Curriculum Management System2.5.12.A.2‐Analyze application of force and motion (weight transfer,...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Health & Physical Education

Grade: 12

For adoption by all regular education programs Board Approved: November 2015

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as specified and for adoption or adaptation by

all Special Education Programs in accordance

with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ...

Mission, Vision, Beliefs, and Goals Page ...

Core Curriculum Content Standards Page ...

Scope and Sequence Page ...

Goals/Essential Questions/Objectives/Instructional Tools/Activities Page ...

Quarterly Benchmark Assessment Page …

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION

Dr. Michael Kozak, Superintendent

Dr. Dori Alvich, Assistant Superintendent

BOARD OF EDUCATION

Mr. Doug Poye, Board President

Mr. Tom Nothstein, Board Vice President

Ms. Michele Arminio

Mr. Marvin I. Braverman

Ms. Jill DeMaio

Mr. Lew Kaufman

Ms. Kathy Kolupanowich

Mr. Anthony Prezioso

Mr. Steven Riback

Jamesburg Representative

Mr. Robert Czarneski

WRITER’S NAMES:

Sandra Mascali

CURRICULUM SUPERVISOR:

Gregor Beyer

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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well‐trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first.

2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population.

3. We believe there is a sense of urgency about improving rigor and student achievement.

4. All members of our community are responsible for building capacity to reach excellence.

5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.

6. We believe that collaboration maximizes the potential for improved outcomes.

7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.

8. We believe that resources must be committed to address the population expansion in the community.

9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups.

2. Systematically collect, analyze, and evaluate available data to inform all decisions.

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3. Improve business efficiencies where possible to reduce overall operating costs.

4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.

5. Provide early interventions for all students who are at risk of not reaching their full potential.

6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS]

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links:

1.CCSSHomePage:http://www.corestandards.org

2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions

3.CCSSTheStandards:http://www.corestandards.org/the-standards

4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca

5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org

6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html

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ScopeandSequence

Quarter1

UNITTOPICS

I. Hiking TargetHeartRate Stretching Pedometer SocialBenefit

II. Speedball Rules Scoring Terminology Safety

III. UltimateFrisbee Communication Teamwork Skills Rules&Scoring

IV.

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Quarter2

UNITTOPICS

I. Basketball Rules Skills Scoring Games Positioning

II. Volleyball Rules Skills Safety Etiquette

III. PersonalFitness/TableTennis PersonalFitness FitnessPlan Charting Aspects Safety Rules Skills Scoring

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Quarter3

UNITTOPICS

I.Wellness(Healthyvs.UnhealthyLifestyle)–mental,physical,emotionalandsocialhealth–selfesteem–values–stress/stressmanagement‐communication

II.Relationships

‐ family‐ peer‐ romantic‐ violenceawareness

III.LivingonYourOwn(Budgeting)

‐ singleliving‐ marriage‐ parenting

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Quarter4

UNITTOPICS

I. RecreationalSports LifetimeSports

II. Archery&WallClimbing Safety Skills PartsoftheBow Respect Responsibility DecisionMaking

III. Golf&GroupExercise Swing History Safety HealthyLifestyle Responsibility Respect Exercise

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UNIT1 – HikingStageOne:DesiredResults

ESTABLISHEDGOALS

‐Toprepareandmotivatestudentstoengageinphysicalactivityoutsideofschoolandthroughoutlife

‐Toprovideopportunitiesforstudentstodevelophealthyhabitswhilegaininganappreciationforitsimportancethroughoutlife

2.5.12.A.2‐Analyzeapplicationofforceandmotion(weighttransfer,power,speed,agility,rangeofmotion)andmodifymovementtoimpactperformance.

�2.5.12.A.4‐Critiqueamovementskill/performanceand discusshoweachpartcanbemademoreinteresting,creative,efficient,andeffective.

2.5.12.B.1‐Demonstrateandassesstacticalunderstandingbyusingappropriateandeffectiveoffensive,defensive,andcooperativestrategies

2.5.12.B.2‐Applyavarietyofmentalstrategiestoimproveperformance.

2.5.12.B.3‐Analyzefactorsthatinfluenceintrinsicandextrinsicmotivationandemploytechniquestoenhanceindividualandteameffectiveness.

2.6.12.A.1‐Comparetheshort‐andlong‐termimpactonwellnessassociatedwithphysicalinactivity.

Transfer

Studentswillbeabletoindependentlyusetheirlearningto…

Beabletomaintainphysicalfitnessthatisbeneficialforahealthylifestyle

Meaning

UNDERSTANDINGS

Studentswillunderstandthat…

Physicalactivityprovidesavarietyofopportunityforhealth,enjoyment,challengeandsocialinteraction

Pacingoneselfduringcontinuousexerciseisimportant

ThereisadifferencebetweenRestingHeartRatevspositiveExerciseHeartRate

ESSENTIALQUESTIONS

Howcanexerciseaidinthereliefofstress?

Whyisthelackofphysicalactivityunhealthy?

Howcanapersonmaintainphysicalfitnessthroughhiking?

Acquisition

Studentswillknow…

‐HowtotakerestingHRandexercisetomeetTargetHeartRate

‐Properstretchingforhiking

Studentswillbeskilledat…

‐TakingHRattheconclusionofactivitytomeasurethebenefitoftheirfitnesslevel

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2.6.12.A.4‐Compareandcontrasttheimpactofhealth‐relatedfitnesscomponentsasameasureoffitnessandhealth.

‐Health‐relatedcomponentsoffitnessspecificallyrelatedtohiking

‐Howtouseapedometer

‐Howmanystepsneedtobetakendailytomaintainhealthyfitnesslevels

‐Thehealthandsocialbenefitsofhiking

‐Usingapedometer/heartmonitorcorrectly

‐Explainwhyhikingisanimportantlifetimeactivity

‐Planahikingroutewithvaryingterrainforabeneficialworkout

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidence

SUGGESTEDPERFORMANCERUBRIC SUGGESTEDPERFORMANCEASSESSMENT:

Studentswillengageinthefollowingperformancetask:

Increasedistanceandpacetocompletebeneficialhealthyworkoutsinhiking

OVERVIEW:Studentswillunderstandrestingheartrate,targetheartrateanditsbenefitstooverallfitness.Eachstudentwillcharttheirheartratespriortoworkoutandafter.Apersonallogofcaloricintakewillbeusedanddeterminethetotalcaloricburnduringvarioushikesanditsbenefitsforcardiovascularhealth.Studentswillusevariousmeansoftechnologytotracksteps,milesandcaloriesburnedduringexerciseandunderstandingthebenefitsofpacinghikestobenefithealth.Studentswillkeeptrackoffoodconsumedduringthehiking

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classesandunderstandwhicharebeneficialanddetrimentaltooverallhealthandfitness.

DIFFERENTIATION:Adjustmentsindistance(eithershortenedorlengthened),additionalattemptsmaybeaddedbasedoncurrentskilllevel,outcomesorpace.

TECHNOLOGY:

‐IPADStolearn/understandvariousfitnessterminology(heartrate,targetheartrate,pace,calorieburning,caloricintake)

‐useMapMyWalkApp

‐FitBits

‐Pedometers

‐HeartRateMonitors

SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:

Score4.0InadditiontoScore3.0,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.

OTHERSUGGESTEDPERFORMANCETASKS:

Pre‐assessment/surveyusingKWLcharts Teacherobservationofvarioustaughtskills PeerEvaluations SelfEvaluations DrillWork Leadupgames WrittenTests QuestioningStrategies(informal)

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Score3.0:Nomajorerrorsoromissionsregardinganyoftheinformationand/orprocesses(simpleorcomplex)thatwereexplicitlytaught.

Score2.0:Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessesbutmajorerrorsoromissionsregardingthemorecomplexideasandprocesses.

Score1.0:Withhelp,partialunderstandingofsomeofthesimplerdetailsandprocessesandsomeofthemorecomplexideasandprocesses.

VideoAnalysis Summarization Polls/Surveys ExitTickets

StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:Understandingofrestingheartrate/targetheartrate

Increasedistanceofhike/increasetimeofexercise

Increasetypesofterrainfordifficulty

Keepingpacewithclass/instructor

SUGGESTEDMETHODSOFDIFFERENTIATION:Lessendistancebutincreasetimeofhike

Modifyterrainofhike

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RESOURCES:

AmericanAllianceforHealth,PhysicalEducation,RecreationandDance(AAHPRED) www.aapherd.org CentersforDiseaseControlandPrevention(2006)PhysicalEducationCurriculumAnalysisTool.Atlanta,GA:Author

http://www.cdc.gov/HealthyYouth/physicalactivity/ NewJerseyDepartmentofEducation(2014)CoreCurriculumContentStandardsinComprehensiveHealthandPhysicalEducation

www.nj.gov/education/aps/cccs/chpe/standards.htm AmericanRedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

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UNIT2– SpeedballStageOne:DesiredResults

ESTABLISHEDGOALS

‐Lifelongsportsprovidemanyhealthbenefitsintheareaofcardiovascularandmuscularendurance

‐Comprehend,understand,analyze,evaluateandrespondtoavarietyofreal‐life,meaningfulwellnessproblems

2.5.12.B1‐Demonstrateandassesstacticalunderstandingbyusingappropriateandeffectiveoffensive,defensiveandcooperativestrategies.

2.5.12.B2‐Applyavarietyofmentalstrategiestoimproveperformance.

2.5.12.B3‐Analyzefactorsthatinfluencetheintrinsicandextrinsicmotivationandemploytechniquestoenhanceindividualandteamperformance.

2.5.12.C1‐Analyzetherole,responsibilitiesandpreparationofplayers,officials,trainersandotherparticipantsandrecommendstrategiestoimprovetheirperformanceandbehavior.

Transfer


Developanunderstandingoftherules,strategiesandskillsofspeedballtoenhancefitnessthroughgameparticipation

Meaning

UNDERSTANDINGS


‐thegameofspeedballrepresentsanoverlapofskillsfromavarietyoflearnedsports(football,basketball&soccer)

‐engagingineithercompetitiveorrecreationalsportshasmanybenefitsforbothhealthandskillrelatedfitness

‐theessentialskillandmovementpatternsinspeedballaresimilartotheessentialskillandmovementpatternsintraditionalsports

ESSENTIALQUESTIONS

Howdotherules/strategiesoffootball,basketballandsoccercombinetomaketherulesofspeedball?

Howisscoringdifferentfromothersports?

Whatroledoescardiovascularconditioningplayinthegameofspeedball?

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2.5.12.C.3‐Determinethecurrentimpactofglobalizationandtechnologyondevelopmentof,participationin,andviewingofgames,sports,danceandothermovementactivities,andpredictfutureimpact.

2.6.12.A.1‐Comparetheshort‐andlong‐termimpactonwellnessassociatedwithphysicalinactivity.

2.6.12.A.4‐Compareandcontrasttheimpactofhealth‐relatedfitnesscomponentsasameasureoffitnessandhealth.

