Course Information
Physical Education
The kindergarten physical education objectives reflect the Virginia Standards of Learning.
Motor Skill Development
- Performs fundamental motor skills and specialized movement patterns.
Anatomical Basis of Movement
- Uses cognitive information to enhance motor skill acquisition and performance.
Fitness Planning
- Communicates the knowledge to achieve and maintain a health-enhancing level of fitness.
Social Development
- Expresses and uses responsible personal and social behaviors in activity settings.
Energy Balance
- Uses health concepts related to health promotion and improvement of personal health.
Personal Health
- Demonstrates the ability to access, evaluate and use health information to recognize the relationship between personal behavior and personal health.
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Kindergarten Health and Physical Education |
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Essential Questions |
How do I play in a group? How do I move and control my body in space? How do I become healthy and fit? |
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Unit Title and Quarter |
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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SAFETY FIRST |
MOVING AND GROOVING |
HEALTHY CHOICES |
FIT-TASTIC |
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Image Cue |
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Focus of the Story |
As we start our HPE journey we are learning to move and play safely in many different spaces, in many different ways, and with many different people. |
Now that we know how to move and play safely, we activate our bodies to stay fit and healthy. |
We can keep learning to move in new ways while we discover how what we put into our bodies helps us grow to be strong and healthy. |
As our kindergarten HPE journey comes to a close, we show how we can play within the rules of games so that we can get our heart rates up and stay active. |
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Transfer Goals |
Demonstrate socially responsible behavior to include respect for themselves, others, and the environment in thoughts, words, and actions. Identify internal and external factors that affect community, physical, emotional, and social health and generate possible solutions. |
Apply knowledge of bone and muscle movement to articulate movement in a variety of patterns, and spaces for health, enjoyment, or challenge. Demonstrate socially responsible behavior to include respect for themselves, others, and the environment in thoughts, words, and actions. |
Describe the major parts of the body and how to care for them to improve or maintain personal health. Analyze diverse sources and perspectives to make thoughtful judgments regarding physical and mental health decisions. Demonstrate socially responsible behavior to include respect for themselves, others, and the environment in thoughts, words, and actions. |
Collaborate through activities and games, developing social and competitive skills, improving physical fitness, and increasing ability. Analyze data and use goal-setting skills to identify appropriate choices to enhance well-being. Demonstrate socially responsible behavior to include respect for themselves, others, and the environment in thoughts, words, and actions. |
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Learning Targets |
I can tell when there is an emergency and when to get someone to help. I can play safely and help my classmates play safely. I can walk, run, hop, gallop and jump in my own space and around the gym with my class. |
I can kick or throw a ball toward a target. I can toss and catch an object. I can increase my heart rate with exercise. |
I can say that my body needs food to work and play. I can name a fruit and a vegetable |
I can show one physical activity to do with my family and friends. I can follow the rules of a small group game. I can share equipment and space while working together with my classmates. |
* Modifications will be made as needed to assist all students in achieving their learning target.
Instructional Technology
The kindergarten Digital Learning Integration Standards offer children a variety of instructional technology experiences based on the Profile of a Virginia Graduate. These standards are comprehensive statements that explain foundational knowledge, skills, and experiences aligned to the grade K through second curriculum standards.
Empowered Learner: Students leverage technologies including assistive technologies, taking an active role in choosing, achieving, and demonstrating competency in their learning goals informed by the learning sciences.
Digital Citizenship: Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal and ethical.
Knowledge Constructor: Students critically curate a variety of digital resources using appropriate technologies, including assistive technologies, to construct knowledge, produce creative digital works and make meaningful learning experiences for themselves and others.
Innovative Designer: Students use a variety of technologies, including assistive technologies, within a design process to identify and solve problems by creating new, useful, or imaginative solutions or iterations.
Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods, including those that leverage assistive technologies, to develop and test solutions.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using appropriate technologies including assistive technologies, styles, formats, and digital media appropriate to their goals.
Global Collaborator: Students use appropriate technologies, including assistive technologies, to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Music
The Virginia Standards of Learning (SOL) for Kindergarten General Music serve as the foundation for musical understanding and provide a pathway to future music instruction. Students come to understand that music ideas are developed through a creative process. Emphasis is placed on acquiring basic musical knowledge, skills and understanding through singing, playing instruments, listening, and moving. Students identify people who create music and examine how music is a part of personal and community events. Students examine the value of working and sharing creative ideas within a group and recognize and express personal responses evoked by musical experiences. Students participate in a weekly music class taught by a music specialist.
Creative Process
- Improvise and compose music
- Apply a creative process for music
Critical Thinking and Communication
- Analyze music
- Describe how music evokes personal ideas and emotions.
- Demonstrate collaboration and communication skills for music rehearsal and performance.
History, Culture, and Citizenship
- Explore historical and cultural aspects of music.
