LOGAN-ROGERSVILLE R-VIII PHYSICAL EDUCATION CURRICULUM

THIRD, FOURTH, AND FIFTH GRADE

COURSE RATIONALE

The Greene County R-VIII School District’s mission in Health and Physical Education is to provide students with a well-designed developmentally appropriate and sequential curriculum that allows students opportunities to maximize their physical, mental, emotional, social, and intellectual potential in the following areas:

• Functions and Interrelationships of Systems
• Health Maintenance and Enhancement
• Risk Assessment and Reduction
• Efficiency of Human Movement and Performance
• Physical Activity and Lifetime Wellness

The mission will be accomplished by

1. providing students with the opportunity to obtain, interpret, and understand basic health/fitness information and services.
2. developing the skills necessary to utilize such information and services in ways that are reflective of a healthy, active lifestyle.
3. encouraging students to become and remain physically active throughout their lives.
4. developing fitness and wellness.
5. developing movement skills and knowledge.
6. enhancing their social development and interaction, self image, with regard to individual differences and needs.

COURSE DESCRIPTION

The course will emphasize evaluation through a variety of performance-based assessments, including individual and group presentations/behaviors/performances, as well as written forms. A health-related fitness assessment will also be administered annually.

COURSE COMPETENCIES

By the end of grade 5, students will be able to

1. demonstrate knowledge of the structures and functions of the body systems including the following.
1. Skeletal/Muscular
2. Cardiovascular
3. Respiratory
4. Urinary
5. Digestive
6. Nervous/Brain
7. Immune
2. demonstrate knowledge of the interrelationships of the body systems including the following.
1. Skeletal/Muscular
2. Cardiovascular
3. Respiratory
4. Urinary
5. Digestive
6. Nervous/Brain
7. Immune
3. demonstrate understanding of their own feelings and those of others in relationships among
1. Peers
2. Friendships
3. Family
4. Communities
4. demonstrate social and communication skills in order to function well within social systems using the following.
1. Self-expression
2. Interpreting communication
5. demonstrate knowledge involving learning to take care of one’s physical self using the following.
1. Physical activity
2. Weight management
3. Personal health habits
4. Personal hygiene
5. Family health
6. demonstrate knowledge and skills needed to make healthy food choices using the following.
1. Nutritional habits
2. Health status
3. Physical achievement
4. Academic achievement
7. demonstrate knowledge of consumer health skills in order to analyze health issues and information in the following.
1. Advertising
2. Media
8. apply life management skills using the following.
1. Personal goal setting.
2. Decision making and refusal
3. Assertive and conflict mediation
4. Stress management
5. Problem solving
6. Peer pressure
9. demonstrate understanding of diseases in order to assess and reduce their risk including the following.
1. Communicable
2. Non-communicable
3. Health behaviors and practices
10. identify potential risks in daily living and apply basic health and safety measures including the following.
1. Emergency assistance
2. First aid
3. Home/School

11. demonstrate knowledge of facts and information about TAOD in order to access one’s health hazards and to practice risk- reduction in the following areas.

1. Body systems
2. Safe vs. unsafe substances
3. Medicines
4. TOAD prevention (TOAD prevention involves more than the study of drugs and their effects on the body. Factors such as positive self-concept, family support, peer relationships, learning how to make good decisions, etc., are important in drug prevention. These concepts are included in other competencies in this course.)

12. demonstrate understanding of potential environmental health hazards in the following areas.
1. Home/school/community
2. Global
13. participate in and demonstrate understanding of the importance of fundamental movement skills and games in the following areas.
1. Physical activity for enjoyment.
2. Fitness improvement
3. Skills development
4. Social development
14. participate in and demonstrate understanding of the importance of sports skills and life-time activities in the following areas.
1. Physical activity for enjoyment
2. Fitness improvement
3. Skill development
4. Social development
15. participate in and demonstrate understanding of the importance of rhythms and dance in the following areas.
1. Physical activity for enjoyment
2. Fitness improvement
3. Skill development
4. Social development
16. participate in and demonstrate and understanding of the importance of human movement.
17. demonstrate understanding of the importance of developing and maintaining personal fitness/wellness.
1. Health-related fitness
2. Wellness
18. demonstrate appropriate and responsible personal and social behaviors including the following.
1. Rules/safe practices
2. Respect others
3. Group cooperation
4. Personal independence

19. demonstrate knowledge of injury prevention and treatment techniques in the following areas.

