6-8 Physical Education Curriculum...May 06, 2014 · School District of La Crosse Philosophy of...
Transcript of 6-8 Physical Education Curriculum...May 06, 2014 · School District of La Crosse Philosophy of...
School District of La Crosse
6-8 Physical Education
Curriculum
Developed for Implementation in 2005-2006
Committee Members:
Kerry Myhra, Longfellow
Lorrae Swartz, Logan Middle
Jason Bahr, Lincoln
March
2005
Approved April 20, 2005
Jerry Berns, K-12 Physical Education Supervisor
Kathie Tyser, Associate Superintendent of Instruction
Jerry Kember, Superintendent
School District of La Crosse Guiding Principles for Curriculum Development
1
Guiding Principles for Curriculum Development School District of La Crosse
Board of Education’s ENDS Policies
Adopted 2001
E-1 District Mission Students will discover their talents and abilities and will be prepared to pursue their dreams and
aspirations while contributing effectively to their diverse communities.
E-2 Academic Achievement Goals Students will demonstrate continuous improvement toward a high level of individual success in
all required and elective academic/curricular areas using multiple measures of performance.
E-3 Involved Citizenship Students will strive for mutual understanding as contributing citizens in a diverse world.
E-4 Responsible Life Choices Students will acquire the knowledge and skills necessary to make effective and responsible life
choices.
Wisconsin Academic Model Standards All district curricula will be aligned to the Wisconsin Model Academic Standards available on
the web at http://www.dpi.state.wi.us/dpi/standards/matintro.html
District Non-Discrimination Policy It is the policy of the School District of La Crosse that no person may be denied admission to any
public school in this district or be denied participation in, be denied the benefits of, or be
discriminated against in any curricular, extracurricular, pupil service, recreation, or other
program or activity because of the person’s sex, race, religion, national origin, ancestry, creed,
pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or
learning disability or handicap as required by s. 118.13 Wis. Stats., and/or section 504 of the
Rehabilitation Act of 1973.
School District of La Crosse Philosophy of Teaching/Learning in this Curriculum
2
Philosophy of Teaching/Learning in this Curriculum
The mission of the Physical Education curriculum is to provide a program of instruction for the
development of the whole individual through physical activities by emphasizing the relationship
among the physical, intellectual, emotional, and social well-being of the individual. The
curriculum will provide experiences that will develop positive attitudes toward wellness and
contribute to lifetime participation in physical activities
School District of La Crosse Sixth Grade PE Curriculum Overview
6-8 PE Curriculum Guide 3
School District of La Crosse
Physical Education Middle School Curriculum
Sixth Grade
Orientation Fitness/Wellness Team Sports Individual/Dual Sports
Classroom Guidelines/
Expectations/Protocols
Fitness Assessment
Health-Related Fitness
Cardiovascular
Muscular Strength/Endurance
Flexibility
Volleyball
Soccer
Basketball
Floor Hockey
Team Handball
Track & Field
Wrestling
Pickleball
Badminton
Dance Tactical Games Outdoor Pursuits/Adventure Education
Social
Contemporary
Line
Folk
Multicultural
Invasion Games
Net/Wall Games
Target Games
Fielding/Run Scoring Games
Inline Skating
Biking
Project Adventure
Part I, II, III, IV
Snowshoeing
* Not all the middle schools are equal in facilities and/or equipment.
Thus, adjustments in curricular units will be made based on this to maximize student participation
School District of La Crosse Classroom Expectations/Orientation - Gr. 6
6-8 PE Curriculum Guide 4
Physical Education: Sixth Grade
Unit: Class Expectations/Orientation Time Line: Fall/3 days
Unit Sub-Topics:
1. Classroom rules
2. Assessment/Grading policy
3. Safety of self, others, and with equipment
4. Proper activity clothes
5. Locker room protocol
Wisconsin State Standards: F.8.1, F.8.2, F.8.3, F.8,4, F.8.5, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Demonstrate and understand expected classroom behavior
Describe how they will be assessed
Demonstrate being safe, responsible, and respectful
Understand why they need to change clothes for activity
Safety in movement and with equipment
Locking up their belongings
Acceptance of differences
Instructional Strategies:
Discussion
Small group work
Posters
Handouts
Rubrics
Overheads
PowerPoint Presentations
Integration:
Suggested Activities/Resources:
Graphic Organizers
PowerPoint Presentation
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Classroom Expectations/Orientation - Gr. 6
6-8 PE Curriculum Guide 5
Suggested Assessments:
Student Contract
Rubric
Checklist
Written test
Student self-evaluation
School District of La Crosse Fitness Assessment – Gr. 6
6-8 PE Curriculum Guide 6
Physical Education: Sixth Grade
Unit: Fitness Assessment Time Line: Fall/Spring-4 days each season
Unit Sub-Topics: 1. Cardiovascular Fitness
Mile/Pacer
2. Abdominal Strength
Curl-ups
3. Upper Body Strength
Push-ups
4. Arm and shoulder flexibility
Shoulder Stretch
5. Back strength and flexibility
Trunk Lift
6. Lower back and leg flexibility
Sit and Reach
7. Body composition
Weight and Height
8. Health benefits of being fit
9. Goal-setting strategies
Wisconsin State Standards: A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,
D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The student will be able to:
Know if they are in the “Healthy Fitness Zone”
Identify the benefits of being fit and the health risks associated with being unfit.
Learn how to set goals to improve their fitness results
Demonstrate being safe, responsible, and respectful
Instructional Strategies:
Demonstration and discussion
Teacher Observation
Peer Teaching
Group Work
Individual work
Teacher/student conference
Worksheets
Lectures
Presentations
School District of La Crosse Fitness Assessment – Gr. 6
6-8 PE Curriculum Guide 7
Integration:
Health
Math
Computers
Suggested Activities/Resources:
Heart rate monitors
Pulse sticks
Pedometers
Charts
Students Logs
Journals
FITNESSGRAM Test Administration Manual
FITNESSGRAM Test Kit
Sit and Reach Box
Weight Scale
Height chart
Computer
Suggested Assessments:
FITNESSGRAM
Written project on health enhancing fitness
School District of La Crosse Adventure Education – Part I – Gr. 6
6-8 PE Curriculum Guide 8
Physical Education: Sixth Grade
Unit: Adventure Education – Part I Time Line: 1-4 Days
Unit Sub-Topics: 1. Creating Community
a. Working together as a new group
Toss a Name
Chicken Baseball
b. Experiencing Community: Exploring
Similarities and Differences
Card Have You Ever
Monarch Tag
c. Safe Environment and Experimenting
with Cooperative vs. Competitive
Ffeach
Help Me Tag
d. Reinforcement of Safety and Taking Care
of Each Other
Blob Tag
A.K.A. Tusker Tag
e. Safety Check
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,
B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,
D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,
G.8.4
Learner Outcomes: The students will be able to:
Demonstrate positive working relationships
Work together as a new group
Recognize each person by name
Experience a sense of community
Recognize similarities and differences among themselves
Identify the potential outcomes of cooperative and competitive activities and accept
attitudes toward both.
Understand the importance of creating a safe environment
Demonstrate positive working relationships with each other
Safely participate in activities
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education – Part I – Gr. 6
6-8 PE Curriculum Guide 9
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School, Project
Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education – Part II – Gr. 6
6-8 PE Curriculum Guide 10
Physical Education: Sixth Grade
Unit: Adventure Education – Part II Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Establishing Full Value Norms
a. Learning that rules are needed for a group
to function successfully
Pairs Tag
b. Experiencing the components of a Full
Value Contract
Be Here–Be Safe–Set Goal –Be
Honest Let Go and Move On
Circle Slap
Pairs Squared
Fill the Basket
Asteroids
Transfer Tag
c. Recognizing and Identifying Feelings
that Accompany a Full Value Contract
Market Place Relay
d. Applying Full Value Contract
Concepts in the Group
Warp Speed
A.8.1, A.8.3, B.8.1, B.8.2, B.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,
G.8.4
Learner Outcomes: The students will able to:
Understand the importance of having a Full Value Contract
Learn strategies for personal goal setting
Understand and recognize actual behaviors that are consistent with a full value contract
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education – Part II – Gr. 6
6-8 PE Curriculum Guide 11
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School, Project
Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education – Part III – Gr. 6
6-8 PE Curriculum Guide 12
Physical Education: Sixth Grade
Unit: Adventure Education – Part III Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Problem Solving
a. Whole Group Problem-Solving
Turnstile
b. ABCDEs of Problem Solving
Don’t Touch Me
c. Problem Solving - Touching
Welded Ankles
d. Learning How to Negotiate
Negotiation Squares
e. ABCDES with Resource Management
and Communication
Stepping Stones
f. Teamwork, balance, control
Marble transfer
All Aboard
Robot Writer
A.8.1, A.8.3, A.8.4, B.8.4, C.8.1, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,
G.8.4
Learner Outcomes: The students will be able to:
Identify the Different Strengths of People the Group
Work together to achieve a common goal
Learn Techniques to solve a problem
Understand the importance of contributing ideas
Learn procedures that are safe and effective for the given task
Understand techniques to evaluate the process
Identify follower ship and leadership in group tasks
Learn positive mechanisms to deal with failure
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education – Part III – Gr. 6
6-8 PE Curriculum Guide 13
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education – Part IV – Gr. 6
6-8 PE Curriculum Guide 14
Physical Education: Sixth Grade
Unit: Adventure Education – Part IV Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Building Trust
a. Discussing trust and respecting others for
making different decisions
Challenge Circles
Velcro Circles
b. Experiencing trust and potential lack of it
Bumper Cars
Trust Wave
A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,
C.89.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,
E.8.1, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Understand the importance of respecting their own and others decisions regarding their
personal level of choice. (Challenge by Choice)
Identify reliable behaviors that offer physical and emotional support.
Understand the value of expression of their feelings in a supportive environment
Understand Challenge by Choice in regard to risk taking situations
Understand that Challenge by Choice in a safe environment can lead to self awareness
and learning opportunities
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Adventure Education – Part IV – Gr. 6
6-8 PE Curriculum Guide 15
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Health Related Fitness/Cardiovascular Fitness– Gr. 6
6-8 PE Curriculum Guide 16
Physical Education: Sixth Grade
Unit: Health Related Fitness- Cardiovascular Fitness Time Line: 5-10 days specific
instruction
Weekly/on-going
Unit Sub-Topics: Wisconsin State Standards:
