SPS PreK-12 Physical Education Curriculum Map · Seattle Public Schools PreK-12 Physical Education...
Transcript of SPS PreK-12 Physical Education Curriculum Map · Seattle Public Schools PreK-12 Physical Education...
Seattle Public Schools PreK-12 Physical Education Curriculum Map
August 2011
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Lori S. Dunn PreK-12 Physical Education Manager
Seattle Public Schools
PreK-12 Physical Education
Curriculum Map August 2011
Commit to be fit. -Author Unknown
Seattle Public Schools Vision and Mission Vision Statement
Seattle Public Schools is committed to providing a daily quality Physical Education program that builds knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a healthy active lifestyle.
The program goals will be accomplished by:
• Knowledge
o A K-12 articulated written curriculum aligned with state standards (i.e. nutrition, goal setting, five components of fitness)
• Physical Fitness
o Progressive physical fitness skills articulated from K-12
o Fitness measurements are used to track students’ fitness
o Implementation of personal fitness plans at middle and high school
• Fundamental Movement Skills
o Developmentally appropriate progressive motor skills K-12
o Team, individual and lifetime activities that build the habit of an active lifestyle
• Social Well-being
o Improving social relationships, and emotional well-being through active engagement in physical activity
The educational community will support student learning by providing:
o Community and parents modeling healthy physical and nutritional behaviors
o School board members, administrators, classroom teachers, nutritional services, counselors, nurses, and social services supporting coordinated school wide involvement in improving students’ fitness and health
o Maintaining clean, safe and adequate equipment and facilities for all students.
o All students the opportunity to reach our Physical Education program goals by not allowing compromised scheduling, substitutions, or inadequate time.
The overall purpose of the physical education program is to create an exemplary program that sets the benchmark for excellence in physical education.
Mission Statement:
Seattle Public Schools is committed to providing a quality Physical Education program that builds knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a healthy active lifestyle.
Motto: Excellence in Physical Education, Everyday for All Students
“GET FIT- GET SMART”
Curriculum Details Physical Education in the Seattle Public
Schools “Five for Life” is a research-driven, standards-based curriculum designed to teach the
principles of health and fitness while continually improving students’ fitness levels. Based
on the five components of fitness—cardiovascular endurance, muscle strength, muscle
endurance, body composition and flexibility—it incorporates fitness-related act-ivities
and motor-skill development with academic content. Students are taught meaning-ful
fitness concepts and vocabulary which empower them to make healthier choices.
The basic curriculum introduces students to the skeletal and muscular systems
while stressing the importance of nutrition and physical activity. Students learn how to
set and achieve goals, and to measure their improved fitness levels with technology such
as heart-rate monitors and pedometers. Units and lessons are designed to blend health
and fitness concepts into activity time.
Unlike traditional PE programs that emphasize group or team competition, in “Five
for Life” students compete against their own past performances to reach their fitness
goals. Each student performs pre-fitness measurements in the fall, sets goals for
improvement, and performs post-fitness measurements in the spring.
The advanced program continues the goal setting and fitness measurements while
adding a record-keeping element to analyze personal behavior. Through the use of diet,
sleep, activity, and hydration logs, students are able to see how their nutrition choices
and daily habits affect their health, performance and appearance.
The program can be customized to meet individual students’ personal needs, and
includes a Web-based component that provides students the opportunity to track and
assess their results throughout their tenure in the district.
Elementary
* PreK-K
* 1st-3rd Grade
*4th-5th Grade
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: September -October
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is Fitness? What is my individual fitness level? How do I improve my fitness?
Which motor skills are necessary to improve my fitness level?
What makes a safe learning environment during PE class?
Content Five for Life Unit (pg 1.1-1.12) (Components of Fitness)
Fitness Testing Protocol Preparation (pg 4.83-4.95)
Circuit Training Basic Book (pg. 4.1-4.50)
Locomotor/Non-Locomotor Skills
Low Organized Games
Recess Activities
Rules
Behavior
Safety
Sportsmanship
Skills and Five for Life Unit (pg 1.1-1.12) Fitness Testing Protocol Preparation (pg Locomotor/Non-Locomotor Skills: Rules Activities (Components of Fitness)
• Student introduction 1.4 • Vocabulary 1.5 • Cardiorespiratory Activity, page 1.6 • Muscular Strength and Endurance Activity,
page 1.7 • Flexibility Activity, page 1.8
4.83-4.95) • Pre-Fitness Measurements K-5 (pg 4.83) • Introduction (pg 4.87) Introduce protocols. Measurements may be taken, but are not required to be reported. Pre-Fitness Measurements
Vocabulary 4.89 • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90)
• Locomotor Skills: running, jumping, walking • Non-Locomotor Skills: spatial awareness Low Organized Games • Parachute Activities • Following Direction Games (red light, green
light, follow the leader, etc.) • Variety of tag games
• Recess Activities • Hopscotch • Using play structure safely and properly
• Team building games • Responsibility • Care of Equipment Behavior • Cooperation Safety • Appropriate clothing and shoes • Emergency Procedures Sportsmanship • Conflict resolution • Teamwork
Circuit Training Basic Book (pg. 4.1-4.50) • Introduction (4.4-4.5) Circuit Training Equipment: • Step boxes, mats, agility rings, stations
Required Five for Life Basic Assessment Pre and Post Introduce protocols. Measurements may be Teacher Observation Class debriefing Assessment Test (pg 1.9–1.10) taken, but are not required to be reported. (unless otherwise noted)
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Standards 4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example: Rides a bike after school to develop a healthy heart. the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, Resources Basic Book) Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
“Children Moving” Parachute Hopscotch course & markers Playstructure
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: November-December
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is nutrition? How does nutrition affect your fitness? Which motor skills are necessary to improve my fitness level?
How does body image affect your Social/Emotional/Safety well-being?
Content Basic Book Health/ Nutrition (2.1-2.34) Health Games/Activities
Fitness Games Circuit Training Basic Book (4.1 -4.50) Practice Fitness
Locomotor/Non-Locomotor Skills Low Organized Games Recess Activities
Team, Individual, Alternative, and Lifetime Activities
Behavior – anti-bullying Appreciation of differences (including body types)
Skills and Basic Book Health/ Nutrition (2.1-2.34) Fitness Games Locomotor/Non-Locomotor Skills: Self -reflection Activities • Healthy Food, Healthy Balance K-5 (2.1)
• Introduction (2.4) • Vocabulary (2.5) • Food for Energy and Health (2.16) • Introduction (2.19) Health Games/Activities • Healthy Body Balance Card Game, (1.93) • Balance the Fat (1.97) • Food Group Cube Warm Up (2.6)
• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22) Circuit Training Basic Book (4.1-4.5) • What skills/activities go here? • We want teachers to select their own
circuits/activities from the pages we suggested. Practice Fitness • Fitness Measurement Practice Circuit (4.96)
• Locomotor Skills: running, galloping, jumping, walking, sliding
• Non-Locomotor Skills: twisting, turning, spatial awareness
Low Organized Games • Parachute Activities • Following Direction Games (red light, green
light, follow the leader, etc.) • Variety of tag games
Recess Activities
• Hopscotch • Using play structure safely and properly
Team, Individual, Alternative, and Lifetime Activities • Basketball skills • Bounce and catch with two hands
Think, Pair, Share
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Required Student informal response Student informal response Teacher Observation Class discussion and reflection Assessment (unless
Teacher observation Teacher observation Teacher Observation
otherwise Five for Life Food for Energy and Life Self-reflection noted)
Standards 1.5 Understands relationship of nutrition and food nutrients to body composition and physical performance 1.5.1 Recognizes how the body’s function is affected by food consumption. Identifies healthful and non-healthful foods. Example:
• Understands milk is healthy, and soda is unhealthy.
2.1 Understands foundations of health 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
2.4.1 Recognizes abusive and risky situations and identifies safe behaviors to prevent injury to self and others at home, school, and in the community. Recognizes abusive situations and how to get help. Example:
• Recognizes bullying and explains how to ask an adult for help
• Recognizes the importance of eating breakfast.
