Elementary Physical Education Scope & Sequence

Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and
movements.
Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.
Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
Standard 4- The physically literate individual exhibits responsible personal and social behavior that
respects self and others
Standard 5- The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.

Kindergarten
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme

Group -Play within Standard 2, Standard 4, Standard -Did you do your best
Initiatives the rules for 5 -Demonstrates self-control and today? How?
Suggest safe safe practices during activities -How did you
ed practices (Affective) -Identify group demonstrate
Activitie -Strategies problem solving strategies for sportsmanship today?
s -Problem improvement/success (Affective) -Share the ways that you
*Closure solving -Demonstrate the ability to work worked well with others
discussi - together effectively through today? -Who would you like
on Sportsmanshi respect, sensitivity, and to
*Partner p -Honest compassion towards compliment today for doing
activities feedback partners/groups (Affective) a good job? Why?
*Simple -Compassion -Apply sportsmanship during -Did you follow directions
large - group activities (Affective) and complete the activity?
group Inclusivenes Explain how.
games s skills
*Cooper
ati ve

Challenges

Integrat -Create Standard 1, Standard 2, Standard -What locomotor skills did

ed sequence of 4, Standard 5 you use today?
Moveme repeated -Demonstrate a sequence of skill -How do you know if you
nt patterns related movements moved safely?
Suggeste -Transition (Psychomotor) -Evaluate -What non-locomotor skills
d - movement patterns in a variety did you use today?
Activities Demonstrate of skill theme activities -When did you move fast?
*Static & understandin (Cognitive) When did you move slow?
dynamic g for the -Demonstrate traveling with Why?
balance components manipulative skills for execution to -Describe the different shapes
activities of skill- a target (Psychomotor) you made with your body. -
*Activitie related -Explain the difference between How many different body
s using fitness movement in personal and parts did you balance on?
start general space (Cognitive) -Did you feel your weight
and stop -Demonstrate the use of directions shift? )front to back; side to
*Guided in a group setting (Psychomotor) - side) -What can you do to
practice Demonstrate the ability to work change the direction of an
of together effectively through object?
various respect, sensitivity, and -Explain how you used
locomot compassion towards your body today to stay
or and partners/groups (Affective) under
non control.
locomot -Give examples of how
or skill you showed static and
activities dynamic balance.
*Parachu
te
activities
*Jump
Rope

Throwing -Opposition Standard 1, Standard 3, -What is the difference

and -Trunk Standard 4 -Demonstrate between a toss and a throw?
Catching rotation - catching a thrown object in a What
Suggest Follow variety of situations elements are the same?
ed through - (Psychomotor) -What are the cues for a
Activitie Tracking -Demonstrate appropriate grade proper throw and catch?
s - level throwing and catching skills
*Diamond Demonstrate within
understandi
ng

games of the skill game and activities

*Fielding related (Psychomotor) -Evaluate
Skills fitness throwing and catching using a
*Manipul components self-reflection
at ive -Analyze throwing/catching
Skills skill development through
*Partner feedback (Cognitive)
Throwing
*Magic
Club

Striking -Tracking Standard 1, Standard 3, Standard 4 - -How many ways can you use
Skills -Accuracy Demonstrate appropriate grade your body to strike an object?
Suggest -Stance level striking skills within games -What are the cues for
ed -Follow and activities (Psychomotor) striking? -In what activities do
Activitie through - -Demonstrates striking an we strike a ball with a what?
s Balance object using an implement or
*Individu - body part (Psychomotor)
al Demonstrate -Evaluate striking skills using a
practice understandin self reflection (Psychomotor)
with g of the skill -Analyze striking skill
light related development through feedback
weight fitness (Cognitive)
objects components
*Striking
stations
*Soccer
skills
*Batting
skills
*Volleyin
g skills
*Guided
practice
kicking &
dribbling
 Fitness - Standard 3, Standard 4, Standard -How does exercise affect
Suggest Demonstrat 5 -Explain the importance of your heart rate?
ed e basic physical activities (Cognitive) -What activities increase
Activitie understandi -Demonstrate movement in your heart rate?
s ng of FITT health related fitness games and -How does exercise help
*Heart guidelines activities (Psychomotor) your body?
obstacle - -Demonstrate adjusted -What are your favorite
course Demonstrate intensity during an activity to physical activities that help
*Dance understandin sustain you stay healthy?
*Whittle g of the movement while engaging in -Where can you find your
climbing health physical activity (Psychomotor) pulse? -What muscles cause
*Jump related your [arm, leg, etc.] to move?
Rope fitness -Why is it important to
*Muscle components be flexible?
Madness -Explain the
benefits of
physical
activity Target
Heart
Rate zone
(THRZ)

