I am very proud to present the teacher-authored instructional samples in Physical Education. Each of these units represents the work of a team of Colorado educators to translate one curriculum overview sample into a full instructional unit with learning experiences, teacher and student resources, assessment ideas, and differentiation options.
Each of the units posted here was authored by a team of Colorado educators. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional practices for all students.
Comprehensive Health and Physical Education Content Specialist
- Instructional Unit Process Guide
- Instructional Unit Blank Template
- Curriculum Overview and Instructional Unit Template with Explanations
Tell us what you think:
- Complete this short survey to:
- Provide Feedback
- Advocate for the next phase of the project
- Request support
- Sign up for email updates
Unit Title: Adventure Leader (Lake County School District)
Unit Description: This unit provides opportunities for students to develop skills as adventure leaders that will enhance their independence for exploration in wilderness experiences. These developed skills will potentially include positive social behavior, decision making, communication, collaboration and outdoor safety practices. The ultimate goal will be for students to have an understanding and appreciation for the benefits of lifelong physical activity. The unit culminates with students participating in a wilderness experience designed and led by them cultivating individual physical, mental, and social strengths that lead to strong group dynamics.
Unit Title: Fitness Planning (Adams 12 Five Star Schools)
Unit Description: The focus of this unit is to develop skills towards improving personal wellness while emphasizing goal setting, fitness components, the FITT principle, responsibility and integrity. Students will analyze lifestyle factors that impact the short term and long term physical, social/emotional, and mental aspects of health. This unit culminates with students developing a personal fitness plan that includes the FITT principle, health related components of fitness and safety requirements. Students will have an opportunity to participate in a peer led fitness camp.
Unit Title: Personal Fitness Planning (Adams 12 Five Star Schools)
Unit Description: This unit uses ongoing analysis of health related fitness components to guide individuals in developing a quality personal fitness plan. Throughout the unit students will collect fitness data, develop personal goals, identify barriers to those goals and utilize safety procedures that will enhance their lifelong health and wellness. This unit culminates with students designing expert individualized fitness plan with the goal of analyzing their physical wellness at various phases in their life.
Unit Title: Creative Movement (Douglas County School District)
Unit Description: The focus of this unit is for students to make connections between creative movement, rhythmic sequencing, and fitness (e.g. health related and skill related components, target heart rate, and healthy fitness zones). Students will develop skills to transfer patterns between different activities, set goals to improve personal fitness, and collaborate with peers to create rhythmic performances. This unit culminates with peer groups creating routines implementing eight count sequences while integrating manipulative props, dance patterns, cultural influences, and/or sports equipment. Students will participate in a peer-led movement routine and perform their final product as a contestant in a mock T.V. program of “America’s Got Talent.”
Unit Title: Analysis of Performance (Center Consolidated School District, Del Norte Consolidated School District, and Monte Vista School District)
Unit Description: This unit cultivates the analysis and evaluation of movement patterns. The focus is on students creating an evaluation tool and drawing conclusions for the tool's effectiveness in order to analyze a sequence of cues describing a movement pattern. Through this process students will gain a higher understanding for the value of assessment and the role it plays in providing feedback. This unit culminates with students working within a group to create a protocol for evaluation of movement patterns.
Unit Title: Sport Related Activities (Adams 12 Five Star Schools, Denver Public Schools, Douglas County School District)
Unit Description: This unit cultivates the analysis and application of movement to promote mastery of object control. The focus is on analyzing the patterns within categories of games/activities, movement concepts, fitness components, rules of the game, and skill application. In addition, the ongoing learning experiences are focused on safe participation and responsible decision making. This unit culminates with students developing an original game encompassing movement analysis, application of skills, manipulation, and participation.
Unit Title: Body Systems Dance (Greeley-Evans School District 6)
Unit Description: This unit is integrated with Dance, Physical Education and Science. It allows the educator and students to learn about and explore human body systems (e.g., Circulatory, Digestive, Muscular, etc.) through movement elements. Students will work in small groups to create movement that will symbolize the movements of selected body systems. The unit will culminate in a school wide field day where stations of student groups will explain and perform the workings of a human body system to participants.
Unit Title: Gymnastics, Rhythm and Dance (Aurora Public Schools)
Unit Description: This unit is designed to provide another avenue for transferring skillful movements students are already familiar with: using flow, speed and sequence. Students will have an opportunity to work with peers and develop effective communication and collaboration skills. Appropriate safety practices will be a focus of each learning experience and critical to student success. The unit culminates with peer groups creating a movement routine which may be performed for a variety of audiences.
Integrated Unit Title: Character Counts! (Garfield RE-2 School District)
Unit Description: This unit allows students to develop critical thinking and reasoning skills in order to understand and apply the benefits of healthy habits as they pertain to exercise, group activities, hobbies, sportsmanship/character and goal setting. Students will assess the cause and effect relationship of external influences on sportsmanship, choices in social interactions, participation in physical activities/groups/hobbies and goals/achievement. The unit culminates with students applying their knowledge of sportsmanship and positive social interactions to develop a “public service” reminder poster to students of the desired actions/reactions during activities to be displayed throughout the school.
Unit Title: Health Related Components of Fitness (Adams 12 Five Star Schools, Denver Public Schools, and East Grand School District)
Unit Description: This unit advances understanding and application of the 5 components of health related fitness as it impacts a student’s daily health and wellness. The focus is on developing skills to measure initial personal fitness levels and creating personal fitness goals based on analysis of the health related components, the FITT principle, nutritional choices and overall wellness. This unit culminates with students presenting healthy recommendations when faced with a fitness or nutritional challenge.
