Grade Level:  1-3

Curriculum Area:  Flag Football

Content: 

• Rules and Safety
• Terminology of the game
• Skills  passing, catching, receiving, centering, place kick
• Offense/defense
• Chase for flag
• Game Play
• Sportsmanship

Critical Skills:

• Grade 1-3: Demonstrate basic knowledge of the game and terminology during play and use both appropriately.
• Grades 1-3: Throwing football: step in opposition, aim at target/leading receiver following through toward target on release.
• Grades 1-3: Demonstrate catching, follow ball with eyes to hands, closing fingers around the ball. 
• Grade 3: Demonstrate a functional center of the ball to the quarterback’s hands.
• Grades 2-3: Demonstrate running a basic pass pattern.
• Grade 3: Demonstrate a place kick stepping with opposition using a soccer style or straight on approach at the ball making sure that you keep your eyes on the ball and follow through by hopping on your non-kicking foot.
• Grades 1-3: Chase and take flag without interfering with opponent.
• Grades 1-3: Demonstrate good sportsmanship by shaking hands before and after the game, playing fair, and being a courteous participant, winning or losing graciously Encourage teammate in an appropriate way.

Time to Complete: 4 Classes

Supplemental Materials Used? Yes 

List of Supplemental Materials:
- Flag Belts (24)

- 12 footballs

- Football tee

- Marker/ boundary cones

Essential Questions:

• How can a person increase knowledge of football?
• How do football players work as a team?

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area:  Floor Hockey

Content: 

• Stick handling/grip
• Passing
• Shooting
• Goalie
• Offense/defense
• Rules/safety/strategy
• Terminology
• Sportsmanship

Critical Skills:

• Demonstrate puck handling skills using each side of the hockey stick
• Demonstrate passing the puck to a partner by putting stick against puck stepping toward partner and pushing puck
• Demonstrate shooting the puck toward the goal using wrist and snap shots
• Demonstrate goal keeping by staying in ready position
• Demonstrate concepts of offense and defense with understanding that offense has the puck  and is trying to score while defense is trying to stop offense and/or regain possession.
• Demonstrate safe play and knowledge during lead-up games
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate good sportsmanship:  playing fair, and being a courteous participant, winning or losing graciously; also encouraging teammate in an appropriate way.
• Demonstrate safe play during floor hockey.  Being aware of personal space, keeping hockey stick/ blade below knees.  Explain the importance of hockey equipment and the various types of equipment. 

Time to Complete: 5 Classes

Supplemental Materials Used? Yes

List of Supplemental Materials:  24 Floor Hockey Sticks 12 red, 12 yellow
12 pucks, 2 nets

Essential Questions:

• What are the benefits of playing hockey?
• Why do hockey players generally play for a maximum of 2 minutes during a game before a line change?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Rhythm and Dance

Content: 

• Basic Rhythms
• Line dance
• Group dance

Critical Skills:

• Demonstrate the ability to keep the beat of the music and move with the rhythm of the music.
• Demonstrate the ability to move through a sequence of dance steps along with a group.
• Demonstrate the ability to move to music using the parachute
• Work together to create a dance

Time to Complete: 4 Classes

Supplemental Materials Used?    Yes 

List of Supplemental Materials: 

• CD with Cha Cha Slide, Electric Slide, Cotton Eye Joe
• Songs for students to dance to

Essential Questions:             

• Can you demonstrate slow and fast movements keeping rhythm to the beat at various tempos?
• What is tempo? Beat? Rhythm?
• Can you demonstrate movements through space with others or by yourself?
• Can you demonstrate the proper force in relation to the beat?
• Can you describe the different types of force used in rhythmic activities?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Volleyball

Content: 

• Rules and safety
• Terminology
• Skills   
• Serving- over/underhand
• Bump to pass
• Set
• Rotation;  playing positions
• Strategies
• Game Play
• Sportsmanship

Critical Skills:

• Demonstrate the ability to perform a functional serve that goes over the net and stays in bounds.  The serve can be either underhand or overhand.  Stepping in opposition, body position, and hand/arm follow through over the net while staying behind the designated serving line. 
• Demonstrate the ability to pass the ball to a teammate using a bump or set in age skill appropriate activities.  Students will demonstrate a proper hand/arm position for each pass.  (Set – hands above head, thumbs in together with index fingers.  Bump – Hands clasped together with wrists extended below waist, arms extended with elbows tucked in.) 
• Demonstrate ready position (knees bent, feet are shoulders width, hands ready) and ability to move to ball in order to strike.
• Demonstrate basic knowledge of rally scoring with the understanding that either team can score points regardless of serving team.
• Demonstrate concepts of offense and defense with understanding that offense has the ball and is trying to score while defense is trying to stop offense and/or regain possession.
• Demonstrate safe play and knowledge during lead-up games
  
  (including boundaries and proper volleyball use and care)
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate good sportsmanship by shaking hands before or after game, playing fair, and being a courteous participant, winning or losing graciously; also encouraging teammate in an appropriate way

Time to Complete: 4 classes

Supplemental Materials Used?  Yes

List of Supplemental Materials:  Volleyball net, 2 beach balls, poly spots

Essential Questions:

• How does one benefit from participating in volleyball?
• Why is teamwork essential when playing a volleyball game?
• Why is proper spacing important in volleyball?
  
  

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area:  Cooperative Games

Content: 

• Obstacle Courses
• Problem solving
• Group games

Critical Skills:

• Demonstrate ability to move body through a series of physical challenges that require strength, agility, balance, and critical thinking
• Demonstrate ability to communicate courteously and effectively with a group to problem solve
• Demonstrate ability to work well as a member of a group in order to complete a physical challenge.

Time to Complete: 4 classes

Supplemental Materials Used? Yes     

List of Supplemental Materials: Golf club tubes to roll marbles through, plastic cup; ball to pass in groups; hula hoop to pass

Essential Questions:

• Why is effective communication so important when participating in cooperative games?
• What are different ways to solve a problem/ conflict?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Racquet/ Pickle Ball

Content: 

• Grip
• Forehand
• Backhand
• Footwork
• Self-volley
• Safety
• Rules
• Terminology
• Sportsmanship

Critical Skills:

• Demonstrate proper grip by using a “handshake grip” with either one or two hands – gripping the handle with the dominant hand above the nondominant hand.
• Demonstrate forehand using face of racquet with palm of hand leading the swing
• Demonstrate backhand with arm reaching across body and leading the swing with the back of the hand
• Display proper footwork: Stepping in opposition during forehand;  Stepping with same foot as striking hand during backhand
• Demonstrate ability to self-volley a ball on racquet using either side of the racquet head and improving number of times ball is volleyed from beginning to end of unit.
• Demonstrate safe play and knowledge during lead-up games (including boundaries and proper racquet and ball use and care)
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate good sportsmanship by shaking hands before or after game, playing fair, and being a courteous participant, winning or losing

Time to Complete: 5 classes

Supplemental Materials Used?      Yes

List of Supplemental Materials:  

• 24 plastic pickleball paddles
• 24 whiffle balls
• Black line across center of gym as net line

Essential Questions:

• How can racquetball help someone to maintain a healthy lifestyle?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Basketball

Content: 

• Dribble
• Set Shot
• Lay-up
• Footwork; triple threat

      position, pivot, jump stop

• Chest Pass
• Bounce pass
• Guarding
• Offense/Defense
• Rules/Strategy/Safety
• Terminology
• Sportsmanship

Critical Skills:

• Demonstrate the ability to dribble with dominant and opposite hand with appropriate control while standing still, walking and running.  Demonstrate moving the ball from one to the other, keeping the ball at waist level, using the pads of the fingers to push the ball and keeping eyes up when moving.
• Demonstrate appropriate body position for a set shot.  Shoulders square to the basket, feet apart, knees bent, elbow and hand of shooting hand beneath ball, extend body up, push the ball up and follow through with shooting hand at basket.  Demonstrate ability to apply necessary force for long or short shots. 
• Demonstrate appropriate body position for a lay-up:  Take-off from opposite foot of shooting hand, same arm and knee extend to basket from appropriate side of basket.  Lay ball up to backboard with appropriate force so ball banks into basket.
• Demonstrate the triple-threat position (ready position):  both

feet planted, hold ball close to your body at waist level, elbow in, knees bent, lean forward over ball.                        