Grade 1
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme
 Group -Playing Standard 2, Standard 4, Standard -How does the quality of
Initiatives within the 5 -Demonstrates self-control and effort affect your
Suggest rules for safe practices during activities performance?
ed safe play (Affective) -Apply group problem -What do you need to do in
Activitie -Listening solving strategies for order to improve your skill
s skills - improvement/success (Affective) level? -How did your group
*Class Identify -Demonstrate the ability to work demonstrate
discussio conflict sportsmanship today?
n about resolution skills

cooperat -Strategies for together effectively through -How does being a “good
io n, problem respect, sensitivity, and sport” affect your work with
respect solving compassion towards the
and techniques partners/groups (Affective) group?
responsi - -Demonstrate sportsmanship -If you encountered a
bil ity Sportsmanshi during group activities (Affective) problem today, how did you
*Partner p- work it out? -What is a goal
activities Constructive and why is it important to set
*Simple feedback one?
large -Cooperative - Did your group follow
group strategies directions and complete
games -Leadership the activity? Explain how.
*Cooper -Trust
ati ve -Safety
Challeng practices
es -Self-control
*Teacher
modeled
positive
feedback

Integrat -Create Standard 1, Standard 2, Standard -What locomotor and non

ed sequences 4, Standard 5 locomotor skills did you
Moveme -Balance -Demonstrate a sequence of skill use today?
nt -Transition related movements -How do you know if you
Suggeste - (Psychomotor) -Evaluate moved safely?
d Demonstrate movement patterns in a variety -What should you think
Activities understandin of skill theme activities about when you are
*Balance g for the (Cognitive) [chasing, fleeing, tagging, or
beam components -Demonstrate and combine dodging] ?
*Teacher of skill- traveling with manipulative skills -Describe the different
directed related for execution to a target shapes you made with your
locomot fitness (Psychomotor) body. -How do you use this
or skills - Differentiate between movement equipment/space properly ?
*Teacher in personal and general space
directed
non (Cognitive) -Did you feel your weight
locomot -Demonstrate following directions shift? (front to back; side to
or skills in a group setting (Psychomotor) - side) -What should you think
*Obstac Demonstrate working together when you shift your weight
le effectively through respect, from your feet to your hands?
course sensitivity, and compassion towards -What can you do to change
*Scooters partners/groups (Affective) the direction of an object?
*Parachu -Why is it important to have a
te good base of support in order
activities to keep your balance?
*Jump -What things can you do
Rope differently to improve
your performance?
-Give examples of how
you showed static and
dynamic balance.
-How did you
demonstrate
sportsmanship today?

Throwing -Opposition Standard 1, Standard 2, Standard -What should you think

and -Trunk 3, Standard 4 about when catching a self-
Catching rotation - -Demonstrate catching a tossed, light-weight
Suggest Release point thrown object in a variety of object)?
ed -Follow situations (Psychomotor) -What should you think about
Activitie through - -Demonstrate appropriate grade when performing an
s Tracking level throwing and catching skills underhand toss and
*Diamon -Absorption within game and activities underhand throw? -How do
d of force (Psychomotor) -Evaluate throwing force and distance relate
games -Proper and catching using a self-reflection when throwing an object? -
*Fielding hand -Analyze throwing/catching What are the steps for
Skills position skill development through [throwing/catching a
*Manipul and feedback ball]? -What things can
at ive target you do
Skills - differently to improve your
*Partner Demonstrate
understandi
ng

Throwing of the skill (Cognitive) performance?

