Elementary PE Curriculum Framework - Matanuska-Susitna ...

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MSBSD Curriculum Framework 2012

Page
1



MSBSD


K
-
5


Physical Education

Curriculum Framework



2011
-
2012



MSBSD Curriculum Framework 2012

Page
2


Table of Contents


Acknowledgements


Matanuska Susitna Borough School District

Administration

School Board Members

Writing Team Members

How Standards & Curriculum Connect

Curriculum
Development Process

Curriculum Frameworks:

Elementary PE
-------------------
K
-
5

Middle School PE
---------------
6
-
8

High School PE
------------------
9
-
12

Materials

Assessments

Instructional Strategies for Teachers

Glossary of Terms

MSBSD Curriculum Framework 2012

Page
3


ACKNOWLEDGMENTS


The
MSBSD

Office of Instruction
would like to acknowledge

the
dedicated work of
all
curriculum teams
with
in

our district. These
teams
consisting of administrators, teachers and community
members have worked cooperatively and collaboratively in the
best interest of the district’s students to
build
content specific
curriculum frameworks
that will be
used as

guide
s in

planning and
implement
ing instructional strategies.


The MSBSD also recognizes these curriculum leaders have
employed their understandings of curriculum development
procedures to build reliable
,
academically rigorous
and culturally
relevant
curricula that
will
contribute
direc
tly to student
achievement.


We thank all of those who have worked so diligently for our
students.


Beckie Murphy

Curriculum Coordinator






January, 2012




The MSBSD would also like to thank the Fairbanks North
Star Borough for their diligent work and

the sharing of
their Curriculum Framework.



MSBSD Curriculum Framework 2012

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4


MSBSD
Administration


SUPERINTENDENT

Dr Deena Paramo

501 N. Gulkana

Palmer, AK 99654

(907) 746
-
9255



ASSISTANT SUPERINTENDENT

Gene Stone

501 N. Gulkana

Palmer, AK 99654


(907) 746
-
9212


EXECUTIVE DIRECTOR
OF EDUCATION

Lebron McPhail

501 N. Gulkana

Palmer, AK 99654


(907) 746
-
9212


EXECUTIVE DIRECTOR OF EDUCATION

Mike Vrvilo

501 N. Gulkana

Palmer, AK 99654


(907) 746
-
9212


CURRICULUM COORDINATOR

Beckie Murphy

501 N. Gulkana

Palmer, AK 99654


(907) 746
-
4090

beckie.murphy@matsuk12.us


CURRICULUM SECRETARY

Shara Habig

501 N. Gulkana

Palmer, AK 99654


(907) 761
-
4075

beckie.murphy@matsuk12.us



MSBSD Curriculum Framework 2012

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5


MSBSD School Board Me
mbers


PRESIDENT

Mike Dunleavy

PMB 550 1830 E. Parks Hwy

Wasilla, AK


99654

(907) 357
-
8165

Michael.Dunleavy
@matsuk12.us


VICE
-
PRESIDENT

Sarah Welton

P.O. Box 870725

Wasilla,

AK


99687

(907) 373
-
5595

Sarah.Welton
@matsuk12.us


CLERK

Susan Pougher

P.O. Box 876440

Wasilla, AK


99687

(907) 373
-
4781

Susan.Pougher@matsuk12.us


MEMBER

Erick Cordero

1150 S. Colony Way#3 Box 167

Palmer, AK


99645

(907) 982
-
0353

Erick.Cordero
@matsuk12.us


MEMBER

Ole Larson

P.O. Box 2595

Palmer, AK


99645

(907) 376
-
3658

Ole.Larson@matsuk12.us


MEMBER

Lynn Gattis

1650 N. Shoreline Drive

Wasilla, AK


99654

(907)
373
-
0300

Lynn.Gattis
@matsuk12.us


MEMBER

Neal Lacy

1800 Red Fox Drive

Wasilla, AK


99654

(907) 373
-
7896

Neal.Lacy@matsuk12.us



STUDENT ADISORY BOARD REPRESENTATIVE

Delany Mitchell

MSBSD Curriculum Framework 2012

Page
6



P.E.
WRITING
TEAM MEMBERS



Beckie Murphy

Curriculum Coordinator

Office of Instruction


Christa Hayes

Elementary Teacher

Machentanz Elementary


Nancy Blake

Elementary Teacher

Goose

Bay
Elementary


Lyle Busby

Elementary Teacher

Sherrod Elementary


Mark Strabel

High School Teacher

Colony High School


Abe Salmon

High School Teacher

Wasilla High School


Norm Rous
e
y

High School Teacher

Career & Technical High



MSBSD Curriculum Framework 2012

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7


How Standards & Curriculum
Connect


A rigorous and challenging standards
-
based instructional program ensures
maximum academic achievement for all students. The MSBSD has adapted
the following

graphic to demonstrate how
curriculum components fit
together to make a comprehensive ins
tructional program. This guide is
designed for teachers to use for instructiona
l planning and decision making.



















































Adapted from United States Gove
rnment Curriculum Essential



MSBSD Curriculum Framework 2012

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8


Curriculum Development Process


Curriculum Work Determined by Curriculum Review Cycle


State Statues & Board Policies


Team Formation



Application Process



Team Selected by Office of Instruction


Professional Development for Team Members





Curriculum Processes & Protocols




Scienti
fically Based Research & Trends


Needs Assessment Process




Create & Distribute Surveys




Prepare District Data




Summarize Needs Assessment Data


Curriculum Development/Revisions




Team
Needs Evaluation

Mission & Goals




Scope & Sequence






Guaranteed & Viable Curriculum






Writing Quality Objectives






100/80 Rule






Bloom’s Taxonomy




Stakeholder Feedback




Curriculum Map




Pacing Guides




Materials Adoption





Tips/Scoring/Final Review/School Board Documents




Curriculum Maps



MSBSD Curriculum Framework 2012

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9


Curriculum Development Process



Implementa
tion & Professional Development




Team
Needs Evaluation




All staff professional development




Teacher Feedback





Curriculum Reflection





PD Reflection





Develop Agenda for Revisions


Monitoring
Progress



Team
Needs Evaluation



Curriculum Monitoring Tools





Program Components Check List Survey





Technology Assessment Survey





Pacing Guide
/Curriculum Map Survey





Instructional Tour Forms




Assessment Tools





Formative & Summative Check

List




Intervention & Differentiation





RTI Frameworks





Instructional Strategies



MSBSD Curriculum Framework 2012

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10


Curricu
lum Development Terminology


Curriculum Scope & Sequence

(
Standards + Learner Objectives
)

Content every student should know and be able to do at each grade level
over time. Brings order to the delivery of the content and sustains
opportunities for student learning.




