The events of the last 6 weeks week have brought racism and injustice into the forefront of our conscience. As a community it is our responsibility to ensure our students understand the ugliness of racism and discrimination. The link below will provide you will provide you resources to support your children.

In the files and documents link located to the left you will find folders with information and activities for students to continue maintaining and improving their fitness and overall well-being. All work is optional. We will continue to update the folders each week to provide more content and challenges. 

As of March 13th all areas highlighted in have been covered in both PE classes.
In Mr. Shelatz's PE Classes we just completed our fitness unit in which we did circuit training with the stations below. These stations can be done at home in the house to continue building and maintaining physical fitness in all areas. We wrapped up the unit with a fitness combine and had just begun our football unit in which we began discussing running routes and practicing different routes to catch on the move.

Circuit training stations: 
      1. Plank
                    2.  Boxing jabs
                    3. Single Leg Chair Dips
                    4. Superman Punches
                    5. Push ups
                    6. Jumping Jacks
                    7. Stretching
                    8. Box Steppers
                    9. Burpees with a push up
                    10. Core Twists
                    11. Tuck Jumps
                    12. Windmills
                    13. Stretch
14. Pull ups
15. Flutter Kicks
16. Glute Bridges
17. Bicycles
18. Platform (Box) Jumps
19. Arm Circles
20. Mountain Climbers
21. Squats
22. Sit Ups
23. Air Swimmers
24. Lunges
25. Speed Rope

Ms. Swekosky's classes started the quarter bowling.  We then moved into a unit focusing on throwing and catching.  We used these skills and movement on various levels to further individual improvement while competing in various games.  Scooters were one of the classes favorite activities and we played several games using them.  The  next unit we were getting ready to start was our fitness unit.  Fitness skills listed above are a great way to work out at home.  Most of these we have performed at some time during the year. 
Kindergarten-2nd Grade: 


3rd Quarter


Standard K.1: The student will demonstrate progress toward the mature form of selected locomotor, nonlocomotor, and manipulative skills to understand the various ways the body can move.

Standard: K.1.C: Demonstrate approaching-mature form (at least two critical elements: which are small, isolated parts of the whole skill or movement) used in stationary manipulative skills for tossing and throwing underhand to targets, bounce and catch, toss and catch, kicking stationary ball to target, striking stationary object with paddle, dribbling, rolling ball underhand to target, trapping and volleying with hand.

Standard: K.1.E: Demonstrate moving to a beat and to rhythmic patterns using basic locomotor and nonlocomotor rhythmic patterns.

Standard: K.1.F: Demonstrate moving forward, sideways, and in side-to-side directions.

Standard: K.1.I: Demonstrate fast, slow, and moderate speeds.

Standard K.2: The student will identify basic structures of the body and basic spatial awareness concepts.

Standard: K.2.A: Explain that the body has muscles and bones that help the body move. 

Standard K.3.A: Explain that physical activity helps the body grow.

Standard 4: The student will use appropriate behaviors and safe practices in physical activity settings.

Standard: K.4.A: Demonstrate cooperative and safe play.

Standard: K.5.B: Identify one fruit and one vegetable. 

1st Grade

Standard 1: The student will demonstrate approaching mature form and the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.

Standard 1.1.D: Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving.

Standard 1.1.H: Demonstrate forward, sideways, backwards (slow), and side-to-side directions.

Standard 2: The student will identify basic anatomical structures and basic spatial awareness concepts.

Standard 1.2.E: Demonstrate appropriate use of personal and general space.

Standard 3: The student will identify changes in the body that occur during moderate to vigorous physical activity. 

Standard 1.3.B: Identify one activity that increases heart and breathing rates to make the heart stronger.

Standard 4: The student will demonstrate basic knowledge and skills for safe and cooperative play, individually and with others, without reminders from teacher.

Standard 1.4.A: Work cooperatively, and demonstrate safe equipment use with peers.

Standard 1.4.B: Demonstrate safety rules for activity.

Standard 1.4.C: Demonstrate safe use of space. 

2nd Grade

Standard 1: The student will demonstrate approaching (at least two critical elements) and mature form (all correct critical elements) of locomotor, non-locomotor, and manipulative skills.

Standard 2.1.H: Demonstrate approaching mature form (at least two critical elements) for overhand throw, dribbling with dominant/preferred hand while walking, kicking moving ball, striking ball/object with short-handled implement upward and forward, striking/batting ball off tee, and jumping backward with self-turn rope.

Standard 2: The student will identify major musculoskeletal structures and the cardiorespiratory system and explain the importance of spatial awareness while moving.

Standard 2.2.D: Identify major muscles to include quadriceps, biceps, abdominals, and heart. 

Standard 2.3.C: Describe flexibility as important in moving in many directions. 

Standard 2.3.D: Describe cardiorespiratory endurance as important for maintaining a healthy heart. 

Standard 2.3.F: Identify one activity to promote each fitness component (cardio endurance, muscular endurance, muscular strength, flexibility, and body composition)

Standard 4: Social Development - The student will identify and apply cooperative, respectful, and safe behaviors in physical activity settings. 

