District 11 Curriculum & Instruction Department
Health & Physical Education


Grades K-2, Overview of the Year

Overview
Topics in kindergarten through second grade health and physical education focus on learning and demonstrating skills and activities that build health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity. Throughout the year, students will have opportunities to develop their strength and endurance by participating in unit of study including Relays, Intro to Fitness/Wellness, Rope Activities, Rhythm and Movement, Track and Field Activities, Tumbling, Obstacle Course Activities and others. Though the order may differ, all students will receive instruction on each of the units.
For Teachers
Prior Grade
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Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • A complete fitness program promotes participation in grade level skills and activities that build health and wellness including cardiovascular, flexibility, body composition, muscular strength and endurance, and lifetime activity.

  • Good sportsmanship includes following rules of play and being responsible for yourself and the safety of others.

  • We can increase our health and wellness by participating in the physical activities we lead or participate in by ourselves and with others.

  • We can measure and monitor their muscle growth and endurance in a variety of ways.

  • Rules help keep games and activities safe and fair.

  • Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.

  • Responsible participants understand the need to take care of all equipment and facilities.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • How does movement, muscle stretching, doing sit ups, push ups and pull ups increase body strength and overall health?

  • How can people protect themselves from sore muscles or injury from over exercising? 

  • How can people measure and monitor the endurance and strength of their major muscles?

  • Why do we have to be responsible for our own behavior?

  • What is the purpose for rules of play in athletic or competitive sports?

  • How do class rules and team rules help make competitive sports and individual sports more enjoyable?

  • Why are consequences for not following rules necessary?

  • Why are honesty, responsibility, sportsmanship, confidence, courtesy, respect, judgment, integrity, perseverance, and being a good team mate important skills in P.E. and in life? 

  • How does knowledge of the purpose and care of equipment help create responsible physical education participants? 

  • Where does one’s personal space end and someone else’s space begin?

  • Why is cooperation important in games and in life?
    How does cooperation in games impact the final outcome?

  • What does good sportsmanship look like?

Standards
Highest Frequency Standards High Frequency Standards, Other Standards & E-skills

Standard 1: Students demonstrate skills in a variety of physical activity.
Benchmark: Loco motor, non loco motor, manipulative skills development & movement
District Indicator: Repeatedly performs basic loco motor skills, Repeatedly performs basic non-loco motor skills, Repeatedly performs basic object manipulation skills,
Essential Skills: Bend, stretch, twist, balance, Throw, catch, strike, kick, bounce, dribble, walk, run, gallop, slide, crawl, jump, hop, tumble, roll, dance
Standard 2: Students demonstrate components of physical fitness through health related fitness and performance related/motor skill fitness.
Benchmark: Components of fitness
District Indicator: Demonstrates cardiovascular endurance, demonstrate muscular endurance, demonstrate flexibility
Essential Skills: Participate in activities /games that increase breathing and heart rate over a sustain period of time, V-sit, yoga, knowledge of stretches for various muscle groups
Standard 3: Students participate in guided and self-directed physical activities in physical education classes, which encourage continuing participation in physical activities
Benchmark: Student demonstrates responsibility while participating in guided and self directed activities, Responsibility while participating in guided and self directed activities
District Indicator: Student participates in a variety of activities, follows oral demonstrated directions, and stays on task
Standard 4: Students demonstrate knowledge in team and individual sports.
Benchmark: Student demonstrates and models behavior
District Indicator: Student knows and obeys classroom and activity rules, knows the consequences of not following the rules
Standard 5: Students recognize the role of physical activity and its unique contributions to their social, emotional, mental, and physical development
Benchmark: Student demonstrates and practices self control
District Indicator: Works cooperatively with others, demonstrates special awareness
Essential Skills: Teamwork, demonstrates respect for self and others, respect for activity, encourages others, accepts winning and losing, communicates appropriately, honors personal space and boundaries
Standard 6: Students recognize the role of physical activity and its unique contributions to their social, emotional, mental, and physical development.
Benchmark Activities: Exhibits collaborative team work  and sportsmanship
District Indicator: Works cooperatively with others, demonstrates special awareness

 

Sample Lessons

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Kindergarten

  • Quarter 1: Introduction to Physical Education, Playground Safety, Movement, Class Procedures, Locomotor and Non-locomotor Screening, Manipulative Movements, Intro to Fitness/Wellness, Low Level Games; Social, Emotional and Safety 
  • Quarter 2:  Fitness/Wellness Activities, Perceptual Motor Activities, Object Manipulation, Low Level Games; Rope Activities, Academic Relay Activities
  • Quarter 3: Fitness/Wellness Activities, Rhythm and Movement, Tumbling, Obstacle Course
  • Quarter 4: Fitness/Wellness Activities, Movement, Track and Field Activities, Ball Skills/Manipulation

Grades 1-2

  • Quarter 1:  Introduction to Physical Education, Playground Safety, Movement Patterns, Class Procedures, Locomotor and Non-locomotor Activities, Manipulative Movements, Intro to Fitness/Wellness, Low Level Games; Social, Emotional, and Safety, Lead Up Soccer Activities, and Academic Relay Activities
  • Quarter 2:  Fitness/Wellness Activities, Perceptual Motor Activities, Object Manipulation. Self Testing Activity Stations, Rope Activities, and Lead-Up Basketball Activities
  • Quarter 3:  Fitness/Wellness Activities, Rhythm and Movement, Lead Up Volleyball Activities, Tumbling, and Obstacle Course
  • Quarter 4:  Fitness/Wellness Activities, Movement, Track and Field Activities, Ball Skills/Manipulation

Nutrition Education



 

Parents

District 11 is committed to providing a minimum of 90 minutes per week in Health and Physical Education, taught by a qualified instructor.  We join you in valuing your child's health and wellness. You can support what your child is learning in Health and P.E. classes by:
*  asking him or her to demonstrate some of the skills they have learned in class.
*  emphasizing the importance of having fun in physical activity, avoiding the "need to win."
*  using physical activity rather than food as a reward. (i.e. extra minutes of play time, taking a family bike ride, etc)
*  balancing television/computer time with healthy activities
*  adapt activities for children with special needs or preferences
We also invite you to attend your child's After School Fitness for Life Activities, Annual School Track or Field Day, and the District Annual Track and Field Festival at Berry Stadium. Together, we can build a generation of healthy minds and bodies.

 

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