TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
TRENTON PUBLIC SCHOOLS:
CURRICULUM GUIDE FOR:
Physical Education 6th Grade
Course Description
The grade 6 Physical Education Units are a cohesive set of six units that will scaffold instruction from one
grade level to the next. The units have been developed as building blocks of skills and concepts that will
move instruction from one unit to the next. All units are made up of a blended set of standards and
cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provide a greater
opportunity for comprehensive Physical Education instruction in each unit. The units progress from
wellness education (fitness concepts and activities) to developing and applying movement education skills
in isolated and applied situations in various activities such as individual skill development, team activities
and strategies and cooperative activities.
Pacing Guide
Unit
Unit Name
1
Wellness
Movement Education/Rhythm
Monthly
Pacing
Schedule
Approx. #
of Total
Days
Weeks 1-4
5-12
Weeks 5-8
5-12
Weeks 9-12
5-12
Weeks 13-16
5-12
Team Activities
Weeks 17-20
5-12
Aquatics
Weeks 21-25
20-24
2
Cooperative Games
3
Individual Activities
4
5
6
1
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 1: Wellness
Content Area/Course: Physical Education
Pacing: 5-12 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
Standard 2.6: FITNESS
All students will apply health-related and skill-related fitness concepts and skills to
develop and maintain a healthy, active lifestyle.
Big Idea: All students will develop an understand and skills to apply fitness concepts to
all areas of their life and how to utilize these for a lifetime.
Essential Questions
Enduring Understandings
Students will understand that:



What is the minimum amount of
exercise I can do to stay physically fit?
How can I improve my fitness?
Why are some people more fit than
others?




Understanding fitness concepts and skills
and integrating them into your everyday
routine supports wellness.
Physical fitness is the ability of
your whole body to work together
efficiently to be able to do the most
work with least amount of effort.
Regular activity using the FIT
principle (Frequency, Intensity and
Time) can greatly increase fitness
levels
Heredity, diet, attitude, activity
level and body composition all
contribute to an individual’s fitness
levels.
2
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Students will know:
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Skills:
Students will be able to:
Physical benefits i.e. increase in energy, strength,
stamina
Social benefits i.e. cooperative skills, improved
attitude
Emotional benefits i.e. mental focus, selfesteem
Skill Fitness i.e. sport specific drills
Health-related fitness i.e. wind sprints, strength
training
Body systems i.e. Cardiovascular, musculoskeletal,
Adaptations of physical fitness and exercise i.e.
increased strength and muscle size.
Gender, age and heredity
Fitness levels
Training programs i.e. strength training vs.
cardio
Positive health behaviors i.e. healthy diets,
proper rest periods
Negative health behaviors i.e. unhealthy diets,
smoking, over exercising
Technology
Fitness equipment and programs
Dietary fads
Body composition, Mass index, % body fat
-
SLO: identify the physical, social and
emotional benefits of regular physical
activity.
-
SLO: explain how regular physical activity
can improve your physical, social and
-
emotional well-being
SLO: define skill fitness and health-related
fitness.
SLO: identify activities that improve skill
fitness.
SLO: identify activities that improve healthrelated fitness.
SLO: compare and contrast skill fitness and
health-related fitness.
-
SLO: identify the changes that occur to each
body system with regular physical activity
SLO: define; gender, age, heredity, training
and health behaviors.
SLO: explain how gender, age and heredity
impact fitness.
SLO: explain how different training
programs produce different results in terms
of fitness.
3
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.6.6.A.1 Students will be able to show and describe the physical, social, and emotional benefits
they receive from regular physical activity
2.6.6.A.2 Students will know activities that improve skill fitness and health-related fitness
2.6.6.A.3 Students will be able to identify body systems affected by their fitness habits
2.6.6.A.4 Students will know how gender, age, heredity, training, and health behaviors impact fitness.
2.6.6.A.5 Students will use the internet to find activities to assist in their fitness development
2.6.6.A.6 Describe the relationship between physical activity, healthy eating, and body composition
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence (Formative & Summative):
(Align to NJCCCS & Common Core Standards)