1. Utilization of technology to analyze fitness
levels
a. Pedometers
b. Hand-held heart rate monitors
c. Polar heart rate monitors
2. Applications to fitness and wellness
3. Benefits of cardiovascular training
4. Circuit training
5. Nutrition
6. Goal setting
7. Safe practices to prevent injury
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,
B.8.4, C.8.3, D.8.1, D.8.2, D.8.3,
D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
1. Know the definition of cardiovascular fitness
2. Know the definition of circuit training
3. Be able to list or state four benefits of obtaining cardiovascular fitness
4. Be able to list or state three health risks associated with lack of exercise
5. Participate in a variety of continuous aerobic activity at their personal ability level
6. Learn how to take their pulse rates at the carotid and radial sites, as well as with hand
held heart rate monitors
7. Learn how to use a polar heart rate monitor
8. Be able to use technology to monitor fitness level
9. Become familiar with physical activities available to them outside of school
10. Learn how to safely maintain a healthy fit body free of injury
11. Log activity done inside and outside of school.
12. Understand how to maintain ideal body mass through proper nutrition.
Instructional Strategies:
Discussion
Individual work
Partner work
Small group work
Large group work
Guided discovery
School District of La Crosse Health Related Fitness/Cardiovascular Fitness– Gr. 6
6-8 PE Curriculum Guide 17
Integration:
Math
Science
Language Arts
Health
Family and Consumer Education
Suggested Activities/Resources:
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See
Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Muscular Strength & Endurance– Gr. 6
6-8 PE Curriculum Guide 18
Physical Education: Sixth Grade
Unit: Health Related Fitness - Muscular Strength &
Endurance
Time Line: 5-10 Days Specific
Instruction
Weekly/Ongoing
Unit Sub-Topics: 1. Fitness Circuits (stations)
2. Resistance Training
3. Knowledge Concepts
4. Application of muscle strength and endurance to sport
and daily activity
5. Goal Setting Safe
6. Practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.3, B.8.3, B.8.4, C.8.3, C.8.4,
D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,
F.8.3, G.8.4
Learner Outcomes: The students will be able to:
Define muscular strength and endurance
Perform a circuit training program of muscle strength/endurance activities at their personal
ability
Perform a variety of strength enhancing activities and be able to do them with correct form and
posture
Understand the difference between muscle strength and endurance
Perform resistance training activities using simple equipment, such as a towel or partner
Instructional Strategies:
Discussion
Individual Work
Partner Work
Small Group Work
Large Group Work
Guided Discovery
Integration:
Math
Science
Health
School District of La Crosse Health Related Fitness/Muscular Strength & Endurance– Gr. 6
6-8 PE Curriculum Guide 19
Suggested Activities/Resources:
Resistance Bands
Dumbbells
Swiss Balls
Medicine Balls
Partner Activities
Towels
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Flexibility– Gr. 6
6-8 PE Curriculum Guide 20
Physical Education: Sixth Grade
Unit: Health-Related Fitness - Flexibility Time Line: 5-10 Days Specific
Instruction
Weekly/On-going
Unit Sub-Topics:
1. Sport and specific activity stretches
2. Benefits of being flexible
3. Knowledge concepts
4. Safe practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,
B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,
E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,
G.8.3, G.8.3
Learner Outcomes: The students will be able to:
Define flexibility
Participate in a variety of movements that promote flexibility
Know and state three benefits of being flexible
Give the scientific name of six major muscles
Demonstrate the types of stretches needed for at least three different sports or activities
Instructional Strategies:
Discussion
Individual Work
Self Check
Partner Work
Small Group Work
Large Group Work
Guided Discovery
Integration:
Health
Science
Suggested Activities/Resources:
30 individual exercise mats
One large wrestling mat
Charts/diagrams/task cards
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Health Related Fitness/Flexibility– Gr. 6
6-8 PE Curriculum Guide 21
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
Checklists
School District of La Crosse Basketball– Gr. 6
6-8 PE Curriculum Guide 22
Team Sports: Sixth Grade
Unit: Basketball Time Line: 5-10 days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Safety of self and safety of others
4. Proper warm-up, conditioning, and recovery
5. Rules and knowledge of game
6. Fundamental skills:
a. Passing/Receiving
Chest
Bounce
Overhead
b. Footwork/body work
Ready position
Pivot
Jump Stop
Cutting
c. Dribbling
Technique
Right/Left Hand
Varying speed
Change of direction
d. Shooting
Lay-up
One or two hand set shot
Free throw
Jump shot
e. Defensive skills
Guarding
f. lead-up games
g. game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Identify four facts on the history of basketball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Use sport specific warm-up and recovery methods. (i.e. stretching and cool down)
Develop the fundamental skills in basketball
School District of La Crosse Basketball– Gr. 6
6-8 PE Curriculum Guide 23
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Language Arts
Math
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Peer observation/check-off
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Volleyball– Gr. 6
6-8 PE Curriculum Guide 24
Team Sports: Sixth Grade
Unit: Volleyball Time Line: 5-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Forearm Pass (bump)
Forward
Backward
d. Set
Foreword
Backward
e. Serve
Underhand
Overhand
f. Lead up Games
g. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of volleyball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Language Arts
Math
Social Studies
Foreign Language
School District of La Crosse Volleyball– Gr. 6
6-8 PE Curriculum Guide 25
Suggested Activities/Resources:
Video
Charts/Diagrams
Graphic Organizers
Peer Observation/Check off
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Soccer– Gr. 6
6-8 PE Curriculum Guide 26
Physical Education: Sixth Grade
Unit: Soccer Time Line: 5-10 Days
Unit Sub-Topics:
1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental Skills
a. Dribbling
Inside of foot
Outside of foot
b. Passing
c. Kicking
Place kick
Punt
Kick on goal
d. Trapping
Foot
1. Single leg
2. Shin
e. Throw-in
f. Goal-Tending
g. Lead-up Games
h. Game Play
Wisconsin State Standards: A8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,
D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,
F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Identify two facts on the history of soccer
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
Game play
School District of La Crosse Soccer– Gr. 6
6-8 PE Curriculum Guide 27
Integration:
Math
Social Studies
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Team Handball– Gr. 6
6-8 PE Curriculum Guide 28
Physical Education: Sixth Grade
Unit: Team Handball Time Line: 3-5 days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety to self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Basic Basketball Skills
Passing
Dribbling
Pivoting
Guarding
b. Shooting
c. Free Throws
d. Goal Tending
e. Lead up Games
f. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,
D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,
F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The student will be able to
Identify two facts on the history of team handball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
Game play
Integration:
Social Studies
Health
School District of La Crosse Team Handball– Gr. 6
6-8 PE Curriculum Guide 29
Suggested Activities/Resources:
Charts/Diagrams
Graphic Organizers
Books
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Floor Hockey– Gr. 6
6-8 PE Curriculum Guide 30
Team Sports: Sixth Grade
Unit: Floor Hockey Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Safety of self, others, and with equipment
4. Rules and knowledge of game
5. Fundamental skills:
ready position
grip
stick handling
carrying the puck
dribbling technique
shooting the puck
face off
goal tending
lead up games
game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,
G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of floor hockey
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Language Arts
Social Studies
School District of La Crosse Floor Hockey– Gr. 6
6-8 PE Curriculum Guide 31
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Dance– Gr. 6
6-8 PE Curriculum Guide 32
Physical Education: Sixth Grade
Unit: Dance Time Line: 4-15 Days
Unit Sub-Topics: Wisconsin State Standards: Folk
Multi-cultural
Social and Contemporary
Self –Expressive
A.8.3, B.8.1, B.8.4, C.8.1, C.8.2, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, F.8.1,
F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes:
The students will be able to:
Describe how dance can foster physical and emotional well-being
Recognize the role of dance in modern culture
Demonstrate competence in modified versions of movement forms such as performing in
a variety of simple folk and square dances
Perform folk and ethnic dances from various cultures within a historical and cultural
context
Understand and apply advanced, discipline specific knowledge to various movement
forms such as understanding how to lead or follow a partner while dancing
Recognize the popular and contemporary dance movements of the present day
Use improvisation to explore, discover, and invent movement
Create short dances exploring compositional elements (i.e. contrast, abstraction, space,
time, force, and repetition)
Demonstrate the ability to work effectively alone, cooperatively with a partner, and in
small groups
Demonstrate appropriate audience behavior while watching dance performances
Increase strength, flexibility, and neuromuscular coordination
Develop an appreciation for others with different cultural backgrounds
Display respect and sensitivity to others during classroom interaction
Respect the performance limitations of self and others
Be safe, responsible, and respectful.
Instructional Strategies:
Demonstration
Lecture/Discussion
Handouts
Rubrics
Graphic Organizers
Individual Program
Small Group
Large Group
Video
School District of La Crosse Dance– Gr. 6
6-8 PE Curriculum Guide 33
Integration: Music
Social Studies
World Language
Suggested Activities/Resources:
Guest speakers/demonstrations
Community Dance Organizations
Cultural community groups
Elders/Grandparents
Research projects
Instructional Resource Books
LMC
Journals
Portfolios
Group Projects
Suggested Assessments:
Teacher Observation
Peer Observation
Rubrics
Video Analysis
Self Assessment
School District of La Crosse Badminton– Gr. 6
6-8 PE Curriculum Guide 34
Physical Education: Sixth Grade
Unit: Badminton Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Serve
d. Strokes
Forehand
Backhand
e. Serve
f. Smash Shots
g. Overhand/Underhand Clear
h. Drop forehand/Backhand
i. Forehand Drive
j. Partner Practice
k. Lead up Games
l. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8 1, G.8.2, G.8.3, G.8.4
Learner Outcomes:
The students will be able to
Identify two facts on the history of badminton
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Badminton– Gr. 6
6-8 PE Curriculum Guide 35
Integration:
Social Studies
Science
Suggested Activities/Resources:
Books
Videos
Charts
Diagrams
Graphic Organizers
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Pickleball– Gr. 6
6-8 PE Curriculum Guide 36
Physical Education: Sixth Grade
Unit: Pickleball Time Line: 4-6 Days
Unit Sub-Topics: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Serve
d. Strokes
Forehand
Backhand
e. Partner Practice
f. Lead up Games
g. Game Play
Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Identify two facts on the history of pickleball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
Game play
School District of La Crosse Pickleball– Gr. 6
6-8 PE Curriculum Guide 37
Integration:
Science
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Track and Field – Gr. 6
6-8 PE Curriculum Guide 38
Team Sports: Sixth Grade
Unit: Track and Field Time Line: 4-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Starts
Standing
Sprints
b. Sprints
Technique
c. Middle/Long Distance
Technique/Pacing
d. Relays
Baton Exchange
e. Hurdles
Technique
f. Field Events
High Jump
Long Jump
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,
D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of track and field
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the events
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Track and Field – Gr. 6
6-8 PE Curriculum Guide 39
Integration:
Science
Math
Health
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Wrestling – Gr. 6
6-8 PE Curriculum Guide 40
Physical Education: Sixth Grade
Unit: Wrestling Time Line: 8-10 Days
Unit Sub-Topics:
1. History
2. Sportsmanship/Etiquette
3. Sport specific, health-related conditioning
4. Safety of self and others
5. Rules and knowledge of wrestling both as a spectator and a
participant
6. Fundamental skills:
a. Ready position
b. Neutral position
Stance
Head
Feet
Hands
Movement in stance
Circle right and left
Change levels
Take downs
Single leg,
Dock under
Defending a shot (sprawl)
c. Referees Position
Down position; wrist, standup
Up position; chop
d. Pinning Combinations
Half nelson
e. Scoring
Take down 2
Escape 1
Reversal 2
Near fall 2 or 3
Pin
f. Strategies
When on the bottom never reach back
Setting up a take down
Tap the head
Circle
Underhook
Overhook
When on top stay behind opponent’s arms
g. Lead up games
Balance activities
Wisconsin State Standards: A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,
C.8.3, C.8.4, C.8.5, E.8.1, E.8.2,
E.8.3, E.8.4, E.8.5, F.8.2, F.8.2,
F.8.3, F.8.4, F.8.5, G.8.1, G.8.3,
G.8.4
School District of La Crosse Wrestling – Gr. 6
6-8 PE Curriculum Guide 41
Rolling/falling
Combatives?
Knee wrestling
h. Partner practice
Learner Outcomes: The students will be able to:
Demonstrate good sportsmanship during class
Make good choices and follow the rules based on safety of self and others in the class
Consider consequences when confronted with a behavior choice
Recognize several moves and understand scoring
Be an educated observer during a wrestling match
Recognize the value of the health and skill related fitness components in wresting
Perform and defend a single leg takedown
Combine a takedown with a breakdown and a pinning move
Instructional Strategies:
Demonstration
Partner work
Video
Self-assessment
Teacher observation
Integration:
Health
Nutrition
Suggested Activities/Resources:
Instructional Resource Books
Suggested Assessments:
Rubrics
Teacher observations
School District of La Crosse Biking – Gr. 6
6-8 PE Curriculum Guide 42
Physical Education: Sixth Grade
Unit: Biking Time Line: 5-10 Days
Unit Sub-Topics: 1. Review
a. Safety
b. Riding
c. Braking
d. Signaling
e. Shifting
f. Bike Adjustments
g. Sidewalk Riding
2. Trail riding
3. Group riding
4. Street riding
5. How to change a flat tire
6. Instant turns
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, B.8.3, B.8.4, C.8.3,
D.8.1, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.3, F.8.4, F.8.6, G.8.2,
G.8.4
Learner Outcomes: The students will be able to:
Properly demonstrate the turn signals
Properly demonstrate braking
Properly demonstrate stopping
Properly demonstrate gear shifting
Properly demonstrate how to wear a helmet
Properly demonstrate checking their blind spot
Properly demonstrate how to perform a safety check
Properly demonstrate how to ride safely on the sidewalk
Properly demonstrate how to perform a left-hand road turn
Properly demonstrate instant turns
Properly demonstrate bike etiquette
Properly demonstrate group riding
Properly demonstrate trail riding
Properly demonstrate how to change a flat tire
Instructional Strategies:
Video
Journal
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
School District of La Crosse Biking – Gr. 6
6-8 PE Curriculum Guide 43
Integration:
Math
Science
Language Arts
Suggested Activities/Resources:
Charts/Diagrams
Bike Rodeo
Graphic Organizers
Task Cards
Instructional Media (ex. videos, books, websites)
Community members/Guest speakers
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Performance Assessment
Checklist
School District of La Crosse In-Line Skating – Gr. 6
6-8 PE Curriculum Guide 44
Physical Education: 6th Grade (to be updated after one year of exploration)
Unit: In-line Skating Time Line: 3-8 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective
gear
2. Safety of self and while on the road
3. Safety Contract
4. Standing up on the skates
5. Skating position
6. V stop
7. Stopping/braking
8. Skating positions and styles
9. Controlling speed
10. Skating on different surfaces
11. Jumping
12. Scooting
13. Turns and Crossover turns
14. Backwards and moving backwards to
forwards
15. Up curbs and down curbs
A.8.3, B.8.1, B.8.3, B.8.4, E.8.1, E.8.2,
F.8.1, F.8.2, G.8.4
Learner Outcomes:
The student will be able to:
Properly utilize protective gear and understand its purpose in preventing injury
Understand and demonstrate how to fall forward to prevent injury with arms extended
using the wrist guards
Understand and practice the principle of balance by standing up on the skates keeping
knees and hips flexed
Perform the V stop position
Understand and practice how to generate power from each stroke of the skate by shifting
weight on the inside edges of the skate
Perform the stopping and braking techniques
Perform different types of forward and backwards strokes on the skates.