*Magic related
Club fitness
components
 Striking -Tracking Standard 1, Standard 2, Standard -What should you think about
Skills -Accuracy 3, Standard 4 when striking an object with
Suggest -Stance -Demonstrate appropriate grade different parts of your body? -
ed -Contact level striking skills within games What should you think about
Activitie point -Follow and activities (Psychomotor) when striking an object with
s through - -Demonstrates striking an an implement?
*Striking Body object using an implement or -How do force and distance
with alignment body part (Psychomotor) relate when throwing an
body -Creation of -Evaluate striking skills using a object? -What are the steps for
parts force self reflection (Psychomotor) striking an object?
*Striking -Balance -Analyze striking skill -What things can you do
with - development through feedback differently to improve
short Demonstrate (Cognitive) your performance?
handled understandin
implem g of the skill
en ts related
*Soccer fitness
skills components
*Batting
skills
*Volleyin
g skills
*Low
organize
d group
games

Fitness - Standard 3, Standard 4, Standard -How does exercise affect

Suggest Demonstrat 5 -Explain the importance of your heart rate?
ed e basic physical activities (Cognitive) -What activities increase
Activitie understandi -Demonstrate movement in your heart rate?
 s ng of FITT health related fitness games and -How does exercise help your
*Heart guidelines activities
obstacle

course - (Psychomotor) body?

*Sustain Demonstrate -Demonstrate adjusted -What are your favorite
ed understandin intensity during an activity to physical activities that help
aerobic g of the sustain you stay healthy?
activity health movement while engaging in -Where can you find your
*Stretch related physical activity (Psychomotor) pulse? -What muscles cause
in g fitness your [arm, leg, etc.] to move?
*Whittle components -Why is it important to
climbing -Explain the be flexible?
*Jump benefits of
Rope physical
*Muscle activity Target
Madness Heart
Rate zone
(THRZ)

Grade 2
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme
 Group -Playing Standard 2, Standard 4, Standard -How do you use this
Initiatives within the 5 -Demonstrates self-control and equipment/space properly? -
Suggest rules for safe practices during activities What do you need to do in
ed safe play (Affective) -Apply group problem order to improve your skill
Activitie -Listening solving strategies for level? -How did you
s skills - improvement/success (Affective) demonstrate sportsmanship
*Encoura Identify -Demonstrate the ability to work with your group today?
ge conflict together effectively through -What are some of the ways
students resolution respect, sensitivity, and you chose to express your
to give skills - compassion towards feelings today?
positive Strategies for partners/groups (Affective) -How were you able to
feedbac problem -Demonstrate sportsmanship include others in your group
k to solving during group activities (Affective) today?
another techniques
student -
*Compare Sportsmanshi
p-
Constructive

safe & feedback -If you encountered a

unsafe -Cooperative problem today, how did you
situatio strategies work it out? - Explain how
ns -Leadership and why you set your goal?
*Sharin -Trust -How would you rate your
g -Safety performance today without
equipm practices the teacher’s help?
en t -Self-control
*Cooper
ati ve
 Challeng
es
*Discuss
why
rules
are
important

Integrat -Create Standard 1, Standard 2, Standard -What non-locomotor skills

ed sequences 4, Standard 5 are used to perform this
Moveme -Balance -Demonstrate a sequence of skill movement sequence?
nt -Transition related movements -How do you know if you
Suggeste - (Psychomotor) -Evaluate moved safely?
d Demonstrate movement patterns in a variety -What do you need to think
Activities understandin of skill theme activities about when jumping [with
*Balance g for the (Cognitive) this piece of equipment] ?
beam components -Demonstrate traveling with -What should you think
*Locomo of skill- manipulative skills for execution to about when you are
to r and related a target (Psychomotor) [chasing,
non fitness - Analyze the difference between fleeing,tagging, or dodging]?
locomot movement in personal and -How were you able to use
or skills general space (Cognitive) [agility, balance,
*Obstac -Demonstrate following directions coordination] in the
le in a group setting (Psychomotor) - movements that you made
course Demonstrate the ability to work today?
*Scooters together effectively through -What do you need to think
*Parachu respect, about when making a
te change
activities
*Jump
 Rope sensitivity, and compassion from a locomotor skill to a
*Rhyth towards partners/groups non locomotor skill?
ms & (Affective) -What would you think
Dance about when you move your
*Tumblin body in response to
g hearing a story, song or
sequenc rhythm?
e -What do you need to think
*Guided about before doing a
discovery tumbling sequence?
*Low -What impact does faster
organize movements have on force?
d -How does your body
games absorb force?
*Story -What do you need to think
plays about before doing a static
*Creative or dynamic balance?
movement -How can you use your
prior experience to relate
to your present skill level?