Pacing Guide

District guidelines of when content should be delivered in ord
er to meet
benchmark/state assessment deadlines
. The
pacing guide is the
estimated
timeline to accomplish
all
curriculum goals.




Curriculum Map (Continuum)

Curriculum mapping is a
n approach to ensure alignment of written
curriculum (standards + learner
objectives) to learning activities within
adopted materials
.


Alaska
Physical Education

Standards

Standards adopted by the Alaska Department of Education and Early
Development,

for what students should be learning in
physical education
.

These standards are

general statements of what Alaskans want students to

know and be able to do as a result of their public school experience.


Alaska Performance Standards

(Grade Level Expectations)

Standards adopted by the State Board of Education as specific statements of

what students
should know and be able to do. They were adopted in reading,
writing, mathematics, and

science at four benchmark levels: 3rd, 6th, 8th,
and 10th grades.


Alaska Cultural Standards

Standards endorsed by the State Board of Education that s
erve to encourage
enrichment of
the content standards. They are used as a guide to ensure that
schools are aware of and

sensitive to their surrounding physical and cultural
environments.

MSBSD Curriculum Framework 2012

Page
11


Subject
2011-12
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Physical Education K-12
CR / $
Art K-12
CR / $
Music K-12
CR / $
World Lang 9-12
CR / $
Health K-12
NA
Math K-5
NA
Math 6-8
NA
Math 9-12
NA
Science K-5
MP
NA
CR / $
Science 6-8
MP
NA
CR / $
Science 9-12
MP
NA
CR / $
Social Studies K-5
MP
MP
NA
Social Studies 6-8
MP
MP
NA
Social Studies 9-12
MP
MP
NA
Language Arts K-5
MP
MP
NA
Language Arts 6-8
MP
MP
NA
Language Arts 9-12
MP
MP
NA
Inf Literacy/Tech K-12
MP
MP
NA
PD & I
NA
NA
NA
NA
CR / $
CR / $
CR / $
CR / $
CR / $
NA
NA
PD & I
MP
MP
MP
MP
MP
MP
NA
NA
NA
NA
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
MP
CR / $
CR / $
MP
MP
MP
MP
NA
NA
NA
PD & I
CR / $
CR / $
CR / $
CR / $
CR / $
PD & I
PD & I
PD & I
PD & I
CR / $
NA
NA
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
CR / $
CR / $
CR / $
CR / $
CR / $
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
PD & I
MP
MP
PD & I
PD & I
PD & I
MP
MP
CR/$
PD & I
PD & I
PD & I
NA
PD & I
MP
MP
MSBSD Curiculum Review Calendar
CR / $
CR / $
CR / $
NA
NA
PD & I
PD & I
2016-17
2017-18
2018-19
Curriculum/Materials Renewal Six-Year Cycle
PD & I
PD & I
2012-13
2013-14
2014-15
2015-16
P.E.
Curriculum

Development

Timeline


Fall 2010
……………………
Team Building





Spring
2011
………………..N
eeds Assessment Team Meetings











Fall 2011
-
Spring 2012…C
urriculum Review/Writing Team Meetings







Spring 2012………………..
Stakeholder Review




Spring 2012………………..
Presentation to Curriculum Council


Spring 2012………………..
Presenta
tion to School Board on


Spring 2012………………..
School Board Approval on



MSBSD Curriculum Framework 2012

Page
12


Curriculum
Contents


Mission
& Philosophy
Statement
s


Curriculum Goals


Curriculum



Readiness
Standards



Learner Goals (NASPE)



Motor Skills Progression Matrix



Scope and
Sequence



Pacing Guide



Curriculum Map


Essential Teacher Knowledge



MSBSD Curriculum Framework 2012

Page
13


PE Mission Statement


The mission of MSBSD K
-
12 Physical Education is to provide
developmentally appropriate, standards
-
based instruction that builds
knowledge, fitness, movement
skills, and social well
-
being. Our programs
will provide a foundation for informed decision
-
making that will empower
students to achieve and maintain a healthy life.










PE Philosophy


Physical education is an important and unique part of elementar
y and
secondary school curriculum and is critical to every child’s education.
Physical education not only teaches the knowledge, skills and confidence
individuals need to be physically active and healthy, but also contributes to
student success, academic
achievement and brain development. This is
characteriz3ed by the integration of physical activity into daily routines and
leisure pursuits. Physical education builds a foundation for increasing
physical activity and healthy eating for reducing obesity, r
elated chronic
diseases and health care costs in the United States.



MSBSD Curriculum Framework 2012

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14


PE Program Goals


The K
-
8 physical education classroom is an arena of safety,
p
romoting success and expression
through a variety of movement
opportunities and challenges. Students will

be given

opportunities
to experience and develop self
-
confidence and self
-
esteem while
participating in a

variety of developmentally appropriate activities
which will contribute to enhancing skills for a

healthy lifestyle.


As students enter into middle s
chool/junior high, more emphasis
is
placed on applying skills to

game situations involving rules,
strategies, and competition dynamics. As a transition between

Elementary

and high school, classroom experiences may include a

variety of team,
recreational

an
d life
-
long fitness activities.
Students also learn to make knowledgeable personal choices

toward becoming healthy, active individuals



MSBSD Curriculum Framework 2012

Page
15


READINESS STANDARDS


The following are expected indicators of student readiness for entering each grade level.

