5th+Grade

What's happening in 5th grade PE?

**September 10, 2014**

__ *Unit 1: Leaders in Sport __ -Adventure Challenge
 * PYP Strand: **

-accept and appreciate the diversity of cultures, experiences and perspectives of others
 * Learning outcomes: **

-In a whole group discussion we will talk about leaders and leadership in general. Students will then be placed into three groups and each gorup will brainstorm the different characteristics that make up a good "captain" (leader in sport). They will then take this information and create a poster, which will be hung up in the grade 5 classroom.
 * Description: **

-This is a transdiscplinary unit that goes together with the Grade 5's Unit of Inquiry entiled, "How we organize ourselves." The central idea of this unit is, "Leadership - becoming a leader requires a process and skills."
 * Transdisciplinary Unit: **


 * *BELOW IS INFORMATION FROM THE 2013-2014 SCHOOL YEAR **


 * May 8, 2014 **

__** Unit 8: Track and Field **__

-Athletic activities
 * PYP Strand: **

-introduce a greater complexity and refine movements to improve the quaility of a movement sequence
 * Learning outcome: **

-Students will be learning the proper techniques for 4 different track and field events (sprinting, distance running, long jump and palant ball throw). The will work on refining the proper techniques to improve their performance. The culminating activity for this unit will be Sport Day, a track and field competition for all students in grades 3-10, which will allow them to perform at a real track and field facility.
 * Description: **

1. Movement skills (students performance of proper techniques of track and field events)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

** April 28, 2014 **

Below you can view videos of the grade 5 students performing their gymnastics routines that they created for their final assessment task.

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__ *Unit 7: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-recognize, analyze and apply different strategies to cope with adversity
 * Learning outcomes: **

-During this unit students will first learn various jumps, balances and rolls which will help them to create a short gymnastics routine for their final assessment.
 * Description: **

1. Movement skills (performance of gymnastics routine at the end of the unit)
 * Assessment (students will be assessed on the following areas): **

2. Safety (how they follow directions and participate safely in the different gymnastics exercises)

** April 2, 2014 **

Below you can view a few videos of the grade 5 students playing a doubles badminton match:

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**__*Unit 6: Badminton__**

**PYP Strand:**

-Games

**Learning outcomes:**

-reflect and act upon their preferences for physical activities in leisure time

**Description:**

-During this unit students will continue to develop and add on to the skills taught in the previous year.

**Assessment** (students will be assessed on the following areas):

1. Understanding of rules/content (written test students will be given at the end of the unit)

2. Safety (how safely students are able to use equipment)

** February 4, 2014 **

Below students can view their notes and skill cues for the volleyball unit:




 * January 14, 2014 **

__ *Unit 5: Volleyball __

-Games
 * PYP Strand: **

-build on previous experience to improve group performance
 * Learning outcomes: **

-During this unit students will learn, practice and perform forearm passing (bumping), setting and underhand serving skills as well as participate in modified matches.
 * Description: **

1. Movement skills (performance of correct techniques of skills)
 * Assessment (students will be assessed on the following areas): **

2. Understanding of content (written test given at the end of the unit)

**November 26, 2013**

__*Unit 4: Basketball__

**PYP Strand:** -Games

**Learning outcomes:** -exhibit effective decision-making processes in the application of skills during physical activity

**Description:** -During this unit students will learn, practice and perform dribbling, passing and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed in the following areas):

1. Movement skills (performance of correct techniques of skills that will be conducted through a peer assessment and teacher observations)

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**November 14, 2013**

Below you can open the PDF file and see completed student peer assessment sheets from the Soccer unit. Students were paired up and had to observe and assess each other performing the 4 skills developed throughout the unit (dribbling, passing, trapping and shooting):



**October 15, 2013**

__ *Unit 3: Soccer __

**PYP Strand:** -Games

**Learning outcomes:** -exhibit effective decision-making processes in the application of skills during physical activity

**Description:** -During this unit students will learn, practice and perform dribbling, passing, trapping and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas): 1. Movement skills (performance of correct techniques of skills)

2. Safety (teacher observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

September 30, 2013

Below you can view 2 videos of students performing their final assessment of the 4 Self-Defense stances.