Control the speed of their movement
Identify the critical elements of more advanced movement skills
Respect the performance limitations of self and others
Make choices based on the safety of self and others
Enjoy learning a new activity
School District of La Crosse In-Line Skating – Gr. 6
6-8 PE Curriculum Guide 45
Instructional Strategies:
Group discussion
Demonstration
Individual Practice
Guided Discovery
Station Work
Peer Teaching
Small Group
Large Group
Game Play
Integration:
Science e.g. (can be utilized to discuss the basic principles and laws of motion)
Suggested Activities/Resources:
Student Demonstrations
Guest speaker/demonstrator
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Suggested Assessments:
Teacher Observation
Teacher Assessment (written/oral)
Peer Assessments
Rubrics
Video Analysis
Performance Assessment
Safety Contract
School District of La Crosse Snowshoe Unit – Gr. 6
6-8 PE Curriculum Guide 46
Physical Education: Sixth Grade
Unit: Snowshoe Unit Time Line: 3-5 Days
Unit Sub-Topics:
1. History of the sport
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Knowledge concepts
6. Proper winter clothing
7. Proper fit of equipment
8. Fundamental skills:
Herringbone
Shuffle-step
Side-stepping
Snow-shoe sliding
Stamping
Striding
Switch backing
Turning
Wisconsin State Standards: A.8.1, A.8.3, A.8.3, A.8.4, B.8.1,
B.8.2, B.8.4, C.8.1, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Demonstrate knowledge of traditional snowshoes, as well as sport snowshoes.
Demonstrate proficiency in understanding the components of a snowshoe
Demonstrate proficiency in safety factors related to snowshoeing
Understanding the types of physical conditioning needed for snowshoeing
Use snowshoeing in their future as a way to have fun and improve their personal fitness
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
Snowshoe games
Integration:
Science
Math
School District of La Crosse Snowshoe Unit – Gr. 6
6-8 PE Curriculum Guide 47
Suggested Activities/Resources:
Edwards, Sally and McKenzie, Mellisa. Snowshoeing. Outdoor Pursuits Series:
Champaign, IL. Human Kinetics. 1995. www.pelinks4u.org
Orienteering on snowshoes
Suggested Assessments:
Teacher observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
School District of La Crosse Seventh Grade PE Curriculum
6-8 PE Curriculum Guide 48
School District of La Crosse
Physical Education Middle School Curriculum
Seventh Grade
Orientation Fitness/Wellness Team Sports Individual/Dual Sports Classroom Guidelines/
Expectations/Protocols
Fitness Assessment
Health-Related Fitness
Cardiovascular
Muscular Strength/Endurance
Flexibility
Volleyball
Speedball
Basketball
Floor Hockey
Track & Field
Softball
Wrestling
Tennis
Badminton
Dance Tactical Games Outdoor Pursuits/Adventure Education
Social
Contemporary
Line
Multicultural
Folk
Invasion Games
Net/Wall Games
Fielding/Run Scoring Games
Target Games
Inline Skating
Project Adventure
Part I, II, III, IV
* Not all the middle schools are equal in facilities and/or equipment.
Thus, adjustments in curricular units will be made based on this to maximize student participation.
School District of La Crosse Class Expectations/Orientation – Gr. 7
6-8 PE Curriculum Guide 49
Physical Education: Seventh Grade
Unit: Class Expectations/Orientation Time Line: Fall/3 days
Unit Sub-Topics:
1. Classroom rules
2. Assessment/Grading policy
3. Safety of self, others, and with equipment
4. Proper activity clothes
5. Locker room protocol
Wisconsin State Standards: F.8.1, F.8.2, F.8.3, F.8,4, F.8.5, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Demonstrate and understand expected classroom behavior
Describe how they will be assessed
Demonstrate being safe, responsible, and respectful
Understand why they need to change clothes for activity
Safety in movement and with equipment
Locking up their belongings
Acceptance of differences
Instructional Strategies:
Discussion
Small group work
Posters
Handouts
Rubrics
Overheads
PowerPoint Presentations
Integration:
Suggested Activities/Resources:
Graphic Organizers
PowerPoint Presentation
School District of La Crosse Class Expectations/Orientation – Gr. 7
6-8 PE Curriculum Guide 50
Suggested Assessments:
Student Contract
Quarterly Rubric
Checklist
Written test
Student self-evaluation
School District of La Crosse Fitness Assessment – Gr. 7
6-8 PE Curriculum Guide 51
Fitness and Wellness: Seventh Grade
Unit: Fitness Assessment Time Line: Fall/Spring-4 days each season
Unit Sub-Topics: Wisconsin State Standards: 1. Cardiovascular Fitness
Mile/Pacer
2. Abdominal Strength
Curl-ups
3. Upper Body Strength
Push-ups
4. Arm and shoulder flexibility
Shoulder Stretch
5. Back strength and flexibility
Trunk Lift
6. Lower back and leg flexibility
Sit and Reach
7. Body composition
Weight and Height
8. Health benefits of being fit and the health
risks of being unfit
9. Goal-setting strategies
A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,
D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Know if they are in the “Healthy Fitness Zone”
Identify the benefits of being fit and the health risks associated with being unfit.
Learn how to set goals to improve their fitness results
Demonstrate being safe, responsible, and respectful
Instructional Strategies:
Demonstration and discussion
Teacher Observation
Peer Teaching
Large group work
Small group work
Individual work
Teacher/student conference
Integration:
Health
Math
Computers
School District of La Crosse Fitness Assessment – Gr. 7
6-8 PE Curriculum Guide 52
Suggested Activities/Resources:
Heart rate monitors
Pulse sticks
Pedometers
Charts
Students Logs
Journals
FITNESSGRAM Test Administration Manual
FITNESSGRAM Test Kit
Sit and Reach Box
Weight Scale
Height chart
Computer
Suggested Assessments:
FITNESSGRAM
Written project on health enhancing fitness
School District of La Crosse Adventure Education/Part I – Gr. 7
6-8 PE Curriculum Guide 53
Physical Education: Seventh Grade
Unit: Adventure Education – Part I Time Line: 1-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Creating Community
a. Learning group members names
Name by Name
Captains Calling
b. Promoting Community and Understanding in
the Group
Giants, Wizards and Elves
Bumpity, Bump, Bump, Bump
Twizzle
Evolution
Whampum
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,
B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,
D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will able to
Recognize each person in the class by name
Work together as a new group
Recognize each person by name
Experience and participate in the community
Demonstrate positive working relationships with each other
Understand that the differences students bring to class are valuable
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
School District of La Crosse Adventure Education/Part I – Gr. 7
6-8 PE Curriculum Guide 54
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part II – Gr. 7
6-8 PE Curriculum Guide 55
Physical Education: Seventh Grade
Unit: Adventure Education – Part II Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Establishing Full Value Norms
a. Reviewing the concept and importance of a
Full Value Contract
Full Value Speed Rabbit
b. Creating a Full Value Contract for the group
Dolphin Golf
Circle of Hands
c. Putting the group’s Full Value Contract into
practice
Stargate
A.8.1, A.8.3, B.8.1, B.8.2, B.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will able to
Understand the importance of creating a Full Value Contract for their class
Recognize the five components of a Full Value Contract
Be Here – Be Safe – Be Honest – Let Go Move On – Set Goals
Understand and recognize behaviors that are consistent with the Full Value Contract
Understand the concept of Challenge by Choice
Practice setting personal goals that are achievable and can be assessed
Develop the class specific Full Value Contract
Develop techniques to maintain the Full Value Contract
Practice respectful behavior toward self, peers, and others
Practice using the Full value Contract to mange conflict within the group
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education/Part II – Gr. 7
6-8 PE Curriculum Guide 56
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part III – Gr. 7
6-8 PE Curriculum Guide 57
Physical Education: Seventh Grade
Unit: Adventure Education – Part III Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Problem Solving
a. Beginning problem solving, reviewing of the
ABCDS of problem solving
Pigs in a Blanket
Twirlies Bulls Eye
b. Setting achievable goals while problem solving
Mass Pass
c. Finding, improving and refining solutions to
problems
Key Punch
d. Team skills
Ball Carry
Game Tarps
Giants Gold
A.8.1, A.8.3, A.8.4, B.8.4, C.8.1,
C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,
F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will able to
Work together to achieve common goals
Develop problem solving techniques to accomplish group tasks
Contribute their own and listen to other’s ideas in the process of solving problems
Follow procedures that are safe and effective for the given task
Identify and practice using the different strengths of individuals in the group
Evaluate the effectiveness of the problem solving process
Practice both leadership and follower ship in accomplishing group tasks
Develop positive mechanisms to deal with failure
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education/Part III – Gr. 7
6-8 PE Curriculum Guide 58
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part IV – Gr. 7
6-8 PE Curriculum Guide 59
Physical Education: Seventh Grade
Unit: Adventure Education – Part IV Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Building Trust
a. Recognizing and incorporating
physical and emotional support within
the group
Raccoon Circles
Hog Calls
b. Monitoring safety within the group
Moving without touching
Ready Aim
c. Exploring Trust, reinforcing Challenge
By Choice
I trust you but …
A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,
C.8.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,
E.8.1, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will able to
Demonstrate reliable behaviors that offer physical and emotional support
Express their feelings in a supportive environment
Understand the concept of Challenge By Choice in a risk taking setting
Understand that progressive personal challenges, within a safe environment, can lead to
increased self-awareness and learning opportunities
Learn the importance of respecting and supporting the different decisions of others
regarding personal levels of challenge
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Task Cards
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
School District of La Crosse Adventure Education/Part IV – Gr. 7
6-8 PE Curriculum Guide 60
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Health Related Fitness/Cardiovascular Fitness – Gr. 7
6-8 PE Curriculum Guide 61
Physical Education: Seventh Grade
Unit: Health Related Fitness- Cardiovascular Fitness Time Line: 5-10 Days Specific
Instruction
Weekly/Ongoing
Unit Sub-Topics: Wisconsin State Standards: 1. Utilization of technology to analyze fitness
levels
a. Pedometers
b. Hand-held heart rate monitors
c. Polar heart rate monitors
2. Applications to fitness and wellness
3. Benefits of cardiovascular training
4. Application of fitness knowledge concepts
and terminology
5. Circuit training
6. Goal setting
7. Safe practices to prevent injury
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.4,
C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,
F.8.4, F.8.5, F.8.6, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Review the definition of cardiovascular fitness
Review the definition of circuit training
Be able to list or state five benefits of obtaining cardiovascular fitness
Be able to list or state four health risks associated with lack of exercise
Participate in a variety of continuous aerobic activity at their personal ability level
Learn how to calculate their target heart rate and their maximum heart rate monitor
Learn what a heart rate monitor is and use them in class
Learn three training methods
o Continuous
o Circuit
o Interval
Be able to state how each station in the circuit is specific to improving aerobic fitness
Be able to exercise for 30 minutes
List physical activities available to them outside of school
Learn how to maintain a healthy fit body free of injury
Log activity done inside and outside of school
Instructional Strategies:
Discussion
Individual work
Partner work
Small group work
Large group work
Guided discovery
School District of La Crosse Health Related Fitness/Cardiovascular Fitness – Gr. 7
6-8 PE Curriculum Guide 62
Integration:
Health
Suggested Activities/Resources:
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See
Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Muscular Strength and Endurance– Gr. 7
6-8 PE Curriculum Guide 63
Physical Education: Seventh Grade
Unit: Health Related Fitness- Muscular Strength &
Endurance
Time Line: 5-10 Days Specific
Instruction
Weekly/On-going
Unit Sub-Topics:
1. Fitness Circuits (stations)
2. Resistance Training
3. Knowledge Concepts
4. Application of muscle strength and endurance to
sport and daily activity
5. Goal Setting
6. Safe Practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.3, B.8.3, B.8.4, C.8.3, C.8.4,