Example: • Recognizes breakfast gets brain and
body ready for learning
Equipment/ Five for Life Basic Curriculum Book and Dairy Council or other resources Parachute Utilize school adopted anti-bullying curriculum Resources Equipment
Dairy Council or other resources
My Pyramid.gov
My Pyramid.gov
Nutrition Manual (Five for Life)
Five for Life Circuit Training Manual, Five for Life
Hopscotch course & markers Playstructure Basketballs and/or playground balls
Dairy Council “What Does Normal Look Like?” poster
Nutrition Manual (Five for Life) Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: January
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why do we set goals? How can goals impact my fitness? How can goals impact my motor skills? How does it feel to reach your goals?
Content Five for Life Basic Book, Goal Setting, page Circuit Training (4.1-4.68) Locomotor/Non-Locomotor Skills Perseverance 4.98 Introduction (4.4) Low Organized Games
Vocabulary (4.6) Recess Activities
Team, Individual , and Alternative Sports/Skills Lifetime Activities
Skills and Five for Life Basic Book, Goal Setting, page Circuit Training (4.1-4.68) Locomotor/Non-Locomotor Skills: Perseverance Activities 4.98
• Introduction to Goal Setting (pg 4.101) • Vocabulary (4.102) • Goal Setting Practice (4.103)
• Introduction (4.4) • Vocabulary (4.6) • World Class Functional Equipment Workout
(4.7) • Five for Life Circuit 1 (4.8)
(Circuits that incorporate the five components of fitness will be determined by instructor, making sure to follow the functional equipment protocol and circuit design.)
• Locomotor Skills: running, skipping, galloping, hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial awareness
Low Organized Games • Parachute Activities • Following Direction Games (red light, green
light, follow the leader, etc.) • Variety of tag games
• Practice • Not giving up • Appropriate emotional response • Encouragement • Peer coaching
Recess Activities
• Hopscotch • Using play structure safely and properly Team, Individual, Alternative, and Lifetime Activities • Throwing and catching • Rhythm activities
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Required Teacher Observation Reflection Assessment Class debriefing (unless otherwise noted)
Standards 3.2 Evaluates health and fitness information
3.2.1 Recognizes reliable sources of health and fitness information. Identifies reliable sources of health and fitness information. Example:
• Identifies school nurse or PE teacher
4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example:
• Rides a bike after school to develop a healthy heart
1.1 Develop fundamental and complex movement skills as developmentally appropriate 3.3.1 Understands that social skills are
necessary to promote health and safety. Describes ways to make friends. Example:
• Shares, asks someone to join in a game.
Explains social skills and cooperation. Example:
• Takes turns
3.4.1 Understands emotions and how they affect self and others. Describes different emotions shown in pictures. Example:
• Understands smile is happy; frown is sad
Equipment/ Resources
Five for Life Basic Curriculum (Fourth Edition, Basic Book)
Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Parachute Hopscotch course & markers Playstructure
Various throwing and catching equipment (footballs, frisbee, softball)
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: February -March
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why is it important to understand how your bones and muscles work?
How do bones and muscles impact your fitness performance?
How do bones and muscles help me move? How do strong bones and muscles make you feel?
Content Five for Life Basic Book , Section 3 Circuit Training Locomotor/Non-Locomotor Skills Compare and contrast how you feel after Bone Health (3.1-3.14) Muscle Fitness Essentials (1.42-1.60) Low Organized Games exercising or periods of inactivity. Muscle Motion (3.15-3.29) Stretch, bend, twist (1.65-1.74) Recess Activities
Team, Individual , and Alternative Sports/Skills Lifetime Activities
Examples of Bone Health (3.1-3.14) Fitness Games Locomotor/Non-Locomotor Skills: Self-esteem Skills and • Introduction for Bone Health (3.4) • Muscle Check-Up (1.47 and 1.55) • Locomotor Skills: running, skipping, galloping, • positive self-talk Activities • Vocabulary (3.6)
• Bone Building Relay (3.8) • Bone Health Tag (3.7) Muscle Motion (3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • Vocabulary (3.20) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22)
• Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74) Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)
hopping, jumping, walking, leaping, sliding • Non-Locomotor Skills: twisting, turning, spatial
awareness Low Organized Games • Parachute Activities • Following Direction Games (red light, green
light, follow the leader, etc.) • Variety of tag games
Recess Activities
• Hopscotch • Using play structure safely and properly Team, Individual, Alternative, and Lifetime Activities: • Developmental Gymnastics
• self-reflection of personal strengths • visualization
Required Observation Teacher Observation Class discussion and reflection Assessment (unless Teacher Observation otherwise noted)
Standards 2.2.1 Recognizes the structure and function of body systems (circulatory, respiratory, skeletal,
1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency.
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
muscular, digestive, and nervous). Demonstrates at least two critical elements used Names the five senses and their functions in locomotor skills:
walk, jog, run, jump, hop, leap, gallop, slide, and skip. Example: • Jumps by taking off and landing on both
feet. 1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. Demonstrates non-locomotor skills: bend, twist, stretch, push, pull, turn, swing, sway, and rock. Example: • Twists at the waist. Demonstrates static balance and dynamic balance using a variety of body parts and objects. Example: • Balances on knees and one hand
Equipment/ Five for Life Circuit Training Manual, Five for Life Parachute Resources Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Hopscotch course & markers Playstructure Mats
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: April
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
How will understanding of your circulatory system impact your life?
How does your circulatory system relate to cardiorespiratory endurance?
How do motor skills relate to the circulatory system?
How does your stress level affect how your body functions?
Content Heart Health (1.14-1.41) Circulatory System Locomotor/Non-Locomotor Skills Stress Vocabulary 1.19 Team, Individual , and Alternative
Sports/Skills Lifetime Activities
Skills/ Heart Health Circulatory System Locomotor/Non-Locomotor Skills: Stress Activities • Vocabulary 1.19
• Heart Health Relay (1.21) • Heart Health 2-5 Minute Run (1.20) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Circulatory System Obstacle Course
• Heart Health Introduction (1.17 and 1.27) • Locomotor Skills: running, skipping, galloping, hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial awareness
Team, Individual, Alternative, and Lifetime Activities: • Volleyball Skills • Frisbee • Jump Rope
• Relaxation • De-escalation • Self control • Being physically active
Assessment Class discussion and reflection
Teacher Observation
Standards 2.2 Understands stages of growth and development 4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example:
• Rides a bike after school to develop a healthy heart
3.2.1 Recognizes reliable sources of health and fitness information. Identifies reliable sources of health and fitness information. Example:
• Identifies school nurse or PE teacher
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
2.4.3 Recognizes negative and positive effects of stress and stress management techniques. Identifies what stress feels like to the body. Example:
• Identifies worry or excitement. Identifies a technique to manage stress.
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Example: • Talks to an adult
Equipment/ Resources
American Heart Association Physical
Activity Promotion: Jump Rope for Heart
Beachballs Balloons Frisbees (spinjammers, foam Frisbees, giant discs)
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Timeframe: May-June
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential How can physical education impact your How does your fitness level impact the Which motor skills are necessary to maintain Does staying active improve your emotional Questions life? activities you choose?
How will I incorporate fitness into my summer activities?
my fitness level? What skills and knowledge can help me participate safely and successfully in team and individual sports?
well-being? How can I participate safely in activities with my peers?
Content Five for Life (1.1-1.13) Post-Fitness Measurements K-5 (pg 4.83) Locomotor/Non-Locomotor Skills Team, Individual, Alternative, and Lifetime Activities
Sportsmanship
Skills/ Five Components of Fitness Fitness Measurements K-5 (pg 4.83) Suggested Locomotor/Non-Locomotor Skills Sportsmanship Activities • Introduction (1.4)
• Vocabulary (1.5) • Safety ( 5.2) • Cardiorespiratory Endurance (1.6) • Muscular Strength/Endurance (1.7) • Flexibility (1.8) • Body Composition (1.9)
• Introduction (pg 4.87) Post-Fitness Measurements • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90)
Examples: • Locomotor Skills: running, skipping, galloping,
hopping, jumping, walking, leaping, sliding • Non-Locomotor Skills: twisting, turning, spatial
awareness Suggested Team, Individual, Alternative, and Lifetime Activities • Soccer skills – kicking, trapping, dribbling
• Fair play • Getting along with others • Providing encouragement
Assessment Introduce protocols. Measurements may be taken, but are not required to be reported.
