Physical Education Curriculum

School District of Seward

Implemented in the Fall of 2009

410 South St. • Seward, NE • 68434

If we could give every individual the right amount of nourishment

and exercise, not too little and not too much, we would have found
the safest way to health.

—Hippocrates
Table of Contents

Physical Education Program! 5

Philosophy, & Goals 5

Philosophy Guiding Our Physical Education Curriculum 5

Goals of Our Physical Education Curriculum 6

Grades K-4 P.E. Curriculum! 7

General Description 7

Learning Objectives Framework- Kindergarten & 1st Grade! 8

Learning Objectives Framework - Grades 2 - 4! 9

K - 1 Physical Education! 10

K-1 suggested timeline 11

Basketball 12

Body and Space Awareness 14

Directions, Pathways, Patterns and Levels 16

Jump Rope 18

Locomotor Movements 20

Manipulatives 22

Parachute 24

Scooters 26

Soccer 28

2nd Grade Physical Education! 30

Grade 2 suggested timeline 31

 Basketball 32

Floor Hockey 34

Jump Rope 36

Kickball 38

Manipulatives 40

Parachute 42

Scooters 44

Soccer 46

Volleyball 48

3rd Grade Physical Education! 50

Grade 3 suggested timeline 51

Basketball 52

Floor Hockey 54

Jump Rope 56

Jump Rope 57

Kickball 58

Kickball 59

Manipulatives 60

Parachute 62

Scooters 64

Soccer 66

Soccer 67

Volleyball 68

4th Grade Physical Education! 70

Grade 4 suggested timeline 71

 Basketball 72

Floor Hockey 74

Jump Rope 76

Kickball 78

Manipulatives 80

Parachute 82

Scooters 84

Soccer 86

Volleyball 88

Grades 5-8 Physical Education Curriculum! 90

General Description 90

Grades 5-8 suggested timeline 92

Bases Unit 94

Basketball 96

Conditioning Workouts 98

Football 100

Soccer 102

Volleyball 104

Walking 106

Grades 9-12 Physical Education Curriculum! 108

General Description 108

Learning Objective Framework - 9-12th Grade 109

9th & 10th Grade Physical Education! 110

Grades 9 & 10 suggested timeline 111

Badminton 112
 Basketball 114

Pickle Ball 116

Soccer 118

Softball 120

Ultimate Sports 122

Volleyball 124

Lifetime Sports Curriculum! 126

Learning Objectives Framework - Lifetime Sports 127

K-1 suggested timeline 128

Basketball 130

Bowling 132

Badminton 134

Golf 136

Soccer 138

Softball 140

Ultimate Sports 142

Volleyball 144

Strength Training Curriculum! 146

Learning Objectives Framework- Strength Training 147

Strength Training suggested timeline 148

Orientation and Class Rules 150

Preparing Workout and Daily Routine 152

Appendix! 154
Physical Education Program
PHILOSOPHY, & GOALS

There are many facets to a comprehensive physical education curriculum.

Philosophy Guiding Our Physical Education Curriculum

A student who becomes skilled and knowledgeable in physical education is more likely to
become a healthy adult who is motivated to remain healthy and physically active throughout his/
her life. Among the health benefits outlined in the Surgeon General’s Report on Physical
Activity and Health report were reduced risk of premature death, lower risk of heart disease,
colon cancer, hypertension, diabetes, osteoporosis, as well as improved mental health and
physical fitness. In addition, physical activity improves strength and endurance; helps build
healthy bones and muscles; helps control weight; reduces anxiety and stress; increases self-
esteem, mood, and concentration; and may improve blood pressure and cholesterol levels. Our
goal is to promote students’ physical health and to develop lifelong attitudes toward healthy
living as an adult. This philosophy applies to the major topics of our comprehensive Physical
Education Program, including:

Motor skills development

The development of knowledge and skills related to various physical activities

Promotion of a physically active lifestyle

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 Being familiar with factors that benefit a physically fit lifestyle and performance

Exhibiting responsible personal and social behavior that respects self and others while
valuing physical activity.

Goals of Our Physical Education Curriculum

As a result of our curriculum, students will:

demonstrate competency in a variety of movement forms and proficiency in a few to

gain competence toward lifetime physical activity,

demonstrate an understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities,

exhibit a physically active lifestyle.

show evidence of an acceptable level of health-related fitness and be familiar with factors that
benefit performance.

exhibit responsible personal and social behavior that respects self and others while valuing
physical activity for health, enjoyment, challenge, self-expression, and/or social interactions.

Evaluating the success of a Physical Education program is a difficult task. In addition to

mastering information, it is our goal to assist students in the development of health
enhancing lifestyles reflecting positive attitudes and behaviors. These outcomes are
difficult to measure and often are not acted on until later in the students’ lives.

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Grades K-4 P.E. Curriculum
GENERAL DESCRIPTION

The elementary school physical education program provides the skills and knowledge students
will need to be successful in middle school and high school physical education classes. The
emphasis is on the development of fundamental locomotor, non-locomotor, and manipulative
skills. Students practice the fundamental locomotor, non-locomotor, and manipulative skills in a
variety of age-appropriate activities. All students use a variety of age-appropriate equipment so
that they have multiple opportunities to practice skills. As skill level develops, students begin to
understand the relationship between correct technique and practice.

Elementary physical education programs also emphasize the importance of physical activity and
personal fitness. Fitness is developed through the activities in lessons which emphasize high
amounts of physical activity, continuous movement, and challenges that involve overloading the
major muscle groups. Students are provided with opportunities to understand the fitness
components, fitness assessment, and the need for a lifetime of physical activity.

Participation in physical activity also can be an important venue for the social, psychological, and
emotional development of children. Social skills and personal responsibility skills are taught and
learned with feedback. Physical education classes provide an ideal setting for students to learn
and practice appropriate social interactions, suitable ways to express and control emotions, and
desirable personal responsibility skills.

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 Learning Objectives Framework- Kindergarten & 1st Grade
Motor Skills Knowledge/ Physically Fitness Behavior
Literacy Active Management
Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will
Goal: The learner will
demonstrate demonstrate exhibit a physically show evidence of an
exhibit responsible
competency in a variety understanding of active lifestyle. acceptable level of
personal and social
of movement forms and movement concepts, health-related fitness
behavior that respects
proficiency in a few to principles, strategies, and be familiar with
self and others while
gain competence and tactics as they factors that benefit
valuing physical
toward lifetime apply to the learning performance. activity for health,
physical activity. and performance of enjoyment, challenge,
physical activities. self-expression, and/or
social interactions.
NASPE Standard 1 NASPE Standard 2 NASPE Standard 3 NASPE Standard 4 NASPE Standard 5 &
6
• Demonstrate • Identify the • Participate • Demonstrate body • Demonstrates
progress toward critical elements regularly in a wide control, progress toward
the mature form of of basic variety of coordination, working
locomotor and movements using activities that agility, and cooperatively and
non-locomotor movement involve flexibility. interacting with
skills. vocabulary. locomotor, non- • Engage in other students
• Demonstrate • Apply feedback to locomotor and moderate to regardless of
progress toward improve manipulative vigorous physical differences.
the mature form of performance. skills both inside activity. • Identify and
selected and outside of • Recognize the model safety
manipulative physical education basic practices and class
skills. class. physiological procedures.
• Demonstrate indicators of • Displays
progress toward physical activity. appropriate
the mature form of • Identify the basic sportsmanship.
movement components of • Express feelings
patterns and health-related about physical
sequences. fitness. activities.
• Demonstrate the • Attempt new
ability to adapt activities.
and adjust
movement skills
to uncomplicated,
yet changing,
environmental
conditions and
expectations.

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Grades 2 - 4 Physical Education

Learning Objectives Framework - Grades 2 - 4

Motor Skills Knowledge/ Physically Fitness Behavior
Literacy Active Management
Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will
Goal: The learner will
demonstrate demonstrate exhibit a physically show evidence of an
exhibit responsible
competency in a variety understanding of active lifestyle. acceptable level of
personal and social
of movement forms and movement concepts, health-related fitness
behavior that respects
proficiency in a few to principles, strategies, and be familiar with
self and others while
gain competence and tactics as they factors that benefit
valuing physical
toward lifetime apply to the learning performance. activity for health,
physical activity. and performance of enjoyment, challenge,
physical activities. self-expression, and/or
social interactions.
NAPSE Standard 1 NAPSE Standard 2 NAPSE Standard 3 NAPSE Standard 4 NAPSE Standard 5 &
6
• Demonstrate • Identify and apply • Participate in • Engage in • Follow activity-
mature forms of principles of skill physical activity physical activities specific safe
locomotor patterns development to in both school and specifically practices, rules,
and non- improve and non-school related to each procedures, and
locomotor skill enhance settings. component of etiquette during
combinations. performance. physical fitness. physical activity.
• Demonstrate the • Demonstrate basic • Recognize and • Work individually
mature forms of strategies in non- monitor and cooperatively
manipulative complex settings. physiological to develop an
skills. • Apply feedback to indicators that awareness of and
• Demonstrate improve accompany appreciation for
progress toward performance. moderate to individual
the mature form of vigorous physical differences.
movement activity and adjust • Recognize
patterns and activity physical activity
sequences. accordingly. as a positive
• Demonstrate the • Demonstrates opportunity for
ability to adapt mature patterns of social
and adjust a body control, development and
combination of coordination, group interaction.
movement skills agility, and • Displays
in applied settings. flexibility. appropriate
• Demonstrate • Identify the basic sportsmanship.
beginning skills of components of • Express feelings
selected health-related about physical
specialized fitness. activities.
movement forms. • Attribute success
and improvement
to effort and
practice.
• Attempt new
activities.

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K - 1 Physical Education
Implemented Fall of 2009
School District of Seward

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K-1 SUGGESTED TIMELINE

Unit Days
Basketball 12
Body & Space Awareness 5
Directions, Pathways, Patterns, & Levels 10
Jump Rope 9
Locomotor Movements 10
Manipulatives 15
Parachute 8
Scooters 9
Soccer 16

Total Days 94

Comments:

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Kindergarten and 1st Grade Physical Education

BASKETBALL

Skills and Stations

Approximate length of time allotted for this unit - 12 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NASPE 2 • What are the critical
basic rules of the game. elements to be able to
2. Students will demonstrate dribble, shoot and pass a
progress towards the NASPE 1 basketball?
appropriate techniques for • How do you shake hands
dribbling, shooting, and at the end of a game?
passing.
3. Students will develop
appropriate sportsmanship, NASPE 5 &
cooperation, and respect for 6
other participants. Classroom Ideas:

Content Outline: • Demonstrate how to

1. Basic Skills dribble with favorite and
- Demonstrate and have non-favorite hand, have
students practice: students practice.
a. Dribbling • Demonstrate chest and
b. Passing bounce pass, have
c. Shooting students practice.
2. Stations • Demonstrate how to
a. Practicing each skill shoot a ball, have
again students practice.

Teaching Notes:
• Organize groups to
include all abilities
• Practice a signal to stop,
hold basketballs, and
listen. “Hug it like you
love it.”

Basketball

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Kindergarten and 1st Grade Physical Education

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Travel Finger tips
Push Double Dribble Bounce Pass
Hands up Pass Chest Pass
Steal Foul
Step

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 9
Stations 3

Total Days (approximate) 12

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Kindergarten and 1st Grade Physical Education

BODY AND SPACE AWARENESS

Personal and General Space

Approximate length of time allotted for this unit - 5 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand and • What is personal and
know what personal and NAPSE 2 general space?
general space are. • How do you move in
2. Students will demonstrate personal and general
activities done in personal NAPSE 1 space?
and general space.
3. Students will be able to work
together to demonstrate the NAESP 5 &
differences between the two 6
types of space.

Content Outline:
1. Personal Space
Classroom Ideas:
2. General Space • Explain what personal
and general space are.
3. Games incorporating • Demonstrate how you can
personal and general space. move in personal and
general space.
• Explore moving in both
personal and general
space on different body
parts.
• Have partners explore
moving in personal and
general space together.
• Play the game Scrambled
eggs.

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Kindergarten and 1st Grade Physical Education

Body and Space Awareness

Assessment Plan
Assessment Comments
Teacher observation of students

Vocabulary
Space Personal General

Unit at a Glance
Learning Topics / Standards # of days
Personal Space 1
General Space 1
Games incorporating both personal and general space 3

Total Days (approximate) 5

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Kindergarten and 1st Grade Physical Education

DIRECTIONS, PATHWAYS, PATTERNS AND LEVELS

Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will know different • What are different
directions, pathways, patterns NAPSE 2 directions, pathways,
and levels. patterns and levels?
2. Students will be able to • How do you move in
demonstrate the different NAPSE 1 personal and general space
directions, pathways, patterns to make different
and levels. directions, pathways,
patterns and levels?
• What other pathways and
Content Outline: patterns can you think of?
1. Directions
a. Forward
b. Backward Classroom Ideas:
c. Sideways • Explain and demonstrate all
d. Diagonal of the directions,
pathways, patterns and
2. Pathways levels.
a. Straight • Explore moving in other
b. Curved pathways and patterns.
c. Wavy • Have partners explore
d. Zig-zag moving in directions,
pathways, patterns and
3. Patterns levels together.
a. Circular • Combine different
b. Square directions, pathways,
c. Rectangular patterns and levels.
d. Triangle • Play games incorporating
these ideas in the game.
4. Levels
a. High
b. Medium Teaching Notes:
c. Low • Add previously learned
skills to newly learned
skills.
5. Combinations of these • Use combinations of these
movements and games. together to make harder
skills.
• Let the kids explore to come
up with their own
pathways and patterns or
combinations.

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Kindergarten and 1st Grade Physical Education

Directions, Pathways, Patterns and Levels

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for skills

Vocabulary
Directions Wavy Medium
Forward Zig-zag Low
Backward Patterns
Sideways Circular
Diagonal Square
Pathways Rectangular
Straight Triangle
Curved Levels
Diagonal High

Unit at a Glance
Learning Topics / Standards # of days
Directions 2
Pathways 2
Patterns 1
Levels 1
Combinations and Games 4

Total Days (approximate) 10

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Kindergarten and 1st Grade Physical Education

JUMP ROPE

Jump Technique, Individual Jumps and Partner Jumps

Approximate length of time allotted for this unit - 9 sessions

Content Concepts Connections

Standards

Objectives: Essential Questions:

1. Students will be able to know the NASPE 2 • What are the 4 things to be a
four things needed to be a better better jumper?
jumper. • How do these 4 things help you
2. Students will be able to use the become a better jumper?
four things needed to be a better NASPE 1
jumper to correctly demonstrate
how to jump rope.
3. Students will be able to use what Classroom Ideas:
they learned about single person • Explain and demonstrate the
jumping and apply it to be able to four things to be a better
jump with a partner. NASPE 5&6 jumper.
• Demonstrate how to do each
Content Outline: jump before you let the kids
1. Size of rope try them.
a. Fold in half and stand on it. • Set up stations to practice each
It should come to about waist jump you have taught at the
high. end of the jumping unit.
2. Jump Technique
a. Small jumps
b. Elbows bent and keep
close to body
c. Soft landings on balls of Teaching Notes:
feet • Add previously learned skills to
d. Keep a steady rhythm newly learned skills.
3. Single Person • Explain and demonstrate how
a. Jumping Forward and to get out and put away the
Backward and Side to jump ropes.
Side over a line in the • Show lots of different levels of
gym tricks, because students will
b. Jumping Forward and be at very different skill
Backward and Side to levels with jump rope skills.
Side over a rope on the • Let students try some of their
floor own jumping tricks.
c. One Foot (forwards,
backwards and side to
side over a line then over
the rope
d. Jump over the rope by
catching under toes
e. Jumping forward and
backward
4. Partner
a. Turns rope on the ground
for them to jump

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Kindergarten and 1st Grade Physical Education

Jump Rope

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the four things to be a better Could be a paper assessment or just
jumper observation of the students

Vocabulary
Jump Elbows Forward
Rope Balls of feet Backward
Jump rope Soft landing One foot
Handles Single bounce Skipping
Rhythm Double bounce

Unit at a Glance
Learning Topics / Standards # of days
Jump Technique/single person 3
Partner 3
Stations 3

Total Days (approximate) 9

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Kindergarten and 1st Grade Physical Education

LOCOMOTOR MOVEMENTS
Approximate length of time allotted for this unit - 15 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NAPSE 2 • What are the critical
identify the critical elements elements to each
to each locomotor locomotor movement?
movement. • How do you do the
2. Students will be able to NAPSE 1 different locomotor
demonstrate progress movements?
towards the mature form of • What are the differences
locomotor movments. between the different
3. Students will be able to work NAPSE 5 & locomotor movements?
together to be able to 6
perform the different
locomotor movements.

