Physical Education Grades 5-6
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Motor Skills | |||||||
Throw a variety of objects demonstrating both accuracy and form (e.g., basketballs, footballs, Frisbees). | • One-on-one in basketball or soccer | √ | √ | ||||
Hand dribble and foot dribble while preventing an opponent from stealing the ball. | • Target throwing from different distances using a variety of objects | √ | √ | √ | |||
Design and perform gymnastics and dance sequences that combine traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow. | • Routine development and performance | √ | √ | √ | |||
Keep object going continuously with a partner using a striking pattern. | • Observation/assessment of a classmate’s skills/performance | √ | √ | √ | |||
Place the ball away from an opponent in a racket sport activity. | • Challenging self to volley an object as many times as possible | √ | √ | √ | |||
Application | |||||||
Detect, analyze, and correct errors in personal movement patterns. | • Video of student(s) performing a specific skill | √ | √ | √ | |||
Identify proper warm-up and cool-down techniques and the reasons for using them. | √ | √ | |||||
Identify basic practice and conditioning principles that enhance performance. | √ | √ |
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Active Living | |||||||
Choose to exercise at home for personal enjoyment and benefit. | • Activity log • Bulletin board highlighting students participating in *activities outside the school | √ | √ | √ | |||
Participate in games, sports, dance, and outdoor pursuits both in and out of school based on individual interests and capabilities. | √ | √ | √ | ||||
Identify opportunities close to home for participation in different kinds of *activities. | √ | √ | √ | ||||
Physical Fitness | |||||||
Keep a record of heart rate before, during, and after vigorous physical activity. | • Record sheets to list heart rate before, during, and after activity | √ | √ | ||||
Engage in physical activity at the target heart rate for a minimum of twenty minutes. | • Calculation of target heart rate (charts/graphs) | √ | √ | ||||
Participate in fitness-enhancing organized physical activities outside school (e.g., gymnastic clubs, community sponsored youth sports). | • “Fitness Fun” presentations (e.g., defining health related fitness components and demonstrating activities that enhance each component) | √ | √ | √ | |||
Correctly demonstrate *activities designed to improve and maintain muscular strength and endurance, flexibility, cardio-respiratory functioning, and proper body composition. | √ | √ | √ | √ | √ |
*See list of ”outside of school” activities in appendix
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Personal and Social Skills | |||||||
Make responsible decisions about using time, applying rules, and following through with the decisions made. | • Cooperative group activities and decisions | √ | √ | ||||
Remain on-task in a group activity without close teacher monitoring. | • Designing rubrics for self assessment | √ | √ | ||||
Use time wisely when given the opportunity to practice and improve performance. | • Practicing various skillsw Discussions (e.g., reckless vs. courageous acts; how incidents in sports and physical activities, in and out of class, make students feel | √ | √ | ||||
Make suggestions for modifications in a game or activity for improving the game (e.g., in 3-on-3 basketball, all students must touch the ball before a team can take a shot). | √ | √ | |||||
Choose a partner that he/she can work with productively. | √ | √ | |||||
Distinguish between acts of “courage” and “reckless” acts. | • Creation of shapes using human bodies (e.g., human pyramid) | √ | √ | ||||
Include concerns for safety in self-designed activities. | √ | √ | |||||
Value of Exercise | |||||||
Recognize the role of games, sports, and dance in getting to know and understand others of like and different backgrounds. | • Solving physical challenges (e.g., trust falls, human knot, turning over a new leaf, group jump roping) | √ | √ | ||||
Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, and ethnicity in a physical activity setting. | • “Ideals of Olympism” reading and discussion (see appendix) | √ | √ | ||||
Seek out, participate with, and show respect for persons of like and different skill levels. | • Brochure depicting benefits derived from three physical activities of student’s choice | √ | √ | ||||
Recognize the importance of one’s personal heritage. | √ | √ | |||||
Identify benefits resulting from participation in different forms of physical activities. | • Colored dance scarves and mood music to communicate ideas and feelings through body movement | √ | √ | ||||
Describe ways to use the body and movement activities to communicate ideas and feelings. | √ | √ | |||||
Seek physical activity in informal settings that utilizes skills and knowledge gained in classes. | • Extra curricular or out-of-class sporting events | √ | √ |