Physical Education - paterson.k12.nj.us Educati… · The knowledge of physical education is an...

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Physical Education

Grade 12

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Course Description

The NJSLS serves as a basis for physical education which is required by state mandates. New Jersey has a long-standing commitment to school health, safety, and physical

education. N.J.S.A.18A:35, adopted in 1917, requires all pupils in grades 1-12 to participate in two and one-half hours per week of instruction in health, safety, and physical

education. The course is designed to enable students to understand the components of health-related fitness and motor skills, flexibility, endurance, strength, coordination,

and a plan to support a healthy lifestyle. The knowledge of physical education is an ever-changing field that students will put to use in general wellness throughout their

lifetime. Each student is required to complete four years of physical education and health, within this four year program students will be introduced to a wide variety of

activities including team sports, individual/ dual sports, and dance, yoga and life-time activities for fitness. The course will provide the opportunity for students to acquire

the skills necessary to achieve and maintain a healthy lifestyle and level of fitness. Fitness- related technology, including pedometers, KINECT Dance, Dance Revolution

will be used to enhance the quality of the physical education program. Focusing on wellness for life, students will prepare to continue a lifetime of physical activity. The

course aims to assist students in developing an independent fitness style and promote regular and enjoyable physical activity with an emphasis on personal fitness

improvement. All students participate in the Presidential Physical Fitness Challenge and are assessed based on their ability. Weight Training courses help students develop

knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy

and conditioning. Any student failing one marking period of health or physical education for the year must repeat the failed course.

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Pacing Guidelines for 12th Grade

(Sport Education and Fitness Model)

Specific Skills & Concepts

Addressed

Activities

Review/Execution and Closure

Timelines

(In conjunction

with 150 min

mandate)

New Jersey Student Learning

Performance Expectations

Recommended Weeks

(timelines are flexible

based on scheduling,

facilities, testing, and

weather)

Review and Reinforce

Physical Education IV

Class Rules

Expectations

Locker-room procedures

Purchasing of required attire

Proper uniform

Safety protocols

September 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

1 week

Reinforcing Movement

Skills

Execution concepts of:

Performance Assessments

Performance Evaluations

Pre-Assessments

Post Assessments

Spatial Awareness

Fitness Assessments

Pacer/Mile Run

Cardio Assessments

Flexibility Assessments

Strength Assessments

Warm-up routines

Cool Down

September-June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

6 weeks

Team Sports

Achieving and executing

skills:

Ball control

Catching

Defensive Strategic Skills

Basketball

Cricket (Site specific) *

Floor Hockey

Football

Lacrosse

Soccer

September - June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Dribbling

Offensive Strategic skills

Passing

Punting

Receiving

Shooting

Throwing

Tactical Approach

Executing Sportsmanship

Demonstrating Rules and

Safety

Softball

Speedball

Team Handball

Ultimate Frisbee

Volleyball

Individual Sports

Executing achieved skills:

Approach

Backhand

Forehand

Serving

Striking

Spatial awareness

*Site Specific Skills: Swim

Backstroke

Breaststroke

Butterfly

Freestyle

Achieving and executing

skills for Lifelong Fitness:

Advancing muscular

strength, endurance and

flexibility.

Execution /Closure

Aerobics

Bowling

Badminton

Fitness

Golf

Pickle Ball

Power Walking

Swim*

Tennis

Track and Field

Weight Training

Yoga

*site specific


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Executing necessary

behaviors to maintain a

healthy lifestyle

Executing and analyzing

variety of sustained,

vigorous physical activities

to enhance each component

of fitness

Performing movement

concepts:

Creative Dance

Movement Education and

Rhythm

Execution/Closure

Contemporary Dance

Creative Dance

Cultural/International Dance

Line Dancing


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

Review and Final Exam

Post-Assessments

End of unit assessments

Post-performance assessments

Performance written assessments

for all four grade levels.

Final Exam

June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

2 weeks

Developing-1

Progressing-2

Proficient-3

Achieved-4

Advanced-5

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Computer Science and Design Thinking

Standards

8.1.12.A.1, 8.1.12.F.2, 8.1.12.C.1, 8.1.12.D.4

➢ Technology Operations and Concepts

Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and

interpret the results

Example: Students will collect data on the classes results from the fitness gram test. The students will enter, manipulate and interpret the data to

generate graphs and charts which will be displayed in the gymnasium.

