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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 - Fifth Grade |
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Physical Education and Leisure
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muscular/skeletal systems
The learner will be able to
demonstrate and describe how the muscular and skeletal systems interact during movement activities (e.g., proper lifting techniques, throwing or catching activities).
| 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 PEL1.5.1 |
Classroom
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Instructional Resources |
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Teaching Strategies, wiffle ball, basketball [Teaching Strategies]. |
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spatial awareness
The learner will be able to
apply spatial awareness to lead-up game situations (e.g., area coverage in a variety of games such as 3 on 3 basketball).
| 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 PEL1.5.2 |
Classroom
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sequences
The learner will be able to
use sequences that combine rolling, balance, and weight transfer (e.g., tumbling, floor exercises, yoga).
| 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 PEL1.5.3 |
Classroom
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dance
The learner will be able to
perform simple dances in time to music (e.g., square dances, line dances, "cha-cha-cha", etc).
| 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 PEL1.5.4 |
Classroom
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motor skills
The learner will be able to
demonstrate mature motor skills in lead-up games situations: throwing, catching, dribbling (feet), dribbling (hands), kicking, striking, volleying.
| 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 PEL1.5.5 |
Classroom
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performance
The learner will be able to
apply appropriate rules and plans to improve performance in individual, dual, team, and recreational sports and activities.
| 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 PEL1.5.6 |
Classroom
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intensity
The learner will be able to
calculate the intensity of exercise (e.g., heart rate, breathing, perceived exertion, recovery rate).
| 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.2.5.1 |
Classroom
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FITT-cardio
The learner will be able to
understand the FITT principle as it relates to cardio-respiratory endurance: frequency, intensity, time, type.
| 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.2.5.2 |
Classroom
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cardio-respiratory assessement
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 cardio-respiratory endurance (e.g., mile run, half-mile run, PACER, heart rate recovery, walk test).
| 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.2.5.3 |
Classroom
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metabolic factors
The learner will be able to
identify metabolic factors contributing to body composition (e.g., heredity, caloric intake, caloric expenditure, life patterns, environment).
| 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.2.5.4 |
Classroom
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body composition 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.2.5.5 |
Classroom
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muscular strength
The learner will be able to
identify short-term and long-term goals related to muscular strength (e.g., individual goals, test results).
| 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.2.5.6 |
Classroom
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FITT-muscular strength
The learner will be able to
understand the FITT principle as it relates to muscular strength: frequency, intensity, time, type.
| 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.2.5.7 |
Classroom
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muscular strength 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, flexed arm hang).
| 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.2.5.8 |
Classroom
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high/low intensity exercises
The learner will be able to
participate in high-intensity and low-intensity exercises.
| 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.2.5.9 |
Classroom
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FITT-muscular endurance
The learner will be able to
understand the FITT principle as it relates to muscular endurance: frequency, intensity, time, type.
| 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.2.5.10 |
Classroom
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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, grip endurance, push-ups, step-ups).
| 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.2.5.11 |
Classroom
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stretch
The learner will be able to
recognize the correlation between the stretch and the muscle group involved (e.g., toe-touch stretches, the hamstrings, and glutes).
| 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.2.5.12 |
Classroom
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FITT-flexibility
The learner will be able to
understand the FITT principle as it relates to flexibility: frequency, intensity, time, type.
| 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.2.5.13 |
Classroom
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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, body rotation).
| 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.2.5.14 |
Classroom
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regular physical activity
The learner will be able to
recognize the physical, mental, emotional benefits of participating in regular physical activity: healthy heart, strong muscles, strong bones, healthy lungs, improved self-esteem, better sleep, sick less often, improved ability to focus and concentrate, healthy body composition (healthy weight).
| 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.3.5.1 |
Classroom
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sports
The learner will be able to
compare and contrast competitive and lifetime sports.
| 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.3.5.2 |
Classroom
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beat
The learner will be able to
understand that beat awareness and beat competency enhance the internal dialogue for better silent reading.