D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,
F.8.3, G.8.4
Learner Outcomes: The students will be able to:
Recall the definition of muscular strength and endurance
Performa a circuit training program of muscle strength/endurance activities at their personal
ability
Perform a variety of strength enhancing activities and be able to do them with correct form and
posture
Understand that using heavier weights and fewer repetitions improves strength
Understand that using lighter weights and more repetitions improves endurance
Understand that the length of activity or exercise is Time
Instructional Strategies:
Discussion
Individual Work
Partner Work
Small Group Work
Large Group Work
Guided Discovery
Integration:
Math
Science
Health
School District of La Crosse Health Related Fitness/Muscular Strength and Endurance– Gr. 7
6-8 PE Curriculum Guide 64
Suggested Activities/Resources:
Resistance Bands
Dumbbells
Swiss Balls
Medicine Balls
Partner Activities
Towels
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Flexibility– Gr. 7
6-8 PE Curriculum Guide 65
Physical Education: Seventh Grade
Unit: Health-Related Fitness - Flexibility Time Line: 5-10 Days Specific
Instruction
Weekly/On-going
Unit Sub-Topics:
1. Sport and specific activity stretches
2. Benefits of being flexible
3. Knowledge concepts
4. Safe practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,
B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,
E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Participate in a variety of movements that promote flexibility at their own personal ability level
Explore yoga as an option toward increasing and maintaining flexibility for their lifetime
Perform basic yoga poses for beginners
Understand that yoga not only increases flexibility, but it can also manage stress and increase
muscular strength
Instructional Strategies:
Discussion
Individual Work
Self Check
Partner Work
Small Group Work
Large Group Work
Guided Discovery
Integration:
Health
Suggested Activities/Resources:
30 individual exercise mats
One large wrestling mat
Charts/diagrams/task cards
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
School District of La Crosse Health Related Fitness/Flexibility– Gr. 7
6-8 PE Curriculum Guide 66
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
Checklists
School District of La Crosse Basketball– Gr. 7
6-8 PE Curriculum Guide 67
Team Sports: Seventh Grade
Unit: Basketball Time Line: 5-10 days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Safety of self and safety of others
4. Proper warm-up, conditioning, and recovery
5. Rules and knowledge of game
6. Fundamental skills:
a. Passing/Receiving
Chest
Bounce
Overhead
One handed push pass
Baseball pass
b. Footwork/body work
Ready position
Pivot
Jump Stop
Cutting
Stride step
Jumping/rebounding
c. Dribbling
Technique
Right/Left Hand/Crossover
Varying speed
Change of direction
Changing the level of the dribble
d. Shooting
Lay-up
One or two hand set shot
Free throw
Jump shot
Hook shot
e. Defensive skills
Guarding
f. Offensive skills
g. Lead-up games
h. Game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
School District of La Crosse Basketball– Gr. 7
6-8 PE Curriculum Guide 68
Learner Outcomes: The students will be able to:
Identify four facts on the history of basketball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Use sport specific warm-up and recovery methods. (i.e. stretching and cool down)
Develop the fundamental skills in basketball
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Math
Science
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Peer observation/check-off
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Volleyball– Gr. 7
6-8 PE Curriculum Guide 69
Team Sports: Seventh Grade
Unit: Volleyball Time Line: 5-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Forearm Pass (bump)
Forward
Backward
Sideward
d. Set
Forward
Backward
e. Serve
Underhand
Overhand
f. Offensive and Defensive Strategies
g. Lead up Games
h. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.5, F.8.6,
G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of volleyball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Volleyball– Gr. 7
6-8 PE Curriculum Guide 70
Integration:
Math
Social Studies
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Floor Hockey – Gr. 7
6-8 PE Curriculum Guide 71
Team Sports: Seventh Grade
Unit: Floor Hockey Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. ready position
b. grip
c. stick handling
d. carrying the puck
e. dribbling technique
f. shooting the puck
g. face off
h. goal tending
i. offense and defensive strategies
j. lead up games
k. game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of floor hockey
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Floor Hockey – Gr. 7
6-8 PE Curriculum Guide 72
Integration:
Science
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Wrestling – Gr. 7
6-8 PE Curriculum Guide 73
Physical Education: Seventh Grade
Unit: Wrestling Time Line: 8-10 Days
Unit Sub-Topics:
1. History
2. Sportsmanship/Etiquette
3. Sport specific, health-related conditioning
4. Safety
5. Rules and knowledge of wrestling both as a spectator and a
participant
6. Fundamental skills:
a. Ready position
b. Neutral position
Stance
Movement in stance
circle right and left
changing levels
Take downs
Double leg
Fireman’s carry
Defending a shot
Wiser
c. Referees Position
Down position
Wrist control
Head shrug
Gramby roll
Up position
Wrist control
Wrist grinder
d. Pinning Combinations
Half nelson
Near side cradle
e. Scoring
Take down 2
Escape 1
Reversal 2
Near fall 2 or 3
Pin
f. Strategies
When on the bottom never reach back
Setting up a take down
Tap the head
Circle
Underhook
Wisconsin State Standards: A.8.3, A.8.4, B.8.2, B.8.4, C.8.3,
C.8.4, C.8.5, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,
F.8.4, F.8.5, G.8.1, G.8.3, G.8.4
School District of La Crosse Wrestling – Gr. 7
6-8 PE Curriculum Guide 74
Overhook
When on top stay behind opponent’s arms
g. Lead up games
Balance activities
Rolling/falling
Combatives
Knee wrestling
Spider
Sumo
h. Partner practice
Learner Outcomes: The students will be able to:
Recognize several moves and understand scoring
Demonstrate good sportsmanship both as a participant and as a spectator during a match
Recognize the value of the health and skill related fitness components in wrestling
Consider consequences when confronted with a behavior choice
Perform and defend a single leg takedown
Combine a takedown with a breakdown and a pinning move
Instructional Strategies:
Demonstration
Partner work
Video
Self-assessment
Teacher observation
Integration:
Health
Nutrition
Suggested Activities/Resources:
Instructional Resource Books
Suggested Assessments:
Rubrics
Partner check
Teacher observations
School District of La Crosse Dance – Gr. 7
6-8 PE Curriculum Guide 75
Physical Education: Seventh Grade
Unit: Dance Time Line: 4-15 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Folk
2. Multi-cultural
3. Social and Contemporary
4. Self –Expressive
A.8.3, B.8.1, B.8.4, C.8.1, C.8.2, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, F.8.1, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, F.8.6, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will:
Describe how dance can foster physical and emotional well-being
Recognize the role of dance in modern culture
Demonstrate competence in modified versions of movement forms such as performing in
a variety of simple folk and square dances
Perform folk and ethnic dances from various cultures within a historical and cultural
context
Understand and apply advanced, discipline specific knowledge to various movement
forms such as understanding how to lead or follow a partner while dancing
Recognize the popular and contemporary dance movements of the present day
Use improvisation to explore, discover, and invent movement
Create short dances exploring compositional elements (i.e. contrast, abstraction, space,
time, force, and repetition)
Demonstrate the ability to work effectively alone, cooperatively with a partner, and in
small groups
Demonstrate appropriate audience behavior while watching dance performances
Increase strength, flexibility, and neuromuscular coordination
Develop an appreciation for others with different cultural backgrounds
Display respect and sensitivity to others during classroom interaction
Respect the performance limitations of self and others
Be safe, responsible, and respectful.
Instructional Strategies:
Demonstration
Lecture/Discussion
Handouts
Rubrics
Graphic Organizers
Individual Program
Small Group
Large Group
Video
School District of La Crosse Dance – Gr. 7
6-8 PE Curriculum Guide 76
Integration:
Music
Social Studies
World Language
Suggested Activities/Resources:
Guest speakers/demonstrations
Community Dance Organizations
Cultural community groups
Elders/Grandparents
Research projects
Instructional Resource Books
LMC
Journals
Portfolios
Group Projects
Suggested Assessments:
Teacher Observation
Peer Observation
Rubrics
Video Analysis
Self Assessment
School District of La Crosse Speedball – Gr. 7
6-8 PE Curriculum Guide 77
Team Sports: Seventh Grade
Unit: Speedball Time Line: 5-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Passing
Two Handed Passes
Foot Pass
Throw-In
b. Dribbling
Foot
Air
c. Kicking
Soccer
Punt
Drop
d. Conversions
Two-foot
One foot
Lift to a partner or self
Roll up the leg
e. Goal Tending
f. Lead up Games
g. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,
D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4,
F.8.5, F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of speedball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
School District of La Crosse Speedball – Gr. 7
6-8 PE Curriculum Guide 78
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Language Arts
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Badminton – Gr. 7
6-8 PE Curriculum Guide 79
Physical Education: Seventh Grade
Unit: Badminton Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Serve
d. Strokes
Forehand
Backhand
e. Overhand/Underhand Clear
f. Drop forehand/Backhand
g. Forehand Drive
h. Partner Practice
i. Lead up Games
j. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, f.8.1, F.8.2, F.8.3, F.8.5, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of badminton
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Social Studies
Science
School District of La Crosse Badminton – Gr. 7
6-8 PE Curriculum Guide 80
Suggested Activities/Resources:
Books
Videos
Charts
Diagrams
Graphic Organizers
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Tennis – Gr. 7
6-8 PE Curriculum Guide 81
Physical Education: Seventh Grade
Unit: Tennis Time Line: 5-10 Days
Unit Sub-Topics:
1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
Ready position
a. Footwork
b. Serve
c. Grips
d. Strokes
Forehand
Backhand
7. Partner practice
8. Lead up Games
9. Game Play
Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Identify two facts on the history of tennis
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer Teaching
Large group work
Small group work
Game Play
Integration:
Social Studies
School District of La Crosse Tennis – Gr. 7
6-8 PE Curriculum Guide 82
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Track and Field – Gr. 7
6-8 PE Curriculum Guide 83
Team Sports: Seventh Grade
Unit: Track and Field Time Line: 4-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Starts
Standing
Sprints
b. Sprints
Technique
50M/100M/200M
c. Middle/Long Distance
Technique/Pacing
½ Mile/Mile
d. Relays
Baton Exchange
Four Person
e. Hurdles
Technique
f. Field Events
High Jump
Long Jump
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, D.8.1,
D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.5, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of track and field
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the events
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Track and Field – Gr. 7
6-8 PE Curriculum Guide 84
Integration:
Social Studies
Health
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse In-Line Skating – Gr. 7
6-8 PE Curriculum Guide 85
Physical Education: Seventh Grade
Unit: In-line Skating Time Line: 3-8 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective gear
2. Safety of self and while on the road
3. Safety Contract
4. Standing up on the skates
5. Skating position
6. V stop
7. Stopping/braking
8. Skating positions and styles
9. Controlling speed
10. Skating on different surfaces
11. Jumping
12. Scooting
13. Turns and Crossover turns
14. Backwards and moving backwards to forwards
15. Up curbs and down curbs
A.8.2, A.8.3, B.8.1, B.8.3, B.8.4, C.8.2,
C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2, F.8.3,
F.8.4, F.8.5, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The student will be able to:
Properly utilize protective gear and understand its purpose in preventing injury
Understand and demonstrate how to fall forward to prevent injury with arms extended
using the wrist guards
Understand and practice the principle of balance by standing up on the skates keeping
knees and hips flexed
Perform the V stop position
Understand and practice how to generate power from each stroke of the skate by shifting
weight on the inside edges of the skate
Perform the stopping and braking techniques
Perform different types of forward and backwards strokes on the skates.
