HOW TO USE IT - sparkpe.org · SPARK’s vertical articulation ... How to Use It Unit Plans A...

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MS Introduction: How to Use It

HOW TO USE IT

Middle School physical education is a critical time for developing and refining physical skills and abilities, while providing movement and activity experiences that will form a foundation for lifelong participation in health enhancing physical activity. SPARK’s vertical articulation guides the transition from skill-building, through skill-refinement, with increasing opportunities for skill-application.

Grade 6The focus during 6th grade is on building skills with numerous opportunities to practice in non-competitive settings. They then begin to combine skills and apply them while playing modified sports. In these games, rules are introduced which promote student activity levels (not reduce them) and students will learn strategies for different positions. At this level, challenge-by-choice competition and non-eliminative tournament play is recommended. Fitness is the focus of 1 class per week with an emphasis on achieving and maintaining a health-enhancing level of physical fitness (NASPE Standard 4). SPARK Events are an optional way to complete a unit with a motivational culminating activity.

Grade 7 Seventh graders will be refining their skills, building some new ones, and increasing their focus on applying skills in modified team sports settings. Games become more complex, without reducing activity time or participation by all students. Use Extensions on the backside of activities to differentiate activities and challenge students at their level. Fitness is the focus of 2 classes per week (NASPE Standard 4), with an emphasis on fitness improvement. In 7th grade, all units build up to participation in the SPARK Event.

Grade 8 The focus during 8th grade is on skill-refinement, skill-application, and game strategies. Students will learn new skills in many individual and dual sports in preparation for the transfer to high school and a curriculum model focusing on lifetime activities. Once again, use Extensions to challenge students at their skill level. Fitness is the central theme of 2 classes per week (NASPE Standard 4), and performance enhancement through fitness improvement is highlighted. The SPARK Event may take a more prominent place in the 8th grade unit as the focus on skill-application and strategy is more pronounced.

The SPARK Middle School Physical Education Program is written to address all NASPE Standards. For more information on standards addressed visit www.sparkfamily.org.

National Association for Sport and Physical Education. (2006) Moving Into the Future: National Standards for Physical Education, 2nd Edition. Reston, VA: Author, www.NASPEinfo.org.

The Big Picture

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Yearly PlansBegin with SPARK’s suggested Yearly Plans (SPARKfamily.org) to plot out the course for the year. SPARK provides 2 types of sample Yearly Plans: Standards-Based and Unit-Based.

Standards-Based Yearly Plans (SPARKfamily.org) are grade level-specific plans that align with NASPE standards and support the SPARK PE vision. These plans lead with the primary concepts and primary standards to be addressed. Next are suggested assessments to use to measure your students’ mastery of the standards. These are followed by sample SPARK Activities that address the specific standards. As activities are simply the “tools” used to address the standards, the choice of activities you teach is flexible. For example, instead of the suggested Softball Activities to address throwing and catching standards, you might choose Football Activities. These sample Yearly Plans are written in a weekly format and are also flexible in the amount of time you spend on each standard.

Sample of Standards-Based Yearly Plan (6th Grade)

Week*Suggestion

only; adjust to your teaching

schedule

Primary Concepts Addressed

Primary Standards Addressed

Suggested Assessments

SPARK Activities Unit

1 Procedures

• Identify practices and procedures necessary for safe participation in physical activities.

• Participate productively in group physical activities.

• Peer Coach Task Card (Cooperatives)

• Fun and Fitness Circuit

• Perimeter Move

• 5-Spot Warm-Up

• Human Pizza

• Rock, Paper, Scissors

• ASAP

• ASAP

• ASAP

• Cooperatives

• Cooperatives

On-going2

Self-Responsibility

• Participate productively in group physical activities.

• Evaluate individual responsibility in group efforts.

• Coulda, Shoulda, Woulda (Cooperatives)

• Teacher Rubric (Cooperatives)

• Radio Control

• Phone Home

• Pattern Passing

• Turnstile

• Boulder Runner

• Cooperatives (all 5 activities)

On-going2

Social Interaction

• Identify and define the role of each participant in a cooperative physical activity.

• Self-Check (Cooperatives)

• Teacher Rubric (Cooperatives)

• Moon Ball

• Centipede Pass

• Adventure Racing 101

• Poker Adventure Race

• Flag Grab

• Hoopla Adventure Race

• Cooperatives (all 6 activities)

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Yearly Plans (cont’d.)Unit-Based Yearly Plans (SPARKfamily.org) are more traditional-style Yearly Plans with specific units being taught for 3 continuous weeks. This simplifies planning when multiple classes are being taught at the same time. Variables such as seasonal activities, and facility and equipment usage were taken into account. For example, while 6th graders use the volleyball courts during a 3-week Volleyball Unit, 7th graders are utilizing a field for a Football Unit, and 8th graders are active at the racquetball courts in a Racquets and Paddles Unit.