Class discussion and reflection Teacher Observation
Standards 1.1 Develop fundamental and complex movement skills as developmentally appropriate
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011
Equipment/ Resources
WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Soccerballs
Notes:
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Timeframe: September -October
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is Fitness? What is my individual fitness level?
How do I improve my fitness?
Which motor skills are necessary to improve my fitness level?
What makes a safe learning environment during PE class?
Content Components of Fitness Five for Life Unit (pg 1.1-1.12)
• Student Introduction, page 1.4
Fitness Measurements K-5 (pg 4.83)
• Introduction (pg 4.87) Circuit Training (pg. 4.1) • Introduction (4.4-4.5)
Locomotor/ Non-Locomotor Skills
Recess Activities Team, Individual ,Alternative Sports/Skills, and Lifetime Activities
Rules
Behavior
Safety
Sportsmanship
Skills and Activities
Five Components of Fitness Activities (pg 1.1-1.12)
Fitness Testing Protocol Preparation (pg 4.83-4.95)
Locomotor/Non-Locomotor Skills : • Locomotor Skills
Rules • Team building Activities
• Cardiorespiratory Activity, page 1.6
• Muscular Strength and Endurance Activity, page 1.7
• Flexibility Activity, page 1.8
• Body Composition Explanation, page 1.9
• Introduce protocols but no measurements are taken until 3rd grade
Fitness Measurements (required starting in 3rd grade) (pg 4.83) • Push-ups (4.94) • Curl-ups (4.95)
o Run o Gallop o Hop o Jump o Walk o Chase
• Responsibility • Care of Equipment
Behavior
• Cooperation
• Self-control
• Sit and reach (4.93) o Flee • Anti-bullying
• Mile Run (4.91) • Non-Locomotor Skills Safety
• Height and Weight (4.90) (Opt-in required for o Twist • Emergency Procedures BMI)
Review Fitness Scores and Parent Report (3rd grade)
o Turn o Curl
• Play structure- safe use and rules
• P.E. equipment- protocols for safe use
Circuit Training Basic Book (4.1 -4.50) Low Organized Activities Recess Activities o Four Square
Sportsmanship • Conflict resolution
o Kickball • Teamwork
Team, Individual, Alternative, and Lifetime Activities • Soccer Skills
• Trap the ball
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
• Kick with inside of dominant foot
• Pass to a partner
Required Five for Life Basic Assessment Pre and Post Pre-Fitness Measurements (Required starting Teacher Observation Class debriefingAssessment (unless otherwise noted)
Test (Required in the 3rd Grade/pg 1.9–1.10)
Informal student response
in 3rd grade) • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93)
Self-reflection
• Mile Run (4.91) • ½ Mile Suggested for 1st and 2nd Grades • Height and Weight (4.90) Fitness Scores (Parent Report in WELNET goes home at first trimester-3rd Grade Required)
Standards 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
3.3 Evaluates the impact of social skills on health
Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, District and school safety and behavior Resources Basic Book) Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
“Children Moving” guidelines
School P.E. rules
School playground rules
District anti-bullying curriculum (Steps to Respect and Second Step)
Notes:
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Timeframe: November-December
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is nutrition? How does nutrition affect your fitness? Which motor skills are necessary to improve my fitness level?
How does body image affect your Social/Emotional/Safety well-being?
Content Basic Book Health/ Nutrition (2.1-2.34) Health Activities/Activities
Fitness Activities Circuit Training Basic Book (4.1 -4.50) Practice Fitness
Locomotor/Non-Locomotor Skills Team, Individual , and Alternative Sports/Skills Lifetime Activities
Media awareness Celebration of differences
Skills and Basic Book Health/ Nutrition (2.1-2.34) Fitness Activities Locomotor/Non-Locomotor Skills : Media awareness Activities • Introduction (2.4)
• Healthy Food, Healthy Balance K-5 (2.1) • Food for Energy and Health (2.16) • Introduction (2.19)
Health Activities/Activities • Food Group Cube Warm Up (2.6) • Food Group Pyramid Activities ( 2.7) • Calorie Burner, (2.10) • Calorie Counter, (2.11) • Food Identity, (2.12)
• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22)
Circuit Training Basic Book (4.1-4.5) • 4 Corners Warm Up-Circuit 1 (Circuit Training
Handbook, page 8)
Practice Fitness • Create a fitness obstacle course
incorporating fitness tests into the course (Mile/half run, Curl ups, Push ups, Sit and reach)
• Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee
• Non-Locomotor Skills o Twist o Turn
• Identify various marketing strategies used in media ( misleading advertisements and displays)
Celebration of differences • Giving positive feedback to partners or groups
• Engaging in peer coaching
• Respecting individual differences in ability and interests
• Recognizing body types
o Curl
Team, Individual, Alternative, and Lifetime Activities Basketball skills • Dribble with dominant hand • Jump stop in control • Chest or bounce pass to a partner
Self -reflection
Think, Pair, Share
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Required Student informal response Student informal response Teacher Observation Class discussion and reflection Assessment (unless Teacher observation Teacher observation otherwise Five for Life Food for Energy and Life Teacher Observation noted) Assessment, Pre and Post Test, (2.35)
Self-reflection
Standards 1.5.1 Analyzes how the body’s function and composition are affected by food consumption • Intro to food labels: Compares and contrasts
food labels for nutrition information • Intro to nutrients: Analyzes how nutrients
support a healthy body • Analyzes the impact of healthy eating on both
physical and academic performance.
1.5.1 Analyzes how the body’s function and composition are affected by food consumption • Intro to food labels: Compares and contrasts
food labels for nutrition information • Intro to nutrients: Analyzes how nutrients
support a healthy body • Analyzes the impact of healthy eating on both
physical and academic performance.
1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands concepts of health-related physical fitness and develops and monitors progress on personal fitness goals
3.22 Analyzes health and fitness messages in the media
• Analyzes influences of marketing strategies on health and fitness choices
Equipment/ Five for Life Basic Curriculum Book and Five for Life Basic Curriculum Book and Basketballs and/or playground balls Dove real beauty campaign website Resources Equipment
Dairy Council or other resources My Pyramid.gov Nutrition Manual (Five for Life)
Equipment Dairy Council or other resources My Pyramid.gov Nutrition Manual (Five for Life) Circuit Training Manual (Five for Life)
Dairy Council “What Does Normal Look Like?” poster
Notes:
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Timeframe: January
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why do we set goals? How can goals impact my fitness? How can goals impact my motor skills? How does it feel to reach your goals?