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September 26, 2013

__ *Unit 2: Self-defense __

-Health-related activities
 * PYP Strand: **

-embrace a strong sense of self-efficacy that enhances their accomplishments, attitudes & personal well-being
 * Learning outcomes: **

-Self-defense means, "defending oneself against violence or potential violence in order to gain safety." While students will learn various escape techniques to get themselves out of dangerous situations they will also explore and discuss ways in which they can practice good self-defense in their everyday lives. This thinking will help them to assess situations and make good decisions about potential dangers so that they can avoid violence. One example of good self-defense is for them to buckle their seatlbelts then they are riding in a car, which will protect them against a potential dangerous car accident. Self-defense is also very mental and students will learn, practice and perform exercises to help with their concentration. This unit is meant to install confidence in each student as well as a strong self efficacy, which is a belief about their capabilities.
 * Description: **

1. Movement skills (performance of self-defense stances, kata and escape techniques)
 * Assessment (students will be assessed on the following areas): **

2. Social responsibility (teachers observations of how they interact and focus during each lesson)

3. Understanding of content (written test given at the end of the unit)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

September 16, 2013

Below are some pictures from the students working in their groups creating their Leadership in Sport posters, with a picture of their final poster under each group picture. This is done in cooperation with their unit of inquiry on leadership.









**September 10, 2013**

__ *Unit 1: Leaders in Sport __ -Adventure Challenge
 * PYP Strand: **

-accept and appreciate the diversity of cultures, experiences and perspectives of others
 * Learning outcomes: **

-In a whole group discussion we will talk about leaders and leadership in general. Students will then be placed into three groups and each gorup will brainstorm the different characteristics that make up a good "captain" (leader in sport). They will then take this information and create a poster, which will be hung up in the grade 5 classroom.
 * Description: **

-This is a transdiscplinary unit that goes together with the Grade 5's Unit of Inquiry entiled, "How we organize ourselves." The central idea of this unit is, "Leadership - becoming a leader requires a process and skills."
 * Transdisciplinary Unit: **

**September 4, 2013**

Students will spend the first couple of lessons participating in some integration/cooperative activities that will strengthen the friendship of the group. Since they are new at the Z-campus they will also learn the routines for PE at this campus.


 * *BELOW IS INFORMATION FROM THE 2012-2013 SCHOOL YEAR **


 * May 6, 2013 **

__** Unit 8: Track and Field **__

-Athletic activities
 * PYP Strand: **

-introduce a greater complexity and refine movements to improve the quaility of a movement sequence
 * Learning outcome: **

-Students will be learning the proper techniques for 4 different track and field events (sprinting, distance running, long jump and palant ball throw). The will work on refining these tequnies to improve their performance. The culminating activity for this unit will be Sport Day, a track and field competition for all students in grades 3-10, which will allow them to perform at a real track and field facility.
 * Description: **

1. Movement skills (students performance of proper techniques of track and field events)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**April 5, 2013**

**__*Unit 7: Badminton__**

**PYP Strand:** -Games

**Learning outcomes:** -reflect and act upon their preferences for physical activities in leisure time

**Description:** -During this unit students will continue to develop and add on to the skills taught in the previous year.

**Assessment** (students will be assessed on the following areas): 1. Understanding of rules/content (written test students will be given at the end of the unit)

2. Safety (how safely students are able to use equipment)

** February 26, 2013 **

__ *Unit 6: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-recognize, analyze and apply different strategies to cope with adversity
 * Learning outcomes: **

-During this unit students will first learn various jumps, balances and rolls which will help them to create a short gymnastics routine for their final assessment.
 * Description: **

1. Movement skills (performance of gymnastics routine at the end of the unit)
 * Assessment (students will be assessed on the following areas): **

2. Safety (how they follow directions and participate safely in the different gymnastics exercises)

** February 1, 2013 **

Below you can view students practicing their underhand serving technique over a volleyball net:

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** January 29, 2013 **

Below students can view their notes, skill cues and skill rubric for the volleyball unit:






 * January 10, 2013 **

__*Unit 5: Volleyball__

**PYP Strand:** -Games

**Learning outcomes:** -build on previous experience to improve group performance

**Description:** -During this unit students will learn, practice and perform forearm passing (bumping), setting and underhand serving skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas): 1. Movement skills (performance of correct techniques of skills) 2. Understanding of content (written test given at the end of the unit)


 * December 13, 2012 **

Below you can view 2 videos of students participating in their final skills assessment as part of the basketball unit. They participated in a skills course in which they had to perform dribbling, bounce passing, chest passing and shooting skills.

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**November 27, 2012**

__*Unit 4: Basketball__

**PYP Strand:** -Games

**Learning outcomes:** -exhibit effective decision-making processes in the application of skills during physical activity

**Description:** -During this unit students will learn, practice and perform dribbling, passing and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed in the following areas):

1. Movement skills (performance of correct techniques of skills)

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**October 22, 2012**

__ *Unit 3: Soccer __

**PYP Strand:** -Games

**Learning outcomes:** -exhibit effective decision-making processes in the application of skills during physical activity

**Description:** -During this unit students will learn, practice and perform dribbling, passing, trapping and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas): 1. Movement skills (performance of correct techniques of skills)

2. Safety (teacher observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

October 17, 2012

Below you can view 2 videos of student performing their Self-Defense kata called, Kihon Kata Shodan. A kata is an exercise that helps a person with their concentration and was one of the tasks used to assess movement skills.

