# STUDENT LEARNING OBJECTIVES CORRESPONDING NJCCCS ASSESSMENT/ ACTIVITIES

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Dec 11, 2013 (3 years and 6 months ago)

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1


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT: I

UNIT NAME
: MOVEMENT
EDUCATION/RHYTHM


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Develop and
refine basic Gross Motor Skills
(walk, run, hop, skip, jump, gallop, slide, skip)

2.5.P.A.1

2.5.P.A.2

Observation

Tag/Relay/Movement
activities

2

Demonstrate appropriate control while moving in
personal and general space.

2.5.2.A.1

2.5.2.A.2

Observation

Movement activities

3

Explain how basic movement and safety play a
role in physical activity

2.5.2.C.2

Observation

Movement activities

4

Utilize refined Gross Motor skills in an applied
setting

2.5.2.A.1

Observation

Tag/Relay/Movement Games

5

Understanding and implementing basic gross
motor skills leads to the foundation for regular
physical activity.

2.6.2.A.1

Observation

Movement activities

6

Demonstrate levels, direction, ranges and
pathways in a controlled and applied setting.

2.5.2.A.1

O
bservation

Movement activities in a variety of spaces

7

Respond to a change in tempo, beat, rhythm, and
musical style while performing in time, and with
appropriate force and flow.

2.5.2.A.3

2.5.2.A.2

Observation

Movement activities/Dance

8

Correct and
respond to feedback provided by
both peers and teachers in response to movement.

2.5.2.A.4

Observation

Tag/Relay/Movement

activities

9

Identify and demonstrate that movement skills
can be modified according to the change in music
(i.e. tempo, beat, rhythm
, and musical style).

2.5.2.A.2

2.5.2.A.3

Observation

Individual space activities

10

Understanding, implementing, and monitoring
fitness goals can lead to a healthy lifestyle

2.6.2.A.2

2.6.2.A.3


Observation

Fitness stations








2


ALLAMUCHY TOWNSHIP
SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT: I
I

UNIT NAME
: WELLNESS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Explain how one’s decisions to be active can
have
a direct impact on the way they feel.

2.2.2.B.2

Observation

Discussion on teamwork and sportsmanship

2

Develop decision making skills that promote
participation in moderate to vigorous age
-
appropriate physical activities.

2.6.2.A.2

2.2.2.B.2

Observation

A
ge appropriate cooperation activities

3

Describe how outside factors influence decision
making in regards to setting a fitness goal.

2.6.2.A.3

2.2.2.B.3

2.2.2.B.4

Observation

Discussion about setting realistic goals

4

Explain how regular physical
activity contributes
to being “well”.

2.6.2.A.1

2.1.2.A.1

Discussion and encouragement of physical
activity outside of school

5

Explain what it means to be physically fit and
how moderate to vigorous physical activity aids
in the achievement of obtaining
wellness goals.

2.6.2.A.2

2.6.2.A.3

2.2.2.B.4

Discussion and encouragement of physical
activity outside of school

6

Develop a fitness goal and monitor how it might
affect one’s overall wellness.

2.6.2.A.3

2.2.2.B.2

2.2.2.B.4

Observation and record keeping

of goals and
progress

7

Identify the basic safety rules that should be
applied when participating in any movement
activity.

2.5.2.C.2

2.1.2.D.1

Discussion and observation

8

Explain how a safe environment encourages
continued participation in physical
activity.

2.6.2.A.2

2.5.2.C.2

Discussion and observation

9

Demonstrate basic activity and safety rules while
engaging in moderate to vigorous age
-
appropriate
physical activity.

2.6.2.A.2

2.5.2.C.2

Observation

10

Determine how participation in regular
physical
activity may help to prevent common health

problems

2.6.2.A.1

2.1.2.C.1

Discussion

11

Identify body parts and how they work in relation
to each other when performing movements

2.1.2.A.2

Discussion and warm up activities

12

Identify and Explain
areas and behaviors that are
associated with safety in the physical education
environment

2.1.2.D.1

Discussion and Observation


3


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT: I
II

UNIT NAME
:
MANIPULATIVE
SKILLS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Identify and demonstrate selected critical
elements of manipulative skills

2.5.P.A.3

Observation

Throwing/Catching/Rolling

Using a variety of
equipment

2

Demonstrate the proper way to project small or
large objects in a variety of ways

2.5.P.A.3

Observation

Throwing/Catching/Rolling

Using a variety of equipment

3

Demonstrate the appropriate use of: beanbags,
balloons, balls, Frisbees,

hoops,
jump ropes, paddles, parachutes,
scarves, scoops, scooters,

sticks

etc.

2.5.2.A.1

2.5.2.A.2

2.5.2.A.3

1. Combine throwing and catching an object.

2. Have students hit a balloon to him or herself
using front and back of hand.

3. Have students hit a balloon
back and forth with a
partner.

4. Have students hit a large soft ball off a large cone
with their hand.

5. Introduce a small, lightweight racquet and have
the students hit a balloon

upward using the racquet.

6. Hit balls against a wall.

7. Striking with va
rious obj
ects: bats, Pillo Pollo
sticks,

racquet

ball racquets…..

8. Parachute games

9. Scooter floor hockey

10. Scooter relays

11. Jump ropes

• Jump and turn with no rope

• Jump with a self
-
turned rope

o Jump forward/backward

o Skip forward

o Hop forward

o Gallop forward

o Jump with varying speeds/rhythms

• Jump with a long rope turned by others

o Stationary start

o Using rhymes

o Entering a turning rope

o Exiting a turning rope

• Jump rope spun in a circle by one turner

12. Juggling

• One scarf

4


• Two scar
ves

• Three scarves

• Challenges

o Toss under leg

o Toss
-
catch with one hand

o Two
-
handed toss and catch

4

Apply variables (proper body mechanics, range
of motion, directions,

pathways, levels, effort, personal and general
space, visual and verbal

cues

2.5.2.A.1

2.5.2.A.2

2.5.2.A.3

1. Combine throwing and catching an object.

2.
Scooter floor hockey

3.

Scooter relays






























5


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT:
IV

UNIT NAME
: MOVEMENT
LOCOMOTOR/NONLOCOMOTOR
SKILLS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate locomotor skills: gallop, skip, walk,
run, hop, jump, leap, and

slide.