Control the speed of their movement
Identify the critical elements of more advanced movement skills
Respect the performance limitations of self and others
Make choices based on the safety of self and others
Enjoy learning a new activity
School District of La Crosse In-Line Skating – Gr. 7
6-8 PE Curriculum Guide 86
Instructional Strategies:
Group discussion
Demonstration
Individual Practice
Guided Discovery
Station Work
Peer Teaching
Small Group
Large Group
Game Play
Integration:
Science e.g. (can be utilized to discuss the basic principles and laws of motion)
Suggested Activities/Resources:
Student Demonstrations
Guest speaker/demonstrator
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (written/oral)
Peer Assessments
Rubrics
Video Analysis
Performance Assessment
Safety Contract
School District of La Crosse Class Expectations/Orientation – Gr. 8
6-8 PE Curriculum Guide 87
School District of La Crosse
Physical Education Middle School Curriculum
Eighth Grade
Orientation Fitness/Wellness Team Sports Individual/Dual Sports Classroom Guidelines/
Expectations/Protocols
Fitness Assessment
Health-Related Fitness
Cardiovascular
Muscular Strength/Endurance
Flexibility
Volleyball
Football
Basketball
Floor Hockey
Softball
Golf
Tennis
Badminton
Dance Tactical Games Outdoor Pursuits/Adventure Education Social
Contemporary
Line
Multicultural
Folk
Invasion Games
Net/Wall Games
Fielding/Run Scoring Games
Target Games
Inline Skating
Project Adventure
Part I, II, III, IV
Biking
Cross-Country Skiing (weather
permitting and availability of
equipment from high schools)
* Not all the middle schools are equal in facilities and/or equipment.
Thus, adjustments in curricular units will be made based on this to maximize student participation.
School District of La Crosse Class Expectations/Orientation – Gr. 8
6-8 PE Curriculum Guide 88
Physical Education: Eighth Grade
Unit: Class Expectations/Orientation Time Line: Fall/3 days
Unit Sub-Topics:
1. Classroom rules
2. Assessment/Grading policy
3. Safety of self, others, and with equipment
4. Proper activity clothes
5. Locker room protocol
Wisconsin State Standards: F.8.1, F.8.2, F.8.3, F.8,4, F.8.5, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Demonstrate and understand expected classroom behavior
Describe how they will be assessed
Demonstrate being safe, responsible, and respectful
Understand why they need to change clothes for activity
Safety in movement and with equipment
Locking up their belongings
Acceptance of differences
Instructional Strategies:
Discussion
Small group work
Posters
Handouts
Rubrics
Overheads
PowerPoint Presentations
Integration:
Suggested Activities/Resources:
Graphic Organizers
PowerPoint Presentation
School District of La Crosse Class Expectations/Orientation – Gr. 8
6-8 PE Curriculum Guide 89
Suggested Assessments:
Student Contract
Quarterly Rubric
Checklist
Written test
Student self-evaluation
School District of La Crosse Fitness Assessment – Gr. 8
6-8 PE Curriculum Guide 90
Physical Education: Eighth Grade
Unit: Fitness Assessment Time Line: Fall/Spring-4 days each season
Unit Sub-Topics: Wisconsin State Standards: 1. Cardiovascular Fitness
Mile/Pacer
2. Abdominal Strength
Curl-ups
3. Upper Body Strength
Push-ups
4. Arm and shoulder flexibility
Shoulder Stretch
5. Back strength and flexibility
Trunk Lift
6. Lower back and leg flexibility
Sit and Reach
7. Body composition
Weight and Height
8. Health benefits of being fit and the health
risks of being unfit
9. Goal-setting strategies
A.8.1, A.8.2, A.8.4, B.8.4, C.8.3, D.8.1,
D.8.4, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Know if they are in the “Healthy Fitness Zone”
Identify the benefits of being fit and the health risks associated with being unfit.
Learn how to set goals to improve their fitness results
Demonstrate being safe, responsible, and respectful
Instructional Strategies:
Demonstration and discussion
Teacher Observation
Peer Teaching
Large group work
Small group work
Individual work
Teacher/student conference
Integration:
Health
Math
Computers
School District of La Crosse Fitness Assessment – Gr. 8
6-8 PE Curriculum Guide 91
Suggested Activities/Resources:
Heart rate monitors
Pulse sticks
Pedometers
Charts
Students Logs
Journals
FITNESSGRAM Test Administration Manual
FITNESSGRAM Test Kit
Sit and Reach Box
Weight Scale
Height chart
Computer
Suggested Assessments:
FITNESSGRAM
Written project on health enhancing fitness
School District of La Crosse Adventure Education/Part I – Gr. 8
6-8 PE Curriculum Guide 92
Physical Education: Eighth Grade
Unit: Adventure Education – Part I Time Line: 1-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Creating Community
f. Learning group members names, sharing
commonalities and differences
Categories
Peek-a-Who
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,
B.8.4, C.8.1, C.8,5, D.8.1, D.8.2, D.8.3,
D.8.4, E.8.1, E.8.2, E.8.4, F.8.1, F.8.2, F.8.3,
F.8.4, F.8.5, F.8.6, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Create a sense of community
Recognize each person in the group by name
Understand that the differences people bring to class are valuable
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Adventure Education/Part I – Gr. 8
6-8 PE Curriculum Guide 93
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part II – Gr. 8
6-8 PE Curriculum Guide 94
Physical Education: Eighth Grade
Unit: Adventure Education – Part II Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Establishing Full Value Norms
g. Problem-Solving as a lead-in to developing
the group’s Full Value Contract
Turnstile
The Village
h. Reviewing and putting the Full Value
Contract into practice
Full Value Speed Rabbit
Group Juggle
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.2,
B.8.4, C.8.1, C.8.5, D.8.1, D.8.2, D.8.3,
D8.4, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Understand the importance of a Full Value Contract
Demonstrate respectful behaviors toward self, peers, and others
Demonstrate behaviors that are consistent with the Full Value Contract
Set achievable personal goals that can be assessed
Apply techniques to maintain the Full Value Contract
Use the Full value Contract effectively to mange conflict in the group
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Adventure Education/Part II – Gr. 8
6-8 PE Curriculum Guide 95
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part III – Gr. 8
6-8 PE Curriculum Guide 96
Physical Education: Eighth Grade
Unit: Adventure Education – Part III Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Problem Solving
a. Performing initiatives requiring creative
thinking in a changing environment
Change Up
Overhand Knot
b. Evaluating and refining problem solving
skills, thinking “out of the box”
Mergers
Pipeline
c. Finding solutions, coordinating the group’s
problem solving efforts to problems
The Muse
d. Team Skills
Human Ladder
Spider web
Hazardous Waste
A.8.1, A.8.3, A.8.4, B.8.4, C.8.1, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.2, G.8.3,
G.8.4
Learner Outcomes: The students will be able to
Work together to achieve common goals
Apply effective problem solving strategies to accomplish group tasks
Be open to using a variety of ideas in the problem solving process
Implement positive mechanisms to deal with and learn from failures
Evaluate the effectiveness of their problem solving process and solutions, and implement
necessary changes to make them work better
Establish procedures that are safe and effective.
Use roles of leadership and follower ship in accomplishing group goals
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
School District of La Crosse Adventure Education/Part III – Gr. 8
6-8 PE Curriculum Guide 97
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Adventure Education/Part IV – Gr. 8
6-8 PE Curriculum Guide 98
Physical Education: Eighth Grade
Unit: Adventure Education – Part IV Time Line: 2-4 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Building Trust
a. Developing trust while increasing levels of
personal commitment
Trust Leans
Three Person Leans
Wind in the Willows
Levitation
A.8.1, A.8.3, A.8.4, B.8.1, B.8.2, B.8.4,
C.8.1, C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,
E.8.1, F.8.2, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Apply Challenge By Choice to risk-taking situations
Be reliable members of the group by offering each other physical and emotional support
Demonstrate how progressive personal challenges within a safe environment, can lead to
increased self-awareness and learning opportunities
Express their emotions in a supportive environment
Respect and support their own and other’s decisions
Use the Full Value Contract as a tool to manage potential breakdowns in trust
Instructional Strategies: See Adventure Curriculum for Physical Education for complete details on instructional
strategies.
Integration:
Guidance
Suggested Activities/Resources:
Panicucci, Jane. Adventure Curriculum for Physical Education- Middle School.
Project Adventure, Inc. 2002
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
School District of La Crosse Adventure Education/Part IV – Gr. 8
6-8 PE Curriculum Guide 99
Suggested Assessments:
Scoring Rubric
Observation with checklist
Journals
Self-Assessment Questions or Worksheets
Projects
Special Assessments designed for curriculum. See pp. 148-155 in Adventure Curriculum
for Physical Education
Also see assessment suggestions found in each lesson of the book
School District of La Crosse Health Related Fitness/Cardiovascular Fitness – Gr. 8
6-8 PE Curriculum Guide 100
Physical Education: Eighth Grade
Unit: Health Related Fitness – Cardiovascular Fitness Time Line: Weekly/On-going
5-10 days Specific Instruction
Unit Sub-Topics: Wisconsin State Standards: 1. Exploration of a variety of cardiovascular activity
2. Utilization of technology to analyze fitness levels
a. Pedometers
b. Hand-held heart rate monitors
c. Polar heart rate monitors
3. Applications to fitness and wellness
4. Benefits of cardiovascular training
5. Application of fitness knowledge concepts and
terminology
6. Circuit training
7. Goal setting
8. Safe practices to prevent injury
A.8.1, A.8.2, A.8.3, A.8.4, B.8.1, B.8.4, C.8.3,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1, E.8.2, E.8.3,
E.8.4, E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Review the definition of cardiovascular fitness
Review the definition of circuit training
Be able to list or state six benefits of obtaining cardiovascular fitness
Be able to list or state five health risks associated with lack of exercise
Participate in a variety of continuous physical activity at their personal ability level at
least three times a week
Review how to calculate their target heart rate and their maximum heart rate monitor
Review what a heart rate monitor is and how to use them in class
Understand how physical activity at varying intensity levels influences their heart rate
Use Borg’s Rating Chart on perceived exertion
Learn the FITT principle
Learn to pace so their fuel supply lasts long enough to exercise for 30 minutes
Learn how to safely maintain a healthy fit body free of injury
Log activity done inside and outside of school
Respect the performance limitations of self and others
Instructional Strategies:
Discussion
Individual work
Partner work
Small group work
Large group work
Guided discovery
School District of La Crosse Health Related Fitness/Cardiovascular Fitness – Gr. 8
6-8 PE Curriculum Guide 101
Integration:
Health
Math
Science
Language Arts
Family and Consumer Ed
Suggested Activities/Resources:
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See
Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Muscular Strength and Endurance – Gr. 8
6-8 PE Curriculum Guide 102
Physical Education: Eighth Grade
Unit: Health Related Fitness-Muscular Strength &
Endurance
Time Line: 5-10 Days Specific
Instruction
Weekly/Ongoing
Unit Sub-Topics: 1. Fitness Circuits (stations)
2. Resistance Training
3. Knowledge Concepts
4. Application of muscle strength and endurance to sport
and daily activity
5. Goal Setting
6. Safe Practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.3, B.8.3, B.8.4, C.8.3, C.8.4,
D.8.1, D.8.3, D.8.4, E.8.3, E.8.4, E.8.5,
F.8.3, G.8.4
Learner Outcomes: The students will be able to:
Recall the definition of muscular strength and endurance
Performa a circuit training program of muscle strength/endurance activities at their personal
ability
Perform a variety of strength enhancing activities and be able to do them with correct form and
posture
State how often (FREQUENCY) specific muscles should be worked and rested during a given
time
Demonstrate the principle of INTENSITY by participating in a series of activities that require
them to increase repetitions or workload or both
Instructional Strategies:
Discussion
Individual Work
Partner Work
Small Group Work
Large Group Work
Guided Discovery
Integration:
Math
Science
Health
School District of La Crosse Health Related Fitness/Muscular Strength and Endurance – Gr. 8
6-8 PE Curriculum Guide 103
Suggested Activities/Resources:
Resistance Bands
Dumbbells
Swiss Balls
Medicine Balls
Partner Activities
Towels
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
School District of La Crosse Health Related Fitness/Flexibility – Gr. 8
6-8 PE Curriculum Guide 104
Physical Education: Eighth Grade
Unit: Health-Related Fitness - Flexibility Time Line: 5-10 Days Specific
Instruction
Weekly/Ongoing
Unit Sub-Topics:
1. Sport and specific activity stretches
2. Yoga
3. Pilates
4. Safe practices to prevent injury
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, A.8.4, B.8.1,
