Developmental Level I (Grades PreK-2)
 Unit Themes and Sample Calendar

Simply click on a unit to access the suggested weekly outline, then the day of the week for a detailed lesson plan.
Printable letter in English and Spanish for you to send home to parents about Tandalay All-Out-Play!
Please see below for our comprehensive list of Physical Education Standards listed by the unit in which they are introduced.

Color Key: Red = Traditional Sports; Green = Fitness; Purple = Non-Traditional; Orange = Dance and Gymnastics

Please Note: To access ALL lesson plans, please join Tandalay - proceeds benefit Kids Moving Inc!

Suggested Weeks	Unit Newsletters	Unit Themes, Outlines and Lesson Plans	Printable PDF File*	Unpacked Physical Education Standards by Unit Theme
1 - 2*	English | Spanish	Movement Exploration Lesson Plans Fluffilos, hoops, Tandanas		Physical Education Standards for Movement Exploration Fluffilos, hoops, Tandanas
3 - 4*	English | Spanish	Funtastic Fitness I Lesson Plans Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Funtastic Fitness I Fitness & Movement cards, music, ropes, Fluffilos
5- 6*	English | Spanish	Fluffilo Football Lesson Plans  Fluffilos, Tandanas, cones		Physical Education Standards for Fluffilo Football  Fluffilos, Tandanas, cones
7 - 8*	English | Spanish	Parachute Power & Jump for Joy Lesson Plans Parachutes, Fluffilos, ropes - long & short		Physical Education Standards for Parachute Power & Jump for Joy Parachutes, Fluffilos, ropes - long & short
9	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment
10 - 11*	English | Spanish	Locomotor & Manipulative Games Lesson Plans Fluffilos,Kick Balls, hoops, Tandanas		Physical Education Standards for Locomotor & Manipulative Games Fluffilos,Kick Balls, hoops, Tandanas
12 - 13*	English | Spanish	Sizzling Soccer Lesson Plans Soccer balls & cones		Physical Education Standards for Sizzling Soccer Soccer balls & cones
14 - 15*	English| Spanish	Stunts, Tumbling & Movement mats or ground pads, cones, Fluffilos		Physical Education Standards for Stunts, Tumbling & Movement mats or ground pads, cones, Fluffilos
16 - 17*	English | Spanish	Funtastic Fitness II Lesson Plans Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Funtastic Fitness II Fitness & Movement cards, music, ropes, Fluffilos
18	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment
19 - 20*	English | Spanish	Cooperative Games Lesson Plans Fluffilos, hoops, Tandanas		Physical Education Standards for Cooperative Games Fluffilos, hoops, Tandanas
21 - 22*	English| Spanish	Basketball Blast Lesson Plans playground or basketballs, basketball hoops if available		Physical Education Standards for Basketball Blast playground or basketballs, basketball hoops if available
23 - 24*	English| Spanish	Paddle Play Lesson Plans paddles, mini-Fluffilos, balloons		Physical Education Standards for Paddle Play! paddles, mini-Fluffilos, balloons
25 - 26*	English | Spanish	Batty for Baseball Lesson Plans fat bats, wiffle balls, batting T's, poly spots for bases		Physical Education Standards for Batty for Baseball! fat bats, wiffle balls, batting T's, poly spots for bases
27	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment
28 - 29*	English| Spanish	Rhythm & Dance Lesson Plans Movement cards & music		Physical Education Standards for Rhythm & Dance Movement cards & music
30 - 31*	English | Spanish	Beach Ball VB Fun Lesson Plans beach balls or other lightweight play balls, balloons		Physical Education Standards for Beach Ball VB Fun beach balls or other lightweight play balls, balloons
32 - 33*	English | Spanish	Funtastic Fitness III Lesson Plans Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Funtastic Fitness III Fitness & Movement cards, music, ropes, Fluffilos
34 - 35*	English | Spanish	Group Games & Wet N' Wild Water Week Lesson Plans Fluffilos, hoops, Tandanas, buckets, water-bomb balls		Physical Education Standards for Group Games & Wet N' Wild Water Week Fluffilos, hoops, Tandanas, buckets, water-bomb balls
36	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment	N/A	Use this week for Playing Your Favorite Games, Review, or Assessment

You can play all of our Cooperative Games units with Fluffilos, hoops, and Tandanas!
*Printable files may or may differ from the online unit.

