Unit Comparison Report
Unit Comparison Report
Saturday, March 22, 2014, 2:31PM
Essential
Questions
District Maps
Grade 2
District Maps
Grade 4
District Maps
Grade 6
District Maps
Grade 8
PE 2 (D)
2013-2014
District Curriculum
PE 4 (D)
2013-2014
District Curriculum
PE 6 (D)
2013-2014
District Curriculum
PE 8 (D)
2013-2014
District Curriculum
Ball Skills
Throwing / Catching /
Striking / Kicking
Team Passing:
Basketball
Team Passing:
Basketball
What does correct side
orientation and
opposition look like?
What does control look
like?
How do these activities
keep us fit?
What activities can you
apply the "oppositional
throwing motion" to?
What are the similarities
to the "oppositional
throwing motion" when
specialized equipment is
added?
What does control look
like when an object is
moving, or multiple
pieces of equipment are
being used?
How does body
position influence
individual
performance?
Is it important for
everyone be
included in a group
activity?
Within a team passing
activity, how is strategy
important in terms of
gaining an advantage in
a competitive setting?
How does this activity
make you fit?
How does this
activity make you
fit?
How do these activities
keep us fit?
Content



Manipulate
"oppositional
throwing
motion" to
adjust flight of
ball.
Correctly
demonstrate
"oppositional
throwing
motion."
Correctly catch
object thrown
by self, or
partner while
Can correctly apply
"oppositional throwing
motion" (K-2) to other
throwing/striking/kicki
ng type activities
Catch/trap a
throw/strike/kick from
a partner while moving
Students will be
introduced as well
as expand skills,
rules, and
strategies for
game play.


Can gain and maintain
control of a moving
object
Maintain control of an

Spatial
awareness
Protecting
the
basketball
Using
teammates
to advance
Students will be able
to understand
knowledge, skills, and
strategies involved in
a basketball unit.



Boundaries
Rules/infraction
s
Equipment
standing still.
Correctly catch
a self-tossed
object while
moving
through
general space.

Unit Terms:













Skills
sideways
front foot
back hand
follow through
point
look
reach
grab
pull in
target
fast heart
sweat trophy
red cheeks
1. a. Larger step with
front foot to throw
harder, b. Follow
through higher to
throw ball higher, c.
Faster arm swing to
throw harder/faster.
2. a. Stand sideways
to target, b. Step
toward target with front
foot, c.
Throw/Strike/(Kick)
with back hand (foot),
d. Follow through to
object while moving
then smoothly
transition to a shot at
a target
the
basketball
Students
will make
the
connection
between
space
creation
and
spreading
out the
defense to
allow more
offensive
opportunitie
s.
Denial of
space
Game play

Unit Terms:





























throw/catch
spiral
release
headpin
pocket
layup
giraffe
cradle
shoot
hand position
strike/kick
inside of foot
outside of foot
instep
underhand
serve
overhand serve
forehand
backhand
sweet spot
choke up
forearm pass
set
foot position
hand position
control
volley
heart rate
sweat trophy
target range
1. a. Football: Throw,
Punt, Place Kick
b. Soccer: Shoelace
Kick, Instep Kick, Punt
c. Volleyball: Serve
(Overhand/Underhand)
d. Lacrosse Throw
e. Basketball: Layup
f. Hockey: Shot,
Forehand Pass,
Backhand Pass,
Backhand Shot
g. Bowling release
h. Paddle Strike
i. Baseball Swing


Unit Terms:






hook shot
jump shot
lay-up; nondominant hand
rebounding
give and go
cutting (v-cut,
back door)
Unit Terms:






reverse
offensive
Technique:
positions
and duties
defensive
Technique:
positions
and duties
defensive
Stance
person to
person
defending
foot
movement
Demonstrate the
ability to move to
open space (This
stays the same
regardless of the
activity taught
Create space by
changing speed
and changing
direction(This stays
the same
regardless of the
activity taught)
Establish inside
position for a rebound.
Demonstrate outlet
pass after a rebound
Understand basic
defensive man-to-man
concepts
Execute proper
technique for a jump
shot.
target with
throwing/striking/(kickin
g) hand (foot) by
pointing at target.
3 & 4. a. Look at
object, b. Reach for
object, c. Grab object
with hands, d. Pull
object into body.
5. Monitor activity by
checking own heart
beat
2. a. Thrown football,
basketball, lacrosse ball
b. Passed hockey puck
c. Kicked soccer ball
3. a. is able to juggle at
least 2 scarves
b. is able to forearm
pass/set ball to a
partner
4. a. hand dribble down
to basket and shoot layup with a "1-2 step"
b. foot dribble down to
a goal and kick to a goal
with a "1-2 step"
c. dribble with hockey
stick down to a goal and
shoot into net using “1-2
step”
c. cradle ball with stick
down and shoot to a
goal with a "1-2 step"
d. "1-2 step" bowling
release
Demonstrate the
ability to shield the
basketball from an
opponent by using
proper dribbling
technique
Demonstrate prope
r passing
technique to move
or advance the
ball(This stays the
same regardless of
the activity taught)
Demonstrate
proper defensive
position
Exhibit the
B.E.E.F. (balance,
eyes, elbow, follow
through) principle
when shooting
Execute a lay-up
with proper
technique
5. Monitor activity
through heart
rate/pedometers
Assessmen
t
Exhibit
District Throwing
Assessment (K - 2)
- Stands sideways to
target
- Steps with front foot
- Throws/strikes/kicks
with back hand/foot
- Follow through by
pointing at target
Assessed once each
unit, allows teacher to
see what parts of this
sequence each student
is strong/weak and
modify further
instruction.
Exhibit
District Catching
Assessment (K - 2)
- Reaches for object
with hands open
Exhibit
District
Throwing/Striking/Kickin
g Assessment
1: Stands sideways to
the target
2: Steps with front foot
3: Throw/Strike/(Kick)
with back hand (foot)
4: Follow through to the
target
Exhibit
District Catching
Assessment
1: Tracks object with
eyes
2: Extends arms to
target
3: Absorbs force by
bending
4: Controls object
without dropping it
Exhibit
Exhibit
Students will
demonstrate the
ability to create
space by showing
off the ball
movement.
Test, Written
Students will take
an end of unit exam
which assesses
knowledge and
understanding of
rules and concepts.
Exhibit
Teacher and
Partner
Assessment
Study Guide for
Basketball
Assessment
Controlling an
object rubric
proper defensive
concepts to gain an
advantage rubric.doc
- Tracks object with
eyes
- Absorbs force by
bending arms to catch
- Controls ball without
dropping it
Assessed once each
unit, allows teacher to
see what parts of this
sequence each student
is strong/weak and
modify further
instruction.
Exhibit
District PSR
Assessment Demonstrates
responsible personal
and social behavior in
physical activity
settings.
4 - Student
demonstrates selfcontrol and respect for
the positive and safe
experience of others.
Student challenges self
to high levels of
performance.
* Student stays out of
others way
* Student lets others
go first
* Student always tries
to improve regardless
of skill level
3 - Student
demonstrates selfcontrol and respect for
the positive and safe
experience of others.
* Student stays out of
others way
* Student lets others
go first
* Student settles for
what is easy for them
2 - Student
demonstrates
inconsistent concern
for self-control and/or
the positive and safe
experience of others.
* Student gets
District Manipulatives
Assessment:
Is able to control an
object while moving
using at least two
different pieces of
equipment:







Soccer ball
Volleyball
Bowling Ball
Hockey
puck/stick
Basketball layup
Paddle/Racket
& Ball
Lacrosse
Stick/Ball
Is able to juggle at least
2 scarves


Grade 3: At
least 5 times in
a row
Grade 4: At
least 10 times in
a row
See "resources" for
specific rubrics and key
points for each skill.
Exhibit
District PSR
Assessment Demonstrates
responsible personal
and social behavior in
physical activity
settings.
4 - Student
demonstrates selfcontrol and respect for
the positive and safe
experience of others.
Student challenges self
to high levels of
Creating Space
Rubric
occasionally
sidetracked while
working
* Student is able to be
re-directed into activity
1 - Student lacks selfcontrol and/or needs
reminders to be safe
and/or respectful.
* Student always has
to be first
* Student yells when
others get in the way
* Student interferes
with others' work
performance.
* Student stays out of
others way
* Student lets others go
first
* Student always tries to
improve regardless of
skill level
3 - Student
demonstrates selfcontrol and respect for
the positive and safe
experience of others.
* Student stays out of
others way
* Student lets others go
first
* Student settles for
what is easy for them
2 - Student
demonstrates
inconsistent concern for
self-control and/or the
positive and safe
experience of others.
* Student gets
occasionally sidetracked
while working
* Student is able to be
re-directed into activity
1 - Student lacks selfcontrol and/or needs
reminders to be safe
and/or respectful.
* Student always has to
be first
* Student yells when
others get in the way
* Student interferes with
others' work
Resources
Basketball Study
Guide
Lesson Plans
Basketball Cues
and Rubric
Basketball
Lessons, 8th
Basketball
Cues and Rubric
Basketball
Lessons, 7th
Basketball
Study Guide
Links to shared
middle school
resources
Standards
&
Performanc
e Indicators
NY: Health, Phys Ed,
FCS, NY: Elementary
, Personal Health and
Fitness
Physical Education
NY: Health, Phys Ed,
FCS, NY: Elementary ,
Personal Health and
Fitness
Physical Education
1. A. Students will
perform basic motor
and manipulative skills.
They will attain
competency in a
variety of physical
activities and
proficiency in a few
select complex motor
and sports activities.
B. Students will design
personal fitness
programs to improve
cardiorespiratory
endurance, flexibility,
muscular strength,
endurance, and body
composition.
1. A. Students will
perform basic motor and
manipulative skills. They
will attain competency in
a variety of physical
activities and proficiency
in a few select complex
motor and sports
activities.
B. Students will design
personal fitness
programs to improve
cardiorespiratory
endurance, flexibility,
muscular strength,
endurance, and body
composition.




