Cleveland Metropolitan School District Physical Education

Scope & Sequence Guide

2013-2014

TABLE OF CONTENTS


PHYSICAL EDUCATION
PreKindergarten

Pages 1-4

Kindergarten

Pages 5-8

Grade 1

Pages 9-10

Grade 2

Pages 11-12

Grade 3

Pages 13-14

Grade 4

Pages 15-16

Grade 5

Pages 17-18

Grades 6-8

Page 19

Grades 9-12

Page 20

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: PREKINDERGARTEN

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 2
Demonstrates understanding of movement concepts, principles, strategies
and tactics as they apply to the learning and performance of physical
activities.
 Benchmark A: Demonstrate knowledge of movement concepts related
to body, space, effort and relationships.

Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of
school to meet national recommendations for daily physical activity.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Demonstrate locomotor and non locomotor skills in a variety of ways.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse conversations,
groupings, or pair shares.
Standard Statement 6: Speak clearly and understandably to express ideas,
feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing
to compose opinion pieces in which they tell a reader (adults/peers) the
topic or the name of the book (skill/exercise/game) they are writing
(explaining/telling/role playing) about and state an opinion or preference
about the topic or book (skill/exercise/game) (e.g., My favorite game is …..).
MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 10 by ones
 Count to tell the number of objects/exercises
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect
counting to cardinalality.
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders and spheres).
 Describe objects (gymnasium equipment/tools/game objects) in the
environment using names of shapes and describe the relative positions
of these objects using terms such as above (e.g., cones, bases, balls,
body positions etc.).

SCIENCE
Strand: Earth Space Science (ESS)
Topic: Observations of Nature
This topic focuses on observing exploring and describing the local natural
environment (Identify physical education skills, exercises or games that are
classified by seasons and weather)
Content Statement: Weather changes every day.
 Wind, water and temperature are all part of daily weather changes.
Weather changes throughout the day and from day to day.
SOCIAL STUDIES
GOV 9. Schools and classrooms (gymnasiums) have rules and routines
that govern daily life. Rules exist in families, schools and communities.
 Expectations for Learning: Participate in creating and following
classroom rules and routines. Interact with and respond to guidance
and assistance in socially accepted ways from familiar peers and
adults at school and home.
GOV 8. Choices have consequences
 Expectations for Learning: Demonstrate an awareness of the
outcomes of one’s own choices

TEACHER NOTES

1

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: PREKINDERGARTEN
ND

2

Scope & Sequence
2013-2014

QUARTER

Standard 2
Demonstrates understanding of movement concepts, principles, strategies
& tactics as they apply to the learning & performance of physical activities.
 Benchmark B: Demonstrate knowledge of essential elements of
fundamental motor skills.

Standard 6
Values physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
 Benchmark A: Actively participate in physical activities that promote
enjoyment and a variety of movement challenges.

Standard 3
Participates regularly in physical activity.
 Benchmark B: Recall physical activities participated inside and outside
of school.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Demonstrate locomotor and non locomotor skills in a variety of ways.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Know and follow procedures and safe practices
 Benchmark B: Demonstrate responsible behavior in physical activity settings.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse conversations, groupings,
or pair shares.
Standard Statement 6: Speak clearly and understandably to express ideas, feelings
and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader (adults/peers) the topic or the
name of the book (skill/exercise/game) they are writing (explaining/telling/role
playing) about and state an opinion or preference about the topic or book
(skill/exercise/game) (e.g., My favorite game is …..).
MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 10 by ones
 Count to tell the number of objects/exercises
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting
to cardinalality.
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders and spheres).
 Describe objects (gymnasium equipment/tools/game objects) in the environment
using names of shapes and describe the relative positions of these objects using
terms such as above (e.g., cones, bases, balls, body positions etc.).

SCIENCE
Strand: Earth Space Science (ESS)
Topic: Observations of Nature
This topic focuses on observing exploring and describing the local
natural environment (Identify physical education skills, exercises or
games that are classified by seasons and weather)
Content Statement: Weather changes every day.
 Wind, water and temperature are all part of daily weather
changes. Weather changes throughout the day and from day
to day.
SOCIAL STUDIES
GOV 9. Schools and classrooms (gymnasiums) have rules and
routines that govern daily life. Rules exist in families, schools and
communities.
 Expectations for Learning: Participate in creating and
following classroom rules and routines. Interact with and
respond to guidance and assistance in socially accepted ways
from familiar peers and adults at school and home.
GOV 8. Choices have consequences
 Expectations for Learning: Demonstrate an awareness of
the outcomes of one’s own choices

TEACHER NOTES

2

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: PREKINDERGARTEN

Scope & Sequence
2013-2014

RD

3 QUARTER
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Recognize changes to the body during physical activity
that will contribute to good health.

Fitness Gram

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Demonstrate locomotor and non locomotor skills in a variety of ways.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Know and follow procedures and safe practices
 Benchmark B: Demonstrate responsible behavior in physical activity settings.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse conversations, groupings, or pair shares.
Standard Statement 6: Speak clearly and understandably to express ideas, feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing to compose opinion pieces
in which they tell a reader (adults/peers) the topic or the name of the book (skill/exercise/game) they
are writing (explaining/telling/role playing) about and state an opinion or preference about the topic or
book (skill/exercise/game) (e.g., My favorite game is …..).
MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 10 by ones
 Name and identify numerals1-9
 Count to tell the number of objects/exercises
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting to cardinalality.
Compare numbers
 Identify whether the number of objects in one group is greater than, or equal to the number of
objects in another group up to 10. (b) The number of objects is the same regardless of their
arrangement or the order in which they were counted (squads, exercises, etc.)
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders and spheres).
 Describe objects (gymnasium equipment/tools/game objects) in the environment using names of
shapes and describe the relative positions of these objects using terms such as above (e.g.,
cones, bases, balls, body positions etc.).

