6-8 19-20.docx · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of...

Curriculum Map Physical EducationGrades 6-8

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready▪ 90% of students will graduate on time▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Designed with the teacher in mind, the Health, Physical Education and Lifetime Wellness (HPELW) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS HPELW Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.The SCS HPELW Education curriculum maps are designed to create physically literate students by engaging them both individually and collaboratively in creative practices of applying, creating, communicating, collaborating and reflecting. To achieve these goals, the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

How to Use the HPELW Education Curriculum MapsThe SCS HPELW Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all HPELW disciplines, this is generally reflected in the following quarterly framework:Course Description- This reflects the primary goals of the students to master basic skills and concepts that build upon previous knowledge which occurs as a result of physical activity.State Standards: Students will be introduced to the following areas: movement, movement concepts, physical activity, fitness and personal/social responsibilities.Essential Learnings: This section focuses on student outcomes and expectationsEffective Components of HPELW: This section provides State and Local laws, Assessments: The educator will provide students with content, skill topics, SPIs and suggested timelines, with the appropriate assessment strategy; pre and post skill assessment, teacher observation, product and performance, self-analysis, oral and or cognitive quizzes, fitness gram, pacer, student-lead peer modeling, peer observation and portfolio student growth measures.

Shelby County Schools 2019/2020 1 of 39


Physical Education Vocabulary Terms: Educators are provided grade appropriate and content specific terminology used within a HPELW classroomEssential Guiding Questions: Generally phrased similar to “I Can” statements, this portion identifies the specific performance indicators that are expected for students at a given time within the quarters/semester. Tennessee-Shelby County Content Standards per grade band.HPELW Quarterly Pacing Guides: Suggested timelines that contain content skill, topic and task.Sample Games and Activities with Literacy connectionsResources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) and HPELW activities are designed to strengthen authentic development of communication, listening, research, collaboration and content reading literacy in HPELW in supporting the District’ goals for improving student literacy. Throughout this curriculum map, you will see high-quality activities, strategies and resources to support in ensure that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage (technology, online) resources available for teacher use.

National Standards for K-12 Physical EducationThe goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual*:

● Has learned the skills necessary to participate in a variety of physical activities.

● Knows the implications and the benefits of involvement in various types of physical activities.

● Participates regularly in physical activity.

● Is physically fit.

● Values physical activity and its contributions to a healthful lifestyle.



Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

* Adapted from NASPE. (2004). Moving into the future: National standards for physical education (2nd ed.). Reston, VA: Author, and Mandigo, J., Francis, N., Lodewyk, K.,& Lopez, R. (2012). Physical literacy for physical educators. Physical Education and Health Journal, 75 (3), 27 - 30.

Diamond Conceptual Framework: A K-12 Road Map for Physical Education

The diamond shape helps illustrate the progression of skills and concepts taught in physical education, which are guided by national and state standards and research on physical activity and physical education.



Students should first learn the fundamental skills needed to be successful in physical activities, just as they would need to learn to read before tackling Mark Twain. Next they should experience a variety of activities with the goal of finding a few they enjoy. We wouldn't want them to go through life thinking the only way to stay healthy and fit is by running, playing basketball, and/or lifting weights. Lastly, we want them to become proficient in a few chosen activities with the hope that they will continue to participate in them throughout their lives.



SCS Secondary Physical Education Curriculum Map

This curriculum map has been developed and reviewed by SCS Physical Educators. The objective of the plan is to provide direction to ensure cohesion and full implementation of the Tennessee State Physical Education Standards across the district. The Tennessee Physical Education Standards Grades 6-8 document is divided into five components: Motor Skills (MS); Cognitive Components (CC); Fitness and Physical Activity (FPA); Personal and Social Responsibility (PSR); and Values Physical Activity (VPA).The Tennessee Department of Education provided a key ideas regarding the Tennessee Physical Education Standards:1) The Tennessee Physical Education Standards Grades 6-8 state skills, knowledge and behaviors students should demonstrate at each grade level. The STANDARD is now what was previously called an outcome or student performance indicator.2) Each component is divided into subcomponents as a means to organize similar standards, e.g., Cognitive Components has 3 subcomponents: Skill Analysis, Tactics and Strategies, and Outdoor Pursuits (optional).3) The standards need not be taught in the order presented. The component and subcomponent numbers are only for organization and identification.4) The standard is the action, knowledge or behavior expected, e.g., MS. 12.7.Using either a short or long handled implement successfully rallies with a partner.5) Mastery of all standards is dependent on number of class meetings per year. Modifications may be necessary.

When implementing this curriculum map, each physical educator should strive to:● Be actively engaged in the instructional process whether in the role of lead or assisting teacher.● Use a variety of assessment techniques when determining mastery of the SPI's/Outcomes. This can be accomplished using a combination of formal, informal, peer, and/or

self-assessment, video performances, skill rubrics or cognitive assessment measures.● Use best practices when introducing a new skill which includes demonstrating the skill, identifying the critical elements/common mistakes, and then allowing for student practice in

static situations. This process should be accompanied by timely and specific feedback.● Use appropriate culminating activities to allow the students to combine multiple skills in game-like situations. This should allow the students to take their skill development to a

higher level by allowing them to apply the skills in dynamic situations● Use appropriate classroom management techniques in order to maximize " tasks" and strive to keep the students active for a majority of the lesson.● This can be accomplished by minimizing wait-time, planning for smooth/efficient transitions, and creative use of equipment.● Engage in reflective analysis of instruction and frequently collaborate with others.

1. A Description of Each Unit of Instruction:



Title of the Unit

Tennessee Components & Subcomponents Suggested Activities Resources/ Connections/Assessments

These are the 6-8 and Student Performance Indicators from the TN State PE Standards.

These are the activities that are suggested to use while teaching these activities.

These are the resources, curriculum connections and assessments that are suggested to use while teaching the lessons.

6th Grade Outcomes (Standards) 7th Grade Outcomes (Standards) 8th Grade Outcomes (Standards)

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes & Tennessee State Physical Education Standards (2015).



Core Content Objectives Instructional Actions

ConceptsWhat students will know

SkillWhat students will do

Activities/Strategies Assessments/Checks

Curriculum Connections: Activities literacy and other related connections

Resource List: At the conclusion of this document is a Resource List which contains various organizations, websites, and books that can be valuable assets to a physical educator and physical education program.

Note: Due to the unique challenges that face middle school Physical Education teachers (multi-grade classes, variable access to equipment and facilities, class volume and school dynamics), this guide provides a set curriculum framework, yet is flexible enough to adjust to specific activities and exercises at the discretion of the teacher. The main goal of this guide is to provide a professional resource that will allow teachers to validate their methods and techniques while teaching to the Tennessee State Standards of which our curriculum is founded. Additionally, the guide unifies the district to a common end result while still allowing individual teachers to utilize their strengths, resources, and facilities as they see fit.



FITNESS & CONDITIONINGQuarter One/Quarter Three

Unit Objectives/Essentials Understanding:● Identifies physical fitness concepts and the benefits of a healthy, active lifestyle.● Participates in activities involving the four components of physical fitness and is aware of

physiological changes in one’s body as a result of physical activity.● Use technology to assess, enhance, and maintain motor skill performance.● Use proper safety practices.● Engage in sustained physical activity that causes an increased heart rate.● Identify why stretching is important before and after physical activity.● Enjoy achievement of health enhancing levels of fitness.● Cooperate with others regardless of personal differences in skill, gender, disability,

socioeconomic level and ethnicity.

Guiding Questions: ● What types of exercises improve muscular endurance?● What is a fitness assessment?● What is MVPA?● What are the benefits of using technology to assist in assessing student performance? (EX:

Fitnessgram cadences)● What is the formula to compute your Target Heart Rate using the Karvonen formula?● What are the safety procedures one should take before engaging in physical activity?

Discussion:Components of Fitness; Factors affecting health and fitness: Relationships between healthy lifestyle choice, feeling good, and quality of life; Benefits from participation; Variety of physical activities; Components of body composition; Height and weight influences on physical performance; Health-related and skill-related physical fitness; Aerobic and anaerobic physical activity; Personal fitness plan; Components of An Effective Fitness Program; Three components and appropriate exercises; Importance of proper warm-up; Workouts focusing on the basic exercise principles, the FITT formula, and target heart rate; Importance of proper cool-down;

Purpose of Activity: ● Demonstrate achievement and maintenance of a health-enhancing level of personal

fitness by creating, implementing, and assessing a personal fitness program in collaboration with a teacher.

● Recognize the potential benefits of participation in a variety of physical activities.

