6-8 Physical Education Curriculum...May 06, 2014 · School District of La Crosse Philosophy of...

School District of La Crosse

6-8 Physical Education

Curriculum

Developed for Implementation in 2005-2006

Committee Members:

Kerry Myhra, Longfellow

Lorrae Swartz, Logan Middle

Jason Bahr, Lincoln

March

2005

Approved April 20, 2005

Jerry Berns, K-12 Physical Education Supervisor

Kathie Tyser, Associate Superintendent of Instruction

Jerry Kember, Superintendent

School District of La Crosse Guiding Principles for Curriculum Development

1

Guiding Principles for Curriculum Development School District of La Crosse

Board of Education’s ENDS Policies

Adopted 2001

E-1 District Mission Students will discover their talents and abilities and will be prepared to pursue their dreams and

aspirations while contributing effectively to their diverse communities.

E-2 Academic Achievement Goals Students will demonstrate continuous improvement toward a high level of individual success in

all required and elective academic/curricular areas using multiple measures of performance.

E-3 Involved Citizenship Students will strive for mutual understanding as contributing citizens in a diverse world.

E-4 Responsible Life Choices Students will acquire the knowledge and skills necessary to make effective and responsible life

choices.

Wisconsin Academic Model Standards All district curricula will be aligned to the Wisconsin Model Academic Standards available on

the web at http://www.dpi.state.wi.us/dpi/standards/matintro.html

District Non-Discrimination Policy It is the policy of the School District of La Crosse that no person may be denied admission to any

public school in this district or be denied participation in, be denied the benefits of, or be

discriminated against in any curricular, extracurricular, pupil service, recreation, or other

program or activity because of the person’s sex, race, religion, national origin, ancestry, creed,

pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or

learning disability or handicap as required by s. 118.13 Wis. Stats., and/or section 504 of the

Rehabilitation Act of 1973.

http://www.dpi.state.wi.us/dpi/standards/matintro.html

School District of La Crosse Philosophy of Teaching/Learning in this Curriculum

2

Philosophy of Teaching/Learning in this Curriculum

The mission of the Physical Education curriculum is to provide a program of instruction for the

development of the whole individual through physical activities by emphasizing the relationship

among the physical, intellectual, emotional, and social well-being of the individual. The

curriculum will provide experiences that will develop positive attitudes toward wellness and

contribute to lifetime participation in physical activities

School District of La Crosse Sixth Grade PE Curriculum Overview

6-8 PE Curriculum Guide 3


Physical Education Middle School Curriculum

Sixth Grade

Orientation Fitness/Wellness Team Sports Individual/Dual Sports

Classroom Guidelines/

Expectations/Protocols

Fitness Assessment

Health-Related Fitness

Cardiovascular

Muscular Strength/Endurance

Flexibility

Volleyball

Soccer

Basketball

Floor Hockey

Team Handball

Track & Field

Wrestling

Pickleball

Badminton

Dance Tactical Games Outdoor Pursuits/Adventure Education

Social

Contemporary

Line

Folk

Multicultural

Invasion Games

Net/Wall Games

Target Games

Fielding/Run Scoring Games

Inline Skating

Biking

Project Adventure

Part I, II, III, IV

Snowshoeing

* Not all the middle schools are equal in facilities and/or equipment.

Thus, adjustments in curricular units will be made based on this to maximize student participation

School District of La Crosse Classroom Expectations/Orientation - Gr. 6


Physical Education: Sixth Grade

Unit: Class Expectations/Orientation Time Line: Fall/3 days

Unit Sub-Topics:

1. Classroom rules

2. Assessment/Grading policy

3. Safety of self, others, and with equipment

4. Proper activity clothes

5. Locker room protocol

Wisconsin State Standards: F.8.1, F.8.2, F.8.3, F.8,4, F.8.5, G.8.1,

G.8.2, G.8.3, G.8.4

Learner Outcomes: The students will be able to:

Demonstrate and understand expected classroom behavior

Describe how they will be assessed

Demonstrate being safe, responsible, and respectful

Understand why they need to change clothes for activity

Safety in movement and with equipment

Locking up their belongings

Acceptance of differences

Instructional Strategies:

Discussion

Small group work

Posters

Handouts

Rubrics

Overheads

PowerPoint Presentations

Integration:

Suggested Activities/Resources:

Graphic Organizers

PowerPoint Presentation

Charts

Diagrams

Graphic Organizers

Instructional Media (ex. Video, books, websites)

Community members/Guest speakers

Task Cards

School District of La Crosse Classroom Expectations/Orientation - Gr. 6


Suggested Assessments:

Student Contract

Rubric

Checklist

Written test

Student self-evaluation

School District of La Crosse Fitness Assessment – Gr. 6



Unit: Fitness Assessment Time Line: Fall/Spring-4 days each season

Unit Sub-Topics: 1. Cardiovascular Fitness

Mile/Pacer

2. Abdominal Strength

Curl-ups

3. Upper Body Strength

Push-ups

4. Arm and shoulder flexibility

Shoulder Stretch

5. Back strength and flexibility

Trunk Lift

6. Lower back and leg flexibility

Sit and Reach

7. Body composition

Weight and Height

8. Health benefits of being fit

9. Goal-setting strategies

Wisconsin State Standards: A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,

D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,

G.8.3, G.8.4

Learner Outcomes: The student will be able to:

Know if they are in the “Healthy Fitness Zone”

Identify the benefits of being fit and the health risks associated with being unfit.

Learn how to set goals to improve their fitness results



Demonstration and discussion

Teacher Observation

Peer Teaching

Group Work

Individual work

Teacher/student conference

Worksheets

Lectures

Presentations



Integration:

Health

Math

Computers


Heart rate monitors

Pulse sticks

Pedometers

Charts

Students Logs

Journals

FITNESSGRAM Test Administration Manual

FITNESSGRAM Test Kit

Sit and Reach Box

Weight Scale

Height chart

Computer


FITNESSGRAM

Written project on health enhancing fitness

School District of La Crosse Adventure Education – Part I – Gr. 6



Unit: Adventure Education – Part I Time Line: 1-4 Days

Unit Sub-Topics: 1. Creating Community

a. Working together as a new group

Toss a Name

Chicken Baseball

b. Experiencing Community: Exploring

Similarities and Differences

Card Have You Ever

Monarch Tag

c. Safe Environment and Experimenting

with Cooperative vs. Competitive

Ffeach

Help Me Tag

d. Reinforcement of Safety and Taking Care

of Each Other

Blob Tag

A.K.A. Tusker Tag

e. Safety Check

Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,

B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,

D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,

G.8.4


Demonstrate positive working relationships

Work together as a new group

Recognize each person by name

Experience a sense of community

Recognize similarities and differences among themselves

Identify the potential outcomes of cooperative and competitive activities and accept

attitudes toward both.

Understand the importance of creating a safe environment

Demonstrate positive working relationships with each other

Safely participate in activities

Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional

strategies.

Integration:

Guidance

School District of La Crosse Adventure Education – Part I – Gr. 6



Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School, Project

Adventure, Inc. 2002

Charts

Diagrams

Graphic Organizers



Task Cards


Scoring Rubric

Observation with checklist

Journals

Self-Assessment Questions or Worksheets

Projects

Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum

for Physical Education

Also see assessment suggestions found in each lesson of the book

School District of La Crosse Adventure Education – Part II – Gr. 6



Unit: Adventure Education – Part II Time Line: 2-4 Days

Unit Sub-Topics: Wisconsin State Standards: 1. Establishing Full Value Norms

a. Learning that rules are needed for a group

to function successfully

Pairs Tag

b. Experiencing the components of a Full

Value Contract

Be Here–Be Safe–Set Goal –Be

Honest Let Go and Move On

Circle Slap

Pairs Squared

Fill the Basket

Asteroids

Transfer Tag

c. Recognizing and Identifying Feelings

that Accompany a Full Value Contract

Market Place Relay

d. Applying Full Value Contract

Concepts in the Group

Warp Speed

A.8.1, A.8.3, B.8.1, B.8.2, B.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,

G.8.4

Learner Outcomes: The students will able to:

Understand the importance of having a Full Value Contract

Learn strategies for personal goal setting

Understand and recognize actual behaviors that are consistent with a full value contract


strategies.

Integration:

Guidance

School District of La Crosse Adventure Education – Part II – Gr. 6



Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School, Project

Adventure, Inc. 2002

Charts

Diagrams

Graphic Organizers



Task Cards


Scoring Rubric


Journals


Projects




School District of La Crosse Adventure Education – Part III – Gr. 6



Unit: Adventure Education – Part III Time Line: 2-4 Days

Unit Sub-Topics: Wisconsin State Standards: 1. Problem Solving

a. Whole Group Problem-Solving

Turnstile

b. ABCDEs of Problem Solving

Don’t Touch Me

c. Problem Solving - Touching

Welded Ankles

d. Learning How to Negotiate

Negotiation Squares

e. ABCDES with Resource Management

and Communication

Stepping Stones

f. Teamwork, balance, control

Marble transfer

All Aboard

Robot Writer

A.8.1, A.8.3, A.8.4, B.8.4, C.8.1, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,

G.8.4


Identify the Different Strengths of People the Group

Work together to achieve a common goal

Learn Techniques to solve a problem

Understand the importance of contributing ideas

Learn procedures that are safe and effective for the given task

Understand techniques to evaluate the process

Identify follower ship and leadership in group tasks

Learn positive mechanisms to deal with failure


strategies.

Integration:

Guidance

School District of La Crosse Adventure Education – Part III – Gr. 6



Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.

Project Adventure, Inc. 2002

Charts

Diagrams

Graphic Organizers



Task Cards


Scoring Rubric


Journals


Projects




School District of La Crosse Adventure Education – Part IV – Gr. 6



Unit: Adventure Education – Part IV Time Line: 2-4 Days

Unit Sub-Topics: Wisconsin State Standards: 1. Building Trust

a. Discussing trust and respecting others for

making different decisions

Challenge Circles

Velcro Circles

b. Experiencing trust and potential lack of it

Bumper Cars

Trust Wave

A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,

C.89.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,

E.8.1, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Understand the importance of respecting their own and others decisions regarding their

personal level of choice. (Challenge by Choice)

Identify reliable behaviors that offer physical and emotional support.