Pre/ Post skills test
Peer observation
Teacher observation
Self-checks
Rubrics
Portfolio checklists of skills
FitnessGram
President’s Fitness Grade Conversion Chart
4
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)




2.5.6.B.3 Isolated individual skills and activities.
2.5.6.B.4 Locomotor activities
2.5.6.B.8 Dancing and creative movement activities
2.5.6.B.7 Skills Stations
5
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:
Unit Resources

Boundaries and Playing Areas

Equipment

Modify the time

Modify the rules of the activity

Teaching Style
Technology Integration
Computers/Laptops/iPads
www.aahperd.org






www.njdoe.com
www.naspe.org
www.pecentral.org
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
www.pecentral.org
Danielson FFT
Professional manuals
6
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 2: Movement Education/Rhythm
Content Area/Course: Physical Education
Pacing: 5-12 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
Standard 2.5: MOTOR SKILL DEVELOPMENT
All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active
lifestyle.
Big Idea: All students will develop ways to utilize safe, efficient and effective movement to help them
develop and maintain a healthy and active lifestyle.
Essential Questions
Enduring Understandings
Students will understand that:



How does effective and
appropriate movement affect
wellness?
Are different movements
better than others?
How can I get better at
different movement forms?



Knowing and understanding
concepts of movement will
improve performance in a
specific skill and provide the
foundation for transfer of skills
in a variety of sports and
activities.
Understanding concepts such as
force,
speed,
form
and
application can help you perform
movements better
Knowing the concepts of
movements can help you adapt
and apply movements to a
variety of settings.
7
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Skills:
Students will know:




















Movement forms
Force
Motion
Game specific movements i.e. sliding in
basketball vs. sliding in tennis
Quality of Movement
Energy
Flow
Effective Movement
Creative movement
Control in movement
Movement modification
Dynamic, interactive environments
Practice
Regular Participation
Appropriate Feedback
FIT principal
Self-expression
Creativity
Teamwork
Movement Activities
Students will be able to:








SLO Identify and demonstrate critical
thinking skills necessary to design
various movement and dance routines.
SLO Provide fair and honest skill
specific feedback to a partner, which
will be integrated into movement
activities and routines
SLO Compare and contrast the different
movements needed to perform various
activities and skills.
SLO explain how the principles of motion
impact the quality of movement.
SLO Identify the importance of practice,
regular participation and appropriate
feedback for improving performance.
SLO define Self-expression, creativity and
teamwork.
SLO explain how movement activities pose
opportunities for self-expression, creativity,
and teamwork.
SLO analyze how a movement skill can be
transferred to another movement setting.
8
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.5.6.B.1 Analyze movement sequences for the proper use of body mechanics and suggest improvements
2.5.6.B.2 Discuss how the principles of force and motion impact the quality of movement
2.5.6.B.3 Analyze how the use of energy and flow contributes to more effective, efficient, or creative
movement.
2.5.6.B.4 Describe how to refine and increase control when performing movement skills.
2.5.6.B.5 Discuss how to modify movement in response to dynamic, interactive environments.
2.5.6.B.6 Analyze how a movement skill can be transferred to another movement setting.
2.5.6.B.7 Discuss how practice, regular participation, and appropriate feedback improve performance.
2.5.6.B.8 Discuss how movement activities pose opportunities for self-expression, creativity, and teamwork.
What other evidence needs to be collected in light of Stage 1 Desired Results?






