This week you will continue to build your agenda items for your critical assignment. Using the same grade level you chose in CAP 1, decide upon a unit you will teach. Example: soccer
High School
This week you will continue to build your agenda items for your critical assignment. Using the same grade level you chose in CAP 1, decide upon a unit you will teach. Example: soccer, softball, tennis, swimming, track & field, cricket, lacrosse, archery, etc. Make it a unit that will fit into your curriculum map from last week's assignment.
Part 1: Create a purchase order request for the equipment you will need to teach this unit. Assume this is the first time this unit will be taught or all the previous equipment for this unit was destroyed. Explain how each item will be used in this unit. Use a physical education equipment website to find appropriate prices for the items. Pretend you will be ordering from this company. Be sure to include the following in your requisition. Quantity, item name, unit price, total price, company name and address. Include the total for all items adding shipping of 15% and tax of 8%. (Please look up what a "purchase order" looks like. This can be done by Google-searching)
For this same unit, decide upon one piece of technology you will use. It may be as simple as an app students download and use during class or as complex as a Wii group fitness pack. Explain how this technology will be used in this unit. Include this in the requisition also, if it needs to be purchased.
Part 2: Having equipment and technology so we can teach our lessons is important. So is keeping that equipment and technology in good order.
- Describe how you will care for the equipment and technology you just requested. What kind of maintenance and storage is needed?
- Describe the procedure teachers will follow when they are teaching this unit and needing to use the equipment. How will teachers be held accountable for taking care of the equipment?
- How will you monitor the proper student use of the technology?
All written submissions should reflect professionalism in grammar, spelling, writing style/format (one-inch margins, double spaced, typed in 12-point Times New Roman font), include current APA citations when appropriate, an appropriate APA title page, and be uploaded as .doc or .docx documents. There is no page limit for this assignment. There is no need to have a reference for this assignment, but if you must reference anything, please make sure you include a reference page.
P.E. Map 2
Physical Education Curriculum Map Year at a Glance, High school 1 -2
Wah-Nee-Ota Colvin
California Baptist University
KIN 423: Organization and Administration of Physical Education
Dr. Garrett
01/30/22
Physical Education Curriculum Map Year at a Glance, High school 1 -2
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First quarter introduction |
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Essential Question: What are motor skills and movement patterns? |
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Content standards |
Learning Targets |
Instructional activities |
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1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities 2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities. |
· I can identify, explain, and apply skill-related components of balance, reaction time, agility, coordination, explosive power, and speed. · I can Identify the crucial level of excellence in physical fitness. · I can describe the enjoyment, self-expression, challenge, and social benefits experience by achieving target goals. |
Introduction: Swimming Fitness: teacher leader Focus: orientation practical education Game: swimming Introduction: swimming Fitness: teacher leader Focus: orientation practical education Game: swimming |
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Second Quarter |
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Questions: what are levels of physical fitness for health and performance? |
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2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development. |
· I can do physical activity comfortable · I can assess physical education level and adjust physical activity |
Introduction: water aerobic Fitness: teacher leader Focus: orientation practical education Game: swimming Introduction: dancing Fitness: teacher leader Focus: orientation practical education Game: dancing |
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Third Quarter |
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Question: How to design personal Fitness plan and health performance |
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2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. |
· I can describe personal physical education plan · I can Identify and evaluate ergogenic aid |
Introduction: handball Fitness: teacher leader Focus: Advance practical education Game: physical gaming Introduction: Obstacle course Fitness: teacher leader Focus: Advance practical education Game: physical gaming |
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Fourth Quarter |
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Question: How do you apply knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. |
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3.4 Explain and analyse the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. 3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity. |
· I can identify role of individual attitude, motivation, and determination for physical health. · Identify effects of individual demographic differences |
Introduction: Soccer Fitness: teacher leader Focus: Advance practical education Game: physical gaming Introduction: Bicycle riding Fitness: teacher leader Focus: Advance practical education Game: Physical gaming |
References
Forey, G., & Cheung, L. M. E. (2019). The benefits of explicit teaching of language for curriculum learning in the physical education classroom. English for Specific Purposes, 54, 91-109.
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