B.8.4, C.8.3, C.8.5, D.8.1, D.8.3, D.8.4,
E.8.1, E.8.4, E.8.5, F.8.2, F.8.3, G.8.1,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Participate in a variety of movements that promote flexibility at their own personal ability level
Explore yoga as an option toward increasing and maintaining flexibility for their lifetime
Perform basic yoga poses for beginners
Understand that yoga not only increases flexibility, but it can also manage stress and increase
muscular strength
Explore Pilates as an option toward increasing and maintaining flexibility for their lifetime
Perform basic Pilates exercises on mats
Perform basic Pilates moves using stability balls
Instructional Strategies:
Discussion/Demonstration
Individual work
Partner work
Integration:
Health
Suggested Activities/Resources:
30 individual exercise mats
One large wrestling mat
Charts/diagrams/task cards
Stability balls
Physical Education for Lifelong Fitness: The Physical Best Teacher’s Guide (See Appendix)
Physical Best Activity Guide: Secondary Level
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
School District of La Crosse Health Related Fitness/Flexibility – Gr. 8
6-8 PE Curriculum Guide 105
Suggested Assessments:
Teacher Observation
Self-assessment
Journals
Logs
Checklists
School District of La Crosse Flag Football – Gr. 8
6-8 PE Curriculum Guide 106
Team Sports: Eighth Grade
Unit: Flag Football Time Line: 5-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position/Stance
b. Grip of Football
c. Throwing
d. Catching
e. Kicking
Placekick
Punt
f. Offensive and Defensive Strategies
g. Lead up Games
h. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F8.3, F.8.5, F.8.6, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of flag football
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
School District of La Crosse Flag Football – Gr. 8
6-8 PE Curriculum Guide 107
Suggested Activities/Resources:
Diagrams
Charts
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Basketball – Gr. 8
6-8 PE Curriculum Guide 108
Team Sports: Eighth Grade
Unit: Basketball Time Line: 5 days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Safety of self and safety of others
4. Proper warm-up, conditioning, and recovery
5. Rules and knowledge of game
6. Fundamental skills:
a. Passing/Receiving
Chest
Bounce
Overhead
One handed push pass
Baseball pass
b. Footwork/body work
Ready position
Pivot
Jump Stop
Cutting
Stride step
Jumping/Rebounding/Boxing out
c. Dribbling
Review Technique
Right/Left Hand/Crossover
Varying speed
Change of direction
Changing the level of the dribble
d. Shooting
Review Lay-up
Review One or two hand set shot
Free throw
Jump shot
Hook shot
e. Defensive skills
Guarding
f. Offensive skills
g. Lead-up games
h. Game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
School District of La Crosse Basketball – Gr. 8
6-8 PE Curriculum Guide 109
Learner Outcomes: The students will:
Identify four facts on the history of basketball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Use sport specific warm-up and recovery methods. (i.e. stretching and cool down)
Develop the fundamental skills in basketball
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Math
Science
Language Arts
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Peer observation/check-off
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Floor Hockey – Gr. 8
6-8 PE Curriculum Guide 110
Team Sports: Eighth Grade
Unit: Floor Hockey Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. ready position
b. grip
c. stick handling
d. carrying the puck
e. dribbling technique
f. shooting the puck
g. face off
h. goal tending/crease
i. offense and defensive strategies
j. game play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3, B.8.4,
C.8.1, C.8.3, C.8.4, C.8.5, D.8.1, D.8.2,
D.8.3, D.8.4, E.8.1, E.8.2, E.8.3, E.8.4,
E.8.5, F.8.1, F.8.2, F.8.3, F.8.4, F.8.5,
F.8.6, G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of floor hockey
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Floor Hockey – Gr. 8
6-8 PE Curriculum Guide 111
Integration:
Suggested Activities/Resources:
Explore using Inline Skates with the Hockey Unit. (Roller Hockey)
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Volleyball – Gr. 8
6-8 PE Curriculum Guide 112
Team Sports: Eighth Grade
Unit: Volleyball Time Line: 5-10 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Forearm Pass (bump)
Forward
Backward
Sideward
d. Set
Forward
Backward
e. Serve
Underhand
Overhand
f. Offensive and Defensive Strategies
g. Game Play/Tournament Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,
B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,
G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of basketball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Volleyball – Gr. 8
6-8 PE Curriculum Guide 113
Integration:
Social Studies
Math
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Softball – Gr. 8
6-8 PE Curriculum Guide 114
Team Sports: Eighth Grade
Unit: Softball Time Line: 4-8 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Proper sport specific conditioning
4. Safety of self, others, and with equipment
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Throwing
d. Catching
e. Striking/Batting
f. Base Running
g. Fielding
h. Pitching
i. Offensive and Defensive Strategies
j. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,
B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.4, F.8.5, F.8.6,
G.8.1, G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of softball
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
Integration:
Social Studies
School District of La Crosse Softball – Gr. 8
6-8 PE Curriculum Guide 115
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Video Analysis
Performance Assessment
School District of La Crosse Tennis – Gr. 8
6-8 PE Curriculum Guide 116
Physical Education: Eighth Grade
Unit: Tennis Time Line: 5-10 Days
Unit Sub-Topics:
1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready position
b. Footwork
c. Serve
Bounce
Drop
Sidearm serve
Overhand
d. Grips
e. Strokes
Forehand
Backhand
7. Partner practice/Wall work
8. Lead up Games
9. Game Play
Wisconsin State Standards: A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,
B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, F.8.6, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Identify two facts on the history of tennis
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station work
Peer Teaching
Large group work
Small group work
Game Play
School District of La Crosse Tennis – Gr. 8
6-8 PE Curriculum Guide 117
Integration:
Science
Suggested Activities/Resources:
Charts
Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Asssessment
Video Analysis
Performance Assessment
School District of La Crosse Badminton – Gr. 8
6-8 PE Curriculum Guide 118
Physical Education: Eighth Grade
Unit: Badminton Time Line: 3-5 Days
Unit Sub-Topics: Wisconsin State Standards: 1. History of game
2. Sportsmanship/Etiquette
3. Sport specific conditioning
4. Safety of self and safety of others
5. Rules and knowledge of game
6. Fundamental skills:
a. Ready Position
b. Footwork
c. Strokes
Forehand
Backhand
d. Serve
e. Smash Shots
f. Overhand/Underhand Clear
g. Drop forehand/Backhand
h. Forehand Drive
i. Partner Practice
j. Lead up Games
k. Game Play
A.8.1, A.8.3, B.8.1, B.8.2, B.8.3,
B.8.4, C.8.1, C.8.3, C.8.4, C.8.5,
D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1,
F.8.2, F.8.3, F.8.5, F.8.6, G.8.1,
G.8.2, G.8.3, G.8.4
Learner Outcomes: The students will be able to
Identify two facts on the history of badminton
Demonstrate good sportsmanship and follow proper etiquette of the game
Demonstrate being safe, responsible, and respectful
Describe the rules and regulations of the game
Perform the fundamental skills
Instructional Strategies:
Group discussion
Demonstration
Station Work
Peer Teaching
Large group work
Small group work
Game play
School District of La Crosse Badminton – Gr. 8
6-8 PE Curriculum Guide 119
Integration:
Social Studies
Science
Suggested Activities/Resources:
Books
Videos
Charts
Diagrams
Graphic Organizers
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment/Self Assessment
Video Analysis
Performance Assessment
School District of La Crosse Dance – Gr. 8
6-8 PE Curriculum Guide 120
Physical Education: Eighth Grade
Unit: Dance Time Line: 4-15 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Folk
2. Multi-cultural
3. Social and Contemporary
4. Self –Expressive
A.8.3, B.8.1, B.8.4, C.8.1, C.8.2,
C.8.5, D.8.1, D.8.2, D.8.3, D.8.4,
E.8.1, F.8.1, F.8.1, F.8.2, F.8.3,
F.8.4, F.8.5, F.8.6, G.8.1, G.8.3,
G.8.4
Learner Outcomes: The students will be able to:
Describe how dance can foster physical and emotional well-being
Recognize the role of dance in modern culture
Demonstrate competence in modified versions of movement forms such as performing in
a variety of simple folk and square dances
Perform folk and ethnic dances from various cultures within a historical and cultural
context
Understand and apply advanced, discipline specific knowledge to various movement
forms such as understanding how to lead or follow a partner while dancing
Recognize the popular and contemporary dance movements of the present day
Use improvisation to explore, discover, and invent movement
Create short dances exploring compositional elements (i.e. contrast, abstraction, space,
time, force, and repetition)
Demonstrate the ability to work effectively alone, cooperatively with a partner, and in
small groups
Demonstrate appropriate audience behavior while watching dance performances
Increase strength, flexibility, and neuromuscular coordination
Develop an appreciation for others with different cultural backgrounds
Display respect and sensitivity to others during classroom interaction
Respect the performance limitations of self and others
Be safe, responsible, and respectful.
Instructional Strategies:
Demonstration
Lecture/Discussion
Handouts
Rubrics
Graphic Organizers
Individual Program
Small Group
Large Group
Video
School District of La Crosse Dance – Gr. 8
6-8 PE Curriculum Guide 121
Integration:
Music
Social Studies
World Language
Suggested Activities/Resources:
Guest speakers/demonstrations
Community Dance Organizations
Cultural community groups
Elders/Grandparents
Research projects
Instructional Resource Books
LMC
Journals
Portfolios
Group Projects
Suggested Assessments:
Teacher Observation
Peer Observation
Rubrics
Video Analysis
Self Assessment
School District of La Crosse Biking – Gr. 8
6-8 PE Curriculum Guide 122
Physical Education: Eighth Grade
Unit: Biking Time Line: 5-10 Days
Unit Sub-Topics:
1. Review
a. Safety
b. Riding
c. Braking
d. Signaling
e. Shifting
f. Bike Adjustments
g. Sidewalk Riding
2. Trail riding
3. Group riding
4. Street riding
5. How to change a flat tire
6. Instant turns
Wisconsin State Standards: A.8.1, A.8.2, A.8.3, B.8.3, B.8.4,
C.8.3, D.8.1, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.3,
F.8.4, F.8.6, G.8.2, G.8.4
Learner Outcomes: The students will be able to:
Properly demonstrate the turn signals
Properly demonstrate braking
Properly demonstrate stopping
Properly demonstrate gear shifting
Properly demonstrate how to wear a helmet
Properly demonstrate checking their blind spot
Properly demonstrate how to perform a safety check
Properly demonstrate how to ride safely on the sidewalk
Properly demonstrate how to perform a left-hand road turn
Properly demonstrate instant turns
Properly demonstrate bike etiquette
Properly demonstrate group riding
Properly demonstrate trail riding
Properly demonstrate how to change a flat tire
School District of La Crosse Biking – Gr. 8
6-8 PE Curriculum Guide 123
Instructional Strategies:
Video
Journal
Group discussion
Demonstration
Station work
Peer teaching
Large group work
Small group work
Integration:
Math
Science
Suggested Activities/Resources:
Charts/Diagrams
Graphic Organizers
Instructional Media (ex. Video, books, websites)
Community members/Guest speakers
Task Cards
Suggested Assessments:
Teacher Observation
Teacher Assessment (oral/written)
Rubrics
Peer Assessment
Performance Assessment
Checklist
School District of La Crosse In-Line Skating – Gr. 8
6-8 PE Curriculum Guide 124
Physical Education: Eighth Grade (to be updated after one year of exploration)
Unit: In-line Skating Time Line: 3-8 Days
Unit Sub-Topics: Wisconsin State Standards: 1. Equipment check: skates and protective gear
2. Safety of self and others while on the road
3. Safety Contract
4. Standing up on the skates
5. Skating position
6. V stop
7. Stopping/braking
8. Skating positions and styles
9. Controlling speed
10. Skating on different surfaces
11. Jumping
12. Scooting
13. Turns and Crossover turns
14. Backwards and moving backwards to forwards
15. Up curbs and down curbs
16. Team Games on skates
A.8.2, A.8.3, B.8.1, B.8.3, B.8.4, C.8.2,
C.8.3, D.8.1, D.8.2, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.3, E.8.4, E.8.5, F.8.1, F.8.2,
F.8.3, F.8.4, F.8.5, G.8.1, G.8.2, G.8.3,
G.8.4
Learner Outcomes: The student will be able to:
Properly utilize protective gear and understand its purpose in preventing injury
Understand and demonstrate how to fall forward to prevent injury with arms extended
using the wrist guards
Understand and practice the principle of balance by standing up on the skates keeping
knees and hips flexed
Perform the V stop position
Understand and practice how to generate power from each stroke of the skate by shifting
weight on the inside edges of the skate
Perform the stopping and braking techniques
Perform different types of forward and backwards strokes on the skates.
