This unit is presented as a series of progressive tasks. Each learning task can be used to reach one or more of the applicable outcomes and may be taught as one lesson or part of a lesson. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended. The suggested assessments are designed to give teachers ideas related to each task.Prior to the learning tasks, the standards, applicable exit outcomes, focus and subfocus skills/concepts, and critical skill elements are listed within the overview.Cover image: "Soccer" by monica_aulich from Pixabay.com AttributesGraham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.SHAPE America Standards and Grade-Level Outcomes

The attached resource is a simple tool for students to record their Fitnessgram data and set a personal fitness goal. It is appropriate for grades four and five, and can be edited to include different fitness tests according to your program needs.Cover image: "Running" by alex4663 from Pixabay.comRelated Exit OutcomesGrade FourCompletes fitness assessments (pre and post). (S3.E5.4a)Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas. (S3.E5.4b)Grade FiveAnalyzes results of fitness assessment (pre and post), com-paring results to fitness components for good health. (S3.E5.5a)Designs a fitness plan to address ways to use physical activity to enhance fitness. (S3.E5.5b)

The attached resource is a simple tool for students to record their Fitnessgram data and set a personal fitness goal. It is appropriate for grades four and five, and can be edited to include different fitness tests according to your program needs.Cover image: "Running" by alex4663 from Pixabay.comRelated Exit OutcomesGrade FourCompletes fitness assessments (pre and post). (S3.E5.4a)Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas. (S3.E5.4b)Grade FiveAnalyzes results of fitness assessment (pre and post), com-paring results to fitness components for good health. (S3.E5.5a)Designs a fitness plan to address ways to use physical activity to enhance fitness. (S3.E5.5b)

This interactive site displays the organization and aspects of the plant, animal, and bacterial cell models through animations and text (requires Adobe Flash Player). Disclaimer: Host website is responsible for accessibility compliance. Educator is responsible for accommodations.

The purpose of the module It Fits is to encourage students to use perceptive behaviors to think like a scientist. The module introduces strategies developed in kindergarten. These strategies include identifying attributes to sort, classify, and make inferences in order to create analogies on collected observational data about our world and are for all students.

The purpose of Making Sense of Our World is to encourage students to use communicative behaviors to relate their thinking like scientists. The module introduces strategies developed in Kindergarten. These strategies include identifying sensory attributes to sort, classify, and compare observational data about our world, and are for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.

This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.The National Standards and Grade-Level Outcomes in this unit are referenced from the "National Standards & Grade Level Outcomes for K-12 Physical Education."SHAPE America Outcomes:KindergartenPerforms locomotor skills in response to teacher-led creative dance. (S1.E5.K)Maintains momentary stillness on different bases of support. (S1.E7.Ka)Forms wide, narrow, curled and twisted body shapes. (S1.E7.Kb)Contrasts the actions of curling and stretching. (S1.E10.K)Travels in general space with different speeds. (S2.E3.K)Recognizes that when you move fast, your heart beats faster and you breathe faster.3 (S3.E3.K)Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Identifies physical activities that are enjoyable. (S5.E3.Ka)Grade OneCombines locomotor and nonlocomotor skills in a teacher- designed dance. (S1.E5.1)Maintains stillness on different bases of support with different body shapes. (S1.E7.1)Demonstrates twisting, curling, bending and stretching actions. (S1.E10.1)Differentiates between fast and slow speeds. (S2.E3.1a)Differentiates between strong and light force. (S2.E3.1b)Identifies the heart as a muscle that grows stronger with exercise, play and physical activity. (S3.E3.1)Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Describes positive feelings that result from participating in physical activities. (S5.E3.1a)Grade TwoPerforms a teacher- and/or student- designed rhythmic activity with correct response to simple rhythms. (S1.E5.2)Balances on different bases of support, combining levels and shapes. (S1.E7.2a)Differentiates among twisting, curling, bending and stretching actions. (S1.E10.2)Combines balances and transfers into athree-part sequence (i.e., dance, gymnastics). (S1.E11.2)Varies time and force with gradual increases and decreases. (S2.E3.2)Identifies physical activities that contribute to fitness. (S3.E3.2b)Practices skills with minimal teacher prompting. (S4.E1.2)Identifies physical activities that provide self-expression (e.g. dance, gymnastics routines, practice tasks in games environments). (S5.E3.2)Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.