Classroom Ideas:
• Explain and demonstrate
all of the locomotor
movements.
Content Outline: • Have students incorporate
1. Walk the different movement
2. Run patterns into the
3. Gallop different locomotor
4. Side-step patterns.
5. Jump • Play games and activities
6. Hop incorporating these
7. Skip locomotor movements
8. Leap in the game.

Teaching Notes:
• Add previously learned
skills to newly learned
skills.

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

Locomotor Movements

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for critical elements for each
locomotor movement

Vocabulary
Locomotor Movement Walk Run Skip
Hop Gallop Jump Leap Side-step
Step Side Foot Land Take-off
2 feet 1 foot Right Left Lead foot
Trail foot Front Behind Side-ways

Unit at a Glance
Learning Topics / Standards # of days
Walk/Run 1
Gallop 2
Side-step 2
Jump 2
Hop 2
Skip 3
Leap 3
Total Days (approximate) 10

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

MANIPULATIVES

Bean bags, Hula Hoops, Playground balls and Paddles

Approximate length of time allotted for this unit - 15 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What critical elements do
the critical elements to perform need to know to be able to
different non-locomotor skills do the different non-
with each manipulative. locomotor skills with each
2. Students will be able to manipulative?
demonstrate the different non- • How do you perform the
locomotor skills with each NASPE 1 different non-locomotor
manipulative. skills with each
3. Students will be able to work manipulative?
with a partner to perform • How do using the different
different non-locomotor skills? NASPE 5&6 manipulatives affect how
you do the each non-
locomotor skill?
Content Outline:
1. Bean Bags Classroom Ideas:
a. balancing • Explain and demonstrate all
b. catching of the non-locomotor
c. throwing movements with each
2. Hula Hoops manipulative.
a. Jumping • Play games and activities
b. Rolling incorporating these non-
c. Spinning locomotor movements in
3. Playground balls the game.
a. Rolling
b. Bouncing
c. Underhand throw
d. Overhand throw
e. Catching
4. Paddles
a. Balancing
b. Bouncing Teaching Notes:
c. Striking • Add previously learned
skills to newly learned
skills.
• Explain how to use each
manipulative properly.
• Explain and demonstrate
how to get out and put
away each different
manipulative.

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

Manipulatives

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for critical elements for each non-
locomotor movement

Vocabulary
Bean bags Hula hoops Playground balls Paddles Balance
Toss Stand Throw Underhand Overhand
Catch Roll Spin Jump Bounce
Strike Hand Eyes Swing Step
Side Target Aim Turn Twist

Unit at a Glance
Learning Topics / Standards # of days
Bean Bags 3
Hula Hoops 3
Playground Balls 3
Paddle 3
Games 3

Total Days (approximate) 15

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

PARACHUTE

Safety, Activities and Games

Approximate length of time allotted for this unit - 8 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What are the rules to use
know how to use the the parachute safely?
parachute safely.
2. Students will be able to NASPE 2
name the safety rules with
the parachute.
3. Students will be able to use NASPE 5&6
the parachute to participate
in activites and games.

Content Outline: Classroom Ideas:

1. Safety • Explain and demonstrate
a. Do not step on the how to pick up the
parachute unless parachute and how to
told too. hold it in your hands.
b. Move carefully and • Demonstrate each activity
slowly when told to with the students help.
walk on the • Have one day where the
parachute. students get to pick their
c. Do not jerk on the favorite activities to do
parachute. again in class.
d. Let go when
instructed to.
2. Activities
a. Waves
b. Mountain
c. Mushroom
d. Tent Teaching Notes:
e. Pinwheel • Add previously learned
f. Reverse Pinwheel skills to newly learned
g. Merry go round skills.
h. Up, Up and Away • Explain and demonstrate
i. Moonwalk how to hold on to the
j. Popcorn parachute and how to
k. Catch Ball shake it.
• Let students make up
3. Games their own activities or
a. Sharks games with the
parachute.

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Kindergarten and 1st Grade Physical Education

Parachute

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for safety Rules Could be a paper assessment or just
observation of the students

Vocabulary
Shake Big Trap Catch
Hold Little Air Round
Waves Up Stand
Fast Lift Tight
Slow Pull Pop

Unit at a Glance
Learning Topics / Standards # of days
Safety and Activities 4
Games 4

Total Days (approximate) 8

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Kindergarten and 1st Grade Physical Education

SCOOTERS

Scooters
Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know the NASPE 2 • What are the 4 rules to using
rules to using scooters safely. the scooters safely?
2. Students will be able to • How do you use your hands
demonstrate how to use the NASPE 1 and feet to push or pull
scooters correctly to perform the yourself on the scooters?
skills. • How do you push or pull your
3. Students will be able to partner when they are on the
demonstrate with a partner how to NASPE 5&6 scooter?
use the scooters correctly to • How do you safely stop your
perform the partner skills. partner on the scooter?

Content Outline: Classroom Ideas:

1. Safety • Explain and demonstrate all the
a. Do not stand on scooter safety rules.
b. Do not push unless • Demonstrate how to do each
someone is on scooter skill before you let the kids
c. Watch fingers try them.
d. Use hands and feet to • Play scooter games which
come to a complete stop incorporate what we have
before you get off. been practicing with the
2. Single Person scooters.
a. Sitting push with feet Scooter Tag
going forward and Scooter Freeze Tag
backward Scooter Pinball
b. On knees push with
hands forward and
backward
c. Lie on tummy push with
hands and feet Teaching Notes:
d. Hands on side and run • Add previously learned skills to
get on and coast newly learned skills.
3. Partner • Explain and demonstrate how
a. Sitting on bottom push to get out and put away the
forward and backward scooters.
b. Sitting on knees push
forward and backward
c. Lay on tummy push and
pull with legs
d. Sit back to back together
and push with feet

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

Scooters

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the safety rules Could be a paper assessment or just
observation of the students

Vocabulary
Scooter Seat
Push Coast
Pull Run
Handle Crash
Wheels Stop

Unit at a Glance
Learning Topics / Standards # of days
Safety/Single Person 3
Safety/Partner 3
Games 3

Total Days (approximate) 9

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This document is named “Grade 7 PE - BB” & was printed on 9/29/09

Kindergarten and 1st Grade Physical Education

SOCCER

Dribbling, Passing and Receiving, Shooting and Goalie Skills and Games
Approximate length of time allotted for this unit - 16 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will know and NASPE 1&2 • What parts of your feet do you
demonstrate the appropriate use in soccer?
technique for dribbling, passing • Can you use your hands in
and receiving and shooting and soccer, if so who and when
goalie skills. can they use them?
2. Students will be able to use those NASPE 3, 4, • What are the steps to dribbling?
skills in modified games. 5&6 • What are the steps to passing
3. Students will develop appropriate and receiving?
sportsmanship, cooperation and NASPE 5&6 • What are the steps to shooting a
respect for other participants. goal?

Content Outline: Classroom Ideas:

1. Dribbling • Explain and demonstrate each
a. Control and Speed skill and then have the
b. Using inside, outside or students practice on their
top of foot own.
2. Passing and Receiving • Play different modified games
a. If ball is on the ground it or activities to work on each
is easier to pass and of the skills in more of a
receive game type situation.
b. Inside of foot • Play 1 on 1 games with the
c. Outside of foot shooter vs. the goalie.
d. Instep or Laces
3. Shooting and Goalie Skills
a. Use inside or laces kick
b. Aiming at the sides and
corners of the goals Teaching Notes:
c. Goalies low and ready to • Each day keep builing more
move and more to each of the skills
d. Goalies infront of the taught for soccer. The last
goal line with hands couple days of teaching the
ready skill play a game that
e. Goalies pick the ball up incorporates the skill.
with hands when able to • When practicing each skill
4. Games group the students based on
a. Poison Trees ability level.
b. Bubbles • Practice stopping on the whistle
c. Keep it in and sitting down with the ball
d. Bull in the Ring in your lap and hands behind
e. 1 on 1 your back.

School District of Seward Page 28 of 154

Kindergarten and 1st Grade Physical Education

Soccer

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for each of the skills Paper checklist with each student and key
characteristics for each skill

Vocabulary
Dribble Laces Control Kick Goal Line
Foot Top Speed Shoot Goalie Box
Inside Toe Pass Goal Trap
Outside Tap Receive Goalie Stop
Instep Push Slow down Hands Aim
Defense Offense

Unit at a Glance
Learning Topics / Standards # of days
Dribbling 4
Passing and Receiving 4
Shooting and Goalie Skills 4
Games 4

Total Days (approximate) 16

School District of Seward Page 29 of 154

2nd Grade Physical Education
Implemented Fall of 2009
School District of Seward

School District of Seward Page 30 of 154

GRADE 2 SUGGESTED TIMELINE

Unit Days
Basketball 7
Floor Hockey 7
Jump Rope 9
Kickball 7
Manipulatives 15
Parachute 8
Scooters 9
Soccer 16
Volleyball 7

Total Days 85

Comments:

School District of Seward Page 31 of 154

2nd Grade Physical Education

BASKETBALL
Rules, skills and techniques
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the • What are the basic rules of a
basic rules of the game. NAPSE 2 basketball game?
2. Students will demonstrate • What are the critical
progress towards the elements to be able to
appropriate techniques for NAPSE 1 dribble, shoot and pass a
dribbling, shooting, and basketball?
passing. • How do players on a team
3. Students will develop a basic work together to play a
understanding of team NAESP 1 game?
strategies. • How do you shake hands at
4. Students will develop the end of a game?
appropriate sportsmanship, NAESP 5 & 6
cooperation, and respect for Classroom Ideas:
other participants.
• Demonstrate right and left
Content Outline: hand and crossover
1. Basic Skills dribbles, have students
- Demonstrate and have practice.
students practice: • Demonstrate chest and
a. Dribbling bounce pass, have students
b. Passing practice.
c. Shooting • Demonstrate how to shoot a
2. Team Strategies and techniques ball (BEEF), have students
- Explain and demonstrate: practice.
a. Offensive and Defensive • Demonstrate and discuss
techniques what to do when on
3. Rules and Games offense and defense.
• Demonstrate games (mat
ball) and form teams to
play a game.

Teaching Notes:
• Organize groups to include
all abilities
• Teams based on ability
levels.
• Practice a signal to stop,
hold basketballs, and
listen. “Hug it like you
love it.”
• During games have non-
participants keep score,
“officiate” games, or
identify proper techniques.

School District of Seward Page 32 of 154

2nd Grade Physical Education

Basketball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Travel Rebound
Backboard Double Dribble Sideline
Half court Crossover Endline
Free throw line Foul Full Court
Key or Paint Pass
Hands up Chest pass
Offense Bounce pass
Defense Steal

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 33 of 154

2nd Grade Physical Education

FLOOR HOCKEY
Rules, skills techniques and games
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of
rules of the game. floor hockey?
2. Students will demonstrate progress • What are the critical elements
towards the appropriate techniques NAPSE 1 to be able to dribble, shoot
for dribbling, shooting, passing and and pass a the hockey puck?
receiving a hockey puck. • How do players on a team work
3. Students will develop a basic together to play a game?
understanding of team strategies. • What is the importance of
4. Students will develop appropriate staying spread out?
sportsmanship, cooperation, and NAESP 1 • How do you shake hands at the
respect for other participants. end of a game?

Content Outline: NAESP 5 & 6 Classroom Ideas:

1. Basic Skills
- Demonstrate and have students • Demonstrate a control and
practice: speed dribble, have students
a. Dribbling practice.
• Control • Demonstrate how to pass and
• Speed receive with a partner, have
b. Passing and Receiving students practice.
c. Shooting and Goalie • Demonstrate how to shoot the
Skills puck, have students practice.
• Slap shot • Demonstrate how and what to
• Wrist shot do when you are a goalie,
2. Team Strategies and techniques have students practice.
- Explain and demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
b. Positions and staying spread • Demonstrate games (Sideline
out. hockey) and form teams to
3. Rules and Games play a game.

Teaching Notes:
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice a signal to stop and
listen, put blade of stick on
your toe.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 34 of 154

2nd Grade Physical Education

Floor Hockey

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Handle Slow down
Control Tap Control
Speed Side to Side Shoot
Stick Pass Wrist shot
Blade Receive Slap shot
Turn Goalie Box Strike
Goal line Penalty Offense
Hands up Penalty Shot Deffese

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, passing and receiving and shooting/ 3
goalie skills)
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified hockey games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 35 of 154

2nd Grade Physical Education

JUMP ROPE

Jump Technique, Individual Jumps and Partner Jumps

Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 things to be a
the four things needed to be a better jumper?
better jumper. • How do these 4 things help
2. Students will be able to use the you become a better
four things needed to be a NASPE 1 jumper?
better jumper to correctly
demonstrate how to jump rope.
3. Students will be able to use
what they learned about single Classroom Ideas:
person jumping and apply it to • Explain and demonstrate the
be able to jump with a partner. NASPE 5&6 four things to be a better
jumper.
Content Outline: • Demonstrate how to do each
1. Size of rope jump before you let the
a. Fold in half and stand kids try them.
on it. It should come to • Set up stations to practice
about waist high. each jump you have taught
2. Jump Technique at the end of the jumping
a. Small jumps unit.
b. Elbows bent and keep
close to body
c. Soft landings on balls Teaching Notes:
of feet • Add previously learned
d. Keep a steady rhythm skills to newly learned
skills.
3. Single Person • Explain and demonstrate
a. Single Bounce how to get out and put
(forwards and away the jump ropes.
backwards) • Show lots of different levels
b. Double Bounce of tricks, because students
(forwards and will be at very different
backwards) skill levels with jump rope
c. One Foot (forwards, skills.
backwards, single, • Let students try some of
double and skipping) their own jumping tricks.
d. Side swings and
adding jump
e. Crosses
4. Partner
a. Face to face
b. Side by side
c. 2 ropes side by side
d. Long ropes

School District of Seward Page 36 of 154

2nd Grade Physical Education

Jump Rope

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the four things to be a better Could be a paper assessment or just
jumper observation of the students

Vocabulary
Jump Elbows Forward Crosses
Rope Balls of feet Backward Long rope
Jump rope Soft landing One foot
Handles Single bounce Skipping
Rhythm Double bounce Side swings

Unit at a Glance
Learning Topics / Standards # of days
Jump Technique/single person 3
Partner 3
Stations 3

Total Days (approximate) 9

School District of Seward Page 37 of 154

2nd Grade Physical Education

KICKBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 5 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of a
rules of the game and how it is kickball/softball game?
similar to softball. • How do you kick a kickball?
2. Students will demonstrate progress • How do players on a team work
towards the appropriate techniques NAPSE 1 together to play a game?
for kicking a ball. • How do you shake hands at the
3. Students will develop a basic end of a game?
understanding of team strategies.
4. Students will develop appropriate Classroom Ideas:
sportsmanship, cooperation, and NAESP 1
respect for other participants. • Demonstrate how to kick the
ball and run to first base.
Content Outline: NAESP 5 & 6 • Show all the outfield positions
1. Basic Rules and where they should stand
a. 3 outs when playing them.
b. 4 foul balls then out • Demonstrate what a foul ball is.
c. over run 1st base • Demonstrate a fly ball and what
d. outfield positions the base runners do it is
e. foul ball – baseline caught or not.
f. fly ball – tagging up • Demonstrate what a force out is
g. force out and talk about where the
h. no stealing, sliding or leading off outfield should throw the ball
2. Team strategies if there is a force out or not.
demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
3. Rules and Games • Form teams and play games.