➢ Communication and Collaboration

Develop an innovative solution to a complex local or global problem / issue in collaboration with peers and experts and present ideas

for feedback in an online community

Example: Students will examine the local and global issue associated with physical inactivity and will work with peers to promote the need for

physical activity daily in an online forum.

➢ Digital Citizenship

Explain the impact of cyber-crimes on society.

Example: Students will explain and examine the impact that cyber-crimes have on society by making a presentation to students in a lower

grade.

➢ Critical Thinking, Problem Solving, Decision Making

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Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational,

career, personal, and social needs.

Example: Students will analyze the capabilities and limitations of using smart watches or health related apps on their phones. The students will

then examine and create a chart to show how they are essential in the educational, career, personal and social needs.

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Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seen to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee. Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day

through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the

near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and

workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example: Students will use and apply skills learned in physical education to prepare for their future and improve relationships with their classmates, families

and community.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding

to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial

wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

Example: Students will use and examine various lessons learned through out physical education to create a power point presentation that shows how exercising

regularly can have an impact on workplace performance and personal well-being.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate

in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners

and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired

outcome.

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Example: Career-ready individuals will be able to effectively communicate in written and non-written forms, the significance of eating healthy and exercising

regularly and its relationship emotional well-being.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to

productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Example: Career-ready individuals will utilize the diversity of their surroundings and practice proper sportsmanship and team skills and apply these practices

outside of PE/Health Class.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Spell-checker

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Content Specific Needs: Strategies

• Anchor charts to model skills such as throwing, catching, lifting, etc.

• Reference sheets that list step by step progressions of skills such as throwing, catching, bumping, setting, and hand placement for various activities. • Conceptual word wall that contains definitions, translations, pictures and/or examples • Utilize technological programs which provide verbal and visual instruction in native and/or second languages • Provide students with the opportunity to write/journal daily based on the health and wellness domains or their progress in physical education. • Create graphic organizers (Examples include: Decision formulating strategy for offense and defense) • Translation dictionary • Teacher Modeling • Utilize different colors when interpreting data from graphs or to indicate differences/similarities and increases/decreases • Display chart to reinforce skill sets or rules and regulations of a game/activity • Utilize organizational websites to maintain/track fitness and health progress (Daily Fit Log) • Height of net • Color and size of striking implements • Distance or targets • Music • Modifications: • Vary equipment size • Modify playing area • Utilize well-defined boundaries • Simplify tasks/instruction • Demonstrate/model activities • Adjust/modify rules • Student to student teaching • Incorporate lead up games

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines

Physical Education Connection:

2.2.12.N.2: Determine the relationship of nutrition and physical activity to weight loss, gain and maintenance.

• Students will create an exercise/nutrition log to for someone who is trying to lose weight and for someone who is trying to maintain a

healthy lifestyle.

ELA Connection:

Various Tasks Literacy.SL.11-12.45 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in

presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• Students will be able to effectively use digital media when presenting information on their findings related to the need for physical

education to remain a four-year requirement in schools.

Science Connection:

Various Tasks (HS-PS 2)

• Students will be able to determine the impact force and exertion has on weightlifters and how motion and stability affect different sports

and activities.

Mathematics Connection:

HSS.MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end

of a game).

• Analyze and the decision and strategies of hockey teams pulling the goalie at the end of the game by using probability concepts.

http://www.corestandards.org/Math/Content/HSS/MD/B/7/

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Enrichment

Accommodate Based on Students individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self-Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, and Political Cartoon

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

• Health and Wellness Resource Kit

• Learning System

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NEW JERSEY LEARNING STANDARDS FOR

COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION

STANDARD 2.2 - Movement Skills and Concepts

Descriptive Statement: Movement Skills and Concepts include learning and investigating the fundamentals of movement (on land, water, snow,

sand and ice) from one place to another and the understanding of biomechanics (how the body moves, grows and matures). Movement skills fall

into three main categories: locomotor, non-locomotor, and manipulative skills. Concepts into categories such as spatial awareness (where the body

moves), body awareness (what can the body do), qualities of movement (how the body moves and with whom/what does the body move).