Instructional teaching cues,
practice activities, and assessment opportunities are provided for each of the Physical Education Standards listed below.

 Focus Physical Education Standards for Grades K-2
K-2 "Unpacked" Physical Education Standards / K-2 Unpacked Physical Education Standards with Activities

Student expectations, performance outcomes, Physical Education Standards, and benchmarks by the end of grade two. 

Overarching Physical Education Standards (all Tandalay Focus Physical Education Standards follow this format):

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
   The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to  further the likelihood of participation on a daily basis. In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years. These motor skills, now having evolved into specialized skills (e.g., specific dance step, chest pass, catching with a glove, or the use of a specific tactic), are used in increasingly complex movement environments through the middle school years. (NASPE)
   
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
   The intent of this standard is facilitation of learners' ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one's performance. This includes, for example, increasing force production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more regular and effective participation in physical activity. In the lower elementary grades, emphasis is placed on establishing a movement vocabulary and applying introductory concepts. Through the upper elementary and middle school years, an emphasis is placed on applying and generalizing these concepts to real-life physical activity situations. (NASPE)
   
3. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
   The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race, and socioeconomic status. Achievement of this standard in the lower elementary grades begins with recognition of classroom rules, procedures, and safety. In the upper elementary levels, children learn to work independently, with a partner, and in small groups. Throughout elementary school, students begin to recognize individual similarities and differences and participate cooperatively in physical activity with persons of diverse characteristics and backgrounds. (NASPE)   
   
4. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
   The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span. Elementary children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in movement ability. At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, and group membership, as well as opportunities for continued personal growth in physical skills and their applied settings. As a result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their own needs. (NASPE)
   
5. a) Participates regularly in physical activity and achieves and maintains a health-enhancing level of physical fitness, and b) demonstrates understanding of fitness principles and concepts.
   a) The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that has the potential to help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis. Voluntary participation often develops from the initial enjoyment that is derived from the activity coupled with the requisite skills needed for participation. As students develop an awareness of the relationships between activity and its immediate and identifiable effects on the body, regular participation in physical activity enhances the physical and psychological health of the body, social opportunities and relationships, and quality of life. Students are more likely to participate if they have opportunities to develop interests that are personally meaningful to them. Young children learn to enjoy physical activity yet also learn that a certain level of personal commitment and earnest work is required to reap the benefits from their participation. They partake in developmentally appropriate activities that help them develop movement competence and should be encouraged to participate in moderate to vigorous physical activity and unstructured play. As students get older, the structure of activity tends to increase and the opportunities for participation in different types of activity increase outside of the physical education class. Attainment of this standard encourages participation commensurate with contemporary recommendations regarding the type of activity as well as the frequency, duration, and intensity of participation believed to support and sustain good health. (NASPE)

b) The intent of this standard is development of students’ knowledge, skills, and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Expectations for improvement of students’ fitness levels should be established on a personal basis, taking into account variation in entry levels and the long-term goal of achieving health-related levels of fitness based on criterion-referenced Physical Education Standards. Students progress in their ability to participate in moderate to vigorous physical activities that address each component of health-related fitness. Moreover, students become more skilled in their ability to plan, perform, and monitor physical activities appropriate for developing physical fitness. For elementary children, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness. Middle school students gradually acquire a greater understanding of the fitness components, the ways each is developed and maintained, and the importance of each in overall fitness.  (NASPE)