Grade 1

participate in moderately intense physical
activity for a minimum of 15 minutes each
day in pursuit

of life
-
long health and well
-
being

• name a physical activity they do that
楮捲ease猠瑨敩爠桥a牴⁲a瑥ta湤⁴桡琠瑨ny
e湪ny

• show an understanding of

c污獳⁲畬敳u
睨楬攠灡牴楣楰慴楮g⁳ fely⁩渠灨y獩捡氠
e摵da瑩潮⁡c瑩癩v楥i

• travel in different directions using a
癡物rty映汯 潭潴潲o癥浥湴猬⁳桯睩湧
瑨攠t扩b楴y⁴漠獴a牴⁡湤

獴潰⁩渠獥汦⁳灡ce

• catch a self
-
扯畮be搠潲d瑯獳e搠扡汬

• willingly particip
a瑥⁩渠灨y獩捡氠ac瑩癩v楥i

Grade 2

• continue to demonstrate success with
牥a摩湥獳⁳da湤a牤猠r牯洠灲p癩潵v⁧牡de
汥癥l

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㈰u湵瑥猠nac栠
摡y⁩渠灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮
g

• participate regularly in physical activity
瑨慴⁩湣tease猠扲sa瑨t湧 a湤⁨na牴⁲a瑥

• apply safe practices and show physical
e摵da瑩潮⁲o汥猠a湤⁰n潣e摵牥s

• kick and strike a stationary ball toward a
瑡t来t

• throw a variety of objects using an
潶o牨r湤⁡湤n畮摥牨a湤n浯m楯i

• change the speed and pathway of
汯捯浯瑯爠獫楬氠l渠牥獰潮獥⁴漠楮s瑲畣瑩潮

• willingly cooperate with different partners
潲⁩渠獭慬氠o牯異r

Grade 3

• continue to demonstrate success with
牥a摩湥獳⁳da湤a牤猠r牯洠灲p癩潵v⁧
ade
汥癥汳

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㈵u湵瑥猠nac栠
摡y⁩渠灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮i

MSBSD Curriculum Framework 2012

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16


• identify healthy activities

• participate in activities with goals for
灥牳潮r氠l浰牯癥浥湴

• purposefully

keep out of others’ space as
瑨ty⁴ a癥氠慮搠c桡nge⁤ 牥c瑩潮猠睩o栠潲h
睩瑨潵w⁡渠潢橥nt

• jump a turned rope

• balance and transfer weight from feet to
桡湤n

Grade 4

• continue to demonstrate success with
牥a摩湥獳⁳da湤a牤猠r牯洠灲p癩潵v⁧牡de
汥癥汳



灡牴楣楰慴i⁩渠 潤ora瑥ty 楮ie湳n⁰ y獩sa氠
ac瑩癩vy⁦ 爠r 湩n畭映㌰u湵瑥猠nac栠
摡y⁩渠灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮i

• travel and smoothly change directions
畳楮u⁡⁶a物rty映獫楬 s

• show consideration of self, others, and
e煵楰qe湴


灡牴楣楰慴i⁣潯oera瑩癥汹 楮ar来⁡湤n
獭慬氠s牯異r

• identify activities which impact one or
浯牥⁦楴湥獳⁣潭灯湥湴n

• demonstrate ability to listen, follow
摩牥c瑩潮猬⁡湤⁳nay渠瑡獫

Grade 5

continue to demonstrate success with
readiness standards fro
m previous grade
levels

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㌵u湵瑥猠nac栠
摡y⁩渠灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮i

• devise and perform simple sequences
楮癯i癩湧⁶ 物潵猠浯r潲o獫楬汳

• manipulate objects using

a⁶a物rty映
業灬敭p湴猠睩瑨⁶慲楥搠i浯畮m猠潦⁦潲oe
a湤⁳灥ed

• actively participate in an appropriate
浡湮m爠摵r楮g g牯異ro爠楮摩癩摵d氠灨y獩捡氠
e摵da瑩潮

cha汬enges

Grade 6

• continue to demonstrate success with
牥a摩湥獳⁳da湤a牤猠r牯洠灲p癩潵v⁧牡de

汥癥汳

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㐰u湵瑥猠nac栠
MSBSD Curriculum Framework 2012

Page
17


day in pursuit

of life
-
long health and well
-
being

• identify activities that improve each area
潦⁦楴湥獳

• cooperatively devise strategies to keep
潰灯湥湴猠晲o
洠牥ac桩h朠g⁳灥c楦楥搠a牥aⰠ
灥牳潮Ⱐ潲扪 ct

• use a variety of movements appropriate to
a渠nc瑩癩vy爠ga浥

• demonstrate skills using both the
摯浩湡湴⁡湤潮
-
摯浩湡湴⁳n摥猠潦⁴桥
扯by

Grade 7

• continue to demonstrate success with
牥a摩湥獳⁳da湤ar
摳⁦d潭o灲p癩潵v⁧牡de
汥癥汳

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㐵u湵瑥猠nac栠
摡y⁩渠灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮i

• manipulate objects with dominant and
湯n
-
摯浩湡湴⁳n摥猠潦⁴桥⁢潤y 睨楬攠
浯癩湧⁡湤n
chang楮g

摩牥c瑩潮

• dribble a ball with both right and left hand
睨楬攠浯癩湧⁡湤nc桡ngi湧⁤楲 c瑩潮o

• identify and explain resting, exercise, and
瑡t来琠桥t牴⁲a瑥t

• cooperatively play group games with
潰灯湥湴猠n桡琠t湶潬癥⁡⁣潭扩湡瑩潮o
瑨牯t楮iⰠ
ca瑣桩tg,

摯摧楮gⰠ,ha獩湧Ⱐa湤⁦汥e楮i⁵獩ng慴畲e
浯m潲⁰o瑴e牮r

Grade 8

• continue to demonstrate success with
牥a摩湥獳⁳da湤a牤猠r牯洠灲p癩潵v⁧牡de
汥癥汳

• participate in moderately intense physical
ac瑩癩vy⁦ 爠r 湩n畭映㔰u湵瑥猠nac栠
摡y⁩

灵牳畩r

潦楦o
-
汯lg⁨ a汴栠h湤nwe汬
-
扥楮i

• demonstrate peaceful conflict resolution

• develop and participate in a
c潭灲o桥湳楶攠晩瑮f獳⁰s潧ram

• interact with others in order to play or
摥獩s渠n 杲潵g ga浥

• identify major muscle groups for physical
ac瑩癩vy

MSBSD Curriculum Framework 2012

Page
18



K
-
12 ONGOING LEARNER GOALS


These goals incorporate the standards of the National Association for Sport
and Physical Education (NASPE). They should be incorporated regularly
throughout all physical education

instruction. Mastery is not assigned

to a
specific grade level or course.


STANDARD 1: MOTOR SKILLS

Students demonstrate

competency in motor skills and movement patterns
needed to perform a variety of

physical activities.

Students acquire the basic skills to participate in a wide variety of
leisure
physical activities

and develop advanced skills in at least two or three
activities.