Teaching Notes:
• Younger grades you can have
no outs. Just let all the
players on one team kick and
then switch.
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice how to switch from the
kicking team to the outfield
and how to line up when
waiting to kick.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 38 of 154

2nd Grade Physical Education

Kickball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Kick Over run Pitcher
Out 1st Base Catcher
Foul ball 2nd Base Foul Ball
Outfield 3rd Base Baseline
Infield Home Base Fly Ball
Tagging up Steal
Force Out Slide
Throw Lead off

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 39 of 154

2nd Grade Physical Education

MANIPULATIVES

Bean bags, Hula Hoops, Playground balls and Paddles

Approximate length of time allotted for this unit - 15 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What critical elements do
know the critical elements to need to know to be able
perform different non- to do the different non-
locomotor skills with each locomotor skills with
manipulative. each manipulative?
2. Students will be able to • How do you perform the
demonstrate the different NASPE 1 different non-locomotor
non-locomotor skills with skills with each
each manipulative. manipulative?
3. Students will be able to work • How do using the
with a partner to perform NASPE 5&6 different manipulatives
different non-locomotor affect how you do the
skills. each non-locomotor
skill?
Content Outline:
1. Bean Bags Classroom Ideas:
a. balancing • Explain and demonstrate
b. catching all of the non-locomotor
c. throwing movements with each
2. Hula Hoops manipulative.
a. Jumping • Play games and activities
b. Rolling incorporating these non-
c. Spinning locomotor movements
3. Playground balls in the game.
a. Rolling
b. Bouncing Teaching Notes:
c. Underhand throw • Add previously learned
d. Overhand throw skills to newly learned
e. Catching skills.
4. Paddles • Explain how to use each
a. Balancing manipulative properly.
b. Bouncing • Explain and demonstrate
c. Striking how to get out and put
away each different
manipulative.

School District of Seward Page 40 of 154

2nd Grade Physical Education

Manipulatives

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for critical elements for each non-
locomotor movement

Vocabulary
Bean bags Hula hoops Playground balls Paddles Balance
Toss Stand Throw Underhand Overhand
Catch Roll Spin Jump Bounce
Strike Hand Eyes Swing Step
Side Target Aim Turn Twist

Unit at a Glance
Learning Topics / Standards # of days
Bean Bags 3
Hula Hoops 3
Playground Balls 3
Paddle 3
Games 3

Total Days (approximate) 15

School District of Seward Page 41 of 154

2nd Grade Physical Education

PARACHUTE

Safety, Activities and Games

Approximate length of time allotted for this unit - 8 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What are the rules to use
know how to use the the parachute safely?
parachute safely.
2. Students will be able to NASPE 2
name the safety rules with
the parachute.
3. Students will be able to use NASPE 5&6 Classroom Ideas:
the parachute to participate • Explain and demonstrate
in activities and games. how to pick up the
parachute and how to
Content Outline: hold it in your hands.
1. Safety • Demonstrate each activity
a. Do not step on the with the students help.
parachute unless • Have one day where the
told too. students get to pick their
b. Move carefully and favorite activities to do
slowly when told to again in class.
walk on the
parachute.
c. Do not jerk on the Teaching Notes:
parachute. • Add previously learned
d. Let go when skills to newly learned
instructed to. skills.
2. Activities • Explain and demonstrate
a. Waves how to hold on to the
b. Mountain parachute and how to
c. Mushroom shake it.
d. Tent • Let students make up
e. Pinwheel their own activities or
f. Reverse Pinwheel games with the
g. Merry go round parachute.
h. Up, Up and Away
i. Moonwalk
j. Popcorn
k. Catch Ball

3. Games
a. Sharks
b. Cops and Robbers
c. Dodge Em

School District of Seward Page 42 of 154

2nd Grade Physical Education

Parachute

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for safety Rules Could be a paper assessment or just
observation of the students

Vocabulary
Shake Big Trap Catch
Hold Little Air Round
Waves Up Stand
Fast Lift Tight
Slow Pull Pop

Unit at a Glance
Learning Topics / Standards # of days
Safety and Activities 4
Games 4

Total Days (approximate) 8

School District of Seward Page 43 of 154

2nd Grade Physical Education

SCOOTERS

Scooters
Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 rules to using
the rules to using scooters the scooters safely?
safely. • How do you use your hands
2. Students will be able to NASPE 1 and feet to push or pull
demonstrate how to use the yourself on the scooters?
scooters correctly to perform • How do you push or pull
the skills. your partner when they are
3. Students will be able to NASPE 5&6 on the scooter?
demonstrate with a partner • How do you safely stop
how to use the scooters your partner on the
correctly to perform the partner scooter?
skills.
Classroom Ideas:
Content Outline: • Explain and demonstrate all
1. Safety the safety rules.
a. Do not stand on • Demonstrate how to do each
scooter skill before you let the kids
b. Do not push unless try them.
someone is on scooter • Play scooter games which
c. Watch fingers incorporate what we have
d. Use hands and feet to been practicing with the
come to a complete scooters.
stop before you get Scooter Tag
off. Scooter Freeze Tag
2. Single Person Scooter Pinball
a. Sitting push with feet
going forward and
backward
b. On knees push with
hands forward and Teaching Notes:
backward • Add previously learned
c. Lie on tummy push skills to newly learned
with hands and feet skills.
d. Hands on side and run • Explain and demonstrate
get on and coast how to get out and put
3. Partner away the scooters.
a. Sitting on bottom push
forward and backward
b. Sitting on knees push
forward and backward
c. Lay on tummy push
and pull with legs
d. Sit back to back
together and push with
feet

School District of Seward Page 44 of 154

2nd Grade Physical Education

Scooters

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the safety rules Could be a paper assessment or just
observation of the students

Vocabulary
Scooter Seat
Push Coast
Pull Run
Handle Crash
Wheels Stop

Unit at a Glance
Learning Topics / Standards # of days
Safety/Single Person 3
Safety/Partner 3
Games 3

Total Days (approximate) 9

School District of Seward Page 45 of 154

2nd Grade Physical Education

SOCCER
Dribbling, Passing and Receiving, Shooting and Goalie Skills and Games
Approximate length of time allotted for this unit - 16 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will know and NASPE 1&2 • What parts of your feet do
demonstrate the appropriate you use in soccer?
technique for dribbling, passing • Can you use your hands in
and receiving and shooting and soccer, if so who and when
goalie skills. can they use them?
2. Students will be able to use NASPE 3, 4, • What are the steps to
those skills in modified games. 5&6 dribbling?
3. Students will develop • What are the steps to
appropriate sportsmanship, NASPE 5&6 passing and receiving?
cooperation and respect for • What are the steps to
other participants. shooting a goal?

Content Outline: Classroom Ideas:

1. Dribbling • Explain and demonstrate
a. Control and Speed each skill and then have
b. Using inside, outside the students practice on
or top of foot their own.
2. Passing and Receiving • Play different modified
a. If ball is on the ground games or activities to work
it is easier to pass and on each of the skills in
receive more of a game type
b. Inside of foot situation.
c. Outside of foot • Play 1 on 1 games with the
d. Instep or Laces shooter vs. the goalie.
3. Shooting and Goalie Skills
a. Use inside or laces
kick
b. Aiming at the sides
and corners of the Teaching Notes:
goals • Each day keep builing more
c. Goalies low and ready and more to each of the
to move skills taught for soccer.
d. Goalies infront of the The last couple days of
goal line with hands teaching the skill play a
ready game that incorporates the
e. Goalies pick the ball skill.
up with hands when • When practicing each skill
able to group the students based
4. Games on ability level.
a. Poison Trees • Practice stopping on the
b. Bubbles whistle and sitting down
c. Keep it in with the ball in your lap
d. Bull in the Ring and hands behind your
e. 1 on 1 back.
f. Sideline Soccer
g. Endline Soccer
School District of Seward Page 46 of 154
2nd Grade Physical Education

Soccer
Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for each of the skills Paper checklist with each student and key
characteristics for each skill

Vocabulary
Dribble Laces Control Kick Goal Line
Foot Top Speed Shoot Goalie Box
Inside Toe Pass Goal Trap
Outside Tap Receive Goalie Stop
Instep Push Slow down Hands Aim

Unit at a Glance
Learning Topics / Standards # of days
Dribbling 4
Passing and Receiving 4
Shooting and Goalie Skills 4
Games 4

Total Days (approximate) 16

School District of Seward Page 47 of 154

2nd Grade Physical Education

VOLLEYBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules of a
basic rules of the game. volleyballgame?
2. Students will demonstrate • What are the critical
progress towards the NAPSE 1 elements to be able to
appropriate techniques for pass, set and serve a
passing, setting, and underhand volleyball?
serving. • How do players on a team
3. Students will develop a basic work together to play a
understanding of team game?
strategies. NAESP 1 • How do you shake hands at
4. Students will develop the end of a game?
appropriate sportsmanship,
cooperation, and respect for NAESP 5 & 6 Classroom Ideas:
other participants.
• Demonstrate how to hold
Content Outline: your arms and hands when
1. Basic Skills passing a volleyball and let
- Demonstrate and have the students practice.
students practice: • Demonstrate how to hold
a. Passing your hands when you set a
b. Setting volleyball and have
c. Underhand Serve students practice.
2. Team Strategies and techniques • Demonstrate how to serve a
- Explain and demonstrate: volleyball underhand and
a. Offensive and Defensive let the students practice
techniques (Swing, Step and Strike).
3. Rules and Games
• Demonstrate games (Three
and over Volleyball) and
form teams to play a game.

Teaching Notes:
• Organize groups to include
all abilities
• Teams based on ability
levels.
• Practice a signal to stop,
hold volleyballs, and
listen. “Sit down with ball
in your lap and hands
behind your back.”
• During games have non-
participants keep score,
“officiate” games, or
identify proper techniques.

School District of Seward Page 48 of 154

2nd Grade Physical Education

Volleyball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Pass Set Swing
Bump Window Strike
Forearm Fingertips Heel of Hand
Platform Arms Opposite
Push Straight Follow through
Freeze Forehead Net
Target Underhand Serve Court

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (pass, set and underhand serve) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified volleyball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 49 of 154

3rd Grade Physical Education
Implemented Fall of 2009
School District of Seward

School District of Seward Page 50 of 154

GRADE 3 SUGGESTED TIMELINE

Unit Days
Basketball 7
Floor Hockey 7
Jump Rope 9
Kickball 7
Manipulatives 15
Parachute 8
Scooters 9
Soccer 16
Volleyball 7

Total Days 85

Comments:

School District of Seward Page 51 of 154

3rd Grade Physical Education

BASKETBALL
Rules, skills and techniques
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the • What are the basic rules of a
basic rules of the game. NASPE 2 basketball game?
2. Students will demonstrate • What are the critical
progress towards the elements to be able to
appropriate techniques for NASPE 1 dribble, shoot and pass a
dribbling, shooting, and basketball?
passing. • How do players on a team
3. Students will develop a basic work together to play a
understanding of team NASPE 1 game?
strategies. • How do you shake hands at
4. Students will develop the end of a game?
appropriate sportsmanship, NASPE 5 & 6
cooperation, and respect for
other participants. Classroom Ideas:

Content Outline: • Demonstrate right and left

1. Basic Skills hand and crossover
- Demonstrate and have dribbles, have students
students practice: practice.
a. Dribbling • Demonstrate chest, bounce
b. Passing and overhead pass, have
c. Shooting students practice.
2. Team Strategies and techniques • Demonstrate how to shoot a
- Explain and demonstrate: ball (BEEF), have students
a. Offensive and Defensive practice.
techniques • Demonstrate and discuss
3. Rules and Games what to do when on
offense and defense.
• Demonstrate games (5 on 5,
trash ball, mat ball and
sideline basketball) and
form teams to play a game.

Teaching Notes:
• Organize groups to include
all abilities
• Teams based on ability
levels.
• Practice a signal to stop,
hold basketballs, and
listen. “Hug it like you
love it.”
• During games have non-
participants keep score,
“officiate” games, or
identify proper techniques.

School District of Seward Page 52 of 154

3rd Grade Physical Education

Basketball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Travel Rebound
Backboard Double Dribble Shot
Half court Crossover
Free throw line Foul
Key or Paint Pass
Hands up Chest pass
Offense Bounce pass
Defense Steal

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 53 of 154

3rd Grade Physical Education

FLOOR HOCKEY
Rules, skills techniques and games
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of
rules of the game. floor hockey?
2. Students will demonstrate progress • What are the critical elements
towards the appropriate techniques NAPSE 1 to be able to dribble, shoot
for dribbling, shooting, passing and and pass a the hockey puck?
receiving a hockey puck. • How do players on a team work
3. Students will develop a basic together to play a game?
understanding of team strategies. • What is the importance of
4. Students will develop appropriate staying spread out?
sportsmanship, cooperation, and NAESP 1 • How do you shake hands at the
respect for other participants. end of a game?

Content Outline: NAESP 5 & 6 Classroom Ideas:

1. Basic Skills
- Demonstrate and have students • Demonstrate a control and
practice: speed dribble, have students
a. Dribbling practice.
• Control • Demonstrate how to pass and
• Speed receive with a partner, have
b. Passing and Receiving students practice.
c. Shooting and Goalie • Demonstrate how to shoot the
Skills puck, have students practice.
• Slap shot • Demonstrate how and what to
• Wrist shot do when you are a goalie,
2. Team Strategies and techniques have students practice.
- Explain and demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
b. Positions and staying spread • Demonstrate games (Sideline
out. hockey) and form teams to
3. Rules and Games play a game.