STANDARD 2.2 - Physical Fitness

Descriptive Statement: Physical Fitness is the ability to move, perform daily tasks and unexpected physical challenges effectively without losing

energy reserves. Fitness activities can be performed at many levels (low, moderate, and high), which will impact how efficiently the body functions.

STANDARD 2.2 - Lifelong Fitness

Descriptive Statement: Lifelong Fitness requires making fitness a part of a person’s daily life. It is about creating fitness habits that support an

individual to plan and stay healthy throughout his or her lifetime. In addition, a person recognizes the medical consequences of a sedentary lifestyle

and that the benefits of an active body and mind over time reduces diseases, injuries and pain. Lifelong fitness doesn’t focus on competition or

high-level skill development, but rather on self- evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and

leisure-time fitness activities.

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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5

Topic: Movement Skills and Concepts

Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).

The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.

Individual and team execution requires interaction, respect, effort, positive attitude.

Student Learning

Objectives

Essential Question Sample Activities Resources Concepts/Skills

1.Explain and demonstrate ways to

apply movement skills from one

game, sport, aerobics, or

recreational activity to another

including striking skills (e.g.,

tennis, badminton, ping pong,

racquetball, pickle ball).

How can understanding a movement

concept from one sport improve my

performance in another?

How can understanding hand eye

coordination help improve performance

in multiple sports

How can cardiovascular work outs help

optimize full potential in activities

Stop the Action: during game

or sport play, at various times,

stop the game by using whistle

and ask questions about the

skills being utilized in the

activity.

Discuss appropriate techniques

throughout activity

1.Gymnasium or space for

activity

2. PE equipment – ropes,

balls, yoga mats, cones, sticks,

rackets, nets, weight training

equipment, etc.

3. Presidential Physical

Fitness Test

4. Video Tape Equipment

6. Fitness gram

7. You Tube

8. Pinterest

9. Charts, handouts, pamphlets

10. Music

11. Google classroom

12. Edpuzzle

Essential Movement Skills

Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

2.Analyze application of force and

motion (e.g., weight transfer,

power, speed, agility, range of

motion) and modify movement to

impact performance.

Why is it necessary to understand the

fundamental movements of any given

sport?

Why is cognitive information important

to play any given sport?

Enhancing psychomotor skills

while participating in sport

model activities.

Reviewing rules and

regulations of any given sport


activity




equipment, etc.


Fitness Test


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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Student Learning

Objectives


How can understanding movement of

motions improve performance


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

3. Design, lead and critique

rhythmic and physical activity that

includes variations in time, space,

force, flow, and relationships

(creative, cultural, social, aerobics

dance, fitness).

How can you make movement more

interesting, fun, and enjoyable?

How can understanding movement

concepts improve my performance?

How does my use of movement

influence that of others?

Have students explain and

participate in game, activity,

or dance from a variety of

different cultures and

historical periods. (i.e. cricket,

salsa, line dance)


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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Student Learning

Objectives


4.Analyze etiquette,

responsibilities, and preparation of

players, officials, trainers, and

other participants and recommend

strategies to improve their

performance, participation and

behavior.

Why is it important to know how to

move safely, effectively and efficiently?

How can understanding and applying

movement concepts improve overall

skill performance?

How does demonstrating positive

sportsmanship, effort and teamwork

build confidence and support within a

group?

How can demonstrating team work and

sportsmanship improve team

performance

Explaining and applying safety

rules and procedures

Generating additional safety

rules due to limited space,

increased class sizes, and

limited equipment.

Praising positive attitude,

sportsmanship and efforts

made by students to increase

participation and safety.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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Student Learning

Objectives


5. Develop rule changes to

existing games, sports and

activities that enhance

participation, safety and

enjoyment.

How do rules and strategies for each

specific activity increase student

success and appreciation for the

game/activity?

How can you improve maximum

participation for all group members in

the activity?

What part of the game can you change

to include more participation from team

members

Modifying rules and activities

to accommodate the needs of

specific classes/students.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5

Topic: Physical Fitness

Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-

expression, enjoyment, and emotional satisfaction.

Student Learning

Objectives


1. Compare the short- and long-

term benefits of physical activity

and the impact on wellness

associated with physical, mental,

emotional fitness through one's

lifetime.

How can one benefit by knowing the

relationship between exercise and

weight loss (Caloric

intake/expenditure)?

What can exercise do for your quality

of life?

How can exercise effect life

expectancy?