participate in
physical
activities
(games,
sports,
exercises) that
provide
conditioning for
each fitness
area
demonstrate
mastery of
fundamental
motor, nonlocomotor, and
manipulative
skills, and
understand
fundamental
principles of
movement
understand
the effects of
activity on the
body, the risks
associated

participate in
physical
activities
(games, sports,
exercises) that
provide
conditioning for
each fitness
area
demonstrate
mastery of
fundamental
motor, nonlocomotor, and
manipulative
skills, and
understand
fundamental
principles of
movement
NY: Health, Phys Ed,
FCS, NY: Elementary ,
A Safe and Healthy
Environment
Physical Education
NY: Health, Phys
Ed, FCS, NY:
Intermediate ,
Personal Health
and Fitness
Physical Education
1. A. Students will
perform basic motor
and manipulative
skills. They will
attain competency
in a variety of
physical activities
and proficiency in a
few select complex
motor and sports
activities.
B. Students will
design personal
fitness programs to
improve
cardiorespiratory
endurance,
flexibility, muscular
strength,
endurance, and
body composition.


know that
motor skills
progress in
complexity
and need to
be used in
the context
of games
and sports
with
additional
environmen
tal
constraints
combine
and
integrate
fundamenta
l skills and
adjust technique
based on
NY: Health, Phys Ed,
FCS, NY: Intermediate
, Personal Health and
Fitness
Physical Education
1. A. Students will
perform basic motor
and manipulative skills.
They will attain
competency in a variety
of physical activities
and proficiency in a few
select complex motor
and sports activities.
B. Students will design
personal fitness
programs to improve
cardiorespiratory
endurance, flexibility,
muscular strength,
endurance, and body
composition.



demonstrate
competency in
a variety of
physical
activities
(games, sports,
exercises) that
provide
conditioning for
each fitness
area
know that
motor skills
progress in
complexity and
need to be
used in the
context of
games and
sports with
additional
environmental
constraints
combine and
integrate
fundamental
skills and adjust
with inactivity,
and the basic
components of
health-related
fitness
(cardiovascular
, muscle
strength,
muscle
endurance,
flexibility, and
body
composition)
NY: Health, Phys Ed,
FCS, NY: Elementary
, A Safe and Healthy
Environment
Physical Education
1. A. Students will
demonstrate
responsible personal
and social behavior
while engaged in
physical activity. They
will understand that
physical activity
provides the
opportunity for
enjoyment, challenge,
self-expression, and
communication.
B. Students will be
able to identify safety
hazards and react
effectively to ensure a
safe and positive
experience for all
participants.


contribute to a
safe and
healthy
environment
by observing
safe conditions
for games,
recreation, and
outdoor
activities
come to know
and practice
appropriate
participant and
spectator
behaviors to
produce a safe
and positive
environment
1. A. Students will
demonstrate
responsible personal
and social behavior
while engaged in
physical activity. They
will understand that
physical activity
provides the opportunity
for enjoyment,
challenge, selfexpression, and
communication.
B. Students will be able
to identify safety
hazards and react
effectively to ensure a
safe and positive
experience for all
participants.




contribute to a
safe and healthy
environment by
observing safe
conditions for
games,
recreation, and
outdoor
activities
come to know
and practice
appropriate
participant and
spectator
behaviors to
produce a safe
and positive
environment
work
constructively
with others to
accomplish a
variety of goals
and tasks
demonstrate
care,
consideration,
and respect of
self and others
during physical
activity.
NY: Health, Phys Ed,
FCS, NY: Elementary ,
Resource
Management
Physical Education
1. A. Students will be

feedback,
including
selfassessment
develop
leadership,
problem
solving,
cooperation
, and team
work by
participatin
g in group
activities.