Acquisition

Studentswillknow…

‐howtoapplybasicrulesofspeedball

‐calculatethescoringofthegame

‐identifythebasicskillsofspeedballandunderstandhowitrelatestoothersports

‐recognizeterminologynecessarytothegame

‐safetyaspectsofspeedball

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‐applyingrulesofspeedballduringgamesituations

‐calculatethescoreofthegamedeterminedbytypeofgoalscored(touchdown,goal,dropkick)

‐applyingbasicskillsofspeedballintogamesituations(dribbling,passing,catching,conversion,defense)

‐completeskillworktoimprovegameplayandfitness

‐understandsafetyrules

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SUGGESTEDPERFORMANCERUBRIC:

Catching/Pickups 1 Shows little consistency catching, does not use proper form, unable to perform pick ups

2 Able to catch close range, can do a pick up with no pressure

3 Catches with consistency and using good form, uses pickups during the game frequently

4 Makes routine and difficult catches, able to perform pickups quickly and consistently

Throwing Demonstrates poor throwing mechanics and little distance and accuracy

Throwing mechanics are slightly flawed, throwing distance and accuracy is good at close range

Throwing mechanics are correct. Demonstratesability to make long and short throws with accuracy most throws

Throws the ball with

sound mechanics, can throw extremely accurately

close and far

Kicking Lacks ability to drop kick and unable to kick the ball with power or accuracy

Can kick the ball with little accuracy and some power but uses good mechanics

Kicks the ball with moderate accuracy and power, can drop kick with some consistency

Kicks the ball with good mechanics, demonstrates ability to kick with accuracy and power frequently, able to drop

SUGGESTEDPERFORMANCEASSESSMENT:

Studentswillengageinthefollowingperformancetasks:

OVERVIEW:Studentswilldemonstratesoccerdribbling,passing,throwinandspeedballconversionskills.Studentswillperformeachskillinateamrelaysetupandcompleteeachtaskstothebestoftheirabilities.Assessmentwillalsobeimplementedduringgameplaytoevaluationofskillsandteamwork.Dailypracticeofskillsandapplicationintogameplaywillbeused.

DIFFERENTIATION:Adjustmentsindistance(shortenedorlengthened),additionalattemptsmaybeaddedbasedoncurrentskilllevelandoutcomes.

TECHNOLOGY:

IPad–YouTube:SpeedballGame

IMovie:videotapeindividual/teamskills

videotapegamesforclasstoreview

PeerSkillsAssessment

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kick during games with consistency

Teamwork/Strategy Does not work well with teammates or demonstrate good understanding of rules and strategy

Communicates

with teammates

infrequently, does show

some understanding

of game strategy

Works well with teammates during games, makes some errors in strategy during gameplay

Demonstrates a solid understanding of the strategy, applies scoring and defensive decisions, interacts and communicates with teammates in a positive manner

Reviewofvideotapingwillshowthelevelofperformancethatisachievedconsistentlyaccordingtothegradingrubricusedforassessment.

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Score1.0:Withhelp,partialunderstandingofsomeofthesimplerdetailsandprocessesandsomeofthemorecomplexideasandprocesses


Pre‐assessment/surveyusingKWLcharts Teacherobservationofvarioustaughtskills PeerEvaluations SelfEvaluations DrillWork LeadUpGames WrittenTests QuestioningStrategies(informal) VideoAnalysis Summarization Poll/Surveys ExitTickets

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Stage Three: Learning Plan

Summary of Key Learning Events and Instruction

SUGGESTEDLEARNINGEVENTS:Introduction/historyofspeedball

Practiceofskills/incorporateintogames(modified–fullgameplay)

Vocabulary

Understandwhentouseeachskill

Rules/regulations/safety

Competeinactualgames

SUGGESTEDMETHODSOFDIFFERENTIATION:Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneeded.Modifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification.Modifymovements;breakdownmovementintosimplersteps.ConsultIEPsand504Plans.Provideastudyguidewhennecessary.

RESOURCES:


http://www.cdc.gov/HealthyYouth/physicalactivity/

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NewJerseyDepartmentofEducation(2014)CoreCurriculumContentStandardsinComprehensiveHealthandPhysicalEducationwww.nj.gov/education/aps/cccs/chpe/standards.htm

RedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

UNIT3 – UltimateFrisbeeStageOne:DesiredResults

ESTABLISHEDGOALS

‐Lifelongsportsprovidemanyhealthbenefitsintheareaofcardiovascularandmuscularendurance

‐Comprehend,understand,analyze,evaluateandrespondtoavarietyofreal‐life,meaningfulwellnessproblems

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed,

Transfer


Developanunderstandingoftherules,strategiesandskillsofultimatefrisbeetoenhancefitnessthroughgameplay

Meaning

UNDERSTANDINGS

Studentswillunderstand…

‐communicationisvitalduringteamsports

‐everyonehasindividualrolesandresponsibilities

‐someparticipantswillbeleadersandothersfollowersbutbothareequal

ESSENTIALQUESTIONS

Whatformsofcommunicationarenecessaryduringateamsport?

Whyisitimportanttoknowyourownroleinthegame?

Howcanyouhelptheteamevenwhenyouarenotthestrongestplayerormostskilled?

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agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

‐rulesandregulationskeepparticipantssafeduringplayandmustbefollowed

‐therearebasicandadvancedstrategiesduringgameplay

Whatwouldhappeniftherewerenorulesinthegames?

Whattypeofconceptsenhancestheteam’sperformanceduringgameplay?

Acquisition

Studentswillknow…

‐communication(verbal&nonverbal)onateamisnecessarytoincreasechancesofsuccess

‐knowingyourrolehelpstheteamworktogetherandbesuccessfulingameplay

‐providingfeedbackandpositivecommentshelpteamsworktogether

‐incorporatebasicskills/rulesintothegameofultimateFrisbee

‐implementbasicscoring,rules,penaltiesforviolations


‐identifyingtypesofcommunicationingames

‐describetheimportanceofknowingtheirrolesonateam

‐identifywaystohelpoutteamnomatterstrengths/weaknesses

‐identify/demonstratebasicandadvancedoffensive/defensivestrategies(throwing,catching,cuttingtoopenspace,shortpasses)(10secondrules,intercepting,blocking,markinganopponent,zone/mantoman)

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2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidence


Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

DISC SKILLS 1

Utilizes 1 of the 4 throws during tournament play.

2 Utilizes 2 of the 4 throws during tournament play.

3 Utilizes 3 of the 4 throws during tournament play.

4 Utilizes all 4 throws during tournament play.



OVERVIEW:StudentswilldemonstratevariousFrisbeeskillsandteamstrategies(throwing,catching,andoffensive/defensivestrategies)throughdrillsandleadupgamesthenapplylearnedskillsintogamesettings.Thestudentswillbeassessedusingtherubricattached.TherubricwillbehandedoutorpostedonEbackpack.Studentswillbeexpectedtostudythetechniquesandpracticepriortotheassessment.

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CATCHNG Has trouble catching the Frisbee when contact is made with hands.

Occasionally catches the Frisbee when contact is made with hands.

Shows some ability to catch the Frisbee when contact is made with hands.

Almost always catches the Frisbee when contact is made with hands.

MOVEMENT Often times not ready for Frisbee play, stationary, & does not move to or away from the Frisbee

Occasionally in ready position, moves 1 or 2 steps, given effort but reaction time & predictions are slow.

Mostly in ready position, movement allows for adequate field coverage & reaction time is sufficient.

Always in ready position, movement allows for good field coverage, directs others to be in the correct place. Good to excellent, Frisbee reaction time.

TEAMWORK

Does not communicate with teammates, lacks cooperation with teammates, & acts negatively towards teammates.

Occasionally communicates with teammates, cooperates with teammates, & rarely assists teammates.

Communicates with teammates regularly, cooperates & occasionally strategizes with teammates, and occasionally assists teammates.

Encourages & initiates communication, cooperates & strategizes with teammates, assists teammates, and refers to game rules when needed.

SPORTSMANSHIP Negative reactions towards teammates/officials,isolates themselves from teammates,

Occasionally encourages teammates, plays in isolation,

Encourages teammates, stays positive, good effort & hustle,

Positive attitude, encourages teammates, stays positive,

DIFFERENTIATION:Flexiblegrouping,equipmentmodifications,paceofplayandrulesvariationsdependentuponskilllevels.

TECHNOLOGY:

IPad:YouTube–UltimateFrisbeegames/howtothrowfrisbeescorrectly

IMovie‐peerassessmentofskills

assessmentofgameplay

SkillsTest

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lacks hustle, does not understand the rules/concepts of the game.

shows effort at times, and knows little about the rules/concepts of the game.

includes everyone in game play.

includes others in plays, hustles on all plays, and understandsthe basic rules & concepts of the game.


OTHERSUGGESTEDPERFORMANCEASSESSMENTS:

PeerCatching/ThrowingRubric Pre‐assessment/surveyusingKWLcharts

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Teacherobservationofvarioustaughtskills PeerEvaluations Self‐Evaluations DrillWork Leadupgames WrittenTests QuestioningStrategies VideoAnalysis Summarization Polls/Surveys ExitTickets WebQuest Quickwrites

StageThree:LearningPlan

SummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:Introduction/historyofultimatefrisbee

Demonstrate/practiceproperthrowingandcatchingtechniqueofafrisbee(partnerpractice)

Explanationofrules/scoring

ModifiedgameofultimateFrisbee(smallgroups)–throwandcatch(nodefensiveplay)

Introducedefensiveplay

Fullfieldgameplay(stoppagesforinstructionwhennecessary)

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Classtournament

SUGGESTEDMETHODSOFDIFFERENTIATION:Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,Modifymovements;breakdownmovementintosimplersteps,ConsultIEPsand504Plans,Provideastudyguidewhennecessary.

RESOURCES:



www.nj.gov/education/aps/cccs/chpe/standards.htm AmericanRedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

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UNIT4 – BasketballStageOne:DesiredResults

ESTABLISHEDGOALS

Lifelongsportsprovidemanyhealthbenefitsintheareaofcardiovascularandmuscularendurance.

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting,

Transfer


Investigate,research,andsynthesizevariousstrategiesthattopperformersandteamsuse.

Comprehend,understand,analyze,evaluate,andrespondtoavarietyofreal‐life,meaningfulproblemsthatariseduringpracticeandgameplay.

Meaning

UNDERSTANDINGS


‐engagingineithercompetitiveorrecreationalsportshasmanyhealthbenefitsonbothcardiovascularandmuscularfitness

‐theessentialcharacteristicinallteamsportsiscommunication

‐goodathleticpostureandbalanceareessentialforimprovingoverallperformanceandincreasesthelikelihoodofparticipationinlifelongphysicalactivity

ESSENTIALQUESTIONS

Whatskillsshouldoneacquiretoparticipateinthegameofbasketball?

Whatcriteriacanbeusedtoassessabasketballplayer?

Howdoeseffectiveandappropriatemovementaffectthegameofbasketball?

Whyisbasketballalifetimeactivity?

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creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.5.12.C.3 Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact

Acquisition

Studentswillknow…

‐howtoapplybasicrulesofbasketballtovarioustypesofgames

‐howtoexecutebasicskillsneededtoplaybasketball:passing,catching,dribblingandshooting

‐howtokeepscore:foulshot,2pointshots,3pointshots

‐howtoincorporatelearnedskillsintovarioustypesofbasketballgames:knockout,aroundtheworld,2ball

‐knowandunderstanddifferentplayerpositions:pointandshootingguards,forward,center


‐identifythehealthrelatedbenefitsofbasketball

‐executepropershootingform

‐demonstrateappropriateball‐handlingskills

‐demonstratevariouspassingtechniques

‐understandcorrectreboundingskills

‐understandoffensive/defensivetechniques

‐applyrulesandregulationstogamesituations

‐usebasketballskillsinmodified/lead‐upgames

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StageTwo:Evidence




Masteryofbasicskills

1 Neverusesthecorrectdribbling,passing&shootingtechniques.

2 Rarelyusesthecorrectdribbling,passing&shootingtechniques.

3 Usuallyusesthecorrectdribbling,passing&shootingtechniques.

4 Consistentlyusesthecorrectdribbling,passing,&shootingtechniques.

Skilllevelingameactivity

1 Nevertriestopasstoanopenplayer.Neverabletochangedirectionquicklytoavoidanopponentand/ortoreceivetheball.

2 Rarelytriestopasstoanopenplayer&controltheball.Rarelyabletochangedirectionquicklytoavoidopponentand/ortoreceivetheball.