TEACHER NOTES

3

SCIENCE
Strand: Earth Space Science (ESS)
Topic: Observations of Nature
This topic focuses on observing exploring and
describing the local natural environment (Identify
physical education skills, exercises or games
that are classified by seasons and weather)
Content Statement: Weather changes every
day.
 Wind, water and temperature are all part of
daily weather changes. Weather changes
throughout the day and from day to day.
SOCIAL STUDIES
GOV 9. Schools and classrooms (gymnasiums)
have rules and routines that govern daily life.
Rules exist in families, schools and communities.
 Expectations for Learning: Participate in
creating and following classroom rules and
routines. Interact with and respond to
guidance and assistance in socially accepted
ways from familiar peers and adults at
school and home.
GOV 8. Choices have consequences
 Expectations for Learning: Demonstrate
an awareness of the outcomes of one’s own
choices

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: PREKINDERGARTEN

Scope & Sequence
2013-2014

TH

4 QUARTER
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Identify health-related concepts through a variety of
physical activities.

Standard 6
Values physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.

 Benchmark B: Participate in physical activities that promote self
expression and interaction with others.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Demonstrate locomotor and non locomotor skills in a variety of ways.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Know and follow procedures and safe practices
 Benchmark B: Demonstrate responsible behavior in physical activity settings.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Reading for Informational Text (RI)
Standard Statement 3: With prompting and support, describe the connection between
two individuals, events or ideas or pieces of information in a text ( verbally describe the
connection between two different skills, exercises or games)
Strand: Speaking and Listening (SL)
Standard Statement 1: Participate in collaborative diverse conversations, groupings, or
pair shares
Standard Statement 6: Speak clearly and understandably to express ideas, feelings
and needs.
Standard Statement 3: Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
Strand: Language (L)
Standard Statement 5: With guidance and support from adults , explore word
relationships and nuances in word meanings (b). Demonstrate understanding of
frequency occurring verbs and adjectives by relating them to their opposites.
Standard Statement 4: Determine the meaning of unknown words with assistance or
cues from an adult (e.g., providing a frame of reference, context or comparison (via use
of PE vocabulary wall in addition to ELA words from the classroom that can be used in
the environment of physical education and health).
Strand: Reading for Literature (RL)
Standard Statement 2: With prompting and support, retell familiar stories (rules of
games or patterns of movement), including key details.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing to compose
opinion pieces in which they tell a reader (adults/peers) the topic or the name of the
book (skill/exercise/game)they are writing (explaining/telling/role playing) about and
state an opinion or preference about the topic or book (skill/exercise/game) (e.g., My
favorite game is …..).
MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 10 by ones; Name and identify numerals1-9
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting to
cardinality. (b). Understand that the last number said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted
Compare numbers
 Identify whether the number of objects in one group is greater than, or equal to the
number of objects in another group up to 10.

MATH cont.
Measurement and Data (MD)
Describe and compare measureable attributes.
 Describe measurable attributes of objects, such as length or
weight. Sort, order and classify by one attribute (scarf’s,
tennis balls, ping pong balls, balloons etc.)
 Directly compare two objects with a measureable attribute in
common to see which object has “more of/”less of” the
attribute and describe the
 difference. For example, directly compare the heights of
standing arm extensions, standing/running long jumps, etc.
Geometry (G)
Identify and describe shapes (squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders and
spheres).
 Describe objects (gymnasium equipment/tools/game
objects) in the environment using names of shapes and
describe the relative positions of these objects using terms
such as above (e.g., cones, bases, balls, body positions)
SCIENCE
Strand: Earth Space Science (ESS)
Topic: Observations of Nature
This topic focuses on observing exploring and describing the
local natural environment (Identify physical education skills,
exercises or games that are classified by seasons and weather)
Content Statement: Weather changes every day.
 Wind, water & temperature are all part of daily weather
changes. Weather changes throughout the day & from day
to day.
SOCIAL STUDIES
GOV 9. Schools and classrooms (gymnasiums) have rules and
routines that govern daily life. Rules exist in families, schools
and communities.
 Expectations for Learning: Participate in creating and
following classroom rules and routines. Interact with and
respond to guidance and assistance in socially accepted
ways from familiar peers and adults at school and home.
GOV 8. Choices have consequences
 Expectations for Learning: Demonstrate an awareness of
the outcomes of one’s own choices
4

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: KINDERGARTEN

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1
Demonstrates competency in motor skills & movement patterns needed to
perform a variety of physical activities.
 Benchmark A: Demonstrate locomotor and non-locomotor skills in a
variety of ways.
Standard 2
Demonstrates understanding of movement concepts, principles, strategies
and tactics as they apply to the learning and performance of physical
activities.
 Benchmark A: Demonstrate knowledge of movement concepts related
to body, space, effort and relationships.

Standard 5
Exhibits responsible personal behavior & social behavior that respects self
& others in physical activity settings.
Benchmark A: Know and follow procedures and safe practices.
 Benchmark B: Demonstrate responsible behavior in physical activity
settings.
Responsible Sexual Behavior (RSB) Program Implementation Week
No. 1

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity.
 Benchmark B: Recall physical activities participated inside and outside of school.
Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse conversations, groupings, or pair
shares.
Standard Statement 6: Speak clearly and understandably to express ideas, feelings and
needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing to compose
opinion pieces in which they tell a reader (adults/peers) the topic or the name of the book
(skill/exercise/game) they are writing (explaining/telling/role playing) about and state an
opinion or preference about the topic or book (skill/exercise/game) (e.g., My favorite game is).
MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 100 by ones and by tens; Name and identify numerals1-9
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting to
cardinality. (b). Understand that the last number said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in which
they were counted (squads, exercises, etc.)

