Greetings from Ms. Loftus. I hope you have already been hearing about what’s going on in
Physical Education this year. As P.E. classes typically involve partner and small group activities,
all grade levels begin the year with some type of cooperative and problem solving games. For
some, “Metro Center Tag.” Others classes attempted to cross the lava pit without having any
team members fall in.
At Burning Tree, we have 3 P.E. rules: Play hard. Play fair. Have fun. Whether or not a
student is a beginner, intermediate, or “professional” ball player, s/he is expected to play hard.
Try your best. Don’t give up. Be open to feedback from teacher and classmates. Try your best
to learn. Focus on learning both the games and the concepts (fitness first, job of heart, goal
setting, etc.) Playing fair includes the many social items such as: include, don’t exclude, take
turns, offer help, and be nice! If you find that for some reason your student isn’t having fun in
P.E., please ask him/her about it. I often stop by the lunch room and this might be a good time
for a student to share their thoughts with me. Of course, emails are always welcome too.
[email protected].
Please help your child be successful in Physical Education by sending them prepared on P.E.
days. Comfortable clothes and sneakers. If wearing flip-flops, sandals, boots, etc., pack
sneakers to change into.
The charts that follow indicate the MCPS MP1 topics by grade. This is a brief overview and it
does not mean that other activities are not also included in classes. Just like a student first
learns letters, then words, then sentences, paragraphs, and essays, P.E. students learn basic
skills (skip, zigzags, throw and catch) and then use them in more complex ways. P.E. classes
will always be movement based. Your child’s P.E. class however, may not look like the “gym”
classes of old. The three measurement topics for the year are: Movement, Fitness, and
Personal/Social Responsibility. The MCPS website can provide more detail.
Kindergarten
Topics/Units
Assessments
Marking Period 1
General and Personal Space
TO
(Moving safely, special awareness, body
control)
Stopping/Starting Signals
TO
Locomotor Skills
TO
(walk, run, jump, hop, gallop, slide)
Non Locomotor Skills
TO
Effects of Exercise
IRG and/or OR
(the heart beats faster, lungs breathe faster,
skin sweats)
Grade 1
Topics/Units
Assessments
Quarter 1
Personal Space
TO
Personal/Social Responsibility
TO, IRG and/or OR
Locomotor Skills
TO
(walk, run, jump, hop, gallop, slide, skip,
leap)
Levels/Directions
TO
Grade 2
Topics/Units
Assessments
Quarter 1
Personal/Social Responsibility
TO, IRG and/or OR
Locomotor Skills
TO
(walk, run, jump, hop, gallop, slide, skip, leap)
Pathways
TO
Levels/Directions
TO
(right, left, clockwise)
Relationship with Others
TO
(mirroring and matching)
Grade 3
Topics/Units
Assessments
Quarter 1
Social Responsibility
Dribbling with Hands
TO
Dribbling with Feet
TO
Fitness Components
TO, WR, IRG and/or OR
(cardio, muscular endurance, muscular
strength, and flexibility)
Grade 4
Topics/Units
Assessments
Quarter 1
Social Responsibility
TO, WR, IRG and/or OR
Bounce Pass
Observation: Pass to partner
Push Pass (Feet)
Observation: Pass to partner
Fitness Components
TO, WR, IRG and/or OR
(cardio, muscular endurance, muscular
strength, and flexibility)
Heart Rate and Muscles
TO, WR, IRG and/or OR
Grade 5
Topics/Units
Assessments
Quarter 1
Social Responsibility
TO, WR, IRG and/or OR
Shooting a Ball (Hands)
TO
Shooting a Ball (Feet)
TO
Fitness Components
TO, WR, IRG and/or OR
(cardio, muscular endurance, muscular
strength, and flexibility)
Heart Rate/Muscles/Stretching
TO, WR, IRG and/or OR
Code
Assessment Type
Explanation and examples
TO
Teacher Observation
Teacher observes student performing
during regular lesson.
IRG
Individual response in
group setting
Examples:
OR
Oral Response
WR
Written Response
a. Students sit with eyes closed or in a
circle facing out. Teacher reads
statement and each student
responds with either a “thumbs up”
(True) or a “thumbs down” (False)
b. Students sit with eyes closed or in
circle facing out. Teacher reads
selected response question. Each
student responds with fingers to
indicate choice 1, 2, or 3.
In a one-on-one setting, student verbally
provides answers to questions. (with or
without word bank, picture bank)
Paper and pencil assessment.
Short duration (5-10 minutes)
Examples:
a. circle correct answer (selected
response)
b. fill in the blank (with or without
word bank)
c. Open response (Sentences, lists,
pictures)