Understand the value of expression of their feelings in a supportive environment

Understand Challenge by Choice in regard to risk taking situations

Understand that Challenge by Choice in a safe environment can lead to self awareness

and learning opportunities


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers



Task Cards

School District of La Crosse Adventure Education – Part IV – Gr. 6



Scoring Rubric


Journals


Projects




School District of La Crosse Health Related Fitness/Cardiovascular Fitness– Gr. 6



Unit: Health Related Fitness- Cardiovascular Fitness Time Line: 5-10 days specific

instruction

Weekly/on-going

Unit Sub-Topics: Wisconsin State Standards:

1. Utilization of technology to analyze fitness

levels

a. Pedometers

b. Hand-held heart rate monitors

c. Polar heart rate monitors

2. Applications to fitness and wellness

3. Benefits of cardiovascular training

4. Circuit training

5. Nutrition

6. Goal setting

7. Safe practices to prevent injury

A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,

B.8.4, C.8.3, D.8.1, D.8.2, D.8.3,

D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.3, G.8.4


1. Know the definition of cardiovascular fitness

2. Know the definition of circuit training

3. Be able to list or state four benefits of obtaining cardiovascular fitness

4. Be able to list or state three health risks associated with lack of exercise

5. Participate in a variety of continuous aerobic activity at their personal ability level

6. Learn how to take their pulse rates at the carotid and radial sites, as well as with hand

held heart rate monitors

7. Learn how to use a polar heart rate monitor

8. Be able to use technology to monitor fitness level

9. Become familiar with physical activities available to them outside of school

10. Learn how to safely maintain a healthy fit body free of injury

11. Log activity done inside and outside of school.

12. Understand how to maintain ideal body mass through proper nutrition.


Discussion

Individual work

Partner work

Small group work

Large group work

Guided discovery

School District of La Crosse Health Related Fitness/Cardiovascular Fitness– Gr. 6


Integration:

Math

Science

Language Arts

Health

Family and Consumer Education


Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See

Appendix)

Physical Best Activity Guide: Secondary Level

Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs

School District of La Crosse Health Related Fitness/Muscular Strength & Endurance– Gr. 6



Unit: Health Related Fitness - Muscular Strength &

Endurance

Time Line: 5-10 Days Specific

Instruction

Weekly/Ongoing

Unit Sub-Topics: 1. Fitness Circuits (stations)

2. Resistance Training

3. Knowledge Concepts

4. Application of muscle strength and endurance to sport

and daily activity

5. Goal Setting Safe

6. Practices to prevent injury

Wisconsin State Standards: A.8.1, A.8.3, B.8.3, B.8.4, C.8.3, C.8.4,

D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,

F.8.3, G.8.4


Define muscular strength and endurance

Perform a circuit training program of muscle strength/endurance activities at their personal

ability

Perform a variety of strength enhancing activities and be able to do them with correct form and

posture

Understand the difference between muscle strength and endurance

Perform resistance training activities using simple equipment, such as a towel or partner


Discussion

Individual Work

Partner Work

Small Group Work

Large Group Work

Guided Discovery

Integration:

Math

Science

Health

School District of La Crosse Health Related Fitness/Muscular Strength & Endurance– Gr. 6



Resistance Bands

Dumbbells

Swiss Balls

Medicine Balls

Partner Activities

Towels

Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs

School District of La Crosse Health Related Fitness/Flexibility– Gr. 6



Unit: Health-Related Fitness - Flexibility Time Line: 5-10 Days Specific

Instruction

Weekly/On-going

Unit Sub-Topics:

1. Sport and specific activity stretches

2. Benefits of being flexible

3. Knowledge concepts


Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,

B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,

E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,

G.8.3, G.8.3


Define flexibility

Participate in a variety of movements that promote flexibility

Know and state three benefits of being flexible

Give the scientific name of six major muscles

Demonstrate the types of stretches needed for at least three different sports or activities


Discussion

Individual Work

Self Check

Partner Work

Small Group Work

Large Group Work

Guided Discovery

Integration:

Health

Science


30 individual exercise mats

One large wrestling mat

Charts/diagrams/task cards



Graphic Organizers



Task Cards




Teacher Observation

Self-assessment

Journals

Logs

Checklists

School District of La Crosse Basketball– Gr. 6


Team Sports: Sixth Grade

Unit: Basketball Time Line: 5-10 days

Unit Sub-Topics: Wisconsin State Standards: 1. History of game

2. Sportsmanship/Etiquette

3. Safety of self and safety of others

4. Proper warm-up, conditioning, and recovery

5. Rules and knowledge of game

6. Fundamental skills:

a. Passing/Receiving

Chest

Bounce

Overhead

b. Footwork/body work

Ready position

Pivot

Jump Stop

Cutting

c. Dribbling

Technique

Right/Left Hand

Varying speed

Change of direction

d. Shooting

Lay-up

One or two hand set shot

Free throw

Jump shot

e. Defensive skills

Guarding

f. lead-up games

g. game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify four facts on the history of basketball

Demonstrate good sportsmanship and follow proper etiquette of the game


Describe the rules and regulations of the game

Use sport specific warm-up and recovery methods. (i.e. stretching and cool down)

Develop the fundamental skills in basketball




Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Language Arts

Math


Charts

Diagrams

Graphic Organizers

Peer observation/check-off



Task Cards


Teacher Observation

Teacher Assessment (oral/written)

Rubrics

Peer Assessment

Video Analysis

Performance Assessment

School District of La Crosse Volleyball– Gr. 6



Unit: Volleyball Time Line: 5-10 Days



3. Proper sport specific conditioning




a. Ready Position

b. Footwork

c. Forearm Pass (bump)

Forward

Backward

d. Set

Foreword

Backward

e. Serve

Underhand

Overhand

f. Lead up Games

g. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4

Learner Outcomes: The students will be able to

Identify two facts on the history of volleyball




Perform the fundamental skills


Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Language Arts

Math

Social Studies

Foreign Language




Video

Charts/Diagrams

Graphic Organizers

Peer Observation/Check off



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Soccer– Gr. 6



Unit: Soccer Time Line: 5-10 Days

Unit Sub-Topics:

1. History of game





6. Fundamental Skills

a. Dribbling

Inside of foot

Outside of foot

b. Passing

c. Kicking

Place kick

Punt

Kick on goal

d. Trapping

Foot

1. Single leg

2. Shin

e. Throw-in

f. Goal-Tending

g. Lead-up Games

h. Game Play

Wisconsin State Standards: A8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,

D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,

F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of soccer






Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work

Game play

School District of La Crosse Soccer– Gr. 6


Integration:

Math

Social Studies


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Team Handball– Gr. 6



Unit: Team Handball Time Line: 3-5 days




4. Safety to self, others, and with equipment



a. Basic Basketball Skills

Passing

Dribbling

Pivoting

Guarding

b. Shooting

c. Free Throws

d. Goal Tending

e. Lead up Games

f. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,

D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,

F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4

Learner Outcomes: The student will be able to

Identify two facts on the history of team handball






Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work

Game play

Integration:

Social Studies

Health

School District of La Crosse Team Handball– Gr. 6



Charts/Diagrams

Graphic Organizers

Books



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Floor Hockey– Gr. 6



Unit: Floor Hockey Time Line: 3-5 Days






ready position

grip

stick handling

carrying the puck

dribbling technique

shooting the puck

face off

goal tending

lead up games

game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,

G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of floor hockey






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Language Arts

Social Studies

School District of La Crosse Floor Hockey– Gr. 6



Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Dance– Gr. 6



Unit: Dance Time Line: 4-15 Days

Unit Sub-Topics: Wisconsin State Standards: Folk

Multi-cultural

Social and Contemporary

Self –Expressive

A.8.3, B.8.1, B.8.4, C.8.1, C.8.2, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, F.8.1,

F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6, G.8.1,

G.8.2, G.8.3, G.8.4

Learner Outcomes:

The students will be able to:

Describe how dance can foster physical and emotional well-being

Recognize the role of dance in modern culture

Demonstrate competence in modified versions of movement forms such as performing in

a variety of simple folk and square dances

Perform folk and ethnic dances from various cultures within a historical and cultural

context

Understand and apply advanced, discipline specific knowledge to various movement

forms such as understanding how to lead or follow a partner while dancing

Recognize the popular and contemporary dance movements of the present day

Use improvisation to explore, discover, and invent movement

Create short dances exploring compositional elements (i.e. contrast, abstraction, space,

time, force, and repetition)

Demonstrate the ability to work effectively alone, cooperatively with a partner, and in

small groups

Demonstrate appropriate audience behavior while watching dance performances

Increase strength, flexibility, and neuromuscular coordination

Develop an appreciation for others with different cultural backgrounds

Display respect and sensitivity to others during classroom interaction

Respect the performance limitations of self and others

Be safe, responsible, and respectful.