Integrated Unit Title: Nutrition Castaways (Mesa County Valley School District 51)
Unit Description: This unit implements a variety of learning experiences that provides students with opportunities to develop their understanding of nutrition, calories, healthy lifestyle choices and the F.I.T.T. (Frequency, Intensity, Time and Type of exercise) Principle. The concepts of choices, lifestyle habits, body signals, health, wellness, and the identification of nutritional value are the main focus of this integrated comprehensive health and physical education unit. An active game called “Nutrition Island” requires students to utilize their nutritional knowledge and provides the culminating assessment for this unit.
Unit Title: Fitness (Mesa County Valley School District)
Unit Description: This unit encompasses a variety of topics related to heart health. The focus is on introducing the students to personal goal setting, pacing, the F.I.T.T. principle, lifestyle habits and their effects on the heart, and cardiovascular fitness. Through heart healthy activities, students will learn lifelong skills such as anatomy of the heart, finding their heart rate, and developing a fitness plan. This unit culminates with students designing a workout to demonstrate in front of a small group of peers.
Integrated Unit Title: Let's All Get Along (Garfield RE-2 School District)
Unit Description: This unit is designed to use the school environment to explore common and shared expectations for the treatment of others in the classroom, gym, and playground during structured and unstructured times. Third grade students may have skills to identify and communicate personal needs appropriate for their age and life experiences; however, the unit allows for students who may have varied views of appropriate boundaries due to developmental needs for positive decision-making skills and conflict resolution skills to build and enhance healthy relationships. During the performance assessment students will work with a partner to create a value.com billboard that emphasize the kinds of values and strategies needed to express emotions, personal needs, boundaries, sportsmanship skills and communication in order to develop healthy relationships.
Unit Title: Making Healthy Choices (East Grand School District, Denver Public Schools, and Hayden School District)
Unit Description: This unit allows students to develop critical thinking and reasoning skills in order to understand and apply the benefits of healthy habits as they pertain to nutrition, exercise, water intake and sleep habits. The unit culminates with students applying and defending healthy habit choices by participating in an activity where they analyze the value of nutrition, sleep, water and exercise choices. Students will correctly place each healthy choice (beanbag, picture, polyspot) in the corresponding category, (GO, SLOW, NO). Students will defend choices to peers during a gallery walk.
habitat, its environment surroundings, and food choices that help it to survive.
Integrated Unit Title: Project Healthy Transformation (Garfield RE-2 School District)
Unit Description: This unit allows students to develop critical thinking and reasoning skills in order to understand and apply the benefits of healthy habits as they pertain to nutrition, exercise, water intake and sleep habits. Students will assess the cause and effect relationship of body signals as it relates to healthy fuel requirements and physical activity. The unit culminates with students applying habits to develop a transformer game that exemplifies their most powerful self and highest level of physical and emotional fitness.
Integrated Unit Title: Remarkable Relationships (Mesa County Valley School District 51)
Unit Description: This unit implements a variety of learning experiences that provides students with opportunities to develop their understanding of healthy interpersonal relationships. The concepts of respect, acceptance, communication, cooperation, and positive relationship behaviors (e.g. body language and verbal language) are the main focus of this integrated comprehensive health and physical education unit. Students will create and perform role playing scenarios that demonstrate examples of these positive relationship skills provide the culminating assessment for this unit.
Unit Title: Moving Objects (East Grand School District, Steamboat Springs School District, and West Grand School District)
Unit Description: This unit allows students to experience manipulation of a variety of objects. (e.g. balls, hoops, scarves, beanbags). The focus is on discovering the relationship between force, speed, and effort as it relates to tossing, catching, kicking, dribbling, striking, and safety practices. This unit culminates with peer groups using their understandings of key skills (e.g. tossing, kicking…) and concepts (e.g. force, speed..) to design and perform cooperative activities at stations.
Integrated Unit Title: Buddy Builders (Mesa County Valley School District 51)
Unit Description: This unit implements a variety of learning experiences that allow students to develop their positive communication skills. The concepts of cooperation, teamwork, responsible social behavior, critical thinking and reasoning, space, communication, and problem-solving skills are the main focus of this integrated comprehensive health and physical education unit. The culminating performance assessment for this unit has students working in small groups to build an object and requires students to utilize skills of team building, communication, and problem-solving in order to complete the task.
Unit Title: Knowing Your Body (Adams 12 Five Star Schools, Denver Public Schools, and Eagle County Schools)
Unit Description: This unit allows students to develop an understanding of personal awareness that includes heart rate, intensity, responsibilities, and how the body feels during and after physical activity. The focus is on developing skills to recognize the differences between moderate and vigorous activities as it relates to personal health and wellness. The unit culminates with students taking on a role as a superhero coach to create activities for peers to demonstrate personal awareness.
Integrated Unit Title: Moving & Grooving (Jefferson County Public Schools)
Unit Description: This unit explores variation in movement patterns in relation to one’s place in space. Students will demonstrate the concepts of motion using their bodies in a safe manner. Through the exploration of various animals, students will mimic their locomotion through body movement. The unit concludes with the students becoming a zoo animal and acting out its unique movement styles.