STANDARD 2: LEARNING CONCEPTS

Students demonstrate

understanding of movement concepts, principles,
strategies, and tactics as they

apply to the learning and perfo
rmance of
physical activities.

Students develop sufficient knowledge and ability to independently acquire
new skills, while

continuing to refine existing skills.


STANDARD 3: ACTIVE LIFESTYLE

Students


p
articipates regularly in meaningful physical activity
.

Students develop a comprehensive perspective on the meaning of an active,
healthy

lifestyle.


STANDARD 4: PHYSICALLY FIT

Achieves and maintains a health
-
enhancing level of physical fitness.

Students accept responsibility for enhancing and maintaining a l
evel of
personal fitness

commensurate with an active, healthy lifestyle.


STANDARD 5: SOCIAL / RESPECT

Students exhibit

responsible personal and social behavior that respects self
and others in physical activity

settings.

Students initiate responsible beha
vior, function independently and
responsibly, and exert a

positive influence on the behavior of others in
physical activity settings.

MSBSD Curriculum Framework 2012

Page
19


Students develop an awareness of injury prevention strategies to ensure the
safety of self and

others.

Students willingly
participate with persons of diverse characteristics and
backgrounds, and

develop strategies for inclusion of others.


STANDARD 6: VALUES

PHYSICAL ACTIVITY

Student v
alues physical activity for health, enjoyment, challenge, self
-
expression, and/or social

interaction.

Students actively pursue lifelong physical activities that provide personal
meaning.

Students participate in moderately intensive physical activity each day in
pursuit of lifelong

health and
well
-
being
.

MSBSD Curriculum Framework 2012

Page
20


MOTOR SKILLS PROGRESSION

GRADES K
-
8


National Association for Sport and Physical Education

Standard 1

Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.


Category

K

1

2

Dribble

(hand)

using both

hands,
dribble

a ball in
self
space

or general
space

dribble a ball

with

dominant

hand in
self space

or general
space

dribble a ball

with right
and

left hand in

self
-
space

Dribble

(foot)

move a ball with
feet

dribble in

general
space

dribble,

keeping ball

close to body

Catch

Bounce
and catch an
object

Catch a tossed or
bounced object
without moving from
self
-
space

Catch a tossed or
bounced object without
moving from self
-
space

Kick

Kick a stationary
ball

Kick a stationary
objective using a
dominate foot

Kick a variety of
stationary

objects using
an approach

Strike

Strike an object

u
sing side body
orientation

Strike, showing side
orientation and
proper grip, using a
variety of equipment

Step toward and strike a
moving object using a
variety of equipment

Throw

throw a

variety of

objects with

dominant arm

throw an

object

underhand

and
overhand

throw an

object

showing

opposition

and proper

weight

transfer

Volley

volley with

hands or

paddle/racket

volley a

lightweight

object with

hands

volley a

lightweight

object with

hands or

paddle/racket


Jump

from two feet

to two
feet;

hop on

dominant foot

hop on either

foot;
leap

from one foot

to
the other,

landing

w
ith

bent knees;

jump a turned

rope

jump for

height and

distance;

jump a

s
elfturned

rope

forward
and

backward

R
h
ythm

repeat

a basic

rhythmic

pattern

repeat a basic

rhythmic

pattern

follow a

combination

of
rhythmic

movements;

jump

rhythmically

Locomotor

walk, run,

gallop,
skip,

hop, leap, and

slide

walk, run,

skip, hop,

leap, jump,

and slide

while moving

in a
group

P
erform

locomotor

skills using a

mature
motor

pattern


MSBSD Curriculum Framework 2012

Page
21


Balance

balance using

different

combinations

of body parts

as
support

travel on low

equipment;

perform

simple

balance on

equipment

travel on low

equipment;

perform

simple

balance
on

equipment

Rolling

perform

a

rocking

motion

perform log

roll and
egg

roll going

from
right to

left

perform a

forward roll

Weight
Transfer

travel on a

combination

of body
parts

T
ransfer

weight to

hands while

hanging
on

apparatus or

performing

simple
stunts

T
ransfer

weight from

feet

to other

body parts

while

traveling




MSBSD Curriculum Framework 2012

Page
22


Category

3

4

5

Dribble

(hand)

dribble a ball

with

dominant

hand
while

moving and

with nondominant

hand while

stationary

dribble a ball

using
mature

motor
pattern,

with

dominant

hand while

moving, and

non
-
dominant

while

stationary

dribble a ball

with right
and

left hand

while moving

Dribble

(foot)

dribble,

keeping ball

close to body

while
moving

dribble a ball

with
right and

left foot
while

moving

around

stationary

obstacles

dribble a ball

while

moving, using

a mature

motor pattern

Catch

catch a

variety of

self
-
tossed

objects

catch a

variety of

objects using

a
mature

motor pattern

D
emonstrate

both one
-

and

two
-
handed

catches
at

different

levels

Kick

kick a variety

of
objects

both moving

and

stationary,

using
an

approach

attempt a

variety of

kicks

demonstrate a

variety of

kicks

Strike

step toward

and
strike a

stationary

object, using

a

v
ariety of

equipment

step toward

and
strike a

moving

object, using

a
variety of

equipment

step toward

and strike a

moving object

using
proper

side

orientation

and mature

motor

pattern,

with a variety

of equipment


Throw

throw an

object

showing

opposition,

weight

transfer, and

follow
-
through

throw an

object
toward

a target with

follow
-
through,

using a

mature motor

pattern

throw an

object toward

a target with

accuracy,

using a

mature motor

pattern


Volley

volley a

lightweight

object, using

hands,
with a

partner

volley a

tossed
object

back to a

partner with

hands,
arms,

or equipment,

using a

mature motor

pattern

volley a

tossed object,

with control,

back and

forth to a

partner with

hands, arms,

or
e
quipment

Jump

travel while

jumping
a

rope; perform

beginning

jump
roping

skills

perform a

jumping

sequence that

utilizes

different body

shapes during

flight;
jump

rope 1
-
3

minutes while

performing

beginning

jump rope

skills

run into,

jump, and run

out of turning

rope;
jump

rope 3
-
5

minutes
while

performing

beginning and

intermediate

jump rope

skills; jump,

landing
with

control; catch

while

jumping

MSBSD Curriculum Framework 2012

Page
23


R
h
ythm

follow a

variety of

rhythmic

movements to

music

incorporate a

variety
of

equipment

with
rhythmic

movement

and patterns


turn a long

rope with a

partner, using

an even

rhythm;