- Describe roles of music and musicians in communities.
- Identify appropriate sources for listening to music.
Innovation in the Arts
- Identify how individuals create music
- Identify how music can be created using technology tools
- Identify relationships between music and other fields of knowledge
Technique and Application
- Demonstrate music literacy
- Develop skills for individual and ensemble singing performance
- Develop skills for individual and ensemble instrumental performance
- Classify, perform and count rhythmic patterns
- Understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments and voice
- Respond to music with movement
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Course Name |
Kindergarten General Music |
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Essential Question |
How does music affect our lives? How do we play music? |
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Quarter |
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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Unit Title |
Let’s Start at the Very Beginning….. |
Oh the Places We go; Opposites and all the ways we can perform them. |
Musicians: More than Meets the Eye |
Improvisation? Sing what? |
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Image Cue |
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Focus of the Story |
We begin by identifying sound sources as vocal, instrumental or environmental while exploring steady beats through singing, moving and playing instruments both individually and as a team. |
Once we identify sounds, we begin to create our own and accompany songs with chants, body percussion and instruments. This helps to strengthen our rhythmic foundations as we explore musical opposites, like fast and slow and loud and soft. |
Instruction continues exploring musical opposites by identifying high and low sounds, and identifying musically creative people such as singers, composers, conductors and instrumentalists. |
Putting it all together has us performing rhythmic patterns and expanding our singing voices through echo and ensemble singing as we explore the early stages of musical improvisation. |
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Transfer Goals |
Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. |
Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
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Learning Targets |
I can echo my teacher's voice. I can copy a steady beat. I can wonder about music. I can show teamwork and respect in the music classroom. I can move to music. I can copy, show, and create movement to represent music. I can discover patriotic songs and songs from different cultures. I can identify and classify sound sources. I can connect music to other things I’m learning. I can describe how music makes me feel. I can communicate my feelings and opinions. I can identify people who create music. |
I can move in place or through space to show opposites in music. I can recognize a song as patriotic and identify how music is a part of my life and in my community. I can practice performing musical opposites using body percussion, singing, and instruments. I can recognize how music connects to other areas of study. I can practice performing musical opposites using movement, body percussion, singing, and instruments. I can use my voice to create rhythms and melodies. I can identify the different roles of people making and creating music both in my community and around the world. I can identify instruments by sight and sound. I can use words or movement to show how music makes me feel. |
I can identify, compose, and perform rhythms with one sound, two sounds or no sounds. I can sing so mi and other songs while matching pitch. I can identify and demonstrate high/low melodies. I can think about and talk about music performances. I can create musical sounds or movements to enhance poems and stories. I can discuss how I feel about music. I can share instruments with other students. I can identify people who create music. I can connect music to other things I’m learning. I can create, read and perform musical rhythms and patterns. I can both identify and illustrate with my body high/low in music performances. |
I can sing, play instruments, and move musically (loud/soft, fast/slow) I can find the steady beat of music while playing, singing and moving. I can respond to a story or song with movement. I can identify and perform rhythms with one sound, two sounds or no sounds. I can recognize music as fast/slow, high/low, loud/soft, same/different. I can identify music technology. I can identify and perform rhythmic patterns. I can demonstrate a steady beat using movement, body percussion, instruments, and voice. I can sing songs using echo and ensemble singing. |
Essential Information Literacy Skills (EILS)
The kindergarten Essential Information Literacy Skills (EILS) enhance student experiences for developing skills in information literacy, inquiry, collaboration, and engaging with knowledge products safely and ethically. These skills are achieved through the collaboration of the classroom teacher and the library media specialist (LMS).
Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
- Display curiosity and initiative by asking questions about topics of interest.
- Adapt, communicate, and exchange learning products with others.
- Participate in an ongoing inquiry-based process.
Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.
- Interact with a diverse group of peers in a respectful manner and by sharing their perspectives.
Collaborate: Work effectively with others to broaden perspectives and work toward common goals.
- Actively listen in a group and work with others to solve problems.
- Participate with others in learning situations by actively contributing to group discussions.
Curate: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
- Understand how an information resource is organized:
o Title, author, call number, illustrator, title page, publisher, copyright date, spine.
o Nonfiction text feature.
Explore: Discover and innovate in a growth mindset developed through experience and reflection.
- Develop and satisfy personal curiosity by reading widely and deeply in multiple formats and writing for a variety of purposes.
- Construct new knowledge by problem solving through cycles of design and implementation
- Problems solved through reflection and revision; be open to feedback.
Engage: Demonstrate safe, legal and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.
- Follow ethical and legal guidelines for gathering and using information by complying with the school division’s Acceptable Use Policy
- Recognize the importance of citing sources
- Create a product with a specific message for an intended audience.
- Extend personal learning by selecting appropriate sources, formats and by locating materials in the library for personal growth and pleasure.