Engaging in effective physical

activity programs.

Designing and implementing

specific fitness plans for students

Tracking students’ physical

activities throughout the school

year.


activity


balls, yoga mats, cones,

sticks, rackets, nets, weight

training equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest

9. Charts, handouts,

pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and Movement

Skills

2. Respect and appreciate all

levels of ability and encourage

with care during all physical

activities.

Why does good sportsmanship

behaviors while participating or

viewing a sport/activity contribute to

enjoyment?

What roles can you assign in the sport

for team members who are not

engaged in the activity?

Celebrating achievements and

accomplishments made by

students

Enforcing positive social skills

and constant referral to classroom

rules.


activity






Fitness Test



Team Sports

Individual Sports

Lifelong Fitness


Skills

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Student Learning

Objectives


What are some phrases you can use

for good sportsmanship?

6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle

3. Design and implement a

personal fitness plan, using

evidence and evaluate how that

reflects knowledge and

application of fitness-training

principals (FITT) and the

components of skill related

fitness.

How would you apply the components

of health-related fitness to activities of

daily living?

What would your personal fitness plan

look like?

How often do you think you should be

exercising per week?

What parts of the FITT formula do

you think you cover in physical

education class through the semester?

Evaluate current fitness behaviors

and demonstrate achievement and

maintenance by designing a

personal fitness program

Create a plan, train for and

participate in a community event

that show improvement in

cardiovascular endurance and

muscular strength


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

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Student Learning

Objectives


4. Determine the role of genetics,

age, nutrition, sleep, the

environment and exercise type on

body composition and personal

health.

Why are there so many health

problems in the United States caused

by poor eating despite all the available

information?

Have students fill out a ten-day

diet log following what they ate.

Keep an exercise log during each

class period.


activity






Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

5. Analyze fitness knowledge in

strength, conditioning, agility and

the physiological responses of

the energy systems effects on the

mind and body before, during

and after physical fitness

activities.

Why is it important to perform a

variety of exercises?

What can happen if you over train a

muscle group?

Have students complete a pre-test

using the fitness gram test. Then

have students track their progress

and training in a journal, then

have them complete a post test.

Students can write a report on

their journey and progress


activity






Fitness Test



Team Sports

Individual Sports

Lifelong Fitness


Skills

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Student Learning

Objectives


6. Fitness gram

7. You Tube

8. Pinterest


pamphlets

10. Music


12. Edpuzzle

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New Jersey Student Learning Standards: 2.2.12.LF.1.2.3.4.5.6.7.8

Topic: Lifelong Fitness

Healthy habits and behaviors are created by personal learning experiences, knowledge, believes and goals towards living and maintaining a healthy lifestyle of fitness, self-

expression, social interaction and enjoying movement in a safe and healthy environment (e.g., golf, tennis, badminton, martial arts, bowling, kayaking, ping-pong, cricket,

hiking, biking, swimming).

Community resources can support a lifetime of wellness to self and family members.

Student Learning

Objectives


1. Apply and share a movement

and physical fitness vocabulary

that is intrinsic to motivate

oneself, to impact family and

others in a community.

How and why do I need to build

new vocabulary including

content-specific words and

phrases?

Can you think of when and

where you used new vocabulary

in daily conversation and

writing?

Research five different muscles,

bones, or nerves of the human

body every day for a month. After

each day, try to define each one

from the days before.


activity

2. PE equipment – ropes, balls,

yoga mats, cones, sticks,


equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

2. Develop a sense of openness

and willingness when

participating in physical fitness

activity to share and learn

experiences from your own and

other cultures.

What are some physical activities

or sports that you have never

tried before and why?

Take poll of what sports or

activities students have never done

before. Engage them in the

activity that none or very few have

ever tried before.


activity




equipment, etc.


Team Sports

Individual Sports

Lifelong Fitness


Skills

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Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

3. Examine building to a level of

fitness to successfully participate

in a range of different physical

activities during a lifetime

How will you stay healthy and fit

when you are older?

What activities can you do that

will help you achieve your goal?

Write a letter to yourself to open in

the future containing your health

and fitness goals.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

4. Exhibit responsible social

behavior by including and

cooperating with classmates of

all skill levels, assisting when

needed and collaborating

respectfully to solve problems in

groups, teams and in pairs during

physical activity.