Demonstration

Lecture/Discussion

Handouts

Rubrics

Graphic Organizers

Individual Program

Small Group

Large Group

Video

School District of La Crosse Dance– Gr. 6


Integration: Music

Social Studies

World Language


Guest speakers/demonstrations

Community Dance Organizations

Cultural community groups

Elders/Grandparents

Research projects

Instructional Resource Books

LMC

Journals

Portfolios

Group Projects


Teacher Observation

Peer Observation

Rubrics

Video Analysis

Self Assessment

School District of La Crosse Badminton– Gr. 6



Unit: Badminton Time Line: 3-5 Days



3. Sport specific conditioning




a. Ready Position

b. Footwork

c. Serve

d. Strokes

Forehand

Backhand

e. Serve

f. Smash Shots

g. Overhand/Underhand Clear

h. Drop forehand/Backhand

i. Forehand Drive

j. Partner Practice

k. Lead up Games

l. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8 1, G.8.2, G.8.3, G.8.4

Learner Outcomes:

The students will be able to

Identify two facts on the history of badminton






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

School District of La Crosse Badminton– Gr. 6


Integration:

Social Studies

Science


Books

Videos

Charts

Diagrams

Graphic Organizers


Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Pickleball– Gr. 6



Unit: Pickleball Time Line: 4-6 Days

Unit Sub-Topics: 1. History of game






a. Ready Position

b. Footwork

c. Serve

d. Strokes

Forehand

Backhand

e. Partner Practice

f. Lead up Games

g. Game Play

Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of pickleball






Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work

Game play

School District of La Crosse Pickleball– Gr. 6


Integration:

Science


Charts

Diagrams

Graphic Organizers

Task Cards




Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Track and Field – Gr. 6



Unit: Track and Field Time Line: 4-10 Days







a. Starts

Standing

Sprints

b. Sprints

Technique

c. Middle/Long Distance

Technique/Pacing

d. Relays

Baton Exchange

e. Hurdles

Technique

f. Field Events

High Jump

Long Jump

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,

D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of track and field



Describe the rules and regulations of the events



Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:

Science

Math

Health


Charts

Diagrams

Graphic Organizers

Task Cards




Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Wrestling – Gr. 6



Unit: Wrestling Time Line: 8-10 Days

Unit Sub-Topics:

1. History


3. Sport specific, health-related conditioning

4. Safety of self and others

5. Rules and knowledge of wrestling both as a spectator and a

participant


a. Ready position

b. Neutral position

Stance

Head

Feet

Hands

Movement in stance

Circle right and left

Change levels

Take downs

Single leg,

Dock under

Defending a shot (sprawl)

c. Referees Position

Down position; wrist, standup

Up position; chop

d. Pinning Combinations

Half nelson

e. Scoring

Take down 2

Escape 1

Reversal 2

Near fall 2 or 3

Pin

f. Strategies

When on the bottom never reach back

Setting up a take down

Tap the head

Circle

Underhook

Overhook

When on top stay behind opponent’s arms

g. Lead up games

Balance activities

Wisconsin State Standards: A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,

C.8.3, C.8.4, C.8.5, E.8.1, E.8.2,

E.8.3, E.8.4, E.8.5, F.8.2, F.8.2,

F.8.3, F.8.4, F.8.5, G.8.1, G.8.3,

G.8.4



Rolling/falling

Combatives?

Knee wrestling

h. Partner practice


Demonstrate good sportsmanship during class

Make good choices and follow the rules based on safety of self and others in the class

Consider consequences when confronted with a behavior choice

Recognize several moves and understand scoring

Be an educated observer during a wrestling match

Recognize the value of the health and skill related fitness components in wresting

Perform and defend a single leg takedown

Combine a takedown with a breakdown and a pinning move


Demonstration

Partner work

Video

Self-assessment

Teacher observation

Integration:

Health

Nutrition




Rubrics

Teacher observations

School District of La Crosse Biking – Gr. 6



Unit: Biking Time Line: 5-10 Days

Unit Sub-Topics: 1. Review

a. Safety

b. Riding

c. Braking

d. Signaling

e. Shifting

f. Bike Adjustments

g. Sidewalk Riding

2. Trail riding

3. Group riding

4. Street riding

5. How to change a flat tire

6. Instant turns

Wisconsin State Standards: A.8.1, A.8.2, A.8.3, B.8.3, B.8.4, C.8.3,

D.8.1, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.3, F.8.4, F.8.6, G.8.2,

G.8.4


Properly demonstrate the turn signals

Properly demonstrate braking

Properly demonstrate stopping

Properly demonstrate gear shifting

Properly demonstrate how to wear a helmet

Properly demonstrate checking their blind spot

Properly demonstrate how to perform a safety check

Properly demonstrate how to ride safely on the sidewalk

Properly demonstrate how to perform a left-hand road turn

Properly demonstrate instant turns

Properly demonstrate bike etiquette

Properly demonstrate group riding

Properly demonstrate trail riding

Properly demonstrate how to change a flat tire


Video

Journal

Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work



Integration:

Math

Science

Language Arts


Charts/Diagrams

Bike Rodeo

Graphic Organizers

Task Cards

Instructional Media (ex. videos, books, websites)



Teacher Observation


Rubrics

Peer Assessment


Checklist

School District of La Crosse In-Line Skating – Gr. 6


Physical Education: 6th Grade (to be updated after one year of exploration)

Unit: In-line Skating Time Line: 3-8 Days

Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective

gear

2. Safety of self and while on the road

3. Safety Contract

4. Standing up on the skates

5. Skating position

6. V stop

7. Stopping/braking

8. Skating positions and styles

9. Controlling speed

10. Skating on different surfaces

11. Jumping

12. Scooting

13. Turns and Crossover turns

14. Backwards and moving backwards to

forwards

15. Up curbs and down curbs

A.8.3, B.8.1, B.8.3, B.8.4, E.8.1, E.8.2,

F.8.1, F.8.2, G.8.4

Learner Outcomes:

The student will be able to:

Properly utilize protective gear and understand its purpose in preventing injury

Understand and demonstrate how to fall forward to prevent injury with arms extended

using the wrist guards

Understand and practice the principle of balance by standing up on the skates keeping

knees and hips flexed

Perform the V stop position

Understand and practice how to generate power from each stroke of the skate by shifting

weight on the inside edges of the skate

Perform the stopping and braking techniques

Perform different types of forward and backwards strokes on the skates.

Control the speed of their movement

Identify the critical elements of more advanced movement skills


Make choices based on the safety of self and others

Enjoy learning a new activity




Group discussion

Demonstration

Individual Practice

Guided Discovery

Station Work

Peer Teaching

Small Group

Large Group

Game Play

Integration:

Science e.g. (can be utilized to discuss the basic principles and laws of motion)


Student Demonstrations

Guest speaker/demonstrator

Charts

Diagrams

Graphic Organizers

Task Cards



Teacher Observation

Teacher Assessment (written/oral)

Peer Assessments

Rubrics

Video Analysis


Safety Contract

School District of La Crosse Snowshoe Unit – Gr. 6



Unit: Snowshoe Unit Time Line: 3-5 Days

Unit Sub-Topics:

1. History of the sport





6. Proper winter clothing

7. Proper fit of equipment


Herringbone

Shuffle-step

Side-stepping

Snow-shoe sliding

Stamping

Striding

Switch backing

Turning


B.8.2, B.8.4, C.8.1, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,

G.8.2, G.8.3, G.8.4


Demonstrate knowledge of traditional snowshoes, as well as sport snowshoes.

Demonstrate proficiency in understanding the components of a snowshoe

Demonstrate proficiency in safety factors related to snowshoeing

Understanding the types of physical conditioning needed for snowshoeing

Use snowshoeing in their future as a way to have fun and improve their personal fitness


Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work

Snowshoe games

Integration:

Science

Math

School District of La Crosse Snowshoe Unit – Gr. 6



Edwards, Sally and McKenzie, Mellisa. Snowshoeing. Outdoor Pursuits Series:

Champaign, IL. Human Kinetics. 1995. www.pelinks4u.org

Orienteering on snowshoes


Teacher observation


Rubrics

Peer Assessment

http://www.pelinks4u.org/

School District of La Crosse Seventh Grade PE Curriculum




Seventh Grade

Orientation Fitness/Wellness Team Sports Individual/Dual Sports Classroom Guidelines/


Fitness Assessment


Cardiovascular


Flexibility

Volleyball

Speedball

Basketball

Floor Hockey

Track & Field

Softball

Wrestling

Tennis

Badminton

Dance Tactical Games Outdoor Pursuits/Adventure Education

Social

Contemporary

Line

Multicultural

Folk

Invasion Games

Net/Wall Games


Target Games

Inline Skating

Project Adventure

Part I, II, III, IV


Thus, adjustments in curricular units will be made based on this to maximize student participation.

School District of La Crosse Class Expectations/Orientation – Gr. 7


Physical Education: Seventh Grade


Unit Sub-Topics:

1. Classroom rules






G.8.2, G.8.3, G.8.4










Discussion

Small group work

Posters

Handouts

Rubrics

Overheads


Integration:


Graphic Organizers





Student Contract

Quarterly Rubric

Checklist

Written test




Fitness and Wellness: Seventh Grade


Unit Sub-Topics: Wisconsin State Standards: 1. Cardiovascular Fitness

Mile/Pacer


Curl-ups


Push-ups


Shoulder Stretch


Trunk Lift


Sit and Reach

7. Body composition

Weight and Height

8. Health benefits of being fit and the health

risks of being unfit


A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,

D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,

G.8.3, G.8.4








Teacher Observation

Peer Teaching

Large group work

Small group work

Individual work


Integration:

Health

Math

Computers




Heart rate monitors

Pulse sticks

Pedometers

Charts

Students Logs

Journals



Sit and Reach Box

Weight Scale

Height chart

Computer


FITNESSGRAM


School District of La Crosse Adventure Education/Part I – Gr. 7




Unit Sub-Topics: Wisconsin State Standards: 1. Creating Community

a. Learning group members names

Name by Name

Captains Calling

b. Promoting Community and Understanding in

the Group

Giants, Wizards and Elves

Bumpity, Bump, Bump, Bump

Twizzle

Evolution

Whampum

A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,

B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,

D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4

Learner Outcomes: The students will able to

Recognize each person in the class by name

Work together as a new group

Recognize each person by name

Experience and participate in the community

Demonstrate positive working relationships with each other

Understand that the differences students bring to class are valuable


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers

Task Cards






Scoring Rubric


Journals


Projects




School District of La Crosse Adventure Education/Part II – Gr. 7





a. Reviewing the concept and importance of a

Full Value Contract

Full Value Speed Rabbit

b. Creating a Full Value Contract for the group

Dolphin Golf

Circle of Hands

c. Putting the group’s Full Value Contract into

practice

Stargate

A.8.1, A.8.3, B.8.1, B.8.2, B.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4


Understand the importance of creating a Full Value Contract for their class

Recognize the five components of a Full Value Contract

Be Here – Be Safe – Be Honest – Let Go Move On – Set Goals

Understand and recognize behaviors that are consistent with the Full Value Contract

Understand the concept of Challenge by Choice

Practice setting personal goals that are achievable and can be assessed

Develop the class specific Full Value Contract

Develop techniques to maintain the Full Value Contract

Practice respectful behavior toward self, peers, and others

Practice using the Full value Contract to mange conflict within the group


strategies.