2.5.2.A.1

2.5.2.A.2

2.5.2.A.3

1. Have students strike balloons using different
body parts.

2. Students find a partner and make the same
shape at the signal.

3. Students travel and then freeze in a specified
shape at your signal.

4. Students use jump ropes to make the shape of

a symmetrical or

asymmetrical letter or number.

5. Students move over, through, and around a
hoop.

6. Use hoops or carpet squares to help students
define self
-
space.

7. Students travel to music using the locomotor
movement the teacher calls

out. They find

self
-
space when music stops.

8. Give a signal and have students move either
fast of slow to a new square

within a large marked off area. Give a second
signal that tells them they

should be on a square.

9. Follow the Leader


Partners take turns being
the
leader. Walk in

different ways and directions.


2

Demonstrate non
-
locomotor skills: bend, twist,
pull, push, stretch, swing,

sway, turn, shake…..

2.5.2.A.1

2.5.2.A.2

2.5.2.A.3

1. Practice these skills during warm ups and/or
tagging and dancing activities

3

Demonstrate body shapes: angular, curved,
twisted, narrow, wide,

symmetrical, asymmetrical.

Demonstrate moving in directions: forward,
backward, sideways, up, down.

2.5.2.A.1

2.5.2.A.2

2.5.2.A.3

1
. Can You Walk Like…….Students find their
own space and
walk like a

penguin, crab, gorilla, robot, elephant……



6


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT:
V

UNIT NAME
: TUMBLING


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate rolls: log, egg, forward, backward,
safety, straddle.

2.5.2.A.1

2.5.2.A.4

1. Partner play

2. Skills stations

3. Obstacle course

4. Game play

2

Demonstrate jumps: tuck, pike, straddle.

2.5.2.A.1

2.5.2.A.4

1. Partner
play

2. Skills stations

3. Obstacle course

4. Game play

3

Demonstrate balances: V sit, knee scale, stork
stand, front scale, Y scale,

tip up, tripod, mule kick

2.5.2.A.1

2.5.2.A.4

1. Partner play

2. Skills stations

3. Obstacle course

4. Game play

4

Demonstrate animal walks: bear, seal, elephant,
crab, duck, lame dog,

penguin, gorilla, bunny hop, crazy (grapevine).

2.5.2.A.1

2.5.2.A.4

1. Partner play

2. Skills stations

3. Obstacle course

4. Game play


















7




ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT:
VI

UNIT NAME
: FITNESS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Identify at least one activity for each health
-
related
fitness component:

cardiovascular endurance, muscular
strength/endurance,

and flexibility.

2.6.2.A.1

2.6.2.A.2

2.6.2.A.3

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for future fitness tests

4. Obstacle course

2

Identify
at least one activity for each skill
-
related
fitness component:

agility, speed, power, coordination, and balance.

2.6.2.A.1

2.6.2.A.2

2.6.2.A.3

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for future fitness tests

4.
Obstacle course

3

Engage in moderate to vigorous physical activity.

2.6.2.A.1

2.6.2.A.2

2.6.2.A.3

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for future fitness tests

4. Obstacle course

4

Explain the importance of
regular physical
activity.

2.6.2.A.1

2.6.2.A.2

2.6.2.A.3

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for future fitness tests

4. Obstacle course















8


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION
CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE K
-
2

UNIT:
VII

UNIT NAME
:
LIFETIME/COOPERATIVE ACTIVITIES


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the following abilities:

Dodging, faking,
chasing, fleeing

Cooperating

Communicating with teammates

Teamwork

2.5.2.A.1

2.5.2.B.4

Human Knot

Clean Your Room

Midnight

Hula Hoop Tag

Builders and Bulldozers

2

Demonstrate appropriate sports
-
like
behavior as a player and as an observer.


2.5.2.A.1

2.5.2.B.1

2.5.2.B.3

2.5.2.B.4

Human Knot

Clean Your Room

Midnight

Hula Hoop Tag

Builders and Bulldozers

3

Demonstrate an understanding of the
various roles in the game.

Demonstrate an understanding of the game
rules.

2.5.2.B.2

2.5.2.B.3

Human Knot

Clean
Your Room

Midnight

Hula Hoop Tag

Builders and Bulldozers

4

Explain how mental attitude influences
performance.

2.5.2.B.1

2.5.2.B.3

Human Knot

Clean Your Room

Midnight

Hula Hoop Tag

Builders and Bulldozers















9


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH
AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
I

UNIT NAME
: MOVEMENT
EDUCATION/RHYTHM


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate essential elements of
movement while performing non locomotor
(stretching, bending), locomotor (galloping,
running), and manipulative skills (throwing,
striking).

2.5.4.A.1

2.5.1.A.3

2.5.6.A.1

Observation

Tag/Relay/
Dance/
Movement
activities

Us
e manipulatives to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances

2

Perform essential elements of movement in
a rhythmic activity.

2.5.4.A.1

2.5.4.A.
3

2.5.6.A.1

2.6.4.A.2

Observation

Tag/Relay/Dance/Movement activities

Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances

3

Demonstrate appropriate control when
engaging in game, activity, or dance in
vari
ous applied settings.

2.5.4.A.2

Observation

Tag/Relay/Dance/Movement activities

Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances

4

Explain how executing essential
elements
of movement may affect one’s personal
health and fitness.

2.5.4.A.1

2.5.4.A.3

2.5.6.A.1

2.6.4.A.2

Observation

Tag/Relay/Dance/Movement activities

Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Mac
arena, Electric Slide,
Line dances

5

Combine accurate rhythm, coordination,
and movement patterns while participating
in games, activities and dance.

2.5.6.A.1

2.5.4.A.1

Observation

Tag/Relay/Dance/Movement activities

Use manipulatives

to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances

6

Demonstrate a synchronized group
rhythmic activity that engages students in
moderate to vigorous physical activity.

2.5.4.A.3

2.5.6.A.
2

2.5.6.A.1

2.5.4.A.1

2.5.4.A.2

Observation

Tag/Relay/Dance/Movement activities

Use manipulatives to demonstrate changes in beat, tempo,
and rhythm.

Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide,
Line dances

10


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND
PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
II

UNIT NAME
: WELLNESS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Explain the differences between health
-
related fitness and
skill
-
related

fitness.

2.6.4.A.2

2.6.4.A.3

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for fitness tests

2

Describe how body systems adapt to
regular physical activity.

2.6.4.A.1

1. Fitness stations

2. Large group games
with the focus on fitness

3. Practice for fitness tests

3

Describe factors that influence fitness
(heredity, training, diet, age,

gender, technological advances, and
anabolic steroid use).

2.1.4.A.2

2.2.4.B.3

1. Fitness stations

2. Large group games with
the focus on fitness

3. Practice for fitness tests

4

Use the principles of frequency, intensity,
and time (FIT) to develop and

implement a personal fitness program. Use
available technology to

monitor progress.

2.6.4.A.4

1. Fitness stations

2. Large group

games with the focus on fitness

3. Practice for fitness tests

5

Explain the physical, social, and emotional
benefits of regular physical

activity.

2.1.4.A.1

2.6.4.A.1

1. Fitness stations

2. Large group games with the focus on fitness

3. Practice for
fitness tests

6

Safely engage in moderate to vigorous
physical activity for a specified

amount of time at or above target heart rate
while monitoring

physiological responses.

2.6.4.A.1

1. Fitness stations

2. Large group games with the focus on fitness

3.
Practice for fitness tests












11


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
III

UNIT NAME
: MANIPULATIVE
SKILLS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate and u
se various locomotor
skills.

Demonstrate and u
se various manipulative
skills.

2.5.4.B.1

2.5.4.B.2

Speed Volleyball
, hula hoop tag, crazy kickball, muggle
quidditch

2

Demonstrate strategies using the following
skills:

Dodging, faking, chasing, fleeing

Cooperating

Communicating with teammates

Teamwork

2.5.4.B.1

2.5.4.B.2

Speed Volleyball, hula hoop tag, crazy kickball, muggle
quidditch

3

Demonstrate appropriate sports
-
like
behavior as a player and as an
observer.

Demonstrate an understanding of the
various roles in the game.

Demonstrate an understanding of the game
rules.

Use equipment responsibly

2.5.4.B.1

2.5.4.B.2

Speed Volleyball, hula hoop tag, crazy kickball, muggle
quidditch

















12


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
IV

UNIT NAME
: BASKETBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Ball handling/dribbling,
passing, shooting,
rebounding

2.5.4.B.1

2.5.4.B.2

1. Have students dribble from one end of the marked area
to the other end

trying to avoid being touched by students who are standing
in hoops

scattered throughout general space. If touched, students
dribble

in their

self
-
space for a count of ten before moving on towards the
end line.

2. Students dribble while traveling through space and, at
the signal, stop

traveling but continue dribbling. At the next signal, they
begin moving

again.

3. Challenge students t
o dribble while moving to the right
and left, making

sure to dribble with the opposite hand they are moving.


2

Apply variables (proper body mechanics,
principles of forced motion,

base of support and center of gravity,
energy, flow, effort, range of

motion, personal and general space, and
visual and verbal cues).

2.5.4.B.1

2.5.4.B.2

4. Stations: form shooting, defensive shuffles, passing, line
jumps, control

dribble between cones, lay
-
ups, speed dribbles

5. Shooting games

3

Passing and receiving

Movi
ng to get open

Faking and dodging

Defending space

Communicating with teammates

2.5.4.B.1

2.5.4.B.2

6. Dribble Tag

7. Small
-
sided basketball game

4

Demonstrate appropriate sports
-
like
behavior as a player and as an

observer.

Demonstrate an understanding of

the
responsibilities of various positions.

Demonstrate an understanding of basketball
rules.

Use equipment responsibly.

2.5.4.B.1

2.5.4.B.2

Observation of small sided games

13


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT
AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
V

UNIT NAME
: FLAG FOOTBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Passing, receiving, running pass patterns,
handing off, ball carrying,

place
-
kicking, punting

2.5.4.B.1

2.5.4.B.2

1. Partner drills for skill practice

2. Practice pass patterns with a center, QB, receiver, and
defender. Play a

game: one point for a pass breakup, two points for an
interception.

3. Punt and Catch


Score one point for every dropped punt
that t
ravels 20

yards or more.

4. Small
-
sided flag football game

2

Apply variables (proper body mechanics,
principles of forced motion,

base of support and center of gravity,
energy, flow, effort, range of

motion, personal and general space, and
visual and
verbal cues).

2.5.4.B.1

2.5.4.B.2

1. Partner drills for skill practice

2. Practice pass patterns with a center, QB, receiver, and
defender. Play a

game: one point for a pass breakup, two points for an
interception.

3. Punt and Catch


Score one point for e
very dropped punt
that travels 20

yards or more.

4. Small
-
sided flag football game

3

Passing and receiving

Moving to get open

Faking and dodging

Defending space

Communicating with teammates

2.5.4.B.1

2.5.4.B.2

1. Partner drills for skill practice

2. Practice pass patterns with a center, QB, receiver, and
defender. Play a

game: one point for a pass breakup, two points for an
interception.

3. Punt and Catch


Score one point for every dropped punt
that travels 20

yards or more.

4. Small
-
sided flag fo
otball game

4

Demonstrate appropriate sports
-
like
behavior as a player and as an

observer.

Demonstrate an understanding of the
responsibilities of various positions.

Demonstrate an understanding of football
rules.

Use equipment responsibly.

2.5.4.B.1

2.5.4.B.2

1. Partner drills for skill practice

2. Practice pass patterns with a center, QB, receiver, and
defender. Play a

game: one point for a pass breakup, two points for an
interception.

3. Punt and Catch


Score one point for every dropped punt
that t
ravels 20

yards or more.

4. Small
-
sided flag football game

14


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
VI

UNIT NAME
: FLOOR HOCKEY


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Dribbling, passing, shooting, tackling,
goaltending

2.5.4.B.1

2.5.4.B.2

1. Partner drills


passing, shooting, dribbling, defending,
goaltending

2. Line drills


One line receives a pass, dribbles and
shoots. The other line

passes and rebounds the puck.

3. Obstacle course dribble


In groups of four, form a line
in front of a zigzag

course marked by cones. Each student must dribble
through the cones and back

as quickly as possible.