How does playing with

teammates prepare you for

success when working with

others in future work settings?

Watch a Youtube video on how

teamwork builds a person’s

cooperation with others for future

success.


activity




equipment, etc.


Fitness Test


6. Fitness gram


Team Sports

Individual Sports

Lifelong Fitness


Skills

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7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

5. Describe the social benefits

gained from participating in

physical activity (e.g., meeting

someone, making friends,

teamwork, building trust,

experiencing something new).

What are the social benefits of

participating in specific team

sports and games?

How does physical activity

provide challenge, enjoyment,

social interaction and self-

expression for you, your family

and your peers?

How will engaging with peers in

class help you outside of class?

Interview your friends and family

on what sports or activities they

participate in. List the benefits that

each one talks about and how it

improves their lifestyle.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

6. Implement a financial plan for

participation in physical activity

in the community for self and

family members.

How will raising awareness for

any cause increase the betterment

of the physical education

program/community?

Design a Field Day experience to

include all students, staff, families

and community members. Include

recreational activities/engaging

activities that anyone can

participate in.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


Team Sports

Individual Sports

Lifelong Fitness


Skills

28 | P a g e


12. Edpuzzle

7. Analyze the current and future

impact of globalization and

technology on the influences of

participation in, sports, games,

physical fitness actives, dance,

gaming, outdoor adventure,

viewing sports and social and

emotional connections.

What will the future of

spectating sports be like? Will

some major sports disappear or

flourish?

Create a pamphlet of an obscure

sport that is not in the mainstream

media but is currently gaining

popularity.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

8. Identify personal and

community resources to explore

career options related to physical

activity and health

Think of some jobs or careers

you want would want to do in

your future. How will it help be a

product for the community?