incorporate a

variety of

equipment

with rhythmic

movement

and patterns;

move in

sequenced

patterns while

keeping
time

with music,

using
mature

movements

Locomotor

move at

different

speeds, levels,

and

directions,

using a

mature motor

pattern

move at

different

speeds, levels,

and
directions

in game

situations,

using a

mature motor

pattern

move at

different

speeds, levels,

and
directions

in game

situations,

using a

mature motor

pattern


Balance

perform a

balance

sequence

using

stationary and

traveling

balance;

balance with

a

partner

perform a

balance

sequence on a

mat
using

stationary and

traveling

balances;

balance with

a

p
artner;

balance on

boxes, stilts,

boards,

skates, or

beams

perform a

balance

sequence on a

mat using

stationary and

traveling

balances with

and
without

equipment



Rolling

perform a

backward

shoulder
roll

P
erform

forward,

backward,

shoulder,
and

sideways rolls

C
ombine

forward,

backward,

and sideways

rolls into a

sequence

Weight
Transfer

T
ransfer

weight
from

feet to hands

to feet from a

standing

position
(i.e.,

cartwheel)

C
ombine

transfer of

weight,

rolling, and

balance into a

sequence on
mats

C
ombine

transfer of

weight,

rolling, and

balance into a

sequence
on

mats and/or

apparatus




MSBSD Curriculum Framework 2012

Page
24


Category

6

7

8

Dribble

(hand)

dribble a ball

alternating

right and
left

hands while

moving and

changing

directions

dribble a ball

with
hands

and change

speed; change

directions;

d
ribble,
stop,

and pivot

dribble a ball

with either

hand in a

game

situation

Dribble

(foot)

D
emonstrate

control
while

dribbling with

right and left

foot

dribble and

pass in a

keep
-
away

situation;

keep control

of the
ball

while

avoiding

contact with

others

dribble and

keep a ball

away from an

opponent

Catch

catch an

object

w
hile

moving

catch objects

of
different

sizes and

weights while

moving

defend a goal

by

catching or

deflecting

Kick

demonstrate a

variety of

kicks

u
sing a

mature
motor

pattern

punt a ball

toward a

target


punt a ball

using a
p
roper

approach; use

inside of foot

to dribble
and

kick a leading

pass
to a

partner

Strike

strike a

moving

object

using a

variety of

equipment

strike a tossed

ball
using a

backhand

motion; strike

a ball
toward

a large target

from an

appropriate

distance (golf,

hockey); use

e
quipment to

dribble
and

shoot

(hockey)

R
epeatedly

strike a

R
ebounding

ball from a

wall with

hand or

equipment,

using

forehand and

backhand

strokes,

moving back

to
a ready

position

between

strokes; use

equipment to

manipulate

objects

while

using varied

amounts of

force and

speed

Throw

throw a

variety of

objects with

accuracy

toward a

target, using a

mature motor

pattern

move in order

to
throw to a

stationary

partner while

being
guarded

in a small

group

shoot towards

an

appropriate

height

goal

using proper

form;
t
hrow a

leading

bounce
or

chest pass to a

moving

partner

Volley

volley a

tossed
object,

with control

move to

volley a ball

across a net to

a
keep a ball in

play over
a

net with a

partner or

MSBSD Curriculum Framework 2012

Page
25


and accuracy

back
and

forth to a

partner with

hands,
arms,

or equipment

partner,

using a

forearm or

overhead
pass



group


Jump

perform skills

and/or use

equipment

while

jumping a

long
rope;

continuously

jump rope

while

performing

intermediate

skills;
jump

over medium

to high

objects

perform a

sequence
of

intermediate

jump rope

skills

run and leap a

series of

medium
-
level

obstacles

without

stopping

R
h
ythm

using
mature

movements,

move
in

sequenced

patterns while

keeping time

with
music

follow an

instructor’s

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Locomotor

D
emonstrate

appropriate

L
ocomotor

techniques

where

R
equired

during an

activity

P
urposefully

use
general

space to

create and

deny
space


move using

different

directions

(forward,

backward,

sideways),

paths

(straight,

curved,

zigzag), and

speeds in

response to a

game

situation

Balance

use balancing

skills
in a

variety of

activities to

enhance

performance

and safety

balance with

partners
using

principals of

counterbalance

(pushing and

pulling)

balance
in a

variety of

upright and

inverted

positions

Rolling

roll in

different

directions,

speeds,
and

pathways,

from
different

heights and

positions


on a mat,

combine

rolling,

transfer of

weight,

jumping and

landing, and

balance
to

create a

sequence;
use

different

shapes
to

begin and end

rolls

roll smoothly

forward
and

backward;

tuck, fall,
and

roll safely in

physical

activities

Weight
Transfer

C
ombine

transfer of

weight,

rolling, and

D
emonstrate

appropriate

ways to

T
ransfer

weight off

low apparatus

using a

MSBSD Curriculum Framework 2012

Page
26


balance into a

sequence on

mats
and/or

apparatus

t
ransfer

weight from

feet to other

parts of
the

body where

required in

physical

activities


variety of

body actions



MSBSD Curriculum Framework 2012

Page
27


KINDERGARTEN

Overview

This level encourages development of basic
motor
skills and active participation

Readiness Standards

Kindergarten students must be five years old
by September 1.


Strand

Core Objectives

Students will:

Suggested Activities

Motor Skills

(NASPE Standard 1)

(AK PE Standard A)



dribble

o

using both hands,
dribble a ball in self or
general space

o

move a ball with feet



s
pot markers



h
oops following lines (feet)



throw

o

throw a variety of objects with dominant
arm



targets



hoops (leader ball)



underhand bean bag toss at different
heights and distances



catch

o

bounce and catch an object

o

toss and catch a variety of objects



variety of balls & sizes



pancake paddles and bean bags



kick

o

kick a stationary ball



k
ick & run



d
ribble



t
rap kick



strike

o

strike an object using side body
orientation




volley

o

volley with
hands or paddle



hit

over low nets while sitting or standing



“making pancakes” flipping



jump

o

jump from two feet to two feet

o

hop on dominant foot



spot

markers in circle & hop to music



jump

rope activities



rhythm

o

repeat a basic rhythmic pattern

o

use
creative movement



mirroring

rhythmic movement



Anne Green Gilbert dance curriculum



ribbon

wands & scarves



locomotor

o

walk, run, gallop, skip, hop, leap, and
slide



parachute locomotor activities



balance

o

balance using different combination of
body parts as

support



on equipment
-

mats
-
partner balancing



tightrope, mat walking (narrow)



rolling

o

perform a rocking motion



basic gymnastics
-

rock & roll



rope climbing/swinging



weight transfer

o

travel on a combination of body parts


MSBSD Curriculum Framework 2012

Page
28


Learning Concepts

(NASPE
Standard 2)

