1) The document outlines the goals and curriculum for a physical education class for transition grade students. It covers 4 topics: following rules, good habits, Olympic games preparation, and body awareness. 2) For each topic, it lists understanding goals, dimensions, contents, and ongoing assessments for exploratory, guided, and synthesis stages. 3) The goals include exploring movement, identifying emotions through movement, and norms for physical activity. Dimensions include body, space orientation, and expressing emotions.

1. TEACHING FOR UNDERSTANDING UNIT I 2020
AREA: PHYSICALEDUCATION SUBJECT: PHYSICAL EDUCATION TEACHER: ANDREA PUENTES GRADE: TRANSITION TERM: FIRST
Overarching UNDERSTANDING GOALS(through lines) / STANDARD
● Explore basicformsof movementandtheircombinationsindifferentSituationsandcontexts.
● Identifyandexplore emotionsthroughbodymovementidentity.
● Identifythe Normsandprinciplesestablishedforthe developmentof the practices of physical activityown.
UNDERSTANDING GOALS / COMPONENTS – DIMENSIONS CONTENTS (TOPICS – GUIDELINES)
Students will understand:
COMMANDS
Care for him / herself
1. Attendthe indicationsof the teacheronthe correct wayto performthe exercises.
GOOD HABITS
Care for him/ herself
2. Identifythe guidelinesaboutpersonal hygiene,hydrationandfoodhabitstocreate healthy
manners.
OLYMPICSSPORT INTER HOUSES PREPARATION
Body languages
3. Adapt yourbodyscheme to simple movementsequencesina coordinatedway.
COMMANDS
1.1 Basic commands
1.2 Classrulesandkeywords
1.2 Routines
GOOD HABITS
2.1. Corporal care
2.2. Hygiene stuff
2.3. Hand washing
2.4. Resttime andback to the calm
OLYMPICSSPORT INTER HOUSES PREPARATION
3.1. Closedorder.
3.2. Teamwork.

2. MOVEMENT COMMANDS/ BODY SCHEME
Motor Development
4. Explore possibilitiesof movementinyourglobal andsegmental bodylevel.
DIMENSIONS
BODY DIMENSION
Showsbody harmonyin the executionof basicforms of movementandmotor tasks and reflectsit
in their dynamic participation in group activities.
Itisorientedinspace andlocatesdifferentobjectsrelatingthemtoeachotherandtooneself.Apply
that orientation to situations of daily life.
Expressesandcorporal represent emotions,school situationsandexperiencesintheirenvironment.
Participates, integrates and cooperates in creative activities in a creative way, according to their
age.
3.4. Choreography.
3.5. March.
MOVEMENT COMMANDS
4.1. Up, down,forward,backward,left,right.
4.2. Roll Play
BODY SCHEME
4.3. Basicmovementpatterns
4.4. Proprioception
TOPIC 1 FOLLOWING THE RULES
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING – STATEMENT ONGOING ASSESSMENT
E
X
P
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O
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2 1
Care for him/herself
Identificationof keycommandsinEnglishandclassrulesforthe
improvementanddevelopmentof followupinstructionsand
routines.
EVIDENCES
● To relate the command with
the action.
● To identify some commands
without any difficulty.
TASKS
● Identifies through videos
the classrulesand the basic
commands in English.
● Develops commands in a
fun way throughgames and
songs.

3. A
T
O
R
Y
● Performsline upexercises,
changing the location and
displacement directions.
● Performs circuits with
different elements.
G
U
I
D
E
D
2 1 Appropriatingthe maincommandsandrulesaswell askeywordsto
use inthe classina didacticallywayforthe developmentof the
orderin the activities.
● To performexercises applying
the commands and
instructions given.
● To differentiate formation
row to row
● To apply movement
commands in games played.
● Executes through rows
and rows games
● Follows different
commands(circle,inpairs,
trios and quartets)
● Uses the class material
provided to develop
different exercises
applying the concepts and
commands.
S
Y
N
T
H
E
S
I
S
2 1 Applicationof differentcommands,keywordsandformationsin
recreational gamesanddairyactivitiesforthe appropriationof
guidelinesandorderinclass.
● To recognize the figure and
trainingisrequested(lineand
circle).
● To identify commands and
rules in English.
● Follows the instructions
executed by the whistle,
performing different
formations using cones,
hoops, ropes and shapes.

4. TOPIC 2- LEARNING GOOD MANNERS
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING – STATEMENT ONGOING ASSESSMENT
E
X
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1 2
Motor competence
Realizationaboutpractice exerciseandcorporal hygiene togetgood
habits.
EVIDENCES
● To recognize the elementsof
the restroomand at the same
time, the right time to use
them.
TASKS
● Identifies through videos
the importance of hygiene
and good manners.
● Recognizes by video
projectionthe hygieneand
cleanliness elements.
● Develops the worksheet
about the corporal care
and cleanliness.

