Wellness for Life Curriculum K-12
A Vision for Wellness for Life in GrandviewWellness for life in Grandview includes:
Our students are equipped to:
Big Ideas: What do we want students to know and apply?
Movement leads to change.
If it doesn’t challenge you, it doesn’t change you.
Choices matter.
Active engagement creates empowerment.
Intrinsic Self Worth is Invaluable.
Values guide positive decisions.
Wellness is the subject of a lifetime.
The learning attributes are enduring themes throughout the Wellness for Life curriculum K-8.
Accountability (for actions, organization, learning, work, materials, and timeliness) |
Collaboration (ability to work productively with adults, peers, partners, small groups, whole group) |
Communication (interpersonal or digital, reciprocal, attentive listening, formal and informal) |
Empathy (caring, helpful, thoughtful, seeking to understand other people’s needs) |
Honesty (self, adult, and peers) |
Perseverance (grit, taking risks, not giving up) |
Resourcefulness (seeking out appropriate adults, peers, supplies, texts, technology to be successful) |
Respectfulness (self, adult, and peers, materials) |
Safety (physically, digitally) |
Kindergarten - Second Grade
1. Motor Skill Development/ Movement Pattern
a. Locomotor skills and non-locomotor skills K-2 grade band targets
i. I can walk, run, slide, gallop, hop, skip, jump, leap
ii. I can perform combinations of locomotor, non-locomotor, weight transfer and static and dynamic balance skills.
iii. I can perform combinations of non-locomotor and locomotor skills in a movement pattern.
iv. I can demonstrate static and balance skills as part of a movement pattern. v. I can perform combinations of rolling and balance skills.
vi. I can perform rhythmic dance steps and sequences.
2. Manipulative Skills
a. K- 2 grade band targets
i. I can dribble a ball using hands and feet using variations with speed, direction and pathways and relationship with objects.
ii. I can roll a ball or object to a moving target.
iii. I can kick a rolled or moving ball with the laces for power.
iv. I can throw overhand a variety of objects demonstrating a side orientation.
v. I can catch objects coming from different directions, heights and speeds.
vi. I can strike a variety of objects with the hand or an implement with purpose to control
force/direction.
3. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
a. Body, space, effort and relationships K-2 grade band targets
i. I can apply movement vocabulary of body, space, effort and relationships to complete
movement tasks.
ii. I can apply movement concepts to modify performance (e.g., use more body parts,
keep the object closer).
iii. I can apply different degrees of effort, force, speed and direction to accomplish a task
(e.g., adjust speed).
iv. I can apply concepts of general and personal space to accomplish movement tasks in
movement patterns, games and tasks.
b. Demonstrate knowledge of critical elements of fundamental motor skills K-2 grade band
targets
i. I can differentiate between locomotor, non-locomotor and manipulative skills.
ii. I can identify critical elements which lead to successful performance of locomotor,
non-locomotor and manipulative skills.
4. Health enhancing activity level and fitness.
a. Describes current level of physical activity and identifies additional physical activity opportunities K-2 grade band targets
i. I can identify opportunities for physical activity at school, home and in the community.
ii. I can track the amount of physical activity within the school day and compare it to the recommendation for daily physical activity.
iii. I can suggest alternatives to unhealthy food and beverage choices related to physical activity.
b. Understand the principles, components and practices of health-related physical fitness K-2 grade band targets
i. I can recall activities that align with each component of health-related fitness.
ii. I can name activities that increase heart rate.
iii. I can identify activities to improve muscular strength.
iv. I can identify ways to stretch muscles in various parts of the body.
5. Personal/ Social Behavior
a. Know and follow procedures and safety practices K-2 grade band targets
i. I can respond positively to reminders of appropriate safety procedures.
ii. I can follow directions and handle equipment safely.
iii. I can complete activities and take responsibility for actions.
iv. I can explain rules related to safety and activity-specific procedures.
b. Responsible behavior in physical activity setting K-2 grade band targets
i. I can follow instructions and class procedures while participating in physical
education activities.
ii. I can demonstrate cooperation with others when resolving conflicts.
iii. I can interact positively with others in partner and small group activities without
regard to individual differences.
iv. I can take turns using equipment or performing a task.