(AK PE Standard B)




listen and respond appropriately to feedback



develop a basic movement vocabulary (space
awareness, effort, relationships, locomotor,
non
-
locomotor, and manipulative skills)


Active Lifestyle

(NASPE Standard 3)

(AK PE
Standard C)



• distinguish between healthy and unhealthy
activities


Physically Fit

(NASPE Standard 4)

(AK PE Standard D)




participate in daily physical activity



MSBSD Curriculum Framework 2012

Page
29


F
irst Grade

Overview

This level
enables students to further develop
motor skills. It
also encourages students to
attempt new activities, interact with others, and
respond safely and appropriately.

Readiness Standards

*continue to demonstrate success with readiness
standards from previous grade level


participate in moderately intense
physical activity
for a minimum of 15 minutes each day in pursuit

of life
-
long health and well
-
being


name a physical activity they do that increases
their heart rate and that they enjoy


show an understanding of class rules while
participating safely in

physical education activities


travel in different directions using a variety of
locomotor movements, showing the ability to start
and

stop in self space


catch a self
-
bounced or tossed ball

*willingly participate in physical activities




Strand

Core Objectives

Students will:

Suggested Activities

Motor Skills

(NASPE Standard 1)

(AK PE Standard A)



dribble

o

dribble a ball with dominant hand in self
-
space
or general space

o

dribble a ball with feet in general space



“Dribbleramma” dribble with dominant
hand within gym space. If lose control in
or out of space take a lap to dribbling and
then return.



throw

o

throw an object overhand and underhand


o

throw

w/ foot position, aim at target w/finger,
reach back, follow through and rotate



Hang hula hoops from
bball rim and have
students throw through them




catch

o

catch a self
-
tossed or bounced object without
moving from self
-
space




kick

o

kick a stationary object using dominant foot



Determine dominant foot w/an initial
kick, then using playground balls kick
down court, turn & return
.



strike

o

strike, showing side orientation and proper
grip, using a variety of equipment




volley

o

volley a lightweight object with hands



“making pancakes” using short handled
paddles & balloons, yarn balls, bean bags,
volley
objects over the net (low hanging)
& hit back & forth


MSBSD Curriculum Framework 2012

Page
30




jump

o

hop on either foot

o

leap from one foot to the other, landing with
knees bent

o

continuously jump a swinging rope held by
others



Sharks & minnows

w/ various changes in
motion directed by teacher



Hoop hop
-

students jump in & out of
hoops as teacher directs



r
hythm

o

repeat a basic rhythmic pattern



dynamic

range of motion



cross over skip as a warm
-
up



l
ocomotor

o

walk and run in a mature motor pattern; skip,
gallop, hop, leap,

jump, and slide while
moving in a group and by self



dynamic

range of motion



lunge
, but kickers, sideways jumping
jacks



balance

o

travel on low equipment

o

perform simple balances on low equipment



dynamic

range of motion



stand

on one foot, swing foot back &
forth



rolling

o

perform

log and egg rolls, going from right and
left



Obstacle course: perform log rolls, egg
rolls



weight transfer

o

transfer weight to hands while hanging on
apparatus or

performing simple stunts


Learning Concepts

(NASPE Standard 2)

(AK PE Standard B)





listen

and respond appropriately to feedback



develop a basic movement vocabulary (space
awareness, pathways, levels, directions, effort,
relationships, locomotor, nonlocomotor,

and
manipulative skills)



recognize that skill development requires practice



positive

reinforcement



vicarious

learning


Active Lifestyle

(NASPE Standard 3)

(AK PE Standard C)




identify healthy activities of choice



jog

60 minutes a day

Physically Fit

(NASPE Standard 4)


(AK PE Standard D)




participate in daily physical activity



identify
physical activities that increase the heart
rate and are

enjoyable



jump

rope

Social / Respect

(NASPE Standard 5)


(AK PE Standard E)






respect the rights and feelings of others



demonstrate peaceful conflict resolution



show self
-
control



participate in
class activities



follow safety rules and procedures



work with others regardless of difference



demonstrate respect for self and others (e.g. share
space and

equipment with others)



Values Physical
Activity

(NASPE Standard 6)


(AK PE Standard F)




demonstrate a willingness to try new activities and
identify those

which are enjoyable



MSBSD Curriculum Framework 2012

Page
31


Second Grade

Overview

This level enables students to further
develop

motor skills. It also encourages students to use

feedback to improve their performance,

identify

healthy activities, and respect the

rights and feelings of others.


Readiness Standards

continue to demonstrate success with readiness
standards from previous grade levels


participate in moderately intense physical activity
for a minimum of 20 minutes
each day in pursuit

of life
-
long health and well
-
being


participate regularly in physical activity that
increases breathing and heart rate


apply safe practices and show physical
education rules and procedures


kick and strike a stationary ball toward a

target


throw a variety of objects using an overhand and
underhand motion


change the speed and pathway of locomotor skill
in response to instruction


willingly cooperate with different partners or in
small group


Strand

Core Objectives

Students will:

Suggested Activities

Motor Skills

(NASPE Standard 1)


(AK PE Standard A)




dribble



dribble with right and left hand in self
-
space
and general space



dribble a ball with feet, keeping it close to the
body



Knock Out
-

PE Central



Dribble Tag



Relays



throw



throw an object showing opposition and proper
weight transfer



“Trashcan challenge”




B
ottoms up”



clean

up your back yard



“Ghost busters”