Other Evidence (Formative & Summative):
(Align to NJCCCS & Common Core Standards)
Peer observation
Teacher observation
Self-checks
Rubrics
Portfolio checklists of skills
FitnessGram
Pre/ Post skills test
9
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)








2.5.6.B.3 Isolated individual skills and activities.
2.5.6.B.4 Locomotor activities
2.5.6.B.8 Dancing and creative movement activities
2.5.6.B.7 Skills Stations
2.5.6.B.1 Have students work on movement sequences using different body parts
2.5.6.B.2 Have students work on determining ways to land (soft/hard/) with and without
equipment
2.5.6.B.5 Working on moving to catch or go through objects that are moving with and away from
them
2.5.6.B.6 Students work on moving from floor, to mat and on and over varying types and heights
of objects
10
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:

Boundaries and Playing Areas

Equipment

Modify the time

Modify the rules of the activity

Teaching Style
Unit Resources
Technology Integration
Computers/Laptops/iPads






www.aahperd.org
www.njdoe.com
www.naspe.org
www.pecentral.org
Danielson FFT
Professional manuals
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
11
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 3: Cooperative Games
Content Area/Course: Physical Education
Pacing: 5-12 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
2.5.6.B There is a relationship between applying effective tactical strategies and achieving individual and team goals when
competing in games, sports, and other activity situations.
2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in
isolated settings (i.e. skill practice) and applied settings (i.e. games, sports, dance, and recreational activities)
2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and
relationships in interactive dynamic environments
Big Idea: All students will develop ways to work along with others in cooperative activities which will
assist in individual and collective skill development
Essential Question
Enduring Understandings
.
Students will understand that:




How does effective and appropriate
movement affect wellness?
Are different movements better
than others?
How can I get better at different
movement forms?


Knowing and understanding
concepts of movement will
improve performance in a
specific skill and provide
the foundation for transfer
of skills in a variety of
sports and activities.
Understanding
concepts
such as force, speed, form
and application can help
you perform movements
better
-Knowing the concepts of
movements can help you adapt and
apply movements to a variety of
settings
12
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Skills:
Students will know:




















Movement forms
Force
Motion
Game specific movements i.e. sliding in
basketball vs. sliding in tennis
Quality of Movement
Energy
Flow
Effective Movement
Creative movement
Control in movement
Movement modification
Dynamic, interactive environments
Practice
Regular Participation
Appropriate Feedback
FIT principal
Self-expression
Creativity
Teamwork
Movement Activities
Students will be able to:







SLO: Identify and demonstrate critical
thinking skills necessary to design
various movement and dance routines.
SLO: Provide fair and honest skill
specific feedback to a partner, which
will be integrated into movement
activities and routines
SLO: Compare and contrast the
different movements needed to
perform various activities and skills.
SLO: Identify the importance of practice,
regular participation and appropriate
feedback for improving performance.
SLO: define Self-expression, creativity
and teamwork.
SLO: explain how movement activities
pose opportunities for self-expression,
creativity, and teamwork.
SLO: analyze how a movement skill can
be transferred to another movement
setting.
13
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.5.6.B.1 Analyze movement sequences for the proper use of body mechanics and suggest improvements
2.5.6.B.2 Discuss how the principles of force and motion impact the quality of movement
2.5.6.B.3 Analyze how the use of energy and flow contributes to more effective, efficient, or creative
movement.
2.5.6.B.4 Describe how to refine and increase control when performing movement skills.
2.5.6.B.5 Discuss how to modify movement in response to dynamic, interactive environments.
2.5.6.B.6 Analyze how a movement skill can be transferred to another movement setting.
2.5.6.B.7 Discuss how practice, regular participation, and appropriate feedback improve performance.
2.5.6.B.8 Discuss how movement activities pose opportunities for self-expression, creativity, and teamwork.
What other evidence needs to be collected in light of Stage 1 Desired Results?