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October 8, 2012

Below are copies of documents that the grade 5 students use for the Self-Defense unit:





September 24, 2012

__ *Unit 2: Self-defense __

-Health-related activities
 * PYP Strand: **

-embrace a strong sense of self-efficacy that enhances their accomplishments, attitudes & personal well-being
 * Learning outcomes: **

-Self-defense means, "defending oneself against violence or potential violence in order to gain safety." While students will learn various escape techniques to get themselves out of dangerous situations they will also explore and discuss ways in which they can practice good self-defense in their everyday lives. This thinking will help them to assess situations and make good decisions about potential dangers so that they can avoid violence. One example of good self-defense is for them to buckle their seatlbelts then they are riding in a car, which will protect them against a potential dangerous car accident. Self-defense is also very mental and students will learn, practice and perform exercises to help with their concentration. This unit is meant to install confidence in each student as well as a strong self efficacy, which is a belief about their capabilities.
 * Description: **

1. Movement skills (performance of self-defense stances, kata and escape techniques)
 * Assessment (students will be assessed on the following areas): **

2. Bahavior (teachers observations of how they act during each lesson)

3. Understanding of content (written test given at the end of the unit)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

September 18, 2012

Below are some pictures from the students working in their groups creating their Leadership in Sport posters, with a picture of their final poster under each group picture:













**September 14, 2012**

__ *Unit 1: Leaders in Sport __ -Adventure Challenge
 * PYP Strand: **

-accept and appreciate the diversity of cultures, experiences and perspectives of others
 * Learning outcomes: **

-In a whole group discussion we will talk about leaders and leadership in general. Students will then be placed into three groups and each gorup will brainstorm the different characteristics that make up a good "captain" (leader in sport). They will then take this information and create a poster, which will be hung up in the grade 5 classroom.
 * Description: **

-This is a transdiscplinary unit that goes together with the Grade 5's Unit of Inquiry entiled, "How we organize ourselves." The central idea of this unit is, "Leadership - becoming a leader requires a process and skills."
 * Transdisciplinary Unit: **


 * Below you can view two videos from the grade 5 Fitnessgram assessment. One is of a student performing push-ups (which tests for muscular endurance and upper body strength) and the second is of a student performing curl-ups (which tests for strength in the abdominal muscles): **

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 * September 10, 2012 **

*Students are now performing the Fitnessgram, which is a health-related fitness and activity assessment. Each student will be tested on the different areas of fitness (Aerobic Capacity, Abdominal Muscle Strength & Endurance, Upper Body Strength, Back Strength & Flexibility and Flexibility). After each test they will be able to see if they are located in the "healthy zone" for their age and gender, which will tell them if they need to improve in any area. The test is conducted again at the end of the year so that the students can see their improvement. Each student receives his/her own Personal Fitness Record sheet, which will alow them to keep their results on an individual basis.

**September 4, 2012**

Students will spend the first couple of lessons participating in some integration/cooperative activities that will strengthen the friendship of the group.


 * *BELOW IS INFORMATION FROM THE 2011-2012 SCHOOL YEAR **


 * May 14 **

__** Unit 8: Track and Field **__

-Athletic activities
 * PYP Strand: **

-introduce a greater complexity and refine movements to improve the quaility of a movement sequence
 * Learning outcome: **

-Students will be learning the proper techniques for 4 different track and field events (sprinting, distance running, long jump and palant ball throw). The will work on refining these tequnies to improve their performance. The culminating activity for this unit will be Sport Day, a track and field competition for all students in grades 3-10, which will allow them to perform at a real track and field facility.
 * Description: **

1. Movement skills (students performance of proper techniques of track and field events)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**March 30**

**__*Unit 7: Badminton__**

**PYP Strand:**

-Games

**Learning outcomes:**

-reflect and act upon their preferences for physical activities in leisure time

**Description:**

-During this unit students will continue to develop and add on to the skills taught in the previous year.

**Assessment** (students will be assessed on the following areas):

1. Understanding of rules/content (written test students will be given at the end of the unit)

2. Safety (how safely students are able to use equipment)

**March 5**

**__*Unit 6: Gymnastics__**

**PYP Strand:** -Athletic Activities

**Learning outcomes:** -recognize, analyze and apply different strategies to cope with adversity

**Description:** -During this unit students will first learn various jumps, balances and rolls which will help them to create a short gymnastics routine for their final assessment.