Keep a journal of career searches

that interest you. List your likes

and dislikes of each one.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

29 | P a g e

Vocabulary

AAHPERD

Activity

Activity Pyramid

Addiction

Adolescence

Aerobic Exercise

Affect

Agility

Air

Alcohol

Alcoholism

Allergens

Anaerobic Exercise

Anger

Anger Management

Anorexia Nervosa

Artery

Asthma

Asymmetrical

Back Care

Balanced Diet

Basal Metabolic Rate

Behavior

Behavior Risk

Bend

Beneficial

Benefit

Detection

Diabetes

Diet

Dietary Guidelines

Digestive Guidelines

Digestive System

Diminishing Return

Disease

Disease Transmission

Distress

Dodge

Dribble

Drug Addiction

Eating Disorders

Emotion

Emotional Health

Employment

Empowerment

Endocrine System

Endurance

Energy Balance

Energy Expenditure

Energy Source

Environment

Environmental Health

Essential Nutrients

Etiquette

Hop

Hydration

Hygiene

Immune System

Instability

Intellectual/Mental Health

Intensity

Interval Training

Jog

Jump

Labels

Leap

Leisure

Leisure Activity

Life Goals

Listening

Lymph

Lymphatic System

Maintenance

Male Reproductive System

Maximum Heart Rate

Mental/Intellectual Health

Metabolism

Mineral

Monitoring

Motivation

Muscular Endurance

Stations

Strategy

Strep Test

Strength

Stress

Stressor

Stretch

Substance Abuse

Support System

Sway

Swing

Symmetrical

Target Health Rate

Pass

Pathogen

Peer Pressure

Physical Activity

Physical Best

Physical Education

Physical Fitness

Physical Health

Play

Power

President's Challenge

Prevent

Prevention

Progression

30 | P a g e

Blood Pressure

Body Composition

Body Mass Index

Body Systems

Bone

Bulimia Nervosa

CDC

Caloric Expenditure

Calorie

Calorie requirements for boys

and girls

Cancer

Capillaries

Carbohydrate

Carbon Dioxide

Cardiorespiratory Endurance

Cardiovascular Disease

Cardiovascular System

Career

Catch

Character

Chase

Chemical Dependency

Chemical Toxin

Cholesterol

Circulatory

Circulatory System

Complex Skills

Component

Components of Fitness

Conflict

Conflict Resolution

Eustress

Excretory System

Exercise

Exercise Stages

Expectations

Exposure

FITT Principle

FITT Principle For

Cardiovascular Endurance

FIIT Principle For Muscular

Endurance

FITT Principle For Muscular

Strength

FITT Principle for Flexibility

Fact

Fat

Fat Free Mass

Fear

Female Reproductive System

Fitness

Fitness Goals

Fitness Log

Flee

Flexed Arm Hang

Flexibility

Food-Borne Illness

Food Guide Pyramid

Force

Food Label

Frequency

Gallop

Germ

Muscular Strength

Muscular System

Myth

NASPE

Nervous System

Nicotine

Noise

Non-Communicable Disease

Non-Verbal Communication

Nutrient

Nutrition

Nutritional Facts

Obesity

Occupational Health

Officiating

One Mile Test

Osteoporosis

Overhand

Overload

PACER

Participation

Rubric

Rules

Run

Safety

Sedentary

Self Esteem

Serving Size

Sit and Reach

Sit Ups/Curl Ups

Skeletal System

Skill

Progressive Resistance Exercise

Protein

Puberty

Punt

Push Up

RDA

Repetition Maximum

Resistance

Resistance Training

Resolution

Respectful

Respiratory System

Rest

Resting Heart Rate

Rhythm

Rhythmic

RICE

Risk

Risk Factor

Target Health Rate Zone

Technique

Throw

Time

Turn

Twist

Type

Torque

Training

Underhand Throw

Unsafe

Vaccination

Veins

31 | P a g e

Confusion

Consequences

Consumer

Consumption

Contract

Cool Down

Cooperation

Criteria

Curl-ups/Sit-Ups

Dairy

Decision Making Skills

Deficiencies

Dehydration

Dental Health

Goal

Goal Setting

Grains

Hand Washing

Happiness

Harmful

Health

Health Education

Health Enhancing

Health-Related Fitness

Hearing Loss

Heart Disease

Heart Rate

Heredity

Skill Related Fitness

Skin Rash

Skip

Sleep

Slide

Smoking

Social Health

Social Skills

Specify

Speed

Spiritual Health

Sport

Sportsmanship

Vitamin

WAHPERD

Walk

Warm Up

Water

Weight Training

Wellness

Workout

Workplace Health

32 | P a g e

Physical Education Interactive Sites

• Colgate Kids World: Information and activities to promote dental hygiene (grades PK-K) http://www.colgate.com/Kids-world/main.cgi

• Eat Well Live Well: Nutrition related survey and results http://www.healthyeating.org/surveys/

• Fast Food Fact Finder: An interactive site which helps to identify the nutritional value of the menus of some major fast food chain restaurants

http://www.olen.com/food/

• Brain Pop – Health Movies: A site with movies on various health topics. Also includes interactive quizzes and activities. http://www.brainpop.com/health/seeall.html

• Body Tune UP – A WebQuest: An interactive Internet lesson/project which focuses on getting and keeping a healthy body http://www.plainfield.k12.in.us/hschool/webq/webq49/bodytune.htm

• Food & Drug Administration’s Home Page for Kids: This site contains informative quizzes on health, tobacco, and vaccines. http://www.fda.gov/oc/opacom/kids/default.htm

http://www.colgate.com/Kids-world/main.cgihttp://www.healthyeating.org/surveys/http://www.olen.com/food/http://www.brainpop.com/health/seeall.htmlhttp://www.plainfield.k12.in.us/hschool/webq/webq49/bodytune.htmhttp://www.fda.gov/oc/opacom/kids/default.htm

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Physical Education Assessment Rubrics

• FunBrain.com Quiz Lab: The Internet's largest database of quizzes; available in 8 subjects. Teachers select quizzes for students to access or create your own quizzes with Quiz Lab's authoring tool. The results are graded automatically with scores emailed to the teacher.

http://www.funbrain.com/quiz/index.html

• SCORE: Research Report Rubric - A simply constructed rubric for research reports http://www.sdcoe.k12.ca.us/score/actbank/projectrub.html

• SCORE: Collaboration Rubric – http://www.sdcoe.k12.ca.us/score/actbank/collaborub.html

• SCORE: Report Rubric – http://www.sdcoe.k12.ca.us/score/actbank/reportrub.html

• Prentice Hall’s Oral Presentation Rubric – http://www.phschool.com/professional_development/professional_library/alternative_assessment/ oral_presentation.html
http://www.funbrain.com/quiz/index.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/projectrub.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/collaborub.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/reportrub.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.html

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