Content Goal Setting, Five for Life Basic Book page 4.98
Step Into Fitness (4.69- 4.82)
Circuit Training
Locomotor/Non-Locomotor Skills
Team, Individual ,Alternative Sports/Skills, and Lifetime Activities
Perseverance
Skills and Goal Setting, Five for Life Basic Book page Step Into Fitness (4.69- 4.82) Locomotor/Non-Locomotor Skills : Perseverance Activities 4.98
• Introduction to Goal Setting (pg 4.101) • Introduction to Step into Fitness (4.72) • Goal Setting Practice (4.103)
• Pedometer Use Starting with a Pedometer (4.74) (Starting in 3rd grade)
• Step into Fitness Pedometer Challenge (4.75) (starting in 3rd grade)
Circuit Training • A variety of stations
• Locomotor Skills o Run o Gallop o Hop o Jump o Walk
• Keep practicing • Not giving up • Encouragement • Peer coaching • Positive self-talk
o Chase o Flee
• Non-Locomotor Skills o Twist o Turn o Curl
Team, Individual, Alternative, and Lifetime Activities Throwing and catching • Throws to stationary target Rhythm activities • Move to the rhythm of a drum or song
Required Fitness Measurement Recording Sheet (4.104) Step into Fitness Challenge Recording Sheet Teacher Observation Reflection Assessment (unless
(required starting in 3rd grade) (4.76) (required starting in 3rd grade) Class debriefing otherwise noted)
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Standards 1.3.1 Analyzes components of health-related fitness • Analyzes progress in a fitness log • Distinguishes among lifetime activities which
improve components of health-related fitness • 4.2.1 Develops and monitors a health and
fitness plan • Develops a plan to improve previous health-
related fitness scores • Creates a health plan for improvement
1.3.1 Analyzes components of health-related fitness • Analyzes progress in a fitness log (starting in
3rd grade) • Distinguishes among lifetime activities which
improve components of health-related fitness
• 4.2.1 Develops and monitors a health and fitness plan (Starting in 3rd grade)
• Develops a plan to improve previous health-related fitness scores
•Creates a health plan for improvement
1.1 Develop fundamental and complex movement skills as developmentally appropriate
4.2.1 Creates goals for improving health and fitness practices
Equipment/ Five for Life Basic Curriculum (Fourth Edition, Pedometers Various throwing and catching equipment Resources Basic Book) WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
(footballs, frisbee, softball)
Drum, stereo/music
Notes:
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Timeframe: February -March
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why is it important to understand how your bones and muscles work?
How do bones and muscles impact your fitness performance?
How do bones and muscles help me move? How do strong bones and muscles make you feel?
Content Bone Health (Five for Life Basic Book , Section 3-3.1-3.14)
Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29)
First Aid/ Injury Prevention (heat related and physical activity related) - refer to OSPI developed health and fitness assessment
Fitness Activities
Circuit Training
Locomotor/Non-Locomotor Skills
Team, Individual ,Alternative Sports/Skills, and Lifetime Activities
Self-esteem
Skills and Bone Health (Five for Life Basic Book , Fitness Activities Locomotor/Non-Locomotor Skills : Self-esteem Activities Section 3-3.1-3.14)
• Introduction for Bone Health (3.4) • Bone Building Relay (3.8) • Bone Health Tag (3.7)
Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22)
• Muscle Check-Up (1.47 and 1.55) • Muscular Strength and Muscular Endurance
Tag (1.60) (starting in 3rd grade) • Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74)
Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)
• Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee
• Non-Locomotor Skills
• positive self-talk • self-reflection of personal strengths • visualization
• Build your Muscle (3.23)
First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (5.2)
o Twist o Turn o Curl
Team, Individual, Alternative, and Lifetime Activities • Developmental Gymnastics • Jumping and landing safely • Straddle, pike and tuck positions
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Required • Bone Assessment, (3.9-3.10)(optional) Teacher Observation Class discussion and reflection Assessment • Muscle Motion (3.24-3.25)(optional) (unless • Observation Teacher Observation otherwise noted)
Standards 2.2.1 Understands the structure and function of body systems • Introduce major muscles and their role in
movement • Introduce major bones and their role in
movement
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
3.4 Understands the impact of emotions on health
Equipment/ OSPI Developed Health and Fitness Skeleton Pieces Mats Resources Assessment (2009 edition) – Question #20 and
# 11 see scoring rubric Copy of safety code Anchor charts of muscular and skeletal systems WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Trampoline or springboard
Notes:
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Timeframe: April
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
How will understanding of your circulatory system impact your life?
How does your circulatory system relate to cardiorespiratory endurance?
How do motor skills relate to the circulatory system?
How can stress impact your heart health?
Content Heart Health (1.14-1.41) Heart Health Pyramid (4.54-4.55) Heart Health risk factors Physical Activity Promotion
Circulatory System Post-Fitness Measurements (required starting in 3rd grade)
Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Stress Reduction
Skills/ Heart Health: Circulatory System Locomotor/Non-Locomotor Skills : Stress Reduction Activities • Heart Health Relay (1.21)
• Heart Health 2-5 Minute Run (1.20) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Activity Diamond Intensity Level (4.108) Heart Health risk factors • What skills/activities belong here? • Class discussion to create a list of risk factors
• Heart Health Introduction (1.17 and 1.27) • Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee
• Non-Locomotor Skills o Twist o Turn o Curl
Team, Individual, Alternative, and Lifetime Activities • Volleyball Skills
o Set to a stationary target • Jump Rope
o Turn and catch a rope under toes • Lifetime Activities o Biking safety and skills (starting in 3rd
grade)
• Breathing techniques • Yoga • Being physically active • Relaxation • De-escalation • Self control
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Assessment Informal student response Fitness scores and parent report (required in 3rd
grade) Bike Safety Cascade Bicycle Club Pre and Post Test (required if teaching biking)
Class discussion and reflection Teacher Observation
Standards 4.1.1 Recognizes, understands, applies and analyzes daily health and fitness habits 1.3.1 Recognizes, understands, applies and analyzes basic vocabulary and components of health-related fitness 2.2.1 Understands the structure and function of body system
1.1 Develop fundamental and complex movement skills as developmentally appropriate
2.4.3 Understands positive and negative effects of stress and stress management
Equipment/ Resources
American Heart Association Beanbags Hula Hoops
WELNET Sit and Reach Box Mats
Volleyballs, Trainers, Beach balls, or Balloons Helmets Bikes
Notes:
Timeframe: May/ June
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
How will you maintain or improve your fitness over the summer?
What did I do to work towards reaching my fitness goals?
Which motor skills are necessary to maintain my fitness level?
How can I participate in summer activities in a safe and respectful way?
Content Review Health and Fitness Concepts and Goals First Aid/ Injury Prevention (heat related and physical activity related)
Circuit Training Fitness Measurements (required starting in 3rd grade) (pg 4.83)
Locomotor/Non-Locomotor Skills Team, Individual, Alternative, and Lifetime Activities
Integrity
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Skills/ Review Health and Fitness Concepts and Circuit Training Locomotor/Non-Locomotor Skills : Integrity Activities Goals Healthy Body Balance
• Healthy Body Balance Card Game, (1.93) • Energy in , Energy out (1.96) • Muscle Check – Up (1.47-1.49)
• Locomotor Skills o Run
• Honest reflection on goals and fitness measurements
• Fair play • Balance the Fat (1.97)
First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (Five for Life: 5.2)
Fitness Measurements (required starting in 3rd grade) (pg 4.83) • Introduction (pg 4.87) • Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90) (Opt-in required for BMI)
Review Fitness Scores and Parent Report (3rd grade)
o Gallop o Hop o Jump o Walk o Chase o Flee
• Non-Locomotor Skills o Twist o Turn o Curl
Team, Individual, Alternative, and Lifetime Activities Racquet/paddle skills
• Self volley using handshake grip
• Self-refereeing and scoring
Assessment Student Fitness Report are sent home (required in 3rd Grade)
Class discussion and reflection Teacher Observation
Standards 2.4.2 Understands emergency situations and demonstrates skills to respond appropriately and safely
1.1 Develop fundamental and complex movement skills as developmentally appropriate
3.3.1 Applies necessary social skills to promote health and safety
Equipment/ WELPRO Fitness Assessment Various racquets: Tennis, badminton, Resources Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
pickleball, etc. Various small balls for hitting
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011
Notes:
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: September -October
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is Fitness? What is my individual fitness level? How do I improve my fitness?
Which motor skills are necessary to improve my fitness level?
What makes a safe learning environment during PE class?