NY: Health, Phys
Ed, FCS, NY:
Intermediate , A
Safe and Healthy
Environment
Physical Education
1. A. Students will
demonstrate
responsible
personal and social
behavior while
engaged in physical
activity. They will
understand that
physical activity
provides the
opportunity for
enjoyment,
challenge, selfexpression, and
communication.
B. Students will be
able to identify
safety hazards and
react effectively to
ensure a safe and
positive experience
for all participants.

understand
the risks of
injury if
physical
activity is
per-formed
incorrectly
or
performed
in extreme
environmen
tal
conditions,
and
recognize

tech-nique
based on
feedback,
including selfassessment
understand the
relationship
between
physical activity
and the
prevention of
illness, disease,
and premature
death
develop and
implement a
personal fitness
plan based on
selfassessment
and goal
setting,
understand
physiological
changes that
result from
training, and
understand the
health benefits
of regular
participation in
activity
develop
leadership,
problem
solving,
cooperation,
and team work
by participating
in group
activities.
NY: Health, Phys Ed,
FCS, NY: Intermediate
, A Safe and Healthy
Environment
Physical Education
1. A. Students will
demonstrate
responsible personal
and social behavior
while engaged in
physical activity. They
will understand that
physical activity
provides the opportunity
for enjoyment,
challenge, selfexpression, and



work
constructively
with others to
accomplish a
variety of goals
and tasks
know how
injuries from
physical
activity can be
prevented or
treated
demonstrate
care,
consideration,
and respect of
self and others
during physical
activity.
aware of and able to
access opportunities
available to them within
their community to
engage in physical
activity.
B. Students will be
informed consumers
and be able to evaluate
facilities and programs.
C. Students will also be
aware of some career
options in the field of
physical fitness and
sports.

NY: Health, Phys Ed,
FCS, NY: Elementary
, Resource
Management
Physical Education
1. A. Students will be
aware of and able to
access opportunities
available to them
within their community
to engage in physical
activity.
B. Students will be
informed consumers
and be able to
evaluate facilities and
programs.
C. Students will also
be aware of some
career options in the
field of physical fitness
and sports.


know that
resources
available at
home and in
the community
offer
opportunities
to participate in
and enjoy a
variety of
physical
activities in
their leisure
time
demonstrate
the ability to

know that
resources
available at
home and in the
community offer
opportunities to
participate in
and enjoy a
variety of
physical
activities in their
leisure time
demonstrate
the ability to
apply the
decision making
process to
physical activity.
New York State
Learning Standards
NASPE Content
Standards


the
importance
of safe
physical
conditions
(equipment,
facilities) as
well as the
emotional
conditions
essential
for safety
develop
skills of
cooperation
and
collaboratio
n, as well
as fairness,
sportsmans
hip, and
respect for
others
work
constructive
ly with
others to
accomplish
a goal in a
group
activity,
demonstrati
ng
considerati
on for
others
involved
NY: Health, Phys
Ed, FCS, NY:
Intermediate ,
Resource
Management
Physical Education
1. A. Students will
be aware of and
able to access
opportunities
available to them
within their
community to
engage in physical
activity.
B. Students will be
informed
consumers and be
able to evaluate
facilities and
programs.
communication.
B. Students will be able
to identify safety
hazards and react
effectively to ensure a
safe and positive
experience for all
participants.




understand the
risks of injury if
physical activity
is per-formed
incorrectly or
performed in
extreme
environmental
conditions, and
recognize the
importance of
safe physical
conditions
(equipment,
facilities) as
well as the
emotional
conditions
essential for
safety
develop skills
of cooperation
and
collaboration,
as well as
fairness,
sportsmanship,
and respect for
others
work
constructively
with others to
accomplish a
goal in a group
activity,
demonstrating
consideration
for others
involved
understand the
role of physical
activity, sport,
and games as a
balance
between
cooperative and
competitive
behaviors and
as a possible
arena in which
to develop and
apply the
decision
making
process to
physical
activity.
C. Students will
also be aware of
some career
options in the field
of physical fitness
and sports.

New York State
Learning Standards
NASPE Content
Standards
should be
informed
consumers,
aware of
the
alternatives
available to
them within
their
communitie
s for
physical
activity and
should be
able to
evaluate
facilities
and
programs
available
sharpen
leadership and
problem solving
skills, and
understand the
physical,
emotional, and
social benefits
of participation
in physical
activities.
NY: Health, Phys Ed,
FCS, NY: Intermediate
, Resource
Management
Physical Education
1. A. Students will be
aware of and able to
access opportunities
available to them within
their community to
engage in physical
activity.
B. Students will be
informed consumers
and be able to evaluate
facilities and programs.
C. Students will also be
aware of some career
options in the field of
physical fitness and
sports.


should be
informed
consumers,
aware of the
alternatives
available to
them within
their
communities for
physical activity
and should be
able to evaluate
facilities and
programs
available
demonstrate
the ability to
locate physical
activity
information,
products, and
services
FM
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