Connections: English/Language Arts – read and annotate articles, paragraph writing Science: energy, fitness, action, reaction, gravity, laws of motion, resistanceHealth: fitness, energy, wellness, health, stress, weight management, cardiorespiratory system, heart rate, muscles, bones, aerobic, anaerobic, consumersMath: Time, Frequency, Addition, Subtraction, Multiplication

Technology: Fitnessgram CD, Heart-rate monitors, Pedometers, Wii Fit, Xbox, Playstation, P90x, Taebo,

Academic Vocabulary: Data, evaluate, fitness, cardiorespiratory, muscular strength, muscular endurance, body composition, flexibility, accuracy, MVPA, aerobic capacity, PACER, curl-up, hydration, endurance, benefits, etiquette, exercise, overload, progression, specificity, aerobic, anaerobic, calories, expenditure, nutrition, intensity, monitor, cardiovascular, body composition, power, speed, balance, coordination, and agility

Unit Assessment: Fitness Logs; Journals; Physical Bests; Fitnessgram Assessment; Teacher Observation; Peer Assessment; Teacher Checklist/Rubric

Notes: Fitness pre and post assessment should be performed in your classes. There are many



Safety; Common injuries, prevention strategies, and first aid techniques; Proper dress; Equipment use and etiquette; Fitness products; Responsible behaviors during physical activities.

additional modalities and activities that may be used at your discretion. PE Central, SPARK, and other resources have several lessons that emphasize aerobic capacity, muscular strength, muscular endurance, and flexibility.

Tennessee Components & Subcomponents

Suggested Activities Resources/Connections/Assessments

MS.17 Fitness (types of activities)MS.18 Fitness (intensity)MS.19 Fitness (flexibility)MS.20 Rhythms & DanceMS.21 Rhythms & DanceMS.22 Educational Gymnastics

Open PhysEd Fitness Module https://openphysed.org/curriculum_resources/plugplay6-8

● Complete personal fitness assessment and fitness plan.

● Develop and implement personal fitness plan.● Calculate resting heart rate, target heart

rate, and recovery heart rate● Interpret resting, target, and recovery heart

rates● Demonstrate proper warm-up, conditioning

and cooling down techniques● Participate in moderate to vigorous activity

for a sustained period of time while maintaining a target heart rate.

● https://openphysed.org/ curriculum_resources/mstabata

● Participate in a personal fitness plan to enhance physical fitness (e.g. fitness logs, online journals)

● Evaluate and measure personal fitness levels (e.g. PRE, fitness testing, heart-rate monitoring)

● Design a 1 minute public service announcement about the benefits of physical activity.

● Demonstrate the health-related components of fitness.

● Design a pamphlet about the components of an effective fitness program.

● Create a chart of common injuries, prevention

Equipment for fitness assessmentScience: energy, fitness, action, reaction, gravity, laws of motion, resistanceHealth: fitness, energy, wellness, health, stress, weight management, cardiorespiratory system, heart rate, muscles, bones, aerobic, anaerobic, consumersMath: Time, Frequency, Addition, Subtraction, MultiplicationOn-line: http://www.sparkpe.org/wpcontent/uploads/2011/05/02FitnessDaytona2000.pdfhttp://www.sparkpe.org/wp-content/uploads/MS-Fitness_Aerobic-Capacity.pdfhttps://www.gonoodle.com/channels/fresh-start-fitness**must create a free Go Noodle account to access**http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=9228#.Vje5gNKrQdUhttp://www.polar.com/us-en/b2b_products/physical_education/heart_rate_monitoringhttp://www.polar.com/us-en/b2b_products/physical_education/teachers_toolbox/heart_rate_monitoringhttp://thinkingmaps.com/why-thinking-maps-2/http://openphysed.org/curriculum_resources/instant-acts-secondary**must create a free OpenPhysEd account to access**


https://openphysed.org/curriculum_resources/mstabata

https://openphysed.org/curriculum_resources/mstabata

https://openphysed.org/curriculum_resources/plugplay6-8

https://openphysed.org/curriculum_resources/plugplay6-8


strategies, and first aid techniques about the components of an effective fitness program.


MS.21.6 Moves in time to the beat of music of different tempos.

MS.17.6 Participates in a variety of aerobic fitness activities (step aerobics, jump rope, cardio kickboxing, aerobic dance).

MS.18.6 Participates in moderate to vigorous aerobic physical activities.

MS.19.6 Uses correct techniques for static stretching to improve flexibility.

MS.20.6 Demonstrates proper sequence of a dance with at least 32 counts.

MS.22.6 Demonstrates a prescribed educational gymnastics routine with at least 3 elements.

MS. 1.6 Using a mature overhand pattern, throws, at targets of varying distance

MS.2.6 Using a mature pattern, catches at different levels and extensions.

MS.3.6 Passes/receives with hands/feet/implement while traveling (partner activity).

MS.17.7 Participates in a variety of strength and endurance activities (weight training, resistance training, free-weights)

MS.18.7 Participates in moderate to vigorous strengthening activities.

MS.19.7 Uses correct techniques for dynamic stretching to improve flexibility.

MS.20.7 Demonstrates proper sequence of a dance with at least 32 counts in 2 or more dances.

MS.22.7 Creates and demonstrates an educational gymnastics routine with at least 4 elements.

MS1.7 Using a mature overhand pattern, throws to a partner at varying distances.

MS.2.7 Using a mature pattern, catches at different levels and extensions with passive defense.

MS.3.7 Passes/receives with hands/feet/implement while passing against a defender (small group).

MS.17.8 Engages in a workout to include aerobic, muscular strength/endurance and flexibility training.

MS.18.8 Selects and participates in a moderate or vigorous physical activity.

MS.19.8 Engages in a flexibility warm-up that utilizes both dynamic and static stretches.

MS.20.8 Performs a student created dance with at least 32 counts.

MS.21.8 Performs a student created small group dance routine to a tempo of choice.

MS.22.8 Creates and performs an educational gymnastics routine to music with at least 4 element

MS.1.8 Using a mature overhand pattern, throws to teammates of varying distances in a game-like situation

MS.2.8 Demonstrates the ability to catch at different levels and extensions in a game-like situation.

MS3.8 Passes/receives with hands/feet/implement in game-like situations.

Core Content Objectives Instructional ActionsShelby County Schools 2019/2020

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● Physical Fitness

● Components of An Effective Fitness Program

● Safety Precautions

● Personal Fitness Plans

● Demonstrate warm-up, conditioning routine, and cool-down.

● Perform personal fitness assessment.

● Continue to develop movements designed to improve fitness.

● Calculate resting heart rate, target heart rate, and recovery heart rate

● Analyze target heart rates. ● Record heart rates in

journal/logs. ● Give examples of activities,

which will improve each of the health related fitness components.

● Create a fitness/food log and relate it to the concept of food intake and expenditure.

● Practice safety measures in all areas of fitness.

● Divide class into 5 groups. Each group is assigned a fitness component. Groups must give examples and the benefits of these activities.

● Analyze and interpret heart rates.

● Class discussion explaining each sport and identifying whether aerobic or anaerobic.

● Design a personal fitness plan.

● Establish a safety board outlining safety rules for each activity with visual and written aids.

● As a class, create a chart of common injuries, prevention strategies, and first aid techniques

● Personal Fitness Records

● Physical and Food Log/Journal

● Teacher Observation● Teacher

Checklist/Rubric ● Peer Assessment

INVASION GAMES Quarter One/Quarter Three

Unit Objectives/Essentials Understanding:● Demonstrate mature form for all basic manipulative, locomotor, and non-locomotor skills.● Utilize knowledge, skills, and strategies to participate in a variety of sports and game

activities.

Purpose of Activity: ● Knowledge of game strategy often increases personal enjoyment of physical

activity.



● Show increasing competence in more advanced specialized skills.● Demonstrate competence in modified versions of a variety of movement forms.● Combine skills competently to participate in modified versions of invasion games.● Understand and apply offensive, defensive, and transition strategies in various activities.

Guiding Questions: ● What is an invasion game? ● Why is it an invasion game? ● What are some examples of invasion games?● As a defense, how does one decide where to force the offense to move with the ball in an

invasion game?● What are the critical components of game strategy?● What do you do to contribute to the offensive and defensive side during game play?● How does one demonstrate a game strategy?● How does inappropriate and unsafe behavior affect a game?● How do you show integrity during game play?

Discussion: Safety; Invasion Games; Strategy;

● Demonstrate basic offensive and defensive skills and strategies in games and sports.

● Identify offensive and defensive skills and strategies in games and sports.

Connections:English/Language Arts – read and annotate articles, paragraph writingScience: gravity, motion, movement, energy, action, reaction, laws of motion, flight, resistance, aerodynamicsSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economicsHealth: flexibility, strength, endurance, health, body systems, mental/emotional health, cooperation, conflict, decision-making, problem-solving, conflict resolution , respect, teamwork Foreign Language: culture, history, sports

Technology: Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting

Academic Vocabulary: Offense, Defense, Strategy ,passing, catching, dribbling, shooting, rebounding, punting, heading, trapping, strategy

Unit Assessment: http://files.eric.ed.gov/fulltext/EJ795561.pdfhttp://taphe.nstu.ca/images/Documents/TGFU_assessment_rubrics.pdf

Notes: Include aerobic activities in all of your activities.