3 Usuallytriestopasstoanopenplayer&controltheball.Usuallyabletochangedirectionquicklytoavoidanopponentand/ortoreceivetheball.

4 Consistentlytriestopasstoanopenplayer&controltheball.Consistentlyabletochangedirectionquicklytoavoidanopponentand/orreceivetheball.

PositioningandGamePlay

1 Neverplaysthecorrectpositiononoffenseordefense.Neverfollowstherules.

2 Rarelyplaysthecorrectpositiononoffenseordefense.Rarelyfollowstherules.Alwaysneedsreminders.

3 Usuallymaintainspositiononoffenseanddefense.Usuallyfollowsalltherules.



OVERVIEW:Studentswillparticipateinanendofunit,modified5v5halfcourtregulationroundrobinbasketballgameandapplytheskillsandknowledgethey’velearnedtoareallifegamesituationwithinateamsetting.Teacherwillassessstudentsbasedontheattachedrubric.Teacherwillcreateteamsbasedonneedsandcurrentability.Teamswillbepairedtoplayeachotherbasedonteamsskillmakeup.Gameswilllast5minutescontinuoustimeatwhichtimeanothergamewillbeginwithnewteams.

RoundRobinSchedule

Round1

Team1vsTeam4

Team2vsTeam5

Team3vsTeam6

Round2

Team1vsTeam5

Team4vsTeam6

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4 Consistentlymaintainspositioningonoffenseanddefense.Consistentlyfollowstherules.

Effort

1 Neverplayswithenergy.Standsaround.NevergetsaworkoutAlwaysmakesexcuses.

2 Rarelyplaysenergy.Standsaround.Rarelygetsaworkout.Frequentlymakesexcuses.

3 Usuallyplayswithenergyandhustlesmostofthetime.Usuallygetsagoodworkout.

4 Consistentlydoestheirbestwithenergyatalltimesregardlessofthescore.

Consistentlysupportiveofteammates.

Team2vsTeam3

Round3

Team1vsTeam6

Team5vsTeam3

Team4vsTeam2

DIFFERENTIATION:FlexibleGrouping,Outcomes,PaceofPlay,RulesVariationsdependingonskilllevel.

TECHNOLOGY:

IPadimplementation

‐ videotapeindividualskills‐ videotapegamestoreview‐ YouTube:Reviewvariouslearnedskills/games‐ scorekeepingforgames:BasketballGolf

33


Score4.0:InadditiontoScore3.0,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.





PeerShootingRubric Passing/LayupRubric Pre‐assessment/surveyusingKWLcharts Teacherobservationofvarioustaughtskills PeerEvaluations Self‐Evaluations DrillWork Leadupgames WrittenTests QuestioningStrategies VideoAnalysis Summarization Polls/Surveys ExitTickets WebQuest Quickwrites

34



SUGGESTEDLEARNINGEVENTS:Introductionofhistoryofbasketball

Skillsintroduction/practice

Individualdribblingwork:stationary,movinginopenspace,crossover,2ball

dribble

Partnerpassing

Boxingout/Reboundingdrills

Incorporatelearnedskillsintomodifiedgames/relayraces

LeadupGames:knockout,21,2‐ball

Participatein3v3gamesorbasketballgolfgame

Classtournament

Skillspecificcorrectivefeedback

SUGGESTEDMETHODSOFDIFFERENTIATION::Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,Modifymovements;breakdownmovementintosimplersteps,ConsultIEPsand504Plans,Provideastudyguidewhennecessary.

RESOURCES:



35


AmericanRedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

36

UNIT5– VolleyballStageOne:DesiredResults

ESTABLISHEDGOALS

Lifelongsportsprovidemanyhealthbenefitsintheareaofcardiovascularandmuscularendurance

Comprehend,understand,analyze,evaluateandrespondtoavarietyofreal‐life,meaningfulwellnessproblems

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

Transfer


Developandunderstandtheskills,strategiesandrulesofvolleyballtopromotelifetimewellness

Investigate,researchandsynthesizevariousstrategiesthattopperformersandteamsuse.

Meaning

UNDERSTANDINGS


‐engagingineithercompetitiveorrecreationalsportshasmanyhealthbenefitsonbothhealthandskillrelatedfitness

‐footpositioningandhiprotationareveryimportantaspectstothevolleyballserveandissimilarwhendeliveringatennisserve

‐therearebasicandadvancedstrategiesduringgameplay

ESSENTIALQUESTIONS

Whatarethefundamentalskillsneededtoplaythegameofvolleyball?

Howmanytimesiseachteamallowedtohittheballinapossession?

Whataresomecommonviolations?

Whenshouldaplayerbump,setorspikethevolleyballduringgameplay?

37

2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

When6playersareoneachteam,hoedoesrotationwork?

Acquisition

Studentswillknow…

‐howtofacilitatethelearningoftherulesandplayingregulationsandboundariesofthesportofvolleyball

‐understandetiquetteandsportsmanshipofthegameofvolleyball


‐combinebasictechniques/fundamentalsofserving

‐incorporatebasictechniquesofserving

‐integratebasictechniqueofbumping,settingandspiking

‐cultivateanunderstandingofrules

‐distinguishbetweendifferenttypesofrotation

‐practiceappropriateandsafebehaviors

38

StageTwo:Evidence






39

Serve12345

1 Ballstartsinnondominanthand

2 Feetat45degrees

3 Armswingsback

4 Strikesballwithheelofhand

5 Balllandsinbounds

BumpPass12345

1 Athleticstance

2 Handstogether,thumbseven

3 Strikesballwithforearms

4 Useslegsforpower

5 Ballisplayable

TheSet12345

1 Athleticstance

OVERVIEW:Studentswilltakepartinacooperativeskillschallengewithapartnerofsimilarabilityandskill.Studentstaketurnsassessingeachotheronthefollowingskills:

1. TheServe2. TheBump3. TheSet

Studentswillhave5attemptsatperformingeachoftheskills.Whileonestudentisperformingtheskills,anotherwillbeassessingthatstudentbasedontheattachedskillssheetandrubric.Theevaluatormustputhis/hernameontheevaluationrubric.

DIFFERENTIATION:FlexibleGrouping,Outcomes,PaceofPlay,RulesVariationsdependingonskilllevel.

TECHNOLOGY:

IpadImplementation:YouTube:skillsandgames

Videotaping:skills(serving,bumping,setting)

IMovie:videotapinggamesforreview

40

2 Fingersformdiamondoverhead

3 Contactmadeoverhead

4 Ballisplayable

Skillsassessments(individual/group)



Pre‐assessment/surveyusingKWLcharts

Teacherobservationofvarioustaughtskills

PeerEvaluations

41





Self‐Evaluations

WrittenTests

QuestioningStrategies

VideoAnalysis/Production

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

SkillRubrics

Journal

Criticalwritingstrategies

SkillsChallenges

42



SUGGESTEDLEARNINGEVENTS:Introductionofvolleyball/history

Skillstechniques/practice:partner/smallgroupdrills(videotapingforskillstest/

practice(bump,set,spike,serve)

Smallgroup/teamcompetitions:skillapplication

Gamerules/rotations/courtmarkings

Modifiedgames

RoundRobinClassTournament


RESOURCES:

AmericanAllianceforHealth,PhysicalEducation,RecreationandDance(AAHPRED) CentersforDiseaseControlandPrevention(2006)PhysicalEducationCurriculumAnalysisTool.Atlanta,GA:Author


www.nj.gov/education/aps/cccs/chpe/standards.htm RedCross

43

JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org www.aahperd.org

44

UNIT6– PersonalFitnessStageOne:DesiredResults

ESTABLISHEDGOALS

Educatestudentsonthebenefitsofphysicalactivitythroughvariousstrength/powertraining,cardiovascularandendurancebuildingactivities

2.1.12.A.1 Analyzetheroleofpersonalresponsibilityinmaintainingandenhancingpersonal,family,community,andglobalwellness.

2.1.12.A.2Debatethesocialandethicalimplicationsoftheavailabilityanduseoftechnologyandmedicaladvancestosupportwellness.

2.1.12.B.1Determinetherelationshipofnutritionandphysicalactivitytoweightloss,weightgain,andweightmaintenance.

2.6.12.A.1Comparetheshortandlongtermimpactonwellnessassociatedwithphysicalinactivity.

2.6.12.A.2Design,implementandevaluatefitnessplanthatreflectsknowledgeandapplicationoffitness‐trainingprinciples.

2.6.12.A.3Determinetheroleofgenetics,gender,age,nutrition,activitylevelandexercisetypeonbodycomposition.

Transfer


‐planandimplementatrainingprogramtoimprovestrength,enduranceandoverallfitness

‐usealifetimefitnessskilltoimprovehealth

Meaning

UNDERSTANDINGS


‐aperson’sfitnessplanshouldbedesignedspecificallyfortheindividualandtheirgoals

‐followingrules/regulationshelppreventaccidentsandinjuries

‐differentmethodsoftrainingcanbeusedfordifferentresults(strength,cardiovascular,endurance,power)

ESSENTIALQUESTIONS

Howdoesanindividualdesigntheirownfitnessplan?

Howcanindividualscharttheirprogress?

Howcananindividualdeterminehowmuchweighttolift?

Whichexercisesworkspecificmusclegroups?

45

2.6.12.A.4Compareandcontrasttheimpactofhealth‐relatedfitnesscomponentsasameasureoffitnessandhealth.

Acquisition

Studentswillknow…

‐thepositiveimpactsofpersonalfitness

‐whendesigningafitnessplanoneshouldidentifytheirgoalsandprovideatimelineoftheirexpectations

‐howtosuccessfullychartpersonalprogress

‐howtoperformavarietyofdifferentactivitiestoenhancemultipleaspectsoffitness(strength,power,flexibility,speed,endurance,balance,coordination)

‐safetyrulesandregulationsofweightroomtoreducetheriskofinjury


‐identifyingthepositiveeffectsofpersonalfitness

‐designandimplementafitnessplanwhichenablesstudentstochartprogressandachievetheirgoals

‐explainhowtotraintoachievevariousfitnessresults

‐demonstratesafetyrules/regulationswhenworkingouttoavoidriskofinjury

46

StageTwo:Evidence




Understanding of the principles of personal fitness

1 point Demonstrates no understanding of the following objectives listed above

2 points Demonstrates little understanding of the objectives listed above

3 points Demonstrates general understanding of the objectives listed above

4 points Demonstrates a very good understanding of the objectives listed above

5 points Demonstrates comprehensive understanding of the objectives listed above

Demonstrates an understanding of physical fitness concepts

1 point Does not attempt to demonstrate an understanding of physical fitness concepts

2 points Attempts to demonstrate but does not understand the physical



OVERVIEW:Studentswillperformstaticstretchingactivitiesanddynamicwarmupactivities

duringclasstoeffectivelytoenhancemusclestrengthandflexibility,graduallyincreaseheartrate,andteachstudentsmethodsofphysicalfitness.Studentswilllearnaboutthevarioustypesofequipmentusedintheweightroom(freeweights,universalmachines,cardioequipment,kettlebells,medicineballs,TRX,stabilityballs)Studentswilllearn/understandhowtokeepalogofdailyworkouts(lifting/cardio)aswellasusetheFitnessBuddyapptoassistinpropertechniquesformaintainingahealthylifestyle.