Integration:

Guidance






Charts

Diagrams

Graphic Organizers

Task Cards




Scoring Rubric


Journals


Projects




School District of La Crosse Adventure Education/Part III – Gr. 7





a. Beginning problem solving, reviewing of the

ABCDS of problem solving

Pigs in a Blanket

Twirlies Bulls Eye

b. Setting achievable goals while problem solving

Mass Pass

c. Finding, improving and refining solutions to

problems

Key Punch

d. Team skills

Ball Carry

Game Tarps

Giants Gold

A.8.1, A.8.3, A.8.4, B.8.4, C.8.1,

C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,

F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.2, G.8.3, G.8.4


Work together to achieve common goals

Develop problem solving techniques to accomplish group tasks

Contribute their own and listen to other’s ideas in the process of solving problems

Follow procedures that are safe and effective for the given task

Identify and practice using the different strengths of individuals in the group

Evaluate the effectiveness of the problem solving process

Practice both leadership and follower ship in accomplishing group tasks

Develop positive mechanisms to deal with failure


strategies.

Integration:

Guidance






Charts

Diagrams

Graphic Organizers

Task Cards




Scoring Rubric


Journals


Projects




School District of La Crosse Adventure Education/Part IV – Gr. 7





a. Recognizing and incorporating

physical and emotional support within

the group

Raccoon Circles

Hog Calls

b. Monitoring safety within the group

Moving without touching

Ready Aim

c. Exploring Trust, reinforcing Challenge

By Choice

I trust you but …

A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,

C.8.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,

E.8.1, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Demonstrate reliable behaviors that offer physical and emotional support

Express their feelings in a supportive environment

Understand the concept of Challenge By Choice in a risk taking setting

Understand that progressive personal challenges, within a safe environment, can lead to

increased self-awareness and learning opportunities

Learn the importance of respecting and supporting the different decisions of others

regarding personal levels of challenge


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers

Task Cards






Scoring Rubric


Journals


Projects




School District of La Crosse Health Related Fitness/Cardiovascular Fitness – Gr. 7



Unit: Health Related Fitness- Cardiovascular Fitness Time Line: 5-10 Days Specific

Instruction

Weekly/Ongoing

Unit Sub-Topics: Wisconsin State Standards: 1. Utilization of technology to analyze fitness

levels

a. Pedometers





4. Application of fitness knowledge concepts

and terminology

5. Circuit training

6. Goal setting


A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.4,

C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,

F.8.4, F.8.5, F.8.6, G.8.3, G.8.4


Review the definition of cardiovascular fitness

Review the definition of circuit training

Be able to list or state five benefits of obtaining cardiovascular fitness

Be able to list or state four health risks associated with lack of exercise

Participate in a variety of continuous aerobic activity at their personal ability level

Learn how to calculate their target heart rate and their maximum heart rate monitor

Learn what a heart rate monitor is and use them in class

Learn three training methods

o Continuous

o Circuit

o Interval

Be able to state how each station in the circuit is specific to improving aerobic fitness

Be able to exercise for 30 minutes

List physical activities available to them outside of school

Learn how to maintain a healthy fit body free of injury

Log activity done inside and outside of school


Discussion

Individual work

Partner work

Small group work

Large group work

Guided discovery



Integration:

Health



Appendix)


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs

School District of La Crosse Health Related Fitness/Muscular Strength and Endurance– Gr. 7



Unit: Health Related Fitness- Muscular Strength &

Endurance


Instruction

Weekly/On-going

Unit Sub-Topics:

1. Fitness Circuits (stations)



4. Application of muscle strength and endurance to

sport and daily activity

5. Goal Setting

6. Safe Practices to prevent injury


D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,

F.8.3, G.8.4


Recall the definition of muscular strength and endurance

Performa a circuit training program of muscle strength/endurance activities at their personal

ability


posture

Understand that using heavier weights and fewer repetitions improves strength

Understand that using lighter weights and more repetitions improves endurance

Understand that the length of activity or exercise is Time


Discussion

Individual Work

Partner Work

Small Group Work

Large Group Work

Guided Discovery

Integration:

Math

Science

Health

School District of La Crosse Health Related Fitness/Muscular Strength and Endurance– Gr. 7



Resistance Bands

Dumbbells

Swiss Balls

Medicine Balls

Partner Activities

Towels



Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs





Instruction

Weekly/On-going

Unit Sub-Topics:


2. Benefits of being flexible




B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,

E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,

G.8.3, G.8.4


Participate in a variety of movements that promote flexibility at their own personal ability level

Explore yoga as an option toward increasing and maintaining flexibility for their lifetime

Perform basic yoga poses for beginners

Understand that yoga not only increases flexibility, but it can also manage stress and increase

muscular strength


Discussion

Individual Work

Self Check

Partner Work

Small Group Work

Large Group Work

Guided Discovery

Integration:

Health







Graphic Organizers






Teacher Observation

Self-assessment

Journals

Logs

Checklists



Team Sports: Seventh Grade

Unit: Basketball Time Line: 5-10 days








Chest

Bounce

Overhead

One handed push pass

Baseball pass


Ready position

Pivot

Jump Stop

Cutting

Stride step

Jumping/rebounding

c. Dribbling

Technique

Right/Left Hand/Crossover

Varying speed

Change of direction

Changing the level of the dribble

d. Shooting

Lay-up

One or two hand set shot

Free throw

Jump shot

Hook shot

e. Defensive skills

Guarding

f. Offensive skills

g. Lead-up games

h. Game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4











Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Math

Science


Charts

Diagrams

Graphic Organizers



Teacher Observation


Rubrics

Peer Assessment/Self Assessment

Video Analysis












a. Ready Position

b. Footwork


Forward

Backward

Sideward

d. Set

Forward

Backward

e. Serve

Underhand

Overhand

f. Offensive and Defensive Strategies

g. Lead up Games

h. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.5, F.8.6,

G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of volleyball






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:

Math

Social Studies


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics


Video Analysis


School District of La Crosse Floor Hockey – Gr. 7










a. ready position

b. grip

c. stick handling

d. carrying the puck

e. dribbling technique

f. shooting the puck

g. face off

h. goal tending

i. offense and defensive strategies

j. lead up games

k. game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4








Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:

Science


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics


Video Analysis





Unit: Wrestling Time Line: 8-10 Days

Unit Sub-Topics:

1. History


3. Sport specific, health-related conditioning

4. Safety

5. Rules and knowledge of wrestling both as a spectator and a

participant


a. Ready position

b. Neutral position

Stance

Movement in stance

circle right and left

changing levels

Take downs

Double leg

Fireman’s carry

Defending a shot

Wiser

c. Referees Position

Down position

Wrist control

Head shrug

Gramby roll

Up position

Wrist control

Wrist grinder

d. Pinning Combinations

Half nelson

Near side cradle

e. Scoring

Take down 2

Escape 1

Reversal 2

Near fall 2 or 3

Pin

f. Strategies

When on the bottom never reach back

Setting up a take down

Tap the head

Circle

Underhook

Wisconsin State Standards: A.8.3, A.8.4, B.8.2, B.8.4, C.8.3,

C.8.4, C.8.5, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,

F.8.4, F.8.5, G.8.1, G.8.3, G.8.4



Overhook

When on top stay behind opponent’s arms

g. Lead up games

Balance activities

Rolling/falling

Combatives

Knee wrestling

Spider

Sumo

h. Partner practice


Recognize several moves and understand scoring

Demonstrate good sportsmanship both as a participant and as a spectator during a match

Recognize the value of the health and skill related fitness components in wrestling

Consider consequences when confronted with a behavior choice

Perform and defend a single leg takedown

Combine a takedown with a breakdown and a pinning move


Demonstration

Partner work

Video

Self-assessment

Teacher observation

Integration:

Health

Nutrition




Rubrics

Partner check

Teacher observations

School District of La Crosse Dance – Gr. 7




Unit Sub-Topics: Wisconsin State Standards: 1. Folk

2. Multi-cultural

3. Social and Contemporary

4. Self –Expressive

A.8.3, B.8.1, B.8.4, C.8.1, C.8.2, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, F.8.1, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, F.8.6, G.8.1, G.8.2,

G.8.3, G.8.4

Learner Outcomes: The students will:






context








small groups








Demonstration

Lecture/Discussion

Handouts

Rubrics

Graphic Organizers

Individual Program

Small Group

Large Group

Video



Integration:

Music

Social Studies

World Language





Elders/Grandparents

Research projects


LMC

Journals

Portfolios

Group Projects


Teacher Observation

Peer Observation

Rubrics

Video Analysis

Self Assessment

School District of La Crosse Speedball – Gr. 7



Unit: Speedball Time Line: 5-10 Days







a. Passing

Two Handed Passes

Foot Pass

Throw-In

b. Dribbling

Foot

Air

c. Kicking

Soccer

Punt

Drop

d. Conversions

Two-foot

One foot

Lift to a partner or self

Roll up the leg

e. Goal Tending

f. Lead up Games

g. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,

D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,

F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of speedball





School District of La Crosse Speedball – Gr. 7



Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Language Arts


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics


Video Analysis


School District of La Crosse Badminton – Gr. 7










a. Ready Position

b. Footwork

c. Serve

d. Strokes

Forehand

Backhand

e. Overhand/Underhand Clear

f. Drop forehand/Backhand

g. Forehand Drive

h. Partner Practice

i. Lead up Games

j. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, f.8.1, F.8.2, F.8.3, F.8.5, G.8.1, G.8.2,

G.8.3, G.8.4








Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Social Studies

Science




Books

Videos

Charts

Diagrams

Graphic Organizers


Task Cards


Teacher Observation


Rubrics


Video Analysis


School District of La Crosse Tennis – Gr. 7



Unit: Tennis Time Line: 5-10 Days

Unit Sub-Topics:

1. History of game






Ready position

a. Footwork

b. Serve

c. Grips

d. Strokes

Forehand

Backhand

7. Partner practice

8. Lead up Games

9. Game Play

Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of tennis






Group discussion

Demonstration

Station work

Peer Teaching

Large group work

Small group work

Game Play

Integration:

Social Studies




Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics


Video Analysis





Unit: Track and Field Time Line: 4-10 Days







a. Starts

Standing

Sprints

b. Sprints

Technique

50M/100M/200M

c. Middle/Long Distance

Technique/Pacing

½ Mile/Mile

d. Relays

Baton Exchange

Four Person

e. Hurdles

Technique

f. Field Events

High Jump

Long Jump

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,

D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.5, G.8.1,

G.8.2, G.8.3, G.8.4


Identify two facts on the history of track and field



Describe the rules and regulations of the events



Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:

Social Studies

Health


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis






Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective gear

2. Safety of self and while on the road

3. Safety Contract


5. Skating position

6. V stop

7. Stopping/braking




11. Jumping

12. Scooting


14. Backwards and moving backwards to forwards


A.8.2, A.8.3, B.8.1, B.8.3, B.8.4, C.8.2,

C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,

F.8.4, F.8.5, G.8.1, G.8.2, G.8.3, G.8.4




















Group discussion

Demonstration

Individual Practice

Guided Discovery

Station Work

Peer Teaching

Small Group

Large Group

Game Play

Integration:





Charts

Diagrams

Graphic Organizers


Task Cards


Teacher Observation


Peer Assessments

Rubrics

Video Analysis


Safety Contract





Eighth Grade

Orientation Fitness/Wellness Team Sports Individual/Dual Sports Classroom Guidelines/


Fitness Assessment


Cardiovascular


Flexibility

Volleyball

Football

Basketball

Floor Hockey

Softball

Golf

Tennis

Badminton

Dance Tactical Games Outdoor Pursuits/Adventure Education Social

Contemporary

Line

Multicultural

Folk

Invasion Games

Net/Wall Games


Target Games

Inline Skating

Project Adventure

Part I, II, III, IV

Biking

Cross-Country Skiing (weather

permitting and availability of

equipment from high schools)


Thus, adjustments in curricular units will be made based on this to maximize student participation.



Physical Education: Eighth Grade


Unit Sub-Topics:

1. Classroom rules






G.8.2, G.8.3, G.8.4










Discussion

Small group work

Posters

Handouts

Rubrics

Overheads


Integration:


Graphic Organizers





Student Contract

Quarterly Rubric

Checklist

Written test






Unit Sub-Topics: Wisconsin State Standards: 1. Cardiovascular Fitness

Mile/Pacer


Curl-ups


Push-ups


Shoulder Stretch


Trunk Lift


Sit and Reach

7. Body composition

Weight and Height

8. Health benefits of being fit and the health

risks of being unfit


A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,

D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,

G.8.3, G.8.4








Teacher Observation

Peer Teaching

Large group work

Small group work

Individual work


Integration:

Health

Math

Computers




Heart rate monitors

Pulse sticks

Pedometers

Charts

Students Logs

Journals



Sit and Reach Box

Weight Scale

Height chart

Computer


FITNESSGRAM






Unit Sub-Topics: Wisconsin State Standards: 1. Creating Community

f. Learning group members names, sharing

commonalities and differences

Categories

Peek-a-Who

A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,

B.8.4, C.8.1, C.8,5, D.8.1, D.8.2, D.8.3,

D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2, F.8.3,

F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4


Create a sense of community

Recognize each person in the group by name

Understand that the differences people bring to class are valuable


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers



Task Cards




Scoring Rubric


Journals


Projects









g. Problem-Solving as a lead-in to developing

the group’s Full Value Contract

Turnstile

The Village

h. Reviewing and putting the Full Value

Contract into practice

Full Value Speed Rabbit

Group Juggle

A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,

B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,

D8.4, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,

G.8.2, G.8.3, G.8.4


Understand the importance of a Full Value Contract

Demonstrate respectful behaviors toward self, peers, and others

Demonstrate behaviors that are consistent with the Full Value Contract

Set achievable personal goals that can be assessed

Apply techniques to maintain the Full Value Contract

Use the Full value Contract effectively to mange conflict in the group


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers



Task Cards




Scoring Rubric


Journals


Projects









a. Performing initiatives requiring creative

thinking in a changing environment

Change Up

Overhand Knot

b. Evaluating and refining problem solving

skills, thinking “out of the box”

Mergers

Pipeline

c. Finding solutions, coordinating the group’s

problem solving efforts to problems

The Muse

d. Team Skills

Human Ladder

Spider web

Hazardous Waste

A.8.1, A.8.3, A.8.4, B.8.4, C.8.1, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,

G.8.4


Work together to achieve common goals

Apply effective problem solving strategies to accomplish group tasks

Be open to using a variety of ideas in the problem solving process

Implement positive mechanisms to deal with and learn from failures

Evaluate the effectiveness of their problem solving process and solutions, and implement

necessary changes to make them work better

Establish procedures that are safe and effective.

Use roles of leadership and follower ship in accomplishing group goals


strategies.

Integration:

Guidance






Charts

Diagrams

Graphic Organizers



Task Cards


Scoring Rubric


Journals


Projects









a. Developing trust while increasing levels of

personal commitment

Trust Leans

Three Person Leans

Wind in the Willows

Levitation

A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,

C.8.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,

E.8.1, F.8.2, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4


Apply Challenge By Choice to risk-taking situations

Be reliable members of the group by offering each other physical and emotional support

Demonstrate how progressive personal challenges within a safe environment, can lead to

increased self-awareness and learning opportunities

Express their emotions in a supportive environment

Respect and support their own and other’s decisions

Use the Full Value Contract as a tool to manage potential breakdowns in trust


strategies.

Integration:

Guidance




Charts

Diagrams

Graphic Organizers



Task Cards




Scoring Rubric


Journals


Projects







Unit: Health Related Fitness – Cardiovascular Fitness Time Line: Weekly/On-going

5-10 days Specific Instruction

Unit Sub-Topics: Wisconsin State Standards: 1. Exploration of a variety of cardiovascular activity

2. Utilization of technology to analyze fitness levels

a. Pedometers





5. Application of fitness knowledge concepts and

terminology

6. Circuit training

7. Goal setting


A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.4, C.8.3,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,

E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.3, G.8.4


Review the definition of cardiovascular fitness

Review the definition of circuit training

Be able to list or state six benefits of obtaining cardiovascular fitness

Be able to list or state five health risks associated with lack of exercise

Participate in a variety of continuous physical activity at their personal ability level at

least three times a week

Review how to calculate their target heart rate and their maximum heart rate monitor

Review what a heart rate monitor is and how to use them in class

Understand how physical activity at varying intensity levels influences their heart rate

Use Borg’s Rating Chart on perceived exertion

Learn the FITT principle

Learn to pace so their fuel supply lasts long enough to exercise for 30 minutes

Learn how to safely maintain a healthy fit body free of injury

Log activity done inside and outside of school



Discussion

Individual work

Partner work

Small group work

Large group work

Guided discovery



Integration:

Health

Math

Science

Language Arts

Family and Consumer Ed



Appendix)


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs

School District of La Crosse Health Related Fitness/Muscular Strength and Endurance – Gr. 8



Unit: Health Related Fitness-Muscular Strength &

Endurance


Instruction

Weekly/Ongoing

Unit Sub-Topics: 1. Fitness Circuits (stations)



4. Application of muscle strength and endurance to sport

and daily activity

5. Goal Setting

6. Safe Practices to prevent injury


D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,

F.8.3, G.8.4


Recall the definition of muscular strength and endurance

Performa a circuit training program of muscle strength/endurance activities at their personal

ability


posture

State how often (FREQUENCY) specific muscles should be worked and rested during a given

time

Demonstrate the principle of INTENSITY by participating in a series of activities that require

them to increase repetitions or workload or both


Discussion

Individual Work

Partner Work

Small Group Work

Large Group Work

Guided Discovery

Integration:

Math

Science

Health

School District of La Crosse Health Related Fitness/Muscular Strength and Endurance – Gr. 8



Resistance Bands

Dumbbells

Swiss Balls

Medicine Balls

Partner Activities

Towels



Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation

Self-assessment

Journals

Logs

School District of La Crosse Health Related Fitness/Flexibility – Gr. 8




Instruction

Weekly/Ongoing

Unit Sub-Topics:


2. Yoga

3. Pilates



B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,

E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,

G.8.3, G.8.4


Participate in a variety of movements that promote flexibility at their own personal ability level

Explore yoga as an option toward increasing and maintaining flexibility for their lifetime

Perform basic yoga poses for beginners

Understand that yoga not only increases flexibility, but it can also manage stress and increase

muscular strength

Explore Pilates as an option toward increasing and maintaining flexibility for their lifetime

Perform basic Pilates exercises on mats

Perform basic Pilates moves using stability balls


Discussion/Demonstration

Individual work

Partner work

Integration:

Health





Stability balls



Graphic Organizers



School District of La Crosse Health Related Fitness/Flexibility – Gr. 8



Teacher Observation

Self-assessment

Journals

Logs

Checklists

School District of La Crosse Flag Football – Gr. 8


Team Sports: Eighth Grade

Unit: Flag Football Time Line: 5-10 Days







a. Ready Position/Stance

b. Grip of Football

c. Throwing

d. Catching

e. Kicking

Placekick

Punt


g. Lead up Games

h. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F8.3, F.8.5, F.8.6, G.8.1,

G.8.2, G.8.3, G.8.4


Identify two facts on the history of flag football






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

School District of La Crosse Flag Football – Gr. 8



Diagrams

Charts

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis


School District of La Crosse Basketball – Gr. 8



Unit: Basketball Time Line: 5 days








Chest

Bounce

Overhead

One handed push pass

Baseball pass


Ready position

Pivot

Jump Stop

Cutting

Stride step

Jumping/Rebounding/Boxing out

c. Dribbling

Review Technique

Right/Left Hand/Crossover

Varying speed

Change of direction

Changing the level of the dribble

d. Shooting

Review Lay-up

Review One or two hand set shot

Free throw

Jump shot

Hook shot

e. Defensive skills

Guarding

f. Offensive skills

g. Lead-up games

h. Game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4

School District of La Crosse Basketball – Gr. 8


Learner Outcomes: The students will:








Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Math

Science

Language Arts


Charts

Diagrams

Graphic Organizers




Task Cards


Teacher Observation


Rubrics


Video Analysis












a. ready position

b. grip

c. stick handling

d. carrying the puck

e. dribbling technique

f. shooting the puck

g. face off

h. goal tending/crease

i. offense and defensive strategies

j. game play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,

C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,

D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,

E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,

F.8.6, G.8.1, G.8.2, G.8.3, G.8.4








Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:


Explore using Inline Skates with the Hockey Unit. (Roller Hockey)


Teacher Observation


Rubrics


Video Analysis


School District of La Crosse Volleyball – Gr. 8










a. Ready Position

b. Footwork


Forward

Backward

Sideward

d. Set

Forward

Backward

e. Serve

Underhand

Overhand


g. Game Play/Tournament Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,

B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,

G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of basketball






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

School District of La Crosse Volleyball – Gr. 8


Integration:

Social Studies

Math


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics


Video Analysis


School District of La Crosse Softball – Gr. 8



Unit: Softball Time Line: 4-8 Days







a. Ready Position

b. Footwork

c. Throwing

d. Catching

e. Striking/Batting

f. Base Running

g. Fielding

h. Pitching

i. Offensive and Defensive Strategies

j. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,

B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,

G.8.1, G.8.2, G.8.3, G.8.4


Identify two facts on the history of softball






Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play

Integration:

Social Studies

School District of La Crosse Softball – Gr. 8



Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment

Video Analysis





Unit: Tennis Time Line: 5-10 Days

Unit Sub-Topics:

1. History of game






a. Ready position

b. Footwork

c. Serve

Bounce

Drop

Sidearm serve

Overhand

d. Grips

e. Strokes

Forehand

Backhand

7. Partner practice/Wall work

8. Lead up Games

9. Game Play

Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,

B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, F.8.6, G.8.1, G.8.2,

G.8.3, G.8.4


Identify two facts on the history of tennis






Group discussion

Demonstration

Station work

Peer Teaching

Large group work

Small group work

Game Play



Integration:

Science


Charts

Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment/Self Asssessment

Video Analysis












a. Ready Position

b. Footwork

c. Strokes

Forehand

Backhand

d. Serve

e. Smash Shots

f. Overhand/Underhand Clear

g. Drop forehand/Backhand

h. Forehand Drive

i. Partner Practice

j. Lead up Games

k. Game Play

A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,

B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,

D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,

F.8.2, F.8.3, F.8.5, F.8.6, G.8.1,

G.8.2, G.8.3, G.8.4








Group discussion

Demonstration

Station Work

Peer Teaching

Large group work

Small group work

Game play



Integration:

Social Studies

Science


Books

Videos

Charts

Diagrams

Graphic Organizers


Task Cards


Teacher Observation


Rubrics


Video Analysis






Unit Sub-Topics: Wisconsin State Standards: 1. Folk

2. Multi-cultural

3. Social and Contemporary

4. Self –Expressive

A.8.3, B.8.1, B.8.4, C.8.1, C.8.2,

C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,

E.8.1, F.8.1, F.8.1, F.8.2, F.8.3,

F.8.4, F.8.5, F.8.6, G.8.1, G.8.3,

G.8.4







context








small groups








Demonstration

Lecture/Discussion

Handouts

Rubrics

Graphic Organizers

Individual Program

Small Group

Large Group

Video



Integration:

Music

Social Studies

World Language





Elders/Grandparents

Research projects


LMC

Journals

Portfolios

Group Projects


Teacher Observation

Peer Observation

Rubrics

Video Analysis

Self Assessment




Unit: Biking Time Line: 5-10 Days

Unit Sub-Topics:

1. Review

a. Safety

b. Riding

c. Braking

d. Signaling

e. Shifting

f. Bike Adjustments

g. Sidewalk Riding

2. Trail riding

3. Group riding

4. Street riding

5. How to change a flat tire

6. Instant turns

Wisconsin State Standards: A.8.1, A.8.2, A.8.3, B.8.3, B.8.4,

C.8.3, D.8.1, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.3,

F.8.4, F.8.6, G.8.2, G.8.4


Properly demonstrate the turn signals

Properly demonstrate braking

Properly demonstrate stopping

Properly demonstrate gear shifting

Properly demonstrate how to wear a helmet

Properly demonstrate checking their blind spot

Properly demonstrate how to perform a safety check

Properly demonstrate how to ride safely on the sidewalk

Properly demonstrate how to perform a left-hand road turn

Properly demonstrate instant turns

Properly demonstrate bike etiquette

Properly demonstrate group riding

Properly demonstrate trail riding

Properly demonstrate how to change a flat tire




Video

Journal

Group discussion

Demonstration

Station work

Peer teaching

Large group work

Small group work

Integration:

Math

Science


Charts/Diagrams

Graphic Organizers



Task Cards


Teacher Observation


Rubrics

Peer Assessment


Checklist



Physical Education: Eighth Grade (to be updated after one year of exploration)


Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective gear

2. Safety of self and others while on the road

3. Safety Contract


5. Skating position

6. V stop

7. Stopping/braking




11. Jumping

12. Scooting


14. Backwards and moving backwards to forwards


16. Team Games on skates

A.8.2, A.8.3, B.8.1, B.8.3, B.8.4, C.8.2,

C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2,

F.8.3, F.8.4, F.8.5, G.8.1, G.8.2, G.8.3,

G.8.4

















Play team games on skates




Group discussion

Demonstration

Individual Practice

Guided Discovery

Station Work

Peer Teaching

Small Group

Large Group

Game Play

Integration:



Video




Teacher Observation


Peer Assessments

Rubrics

Video Analysis


School District of La Crosse Cross-Country Skiing – Gr. 8



Unit: Cross Country Skiing Time Line: 3-5 Days

(*Upon availability of equipment from

high school and weather permitting)

Unit Sub-Topics:

1. Proper winter clothing

2. Proper fit of equipment

3. Safety practices to prevent injury

4. Standing up on the skis

5. Coordination and balance on the skis

6. Stopping

7. Slide/glide/double pull

8. Hill climb (uphill/downhill)

9. Skiing for your health/fitness enjoyment

Wisconsin State Standards: A.8.1, A.8.3, B.8.4, D.8.3, D.8.4, E.8.1,

E.8.2, E.8.5, F.8.1, F.8.2, G.8.1, G.8.2,

G.8.3, G.8.4


Demonstrate understanding of the equipment used for cross-country skiing; such as the

parts that make up the pieces of equipment.

Demonstrate understanding of the physical conditioning needed for cross country skiing

Demonstrate balance and coordination with skis and poles

Demonstrate knowledge of improving personal fitness and ways to pursue cross-country

skiing

Identify the proper clothing needed for cross-country skiing





Group discussion

Demonstration

Individual Practice

Station work

Small group

Large group

Integration:

Language Arts

Science

Art

Math

School District of La Crosse Cross-Country Skiing – Gr. 8



Guest Speaker/demonstrator

“Hal Higdon’s Beginning Skier’s Guide”;

http://www.halhigdon.com/beginningskier/beginskiintro.htm


Teacher Observation


Peer Assessments

Rubrics

Journal


http://www.halhigdon.com/beginningskier/beginskiintro.htm

School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education

6-8 PE Curriculum Guide Appendix i

Wisconsin Model Academic Standards for Physical Education

A. Leading an Active Lifestyle

Students in Wisconsin will exhibit a physically active lifestyle.

K 1 2 3 4 5 6 7 8 9 10 11 12

By the end of grade 4, students will be able to:

A.4.1 Select and participate regularly in physical activities for the purpose of improving skill and maintaining good health.

A.4.2 Describe healthful benefits that result from regular physical activity.

A.4.3 Identify several moderate to vigorous physical activities that provide personal pleasure.


A.8.1 Establish personal physical activity goals.

A.8.2 Participate at least three times a week in physical activities that contribute to the attainment of and maintenance of personal physical activity goals.

A.8.3 Explore personal interests in a variety of new physical activities both in and out of the physical education class.

A.8.4 Describe the relationship between a healthy lifestyle and simply feeling good.


A.12.1 Participate regularly in health-enhancing fitness activities such as games, sports, dance, outdoor pursuits, and other physical activities that contribute to the maintenance of wellness, independent of class requirements.

A.12.2 Understand the ways in which personal characteristics, performance styles, and activity preferences will change over the life span.

A.12.3 Maintain and improve physical fitness, motor skills, and knowledge about physical activity through charting or journalizing improvement over time.

A.12.4 Accurately evaluate physical activity information, products, and services to become an informed and responsible physical activity consumer.

A.12.5 Design and implement a personal fitness program.


6-8 PE Curriculum Guide Appendix ii

B. Physical Skill Development

Students in Wisconsin will demonstrate competency in many forms of movement and proficiency in some

K 1 2 3 4 5 6 7 8 9 10 11 12


B.4.1 Demonstrate progress toward the mature form of all locomotor (movement) patterns and selected manipulative and non-locomotor skills such as throwing, catching, and kicking.

B.4.2 Adapt a physical skill to the demands of a dynamic, unpredictable environment such as balancing with control on a variety of objects (balance board, large apparatus, skates).

B.4.3 Acquire beginning skills in a few specialized movement forms such as dribbling and passing a basketball to a moving receiver or jumping and landing for height/distance using mature form.

B.4.4 Apply combined movement skills in a variety of settings such as developing and refining a creative dance sequence into repeatable patterns.


B.8.1 Demonstrate competence in modified versions of movement forms such as performing in a variety of simple folk and square dances.

B.8.2 Develop beginning strategies for competitive and noncompetitive games such as using basic offensive and defensive strategies in a modified version of a team sport.

B.8.3 Demonstrate increasing competence in more advanced specialized physical skills.

B.8.4 Explain how people can enjoy an activity if they are not gifted athletes.


B.12.1 Demonstrate competence (basic skills, strategies, and rules) in an increasing number of more complex versions of different types of movement forms such as aquatics, team sports, individual and dual sports, outdoor activities, self-defense, dance, and gymnastics.

B.12.2 Demonstrate competence and work toward advanced proficiency in selected activities such as participating in a tennis match using all the basic skills, rules and strategies with some consistency; passing the Red Cross intermediate swimming requirement; getting nine out of ten arrows in the target from 40 feet; using advanced offensive and defensive shots in a racquetball game against an opponent of similar skill.


6-8 PE Curriculum Guide Appendix iii

C. Learning Skills

Students in Wisconsin will apply concepts and principles of movement to the learning and development of physical skills.