Control the speed of their movement
Identify the critical elements of more advanced movement skills
Respect the performance limitations of self and others
Make choices based on the safety of self and others
Enjoy learning a new activity
Play team games on skates
School District of La Crosse In-Line Skating – Gr. 8
6-8 PE Curriculum Guide 125
Instructional Strategies:
Group discussion
Demonstration
Individual Practice
Guided Discovery
Station Work
Peer Teaching
Small Group
Large Group
Game Play
Integration:
Science e.g. (can be utilized to discuss the basic principles and laws of motion)
Suggested Activities/Resources:
Video
Student Demonstrations
Guest speaker/demonstrator
Suggested Assessments:
Teacher Observation
Teacher Assessment (written/oral)
Peer Assessments
Rubrics
Video Analysis
Performance Assessment
School District of La Crosse Cross-Country Skiing – Gr. 8
6-8 PE Curriculum Guide 126
Physical Education: Eighth Grade
Unit: Cross Country Skiing Time Line: 3-5 Days
(*Upon availability of equipment from
high school and weather permitting)
Unit Sub-Topics:
1. Proper winter clothing
2. Proper fit of equipment
3. Safety practices to prevent injury
4. Standing up on the skis
5. Coordination and balance on the skis
6. Stopping
7. Slide/glide/double pull
8. Hill climb (uphill/downhill)
9. Skiing for your health/fitness enjoyment
Wisconsin State Standards: A.8.1, A.8.3, B.8.4, D.8.3, D.8.4, E.8.1,
E.8.2, E.8.5, F.8.1, F.8.2, G.8.1, G.8.2,
G.8.3, G.8.4
Learner Outcomes: The students will be able to:
Demonstrate understanding of the equipment used for cross-country skiing; such as the
parts that make up the pieces of equipment.
Demonstrate understanding of the physical conditioning needed for cross country skiing
Demonstrate balance and coordination with skis and poles
Demonstrate knowledge of improving personal fitness and ways to pursue cross-country
skiing
Identify the proper clothing needed for cross-country skiing
Respect the performance limitations of self and others
Make choices based on the safety of self and others
Enjoy learning a new activity
Instructional Strategies:
Group discussion
Demonstration
Individual Practice
Station work
Small group
Large group
Integration:
Language Arts
Science
Art
Math
School District of La Crosse Cross-Country Skiing – Gr. 8
6-8 PE Curriculum Guide 127
Suggested Activities/Resources:
Guest Speaker/demonstrator
“Hal Higdon’s Beginning Skier’s Guide”;
http://www.halhigdon.com/beginningskier/beginskiintro.htm
Suggested Assessments:
Teacher Observation
Teacher Assessment (written/oral)
Peer Assessments
Rubrics
Journal
Performance Assessment
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix i
Wisconsin Model Academic Standards for Physical Education
A. Leading an Active Lifestyle
Students in Wisconsin will exhibit a physically active lifestyle.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will be able to:
A.4.1 Select and participate regularly in physical activities for the purpose of improving skill and maintaining good health.
A.4.2 Describe healthful benefits that result from regular physical activity.
A.4.3 Identify several moderate to vigorous physical activities that provide personal pleasure.
By the end of grade 8, students will be able to:
A.8.1 Establish personal physical activity goals.
A.8.2 Participate at least three times a week in physical activities that contribute to the attainment of and maintenance of personal physical activity goals.
A.8.3 Explore personal interests in a variety of new physical activities both in and out of the physical education class.
A.8.4 Describe the relationship between a healthy lifestyle and simply feeling good.
By the end of grade 12, students will be able to:
A.12.1 Participate regularly in health-enhancing fitness activities such as games, sports, dance, outdoor pursuits, and other physical activities that contribute to the maintenance of wellness, independent of class requirements.
A.12.2 Understand the ways in which personal characteristics, performance styles, and activity preferences will change over the life span.
A.12.3 Maintain and improve physical fitness, motor skills, and knowledge about physical activity through charting or journalizing improvement over time.
A.12.4 Accurately evaluate physical activity information, products, and services to become an informed and responsible physical activity consumer.
A.12.5 Design and implement a personal fitness program.
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix ii
B. Physical Skill Development
Students in Wisconsin will demonstrate competency in many forms of movement and proficiency in some
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will be able to:
B.4.1 Demonstrate progress toward the mature form of all locomotor (movement) patterns and selected manipulative and non-locomotor skills such as throwing, catching, and kicking.
B.4.2 Adapt a physical skill to the demands of a dynamic, unpredictable environment such as balancing with control on a variety of objects (balance board, large apparatus, skates).
B.4.3 Acquire beginning skills in a few specialized movement forms such as dribbling and passing a basketball to a moving receiver or jumping and landing for height/distance using mature form.
B.4.4 Apply combined movement skills in a variety of settings such as developing and refining a creative dance sequence into repeatable patterns.
By the end of grade 8, students will be able to:
B.8.1 Demonstrate competence in modified versions of movement forms such as performing in a variety of simple folk and square dances.
B.8.2 Develop beginning strategies for competitive and noncompetitive games such as using basic offensive and defensive strategies in a modified version of a team sport.
B.8.3 Demonstrate increasing competence in more advanced specialized physical skills.
B.8.4 Explain how people can enjoy an activity if they are not gifted athletes.
By the end of grade 12, students will be able to:
B.12.1 Demonstrate competence (basic skills, strategies, and rules) in an increasing number of more complex versions of different types of movement forms such as aquatics, team sports, individual and dual sports, outdoor activities, self-defense, dance, and gymnastics.
B.12.2 Demonstrate competence and work toward advanced proficiency in selected activities such as participating in a tennis match using all the basic skills, rules and strategies with some consistency; passing the Red Cross intermediate swimming requirement; getting nine out of ten arrows in the target from 40 feet; using advanced offensive and defensive shots in a racquetball game against an opponent of similar skill.
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix iii
C. Learning Skills
Students in Wisconsin will apply concepts and principles of movement to the learning and development of physical skills.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will be able to:
C.4.1 Work on improving personal performance in fundamental and selected specialized motor skills such as throwing, catching, running.
C.4.2 Use critical elements of fundamental and specialized movement skills to provide feedback to others such as accurately recognizing the critical elements of a throw made by a fellow student and providing positive feedback to that student.
C.4.3 Recognize and apply concepts that affect the quality of increasingly complex movement performance such as consistently striking a ball with a bat or paddle demonstrating an appropriate grip.
C.4.4 Identify and apply characteristics and critical elements of highly skilled performance to develop movement competence or proficiency such as using internal and external information to modify movement during performance.
By the end of grade 8, students will be able to:
C.8.1 Understand and apply more advance movement and game strategies such as explaining and demonstrating strategies involved in playing tennis doubles.
C.8.2 Identify the critical elements of more advanced movement skills such as a racing start in free style swimming.
C.8.3 Identify and apply principles of practice and conditioning to enhance performance such as understanding that conditioning will allow one to play for longer periods of time without fatigue.
C.8.4 Identify the characteristics of highly skilled performance in movement forms such as describing the characteristics that enable success in passing and spiking after observing a team of skillful volleyball players
C.8.5 Understand and apply advanced, discipline-specific knowledge to various movement forms such as understanding how to lead or follow a partner while dancing.
By the end of grade 12, students will be able to:
C.12.1 Know and understand pertinent, scientifically-based information regarding movement performance such as the overload principle.
C.12.2 Independently apply advanced, movement-specific information.
C.12.3 Integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional, and cognitive factors that influence the rate of movement.
C.12.4 Identify and apply characteristics and critical elements of highly skilled performance to develop movement competence or proficiency such as using internal and external information to modify movement during performance.
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix iv
D. Understanding Physical Activity and Well Being
Students in Wisconsin will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will:
D.4.1 Experience the opportunity for enjoyment while participating in physical activity.
D.4.2 Learn to enjoy practicing activities to increase skill competence.
D.4.3 Celebrate personal successes and achievements as well as those of others.
D.4.4 Use physical activity as a means of self-expression.
By the end of grade 8, students will:
D.8.1 Feel satisfaction when engaging in physical activity
D.8.2 Recognize the social benefits of participation in physical activity such as the joy of participating with a team and sensing team fulfillment.
D.8.3 Enjoy learning new activities.
D.8.4 Recognize physical activity as a vehicle for self-expression.
By the end of grade 12, students will:
D.12.1 Derive pleasure from participating in physical activities in competitive and recreational settings.
D.12.2 Pursue new activities both alone and with others
D.12.3 Recognize the strengths and weaknesses of teammates and provide opportunities for everyone to enjoy success within skill limitations.
D.12.4 Enter competition or activity voluntarily
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix v
E. Health-Enhancing Fitness
Students in Wisconsin will achieve and maintain a health-enhancing level of physical fitness.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will:
E.4.1 Identify several activities related to each component of physical fitness such as development of muscular strength.
E.4.2 Associate results of fitness testing to personal health status and the ability to perform various activities such as maintaining continuous aerobic activity for a specific time and/or activity and supporting, lifting, and controlling body weight in a variety of activities.
E.4.3 Describe personal strengths and weaknesses and elevate the weaknesses to strengths.
By the end of grade 8, students will:
E.8.1 Participate in a variety of health-related activities in both school and non-school settings in order to maintain a record of moderate to vigorous physical activity.
E.8.2 Assess physiological indicators of exercise such as pulse rate during and after physical activity.
E.8.3 Understand and apply basic principles of training to improve physical fitness such as various weight training techniques.
E.8.4 Meet health-related fitness standards.
E.8.5 Begin to design personal health-related fitness programs based on an accurately assessed fitness profile, for example, engage in physical activity at the target heart rate for a minimum of 30 minutes at least 3 times a week outside of the physical education class.
By the end of grade 12, students will:
E.12.1 Monitor exercise and other behaviors related to health-related fitness.
E.12.2 Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility and body composition necessary for a healthful lifestyle.
E.12.3 Assess personal health-related fitness status.
E.12.4 Continue meeting health-related fitness standards.
E.12.5 Use the results of fitness assessments to guide changes in personal program of physical activity.
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix vi
F. Respectful Behavior
Students in Wisconsin will demonstrate responsible personal and social behaviors in physical-activity settings.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will:
F.4.1 Follow activity-specific rules, procedures, and etiquette with little or no reinforcement.
F.4.2 Utilize safety principles in activity situations.
F.4.3 Work productively with a partner to improve skills, for example improve the overhand throw pattern for distance by using the critical elements of the process.
F.4.4 Work independently and on task for short periods of time.
F.4.5 Accept the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others.
By the end of grade 8, students will:
F.8.1 Identify positive and negative peer influence.
F.8.2 Solve problems by analyzing causes and potential solutions.
F.8.3 Make choices based on the safety of self and others.
F.8.4 Consider the consequences when confronted with a behavior choice.
F.8.5 Resolve interpersonal conflicts with a sensitivity to rights and feeling of others; find positive ways to exert independence.
F.8.6 Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.
By the end of grade 12, students will:
F.12.1 Apply rules, procedures, and etiquette in all physical activity settings.
F.12.2 Act independently of peer pressure.
F.12.3 Defuse potential conflicts by communicating with other participants.
F.12.4 Keep in perspective the importance of winning and losing relative to other established goals of participation.
F.12.5 Take appropriate leadership or supportive roles in activities.
F.12.6 Create a safe environment for their own skill practice and group activities.
F.12.7 Set personal goals for activity and work toward their achievement.
School District of La Crosse Wisconsin’s Model Academic Standards for Physical Education
6-8 PE Curriculum Guide Appendix vii
G. Understanding Diversity
Students in Wisconsin will demonstrate understanding and respect for differences among people in physical-activity settings.
K 1 2 3 4 5 6 7 8 9 10 11 12
By the end of grade 4, students will:
G.4.1 Explore cultural and ethnic self-awareness through participation in physical activity.
G.4.2 Demonstrate acceptance of the skill and ability of others through verbal and nonverbal behavior.
G.4.3 Indicate respect for persons from different backgrounds and the cultural significance as they contribute to various games, dances, and physical activities.
By the end of grade 8, students will:
G.8.1 Recognize the role of sports, games, and dance in modern culture.
G.8.2 Identify behaviors that are supportive and inclusive in physical-activity settings.
G.8.3 Display sensitivity to the feelings of others during interpersonal interactions.
G.8.4 Respect the physical and performance limitations of self and others.
By the end of grade 12, students will:
G.12.1 Recognize the value of sports and physical activity in understanding multiculturalism.
G.12.2 Invite students of both genders and various ethnic backgrounds and those with exceptional needs to join in personally enjoyable physical activities.
G.12.3 Display a willingness to experiment with the sport and activity of other cultures.
G.12.4 Develop strategies for including persons of diverse backgrounds and abilities in physical activities.
G.12.5 Recognize how participation in physical activity influences appreciation for people of both genders, varying cultures and ethnic groups, and those with various levels of physical ability or disability.