B
attleship”



catch



catch a tossed or bounced object without
moving from selfspace



Toss to self



kick



kick a variety
of stationary objects using an
approach



Target Kick



from stationary



moving



Strike



step toward and strike a stationary object,
using a variety of equipment



2 square




volley



volley a lightweight object with hands or
paddle/racket



balloons



beach balls


MSBSD Curriculum Framework 2012

Page
32




jump



jump for height and distance



repeatedly jump a self
-
turned rope forward or
backward




rhythm



jump rhythmically



follow a combination of rhythmic movements



Dance unit



locomotor



walk, run, skip, gallop, hop, leap, jump, and
slide using a mature
motor pattern




balance



travel on low equipment



perform simple balances on low equipment




rolling



perform a forward roll




weight transfer



transfer weight from feet to other body parts
while traveling


Learning
Concepts

(NASPE Standard 2)


(AK PE
Standard B)






use appropriate feedback to improve performance



develop a basic movement vocabulary (space
awareness, effort,



relationships, locomotor, non
-
locomotor, and
manipulative skills)



communicate reasons for safe and controlled
movement


Active
Lifestyle

(NASPE Standard 3)


(AK PE Standard C)




identify at least three healthy activities in which
they participate


Physically Fit

(NASPE Standard 4)


(AK PE Standard D)





participate in daily physical activity



participate in physical activity that
increases the
heart rate



identify cardiorespiratory fitness as a health
-
related
component of

fitness


Social / Respect

(NASPE Standard 5)


(AK PE Standard E)










respect the rights and feelings of others



demonstrate peaceful conflict resolution



show
self
-
control



participate in class activities



follow safety rules and procedures



demonstrate self
-
directed behavior during skill
practice time



participate in activities with goals for personal
success



appreciate the benefits of cooperation and sharing



demon
strate how to communicate effectively and
honor individual

similarities and differences



Values Physical
Activity

(NASPE Standard 6)


(AK PE Standard F)




accept and express feelings (in a socially
acceptabl
e manner) that
result from challenges,
successes, and failures in new physical

activity



MSBSD Curriculum Framework 2012

Page
33


Third Grade

Overview

This level focuses on refining students’ motor

skills. It also encourages self
-
direction and

goal setting for personal success.

Readiness Standards

continue to demonstrate success
with readiness
standards from previous grade levels


participate in moderately intense physical activity
for a minimum of 25 minutes each day in pursuit

of life
-
long health and well
-
being


identify healthy activities


participate in activities with goal
s for personal
improvement


purposefully keep out of others’ space as they
travel and change directions with or without an
object


jump a turned rope


balance and transfer weight from feet to hands


Strand

Core Objectives

Students will:

Suggested
Activities

Motor Skills

(NASPE Standard 1)


(AK PE Standard A)




dribble

o

dribble a ball with dominant hand while
moving, and with nondominant

hand while
stationary

o

dribble a ball with feet while moving



Puppy dribbling



All about me dribbling



throw

o

throw
an object showing opposition, weight
transfer, and

follow
-
through



Music passing



Bean bag toe tag



Clean the yard



Partner throw/catch



catch

o

catch a variety of self
-
tossed objects



Catchers
self
-
assessment
-

PE Central



Ocean rescue
-

PE Central



Partner
throw/catch



kick

o

kick a variety of objects, both moving and
stationary, using an

approach



Fitness kickball



Skill practice
-


o

Kicking rotation

o

Partner pass/trap



strike

o

step toward and strike a stationary object,
using a variety of

equipment



Bat & run



Nest striking activity
-

PE Central



SNAG
-

golf



volley

o

volley a lightweight object, using hands, with a
partner



Balloon in the air



jump

o

travel while jumping a rope



relays

MSBSD Curriculum Framework 2012

Page
34


o

perform beginning jump rope skills



rhythm

o

follow a variety of rhythmic movements

to
music



Sasha! Sashay the donut curriculum



macarena



locomotor

o

using a mature motor pattern, move at different
speeds, levels,

o

directions, and pathways



Beginning warm up



balance

o

perform balance sequence, combining
stationary and traveling

balances

o

balance with a partner



balance/counter balance



rolling

o

perform a backward shoulder roll




weight transfer

o

transfer weight from feet to hands from a
standing position



Rockin’ Robin

PE Central

Learning Concepts

(NASPE Standard 2)


(AK PE Standard B)





use appropriate feedback to improve individual
performance



understand and utilize movement vocabulary
(space awareness, effort, relationships, locomotor,
non
-
locomotor, and manipulative

skills)



ABC Jacks


PE Central

Active Lifestyle

(NASPE Standard 3)


(AK PE Standard C)




explain why it is important to participate in healthy
activities


Physically Fit

(NASPE Standard 4)


(AK PE Standard D)






participate in daily physical activity



monitor heart rate



identify three of five health
-
related components of
fitness while

participating in activities associated
with each (cardiorespiratory

endurance, muscular
strength, muscle endurance, flexibility, body

composition)


Social / Respect

(NASPE Standard 5)


(AK PE Standard E)






respect the rights and feelings of

others



demonstrate peaceful conflict resolution



show self
-
control



participate in class activities



participate in a variety of activities representing
different cultural backgrounds, including those
indigenous to Alaska



follow safety rules and procedures



d
emonstrate self
-
directed behavior during skill
practice time



participate in activities with goals for personal
success



treat others with respect regardless of the
differences and similarities that they share (culture,
gender, socioeconomic, size, age, skil
l ability,
physical or psychological conditions)



Values Physical
Activity

(NASPE Standard 6)


(AK PE Standard F)



express the benefits that accompany cooperation
and sharing during physical activity


MSBSD Curriculum Framework 2012

Page
35


Fourth Grade

Overview

This level focuses on
cooperative

participation in large and small groups and

showing consideration of self, others, and

equipment. Self
-
responsibility is emphasized

Readiness Standards

continue to demonstrate success with readiness
standards from previous grade levels


partic
ipate in moderately intense physical activity
for a minimum of 30 minutes each day in pursuit

of life
-
long health and well
-
being


travel and smoothly change directions using a
variety of skills


show consideration of self, others, and
equipment


participate cooperatively in large and small
groups


identify activities which impact one or more
fitness components


demonstrate ability to listen, follow directions,
and stay on task


Strand

Core Objectives

Students will:

Suggested Activities

Motor
Skills

(NASPE Standard 1)


(AK PE Standard A)




dribble

o

dribble a ball with dominant hand while
moving

o

dribble a ball with non
-
dominant hand while
stationary

o

dribble a ball with feet while moving through
various

stationary obstacles

o




Pirates are Coming



Circle Dribble



dribble

o

dribble a ball with dominant hand while
moving

o

dribble a ball with non
-
dominant hand while
stationary

o

dribble a ball with feet while moving through
various

stationary obstacles

o





catch


o

catch a variety of objects using a mature
motor
pattern



Card Sharks (Basketball)