TEACHER NOTES

5

SCIENCE
Strand: Physical Science (PS)
Content Statement: Forces change the motion of an
object.
 Motion can increase, change direction or stop
depending on the force applied.
SOCIAL STUDIES
GOV 10. The purpose of rules and authority figures is to
provide order, security, and safety in the home, school
and community.
 Expectations for Learning: Explain the purpose for
rules at home and in the school and community.

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: KINDERGARTEN
ND

2

Scope & Sequence
2013-2014

QUARTER

Standard 2
Demonstrates understanding of movement concepts, principles, strategies
and tactics as they apply to the learning and performance of physical
activities.
 Benchmark B: Demonstrate knowledge of essential elements of
fundamental motor skills.

Fitness Gram
Responsible Sexual Behavior (RSB) Program Implementation Week
No. 2
RSB Week No. 1 class attendance sheets due

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity.
 Benchmark B: Recall physical activities participated inside and outside of school.
Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand Language (L)
Standard Statement 1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
d. Understand and use question words (interrogatives) (e.g., who, what,
where, when, why, how).
Strand: Speaking & Listening (SL)
Standard Statement 5: Add drawings or other visual or physical displays to
descriptions as desired to provide additional detail.
Standard Statement 1: Participate in collaborative diverse conversations,
groupings, or pair shares . . . .
Standard Statement 6: Speak clearly and understandably to express ideas,
feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and writing
to compose opinion pieces in which they tell a reader (adults/peers) the
topic or the name of the book (skill/exercise/game) they are writing
(explaining/telling/role playing) about and state an opinion or preference
about the topic or book (skill/exercise/game) (e.g., My favorite game is).
SCIENCE
Strand: Physical Science (PS)
Content Statement: Forces change the motion of an object.
 Motion can increase, change direction or stop depending on the force
applied.

MATH
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 100 by ones and by tens; Name and identify numerals1-9
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect
counting to cardinality. (b). Understand that the last number said tells
the number of objects counted. The number of objects is the same
regardless of their arrangement or the order in which they were
counted (squads, exercises, etc.)
 Count to answer “how many?”
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
 Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as
above, below, beside, in front of, behind and next to.
 Correctly name shapes regardless of their orientation or overall size.
SOCIAL STUDIES
GOV 10. The purpose of rules and authority figures is to provide order,
security, and safety in the home, school and community.
 Expectations for Learning: Explain the purpose for rules at home
and in the school and community.

TEACHER NOTES

6

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: KINDERGARTEN

Scope & Sequence
2013-2014

RD

3 QUARTER
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Recognize changes to the body during physical activity
that will contribute to good health.
Standard 2
Demonstrates understanding of movement concepts, principles, strategies &
tactics as they apply to the learning and performance of physical activities.
 Benchmark B: Demonstrate knowledge of essential elements of
fundamental motor skills

Fitness Assessment: Fitness gram, Presidents Challenge, Marine
Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week
No. 3
RSB Week No. 2 class attendance sheets due

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Standard 6
Participates regularly in physical activity.
Values physical activity for health, enjoyment, challenge, self-express and/or
 Benchmark A: Engage in regular physical activity inside and
social interaction
outside of school to meet NASPE recommendations for daily
 Benchmark A: Actively participate in physical activities that promote
physical activity.
enjoyment and a variety of movement challenges.
 Benchmark B: Recall physical activities participated inside and
 Benchmark B: Participate in physical activities that promote self-expression
outside of school.
and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)

7

ELA
Strand: Reading for Literature (RL)
Standard Statement 1: With prompting and support, ask and
answer questions about key details (regarding pe skills,
exercises or games) in a text.
Strand Language (L)
Standard Statement 1: Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking. (d). Understand and use question words
(interrogatives) (e.g., who, what, where, when, why, how).
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse
conversations, groupings, or pair shares.
Standard Statement 3: Ask and answer questions in order to
seek help, get information, or clarify something that is not
understood..
Standard Statement 5: Add drawings or other visual or physical
displays to descriptions as desired to provide additional detail.
Standard Statement 6: Speak clearly and understandably to
express ideas, feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating,
and writing to compose opinion pieces in which they tell a
reader (adults/peers) the topic or the name of the book
(skill/exercise/game) they are writing (explaining/telling/role
playing) about and state an opinion or preference about the
topic or book (skill/exercise/game) (e.g., My favorite game is .).
Standard Statement 3: Use a combination of drawing, dictation,
and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred,
and provide a reaction to what happened.

MATH
Operations and Algebraic Thinking (OA)
Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from (scoring and counting).
 Fluently add and subtract within 5.
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 100 by ones and by tens; Count forward beginning from a given number
within the known sequence (instead of begining at 1).
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting to
cardinality. (b). Understand that the last number said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted (squads, exercises, etc.) (c). Understand that
each successive number name refers to a quantity that is one larger.
 Count to answer “how many?”
Measurement and Data (MD)
Describe and compare measureable attributes.
 Describe measurable attributes of objects, such as length or weight. Sort, order
and classify by one attribute (scarf’s, tennis balls, ping pong balls, balloons etc.)
 Directly compare two objects with a measureable attribute in common to see which
object has “more of/”less of” the attribute and describe the
difference. For example, directly compare the heights of standing arm extensions,
standing/running long jumps, etc.
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,
cubes, cones, cylinders, and spheres).
 Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind and next to.
 Correctly name shapes regardless of their orientation or overall size.

SCIENCE
Strand: Physical Science (PS)
Content Statement: Forces change the motion of an object.
 Motion can increase, change direction or stop depending on
the force applied.