Focus Physical Education Standards Movement Exploration

1. Motor Skills and Movement Patterns:
   1. Travel within a large group, without bumping into others or falling, while using locomotor skills (CA K-1.1).
   2. Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space. (CA 1-1.1).
   3. Travel in a backward direction and change direction quickly, and safely, without falling (NASPE Benchmark G2).
   4. Move to open spaces within boundaries while traveling at higher rates of speed (CA 2-1.1).
2. Identify correctly various body parts (e.g., knee, foot, arm, palm) (NASPE Standard 2).
3. Display consideration of others while participating in activities (NASPE Standard 5).
4. Exhibit both verbal and nonverbal indicators of enjoyment (NASPE Standard 6).
5. Newsletter topic/written assessment: Flexibility Explain that proper body position while stretching and strengthening will help prevent injury (CA 1-4.10). Explain why it is safer to stretch a warm muscle than a cold muscle (CA 2-4.14).

Additional Physical Education Standards:

• K-2.2: Identify and independently use personal space, general space, and boundaries and discuss why they are important.
• K-2.3: Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.
• 1-2.2: Identify people/objects that are within personal space and within boundaries.
• 1-5.6 Identify and demonstrate effective practices for working with a group without interfering with others.
• 2-1.1: Moves to open spaces within boundaries while traveling at higher rates of speed.
• 2-2.1: Define open space.
• 2-5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.

 Focus Physical Education Standards for Funtastic Fitness I

1. Motor Skills and Movement Patterns:
   1. Skip and hop using mature form (e.g., step-hops, swings arm, swings knee, shows smooth and continuous motion, shows rhythmical weight transfer and use of arms) (NASPE Standard 1; NASPE Benchmark G2).
   2. Gallop and slide using mature form (NASPE Benchmark G2).
   3. Demonstrate skills of chasing, fleeing, and dodging to avoid or catch others (NASPE Benchmark G2).
   4. Participate in a variety of games that increase breathing and heart rate (NASPE Standard 4).
2. Explain that warm-up prepares the body for physical activity (NASPE Standard 2).
3. Verbally encourage all teammates and classmates without regard to personal differences (revised from NASPE Standard 5).
4. Willingly try new movements and skills (NASPE Standard 6).
5. Newsletter topic/written assessment: Fitness Concepts Explain that the body is comprised mostly of water (CA K-4.2). Explain why nutritious food provides energy for physical activity (CA K-4.3).

Additional Physical Education Standards:

• K-2.5: Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

• K-3.3: Hang from overhead bars for increasing periods of time.

• K-3.4: Climb a ladder, jungle gym, or apparatus.

• K-3.7: Identify indicators of increased capacity to participate in vigorous physical activity.

• K-5.2; 1-5.1: Participate willingly in physical activities.

• 1-2.4: Distinguish between a jog and a run, a hop and a jump and a gallop and a slide and explain the key differences and similarities in those movements.

• 1-4.9 Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time.

• 2-1.6: Skip and leap, using proper form.

Focus Physical Education Standards for Fluffilo Football

1. Motor Skills and Movement Patterns:
   1. Demonstrate proper overhand throwing technique (e.g., prior to throw, nonthrowing side is pointing toward the pass receiver, ball stays above the shoulder as throwing arm moves back, ball is thrown from behind the ear, follow through with fingers pointing toward receiver) (CA 1-1.11).
   2. Catch a gently thrown ball above the waist by absorbing force with fingers pointing down (CA Standard 1.9; NASPE Benchmark for Second Grade).
   3. Catch a gently thrown ball below the waist by absorbing force with fingers pointing down (CA Standard 1.10; NASPE Benchmark for Second Grade).
   4. Demonstrate and explain how to reduce the impact force while catching an object (CA 1-2.10).
2. Correct movement errors in response to corrective feedback (e.g., remember to twist your tummy when throwing the ball) (NASPE Standard 2).
3. Show compassion for others by helping them (NASPE Standard 5).
4. Express personal feelings on progress made while learning a new skill (NASPE Standard 6).
5. Newsletter topic/written assessment: Fitness Concepts Explain the importance of drinking water during and after physical activity (CA 1-4.2). Explain that water is essential during physical activity to maintain normal body temperature and normal blood volume (CA 1-4.4).