4. Keep Away


Place four students in a squ
are with a
player in the center. The

center player tries to intercept passes across the square.

5. Shooting goals


Set up mini goals throughout the gym
and divide the

students into groups of three. Each student takes turns
shooting from 20 feet

away.

6.
Dump and Chase


The puck is thrown in the
opposition’s zone and chased

by one or two offensive payers. This is an easy way to
penetrate the opposing

team’s zone without losing control of the puck. The key to
success is the ability

of the chasers to get to

the puck before the defense.

7. Alley Floor Hockey


Divide the floor or playing area
into five alleys with

cones or floor tape. Each team places one player in each
alley. The remaining

players from each team are goalies. Teams observe all
floor hockey ru
les with

the addition of a loss of possession penalty for players who
leave their alley.

After 3 minutes of play or after a goal is scored, the five
players from each team

rotate out and exchange places with five goalies.

8. Small
-
sided floor hockey game

15


2

Passing and receiving

Moving to get open

Faking and dodging

Defending space

Communicating with teammates

2.5.4.B.1

2.5.4.B.2

See above

3

Demonstrate appropriate sports
-
like
behavior as a player and as an

observer.

2.5.4.B.1

2.5.4.B.2

See above

4

Demonstrate an understanding of the
responsibilities of various positions.

2.5.4.B.1

2.5.4.B.2

See above

5

Demonstrate an understanding of hockey
rules.

2.5.4.B.1

2.5.4.B.2

See above

6

Develop strategies to improve behavior,
participation, and enjoyment
of

hockey as both a player and an observer.

2.5.4.B.1

2.5.4.B.2

See above

7

Explain how rules enhance participation
and safety in hockey.

2.5.4.B.1

2.5.4.B.2

See above
























16


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION
CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
VII

UNIT NAME
: SOCCER


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Dribbling, trapping, passing, shooting,
tackling, throw
-
ins, punting,

goaltending

2.5.4.B.1

2.5.4.B.2

1. Have students shoot at various targets.

2. Kick the ball to a moving target using a leading pass.
After three kicks

students switch positions.

3. Zigzag Dribble


Set up cones in a zigzag formation.

4. Alley Soccer


Set up four or f
ive alleys. Players must
play within their

assigned alleys.

5. Wall Kick and Trap

6. Kicking Golf

7. Practice throw
-
ins with a partner

8. Shuttle Dribble Relay

9. Partner drills

10. Sideline Soccer

11. Soccer stations: dribbling, passing, trapping, shootin
g

12. Small sided soccer game

2

Passing and receiving

Moving to get open

Faking and dodging

Defending space

Communicating with teammates

2.5.4.B.1

2.5.4.B.2

See above

3

Demonstrate an understanding of soccer
rules.

2.5.4.B.1

2.5.4.B.2

See above

4

Demonstrate an understanding of the
responsibilities of various positions.

2.5.4.B.1

2.5.4.B.2

See above










17


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
VIII

UNIT NAME
:
SOFTBALL/WHIFFLE
BALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Catching, throwing, fielding, batting, base
-
running

2.5.4.B.1

2.5.4.B.2

1. Partner throw and catch

2. Throwing relay


Four or five players in a line
practicing
cut
-
off

technique.

3. Modified games: no strikeouts, teacher pitches, soft toss
instead of pitch,

a tee is used instead of a pitcher, start the inning with
runners on base to

create defensive and offensive strategies…..

4. Discuss the impact of
the sport of baseball on American
culture and

history. (Social Studies)

5. Pickle

2

Understand specific fielding positions.

Understand batting order.

2.5.4.B.1

2.5.4.B.2

See above

3

Understand backing up plays/throws.

Understand cut
-
offs.

Know where to
make the play before the
ball is pitched.

2.5.4.B.1

2.5.4.B.2

See above

4

Demonstrate knowledge of base
-
running
skills.

2.5.4.B.1

2.5.4.B.2

See above

5

Understand the roles of the batting order.

Understand the pitch count.

2.5.4.B.1

2.5.4.B.2

See above

6

Understand fouls, forced outs, tagged outs,
and tagging up.

2.5.4.B.1

2.5.4.B.2

See above









18



ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
3
-
5

UNIT:
IX

UNIT NAME
: VOLLEYBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Serving, passing

2.5.4.B.1

2.5.4.B.2

1. Circle drill


Practice bump and sets.

2. Partner drill


One partner tosses to the other who
practices bumps and

sets.

3. Serving drill


Use multiple balls and have students line
up across the

end line and serve the balls back and forth.

4. Stations


Divide the class into five teams and arrange
different skill

drills throughout the gym.

5. Modified games: bumps only, first hit bumps, two s
erves
per server,

three hits required, lower the net, play on a bounce….

6. Lead
-
up games:

Bounce Ball
-

Play without a net. Players can only play the
ball after

one bounce.

Newcomb


Players throw and catch the ball over the net.

Modified serve
-

Players
in the front row are allowed to
assist the

ball over the net.

Four
-
way Volleyball
-

Two nets dividing four courts and
four teams.

Keep It Up


Squads arranged in circles try to keep the all
in the air

the longest

2

Explain how rules enhance participation
and safety in volleyball.

2.5.4.B.1

2.5.4.B.2

See above







19


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
I

UNIT NAME
:
MOVEMENT
EDUCATION/RHYTHM


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the ability to memorize and
perform a movement pattern.

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.A.4

2.5.8.A.1

2.5.8.A.2

2.5.8.A.3

Line dances: Cha Cha Slide, Macarena, Electric Slide…..

2

Perform
various dances (line and square).

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.A.4

2.5.8.A.1

2.5.8.A.2

2.5.8.A.3

2.5.8.A.4

Line dances: Cha Cha Slide, Macarena, Electric Slide…..
















20


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
II

UNIT NAME
: FITNESS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Discuss the physical, social, and emotional
benefits of regular physical

activity

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3. Circuit training

4. Obstacle course

2

Differentiate how body systems adapt to
acute exercise vs. regular

exercise over a period of time.

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3. Circuit training

4. Obstacle course

3

Analyze factors that influence fitness
(health status, interests,

environmental conditions, available time,
technology, body

composition, marketing of fitness products,
anabolic steroids and

other performance
-
enhancing substances).