Teaching Notes:
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice a signal to stop and
listen, put blade of stick on
your toe.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 54 of 154

3rd Grade Physical Education

Floor Hockey

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Handle Slow down
Control Tap Control
Speed Side to Side Shoot
Stick Pass Wrist shot
Blade Receive Slap shot
Turn Goalie Box Strike
Goal line Penalty Offense
Hands up Penalty Shot Deffese

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, passing and receiving and shooting/ 3
goalie skills)
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified hockey games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 55 of 154

3rd Grade Physical Education

JUMP ROPE

Jump Technique, Individual Jumps and Partner Jumps

Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 things to be a
the four things needed to be a better jumper?
better jumper. • How do these 4 things help
2. Students will be able to use the you become a better
four things needed to be a NASPE 1 jumper?
better jumper to correctly
demonstrate how to jump rope. Classroom Ideas:
3. Students will be able to use • Explain and demonstrate the
what they learned about single four things to be a better
person jumping and apply it to jumper.
be able to jump with a partner. NASPE 5&6 • Demonstrate how to do each
jump before you let the
Content Outline: kids try them.
1. Size of rope • Set up stations to practice
a. Fold in half and stand each jump you have taught
on it. It should come to at the end of the jumping
about waist high. unit.
2. Jump Technique
a. Small jumps Teaching Notes:
b. Elbows bent and keep • Add previously learned
close to body skills to newly learned
c. Soft landings on balls skills.
of feet • Explain and demonstrate
d. Keep a steady rhythm how to get out and put
3. Single Person away the jump ropes.
a. Single Bounce • Show lots of different levels
(forwards and of tricks, because students
backwards) will be at very different
b. Double Bounce skill levels with jump rope
(forwards and skills.
backwards) • Let students try some of
c. One Foot (forwards, their own jumping tricks.
backwards, single,
double and skipping)
d. Side swings and
adding jump
e. Crosses
4. Partner
a. Face to face
b. Side by side
c. 2 ropes side by side
d. Long ropes

School District of Seward Page 56 of 154

3rd Grade Physical Education

JUMP ROPE

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the four things to be a better Could be a paper assessment or just
jumper observation of the students

Vocabulary
Jump Elbows Forward Crosses
Rope Balls of feet Backward Long rope
Jump rope Soft landing One foot
Handles Single bounce Skipping
Rhythm Double bounce Side swings

Unit at a Glance
Learning Topics / Standards # of days
Jump Technique/single person 3
Partner 3
Stations 3

Total Days (approximate) 9

School District of Seward Page 57 of 154

3rd Grade Physical Education

KICKBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 5 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of a
rules of the game and how it is kickball/softball game?
similar to softball. • How do you kick a kickball?
2. Students will demonstrate progress • How do players on a team work
towards the appropriate techniques NAPSE 1 together to play a game?
for kicking a ball. • How do you shake hands at the
3. Students will develop a basic end of a game?
understanding of team strategies.
4. Students will develop appropriate Classroom Ideas:
sportsmanship, cooperation, and NAESP 1
respect for other participants. • Demonstrate how to kick the
ball and run to first base.
Content Outline: NAESP 5 & 6 • Show all the outfield positions
1. Basic Rules and where they should stand
a. 3 outs when playing them.
b. 4 foul balls then out • Demonstrate what a foul ball is.
c. over run 1st base • Demonstrate a fly ball and what
d. outfield positions the base runners do it is
e. foul ball – baseline caught or not.
f. fly ball – tagging up • Demonstrate what a force out is
g. force out and talk about where the
h. no stealing, sliding or leading off outfield should throw the ball
2. Team strategies if there is a force out or not.
demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
3. Rules and Games • Form teams and play games.
•
Teaching Notes:
• Younger grades you can have
no outs. Just let all the
players on one team kick and
then switch.
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice how to switch from the
kicking team to the outfield
and how to line up when
waiting to kick.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 58 of 154

3rd Grade Physical Education

KICKBALL

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Kick Over run Pitcher
Out 1st Base Catcher
Foul ball 2nd Base Foul Ball
Outfield 3rd Base Baseline
Infield Home Base Fly Ball
Tagging up Steal
Force Out Slide
Throw Lead off

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 59 of 154

3rd Grade Physical Education

MANIPULATIVES

Bean bags, Hula Hoops, Playground balls and Paddles

Approximate length of time allotted for this unit - 15 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What critical elements do
know the critical elements to need to know to be able
perform different non- to do the different non-
locomotor skills with each locomotor skills with
manipulative. each manipulative?
2. Students will be able to • How do you perform the
demonstrate the different NASPE 1 different non-locomotor
non-locomotor skills with skills with each
each manipulative. manipulative?
3. Students will be able to work • How do using the
with a partner to perform NASPE 5&6 different manipulatives
different non-locomotor affect how you do the
skills. each non-locomotor
skill?
Content Outline:
1. Bean Bags Classroom Ideas:
a. balancing • Explain and demonstrate
b. catching all of the non-locomotor
c. throwing movements with each
2. Hula Hoops manipulative.
a. Jumping • Play games and activities
b. Rolling incorporating these non-
c. Spinning locomotor movements
3. Playground balls in the game.
a. Rolling
b. Bouncing Teaching Notes:
c. Underhand throw • Add previously learned
d. Overhand throw skills to newly learned
e. Catching skills.
4. Paddles • Explain how to use each
a. Balancing manipulative properly.
b. Bouncing • Explain and demonstrate
c. Striking how to get out and put
away each different
manipulative.

School District of Seward Page 60 of 154

3rd Grade Physical Education

Manipulatives

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for critical elements for each non-
locomotor movement

Vocabulary
Bean bags Hula hoops Playground balls Paddles Balance
Toss Stand Throw Underhand Overhand
Catch Roll Spin Jump Bounce
Strike Hand Eyes Swing Step
Side Target Aim Turn Twist

Unit at a Glance
Learning Topics / Standards # of days
Bean Bags 3
Hula Hoops 3
Playground Balls 3
Paddle 3
Games 3

Total Days (approximate) 15

School District of Seward Page 61 of 154

3rd Grade Physical Education

PARACHUTE

Safety, Activities and Game

Approximate length of time allotted for this unit - 8 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What are the rules to use
know how to use the the parachute safely?
parachute safely.
2. Students will be able to NASPE 2
name the safety rules with
the parachute.
3. Students will be able to use NASPE 5&6
the parachute to participate Classroom Ideas:
in activities and games. • Explain and demonstrate
how to pick up the
Content Outline: parachute and how to
1. Safety hold it in your hands.
a. Do not step on the • Demonstrate each activity
parachute unless with the students help.
told too. • Have one day where the
b. Move carefully and students get to pick their
slowly when told to favorite activities to do
walk on the again in class.
parachute.
c. Do not jerk on the
parachute.
d. Let go when Teaching Notes:
instructed to. • Add previously learned
2. Activities skills to newly learned
a. Waves skills.
b. Mountain • Explain and demonstrate
c. Mushroom how to hold on to the
d. Tent parachute and how to
e. Pinwheel shake it.
f. Reverse Pinwheel • Let students make up
g. Merry go round their own activities or
h. Up, Up and Away games with the
i. Moonwalk parachute.
j. Popcorn
k. Catch Ball
3. Games
a. Sharks
b. Cops and Robbers
c. Dodge Em

School District of Seward Page 62 of 154

3rd Grade Physical Education

Parachute

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for safety Rules Could be a paper assessment or just
observation of the students

Vocabulary
Shake Big Trap Catch
Hold Little Air Round
Waves Up Stand
Fast Lift Tight
Slow Pull Pop

Unit at a Glance
Learning Topics / Standards # of days
Safety and Activities 4
Games 4

Total Days (approximate) 8

School District of Seward Page 63 of 154

3rd Grade Physical Education

SCOOTERS

Scooters
Approximate length of time allotted for this unit - 9 sessions
Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 rules to using
the rules to using scooters the scooters safely?
safely. • How do you use your hands
2. Students will be able to and feet to push or pull
demonstrate how to use the NASPE 1 yourself on the scooters?
scooters correctly to perform • How do you push or pull
the skills. your partner when they are
3. Students will be able to on the scooter?
demonstrate with a partner NASPE 5&6 • How do you safely stop
how to use the scooters your partner on the
correctly to perform the partner scooter?
skills.
Classroom Ideas:
Content Outline: • Explain and demonstrate all
1. Safety the safety rules.
a. Do not stand on • Demonstrate how to do each
scooter skill before you let the kids
b. Do not push unless try them.
someone is on scooter • Play scooter games which
c. Watch fingers incorporate what we have
d. Use hands and feet to been practicing with the
come to a complete scooters.
stop before you get Scooter Tag
off. Scooter Freeze Tag
2. Single Person Scooter Pinball
a. Sitting push with feet
going forward and Teaching Notes:
backward • Add previously learned
b. On knees push with skills to newly learned
hands forward and skills.
backward • Explain and demonstrate
c. Lie on tummy push how to get out and put
with hands and feet away the scooters.
d. Hands on side and run
get on and coast
3. Partner
a. Sitting on bottom push
forward and backward
b. Sitting on knees push
forward and backward
c. Lay on tummy push
and pull with legs
d. Sit back to back
together and push with
feet

School District of Seward Page 64 of 154

3rd Grade Physical Education

Scooters

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the safety rules Could be a paper assessment or just
observation of the students

Vocabulary
Scooter Seat
Push Coast
Pull Run
Handle Crash
Wheels Stop

Unit at a Glance
Learning Topics / Standards # of days
Safety/Single Person 3
Safety/Partner 3
Games 3

Total Days (approximate) 9

School District of Seward Page 65 of 154

3rd Grade Physical Education

SOCCER

Dribbling, Passing and Receiving, Shooting and Goalie Skills and Games
Approximate length of time allotted for this unit - 16 sessions
Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will know and NASPE 1&2 • What parts of your feet do
demonstrate the appropriate you use in soccer?
technique for dribbling, passing • Can you use your hands in
and receiving and shooting and soccer, if so who and when
goalie skills. can they use them?
2. Students will be able to use NASPE 3, 4, • What are the steps to
those skills in modified games. 5&6 dribbling?
3. Students will develop • What are the steps to
appropriate sportsmanship, NASPE 5&6 passing and receiving?
cooperation and respect for • What are the steps to
other participants. shooting a goal?

Content Outline: Classroom Ideas:

1. Dribbling • Explain and demonstrate
a. Control and Speed each skill and then have
b. Using inside, outside the students practice on
or top of foot their own.
2. Passing and Receiving • Play different modified
a. If ball is on the ground games or activities to work
it is easier to pass and on each of the skills in
receive more of a game type
b. Inside of foot situation.
c. Outside of foot • Play 1 on 1 games with the
d. Instep or Laces shooter vs. the goalie.
3. Shooting and Goalie Skills
a. Use inside or laces Teaching Notes:
kick • Each day keep builing more
b. Aiming at the sides and more to each of the
and corners of the skills taught for soccer.
goals The last couple days of
c. Goalies low and ready teaching the skill play a
to move game that incorporates the
d. Goalies infront of the skill.
goal line with hands • When practicing each skill
ready group the students based
e. Goalies pick the ball on ability level.
up with hands when • Practice stopping on the
able to whistle and sitting down
4. Games with the ball in your lap
a. Poison Trees and hands behind your
b. Bubbles back.
c. Keep it in
d. Bull in the Ring
e. 1 on 1
f. Sideline Soccer
g. Endline Soccer

School District of Seward Page 66 of 154

3rd Grade Physical Education

SOCCER

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for each of the skills Paper checklist with each student and key
characteristics for each skill

Vocabulary
Dribble Laces Control Kick Goal Line
Foot Top Speed Shoot Goalie Box
Inside Toe Pass Goal Trap
Outside Tap Receive Goalie Stop
Instep Push Slow down Hands Aim

Unit at a Glance
Learning Topics / Standards # of days
Dribbling 4
Passing and Receiving 4
Shooting and Goalie Skills 4
Games 4

Total Days (approximate) 16

School District of Seward Page 67 of 154

3rd Grade Physical Education

VOLLEYBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules of a
basic rules of the game. volleyballgame?
2. Students will demonstrate • What are the critical
progress towards the NAPSE 1 elements to be able to
appropriate techniques for pass, set and serve a
passing, setting, and underhand volleyball?
serving. • How do players on a team
3. Students will develop a basic work together to play a
understanding of team game?
strategies. NAESP 1 • How do you shake hands at
4. Students will develop the end of a game?
appropriate sportsmanship, •
cooperation, and respect for NAESP 5 & 6 Classroom Ideas:
other participants.
• Demonstrate how to hold
Content Outline: your arms and hands when
1. Basic Skills passing a volleyball and let
- Demonstrate and have the students practice.
students practice: • Demonstrate how to hold
a. Passing your hands when you set a
b. Setting volleyball and have
c. Underhand Serve students practice.
2. Team Strategies and techniques • Demonstrate how to serve a
- Explain and demonstrate: volleyball underhand and
a. Offensive and Defensive let the students practice
techniques (Swing, Step and Strike).
3. Rules and Games • Demonstrate games (Three
and over Volleyball) and
form teams to play a game.
•
Teaching Notes:
• Organize groups to include
all abilities
• Teams based on ability
levels.
• Practice a signal to stop,
hold volleyballs, and
listen. “Sit down with ball
in your lap and hands
behind your back.”
• During games have non-
participants keep score,
“officiate” games, or
identify proper techniques.

School District of Seward Page 68 of 154

3rd Grade Physical Education

Volleyball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Pass Set Swing
Bump Window Strike
Forearm Fingertips Heel of Hand
Platform Arms Opposite
Push Straight Follow through
Freeze Forehead Net
Target Underhand Serve Court

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (pass, set and underhand serve) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified volleyball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 69 of 154

4th Grade Physical Education
Implemented Fall of 2009
School District of Seward

School District of Seward Page 70 of 154

GRADE 4 SUGGESTED TIMELINE

Unit Days
Basketball 7
Floor Hockey 7
Jump Rope 9
Kickball 7
Manipulatives 15
Parachute 8
Scooters 9
Soccer 16
Volleyball 7

Total Days 85

Comments:

School District of Seward Page 71 of 154

4th Grade Physical Education

BASKETBALL
Rules, skills and techniques
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic • What are the basic rules of a
rules of the game. NAPSE 2 basketball game?
2. Students will demonstrate the • What are the critical elements
appropriate techniques for to be able to dribble, shoot
dribbling, shooting, and passing. NAPSE 1 and pass a basketball?
3. Students will develop a basic • How do players on a team work
understanding of team strategies. together to play a game?
4. Students will develop appropriate • How do you shake hands at the
sportsmanship, cooperation, and NAESP 1 end of a game?
respect for other participants. •
Classroom Ideas:
Content Outline: NAESP 5 & 6
1. Basic Skills • Demonstrate right and left hand
- Demonstrate and have students and crossover dribbles, have
practice: students practice.
a. Dribbling • Demonstrate a jump stop and
b. Passing pivot, have students practice.
c. Shooting • Demonstrate chest, bounce,
2. Team Strategies and techniques overhead and baseball pass,
- Explain and demonstrate: have students practice.
a. Offensive and Defensive • Demonstrate how to shoot a
techniques ball (BEEF), have students
3. Rules and Games practice.
• Demonstrate and discuss what
to do when on offense and
defense.
• Demonstrate games (5 on 5,
mat ball, trash ball and
sideline basketball) and form
teams to play a game.

Teaching Notes:
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice a signal to stop, hold
basketballs, and listen. “Hug
it like you love it.”
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 72 of 154

4th Grade Physical Education

Basketball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Lane Foul Steal
Backboard 3 Point Line Pass
Half court Full Court Chest pass
Free throw line Rebound Bounce pass
Key or Paint Jump Stop Steal
Hands up Travel Rebound
Offense Double Dribble Baseball pass
Defense Crossover Shot

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 73 of 154

4th Grade Physical Education

FLOOR HOCKEY
Rules, skills techniques and games
Approximate length of time allotted for this unit - 7 sessions
Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of
rules of the game. floor hockey?
2. Students will demonstrate progress • What are the critical elements
towards the appropriate techniques NAPSE 1 to be able to dribble, shoot
for dribbling, shooting, passing and and pass a the hockey puck?
receiving a hockey puck. • How do players on a team work
3. Students will develop a basic together to play a game?
understanding of team strategies. • What is the importance of
4. Students will develop appropriate staying spread out?
sportsmanship, cooperation, and NAESP 1 • How do you shake hands at the
respect for other participants. end of a game?

Content Outline: NAESP 5 & 6 Classroom Ideas:

1. Basic Skills
- Demonstrate and have students • Demonstrate a control and
practice: speed dribble, have students
a. Dribbling practice.
• Control • Demonstrate how to pass and
• Speed receive with a partner, have
b. Passing and Receiving students practice.
c. Shooting and Goalie • Demonstrate how to shoot the
Skills puck, have students practice.
• Slap shot • Demonstrate how and what to
• Wrist shot do when you are a goalie,
2. Team Strategies and techniques have students practice.
- Explain and demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
b. Positions and staying spread • Demonstrate games (Sideline
out. hockey) and form teams to
3. Rules and Games play a game.