| 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.3.5.3 |
Classroom
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reaponsible decisions
The learner will be able to
make responsible decisions about using time, applying rules, and following through with decisions made (e.g., using time wisely, staying on task, staying in an appropriate area, decising to walk away from an altercation, and avoiding conflict).
| 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.4.5.1 |
Classroom
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attitudes
The learner will be able to
understand proper attitudes toward winning and losing (e.g. self-control and sportsmanship).
| 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.4.5.2 |
Classroom
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respect
The learner will be able to
show respect for persons of similar and different skill levels (e.g., refrain from put-downs, encourage classmates).
| 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.4.5.3 |
Classroom
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body systems
The learner will be able to
identify and discuss the following systems: immune, endocrine, reproductive, excretory.
| 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.5.5.1 |
Classroom
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growth
The learner will be able to
identify the basic physical, social, and emotional changes that occur during life cycles.
| 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.5.5.2 |
Classroom
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germs
The learner will be able to
identify disease causing germs (e.g., viruses, protozoa, bacteria, fungi).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.5.1 |
Classroom
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infection
The learner will be able to
explain how the body fights infection (e.g., immune system).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.5.2 |
Classroom
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cancer
The learner will be able to
define cancer and identify common types of cancer (e.g., lung, breast, skin).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.5.3 |
Classroom
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communicable
The learner will be able to
identify diseases as being communicable: STI's, HIV/AIDS, hepatitis, flu, TB.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.5.4 |
Classroom
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HIV
The learner will be able to
define HIV and its effects on the immune system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.5.5 |
Classroom
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pollutants
The learner will be able to
discuss how indoor and outdoor air pollutants affect health: smog and other gases, carbon monoxide, tobacco smoke, radiation, radon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community Health & Promotion |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.5.1 |
Classroom
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health services
The learner will be able to
discuss cultural beliefs about health behaviors and the use of health services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community Health & Promotion |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.5.2 |
Classroom
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sources
The learner will be able to
identify reliable sources for maintaining good health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community Health & Promotion |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.5.3 |
Classroom
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communication skills
The learner will be able to
identify verbal/nonverbal communication skills needed for a healthy relationship.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.5.1 |
Classroom
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abstinence
The learner will be able to
define abstinence as it relates to risky behaviors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.5.2 |
Classroom
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relationships
The learner will be able to
identify the different types of relationships: friendships, family, romantic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.5.3 |
Classroom
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inappropriate behaviors
The learner will be able to
identify inappropriate behaviors that show disrespect for others: touching, language, gestures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.5.4 |
Classroom
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medicine
The learner will be able to
identify and describe common misuses of non-prescription/over-the-counter and prescription drugs: using another person's prescription medication, combining drugs for another effect, over-medicating, not following prescription instructions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.1 |
Classroom
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chemicals in tobacco
The learner will be able to
introduce major chemicals in tobacco products: tar, nicotine, carbon monoxide.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.2 |
Classroom
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nicotine
The learner will be able to
recognize nicotine use as both a physical and psychological addiction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.3 |
Classroom
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gateway drug
The learner will be able to
define gateway drug.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.4 |
Classroom
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alcohol
The learner will be able to
describe the effects of alcohol use on body systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.5 |
Classroom
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abuse of alcohol
The learner will be able to
describe how the abuse of alcohol can affect others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.6 |
Classroom
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marijuana
The learner will be able to
identify marijuana as an illegal drug.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.7 |
Classroom
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addictive effects
The learner will be able to
discuss the addictive effects of marijuana use: physical, psychological.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.8 |
Classroom
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legal consequences
The learner will be able to
discuss legal consequences of marijuana use.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.9 |
Classroom
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drug categories
The learner will be able to
identify drug categories: stimulants, depressants, hallucinogens, narcotics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.10 |
Classroom
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peer pressure
The learner will be able to
identify ways to resist peer pressure: say "NO", suggest an alternative, walk away.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.11 |
Classroom
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media messages
The learner will be able to
recognize and analyze media messages concerning drug use.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.5.12 |
Classroom
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self
The learner will be able to
develop strategies and skills to demonstrate self respect and responsibility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Health & Safety |
|
Master |
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