DIFFERENTIATION:Workoutsbasedonpersonalfitnesslevel,equipment/exercisemodifications

47

fitness concepts

3 points Is able to somewhat understand the concepts

4 points Is able to use the concepts almost always

5 points Is able to use the concepts always

The student measures target heart rate

1 point Demonstrates no competency i measuring target heart rate

2 points Demonstrates little competency in measuring target heart rate

3 points Demonstrates occasional competency in measuring target rate

4 points Demonstrates competency in measuring target heart rate

5 points Demonstrates advanced skill level in measuring target heart rate

Fitness Exercises

1 point The student participates in a variety of fitness exercises

2 points Seldom completes a variety of fitness exercises

3 points Generally completes a variety of fitness exercises

4 points Frequently completes a variety of fitness exercises

5 points Always completes a variety of fitness exercises

Class participation

1 point Always unprepared, tardy, lack of participation not dressed

2 points Often not dressed, unprepared, tardy, lack of participation

3 points Generally dressed, prepared, punctual, participates in activities, follows directions, listens

TECHNOLOGY:

IpadImplementation–UseFitnessBuddyApp(understanding/demonstrationof

varioustrainingmethods

Videotapingtechniques(individual/partner)

48

4 points Frequently/Usually dressed, prepared, punctual, consistently participates, follows directions, listens

5 points Always dressed, prepared, punctual, consistently participates, enthusiastic follows directions, listens

Teamwork, safety, and sportsmanship (Behavior)

1 point Demonstrates no level of teamwork and safety

2 points Demonstrates low level of teamwork and safety

3 points Demonstrates medium level of teamwork and safety

4 points Demonstrates standard level of teamwork and safety

5 points Demonstrates advanced level of teamwork and safety

49




Score2.0:Nomajorerrorsoromissions

regardingthesimplerdetailsandprocessesbutmajorerrorsoromissionsregardingthemorecomplexideasandprocesses.

Score1.0:Withhelp,partialunderstandingofsomeofthesimplerdetailsandprocessesandsomeofthemorecomplexideasandprocesses


Pre‐assessment/surveyusingKWLcharts Teacherobservationofvarioustaughtskills PeerEvaluations Self‐Evaluations DrillWork Leadupgames WrittenTests QuestioningStrategies VideoAnalysis Summarization Polls/Surveys ExitTickets WebQuest Quickwrites SkillRubrics

50

Stage Three: Learning Plan


SUGGESTEDLEARNINGEVENTS:Introductiontopersonalfitness/benefitsasalifetimewellnessactivity

Weights/machineintroduction/demonstrations

Circuitpracticeonvariousequipment/determiningmaxliftweights

FitnessBuddyApp–varioustrainingmethods/techniques/setuppersonalworkout

Logofdailyworkoutswithprogressions(lifting/cardio)


RESOURCES:



www.nj.gov/education/aps/cccs/chpe/standards.htm RedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

52

UNIT7– TableTennisStageOne:DesiredResults

ESTABLISHEDGOALS


Transfer


Developtabletennisskills,strategies,andrules;andpromotethedesireforwholesomerecreation.

Demonstrateproperstroketechniqueswhileemployingtherulesandstrategyinvolvedinthegameoftabletennis.

Explore,evaluate,compareandcontrasttheskillandhealthrelatedcomponentsofTableTennis.

Meaning

UNDERSTANDINGS


‐engaginginrecreationallifetimesportscanbeastressrelieverandimproveone’shealth

ESSENTIALQUESTIONS

Whatarethesimilaritiesanddifferencesbetweensinglesanddoublesplayintabletennis?

Whatistherotationofservice?

Whattypesofstroketechniquesareusedtoreturnaserve?

53

2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

Acquisition

Studentswillknow…

‐howtoproperlyholdthepaddle

‐howtoproperlyserveinsinglesanddoublesplay

‐basicoffensivestrategies/strokesincludingforehand,backhandandserve

‐basicdefensivestrategiesincludingvolleyandlob


‐practicethemechanicallycorrectformandcontrolwhencombiningandmodifyingmovementskillsandappliedsettings

‐useknowledge/informationfromsourcestodetect,analyzeandcorrecterrorsinmovementskillsandpatterns

‐applyandanalyzetheuseofmovement,forceandtorquetoenhance/changetheperformanceofskillsduringphysicalactivity

‐demonstrate/assesstacticalunderstandingbyusingappropriateandeffectiveoffensive,defensiveandcooperativestrategiesinappliedsettings

54

StageTwo:Evidence




Advanced

4pts

Proficient

3pts

Intermediate

2pts

Beginner

1pt

NoEffort

0pts

Rallying Ralliesmayvaryduetoadvancedlevelofhitting,controlandspin

Confidenceinpaddleballcontact

Minimalcontrolofpaddleandballcontact.

Inconsistenthitduringrallies

NoEffort

Strokes Advancedcommandofmultiplepaddle

Usemorethan1gripifneeded.Minimalcomfort

Useof1gripwithminimaluseof2strokes

1stroke/paddlegrip

NoEffort



OVERVIEW::Modified/RegulationRoundRobinTournament

Studentswillbegroupedintotriadsbasedoncurrentskillandabilitylevel.Theywillthenbeplacedinamatchagainstanothergroupofsimilarskillandability.Twostudentswillplayatimeddoublesmatchmakingsuretoadheretotherulesandregulationspreviouslylearned.Thethirdstudentinthegroupwillberesponsibleforobservingandassessingtheopposingteam’sskillsontheopponent’ssideofthecourt.Therefereewillassesstheotherteamsskillsbasedontheattachedrubric.Whenthematchiscomplete,theteamwillbeplacedupagainstanewopponent.Thestudentthatwasobservingwill

55

gripsandstrokes.

withuseofforehandandbackhand.

(forehand/backhand).

Pace Advancedpacewithside,top,backorcombinationsofspin

Fastpacewithoutspin.

MediumPace

SlowPace Noeffort

Strategy Alwaysusesgamestrategypermittedbytherules

Mostlyusesgamestrategypermittedbytherules

Sometimesusesgamestrategypermittedbytherules

Rarelyusesgamestrategypermittedbytherules

Neverusesgamestrategypermittedby

nowplayandswitchplaceswithastudentthatplayedthepreviousmatch.Thetimeofthematchmayvarybasedonteacher’sdiscretion.

DIFFERENTIATION:Rulesadjustmentsonlowerskilledtables,pacing,equipmentmodifications,grouping

TECHNOLOGY:

IPadImplementation–IMovie:videotapingplayerskills/assistwithimprovement

andunderstanding

Skillsassessment(individual/partner)

56









PeerEvaluations

Self‐Evaluations

DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

SkillRubrics

57



SUGGESTEDLEARNINGEVENTS:Introductionoftabletennis/history

Skillintroduction/practice(serve,forehandandbackhand)

Discussionofsinglesgameversusdoublesgame

Introductionofserviceinbothsinglesanddoubles/scoring

Modifiedgameplay

Skills:1)Strokes(forehand,backhand,smash)

2)Serve

3)GamePlay(doubles,singles)

Classdoublestournament


58

RESOURCES:




59

UNIT8 – HealthyLifestyles

StageOne:DesiredResultsESTABLISHEDGOALS

Allstudentswillacquireknowledgeaboutphysical,emotional,mentalandsocialaspectsofhumanrelationships,sexualityandpersonalwellbeingandapplytheseconceptstosupportahealthy,activelifestyle.

2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness.

2.1.12.A.2 Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness.

2.1.12.C.1 Determine diseases and health conditions that may occur during one’s lifespan and identify prevention and treatment strategies.

2.1.12.D.1 Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies.

2.1.12.D.2 Explain ways to protect against abuse and all forms of assault and what to do if assaulted.

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle

Transfer


Developandmaintainanongoingevaluationoffactorsimpactinghealthandmodifylifestylebehaviorsaccordingly

Meaning

UNDERSTANDINGS


‐currentandfuturepersonalwellnessisdependentuponapplyinghealthrelatedconceptsandskillsineverydaylifestylebehaviors

‐decision‐makingcanbeaffectedbyavarietyofinfluencesthatmay/maynotbeinaperson’sbestinterest

‐risk‐takinghasunexpectedconsequences

‐recognizewaystopreventinjuriesanddiseasesfromoccurring

ESSENTIALQUESTIONS

Whataresomeriskybehaviorsthatwillleadtoanunhealthylifestyle?

Whataresomefactorsthatimpactateen’sself‐esteem?

Whataresometypicalcausesofstressforteens?Waystorelievestress?

60

crashes.

2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.

2.1.12.E.1 Predict the short and long term consequences of unresolved conflicts.

2.1.12.E.2 Analyze how new technologies (i.e. social media) may positively or negatively impact the incidence of conflict or crisis.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.

2.2.12.A.1 Employ skills for communicating with family, peers and people from other backgrounds and cultures that may impact the health of oneself and others.

2.2.12.A.2 Demonstrate strategies to prevent, manage or resolve interpersonal conflicts.

2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.

2.2.12.C.1 Analyze the impact of competition on personal character development.

2.2.12.C.2 Judge how individual or group adherence or lack of adherence to core ethical values impacts the local, state, national and worldwide community

‐regularexercise,not smoking,limitedalcoholconsumption,adequatesleepandabalanceddietincombinationwillleadtoahealthylifestyleandcanlowertheriskofdisease

Whyarevaluessoimportantinbecomingahealthy,productivepersoninsociety?

Acquisition

Studentswillknow…

‐anindividual’sabilitytocopewithdifferenttypesofemotionalsituations

‐howtorespectandacceptindividualsregardlessofgender,sexualorientation,disability,ethnicity,socioeconomicbackground,religion/cultureandprovideafoundationforpreventionandresolutionofconflict

‐effectivecommunicationisthebasisforstrengtheninginterpersonalinteractionsandrelationships&resolingconflicts

‐coreethicalvaluesimpactbehaviorsthatinfluencethehealthofpeople

‐diseasesandhealthconditionsthatmayoccurduringone’slifespanandspeculateonpotentialpreventionandtreatmentstrategies


‐analyzefactorsthatdevelopemotional,mental/spiritualstrength,self‐esteem,emotionalawareness,values,goalsettingandhealthyexpressionsofemotions

‐developapersonalstressmanagementplantoimproveandmaintainwellness

‐predicttheshort/longtermconsequencesofunresolvedconflicts

‐useskillsforcommunicatingwithfamily,peersandothersthatmayimpactthehealthofoneselfandothers

‐determinediseasesandhealthconditionsthatmayoccurinone’slifetimeandidentifypreventionandtreatmentstrategies

‐understandhownewtechnologymaypositively/negativelyimpacttheincidenceofconflictorcrisis

61


SUGGESTEDPERFORMANCERUBRIC



OVERVIEW:Studentswillbeassignedahealthtopicrelativetotheyoungadult(daterape,skincancer,drugabuse,textinganddriving,obesity,eatingdisorders,healthyrelationships).Insmallgroups(3‐4students)theywillresearchtheirtopicandgatherpertinentinformationtodevelopakeynotepresentation,oralpresentation,factsbrochure,quizandcommercial.Allinformationwillbeorallypresentedtotheclassbyeachstudentinthegroup.Studentswillsupporttheirinformationusingvalidsourcesofinformation.Thepresentationswillevaluatedbyattachedrubric.