Teaching Notes:
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice a signal to stop and
listen, put blade of stick on
your toe.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 74 of 154

4th Grade Physical Education

Floor Hockey

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Dribble Handle Slow down
Control Tap Control
Speed Side to Side Shoot
Stick Pass Wrist shot
Blade Receive Slap shot
Turn Goalie Box Strike
Goal line Penalty Offense
Hands up Penalty Shot Deffese

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, passing and receiving and shooting/ 3
goalie skills)
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified hockey games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

School District of Seward Page 75 of 154

4th Grade Physical Education

JUMP ROPE

Jump Technique, Individual Jumps andPartner Jumps

Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 things to be a
the four things needed to be a better jumper?
better jumper. • How do these 4 things help
2. Students will be able to use the you become a better
four things needed to be a NASPE 1 jumper.
better jumper to correctly
demonstrate how to jump rope.
3. Students will be able to use Classroom Ideas:
what they learned about single • Explain and demonstrate the
person jumping and apply it to four things to be a better
be able to jump with a partner. NASPE 5&6 jumper.
4. • Demonstrate how to do each
Content Outline: jump before you let the
1. Size of rope kids try them.
a. Fold in half and stand • Set up stations to practice
on it. It should come to each jump you have taught
about waist high. at the end of the jumping
2. Jump Technique unit.
a. Small jumps
b. Elbows bent and keep Teaching Notes:
close to body • Add previously learned
c. Soft landings on balls skills to newly learned
of feet skills.
d. Keep a steady rhythm • Explain and demonstrate
3. Single Person how to get out and put
a. Single Bounce away the jump ropes.
(forwards and • Show lots of different levels
backwards) of tricks, because students
b. Double Bounce will be at very different
(forwards and skill levels with jump rope
backwards) skills.
c. One Foot (forwards, • Let students try some of
backwards, single, their own jumping tricks.
double and skipping)
d. Side swings and
adding jump
e. Crosses
4. Partner
a. Face to face
b. Side by side
c. 2 ropes side by side
d. Long ropes

School District of Seward Page 76 of 154

4th Grade Physical Education

Jump Rope

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the four things to be a better Could be a paper assessment or just
jumper observation of the students

Vocabulary
Jump Elbows Forward Crosses
Rope Balls of feet Backward Long rope
Jump rope Soft landing One foot
Handles Single bounce Skipping
Rhythm Double bounce Side swings

Unit at a Glance
Learning Topics / Standards # of days
Jump Technique/single person 3
Partner 3
Stations 3

Total Days (approximate) 9

School District of Seward Page 77 of 154

4th Grade Physical Education

KICKBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 5 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the basic NAPSE 2 • What are the basic rules of a
rules of the game and how it is kickball/softball game?
similar to softball. • How do you kick a kickball?
2. Students will demonstrate progress • How do players on a teamwork
towards the appropriate techniques NAPSE 1 together to play a game?
for kicking a ball. • How do you shake hands at the
3. Students will develop a basic end of a game?
understanding of team strategies.
4. Students will develop appropriate Classroom Ideas:
sportsmanship, cooperation, and NAESP 1
respect for other participants. • Demonstrate how to kick the
ball and run to first base.
Content Outline: NAESP 5 & 6 • Show all the outfield positions
1. Basic Rules and where they should stand
a. 3 outs when playing them.
b. 4 foul balls then out • Demonstrate what a foul ball is.
c. over run 1st base • Demonstrate a fly ball and what
d. outfield positions the base runners do it is
e. foul ball – baseline caught or not.
f. fly ball – tagging up • Demonstrate what a force out is
g. force out and talk about where the
h. no stealing, sliding or leading off outfield should throw the ball
2. Team strategies if there is a force out or not.
demonstrate: • Demonstrate and discuss what
a. Offensive and Defensive to do when on offense and
techniques defense.
3. Rules and Games • Form teams and play games.

Teaching Notes:
• Younger grades you can have
no outs. Just let all the
players on one team kick and
then switch.
• Organize groups to include all
abilities
• Teams based on ability levels.
• Practice how to switch from the
kicking team to the outfield
and how to line up when
waiting to kick.
• During games have non-
participants keep score,
“officiate” games, or identify
proper techniques.

School District of Seward Page 78 of 154

4th Grade Physical Education

Kickball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Kick Over run Pitcher
Out 1st Base Catcher
Foul ball 2nd Base Foul Ball
Outfield 3rd Base Baseline
Infield Home Base Fly Ball
Tagging up Steal
Force Out Slide
Throw Lead off

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (dribble, pass and shooting) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified basketball games) 3
Assessment of skills Through out the
lessons

Total Days (approximate) 7

School District of Seward Page 79 of 154

4th Grade Physical Education

MANIPULATIVES

Bean bags, Hula Hoops, Playground balls and Paddles

Approximate length of time allotted for this unit - 15 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What critical elements do
know the critical elements to need to know to be able
perform different non- to do the different non-
locomotor skills with each locomotor skills with
manipulative. each manipulative?
2. Students will be able to • How do you perform the
demonstrate the different NASPE 1 different non-locomotor
non-locomotor skills with skills with each
each manipulative. manipulative?
3. Students will be able to work • How do using the
with a partner to perform NASPE 5&6 different manipulatives
different non-locomotor affect how you do the
skills. each non-locomotor
skill?
Content Outline:
1. Bean Bags Classroom Ideas:
a. balancing • Explain and demonstrate
b. catching all of the non-locomotor
c. throwing movements with each
2. Hula Hoops manipulative.
a. Jumping • Play games and activities
b. Rolling incorporating these non-
c. Spinning locomotor movements
3. Playground balls in the game.
a. Rolling
b. Bouncing Teaching Notes:
c. Underhand throw • Add previously learned
d. Overhand throw skills to newly learned
e. Catching skills.
4. Paddles • Explain how to use each
a. Balancing manipulative properly.
b. Bouncing • Explain and demonstrate
c. Striking how to get out and put
away each different
manipulative.

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4th Grade Physical Education

Manipulatives

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for critical elements for each non-
locomotor movement

Vocabulary
Bean bags Hula hoops Playground balls Paddles Balance
Toss Stand Throw Underhand Overhand
Catch Roll Spin Jump Bounce
Strike Hand Eyes Swing Step
Side Target Aim Turn Twist

Unit at a Glance
Learning Topics / Standards # of days
Bean Bags 3
Hula Hoops 3
Playground Balls 3
Paddle 3
Games 3

Total Days (approximate) 15

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4th Grade Physical Education

PARACHUTE

Safety, Activities and Games

Approximate length of time allotted for this unit - 8 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NASPE 2 • What are the rules to use
know how to use the the parachute safely?
parachute safely.
2. Students will be able to NASPE 2
name the safety rules with Classroom Ideas:
the parachute. • Explain and demonstrate
3. Students will be able to use NASPE 5&6 how to pick up the
the parachute to participate parachute and how to
in activities and games. hold it in your hands.
• Demonstrate each activity
Content Outline: with the students help.
1. Safety • Have one day where the
a. Do not step on the students get to pick their
parachute unless favorite activities to do
told too. again in class.
b. Move carefully and
slowly when told to Teaching Notes:
walk on the • Add previously learned
parachute. skills to newly learned
c. Do not jerk on the skills.
parachute. • Explain and demonstrate
d. Let go when how to hold on to the
instructed to. parachute and how to
2. Activities shake it.
a. Waves • Let students make up
b. Mountain their own activities or
c. Mushroom games with the
d. Tent parachute.
e. Pinwheel
f. Reverse Pinwheel
g. Merry go round
h. Up, Up and Away
i. Moonwalk
j. Popcorn
k. Catch Ball
3. Games
a. Sharks
b. Cops and Robbers
c. Dodge Em

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4th Grade Physical Education

Parachute

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for safety Rules Could be a paper assessment or just
observation of the students

Vocabulary
Shake Big Trap Catch
Hold Little Air Round
Waves Up Stand
Fast Lift Tight
Slow Pull Pop

Unit at a Glance
Learning Topics / Standards # of days
Safety and Activities 4
Games 4

Total Days (approximate) 8

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4th Grade Physical Education

SCOOTERS

Scooters
Approximate length of time allotted for this unit - 9 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to know NASPE 2 • What are the 4 rules to using
the rules to using scooters the scooters safely?
safely. • How do you use your hands
2. Students will be able to NASPE 1 and feet to push or pull
demonstrate how to use the yourself on the scooters?
scooters correctly to perform • How do you push or pull
the skills. your partner when they are
3. Students will be able to NASPE 5&6 on the scooter?
demonstrate with a partner • How do you safely stop
how to use the scooters your partner on the
correctly to perform the partner scooter?
skills.
Classroom Ideas:
Content Outline: • Explain and demonstrate all
1. Safety the safety rules.
a. Do not stand on • Demonstrate how to do each
scooter skill before you let the kids
b. Do not push unless try them.
someone is on scooter • Play scooter games which
c. Watch fingers incorporate what we have
d. Use hands and feet to been practicing with the
come to a complete scooters.
stop before you get Scooter Tag
off. Scooter Freeze Tag
2. Single Person Scooter Pinball
a. Sitting push with feet
going forward and Teaching Notes:
backward • Add previously learned
b. On knees push with skills to newly learned
hands forward and skills.
backward • Explain and demonstrate
c. Lie on tummy push how to get out and put
with hands and feet away the scooters.
d. Hands on side and run
get on and coast
3. Partner
a. Sitting on bottom push
forward and backward
b. Sitting on knees push
forward and backward
c. Lay on tummy push
and pull with legs
d. Sit back to back
together and push with
feet

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4th Grade Physical Education

Scooters

Assessment Plan
Assessment Comments
Teacher observation of students
Checking for the safety rules Could be a paper assessment or just
observation of the students

Vocabulary
Scooter Seat
Push Coast
Pull Run
Handle Crash
Wheels Stop

Unit at a Glance
Learning Topics / Standards # of days
Safety/Single Person 3
Safety/Partner 3
Games 3

Total Days (approximate) 9

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4th Grade Physical Education

SOCCER

Dribbling, Passing and Receiving, Shooting and Goalie Skills and Games
Approximate length of time allotted for this unit - 16 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will know and NASPE 1&2 • What parts of your feet do
demonstrate the appropriate you use in soccer?
technique for dribbling, passing • Can you use your hands in
and receiving and shooting and soccer, if so who and when
goalie skills. can they use them?
2. Students will be able to use NASPE 3, 4, • What are the steps to
those skills in modified games. 5&6 dribbling?
3. Students will develop • What are the steps to
appropriate sportsmanship, NASPE 5&6 passing and receiving?
cooperation and respect for • What are the steps to
other participants. shooting a goal?

Content Outline: Classroom Ideas:

1. Dribbling • Explain and demonstrate
a. Control and Speed each skill and then have
b. Using inside, outside the students practice on
or top of foot their own.
2. Passing and Receiving • Play different modified
a. If ball is on the ground games or activities to work
it is easier to pass and on each of the skills in
receive more of a game type
b. Inside of foot situation.
c. Outside of foot • Play 1 on 1 games with the
d. Instep or Laces shooter vs. the goalie.
3. Shooting and Goalie Skills •
a. Use inside or laces Teaching Notes:
kick • Each day keep builing more
b. Aiming at the sides and more to each of the
and corners of the skills taught for soccer.
goals The last couple days of
c. Goalies low and ready teaching the skill play a
to move game that incorporates the
d. Goalies infront of the skill.
goal line with hands • When practicing each skill
ready group the students based
e. Goalies pick the ball on ability level.
up with hands when • Practice stopping on the
able to whistle and sitting down
4. Games with the ball in your lap
a. Poison Trees and hands behind your
b. Bubbles back.
c. Keep it in
d. Bull in the Ring
e. 1 on 1
f. Sideline Soccer
g. Endline Soccer
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4th Grade Physical Education

Soccer

Assessment Plan
Assessment Comments
Teacher observation of students
Checklist for each of the skills Paper checklist with each student and key
characteristics for each skill

Vocabulary
Dribble Laces Control Kick Goal Line
Foot Top Speed Shoot Goalie Box
Inside Toe Pass Goal Trap
Outside Tap Receive Goalie Stop
Instep Push Slow down Hands Aim

Unit at a Glance
Learning Topics / Standards # of days
Dribbling 4
Passing and Receiving 4
Shooting and Goalie Skills 4
Games 4

Total Days (approximate) 16

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4th Grade Physical Education

VOLLEYBALL
Rules, skills, techniques and games
Approximate length of time allotted for this unit - 7 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules of a
basic rules of the game. volleyballgame?
2. Students will demonstrate • What are the critical
progress towards the NAPSE 1 elements to be able to
appropriate techniques for pass, set and serve a
passing, setting, and underhand volleyball?
serving. • How do players on a team
3. Students will develop a basic work together to play a
understanding of team game?
strategies. NAESP 1 • How do you shake hands at
4. Students will develop the end of a game?
appropriate sportsmanship,
cooperation, and respect for NAESP 5 & 6 Classroom Ideas:
other participants.
• Demonstrate how to hold
Content Outline: your arms and hands when
1. Basic Skills passing a volleyball and let
- Demonstrate and have the students practice.
students practice: • Demonstrate how to hold
a. Passing your hands when you set a
b. Setting volleyball and have
c. Underhand Serve students practice.
2. Team Strategies and techniques • Demonstrate how to serve a
- Explain and demonstrate: volleyball underhand and
a. Offensive and Defensive let the students practice
techniques (Swing, Step and Strike).
3. Rules and Games
• Demonstrate games (Three
and over Volleyball) and
form teams to play a game.

Teaching Notes:
• Organize groups to include
all abilities
• Teams based on ability
levels.
• Practice a signal to stop,
hold volleyballs, and
listen. “Sit down with ball
in your lap and hands
behind your back.”
• During games have non-
participants keep score,
“officiate” games, or
identify proper techniques.

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4th Grade Physical Education

Volleyball

Assessment Plan
Assessment Comments
Skill checklist during practice and games
Questions to check for critical elements

Vocabulary
Pass Set Swing
Bump Window Strike
Forearm Fingertips Heel of Hand
Platform Arms Opposite
Push Straight Follow through
Freeze Forehead Net
Target Underhand Serve Court

Unit at a Glance
Learning Topics / Standards # of days
Individual Techniques (pass, set and underhand serve) 3
Team Techniques & Strategies (offense and defense) 1
Skills Practice Rules and Games (modified volleyball games) 3
Assessment of skills Through out the
lesson

Total Days (approximate) 7

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5th - 8th Grade Physical Education

Grades 5-8 Physical Education

Curriculum
GENERAL DESCRIPTION

The physical education program for students in grades five through eight provides the
opportunity to expand the student’s performance and understanding of fundamental movement
and motor skills to more specialized movement and motor skills used in a variety of content
areas. A supportive environment that provides students with opportunities to successfully
interact with their new environment and peers sets the stage for a positive middle school
experience. Middle school physical education programs work most effectively when they are
designed for student success and emphasize learning, enjoyment, conceptual knowledge,
appropriate challenges, and cooperation.

During middle school, students learn to refine, combine, and apply a variety of movement and
motor skills in different physical activity settings. It is important that students have
developmentally appropriate equipment and many practice opportunities throughout all their
learning experiences. Middle school physical education programs continue to emphasize the
importance of physical activity and personal fitness throughout the school year. Students are
provided with opportunities to improve their fitness as well as to understand more advanced
concepts related to physical fitness and physical activity.

Participation in physical activity also can be an important venue for the social, psychological, and
emotional development of adolescents. Social skills and personal responsibility skills need to be
taught and practiced and feedback given1. Physical education classes provide an ideal setting for
adolescents to learn and practice these skills.