SOCIAL STUDIES
GOV 9. Individuals have shared responsibilities toward the achievement of common
goals in homes, school and communities.
GOV 10. The purpose of rules and authority figures is to provide order, security, and
safety in the home, school and community.
 Expectations for Learning: Explain the purpose for rules at home and in the
school and community.

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: KINDERGARTEN

Scope & Sequence
2013-2014

TH

4 QUARTER
Standard 1
Demonstrates competency in motor skills and movement patterns needed
to perform a variety of physical activities.
 Benchmark B: Demonstrate developing control of fundamental
manipulative skills.

Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Identify health-related concepts through a variety of
physical activities.
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Standard 6
Participates regularly in physical activity.
Values physical activity for health, enjoyment, challenge, self-express and/or
 Benchmark A: Engage in regular physical activity inside and
social interaction
outside of school to meet NASPE recommendations for daily
 Benchmark A: Actively participate in physical activities that promote
physical activity.
enjoyment and a variety of movement challenges.
 Benchmark B: Recall physical activities participated inside and
 Benchmark B: Participate in physical activities that promote self-expression
outside of school.
and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Reading for Literature (RL)
Standard Statement 1: With prompting and support, ask and
answer questions about key details (regarding pe skills,
exercises or games) in a text.
Strand Language (L)
Standard Statement 1: Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking. (d). Understand and use question words
(interrogatives) (e.g., who, what, where, when, why, how).
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse
conversations, groupings, or pair shares.
Standard Statement 3: Ask and answer questions in order to
seek help, get information, or clarify something that is not
understood..
Standard Statement 5: Add drawings or other visual or physical
displays to descriptions as desired to provide additional detail.
Standard Statement 6: Speak clearly and understandably to
express ideas, feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating,
and writing to compose opinion pieces in which they tell a
reader (adults/peers) the topic or the name of the book
(skill/exercise/game) they are writing (explaining/telling/role
playing) about and state an opinion or preference about the
topic or book (skill/exercise/game) (e.g., My favorite game is .).
Standard Statement 3: Use a combination of drawing, dictation,
and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred,
and provide a reaction to what happened.

MATH
Operations and Algebraic Thinking (OA)
Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from (scoring and counting).
 Fluently add and subtract within 5.
Counting and Cardinality (CC)
Know number names and the count sequence.
 Count to 100 by ones and by tens; Count forward beginning from a given number
within the known sequence (instead of begining at 1).
Count to tell the number of objects/exercises
 Understand the relationship between numbers and quantities: connect counting to
cardinality. (b). Understand that the last number said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted (squads, exercises, etc.) (c). Understand that
each successive number name refers to a quantity that is one larger.
 Count to answer “how many?”
Measurement and Data (MD)
Describe and compare measureable attributes.
 Describe measurable attributes of objects, such as length or weight. Sort, order
and classify by one attribute (scarf’s, tennis balls, ping pong balls, balloons etc.)
 Directly compare two objects with a measureable attribute in common to see which
object has “more of/”less of” the attribute and describe the
difference. For example, directly compare the heights of standing arm extensions,
standing/running long jumps, etc.
Geometry (G)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,
cubes, cones, cylinders, and spheres).
 Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind and next to.
 Correctly name shapes regardless of their orientation or overall size.

SCIENCE
Strand: Physical Science (PS)
Content Statement: Forces change the motion of an object.
 Motion can increase, change direction or stop depending on
the force applied.

SOCIAL STUDIES
GOV 9. Individuals have shared responsibilities toward the achievement of common
goals in homes, school and communities.
GOV 10. The purpose of rules and authority figures is to provide order, security, and
safety in the home, school and community.
 Expectations for Learning: Explain the purpose for rules at home and in the
school and community.
8

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 1

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
 Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways.
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the
learning and performance of physical activities.
 Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and
relationships.
ND

2

Fitness Assessment: Fitness gram,
Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB)
Program Implementation Week No. 1

QUARTER

Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the
learning and performance of physical activities.
 Benchmark B: Demonstrate knowledge of essential elements of fundamental motor skills.

RSB Program Implementation Week No. 2
RSB No. 1 class attendance sheets due

Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of
movement challenges.
RD

3 QUARTER
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Recognize changes to the body during physical activity that will contribute to good
health.

Fitness Assessment: Fitness gram,
Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.

TH

4 QUARTER
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.

Final RSB class attendance sheets due
before Spring Break 2014.

Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Identify health-related concepts through a variety of physical activities.
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark B: Participate in physical activities

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of
school to meet NASPE recommendations for daily physical activity.
 Benchmark B: Recall physical activities participated inside and outside
of school.

Standard 5
Exhibits responsible personal behavior and social behavior that respects
self and others in physical activity settings.
 Benchmark A: Know and follow procedures and safe practices.
 Benchmark B: Demonstrate responsible behavior in physical activity
settings.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