Throwing -Opposition Standard 1, Standard 2, Standard -What should you think

and -Trunk 3, Standard 4 about when catching an
Catching rotation - -Demonstrate catching a overhand thrown object in
Suggest Release point thrown object in a variety of your personal space?
ed -Follow situations (Psychomotor) -What should you think about
Activitie through - -Demonstrate appropriate grade when throwing overhand? -
s Tracking level throwing and catching skills What factors do you need to
*Diamon -Absorption within game and activities consider in order to be a
d of force (Psychomotor) -Evaluate throwing better catcher/thrower?
games -Proper and catching using a self-reflection (visualize, effort, effort,
*Fielding hand -Analyze throwing/catching skill practice time, etc.) -How do
Skills position trajectory and distance
*Manipul and
at ive target
Skills -Demonstrate

*Partner understandi development through relate when throwing an

Throwing ng of the feedback (Cognitive) object? -How does performing
*Magic skill the steps in order help
Club related develop your skills properly?
*Various fitness -How can you use feedback
throwing components to improve your
& performance? -How can you
catching use your prior experience to
games relate to your present skill
*Sations level?
-How does your effort
impact your skill
performance?
 Striking -Tracking Standard 1, Standard 2, Standard -What factors do you need to
Skills -Accuracy 3, Standard 4 consider in order to be a
Suggest -Stance -Demonstrate appropriate grade better kicker or striker?
ed -Contact level striking skills within games [visualize, effort, practice
Activitie point -Follow and activities (Psychomotor) time, etc.]
s through - -Demonstrates striking an -How do trajectory and
*Striking Body object using an implement or distance relate when striking
with alignment body part (Psychomotor) an object? -How does
body -Creation of -Evaluate striking skills using a performing the steps in order
parts force self reflection (Psychomotor) help develop your skills
*Striking -Balance -Analyze striking skill properly?
with - development through feedback -How can you use feedback
implem Demonstrate (Cognitive) to improve your
en ts understandin performance? -How can you
*Soccer g of the skill use your prior experience to
skills related relate to your present skill
*Batting fitness level?
skills components -How does your effort
*Volleyin impact your skill
g skills performance?
*Low
organized

striking
games
*Batting
a ball
off a
tee
 Fitness -Understand Standard 3, Standard 4, Standard -What is the job of [this]
Suggest the 5 -Identify the importance of muscle?
ed components physical activities (Cognitive) -When you exercise, why does
Activitie of the FITT -Demonstrate movement in your body react the way it
s guidelines health related fitness games and does? -How do your muscles
*Find - activities (Psychomotor) and bones work together
heart Demonstrate -Identify the relationship during activity?
rate understandin between intensity, heart rate, -How does the amount of
using a g of the and perceived level of exertion time you spend on an
pulse health while engaging in physical activity affect your personal
*Identify related activities (Cognitive) fitness?
changes fitness -Demonstrate adjusted -What activities will
in heart components intensity during an activity to improve your muscular
rate & -Understand sustain strength,
breathi the movement while engaging in muscular endurance,
ng importance physical activity (Psychomotor) cardio respiratory
during of daily endurance, and flexibility?
exercise activity - -What are the physical
*Catego Target Heart benefits for each activity that
riz e Rate zone you choose to participate in?
nutritio (THRZ) -How does your food
us food choice impact your
vs. energy level?
junk -What was your heart
food rate during [that]
*Whittle activity?
climbing -Why is it important to have
*Brains, a healthy heart?
Bones, -What are some activities that
Braun
*Muscle
 Madness

you can do to help your

muscles get stronger?
-Why is it important to
have strong muscles?
-What are some activities
that you can do that require
flexibility?
-Why is it important to
be flexible?

Grade 3
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme

Group -Conflict Standard 2, Standard 4, Standard 5 -How do you use this

Initiatives resolutions -Demonstrate leadership (Affective) equipment/space properly? -
Suggest -Following -Demonstrate individual/group How does persistence
ed directions perseverance during physical impact skill development?
Activitie -Strategies activity (Affective) -Why are rules important in
s for conflict -Apply self-control and safe any activity?
*Group resolutions practices (Affective) - What did you do today to
challeng and problem -Demonstrate sportsmanship encourage your classmates? -
es solving during activities (Affective) If you encountered a
*Partner techniques problem today, how did you
activities - work it out? -Explain how
and why you set your goal.
 *Peer Sportsmanshi
assessm p -Leadership
en ts strategies
*Cooper -Playing
ati ve within the
Challenges rules for
safe play