5. Exercise-related injuries
6. Safe/unsafe situations

Grade or Class: Physical Education 3-5 grades

Last Revision: 1999-2000

Writer: Teri Evans

By the end of grade 5 students will be able to

District Competency 1: Demonstrate knowledge of the structures and functions of the body system.
Sub-competencies a. Skeletal/Muscular			b. Cardiovascular			c. Respiratory			d. Urinary
e. Digestive					f. Nervous/Brain		g. Immune
Graduate Goals	Content Standards	Performance Standards		Activities				Assessments		Resources
1.4, 4.1, 4.3, 7.1	HP1 HP2	1.8, 1.10, 2.1		- “Muscle of the Week” - “Bone of the Week” - Heart rate task sheet - Stretching/Flexibility exercises (4^th grade) - Make a Breathing Machine (4^th grade) - Drink Up! (4^th grade) - Build a body (4^th grade) - Turning food into fuel (4^th grade) - Where bones meet (5^th grade) - Push or pull (5^th grade) - The Nervous System (5^th grade)				Teacher observation Heart rate task sheet Self evaluation Scoring guide Teacher made test Class discussion Worksheets Experiment Investigation review		IPA and teacher files Body’s Delivery System science Keeping Healthy Movement and Control

By the end of grade 5 students will be able to

District Competency 2: Demonstrate knowledge of the interrelationships of the body system.
Sub-competencies a. Skeletal/Muscular			b. Cardiovascular			c. Respiratory			d. Urinary
e. Digestive					f. Nervous/Brain		g. Immune
Graduate Goals	Content Standards	Performance Standards		Activities				Assessments		Resources
1.4, 4.1, 4.3, 7.1	HP1 HP2	1.6, 1.10		- Aerobic Dance - Running games and activities - Fitnessgram - Blood circulation warm-up activities - Build a body (4^th grade) - How Do Bones and Muscles cause movement (5^th grade) - The Path of a Reflex (5^th grade)				Performance evaluation Self evaluation Written report Scoring guide Teacher made tests Investigation review		Sport aerobic video Teacher files Human Kinetics Movement and Control

By the end of grade 5 students will be able to

District Competency 3: Understand their own feelings and these of others.
Sub-competencies a. Relationships among peers.			b. friendship		c. family		d. communities
Graduate Goals	Content Standards	Performance Standards		Activities		Assessments		Resources
1.4, 2.1, 4.1, 4.3, 4.4, 5.2, 5.3	HP2 SS6	1.6, 3.2, 4.1, 4.3		- “Mission Impossible” - Lead-up games - “What I Want In a Friend” - Rules, laws, and responsibility of various communities (3^rd grade). - Role playing - Focus on vocabulary words (participate, citizen, and responsibility) Look in newspaper, select appropriate articles and illustrate positive and negative behaviors. Discuss short and long term effects on community. - “The Ups and Downs of Feelings” - “The Fence” - “Roller Coaster Ride”		Teacher observation Checklist Classroom discussion Scoring guide Self evaluation		Teacher files Counselor files Communities Around Us

By the end of grade 5 students will be able to

District Competency 4: Develop social and communication skills in order to function well with in social system.
Sub-competencies a. self-expression				b. interpreting communication
Graduate Goals	Content Standards	Performance Standards	Activities		Assessments	Resources
1.4, 2.1, 4.1, 4.5	HP2 SS6	2.1, 3.1	- “Mission Impossible” - Folk/Square/Contra Dance - “How to Handle Peers Who Pressure You”		Checklist Teacher observation Class discussion	Teacher files Get Ready to Square Dance Counselor in the classroom

By the end of grade 5 students will be able to

District Competency 5: Demonstrate knowledge involving learning to take care of one’s physical self.
Sub-competencies a. Physical activity		b. Weight Management		c. Personal Health habits	d. Personal hygiene		e. Family health
Graduate Goals	Content Standards	Performance Standards	Activities			Assessments		Resources
1.1, 1.4, 5.1, 5.2, 5.3, 6.2, 7.2	HP2 HP3	1.4, 1.10, 4.7	- Healthy Body Model - Questionnaire on weight management (5^th grade) - Video on personal hygiene (5^th grade) - Dental video (3^rd grade) - Hygiene – Keeping Germs Out (4^th grade) - Fitnessgram			Checklist Self evaluation Teacher observation		Teacher files “Always’ Changing” (video – nurse) “The Incredible Ride” (video – nurse) Keeping Healthy Human Kinetics

By the end of grade 5 students will be able to

District Competency 6: Demonstrate knowledge and skills needed to make healthy food choices.
Sub-competencies a. nutritional habits			b. health status		c. physical achievement		d. academic achievement
Graduate Goals	Content Standards	Performance Standards		Activities		Assessments		Resources
1.1, 1.4, 5.1, 5.2, 6.2	HP1 HP2 HP6	1.6, 1.10, 3.1, 4.7		- Food pyramid worksheet - “Make a meal” - “Healthy Snack Tag” - “Food Fight” - America – How Sweet it is Sugar-Free Peanut Butter		Scoring guide Teacher evaluation Self evaluation Class discussion Teacher observation		Teacher files Keeping Healthy

By the end of grade 5 students will be able to

District Competency 7: Demonstrate knowledge of consumer health skills in order to analyze health issues and information.
Sub-competencies a. advertising				b. media
Graduate Goals	Content Standards	Performance Standards	Activities		Assessments	Resources
1.1, 1.4, 5.1, 5.2	HP2 HP6	1.5, .1.10, 4.1, 4.4	- “Make a Meal” - “Fat Facts” - Finding nutrients in drinks (4^th grade) - Media message techniques (5^th grade) - Unmask the D.J.		Teacher evaluation Self evaluation Performance evaluation Scoring guide Workbook Class discussion	Teacher files Keeping Healthy D.A.R.E to Resist Drugs and Violence

By the end of grade 5 students will be able to

District Compe