TEACHER NOTES

9

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 1

Scope & Sequence
2013-2014

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Reading for Literature (RL)
Standard Statement 1: With prompting and support, ask and answer
questions about key details (regarding pe skills, exercises or games)
in a text.
Strand Language (L)
Standard Statement 1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
d. Understand and use question words (interrogatives) (e.g., who,
what, where, when, why, how).
e. Use personal possessive, and indefinite pronouns (e.g., I, me, my,
they, them, their, anyone, everything).
f. Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I ran the 100 yard dash; Today I will hop home;. Tomorrow
I will jump rope with my friends.)
Standard Statement 5: With guidance & support from adults,
demonstrate understanding of word relationships & nuances in word
meanings. (a) Sort words into categories (i.e., colors, clothing,
locomotor, nonlocomotor and motor skills) to gain a sense of the
concepts the categories
Strand: Speaking & Listening (SL)
Standard Statement 1: Participate in collaborative diverse
conversations, groupings, or pair shares.
Standard Statement 2: Ask and answer questions about key details in
a text read aloud or information presented orally or through other
media.
Standard Statement 3: Ask and answer questions in order to seek
help, get information, or clarify something that is not understood.
Standard Statement 5: Add drawings or other visual or physical
displays to descriptions as desired to provide additional detail.
Standard Statement 6: Speak clearly and understandably to express
ideas, feelings and needs.
Strand: Writing (W)
Standard Statement 1: Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they tell a reader
(adults/peers) the topic or the name of the book (skill/exercise/game)
they are writing (explaining/telling/role playing) about and state an
opinion or preference about the topic or book (skill/exercise/game)
(e.g., My favorite game is.).
Standard Statement 3: Use a combination of drawing, dictation, and
writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a
reaction to what happened.

MATH
Operations and Algebraic Thinking (OA)
Understand and apply properties of operations and the relationship
between addition and subtraction.
 Apply properties of operations as strategies to add and subtract.
 Relate counting to addition and subtraction.
 Count to 120, starting at any number less than 120.
Measurement and Data (MD)
Measure lengths indirectly and by iterating length units.
 Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understand
that the length measurement of an object is the number or same0size length
units that span it with no gaps or overlaps. Limit to contexts where the object
being measured is spanned by a whole number of length units with no gaps or
overlaps.
Represent and interpret data
 Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another.
(Create graphs representing class, gender or per student results of various
skills, activities or class attendance to show different number of data points…
compare numbers more or less in each category than another).
SCIENCE
Strand: Physical Science (PS)
Content Statement: Forces change the motion of an object.
 Motion can increase, change direction or stop depending on the force applied.
Topic: Motion and Materials
This topic focuses on the changes in properties that occur in objects and
materials. Changes of position of an object are a result of pushing or pulling (pe
exercises & games).
Content Statement: Objects can be moved in a variety of ways, such as straight,
zigzag, circular and back and forth.
 The position of an object can be described by locating it relative to another
object or to the object’s surroundings.
 An object is in motion when its position is changing.
 Pushing or pulling can affect the motion of an object. A push or pull is a force
that can make an object move faster, slower or go in a different direction.
SOCIAL STUDIES
GEO 6. Families interact with the physical environment differently in different
times and places. Diverse cultural practices address basic human needs in
various ways and many change over time.
 Expectations for Learning: Describe the way families (children) in different
places interact with the physical environment (and different games or sports) .
Compare the way families interacted with the physical environment in the past
with the way they interact today.
GOV 9. Collaboration requires group members to respect the rights & opinions of
others.
 Expectations for Learning: Collaborate in a way that demonstrates respect
for the rights and opinions of others.

TEACHER NOTES

10

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 2

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1
Demonstrates competency in motor skills & movement patterns needed to perform a variety of activities.
 Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways.
Standard 5
Exhibits responsible personal behavior & social behavior that respects self & others in physical activity
settings.
 Benchmark A: Know and follow procedures and safe practices
 Benchmark B: Demonstrate responsible behavior in physical activity settings.
ND

2

Fitness Assessment: Fitness gram,
Presidents Challenge, Marine Corp.
Etc.
Responsible Sexual Behavior (RSB)
Program Implementation Week No. 1
ODE Physical Education Assessments
Due Before May, 2014

QUARTER

Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Recognize changes to the body during physical activity that will contribute to good health.
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Actively participate in activities that promote enjoyment & a variety of movement
challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others

Responsible Sexual Behavior (RSB)
Program Implementation Week No. 2
RSB No. 1 class attendance sheets
due
ODE Physical Education Assessments
Due Before May, 2014

RD

3 QUARTER
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the
learning and performance of physical activities.
 Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and
relationships.
 Benchmark B: Demonstrate knowledge of essential elements of fundamental motor skills.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of school to meet national
recommendations for daily physical activity.
 Benchmark B: Recall physical activities participated inside and outside of school.

Fitness Assessment: Fitness gram,
Presidents Challenge, Marine Corp.
Etc.
RSB Program Implementation Week
No. 3
RSB No. 2 class attendance sheets
due.
ODE Physical Education Assessments
Due Before May, 2014

TH

4 QUARTER
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
 Benchmark B: Demonstrate developing control of fundamental manipulative skills.
Standard 4
Achieves and maintains a health-enhancing level of fitness.
 Benchmark B: Identify health-related concepts through a variety of physical activities.

Final RSB class attendance sheets due
before Spring Break 2014.
ODE Physical Education Assessments
Due Before May, 2014

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and
outside of school to meet NASPE recommendations for daily
physical activity.
 Benchmark B: Recall physical activities participated inside and
outside of school.

Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social
interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment and
a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and
interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index

