ELEMENTARY PHYSICAL EDUCATION: Sample Strategies for

ELEMENTARY PHYSICAL EDUCATION: Sample Strategies for Incorporating Physical Education and Physical Activity into the K-3 Classroom
Regulations of the Commissioner of Education Section 135.4 (c)(2)(i)(a) and Section 135.4 (c)(4)(i)
The University of the State of New York THE STATE EDUCATION DEPARTMENT
2011

THE UNIVERSITY OF THE STATE OF NEW YORK1

Regents of The University

MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ............................. MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. ................ ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. .................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. ..................................... ANTHONY S. BOTTAR, B.A., J.D. ....................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................ HARRY PHILLIPS, 3rd, B.A., M.S.F.S. ............................................... JAMES R. TALLON, JR., B.A., M.A. ................................................... ROGER TILLES, B.A., J.D................................................................... CHARLES R. BENDIT, B.A. ................................................................ BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ........... LESTER W. YOUNG, JR., B.S., M.S., Ed. D. ........................................ CHRISTINE D. CEA, B.A., M.A., Ph.D. ................................................ WADE S. NORWOOD, B.A. ................................................................. JAMES O. JACKSON, B.S., M.A., Ph.D ............................................... KATHLEEN M. CASHIN, B.S., M.S., Ed.D. ........................................... JAMES E. COTTRELL, B.S., M.D.........................................................

New York Rochester Tonawanda Plattsburgh Syracuse Belle Harbor Hartsdale Binghamton Great Neck Manhattan Bronx Oakland Gardens Staten Island Rochester Albany Brooklyn New York

Commissioner of Education President of The University of the State of New York JOHN B. KING, JR
Senior Deputy Commissioner of Education- P-12 .
Associate Commissioner, District Services KENNETH G. SLENTZ
Chief Operating Office and Acting Deputy Commissioner for the Professions VALERIE GREY