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3. Circuit training

4.
Obstacle course

4

Apply training principles using various
training methods (isometric,

isotonic, interval, and circuit) to improve
fitness.

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3.
Circuit training

4. Obstacle course

5

Recognize signs and symptoms that require
termination of exercise or

healthcare follow
-
up.

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3. Circuit training

4. Obstacle course

6

Enhance fitness by engaging in age and
gender
-

specific physical

activity, and monitor physiological
responses.

2.6.4.A.1

2.6.4.A.2

2.6.4.A.3

2.6.4.A.4

1. Fitness stations

2. Large group games with the focus on fitness

3. Circuit
training

4. Obstacle course





21


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
III

UNIT NAME
:
LARGE GROUP GAMES


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Students will be able to :

Use various locomotor skills.

Use various manipulative skills.

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.B.2

2.5.6.B.1

2.5.6.C.1

2.5.6.C.2

Volleyball/Basketball/Baseball

King Ball

Jailball

2

Analyze good sports
-
like
conduct for game
participants and

observers.

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.B.2

2.5.6.B.1

2.5.6.C.1

2.5.6.C.2

Volleyball/Basketball/Baseball

King Ball

Jailball

3

Incorporate game rules and analyze their
impact on participants.

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.B.2

2.5.6.B.1

2.5.6.C.1

2.5.6.C.2

Volleyball/Basketball/Baseball

King Ball

Jailball

4

Analyze how character development can be
enhanced by individual, group,

and team activities.

2.5.6.A.1

2.5.6.A.2

2.5.6.A.3

2.5.6.A.4

2.5.6.B.2

2.5.6.B.1

2.5.6.C.1

2.5.6.C.2

Volleyball/Basketball/Baseball

King Ball

Jailball


22


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
IV

UNIT NAME
: BASKETBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate proper b
all handling/dribbling,
passing, shooting, rebounding

2.5.6.A.1

2.5.6.B.1

2.5.8.B.1

1. Sideline Basketball

2. Relays

3. Game play

4. Dribble knockout

2

Demonstrate offensive and defensive

roles.

2.5.6.B.1

2.5.8.B.1

1. Sideline Basketball

2. Relays

3. Game play

4. Dribble knockout

3

Communicate with teammates.

2.5.6.B.2

2.5.8.B.3

1. Sideline Basketball

2. Relays

3. Game play

4. Dribble knockout





















23


ALLAMUCHY TOWNSHIP
SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
V

UNIT NAME
:
FLOOR HOCKEY


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Dribbling, passing, shooting, tackling,
goaltending

2.5.6.C.1

2.5.6.C.2

1. Partner drills


passing, shooting, dribbling, defending,
goaltending

2. Line drills


One line receives a pass, dribbles and
shoots. The other line

passes and rebounds the puck.

3. Obstacle course dribble


In groups of
four, form a line
in front of a zigzag

course marked by cones. Each student must dribble
through the cones and

back as quickly as possible.

4. Keep Away


Place four students in a square with a
player in the center. The

center player tries to intercept pas
ses across the square.

45

5. Shooting goals


Set up mini goals throughout the gym
and divide the

students into groups of three. Each student takes turns
shooting from 20

feet away.

6. Dump and Chase


The puck is thrown in the
opposition’s zone and chased

by one or two offensive payers. This is an easy way to
penetrate the

opposing team’s zone without losing control of the puck.
The key to success

is the ability of the chasers to get to the puck before the
defense.

7. Alley Floor Hockey


Divide the floor
or playing area
into five alleys with

cones or floor tape. Each team places one player in each
alley. The

remaining players from each team are goalies. Teams
observe all floor

hockey rules with the addition of a loss of possession
penalty for players

who l
eave their alley. After 3 minutes of play or after a
goal is scored, the

24


five players from each team rotate out and exchange places
with five goalies.

8. Steal the Bacon

9. Small
-
sided floor hockey game

2

Passing and receiving

Moving to get open

Faking
and dodging

Defending space

Communicating with teammates

2.5.6.C.1

2.5.6.C.2


3

Demonstrate appropriate sports
-
like
behavior as a player and as an

observer.

2.5.6.C.1

2.5.6.C.2



Demonstrate an understanding of the
responsibilities of various positions.

2.5.6.C.1

2.5.6.C.2



Demonstrate an understanding of hockey
rules.

2.5.6.C.1

2.5.6.C.2



Develop strategies to improve behavior,
participation, and enjoyment of

hockey as both a player and an observer.

2.5.6.C.1

2.5.6.C.2



Explain how rules enhance
participation
and safety in hockey.

2.5.6.C.1

2.5.6.C.2






















25


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
VI

UNIT NAME
: NET GAMES

BADMINTON/PICKLE BALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the s
erve, forehand, backhand,
smash, drop

2.5.6.C.1

2.5.6.C.2

1. Partner hitting drills

2. Game play

2

Demonstrate spatial awareness on the court.

2.5.6.C.1

2.5.6.C.2

1. Partner hitting drills

2. Game play



























26


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
VII

UNIT NAME
: SOCCER


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate d
ribbling, trapping, passing,
shooting, tackling, throw
-
ins, punting,

goaltending

2.5.6.C.1

2.5.6.C.2

1.

Shuttle dribble relay

2.

Dribble Knockout

3.

Small sided soccer game

4.

Regulation soccer game

2

Demonstrate the following skills:

Passing and receiving

Moving to get open

Faking and dodging

Defending space

2.5.6.C.1

2.5.6.C.2

1.

Shuttle dribble relay

2.

Dribble Knockout

3. Small sided soccer game

4. Regulation soccer game

3

Comparing and
contrasting offensive and
defensive strategies.

2.5.6.C.1

2.5.6.C.2

2.5.8.B.1

1.

Shuttle dribble relay

2.

Dribble Knockout

3. Small sided soccer game

4. Regulation soccer game





















27


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION
CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
VIII

UNIT NAME
:
SOFTBALL/WHIFFLEBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the following skills:

Catching, throwing, fielding, batting,
base
-
running, adjusting bat speed

2.5.6.C.1

2.5.6.C.2

1. Partner throw and catch

2. Modified games: no strikeouts, teacher pitches, soft toss
instead of pitch,

a tee is used instead of a pitcher, start the inning with
runners on base to

create

defensive and offensive strategies…..