-Positive
feedback
-Listening skills

Integrat -Offense/ Standard 1, Standard 2 -How were you able to use

ed Defense Demonstrate a sequence of skill [power, speed, and reaction
Moveme strategies related movements time] in the movements
nt -Movement (Psychomotor) -Apply offensive that you made today?
Suggeste Strategies and defensive strategies for -What do you need to think
d -Transition tactical games about when you are creating
Activities -Creative categories (Psychomotor) a movement sequence with
*Tumbli sequences of -Evaluate a combination of implements to show
ng repeated movement patterns in a skill emotions, expressions, and
*Gymna patterns sequence feelings?
sti cs -Understand (Cognitive)) -How does size, numberor
*Static & the - Apply combined movement speed of moving body
Dynamic components concepts with skills in a variety of parts impact the amount
balances of skill- physical activities (Psychomotor) - of force generated?
*Follow related Apply responsible personal -What do you need to think
the fitness behavior in a variety of physical about before doing a static
leader activities (Affective) or dynamic balance while
moveme maintaining body control?
nt
patterns

Throwing -Absorption Standard 1, Standard 2, Standard -What should you think about
and of force 3, Standard 4 when throwing and catching
Catching -Apply and -Demonstrate appropriate grade an object when moving?
Suggest control force level catching skills while in a ready -How does size, number, or
ed of a projectile position (Psychomotor) speed of moving body
Activitie with accuracy -Demonstrate appropriate grade parts impact the amount
s -Offense/ level throwing in order to throw at a of force generated?
*Individu Defense target (Psychomotor) -How did performing the
al ized strategies -Identify throwing and catching skill steps in order help you to be
practice
*Lead up

games -Control cues (Cognitive) successful in today’s

for speed and -Identify the differences with activities? -How can you use
throwing direction of overhand and underhand feedback to improve your
& an object throws (Cognitive) performance? -How can you
catching -Tracking -Compare the amount of force tell if you’ve mastered the
*Diamon -Opposition needed to throw objects of skill?
d -Follow different shapes and sizes -How does your effort
games through - (Cognitive) impact your skill
*Magic Understand performance?
Club the skill- -How does persistence
related impact skill development?
fitness
components
 Striking -Offense/ Standard 1, Standard 2, Standard -What factors do you need to
Skills Defense 3, Standard 4 consider in order to be a
Suggest strategies -Identify and demonstrate better kicker or striker?
ed -Tracking offensive/defensive striking [visualize, effort, practice
Activitie -Accuracy strategies in games and activities time, etc.]
s -Contact (Cognitive & Psychomotor) -How do trajectory and
*Pillo point -Follow -Demonstrates striking an object distance relate when striking
Polo through - with accuracy using a body part an object? -How does
*Soccer Body (Psychomotor) performing the steps in order
skills alignment -Demonstrate striking of an help develop your skills
*Batting -Creation of object with accuracy using a properly?
skills force short or long handle implements -How can you use feedback
*Volleyin -Balance (Psychomotor) to improve your
g skills - -Compare the amount of force performance? -How can you
*Striking Understandin needed to strike objects of use your prior experience to
with g of the skill different shapes and sizes relate to your present skill
body related (Cognitive)) level?
parts fitness -Analyze striking skill -How does your effort
*Striking components development through feedback impact your skill
with (Cognitive) performance?
implem
en ts

