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 Thomas E. Kerns Elementary • 6650 Frontage Road at White Horse • Greenville, SC 29605 • (864)355-1300 • FAX: (864) 355-1351 Saturday, April 19, 2014 

Kerns Elementary
Physical Education Syllabus
Grades 5K-5th
2006-2007

Teacher: Debra Roper, Multipurpose Room

Course Description:  Physical Education at Kerns emphasizes enjoyable participation in physical activity.  Students will develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles.

Objectives:  One of our primary goals is to encourage children to develop positive attitudes about themselves and about physical activity so that they will choose to be physically active throughout their lives.  Another of our primary goals is to help children develop the movement competence that enables them to participate in physical activity successfully.

Physical Education Standards

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities,

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities,

Standard 3: Participates in regular physical activity,

Standard 4: Achieves and maintains a health-enhancing level of physical fitness,

Standard 5: Exhibits responsible personal and social behavior in physical activity settings,

Standard 6: Demonstrates understanding and respect for differences among people in physical activity settings, and

Standard 7: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Instructional Materials and Resources/Required Tests: No textbook is required.  Handouts are often used during class.  Writings, written tests, fitness tests, and performance tests are required.  Kerns Elementary provides the equipment and other apparatus used during P. E. Class.

Missed Work/Make-up Policy: Tests and writings not finished by the following class meeting will be considered late and must be completed by the end of the grading period.  Students absent from class will be given an opportunity to make up missed work.

Homework Policy:  Students are encouraged to be physically active during after school hours.  Students may be given activities to do at home that correspond with class activities. 

Attendance/Course Requirements: All students are required to participate in Physical Education Class.  There are no exceptions.  Classroom teachers cannot use Physical Education Class time for students to complete classroom work.

Parents should inform the physical education teacher of any physical limitations that their child may have.  Physical limitations should be put in writing and accompanied by a doctor’s note.  Tennis shoes and comfortable clothes are a must for physical education class.

Presentation of Expectations and Consequences: Class expectations and consequences are discussed with each class during their first P. E. Class.  Expectations and consequences will be reviewed when necessary.

EXPECTATIONS FOR PHYSICAL EDUCATION CLASS    

1.    All students are expected to wear tennis shoes and comfortable clothes.

2.    All students are expected to display good sportsmanship.

3.    All students are expected to show good listening skills.

4.    All students are expected to do their very best.

5.    Most of all…..students are expected to have FUN!!!!!!

CONSEQUENCES

1. Warning
2. Three minute timeout
3. Timeout-must complete Think and Write Sheet.  The classroom teacher will be informed of misbehavior.
4. Phone call to parent

 GENERAL CLASS GUIDELINES

1.   All students are expected to participate.  Students not participating will be asked to complete an ON THE SIDELINE IN P. E. WORKSHEET.  

2.  Bathrooms are to be used only in the case of an emergency.

3.  Students without tennis shoes cannot participate.  ON THE SIDELINE IN P. E. WORKSHEET must be completed by these students. 

Physical Education Weekly Schedule
Miss Roper

 

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:10-8:55

5th

Hardesty

5th

Hudson

5th

Houghton

Plan

5th

C. White

9:05-9:50

4th

Von Harten

4th

Verdin

4th

K. Harris

Plan

4th

Morris

10:00-10:45

Plan

2nd

Fischer

          2nd

       Hodge

2nd

Compton

2nd

Dixon

10:50-11:35

 

3rd

Lowe

 

      Plan

 

 

3rd
Edwards

3rd

Evans

3rd

Kaisand

 

 

 

 

 

 

 

11:35-12:00

Lunch

Lunch

Lunch

Lunch

Lunch

12:00-12:30

K5

Weins

Plan

K5

Joseph

K5

H. Harris

K5

Walls

12:40-1:25

 

        1st

Darnell

 

Plan

Plan

1st

Cely

1st

Hollings-

worth

1:30-2:15

Plan

 1st

K. White

1st

Randall

1st

Reeves

Plan

 

GRADING: Students in grades 1 thru 5 receive S or N.

S

Making satisfactory progress in skill development

Usually shows good sportsmanship/self-control

Usually shows respect for others/teamwork

Usually follows directions the first time

Actively participates in most activities

N

Needs more skill practice

Sometimes shows good sportsmanship/self-control

Sometimes shows respect for others/teamwork

Sometimes follows directions

Participates in some activities

Student of the Week and Class of the Week:  Outstanding physical education students and classes will be recognized throughout the year.

Communication with Parents:  Phone calls, notes, and conferences may be used to communicate with parents.