3. Discuss the impact of the sport of baseball on American
culture and

history. (Social Studies)

4.


Pickle

5.

Running Bases

2

Understand fouls, forced outs, tagged outs,
and tagging up.

2.5.6.C.1

2.5.6.C.2





















28


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
IX

UNIT NAME
: TEAM HANDBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate proper
handball skills for:

Throwing, passing, catching, dribbling,
shooting, goaltending

2.5.6.C.1

2.5.6.C.2

1. Partner drills

2. Lead up games


keep away, target shooting

3. Small
-
sided modified games

4. Game play

2

Compare and contrast offensive and
defensive strategies

2.5.8.B.2


1. Partner drills

2. Lead up games


keep away, target shooting

3. Small
-
sided modified games

4. Game play
























29


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
X

UNIT NAME
: FLAG FOOTBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the proper skills for:

Passing, receiving, running pass patterns,
handing off, ball
-
carrying,

place
-
kicking,
punting,
and
snapping

a football

2.5.8.B.1

2.5.8.B.2



1. Pass relays


2. Small
-
sided football game

3. Use football skills and strategies for large
group game play.

2

Demonstrate:

Moving to an open
space

Moving to get open

Faking and dodgeing

2.5.8.B.1

2.5.8.B.2



1. Pass relays


2. Small
-
sided football game


3. Use football skills and strategies for large
group game play

























30


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
XI

UNIT NAME
: ULTIMATE FRISBEE


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate the
proper skills for:

Passing, receiving,
pivoting, swatting and
intercepting a frisbee while in play

2.5.8.B.1

2.5.8.B.2


1. Partner throw and catch

2. Keep Away

3. Frisbee Golf

4. Game play

2

Demonstrate:

Moving to an open space

Moving to get open

Faking and dodgeing

2.5.8.B.1

2.5.8.B.2


1. Partner throw and catch

2. Keep Away

3. Frisbee Golf

4. Game play

























31


ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

PHYSICAL EDUCATION

GRADE
6
-
8

UNIT:
XII

UNIT NAME
: VOLLEYBALL


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Demonstrate proper techniques for:

Serving, passing, spiking, blocking, digging

2.5.8.B.1

2.5.8.B.2


1. Modified games: bumps only, first hit
bumps, two serves
per server,

three hits required, lower the net, play on a bounce….

2. Lead
-
up games:

Bounce Ball


Play without a net. Players can only play the
ball

after one bounce.

Newcomb


Players throw and catch the ball over the net.

Modified
serve
-

Players in the front row are allowed to
assist the

ball over the net.

Four
-
way Volleyball
-

Two nets dividing four courts and
four teams.

Keep It Up


Squads arranged in circles try to keep the all
in the air

the longest.

3. Assign students differe
nt roles for team play such as:
coaches, officials,

captains, and statisticians.

4. Game play

2

Focus on the following:

Hit the ball to corners.

Use player position strategies.

Communicate with teammates

2.5.8.B.1

2.5.8.B.2


1. Modified games: bumps only,

first hit bumps, two serves
per server,

three hits required, lower the net, play on a bounce….

2. Lead
-
up games:

Bounce Ball


Play without a net. Players can only play the
ball

after one bounce.

Newcomb


Players throw and catch the ball over the net.

Mo
dified serve
-

Players in the front row are allowed to
assist the

ball over the net.

Four
-
way Volleyball
-

Two nets dividing four courts and
four teams.

Keep It Up


Squads arranged in circles try to keep the all
in the air

the longest.

3. Assign students
different roles for team play such as:
32


coaches, officials,

captains, and statisticians.

4. Game play





































33


RESOURCES



Dynamic PE for Elementary School Children
, Robert Pangrazi

Beyond Activities: Learning Experiences to
Support the National PE Standards
, Kogut

Never Play Leapfrog with a Unicorn



Mehrhof, Ermler, Worrell, and Brewer

Ready
-
to
-
Go PE Activities for Grades K
-
2,

Landy & Landy

www.montvillepe.com

www.pecentral.com

www.pelink4u.com

www.pedigest.com

www.mrgym.com

www.theteacherscorner.net

www.lessonplanspage.com

www.eduref.org

www.lessonplanz.
com

Kidnastics



Malmberg

Physical Best Activity Guide


Elementary Level
,

NASPE

Fitness for Life



Corbin, Masurier, & Lambdin

Physical Education Fireworks



Doss

www.eduref.org

PE Teacher’s Skill by Skill Activity Pr
ogram
, Turner and Turner

www.basketball
-
drills
-
and
-
plays.com

www.coachesclipboard.net

www.y
-
coach.com

Girl Spo
rts Fit and Fun

-

Girl Scouts

www.soccerhelp.com

www.footy4kids.co.uk

www.game
-
ex.com

www.dprsports.com

www.volleyball.lifetips.com

Teaching Movement Education
, Abels and Bridges






34


Explanation of activities


Clean Your Room

• The class is divided into two teams.

• The center line of the
basketball court is used as the dividing line.

• 25
-
30 fleece balls are scattered throughout the center area of the floor.

• Students must step and throw balls to the other side of the room.

• Students may only throw one ball at a time.

• When time runs ou
t, the team with fewer balls on their side gets a point,

and the game starts over


Midnight

• The class is divided into two teams which line up at opposite baselines

of the basketball court facing each other.

• Teacher stands behind one of the teams; they
will be the taggers.

• Students at the other end ask the teacher together, “What time is it?”

• When the teacher responds with a time, those students take the

corresponding number of steps toward the tagger while counting the

steps out loud.

• This process

repeats until the teacher responds “midnight” at which point

the taggers chase the other team back to the baseline where they came

from

• Students who are tagged join the other team.

• After each round the teacher switches ends of the gym.



Jailball


There are two teams.

• Use soft covered balls (approx. 6).

• If a player gets hit by the opposing team’s thrown ball or the opposing

team catches his/her thrown ball, he/she must report to jail located

behind the opposing team.

• A player gets out of jail
by catching a thrown ball from a teammate or

hitting a target.

• Only players in jail can retrieve balls from jail.

• The object is to try to get the entire opposing team in jail.