TEACHER NOTES

11

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 2

Scope & Sequence
2013-2014

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ELA
Strand: Reading for Literature (RL)
1: With prompting and support, ask and answer questions
about key details (regarding pe skills, exercises or games) in
a text.
Strand Language (L)
1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
d. Understand and use question words (interrogatives) (e.g.,
who, what, where, when, why, how).
e. Use personal possessive, and indefinite pronouns (e.g., I,
me, my, they, them, their, anyone, everything).
f. Use verbs to convey a sense of past, present, and future
(e.g., Yesterday I ran the 100 yard dash; Today I will hop
home;. Tomorrow I will jump rope with my friends.)
g. Use frequently occurring prepositions (e.g., during,
beyond, toward….pe word wall)
5: With guidance & support from adults, demonstrate
understanding of word relationships & nuances in word
meanings. a. Sort words into categories (i.e., colors, clothing,
locomotor, nonlocomotor and motor skills) to gain a sense of
the concepts the categories
Strand: Speaking & Listening (SL)
1: Participate in collaborative diverse conversations,
groupings, or pair shares. Follow agreed-upon rules for
discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the
topics. Identify real life connections between words and their
use (e.g., describe foods (physical movement) that are spicy
(fluent) or juicy (ridged).
2: Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
Recount or describe key ideas or details forma a text read
aloud or information presented orally or through other media.
3: Ask and answer questions in order to seek help, get
information, or clarify something that is not understood.
5: Add drawings or other visual or physical displays to
descriptions as desired to provide additional detail.
Distinguish shades of meaning among closely related verbs
(e.g., toss, throw, hurl) and closely related adjectives (e.g., hit
the ball thin, fat, heavy).
6: Speak clearly & understandably to express ideas, feelings
needs
Strand: Writing (W)
1: Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader
(adults/peers) the topic or the name of the book
(skill/exercise/game) they are writing (explaining/telling/role
playing) about and state an opinion or preference about the
topic or book (skill/exercise/game) (e.g., My favorite game
is.).
3: Use a combination of drawing, dictation, and writing to
narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and
provide a reaction to what happened.

MATH
Operations and Algebraic Thinking (OA)
 Apply properties of operations as strategies to add and subtract.
 Relate counting to addition and subtraction.
 Count to 120, starting at any number less than 120.
Measurement and Data (MD)
 Order three objects by length; compare the lengths of two objects indirectly by using a
third object. Standing/Running long jumps, distance throws, height of students and
any other pe measurements.
 Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number or same0size length units that span it with no
gaps or overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
 Estimate lengths using units of inches, feet, centimeters, and meters.
 Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another. (Create graphs representing
class, gender or per student results of various skills, activities or class attendance to
show different number of data points… compare numbers more or less in each
category than another).
SCIENCE - Strand: Physical Science (PS)
Topic: Change in Motion Topic focuses on observing the relationship between forces and
motion
Content Statement: Forces change the motion of an object.
 Motion can increase, change direction or stop depending on the force applied.
Topic: Motion and Materials This topic focuses on the changes in properties that occur in
objects and materials. Changes of position of an object are a result of pushing or pulling
(pe exercises and games).
Content Statement: Objects can be moved in a variety of ways, such as straight, zigzag,
circular and back and forth.
 The position of an object can be described by locating it relative to another object or to
the object’s surroundings.
 An object is in motion when its position is changing.
 Pushing or pulling can affect the motion of an object. A push or pull is a force that can
make an object move faster, slower or go in a different direction.
SOCIAL STUDIES
GEO 6. Families interact with the physical environment differently in different times and
places. Diverse cultural practices address basic human needs in various ways and many
change over time.
 Expectations for Learning: Describe the way families (children) in different places
interact with the physical environment (and different games or sports) . Compare the
way families interacted with the physical environment in the past with the way they
interact today.
GOV 9. Collaboration requires group members to respect the rights and opinions of
others.
 Expectations for Learning: Collaborate in a way that demonstrates respect for the
rights and opinions of others.
GOV 10. Personal accountability includes making responsible choices, taking
responsibility for personal actions and respecting others.
GOV. 11. Groups are accountable for choices they make and actions they take.
 Expectations for Learning: Work effectively in a group to complete a task or solve a
problem for which the group is held accountable.
GOV. 12. There are different rules that govern behavior in different settings.
 Expectations for Learning: Demonstrate an understanding of the different rules in
different settings.
HIS 3. Science and technology have changed daily life.
 Expectations for Learning: Describe how science and technology have changed
daily (physical activity) and life.
HIS 4. Biographies can show how peoples’ actions have shaped the world in which we
live.
 Expectations for Learning: Use information from a biography (health and fitness or
sport figure) to describe how the actions of individuals have impacted the world today .
12

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 3

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Combine locomotor and non-locomotor skills into movement patterns.
 Benchmark B: Apply fundamental manipulative skills in simple settings.
Standard 3: Participates regularly in physical activity.
 Benchmark B: Self-monitor levels of physical activity using information from different sources.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings.
 Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
 Benchmark A: Demonstrate and apply basic tactics and principles of movement.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 1
ND

2

QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels.
 Benchmark A: Understand the principles, components and practices of health-related physical fitness.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 2
RSB No. 1 class attendance sheets due
RD

3 QUARTER
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
 Benchmark A: Demonstrate and apply basic tactics and principles of movement.
 Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Appreciate physical activities that promote self challenge and enjoyment
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.
TH

4 QUARTER
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

ODE Physical Education Assessments Due Before May, 2014
Standard 1
Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
 Benchmark B: Demonstrate developing control of fundamental
manipulative skills.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and
outside of school to meet NASPE recommendations for daily
physical activity.

Standard 5
Exhibits responsible personal behavior and social behavior that respects self and
others in physical activity settings.
Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social
interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment
and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression
and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index
13

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 3

Scope & Sequence
2013-2014

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ALL QUARTERS
ELA
Strand: Speaking & Listening (SL)
Topic: Comprehension & Collaboration
Standard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher–led) with diverse partners on grade
level 3 topics (health and pe topics) and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
Topic: Presentation of Knowledge and Ideas
Standard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification
Strand: Language (L)
Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
SOCIAL STUDIES
GOV 11. Laws are rules, which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security,
provide public services and protect the rights of individuals in the local community.
 Expectation for Learning: Explain how laws (rules) affect the behavior of individuals and groups in a community. Explain the benefits of having laws in a
local community (class, gymnasium, school building, games, sports etc.).
GOV 9. Collaboration requires group members to respect the rights and opinions of others.
 Expectations for Learning: Collaborate in a way that demonstrates respect for the rights and opinions of others.
GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others.
GOV 11. Groups are accountable for choices they make & actions they take.
 Expectations for Learning: Work effectively in a group to complete a task or solve a problem for which the group is held accountable.
GOV 12. There are different rules that govern behavior in different settings.
 Expectations for Learning: Demonstrate an understanding of the different rules in different settings.
GEO 8. Communities may include diverse cultural groups.
 Expectations for Learning: Compare cultural products (games, sports, skills) and practices of different groups who live in the local community (city,
state, country, international).