Sample of Unit-Based Yearly Plan

3 Week Units

6th GradeMix

Fitness 1X/week

7th GradeTeam

Fitness 2X/week

8th GradeIndividual and Dual

Fitness 2X/week1 Procedures

Cooperatives and FitnessProcedures

Cooperatives and FitnessProcedures

Cooperatives and Fitness

2 Cooperatives and Fitness Cooperatives and Fitness Cooperatives and Fitness

3 Volleyball Football Handball/ Racquets and Paddles

4 Handball/Racquets and Paddles

Flying Disc (Team activities)

Volleyball

5 Football Basketball Dance (Social)

6 Dance (Folk and Line) Hockey Jump Rope

7 Basketball Dance (Multicultural)

Flying Disc (Ind/Dual activities)

8 Jump Rope Volleyball Basketball

9 Soccer World Games (Team Handball/Cricket)

Stunts and Tumbling

10 Stunts and Tumbling Softball Track and Field

11 Softball Soccer Golf

12 World Games (KinBall/Sepak Takraw)

MS Culminating Event (Tournaments, Create a

Game/Routines, Shows, etc.)

MS Culminating Event (Tournaments, Create a

Game/Routines, Shows, etc.)

Use either type as they are written, or as a guide to craft a yearly plan aligned to your local standards or program goals.

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Unit PlansA 15-day sample Unit Plan is provided for each grade level that a unit appears in within the SPARK Unit-Based Yearly Plan. For example, it is suggested that dance be taught in all 3 years of middle school. Therefore there are 3 distinct Unit Plans provided for dance that articulate from 6th, 7th, and 8th grade. Sample Unit Plans can be used as written or modifi ed to suit your needs. Sample Unit Plans can be found on SPARKfamily.org.

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BASKETBALL7TH GRADE

SAMPLE UNIT PLAN

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1

ASAP

FIT

NES

S D

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ASAP

FIT

NES

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ASAP

Ball Handling Warm-up



Activity

Activity

Activity

Dribbling in Open Space

(Follow the Leader)

Position and Pivot

(Non-dominant Dribble

Ready Position)

Passing Stations

(Pedometer)

Move to Open Space

(Defensive Player)

Give and Go (Fake Pass)

2

ASAP

ASAP

ASAP

Pressure Free Throws



Activity

Activity

Activity

Shooting (Basket Shooting)

Keep Away 2-on-1

(Choose Passer or

Receiver)

Shooting (Basket Shooting)

Keep Away 3-on-2

(No Dribble)

3-Catch w/ a Post Player

(3-on-3 Post Royal

Tournament)

3

ASAP

ASAP

ASAP

Continuous Knock Out



Activity

Activity

Activity

Pass or Dribble?

(Pedometer Play 2-on-2)

3-on-3 Basketball (3-on-3

Royal Tournament)

3-on-3 Basketball (3-on-3

Royal Tournament)

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LessonsA typical SPARK MS PE lesson includes:

ASAP and Roll-taking

Begin each lesson with ASAP (Active Soon as Possible) activities to get all students involved and active the instant they arrive at the instructional area.

For high MVPA roll-taking strategies, use any of the ASAPs found in the ASAP Section.

ASAPs specific to each unit can be found inside units, just before Activities.

Additional choices can found at SPARKfamily.org.

Instructional Activities (see pg 7 for sample)

Introduction

Begin with a brief introduction by stating the Activity name and objectives. Both are important so students can recall the Activity by name and also understand the purpose of the Activity. Briefly discuss standards addressed.

InstructionNext, give clear and succinct instructions for skills, drills, and modified games. Do not go into great detail on skill cues or game rules.

Skill Building and

Skill Application

Move students directly into the Activity, whether skill-building drills, or modified games for skill-application.

FeedbackWhile students are active, observe and help those in need. Provide feedback to students as you move through the area. Restate cues or refine rules as needed.

Challenges

After students have had some time to practice skills or engage in the Activity, use Challenges to increase interest while encouraging improvement. Challenges are embedded within the Teach section of most activities as well as on Skill Cards.

Cool-down and Closure

Cool-downProvide cool-down activities such as walking the perimeter or active stretching while lesson closure takes place.

Think About…Use Think About… to review key learning points and to assess student knowledge of concepts, principles, and strategies.

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Activity Pages (Front Side)

Each SPARK Activity includes the following:

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ACTIVITY

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ZONE AND PLAYER-TO-PLAYER DEFENSES

Prep• 4 cones per 6 students• 4 spot markers per 6

students (to divide grids into zones)

• 1 pinnie per 2 students• 1 disc per 6 students

Set• Create medium grids (10X10

paces) per group of 6. • Use spot markers to divide grids into 3 equal-sized areas (see diagram).• Form groups of 3: 2 groups per grid; 1 group wears pinnies and begins on Offense.

Teach1. Today you will learn how to play zone and player-to-player defenses. In a zone

defense you defend an area or section of the fi eld and try to prevent the disc from getting to your opponent. In a player-to-player defense you defend a person.

2. Zone Defense• In zone defense, the Defenders stay in their designated area and defend anyone

who enters their zone. Defenders, each of you defend one third of this grid. (Show divisions of the grid.)

• Offense, your job is to complete as many passes as you can. You may move from zone to zone at any time. Principle of 3’s is in effect.