Tennessee Components and Subcomponents Suggested Activities (pick 3-4 activities) Resources/Connections/Assessments

MS.1 Invasion Games/Throwing

● BasketballCharla PhysEd https://www.charlaphysed.com/basketball.html

http://thenewpe.com/invasion/Lectures/Topic%2001-Basics%20of%20TG/Tactical%20games


https://www.charlaphysed.com/basketball.html


MS.2 Invasion Games/Catching

MS.3 Invasion/Receiving

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USA Basketball Youth Development for Ages 8-17 https://www.usab.com/youth/development/youth-development-advanced-level.aspx Rules and Regulations https://www.usab.com/youth/development/youth-guidelines-rules-and-standards.aspx

● SoccerLesson Planning for Middle School Physical Education; Soccer, pp. 176-201

● SpeedballCharla PhysEd https://www.charlaphysed.com/disc-games.html

● Team handballLesson Planning for Middle School Physical Education; Handball Lessons, pp.121-145Learning Cues: https://www.ushandball.org/images/pdf_folder/HBCUESCheatSheet.pdf Sample Unit for Teaching Handball in the Middle Schools https://www.ushandball.org/images/pdf_folder/mshandballunit.pdf

● Ultimate FrisbeeLesson Planning for Middle School Physical Education; Ultimate, pp 147-174Sample Ultimate Unit: https://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdf Charla PhysEdhttps://www.charlaphysed.com/disc-games.html

● Flag Footballhttps://www.fueluptoplay60.com/playbooks/current-seasons-playbook/nfl-flag-in-schools-get-in-the-game

● Field/floor hockey

%20kin303b.ppthttp://local.boyne.k12.mi.us/BCHS/StaffDirectory/Hills/homepage_images/portfolio/Unit%20Plan%20%96%20Team%20Handball.dochttp://www.personal.kent.edu/~akuban/website/standard5.2.htmhttp://www.ushandball.org/usha/TeachHBSecondary.pdfhttp://ichalive.net/handball-instructional-video/high-school-handball-coaches-guide-volume-1/http://www.playsport.net/skill/territoryhttp://www.playsport.net/activity?age_range=any&tgfu_category=751&glossary_category=anyhttp://files.eric.ed.gov/fulltext/EJ795561.pdfhttp://www.playsport.net/about-playsport/teaching-games-understanding-tgfuhttp://www.unm.edu/~napperow/510Chap10.pptGriffin, L.L., Butler, J.I. (2005) Teaching Games for Understanding: Theory, Research, and Practice Human Kinetics. Retrieved October 26, 2015,from http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcoverPearson, P., Webb, P. (2008) An Integrated Approach to Teaching Games for Understanding (TGFU). Retrieved October 28, 2015, from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1053&context=edupapersBasketball goals, nets, basketballsSoccer goals, nets, soccer balls, shin guardsHandballs and safety glassesFrisbeesFootballsOne set of pennies per teamSticks, pucks, protective equipment, goal, nets, soccer balls,


https://www.fueluptoplay60.com/playbooks/current-seasons-playbook/nfl-flag-in-schools-get-in-the-game

https://www.fueluptoplay60.com/playbooks/current-seasons-playbook/nfl-flag-in-schools-get-in-the-game

https://www.charlaphysed.com/disc-games.html

https://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdf

https://www.usaultimate.org/assets/1/Page/Teaching%20Ultimate_beta3.pdf

https://www.ushandball.org/images/pdf_folder/mshandballunit.pdf

https://www.ushandball.org/images/pdf_folder/HBCUESCheatSheet.pdf

https://www.ushandball.org/images/pdf_folder/HBCUESCheatSheet.pdf

https://www.charlaphysed.com/disc-games.html

https://www.usab.com/youth/development/youth-guidelines-rules-and-standards.aspx

https://www.usab.com/youth/development/youth-guidelines-rules-and-standards.aspx

https://www.usab.com/youth/development/youth-development-advanced-level.aspx

https://www.usab.com/youth/development/youth-development-advanced-level.aspx


Charla PhysEd https://www.charlaphysed.com/floor-hockey.html Fundamental Hockeyhttps://www.teamusa.org/-/media/USA_Field_Hockey/2018-FUNFriday/FUNFH-Curriculum-Low-Res.pdf?la=en&hash=3BA14AEE5FFA5A710ACD75CD25330D1D09E51A36

● LacrosseLacrosse Curriculum https://www.uslacrosse.org/sites/default/files/public/documents/programs/pe-curriculum.pdfLacrosse Video Libraryhttps://www.uslacrosse.org/coaches/physical-education-curriculum/video-library-access/video-library

● Handballhttps://www.teamusa.org/USA-Team-Handball/Resources/Teachers*Eliminate activity 13http://www.pelinks4u.org/naspeforum/discus/messages/1239/SecondaryTeachingGuiderevision-239.pdf

● Rugby---FLAG ONLYSample Lesson Plans: http://rookierugby.com/lesson-plans/Rules and Skills Videos: https://rookierugby.com/how-to-play-rookie-rugby/

shin guardshttp://openphysed-wp-content.s3-us-west-2.amazonaws.com/wp-content/2016/09/19053932/M-04-A-Rugby-FullModule.pdfDoan,R.J., L.C. Mac Donald and Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes. Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.

6th Grade Outcomes (Standards) 7th Grade Outcomes (Standards) 8th Grade Outcomes (Standards) MS.1.6 Using a mature overhand pattern,

throws at targets of varying distance. MS.2.6 Using a mature pattern, catches at

different levels and extensions. MS.3.6 Passes/receives with

hands/feet/implement while traveling (partner activity).

MS.1.7. Using a mature overhand pattern, throws to a partner at varying distances.

MS.2.7 Using a mature pattern, catches at different levels and extensions with passive defense.

MS.3.7. Passes/receives with hands/feet/implement while passing against a defender (small group).

MS.4.7 Passes and receives utilizing various pathways with a

MS.1.8. Using a mature overhand pattern, throws to teammates of varying distances in a game-like situation.

MS.2.8 Demonstrates the ability to catch at various levels and extensions in a game-like situation.

MS.3.8. Passes/receives with


http://openphysed-wp-content.s3-us-west-2.amazonaws.com/wp-content/2016/09/19053932/M-04-A-Rugby-FullModule.pdf



https://rookierugby.com/how-to-play-rookie-rugby/

http://rookierugby.com/lesson-plans/

http://www.pelinks4u.org/naspeforum/discus/messages/1239/SecondaryTeachingGuiderevision-239.pdf

http://www.pelinks4u.org/naspeforum/discus/messages/1239/SecondaryTeachingGuiderevision-239.pdf

https://www.teamusa.org/USA-Team-Handball/Resources/Teachers

https://www.teamusa.org/USA-Team-Handball/Resources/Teachers

https://www.uslacrosse.org/coaches/physical-education-curriculum/video-library-access/video-library

https://www.uslacrosse.org/coaches/physical-education-curriculum/video-library-access/video-library

https://www.uslacrosse.org/sites/default/files/public/documents/programs/pe-curriculum.pdf

https://www.uslacrosse.org/sites/default/files/public/documents/programs/pe-curriculum.pdf

https://www.teamusa.org/-/media/USA_Field_Hockey/2018-FUNFriday/FUNFH-Curriculum-Low-Res.pdf?la=en&hash=3BA14AEE5FFA5A710ACD75CD25330D1D09E51A36



https://www.charlaphysed.com/floor-hockey.html

https://www.charlaphysed.com/floor-hockey.html


MS.4.6 Passes and receives utilizing various pathways (partner activity).

MS. 5.6 Performs offensive skills (pivots, fakes, change of direction, and give and go) to create open space without defensive pressure.

MS. 6.6 Demonstrates a dominant side (hand or foot) dribble while changing directions.

MS. 7.6 Dribbles and passes a ball with foot or implement using both inside and outside of foot or implement.

MS. 8.6 Shoots on goal with appropriate force and accuracy.

MS. 9.6 Demonstrates defensive ready position, with weight on balls of feet, arms extended, palms up and eyes or abdomen.

single defender (small group). MS.5.7 With defensive pressure, performs offensive skills

(pivots, fakes, change of direction, and give and go) to create open space.

MS.6.7 Demonstrates dominate and non-dominant side (hand or foot) dribble while changing directions

MS.7.7 Dribbles and passes a ball with foot or implement using both inside and outside of foot or implement with a defender.

MS.8.7 Shoots on goal with appropriate force and accuracy with a defender.

MS.9.7 Performs a defensive slide without crossing feet.

hands/feet/implement in game-like situations. MS.4.8 Passes and receives in game-like

situation. MS.5.8 Executes offensive skills (pivots,

fakes, change of direction, and give and go) to create open space during game-like situation.