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5th - 8th Grade Physical Education

Scope and Sequence of Objectives

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5th - 8th Grade Physical Education

GRADES 5-8 SUGGESTED TIMELINE

Unit Days
Bases Unit 20
Basketball 10
Conditioning Workouts 8
Football 10
Soccer 10
Volleyball 10
Walking 17

Total Days 85

Comments:

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5th - 8th Grade Physical Education

Notes:

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5th - 8th Grade Physical Education

BASES UNIT
Kickball, Softball, Baseball, Barneyball
Games, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 20 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand NAPSE 2 • What are the basic rules
individual games of Barney, and skill sets in each
Base/Soft, Kickball. game of bases?
2. Students will understand the NAPSE 1 • What is a defensive
basic rules of the game. strategy?
3. Students will demonstrate • What is a strategy used
appropriate techniques for on offense?
throwing, catching, hitting/
kicking. NAPSE 1
4. Students will understand a Classroom Ideas:
basic knowledge of • Have students practice
individual and team throwing and catching.
strategies of each game. NAPSE 5 • Partner throw and catch,
5. Students will develop stationary and jogging.
appropriate sportsmanship, • Fielding drills.
cooperation, and teamwork. • Practice throwing ball to
base or at runner.
Content Outline: • Work on running the
1. Rules bases.
a. Discuss Rules • Form teams and play
b. Model rules in a game games to improve skills
setting and strategies.
2. Basic Skills
a. Demonstrate and Teaching Notes:
Practice • Organize groups
• Throwing according to abilities. .
• Catching • Organize teams and shift
• Fielding opponents two or three
• Hitting times during class
• Kicking period.
3. Team Strategies • Remind kids of how to
a. Explain and demonstrate hold bat, or how to be
• Force outs safe when kicking the
• Tagging up ball or throwing it at an
• Situations for 1, opponent.
2 outs.
• Batting order

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5th - 8th Grade Physical Education

Bases Unit

Assessment Plan
Assessment Comments
Skills checklist during games/practice
Observe skills/techniques during games/
practice.

Vocabulary

Safe Runner Lead off Slide

Out On Deck Tag up Force
Hit Pitcher Double Bases
Homerun Bases Single Strike
Swing Home Grand Slam Foul
Field Visitor Triple Walk
Batter Batting Order Home Run Bunt

Unit at a Glance
Learning Topics / Standards # of days
Rules of game 4
Individual/Partner Techniques 4
Team Techniques 6
Skills Practice 4
Assessment 2

Total 20

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5th - 8th Grade Physical Education

BASKETBALL
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules
basic rules of the game. and skill sets in the
2. Students will demonstrate game of basketball?
appropriate techniques for NAPSE 1 • What is a defensive
passing, shooting, dribbling, strategy?
defense. • What is a strategy used
3. Students will understand a on offense?
basic knowledge of
individual and team NAPSE 1
strategies. Classroom Ideas:
4. Students will develop • Have students practice
appropriate sportsmanship, passing with a partner or
cooperation, and teamwork. NAPSE 5 off a wall.
• Groups of three on three
Content Outline: working on passing and
1. Rules shooting.
a. Discuss Rules • Work on dribbling while
b. Model rules in a game standing, walking,
setting jogging, and running.
2. Basic Skills • Form teams and play
a. Demonstrate and games to improve skills
Practice and strategies.
• Passing •
• Dribbling Teaching Notes:
• Shooting • Organize groups
• Rebounding according to abilities.
3. Team Strategies • Keep students from
a. Explain and demonstrate contacting each other on
• Move without defense.
ball • Organize teams and shift
• Defense opponents two or three
• Pick and Roll times during class
• Give and Go period.
• Games of 3 on 3 or 4 on 4
work well for more
space.

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5th - 8th Grade Physical Education

Basketball

Assessment Plan
Assessment Comments
Skills checklist during games/practice
Observe skills/techniques during games/
practice.

Vocabulary
Backboard Chest Pass Cut Out of bounds
Half Court Overhead pass Outlet Foul
Tip Bounce pass Guard Screen
Rim Dribble Forward
Key Shot Post
Paint Free throw Zone
Steal Man to Man
Sideline Press Trap
Baseline Jump shot Rebound
3 pointline Stance Cross over

Unit at a Glance
Learning Topics / Standards # of days
Rules of game 2
Individual/Partner Techniques 2
Team Techniques 3
Skills Practice 2
Assessment 1

Total 10

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5th - 8th Grade Physical Education

CONDITIONING WORKOUTS
Approximate length of time allotted for this unit - 8 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will develop a NAPSE 4 What are the various
personal level of fitness. workout routines?
2. Students will show an NAPSE 5
appropriate level of What is the amount of time
understanding of workouts needed to complete
and participation. workouts?
3. Students will demonstrate
competence in skills NAPSE 1 What are the rotations
needed to complete when stations are used in
workouts workouts?

Content Outline:
1. Cross Country Workout Suggested Supplements:
2. Run/Walk Workout
3. Total Gym Workout
4. 4 Station Workout Teaching Notes:
5. 5 Station Workout Equipment:
6. Jump Rope Workout 1. cones
7. Exercise Equipment 2. cones
Workout 3. cones
8. 15 minute Run 4. jump ropes, ankle
balls, cones
5. jump ropes, cones,
exercise equipment.
6. Jump ropes
7. Exercise equipment
8. Cones

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5th - 8th Grade Physical Education

Conditioning Workouts

Assessment Plan
Assessment Comments
Complete each workout

Vocabulary
Conditioning

Workout

Unit at a Glance
Learning Topics / Standards # of days
Each individual workout 1 day

Total 8 days

Total Days

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5th - 8th Grade Physical Education

FOOTBALL
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules
basic rules of the game. and skill sets in the
2. Students will demonstrate game of football?
appropriate techniques for NAPSE 1 • What is a defensive
throwing and catching and strategy?
snapping. • What is a strategy used
3. Students will understand a on offense?
basic knowledge of
individual and team NAPSE 1
strategies. Classroom Ideas:
4. Students will develop • Have students practice
appropriate sportsmanship, throwing and catching
cooperation, and teamwork. NAPSE 5 in pairs. Both stationary
and running.
Content Outline: • Form teams and play
1. Rules games to improve skills
a. Discuss Rules and strategies.
b. Model rules in a game
setting Suggested Supplements:
2. Basic Skills •
a. Demonstrate and
Practice Teaching Notes:
• Throwing • Organize groups
• Catching according to abilities.
• Snapping • Practice putting away
3. Team Strategies flags and other
a. Explain and demonstrate equipment.
• Route Running • Organize teams and swift
• Blocking opponents two or three
• Coverage times during class
period.

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5th - 8th Grade Physical Education

Football

Assessment Plan
Assessment Comments
Skills checklist during games/practice
Observe skills/techniques during games/
practice.

Vocabulary
Flag Touchdown
Block Tackle
Down 2-point
conversion
Snap Rush
Yards Sack
Complete Coverage
Incomplete Man-Man
Lateral Deflection
End Zone Loss

Unit at a Glance
Learning Topics / Standards # of days
Rules of game 2
Individual/Partner Techniques 2
Team Techniques 3
Skills Practice 2
Assessment 1

Total 10

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5th - 8th Grade Physical Education

SOCCER
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules
basic rules of the game. and skill sets in the
2. Students will demonstrate game of soccer?
appropriate techniques for NAPSE 1 • What is a defensive
passing, dribbling, kicking, strategy?
and throw-ins. • What is a strategy used
3. Students will understand a on offense?
basic knowledge of
individual and team NAPSE 1
strategies. Classroom Ideas:
4. Students will develop • Have students practice
appropriate sportsmanship, passing with a partner or
cooperation, and teamwork. NAPSE 5 off a wall.
• Groups of three on three
Content Outline: working on passing and
1. Rules shooting.
a. Discuss Rules • Work on dribbling while
b. Model rules in a game standing, walking,
setting jogging, and running.
2. Basic Skills • Form teams and play
a. Demonstrate and games to improve skills
Practice and strategies.
• Passing
• Dribbling Teaching Notes:
• Kicking • Organize groups
• Throw-ins according to abilities.
3. Team Strategies • Keep students from
a. Explain and demonstrate contacting each other on
• Move without defense.
ball • Games of 3 on 3 or 4 on 4
• Defense work well for more
• Passing space.
• Give and Go

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5th - 8th Grade Physical Education

Soccer

Assessment Plan
Assessment Comments
Skills checklist during games/practice
Observe skills/techniques during games/
practice.

Vocabulary
Dribble Save Offsides Keeper
Shot Goalie Hands
Pass Goal Hand ball
Kick Strike Indirect
Throw in Heel Cross

Unit at a Glance
Learning Topics / Standards # of days
Rules of game 2
Individual/Partner Techniques 2
Team Techniques 3
Skills Practice 2
Assessment 1

Total 10

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5th - 8th Grade Physical Education

VOLLEYBALL
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will understand the NAPSE 2 • What are the basic rules
basic rules of the game. and skill sets in the
2. Students will demonstrate game of volleyball?
appropriate techniques for NAPSE 1 • What is a defensive
passing, setting, hitting, and strategy?
serving. • What is a strategy used
3. Students will understand a on offense?
basic knowledge of
individual and team NAPSE 1
strategies. Classroom Ideas:
4. Students will develop • Have students practice
appropriate sportsmanship, passing with a partner or
cooperation, and teamwork. NAPSE 5 off a wall.
• Groups of three-four
Content Outline: playing pepper(pass, set,
1. Rules hit)
a. Discuss Rules
b. Model rules in a game • Form teams and play
setting games to improve skills
2. Basic Skills and strategies.
a. Demonstrate and
Practice Teaching Notes:
• Passing • Organize groups
• Setting according to abilities.
• Hitting • Practice serving
• Serving underhand and
3. Team Strategies overhand.
a. Explain and demonstrate • Organize teams and shift
• Rotations opponents two or three
• Coverage times during class
period.

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5th - 8th Grade Physical Education

Volleyball

Assessment Plan
Assessment Comments
Skills checklist during games/practice
Observe skills/techniques during games/
practice.

Vocabulary
Serve In Spike
Pass Out
Set Overhand
Hit Underhand
Net Rotation
Rally Setter
Ace Kill
Block Line
Out Volley

Unit at a Glance
Learning Topics / Standards # of days
Rules of game 2
Individual/Partner Techniques 2
Team Techniques 3
Skills Practice 2
Assessment 1

Total 10

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5th - 8th Grade Physical Education

WALKING
Approximate length of time allotted for this unit - 1 in every 5 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Students will be able to NAPSE 4 • How far have they
walk for 40 minutes at a walked during a
17 min. per mile pace. session?
2. Students will understand • What are the lifetime
the benefits of a regular NAPSE 2 benefits of walking?
lifetime walking routine. • What are the
3. Students will display the appropriate behaviors
appropriate cooperation NAPSE 5 while we walk?
and social interaction.

Content Outline:
A. Rules NAPSE 5 Classroom Ideas:
1. Stay ahead of leader’s
pace. • Demonstate walking
2. No running technique
3. Hands to self
4. Stay on sidewalk of
outside of cones Suggested Supplements:
5. Use appropriate
language while
walking
Teaching Notes:

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5th - 8th Grade Physical Education

Walking

Assessment Plan
Assessment Comments
Walk with students May increase pace

Vocabulary
Pace
Stride
Arm Movement
Body Lean

Unit at a Glance
Learning Topics / Standards # of days
Introduce Rules 5 minutes
Walk with Students Approx. 17 times

School District of Seward Page 107 of 154

9 - 10th Grade Physical Education

Grades 9-12 Physical

Education Curriculum
GENERAL DESCRIPTION

The high school experience represents the culmination of physical education instruction for
students in kindergarten through grade twelve. Throughout their school years, students have
experienced a planned sequence of formal physical education instructional experiences. From
kindergarten through fourth grade, the content is delivered incrementally to best enable student
learning at the appropriate developmental level. In fifth through eighth grade, the content is
consolidated and students’ skills are refined, representing a natural progression of skill
sophistication. When students reach ninth grade, they are ready to integrate all that they know
with all that they can do. They become capable of higher-order thinking and of more skilled
performance. The high school courses provide a blueprint for delivering content in a manner that
equips students to make a successful transition from the physical education instructional
program to participation in physical activity during adulthood.

High school physical education is a culmination of skills learned in prior years and as a
transition of these skills to remaining active as an adult.

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9 - 12th Grade Physical Education

LEARNING OBJECTIVE FRAMEWORK - 9-12TH GRADE

Motor Skills Knowledge/ Physically Active Fitness Behavior
Literacy Management
Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will
demonstrate competency demonstrate exhibit a physically active show evidence of an exhibit responsible
in a variety of movement understanding of lifestyle. acceptable level of health- personal and social
forms and proficiency in a movement concepts, related fitness and be behavior that respects self
few to gain competence principles, strategies, and familiar with factors that and others while valuing
toward lifetime physical tactics as they apply to the benefit performance. physical activity for
activity. learning and performance health, enjoyment,
of physical activities. challenge, self-expression,
and/or social interactions.
NAPSE Standard 1 NAPSE Standard 2 NAPSE Standard 3 NAPSE Standard 4 NAPSE Standard 5 & 6
• Consolidate • Apply advanced • Understand the basic • Demonstrate body • Shows acceptance of
previously learned movement and game benefits of lifetime control, participants of all
basic skills to strategies wellness coordination, agility, skill levels
improve physical • Demonstrate • Appreciate the role and flexibility. • Displays respect for
performance understanding of of fitness in a • Demonstrate other students
• Demonstrate basic game rules healthy lifestyle cardiovascular • Exhibits the
strategies in a • Show understanding • Recognize the use of capability appropriate handling
variety of games and of history and physical activity as a • Demonstrate and care of
sports cultural background stress reliever progress on equipment
• Demonstrate of selected activities • Regulate physical individual fitness • Displays appropriate
competence in skills • Understand the link activity goals to tests sportsmanship
needed for between physical accumulate a • Complete a valid • Understands the
individual physical activity and weight recommended and reliable pre and rules and regulations
activity control number of minutes post health- and safety factors
• Demonstrate hand • Apply scientific/ of moderate to enhancing fitness associated with
eye coordination in a medical knowledge vigorous physical assessment, examine regular participation.
variety of game to exercise and activity outside of the data and develop • Shows cooperation
skills. injury prevention. the school setting a plan to how with all participants
• Apply reading/ • Understand the personal • Invites all students,
writing skills to concepts of self- improvement toward regardless of ability,
track personal motivation and it’s achievement of race, gender, etc. to
development. importance for a fitness scores at an participate in
healthy lifestyle. acceptable level, physical activity and
including monitoring displays sensitivity
of the heart to the needs and
• Demonstrate feelings of others
knowledge of the during physical
terms aerobic and activities
anaerobic, body • Develops strategies
composition, to communicate
cardiovascular ideas and feelings:
endurance, body language,
flexibility, muscular gestures, body
strength, and movements, verbal
endurance comments
• Develop a strategy • Recognizes physical
to improve personal activity as a positive
level of fitness opportunity for
within each of the social and group
five components interaction to
• Use technology to promote a sage
understand the school environment
benefits of • Engages in fair play
cardiovascular and shows self-
activities. control by accepting
a controversial
decision

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9th & 10th Grade Physical
Education
Implemented Fall of 2009
School District of Seward

School District of Seward Page 110 of 154

GRADES 9 & 10 SUGGESTED TIMELINE

Unit Days
Badminton 10
Basketball 10
Pickleball 6
Soccer 10
Softball 10
Ultimate Sports
Volleyball 10

Total Days

Comments:

School District of Seward Page 111 of 154

9 - 10th Grade Physical Education

BADMINTON
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Attacking strategies
for smash, drop, clear, and • Defensive strategies
serve.
3. Students will develop a basic Classroom Ideas:
understanding of basic single • Students display
and double team strategies. sportsmanship during
4. Students will develop the NAPSE 1 team and individual
appropriate sportsmanship, play.
cooperation and respect for • Students will understand
other participants. basic tournament play
NAPSE 5-6 • Written test will be
Content Outline: administered to check
A. History and Rules for understanding.
1. Games origination • Students will display
2. Basic rules proper strategy for
3. Scoring singles and doubles
B. Basic Skills games.
1. Demonstrate and have
students practice Suggested Supplements:
A. Serve • Rules and history
B. Drop handouts.
C. Overhead Clear • Demonstrate officiating
D. Smash skills during game play.
E. Forehand • Students will use
F. Backhand technology to find
C. Team Strategies history, rules and
1. Defending Strategy summarize the
2. Offensive Strategy document in essay form.