Standard 2.4.A: Identify at least one activity that is enjoyed outside of physical education class. 

Standard 5: Energy Balance - The student will describe the energy intake components of energy balance and physical health and development. 

Standard 2.5.A.: Explain that dairy is important for bone growth.

Standard 2.5.B: Identify examples of healthy snacks.

3rd-5th Grade: 

3rd Grade

Standard 1: The student will demonstrate mature form (all critical elements) for a variety of skills and apply skills in increasingly complex movement activities.

Standard 3.1.A: Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation); jump/land horizontally (distance) and vertically (height).

Standard 2: The student will identify major structures of the body, to include body systems, muscles, and bones, and identify basic movement principles.

Standard 3.2.A: Apply the concept of open space while moving.

Standard 3: The student will describe the components and measures of health-related fitness

Standard 3.3.C: Demonstrate one activity for each component of health-related fitness.

Standard 3.3.D: Identify that there are levels of intensity in moderate to vigorous physical activity (MVPA).

Standard 4: The student will demonstrate an understanding of the purposes for rules, procedures, and respectful behaviors, while in various physical activity settings.

Standard 3.4.B: Provide input into establishing and demonstrate implementation of rules and guidelines for appropriate behavior in physical activity settings.

Standard 3.4.F: Describe one group physical activity to participate in for enjoyment. 

Standard 3.5.A: Explain that energy balance relates to good nutrition (energy in) and physical activity (energy out).

Standard 3.5.B: Identify one food per group to create a healthy meal that meets the USDA guidelines. 

Standard 3.5.D: Identify the macronutrients (fat, protein, carbohydrates)**Swekosky's classes only**

4th Grade

Standard 1: The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement environments/activities

Standard 4.1.A: Demonstrate mature form for specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities, to include overhand throw and catch with a partner while moving, overhand throw to a target for distance, dribbling and passing soccer ball with varying speed while moving, dribbling with non-dominant/non-preferred hand walking and dominant/preferred hand at various speeds, catching thrown objects, striking a ball with short-handled and long-handled implement, and underhand volley/strike.

Standard 4.1.D: Demonstrate the use of pacing, speed, and endurance in a variety of activities.

Standard 2: The student will identify major structures and begin to apply knowledge of anatomy to explain movement patterns.

Standard 3: The student will apply knowledge of health-related fitness, gather and analyze data, and set measurable goals to improve fitness levels.

Standard 4.3.B: Analyze baseline data from the fitnessgram tests. 

Standard 4: The student will demonstrate positive interactions with others in cooperative and competitive physical activities.

Standard 4.4.A: Identify a group goal and the strategies needed for successful completion while working productively and respectfully with others.

Standard 4.4.B: Identify and demonstrate conflict-resolution strategies for positive solutions in resolving disagreements.

Standard 4.5.B: Explain the uses of salt and sugar and the harm of excessive salt and sugar intake.

Standard 4.5.E: Explain the importance of hydration.

Standard 4.5.G: Explain the role of moderate to vigorous physical activity for energy balance. 

5th Grade

Standard 1: The student will demonstrate mature movement forms, create movement patterns, and begin to describe movement principles.

Standard 5.1.A: Demonstrate mature form for specialized movement combinations. 

Standard 5.1.D: Demonstrate use of space in a variety of activities

Standard 5.1.E: Demonstrate accuracy in a variety of activities.

Standard 5.2.A: Identify the components of major body systems. 

Standard 5.2.B: Apply knowledge of the body systems to accurately describe a variety of specific movements. 

Standard 3: The student will use personal fitness assessment data to enhance understanding of physical fitness.

Standard 5.3.C: Create a basic personal fitness plan for at least one health-related component of fitness, to include baseline fitness data, SMART goal, activities that will address the goal, log of activities inside and outside of school, reassessment data (post-data) and reflection of goal progress/attainment.

Standard 5.3.F: Explain the relationship between heart rate and cardiorespiratory fitness.

Standard 4: The student will participate in establishing and maintaining a safe environment for physical activities

Standard 5.4.E: Describe and demonstrate respectful behavior in physical activity settings.

Standard 5: The student will identify and explain the nutrition component and activity guidelines for energy balance.

Standard 5.5.F: Explain that physical activity guidelines recommend 60 minutes of moderate to vigorous physical activity (MVPA) every day.

The beginning of the year is focused on our fitness pre-testing. This test is used to create a baseline for students so that they are aware of where they currently are in relation to the healthy fitness zone on each of the 4 tested areas (Sit and Reach/Flexibility, PACER/Cardiovascular Endurance, Push Ups/Upper Body Muscular Endurance and Strength, and Curl Ups/Lower Body Muscular Endurance and Strength). The emphasis is on doing their best. Once the scores have been collected students will use this information to set goals for the post-test which will occur around mid-late April. The goal for every student is to achieve a healthy fitness zone score in all 4 areas and/or show improvement throughout the year. Again the emphasis will be on doing your best. 
We also worked on Cooperatives/team building, striking, spatial awareness, juggling/manipulatives, and dance and fitness activities. During 2nd quarter we will be working on throwing and catching with stationary and moving targets, Dance and fitness, and volleyball. 