MS.7.8 Dribbles and passes a ball with foot or implement using both inside and outside of foot or implement in a game-like situation.

MS.8.8 Shoots on goal with appropriate force and accuracy during game like situations.

MS.9.8 Executes a drop step.

Progress Indicators Core Content Objectives Instructional Actions

Student Progress Indicators




MS. 4 Invasion Games/Passing and Receiving

MS. 5 Invasion Games/Offensive Skills

MS. 6 Invasion Games/Sports Ball Control

● Player positions and responsibilities

● Offensive and defensive strategies define and maintain a game’s integrity.

● Safety in physical activity helps develop personal and social responsibility with enjoyment of an activity.

Basketball Perform basic basketball skills in traditional game situations: ● ball handling ● passing ● catching ● lay-up ● rebounding

● Diagram, explain and justify offensive and defensive strategies in invasion scoring games.

● Demonstrate basic offensive and defensive skills and strategies in games and sports.

● Identify offensive and defensive skills and

● http://files.eric.ed.gov/fulltext/EJ795561.pdf ● http://www.rcampus.com/rubricshowc.cfm?

code=N95WWW&sp=yes&● http://taphe.nstu.ca/images/Documents/

TGFU_assessment_rubrics.pdf● Teacher Observation● Checklist/Rubrics ● Peer assessment



MS. 7 Invasion Games/Sports-Ball Control

MS. 8 Invasion Games/Sports-Shooting on Goal

MS. 9 Invasion Games/Sports-Defensive Skills

● Use offensive and defensive strategies while playing in game situation.

● Identify and analyze the characteristics of highly skilled performance.

● Develop and apply more advanced movement and game strategies.

● shooting ● pivotPerform skills in modified games and variations.

Soccer Perform basic soccer skills in traditional game situation ● shooting ● passing ● kicking ● ball control/trapping ● throw-in ● punting ● heading ● game strategies Perform skills in modified games and variations

Speedball Perform basic speedball skills in traditional game situation ● Shooting ● passing kicking ● conversion - pickup ● catching ● ball control● trapping player positions and

responsibilities ● game strategies Perform skills in modified games

strategies in games and sports.

● Participate in proper warm-ups.

● Participate in traditional and modified games of basketball.

● Participate in traditional and modified games of soccer.

● Participate in traditional and modified games of speedball.

● Participate in traditional and modified games of team handball.

● Participate in traditional and modified games of ultimate frisbee.

● Participate in traditional and modified games of flag/touch football.

● Report a sporting event using proper terminology.

● Participate in traditional and modified games of field/floor hockey.

● Peer assessment to analyze opponent's weaknesses for offensive and defensive strategies



and variations

Team Handball Perform basic team handball skills in traditional game situation ● dribbling ● catching ● passing ● shooting goal keeping ● play positions and

responsibilities Perform skills in modified games and variations

Ultimate Frisbee Perform basic Frisbee skills in traditional game situation ● throwing ● catching ● pivoting ● timing offensive and defensive

strategies Perform skills in modified games and variations

Flag/Touch Football Perform basic football skills in Pass, Punt, Kick situation ● passing/handoff● receiving/catching ● punting stance ● player position and



responsibilities Perform skills in drill situations/format

Field/Floor Hockey Perform basic floor hockey skills in traditional game situation ● passing ● shooting ● trapping● player position responsibilities ● goal keeping responsibilities Perform skills in modified games and variation.

LacrossePerform basic Lacrosse skills in traditional game situation● Pass/Throw● Catch● Shoot on goal● Player positions and

responsibilities

Participate in traditional and modified games of handball.● rally● lob● punch ball● kill shot● passing shot● receiving● volley● serve



Rugby FLAG ONLYperform basic rugby skills in modified or traditional game situation ● Pass● Catch● Player positions and

responsibilities

NET WALL GAMESQuarter One/Quarter Three


activities.● Show increasing competence in more advanced specialized skills.● Demonstrate competence in modified versions of a variety of movement forms.● Combine skills competently to participate in modified versions of net and wall games.

Guiding Questions: ● What movement patterns can be combined to create a more fluid and productive skill

sequence?● How does your offensive strategy change based on the opponent's defense?● What steps can you take to properly execute a striking motion?

Discussion: Orientation to sport; rules of the sport; history of the sport; strategies of individual and dual sports; Identify the critical elements of individual net and wall sports; discuss safety measures; space, time, and force; fitness and conditioning; lifetime sports

Purpose of Activity:

Connections:English/Language Arts – read and annotate articles, paragraph writingScience: gravity, motion, movement, energy, action, reaction, laws of motion, flight, resistance, aerodynamicsSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economicsHealth: flexibility, strength, endurance, health, body systems, mental/emotional health, cooperation, conflict, decision-making, problem-solving, conflict resolution, respect, teamwork


Academic Vocabulary: Striking, follow through, body management, body mechanics, tactics, transition strategies, balance, movement control, extracurricular sports, self-efficacy; combine, explain, describe, develop; speed; force; time

Unit Assessment: Shelby County Schools 2019/2020

18 of 39


Net/wall games get the object into the area of play more often than an opponent. Develop learners’ understanding of how to play net/wall games including: consistency and positioning, placement of the object and positioning in relation to opponent’s target area, and finally spin and power to control the trajectory of the object and make it difficult for an opponent to get the object back into play.

http://www.humankinetics.com/acucustom/sitename/dam/097/06_03_GPAI_NetWall.pdfRubric, teacher observations, peer assessment

Notes: Include fitness into this unit through various activities.

Tennessee Components & Subcomponents Suggested Activities (pick 3-4 activities) Resources/Connections/Assessments

● VolleyballLesson Planning for Middle School Physical Education;Volleyball, pp. 207-236

WallBall Sample Lesson: https://www.playsport.net/activity/wall-ballDiagram: http://www.push2play.ca/games/wall-ball/

● BadmintonLesson Planning for Middle School Physical Education;Badminton, pp. 265-293Sample Unit https://www.charlaphysed.com/badminton.html

● Pickleball/PaddleballLesson Planning for Middle School Physical Education;Pickleball, pp. 238-262

● Table TennisRules, regulations and skill development activities: https://www.teachpe.com/gcse/Table%20Tennis.pdfVideos and demonstrations: https://www.pingskills.com/categories/strokes-and-techniques

http://www.playsport.net/skill/netwallhttp://web.uvic.ca/~thopper/WEB/452/Workshops/Net%20wall%20GPAI.pdfhttp://homepages.gac.edu/~mwenstro/volleyballunit.pdfhttp://www.sparkpe.org/physical-education/high-school/curriculum/high-school-physical-education-lesson-plans/http://www.pelinks4u.org/naspeforum/discus/messages/1239/Pickleball-Finished-1280.pdfhttp://www.ittf.com/ittf_development/Tops_Manual.pdfhttp://www.primaryresources.co.uk/pe/pdfs/tennis_games.pdfhttp://www.slideshare.net/stharvey/suffolk-zone-harvey-netwallpracpresslideshare?related=1http://www.ushandball.org/usha/TeachHBSecondary.pdfhttp://openphysed-wp-content.s3-us-west-2.amazonaws.com/wp-content/2015/12/23193431/M-03-A-Roundnet-FullModule.pdfhttps://netgeneration.usta.com/us-en/Play/resourcecenterpage.html Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes. Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.

Equipment for warm-up


https://netgeneration.usta.com/us-en/Play/resourcecenterpage.html

https://netgeneration.usta.com/us-en/Play/resourcecenterpage.html

https://www.pingskills.com/categories/strokes-and-techniques

https://www.pingskills.com/categories/strokes-and-techniques

https://www.teachpe.com/gcse/Table%20Tennis.pdf

https://www.charlaphysed.com/badminton.html

http://www.push2play.ca/games/wall-ball/

https://www.playsport.net/activity/wall-ball


● TennisUSTA Lessons http://www.amadortennisclub.org/jtt_docs/usta_schools_curriculum.pdf

● Roundball/SpikeballOpen PhysEd- Spikeball Unit https://openphysed.org/curriculum_resources/ms-roundnet

Standards, nets, volleyballs – regular trainersStandards, nets, rackets, shuttlecocksStandards, paddles, pickle/whiffle ballsTable tennis tables, paddles, ballsRackets, tennis balls HandballsSpikeball net/ balls

6th Grade Outcomes (Standards) 7th Grade Outcomes (Standards) 8th Grade Outcomes (Standards)● MS.10.6 Performs a serve (underhand/overhand)

with control for net/wall games.● MS.11.6 Strikes with an overhand pattern with

appropriate distance and force during various practice tasks.

● MS.12.6 Demonstrates proper technique using a short or long handled implement to complete a forehand and backhand stroke.

● MS.13.6 Executes a forearm volley using a mature pattern.

● MS.10.7 Performs a serve (underhand/overhand) with a mature pattern to a predetermined target.