Teaching Notes:
• Use different strategies
when choosing teams.
• Students will be able to
identify rule violations
during game
competition.

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9 - 10th Grade Physical Education

Badminton

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Serving assessment
Written assessment at the conclusion of the
unit.

Vocabulary
Net Shuttle Cock Drop Shot Clear Drive
Smash Flick Balk Hand In Combination
Up-Back Side-by-Side Rally Volley

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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9 - 10th Grade Physical Education

BASKETBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate the strategies of the game.
appropriate techniques for NAPSE 1 • Attacking strategies
passing, shooting, dribbling, • Defensive strategies
defending.
3. Students will develop a basic
understanding of basic team Classroom Ideas:
strategies.
4. Students will develop the NAPSE 1 • Discuss scoring and
appropriate sportsmanship, strategies have changed
cooperation and respect for the game.
other participants. • Students show an
NAPSE 5-6 understanding of rules and
Content Outline: signals when officiating.
A. History and Rules • Students display
1. Games origination sportsmanship during team
2. Basic rules play.
3. Scoring • Students will understand
B. Basic Skills basic tournament play
1. Demonstrate and have • Written test will be
students practice administered to check for
A. Dribbling understanding.
B. Passing • Sideline basketball, 3v3
C. Shooting tournaments. 5v5
D. Defending tournament, game
E. Rebounding modifications to students
C. Team Strategies ability.
1. Defending Strategy
2. Offensive Strategy Suggested Supplements:
3. Screen • Rules and history handouts.
4. Spacing • Demonstrate officiating
skills during game play.
• Students will use technology
to find history, rules and
summarize the document
in essay form.

Teaching Notes:
• Use different strategies
when choosing teams.
• Students apply prior
learning to officiating
games.

School District of Seward Page 114 of 154

9 - 10th Grade Physical Education

Basketball

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Shooting Contest
Written assessment at the conclusion of the
unit.
Visual Assessment of students skill level
and understanding of rules.

Vocabulary
Traveling Double Dribble Screen Violation Foul
Lane Baseline 3-point line Free throw Field goal
Block Charge Carry Full Court Half-court
Press Zone Man Over and Back Elbow
Jump Ball Basket

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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9 - 10th Grade Physical Education

PICKLE BALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 6 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic rules
game. and strategies of the
2. Students will demonstrate game.
the appropriate techniques NAPSE 1 • Offensive strategies
for hitting and receiving. • Defensive strategies
3. Students will develop a basic
understanding of team and Classroom Ideas:
individual strategies. • Students display
4. Students will develop the sportsmanship during
appropriate sportsmanship, NAPSE 1 team play.
cooperation and respect for • Students will understand
other participants. basic tournament play
• Written test will be
Content Outline: NAPSE 5-6 administered to check
A. History and Rules for understanding.
1. Games origination
2. Basic rules Suggested Supplements:
B. Basic Skills • Rules and history of the
1. Demonstrate and have game handouts.
students practice • Students will use
A. Hitting technology to find
B. Receiving history, rules and
C. Serving summarize the
C. Team Strategies document in essay form.
1. Defensive Position
Strategy Teaching Notes:
2. Offensive Position Strategy • Use different strategies
when choosing teams.
• Students will be able to
identify rule violations
during game
competition.

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9 - 10th Grade Physical Education

Pickle Ball

Assessment Plan
Assessment Comments
Game tournaments Game results will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Balk Clear Smash Drop Serve
Double Bounce Non-volley Zone

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 1
Skill practice 2
Assessment 1

Total Days (Approximate) 6

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9 - 10th Grade Physical Education

SOCCER
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, positions,
2. Students will demonstrate rules and strategies of
the appropriate techniques NAPSE 1 the game.
for dribbling, passing, • Attacking strategies
shooting, defending, • Defensive strategies
receiving.
3. Students will develop a basic Classroom Ideas:
understanding of the • Students display
positions and team NAPSE 1 sportsmanship during
strategies. team play.
4. Students will develop the • Students will understand
appropriate sportsmanship, basic tournament play
cooperation and respect for NAPSE 5-6 • Written test will be
other participants. administered to check
for understanding.
Content Outline: • Students display an
A. History and Rules understanding of
1. Games origination positioning when
2. Basic rules defending with or with
3. Positions out the ball.
B. Basic Skills
1. Demonstrate and have Suggested Supplements:
students practice • Rules and history of the
A. Passing game handouts.
B. Dribbling • Students will use
C. Shooting technology to find
D. Throw-in history, rules and
E. Goalie Play summarize the
F. Defending document in essay form.
G. Recieving
C. Team Strategies Teaching Notes:
1. Defending Strategy • Use different strategies
2. Offensive Strategy when choosing teams.
3. Goalie Play • Students will be able to
identify rule violations
during game
competition.
• Sideline Soccer as a game
activity
• Keep Away Games

School District of Seward Page 118 of 154

9 - 10th Grade Physical Education

Soccer

Assessment Plan
Assessment Comments
Game tournaments Game results will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Throw-in Corner Kick Newcomb Toss Goalie Forwards
Midfield Defenders Free Kick Indirect Kick Penalty Kick
Offense Defense Goal Kick Goal Box Off-Side

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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9 - 10th Grade Physical Education

SOFTBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. positions, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Offensive strategies
for hitting, throwing, • Defensive strategies
fielding.
3. Students will develop a basic Classroom Ideas:
understanding of the • Students display
positions and team sportsmanship during
strategies. NAPSE 1 team play.
4. Students will develop the • Students will understand
appropriate sportsmanship, basic tournament play
cooperation and respect for • Written test will be
other participants. NAPSE 5-6 administered to check
for understanding.
Content Outline: • Students display an
A. History and Rules understanding of
1. Games origination defending positions, and
2. Basic rules batting order.
3. Positions •
B. Basic Skills Suggested Supplements:
1. Demonstrate and have • Rules and history of the
students practice game handouts.
A. Batting • Students will use
B. Fielding technology to find
C. Throwing history, rules and
D. Running summarize the
C. Team Strategies document in essay form.
1. Defensive Position
Strategy Teaching Notes:
2. Batting Order • Use different strategies
3. Opposite Field when choosing teams.
• Students will be able to
identify rule violations
during game
competition.
• Students will know all
defending positions on
the field.

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9 - 10th Grade Physical Education

Softball

Assessment Plan
Assessment Comments
Game tournaments Game results will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Single Double Triple Home Run Error
Base Path Infield Outfield Pitcher Catcher
Short Stop Second Base First Base Third Base Foul Ball

Right Fielder Left Fielder Center Fielder Rover Chopped Ball

Home Team Visiting Team Sacrifice Bunt

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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9 - 10th Grade Physical Education

ULTIMATE SPORTS
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand Essential Questions:
the basic rules of the NAPSE 2 • What are the basic rules
game. and strategies of the
2. Students will develop a game?
basic understanding of the NAPSE 1 • What skills or strategies
team play. are needed to be
3. Students will develop the successful?
appropriate
sportsmanship, NAPSE 5-6
cooperation and respect
for other participants. Classroom Ideas:
• Students display
Content Outline: sportsmanship during
A. Rules the course of play.
1. Develop an
understanding of
the game rules
B. Basic Skills
1. Demonstrate an Suggested Supplements:
understanding of
concepts and game
skills
C. Games
1. Ultimate Gator Skin Teaching Notes:
2. Capture the Ball
3. Dodge Ball
4. Ultimate Frisbee
5. 1 Base Softball Ball

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9 - 10th Grade Physical Education

Assessment Plan
Assessment Comments
Tournaments Record will be recorded
Visual assessment of students understanding
of rules, skills and effort.

Vocabulary

Unit at a Glance
Learning Topics / Standards # of days

School District of Seward Page 123 of 154

9 - 10th Grade Physical Education

VOLLEYBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Attacking strategies
for serving, bumping, • Defensive strategies
setting, passing, digging,
spiking and blocking. Classroom Ideas:
3. Students will develop a basic
understanding of basic team • Discuss scoring and
strategies. NAPSE 1 strategies have changed
4. Students will develop the the game.
appropriate sportsmanship, • Student’s show
cooperation and respect for understand of rules and
other participants. NAPSE 5-6 signals when officiating.
• Students display
Content Outline: sportsmanship during
A. History and Rules team play.
1. Games origination • Students will understand
2. Basic rules basic tournament play
3. Scoring • Written test will be
B. Basic Skills administered to check
1. Demonstrate and have for understanding.
students practice •
A. Serving Suggested Supplements:
B. Bumping • Rules and history
C. Setting handouts.
D. Passing • Demonstrate officiating
E. Digging skills during game play.
F. Blocking • Students will use
G. Spiking technology to find
C. Team Strategies history, rules and
1. Serving Rotation summarize the
2. Front Row attack document in essay form.
3. Back row attack •
Teaching Notes:
• Use different strategies
when choosing teams.
• Students apply prior
learning to officiating
games.

School District of Seward Page 124 of 154

9 - 10th Grade Physical Education

Volleyball

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Serving assessment
Written assessment at the conclusion of the
unit.

Vocabulary
Bump Set Dig Volley Rotation
Spike Pass Carry Foul Violations
Jump Serve Underhand Serve Overhand Serve Rally Scoring Match
Game

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

School District of Seward Page 125 of 154

Lifetime Sports

Lifetime Sports Curriculum

Implemented Fall of 2009
School District of Seward

School District of Seward Page 126 of 154

Lifetime Sports

LEARNING OBJECTIVES FRAMEWORK - LIFETIME SPORTS

Motor Skills Knowledge/ Physically Active Fitness Behavior
Literacy Management
Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner will
demonstrate competency demonstrate exhibit a physically active show evidence of an exhibit responsible
in a variety of movement understanding of lifestyle. acceptable level of health- personal and social
forms and proficiency in a movement concepts, related fitness and be behavior that respects self
few to gain competence principles, strategies, and familiar with factors that and others while valuing
toward lifetime physical tactics as they apply to the benefit performance. physical activity for
activity. learning and performance health, enjoyment,
of physical activities. challenge, self-expression,
and/or social interactions.
NAPSE Standard 1 NAPSE Standard 2 NAPSE Standard 3 NAPSE Standard 4 NAPSE Standard 5 & 6
• Consolidate • Apply advanced • Understand the basic • Demonstrate body • Shows acceptance of
previously learned movement and game benefits of lifetime control, participants of all
basic skills to strategies wellness coordination, agility, skill levels
improve physical • Demonstrate • Appreciate the role and flexibility. • Displays respect for
performance understanding of of fitness in a • Demonstrate other students
• Demonstrate basic game rules healthy lifestyle cardiovascular • Exhibits the
strategies in a • Show understanding • Recognize the use of capability appropriate handling
variety of games and of history and physical activity as a • Demonstrate and care of
sports cultural background stress reliever progress on equipment
• Demonstrate of selected activities • Regulate physical individual fitness • Displays appropriate
competence in skills • Understand the link activity goals to tests sportsmanship
needed for between physical accumulate a • Complete a valid • Shows cooperation
individual physical activity and weight recommended and reliable pre and with all participants
activity control number of minutes post health- • Invites all students,
• Demonstrate hand • Apply scientific/ of moderate to enhancing fitness regardless of ability,
eye coordination in a medical knowledge vigorous physical assessment, examine race, gender, etc. to
variety of game to exercise and activity outside of the data and develop participate in
skills. injury prevention. the school setting a plan to how physical activity and
• Apply reading/ • Understand the personal displays sensitivity
writing skills to concepts of self- improvement toward to the needs and
track personal motivation and it’s achievement of feelings of others
development. importance for a fitness scores at an during physical
healthy lifestyle. acceptable level, activities
• Identify resources in including monitoring • Develops strategies
the community that of the heart to communicate
can be accessed to • Demonstrate ideas and feelings:
maintain a knowledge of the body language,
physically active terms aerobic and gestures, body
lifestyle anaerobic, body movements, verbal
composition, comments
cardiovascular • Recognizes physical
endurance, activity as a positive
flexibility, muscular opportunity for
strength, and social and group
endurance interaction to
• Develop a strategy promote a sage
to improve personal school environment
level of fitness • Engages in fair play
within each of the and shows self-
five components control by accepting
• Use technology to a controversial
understand the decision
benefits of
cardiovascular
activities.

School District of Seward Page 127 of 154

Lifetime Sports

K-1 SUGGESTED TIMELINE

Unit Days
Basketball 10
Bowling 6
Badminton 10
Golf 6
Soccer 10
Softball 10
Ultimate Sports
Volleyball 10

Total Days

Comments:

School District of Seward Page 128 of 154

Lifetime Sports

Notes:

School District of Seward Page 129 of 154

Lifetime Sports

BASKETBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate the strategies of the game.
appropriate techniques for NAPSE 1 • Attacking strategies
passing, shooting, dribbling, • Defensive strategies
defending.
3. Students will develop a basic
understanding of basic team Classroom Ideas:
strategies.
4. Students will develop the NAPSE 1 • Discuss scoring and
appropriate sportsmanship, strategies have changed
cooperation and respect for the game.
other participants. • Students show an
NAPSE 5-6 understanding of rules and
Content Outline: signals when officiating.
A. History and Rules • Students display
1. Games origination sportsmanship during team
2. Basic rules play.
3. Scoring • Students will understand
B. Basic Skills basic tournament play
1. Demonstrate and have • Written test will be
students practice administered to check for
A. Dribbling understanding.
B. Passing • Sideline basketball, 3v3
C. Shooting tournaments. 5v5
D. Defending tournament, game
E. Rebounding modifications to students
C. Team Strategies ability.
1. Defending Strategy
2. Offensive Strategy Suggested Supplements:
3. Screen • Rules and history handouts.
4. Spacing • Demonstrate officiating
skills during game play.
• Students will use technology
to find history, rules and
summarize the document
in essay form.

Teaching Notes:
• Use different strategies
when choosing teams.
• Students apply prior
learning to officiating
games.

School District of Seward Page 130 of 154

Lifetime Sports

Basketball

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Shooting Contest
Written assessment at the conclusion of the
unit.
Visual Assessment of students skill level
and understanding of rules.

Vocabulary
Traveling Double Dribble Screen Violation Foul
Lane Baseline 3-point line Free throw Field goal
Block Charge Carry Full Court Half-court
Press Zone Man Over and Back Elbow
Jump Ball Basket

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

School District of Seward Page 131 of 154

Lifetime Sports

BOWLING
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic rules
game. and strategies of the
2. Students will demonstrate game.
the appropriate techniques NAPSE 1 • Proper Delivery
for stance, form, approach Techniques.
and delivery. • Proper aiming strategy.
3. Students will develop a basic
understanding of the basic
rules and etiquette. Classroom Ideas:
4. Students will develop the NAPSE 1 • Students display
appropriate sportsmanship, sportsmanship during
cooperation and respect for the course of play.
other participants. • Students will understand
NAPSE 5-6 basic scoring.
Content Outline: • Written test will be
A. History and Rules administered to check
1. Games origination for understanding.
2. Basic rules
B. Basic Skills Suggested Supplements:
1. Demonstrate and have • Rules and history of the
students practice game handouts.
A. Approach (3,4,5) • Students will use
B. Delivery, Straight, technology to find
Back-up, Hook) history, rules and
C. Spot and Pin summarize the
Bowling. document in essay form.

Teaching Notes:
• Use different strategies
when choosing teams.
• Students will be able to
follow the proper rules.