K 1 2 3 4 5 6 7 8 9 10 11 12


C.4.1 Work on improving personal performance in fundamental and selected specialized motor skills such as throwing, catching, running.

C.4.2 Use critical elements of fundamental and specialized movement skills to provide feedback to others such as accurately recognizing the critical elements of a throw made by a fellow student and providing positive feedback to that student.

C.4.3 Recognize and apply concepts that affect the quality of increasingly complex movement performance such as consistently striking a ball with a bat or paddle demonstrating an appropriate grip.

C.4.4 Identify and apply characteristics and critical elements of highly skilled performance to develop movement competence or proficiency such as using internal and external information to modify movement during performance.


C.8.1 Understand and apply more advance movement and game strategies such as explaining and demonstrating strategies involved in playing tennis doubles.

C.8.2 Identify the critical elements of more advanced movement skills such as a racing start in free style swimming.

C.8.3 Identify and apply principles of practice and conditioning to enhance performance such as understanding that conditioning will allow one to play for longer periods of time without fatigue.

C.8.4 Identify the characteristics of highly skilled performance in movement forms such as describing the characteristics that enable success in passing and spiking after observing a team of skillful volleyball players

C.8.5 Understand and apply advanced, discipline-specific knowledge to various movement forms such as understanding how to lead or follow a partner while dancing.


C.12.1 Know and understand pertinent, scientifically-based information regarding movement performance such as the overload principle.

C.12.2 Independently apply advanced, movement-specific information.

C.12.3 Integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional, and cognitive factors that influence the rate of movement.

C.12.4 Identify and apply characteristics and critical elements of highly skilled performance to develop movement competence or proficiency such as using internal and external information to modify movement during performance.


6-8 PE Curriculum Guide Appendix iv

D. Understanding Physical Activity and Well Being

Students in Wisconsin will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

K 1 2 3 4 5 6 7 8 9 10 11 12

By the end of grade 4, students will:

D.4.1 Experience the opportunity for enjoyment while participating in physical activity.

D.4.2 Learn to enjoy practicing activities to increase skill competence.

D.4.3 Celebrate personal successes and achievements as well as those of others.

D.4.4 Use physical activity as a means of self-expression.


D.8.1 Feel satisfaction when engaging in physical activity

D.8.2 Recognize the social benefits of participation in physical activity such as the joy of participating with a team and sensing team fulfillment.

D.8.3 Enjoy learning new activities.

D.8.4 Recognize physical activity as a vehicle for self-expression.


D.12.1 Derive pleasure from participating in physical activities in competitive and recreational settings.

D.12.2 Pursue new activities both alone and with others

D.12.3 Recognize the strengths and weaknesses of teammates and provide opportunities for everyone to enjoy success within skill limitations.

D.12.4 Enter competition or activity voluntarily


6-8 PE Curriculum Guide Appendix v

E. Health-Enhancing Fitness

Students in Wisconsin will achieve and maintain a health-enhancing level of physical fitness.

K 1 2 3 4 5 6 7 8 9 10 11 12


E.4.1 Identify several activities related to each component of physical fitness such as development of muscular strength.

E.4.2 Associate results of fitness testing to personal health status and the ability to perform various activities such as maintaining continuous aerobic activity for a specific time and/or activity and supporting, lifting, and controlling body weight in a variety of activities.

E.4.3 Describe personal strengths and weaknesses and elevate the weaknesses to strengths.


E.8.1 Participate in a variety of health-related activities in both school and non-school settings in order to maintain a record of moderate to vigorous physical activity.

E.8.2 Assess physiological indicators of exercise such as pulse rate during and after physical activity.

E.8.3 Understand and apply basic principles of training to improve physical fitness such as various weight training techniques.

E.8.4 Meet health-related fitness standards.

E.8.5 Begin to design personal health-related fitness programs based on an accurately assessed fitness profile, for example, engage in physical activity at the target heart rate for a minimum of 30 minutes at least 3 times a week outside of the physical education class.


E.12.1 Monitor exercise and other behaviors related to health-related fitness.

E.12.2 Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility and body composition necessary for a healthful lifestyle.

E.12.3 Assess personal health-related fitness status.

E.12.4 Continue meeting health-related fitness standards.

E.12.5 Use the results of fitness assessments to guide changes in personal program of physical activity.


6-8 PE Curriculum Guide Appendix vi

F. Respectful Behavior

Students in Wisconsin will demonstrate responsible personal and social behaviors in physical-activity settings.

K 1 2 3 4 5 6 7 8 9 10 11 12


F.4.1 Follow activity-specific rules, procedures, and etiquette with little or no reinforcement.

F.4.2 Utilize safety principles in activity situations.

F.4.3 Work productively with a partner to improve skills, for example improve the overhand throw pattern for distance by using the critical elements of the process.

F.4.4 Work independently and on task for short periods of time.

F.4.5 Accept the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others.


F.8.1 Identify positive and negative peer influence.

F.8.2 Solve problems by analyzing causes and potential solutions.

F.8.3 Make choices based on the safety of self and others.

F.8.4 Consider the consequences when confronted with a behavior choice.

F.8.5 Resolve interpersonal conflicts with a sensitivity to rights and feeling of others; find positive ways to exert independence.

F.8.6 Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.


F.12.1 Apply rules, procedures, and etiquette in all physical activity settings.

F.12.2 Act independently of peer pressure.

F.12.3 Defuse potential conflicts by communicating with other participants.

F.12.4 Keep in perspective the importance of winning and losing relative to other established goals of participation.

F.12.5 Take appropriate leadership or supportive roles in activities.

F.12.6 Create a safe environment for their own skill practice and group activities.

F.12.7 Set personal goals for activity and work toward their achievement.


6-8 PE Curriculum Guide Appendix vii

G. Understanding Diversity

Students in Wisconsin will demonstrate understanding and respect for differences among people in physical-activity settings.

K 1 2 3 4 5 6 7 8 9 10 11 12


G.4.1 Explore cultural and ethnic self-awareness through participation in physical activity.

G.4.2 Demonstrate acceptance of the skill and ability of others through verbal and nonverbal behavior.

G.4.3 Indicate respect for persons from different backgrounds and the cultural significance as they contribute to various games, dances, and physical activities.


G.8.1 Recognize the role of sports, games, and dance in modern culture.

G.8.2 Identify behaviors that are supportive and inclusive in physical-activity settings.

G.8.3 Display sensitivity to the feelings of others during interpersonal interactions.

G.8.4 Respect the physical and performance limitations of self and others.


G.12.1 Recognize the value of sports and physical activity in understanding multiculturalism.

G.12.2 Invite students of both genders and various ethnic backgrounds and those with exceptional needs to join in personally enjoyable physical activities.

G.12.3 Display a willingness to experiment with the sport and activity of other cultures.

G.12.4 Develop strategies for including persons of diverse backgrounds and abilities in physical activities.

G.12.5 Recognize how participation in physical activity influences appreciation for people of both genders, varying cultures and ethnic groups, and those with various levels of physical ability or disability.

School District of La Crosse Glossary of Terminology

6-8 PE Curriculum Guide Appendix viii

Glossary of Terminology

Aerobic Exercise – long-duration exercise that relies on the presence of oxygen for the production of

energy; it may be used to control body weight, reduce the percentage of body fat, improve the

circulatory function, and reduce blood pressure.

Authentic Assessment – evaluating by asking for the behavior the learning is intended to produce. The

concept of model, practice, feedback in which students know what excellent performance is and are

guided to practice an entire concept rather than bits and pieces in preparation foe eventual

understanding. A variety of techniques can be employed in authentic assessment.

Adventure Theory – putting groups of people in novel or unique settings, outside of comfort zones, and

making them responsible for the outcome of group decisions.

Benchmark – student performance standards (the level or levels of student competence in a content

area.

Challenge Education – implemented by force without choices.

Challenge by Choice – any person has the right to choose to participate or to choose not to participate

in the activity.

Checklists – consist of a list of desirable/essential behaviors or characteristics and a way to indicate

whether they are present.

Domains – a field of activity or influence. A student in physical education should be educated across the

three main domains of learning, being and doing:

Psychomotor – physical abilities and neuromuscular skills.

Cognitive – intellectual aspects.

Affective – values, attitudes, interests, and social skills.

Dual sports – such as badminton, tennis, handball, and racquetball.

Experimental Education – no content and you learn through your experiences.

FITNESSGRAM – is a comprehensive health-related fitness and activity assessment and computerized

reporting system.

Games – games may be classified in a variety of ways depending on their purpose and nature; Games

may be used as a tool for applying, reinforcing, and implementing a variety of fundamental movement

and sport skills. Games may be a primary means of learning new movement skills.

Cooperative Games – emphasize group interaction and positive socialization in a cooperative

setting that de-emphasizes competition.

Fielding/Run-Scoring Games – games that involve a player striking or kicking an object and

then running a specific pattern while the opposing teams retrieve the object.


6-8 PE Curriculum Guide Appendix ix

Invasive Games – played on courts, fields, rinks, or pools by two teams of equal sides. As the

game is played, teams intermingle and attempt to outscore the opponent by invading the

opponent’s territory.

Lead-up Games – active games that involve two or more of the sport skills, rules, or procedures

used in playing the official sport.

Low- organized games – include activities that are easy to play, have few and simple rules,

require little or no equipment, and may be varied in many ways.

Net/Wall Games – those games, which teams, are divided by a net or play is against a wall.

Goal setting – is a mechanism that helps students understand their potential and feel satisfied with their

accomplishments.

Guided Discovery – leads group to an outcome without giving the answer, hug part of problem solving.

Heart Rate Monitor – a device worn that can provide information of the person’s current heart rate; the

average heart rate for an activity; the percent of time in, above, and below a specified target heart rate

zone; the length of the exercise session and the maximum and minimum heart rates and interval time.

The type of heart rate monitor that provides the most useful and accurate information has a chest strap

that transmits the heart rate to a receiver.

Individual sports – such as golf, swimming, biking, bowling, and out door pursuits.

Lifetime Activity – refers to activities that are accessible and enjoyable throughout one’s life. These

activities are engaged in for recreational and health-related fitness reasons.