● MS.11.7 Strikes with an overhand pattern with appropriate distance and force during challenge

● MS.12.7 Using either a short or long handled implement successfully rallies with a partner.

● MS.13.7 Executes a forearm volley with accuracy.

● MS.10.8 Using a mature pattern executes a serve (underhand/overhand) for accuracy and distance.

● MS.11.8 Strikes with an overhand pattern with appropriate distance and force during game like situations.

● MS.12.8 Using either a short or long handled implement, demonstrates forehand and backhands strokes in a game-like situation.

● MS.13.8 Executes a forearm volley during game like situations.


Student Progress IndicatorsConcepts

What students will knowSkill

What students will doActivities/Strategies Assessments/Checks

MS.10 Games /Sports- Serving (Net/Wall)MS.11 Games /Sports- Striking (Net/Wall)MS.12 Games/Sports- Forehand/ BackhandMS.13 Net/wall Games/Sports- Volley

● Offensive and defensive strategies

● Identifying and analyzing critical elements

● Advanced movement and game strategies

Participate in traditional and modified games of volleyball.● Serve ● Ball control ● Overhead pass ● Tip ● Dig ● Bump● Block

● Record and analyze student performing skill

● Outline each step through video analysis

● Exhibit increasing competency in modified versions of a variety of movement skills.

● As a class, identify skills

● Skill/technique task s cards

● Teacher observation● Peer observation ● Student self-assessment● Scoring rubric


https://openphysed.org/curriculum_resources/ms-roundnet

http://www.amadortennisclub.org/jtt_docs/usta_schools_curriculum.pdf

http://www.amadortennisclub.org/jtt_docs/usta_schools_curriculum.pdf


● Spike ● Player Responsibilities Participate in traditional and modified games of wallball. Participate in traditional and modified games of badminton.● Strokes ● Serves ● Rally ● Footwork

Participate in traditional and modified games of pickleball/paddleball.● rally grip ● ready position ● footwork ● forehand drive ● lob ● backhand drive ● volley ● serve placement ● shot placement ● smash

Participate in traditional and modified games of table tennis.● grip ● rally ● serve ● forehand ● backhand ● smash

and critical elements for net and wall games.

● Cooperate with peers and work together to accomplish goals.

● Student coaches - will run practices, drills, game plans

● Participate in game/modified game play.



Participate in traditional and modified games of tennis.● Grip ● Stroke ● Serve Invent a new sport.

INDIVIDUAL & DUAL SPORTSQuarter Two/Quarter Four

Unit Objectives/Essentials Understanding:● Mature form of basic manipulative, locomotor, and non-locomotor skills ● Knowledge, skills, and strategies● Increasing competence in more advanced specialized skill● Competency in modified versions of a variety of movement forms● Skill combination

Guiding Questions: ● What movement patterns can be combined to create a more fluid and productive skill

sequence?● What steps can you take to properly execute a striking motion?● How can this activity be used to satisfy the activity element of your wellness plan?● How does improving your transition strategies affect offense and defense?● What is the difference between individual and dual sports? ● What are examples of individual and dual sports?

Discussion: Identify basic rules for individual/dual sports; Orientation to sport; history of the sport; strategies of individual and dual sports; Identify the critical elements of individual and dual sports; discuss safety measures; Emotion, Meaning, Interpretation, And Similarities; Lifetime sport activities

Connections:Science: gravity, motion, movement, energy, action, reaction, laws of motion, flight, resistance, aerodynamicsSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economicsHealth: flexibility, strength, endurance, health, body systems, mental/emotional health, cooperation, conflict, decision-making, problem-solving, conflict resolution, respect, teamworkForeign Language: culture, history, sportsEnglish: writing directions

Technology: Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting, Wii, Xbox

Academic Vocabulary: Etiquette, Gymnastics, Dance Choreograph, Sequences, Mechanical, Balance, Force, Leverage, Risks, Improvisation, Promote, Stunts, Tumbling, Traveling, Rolling, Rhythmic, Patterns, Transfer, Routine, Locomotion, Apparatus, Complex, Movement Patterns, Center Of Gravity, Spaces, Pathways, Direction, Expressive, Individual Sports , Dual Sports, Golf, Swing, Rotate, Birdie, Bogie, Albatross, Chip, Eagle, Irons, Par, Putt, Sprint, Relay, Marathon, Baton, Laps, Running Block, Field Event, Hurdle, Lane

Unit Assessment:



Purpose of Activity:To develop student’s knowledge and skills specified in individual and dual sports and to maintain health-related fitness.

https://www.eduplace.com/graphicorganizer/pdf/venn.pdfhttps://www.eduplace.com/graphicorganizer/pdf/kws.pdfhttps://www.eduplace.com/graphicorganizer/pdf/4column.pdf


Tennessee Components & Subcomponents Suggested Activities (pick 2 to 3 activities) Resources/Connections/Assessments

● GolfTutorial Videoshttp://www.uskidsgolf.com/play-and-learn/learn/videos

● Track and fieldSample lessons https://www.nyrr.org/youth-and-schools/running-start/training-plans/middle-school/training/track-and-field-training-program

● DanceLesson Planning for Middle School Physical Education; Social & Folk Dance, pp. 45-118

● Educational gymnastics/rhythmic gymnastics

http://www.sparkpe.org/wpcontent/uploads/2011/05/08GolfBocceGolf.pdfhttp://www.sparkpe.org/wpcontent/uploads/2011/05/05DanceElecSlideCardio.pdfShot Scarboro & Tony Pritchard (2015) Using Sport Education to Teach the Lifetime Sport of Golf, Journal of Physical Education, Recreation & Dance, 86:9, 13-20, DOI:Retrieved online November 7, 2015 at http://dx.doi.org/10.1080/07303084.2015.1085342Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes. Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.Equipment for warm-up Woods, irons, putter, golf balls, holesBatons, hurdles, softball, shotCD/MP3/MP4/ and/or video links to assorted music for selected dances Mats, tape, balance beam, ribbon wands


https://www.nyrr.org/youth-and-schools/running-start/training-plans/middle-school/training/track-and-field-training-program



http://www.uskidsgolf.com/play-and-learn/learn/videos

http://www.uskidsgolf.com/play-and-learn/learn/videos



● MS.14.6 Strikes a stationary object with an implement for accuracy (e.g., Croquet, shuffle board, golf).

● MS.20.6 Demonstrates proper sequence of a dance with at least 32 counts.

● MS.21.6 Moves in time to the beat of music of different tempos.

● MS.22.6 Demonstrates a prescribed educational gymnastics routine with at least 3 elements.

● MS.18.6 Participates in moderate to vigorous aerobic physical activity.

● MS.14.7 Strikes a stationary object with an implement with accuracy from varying distances.

● MS.20.7 Demonstrates proper sequence of a dance with at least 32 counts in 2 or more dances.

● MS.21.7 Performs a partner dance to varying tempos.● MS.22.7 Creates and demonstrates an educational

gymnastics routine with at least 4 elements.● MS.18.7 Participates in moderate to vigorous

strengthening activities.

● MS.14.8 Strikes a stationary object with an implement in game like situations.

● MS.20.8 Performs a student created dance with at least 32 counts.

● MS.21.8 Performs a student created small group dance routine to a tempo of choice.

● MS.22.8 Creates and performs an educational gymnastics routine to music with at least 4 elements.

● MS.18.8 Selects and participates in a moderate or vigorous physical activity.





● Offensive and defensive strategies

● Identifying and analyzing critical elements

● Advanced movement and game strategies

● Develop and perform artistic – creative dances.

● Develop and perform square dances.

● Develop and perform folk dances.

● Develop and perform social dances.

● Develop and perform line dances.

● Develop and perform classical dances.

● Develop and perform ethnic/cultural dances.

● Design and perform movement sequences, individually and with a partner, using the concepts of space, effort, and relationship.

● Profile an athlete in the news.

● Participate in traditional and modified games of golf.

● Participate in track and field events.

● Participate in various dances.

● Choreograph a dance with specific required steps.

● Participate in gymnastics activities.

● Develop routine with set number of moves.

● Combine skills in individual and dual

● Skill/technique task s cards ● Teacher observation● Peer observation● http://

holmes.livoniapublicschools.org/UserFiles/Servers/Server_3035344/File/PE%20Study%20Guides/dance%20unit%20study%20guide%20lps.pdf

● Student self-assessmentScoring rubric

●


http://holmes.livoniapublicschools.org/UserFiles/Servers/Server_3035344/File/PE%20Study%20Guides/dance%20unit%20study%20guide%20lps.pdf




● Apply knowledge and skills of dance steps. Perform basic golf skills in traditional game situation.

● Perform skills in modified games and variations.

● Perform running skills in event situation.

● Perform skills for running hurdles.

● Perform skills for running relays.● Demonstrate mechanics of

jumping events (long and standing broad).