How safe are your students online? This lesson includes resources with facts and tips about online privacy and security for students. Students will 1.) evaluate resources for best practices in cyber privacy and security and 2.) identify a goal to strengthen an area of cyber privacy and security in their online behavior. (Thumbnail image attribute: Alpha Stock Images http://alphastockimages.com/)

These introductory plans will springboard students into the inspirational text, Dolphin Tale: The Junior Novel. This modified text, and a full length feature movie, was inspired by the true story of Winter, an injured bottlenose dolphin, and her recovery. Selected as an anchor text for this unit, Dolphin Tale: The Junior Novel provides many opportunities for third graders to engage in deep comprehension with a motivating and relevant text.  The modified text, was created using more simplistic language while keeping the main idea and characters intact. Students will recount events and identify the many and varied types of relationships presented in the story. Later in this unit, students will read a modified version of, Winter’s Tail, the informative account of Winter’s rescue and her rehabilitation. This set of lessons is intended to span between 6-10 instructional periods and will also set the stage for specific learning structures and routines.  Students will use response strategies to identify relationships among characters and animals.  Through reading and discussion, students will cite key details and evidence that support the main idea of portions of the text read. Contained in this plan are day-by-day lessons.

This interpretive listening and presentational writing task aligns with a novice-level unit about school supplies. This task is tiered by complexity of product (how students show what they know).

This document provides an overview of early childhood science centers. It provides guidance on the purpose, philosophy for having a science center, materials, and question prompts. It also gives photographic examples of science centers.

This is an overview of the science center including the purpose, materials, questioning, considerations and photographic examples.

The purpose of Preservation Problem Solvers is to encourage students to use leadership and resourceful behaviors to think like a scientist. This module extends the Essential Strategies of Attributes, Questioning, and Creative Problem Solving introduced in Kindergarten and First Grade, is for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

Tremendous Trees or Tree-mendous Trees encourages students to use inquisitive and creative behaviors, to think like a scientist. The module extends the Essential Strategies of Attributes and Questioning introduced in Kindergarten and First Grade. Students use questions to approach problems and identify attributes to sort, classify, and make inferences to create analogies on observational data about our world using this module for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

This is an overview of the sensory table center including the purpose, materials, questioning, considerations and photographic examples.

This activity provides opportunities for students to communicate with each other, in writing, on a given topic in the target language. The teacher provides a question or a topic and students respond to the original question and/or to each other. The attached document "debate silencioso" provides for an extended exchange between two students, following the arrows, as they respond to each other's responses. The other document can be used in groups of four where each student responds to the question and then, at the teacher's direction, the paper is turned a quarter turn so that each student then sees a classmate's response and can respond to his or her comments, ask a follow up question, add on to the comment, etc. As the paper continues to be turned, the students see additional comments from other group mates and thus have more to respond to. This version works best on large newsprint rather than an 8.5 x 11 paper but the document provides a visual for the teacher.

In either version, the idea is to insist on silence so that students are required to express their ideas in writing in the target language.

Students listen to a song and complete a cloze activity, then watch a commercial and explore locations on Google Maps while noting aberrations and answering questions.

This interpretive listening and presentational writing task aligns with a novice-level unit about sports. This task is tiered by complexity of product (how students show what they know).

This resource requires students to present the solution to a multi-step problem in the form of valid chains of reasoning, using symbols appropriately. Students must use their content knowledge of addition and subtraction of mixed numbers with like denominators to reason and solve.