• Defense stay in your zone and between the disc and the player you are guarding. • Switch roles on signal. (Allow students 2-3 minutes of practice before switching roles.

Repeat if needed.)3. Player-to-Player Defense

• In player-to-player defense, the Defenders stay on a designated person and defend that person no matter where they go in the grid. You may go anywhere on the fi eld to defend your player.

• Begin by lining up across from the other group. Choose which player you will defend against. It often helps to defend someone who is similar in size and/or speed.

• Offense, again, your job is to complete as many passes as you can. You may move from zone to zone at any time. Principle of 3s is in effect.

• Switch roles on signal. (Allow students 2-3 minutes of practice before switching roles. Repeat if needed.)

4. Challenges• In zone, can you cover your entire zone?• In player-to-player, can you keep within at least 3' of your player at all times?

5. Think About… • Which defensive strategy did you like better? Why?

PERSON-TO-PERSON

10 P

AC

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10 PACES

10 P

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10 PACES

ZONE

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Lists the equipment/materials needed.

Describes set-up prior to beginning instruction.

A ready-to-read activity description stating objectives, instructions, cues and challenges.

Designates the SPARK program.

Shows the name of the activity: These will be referred to in the sample Unit Plan and elsewhere.

Shows the type of grouping.

States which SPARK Unit the Activity came from.

Shows the page number within the unit.

Questions that challenge students to reflect on and examine recent experiences.

A diagram of the set-up. Where students and equipment should be.

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Activity Pages (Back Side)

Most SPARK Activities include the following:

EXTENSIONS Pedometer Play

(Need 1 pedometer per 3 students.) One group member wears a pedometer while participating in Zone and Player-to-Player Defenses. Reset the pedometer at the start of each activity. Which type of defense used more steps?

Heart Rate Check (Need 1 heart rate monitor per 3

students.) One group member wears a heart rate monitor while participating in Zone and Player-to-Player Defenses. Check your heart rate during each activity. In which type of defense was your heart rate higher?

• Small cones can be used in place of spot markers for grids.

• Pinnies Rule: The group wearing pinnies gets the disc fi rst.

NOTES

NASPE

#1, 2 Passing, defending

#2 Offensive and defensive strategies

#3, 4 Aerobic capacity

#5, 6 Cooperation, accepting challenges

Your State (Write in here)

ZONE AND PLAYER-TO-PLAYER DEFENSES

Start your day in the Zone. Research shows that eating a healthy breakfast improves concentration, positively impacts academic performance, and boosts the immune system. The power of pancakes!

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Use to help guide standards-based teaching. Space is available to write standards from your state. See how SPARK aligns with your state standards at SPARKfamily.org.

Extensions challenge learners of different skill and grade levels. These progressive challenges are listed for 7th and 8th grades, but can be used at any time to modify the activity and challenge students at their level. As you teach, assess your students’ comfort, interest, and capacity to perform the Activity, then adjust accordingly. If an Activity is too easy, move to Extensions to increase the challenge. If it is too difficult, decrease variables, simplify, and slow down.

These tips are instructional hints from SPARK PE specialists who have instructed the activity. Read them prior to teaching to get the “inside scoop.” Write your own notes in the space available. See pg 18 for samples of SPARK management and teaching strategies to help increase MVPA during PE.

Use the Integrations as background information during a lesson introduction or closure. Or, print all of the unit Integrations from SPARKfamily.org and staple the set to a bulletin board in sequential order for students to read on their own. Pull off the top one before the start of each new lesson.

Types include:= Home Integrations promote physical activity at home and

with family members.= Wellness Integrations include tips on nutrition, safety,

wellness, etc.= Global Integrations connect activities and units to the

history, customs, and practices of countries around the world.

= Multicultural Integrations connect activities and units to diverse cultures found locally and regionally.

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Basic Activities

ASAPs Prompting students to be “Active Soon As Possible” (ASAP) is one of SPARK’s strategies for increasing physical activity. ASAPs include a variety of activities for teachers to implement as students arrive for class. They use little or no equipment, are enjoyable and challenging, and promote health-related fi tness. Designed to involve all students in moderate-to-vigorous physical activity with few instructions or rules, ASAPs can also serve as active roll-taking activities. Once taught, ASAPs may be student-initiated and used before, during, or after taking roll. ASAPs can be found behind the red ASAP tab (for general ASAPs), as well as in each Instructional Unit (to correspond to the specifi c unit), and on SPARKfamily.org.

Fitness ActivitiesThe SPARK Fitness Section (red tab) provides Fitness Activities for students to learn about and improve their aerobic capacity, fl exibility, muscular strength and muscular endurance while understanding critical body composition concepts. Use Fitness Activities throughout the school year to keep health-related fi tness a critical part of the ongoing physical education weekly routine. Additional Activities, circuits, and exercises can be found in the SPARKfi t section of SPARKfamily.org. Sixth-grade units provide 1 day/week with a focus on fi tness while 7th and 8th grade units suggest fi tness be the priority for 2 days/week. (See page 17 for more on fi tness in SPARK MS PE.)