TEACHER NOTES

14

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 4

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Combine locomotor and non-locomotor skills into movement patterns.
 Benchmark B: Apply fundamental manipulative skills in simple settings.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings.
 Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.
Standard 3: Participates regularly in physical activity
 Benchmark B: Self-monitor levels of physical activity using information from different sources.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 1
ND

2

QUARTER

Standard 3: Participates regularly in physical activity
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
 Benchmark A: Demonstrate and apply basic tactics and principles of movement.
 Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 2
RSB No. 1 class attendance sheets due
RD

3 QUARTER
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction
 Benchmark B: Select physical activities that promote self expression and social and group interaction.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.
TH

4 QUARTER
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards
 Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels.
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

ODE Physical Education Assessments Due Before May, 2014
Standard 1
Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
 Benchmark B: Demonstrate developing control of fundamental
manipulative skills.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and
outside of school to meet NASPE recommendations for daily
physical activity.

Standard 5
Exhibits responsible personal behavior and social behavior that respects self and
others in physical activity settings.
 Benchmark B: Interact positively and use communication skills in partner and
small group (cooperative and competitive) activities.
Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social
interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment
and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression
and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index
15

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 4

Scope & Sequence
2013-2014

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ALL QUARTERS
ELA
Strand: Speaking & Listening (SL)
Topic: Comprehension & Collaboration
Standard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher–led) with diverse partners on grade
level 3 topics (health and pe topics) and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
Topic: Presentation of Knowledge and Ideas
Standard Statement 2: Paraphrase portions of a text (directions or rules for a skill, game or sport) read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
Standard Statement 4: Report on a topic (skill, sport or game) or text, tell a story (explain the rules or make up a game and explain) or recount an
experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.
Standard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification
Standard Statement 7: Differentiate between contexts that call for formal English (e.g., presenting ideas), and situations where informal discourse is
appropriate (e.g., small group discussion or pair share); use formal English when appropriate to task and situation
Strand: Language (L)
Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
MATH
Ohio Achievement Assessment Benchmarks (OAA)
Measurement
U.S. customary units; e.g., mile, square inch, second, and other units as appropriate
SOCIAL STUDIES
GOV 11. Laws are rules, which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security,
provide public services and protect the rights of individuals in the local community.
 Expectation for Learning: Explain how laws (rules) affect the behavior of individuals and groups in a community. Explain the benefits of having laws in a
local community (class, gymnasium, school building, games, sports etc.).
GOV 9. Collaboration requires group members to respect the rights and opinions of others.
 Expectations for Learning: Collaborate in a way that demonstrates respect for the rights and opinions of others.
GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others.
GOV 11. Groups are accountable for choices they make & actions they take.
 Expectations for Learning: Work effectively in a group to complete a task or solve a problem for which the group is held accountable.
GOV 12. There are different rules that govern behavior in different settings.
 Expectations for Learning: Demonstrate an understanding of the different rules in different settings.
GEO 8. Communities may include diverse cultural groups.
 Expectations for Learning: Compare cultural products (games, sports, skills) and practices of different groups who live in the local community (city,
state, country, international).
GOV 17. Effective participants in a democratic society engage in compromise.
 Expectations for Learning: Describe (and use) s strategy to compromise in a situation where there are differences of opinion on a matter (or result of a
game or activity).

TEACHER NOTES

16

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 5

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings.
 Benchmark B: Interact positively and use communication skills in partner and small group (cooperative and competitive) activities.
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Combine locomotor and non-locomotor skills into movement patterns.
 Benchmark B: Apply fundamental manipulative skills in simple settings.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
 Benchmark A: Demonstrate and apply basic tactics and principles of movement.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 1
ND

2

QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Use assessment results to identify strengths and weaknesses to improve or maintain current and future healthy fitness levels.
 Benchmark A: Understand the principles, components and practices of health-related physical fitness.
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 2
RSB No. 1 class attendance sheets due
RD

3 QUARTER
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
 Benchmark B: Demonstrate knowledge of essential elements for more complex motor skills.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.

TH

4 QUARTER
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

ODE Physical Education Assessments Due Before May, 2014
Standard 1
Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
 Benchmark B: Demonstrate developing control of fundamental
manipulative skills.
Standard 3
Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and
outside of school to meet NASPE recommendations for daily
physical activity.

Standard 5
Exhibits responsible personal behavior and social behavior that respects self and
others in physical activity settings.
Standard 6
Values physical activity for health, enjoyment, challenge, self-express and/or social
interaction
 Benchmark A: Actively participate in physical activities that promote enjoyment
and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression
and interaction with others.