 PHYSICAL EDUCATION STANDARDS

KINDERGARTEN

BSER Movement Framework

BODY

(What the body does)

SPACE

(Where the body moves)

EFFORT

(How the body performs the movement)

RELATIONSHIPS

(Relationships that occur in movement)

Standard 1: demonstrates competency in many movement forms and proficiency in a few movement forms

The student will

1. Demonstrate controlled traveling, rolling and balancing actions

2. Travel with control forward, backward, and sideways using a variety of locomotor patterns and change     directions quickly

3. Move with awareness of others in general space

4.  Kick, throw, catch, and strike objects under simple conditions (e.g., kicking and striking a stationary ball, catching an accurately tossed ball)

5.  Select appropriate actions to match a steady beat

Standard 2: applies movement concepts and principles to the learning and development of motor skills

The student will

1.    Identify fundamental movement patterns (e.g., skip or strike)

2.    Identify beginning movement concepts (BSER) in body management, games, dance, and locomotion (e.g., personal/general space, high/low levels, fast/slow speeds, light/heavy, balance, and twist):

3.    Apply appropriate movement concepts (BSER) to performance (e.g., change direction while running, move from a gallop to a hop when directed)

Standard 3: exhibits a physically active lifestyle

The student will

1.    Select and participate in physical activity during unscheduled times

2.    Identify likes and dislikes connected with participation in physical activity

Standard 4: achieves and maintains a health-enhancing level of physical fitness

The student will

1.    Sustain moderate to vigorous physical activity for short periods of time

2.    Be aware of the physiological signs of moderate physical activity (e.g., fast heart rate, heavy breathing)

Standard 5: demonstrates responsible personal and social behavior in physical activity settings

The student will

1.    Know rules, procedures, and safe practices for participation

2.    Share space and equipment with others

Standard 6: demonstrates understanding and respect for differences among people in physical activity settings

The student will

1.    Participate willingly in individual and group activities

2.    Interact positively with others

Standard 7: understands that physical activity provides the

opportunity for enjoyment, challenge, self-expression, and social interaction

The student will

1.    Demonstrate willingness to try new movement activities and skills

2.    Identify feelings resulting from participation in physical activity

 

P. E. at a Glance

Kindergarten

 

 

 

 

 

1st

9 Weeks

2nd

9 Weeks

3rd

9 Weeks

4th

9 Weeks

1. Traveling,     

    Space

      Standards 1:1, 1:2, 

      1:3, 1:5, 2:2

2.  “          “

3. Running,

    Jumping, 

    Landing

    Standard 2:1

4.  “          “

5. Locomotor,  

    Underhand  

    Roll

    Standards 1:2, 1:4, 

      2:2, 2:3, 5:2

6.  “          “

7.  “          “

8. Underhand 

    Throw

    Standards 1:4, 5:2

9.   “        “

 

10. Catching, 

      Throwing

      Standards 1:4, 5:2

11.   “       “

12. Tossing, 

      Catching  

      Standards 1:4, 5:2

13.   “       “

14. Dance

      Standards 2:2, 5:2, 

         6:1, 6:2

15.   “       “

16. Ed. 

      Gymnastics

      Standards 1:1, 5:2

17.   “       “

18.   “       “

 

 

19. Ed. 

      Gymnastics

      Standards 1:1, 5:2

20. Dribbling 

      (feet)

      Standards 1:4, 5:2

21.    “         “

22.    “         “

23. Kicking

      Standards 1:4, 5:2

24.    “         “

25.    “         “

26.    “         “

27.    “         “

28. Fitness

      Standards 3:1, 4:1, 

         4:2

29.    “       “

30.    “       “

31.    “       “

32. Striking

      Standards 1:4, 5:2

33.    “       “

34.    “       “

35.    “       “

36.    “       “

Standards found in every lesson:  2:1, 3:2, 5:1, 5:2, 6:1, 6:2, 7:1, 7:2

 

PHYSICAL EDUCATION STANDARDS

 

FIRST AND SECOND GRADES

 

 

BSER Movement Framework

 

BODY

(What the body does)

SPACE

(Where the body moves)

EFFORT

(How the body performs the movement)

RELATIONSHIPS

(Relationships that occur in movement)

Standard 1: demonstrates competency in many movement forms and proficiency in a few movement forms

The student will

1.    Demonstrate mature form in locomotor skills (walk, run, hop, skip, jump, gallop, slide, and leap)

2.    Demonstrate smooth transitions between combinations of locomotor movements and combinations of manipulative patterns

3.    Sequence weight-bearing, rolling, balancing, and traveling activities with control, with and without equipment

4.    Adapt kicking, striking, and throwing patterns to simple, changing environments (e.g., kicking, moving ball, or striking a friendly toss)

