Anchor Standard 1: Motor Skills and Movement Patterns: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
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1.1
Locomotor Skills | |||||||||||
Hopping, galloping, jogging, running, sliding, skipping, jumping, leaping
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5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side) |
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1.2
Locomotor Skills | |||||||||||
Jogging, running
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5-1.2) Apply appropriate form and pacing for running a variety of distances. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side) |
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1.3
Locomotor Skills | |||||||||||
Jumping and landing
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5-1.3) Apply jumping and landing patterns with locomotor and manipulative skills in individual, partner, and small group activities. APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance |
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1.4
Locomotor Skills | |||||||||||
Dance/ Rhythmic Activities
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5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group. APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance. |
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1.5
Non-locomotor Skills* (stability) | |||||||||||
Balance
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5-1.5) Combine balance and transferring weight in a sequence or dance with a partner. APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment |
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1.6
Non-locomotor Skills* (stability) | |||||||||||
Curling and stretching; twisting and bending
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5-1.6) Perform curling, twisting, and stretching actions with correct application in dance, individual, partner, and small group activities. APE accommodation suggestions: Hand over hand assistance and modeling |
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1.6
Non-locomotor Skills (stability) | |||||||||||
Weight transfer, rolling
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5-1.7) Transfer weight
in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment. APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling |
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1.8
Manipulative Skills | |||||||||||
Underhand and overhand throw
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5-1.8) Throw underhand and overhand using correct form in dynamic environments. APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers |
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1.9
Manipulative Skills | |||||||||||
Catching
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5-1.9) Catch with correct form in dynamic individual, partner, and small group activities. APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies) |
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1.10
Manipulative Skills | |||||||||||
Dribbling and/or
ball control with hands
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5-1.10) Dribble continuously with both the preferred and the non-preferred hands in dynamic individual, partner, and small group activities. APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball. |
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1.11
Manipulative Skills | |||||||||||
Dribbling/ ball control with feet
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5-1.11) Apply foot dribbling in individual, partner, and small group activities. APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball. |
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1.12
Manipulative Skills | |||||||||||
Passing and receiving with feet
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5-1.12) Apply passing and receiving with either foot in partner and small group activities, using correct form. APE accommodation suggestions: Use larger ball, larger targets |
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1.13
Manipulative Skills | |||||||||||
Kicking, punting
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5-1.13) Demonstrate correct form in kicking and punting in partner and small-group activities. APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball |
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1.14
Manipulative Skills | |||||||||||
Volleying, overhead and underhand
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5-1.14) Demonstrate
volleying a ball with a two-hand overhead and underhand technique, in a dynamic
environment. Examples: two square, four square, handball, spike ball APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball |
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1.15
Manipulative Skills | |||||||||||
Striking, short implement
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5-1.15) Apply the skill of striking an object consecutively using a short-handled implement in competitive or cooperative game environments. APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement; hand over hand assistance |
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1.16
Manipulative Skills | |||||||||||
Striking, long implement (hockey stick, putter, noodle, bat, badminton racquet, pillow polo stick, etc.)
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5-1.16) Strike an object to a target in partner and small group activities. APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting. |
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1.17
Manipulative Skills | |||||||||||
Jumping rope
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5-1.17) Create and perform a jump rope sequence combining a variety of skills with a partner, using either a short or long rope. APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting. |
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Anchor Standard 2: Movement and performance: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
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2.1
Movement Concepts | |||||||||||
Space
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5-2.1) Understand and apply spatial awareness skills in a game setting. APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots. |
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2.2
Movement Concepts | |||||||||||
Pathways, shapes, levels
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5-2.2) Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.3
Movement Concepts | |||||||||||
Speed, direction, force
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5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.4
Movement Concepts | |||||||||||
Strategies & tactics
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5-2.4) Apply skills learned in earlier grades - simple strategies and tactics in chasing/ fleeing, offensive/ defensive strategies and tactics. |
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Anchor Standard 3: Physical Activity and Fitness: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
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3.1
Physical activity knowledge | |||||||||||
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5-3.1) Compare and contrast fitness benefits of various physical activities. APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation. |
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3.2
Engagement in physical activity | |||||||||||
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5-3.2) Actively engage in all components of physical education to the best of his/her ability. |
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3.3
Fitness knowledge | |||||||||||
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5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type). |
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Anchor Standard 4: Personal and Social Behavior: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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4.1
Personal responsibility | |||||||||||
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5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.2
Accepting and giving feedback | |||||||||||
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5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.3
Working with others | |||||||||||
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5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.4
Conflict Resolution | |||||||||||
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5-4.4) Apply techniques for managing stress and conflict. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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Anchor Standard 5: Values Physical Activity: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
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5.1
Health | |||||||||||
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5-5.1) Explain and identify the health benefits of participating in various physical activities. APE accommodation suggestions: peer assistance and modeling |
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5.2
Challenge | |||||||||||
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5-5.2) Create a visual product or written essay about the enjoyment and/or challenge of participating in a favorite physical activity. Examples: poster, drawing, comic strip, creative dance, skit, media presentation APE accommodation suggestions: peer assistance and modeling |
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5.3
Self-expression and enjoyment | |||||||||||
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5-5.3) Explain the difference between physical activities that are enjoyable and activities that are more challenging. APE accommodation suggestions: peer assistance and modeling |
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5.4
Social interaction | |||||||||||
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5-5.4) Lead or teach their favorite physical activity to their peers. APE accommodation suggestions: peer assistance and modeling |