Instructional Unit Activities SPARK MS PE offers students hundreds of Activities to learn, practice, and master a wide range of diverse skills and strategies that address state and national standards. Only Activities that produce substantial opportunities for students to actively engage in moving and learning sport, cooperative, and dance skills are included. Inactive games and drills, as well as activities requiring specialized equipment or facilities (e.g., formal gymnastics and aquatics) have not been included. Instructional Units are all marked with blue tabs.

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ASA

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WALK/JOG

ROLE CALLS

Prep• None

Set• Create a walking/jogging route using existing

activity areas (e.g., around the backstop,

past the bleachers, around the pull-up bars,

then repeat).

• Teach students the route.

Teach1. In Walk/Jog Roll Call, I will take attendance

as you walk and/or jog around our walk/jog route.

2. As you arrive, begin walking the route.

3. When you reach X (a point they could reach in 30-60 seconds of walking) you may

begin jogging.

4. When you pass me (or my designated “assistant) call your roll-call number (or name).

5. When all students are accounted for, we will move to our activity area and continue

with the lesson.

EXTENSIONS

Up the Challenge

Change the route to include more challenges (e.g. over low hurdles, across monkey

bars, stopping at a curl-up or push-up spot).

Crank Up the Challenge

Make the route longer and more challenging.

STANDARDS ADDRESSED

NASPE


#5, 6 Cooperation, enjoyment

Your State (Write in here)

ACTIVITY

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AEROBIC BASICS

Prep• Music (interval) and player (optional)• 1 heart rate monitor per student (optional)Set

• Students on designated roll-call numbers.• Play music.

Teach1. Aerobic Basics is the warm-up for our fi tness activities today.2. As you arrive, move to your roll-call numbers and begin moving.3. Aerobic Basic Exercises - Do each of these until the signal to change. (Allow 30

seconds each and extend as it becomes easier.)• Knee Taps – Lift your knees up to your palms held hip-high, alternating L and R.

• Imaginary Jump Rope - Pretend you are jumping rope. Get as tricky as you like!

• Jumping Jacks – Jump to straddle and back on beat, with arms straight moving up

and back.• Mountain Climbers – Put hands on ground and form a wide, inverse “V” with

your body. Move to lunge your legs, alternating front foot.• Push-Ups – From your knees or your feet.

ASAP EXTENSIONS 1 – Get in the Zone Check your heart rate, working to get and stay in Zone 3. (See Fitness Activity: Gotta

Have Heart for details.) 2 – Student Routines Students submit routines with 5 - 10 exercises to be performed during roll-call.

STANDARDS ADDRESSEDNASPE#3, 4 Aerobic capacity#5, 6 Cooperation, enjoymentYour State (Write in here)

ASAP

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ASAP

PARTNER THROW

AND CATCH

Prep• 4 cones or 4 lines (for boundaries)

• 1 fl ying disc per 2 students

Set• Use the same activity area you will use for

the rest of your lesson.

Teach1. Partner Throw and Catch is our warm-up

for the Flying Disc Unit.

2. As you arrive, fi nd a partner, grab a disc, move to open space, and toss back and forth

using your choice of throws and catches (Backhand Throw, Forehand Throw, Hammer

Throw, Clap Catch, 2-Handed C Catch, 1-Handed C Catch).

3. Continue until the signal.

ASAP EXTENSIONS

Progression 1 - Both Partners Stationary

Throw and Catch with both partners stationary. Moving only to meet the disc as it's

thrown.

Progression 2 - 1 Partner Stationary / 1 Partner Moving

Throw and Catch with the thower stationary, and the catcher moving to open space

to recieve the disc.

Progression 3 - Both Partners Moving

Both the thrower and the catcher are on the move.

STANDARDS ADDRESSED

NASPE

#1, 2 Backhand Throw, Forehand Throw, Hammer Throw, Clap Catch,

2-Handed C Catch, 1-Handed C Catch


#5, 6 Cooperation, accepting challenges

Your State (Write in here)1

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Special Activities

Adventure Races“Real” adventure racing is an exciting sport that can last from hours to days. Small groups travel together and complete various tasks as they navigate their way through a challenging course. Fitness, problem solving, cooperation, and movement skills are vital to success. SPARK Adventure Races utilize the core concepts of “real” adventure racing without the fancy equipment or rugged terrain. The main objectives include reviewing, reinforcing, and assessing skills and knowledge learned during a unit. They are fun and challenging and offer many opportunities for cooperation and problem-solving. (DeJager, D. and C Himberg. 2008. Adventure Racing Activities for Fun and Fitness. Champaign, IL: Human Kinetics.)

The object of a SPARK Adventure Race is for groups to complete all tasks on their Adventure Race Task Card, within the time limit, while staying together. Most units in the SPARK MS PE Manual have an Adventure Race. Although each is slightly different, they have much in common.

How They Are Run• Groups typically move a total of 4 loops around the racecourse.