DIFFERENTIATION:Peertutors

Providestudyguides

Assignrolesorspecifictasksforgroupprojects

Adaptpresentationstoaccommodatemultipleintelligences

TECHNOLOGY‐IpadImplementation

‐ DoNow:Ebackpack

62

‐ GlencoeHealthEbook‐ YouTubeVideos(dailytopics)‐ SeniorSeminarResearchProject(research,powerpoint/keynote

presentation,videos,peerassessmentquiz)‐ www.health.org‐ www.kidshealth.com‐ www.teenhealthFX.com




TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Tests/Quizzes KWL Jigsaw

63




WebQuest CriticalWriting QuestioningStrategies Polls ExitTickets Journals


SUGGESTEDLEARNINGEVENTS:ClassdiscussiononHealthyvs.UnhealthyLifestyleChoices

64

Self‐Assessments:writestatementsregardingoneselfasahealthyindividual Completepersonalhealthsurveys GroupDiscussion:“PassItOn”Activity(selfesteem) Partner/SmallGroupActivity(values) Agree/Disagree/UnsureActivity WhiteBoardActivity–Listteenstressors/discuss SupportiveDVD’s/Videos(MeanGirls) SeniorSeminarProject–Oralpresentationonapprovedhealthtopic,keynote

presentation,pamphlet,YouTubevideo,quiz

SUGGESTEDMETHODSOFDIFFERENTIATION:Usepartnersforpresentation/projects

Questionsandanswers

Exitslipsforunderstanding

RESOURCES:




65

UNIT9– HealthyRelationships


Communicaterelationshipideasinclear,concise,organizedlanguagethatvariesincontent,formatandformfordifferentaudiencesandpurposes

Comprehend,understand,analyze,evaluate,critique,solveandrespondtoavarietyofreal‐lifemeaningfulsituationsandproblems.

2.1.12.E.1Predicttheshortandlongtermconsequencesofunresolvedconflicts.

2.2.12.A.1Employskillsforcommunicatingwithfamily,peersandpeoplefromotherbackgroundsandculturesthatmayimpactthehealthofoneselfandothers.

2.4.12.A.3Analyzehowpersonalindependence,pastexperienceandsocialresponsibilityinfluencethechoiceoffriendsinhighschoolandyoungadulthood.

2.4.12.A.4Predicthowrelationshipsmayevolveovertime,focusingonchangesinfriendships,family,

Transfer


Compareandcontrasthowfamilystructures,values,ritualsandtraditionsmeetbasichumanneeds

Analyzehoepersonalindependence,pastexperienceandsocialresponsibilityinfluencethechoiceoffriendsinhighschoolthroughadulthood

Predicthowrelationshipsmayevolveovertime,focusingonchangesinfriendships,family,datingrelationshipsandlifetimecommitmentssuchasmarriage

Determineeffectivepreventionandinterventionstrategiestoaddressdomesticanddatingviolence

Meaning

UNDERSTANDINGS


‐individualsinhealthyrelationshipssharethoughtsandfeelings,havefuntogether,developmutualrespect,shareresponsibilities&goalsandprovideemotionalsecurityforoneanother

ESSENTIALQUESTIONS

Howmighthavingbalancedfriendshipsaffectateen’semotionalandphysicalhealth?

Whataresomecharacteristicsofhealthyandunhealthyrelationships?

66

datingrelationshipsandlifetimecommitmentssuchasmarriage.

2.4.12.A.5Determineeffectivepreventionandinterventionstrategiestoaddressdomesticordatingviolence.

2.4.12.B.1Predictthepossibleshortandlongtermeffectsofadolescentsexonfutureeducation,careerplansandonthevariousdimensionsofwellness.

Whatisafamilyandwhatisitsfunction?

Whatrelationshipsinlifearemostimportantandhowdoesanindividualkeepthemstrong?

Whatareskillschildren/youngadultslearnandpracticeinhealthyfamilies?

Howarerelationshipswithfamilymembersdifferentfrompeerandromanticrelationships?

Howdocertainmethodsofcommunicationassistinavoidingmisunderstandingsinrelationships?

Whataresomechangesthataffectfamilies?

67

Whatstepscanbetakentoassistindividualsinvolvedinharmfulrelationships?

Acquisition

Studentswillknow…

‐varioustypesofrelationshipsenduredinalifetime(family,friends,romantic)

‐factorsthatcontributetolonglastingrelationships

‐developstrategiestoaddressdomesticordatingviolenceandendunhealthyrelationships

.


‐discussingtheimportanceofdevelopinghealthyrelationshipsincludingcommunicationskills,supportivefriendships,conflictresolution,acceptanceofnewchallenges,capabilityofdevelopingpsychologicalintimacywithothersandtakeresponsibilityforhis/herownbehavior

‐understandingdating,itsimportance,decisionsandproblems

‐identifyingfactorsthatcontributetolonglastingrelationships

‐identifyinganabusivedomesticordatingrelationshipandseekhelp

68


SUGGESTEDPERFORMANCERUBRIC: SUGGESTEDPERFORMANCEASSESSMENT:


OVERVIEW:Studentswilldiscussandcategorizethecomponentsofhealthyvsunhealthyrelationships.Adiscussiononthevarioustypesofrelationshipspeoplebecomeinvolvedinfromthetimetheyareveryyoungtogrownadults(family,friends,romantic).Studentswillidentifyhowanabusiverelationshipevolves,signsandsymptomsandhowtoreachoutforhelporassistothersinneed.TheclasswillparticipateinanAgree/Disagree/Unsureinteractionactivityandhaveanopendebateabouthealthyandunhealthyrelationships.Insmallgroups,theclasswilllistfactorsthatcontributetolonglastingrelationships.Understandingthedifferencesbetweeninfatuationandtrueloveandtheresponsibilitiesofindividuals.

DIFFERENTIATION:Providepeertutors,assignrolesorspecifictasksforgroupprojects,adaptpresentationstoaccommodatemultipleintelligences.

TECHNOLOGY:

69

IPad–Researching

YouTubevideos

EBooks(GlencoeHealth)

Projects

SupportiveDVD’sandVideos







TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Tests/Quizzes KWL Jigsaw WebQuest CriticalWriting QuestioningStrategies Polls ExitTickets Journals

70



SUGGESTEDLEARNINGEVENTS: Brainstorming–Healthyvs.Unhealthyrelationships ClassLecture/Discussion‐family,peeranddatingrelationships

FourCornersActivity–relationshipsituations/scenarios RelationshipSpotlightGame–warningsignsofrelationshipproblems DatingGame–classmakesupappropriatequestionstoask ViolenceinRelationships–video,lecture,smallgroup/partnerresearch (Family–domesticabuse,childabuse,elderabuse) (Peer–peerpressure,cyberbullying) (Dating–verbal,mental,physicalabuse,sexualassault,daterape,stalking) Project–individualorpartner:chooseatypeofviolence,research,keynote,howdoesthe

mediainfluenceteen’swithrespecttoviolenceinrelationships,seekinghelp

SUGGESTEDMETHODSOFDIFFERENTIATION:Peertopeeractivities

Smallgroupdiscussions

Indepthdiscussionondifficulttopics

RESOURCES:



71


RedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE www.pecentral.org

UNIT10 – LivingOnYourOwn


Analyzetheresponsibilities,demandsandchallengesofadultlivinginareasofaffordingtoliveonyourown,planningaweddingandpreparingtobecomeaparent.

2.2.12.B.1Predicttheshortandlongtermconsequencesofgoodandpoordecision‐makingononeself,friends,familyandothers.

Transfer


Understandtheadvantagesanddisadvantagesofadultdecisions(budgetingtoafford:dwellingplace,planawedding,haveachild)basedoncareerchoicesandappropriatedecisionmakingskills

Meaning

UNDERSTANDINGS ESSENTIALQUESTIONS

72

2.2.12.B.2Evaluatetheimpactofindividualandfamilyneedsonthedevelopmentofapersonalwellnessplanandaddressidentifiedbarriers.

2.4.12.A.1Compareandcontrasthowfamilystructures,values,ritualsandtraditionsmeetbasichumanneedsworldwide.

2.4.12.A.2Compareandcontrastthecurrentandhistoricalroleoflifecommitmentssuchasmarriage.

2.4.12.A.4Predicthowrelationshipsmayevolveovertime,focusingonchangesinfriendships,family,datingrelationshipsandlifetimecommitmentssuchasmarriage.

2.4.12.C.7Analyzefactorsthataffectthedecisiontobecomeaparent.


‐livingonyourown,marriageandparentingaresignificanteventsthatcausenumerouschangesinone’slifeasanadult

‐recognizetheresponsibilities/budgetsneededtoliveonyourownsuccessfully

Whenisanindividualreadytotakeonadultresponsibilitiesofaffordingaplacetolive,gettingmarriedandbecomingaparent?

Howdoesanindividualdetermineiftheyareabletolivewithintheirmeansbasedonpotentialincome?

Whatisthebreakdownofexpensestorent/ownadwellingplace,planaweddingandpreparationforachild?

Howdoesanindividualdecipherbetweentheimportanceofwantsandneedsinadultliving?

Whatarethefactorsthatwouldaffect:1)howmuchitcoststoliveonyourown

2)expensesofawedding3)decisiontobecomeaparent?

73

Acquisition

Studentswillknow…

‐howtoexplorepossiblecareerpaths

‐understandthecomponentsoflivingonyourownaccordingtopersonalincomeusingabudgetprocess

‐propermethodsofbudgetingtoaffordaplacetolivealongwithaffordingaweddingand/orstartingafamily

‐theresponsibilities/costsofhavingachild


‐researchincomepotentialsbasedoncareerinterests/choices

‐identifyimportantaspectsofLivingOnYourOwn(livingexpenses,settingupabudget,necessities,emergencymoney,payingoffdebtandestablishingcredit)

‐identify/discussimportantdecisionstobemadepriortomarriageand/orparenting

‐discussreasonspeoplegetmarried

‐identifywhatmakesagoodmarriage

‐understandtheroleofaparent(single,shared,adoption)

74

StageTwo:Evidence






OVERVIEW:Studentswilldecideonapossiblecareerpathfortheirfutureandresearchfirstyearsalariesbasedontheregion/countrytheywillresidein.Theywillunderstandandresearchtheirtakehomemonthlysalary/biweeklychecks.Usingtheirfiguresstudentswillcreateakeynotepresentationfollowinggivenguidelinesandfindadwellingplaceaffordablewithintheirmeansalongwithalllivingexpensesandsave10%ofthesalaryattheendoftheyear.Next,studentswillworkwithapartnerandplanaweddingandlivewithintheirmeans.Finally,thecouplewillplantostartafamilyanddeterminehowmuch/whatexpensedarenecessarytobecomeresponsibleparents.Thekeynotepresentationswillbepresentedtotheclass.

