Being cooperative • Showing respect for teachers and fellow students • Following directions

Parental Involvement • Parents are always welcome! • Parents will be needed to help with special events.

Disclaimer: • The teacher has the right to amend the course syllabus for the benefit of instruction.