Additional Physical Education Standards:

• 1-1.13: Catch, showing proper form, a gently thrown ball.
• 1-2.7: Explain that the nonthrowing arm and hand provide balance and can influence the direction a tossed object and a thrown object travel.
• 1-2.8: Explain that the point of release influences the direction of a tossed object and of a thrown object.
• 1-2.9: Describe the proper hand and finger position for catching a ball.
• 2-1.9: Catch a gently thrown ball above the waist, reducing the impact force.
• 2-1.10: Catch a gently thrown ball below the waist, reducing the impact force.
• 2-2.2: Explain how to reduce the impact force of an oncoming object.

Focus Physical Education Standards for Parachute Power & Jump for Joy!

1. Motor Skills and Movement Patterns:
   1. Combine shapes, levels, and pathways into simple sequences (NASPE Benchmark for Second Grade).
   2. Create shapes by using nonlocomotor movements (CA K-1.5)
   3. Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills) (CA 1-1.4).
   4. Repeatedly jump a self-turned rope (NASPE Benchmark G2).
2. Explain that the body needs to move regularly in moderate to vigorous physical activity to achieve or maintain good health (CA 2-4.2).
3. Handle equipment safely by putting it away when not in use (NASPE Standard 5).
4. Appreciate the benefits that accompany cooperation and sharing (NASPE Benchmark G2).
5. Newsletter topic/written assessment: Fitness Concepts Identify enjoyable and challenging activities that one can do for increasing amounts of time without stopping (CA 1-4.1).

Additional Physical Education Standards:

• K-1.4: Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety of combinations.
• K-1.11: Jump over a stationary rope several times in succession, using forward-and-back and side-to-side movement patterns.
• K-5.3 Demonstrate the characteristics of sharing in a physical activity.
• 1-1.9: Jump a swinging rope held by others.
• 2-1.16: Jump a rope turned repeatedly.  

Focus Physical Education Standards for  Locomotor and Manipulative Games

1. Motor Skills and Movement Patterns:
   1. Kick a stationary ball, using a smooth, continuous running approach (CA 1-1.17).
   2. Throw a ball for distance, using proper form (CA 2-1.8).
   3. Roll a ball for distance, using proper form (CA 2-1.7).
   4. Identify when to begin the kicking motion when kicking a slowly rolling ball (CA 2-2.11).
2. Identify correctly body planes (i.e., front, back, side) (NASPE Standard 2).
3. Follow directions given to the class for an all-class activity (NASPE Standard 5).
4. Identify several activities that are enjoyable (NASPE Standard 6).
5. Newsletter topic/written assessment: Body Composition). Explain that the body is composed of bones, muscles, organs, tissue, and fat (CA K-4.9).

Additional Physical Education Standards:

• K-1.14: Kick a stationary object, using a simple kicking pattern.
• K-2.7: Identify the point of contact for kicking a ball in a straight line.
• 1-1.16: Kick a rolled ball from a stationary position.
• 1-2.11: Identify the placement of the nonkicking foot when kicking with a smooth, running approach.
• 2-2.8: Compare the changes in force applied to a ball and the ball speed when rolling a ball for various distances.
• 2-5.2 Accept responsibility for one’s own behavior in a group activity.