Fitness -Apply Standard 3, Standard 4, Standard -Explain why the body

Suggested knowledge of 5 -Evaluate scores in a health- needs more oxygen when
related exercising?
Activities overload, fitness assessment (Cognitive) -Explain the role of flexibility
*Log progression -Identify the components of the on the muscular system
sheets and FITT principles (Cognitive) during physical activity??
*Chase & specificity -Explain the role of target heart -Explain why the frequency
Flee principles, rate zones while engaging in and the amount of time
games recovery time physical activities (Cognitive) affect your personal fitness?
*Nutritio -Analyze the -Explain and calculate the heart -What component of fitness
n components rate zone (Cognitive & does [thisactivity] improve? -
lessons of the FITT Psychomotor) -Evaluate the What are the physical benefits
*Pedom guidelines relationship between nutrition for each activity that you
et er -Assess and physical activity choose to participate in?
use components (Psychomotor) -How would you rate your
*Fitness of health- -Analyze the results of a health level of exertion?
goal related related fitness assessment -How does your food
setting fitness (Cognitive) choice impact your
*Self and -Identify the energy level?
peer relationship -What do you need to think
assessm between about in order to pace
en ts individual yourself? -What are some
*Questio CCPS Fitness activities that you can do to
n and Assessment help your muscles get
answer scores and stronger and work longer? -
*Brains, the healthy What exercises will improve
Bones fitness zone the strength and endurance of
-Target the [...} muscle?
and
Heart Rate -What are some activities
Braun
zone that you can do that require
*Healthy
(THRZ) flexibility?
Heart
-Understand -What are some activities
*Muscle
the that you can do that require
Madness
importance flexibility?
 of daily -How does your effort
activity impact your skill
performance?

-Explain the importance of

goal setting as it relates to
achievement.

Grade 4
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme
 Group -Conflict Standard 4, Standard 5 -How do you organize this
Initiatives resolutions -Demonstrate leadership (Affective) equipment and space to
Suggest -Following -Demonstrate individual/group keep others safe?
ed directions perseverance during physical -How did you work well
Activitie -Strategies activity (Affective) with your
s for conflict -Apply self-control and safe teammates/classmates
*Cooper resolutions practices (Affective) today?
ati ve and problem -Demonstrate sportsmanship -How did your behaviors
games solving during activities (Affective) today allow you and your
*Proble techniques classmates to do their best?
m - - How did you show respect
solving Sportsmanshi and caring for others today?
tasks p -Leadership -How were you able to
*Group strategies include everyone in today’s
challeng -Playing activities?
es within the
*Partner rules for
activities safe play
*Peer -Full value
assessm contract
en ts -Positive
*Cooper feedback
ati ve -Listening skills
challeng
es
*Teamw
or k
 Integrat -Offense/ Standard 1, Standard 2 , Standard -How does the
ed Defense 4, Standard 5 movement condition
Moveme strategies -Demonstrate a sequence of skill [speed, force,
nt -Movement related movements pathways
Suggeste Strategies (Psychomotor) -Identify offensive directions, levels, and
d -Transition and defensive strategies for space] affect your ability
Activities -Creative tactical games to perform locomotor or
*Create sequences of categories (Psychomotor) non-locomotor skills?
moveme repeated -Evaluate a combination of -Which [skill-related
nt patterns movement patterns in a skill fitness component] did
sequenc -Understand sequence (Cognitive) you use in today’s
es the activity??
*Tumblin components -What do you need to
g *Jump of skill- think about when
Rope related creating a
*Tinikling fitness movement sequence for you
*Static or your partner?
and -How does the surface
dynamic impact how an object
balances moves?
*Balance -What do you need to think
beam about before doing a
dynamic or static balance?
-Why are some skills easier
to learn than others?

Throwing -Absorption Standard 1, Standard 3, Standard 4 - -What games/activities can

and of force Demonstrate appropriate grade you think of that required
Catching -Evaluation level catching skills while in a ready you to combine individual
Suggest of skills position (Psychomotor) skills such as throwing,
ed using a -Identify throwing and catching catching, and striking with
Activitie rubric skill cues (Cognitive) control?
s assessment -Identify the differences with -How does the surface
*Diamon -Apply and overhand and underhand impact how an object
d control force throws (Cognitive) moves?
games of a projectile -Why is it important to
*Fielding with practice the steps in order to
skills help you

*Manipul accuracy -Compare the amount of force become more successful in

at ive -Offense/ needed to throw objects of your skill development?
skills Defense different shapes and sizes -Were you able to identify any
*Throw/ strategies (Cognitive) mistakes that you made
catch -Control during skill practice?
with speed and
implem direction of
en ts an object
*Individu -Tracking
al ized -Opposition
skill -Follow
challenges through -
Understand
the skill-
related
fitness
components
 Striking -Offense/ Standard 1, Standard 2, Standard -What games/activities can
Skills Defense 3, Standard 4 you think of that required
Suggest strategies -Design and demonstrate you to combine individual
ed -Tracking offensive/defensive striking skills such as throwing,
Activitie -Accuracy strategies in games and activities catching, and striking with
s -Contact (Cognitive & Psychomotor) control?
*Dribblin point -Follow -Demonstrates striking an object -How does the surface
g a ball through - with accuracy using a body part impact how an object
*Individu Body (Psychomotor) moves?
al ized alignment -Demonstrate striking of an -How does the amount of
skill -Creation of object with accuracy using a force that you put on an
practice force short or long handle implements object impact its rebound?
*Small -Balance (Psychomotor) -How did performing the
sided - -Compare the amount of force steps in order help you to be
games Understandin needed to strike objects of successful in today’s activity?
*Striking g of the skill different shapes and sizes
w/ related (Cognitive))
implem fitness -Analyze striking skill development
ents components
*Striking

