LOGAN-ROGERSVILLE R-III

PHYSICAL EDUCATION – KINDERGARTEN, FIRST, AND SECOND 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 2, 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 the following situations.
1. Relationships among peers
2. Friendships
3. Families
4. Community
4. demonstrate social and communication skills in order to function within social systems using the following skills.
1. Self-expression
2. Interpreting communication
5. demonstrate knowledge involving learning to take care of one’s physical self including 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 including 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 including the following.
1. Advertising
2. Media
8. demonstrate knowledge of and apply life management skills including 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 risks in the following areas.
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. First-aid
2. Emergency assistance
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. Skill 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 understanding of the importance of principles of human movement in the following areas.
1. Physical activity for enjoyment
2. Fitness improvement
3. Skill development
4. Social development
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.
1. Exercise-related injuries
2. Safe/unsafe situations

Grade or Class: Physical Education K-2

Last Revision: 1999-2000

Writer: Cindy Thompson

By the end of grade 2 students will be able to

District Competency 1: Demonstrate knowledge of the structures and functions of the body systems.
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 month” - Heart healthy stations - Step aerobics - The Skeleton Inside You - Stretching/flexibility exercises “Fun Fit” video - Healthy heart (Kindergarten) - Body systems overview (1^st grade) - Staying well (2^nd grade)			Self assessment interviews Performance evaluation Teacher observation Interview Demonstration			“Dino-Muscles” – Know book American Heart Association Human Kinetics – “Step by Step for Kids” video Scholastic Karl Lorimar Home video Scholastic science series What am I made of? – Scholastic Body Battles – Scholastic

By the end of grade 2 students will be able to

District Competency 2: Demonstrate knowledge of the interrelationships of the body systems.
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		- Running games and activities (straw jog) - Fitnessgram - Blood circulation warm-up activities - Staying well science series			Teacher observation Self-assessment Profile Projects			Great activities news paper Human Kinetics Heart Association “Body Battles” - Scholastic

By the end of grade 2 students will be able to

District Competency 3: Demonstrate understanding of their own feelings and those of others.
Sub-competencies a. Relationships among peers			b. Friendships		c. Families		d. Community
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	3.2, 4.3		- “Treasure Island” Movement Exploration activities - “Feelings Like Yours” (Counselor) - Citizenship (Kindergarten) - Friendships (Kindergarten) - Citizenship filmstrip (1^st grade) - Friends Program (2^nd grade) - Friends (2^nd grade reader)		Teacher observation Peer-assessment Self-evaluation Counselor observation		Great Activities news paper MAHPERD “Feelings Like Yours” - Zaner-Bloser Social Studies Matthew and Tilley (HBJ)

By the end of grade 2 students will be able to

District Competency 4: Demonstrate social and communication skills in order to function well with in social systems.
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	3.1, 2.1	- Square dancing - Role playing / classroom discussion - “Feelings Like Yours” self-esteem (counselor) - Five senses - Art statues (2^nd grade) - “Book Talks” (2^nd grade) - Show and tell (2^nd grade)		Teacher observation Self-evaluation Counselor observation Self-assessment Peer assessment	“Getting Ready to Square Dance” – Capon “Feelings Like Yours” – Zaner-Bloser “Book Talk” Scholastic

By the end of grade 2 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 - Hand-washing model (nurse) - “Sneezing” – (1^st grade art lesson) - “Staying well” (2^nd grade) - Fitnessgram			Checklist Performance evaluation Performance evaluation Profile	Hand-washing model – Brevis “Staying Well” – Scholastic science Human Kinetics

By the end of grade 2 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, 4.7		- “Food Pyramid Match” - “Fat Facts” - Label Reading - “Which Foods are Good” – video - “Plan A Meal” (Kindergarten) - Chart Healthy Snacks (Kindergarten) - Food Fair (1^st grade)		Teacher observation Self-assessment Chart Checklist Performance evaluation		Dairy Council “Which Foods are Good” – Churchill Media

By the end of grade 2 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, 4.1	- Fat Facts - Label Reading - “Healthy Food Cut-outs” (Kindergarten) - “Buy Me That Too” video (1^st grade)		Teacher/self evaluation Performance evaluation Conferencing	Dairy ouncil

By the end of grade 2 students will be able to

District Competency 8: Demonstrate knowledge of and apply life management skills
Sub-competencies a. Personal goal setting	b. Decision making and refusal	c. Assertive and conflict meditation
d. Stress management	e. Problem solving	f. Peer pressure
Graduate Goals