DIFFERENTIATION:Assignrolesorspecifictasksforgroupprojects,adaptpresentationstoaccommodatemultiple

Intelligencesandprovideproject/presentationguides

TECHNOLOGY:

75

‐ IPad implementation:Researchcareers/salariesKeynotepresentation

Researchspecificelementsoflivingonyourown

Createabudget(livingonyourown,planningaweddingandparenting)

LifeQuiltRubric:Career–25points

Choosereasonablecareerfieldandpropersalary Subtract25%frombasesalary Monthlytakehomepay Biweeklycheck

Organization/Presentation–25points

Presentationisorganizedandeasytofollow 10relevantslides Describewhyyouchoosecertainthingsforeachelement Allelementsofchosenquiltwereaddressed

Keynote–25points

Overallneatnessandcreativity Picturesandpricestorepresenteachelement Lastslidehastotalcostforyear

Budget–25points

Livingwithinyourmeans Youshouldbeabletoaffordyourlifestyle

Total:__________________

76






OTHERSUGGESTEDPERFORMANCEASSESSMENTS:



PeerEvaluations

Self‐Evaluations

WrittenTests


VideoAnalysis/Production

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

Journal

Criticalwritingstrategies

Speakers:DeVryUniversity

LincolnTech

PlannedParenthood

77



SUGGESTEDLEARNINGEVENTS:

Small/LargegroupdiscussiononresponsibilitiesofLivingonYourOwnasanAdult Researchpotentialcareerpathsbasedonindividualinterest/startingsalaries/taxes/

budgeting WhiteboardActivity:discussresponsibilities&expensesofrenting/owningadwelling

place,planninga weddinganddecidingtobecomeparents Essayonreallifestoriesfromparents Opendiscussionontheexpenditures(%ofsalary)foreachelementofliving Individual/Partnerresearchonaffordingtolivewithinindividual’smeansaccordingto

income Create/Presenta10slideKeynotePresentationwithinformationonelements/pictures

SUGGESTEDMETHODSOFDIFFERENTIATION:Provideresearchguideswithabreakdownofexpenses

78

Partnerresearch

Varyingthecontent,process,productandimplementing

RESOURCES:




79

UNIT11– RecreationalGamesStageOne:DesiredResults

ESTABLISHEDGOALS




Transfer


practiceproperskillsandstrategiesofrecreationalsports/gamesandcarrythoselearnedskillsintolifetimefitnessactivitiestomaintainahealthylifestyle(kanjam,bocceball,ladderball,horseshoes,beanbagtoss,croquet,washertoss)

Meaning

UNDERSTANDINGS


‐engaginginrecreationallifetimesportscanbeastressreliever

‐valuephysicalactivityforhealth,enjoyment,challenge,self‐expressionandsocialinteraction

‐demonstrateunderstandingofmovementconcepts,principle,strategiesandtacticsastheyapplytothelearningandperformanceofphysicalactivities

ESSENTIALQUESTIONS

Howcanrecreationalsportsassistinachievingandmaintainingahealthenhancinglevelofphysicalfitness?

Howcanrecreationalsports/gamesbeusedasalifetimeactivity?

Whatarethevariousscoringmethodsusedinrecreationalsports?

80

2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.6.12.A.1Comparetheshortandlongtermimpactonwellnessassociatedwithphysicalinactivity.

2.6.12.A.4Compareandcontrasttheimpactofhealthrelatedfitnesscomponentsasameasureoffitnessandhealth.

Acquisition

Studentswillknow…

‐howtoexplainrules/scoringofvariousrecreationalgames/sports

‐demonstrateunderstandingofmovementconcepts,principles,strategiesandtacticsastheyapplytothelearningandperformanceofphysicalactivities


‐demonstratingskillsandapplyrulestovariousrecreationalgames

‐properlykeepscoreforvariousrecreationalgames/sports

StageTwo:Evidence




UnderstandstheprinciplesofCooperativeActivities/Challengesanddisplayscorevalues

1Studentmakesnoefforttounderstandprinciplesandcorevaluesparticipates



OVERVIEW:Studentswillworkinsmallgroupsandresearchthehistory,rules,objectandscoringofvariousrecreationalgamesandusetheirknowledgeofthegametoplay.Oncegroupshavegatheredenoughinformationtheywillpeerteachothergroupsintheclass.Astudentwillinstruct,1willdemonstrateand1willvideotapethelesson.Thegamewillbeplayedaccordingtorules/regulations.

81

2Studentmakeslittleefforttounderstandprinciplesandcorevalues

3Studentoccasionallyunderstandsprinciplesandcorevalues

4Studentunderstandsprinciplesandcorevalues

5Studentfullyunderstandsprinciplesandcorevalues

IndividualParticipation

1Doesnotactivelyparticipate

2Studentmakeslittleeffort

3Studentoccasionallyexertseffort

4Studentactivelyparticipates

5Studententhusiasticallyparticipates

QualityofInteraction

1Noefforttointeract;noconversations;Studentwerenotfocusedontask

2Littleinteraction;verybriefconversations;studentwasdisinterestedanddistracted

3Someabilitytointeract;attentivelistening;someevidenceofdiscussions

4Studentsshowadeptnessininteracting;livelydiscussionscenteredonthetask

Groupswillinteractwithothersuntilallgameshavebeenplayedbyeachgroup.Videotapingofgameswillbereviewedbystudents.Studentswillbeassessedaccordingtogivenrubric.

DIFFERENTIATION:Flexiblegrouping,outcomes,paceofplay,rulesvariationsdependingonskilllevel.

TECHNOLOGY:

IpadImplementation–Researchvariousactivitiesforstudentstopeerteach

Researchrules/scoring

Videotapingskills/gameplay

82

Respectsandrecognizesdifferencesamongothers

1Doesnotrespectorrecognizedifferencesamongothers

2Littleeffortmadetorespectandrecognizedifferencesamongothers

3Studentoccasionallyrecognizedrespectanddifferencesamongothers

4Studentrespectsandrecognizesdifferencesamongothers

5Studententhusiasticallyrecognizesrespectanddifferenceamongothers

ClassParticipation

1Alwaysunprepared,tardy,anddoesnotattempttoparticipate.

2Oftennotdressed,tardy,andhaspoorparticipation

3Generallydressed,punctual,participatesinactivities,followsdirections

4Frequently/usuallydressed,punctual,consistentlyparticipates,followsdirections

5Alwaysdressed,punctual,consistentlyparticipatesenthusiasticallyfollowsobjective

Teamwork,safety,andsportsmanship

1Demonstratesnolevelofteamworkandsafety

2Demonstrateslowlevelofteamworkandsafety

83

3Demonstratesmediumlevelofteamworkandsafety

4Demonstratesstandardlevelofteamworkandsafety

5Demonstratesadvancedlevelofteamworkandsafety






PeerEvaluations

Self‐Evaluations

84




DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

SkillRubrics

85



SUGGESTEDLEARNINGEVENTS:

Introductionofunit Discussiononexpectationspertainingtopeerteaching Assignmentofactivitiestogroups Groupresearchonrecreationalsport/activity:history,rules,object,scoring,equipment Peertopeerteachingassignment Participationineachoftherecreationalsports/activities Videotapingofplayforreviewbystudents


RESOURCES:




87

UNIT12– ArcheryStageOne:DesiredResults

ESTABLISHEDGOALS




Transfer


‐safely apply the skills of archery and use as a lifetime skill

‐investigate,researchandsynthesizevariousstrategiesthattopperformers

andteamsuse

Meaning

UNDERSTANDINGS


‐safetyawarenessandinjurypreventionplaysanimportantroleintheenjoymentofarcheryandtheamountoftimespentonasport

‐properexecutionofskillsinthesportofarchery

ESSENTIALQUESTIONS

Howdosomebasicprinciplesofphysicsapplytoshootinganarrow?

Whatsafetymeasuresmustbeappliedwhenshootinganarrow?

Howcanprogressbemeasuredinarchery?

Howarethebow/arrowheldtoeffectivelyscoremaximumpoints?

88

2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.6.12.A.1 Compare the short and long term impact on wellness associated with physical inactivity 2.6.12.A.4 Compare and contrast the impact of health related fitness components as a measure of fitness and health.

Acquisition

Studentswillknow…

‐safetyrulesofarchery

‐thedifferentpartsofarecurvebowandarrow

‐howtoproperlyscoreanendinarchery


‐demonstrateknowledgeofequipmentanditsfunctions

‐demonstratepropercareforarcheryequipment

‐safelyshootarrowsoncommand

‐selectanduseequipmentproperly

‐demonstrateproperbodypositionwhenaddressingthetarget

‐demonstratetheproperskillstoshootanend(12stepcommand:knock,draw,aim,shoot)

‐developaconsistentshootingform

‐scoreproperlyusing5zones

demonstrateallbasicskillswithconsistencyinordertoprogresstogreatershootingdistancesandhigherscores

89

StageTwo:Evidence




Understandingof:stringingandunstringingabowandshootingstance

1Demonstratesnounderstandingofthefollowingobjectiveslistedabove

2Demonstrateslittleunderstandingoftheobjectiveslistedabove

3Demonstratesgeneralunderstandingoftheobjectiveslistedabove.

4Demonstratesverygoodunderstandingoftheobjectiveslistedabove

5Demonstratescomprehensiveunderstandingoftheobjectiveslistedabove

Understandingof:retrievalmethodsandscoring

1Demonstratesnounderstandingofthefollowingobjectiveslistedabove

2Demonstrateslittleunderstandingoftheobjectiveslistedabove

3Demonstratesgeneralunderstandingoftheobjectiveslistedabove.

4Demonstratesverygoodunderstandingoftheobjectiveslistedabove

5Demonstratescomprehensiveunderstandingoftheobjectiveslistedabove



OVERVIEW:Studentswillunderstandandapplysafetyrules/regulationsforthesportofarchery.Haveanunderstandingofequipmentusedinarchery(bowtypes,arrows,armguard,targets).Studentswilllearn/demonstratehowtoproperlystringandunstringarecurvebow.Shootingtechniquewillbeshownusingpropercommandswhichstudentswillapplyduringeachendofshooting(nockingthearrow,draw,aiming,release,followthrough).Scoringandretrievalofarrowswillbediscussedandapplied.Studentswillbeassessedaccordingtoskillsrubric.Individualpracticewillbegintheactivityfollowedbyteamshootingandcompetitionsinclass.

DIFFERENTIATION:Flexiblegrouping,outcomes,modificationofskills,rulesvariationsdependingonskilllevel.

TECHNOLOGY:

IpadImplementation–YouTube:viewproperuseofequipment/shootingtechniques

90

Competencyinnockinganarrow

1Almostneverdemonstratescompetencyinskilltechniqueofnockinganarrow

2Rarelydemonstratescompetencyinskilltechniqueofnockinganarrow

3Usuallydemonstratescompetencyintheskilltechniqueofnockinganarrow

4Alwaysdemonstratesskillcompetencyintheskillsofnockinganarrow

5Successfullydemonstratestheadvancedskilltechniqueofnockinganarrow

Demonstratestheskillsofdrawing,aiming,releasing,andfollowthroughinshootinganarrow

1Demonstratesnoskilllevelinshootinganarrow

2Demonstrateslowskilllevelinshootinganarrow

3Demonstratesmediumskilllevelinshootinganarrow

4Demonstratesstandardskilllevelinshootinganarrow

5Demonstratesadvancedskilllevelinshootinganarrow

ClassParticipation

1Alwaysunprepared,tardy,anddoesnotattempttoparticipate.