w/body through feedback (Cognitive)

parts
*Soccer
skills
*Batting
skills
*Volleyin
g skills
 Fitness -Apply Standard 3, Standard 4, Standard -What are the different parts
Suggest knowledge 5 -Evaluate scores in a health- of the cardio-respiratory
ed of overload, related fitness assessment system and how do they
Activitie progression (Cognitive) work
s and -Identify the components of the together?
*CCPS specificity FITT principles (Cognitive) -What are some of the
Fitness principles, -Explain the role of target heart activities you can do to
Assessm recovery time rate zones while engaging in strengthen your heart and
en t -Analyze the physical activities (Cognitive) other muscles?
*Fitness components -Identify and accurately calculate -What are the benefits of
stations of the FITT the heart rate zone (Cognitive) being flexible?
*Tag guidelines -Evaluate the relationship -How do you use the FITT
games -Understand between nutrition and physical principle to increase your
*Person the activity overall fitness?
al components (Psychomotor) -How are the FITT
fitness of health- -Explain the results of a health- components of time and
goal related related fitness assessment intensity related to each
setting fitness (Cognitive) other?
*Nutritio -Identify the -What are the health-related
n relationship components of physical
lessons between fitness? -How can you make
*Design individual friends during physical
a CCPS Fitness activity?
fitness Assessment -What factors will help you
plan decide whether a physical
*Brains, activity choice is enjoyable
Bones and for
 Braun scores and you?
*Healthy the healthy -Explain the three parts of
Heart fitness zone an aerobic workout?
*Muscle -Target -What are aerobic and
Madness Heart Rate anaerobic activities and how
zone do they affect the heart?
(THRZ) -Can you show and tell me
-Understand about examples of either a
the static or dynamic stretch? -
importance What stretches can you do
of daily to improve your flexibility?
activity -By looking at your fitness
data, what do your scores tell
you about your personal
flexibility?

Grade 5
Skills Concepts Standard(s)/Outcome(s) Essential/Guiding Questions
Theme

Group -Conflict Standard 4, Standard 5 -How do you know you

Initiatives resolutions -Demonstrate leadership (Affective) used your equipment and
Suggest -Following -Demonstrate individual/group space safely today?
ed directions perseverance during physical -How did you use self-
Activitie -Strategies activity (Affective) control when facing a
s for conflict -Apply self-control and safe challenging situation?
*Cooper resolutions practices (Affective) -What strategies did you use
ati ve and problem -Demonstrate sportsmanship to help you solve conflicts
games solving during activities (Affective) with others?
*Proble techniques - What behavior choices did
m - you use to make friends and
solving Sportsmanshi keep
tasks p -Leadership
*Large
group

games strategies friends?

with -Playing -How were you able to include
emphas within the everyone in today’s activities?
is on rules for -How did you manage your
teamwo safe play time in order to complete
rk & -Full value today’s task?
sportsm contract
an ship -Positive
*Cooper feedback
ati ve -Listening skills
challenges
 Integrat -Offense/ Standard 1, Standard 2 , Standard -How does the
ed Defense 4, Standard 5 movement condition
Moveme strategies -Demonstrate a sequence of skill [speed, force,
nt -Movement related movements pathways
Suggeste Strategies (Psychomotor) -Apply offensive directions, levels, and
d -Transition and defensive strategies for space] affect your ability
Activities -Creative tactical games to perform locomotor or
*Create sequences of categories (Psychomotor) non-locomotor skills?
moveme repeated -Evaluate a combination of -Which [skill-related
nt patterns movement patterns in a skill fitness component] did
sequenc -Understand sequence (Cognitive) you use in today’s
e the activity??
*Tumbli components -What do you need to
ng of skill- think about when
*Jump related creating a
rope fitness movement sequence for you
*Balance or your partner?
beam -How does the surface
*Tinikling impact how an object
*Rhyth moves?
ms & -What do you need to think
Dance about before doing a
dynamic or static balance?