Focus Physical Education Standards for Sizzling Soccer

1. Motor Skills and Movement Patterns:
   1. Tap the ball from foot to foot, shifting weight and balancing the body on the non-dribbling foot, while in one location (i.e., not moving). Developmentally, this is more difficult than tapping the soccer ball forward using the big-toe area of the inside of the foot. This describes what is called a "juggle" back and forth between the feet, basically a very small side-to-side leap while "pushing" the ball back and forth; it is a coordination task and serves to develop footwork in soccer (NASPE Standard 1).
   2. Use the inside or instep of the foot to kick a slowly rolling ball into the air or along the ground (NASPE Benchmark G2).
   3. Continuously dribble a ball, using the feet, without losing control (NASPE Benchmark G2).
   4. Foot-dribble, with control, a ball along the ground (CA 2-1.15).
2. Explain why one hand or foot is often preferred when practicing movement skills. (and why it is important to develop both sides in soccer! (CA 2-2.4)
3. Practice specific skills as assigned until the teacher signals the end of practice (NASPE Standard 5).
4. Continue to participate when not successful on the first try (NASPE Standard 6).
5. Newsletter topic/written assessment: Aerobic Capacity Identify the location of the heart and explain that it is a muscle. (CA K-4.4). Explain that physical activity increases the heart rate (K-4.5). Identify the location of the lungs and explain the role of the lungs in the collection of oxygen (K-4.6).

Additional Physical Education Standards:

• K-4.4 Identify the location of the heart and explain that it is a muscle.
• 1-1.12: Demonstrate the two-handed overhead (throw) pattern.
• 1-1.20: Dribble a ball in a forward direction, using the inside of the foot.
• 1-2.13: Determine and analyze how much force is needed to move the ball forward while dribbling with the foot.
• 2-1.11: Kick a slowly rolling ball.

Focus Physical Education Standards for Stunts, Tumbling & Movement

1. Motor Skills and Movement Patterns:
   1. Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support (CA 1-1.6).
   2. Roll smoothly in a forward direction without stopping or hesitating (NASPE Benchmark for Second Grade).
   3. Discover how to balance on different body parts, at different levels, becoming "like" a statue while making symmetrical and nonsymmetrical shapes (NASPE Standard 1).
   4. Create a routine that includes two types of body rolls (e.g., log roll, egg roll, shoulder roll, forward roll) and a stationary balance position after each roll (CA 2-1.4). 
2. List activities or skills that would be accomplished more efficiently with stronger muscles (CA 2-4.11).
3. Invite a peer to go first or to take the first turn with a piece of equipment, in an event, or on a piece of apparatus (revised NASPE Standard 5).
4. Encourage others using verbal and non-verbal communication (CA 2-5.4).
5. Newsletter topic/written assessment: Muscle Strength/Endurance Explain that strong muscles help the body to climb, hang, push, and pull (CA K-4.7). Identify muscles that are being strengthened while performing specific physical activities (CA 2-4.10).

Additional Physical Education Standards:

• K-1.6: Balance on one, two, three, four, and five body parts.
• K-1.7: Balance while walking forward and sideways on a narrow, elevated surface.
• K-1.9: Perform a continuous log roll.
• K-2.4: Explain base of support.
• K-4.8 Describe the role of muscles in moving the bones.
• 1-1.7: Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form.
• 1-2.3: Identify the base of support of balanced objects.
• 1-5.4: Invite others to use equipment or apparatus before repeating a turn.
• 2-1.3: Demonstrate balance on the ground and on objects, using bases of support other than both feet.
• 2-2.3: Explain the importance of a wide rather than a narrow base of support in balance activities.  

Focus Physical Education Standards for Funtastic Fitness II

1. Motor Skills and Movement Patterns:
   1. Transfer weight from feet to hands and from hands to feet, landing with control (CA 2-1.2).
   2. Move feet into a high level by placing the weight on the hands and landing with control (NASPE Benchmark G2).
   3. Move each joint through the full range of motion (NASPE Benchmark G2).
   4. Sustain activity for increasingly longer periods of time while participating in various activities in physical education (NASPE Standard 4).
2. State the short-term effects of physical activity on the heart and lungs (NASPE Standard 2).
3. Honestly report the result of work (NASPE Standard 5).
4. Is considerate and respectful of others in physical activity settings (NASPE Benchmark for Second Grade).
5. Newsletter topic/written assessment: Aerobic Capacity Explain that blood collects oxygen from the lungs (CA 1-4.7). Describe the relationship between the heart and lungs during physical activity (CA 2-4.7).