Content Five Components of Fitness Activities Fitness Testing Protocol Preparation (pg 4.83-4.95) Circuit Training (pg. 4.1)
Locomotor/Non-Locomotor Skills Recess Activities Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Rules
Behavior
Safety
Sportsmanship
Skills and Five Components of Fitness Activities Fitness Measurements (required starting in Locomotor/Non-Locomotor Skills: Rules Activities • Student Introduction, page 1.4 3rd grade) (pg 4.83) • Locomotor Skill: 1st-3rd grade skills • Team building Activities
• Cardiorespiratory Activity, page 1.6 • Muscular Strength and Endurance Activity,
page 1.7 • Flexibility Activity, page 1.8 • Body Composition Explanation, page 1.9
Introduce protocols but no measurements are taken until 3rd grade
• Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91)
o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll
• Responsibility • Care of Equipment
Behavior
• Cooperation
• Self-control • Height and Weight (4.90) (Opt-in required for o balance
• Anti-bullyingBMI) Team, Individual, Alternative, and Lifetime
Circuit Training Basic Book (4.1 -4.50) Activities • Soccer Skills and Lead-Up Games
Safety
• Emergency Procedures • Introduction (4.4-4.5) • Kick to a target • Play structure- safe use and rules Review Fitness Scores and Parent Report • Dribble in control • P.E. equipment- protocols for safe use
• Pass while travelling Sportsmanship
Recess Activities • Conflict resolution o Four Square o Kickball • Teamwork
Required Assessment (unless otherwise noted)
Five for Life Basic Assessment Pre and Post Test (pg 1.9–1.10) Washington State Classroom Based Assessment (CBA) in Health and Fitness (5th
Grade; May)
Pre-Fitness Measurements • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93)
Teacher Observation Class debriefing Self-reflection
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
• Mile Run (4.91) • Height and Weight (4.90)
Fitness Scores (Parent Report in WELNET) goes home at first trimester
Standards 4.1 Analyzes personal health, fitness and safety information 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
3.3 Evaluates the impact of social skills on health
Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, District and school safety and behavior Resources Basic Book) Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
“Children Moving” Rubber playground balls (8.5”) Mats Soccer balls
guidelines
School P.E. rules
School playground rules
District anti-bullying curriculum (Steps to Respect and Second Step)
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: November-December
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
What is nutrition? How does nutrition affect your fitness? Which motor skills are necessary to improve my fitness level?
How does body image affect your Social/Emotional/Safety well-being?
Content Health/ Nutrition (2.1-2.34) Health Games/Activities
Fitness Games Circuit Training Basic Book (4.1 -4.50) Practice Fitness
Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Media awareness Celebration of differences
Skills and Health/ Nutrition (2.1-2.34) Fitness Games Locomotor/Non-Locomotor Skills: Media awareness Activities • Healthy Food, Healthy Balance K-5 (2.1)
Health Games/Activities • Food Group Cube Warm Up (2.6) • Food Group Pyramid Games ( 2.7) • Calorie Burner, (2.10) • Calorie Counter, (2.11) • Food Identity, (2.12) • Food for Energy and Health (2.16) • Introduction (2.19)
• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22)
Circuit Training Basic Book (4.1-4.5) • Fitness Measurement Practice Circuit (4.96)
Practice Fitness • What skills/activities belong here?
• Create a fitness obstacle course incorporating fitness tests into the course (Mile/half run, Curl ups, Push ups, Sit and reach)
• Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll o balance
Team, Individual, Alternative, and Lifetime Activities • Basketball skills o Catch and pass to a partner o Dribble in control at various speeds
• Lead up games • Striking with long-handled implement (i.e.
golf, hockey, or baseball)
• Identify various marketing strategies used in media (examples of misleading advertisements and displays)
Celebration of differences • Giving positive feedback to partners or groups
• Engaging in peer coaching
• Respecting individual differences in ability and interests
• Recognizing body types
Self -reflection
Think, Pair, Share
Required Assessment (unless otherwise noted)
Student informal response
Teacher observation
Five for Life Food for Energy and Life Assessment, Pre and Post Test, (2.35)
Student informal response
Teacher observation
P.E. Student Portfolio (optional)
Teacher Observation Class discussion and reflection
Teacher Observation
Self-reflection
Standards 1.5.1 Analyzes how the body’s function and composition are affected by food consumption
1.5.1 Analyzes how the body’s function and composition are affected by food consumption
1.1 Develop fundamental and complex movement skills as developmentally appropriate
3.22 Analyzes health and fitness messages in the media
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
• Intro to food labels: Compares and contrasts • Intro to food labels: Compares and contrasts 1.2 Acquires the knowledge and skills to safely • Analyzes influences of marketing strategies food labels for nutrition information food labels for nutrition information participate in a variety of developmentally on health and fitness choices
• Intro to nutrients: Analyzes how nutrients • Intro to nutrients: Analyzes how nutrients appropriate physical activities
support a healthy body support a healthy body 1.3 Understands concepts of health-related physical fitness and develops and monitors
• Analyzes the impact of healthy eating on both • Analyzes the impact of healthy eating on both progress on personal fitness goals physical and academic performance. physical and academic performance.
2.2.2 Understands changes occurring during puberty
• Understands hormonal and physical changes occurring during puberty
• Describes benefits of daily hygiene practices during puberty
Equipment/ Five for Life Basic Curriculum Book and Five for Life Basic Curriculum Book and Mats Dove real beauty campaign website Resources Equipment
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Equipment
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Circuit Training Manual (Five for Life)
Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Basketballs
Striking implements such as gold clubs, hockey sticks, baseball bats, tennis racquet
Dairy Council “What Does Normal Look Like?” poster
Notes:
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: January
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why do we set goals? How can goals impact my fitness? How can goals impact my motor skills? How does it feel to reach your goals?
Content Five for Life Basic Book, Goal Setting, page 4.98 Intro. to FITT principal (WS OSPI Health and Fitness website)
Step Into Fitness (4.69- 4.82) Circuit Training
Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Perseverance
Skills and Activities
Five for Life Basic Book, Goal Setting, page 4.98 • Introduction to Goal Setting (pg 4.101) • Introduction to Step into Fitness (4.72) • Goal Setting Practice (4.103)
Intro. to FITT principal (WS OSPI Health and Fitness website) • Identify and practice 5 levels of intensity (5 for
life supplemental activity?)
Step Into Fitness (4.69- 4.82) • Pedometer Use • Vocabulary (4.6) • Starting with a Pedometer (4.74) • Pedometer Challenge (4.75)
Circuit Training • Six station warm-up circuit three (Five for Live
Circuit Training Handbook, pg. 13) • Five components of fitness circuit (Circuit
Training Handbook, pg 15)
Locomotor/Non-Locomotor Skills: • Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll o balance
Team, Individual, Alternative, and Lifetime Activities • Throwing and catching o Catch a thrown ball o Throw with various objects (footballs,
Frisbee, softball) • Rhythm activities o Creates a routine to music
Perseverance
• Keep practicing • Not giving up • Encouragement • Peer coaching • Positive self-talk
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Required Fitness Measurement Recording Sheet (4.104) Step into Fitness Challenge Recording Sheet Teacher Observation Reflection Assessment (unless
(optional) (4.76) Class debriefing otherwise noted)
Standards 1.3.1 Analyzes components of health-related fitness
• Analyzes progress in a fitness log
• Distinguishes among lifetime activities which improve components of health-related fitness
• Integrates FITT principle with components of health-related fitness using the Activity Pyramid
• Analyzes how the FITT principle affects development of health-related fitness
4.2.1 Develops and monitors a health and fitness plan
• Develops a plan to improve previous health-related fitness scores
• Creates a health plan for improvement
1.3.1 Analyzes components of health-related fitness
• Analyzes progress in a fitness log
• Distinguishes among lifetime activities which improve components of health-related fitness
• Integrates FITT principle with components of health-related fitness using the Activity Pyramid
• Analyzes how the FITT principle affects development of health-related fitness
4.2.1 Develops and monitors a health and fitness plan
• Develops a plan to improve previous health-related fitness scores
Creates a health plan for improvement
1.1 Develop fundamental and complex movement skills as developmentally appropriate
4.2.1 Creates goals for improving health and fitness practices
Equipment/ Five for Life Basic Curriculum (Fourth Edition, Pedometers Mats Resources Basic Book) Various throwing and catching equipment
(footballs, frisbee, softball)
Stereo/Music and/or drum
Notes:
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: February -March
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
Why is it important to understand how your bones and muscles work?