Outdoor Education – an educational experience that takes place outside.

Outdoor Pursuits – traveling from point A to point B across the natural environment without the use of

motorized transport.

Physical Fitness – a positive state of well being influenced by regular, vigorous physical activity,

genetic makeup, and nutritional adequacy. Two aspects of physical fitness are health-related fitness and

performance-related or motor skill fitness.

Health-related fitness – a relative state of being. The development and maintenance of health-

related fitness is a function of physiological adaptation to increased overload.

Cardiovascular endurance – the ability of the heart, lungs, and vascular system to

supply oxygen and nutrients to the muscles during activity.

Muscular endurance – the ability of the muscles to exert force for an extended period of

time.

Muscular strength – the ability of the muscles to exert one maximum effort.

Flexibility – the ability of the various joints of the body to move through their full range

of motion.

Body Composition – the proportion of lean body mass to fat body mass.

Performance-related or motor skill fitness – related to the quality of one’s movement skill.


6-8 PE Curriculum Guide Appendix x

Agility – the ability to change direction quickly while the body is in motion.

Balance – the ability to maintain one’s equilibrium in relation to the force of gravity.

Static balance – the ability to maintain one’s equilibrium in a fixed position.

Dynamic balance – the ability to maintain one’s equilibrium while the body is in motion.

Coordination – the ability to integrate separate motor systems with varying sensory

modalities into efficient movement.

Power – the ability to perform one maximum effort in as short a period as possible.

Reaction time – the amount of time elapsed from the time the senses signal the need to

move to the first movement of the body.

Speed – the ability to move from one point to another in the shortest amount of time.

Portfolio – a purposeful, integrated collection of actual exhibits and work samples showing effort, and

achievement. Portfolios need not consist of anything and everything, but a selection of items called

artifacts.

Principle: F.I.T.T.

Frequency – implies that exercise must be regular to be effective. The frequent use of a body

part in vigorous physical activities will either improve its efficiency or help it remain at about the

same state.

Intensity – physical exertion must be beyond that required for daily living to produce fitness

gains.

Time – must be of specific duration to be effective.

Type – specific activity to improve a component of health-related fitness.

Protocol – proper procedure, etiquette, and or a code of behavior.

Rubrics – are the criteria and standards used to evaluate student work. Rubrics let students know how

assessments will be judged so that they can perform better on them.

Sports – games governed by a set of rules and regulations, which may be classified as dual, individual,

and team sports.

Target Games – those games that require a target/targets at which the players aim and must hit to score

Target Heart Rate – used to determine activity intensity. It is used to enhance the level of

cardiovascular endurance. See other sources for specifics on creating target heart rate formulas for

middle school students.

Team sports – such as basketball, soccer, softball, and volleyball.

Training – the process of under going certain actions or exercises to bring to a desired condition.

Interval Training – alternating short bursts of activity with rest periods.

Continuous Training – some activity or exercise performed over an extended time period.

Partner-Resisted Training – an extension of basic body weight exercises. I.e. simple equipment

such as a towel, or using own body weight.


6-8 PE Curriculum Guide Appendix xi

Resistance-Band Training – involves using surgical tubing, rubber cords, or bands

manufactured specifically for muscular strength and endurance training.

Circuit Training – this type of training involves several different exercises, allowing you to

vary the intensity or type of activity as students move from station to station. Circuit training is

an excellent way to create variety in aerobic endurance activity.

Weight Training – a form of fitness training that usually includes working with four variables

1. Amount of resistance (weight) per lift

2. Number of repetitions of each lift (set)

3. Number of sets per workout

4. Number of workouts per week

Wellness – a concept, which suggests that all aspects of a person’s life are balanced. In addition,

wellness implies that a person will be active and free from disease.

School District of La Crosse Resources

6-8 PE Curriculum Guide Appendix xii

Resources that may be helpful in implementing the curriculum

American Alliance for Health, Physical Education, Recreation, and Dance. (1999) Physical Best Activity

Guide: Secondary Level. Champagne, IL: Human Kinetics

American Alliance for Health, Physical Education, Recreation, and Dance. (1999) Physical Education

for Lifelong Fitness: The Physical Best Teacher’s Guide. Champagne, IL: Human Kinetics

Anderson, Bob. (2000) Stretching: 20th

Anniversary Revised Edition. Bolinas, CA: Human Kinetics

Barbarash, Lorraine. (1997) Multi-cultural Games. Champagne, IL: Human Kinetics

Buck, Marilyn M. (2002) Assessing Heart Rate in Physical Education. Reston, VA: NASPE

Publications

Cooper Institute for Aerobics Research. (1999) FITNESSGRAM: Test Administration Manual.

Champagne, IL: Human Kinetics

Cone, Theresa P., Cone, Stephen L., Werner, Peter, Woods, Amelia. (1998) Interdisciplinary Teaching

Through Physical Education. Champagne, IL: Human Kinetics

Hichwa, John. (1998) Right Fielders Are People Too: An Inclusive Approach to Teaching Middle

School Physical Education. Champagne, IL: Human Kinetics

Lund, Jaclyn Lea Ph.D. (2000) Creating Rubrics for Physical Education. Reston, VA: NASPE

Publications

Melograno, Vincent J. Ed.D. (2000) Portfolio Assessment for K-12 Physical Education. Reston, VA:

NASPE Publications

Mohnsen, Bonnie S. (1997) Teaching Middle School Physical Education: A Blueprint for Developing an

Exemplary Program. Champagne, IL: Human Kinetics

National Association for Sport and Physical Education. (1995) Moving Into The Future: National

Standards for Physical Education. St Louis, MO: NASPE Publications

O’Sullivan, Mary Ph.D, Henninger, Mary. (2000) Assessing Student Responsibility and Teamwork.

Champagne, IL: Human Kinetics

Panacucci, Jane. (2000) Adventure Curriculum for Physical Education: Middle School. Beverly, MA:

Project Adventure Inc.

Steffen, Jeff PhD, Grosse, Susan J. MS. (2003) Assessment in Outdoor Adventure Physical Education.

Reston, VA: NASPE Publications

Summerfield, Cathie. (2000) PE-4-ME: Teaching Lifelong Health and Fitness. Champagne, IL Human

Kinetics

Wisconsin Department of Public Instruction. (1997) Wisconsin’s Model Academic Standards for

Physical Education. Milwaukee, WI: Publication Sales

School District of La Crosse Resources

6-8 PE Curriculum Guide Appendix xiii

Physical Education Web Sites

www.aapherd.org American Alliance of Physical Education, Health, Recreation, and Dance

www.wapherd.com Wisconsin Association for Health, Physical Education, Recreation, and

Dance

www.pecentral.com K – 12 Assessments ideas, lesson plans, research, and resources

www.pelinks4u.org K – 12 PE, Health, Fitness, Nutrition, Interdisciplinary PE, Adaptive PE,

Coaching, and Technology in PE

www.humankinetics.com K – 12 PE resources, Distance Education, Journals, and Conferences

www.pedigest.com Current PE Issues, Articles, Downloads and an Online Book store

www.members.tripod.com Physical Education lesson plan page

www.greatactivities.net PE resources and Great Activities Publishing Company

www.Pe4life.org PE resources, research, and current news

www.education-world.com PE and Sports Site

www.sports-media.org Free lesson plans

www.teachernet.com K – 12 PE lessons and games

http://www.aapherd.org/

http://www.wapherd.com/

http://www.pecentral.com/

http://www.pelinks4u.org/

http://www.humankinetics.com/

http://www.pedigest.com/

http://www.members.tripod.com/

http://www.greatactivities.net/

http://www.pe4life.org/

http://www.education-world.com/

http://www.sports-media.org/

http://www.teachernet.com/

School District of La Crosse Adventure Education – Additional Activities for Part III

6-8 PE Curriculum Guide Appendix xiv

Adventure Education

Additional Activities for Part III

(Items in this section are reprinted with permission from Grip-It Adventures and Gopher Sports)

School District of La Crosse Grade 6 Activities

6-8 PE Curriculum Guide Appendix xv


6-8 PE Curriculum Guide Appendix xvi


6-8 PE Curriculum Guide Appendix xvii


6-8 PE Curriculum Guide Appendix xviii


6-8 PE Curriculum Guide Appendix xix


6-8 PE Curriculum Guide Appendix xx


6-8 PE Curriculum Guide Appendix xxi


6-8 PE Curriculum Guide Appendix xxii


6-8 PE Curriculum Guide Appendix xxiii


6-8 PE Curriculum Guide Appendix xxiv


6-8 PE Curriculum Guide Appendix xxv


6-8 PE Curriculum Guide Appendix xxvi


6-8 PE Curriculum Guide Appendix xxvii

School District of La Crosse Sample Assessments for Use in Physical Education

6-8 PE Curriculum Guide Appendix xxviii

Sample Assessments

For Use in

Physical Education (Items in this section are reprinted with permission from Grip-It

Adventures and Gopher Sports)


6-8 PE Curriculum Guide Appendix xxix


6-8 PE Curriculum Guide Appendix xxx


6-8 PE Curriculum Guide Appendix xxxi


6-8 PE Curriculum Guide Appendix xxxii


6-8 PE Curriculum Guide Appendix xxxiii


6-8 PE Curriculum Guide Appendix xxxiv


6-8 PE Curriculum Guide Appendix xxxv


6-8 PE Curriculum Guide Appendix xxxvi


6-8 PE Curriculum Guide Appendix xxxvii


6-8 PE Curriculum Guide Appendix xxxviii


6-8 PE Curriculum Guide Appendix xxxix


6-8 PE Curriculum Guide Appendix xl


6-8 PE Curriculum Guide Appendix xli


6-8 PE Curriculum Guide Appendix xlii


6-8 PE Curriculum Guide Appendix xliii


6-8 PE Curriculum Guide Appendix xliv


6-8 PE Curriculum Guide Appendix xlv


6-8 PE Curriculum Guide Appendix xlvi


6-8 PE Curriculum Guide Appendix xlvii


6-8 PE Curriculum Guide Appendix xlviii


6-8 PE Curriculum Guide Appendix xlix

6-8 Physical Education Curriculum...May 06, 2014 · School District of La Crosse Philosophy of...

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