SOCIAL EMOTIONAL LEARNING
Please reference SEL Index
17

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADE: 5

Scope & Sequence
2013-2014

ACADEMIC CONNECTIONS (MULTIPLE AREAS)
ALL QUARTERS
ELA
Strand: Speaking & Listening (SL)
Topic: Comprehension & Collaboration
Standard Statement 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher–led) with diverse partners on grade
level 3 topics (health and pe topics) and texts, building on others’ ideas and expressing their own clearly.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
b. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Topic: Presentation of Knowledge and Ideas
Standard Statement 2: Paraphrase portions of a text (directions or rules for a skill, game or sport) read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Standard Statement 4: Report on a topic (skill, sport or game) or text, tell a story (explain the rules or make up a game and explain) or recount an
experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.
Standard Statement 6: Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification
Standard Statement 7: Differentiate between contexts that call for formal English (e.g., presenting ideas), and situations where informal discourse is
appropriate (e.g., small group discussion or pair share); use formal English when appropriate to task and situation
Strand: Language (L)
Standard Statement 5: Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
MATH
Ohio Achievement Assessment Benchmarks (OAA)
Measurement
U.S. customary units; e.g., mile, square inch, second, and other units as appropriate
SCIENCE
Strand: Physical Science (PS)
Topic: Light, Sound and Motion. This topic focuses on the forces that affect motion. This includes the relationship between the change in speed of an
object, the amount of force applied and the mass of the object.
Content Statement: The amount of change in movement of an object is based on the mass of the object and the amount of force exerted.
 Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t).
 Any change in speed or direction of an object requires a force and is affected by the mass of the object and the amount of force applied.
SOCIAL STUDIES
GOV 11. Laws are rules, which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security,
provide public services and protect the rights of individuals in the local community.
 Expectation for Learning: Explain how laws (rules) affect the behavior of individuals and groups in a community. Explain the benefits of having laws in a
local community (class, gymnasium, school building, games, sports etc.).
GOV 9. Collaboration requires group members to respect the rights and opinions of others.
 Expectations for Learning: Collaborate in a way that demonstrates respect for the rights and opinions of others.
GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others.
GOV 11. Groups are accountable for choices they make & actions they take.
 Expectations for Learning: Work effectively in a group to complete a task or solve a problem for which the group is held accountable.
GOV 12. There are different rules that govern behavior in different settings.
 Expectations for Learning: Demonstrate an understanding of the different rules in different settings.
GEO 8. Communities may include diverse cultural groups.
 Expectations for Learning: Compare cultural products (games, sports, skills) and practices of different groups who live in the local community (city,
state, country, international).
GOV 17. Effective participants in a democratic society engage in compromise.
 Expectations for Learning: Describe (and use) s strategy to compromise in a situation where there are differences of opinion on a matter (or result of a
game or activity).

TEACHER NOTES

18

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADES: 6-8

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities
 Benchmark A: Demonstrate movement skills and patterns in a variety of physical activities.
 Benchmark B: Apply fundamental manipulative skills in simple settings.
Standard 3: Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark A: Develop and apply rules, safe practices, and procedures in physical activity settings.
 Benchmark B: Communicate effectively with others to promote respect and conflict resolution in physical activity settings.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 1
ND

2

QUARTER

Standard 2: Demonstrates understanding movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical
activities.
 Benchmark A: Apply tactical concepts and performance principles in physical activities.
 Benchmark B: Demonstrate knowledge of critical elements and biomechanical principals for specialized skills.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 2
RSB No. 1 class attendance sheets due
RD

3 QUARTER
Standard 3: Participates regularly in physical activity.
 Benchmark B: Create and monitor a personal plan for physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Understands the principles, components, and practices of health-related physical fitness.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.
TH

4 QUARTER
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others.
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

ODE Physical Education Assessments Due Before May, 2014

SOCIAL EMOTIONAL LEARNING

ACADEMIC CONNECTIONS (MULTIPLE AREAS)

Please reference SEL Index

Coming Academic Year 2014-15

TEACHER NOTES

19

CLEVELAND METROPOLITAN SCHOOL DISTRICT
SUBJECT: PHYSICAL EDUCATION
GRADES: 9-12

Scope & Sequence
2013-2014

ST

1 QUARTER
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 Benchmark A: Demonstrate movement skills and patterns in a variety of physical activities.
 Benchmark B: Apply fundamental manipulative skills in simple settings.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics, as they apply to the learning and performance of
physical activities.
 Benchmark A: Apply knowledge of tactical concepts and strategies in authentic settings.
Standard 3: Participates regularly in physical activity.
 Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings
 Benchmark A: Demonstrate leadership by holding self & others responsible for following safe practices, rules, procedures & etiquette in physical
activity settings
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 1
ND

2

QUARTER

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
 Benchmark B: Understand the principles, components, and practices of health-related physical fitness.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
 Benchmark B: Initiate responsible personal social behavior and positively influence the behavior of others in physical activity settings.
Responsible Sexual Behavior (RSB) Program Implementation Week No. 2
RSB No. 1 class attendance sheets due
RD

3 QUARTER
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics, as they apply to the learning and performance of
physical activities.
 Benchmark B: Apply biomechanical principles to performance in authentic settings.
Standard 3: Participates regularly in physical activity.
 Benchmark B: Create and monitor a personal plan for physical activity.
Fitness Assessment: Fitness gram, Presidents Challenge, Marine Corp. Etc.
RSB Program Implementation Week No. 3
RSB No. 2 class attendance sheets due.
TH

4 QUARTER
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
 Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges.
 Benchmark B: Participate in physical activities that promote self-expression and interaction with others.
Final RSB class attendance sheets due before Spring Break 2014.

ON-GOING EMPHASIS
*PLEASE NOTE: ANY STANDARD THAT IS INTRODUCED WILL HAVE ONGOING EMPHASIS THROUGHOUT THE YEAR
Scope and Sequence is developed on a year-round concept. If your class is limited to semester, all standards must be met.

ODE Physical Education Assessments Due Before May, 2014

SOCIAL EMOTIONAL LEARNING

ACADEMIC CONNECTIONS (MULTIPLE AREAS)

Please reference SEL Index

Coming Academic Year 2014-15

TEACHER NOTES

20

Scope & Sequence Guide

2013-2014