How do bones and muscles impact your fitness performance?
How do bones and muscles help me move? How do strong bones and muscles make you feel?
Content Bone Health (Five for Life Basic Book , Section 3-3.1-3.14) Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29)
Fitness Games Circuit Training
Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Self-esteem
Skills and Bone Health (Five for Life Basic Book , Fitness Games Locomotor/Non-Locomotor Skills: Self-esteem Activities Section 3-3.1-3.14)
• Introduction for Bone Health (3.4) • Bone Building Relay (3.8) • Bone Health Tag (3.7)
Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22) • Build your Muscle (3.23)
• Muscle Check-Up (1.47 and 1.55) • Muscular Strength and Muscular Endurance
Tag (1.60) • Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74)
Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)
• Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll o balance
Team, Individual, Alternative, and Lifetime Activities • Developmental Gymnastics o weight transfer (i.e. monkey jump, mule
kick, kick-up) o front scale balance on a low beam
Alternative Activities (unicycling, archery, fencing, circus skills, yoga, roller skating, rock-climbing, etc.)
• positive self-talk • self-reflection of personal strengths • visualization
Required Assessment
• Bone Assessment, (3.9-3.10)(optional) Teacher Observation Class discussion and reflection
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
(unless otherwise noted)
• Muscle Motion (3.24-3.25)(optional) • Observation
Teacher Observation
Standards 2.2.1 Understands the structure and function of body systems • Introduce major muscles and their role in
movement • Introduce major bones and their role in
movement
1.1 Develop fundamental and complex movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
3.4 Understands the impact of emotions on health
Equipment/ Five for Life Basic Curriculum (Fourth Edition, Circuit training equipment (stretch bands, Mats Resources Basic Book) medicine balls, stability balls, weighted bars, step
boxes, agility rings) Circuit training cards – visual aids
Balance Beam Rock climbing wall Unicycles Bows and arrows/targets Fencing equipment Rollerskates/rollerblades Safety gear (elbow pads, knee pads, wrist guards, helmets) Juggling equipment
Notes:
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: April
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
How will understanding of your circulatory system impact your life?
How does your circulatory system relate to cardiorespiratory endurance?
How do motor skills relate to the circulatory system?
How can stress impact your heart health?
Content Heart Health (1.14-1.41) Heart Health Pyramid (4.54-4.55) Heart Health risk factors Physical Activity Promotion
Circulatory System Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Stress Reduction
Skills and Heart Health: Circulatory System Locomotor/Non-Locomotor Skills: Stress Reduction Activities • Heart Health Relay (1.21)
• Heart Health 2-5 Minute Run (1.20) • Age-adjusted maximum and training heart
rate formulas (4.58) Heart Health Pyramid • Heart Health Pyramid Recording Log (4.63)
Heart Health risk factors • Risk Factor Four Square (1.31)
Physical Activity Promotion: • Jump Rope for Heart
• Heart Health Introduction (1.17 and 1.27) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Circulatory System Obstacle Course
• Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll o balance
Team, Individual, Alternative, and Lifetime Activities • Volleyball Skills o Underhand serve o Forearm pass (bump) to a partner o Set back and forth over the net
• Breathing techniques • Yoga • Being physically active • Relaxation • De-escalation • Self control
• Jump Rope o Two-footed rhythmic jumping 10 or more
times consecutively • Lifetime Activities o Biking safety and skills, yoga
Assessment Physical Activity Monthly Log(optional) Washington State Classroom Based Assessment
Student Fitness Report are sent home (required in 3rd Grade)
Bike Safety Cascade Bicycle Club Pre and Post Test (required if teaching biking)
Class discussion and reflection Teacher Observation
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Standards 4.1.1 Recognizes, understands, applies and analyzes daily health and fitness habits 1.3.1 Recognizes, understands, applies and analyzes basic vocabulary and components of health-related fitness 2.2.1 Understands the structure and function of body system
1.1 Develop fundamental and complex movement skills as developmentally appropriate
2.4.3 Understands positive and negative effects of stress and stress management
Equipment/ Resources
American Heart Association Five for Life Basic Curriculum (Fourth Edition, Basic Book)
WELNET Mats Volleyballs Jump ropes Bikes Helmets
Notes:
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Timeframe: May/ June
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety
Essential Questions
How will you maintain or improve your fitness over the summer?
What did I do to work towards reaching my fitness goals?
Which motor skills are necessary to maintain my fitness level?
How can I participate in summer activities in a safe and respectful way?
Content Review Health and Fitness Concepts and Goals First Aid/ Injury Prevention (heat related and physical activity related)
Circuit Training Post-Fitness Measurements
Team, Individual, Alternative Sports/Skills, and Lifetime Activities
Integrity
Skills and Review Health and Fitness Concepts and Circuit Training Locomotor/Non-Locomotor Skills: Integrity Activities Goals
• Healthy Body Balance Card Game, (1.93) • Balance the Fat (1.97)
First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (Five for Life: 5.2)
• Energy in , Energy out (1.96) • Muscle Check – Up (1.47-1.49)
Post-Fitness Measurements K-5 (pg 4.83) • Introduction (test protocols) (pg 4.87) • Push-ups (4.94) • Curl-ups (4.95)
• Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide
• Non-Locomotor Skills:1st -3rd grade skills o Roll
• Honest reflection on goals and fitness measurements
• Fair play • Self-refereeing and scoring
• Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90) (Opt-in required for
BMI)
Review Fitness Scores and Parent Report
o balance
Team, Individual, Alternative, and Lifetime Activities: • Racquet/paddle skills o Strike with forehand motion
Assessment OSPI Concepts of Health and Fitness written test (required by 5th graders)
Student Fitness Report are sent home Class discussion and reflection Teacher Observation
Standards 2.4.2 Understands emergency situations and demonstrates skills to respond appropriately and safely
1.1 Develop fundamental and complex movement skills as developmentally appropriate
3.3.1 Applies necessary social skills to promote health and safety
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011
Equipment/ Resources
Five for Life Basic Curriculum (Fourth Edition, Basic Book)
WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters
Mats Various racquets: Tennis, badminton, pickleball, etc. Various small balls for hitting
Notes:
Revised: 8/19/2011 1:56:34 PM
Middle School
* 6th Grade
* 7th Grade
*8th Grade
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Timeframe: September
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Questions
What does it mean to be fit?
Why should I be fit?
How do you know if you are fit? Why are practicing the basic motor skills necessary for participation in activities?
What makes a successful team member?
Content Five for Life 5 Components of Fitness Intro to WELNET Benefits of Physical Activity (ongoing)
Fitness Measurements (4.119-4.125) Functional Training (4.1-4.4) Circuit Training (4.45-4.47) Flexibility Training (ongoing)
Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games Leisure Activities (optional)
Rules Safety Etiquette Sportsmanship Cooperation Conflict Resolution Friendship Locker room procedures
Skills/ Five for Life 5 Components of Fitness Fitness Measurements (4.119-4.125) Locomotor/Non-Locomotor Skills Review Rules Activities • Intro (1.4-1.6)
• CRE – Cardiorespiratory Endurance(1.8-1.11) • MS/ME – Muscular Strength/Endurance (1.13-
1.18) • F – Flexibility Activity (1.20-1.25)
• Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142 • Height & Weight – 4.129
(ongoing) • Running, skipping, galloping, hopping, jumping,
walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following)
Safety Etiquette Sportsmanship Cooperation Conflict Resolution
• BC – Body Composition (1.27-1.34)
Intro to WELNET • Student Log-In • Fitness Assessment Check
Benefits of Physical Activity (ongoing)
Functional Training • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training • Circuit Training Unit Guidelines (4.48-4.75)
Flexibility Training (ongoing) • Dynamic and static stretching
Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.