1 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.
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ACKNOWLEDGMENTS Elementary Physical Education Committee
Patricia Kocialski, MSEd (Retired) Associate in Physical Education Office of Curriculum and Instruction New York State Education Department Robert Zifchock – Chair Director of Health, Physical Education (Retired) Nyack CSD Lisa Hrehor, Professor SUNY Binghamton Alissa James, Professor SUNY Brockport David Garbarino, President NYS Council of Administrators Murphee Hayes Director of Physical Education Whitney Point CSD Fritz Killian Physical Education Teacher Brighton CSD Christopher Wert Physical Education Teacher Corning-Painted Post CSD Jennifer Higgins Physical Education Teacher Amherst CSD Jeffrey Manwarning Director of Physical Education’ Elmira CSD
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TABLE OF CONTENTS
GENERAL INFORMATION……………………………………………………………. 5 SUPPORTING ACADEMIC SUCCESS…………………………………..………….. 5 PHYSICAL EDUCATION INSTRUCTION…………………………………………….. 6 SAMPLE SCENARIOS FOR INTEGRATING PHYSICAL EDUCATION INTO THE ELEMENTARY CLASSROOM…………………...………………………………. 7 PHYSICAL ACTIVITY……………………………………………………………………. 8 SAMPLE SCENARIOS FOR INCORPORATING PHYSICAL ACTIVITY INTO THE ELEMENTARY CLASSROOM…………………………….…..………….. 9
APPENDIX
INTEGRATING PHYSICAL EDUCATION INSTRUCTION INTO THE CORE CURRICULUM: SAMPLES LESSONS…………………………………………………12
ELA ………………………………………………………………………………. 13 MATH …………………………………………………………………………….. 21 SOCIAL STUDIES ……………………………………………………………… 30 SCIENCE ………………………………………………………………………... 38 PHYSICAL EDUCATION AND ACTIVITY RESOURCES ………………………… 48
Vendor Notice The New York State Education Department does not endorse individual vendors, products or services. Therefore, any reference herein to any vendor, product, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply the endorsement, recommendation or approval of the New York State Education Department.
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GENERAL INFORMATION
This document was developed to provide school districts with appropriate information and resources to incorporate active learning into the core curriculum at the K-3 levels.
Childhood obesity rates have been climbing on a regular basis. In the report, F as in Fat: How Obesity Policies Are Failing in America 2009, a report released on July 1, 2009 by the Trust for America's Health (TFAH) and the Robert Wood Johnson Foundation, lists the child obesity and overweight percentage for New York State at 32.9% putting New York State at a rank of 18 on the list for high obesity rates. The State Education Department recognizes that the obesity crisis facing our youth will need a multifaceted approach that involves parents, community, and businesses and not just a school based approach. However, physical education and an increase in opportunity for physical activity are pieces of the answer that school districts can address.
The State Education Department is providing school districts with this document to help districts address a variety of issues such as:
 Addressing the obesity crisis by increasing the activity level of students;  Assist in the attainment of required compliance for physical education
instruction;  Increasing student attention and readiness to learn through active
learning.
SUPPORTING ACADEMIC SUCCESS
Research on the positive relationship between physical education, physical activity and academic performance is a growing field and both physical education instruction and physical activity have been found to have a positive relationship on academic success. From a classic 1973 study published in Developmental Psychology, to recent articles in professional journals such as the Journal of Pediatrics, Journal of School Health, and Archives of Pediatrics & Adolescent Health, to the December 2009-January 2010 issue of Educational Leadership that focused entirely on health and learning, physical activity and physical education instruction are key factors that lead students to better academic performance.
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I. PHYSICAL EDUCATION INSTRUCTION
School districts that plan to integrate physical education learning standards into the core curriculum of science, math, social studies and ELA can use the sample lessons as a guide to developing additional lessons at the district level. Integrating physical education instruction into the core curriculum would help districts meet Commissioner’s Regulation, Part 135.4(c)(2) on required instruction:
CR135.4(c)(2) Required instruction. (i) Elementary instructional program-grades K through 6. (a) all pupils in grades K-3 shall participate in the physical education program on a daily basis. All pupils in grades 4-6 shall participate in the physical education program not less than three times each week. The minimum time devoted to such programs (K-6) shall be at least 120 minutes in each calendar week, exclusive of any time that may be required for dressing and showering; or (b) notwithstanding the provisions of clause (a) of this subparagraph, pupils in grades 5-6 who are in a middle school shall participate in the physical education program a minimum of three periods per calendar week during one semester of each school year and two periods during the other semester, or a comparable time each semester if the school is organized in other patterns; or (c) as provided in an equivalent program approved by the Commissioner of Education.
Curriculum development is a local school district decision in New York State. If a school district’s curriculum plan includes the provision of integrated physical education instruction with the certified classroom teacher as part of the above requirement, the school district must comply with Commissioner’s Regulation, Part 134.4(c)(2)(i)(c) above to seek approval from the commissioner for the equivalent program, as well as Part 135.4(c)(4) Personnel:
(4) Personnel. (i) Elementary classroom teachers may provide instruction under
the direction and supervision of a certified physical education teacher.
The State Education Department recognizes that the most qualified person to provide instruction in physical education would be a certified physical education teacher. Accordingly, one of the goals of the above personnel regulation is to ensure that elementary classroom teachers receive sufficient, on-going assistance from a certified physical education teacher to enable them to teach physical education such that they:
 understand the purpose of lessons and/or activities ;  understand the lessons and/or activities’ alignment to the learning standards for
physical education;  understand how to incorporate lesson and/or activities into their classes;  understand how to correctly and safely perform lessons and/or activities;
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 correctly lead by example; and  receive guidance and comment on the physical education lessons and/or
activities they provide.
A common question received by the State Education Department, Office of Curriculum and Instruction is on the use of “recess” for the purposes of meeting the physical education instruction requirement. This has been addressed in appeals to the Commissioner of Education which provide that , “[u]nstructured play at recess or structured play under the supervision of a lunchroom monitor does not constitute physical education and may not be included as part of a district’s physical education program. See, e..g., Appeal of Phillips, 37 Ed Dept Rep 204, Decision No. 13,843; Appeal of Williams, 32 Ed Dept Rep 621, Decision No. 12,934. .

SAMPLE SCENARIOS FOR INTEGRATING PHYSICAL EDUCATION INSTRUCTION INTO THE ELEMENTARY CLASSROOM
Integrating physical education instruction into the elementary classroom can take many forms. It can be as simple as the elementary classroom teacher directly providing physical education instruction in class or physical education instruction by the elementary classroom teacher into the core curriculum. Sample scenarios for integrating physical education into the elementary classroom are provided below. The lessons taught by the elementary classroom teacher must be under the direction and supervision of a certified physical education teacher.

Example 1: classroom

School District A: physical education lessons taught in the

Grades K-3 receives physical education instruction by the certified physical education teacher three times per week for a total of 90 minutes of instruction. The remaining requirement of 30 minutes of instruction and two days will be taught by the elementary classroom teacher under the direction and supervision of a certified physical education teacher on the other two days for a block of 15 minutes each. The classroom teacher and the physical education teacher will collaborate on the activities to be taught during this time to ensure the continuity of the instructional program.