• On the 1st loop, groups stop only at the Answer Station. (This helps stagger groups at the Activity Stations.) When they arrive at the Answer Station they tell the Judge the answer to Question #1 on their Task Card. The Judge makes sure that the group is together and their answer is correct. If so, the Judge marks the back of Task Card and the group moves on to the next Activity Station. If incorrect (or the group is not together), the group must move around a short “Think About It” loop before giving another response. Students are encouraged to work with other groups to answer difficult questions. Hints can be given by the Judge to help groups in need.

• After completing the 1st complete loop, groups continue around the racecourse stopping at each Activity Station to perform movement or fitness skills and/or complete problem-solving activities. The group receives a mark on the backside of the Adventure Race Task Card in the appropriate box after finishing each station’s task.

• Groups must remain together, earn the required number of marks, then cross the finish line together.

• After completion, groups show teacher/Judge their task card and begin the Closing Challenge.

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Special Activities

Adventure Race Task Card• Print 1 per group of 3-4 on cardstock

and laminate for durability.

• Task Cards guide groups through the course with rules, tasks for each station, and the questions for the Answer Station.

• Includes the Closing Challenge activity for groups to complete when finished with the race.

Adventure Race Station Cards • Print 1 per station on cardstock and

laminate for durability.

• Put in Shoulder Folders at cones to create stations.

• Denotes the type of task to be done at each station.

Judges• Judges are utilized throughout the

course to ensure groups are following race rules and embodying the spirit of the Adventure Race.

• Teachers and/or non-participating students make good judges.

• One Judge is needed at the Answer Station to see that the group has answered the question correctly, to mark their Adventure Race Task Card, and to ensure the group is together. Judges are optional at Activity Stations, but are suggested if students have difficulty following rules. If there are no judges at the Activity Stations, groups may be on the honor system to mark their own cards.

Judge

Judge

Judge

JudgeJudge

ThinkAbout It

Loop

50 PACES

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SPARK Events

Implement the SPARK Event in the last few days of the unit to provide an exciting culminating experience that will showcase skills and knowledge learned. Use the SPARK Event as a foundation for teacher and student creativity and expand the idea to make it relevant to your students, school, and community. SPARK Events include 2 or 3 levels of participation and competition so students can choose the one that is right for them.

Each SPARK Event connects the experience globally, expanding student understanding of activity as it relates to the larger human experience. Use this connection to introduce each Event to your students. Then, create a name for each Event using characteristics of your school, making it more meaningful to your students. A simple way to do this is by using the school name or mascot in the name of the Event (e.g., The Chesapeake Cheetah Challenge, The Fletcher Hills Finale, The Winston Warrior Wind-up, etc.).

Generate interest for each SPARK Event with bulletin boards focusing on unit content and the SPARK Event theme. Post each board in a high-traffi c area, at the beginning of each Unit. Update the content regularly with up-to-date information and photos from previous years’ Events. Basic outlines for SPARK Event bulletin boards are given within each unit. Supplemental bulletin board resources can be found at SPARKfamily.org.

Written in Prep, Set, Teach format, SPARK Events are similar to other Activities, but are used as a culminating activity. Leveled Activities are taken from those taught earlier in a unit. It may be helpful to review specifi c Activity pages while preparing for an Event.

Many Events utilize the Royal Court tournament format. This type of tournament increases activity for all students while maintaining a focus on participation. A complete guide setting up and running Royal Court tournaments can be found at SPARKfamily.org.

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Suggested Event Options (Duration 1 class or 1 full day – time

permitting.)

In this event there are 2 activity options. Both levels will remain active

throughout the lesson to ensure participation by all.

• Level 1 Option – Dance your heart out. Students will participate in 75% or

more of the dances scheduled for this event.

• Level 2 Option – Teach these feet the way home. Students will participate in

75% or more of all dances. In addition, pairs of students choosing Level 2

will teach dance moves and/or routines to groups of 4 – 6.

Cultural Connection

Dance Marathons were an enormous fad in the 1920’s and 30’s. These

organized dance contests allowed people to compete for prizes, fame, and cash.

The craze faded away until the 1969 fi lm titled, They Shoot Horses, Don’t They?

inspired students at Penn State to turn this old idea into a fundraising event. In

1973, Penn State students raised $2,000 with 39 couples dancing for 30 hours

straight. In 2009 the Penn State ‘THON was the largest student run philanthropy

in the world and raised $7.49 million to help fi ght pediatric cancer. Dozens of

other universities have followed this lead and now hold annual charity dance

marathons of their own.

Physical education programs are important causes that are often underfunded.

The Pennies for PE Dance Marathon can be a fun event for individual classes or

for the entire school community. Students collect as many pennies as possible

throughout the Dance unit. On the day of the Dance Marathon, everyone

brings the pennies to the event for collection into a central container. Use funds

to improve physical education for all students.

Bulletin Board Basics

Raise awareness and excitement for the Pennies for PE Dance Marathon with

1 or more bulletin boards. Ask your administration if you can use a central

bulletin board in a high-traffi c area.

Section 1: Give facts about Dance Marathons. After year 1, post past photos.

Section 2: Provide a dance showcase to highlight facts about the dances learned

in this unit.

Section 3: Highlight reasons why are you raising the funds, include program

details.