• Ultimate Frisbee o Forehand throw o Backhand throw o Basic movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Offense & Defense Strategies o Basic Rules o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer o Dribbling
Friendship Locker room procedures
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
o Passing o Trapping o Basic Rules o Modified Game: 4Corner Soccer, mini
games
• Lacrosse o Passing o Catching o Basic Rules o Modified Game: mini games, ultimate
lacrosse
• Softball o Throwing o Catching o Hitting – with tees o Basic rules & Safety
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts • Wrestling • Ping Pong
Assessment Formative Assessment • 1.35 – 5 Components of Fitness
• Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155)
• Circuit Training Assessments (4.69-4.77) • Functional Training Assessment
Teacher Observation Student Checklist Student and peer assessment
Teacher Observation Peer Observation
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
• Teacher Observation Student/Parent Fitness Assessment from WELNET (Fitness Test Results)
• SENT HOME AT LEAST ONCE DURING THE SEMESTER.
Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.1 Understands safety rules and procedures in (WA State) related fitness.
1.4.2 Explains how movement skills contribute to active living for lifetime health.
related fitness. motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.
Equipment/ Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurement DVD Individual School and PETE Equipment Internet Resources WELNET WELNET
Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers
Functional Equipment
Circuit training Equipment, manual, and cards
Health Books
Counselor
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Timeframe: October
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why is aerobic activity important for my How will setting goals help me achieve Why are practicing the basic motor skills How does being fit improve my self esteem? Questions health? fitness?
How can using heart rate monitors help me reach my fitness goal?
necessary for participation in activities?
Content Phases of Workout Heart Health Pyramid (4.83-4.92) Review – 5 Components of Fitness Benefits of Physical Activity (ongoing)
Heart Health Activities Pedometers – Steps for Life (4.100) Goal Setting for Life (4.147-4.153)
Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games
Health Management Activity Log Self-Worth Self-Confidence Stress Management Cultural Awareness
Skills/ Phases of workout Heart Health Activities Locomotor/Non-Locomotor Skills Review Health Management Activity Log (optional) Activities • Teacher Developed • Age-Adjusted Maximum and Training Heart (ongoing) – 2.25-2.43
• Warm Up • Stretch • Workout • Cool Down
Heart Health Activities •Heart Health Pyramid (4.83 & 4.88) • In-Class Work/Homework- Heart Health
Training Log (4.91-4.92)
Rate Formulas (4.86) • Health Management Activity Log (2.25-2.43)
Steps for Life • Starting with a Pedometer (4.102-4.104) • Walking Tag (4.105) • Five for Life Pace Guide Challenge (4.106-
4.108) • (Additional Pedometer Activities – 4.109-
4.113)
• Running, skipping, galloping, hopping, jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Ultimate Frisbee o Forehand throw o Backhand throw o Basic movement with and without Frisbee
• Student will be challenged to reduce the amount of time spent in media/seat time
Self-Worth Self-Confidence Stress Management Cultural Awareness
o Rules and ScoringSteps for Life o Modified Game : 4 Pass, 4 v 4 • Push Ups • Sit Ups • Mile Run • Stretching Goal Setting for Life (4.147-4.153)
Handouts 4.158 or 4.159
• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Offense & Defense Strategies o Basic Rules o Modified game: ultimate football, 4 v 4,
kickoff game, coin football • Soccer o Dribbling o Passing o Trapping
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
o Basic Rules o Modified Game: 4Corner Soccer, mini
games • Lacrosse o Passing o Catching o Basic Rules o Modified Game: mini games, ultimate
lacrosse • Softball o Throwing o Catching o Hitting – with tees o Basic rules & Safety
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts • Wrestling • Ping Pong
Assessment Formative Assessment on Heart Health
- Teacher created
Teacher Created Assessment • Phases of Workout
Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155)
Homework - Health Management Activity Log (2.45 -2.46)
Pedometer Assessment (4.114)
Teacher Observation
Student Checklist/Rubric
Student and Peer Assessment
Teacher Observation
Peer Observation
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Standards (WA State)
1.3.2 Understands phases of a workout. 2.1.1 Analyzes the dimensions of health and relates to personal health behaviors.
1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Creates personal health and fitness data and sets goals.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Pedometers
Individual School and PETE Equipment Internet Health Book Counselor
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Timeframe: November
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why do I need my bones? How can I keep my bones healthy and How will improved motor skills benefit my What Importance do safety and Questions How do my muscles work? strong?
How can I improve my muscular strength and endurance? How do my bones and muscles impact my body composition?
daily life? sportsmanship rules play in PE?
Content Bones Muscles Movement (Section Three) Review – 5 Components of Fitness
Bones Muscles Functional Training (4.1-4.4) Circuit Training (4.45-4.47)
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Activity Safety Procedures
Skills/ Bones Bones Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)
Muscles • Muscles in Motion (3.30)
Movement (Section Three) • Bones for Life (3.1-3.7) • Muscles for Life (3.26-3.29)
Review – 5 Components of Fitness
• Circuit of your own creation OR • Bones for Life Circuit (3.10-3.11)
Muscles • Circuit of your own creation OR • Muscles for Life Circuit (3.31-3.32)
Functional Training • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training • Circuit Training Unit Guidelines (4.48-4.75)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Non-Negotiable) • Rowing
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving
• Safety and Expectations (5.2)
o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
o Rules o Skill Development o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Assessment Bones • Bone Names (3.21) Muscles • Muscle Names (3.46)
Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation Checklist/Rubrics Peer Assessment
Teacher Observation Peer Observation
Standards (WA State)
2.2.1Understands structure and functions of body systems using medically accurate terminology.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment Five for Life Intermediate Book (First Edition) Five for Life Intermediate Book Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Timeframe: December
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential What does diet really mean? What is my intensity level during activity? How will improved motor skills benefit my What does critical thinking mean? Questions How can I tell what nutrients are in the food I
eat? How does eating the correct daily amounts of food affect my long-term health?
How active am I? daily life? How does critical thinking help you?
Content Nutrition Functional Training (4.1-4.4) Locomotor/Non-Locomotor Skills Review Critical Thinking Skill Development Health (Section Two) Review – 5 Components of Fitness/FITT
Circuit Training (4.45-4.7) Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Team Building Skill Development
Skills/ Nutrition: Choose One Activity Functional Training Locomotor/Non-Locomotor Skills Review Critical Thinking Skill Development Activities • Ultimate Energy Pin Down (2.9-2.10)
• Placemats (2.11-2.12) • Food Label Activity (2.15-2.16)
• Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
• Cooperative Games • Adventure Education Activities
Team Building Skill Development • Food Label Activity Assignment (2.17)
Health (Section Two) • Student Introduction (2.4-2.6) • Nutrition
Review – 5 Components of Fitness/FITT • Focus: Body Composition
• Circuit Training Unit Guidelines (4.48-4.75)
Activities • Running • Pacer • Stability Ball Workout • Jump Rope • Or…activity of your choice to improve CRE
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development o Play
• Trust Games • Triangle Tag • Link Tag • Human Knot
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation
Peer Assessment
Five for Life Fitness Measurement Recording Sheet – Trial 3/Goal 4 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation/Assessment
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Standards (WA State)
1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Five for Life Intermediate Book Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE equipment
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Timeframe: January
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential How has your fitness level improved? How can I stay fit after my PE class? How have your motor skills improved your How has participating in PE improved my Questions How can I use the skills and activities to plan
for a fit and healthy life? How has planning helped my fitness level change?
overall health this semester? How will you continue to develop your skills outside of PE?
feelings of self-worth? What have I learned about sportsmanship this semester?
Content 5 Components of Fitness Bones and Muscles Review Nutrition Review Review and Prepare for Assessments
Final Fitness Measurement Five for Life Fitness Plan Review Activity Logs
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Self-Evaluation
Skills/ 5 Components of Fitness Final Fitness Measurement: Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities Bones and Muscles Review
Nutrition Review Review and Prepare for Assessments • This is an opportunity to cover activities that
you may not have covered • Use unit activities to assist with review
• Height/Weight (opt-in) • Mile • Sit and Reach • Push ups • Curl ups
Five for Life Fitness Plan: 4.159
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Hockey
• Reflection • Journal to Reflect on learning and feelings.