35


Hula Hoop Tag

• Players are arranged in random formation on the gym floor.

• Five or six hula hoops are scattered throughout the gym floor.

• Students kick the hoops along the ground and try to hit other students in

the foot.

• Students who are hit with a hoop must go to the sidelines.

• Players on the sidelines may continue to k
ick the hoops from the

sidelines.

• Players in the middle try to eliminate each other by kicking the hoops at

other players.

• Continue playing until one or two players are left.



Builders and Bulldozers

• The class is divided into two teams: builders and

bulldozers.

• Cones are scattered throughout the gym floor, half standing and half

lying on their sides.

• On “go,” the builders run to stand up cones while bulldozers run to

knock them over.

• Students may not use their feet. They must bend over and use
their

hands to knock the cones down or stand them up.

• After about a minute, teams return to their starting point and the teacher

determines which side won based on how many cones are standing.

• After each round, teams switch jobs.



Hula Hoop Tag

• Play
ers are arranged in random formation on the gym floor.

• Five or six hula hoops are scattered throughout the gym floor.

• Students kick the hoops along the ground and try to hit other students in

the foot.

• Students who are hit with a hoop must go to the
sidelines.

• Players on the sidelines may continue to kick the hoops when they come

to the sidelines.

• Players in the middle try to eliminate each other by kicking the hoops at

other players.

• Continue playing until one or two players are left.



36



Speed
Volleyball”

• The game is played like volleyball with the center line of the

basketball court as the dividing line, using a large beach ball.

• A net is set up with jump ropes connecting large cones (about the

height

of a tennis net) across the dividing line.

• The serve must go over the net and land on the other side.

• Each team has unlimited hits to get the ball to the other side, but one

player cannot hit the ball twice in a row.

• The ball can be played on a boun
ce and is not dead until it bounces

twice on one side or the ball is hit under the net.

• All serves must be underhand

• The server can stand as close as is necessary to get the ball over the

net.

• The class is divided into three teams. Each time a point
is scored, the

third team enters the court where the team that did not win the point

was playing (the winning team stays).

• All walls are in play during a volley.

• If the ball hits the ceiling, the team that hit the ball to the ceiling

loses the point.



King Ball

• The gym is divided into 4 areas, representing 4 teams, where each

team will have a colored ball placed inside hula hoop.

• The object of the game is to steal the colored balls from the opposing

team’s hoops while protecting their own.

• Studen
ts may run back to their teams designated area once they steal

the ball, or they may throw the ball back to another team member in

their designated area.

• If a student is tagged while entering another team’s designated area,

that

student will go to a “jail” in the corner of the gym.

• Students can be freed from jail when one of their teammates enters

the jail and tags them.


Crazy Kickball

• Six bases are set up around the perimeter of the basketball court with

home plate in a cor
ner. Runners can overrun home.

• There are two teams. Each team must maintain their batting order.

• Runners cannot pass the runner prior to them, i.e. if runners 2
-
4 are on a

37


base, 3 and 4 can only advance to the next base if 2 has already gone.

• The onl
y force is at first.

• Bases may have unlimited runners at each.

• A runner gets out by being hit by a thrown ball from the defensive team.

• Runners cannot leave the base until the ball is caught or touches the

ground.

• No stealing, sliding, leading, or
bunting.

• Runners must stop running when the pitcher maintains possession of the

ball.

• If a runner is more than half way to a base when the pitcher gets the ball,

he/she may safely advance.

• If a runner is not more than half way, he/she must return to
the previous

base without the possibility of getting out.

• Teams switch offense/defense after three outs.

• The object is to score more runs than the other team.

• Use gatorskin or other soft
-
covered ball.




Volleyball/Basketball/Baseball

• Divide the
class into two teams, fielders and batters.

• The fielders place themselves throughout the gymnasium and

designate three shooters who stand under the basket.

• A batter stands at home plate and serves a volleyball underhand and

attempts to run around the b
ases.

• The fielding team must complete three consecutive passes and then

throw the ball to one of the shooters who must put the ball in the

basket before the batter reaches home.

• Change sides after three outs.

• The ball must travel at least 20 feet and

nothing is out
-
of
-
bounds.





ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

HEALTH

GRADE K
-
2

UNIT: I

UNIT NAME
: WELLNESS

38



#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Understand the importance of washing hands;



2.1.P.A.1

2.1.2.A.1


Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

2

D
emonstrate proper hand

washing technique.


2.1.P.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

3

List
reasons teeth need to be brushed and flossed
daily; demonstrate proper

tooth brushing and
flossing techniques.

Recognize the purpose of teeth.

Distinguish between primary and permanent
teeth.

Understand the importance of routine dental
visits.


2.1.P.A.2

D
iscussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

4

Understand the importance of washing hair.


2.1.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

5

List ways to avoid contacting lice.

2.1.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

6

Recognize the importance of wearing weather
-
appropriate clothing.


2.1.P.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

7

Recognize the importance of wearing appropriate
footwear.


2.1.P.A.1

Discussion

Brainstorming

Worksheets

39


Role play

Songs

Rhymes

8

Recognize the importance of wearing appropriate
attire and gear for sports.

2.1.P.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

9

Define wellness

Explain how making healthy choices and
having
healthy relationships

contribute to wellness

2.1.2.A.1


Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

10

Identify body parts and understand their basic
functions

2.1.2.A.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

11

Identify the five senses.

Tell why the five senses are important and how to
care for them.

2.1.2.A.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
2

Explain why some foods are healthier to eat than
others.

2.1.2.B.1

2.1.2.B.2

2.1.2.B.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

13

Explain what information can be found on food
and product labels.

2.1.2.B.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
4

Explain ways to prevent the spread of diseases
(hand
washing,

immunizations, covering coughs, not sharing
cups, hats, combs…..).

2.1.2.C.1

2.1.2.C.2

2.1.2.C.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
5

Explain and demonstrate ways to prevent injuries
2.1.P.D.1

Discussion

40


(seatbelts and

child safety seats in
motor vehicles
and bus safety procedures).


Explain and demonstrate simple first aid
procedures (getting help and

calling 911,
knowing personal information such as address
and phone

number, and avoiding contact with
blood and other body fluids).