Section 4: Post a fundraising goal meter. Set a reasonable goal in year 1

and then base following years’ goals on what has been accomplished.

(Event Prep, Set, Teach on Backside of Page)

PENNIES FOR PE DANCE MARATHON

65

PREP• Music Player• SPARK MS Music CD and/or a collection of songs to match dance styles• Event decorations (optional)

SET• Set a Pennies for PE fundraising goal.• Post and maintain event bulletin board.• Create an audio playlist long enough to provide music through the entire event.• Allow students to choose an event level (Level 1 or 2).

• Pair Level 2 students as teaching pairs. • Form groups of 4 – 6 as learning groups. Assign a teaching pair to each group.TEACH1. Today is fi nally here! Welcome to the Pennies for PE Dance Marathon!2. Today we’ll dance nonstop for X hours (designate amount of time) to raise funds for our

physical education program.3. At the halfway point, we’ll break into groups of 4 – 6 and our dance teaching pairs will

teach you some new moves.4. Thank you for working hard and collecting pennies. We’ll post the fi nal fundraising total

tomorrow (or next week) on our bulletin board.5. When the music starts, dance!

PENNIES FOR PE DANCE MARATHON

Teaching Pair

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At the beginning of every school year, use your first 5 lessons (or however long it takes) to establish a positive learning environment with routines and protocols to be followed throughout the year. When students know what to do and when to do it, it decreases the amount of time spent on management for the rest of the year. This not only makes it simple for students and teachers, it also increases the level of moderate-to-vigorous physical activity (MVPA) because less time is wasted.

The positive learning environment includes much more than just routines, however. The way you start the year also sets the tone of your class for the next 36 weeks. Will it be the “rowdy” class where kids don’t get along and accidents happen all too frequently? Or, will it be the one that students look forward to because they know it is fun and safe, with new things to learn throughout the year?

SPARK offers sample introductory lessons entitled, “The First 5 Lessons” (behind a tab of the same name) which specifically focuses on establishing class procedures, learning each other's names, building a group spirit, understanding safety rules, etc. These are suggestions to be used in combination with activities you normally teach to set the stage for your year.

The First Five Lessons

13


Instructional Materials

Task CardsInclude instructions for selected activities within the unit. With English on the front and Spanish on the back, Task Cards are provided to individuals, pairs, and groups to help guide student learning. SPARK suggests downloading them from SPARKfamily.org, printing onto cardstock, and laminating for durability; or purchasing the SPARKfolio.

Skill Cards8.5"X11" sheets that visually and/or verbally depict unit skills. Use Skill Cards to create stations and/or use as a visual for you and your students when learning skills. Skill Cards contain Challenges to differentiate skills from 6th-8th grades. Cards have English on one side, Spanish on the other. SPARK suggests downloading them from SPARKfamily.org, printing onto cardstock, and laminating for durability; or purchasing the SPARKfolio.

STANDARDS ADDRESSED:

MS SKILL CARD

ROTATIONS AND ROLLS

Rotations:

Pirouette• Begin in lunge position. Lift to balls of feet and raise back

foot so toe touches calf of support leg. Pull with shoulder

opposite back foot; turn head to spot on back wall, turn

all the way around. Front arm begins curved at front

middle, other arm at side middle, then bring both arms to

crown or side middle to turn

STUNTS AND TUMBLING

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Assessments

Utilize SPARK Assessments to help guide your teaching. Three levels of assessment choices are offered. Choose the one that fi ts your teaching style and class environment. Each option is designed to offer increasing levels of standards-based feedback as a measure and guide for improvement and evaluation. SPARK Assessments are designed to be used along with regular observation of student participation and effort.

Level 1• SPARK Unit Written Tests

Level 2 • SPARK Unit Written Tests

• Skill-based Assessment such as:

o Performance Rubrics (or)

o Peer Coaching Checklists (or)

o Self-Checklists

Level 3 • Student Portfolios to include any (or all) of the following:

o SPARK Unit Written Tests

o Skill-Based Assessments (including optional video assessments)

o Coulda, Shoulda, Woulda Character Ed Journaling Pages

o Create a Game Journaling Pages

o Create a Routine and/or Event (including optional video)

o Heart Rate Monitor Logs

o Pedometer Logs

o Fitness Assessment Logs

Written TestsPencil and paper assessments, which check understanding for all 6 NASPE standards. SPARK Written Tests provide students a chance to show off their new knowledge through a short written test given at the end of the unit. Grade each test yourself, or allow students to grade a partner’s test. Student grading of tests generates discussion on honesty, while offering another class review of unit concepts.

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NAME:

DATE:

TEACHER:

PERIOD:

UNIT TESTFLYING DISC

6. Following the rules in Disc Golf is important for

safety. When waiting to throw you should be …

a. behind the person whose disc is farthest from the

hole.

b. in front of the person whose disc is closest to the

hole.

c. behind your own disc.

d. standing in front of the target.

Fitness Facts

7. Which exercise will help you to step out around a

Defender when throwing in Ultimate?

a. Curl-ups

b. Push-Ups

c. Leg Curls

d. Lunges

8. While playing an 18-hole Disc Golf course and

burning calories you are working on improving your…

a. Body Composition.

b. Muscular Endurance.

c. Flexibility.

d. Aerobic Capacity.