6. Values physical activity for health enjoyment, challenge, self-expression and social interaction.
a. Identifies health benefits as reasons to value physical activity
i. I can identify specific health benefits from participation in daily physical activity
b. Identifies reasons to participate in physical activity
i. I can discuss personal reasons (why?) for enjoying physical activity.
7. Second Grade Life Science: Living and Non-living Things
a. What do all living things need?
I can identify living things
I can explain what it means to be alive
Iknowthatlivingthingsgrow
Iknowlivingthingsneedfoodandenergy
I can identify what living things need to survive
1. Human senses
b. How do living things get energy?
8. Introduce FITT Principle
Third - Fifth Grade Band
Drugs and Alcohol
a. Partnership with City of Grandview Heights Police Department
Background knowledge
How does this affect my decisions?
I can use resources for good decision-making and problem-solving
I can discuss possible solutions to a problem
I can examine the positive and negative consequences of a possible
solution to a problem.
I can know when I made a good decision.
3. Nutrition and Food Safety
I can identify the five food categories from MyPlates and give healthy food options for
each
I can explain how healthy eating impacts my energy and how I feel
I can explain how germs spread and ways to keep from spreading germs when handling
or preparing food.
4. Physical Activity and Fitness
Social/Emotional and Physical benefits of exercise
Fitness components and FITT (Frequency, intensity, time, type) principles
I can list the five fitness components and the importance of each
I can identify examples of each component
iii. IcandescribethecomponentsoftheFITTprinciple
5. Personal Care and Hygiene
a. The importance of sleep and your health
i. Have kids wear fitbits (or parents fitbit, or just keep track) to track their sleep b. Body cleanliness and how germs spread
i. Use petrie dishes to show where germs are and where they end up 6. Human Growth and Development
Female and male body change in adolescence and adulthood.
Caring for the body during puberty.
How individuals differ in growth and development
Emotional and social changes that occur during adolescence
I can explain the importance of identifying a trusted adult in your life
I can explain why it is important to say something to a trusted adult if I have a
friend in need.
iii. I can identify resources with in the building
6th-8th Grade
Scope & Sequence
K-3: 1 hour per week: 2 days x 30 minutes, ½ Day K= 1 day x 30 minutes
4-5: 1 day x 60 minutes= 1 hour per week + 1 day x 30 minutes Classroom Wellness
6-8: 1 Semester: 5 days x 50 minutes
Month |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
August |
Teamwork Fitness Assessment* |
teamwork •fitness assessment Group games |
Fitness Assessment Teamwork |
Fitness Assessment Teamwork |
Fitness Assessment Teamwork |
September |
Soccer Components of Fitness |
Group games |
Wellness Center- Cardio Equipment & Body Weight Soccer |
Fitness Wellness Center Intro- Free Weights Baseball Softball |
Fitness Wellness Center Review Football |
October |
Football Lacrosse |
Basketball |
Fitness Goal Setting |
FITT Principle |
Specific Fitness Training (Agility, Plyo, Resistance Band, Med Ball) |
November |
Basketball |
Basketball |
Team Handball Floor Hockey |
Basketball Lacrosse |
paddle/racket sports Volleyball |
December |
Volleyball |
volleyball |
floor hockey Fitness Assessments |
Lacrosse Fitness Assessments |
volleyball Fitness Assessments |
January |
Floor Hockey |
Jump rope •Fitness components |
Fitness Assessment Teamwork |
Fitness Assessment Teamwork |
Fitness Assessment Teamwork |
February |
Jump Rope/JRFH |
JRFH Floor hockey |
Wellness Center- Cardio Equipment and Body Weight Floor Hockey |
Fitness Wellness Center Intro- Free Weights Basketball |
Fitness Wellness Center Review (Agility, Plyo, Resistance Band, Med Ball) Volleyball |
March |
paddle/racket |
paddle/racket sports |
paddle/racket sports |
paddle/racket sports |
paddle/racket sports |
April |
Handball |
lacrosse/ softball |
Fitness Goal Setting Handball |
FITT Principle Lacrosse |
Specific Fitness Training (Agility, Plyo, Resistance Band, Med Ball) |
May |
Fitness Assessment |
•fitness assessment •end of year assessments |
Soccer Fitness Assessments |
Baseball/ Softball Fitness Assessments |
Football Fitness Assessments |
*Fitness is an overarching content theme that we instruct on throughout the entire year and every day.*
iii. I can complete activities and take responsibility for actions.Enter Title