Additional Physical Education Standards:

• K-3.5 Stretch shoulders, legs, arms, and back without bouncing.

• K-3.6 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

• 1-2.1: Identify the right and left sides of the body and movement from right to left and left to right.

• 1-3.7 Sustain continuous movement for increasing periods of time while participating in moder­ate to vigorous physical activity.

• 2-3.6 Engage in moderate to vigorous physical activity for increasing periods of time.

Focus Physical Education Standards for Unit Cooperative Games

1. Motor Skills and Movement Patterns:
   1. Demonstrate clear contrasts between slow and fast movement when skipping (or hopping, galloping, sliding, etc.) (NASPE Standard 1).
   2. Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping (CA 1-1.3).
   3. Travel forward and sideways, changing directions quickly in response to a signal or obstacle using a variety of locomotor skills (NASPE Standard 1).
   4. Travel, changing speed and direction, in response to a variety of rhythms (NASPE Benchmark G2).
2. Compare and contrast changes in heart rate before, during, and after physical activity. (CA 2-4.8).
3. Work in diverse group setting without interfering with others (NASPE Standard 5).
4. Demonstrate the characteristics of sharing and cooperation in a physical activity setting (CA 1-5.3).
5. Newsletter topic/written assessment: State reasons for safe and controlled movements (NASPE Benchmark for Second Grade). Identify appropriate behaviors for participating in physical activity (NASPE Benchmark G2

Additional Physical Education Standards:

• K-1.2: Travel forward and sideways while changing direction quickly in response to a signal.
• K-1.3: Demonstrate contrasts between slow and fast speeds while using locomotor skills.
• K-4.1 Identify physical activities that are enjoyable and challenging.
• 1-1.5: Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.
• K-3.1; 1-3.1; [and 2-3.1]: Participates in physical activities that are enjoyable and challenging [for increasing periods of time].

Focus Physical Education Standards for Basketball Blast

1. Motor Skills and Movement Patterns:
   1. Drop a ball and catch it at the peak of the bounce (NASPE Standard 1).
   2. Identify the roles of body parts not directly involved in catching objects (CA 2-2.10).
   3. Continuously hand dribble a ball without losing control (NASPE Benchmark G2).
   4. Differentiate the effects of varying arm and hand speeds when hand-dribbling a ball (CA 2-2.14).
2. Explain that appropriate practice improves performance (NASPE Standard 2).
3. Assist a partner by sharing observations about skill performance during practice (NASPE Standard 5).
4. Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity (CA 1-5.2).
5. Newsletter topic/written assessment: Fitness Concepts Explain that nutritious food provides energy for alertness and mental concentration (CA 1-4.3). Explain that the intensity and duration of exercise, as well as nutritional choices affect fuel use during physical activity (CA 2-4.5).

Additional Physical Education Standards:

• K-1.13: Toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
• K-1.15: Bounce a ball continuously, using two hands.
• K-2.8: Describe the position of the fingers in the follow-through phase of bouncing a ball continuously.
• K-4.3 Explain that nutritious food provides energy for physical activity.
• 1-1.15: Catch a self-bounced ball.
• 1-1.21: Dribble a ball continuously with one hand.

Focus Physical Education Standards for Paddle Play

1. Unit 11 Skills:
   1. Strike a balloon upward continuously using a large, short-handled paddle (CA 1-1.19).
   2. Strike a balloon upward consistently in an upward or forward motion, using a short-handled paddle (CA 2-1.12).
   3. Strike a ball repeatedly with a paddle (NASPE Benchmark G2).
   4. Identify examples of underhand and overhand movement patterns (CA 1-2.5).
2. Identify the different points of contact when striking a balloon upward and striking a balloon forward (CA 2-2.12).
3. Demonstrate respect for self, others, and equipment during physical activities (CA 2-5.5).
4. Enjoy participating alone while exploring movement tasks (NASPE Standard 5).
5. Newsletter topic/written assessment: Flexibility 1-4.11 Diagram how flexible muscles allow more range of motion in physical activity. [previously: Explain that flexible muscles will allow more range of motion in activity (CA 1-4.11)]. Identify the muscles that are being stretched during specific physical activities (CA 2-4.13).