● Demonstrate mechanics for softball throw/shot put.

● Apply balance concepts in educational gymnastics sequences.

● Apply weight transfer concepts in educational gymnastics sequences.

● Apply basic safety concepts while participating in educational gymnastics.

games. ● Peer collaboration:

Routine Design● Record and analyze

student performing skill ● Outline each step

through video analysis

FIELDING GAMESQuarter Two/Quarter Four


activities.● Show increasing competence in more advanced specialized skills.

Purpose of Activity: Activities in which players score points by striking an object and running to designated playing areas or prevent opponents from scoring by retrieving the object and returning it to stop the play. By playing these games, participants will learn the key skills and tactics for games,



● Demonstrate competence in modified versions of a variety of movement forms.● Combine skills competently to participate in modified versions of fielding games.

Guiding Questions: ● What are the different types of fielding games? ● What movement patterns can be combined to create a more fluid and productive skill set?● How does improving your transition strategies affect offense and defense?● Why is it that being more aware of your body and its relationship in space will help you move

about the activity area more effectively?● What are the key skill-related components of fitness that are necessary to enhance

performance?● What precautions can be taken to minimize the risk of injury?

Discussion: Identify basic rules for fielding games; Orientation to games; strategies of fielding games; Identify the critical elements of fielding games; discuss safety measures;

Connections:Science: gravity, motion, movement, energy, action, reaction, laws of motion, flight, resistance, aerodynamicsSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economicsHealth: flexibility, strength, endurance, health, body systems, mental/emotional health, cooperation, conflict, decision-making, problem-solving, conflict resolution, respect, teamwork


Academic Vocabulary: safety, behaviors, diversity, tolerance, bullying, peer pressure, fitness, hydration, endurance, flexibility, muscular endurance, muscular strength, benefits, exercise, overload, progression, specificity, aerobic, anaerobic, calories, expenditure, nutrition, intensity, agility, monitor, reaction time, cardiorespiratory, body composition, power, speed, balance, movement, reaction time, sequence, warm-up, cooldown.

Unit Assessment: https://www.humankinetics.com/AcuCustom/Sitename/DAM/097/06_04_GPAI_StrikeField.pdf


Tennessee Components & Subcomponents Suggested Activities (pick 3-4) Resources/Connections/Assessments

KickballGames and activitieshttp://kickballzone.com/kickball-games-variations/ Ragball/SoftballSample Lessonshttps://users.manchester.edu/Student/SAPurdy/profweb/SoftballUnitPlan(C1).pdf

http://www.playsport.net/skill/strikingfieldinghttps://thephysicaleducator.com/game_category/strikingfielding/ Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes. Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.Equipment for warm-up Bases, playground ball


https://thephysicaleducator.com/game_category/strikingfielding/

https://users.manchester.edu/Student/SAPurdy/profweb/SoftballUnitPlan(C1).pdf

https://users.manchester.edu/Student/SAPurdy/profweb/SoftballUnitPlan(C1).pdf

http://kickballzone.com/kickball-games-variations/

http://kickballzone.com/kickball-games-variations/


Wiffle BallLesson Planning for Middle School Physical Education, Wiffle Ball, pp.298- 333Disc GolfLesson Planning for Middle School Physical Education, Disc Golf, pp. 335-Instructional Video: https://www.discgolf.com/disc-golf-education-development/disc-golf-instructional-videos/ Crickethttps://www.healthyactivekids.com.au/wp-content/uploads/2013/12/Companion-Book-Cricket.pdfSample lessons: https://burnsiesbackyard.files.wordpress.com/2013/07/super8s-cricket-lesson-plans.pdf

Striking and Fielding Activities: Sample lessons https://thephysicaleducator.com/game_category/strikingfielding/*Fielding The Ball · Running Bases · Strategically Hitting The Ball Striking the ball

Bases, appropriate ball, batsCricket bats, balls


● MS.15.6 Strikes a pitched ball with an implement.

● MS.16.6 Catch (field) an object using a mature pattern.

● MS.15.7 Strikes a pitched ball with an implement with force and accuracy.

● MS.16.7 Catch (field) an object from different directions and force.

● MS.15.8 Strikes a pitched ball with implement with force and accuracy in a game like situation.

● MS.16.8 Catches (fields) an object in game like situations.





MS.15 Games/Sports- Field(Strike)

MS.16 Games/Sports- Field (Fielding)

● Use offensive and defensive strategies while playing in game situation.


● Participate in traditional and modified games of kickball.

● Cross-curricular approach (ex. Using geometry to teach strategies - angles, shapes.

● Skill/technique task s cards ● Teacher observation● Peer observation/ assessment




https://burnsiesbackyard.files.wordpress.com/2013/07/super8s-cricket-lesson-plans.pdf

https://burnsiesbackyard.files.wordpress.com/2013/07/super8s-cricket-lesson-plans.pdf

https://www.healthyactivekids.com.au/wp-content/uploads/2013/12/Companion-Book-Cricket.pdf

https://www.healthyactivekids.com.au/wp-content/uploads/2013/12/Companion-Book-Cricket.pdf

https://www.discgolf.com/disc-golf-education-development/disc-golf-instructional-videos/

https://www.discgolf.com/disc-golf-education-development/disc-golf-instructional-videos/


● Identify and analyze the characteristics of highly skilled performance.

● Develop and apply more advanced movement and game strategies.

● Participate in traditional and modified games of ragball/softball/whiffleball

● Participate in traditional and modified games of cricket.

● Demonstrate competency in more advanced specialized skills.

● Employ offensive and defensive strategies.


● Participate in traditional and modified games of bowling.

● Participate in traditional and modified games of croquet.

● Participate in traditional and modified games of frisbee golf.

● Participate in traditional and modified games of horseshoes.

● Participate in traditional and modified games of shuffleboard.

● Participate in traditional and modified games of tetherball.

● Combine skills.● Employ offensive and

defensive strategies.

● Peer assessment to analyze opponent's weaknesses for offensive and defensive strategies.

● Student self-assessment● Scoring rubric



RECREATIONAL & COOPERATIVE GAMESQuarter Two/Quarter Four

Unit Objectives/Essentials Understanding:● Demonstrate mature form of all basic manipulative, locomotor, and non-locomotor

skills.● Utilize knowledge, skills, and strategies to participate in a variety of sports and game

activities.● Show increasing competence in more advanced specialized skills.● Demonstrate competence in modified versions of a variety of movement forms.● Combine skills competently to participate in modified versions of recreational

games.

Guiding Questions: ● Why are recreational games important? ● How are recreational games similar to other unit games? ● What movement patterns can be combined to create a more fluid and productive

skill sequence?● How does improving your transition strategies affect offense and defense?

Discussion: Identify basic rules for recreational games; Orientation to games; strategies for recreational games; Identify the critical elements of recreational games; discuss safety measures;

Purpose of Activity: Provide students opportunities to improve physical fitness, acquire knowledge of fitness concepts, practice positive personal and social skills and gain an understanding of how a wellness lifestyle affects one’s health, fitness and physical performance.

Connections:Science: gravity, motion, movement, energy, action, reaction, laws of motion, flight, resistance, aerodynamicsSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economicsHealth: flexibility, strength, endurance, health, body systems, mental/emotional health, cooperation, conflict, decision-making, problem-solving, conflict resolution, respect, teamworkSocial Studies: laws, rules, cooperation, conflict, culture, diversity, economics


Academic Vocabulary: Striking, motor skill, conditioning, follow through, body management, body mechanics, tactics, transition strategies, balance, reaction time, agility, coordination, power, speed, performance, feedback, cardiorespiratory endurance, muscular endurance, muscular strength, flexibility, body composition, stress management, training program, movement control, recreational games, self-efficacy.

Unit Assessment: http://p1cdn4static.sharpschool.com/UserFiles/Servers/Server_20240639/File/Physical%20Education%20Bowling%20Assessment%20Sheet.pdfhttp://www.rcampus.com/rubricshowc.cfm?code=D527X9&sp=truehttp://www.sparkpe.org/wp-content/uploads/2011/03/MS_Flying_Disc_Unit_Test.pdfhttp://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9556#.Vj_Vg7erTIU


Tennessee Components & Subcomponents Suggested Activities (pick 3-4) Resources/Connections/AssessmentsShelby County Schools 2019/2020

29 of 39


● Bowlinghttp://usbcongress.http.internapcdn.net/usbcongress/bowl/youthresourcecenter/scholastic/Ed/CompleteBowlersEdCurriculum.pdf

● Croquet● Frisbee Golf

Diagram set-up: https://thephysicaleducator.com/game/frisbee-golf/

● Horseshoes● Four Square● Shuffleboard● Tetherball

https://badenbackyard.com/pages/tetherball-rules

● All run games

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7960#.Vj--IrerTIUhttps://prezi.com/a0hnvseazlby/recreational-games-in-physical-education/https://prezi.com/a0hnvseazlby/recreational-games-in-physical-education/http://usbcongress.http.internapcdn.net/usbcongress/bowl/youthresourcecenter/usbc-youth/scholarshipsngrants/BackToSchoolBowlersEdIn-SchoolGrant.pdf

https://thephysicaleducator.com/game_category/target/

Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes. Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.Equipment for warm-up Bowling mats, pins, bowling ballsCroquet mallet, wickets, croquet balls Frisbees, disc catchers, targetsStakes, horseshoes, ring toss setsCourt, cues, discStandards, tetherballs


● MS.14.6 Strikes a stationary object with an implement for accuracy (e.g., Croquet, shuffle board, golf).

