3rd Grade Physical Education Pacing Guide: Second 4 Months

Teacher:

YourName

Subject: Physical Education

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 17-32)

Unit 5: Team Sports & Rules (Weeks 17-20)

Standards & Objectives:

Students will be able to demonstrate teamwork and follow rules in a small-sided game.
Students will be able to communicate respectfully with teammates and opponents.
Core Concepts: Emphasize Respect for teammates, opponents, and the rules of the game. Build Mutual Contribution as students teach each other different skills to achieve a shared goal.

Materials & Resources:

Balls (e.g., basketball, soccer ball).
Cones or markers for boundaries.
Whistle for the teacher.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 17-18: Following the Rules:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the rules of a simple team sport. They will discuss how rules create equity and ensure fair play, which is a useful contribution to the game’s integrity.
Body: The groups will practice basic skills like passing and shooting. They must teach each other their findings and respectfully point out details a partner might have missed. They will play a short game, with the teacher using the Respect Ledger to note teams that work together to follow the rules and resolve disagreements respectfully.
Conclusion: Each group shares one rule they found most challenging to follow and explains why. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Weeks 19-20: Communication & Strategy:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to communication during a game. Frame a missed pass or a miscommunication as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a simple strategy for their game. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups present their strategies to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 6: Healthy Habits & Consequences (Weeks 21-24)

Standards & Objectives:

Students will be able to explain the short- and long-term consequences of poor food choices.
Students will be able to identify and choose healthy, lower-carb food alternatives.
Core Concepts: Connect a healthy diet to Self-Respect and Competence. Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission when presenting facts about nutrition.

Materials & Resources:

Visual aids of different food types, with a focus on healthy and unhealthy choices.

Image of a food pyramid for kids

Poster board or presentation software for a final project.

Learning Activities:

Weeks 21-22: The Consequences of Poor Choices:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on how poor food choices can affect the body. They will be encouraged to see the sighted interrelations between sugary drinks and an energy crash.
Body: The groups will work together to create a diagram of the consequences of poor food choices. They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares one consequence and explains its effect on the body. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 23-24: Choosing Wisely:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to healthy food choices. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a diagram of healthy alternatives to common unhealthy snacks. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Conclusion: The groups present their diagrams to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 7: Fitness & Performance (Weeks 25-28)

Standards & Objectives:

Students will be able to participate in fitness activities that build cardiovascular endurance, muscular strength, and flexibility.
Students will be able to measure and track their own progress in a fitness activity.
Core Concepts: Use Persistence as a key to building stamina. Connect a healthy body to Self-Respect.

Materials & Resources:

Timers, measuring tapes, and jump ropes.
Fitness tracking sheets.

Learning Activities:

Weeks 25-26: The Fitness Challenge:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on a simple fitness challenge. They will discuss how to listen respectfully to each other’s ideas, which is their first useful contribution to the team.
Body: The groups will work together to practice a series of exercises (e.g., jumping jacks, push-ups). They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares one finding about their performance. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 27-28: Tracking Progress:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to tracking progress. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to track their progress over time. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups present their findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 8: Final Challenge & Celebration (Weeks 29-32)

Standards & Objectives:

Students will be able to apply all learned skills and knowledge in a final, cumulative activity.
Students will be able to reflect on their physical and social growth throughout the year.
Core Concepts: The ultimate test of Professional Acumen. Turn Frustration from a difficult challenge into a source of Persistence.

Materials & Resources:

A variety of physical education equipment.
Certificates of completion or other celebratory items.
Fun, collaborative games to celebrate progress.

Learning Activities:

Weeks 29-30: The Final Challenge:

Introduction: Students self-organize into new groups of three. The team’s goal is to work together to complete a final challenge that incorporates all the skills they’ve learned. Frame frustration with a difficult task as a natural cue to ask their teammates for help, rather than a cue to practice avoidance.
Body: The groups will work together to complete the challenge. They will teach one another different strategies (e.g., using teamwork, pacing themselves) to fill knowledge gaps. This is a prime opportunity to practice persistence and mutual contribution.
Conclusion: Each group shares a strategy they used to solve a difficult problem. The teacher uses the Respect Ledger to note teams that consistently worked together to overcome challenges.

Weeks 31-32: Reflection & Celebration:

Introduction: Students self-organize into new groups of three. The team will review their progress over the entire year, from the initial Goal Trees to the final challenge.
Body: Groups will create a “year-in-review” poster, reflecting on their physical growth and, more importantly, the self-respect and self-esteem they’ve built through their useful contributions.
Conclusion: The class hosts a “Healthy Body Celebration” where each group presents a final health tip and celebrates their accomplishments. The class provides a final round of respectful applause for each other’s hard work, which reinforces that true success is about shared growth and mutual contribution.