Example 2: School District B: physical education lessons included in the core curriculum lessons
Grade K-4 physical education classes are with a certified physical education teacher 2 days per week for 30 minutes each day (total 60 minutes per week). The remaining day/time requirement is being met with a curriculum that integrates physical education

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into the core subjects. Grades K-3 are provided integrated lessons 3 days per week for 20 additional minutes each of those days. Grade 4 needs a minimum of one additional day with an integrated lesson for an additional 60 minute lesson (this can be split into more days i.e. 2 days at 30 minutes each which would provide the required time and exceed the day requirement).
Lessons are designed and implemented under the direction and supervision of the certified physical education teacher with the elementary classroom teacher at each level. A review of the curriculum at each level indicates areas where physical education concepts/activities can be integrated. The following is a sample lesson for this scenario:
Lesson Scenario: A 3rd grade unit on Communities Around the World is learning about New Zealand. Integrating lessons on sport and recreation activities of New Zealand children and the ethnic dances of the Maori people are incorporated into the unit. The classroom teacher and students select a modern day activity from the KIWIDEX (http://www.sparc.org.nz/Documents/Young%20People/kiwidex_games.pdf ) they found online and decide to learn the famous Haka, an ancient war dance of the Maori people. The physical education teacher and the classroom teacher design the lessons for the games and dance and learn each activity before teaching them to the students. The time students spend on researching the games of modern New Zealanders and the history of the Maori Haka, learning to play the games and perform the dance, may all be credited to the physical education days and time requirement.
II. PHYSICAL ACTIVITY
Schools are encouraged to provide physical activity throughout the school day beyond the minimum physical education instruction requirements. The National Association for Sport and Physical Education has the following to say about adding physical activity breaks and integrating active learning into the classroom:
“Physical activity breaks during the school day provide children and youth an opportunity to be active and take a break from sedentary activities in the classroom (e.g. sitting, reading). Physical activity breaks can increase daily physical activity levels of youth, and leave them more focused and ready to return to their academic studies.
Incorporating physical activity into classroom learning provides another opportunity to infuse meaningful activity during the school day. Physical activity in the classroom helps activate the brain, improve on-task behavior during academic instruction time, and increases daily in-school physical activity levels among children. Classroom teachers have the potential to influence children's healthy behaviors and lifetime choices by including bouts of physical activity into the total learning experience, and in turn, maximize student learning during academic activities that are mostly sedentary.”
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SAMPLE SCENARIOS TO INCORPORATE PHYSICAL ACTIVITY INTO THE ELEMENTARY CLASSROOM
The following scenarios are samples of how schools may increase the amount of physical activity in a variety of ways throughout the school day by the elementary classroom teacher or the physical education teacher, in addition to the formal physical education instruction required by the Commissioner’s regulations. Sample scenarios for incorporating physical activity in the classroom are provided below. The following activities should be done with the direction and supervision of a certified physical education teacher to ensure they are age appropriate and safe for students to perform.
Example 1: School District C: adding physical activity to each day
Grades K-6 receive physical education with the certified physical education teacher the appropriate number of days and minutes per week (120).
To add additional physical activity to the student’s day, each day, elementary classroom teacher’s provide a “take five” exercise break during the morning and afternoon of each school day. Each exercise is sequential in skills, appropriate for each grade level, learned for correct performance, and safe for student performance and designed to be compatible for use in the classroom.
Example 2: School District D: adding physical activity throughout the day
All grades K-3 receive the required amount of instructional physical education by the certified physical education teacher. The school district recognizes the benefits of physical activity on academic performance and desires to increase the amount of physical activity for each student. To build more physical activity into the entire school day, the district provided exercise balls for each student and teacher to use in lieu of chairs in every classroom. The entire staff received a full day of instruction prior to the beginning of the school year on the benefits and use of exercise balls such as how to build core strength and how to use them for exercise routines). In addition, the staff receives updates on new activities and exercises from the physical education teacher at the monthly faculty meeting.
Example 3: School District E: adding physical activity and physical education at the beginning of each day
All grades K-6 receive the appropriate days and time for required physical education instruction. The school district recognizes the benefits of physical activity on academic performance and has decided to increase the amount of physical activity for each student. The district chooses to begin each school day with an 8 minute lesson led by a
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certified physical education teacher via classroom internet or video on a fitness component and related exercise(s) that students will do at their desks in their classroom. The video shows sequential steps for the chosen exercise to match different grade levels thereby keeping the lesson in line with the definition of instructional physical education. The elementary classroom teacher has been provided instruction on the sequential skills and exercises for their grade level on the particular concept being taught in advance so they can lead the students appropriately and safely in the exercise for that day.
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