Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

• COOPERATIVE GAMES/PROBLEM SOLVING

By 2^nd grade:

2.5.A1, 3, 4, 6-9

2.5.B2, 4-6

2.5.C1

By 4^th grade:

2.5.A3, 4, 6, 8-10

2.5.B2, 3, 6, 7

2.5.D3

Students will be able to:

• work with others to attain a common goal.

• explore a variety of solutions to problems.

• plan a strategy to successfully complete physical and mental challenges.

• analyze the problems and challenges.

• differentiate between cooperative and competitive skills.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• THROWING AND CATCHING

By 2^nd grade:

2.5.A1, 3, 4, 6-9

2.5.B1, 2, 4-6

2.5.D1, 2

By 4^th grade:

2.5.A1-3, 6, 8-10

2.5.B1-8

2.5.C1

2.5.D1-3

2.5.E1

Students will be able to:

• develop proficiency in throwing and catching to self.

• begin developing catching skills from varying body planes.

• incorporate throwing and catching in a variety of games and activities.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• LOCOMOTOR SKILL DEVELOPMENT

By 2^nd grade:

2.5.A1-10

2.5.B1-6

2.5.D2

By 4^th grade:

2.5.A1-6, 8, 9

2.5.B2

2.5.D1, 2

Students will be able to:

• demonstrate proficiency of locomotor skill.

• recognize the locomotor skill.

• participate in a game using the locomotor skills.

• exercise and move to music.

• distinguish different tempos.

• dramatize story plays through motor skills.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• MANIPULATIVE SKILLS

By 2^nd grade:

2.5.A1, 2, 6, 8, 9

2.5.B2, 4-6

2.5.C1

2.5.D1-3

By 4^th grade:

2.5.A1, 2, 6-11

2.5.B1, 4-8

2.5.D2, 3

Students will be able to:

• demonstrate manipulative ability with right and left hands.

• develop manipulative skills with a variety of objects.

• choreograph skills with partner and/or group.

• practice a sequence of skills.

• demonstrate an original sequence of skills.

• perform a task within a time limit.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• MOVEMENT EDUCATION

By 2^nd grade:

2.5.A1-8, 10

2.5.B1-5

2.5.D2

2.6.A1, 2

2.6.B2

By 4^th grade:

2.5.A1-9, 10, 11

2.5.B3-8

2.5.D2, 3

2.6.B1

Students will be able to:

• use a variety of body parts to perform activities.

• differentiate between levels, speeds and directions.

• exercise using different movement patterns.

• combine varying status and dynamic movement patterns.

• discover new ways to move the space.

• explore creative ways to perform skills.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• STRIKING

By 2^nd grade:

2.5.A1-4, 6-9

2.5.B1, 2, 4-6

2.5.CI

2.5.D1, 2

By 4^th grade:

2.5.A1-3, 6-10

2.5.B1-8

2.5.C1

2.5.D1-3

2.5.E1

Students will be able to:

• distinguish the trajectories of objects by using different ways to strike.

• demonstrate striking by using a variety of body parts.

• demonstrate an age appropriate progression of striking skills.

• attempt skills using both dominant and non-dominant sides.

• enhance eye-hand/eye-food coordination.

• show ability in various games and activities.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• FITNESS

By 2^nd grade:

2.6.A1, 2

2.6.B1, 2

2.6.C1-3

Students will be able to:

• understand the significance of warm-up exercises prior to physical activity.

• participate in warm-up exercises.

• have a general understanding of how heart rate relates to exercise.

• monitor the heart as it changes with exercise.

• understand the importance of exercise as it relates to good health.

• differentiate between the main components of exercise.

• understand how different exercises affect different parts of the body.

• participate in strength training exercises.

• demonstrate safe and appropriate exercise techniques.

• understand the risks of inappropriate exercise techniques.

• understand the significance of consistent exercise as it relates to good health.

• understand some of the factors that make getting and staying in shape difficult.

• understand the importance of warm-up exercises prior to physical activity.

• participate in warm-up exercises.

• understand how heart rate relates to exercise.

• monitor heart rate during exercise.

• differentiate between the main components of exercise.