School District of Seward Page 132 of 154

Lifetime Sports

Bowling

Assessment Plan
Assessment Comments
League Tournaments Scores will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Hook Straight Ball Back-up Foul Line Approach Area
Turkey Spare Strike Split Pocket
Lane Frame Gutter

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 1
Skill practice 2
Assessment 1

Total Days (Approximate) 6

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Lifetime Sports

BADMINTON
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Attacking strategies
for smash, drop, clear, and • Defensive strategies
serve.
3. Students will develop a basic Classroom Ideas:
understanding of basic single • Students display
and double team strategies. sportsmanship during
4. Students will develop the NAPSE 1 team and individual
appropriate sportsmanship, play.
cooperation and respect for • Students will understand
other participants. basic tournament play
NAPSE 5-6 • Written test will be
Content Outline: administered to check
A. History and Rules for understanding.
1. Games origination • Students will display
2. Basic rules proper strategy for
3. Scoring singles and doubles
B. Basic Skills games.
1. Demonstrate and have
students practice Suggested Supplements:
A. Serve • Rules and history
B. Drop handouts.
C. Overhead Clear • Demonstrate officiating
D. Smash skills during game play.
E. Forehand • Students will use
F. Backhand technology to find
C. Team Strategies history, rules and
1. Defending Strategy summarize the
2. Offensive Strategy document in essay form.

Teaching Notes:
• Use different strategies
when choosing teams.
• Students will be able to
identify rule violations
during game
competition.

School District of Seward Page 134 of 154

Lifetime Sports

Badminton

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Serving assessment
Written assessment at the conclusion of the
unit.

Vocabulary
Net Shuttle Cock Drop Shot Clear Drive
Smash Flick Balk Hand In Combination
Up-Back Side-by-Side Rally Volley

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

School District of Seward Page 135 of 154

Lifetime Sports

GOLF
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand Essential Questions:
the basic rules and history NAPSE 2 • What are the basic rules
of the game. and strategies of the
2. Students will demonstrate game.
the appropriate techniques NAPSE 1 • Equipment Choice
for hitting.
3. Students will develop a Classroom Ideas:
basic understanding of the • Students display
basic rules and etiquette. sportsmanship during
4. Students will develop the the course of play.
appropriate NAPSE 1 • Students will
sportsmanship, understand basic
cooperation and respect scramble format.
for other participants. • Written test will be
NAPSE 5-6 administered to check
Content Outline: for understanding.
A. History and Rules
1. Games origination Suggested Supplements:
2. Basic rules • Rules and history of the
B. Basic Skills game handouts.
1. Demonstrate and have • Students will use
students practice technology to find
A. Chipping history, rules and
B. Putting summarize the
C. Driving document in essay
C. Team Strategies form.
1. Driving, Chipping,
Putting Positions. (for three Teaching Notes:
person scrambles) • Use different strategies
2. Club Selection when choosing teams.
Students will be able to
follow the proper rules.

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Lifetime Sports

Golf

Assessment Plan
Assessment Comments
Tournaments Scores will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.
Long Drive Contest, Putting Contest

Vocabulary
Chip Putt Fairway Rough Fore
Hook Slice Eagle Birdie Par
Bogey Double bogey Triple bogey Shank OB
Tee box Fringe Flagstick Hole Dogleg
Fade Ace Cup Bunker Hazard

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 1
Skill practice 2
Assessment 1

Total Days (Approximate) 6

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Lifetime Sports

SOCCER
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, positions,
2. Students will demonstrate rules and strategies of
the appropriate techniques NAPSE 1 the game.
for dribbling, passing, • Attacking strategies
shooting, defending, • Defensive strategies
receiving.
3. Students will develop a basic Classroom Ideas:
understanding of the • Students display
positions and team NAPSE 1 sportsmanship during
strategies. team play.
4. Students will develop the • Students will understand
appropriate sportsmanship, basic tournament play
cooperation and respect for NAPSE 5-6 • Written test will be
other participants. administered to check
for understanding.
Content Outline: • Students display an
A. History and Rules understanding of
1. Games origination positioning when
2. Basic rules defending with or with
3. Positions out the ball.
B. Basic Skills
1. Demonstrate and have Suggested Supplements:
students practice • Rules and history of the
A. Passing game handouts.
B. Dribbling • Students will use
C. Shooting technology to find
D. Throw-in history, rules and
E. Goalie Play summarize the
F. Defending document in essay form.
G. Recieving
C. Team Strategies Teaching Notes:
1. Defending Strategy • Use different strategies
2. Offensive Strategy when choosing teams.
3. Goalie Play • Students will be able to
identify rule violations
during game
competition.
• Sideline Soccer as a game
activity
• Keep Away Games

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Lifetime Sports

Soccer

Assessment Plan
Assessment Comments
Game tournaments Game results will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Throw-in Corner Kick Newcomb Toss Goalie Forwards
Midfield Defenders Free Kick Indirect Kick Penalty Kick
Offense Defense Goal Kick Goal Box Off-Side

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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Lifetime Sports

SOFTBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. positions, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Offensive strategies
for hitting, throwing, • Defensive strategies
fielding.
3. Students will develop a basic Classroom Ideas:
understanding of the • Students display
positions and team sportsmanship during
strategies. NAPSE 1 team play.
4. Students will develop the • Students will understand
appropriate sportsmanship, basic tournament play
cooperation and respect for • Written test will be
other participants. NAPSE 5-6 administered to check
for understanding.
Content Outline: • Students display an
A. History and Rules understanding of
1. Games origination defending positions, and
2. Basic rules batting order.
3. Positions •
B. Basic Skills Suggested Supplements:
1. Demonstrate and have • Rules and history of the
students practice game handouts.
A. Batting • Students will use
B. Fielding technology to find
C. Throwing history, rules and
D. Running summarize the
C. Team Strategies document in essay form.
1. Defensive Position
Strategy Teaching Notes:
2. Batting Order • Use different strategies
3. Opposite Field when choosing teams.
• Students will be able to
identify rule violations
during game
competition.
• Students will know all
defending positions on
the field.

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Lifetime Sports

Softball

Assessment Plan
Assessment Comments
Game tournaments Game results will be recorded
Visual assessment of students understanding
of rules and skills.
Written assessment at the conclusion of the
unit.

Vocabulary
Single Double Triple Home Run Error
Base Path Infield Outfield Pitcher Catcher
Short Stop Second Base First Base Third Base Foul Ball

Right Fielder Left Fielder Center Fielder Rover Chopped Ball

Home Team Visiting Team Sacrifice Bunt

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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Lifetime Sports

ULTIMATE SPORTS
Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand Essential Questions:
the basic rules of the NAPSE 2 • What are the basic rules
game. and strategies of the
2. Students will develop a game?
basic understanding of the NAPSE 1 • What skills or strategies
team play. are needed to be
3. Students will develop the successful?
appropriate
sportsmanship, NAPSE 5-6
cooperation and respect
for other participants. Classroom Ideas:
• Students display
Content Outline: sportsmanship during
A. Rules the course of play.
1. Develop an
understanding of
the game rules
B. Basic Skills
1. Demonstrate an Suggested Supplements:
understanding of
concepts and game
skills
C. Games
1. Ultimate Gator Skin Teaching Notes:
2. Capture the Ball
3. Dodge Ball
4. Ultimate Frisbee
5. 1 Base Softball Ball

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Lifetime Sports

Ultimate Sports

Assessment Plan
Assessment Comments
Tournaments Record will be recorded
Visual assessment of students understanding
of rules, skills and effort.

Vocabulary

Unit at a Glance
Learning Topics / Standards # of days

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Lifetime Sports

VOLLEYBALL
History, Rules, Skills and Techniques
Approximate length of time allotted for this unit - 10 sessions

Content Standards Concepts Connections

Objectives:
1. Students will understand the Essential Questions:
basic rules and history of the NAPSE 2 • What are the basic
game. formations, rules and
2. Students will demonstrate strategies of the game.
the appropriate techniques NAPSE 1 • Attacking strategies
for serving, bumping, • Defensive strategies
setting, passing, digging,
spiking and blocking. Classroom Ideas:
3. Students will develop a basic
understanding of basic team • Discuss scoring and
strategies. NAPSE 1 strategies have changed
4. Students will develop the the game.
appropriate sportsmanship, • Student’s show
cooperation and respect for understand of rules and
other participants. NAPSE 5-6 signals when officiating.
• Students display
Content Outline: sportsmanship during
A. History and Rules team play.
1. Games origination • Students will understand
2. Basic rules basic tournament play
3. Scoring • Written test will be
B. Basic Skills administered to check
1. Demonstrate and have for understanding.
students practice •
A. Serving Suggested Supplements:
B. Bumping • Rules and history
C. Setting handouts.
D. Passing • Demonstrate officiating
E. Digging skills during game play.
F. Blocking • Students will use
G. Spiking technology to find
C. Team Strategies history, rules and
1. Serving Rotation summarize the
2. Front Row attack document in essay form.
3. Back row attack •
Teaching Notes:
• Use different strategies
when choosing teams.
• Students apply prior
learning to officiating
games.

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Lifetime Sports

Volleyball

Assessment Plan
Assessment Comments
Pre-season tournament, regular and post- Game results will be recorded
season tournament.
Serving assessment
Written assessment at the conclusion of the
unit.

Vocabulary
Bump Set Dig Volley Rotation
Spike Pass Carry Foul Violations
Jump Serve Underhand Serve Overhand Serve Rally Scoring Match
Game

Unit at a Glance
Learning Topics / Standards # of days
History and basic rules 1
Individual technique (bump, set, spike, dig, serve, block) 1
Team techniques and strategies 2
Skill practice 5
Assessment 1

Total Days (Approximate) 10

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Strength Training- Grades 10-12

Strength Training Curriculum

Implemented Fall of 2009
School District of Seward

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Strength Training- Grades 10-12

LEARNING OBJECTIVES FRAMEWORK- STRENGTH TRAINING

Motor Skills Knowledge/ Physically Fitness Behavior
Literacy Active Management
Goal: The learner will Goal: The learner will Goal: The learner will Goal: The learner willGoal: The learner will
demonstrate demonstrate exhibit a physically show evidence of an exhibit responsible
competency in a variety understanding of active lifestyle. acceptable level of personal and social
of movement forms and movement concepts, health-related fitnessbehavior that respects
proficiency in a few to principles, strategies, and be familiar with self and others while
gain competence and tactics as they factors that benefit valuing physical
toward lifetime apply to the learning performance. activity for health,
physical activity. and performance of enjoyment, challenge,
physical activities. self-expression, and/or
social interactions.
NAPSE Standard 1 NAPSE Standard 2 NAPSE Standard 3 NAPSE Standard 4 NAPSE Standard 5 &
6
• Consolidate • Apply normal • Understand the • Demonstrate body • Shows acceptance
previously learned movement and basic benefits of control, of participants of
basic skills to lifting strategies lifetime wellness coordination, all skill levels
improve physical • Demonstrate • Appreciate the agility, and • Displays respect
performance understanding of role of fitness and flexibility. for other students
• Demonstrate basic strength nutrition in a • Recognize the risk • Exhibits the
strategies in a training concepts healthy lifestyle and safety factors appropriate
variety of • Understand the • Identify resources associated with handling and care
Stretches and Lifts link between in the community the regular of equipment
• Demonstrate physical activity that can be participation in • Displays
competence in and weight control accessed to strength training appropriate
skills needed for maintain a • Demonstrate behavior in the
individual physically active cardiovascular weight room
physical activity lifestyle capability • Shows
• Learn new skills- • Develop a cooperation with
applies scientific program to all participants
principles to improve personal • Invites all
learning and level of fitness students,
improving skills • Demonstrate regardless of
progress on ability, race,
individual weight gender, etc. to
programs participate in
• Self assessment, physical activity
using an • Recognizes
individual weight physical activity
program as a positive
developed for opportunity for
each student social and group
• Demonstrate interaction to
knowledge of the promote a sage
terms essential to school
Strength Training environment
and fitness
associated with
the class

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Strength Training- Grades 10-12

STRENGTH TRAINING SUGGESTED TIMELINE

Unit Days

Total Days

Comments:

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Strength Training- Grades 10-12

Notes:

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Strength Training- Grades 10-12

ORIENTATION AND CLASS RULES

Approximate length of time allotted for this unit - 2 or 3 sessions

Content Standards Concepts Connections

Objectives: Essential Questions:

1. Clarify the goals and • Why are you enrolled in
objectives of the strength NAPSE 3 Strength Training
and conditioning program.
2. Understand appropriate
administrative decisions that
lead to a safe and effective Classroom Ideas:
program.
NAPSE 5 & • Expose the student to the
Content Outline: 6 class expectations and
1. Mission Statement and rules associated with
Program Goals Strength Training
2. Program Objectives
• Touring the Strength and Suggested Supplements:
Conditioning Facility • Syllabus
• Approved Exercises, • Journal
Techniques, Spotting • Lift sheet
Guidelines, and Safety • Text Book (Advanced
Issues Strength Training
• Testing Procedures and
Schedule
• Workout Sheet Teaching Notes:
• Journals • Students should realize
• Grading the importance of a safe
3. Requirement for Students/ and disciplined weight
Athlete room environment
• Telephone and Music
System Use
• Facility Rules and
Guidelines
4. Emergency Procedures
• Building Evacuation Plan
• Accidents and Injuries
• Fire
• Tornadoes and Severe
Weather
• First Aid Kit
5. Conclusion

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Strength Training- Grades 10-12

Orientation and Class Rules

Assessment Plan
Assessment Comments
Students will read and sign the Class Rules
sheet, and hand it in to the instructor

Vocabulary

Unit at a Glance
Learning Topics / Standards # Of days
Class Rules 1 to 2
Class Expectations
Safety Issues
Grading

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Strength Training- grades 10-12

PREPARING WORKOUT AND DAILY ROUTINE

Ongoing throughout the term

Content Standards Concepts Connections

Objectives: Essential Questions:

1. After exposure to proper lifts • Did the student use
and techniques, the student NAPSE 1-3 proper form and
will develop a personal technique to get a good
lifting program. Max for each lift?
2. The student will safely and
effectively use their program NAPSE 4 Classroom Ideas:
to achieve their fitness goals.
3. Documentation will be used • Have students pair-up
to adjust and revise the with a lifting partner
student’s personal fitness NAPSE 5 & that will challenge and
goals. 6 support them.
• Keep the lifting
Content Outline: environment of the
1. Maxing Procedures room professional and
• Demonstrate proper safe.
technique. • Use a check sheet with
• Warm-up, then Max. the lifting program to
• Record maxes, run off keep track of daily
programs. progress.

2. Daily Objectives Suggested Supplements:

• Warm-up • Fitness Equipment
• Complete daily exercise • Water
using lifting program. • Text Book (Advanced
• Journal Strength Training

Teaching Notes:
• Students should realize
the importance of a safe
and disciplined weight
room environment.
• After 5-6 weeks students
should re-max, and print
new weight programs.
• Teacher should circulate
around room and be
aware of students
capabilities and
progress.

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Strength Training- grades 10-12

Preparing Workout and Daily Routine

Assessment Plan
Assessment Comments
Successfully keeping a daily Journal
Attaining a prescribed weight in their daily
lifting progression.

Vocabulary
Reps Collars Bench Squats Weight Program
Sets Center of Gravity Incline Bench Back
Hyperextensions
Loads Supplements Curls Leg Press
Tempo Nutrition Lat-Pulldowns Hack Squat
Eccentric Weights Bent-over Rows Leg Extension
Concentric Equipment Up-right Rows Leg Curl
Rest Military Press Dead Lift
Max Crunches Step-ups
Spotter Lunges

Unit at a Glance
Learning Topics / Standards # of days
Class Rules ongoing
Class Expectations ongoing
Safety Issues ongoing
Grading ongoing
Lifts and exercises ongoing
Journals ongoing

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Appendix
School District of Seward

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