Other Evidence (Formative & Summative):
(Align to NJCCCS & Common Core Standards) Pre/ Post skills test
Peer observation
Teacher observation
Self-checks
Rubrics
Portfolio checklists of skills
FitnessGram
14
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)




2.5.6.B.3 Isolated individual skills and activities.
2.5.6.B.4 Locomotor activities
2.5.6.B.8 Dancing and creative movement activities
2.5.6.B.7 Skills Stations
15
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:

Boundaries and Playing Areas

Equipment

Modify the time

Modify the rules of the activity

Teaching Style
Unit Resources
Technology Integration
Computers/Laptops/iPads
www.aahperd.org






www.njdoe.com
www.naspe.org
www.pecentral.org
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
www.pecentral.org
Danielson FFT
Professional manuals
16
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 4: Individual Activities
Content Area/Course: Physical Education
Pacing: 5-12 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
2.5.6.B There is a relationship between applying effective tactical strategies and achieving individual and team goals
when competing in games, sports, and other activity situations.
2.5.6.C Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other
competitive events contributes to enjoyment of the event.
2.6.8.A Knowing and applying a variety of effective training principles over time enhances personal fitness level,
performance, and health status.
Big Idea: All students will develop ways practice safe behaviors and strategies in order to achieve
individual and team success while competing in games/sports of like activities.
Essential Question



To what extent does strategy
influence performance in competitive
games and activities?
How can I use strategy in a
cooperative game or activity?
Why is strategy important if I have
talent or skill in an activity or sport?
Enduring Understandings
 .
Students will understand that:
 Implementing
effective
offensive, defensive and
cooperative strategies is
necessary for all players to
be successful in game
situations.
 Using group strategies can
increase the chance for the
entire group to succeed in a
cooperative
game
or
activity.
 Strategy is the means by
which the talents and the
skills of the individual are
used to help the entire team
succeed.
17
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Skills:
Students will know:
Students will be able to:














Offense
Defense
Cooperation
Strategy
Game plan
Participants i.e. players, coaches, officials
Observers i.e. fans, parents, pedestrians.
Codes of conduct
General rules
Game Specific rules
Codes of Conduct
Safety Rules
Game play rules






SLO: identify the importance of strategy in a
game or activity in order to be successful.
SLO: define strategy. offense, defense and
cooperation
SLO: identify individual strategies for offense and
defense.
SLO: identify team strategies for offense, defense
and cooperation. demonstrate the use of
offensive, defensive and cooperative strategies.
SLO: recommend strategies to improve
behavior, participation and enjoyment in
activity settings.
SLO: identify the roles and
responsibilities of participants and
observers in activity settings.
SLO: compare the roles and
responsibilities of participants and
observers in activity settings.
18
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.5.6.C.1 Describe and demonstrate the use of offensive, defensive, and cooperative strategies.
2.5.6.D.2 Summarize general and specific activity rules, describe how they enhance participation and safety, and follow them during
activities.
2.5.6.D.1 Compare the roles and responsibilities of participants and observers and recommend strategies to improve behavior,
participation, and enjoyment.
What other evidence needs to be collected in light of Stage 1 Desired Results?







Other Evidence (Formative & Summative):
(Align to NJCCCS & Common Core Standards) Pre/ Post skills test
Peer observation
Teacher observation
Self-checks
Rubrics
Portfolio checklists of skills
FitnessGram
19
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)
2.5.6.C.1 Participation in various individual and group games to teach team play
2.5.6.D.2 Provision of maps/handouts/wall mounted instruction as to the rules of the
games/activities for students to view and apply to their game/activity situations
20
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:

Boundaries and Playing Areas

Equipment

Modify the time

Modify the rules of the activity

Teaching Style
Unit Resources
Technology Integration
Computers/Laptops/iPads
www.aahperd.org






www.njdoe.com
www.naspe.org
www.pecentral.org
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
www.pecentral.org
Danielson FFT
Professional manuals
21
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 5: Team Activities
Content Area/Course: Physical Education
Pacing: 5-12 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
2.5.6.B There is a relationship between applying effective tactical strategies and achieving individual and team goals
when competing in games, sports, and other activity situations.
2.5.6.C Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other
competitive events contributes to enjoyment of the event.
2.5.6.C There is a strong cultural, ethnic, and historical background associated with competitive sports and dance.
2.6.8.A Knowing and applying a variety of effective training principles over time enhances personal fitness level,
Big Idea: All students will develop ways practice safe behaviors and strategies in order to achieve
team success while competing in games/sports or like activities.
Essential Question