• understand how different exercises work through those main components.

• participate in strength and aerobic training exercises/activities.

• demonstrate safe and appropriate exercise techniques.

• understand the risks of inappropriate exercise techniques.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• TEAM SPORTS

By 2^nd grade:

2.5.A1-10

2.5.B1, 2, 4-6

2.5.C1

2.5.D1-3

2.5.E1

Students will be able to:

• compare and contrast movements and skills.

• distinguish between skills used in team sports; i.e., throwing, passing, etc.

• recognize skills used in games.

• incorporate skills used in games.

• tell skills used in team sports.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

By 4^th grade:

2.5.A1-4, 6-9

2.5.B1, 2, 4-6

2.5.C1

2.5.D1-3

2.5.E1

2.6.A2

2.6.C1

Students will be able to:

• communicate in a game setting.

• recognize skills to be used in sports.

• employ skills in games.

• participate in team games.

• Practice skills used in games.

• analyze plans used in games.

• select strategy used in games.

• solve challenges that arise in games.

• distinguish skills used in games.

• make decisions in a game situation.

• break down skills used in games.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• GYMNASTICS

By 2^nd grade:

2.5.A1-4, 6-10

2.5.B1, 2, 5, 6

2.5.C1

2.5.D1-3

2.5.E1

Students will be able to:

• understand how doing warm-up exercises increases flexibility and enhances performance in gymnastics.

• understand the risks involved with unsafe activity on the mats/balance beam.

• understand the importance of spotting and gaining the trust of others during gymnastics.

• demonstrate safety while using the mats, balance beam or while spotting someone else.

• learn how to do a variety of rolls and floor stunts on the mats.

• practice the rolls and floor stunts.

• learn, practice and perform a mat routine using those rolls/stunts.

• understand how a good attitude and practice will help make the routine smooth.

• understand the importance of having good sportsmanship when watching a performance.

• learn and practice building gymnastics sculptures with classmates on the mat.

• learn and practice how to walk on the balance beam.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

By 4^th grade:

2.5.A1-4, 6-11

2.5.B1-8

2.5.D1, 2

2.5.E1

Students will be able to:

• understand how doing warm-up exercises increases flexibility and improves performance in gymnastics.

• understand the risks involved with unsafe activity on the mats and gymnastic apparatus.

• understand the importance of spotting and gaining the trust of others.

• demonstrate safety while using the mats, other gymnastic apparatus or while spotting someone else.

• learn how to do a variety of rolls and floor stunts on the mats.

• practice the rolls and floor stunts on the mats.

• learn, practice, and perform a mat routine using those rolls/stunts.

• understand how a good attitude and practice will help make the routine smooth.

• understand the importance of having good sportsmanship when watching a performance.

• learn and practice building gymnastics sculptures with classmates on the mat.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

• DANCE

By 2^nd grade:

2.5.A1-10

2.5.B1- 6

2.5.C1

Students will be able to:

• acquire dance knowledge to tell others.

• count beats, steps in dance.

• incorporate moves in dance.

• describe a dance or dance move.

• recall a move to add another one to it.

• express themselves through dance.

• translate/tell a story through dance.

• identify dance moves, levels, speeds and directions used in dance.

• prepare to demonstrate for an audience.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.

By 4^th grade:

2.5.A1-10

2.6.A2

2.6.C1

Students will be able to:

• assemble in a dance formation.

• build upon dance moves for combinations.

• compare and contrast movements.

• develop a routine.

• express themselves through dance.

• reinforce locomotor movement in dance.

• acquire a knowledge of dance.

• repeat dance moves as music dictates.

• exercise through dance.

• demonstrate locomotor movements used in dance.

• Centers for Disease Control and Prevention – Risk Behaviors Overview – www.cdc.gov/needphp/dash/risk.htm

• Physical Activity for Children: A Statement of Guidelines – National Association for Sport and Physical Education

• Promoting Social and Emotional Learning: Guidelines for Educators – ASCD

• Health is Academic: A Guide to Coordinated School Health Programs – Teachers College Press

• Teacher Observation

• Question and Answer

• Developmental Check List

• Demonstrate, understand and follow visual and/or verbal directions.