2.1.P.D.4

2.1.2.D.1

2.1.2.D.3

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
6

Recognize that nut allergies can cause severe
reactions


Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
7

Distinguish among “good/safe touch,”
“bad/unsafe touch,” and “confusing

touch.”


Explain what to do if touching causes
uncomfortable feelings.


Identify safe and appropriate behavior when
interacting with strangers,

acquaintances, and trusted adults.

2.1.2.D.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes














ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

HEALTH

GRADE K
-
2

UNIT: I
I

UNIT NAME
: ALCOHOL, TOBACCO,
AND OTHER DRUGS

41



#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1


Explain what it means to make a decision.


2.2.2.B.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

2


Identify how certain decisions we make may
affect the way we feel (physically/emotionally,
socially, etc.).


2.2.2.E.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

3


Describe why using decision
-
making skills is
advantageous to prevent the use of alcohol,
tobacco, and other drugs.


2.2.2.B.1

2.2.2.B.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

4


Understand that medicines can be helpful
or harmful.

Recognize that when medicines are used
correctly, they can keep people healthy.


2.3.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

5


Determine why we use medicines when we
are not feeling well.


2.3.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

6


Describe why medicines should be
administered by a trusted adult.


2.3.2.A.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

7

Identify substances that should never be
consumed or inhaled such as

drug

look
-
alikes, glue, poison, and cleaning
fluids.

2.3.2.A.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

42


8


Identify the harmful effects that alcohol,
tobacco, and other drugs could have on
personal hygiene, health and safety.


2.3.2.B.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

9


Determine the harmful effects of alcohol,
tobacco, and other drugs and how it impacts
the personal wellness of the user and nonuser.


2.3.2.B.2

2.3.2.B.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

10


Demonstrate an understanding of how
alcohol, tobacco, and other drugs can be
abused.


2.3.2.B.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
1


Describe products in your environment that
contain alcohol.


2.3.2.B.4

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
2


Determine what substances should never be
inhaled and explain why.


2.3.2.B.5

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
3


Recognize that people may have difficulty
controlling their use of alcohol, tobacco and
other drugs and identify health professionals
who may provide help.


2.3.2.C.1

2.3.2.C.2

2.2.2.E.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

1
4


Understand that some people have difficulty
controlling their
alcohol u
, tobacco, and other
drugs and determine where/how community
health professionals can be accessed.


2.3.2.C.1

2.2.2.E.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes




43


































ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

HEALTH

GRADE K
-
2

UNIT:
III

UNIT NAME
: FAMILY LIFE


44


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Identify different kinds of families.


2.4.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

2

Understand that families may differ for many
reasons.


2.4.2.A.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

3

Recognize that all

family members have certain
rights and responsibilities that contribute to the
successful functioning of the family.


2.4.2.A.2

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhyme
s

4

Define friendship and understand that friends are
important
throughout life.


2.4.2.A.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

5

Identify appropriate ways for children to show
affection and caring.

2.4.2.A.3

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

6

Understand that human
beings develop inside
their birth mother, are helpless

when born, and
must be fed, clothed, and nurtured.

2.4.2.C.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes

7

Identify differences and similarities between
genders

2.4.2.B.1

Discussion

Brainstorming

Worksheets

Role play

Songs

Rhymes


45


































ALLAMUCHY TOWNSHIP SCHOOL

HEALTH AND PHYSICAL EDUCATION CURRICULUM

2012

CONTENT AREA:

HEALTH

GRADE K
-
2

UNIT:
IV

UNIT NAME
: COMMUNITY HEALTH
SKILLS


46


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

1

Identify ways to benefit yourself and your
community through service

2.2.2.D.1

Discussion

Brainstorming

Worksheets

Posters


2

Explain ways to contact health professionals and
obtain information

2.2.2.E.1

Discussion

Brainstorming

Worksheets

Posters
























CONTENT AREA:

HEALTH

GRADE 3
-
5

UNIT:
I

UNIT NAME
: WELLNESS


#

STUDENT LEARNING
OBJECTIVES

CORRESPONDING
NJCCCS

ASSESSMENT/

ACTIVITIES

47


1

Describe and demonstrate personal
hygiene
practices that support wellness.

.

2.1.4.A.1

2.1.4.A.2

2.1.4.D.3

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper s
keleton

and/or body organs

Fire Prevention program

2

Recognize the physical, social, and emotional
dimensions of wellness.

2.1.4.A.1

2.1.4.A.2

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to
compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

3

Recognize the impact of health choices and
behaviors on wellness.


2.1.4.A.1

2.1.4.A.2

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

4

Recognize the importance of wearing weather
-
appropriate

clothing.


2.1.4.D.1

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

5

Recognize the importance of wearing appropriate
footwear.

2.1.4.D.1

Discussion

Brainstorming

48



Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper
skeleton

and/or body organs

Fire Prevention program

6

Recognize the importance of wearing appropriate
attire and gear for sports

2.1.4.D.1

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare
and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

7

Identify factors that contribute to healthy
physical, social, emotional, and intellectual
growth and uniqueness

2.1.4.A.1

Discussion

Brainstorming

Worksheets

Role play

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

8

Describe each human
life stage and the physical
changes that occur at each

stage.

2.1.4.A.1

Discussion

Brainstorming

Worksheets

Role play

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make constructio
n paper skeleton

and/or body organs

Fire Prevention program

9

Identify the structure and function of the
following body systems: muscular, skeletal,
2.1.4.A.1

Discussion

Brainstorming

49


cardiovascular, respiratory, and digestive.

Worksheets

Role play

Draw a

picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

10

Differentiate between healthy and unhealthy
eating patterns.

2.1.4.B.1

2.1.4.B.2

2.1.4.B.3

Discussion

Brainstorming

Worksheets

Role play

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire
Prevention program

11

Recognize how healthy eating provides energy,
helps to maintain healthy weight, lowers risk of
diseases, and keeps body systems working.

2.1.4.B.1

2.1.4.B.4

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student
-
created poster/collage

Make construction paper skeleton

and/or body organs

Fire Prevention program

12

Understand the importance of the early detection
of diseases and health conditions

2.1.4.C.1

Discussion

Brainstorming

Worksheets

Draw a picture that relates to a skill

being taught.

Venn diagrams to compare and

contrast

Student