Why do I have to show good sportsmanship
and follow the rules when others do not?
Why do we have rules?
What does good sportsmanship have to do
with being healthy?
How can I become more mentally prepared
for competition and sports performance?
How does thinking about sports help me in a
game?
What do I need to think about before a game?
Enduring Understandings
Students will understand that:
-In order for all participants and spectators to
experience the maximum benefit from games and
sports, everyone must demonstrate knowledge and
commitment to sportsmanship, rules and safety
guidelines.
-Rules are designed to ensure the safety of people,
equipment and the facility during physical activity.
-Good sportsmanship is a fundamental part of social
wellness both in and out of the physical activity
setting.
-Sport psychology techniques prepare athletes to
compete at the optimum level.
-Being mentally prepared for a game can help
improve your ability to win.
-It is important to consider your opponent, your game
plan, your strategies and your goals when thinking
about an upcoming game or activity.
-Physical training is an important part in practicing
for any sport.
22
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Skills:
Students will know:





















Offense
Defense
Cooperation
Strategy
Game plan
Participants i.e. players, coaches,
officials
Observers i.e. fans, parents, pedestrians.
Codes of conduct
General rules
Game Specific rules
Codes of Conduct
Safety Rules
Game play rules
Practice i.e. for sports, for skills
Training i.e. strength, endurance
Safety
Injury prevention
Warm-up/ stretching
Cool Down
Practice i.e. for sports, for skills
Training i.e. strength, endurance
Students will be able to:







SLO: identify the importance of
strategy in a game or activity in
order to be successful.
SLO: define strategy. offense,
defense and cooperation
SLO: identify individual strategies
for offense and defense.
SLO: identify team strategies for
offense, defense and cooperation.
demonstrate the use of offensive,
defensive and cooperative
strategies.
SLO: recommend strategies to
improve behavior, participation
and enjoyment in activity settings.
SLO: identify the roles and
responsibilities of participants and
observers in activity settings.
SLO: compare the roles and
responsibilities of participants and
observers in activity settings.
23
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.5.6.B Students who apply appropriate competition strategies will achieve success in games, sports, and
other activity situations.
2.5.6.C Enjoyment is achieved when students practice appropriate behavior during either participation in
or viewing of games and competitions
2.5.6.C There is a strong cultural, ethnic, and historical background associated with competitive sports
and dance.
2.6.8.A Effectively apply proper training techniques are keep to maintain the proper level of fitness to be
success in team and individual sports, games, or activities
What other evidence needs to be collected in light of Stage 1 Desired Results?







Other Evidence (Formative & Summative):
(Align to NJCCCS & Common Core Standards) Pre/ Post skills test
Peer observation
Teacher observation
Self-checks
Rubrics
Portfolio checklists of skills
FitnessGram
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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)
2.5.6.B Students are placed in game situations in which they will have to figure out which strategy techniques will
make them the most effective and will lead to success.
2.5.6.C Students are told what the dangers of each activity they participate in and what the safety precautions they
must apply to participate in the activity
2.5.6.C Students will be introduced to various games/sports/activities from various countries, or is associated to
various ethnic groups. They will also be given chance to share activities that are connected to their backgrounds, be
they ethnic, cultural, or skill level development.
2.6.8.A Students will be taught multiple forms of training and conditioning that will make the more effective to
complete all the tasks of the various games/sports that in which they participate.
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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:
Unit Resources