**Assessment** (students will be assessed on the following areas): 1. Movement skills (performance of gymnastics routine at the end of the unit) 2. Safety (how they follow directions and participate safely in the different gymnastics exercises)

**January 15**

Below you can view the notes and skill cues for grade 5 Volleyball unit, which helps students to prepare for their end of the unit test, which assesses their understanding of the content covered during the unit. You can also open and see the skill rubric, which will be used to assess their movement skills:







**January 13**

**__*Unit 5: Volleyball__**

**PYP Strand:** -Games

**Learning outcomes:** -build on previous experience to improve group performance

**Description:** -During this unit students will learn, practice and perform forearm passing (bumping), setting and underhand serving skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas): 1. Movement skills (performance of correct techniques of skills) 2. Understanding of content (written test given at the end of the unit)

**December 1**

Below you can view the notes and skill cues for grade 5 Basketball unit, which helps students to prepare for their end of the unit test, which assesses their understanding of the content covered during the unit. You can also open and see the skill rubric, which will be used to assess their movement skills:







**November 23**

**__*Unit 4: Basketball__**

**PYP Strand:**

-Games

**Learning outcomes:**

-exhibit effective decision-making processes in the application of skills during physical activity

**Description:**

-During this unit students will learn, practice and perform dribbling, passing and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas):

1. Movement skills (performance of correct techniques of skills)

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**November 8**

Below students can download a copy of the Soccer unit notes and skill cues. Also, students can open and view the soccer skills rubric that will be used to assess their movement skills:





**October 14**

__ *Unit 3: Soccer __

**PYP Strand:**

-Games

**Learning outcomes:**

-exhibit effective decision-making processes in the application of skills during physical activity

**Description:**

-During this unit students will learn, practice and perform dribbling, passing, trapping and shooting skills as well as participate in modified matches.

**Assessment** (students will be assessed on the following areas):

1. Movement skills (performance of correct techniques of skills)

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Understanding of content (written test given at the end of the unit)

**Stand alone unit:**

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**September 28**

A kata is a pre-arranged exercised that helps a person to work on their concentration. Below you can see a video from one student's Kihon Kata Shodan assessment:

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**September 23**

Below you can see pictures of the grade 5 Self-defense stances assessment. Students had to name and perform the 4 stances correctly:









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**September 20**

Below you can view the rubrics for the grade 5 Self-Defense Stances and Kata assessments students will perform this week:



**September 15**

Below grade 5 students can download and print their notes (which will help them prepare for their written test at the end of the unit), escape techniques and kata pages for the Self-defense unit:





**September 14**

__ *Unit 2: Self-defense __

**PYP Strand:**

-Health-related activities

**Learning outcomes:**

-embrace a strong sense of self-efficacy that enhances their accomplishments, attitudes & personal well-being

**Description:**

-Self-defense means, "defending oneself against violence or potential violence in order to gain safety." While students will learn various escape techniques to get themselves out of dangerous situations they will also explore and discuss ways in which they can practice good self-defense in their everyday lives. This thinking will help them to assess situations and make good decisions about potential dangers so that they can avoid violence. One example of good self-defense is for them to buckle their seatlbelts then they are riding in a car, which will protect them against a potential dangerous car accident. Self-defense is also very mental and students will learn, practice and perform exercises to help with their concentration. This unit is meant to install confidence in each student as well as a strong self efficacy, which is a belief about their capabilities.


 * Assessment ** (students will be assessed on the following areas):

1. Movement skills (performance of self-defense stances, kata and escape techniques) 2. Bahavior (teachers observations of how they act during each lesson) 3. Understanding of content (written test given at the end of the unit)

**Stand alone unit:**

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**September 9**

__ *Unit 1: Leaders in Sport __

**PYP Strand:**

-Adventure Challenge

**Learning outcomes:**

-accept and appreciate the diversity of cultures, experiences and perspectives of others

**Description:**

-In a whole group discussion we will talk about leaders and leadership in general. Students will then be placed into two groups and each gorup will brainstorm the different characteristics that make up a good "captain" (leader in sport). They will then take this information and create a poster, which will be hung up in the grade 5 classroom.

**Transdisciplinary Unit:**

-This is a transdiscplinary unit that goes together with the Grade 5's Unit of Inquiry entiled, "How we organize ourselves." The central idea of this unit is, "Leadership - becoming a leader requires a process and skills."

**September 6**

*Students are now performing the Fitnessgram, which is a health-related fitness and activity assessment. Each student will be tested on the different areas of fitness (Aerobic Capacity, Abdominal Muscle Strength & Endurance, Upper Body Strength, Back Strength & Flexibility and Flexibility). After each test they will be able to see if they are located in the "healthy zone" for their age and gender, which will tell them if they need to improve in any area. The test is conducted again at the end of the year so that the students can see their improvement. Each student receives his/her own Personal Fitness Record sheet, which will alow them to keep their results on an individual basis.

**August 29**

*Students will spend the first couple of lessons participating in some integration activities that will allow the group to get to know each other.