Make it Happen

(Remember this section is about YOU. All answers are

acceptable.)

9. Which disc throw will YOU use while throwing a

disc with a friend?

a. Backhand

b. Forehand

c. Hammer

d. All types of different throws.

10. I’M most likely to use my newly learned flying disc

skills to…a. Play a pick up game of Ultimate.

b. Play catch at the park or beach.

c. Play a round of Disc Golf.

d. Create my own flying disc sport and play it with

friends.

Circle and write the letter for the best answer for each question.

Skill-it! 1. Which disc throw uses the “peace sign” grip?

a. Backhand

b. Forehand

c. Thumber

d. Rudder

2. Which is the final cue you should follow when

performing any disc throw?

a. Step to the side.

b. Keep the disc flat.

c. Follow through to your target.

d. Use the proper grip.

In the Game

3. Which type of catch is the most successful and

should be used when you can to catch a disc?

a. 1-handed C-Catch.

b. 2-handed C Catch.

c. Pancake Catch.

d. Behind the Back Catch.

4. When playing Ultimate where is the most

successful place to run to receive the disc?

a. To the end zone.

b. To the sideline.

c. To open space.

d. To the nearest Defender.

Character Builders

5. You’re playing a game of Ultimate and a player

on the other team catches the disc out of bounds,

but insists they are in. Which is an unacceptable

way to handle the situation?

a. Rock, Paper, Scissors. Winner decides.

b. Redo the play. Throw goes back to the

thrower.

c. Ask someone else on the field who had a

better view and go with what they say.

d. Argue about it for however long it takes to

come to a decision.

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Assessments (cont’d.)

Performance RubricsObservational assessments you can use to collect skill development data. Due to the large numbers of students and classes taught in physical education, it’s often diffi cult to use rubric assessment for every skill taught. SPARK recommends using rubrics in the following ways:

• At the start of each unit to set learning objectives and expectations.

• Each marking period, as 1 recorded skill assessment per student. If you complete 3 units per marking period, assess 1/3 of the class with the rubric from one unit, 1/3 of the class with the second, and 1/3 with the third.

• Throughout units as a guide for practice and performance.

Oftentimes, assessing all students with rubrics for every skill can be an unmanageable task due to large class sizes and multiple classes per week. That should not stop you from using rubrics in your teaching. Pace your assessment to be both manageable and meaningful.

Peer Coaching ChecklistsPeer skill assessments that guide students in offering feedback to their partners for proper performance. Students take turns being the Coach and the Performer.

Self-ChecksStudent-paced skill assessments that can be administered throughout the entire unit.

Coulda, Shoulda, WouldasPencil and paper assessments, offering scenarios that allow students to refl ect and respond to situations they are often faced with during physical education/physical activity settings. These make excellent homework assignments and topics to discuss with a partner or in small groups.

FLYING DISC

COGNITIVE KNOWLEDGE COGNITIVE / BEHAVIORAL RUBRIC

Scale: 3 Demonstrates all 3 cues all the time with no mistakes

2 Demonstrates 2 cues all the time with no mistakes

1 Demonstrates 1 cue all the time with no mistakes

0 Cannot demonstrate any of the cues

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SELF / SOCIAL RESPONSIBILITY

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FLYING DISC

Backhand Throw

CuesTrial 1 Trial 2 Trial 3 Trial 4 Trial 5

Places thumb on top

Curls fingers underneath

Steps forward with same-sided foot

Snaps wrist

Keeps disc flat

Follows through and points to target

Forehand Throw


Shows peace sign grip

Keeps elbow close to side

Drops wrist at 45°

Flicks wrist

Follows through to target

Hammer Throw


Shows peace sign grip

Holds disc overhead

Tilts disc

Steps forward

Flicks wrist

Follows through to target

Directions

1. One of you is the fi rst Thrower, while the other is the Coach and the Catcher.

2. Thrower follows the cues for the throw.

3. Coach watches and catches at least 5 throws, giving the Thrower a checkmark for each cue that they did properly.

4. Switch roles.

5. If you fi nish, continue to practice the throw.

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NAME:

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FLYING DISC

Rookie Semi-Pro Professional All Star

Have your friend sign below.

Backhand Throw

2 3 4times in a row

5 6 7times in a row

8 9 10times in a row

Forehand Throw

2 3 4times in a row

5 6 7times in a row


Hammer Throw

2 3 4times in a row

5 6 7times in a row


Practice the skills below using the “Think Abouts” for cues. Then try the activity alone or with

a partner 10 times. Circle the number of times you did everything in the “Think Abouts.” Look

for improvements each time we do a Self-Check. When you are an “All Star” you are ready to

show your stuff to a friend for sign-off.

THINK ABOUTS...Backhand Throw• Grip: Places thumb on top of disc with index fi nger along rim; curls other fi ngers under the rim.

• Holds disc with side and back of hand facing the target.• Steps toward target with same foot as throwing hand, and snaps wrist as arm extends.