Boundaries and Playing Areas

Equipment

Modify the time

Modify the rules of the activity

Teaching Style
Technology Integration
Computers/Laptops/iPads
www.aahperd.org






www.njdoe.com
www.naspe.org
www.pecentral.org
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
www.pecentral.org
Danielson FFT
Professional manuals
26
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 6: Aquatics Safety
Content Area/Course: Physical Education
Pacing: 20-24 Days
Stage 1- Desired Results
NJ Core Curriculum Content Standards Addressed in this Unit
2.5 Motor Skill Development all students will utilize safe, efficient, and effective movement
to develop and maintain a healthy, active lifestyle.
Big Idea: Experiencing aquatics activities such as basic water safety , survival
swimming skills, and aquatic activities exposes our students to safe lifetime fitness.
Essential Question
Enduring Understandings
 .
Students will understand that:








What are basic water safety and
survival skills?
What are basic swimming skills?
How can basic swimming skill be
used to create a fitness routine?
(Lifetime Fitness Skill)
What are the benefits of aquatic
exercise?
What is a PFD?
What are “Self-Help” rescue skills?
Why is it important to know CPR?




Basic water safety and survival skills
save lives.
Anyone can assist in an aquatics
emergency
Different strokes have different
purposes.
Swimming is a highly aerobic and
efficient work out for the
cardiorespiratory and muscular
systems.
Aquatic activities are enjoyable for all
age groups and low impact on joints.
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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Students will know:









Pool rules and procedures.
American Red Cross Water Safety
guidelines.
Skills necessary to perform strokes.
How to create an aquatic workout.
Diving safety
Several recreational activities to be
performed around the pool.
“Self-Help” rescue skills
The importance of a Rescue Tube and other
safety equipment.
What is required to be a lifeguard.
Skills:
Students will be able to:
 SLO - Recognize hazards and
how to be safe in different
aquatic environments.
 SLO - Assist themselves and
other in an emergency.
 SLO - Control breathing while
submerged.
 SLO - Explain buoyancy and
float independently.
 SLO- Demonstrate freestyle and
backstroke.
 SLO- Jump into deep water
unassisted
 SLO - Change directions and
position between strokes and
floats.
 SLO: learn various dives utilized
in recreational, competive, and
rescue situations
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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice)
into applied settings (i.e., games, sports, dance, and recreational activities) (Movement Stations)
2.5.12.B.2 Apply a variety of mental strategies to improve performance. (Strategies include use of varied
equipment as a motivational tool)
2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion)
and modify movement to impact performance. (Note: also applied to buoyancy. Individual and small group
cooperative activities, drills, and practice)
2.1.8.D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support,
and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning. (Practice with
rescue equipment)
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence (Formative & Summative):









Pre/ Post skills test checklist
Teacher and Peer observation
Self-checks/Rubrics
Formative evaluation (i.e. Teacher observation; American Red Cross Swim Levels Sheet)
Proper execution of skills as identified in district generated assessments
Written evaluations (quizzes, skills cards)
Portfolio checklists of skills
FitnessGram
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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align each activity/strategy to NJCCCS & Common Core Standards)
2.5.6.B Students are placed in game situations in which they will have to figure out which strategy techniques will
make them the most effective and will lead to success.
2.5.6.C Students are told what the dangers of each activity they participate in and what the safety precautions they
must apply to participate in the activitiy
2.5.6.C Students will be introduced to various games/sports/activities from various countries, or is associated to
various ethnic groups. They will also be given chance to share activities that are connected to their backgrounds, be
they ethnic, cultural, or skill level development.
2.6.8.A Students will be taught multiple forms of training and conditioning that will make the more effective to
complete all the tasks of the various games/sports that in which they participate.
30
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
Ways of Modifying Games and Activities:






Use verbal and visual cues
Student pairing
Allow extra time or slow the pace of instruction
Equipment and activity modification
Collaboration with child study team and classroom teachers/support staff.
Model activity to adapt to student levels
Unit Resources
Technology Integration
Computers/Laptops/iPads
www.aahperd.org







www.njdoe.com
www.naspe.org
www.pecentral.org
CD, MP3, iPod, DVD players
Televisions, Stereos, Cameras, Wii
www.pecentral.org
Danielson FFT
Professional manuals
American Red Cross “Swimming and Diving”
Manual
31