Additional Physical Education Standards:

• K-4.9: Identify the body part involved in stretching.
• 1-4.11 Diagram how flexible muscles allow more range of motion in physical activity.
• 2-2.7: Identify different opportunities to use striking skills.

Focus Physical Education Standards for Batty for Baseball!

1. Motor Skills and Movement Patterns:
   1. Throw a ball underhand using mature form (e.g., places feet together and shoulders square to target, swings throwing arm straight back, shifts weight forward by stepping forward onto opposite foot, rolls ball off fingers, and finishes with throwing arm outstretched toward target) (NASPE Standard 1).
   2. Recognize appropriate safety practices in general space by throwing balls only when others are not in the direct line of the throw (NASPE Standard 2).
   3. Consistently strike a ball with a bat from a tee or cone, using correct grip and side orientation (NASPE Benchmark G2; CA 2-1.13).
   4. Explain the purpose of using a side orientation when striking a ball from a batting tee (CA 2-2.13).
2. Explain key elements of throwing for distance (CA 2-2.9).
3. Demonstrate the elements of socially acceptable conflict resolution during class activity (NASPE Standard 5).
4. Acknowledge one's opponent or partner before, during, and after an activity or game and gives positive feedback on his/her performance (CA 2-5.3).
5. Newsletter topic/written assessment: Muscular Strength/Endurance Explain that strengthening muscles will prevent injury and that strong muscles will produce more force (CA 1-4.8). Describe how muscle strength and muscle endurance enhance motor skill performance (CA 2-4.9).

Additional Physical Education Standards:

• 1-1.10: Demonstrate the underhand movement (throw) pattern.
• 1-2.6: Explain that in the underhand throw, the position of the fingers at the moment of release can influence the direction a tossed object and a thrown object travel.
• 2-2.6: Identify opportunities to use underhand and overhand movement (throw) patterns.
• 2-5.6 Demonstrate how to solve a problem with another person during physical activity.

Focus Physical Education Standards for Rhythm & Dance

1. Motor Skills and Movement Patterns:
   1. Perform a simple dance step in keeping with a specific tempo (e.g., slow-slow fast-fast-fast) (NASPE Standard 1).
   2. Creates or imitates movement in response to various rhythms and music (CA 1-1.22)
   3. Perform with a partner rhythmic sequences related to simple dance or ribbon routines (CA 2-1.19).
   4. Demonstrate a smooth transition between locomotor skills in time to music (NASPE Standard 1).
2. Compare and contrast locomotor movements conducted to even and uneven beats (CA 2-2.5).
3. Identify and demonstrate the attributes of an effective partner in physical activity (CA 1-5.5).
4. Describe how positive social interaction can make physical activity with others more fun (CA K-5.4).
5. Newsletter topic/written assessment: Compare and contrast the function of the heart during rest and during physical activity (CA 2-4.6).

Additional Physical Education Standards:

• K-1.16: Perform locomotor and nonlocomotor movements to a steady beat.
• K-1.17: Clap in time to a simple, rhythmic beat.
• K-5.5:  Participate as a leader and a follower during physical activities.
• 1-1.22: Create or imitate a movement in response to rhythms and music.
• 2-1.17: Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to music or an external beat.
• 2-1.18: Perform rhythmic sequences related to simple folk dance or ribbon routines.

