Rachel Sackett

Scope and Sequence

Elementary
Skill Themed and Fitness Model
Activity

1st

Kind.

2nd

3rd

4th

5th

Protocols/ Gymnasium Safety

Fitness Testing

Different Bases

Balancing with Objects

Unit 1: Balancing and Nonlocomotor

Curling and Stretching,
Twisting and Bending

Weight Transfer
Working With Others and

Body and Space Awareness

Locomotion

Jumping and Landing

NFL Combine Day

Olympic Games

Unit 2 Total

Fitness Testing

Team Building
Unit 1 Total
Unit 2: Developmental
Movement

Unit 3: Fitness Fun

Benefits of Fitness and Why

Target Heart Rate

Individual Fitness with Heart

Fitness with Friends

Race To Witch Mountain

Fitness Monopoly

MyPlate Fitness Stations

Holiday Fitness Games

Unit 3 Total

Throwing and Catching

Kicking

Fitness Is Fun!

Rate

Fitness Stations

Unit 4: Manipulative Skills

Punting
Dribbling with Hands

Dribbling with Feet

Volleying

Striking with Short Implement

Striking with Long Implement

Unit 4 Total

11

12

13

13

Fitness Testing

Total

36

36

36

36

36

36

Program Description:
Our physical education program is modeled around skill themes with fitness integration.
Students will have forty five minute class periods once a week for thirty six weeks. Our
program is broken down into four units: balancing and non-locomotor, developmental
movement, fitness and manipulative skills. Our goal is to give a solid base for students
to build their active lifestyles upon. The skills that students are taught in our classes will
be continuously reviewed in their lives. Students will be taught at a developmentally
appropriate pace by starting with simpler tasks in primary grades and maturing to
utilization levels by the end of their secondary years.

Rationale:
Elementary school is where students first discover the basics to physical activity. They
learn locomotion, non-locomotor movement and manipulative skills. For some students,
this could be the first time they have been taught these tasks so it is important that
students set a strong foundation. In our first unit, we focus on non-locomotor skills and
balancing. Just like a baby, one must be able to stand before they can walk. Tasks in
this unit get gradually more difficult by starting with stretching, bending and balancing
and ending with application of these skills through teamwork, such as modified games.
Once students learn this, they can move forward to developmental movement. In this
unit, students take the skills they learned in the previous classes and apply them to new
skills. Students use balancing, stretching, etc. to learn skills such as locomotion and
jumping. Some of these skills need more attention at certain grades. For example, in the
second unit kindergarteners, first and second graders are allotted two classes for spatial
awareness. At this age students need to be reminded about such skills because they
are not routine yet, versus third through fifth grade where students know not to run into
each other, for the most part.
Half way through the year, students move into the third unit. This unit is
dedicated to fitness and showing students that fitness is fun. Fitness is taught before
manipulative skills because during the fourth unit fitness integration is used constantly.
Fitness is also taught step by step. This class starts with teaching students why fitness
is necessary and the benefits because we believe that students should now why they
should do something. Then we move to heart rate and what target heart rate is. Once
student have an understanding of heart rate and the reason behind fitness, we get into
the motion of fitness. We spend two class periods with each grade focusing on

individual fitness. After student have a grasp on that, students are shown different ways
to apply fitness into their everyday lives in a fun, exciting and relatable way.
The final and largest unit in our program is the manipulative skills unit. In this
unit, traditional sports skills are taught at a pace that aligns with national standards. We
make sure that students get the most of their physical education time by only teaching
skills that are developmentally appropriate. For example, striking with long and short
handled implements are given more time than dribbling with hands because this skill
involves more hand-eye coordination. In combination with our four units, we include
fitness testing twice; once at the beginning of the year and once at the end. This is a
way for students to monitor progress of their fitness. After completing the initial fitness
testing, students will see their scores and be asked to create a goal to meet at the end
of the year. Each unit will include ways that students can improve on fitness testing. Our
program is very gradually-centered. Every lesson flows to students can build upon what
they learn.

National/PA Standards:
Units 1, 2, 3, 4
National Standards (Major)
Standard 1 - The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
National Standards (Minor)
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Standard 5 - The physically literate individual recognizes the value of physical activity
for health, enjoyment, challenge, self-expression and/or social interaction.
PA Standards

10.3.3.D. Identify and use safe practices in physical activity settings (e.g., proper
equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down)
10.4.3.A. Identify and engage in physical activities that promote physical fitness and
health.
10.4.3.B. Know the positive and negative effects of regular participation in moderate to
vigorous physical activities
10.4.3.C. Know and recognize changes in body responses during moderate to vigorous
physical activity.
Heart Rate
Breathing Rate
10.4.3.D. Identify likes and dislikes related to participation in physical activities
10.4.3.E. Identify reasons why regular participation in physical activities improves motor
skills.
10.4.3.F. Recognize positive and negative interactions of small group activities.
Roles (e.g., leader, follower)
Cooperation/Sharing
On task participation
10.5.3.A Recognize and use basic movement skills and concepts.
10.3.6.D. Analyze the role of individual responsibility for safety during physical activity
10.4.6.A. Identify and engage in moderate to vigorous physical activities that contribute
to physical fitness and health.
10.4.6.B. Explain the effects of regular participation in moderate to vigorous physical
activities on the body systems.
10.4.6.C. Identify and apply ways to monitor and assess the bodys response to
moderate to vigorous physical activity.
heart rate monitoring
checking blood pressure
fitness assessment
10.4.6.D. Describe and apply the principles of exercise to the components of health
related and skill-related fitness.

cardiorespiratory endurance
muscular strength
muscular endurance
flexibility
body composition

10.4.6.E. Identify factors that have an impact on the relationship between regular
participation in physical activity and the degree of motor skill improvement.
success-oriented activities
school-community resources
variety of activities
time on task

10.4.6.F. Identify and describe positive and negative interactions of group members in
physical activities.
leading
following
teamwork
etiquette
adherence to rules