• Finishes throw pointing fi nger at target.• Keeps disc low and parallel to ground.Forehand Throw• Grip: Places thumb on top of disc. Makes a peace sign with index and middle fi nger; places middle fi nger

against inside lip under disc. Ring and pinkie fi nger stay tucked in, touching palm.

• Keeps elbow close to body and holds lower arm parallel to ground.• Drops wrist so disc hangs at 45° angle.• Flicks wrist forward as disc is released; points and follows through to target.Hammer Throw• Grip: Places thumb on top of disc. Makes a peace sign with index and middle fi nger: places middle fi nger

against inside lip under disc. Ring and pinkie fi nger stay tucked in, touching palm.

• Holds disc over head. Tilts disc so it is almost upside down.• Steps and fl icks wrist forward as disc is released; points following through to target.

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FLYING DISC

“Out Of Bounds”

You are playing a game of Ultimate when a player on the other team steps out of bounds with

the disc. The player with the disc says that he is in. Both teams begin to argue with each other.

Coulda: What could you do? Briefly list 3 things you could do.

1.

2.

3.

Shoulda: What should you do? Write 2-3 sentences describing what you should do in this

situation.

Woulda: What would you do? Write a full paragraph describing in detail what you would

actually do in this situation.

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SPARK MS PE recommends 1-2 lessons per week be devoted to fitness instruction time (1 in 6th grade and 2 in 7th and 8th grades). These lessons teach students to assess and maintain physical fitness, and to demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

In addition to specific fitness days, all SPARK Activities have the potential to promote health-related fitness every day. From management and teaching strategies designed to increase MVPA (e.g., high-activity roll-taking, high student-to-equipment ratios, etc.), to Activities designed specifically to maintain a level of 50% or greater MVPA, SPARK MS PE keeps a focus on fitness during PE class on a daily basis.

Integrations are another way to promote physical activity and physical fitness, with suggestions for out-of-class settings such as before and after school and at home with family and friends.

The SPARKfit program (SPARKfamily.org) is yet another way SPARK promotes health-related fitness throughout the school year and beyond. SPARKfit is a collection of programs, resources, and teaching tools all aligned with consistent wellness messages and outcomes, each incorporating evidence-based best practices. The goal of SPARKfit is to provide teachers with relevant tools for embedding physical activity, good nutrition, and wellness behaviors into a variety of settings, making it possible to surround students in an environment of positive and accurate wellness messaging.

SPARKfit includes:

• Personally Fit. This in-class program includes wellness lessons with various themes including benefits of physical activity, assessing fitness, the FITT principle, energy balance, breaking barriers, finding social support, eating healthy foods, and more. This program also includes a variety of Activity and Healthy-School Challenges.

• SPARKfit Circuits. This collection of resources include circuit-training guides for PE and the classroom, as well as at home.

• Fitness Lab. This fitness program is designed to be implemented before- and/or after-school with lessons and wellness extensions for students to take home.

• Wellness Walking. Another before- and/or after-school program, teaching students and staff the healthy benefits of a complete wellness walking routine.

All SPARKfit programs and resources are available at SPARKfamily.org and are available for use by schools and organizations that maintain membership.

Where Fitness Fits

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Incorporate SPARK management and teaching strategies into your routines to help increase MVPA during PE. Examples of SPARK management and teaching strategies include:

High MVPA Roll-Taking Strategies

Taking roll while students are active adds approximately 5 minutes of MVPA per day, 25 minutes per week, 100 minutes per month, and 900 minutes per school year. That equals 30, 30-minute classes. Wouldn’t it be great to add an extra 30 classes of pure activity to your students’ schedule each year? Check out strategies in the ASAP Section to find examples that might work for you.

The object is… You do that by…

When describing an activity, try: “The object of the activity is ________; you do that by _________. Ready? Go!” This strategy helps keep your instructions focused and concise.

The 80/20 Rule

After instruction, assume 80% of students understand and the other 20% don’t. Instead of answering student questions, get started. Most students will “get it” while participating in the activity. While students move, play the role of “plumber” and “fix the leaks” by providing individuals with information when needed.

Principle of 3s

To keep things simple in most activities taught, make the answer to all questions “3.” How close can I cover on defense? Answer: 3'. How long can I hold the ball on offense? Answer: 3 seconds. How far must my pass go? Answer: 3'.

Pinnies Rule

The group wearing pinnies begins on Offense and always goes in the same direction (e.g., facing north).

Limited Equipment/Large Class Ideas

Ideally, equipment ratios are appropriate, but in cases where there isn’t enough, read Limited Equipment/Large Class Strategies in the introductory pages of each unit.

Individual/Partner/Group

To decrease transition time, keep similar-sized groupings throughout the lesson, or combine ready-made groups/pairs rather than creating new ones. SPARK Activities note the grouping needed with individual, partner, or group icons on the top, R-hand corner.

Look for Movement

If you don’t see enough, change the activity (e.g., do a different drill or a timed challenge; reduce group size; add more balls or more chasers; widen boundaries; etc.).

SPARK Strategies

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