Focus Physical Education Standards for Beachball Volleyball

1. Motor Skills and Movement Patterns:
   1. Strike a stationary ball or balloon with the hands, arms, and feet (K-1.12).
   2. Catch a self-tossed ball (CA Standard 1-1.14).
   3. Strike a balloon upward continuously using arms, hands, and feet (CA 1-1.18).
   4. Identify the location of the contact point to strike an object upward (CA 1-2.12)
2. Repeat cue words for jumping vertically (crouch, straighten, land on both feet and bend knees) and demonstrates/explains what is meant by each (NASPE Standard 2).
3. Use equipment and space safely and properly (NASPE Standard 5).
4. Accept the feelings resulting from challenges, successes, and failures in physical activity (NASPE Benchmark for Second Grade).
5. Newsletter topic/written assessment: Aerobic Capacity Explain that the heart is the most important muscle in the body and is approximately the size of a fist (CA 1-4.4); Explain that the heart becomes stronger from regularly beating faster during physical activity (CA 1-4.5); Identify physical activities that cause the heart to beat faster (CA 1-4.6).

Additional Physical Education Standards:

• K-2.6: Explain the role of the eyes when striking objects with the hands, arms, and feet.
• K-4.5: Identify the feelings that result from participation in physical activity.
• 2-1.5: Jump for distance [or height], landing on both feet and bending the hips, knees, and ankles to reduce the impact force.

Focus Physical Education Standards for Funtastic Fitness III

1. Motor Skills and Movement Patterns:
   1. Manage own body weight while hanging or climbing (NASPE Benchmark G2).
   2. Demonstrate sufficient muscular strength to be able to bear body weight for climbing, hanging, and momentary body support on the hands (NASPE Standard 4).
   3. Increase arm and shoulder strength by traveling hand-over-hand along a horizontal ladder (i.e., monkey bars) (NASPE Standard 4).
   4. Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges, squats, and triceps push-ups from a chair or bench to enhance endurance and increase muscle efficiency (CA 2-3.3).
2. Discuss how body temperature and blood volume are maintained during physical activity when an adequate amount of water is consumed (CA 2-4.4).
3. Accept all playmates without regard to personal differences (e.g., ethnicity, gender, disability) (NASPE Standard 5).
4. Identify positive feelings associated with achieving enhanced levels of fitness (NASPE Standard 6).
5. Newsletter topic/written assessment: Body Composition Identify the body components (e.g., bones, muscles, organs, fat, and other tissues) (CA 1-4.12). Describe the differences in density and weight between bones, muscles, organs, and fat (CA 2-4.15).

Additional Physical Education Standards:

• 1-3.5 Travel hand-over-hand along a horizontal ladder or hang from an overhead bar.

• 2-3.4 Traverse the overhead ladder one bar at a time.

• 1-3.3 Demonstrate, for increasing periods of time, a “v” sit position, a push-up position with arms extended, and a squat position.

• 1-3.4 Move from a sitting to a standing position and from a lying to a sitting position without using arms to brace oneself while on the floor.

• 1-3.8: Identify and use two indicators of increased capacity for vigorous physical activity to measure a change in activity levels.

• 2-3.7 Measure improvements in individual fitness levels.

Focus Physical Education Standards for Summer Fun Cooperative Games

1. Motor Skills and Movement Patterns:
   1. Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object (CA K-1.8).
   2. Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills (CA 1-1.2).
   3. Jump and land using a combination of one and two foot take-offs and landings (NASPE Benchmark G2).
   4. Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps, and triceps (CA 2-3.5).
2. List ways to increase physical activity time outside of school (CA 2-4.3).
3. During class closure, identify sharing with a partner as a way to cooperate (NASPE Standard 5).
4. Participate positively in physical activities that rely on cooperation (CA 2-5.7).
5. Newsletter topic/written assessment: Muscle Strength/Endurance Identify the role that weight-bearing activities play in bone strength (CA 2-4.12).

Additional Physical Education Standards:

• K-1.10: Travel in straight, curved, and zigzag pathways.
• K-2.1: Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backward, and sideways.
• K-3.2: Participate three to four days each week in moderate to vigorous physical activities that increase breathing and heart rate.K-4.9: Identify the body part involved when stretching.
• 1-1.8: Land on both feet after taking off on one foot and on both feet.
• 1-3.2: Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.

·         1-3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyperextending the joints.

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