• Demonstrate the jump stop:  a two foot stop, jumping off

      either left or right foot, landing with both feet together at

      the same time, plant feet shoulder-width apart, balanced,

      head up.

• Demonstrate a pivot by keeping one foot planted on the ground while the other is used to rotate the body clockwise or counter-clockwise around planted foot.
• Demonstrate bounce pass and chest pass with appropriate speed and force to partner/teammate.  Display step to target with non-pivot foot, starting ball at chest level, pushing the ball away, thumbs down on follow through.  The ball travels through the air during a chest pass and bounces halfway between passer and target during bounce pass.
• Participate with partner and demonstrate basic guarding skills by maintaining position between basket and person with the ball without making physical contact. 
• Demonstrate concepts of offense and defense with understanding that offense has the ball and is trying to score while defense is trying to stop offense and/or regain possession.
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate safe play and knowledge during lead-up games (including boundaries and proper racquet use and care)
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate good sportsmanship:  playing fair, and being a courteous participant, winning or losing graciously; also encouraging teammate in an appropriate way.

Time to Complete: 5 classes

List of Supplemental Materials: 24 basketballs, 2 basketball hoops, cones, poly spots, pinnies

Essential Questions:

• How does a competent mover perform fundamental movement skills?
• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kinds of behaviors maximize effective, satisfying participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: T Ball/ Whiffle ball

Content: 

• Throwing overhand
• Throwing underhand
• Fielding
• Batting
• Base running
• Safety
• Rules
• Terminology
• Sportsmanship

Critical Skills:

• Demonstrate throws with appropriate form (overhand = stepping in opposition, aiming at target, keeping elbow and hand above shoulder throughout throw,  follow through upon release; underhand = stepping in opposition, eyes on target, swinging throwing arm in back and in front of the body while keeping the hand below the shoulder and palm facing the target upon release and follow through.
• Demonstrate a ready position to catch:  knees bent, shoulders and body square, hand in front of body:  Pinkies together during a catch below the waist, thumbs together during a catch above the head. 
• Demonstrate proper batting techniques which include dominant hand on top during grip, non-dominant shoulder facing imaginary pitcher or target with feet parallel, hip and shoulder rotation during swing, transfer body weight to front foot, and eyes stay on the ball. 
• Demonstrate proper order of base running during modified game play (1^st base, 2^nd base, 3^rd base, home)
• Demonstrate safe play and knowledge
• During lead-up games (including boundaries and proper bat/ball/glove use and care)
• Use proper terminology when participating in lead-ups and when speaking about the activity
• Demonstrate good sportsmanship by shaking hands before or after game, playing fair, and being a courteous participant, winning or losing graciously; also encouraging teammate in an appropriate way.

Time to Complete: 5 classes

List of Supplemental Materials: Baseball bats (plastic, nerf coated), whiffleballs, nerf ball, bases, tee

Essential Questions:

• What role does proper spacing play in baseball?
• Why is it important for fielders to communicate?
• How do baseball players show sportsmanship during a game?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Fitness  

Content:

• Fitness Concepts
• Flexibility
• Cardiovascular Endurance
• Muscular strength and endurance
• Agility

Critical Skills:

• Understand the benefits of exercise, the relationship between heart rate and exercise, exercising safely, making exercise a part of their daily lives
• Demonstrate appropriate stretches for major muscles
• Demonstrate the ability to participate for an extended period of time
• Effectively perform different exercises to improve muscular strength and endurance
  • Demonstrate the ability to change direction quickly and safely

Time to Complete: Incorporated throughout the year in various lessons

List of Supplemental Materials: resistance bands, mats, pull up bar

Essential Questions:

• How fit is healthy for someone your age?
• Why is regular physical activity important?
• How can someone become fit for life?
• What are the 5 components of fitness and why are they important to follow?
  