5.    Throw a hand-sized ball overhand with force (e.g., to hit a wall thirty feet away)

6.    Combine locomotor patterns (e.g., sliding, jumping, running, and hopping) in time to music

7.    Use movement concepts (BSER) to vary fundamental patterns

8.    Use movements (BSER) to move in expressive ways

Standard 2: applies movement concepts and principles to the learning and development of motor skills

The student will

1.    Identify the critical elements of basic locomotor and manipulative skills (e.g., jump two feet, skip-step-hop with a continuous pattern, show opposition in throwing, and reach and give to catch

2.    Apply movement concepts (BSER) and principles of movements to a variety of basic skills (e.g., catching at different levels, skipping in different pathways)

3.    Use feedback to improve performance (e.g., choosing appropriate hand positions for catching at different levels)

Standard 3: exhibits a physically active lifestyle

The student will

1.    Engage regularly in moderate to vigorous physical activity outside of physical education class

2.    Identify social and psychological benefits from participation in physical activity (e.g., why some activities are fun and some are not)

Standard 4: achieves and maintains a health-enhancing level of physical fitness

The student will

1.    Engage in sustained physical activity that causes an increased heart rate and heavy breathing

2.    Identify changes in the body that occur at different levels of physical activity (increases in sweating, heart rate, and breathing rate)

Standard 5: demonstrates responsible personal and social behavior in physical activity settings

The student will

1.    Follow directions

2.    Apply rules, procedures, and safe practices with few or no reminders

3.    Work cooperatively with another to complete an assigned task

4.    Work independently for short periods of time

5.    Resolve conflicts in socially acceptable ways

Standard 6: demonstrates understanding and respect for differences among people in physical activity settings

The student will

1.    Treat others with respect during play

2.    Play and cooperate with others regardless of personal differences such as gender, skill level, or ethnicity

Standard 7: understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction

The student will

1.    Be aware of the feelings resulting from challenges, successes, and failures in physical activity

2.    Willingly try new activities

3.    Use physical activity to express feeling (e.g., create dance experiences)

P. E. at a Glance

First and Second Grades

1st

9 Weeks

2nd

9 Weeks

3rd

9 Weeks

4th

9 Weeks

1. Traveling,   

    Space

    Standards 1:1, 1:2,    

      1:8

2.  “       “

3. Running,   

    Jumping,   

    Landing

    Standard 1:2

4.  “       “

5. Locomotor   

    Sequence

    Standards 1:6, 2:1, 

      2:3

6.  “       “

7.  “       “

8. Fitness     

    Concepts

    Standards 3:1, 4:1,  

      4:2

9. “        “

 

10. Fitness 

      Concepts

      Standards 3:1, 4:1,

         4:2

11. Toss,  

      Catch,  

      Throw

      Standards 1:4, 1:5,

         2:1, 2:2, 2:3

12.  “       “

13.  “       “

14.  “       “

15.  “       “

16. Passing

      Standards 1:4, 2:1

17.  “       “

18. Dance

          Standards 1:8, 

          7:3

19. Dance

       Standards 1:8,   

           7:3

20.  “     “

21.  “     “

22. Dribbling

       (feet)

      Standard 1:4

23.  “     “

24. Ed.   

      Gymnastics

      Standard 1:3

25.  “     “

26.   “     “

27.   “     “

 

28. Dribbling

      (hands)

      Standard 1:4

29.  “      “

30. Fitness

      Concepts

      Standards 3:1, 4:1, 

         4:2

31.   “      “

32. Striking

      Standard 1:4

33.   “      “

34.   “      “

35. Kicking

      Standard 1:4

36.   “      “  

Standards found in every lesson:  3:2, 4:1, 4:2, 5:1, 5:2, 5:3, 5:4, 5:5, 6:1, 6:2, 7:1, 7:2

PHYSICAL EDUCATION STANDARDS

THIRD, FOURTH, AND FIFTH GRADES

BSER Movement Framework

BODY

(What the body does)

SPACE

(Where the body moves)

EFFORT

(How the body performs the movement)

RELATIONSHIPS

(Relationships that occur in movement)

Standard 1: demonstrates competency in many movement forms and proficiency in a few movement forms

The student will

1.    Demonstrate mature form for all basic manipulative skills (e.g., overhand throw pattern, underhand throw pattern, kicking a moving ball, catching a ball thrown overhand) and combinations of locomotor skills

2.    Use basic motor skills of invasion (e.g., soccer, basketball), net (e.g., volleyball, pickle ball), striking/fielding (e.g., baseball, whiffle ball), and target (e.g., bowling) activities in increasingly complex situations

3.    Demonstrate basic offensive and defensive strategies for invasion, net, and striking/fielding activities in limited settings (two on two, three on two)