School District of La Crosse Glossary of Terminology
6-8 PE Curriculum Guide Appendix viii
Glossary of Terminology
Aerobic Exercise – long-duration exercise that relies on the presence of oxygen for the production of
energy; it may be used to control body weight, reduce the percentage of body fat, improve the
circulatory function, and reduce blood pressure.
Authentic Assessment – evaluating by asking for the behavior the learning is intended to produce. The
concept of model, practice, feedback in which students know what excellent performance is and are
guided to practice an entire concept rather than bits and pieces in preparation foe eventual
understanding. A variety of techniques can be employed in authentic assessment.
Adventure Theory – putting groups of people in novel or unique settings, outside of comfort zones, and
making them responsible for the outcome of group decisions.
Benchmark – student performance standards (the level or levels of student competence in a content
area.
Challenge Education – implemented by force without choices.
Challenge by Choice – any person has the right to choose to participate or to choose not to participate
in the activity.
Checklists – consist of a list of desirable/essential behaviors or characteristics and a way to indicate
whether they are present.
Domains – a field of activity or influence. A student in physical education should be educated across the
three main domains of learning, being and doing:
Psychomotor – physical abilities and neuromuscular skills.
Cognitive – intellectual aspects.
Affective – values, attitudes, interests, and social skills.
Dual sports – such as badminton, tennis, handball, and racquetball.
Experimental Education – no content and you learn through your experiences.
FITNESSGRAM – is a comprehensive health-related fitness and activity assessment and computerized
reporting system.
Games – games may be classified in a variety of ways depending on their purpose and nature; Games
may be used as a tool for applying, reinforcing, and implementing a variety of fundamental movement
and sport skills. Games may be a primary means of learning new movement skills.
Cooperative Games – emphasize group interaction and positive socialization in a cooperative
setting that de-emphasizes competition.
Fielding/Run-Scoring Games – games that involve a player striking or kicking an object and
then running a specific pattern while the opposing teams retrieve the object.
School District of La Crosse Glossary of Terminology
6-8 PE Curriculum Guide Appendix ix
Invasive Games – played on courts, fields, rinks, or pools by two teams of equal sides. As the
game is played, teams intermingle and attempt to outscore the opponent by invading the
opponent’s territory.
Lead-up Games – active games that involve two or more of the sport skills, rules, or procedures
used in playing the official sport.
Low- organized games – include activities that are easy to play, have few and simple rules,
require little or no equipment, and may be varied in many ways.
Net/Wall Games – those games, which teams, are divided by a net or play is against a wall.
Goal setting – is a mechanism that helps students understand their potential and feel satisfied with their
accomplishments.
Guided Discovery – leads group to an outcome without giving the answer, hug part of problem solving.
Heart Rate Monitor – a device worn that can provide information of the person’s current heart rate; the
average heart rate for an activity; the percent of time in, above, and below a specified target heart rate
zone; the length of the exercise session and the maximum and minimum heart rates and interval time.
The type of heart rate monitor that provides the most useful and accurate information has a chest strap
that transmits the heart rate to a receiver.
Individual sports – such as golf, swimming, biking, bowling, and out door pursuits.
Lifetime Activity – refers to activities that are accessible and enjoyable throughout one’s life. These
activities are engaged in for recreational and health-related fitness reasons.
Outdoor Education – an educational experience that takes place outside.
Outdoor Pursuits – traveling from point A to point B across the natural environment without the use of
motorized transport.
Physical Fitness – a positive state of well being influenced by regular, vigorous physical activity,
genetic makeup, and nutritional adequacy. Two aspects of physical fitness are health-related fitness and
performance-related or motor skill fitness.
Health-related fitness – a relative state of being. The development and maintenance of health-
related fitness is a function of physiological adaptation to increased overload.
Cardiovascular endurance – the ability of the heart, lungs, and vascular system to
supply oxygen and nutrients to the muscles during activity.
Muscular endurance – the ability of the muscles to exert force for an extended period of
time.
Muscular strength – the ability of the muscles to exert one maximum effort.
Flexibility – the ability of the various joints of the body to move through their full range
of motion.
Body Composition – the proportion of lean body mass to fat body mass.
Performance-related or motor skill fitness – related to the quality of one’s movement skill.
School District of La Crosse Glossary of Terminology
6-8 PE Curriculum Guide Appendix x
Agility – the ability to change direction quickly while the body is in motion.
Balance – the ability to maintain one’s equilibrium in relation to the force of gravity.
Static balance – the ability to maintain one’s equilibrium in a fixed position.
Dynamic balance – the ability to maintain one’s equilibrium while the body is in motion.
Coordination – the ability to integrate separate motor systems with varying sensory
modalities into efficient movement.
Power – the ability to perform one maximum effort in as short a period as possible.
Reaction time – the amount of time elapsed from the time the senses signal the need to
move to the first movement of the body.
Speed – the ability to move from one point to another in the shortest amount of time.
Portfolio – a purposeful, integrated collection of actual exhibits and work samples showing effort, and
achievement. Portfolios need not consist of anything and everything, but a selection of items called
artifacts.
Principle: F.I.T.T.
Frequency – implies that exercise must be regular to be effective. The frequent use of a body
part in vigorous physical activities will either improve its efficiency or help it remain at about the
same state.
Intensity – physical exertion must be beyond that required for daily living to produce fitness
gains.
Time – must be of specific duration to be effective.
Type – specific activity to improve a component of health-related fitness.
Protocol – proper procedure, etiquette, and or a code of behavior.
Rubrics – are the criteria and standards used to evaluate student work. Rubrics let students know how
assessments will be judged so that they can perform better on them.
Sports – games governed by a set of rules and regulations, which may be classified as dual, individual,
and team sports.
Target Games – those games that require a target/targets at which the players aim and must hit to score
Target Heart Rate – used to determine activity intensity. It is used to enhance the level of
cardiovascular endurance. See other sources for specifics on creating target heart rate formulas for
middle school students.
Team sports – such as basketball, soccer, softball, and volleyball.
Training – the process of under going certain actions or exercises to bring to a desired condition.
Interval Training – alternating short bursts of activity with rest periods.
Continuous Training – some activity or exercise performed over an extended time period.
Partner-Resisted Training – an extension of basic body weight exercises. I.e. simple equipment
such as a towel, or using own body weight.
School District of La Crosse Glossary of Terminology
6-8 PE Curriculum Guide Appendix xi
Resistance-Band Training – involves using surgical tubing, rubber cords, or bands
manufactured specifically for muscular strength and endurance training.
Circuit Training – this type of training involves several different exercises, allowing you to
vary the intensity or type of activity as students move from station to station. Circuit training is
an excellent way to create variety in aerobic endurance activity.
Weight Training – a form of fitness training that usually includes working with four variables
1. Amount of resistance (weight) per lift
2. Number of repetitions of each lift (set)
3. Number of sets per workout
4. Number of workouts per week
Wellness – a concept, which suggests that all aspects of a person’s life are balanced. In addition,
wellness implies that a person will be active and free from disease.
School District of La Crosse Resources
6-8 PE Curriculum Guide Appendix xii
Resources that may be helpful in implementing the curriculum
American Alliance for Health, Physical Education, Recreation, and Dance. (1999) Physical Best Activity
Guide: Secondary Level. Champagne, IL: Human Kinetics
American Alliance for Health, Physical Education, Recreation, and Dance. (1999) Physical Education
for Lifelong Fitness: The Physical Best Teacher’s Guide. Champagne, IL: Human Kinetics
Anderson, Bob. (2000) Stretching: 20th
Anniversary Revised Edition. Bolinas, CA: Human Kinetics
Barbarash, Lorraine. (1997) Multi-cultural Games. Champagne, IL: Human Kinetics
Buck, Marilyn M. (2002) Assessing Heart Rate in Physical Education. Reston, VA: NASPE
Publications
Cooper Institute for Aerobics Research. (1999) FITNESSGRAM: Test Administration Manual.
Champagne, IL: Human Kinetics
Cone, Theresa P., Cone, Stephen L., Werner, Peter, Woods, Amelia. (1998) Interdisciplinary Teaching
Through Physical Education. Champagne, IL: Human Kinetics
Hichwa, John. (1998) Right Fielders Are People Too: An Inclusive Approach to Teaching Middle
School Physical Education. Champagne, IL: Human Kinetics
Lund, Jaclyn Lea Ph.D. (2000) Creating Rubrics for Physical Education. Reston, VA: NASPE
Publications
Melograno, Vincent J. Ed.D. (2000) Portfolio Assessment for K-12 Physical Education. Reston, VA:
NASPE Publications
Mohnsen, Bonnie S. (1997) Teaching Middle School Physical Education: A Blueprint for Developing an
Exemplary Program. Champagne, IL: Human Kinetics
National Association for Sport and Physical Education. (1995) Moving Into The Future: National
Standards for Physical Education. St Louis, MO: NASPE Publications
O’Sullivan, Mary Ph.D, Henninger, Mary. (2000) Assessing Student Responsibility and Teamwork.
Champagne, IL: Human Kinetics
Panacucci, Jane. (2000) Adventure Curriculum for Physical Education: Middle School. Beverly, MA:
Project Adventure Inc.
Steffen, Jeff PhD, Grosse, Susan J. MS. (2003) Assessment in Outdoor Adventure Physical Education.
Reston, VA: NASPE Publications
Summerfield, Cathie. (2000) PE-4-ME: Teaching Lifelong Health and Fitness. Champagne, IL Human
Kinetics
Wisconsin Department of Public Instruction. (1997) Wisconsin’s Model Academic Standards for
Physical Education. Milwaukee, WI: Publication Sales
School District of La Crosse Resources
6-8 PE Curriculum Guide Appendix xiii
Physical Education Web Sites
www.aapherd.org American Alliance of Physical Education, Health, Recreation, and Dance
www.wapherd.com Wisconsin Association for Health, Physical Education, Recreation, and
Dance
www.pecentral.com K – 12 Assessments ideas, lesson plans, research, and resources
www.pelinks4u.org K – 12 PE, Health, Fitness, Nutrition, Interdisciplinary PE, Adaptive PE,
Coaching, and Technology in PE
www.humankinetics.com K – 12 PE resources, Distance Education, Journals, and Conferences
www.pedigest.com Current PE Issues, Articles, Downloads and an Online Book store
www.members.tripod.com Physical Education lesson plan page
www.greatactivities.net PE resources and Great Activities Publishing Company
www.Pe4life.org PE resources, research, and current news
www.education-world.com PE and Sports Site
www.sports-media.org Free lesson plans
www.teachernet.com K – 12 PE lessons and games
School District of La Crosse Adventure Education – Additional Activities for Part III
6-8 PE Curriculum Guide Appendix xiv
Adventure Education
Additional Activities for Part III
(Items in this section are reprinted with permission from Grip-It Adventures and Gopher Sports)
School District of La Crosse Grade 6 Activities
6-8 PE Curriculum Guide Appendix xv
School District of La Crosse Grade 6 Activities
6-8 PE Curriculum Guide Appendix xvi
School District of La Crosse Grade 6 Activities
6-8 PE Curriculum Guide Appendix xvii
School District of La Crosse Grade 6 Activities
6-8 PE Curriculum Guide Appendix xviii
School District of La Crosse Grade 7 Activities
6-8 PE Curriculum Guide Appendix xix
School District of La Crosse Grade 7 Activities
6-8 PE Curriculum Guide Appendix xx
School District of La Crosse Grade 7 Activities
6-8 PE Curriculum Guide Appendix xxi
School District of La Crosse Grade 7 Activities
6-8 PE Curriculum Guide Appendix xxii
School District of La Crosse Grade 7 Activities
6-8 PE Curriculum Guide Appendix xxiii
School District of La Crosse Grade 8 Activities
6-8 PE Curriculum Guide Appendix xxiv
School District of La Crosse Grade 8 Activities
6-8 PE Curriculum Guide Appendix xxv
School District of La Crosse Grade 8 Activities
6-8 PE Curriculum Guide Appendix xxvi
School District of La Crosse Grade 8 Activities
6-8 PE Curriculum Guide Appendix xxvii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxviii
Sample Assessments
For Use in
Physical Education (Items in this section are reprinted with permission from Grip-It
Adventures and Gopher Sports)
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxix
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxx
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxi
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxiii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxiv
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxv
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxvi
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxvii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxviii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xxxix
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xl
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xli
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xliii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xliv
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlv
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlvi
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlvii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlviii
School District of La Crosse Sample Assessments for Use in Physical Education
6-8 PE Curriculum Guide Appendix xlix