● MS.16.6 Catch (field) an object using a mature pattern.

● MS.14.7 Strikes a stationary object with an implement with accuracy from varying distances.

● MS.16.7 Catch (field) an object from different directions and force.

● MS.14.8 Strikes a stationary object with an implement in game like situations.

● MS.16.8 Catches (fields) an object in game like situations.





Rect ● Use offensive and defensive strategies while playing in game


● Peer assessment to analyze opponent's weaknesses for offensive and defensive

● Skill/technique task s cards ● Teacher observation


https://thephysicaleducator.com/game_category/target/



https://thephysicaleducator.com/game/frisbee-golf/

http://usbcongress.http.internapcdn.net/usbcongress/bowl/youthresourcecenter/scholastic/Ed/CompleteBowlersEdCurriculum.pdf




situations. ● Identify and analyze the

characteristics of highly skilled performance.

●

● Participate in traditional and modified games of bowling.

● Participate in traditional and modified games of croquet.

● Participate in traditional and modified games of frisbee golf.

● Participate in traditional and modified games of horseshoes.

● Participate in traditional and modified games of shuffleboard.

● Participate in traditional and modified games of tetherball.

● Participate in a variety of all-run games.

● Participate in a variety of “new games”.

● Design a “new game”.

strategies.● Student coaches - will run

practices, drills, and games.

● Peer observation/ assessment● Student self-assessment● Scoring rubric ● Formative/Summative Assessments

Adventure Education & Outdoor Pursuits (optional)

Field Day Activities Quarter Two/Quarter Four



Unit Objectives/Essentials Understanding:

Demonstrate correct technique for basic skills in 1 self-directed outdoor activity.

Problem solves with a small group of students during adventure activities.

Cooperate with peers during the different adventure activities.

Guiding Questions:Who has used a compass while performing an adventure task?

Can geocaching be a healthy and positive activity?

What do caches usually look like?

Why do you think it’s important to be accurate when involving others in geocaching?

What are some experience you will face during some of the adventure activities?

When activities require strategy and planning, how important is working together?

Discussion: Establish rules and norms. Discuss vocabulary. Provide details of the intent of the adventure and cooperation activities. Be sure to debrief after each activity. Discuss the importance of team work and working together to solve problems.

Purpose of Activity: These activities provide students exposure to healthy alternatives to traditional games and sports. In addition, students learn to problem solve while team-building and completing group challenge activities to enhance individual confidence and mutual support within a group.

Connections:

Science: Force, geocache

Math: perimeter, angles,

Social Studies: Culture, code, geography, longitude, latitude, map, GPS

Health: Non-verbal communication, responsibility,


Academic Vocabulary: Outdoor pursuits, adventure education, compass, geocaching, orienteering, collaboration, cooperation,

Unit Assessment:

https://www.hohschools.org/cms/lib07/NY01913703/Centricity/Domain/361/Outdoor%20Education%20Lab%201.pdfRubrics and module reflections


Select activities conducive to your space.

Tennessee Components & Subcomponents Suggested Activities Resources/ Connections/Assessments

Motor Skill: Outdoor Pursuits 1Movement Concepts: Outdoor Pursuits Cognitive Concepts (CC)Personal & Social Responsibility (PSR)

Geocaching & Orienteering Lesson Planning for Middle School Physical Education, Geocaching and Orienteering, pp. 394-423 Modified versions of any activities are allowed

Doan,R.J., L.C. Mac Donald and S. Chepko, Ed. S 2017. Lesson Planning For Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes.


https://www.hohschools.org/cms/lib07/NY01913703/Centricity/Domain/361/Outdoor%20Education%20Lab%201.pdf

https://www.hohschools.org/cms/lib07/NY01913703/Centricity/Domain/361/Outdoor%20Education%20Lab%201.pdf


Subcomponent: Personal & Social Behaviors, Rules and Etiquette, and CooperationValues Physical Activity (VPA)Subcomponent: Appreciation and Challenge

Adventure Activities Teambuilding activities before adventure activities https://physedgames.com/category/team-building/https://thephysicaleducator.com/game_category/cooperation/

Sample lessons Lesson Planning for Middle School Physical Education, Adventure Activities, pp.451-481Sample activitieshttp://www.thenewpe.com/lessons-act/adventure%20activities%20in%20PE.doc Modified versions of any activities are allowed

Open 8 Adventure Challengehttps://openphysed.org/curriculum_resources/open8

Field Day/ Festival/End of Year Game Prep Choose any activities from Quarters 1-3

Reston,VA: SHAPE America; Champaign, IL: Human Kinetics.CompassesEquipment for warm-up Poly spotsHoops RopesTape Playground balls and throwing objects Stopwatch Tarp or Parachute Wood Plank Paper, Paperclips, straws, toothpicks, rubber bands, string, popsicle sticks, balloonPVC Pipes


MS 24.6 Demonstrates correct technique for basic skills in 1 selected outdoor activity (e.g., Rock Climbing, Orienteering, Hiking, Biking, Ropes Course).

CC.10.6 Identifies and makes appropriate decision based on skill.

PSR.1.6 Exhibits personal responsibility by using appropriate etiquette, respect for facilities and equipment and safe behaviors.

PSR.2.6 Identifies the rules and etiquette in physical activities.

PSR.4.6 Willingly includes others of a diverse population.

VPA.1.6 Communicates ideas and feelings towards physical activity.

MS.24.7 Demonstrates correct technique for basic skills in 2 selected outdoor activities (e.g.Rock Climbing, Orienteering, Hiking, Biking, Ropes Course).

CC.10.7 Analyzes and makes adjustments based on variables (e.g., skill, fitness, conditions, equipment).

PSR.1.7 Exhibits responsible social behaviors by cooperating with classmates.

PSR.2.7 Demonstrates knowledge of rules and etiquette during game like activities.

PSR.4.7 Cooperates respectfully with peers in a small group.

VPA.1.7 Shares how physical activity benefits oneself both physically and emotionally.

MS.24.8 Demonstrates correct technique for basic skills in 3 selected outdoor activities (e.g., Rock Climbing, Orienteering Course).

CC.10.8 Follows and implements safety procedures in self-selected activities.

PSR.1.8 Exhibits good sportsmanship during competitive play.

PSR.2.8 Applies rules and etiquette by acting as and interacting with officials during physical activity.

PSR.4.8 Works cooperatively with a large group to achieve group goals.

VPA.1.8 Recognizes differences in reasons why people participate in physical activity.

VPA.2.8 Provides support for teammates in challenging


https://openphysed.org/curriculum_resources/open8

http://www.thenewpe.com/lessons-act/adventure%20activities%20in%20PE.doc

http://www.thenewpe.com/lessons-act/adventure%20activities%20in%20PE.doc

https://thephysicaleducator.com/game_category/cooperation/

https://thephysicaleducator.com/game_category/cooperation/

https://physedgames.com/category/team-building/


VPA.2.6 Recognizes individual challenges and performs positive coping strategies.

VPA.2.7 Uses positive coping strategies in a group setting.

situations.

Core Content Objectives Instructional Actions




Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Teamwork Communicating ideas

and feeling during activities.

Use a compass correctly

Work on communication

Cooperate and collaborate to solve problems

Use GPS correctly

Map Drawing and Compass Reading Activities

Team Scavenger and Treasure Hunt

Geocache around the school campus.

Participate in

adventure activities and debriefing discussions.