Throughout the remainder of the year we will go over topics such as energy balance, throwing and catching skills and strategies, striking skills and strategies, nutrition, social and emotional well being, dance and fitness, archery, recreational/outdoor pursuits,  and many more topics. 

Jump Rope for Heart: This will occur on February 14th during encore times. Information was sent home with your students on how to raise money and awareness for the American Heart Association. All fundraising is being done online. No cash or checks will be accepted. To sign up go to
Once on the website they will ask you to sign up for your school. Search Piney Branch. Make sure you choose Piney Branch in Bristow not in Maryland. : )

About Us
Mr. Shelatz
Mr. Shelatz

My name is Joseph Shelatz. I received my bachelor's degree in Physical Education from Kent State University and My Master's in Health Physical Education Recreation and Dance from Emporia State University. I am currently working on my Master's in Educational Leadership at American College of Education. I have been a P.E. and health teacher for the past 12 years and am looking forward to my fifth year at Piney Branch Elementary. 

My belief is that every student can and will be successful in physical education. My goal is to empower all students with the skills and knowledge to develop healthy bodies and a positive attitude toward lifelong physical activity in a safe, accepting, and supportive environment. Throughout the year we will explore several different avenues in which the students will learn about Energy Balance, Physical Fitness, Nutrition, Social and Emotional Health, Throwing and Catching Skills and Strategies, Striking Skills and Strategies, Rhythm and Dance, Locomotor/Non-Locomotor Skils, and Outdoor Pursuits. Through the activities that students participate in they will learn not only the physical skills necessary to participate in and enjoy a healthy active lifestyle but also the why behind it. Why is it important to be physically fit? What role does proper nutrition play in being active?, and What can I do to enjoy physical activity outside of the classroom? 

My name is Jenna Swekosky and this is my first year teaching Physical Education at Piney Branch.  My previous experience teaching Physical Education includes 13 years at the Middle School Level in Virginia and two years teaching at an International School in Rome, Italy. I hold a Masters of Education with an emphasis in Curriculum and Instruction from Virginia Tech, and a Bachelors Degree in Physical Education from James Madison University.


Elementary Physical Education class lays the foundation of knowledge and skills needed for sports and cooperative games.  Students should learn to enjoy a variety of sports and develop a lifetime love and appreciation for physical activity while displaying good sportsmanship in this class.  My classroom environment will help students learn techniques to be successful when participating safely in a variety sports and games, both individually and with a team.

Standards Based Grading Rubric

Bronze Medal- Sometimes prepared. Engages in some of the learning process. Sometimes shows good sportsmanship and follows the gym rules. Sometimes attempts new activities. Sometimes self motivated and independent. (S-)

 Silver Medal- 
Mostly prepared. Engaged in most of the learning process. Frequently attempts new activities. Frequently shows good sportsmanship and follows the gym rules. Usually self-motivated and independent. (S)

Gold Medal-
Always prepared. Engaged in all of the learning process. Always attempts new activities. Always shows good sportsmanship and follows the gym rules. Consistently self motivated and independent. (S+) 
Shelatz PE


4th Grade 9:40-10:25

Day 1: Lim
Day 2: Southerland
Day 3: Lim
Day 4: Southerland
Day 5: Norberg

Kindergarten: 10:30-11:15

Day 1: Bartoli
Day 2: Kelican
Day 3: Bartoli
Day 4: Kelican
Day 5: Justiniano

1st Grade: 11:45-12:30

Day 1: Kacur
Day 2: Cuffee
Day 3: Kacur
Day 4: Cuffee
Day 5: Keck

2nd Grade: 12:35-1:20

Day 1: Marean
Day 2: Stump
Day 3: Marean
Day 4: Stump
Day 5: Pearson

3rd Grade: 2:05-2:50

Day 1: Sloan
Day 2: Larimore
Day 3: Sloan
Day 4: Larimore
Day 5: Cavalier

5th Grade: 3:00-3:45

Day 1: Ramsey
Day 2: Roehn
Day 3: Ramsey
Day 4: Roehn
Day 5: Dagenhart

Swekosky PE


4th Grade 9:40-10:25

Day 1: Meckeweon
Day 2: Norberg
Day 3: Rollins
Day 4: McKeweon
Day 5: Rollins

Kindergarten: 10:30-11:15

Day 1: Palmer
Day 2: Justiniano
Day 3: McDonald
Day 4: Palmer
Day 5: McDonald

1st Grade: 11:45-12:30

Day 1: Edwards
Day 2: Keck
Day 3: Blue
Day 4: Edwards
Day 5: Blue

2nd Grade: 12:35-1:20

Day 1: Moody
Day 2: Pearson
Day 3: Key
Day 4: Moody
Day 5: Key

3rd Grade: 2:05-2:50

Day 1: Ferrell
Day 2: Cavalier
Day 3: Medina
Day 4: Ferrell
Day 5: Medina

5th Grade: 3:00-3:45

Day 1: Nemerow
Day 2: Dagenhart
Day 3: Evans
Day 4: Nemerow
Day 5: Evans