-Why are some skills easier

to learn than others?
Throwing -Absorption Standard 1, Standard 3, Standard 4 - -What do you need to
and of force Demonstrate appropriate grade think about when you are
Catching -Evaluation level throwing skills in order to playing offense or
Suggest of skills throw at a target (Psychomotor) defense?
ed using a -Demonstrate appropriate grade -How do the properties of
Activitie rubric level catching skills while in a ready the object being used
s assessment position (Psychomotor) impact its ability to travel
*Throwin -Apply and -Identify throwing and catching through space? -How does
g for control force skill cues (Cognitive) your skill practice outside of
distance of a projectile -Identify the differences with physical education class
/a with accuracy overhand and underhand impact your skill
ccuracy -Offense/ throws (Cognitive) development?
*Individu Defense -Compare the amount of force -Using [this skill rubric],
al ized strategies needed to throw objects of what stage of learning
skill -Control different shapes and sizes would you classify your skill
practice speed and (Cognitive) level?
*Diamon direction of
d an object
games -Tracking
*Fielding -Opposition
skills -Follow
*Manipul through -
at ive Understand
skills the skill-
*Use of related
peer fitness
and/or components
self
assessm
en ts
 Striking -Offense/ Standard 1, Standard 2, -What skills do you think
Skills Defense Standard 4 -Design and about when performing [this
Suggest strategies demonstrate physical activity]?
ed -Body offensive/defensive striking -What do you need to think
Activitie strategies in games and activities
s (Cognitive &

*Individu alignment Psychomotor) about when you are

al ized -Tracking -Demonstrates striking an object playing offense or
skill -Contact with accuracy using a body part defense?
practice point - (Psychomotor) -How do the properties of
*Modifie Balance -Demonstrate striking of an the object being used
d -Accuracy object with accuracy using a impact its ability to travel
individu -Follow short or long handle implements through space? -How does
al & through - (Psychomotor) your skill practice outside of
team Creation of -Compare the amount of force physical education class
games force needed to strike objects of impact your skill
using - different shapes and sizes development?
striking Understandin (Cognitive)) -How were you able to use the
*Soccer g of the skill -Analyze striking skill feedback from others to
skills related development through feedback correct your performance?
*Batting fitness (Cognitive)
skills components
*Volleyin
g skills
 Fitness -Apply Standard 3, Standard 4, Standard -How does your intensity level
Suggest knowledge 5 -Evaluate scores in a health- during exercise affect your
ed of overload, related fitness assessment heart and lungs?
Activitie progression (Cognitive) -How does your body respond
s and -Identify the components of the to exercise during the warm-
*Identify specificity FITT principles (Cognitive) up, aerobic, and cool-down
the principles, -Explain the role of target heart phases of physical activity?
different recovery time rate zones while engaging in -How are the components of
body -Analyze the physical activities (Cognitive) the FITT principle inter-
systems components -Identify and accurately calculate related? -What do you need to
*Heart of the FITT the heart rate zone (Cognitive) think about when applying
rate guidelines -Evaluate the relationship the FITT principle to a short-
monitor -Understand between nutrition and physical term fitness goal?
s the activity -How do [these]
*Heart components (Psychomotor) activities enhance
obstacle of health- -Analyze the results of a health health-related
course related related fitness assessment
*Person (Cognitive)
al
fitness
record fitness components of fitness?
*Design -Identify the -How does exercise help you
a relationship to make you feel better?
healthy between -How do your hydration
menu individual choices impact your
*Assess CCPS Fitness performance during physical
personal Assessment activities?
health scores and -How can you overcome
related the healthy obstacles that limit your level
fitness fitness zone of physical activity?
compon -Target -Explain the three parts of
en ts Heart Rate an aerobic workout.
*Chase & zone -What is the difference
flee (THRZ) between aerobic and
games -Understand anaerobic activities and how
*Fitness the do they affect the heart?
stations importance -By looking at your fitness
*Nutritio of daily data, what do your scores tell
na l activity you about your personal
discussi cardio respiratory fitness
on s level?