  

Standards:

2.2.2.B.4

2.5.2.A.1

2.5.2.A.2

2.5.2.A.4

2.5.2.B.3

2.5.2.C.2

2.6.P.A.2

2.6.2.A.1

2.6.2.A.2

2.6.2.A.3

Grade Level:  1-3

Curriculum Area: Track and Field

Content:

• Sprinting
• Long Distance running
• Relays
• Hurdles
• Broad Jump

Critical Skills:

• Demonstrate the ability to start a sprint correctly.  Runners to your mark- Back knee down front knee up, head down, hands on line; Set- Pick back knee up look forward; Go- push off of front foot and run toward finish line making sure to stay in lane.  Run through finish line.    
• Demonstrate ability to pace oneself over a longer distance. 
• Demonstrate the ability to work together with a team. 
• Demonstrate proper form when hurdling; jumping off dominant leg, front foot (lead leg) goes over hurdle, back leg follows (trail leg), keeping toe pointed to side so it does not hit hurdle.   
• Demonstrate proper form when performing long jump. 
  Feet together, bend legs, swing arms, push off of toes, jump, landing on two feet. 

Time to Complete: 4 classes

List of Supplemental Materials: Batons, hurdles, cones, measuring wheel

Essential Questions:

• What is pacing and why is it important?
• How can someone benefit from joining track and field?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Tumbling

Content:

• Gymnastics Positions
• Body Supports
• Balances
• Walks
• Stunts
• Rolls

Critical Skills:

• Recognize and demonstrate basic body positions and supports unique to gymnastics
• Demonstrate the ability to hold a static balance for 3 seconds and maintain balance while moving across a balance beam
• Demonstrate the proper body positions while performing a variety of walks and stunts
• Demonstrate the ability to use basic rolls to move across the mat
• Students will participate safely and make responsible choices
• Demonstrate the ability to work together with a partner, in a small group or large group to complete a task or to participate in the activity

Time to Complete: 2 classes

Supplemental Materials Used?      Yes

List of Supplemental Materials: 

• Video

• Essential Questions: How does a competent mover perform fundamental movement skills?
• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kinds of behaviors maximize effective, satisfying participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.3

2.5.2.B.4

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-2

Curriculum Area: Body Awareness

Content:

• Shapes
• Balance or weight bearing
• Transfer of body weight
• Flight
• Exploration

Critical Skills:

• Demonstrate safe play and movement
• Demonstrates different body shapes; long, short, wide, narrow,
• Twisted, curled and stretched.
• Demonstrate the ability to support the body’s weight on one or more body parts
• Demonstrate the ability of moving the body weight from one body part to another;   walking, leaping, hopping, rolling and so on
• Demonstrate the ability to apply imagination and self discovery as part of movement and skill development

Time to Complete: 2 classes and throughout school year

List of Supplemental Materials: poly spots, cones, hoops

Essential Questions:

• What are the essential concepts that form a foundation for safe, regular participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-2

Curriculum Area: Locomotors

Content:

• Jog
• Skip
• Gallop
• Hop
• Leap
• Walk
• Slide/shuffle
• Run
• Jump

Critical Skills:

• Demonstrate proper form for jog/run;  arms bent at elbows, arms and legs move in opposition, brief period when both feet are off the ground
• Demonstrate proper form for skip;  rhythmic weight transfer following the step-hop pattern on alternate feet, arms alternate in opposition to the legs at about waist level
• Demonstrate proper form for gallop;  smooth rhythmic pattern where the front foot leads and the back foot follows, movement should  be smooth and graceful
• Demonstrate proper form for a hop;  propelling the body up and down on the same foot, with foot of non-support leg bent and carried toward the back of the body, arms swinging rapidly upwards,  the ability to hop on right and left foot 
• Demonstrate proper form for a leap;  taking off from one foot and landing on the other foot, arms move in opposition, a period when both feet are off the ground
• Demonstrate proper walking form;

each foot alternating with one foot always in contact with ground or floor, using heel to toe action, arms swing in opposition with the legs, smooth and even transfer of weight, toes pointed straight ahead