2Oftennotdressed,tardy,andhaspoorparticipation

3Generallydressed,punctual,participatesinactivities,followsdirections

4Frequently/usuallydressed,punctual,consistentlyparticipates,followsdirections

5Alwaysdressed,punctual,consistentlyparticipatesenthusiasticallyfollowsobjective

IMovie:videotapingshootingtechniques/following

forreview

Scoringsheets–Ebackpackforteacherreview

91

Teamwork,safety,andsportsmanship

1Demonstratesno/lowlevelofteamworkandsportsmanship

2Demonstratessomelevelofteamworkandsportsmanship

3Demonstratesmediumlevelofteamworkandsportsmanship

4Demonstratesstandardlevelofteamworkandsportsmanship

5Demonstratesadvancedlevelofteamworkandsportsmanship









PeerEvaluations

Self‐Evaluations

DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

92

Skillrubrics



SUGGESTEDLEARNINGEVENTS:Introductionofarchery/history

Explanationofsafetyrules/procedures

Explanation/demonstrationofallequipmentandshootingtechniques/commands

Studentparticipation–stepbystepcommands(safety,scoring&techniques)

Teamparticipation(shootinganend/scoring)

Individual/Teamcompetitions

Videotapingofshootingtechniquesforassessment

SUGGESTEDMETHODSOFDIFFERENTIATION:Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,modifymovements;breakdownmovementintosimplersteps.ConsultIEPsand504Plans,provideastudyguidewhennecessary.

RESOURCES:

AmericanAllianceforHealth,PhysicalEducation,RecreationandDance(AAHPRED)

93

www.aapherd.org CentersforDiseaseControlandPrevention(2006)PhysicalEducationCurriculumAnalysisTool.Atlanta,GA:Author



94

UNIT13–WallClimbStageOne:DesiredResults

ESTABLISHEDGOALS


Investigate,researchandsynthesizevariousstrategiesthattopperformersandteamsuse

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

Transfer


demonstrateanunderstandingofsafety,rules,techniquesandteamstrategyandapplytoawallclimbingteamactivity

Meaning

UNDERSTANDINGS


‐theessentialcharacteristicingroupclimbingiscommunicationbetweenclimberandbelayteam

‐thesuccessandsafetyoftheentireteamreliesheavilyoncommunicationandcooperation

ESSENTIALQUESTIONS

Howmanyindividualsmakeupaclimbingteamandwhataretheirresponsibilities?

Whatskillsandcommandsareusedtoexecuteasafeclimb?

Whatsafetychecksneedtobeenforcedbeforeaclimbisexecuted?

Whatistheimportanceofcommunicationskillsintheexecutionofasafeclimb?

95

2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.6.12.A.1 Compare the short and long term impact on wellness associated with physical inactivity 2.6.12.A.4 Compare and contrast the impact of health related fitness components as a measure of fitness and health.

Acquisition

Studentswillknow…

‐howtousesafetyequipmentproperly(helmets,harnesses,caribieners)

‐demonstrateanunderstandingandrespectfordifferences

‐demonstrateresponsiblepersonalandsocialbehavior

‐demonstratetheabilitytousedecisionmakingskillsforappropriategoalsetting,risktakingandproblemsolvinginclimbing


‐demonstratetheimportanceofgoodlisteningskills

‐developanappreciationofhis/herstrengths/weaknessesandthesimilarities/differencesbetweenotherstudents

‐demonstrateaknowledge/understandingofproperspottingandbelayingtechniquesuniquetoeachclimbingelement(wallorhighelements:spiderweb,beams,swings,tires)

‐interactinanon‐threateningmannerdemonstratingcaringrestraint

‐understandthatchallenge,enjoyment,creativity,self‐expressionandsocialinteractionareimportant,life‐enhancingexperiencesfoundinadventureactivities

96

‐developindividualcriticalthinking,teambuildinganddecisionmakingskills

StageTwo:Evidence




Followed all safety rules

1

The student did not pay attention to the safety rules and expectations, thus making them unsuccesful at climbing the rockwall or cargo net.

2

Listened and understands all safety rules and expectations. The student follows with three prompts.

3

Listened and understands all safety rules and expectations. The student follows with one to two prompts.

4

Listened and understands all saferules and expectatioThe student followswithout any promp



OVERVIEW:Studentswillunderstandandapplysafetyrules/regulationstoallwallclimbingactivities.Eachstudentwillproperlyusethehelmets/harnessesusedtocompleteaclimbingtask(climbers/belayer).Studentswillfollowproperclimbingcommandsandworkwithteamto

97

Put on harness Properly

The student did not put on the harness properly thus prohibiting them from climbing.

The student can put on a harness with no more than three prompts from the instructor.

The student can put on a harness with one to two directions from the instructor.

The student can put on a harness properly without any assistance from instructor.

Used proper climbing commands

The student does not know the proper commands, thus prohibiting them from climbing.

The student can say the commands with no more than three prompts from the instructor.

The student can say the commands with one to two prompts from the instructor.

The student can say all of the proper commands without any prompts from the instructor.

Used Proper descending techniques

The student did not use the proper descending technique after three to four prompts, thus resulting in possible injury. (brush burns to legs or knees)

The student has to be reminded no more than three times to use the proper descending techniques.

The student has to be reminded one to two times to use the proper descending techniques.

The student uses the proper descending command, their feet are positioned properly, their body is positioned properly. The student can descend without losing control of their body.

2

Listened and understands all safety rfollows with three prompts.

The student can put on a harness witinstructor.

The student can say the commands winstructor.

completeasuccessfulclimbonbothlow/highelements.Newelementswillbeintroduced(spiderweb,beams,tires,swings)toclassandvolunteerswillclimbandotherswillbepartofthebelayteam.

Allstudentswillassistinbelayteamandunderstandandapplyproperclimb/descendskills.Assessmentswillbecompletedwiththerubric.Videotapingofstudentclimbswillbeusedtounderstandtechniques.

DIFFERENTIATION:Flexiblegrouping,outcomes,rulesvariationsdependingonskilllevel.

TECHNOLOGY:

IpadImplementation–IMovie:videotapingclimbersonvariouselementstoreview

ResearchYouTubevideosonthevarioustypesofclimbsusedinthehighelements




98






PeerEvaluations

Self‐Evaluations

DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

Polls/Surveys

ExitTickets

WebQuest

Quickwrites

Skillrubrics


99


SUGGESTEDLEARNINGEVENTS:Introductiontowallclimbingandhighelements

Discussiononsafetyandequipment

Discussexpectationsofclass(participationonbelayteamand/orclimb)

Explanationofeachhighelementandproperexecution

Studentparticipation(belayteamandclimber)

Videotapingofclimberandexecutionofdifficulttasks

SUGGESTEDMETHODSOFDIFFERENTIATION:Practiceonareasofgreaterneedtogainconfidenceformoredifficulttasks,modifylevelsofcompletionbasedonindividualabilities.Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,Modifymovements;breakdownmovementintosimplersteps,ConsultIEPsand504Plans,Provideastudyguidewhennecessary.

REOURCES:




100

UNIT14– GolfStageOne:DesiredResults

ESTABLISHEDGOALS



2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

Transfer


useproperstroketechniques,terminologyandscoringthatapplytothegameofgolf

Meaning

UNDERSTANDINGS


‐golfisalifelongactivitythatenhancespersonalfitnessandimprovesself‐confidence

‐correcttechniquesinvolvingproperbodymechanicswillimprovebasicskillsandaccuracythatincreaseswithpractice

‐demonstrateandunderstandsafety

‐demonstrateskillsusefulinleisuretimeactivitywithcarryovervalue

ESSENTIALQUESTIONS

Whyisgolfalifetimeactivity?

Whatmechanicalprinciplesareinvolvedinthegolfswingandaretheyusedinothersports?

Whatistheprocessforchoosingaclub?

HowhasgolfevolvedintoapopularsportintheUS?

101

Acquisition

Studentswillknow…

‐vocabularyandterminologyusedinthesportofgolf(grip,posture,swing,pitching,putting,driving,irons,woods,tee,etiquetteandsafety)

‐keytechnicalinformationusingcorrectbiomechanicsinthegolfswing

‐importantevents/peopleinthehistoryofgolf


‐demonstratingtheknowledgeofappropriatevocabularyforgolf

‐demonstratetheproperbiomechanicsinthebasicskillsofgolf

‐identifyimportantevents/peoplethroughoutthehistoryofgolf

‐keepingscoreinaroundofgolf






102

TakeawayLeftarm(forrighthandedstudents)isstraightandshouldersturntocompleterotation.

never

sometime

mostofthetime

BackswingHipsrotateanddon'tswing,golfclubdoesn'ttouchshouldersandattoptheleftarm(forrighthandedstudents)isstraightandthereisaslightbendintherightarm.

never

sometime

mostofthetime

DownswingDoesn’tswingtoohardwithupperbody.Thereisaweightshifttoleftside.Plantleftheelandkeepsheadfacingdowntowardtheground.

never

sometime

mostofthetime

Follow‐throughExtendsthroughballtothefinish,Swingsclubtopositiontobehindhead(sameasbackswing)andkeepsheaddown.

never

sometime

mostofthetime

Participates Cooperatively

1

Sometimes works with, and is supportive of, their peers

2

Usually works with, and is supportive of, their peers

3

Usually eagerly works with, and is supportive of, their peers

4

Always eagerly works with, and is especially supportive of, their peers

Acquisition of Disc Golf Knowledge

Little knowledge of Disc Golf Skills and Strategies; Little self-awareness; little accuracy and control; does not monitor own progress

Somewhat knowledgeable of Disc Golf Skills and Strategies; some self-awareness; moderate accuracy and control; little monitoring of own progress

Proficiently knowledgeable of Disc Golf Skills and Strategies;usually acquires self-awareness; proficient in accuracy and control; usually monitors own progress

Highly knowledgeable of Disc Golf Skills and Strategies; maintains self-awareness; highly demonstrates accuracy and control; always monitors own progress

OVERVIEW: Studentswillbecomeknowledgableinthetypesofclubsusedingolfaswellasthevarioustypesofstrokes.Insmallgroupsstudentswillpracticethevarioustypesofswingsusingproperclubs(putt,chip,drive).Onestudentwillvideotapetheswingstouseforreviewandskillevaluation.Classwillcreateaminiaturegolfcourseusingvariouspiecesofequipmentavailabletouse(easytodifficult)thentheclasswillplaythecourseandkeepscore.Apitchandputtcoursewillbeusedtoapplypitchingandputtingtechniquesintheunit.Scoringwillbediscussedthenimplementedinafrisbeegolfgame.StudentswillusetheirIpadstoscoregames.

DIFFERENTIATION:Flexiblegrouping,outcomes,paceofplay,rulesvariationsdependingonskilllevel.

TECHNOLOGY:

IPadImplementation–YouTube:propertechniquesfordifferentstrokes

IMovie–videotapeindividualskills/review

103

Disc Golf Etiquette

Sometimes demonstrates respect and appropriate Disc Golf etiquette (e.g.. with respect to shaking hands, recognizing good shots, avoiding others' courts), often with prompting.

Usually demonstrates respect and appropriate Disc Golf etiquette (e.g.. with respect to shaking hands, recognizing good shots, avoiding others' courts), with some exceptions.

Usually demonstrates respect and appropriate Disc Golf etiquette (e.g.. with respect to shaking hands, recognizing good shots, avoiding others' courts), without prompting.

Always demonstrates respect and appropriate Disc Golf etiquette (e.g.. with respect to shaking hands, recognizing good shots, avoiding others' courts), without prompting.