5. G
U
I
D
E
D
3 2 Appropriation of time to and body hygiene routines to create habits
and organization by him/herself.
● To apply the guidelines about
good habits inside and
outside the school
environment
● Understands through
videos and recreational
activities the right
momentto(play,rest,eat,
etc.)
● Develops exercises and
activities in relation with
the goodmannersand the
properly way to organize
his/ her time and space.
S
Y
N
T
H
E
S
I
S
2 2 Association of images with basic hygiene elements to him/her
understand which one of that are the appropriate for the topic and
how works
● To associate with cleanliness
to maintainadequate health.
● To express the importance of
maintaining body hygiene.
● Associates images with
basic hygiene elements.
● Develops a guide where
recognizes the basic
elements to maintain
proper body hygiene.
TOPIC 3- OLYMPIC GAMES PREPARATION
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING – STATEMENT ONGOING ASSESSMENT
E Body languages EVIDENCES TASKS

6. X
P
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A
T
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Y
1 3 Executionof exercisesthatallowthe studentlocateshis/herbodyin
a specificspace andtime forthe developmentof basicmovement
sequences.
● To demonstrate corporal
coordinated actions
● Performs activities where
he / she practices the
different movement
sequences with rhythm.
● Develops progressive
movements sequences
involving simple and
compound exercises.
● Remembers and
represents the guidelines
movement given in class.
G
U
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D
E
D
2 3 Execution of coordination activities involving upper and lower trains
by means sequences of movements for the improvement of
coordination and location skills.
● To use the space correctly
marchinginashortspace with
partners.
● Performs rhythmic
movements, in a
coordinated way.
● Demonstrates rhythmic
movements with music
usingyourwhole bodyina
coordinated way.
S
Y
N
T
H
E
S
1 3 Execution of different sequences of movements implementing
variousactionstoimprove theirphysicalconditionandstrengthening
teamwork skills.
● To perform the rhythmic
movements, the march and
the formation of a closed
order, previously trained.
● Applies different motor
actions at the opening of
the sports Olympics,
demonstratingteamwork.
● Executes the sequence of
movements in a
coordinated manner and
according to the music

7. I
S
TOPIC 4- KNOWING MY BODY AND SKILLS
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING – STATEMENT ONGOING ASSESSMENT
E
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1 4
Motor Development
Explorationof grossmotorskillsintheexecutionof locationexercises
to develop the proprioception and body awareness.
EVIDENCES
● To explore the performance
level of your gross motor
skills.
TASKS
● Identifies the different
gross motor skills through
videos and pictures.
● Performseach grossmotor
skills through recreational
activities and specific
exercises.
● Executes activities circuit
with his/ her classmates
and different class
material.
G
U
I
D
E
D
2 4
Identification of body location following the guidelines to improve
your body scheme and perception.
● To use the locations
capabilitiesforthe strengthof
proprioception.
● Displaces following the
instructions on different
directions and locations.
● Observes and performs
guide exercises to work
the proprioception and
body image.
S
Y
N
2 4 Adaptation of body scheme to execute complex movement
sequences that allows strength the body control.
● To execute circuits and
activities with different
challenges .
● Adapts his/her body
scheme to create and
develop several kinds of

8. T
H
E
S
I
S
exercises changing the
body position, supports,
location and
displacement.
TOTAL 22
QUARTER DESCRITORS:
COMPONENTS PROCESS DESCRIPTORS
Habits Recognizesthe basicsaboutclassrules,orderandgoodhabits,puttingthemintopractice adequately.
Languages Locateshis bodycorrectlyinrelationwithhisclassmates,executingrhythmicmovementsequences.
Basic actions Performsexercisesusingcorrectlythe basicpsychomotorfunctions.
EVALUATION DESCRIPTORS
FIVE STARS
It isin fortress
THREE STARS
It isin process
ONE STAR
It isin weakness
1.Reach all goals with a high level of competence
and skill in the dimension worked.
2.Develop activities that allows the creative and
scholar dominance in the formative process.
3. Expand your knowledge through activities and
pedagogical games.
1.Achieve the goalsproposedinthe dimension,witha
certain degree of difficulty
2.Reach the minimum goals with complementary
reinforcement activities, within the academic period.
3.Develop additional activities as suggested by
teachers.
1.It is understood as not overcoming the minimum
performance necessary to achieve the proposed
goals.
2. He / she has difficulties with the follow up
instructions and does not perform activities
autonomously.

9. 4.Participate timely and actively in the various
moments in the class.
4.Express responsibility and interest in all activitiesof
the dimension.
5. His / her academic performance is subject to the
constant accompaniment of teachers at his/her
particular pace.
3.His/ her time spent in the activity is shorter than
expected and does not allow him/her the guiding
thread of the proposed work.