M/J Education Gymnastics/Educational Dance - Grade 6   (#1508100)


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Course Number: 1508100 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Physical Education > SubSubject: General >
Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J EDUC GYM/DNC 6
Course Length: Semester (S)
Course Type: Elective
Course Status : Approved
Keywords: Grades 6 to 8 Education Courses, 6-8, 6 To 8, Grades 6,7,8, Grades six To eight Education Courses, grades six - eight, Middle, Grade Self Contained, Physical Education, General, M/J EDUC GYM/DNC 6, M/J Education Gymnastics/Educational Dance - Grade
Grade Level(s): 6 Grade Level(s) Version: 6

VERSION DESCRIPTION

This course is designed for 6th grade students and intended to be 18 weeks in length. The purpose of this course is to provide students with the knowledge, skills, and values necessary to design and perform educational gymnastics and dance sequences in a variety of settings. "Educational" gymnastics is intended to have an emphasis on body awareness, body management, maximum participation, high success rates, and open-ended responses from students. Integrating fitness throughout the content is critical to the success of the course.

GENERAL NOTES

Special Notes: Instructional Practices

Teaching from a well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Course Standards

Name Description
PE.6.M.1.8: Perform complex dance sequences from a variety of dances accurately and with correct technique.
Remarks/Examples:
Some examples of dances would be folk, square, step, and line.
PE.6.M.1.9: Create and perform a rhythmic movement sequence while working with a partner or group.
PE.6.M.1.7: Design and perform a routine to rhythm with a partner or a group while incorporating gymnastic actions and various forms of locomotion on small and/or large apparatus.
PE.6.M.1.10: Design and perform different group dance and rhythm sequences that incorporate equipment.
PE.6.M.1.5: Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
PE.6.M.1.6: Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transfer of weight.
PE.6.M.1.13: Use technology to assess, enhance, and maintain motor skill performance.
PE.6.M.1.11: Apply proper warm-up and cool-down techniques.
PE.6.M.1.12: Use proper safety practices.
Remarks/Examples:
Some examples of safety practices would be the use of sun screen, hydration, selection of clothing, and correct biomechanics.
MAFS.6.RP.1.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
LAFS.6.L.3.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
PE.6.C.2.12: List the components of skill-related fitness.
Remarks/Examples:
The components of skill-related fitness are speed, coordination, balance, power, agility and reaction time.
PE.6.C.2.13: List appropriate warm-up and cool-down techniques and the reasons for using them.
PE.6.C.2.14: List terminology and etiquette in educational gymnastics or dance.
PE.6.C.2.15: Choreograph basic dance or gymnastic sequences alone, with a partner or in a small group.
PE.6.C.2.16: Evaluate the movement performance of others.
PE.6.C.2.17: Describe the mechanical principles of balance, force and leverage and how they relate to the performance of skills in gymnastics or dance.
PE.6.C.2.18: List and describe the risks and safety procedures in gymnastics and dance.
PE.6.C.2.19: Recognize the relationship between music and dance or gymnastics skills.
PE.6.C.2.20: Know how improvisation is used to create movements for choreography.
PE.6.C.2.21: Identify the precautions to be taken when exercising in extreme weather and/or environmental conditions.
HE.6.C.2.7: Investigate cultural changes related to health beliefs and behaviors.
Remarks/Examples:
School breakfast programs, fast- food menus, and nutritional guidelines for snack machines, fitness programs, and school wellness programs.
PE.6.L.3.3: Participate in a variety of fitness, wellness, gymnastics and dance activities that promote the components of health-related fitness.
Remarks/Examples:
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.6.L.3.4: Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance.
PE.6.L.3.5: Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance.
PE.6.L.3.6: Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management.
PE.6.R.5.1: List ways that peer pressure can be positive and negative.
PE.6.R.5.2: Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings.
PE.6.R.5.3: Demonstrate responsible behaviors during physical activities.
Remarks/Examples:
Some examples of responsible behaviors are controlling emotions, resolving conflicts, respecting opponents and officials and accepting both victory and defeat.
PE.6.R.5.4: Describe the personal, social and ethical behaviors that apply to specific physical activities.
PE.6.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.6.R.6.1: Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.6.R.6.2: Identify the potential benefits of participation in a variety of physical activities.
Remarks/Examples:
Some examples of potential benefits of participation are physical, mental, emotional and social.
PE.6.R.6.3: Participate in games, sports and/or physical activities from other cultures.


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