Ebackpack–scorecard









PeerEvaluations

Self‐Evaluations

DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

Polls/Surveys

ExitTickets

104

WebQuest

Quickwrites

Skillrubrics


SUGGESTEDLEARNINGEVENTS:Introductionofgolf/history

Explanationofsafetyrules

Explain/demonstrateputting,studentspracticewithpartner

Createaminiaturegolfholewithequipment/classwithplayminiaturegolfinsmall

groups

Explain/demonstratepitching,studentspracticewithpartner

Setuppitchingnets,buckets,hulahoopsandstudentsattempttopitchgolfballsinto

each

Explain/demonstratedriving,studentspracticepropertechnique

Explain/demonstratescoring

StudentswillplayfrisbeegolfandkeepscoreonIPads

105

SUGGESTEDMETHODSOFDIFFERENTIATION:Adjustrulesto fittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,Modifymovements;breakdownmovementintosimplersteps,ConsultIEPsand504Plans,Provideastudyguidewhennecessary.

RESOURCES:




106

UNIT15 –GroupExerciseStageOne:DesiredResults

ESTABLISHEDGOALS


Comprehend,understand,analyze,evaluateandrespondtoavarietyofreal‐life,meaningfulwellnessproblem

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 2.5.12.B.2 Apply a variety of mental strategies to improve performance. 2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior. 2.5.12.C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

Transfer


maintainphysicalfitnessthatisbeneficialforahealthylifestyle

Meaning

UNDERSTANDINGS


‐maintainedhealthybehaviorincreasesthequalityoflife

‐choosingahealthylifestyleisapersonalresponsibility

‐exerciseinagroupsettingfostersunderstanding,acceptanceandrespectsofothers

‐understandingtheprinciplesofconditioning/exercisewillimproveoverallfitness

ESSENTIALQUESTIONS

Howcangroupexerciseaidinthereliefofstress?

Whatarethebenefitsofhavingfunctionalfitnessactivitiesinmypersonalactivityplan?

Whyisitimportanttomonitorpersonalfitness?

Acquisition

Studentswillknow… Studentswillbeskilledat…

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2.6.12.A.1 Compare the short and long term impact on wellness associated with physical inactivity 2.6.12.A.4 Compare and contrast the impact of health related fitness components as a measure of fitness and health.

‐maintainingappropriatelevelsofaerobiccapacity,muscularstrength,endurance,flexibilityandbodycompositionnecessaryforahealthyandproductivelifestyle

‐identifymajormusclegroupsandcorrectlyperform/identifyatleast2bodyweightexercisesand2variedequipmentexercisesforeachmusclegroup(kettlebell,jumprope,medicineball,stabilityball,trx,dumbbells,steps)

‐demonstratesocialinteractioninsmallgroupstoachieveimprovedfitnesslevelsbasedonprinciplesofexercise

‐demonstratetheabilitytomonitorandadjustafitnessprogramtomeetneedsandgoals

‐collaborate/demonstrateandsuccessfullycompleteagroupexercisecircuit/workoutwiththeclass

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StageTwo:Evidence




Punctuality/Effort

25 pts Project is handed in on time shows effort.

4

Project is turned on or before the due date and exemplifies the group's best effort.

3

Project is turned in on or before the due date and shows some.

2

Project is turned in on or before the due date, but displays little or no effort.

1

Project is turned in late and displays little to no effort.

Presentation

25 pts Presentation of video (Vocal, keeping everyone’s attention, explanation)

Explanation was very clear and organized. Demonstration of exercise and modification for beginners was clearly explained.

The video was spoken so most could hear and was somewhat organized. Demonstration of exercise and modification for beginners was somewhat explained.

Some could hear the video but it was not very organized. Minimal demonstration of exercise and modification for beginners.

Video was presented but was very disorganized. Minimal demonstration of exercise and no modification for beginners.

Research

25 pts Use of fitness terminology, identification of muscle groups, and 4 health benefits are evident-does the

Video utilizes many fitness terms (isometric, heart rate, cardio,

Video utilizes some fitness terms and concepts and identification of muscles

Video utilizes few fitness terms and concepts and identification of muscles

Video utilizes no fitness terms and concepts and identification of muscles



OVERVIEW:Studentswillcreateagroupexercise/workoutvideotoimplementintoaclassexercisecircuit.Insmallgroups,thestudentswillbeassignedaspecificarea(core,upperbody,lowerbody,legs,glutes,cardio)andcreate3exercises(1w/noequipment,2w/differenttypesofequipment).Studentswillresearchexercisesandchoose3.1studentwillvideotapeexercises,1studentwillperformtheexerciseand1willexplaintheexerciseasitisbeingcompleted.AnIMovieclipoftheexerciseswillbecompletedthenallgroupswillusetheirprojectsintheworkoutcircuitthattheentireclasswillparticipatein.Assessmentoftheworkoutresearchwillbedoneaccordingtorubric.

DIFFERENTIATION:Flexiblegrouping,outcomes,equipmentmodifications,variationsdependingonskilllevel.

TECHNOLOGY:

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video demonstrate appropriate research was done?

intervals) and concepts and identification of major muscles and muscles groups.

and muscles groups.

and muscles groups.

and muscles groups.

Participation / Use of Class Time

25 pts Did each student give 100% to the group in creating/researching/performing in the video?

Always paid attention

Always took the video very seriously

Made excellent use of class time.

Usually paid attention

Usually took the video seriously

Made some use of class time.

Paid some attention

Sometimes took the video seriously

Made limited use of class time.

Hardly paid attention

Did not take the video seriously

Made poor use of class time.

IPadImplementation– FitnessBuddyApp:propertechniquesofexercises

IMovie:videotapingworkouttouseincircuit








PeerEvaluations

Self‐Evaluations

DrillWork

Leadupgames

WrittenTests


VideoAnalysis

Summarization

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Polls/Surveys

ExitTickets

WebQuest

Skillrubric



SUGGESTEDLEARNINGEVENTS:Introductionofgroupexercise/explanationofexpectations

Studentswillworkoutasaclassdoinganexercisecircuit

Explain/demonstratehowstudentswillcreateanexercisevideotoincorporateintoa

workout/groupexercisecircuitwiththeclass

Studentswillchooseaspecificmusclegroup,research/identify/demonstrate1

bodyweightexerciseand2exercisesusingvariousequipmentthenvideotape/explain/

demonstrateeach,havethemapprovedthenincorporateintogroupworkout

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SUGGESTEDMETHODSOFDIFFERENTIATION:Assistgroupswithdifficultexercisesinunderstandingpropertechniques, andchallengestudentstouseaprogressionofsimpletodifficultexercises.Adjustrulestofittheneedsofthelearner,remediationoffundamentalskillswhereneededModifyskillsperindividual’sneeds,utilizepeertutors,equipmentmodification,Modifymovements;breakdownmovementintosimplersteps,ConsultIEPsand504Plans,Provideastudyguidewhennecessary.

RESOURCES:




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BenchmarkAssessment:QuarterOne

1. Studentswillbeabletodevelopanunderstandingofrules,techniquesandstrategiesforindividualandteamsportsandapplytheminagamesituation.

2. Studentswillbeabletodevelopteamwork,skillsandstrategiesnecessaryforteamsports.3. Studentswillbeabletoemploytheskillsneededtobesuccessfulinsportswhileoperatinginasafeenvironment.4. Studentswillbeabletousecorrectscoringandterminologyasitappliestothesporttheyareparticipatingin.5. Studentswillbeabletopracticetheproperskillsandstrategiesineachactivity.6. Studentswillbeabletoutilizesafe,efficientandeffectivemovementstodevelopandmaintainahealthyactivelifestylewhile

participatinginleisureandlifetimesports.7. Studentswillbeabletoapplyhealthandskillrelatedfitnessconceptstomaintainahealthyactivelifestyle.8. Studentswillbeabletoidentifyhealthbenefitsofmuscleandcardiovascularfitness.9. Studentswillbeabletounderstandthatthesuccessandsafetyoftheentireteamreliesheavilyoncommunication.10. Studentswillbeabletounderstandthatevaluatingone’sphysicalfitnesslevelisanimportantaspectinstayingfitanddevelopinga

fitnessplan.

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BenchmarkAssessment:QuarterTwo


2. Studentswillbeabletodevelopteamwork,skillsandstrategiesnecessaryforteamsports.

3. Studentswillbeabletoemploytheskillsneededtobesuccessfulinsportswhileoperatinginasafeenvironment.

4. Studentswillbeabletousecorrectscoringandterminologyasitappliestothesporttheyareparticipatingin.

5. Studentswillbeabletopracticetheproperskillsandstrategiesineachactivity.

6. Studentswillbeabletoutilizesafe,efficientandeffectivemovementstodevelopandmaintainahealthyactivelifestylewhileparticipatinginleisureandlifetimesports.

7. Studentswillbeabletoapplyhealthandskillrelatedfitnessconceptstomaintainahealthyactivelifestyle.

8. Studentswillbeabletoidentifyhealthbenefitsofmuscleandcardiovascularfitness.

9. Studentswillbeabletounderstandthatthesuccessandsafetyoftheentireteamreliesheavilyoncommunication.

10. Studentswillbeabletounderstandthatevaluatingone’sphysicalfitnesslevelisanimportantaspectinstayingfitanddevelopingafitnessplan.

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BenchmarkAssessment:QuarterThree

1. Studentswillbeabletoidentifythecorrelationbetweenphysical,mental/emotionalandsocialhealth.2. Studentswillbeabletoanalyzeemotionalissuesandstressorsthatareencounteredinanadultlifestyleanddetermine

healthycopingmechanisms.3. Studentswillbeabletoproperlyuseinterpersonalskillstoformhealthyrelationshipsthroughouttheirlifetime.4. Studentswillbeabletounderstandthefinancialaspectsandresponsibilitiesofadultlivingpertainingtofindinga

dwellingplace,planningaweddingandbecomingaparent.5. Studentswillbeabletocompleteanoralpresentation10‐15minutesinlengthonknowledgeofahealthrelatedtopic

includingakeynote,factualpamphletandpeerquiz.6. Studentswillbeabletoevaluatedifferentareasofhumansexuality.

BenchmarkAssessment:QuarterFour


2. Studentswillbeabletodevelopteamwork,skillsandstrategiesnecessaryforteamsports.

3. Studentswillbeabletoemploytheskillsneededtobesuccessfulinsportswhileoperatinginasafeenvironment.

4. Studentswillbeabletousecorrectscoringandterminologyasitappliestothesporttheyareparticipatingin.

5. Studentswillbeabletopracticetheproperskillsandstrategiesineachactivity.

6. Studentswillbeabletoutilizesafe,efficientandeffectivemovementstodevelopandmaintainahealthyactivelifestylewhileparticipatinginleisureandlifetimesports.

7. Studentswillbeabletoapplyhealthandskillrelatedfitnessconceptstomaintainahealthyactivelifestyle.

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8. Studentswillbeabletoidentifyhealthbenefitsofmuscleandcardiovascularfitness.

9. Studentswillbeabletounderstandthatthesuccessandsafetyoftheentireteamreliesheavilyoncommunication.

10. Studentswillbeabletounderstandthatevaluatingone’sphysicalfitnesslevelisanimportantaspectinstayingfitanddevelopingafitnessplan.

Curriculum Management System2.5.12.A.2‐Analyze application of force and motion (weight transfer,...

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