Air Assault (Sparks program)



kick

o

attempt a variety of kicks



soccer



punting
-

flag football



strike

o

step toward and strike a moving object, using a
variety of

equipment



hockey



badminton



paddleball

MSBSD Curriculum Framework 2012

Page
36




volley

o

volley a
tossed object back to a partner with
hands, arms, or

equipment, using a mature
motor pattern



volleyball



badminton



jump

o

perform a jumping sequence that utilizes
different body shapes

during flight

o

jump rope for one to three minutes while

performing
beginning

jump rope skills




rhythm

o

incorporate a variety of equipment with
rhythmic movement

and patterns




locomotor

o

move with a mature motor pattern at different
speeds, levels,

and directions in game
situations




balance

o

perform balance sequence on
a mat that
combines stationary

and traveling balances

o

balance with a partner

o

balance on boxes, stilts, board, skates, or
beams




rolling

o

perform forward, backward, shoulder, and
sideways rolls




weight transfer

o

combine transfer of weight, rolling, and
balance in a sequence

on mats


Learning Concepts

(NASPE Standard 2)


(AK PE Standard B)






use

appropriate feedback to improve individual
performance



utilize strategies in games and activities



understand and utilize movement vocabulary
(space awareness,

effort, relationships, locomotor,
non
-
locomotor, and manipulative

skills)


Active Lifestyle

(NASPE Standard 3)


(AK PE Standard C)




identify objectives and benefits from frequent
physical activities


Physically Fit

(NASPE Standard 4)


(AK PE Standard D)






participate in daily physical activity



identify three of five health
-
related components of
fitness while

participating in activities associated
with each (cardiorespiratory

endurance, muscular
strength, muscle endurance, flexibility, body

composition)


Social / Respect

(NASPE Standard 5)


(AK PE Standard E)






respect the rights and feelings of others



demonstrate peaceful conflict resolution



show self
-
control



participate in class activities with goals for personal
success



participate in a variety of activities
representing
different cultural
backgrounds, including those
indigenous to Alaska



follow safety rules and procedures



demonstrate self
-
directed behavior during skill

MSBSD Curriculum Framework 2012

Page
37


practice time

without external rewards



show concern
for the progress of others



demonstrate cooperation and teamwork



demonstrate acceptance of the skills and abilities of
others

through verbal and non
-
verbal behaviors,
regardless of differences

(culture, gender,
socioeconomic, size, age, skill ability, physi
cal

or
psychological conditions)

Values Physical
Activity

(NASPE Standard 6)


(AK PE Standard F)




celebrate successes and achievements of self and
others



MSBSD Curriculum Framework 2012

Page
38


Fifth Grade

Overview

This level further develops proficiency of

movement through activities
which utilize

combinations of motor skills.

Readiness Standards

continue to demonstrate success with readiness
standards from previous grade levels


participate in moderately intense physical activity
for a minimum of 35 minutes each day in pursuit

of
life
-
long health and well
-
being


devise and perform simple sequences involving
various motor skills


manipulate objects using a variety of implements
with varied amounts of force and speed


actively participate in an appropriate manner
during group or i
ndividual physical education

challenges


Strand

Core Objectives

Students will:

Suggested Activities

Motor Skills

(NASPE Standard 1)


(AK PE Standard A)




dribble

o

dribble a ball with right and left hand while
moving

o

dribble a ball with feet while moving
using a
mature motor pattern




throw

o

throw an object with accuracy toward a target
using a mature motor pattern




catch

o

demonstrate both one
-
handed and two
-
handed
c
atches at different levels




kick

o

demonstrate a variety of kicks




strike

o

step toward and strike a moving object, using a
variety of equipment, while using a mature
motor
p
attern and proper side orientation




volley

o

volley a tossed object, with control, back and
forth to a partner with hands, arms, or
equipment




jump

o

run
into, jump, and run out of a moving rope

o

jump rope for three to five minutes while
performing beginning and intermediate jump
rope skills

o

jump, landing with control

o

catch while jumping




rhythm

o

turn a long rope with a partner using an even
rhythm


MSBSD Curriculum Framework 2012

Page
39


o

incorporate a variety of equipment with
rhythmic movement and patterns

o

move in sequenced patterns while keeping
time with music, using mature movements



locomotor

o

move at different speeds, levels, and directions
in game situations using a mature motor
pa
ttern




balance

o

perform a balance sequence on a mat that
combines stationary and traveling movement,
with and without equipment




rolling

o

combine forward, backward, and sideways
rolls in a sequence




weight transfer

o

combine transfer of weight, rolling,
and
balance in a sequence

on mats and/or apparatu
s



Learning Concepts

(NASPE Standard 2)


(AK PE Standard B)






use appropriate feedback to improve individual
performance



utilize strategies in games and activities



understand and utilize movement vocabulary
(space awareness, effort, relationships, locomotor,
non
-
locomotor, and manipulative

skills)



Active Lifestyle

(NASPE Standard 3)


(AK PE Standard C)




participate in daily physical activities



identify benefits
from frequent physical activities


Physically Fit

(NASPE Standard 4)


(AK PE Standard D)






participate in physical activity daily for the purpose
of improving



performance and physical fitness



monitor heart rate before, during, and after
activities



identify activities that improve each area of fitness
(cardiorespiratory endurance, muscular strength,
muscle endurance, flexibility, body composition
)



Social / Respect

(NASPE Standard 5)


(AK PE Standard E)







demonstrate acceptance of the skills and
abilities of
others through verbal and non
-
verbal behaviors,
regardless of differences (culture, gender,
socioeconomic status, size, age, skill ability,
physical or psychological conditions)



demonstrate peaceful conflict resolution



show self
-
control



partic
ipate in class activities



participate in a variety of activities representing
different cultural backgrounds, including those
indigenous to Alaska



follow safety rules and procedures



participate in activities with goals for personal
success


MSBSD Curriculum Framework 2012

Page
40




demonstrate self
-
directed behavior during skill
practice time without external rewards



show concern for the progress of others



demonstrate cooperation and teamwork

Values Physical
Activity

(NASPE Standard 6)


(AK PE Standard F)





recognize the benefits to self and
others that result
from participation in different forms of physical
activity