• Demonstrate proper form for slide/shuffle;  a  continuous sideway movement with the leading foot stepping to the side and the other foot following quickly, a brief period when both feet are off the floor, weight shifts from leading foot to the trailing foot, using a smooth and rhythmic action, able to slide to right and left
• Demonstrate proper jumping form;

taking off with two feet and landing on both feet, the knees and ankles should be bent before takeoff,  arms move forward with upward swing, landing on the balls of both feet, bending knees to absorb impact   

Time to Complete: 2 classes and throughout school year

Supplemental Materials Used?      Yes

List of Supplemental Materials:  

• Cones
• Poly spots
• Hoops

Essential Questions:

• How does a competent mover perform fundamental movement skills?
• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kind of behaviors maximize effective, satisfying participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-3

Curriculum Area: Simple Games

Content:

• Boundary Games
• One Line Games
• Tag Games
• Invasion Games

Critical Skills:

• Students will be able to follow the rules while participating in each game
• Students will demonstrate the ability to participate safely and under  control
• Demonstrate fair play and sportsmanship

Time to Complete: 4 classes

List of Supplemental Materials:

Cones, markers, poly spots

Essential Questions:

• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kind of behaviors maximize effective, satisfying participation in physical activity?
• How does a competent mover perform fundamental movement skills?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  1-2

Curriculum Area: Manipulative Skills

Content:

• Throwing
• Catching
• Kicking
• Punting
• Dribble/bounce
• Striking
• Rolling

Critical Skills:

• Understand toss;  step/opposition, aim, follow through, target, pattern, force
• Overhand throw;   step/opposition, aim, follow through, target, force, pattern
• Catching;  keep eyes on object, keep hands up, absorb force by bringing hands into body
• Kicking;  keep behind and slightly to the side of ball, eyes on ball, step forward with non-kicking leg, bring kicking leg back before swinging the leg forward
• Punting;  hold ball with two hands, arms extended at waist level, drop ball with leg swing, contact top of foot with ball
• Dribble/bounce;  at waist level hand (finger pads) contacts top of the ball, pushing it to the floor by side of body, eyes forward with head up
• Striking;  track the ball as soon as possible, swing towards target with reasonable force and control
• Rolling;  feet together facing target, swing arm back, step with opposite foot as arm swings forward, release by front foot with palm up
• Participate safely using any equipment
• Work cooperatively with partners and in groups  

Time to Complete: Incorporated through various units

Supplemental Materials Used?      Yes

List of Supplemental Materials:

• Soccer balls, basketballs, whiffle balls, footballs, racquet ball paddles, hockey sticks and pucks

Essential Questions:

• How does a competent mover perform fundamental movement skills?
• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kinds of behaviors maximize effective, satisfying participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2

Grade Level:  3

Curriculum Area: Lacrosse

Content:

• Conditioning
• Basic skill development:  Throwing, catching, running, shooting, defense, and passing
• Goalie responsibilities
• Scoring
• Team offensive and defensive concepts

Critical Skills:

•  Execute basic skill of throwing, catching, and running with ball
• Demonstrate offensive and defensive strategies

Time to Complete: 4 classes

Supplemental Materials Used?      Yes

List of Supplemental Materials: 

• 24 lacrosse sticks
• 24 tennis balls or hollow lacrosse balls
• Nets, No goalies

Essential Questions:

• How does a competent mover perform fundamental movement skills?
• What are the essential concepts that form a foundation for safe, regular participation in physical activity?
• What kinds of behaviors maximize effective, satisfying participation in physical activity?

Standards:

2.5.P.A.1

2.5.P.A.2

2.5.P.A.3

2.5.2.A.1
2.5.2.A.2

2.5.2.A.4

2.5.2.B.1

2.5.2.B.2

2.5.2.B.3

2.5.2.B.4

2.5.2.C.1

2.5.2.C.2

2.6.P.A.1

2.6.2.A.1

2.6.2.A.2