4.    Support weight on hands demonstrating extension and control (cartwheels and handstands)

5.    Apply movement concepts (BSER) to sequenced gymnastics actions with smooth transitions both alone and with others (e.g., perform a routine that includes balance, roll, and balance with a change in direction to match a partner)

6.    Perform simple dances (e.g., creative, folk, and line dances)

 

Standard 2: applies concepts and principles to the learning and development of motor skills

The student will

1.    Use critical elements to improve personal performance and provide feedback to others in fundamental and selected specialized motor skills (e.g., making a triangle to set a volleyball)

2.    Describe and use basic offensive and defensive strategies in limited settings (e.g., one-on-one, two-on-three)

3.    Recognize and apply basic concepts from the disciplines that impact the quality of increasingly complex movement performance (e.g., the absorption and production of force, the relationship between practice and the improvement of performance, the importance of warm-up and cool-down

Standard 3: exhibits a physically active lifestyle

The student will

1.    Identify personal interests and capabilities in regard to his or her own physical activity

2.    Select and participate regularly in physical activities for specific purposes (e.g., to improve skill or health or for personal pleasure)

3.    Identify opportunities in the school and community for regular participation in physical activity

Standard 4: achieves and maintains a health-enhancing level of physical fitness

The student will

1.    Identify the components of health-related physical fitness

2.    Identify several activities related to each component of physical fitness

3.    Meet the gender and age health-related fitness standards as defined by the FITNESSGRAM

4.    Develop a strategy for the improvement of selected fitness components

5.    Work with minimal supervision in pursuit of personal fitness goals

Standard 5: demonstrates responsible personal and social behavior in physical activity settings

The student will

1.    Participate in the establishment of rules, procedures, and standards of etiquette that are safe and effective for specific activity situations

2.    Work cooperatively and productively in a small group to accomplish a set goal in both cooperative and competitive activities

3.    Work independently and utilize time effectively to complete assigned tasks

Standard 6: demonstrates understanding and respect for differences among people in physical activity settings

The student will

1.    Recognize the influence of individual differences (e.g., age, disability, gender, race, culture, skill level) on participation in physical activities

2.    Recognize the positive attributes that individuals of varying gender, age, disability, races, cultures, and skill levels bring to physical activity

3.    Work cooperatively with peers of differing skill levels

Standard 7: understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction

The student will

1.    Recognize physical activity as a positive opportunity for social and group interaction

2.    Recognize that participation in physical activity is a source of self-expression and meaning (e.g., aesthetic, challenging, pleasurable, fun, and social)

3.    Seek personally challenging physical activity experiences

4.    Celebrate successes and achievements along with those of others

P. E. at a Glance

Third, Fourth, Fifth Grades

 

       
1st

9 Weeks

2nd

9 Weeks

3rd

9 Weeks

4th

9 Weeks

1. Fitness

       Standards 3:1, 3:2,             

       3:3, 4:1, 4:2, 4:3,   

       4:4, 4:5

 

2.   “     “

 

3.   “     “

 

4.   “     “

 

5. Throwing

       Standards 1:1, 2:1

 

6.   “     “

 

7.   “     “

 

8.   “     “

 

9. Throwing,    

    Catching

    Standards 1:1, 1:3, 

       2:1

10. Throwing,

      Catching

      Standards 1:1, 1:3,  

         2:1

 

11.   “       “

 

12.   “       “

 

13. Volleyball

          Standards 1:1,  

          1:2, 2:1

 

14.   “       “

 

15.   “       “

 

16.   “       “

 

17. Dance

      Standard 1:6   

 

18.   “       “

 

 

19. Dance

       Standard 1:6

 

20.   “    “

 

21. Basketball

      Standards 1:1, 1:2,    

         1:3, 2:1, 2:2

 

22.   “     “

 

23.   “     “

 

24.   “     “

 

25. Fitness

      Standards 3:1, 3:2, 

         3:3, 4:1, 4:2, 4:3, 

         4:4, 4:5

 

26.   “     “

 

27.   “     “

28. Fitness

      Standards 3:1, 3:2, 

         3:3, 4:1, 4:2, 4:3, 

         4:4, 4:5

 

29.    “     “ 

 

30. Soccer

          Standards 1:1,        

          1:2, 1:3, 2:1, 2:2,

 

31.    “     “

 

32.    “     “

 

33.    “     “

 

34. Paddles,

      Racquets

      Standards 1:1, 1:2, 

         2:1

 

35.    “     “

 

36.    “     “

Standards found in every lesson:  2:3, 3:1, 3:2, 3:3, 5:1, 5:2, 5:3, 6:1, 6:2, 6:3, 7:1, 7:2, 7:3, 7:4