● Skill/technique task cards

● Teacher observation

● Peer observation/ assessment

● Student self-assessment

● Scoring rubric● Formative/

Summative Assessments

● Journaling

Cross-Content Connections: English: communication, following directions, listening skillsHealth: body systems, first aid, problem solving, decision-making, peer pressure, wellness, health, fitness, nutrition, drugs and alcohol, mental, emotional, social and family health, disease prevention, community, consumer and environmental health issuesSocial Studies: laws, rules, cooperation/conflict, cooperation/conflict, communityDance: alignment, axial movement, elevation, body propulsion, initiation, rhythmic acuityScience: movement, space, speed, gravity, friction, energy, force, muscles, skeletal system



Math: speed, time, patterns, sequence, grouping, levels, counting, estimation, scoring in games and activities.Music: beats, rhythms, syncopation, timingCharacter Education: cooperation, self esteem, values, personal accountability, personal responsibility, respect, conflict resolution

Related KidsHealth Links: Articles for Kids: ● How to Be a Good Sport KidsHealth.org/kid/feeling/emotion/good_sport.html ● Taking the Pressure Off Sports Competition KidsHealth.org/kid/stay_healthy/fit/pressure.html ● Cheating KidsHealth.org/kid/feeling/school/cheating.html ● Taking Charge of Anger KidsHealth.org/kid/feeling/emotion/anger.html ● Train Your Temper KidsHealth.org/kid/feeling/emotion/temper.html ● Talking About Your Feelings KidsHealth.org/kid/feeling/thought/talk_feelings.html● Be a Fit Kid KidsHealth.org/kid/stay_healthy/fit/fit_kid.html● It’s Time to Play KidsHealth.org/kid/stay_healthy/fit/what_time.html● Why Exercise Is Cool KidsHealth.org/kid/exercise/fit/work_it_out.html● What If I Don’t Like Sports? KidsHealth.org/kid/stay_healthy/fit/no_sports.html● Playgrounds KidsHealth.org/kid/stay_healthy/fit/playground.html

RESOURCE LIST

Professional Organizations:

• www.shapeamerica.org/ (Society of Health and Physical Educators)• www.tahperd.us (TN Association for Health, Physical Education, Recreation, & Dance)

Resources Available Throughout the District:

Online :

http://www.scsk12.org



National PE Standards & Performance Outcomes: www.shapeamerica.org/standards/pe/index.cfm

TN State PE Standards:

http://www.tn.gov/education/schoolhealth/physed/doc/k-2PEandWellnessStandards2009.pdf http://www.tn.gov/education/schoolhealth/physed/doc/3-5PEandWellnessStandards2009.pdf

Helpful Websites:

https://scsk12.sharepoint.com/sites/HPELW https://openphysed.org/ https://thephysicaleducator.com/ https://thephysicaleducator.com/standards-based-pe-games/ https://www.charlaphysed.com/handouts.html ● peuniverse.com● pecentral.com● afterschoolpa.com● shapeupamerica.org● ncpe4me.com● braingym.org● sparkpe.org● sikids.com● thepresidentschallenge.org● physedgames.com● brainpop.com● bcbst.com● http://www.nova.edu/projectrise/pacer_manual_42309_jk.pdf (PACER Information)● gonoodle.com● American Heart Association (Jump Rope & Hoops for Heart)

http://www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp● http://www.nikibray.com/physical-education.html

http://www.hpelw.weebly.com

http://www.tennesseestandards.com

www.tennesseeassessments.com

www.pecentral.org

www.sparkpe.org

www.scholastic.com (build your own webpage to be placed on school’s homepage as a link.)

www.bowlersed.com

www.mypyramid.gov

www.cdc.gov

www.kidshealth.org

www.pelinks4u.org

www.classroomteacher/integratedlessonideas.com

www.linelinks.com

www.sportsmedia:PElinks.com

www.lessonplanz.com

www.teacher.netlessonplans.com

www.rainydaylessonplans.com

www.discoveryeducation.com


http://www.nikibray.com/physical-education.html

https://www.charlaphysed.com/handouts.html

https://thephysicaleducator.com/standards-based-pe-games/

https://thephysicaleducator.com/

https://openphysed.org/

https://scsk12.sharepoint.com/sites/HPELW


Professional Development:

• CMCSS Physical Education In-Services (check PLAN for current listing)• TAHPERD Annual Physical Education Conference (Fall of each year)•

www.teachablemoments.com

www.opensphysed.org

DVD’s or Videos:

● Yoga for Kids● Discover Me● 20 Critical Thinking and Problem Solving Activities● Jumping with Jump Bands● In-School Bowling Instructional Video● Ready, Set, Jump (AHA)● Born to Move● Kids Get Fit● You’ve Got to Move● Christy Lane’s Latin Dancing● Geomotion● Sport Stacking ● Totally Healthy You

Music:

● Square Dance CD Mav 1050● International Folk Dance Mixer ● Folk Dance for Beginner’s● Alligator Purse● J.U.M.P.● All Time Favorite Dances● Chinese Ribbon Dance● Streamer and Ribbon Activities● Red Hot Peppers● Dances Around the World● We All Live Together● Folk Dance Fun● Perceptual Motor Rhythm Games● Everybody Dance● Station to Station● Lively Lummi Stick Music

Books

● Lesson Planning for Middle School Physical Education; Meeting the National Standards & Grade-Level Outcomes , S. Chepko, R.J. Doan, L.C. Mac Donald.: SHAPE America; Reston, VA, Champaign, IL: Human Kinetics. 2017

● Character Education , Don R. glover, MA, Leigh Ann Anderson, MA, Human Kinetics Publishers, Inc., 2003. (CE)● Station Games , Maggie C. Burk, Human Kinetics Publishers Inc., 2002. (SG)● Fitness Fun 85 Games and Activities for Children , Emily R. Foster, Karyn Hartinger, Katherine A. Smith, Human

Kinetics Publishers Inc., 1992. (FFIT)● Multicultural Games , Lorraine Barbarash, Human Kinetics Publishers, Inc., 1997. (MG)● Games for the Whole Child – Social, Emotional, Cognitive, Physical , Brian Barrett, Human Kinetics Publishers, Inc.,

2005. (GWC)● Great Games for Young People , Marilee A. Gustafson, sue K. Wolfe, Cheryl L. King, Human Kinetics Publishers,

Inc., 1991. (GGYP)● Essentials of Team Building – Principles and Practices , Daniel W. Midura, Donald R. Glover, Human Kinetics

Publishers Inc., 2005. (ETB)● Children Moving: A Ref;ective Approach to Teaching Physical Education , George Graham, Shirley Holt-Hale, and

Melissa Parker, 5th edition, Mayfield Publishing, 1998. (CM)● Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum and Assessment , Christine J.

Hopple, Human Kinetics Publishers, Inc., 1995. (TFOinEPE)Shelby County Schools 2019/2020

37 of 39

http://www.opensphysed.org/


● Interdisciplinary Elementary Physical Education , Theresa Purcell Cone, Peter Werner, Stephen L. Cone, 2nd edition, Human Kinetics Publishers, Inc., 2009 (IEPE)

● Character Education , Don R. glover, MA, Leigh Ann Anderson, MA, Human Kinetics Publishers, Inc., 2003. (CE)● Station Games , Maggie C. Burk, Human Kinetics Publishers Inc., 2002. (SG)● Fitness Fun 85 Games and Activities for Children , Emily r. foster, Karyn Hartinger, Katherine A. Smith, Human

Kinetics Publishers Inc., 1992. (FFIT)● Multicultural Games , Lorraine Barbarash, Human Kinetics Publishers, Inc., 1997. (MG)● Games for the Whole Child – Social, Emotional, Cognitive, Physical , Brian Barrett, Human Kinetics Publishers, Inc.,

2005. (GWC)● Great Games for Young People , Marilee A. Gustafson, sue K. Wolfe, Cheryl L. King, Human Kinetics Publishers,

Inc., 1991. (GGYP)● Essentials of Team Building – Principles and Practices , Daniel W. Midura, Donald R. Glover, Human Kinetics

Publishers Inc., 2005. (ETB)

● No Standing Around in My Gym – Lesson Plans, Games, and Teaching Tips for Elementary Physical Education , J.D. Hughes, Human Kinetics Publishers Inc., 2003. (NSAMG)

● P.E. Teacher’s Skill by Skill Activities Program – SUCCESS ORIENTED Sports Experiences for Grades , L.F. “Bud” Turner, Susan Lilliman Turner, Parker Publishing Co. Inc., 1989. (Skill by Skill)

● Active Bodies, Active Brains – Building Thinking Skills Through Physical Activities , Mary Ellen Clancy, Human Kinetics Publishers Inc., 2006. (AB)

● Physical Education Assessment Toolkit , Liz Giles-Brown, Human Kinetics Publishers Inc., 2006. (PEAT)● PE Stations Survival Guide – For Planning Best Activity Stations Ever , Connie M. Crawford, Great American

Publishing Co., 2007. (FDSG)● National Association for Sport and Physical Education. (2004). Moving Into the Future: National Standards for

Physical Education (2 nd edition) , Reston, VA: Author. (M into F)● National Association for Sport and Physical Education. Standards-Based Assessment of Student Learning, a

comprehensive approach (Second edition), Leslie T. Lambert, Ph.D. Reston, VA. 2007. (M into F)● National Association for Sport and Physical Education. (2008). PE-METRICS: Assessing the National Standards,

Standard 1: Elementary. Reston, VA: Author. (Metrics)● National Association for Sport and Physical Education. (2009). PIPEline Instructional Practices: K-12 Physical

Education. Reston, VA: Author. (PIPEline Workshop)


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