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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Physical Education and Health - Second Grade |
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Physical Education and Leisure
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muscle groups
The learner will be able to
recognize major muscle groups: biceps, triceps, quadriceps, abdominals, hamstrings, calf muscles (gastrocnemius), glutes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, flexion, extension, name part warm-up exercise [Teaching Strategies]. |
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skeletal system
The learner will be able to
recognize the major bones in the skeletal system: cranium, vertebrae, ribs, humerus, radius, ulna, pelvis, femur, fibula, tibia, phalanges.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, warm-up, drill-point & identify [Teaching Strategies]. |
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Teaching Strategies, skeleton demonstration/science lesson [Teaching Strategies]. |
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body movement
The learner will be able to
create body movement patterns using music or games (e.g., free movement).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.3 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, hokey pokey/Mrs. Teel-music class [Teaching Strategies]. |
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travel independently
The learner will be able to
travel independently in a large group while safely and quickly changing speed and direction within a boundary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.4 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, dodgeball [Teaching Strategies]. |
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locomotor
The learner will be able to
use locomotor skills in low-organized games (e.g., tag games).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.5 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, tag games [Teaching Strategies]. |
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movement sequence
The learner will be able to
demonstrate a teacher-led movement sequence while smoothly combining locomotor and non-locomotor skills (e.g., combine galloping, skipping, jumping, bending, swaying, twisting in a sequence, jumping rope, using different feet patterns).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.6 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, relay race, follow the leader [Teaching Strategies]. |
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steady beat
The learner will be able to
maintain a steady beat while listening to music.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.7 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, P.E. tapes, Ms. Teel [Teaching Strategies]. |
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instructional dance
The learner will be able to
perform instructional dance sequences to music (e.g., "chicken dance").
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.8 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, chicken dance [Teaching Strategies]. |
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follow-through
The learner will be able to
demonstrate follow-through to opposite hip when throwing an object.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.9 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, throwing drill [Teaching Strategies]. |
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catching
The learner will be able to
catch a variety of self-tossed objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.10 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, catching drill [Teaching Strategies]. |
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Move a ball
The learner will be able to
move a ball using a variety of pathways and dribble around or through various obstacles, keeping the ball in control.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.11 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, soccer & cone drill [Teaching Strategies]. |
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dribble w control
The learner will be able to
dribble in control with the dominate hand while moving in a general space.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.12 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, basketball [Teaching Strategies]. |
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kick
The learner will be able to
kick a stationary or moving ball and follow through toward a target.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.13 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, kickball [Teaching Strategies]. |
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strike
The learner will be able to
step toward and strike a moving object using a mature pattern.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.14 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, tee ball [Teaching Strategies]. |
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volley
The learner will be able to
volley a light-weight ball tossed by a partner or self using arms, hands, or racquet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.15 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, badmitton ball [Teaching Strategies]. |
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modified games
The learner will be able to
participate in modified games that utilize basic motor skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..1.2.16 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, volleyball/pickleball/kickball [Teaching Strategies]. |
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pulse
The learner will be able to
understand that the heart produces a pulse when beating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson-body systems [Teaching Strategies]. |
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health benefits
The learner will be able to
understand health benefits related to increased heart beat during activity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson-body systems [Teaching Strategies]. |
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increase heartbeat
The learner will be able to
demonstrate how increasing the intensity of the activity increases the heartbeat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.3 |
Classroom
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Instructional Resources |
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Teaching Strategies, run course-check heart rate [Teaching Strategies]. |
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cardio-respiratory endurance
The learner will be able to
participate in an age-appropriate activity, exercise, or game that encourages pacing to develop cardio-respiratory endurance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.4 |
Classroom
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Instructional Resources |
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Teaching Strategies, pacman tag, freeze tag [Teaching Strategies]. |
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BMI
The learner will be able to
understand that body mass can be measured by the Body Mass Index (BMI).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.5 |
Classroom
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Instructional Resources |
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Teaching Strategies, perform BMI [Teaching Strategies]. |
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food/energy/fat
The learner will be able to
understand the relationship between the amount of food ingested, energy expended, and fat stored.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.6 |
Classroom
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Instructional Resources |
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Teaching Strategies, science lesson [Teaching Strategies]. |
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health-fitness assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.7 |
Classroom
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Instructional Resources |
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Teaching Strategies, President's Challenge [Teaching Strategies]. |
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stretch
The learner will be able to
perform a proper stretch safely for a minimum of 10 to 20 seconds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.8 |
Classroom
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Instructional Resources |
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Teaching Strategies, warm-up exercises [Teaching Strategies]. |
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flexibility assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of flexibility (e.g., v-sit, back-saver, sit and reach, trunk lift, shoulder stretch).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.9 |
Classroom
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Instructional Resources |
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Teaching Strategies, President's Challenge [Teaching Strategies]. |
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muscular strength
The learner will be able to
demonstrate how muscular strength plays a role in developing strong, healthy bones, and muscles (e.g., puppy dog walk, elephant walk, seal walk).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.10 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, relays [Teaching Strategies]. |
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muscle assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular strength (e.g., push-ups, modified push-ups, pull-ups, bicep strength, grip strength).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.11 |
Classroom
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Instructional Resources |
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Teaching Strategies, President's Challenge [Teaching Strategies]. |
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muscular endurance
The learner will be able to
demonstrate how muscular endurance plays a role in health-related fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.12 |
Classroom
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Instructional Resources |
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Teaching Strategies, chin-ups, hang test, repeat test [Teaching Strategies]. |
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muscular endurance assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular endurance (e.g., curl-ups, partial curl-ups).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..2.2.13 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, President's Challenge [Teaching Strategies]. |
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healthy life-style
The learner will be able to
discuss how the activity of the day relates to a healthy life-style.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..3.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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sports
The learner will be able to
know that there are a variety of sports and games.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..3.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, discussion [Teaching Strategies]. |
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skill competency
The learner will be able to
explain that skill competency leads to enjoyment of physical activity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..3.2.3 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, discussion [Teaching Strategies]. |
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cognitive responses
The learner will be able to
use movement to improve cognitive responses (e.g., count by two's or three's while jumping rope, movement sentences).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..3.2.4 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, jump rope-skip count [Teaching Strategies]. |
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enjoyable activities
The learner will be able to
identify several activities that are enjoyable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal and Social Behavior |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..4.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, guidance [Teaching Strategies]. |
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rules
The learner will be able to
comply positively with rules and procedures of structured games.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal and Social Behavior |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..4.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, guidance [Teaching Strategies]. |
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cooperate
The learner will be able to
cooperate with others to complete an assigned task.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal and Social Behavior |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL..4.2.3 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, guidance [Teaching Strategies]. |
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body systems
The learner will be able to
identify the basic functions of the following systems: muscular, skeletal, nervous.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Growth and Development |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.5.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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Five senses
The learner will be able to
demonstrate how senses are used by the body.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Growth and Development |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.5.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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physical characteristics
The learner will be able to
identify and describe physical characteristics that are shared by self and family.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Growth and Development |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.5.2.3 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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disease
The learner will be able to
define disease.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.2.1 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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communicable/non-communicable
The learner will be able to
recognize the difference between communicable/non-communicable disease.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.2.2 |
Classroom
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Instructional Resources |
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| · |
Teaching Strategies, science lesson [Teaching Strategies]. |
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disease prevention
The learner will be able to
list ways to prevent the spread of diseases: wash hands, immunization, not sharing items.
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