Review Activity Logs o Rules o Passing o Receiving o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development o Play
• Volleyball
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Five for Life Assessment OR Self Created assessment
Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)
Teacher Observation Checklist/Rubrics Peer Assessment
Journal Entries
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011
Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.2 Applies skills and strategies necessary for (WA State) related fitness.
1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.
motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurements Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Timeframe: September
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Questions
What does it mean to be fit? Why should I be fit?
How do you know if you are fit? Why are practicing the basic motor skills necessary for participation in activities?
What makes a successful team member?
Content 5 Components of Fitness/FITT Intro to WELNET Benefits of Physical Activity (ongoing)
Fitness Measurements (4.119-4.125) Functional Training Circuit Training Flexibility Training
Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games Leisure Activities (optional)
Rules Safety Etiquette Sportsmanship Teaching: Locker room procedures
Skills/ Activities
5 Components of Fitness/FITT • Five for Life Intro (1.4-1.6) o Cardiorespiratory Endurance (CRE) –
Aerobic Activity o Muscular Strength/Muscular Endurance
(MS/ME)
Fitness Measurement Protocols • Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142
Locomotor/Non-Locomotor Skills Review (ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the
Rules • Classroom • Activity
Safety • Classroom • Activity
Etiquette o Flexibility (F) • Body Composition-Height & Weight – 4.129 Following) • Classroom o Body Composition (BC)
• CRE – Heart Health 4/5 Minute Walk and Run (1.8)
Functional Training • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
• Ultimate Frisbee o Forehand throw o Backhand throw
• Activity • Peer
Sportsmanship • How to be a good sport
• CRE/FITT – Cardio FITT Pin (1.45) o Worksheet – Cardiorespiratory Endurance
Activity FITT Plan Worksheet (1.51) • MS/ME – Muscular Strength/Endurance
Activity (1.13)
Circuit Training • Circuit Training Unit Guidelines (4.42-4.68)
Flexibility Training • Static
o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
Teaching: • Cooperation • Conflict Resolution • Friendship
Locker room procedures • MS/ME/FITT – FITT Principle Muscular
Strength and Muscular Endurance Recording Chart (1.62) o Worksheet - Muscular Strength and
Muscular Endurance and the FITT Principle (1.63) [Requires Stretch Bands]
• Dynamic Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.
o Forward pass o Lateral pass o Catching o Kicking (optional) o Routes (optional)
• F – Flexibility Activity (1.20) o Modified game: ultimate football, 4 v 4, o Worksheet – Creating a Stretching Routine kickoff game, coin football
Activity Worksheet (1.25) • Soccer • F – Flexibility and the FITT Principle (1.75-
1.80) o Worksheet – Flexibility Activity FITT Plan
o Dribbling o Passing o Trapping
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Worksheet (1.80) o Throw Ins • BC – Body Composition and the FITT o Shooting (optional)
Principle (1.85-1.95) o Juggling (optional) Intro to WELNET • Lacrosse • Student Log-In o Passing • Fitness Assessment Check o Catching
Benefits of Physical Activity (ongoing) • Softball o Throwing o Catching o Hitting o Base-running
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Tests 1.35 – 5 Components of Fitness 1.52 – Cardio and FITT Principle
Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155)
Teacher Observation Student Checklist Student and peer assessment
Teacher Observation Peer Observation
Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.1 Understands safety rules and procedures in (WA State) related fitness.
1.4.2 Explains how movement skills contribute to active living for lifetime health.
related fitness. motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
safely.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Dairy Council Freebies Food Guide Pyramid Seattle School District Website - Personal Webpage and Blog WELNET
Five for Life Fitness Measurement DVD WELNET Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE-Equipment Internet Health Books Counselor
Notes: Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Timeframe: October
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why is aerobic activity important for my How will setting goals help me achieve Why are practicing the basic motor skills How does being fit improve my self esteem? Questions health? fitness?
How can using heart rate monitors help me reach my fitness goal?
necessary for participation in activities?
Content Phases of Workout Goal Setting for Life (4.147-4.153) Locomotor/Non-Locomotor skills review Health Management Activity Log – 2.25-2.43 Heart Health Activities Heart Rate Monitors (4.81-4.82) (TBA) Team and Individual Sports Self-Worth Benefits of Physical Activity Review – 5 Components of Fitness/FITT Relationship to OSPI PE (fitness) Assessment:
Steps for Life (4.100) Low Organized Games Self-Confidence Stress Management Cultural Awareness
Skills/ Phases of workout Goal Setting for Life (4.147-4.153) Locomotor/Non-Locomotor Skills Review Health Management Activity Log – 2.25-2.43 Activities • Warm Up
• Stretch • Workout • Cool Down
Heart Health Activities
• Worksheet – Five for Life Health, Performance, and Appearance S.M.A.R.T. Goals (4.158)
Heart Rate Monitors (4.81-4.82) (TBA) • Starting with a Heart Rate Monitor (4.85)
(TBA)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose From the Following)
• Student will be challenged to reduce the amount of time spent in media/seat time
Self-Worth Self-Confidence Stress Management Cultural Awareness
• Heart Health Pyramid (4.83 & 4.88) • Worksheet: Heart Health Training Log (4.91-
4.92)
Aerobic Activity • CRE – Aerobic Activity (3.62-3.64) • What makes an activity aerobic? • What are the benefits?
Benefits of Physical Activity
Review – 5 Components of Fitness/FITT
• Age-Adjusted Maximum and Training Heart Rate Formulas (4.86)
• Health Management Activity/information (2.25-2.43)
Steps for Life (4.100) • Starting with a Pedometer (4.102-4.104) • Walking Tag (4.105)
• Ultimate Frisbee o Forehand throw o Backhand throw o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Kicking (optional) o Routes (optional) o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer o Dribbling
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
o Passing o Trapping o Throw Ins o Shooting (optional) o Juggling (optional)
• Lacrosse o Passing o Catching
• Softball o Throwing o Catching o Hitting o Base-running
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Student Assessment for Heart Rate Monitors (4.93-4.94) [TBA] 1.68 – Muscle Strength and Muscle Endurance and FITT 1.81 – Flexibility and FITT 1.98 – Body Composition and FITT
Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155) Health Management Activity Log (2.45 -2.46) Pedometer Assessment (4.114)
Teacher Observation Student Checklist/Rubric Student and Peer Assessment
Teacher Observation Peer Observation
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.3.2 Understands phases of a workout. 2.1.1 Analyzes the dimensions of health and relates to personal health behaviors.
1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Heart Rate Monitors Pedometers
Individual School and PETE Equipment Internet Health Book Counselor
Notes: Fitness Measurement/ WELNET Check-In (be sure scores are all entered)
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Timeframe: November
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why do I need my bones? How can I keep my bones healthy and How will improved motor skills benefit my What Importance do safety and Questions How do my muscles work? strong?
How can I improve my muscular strength and endurance? How do my bones and muscles impact my body composition?
daily life? sportsmanship rules play in PE?
Content Bones 3.1-3.22 Bones 3.1-3.22 Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Muscles 3.23-3.47 Muscles 3.23-3.47 Team and Individual Sports Review – 5 Components of Fitness/FITT Functional Training (4.1-4.4) Low Organized Games
Circuit Training (4.45-4.47) Lifetime Activities (Optional)
Skills/ Bones Bones 3.1-3.22 Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)
• Bones for Life Circuit (3.10-3.11) • Excavation Relay (3.14-3.15) • Excavation Relay Worksheet (3.16)
Muscles • Muscles in Motion (3.30) • Muscles for Life Circuit (3.26-3.32) • Muscles for Life Circuit Worksheet (3.33-
3.34)
• Bones for Life Circuit (3.10-3.11)
Muscles 3.23-3.47 • Muscles for Life Circuit (3.31-3.32)
Functional Training (4.3-4.4) • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training (4.45) • Circuit Training Unit Guidelines (4.48-4.75)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving
• Safety and Expectations (5.2)
• Push and Resist (3.40-3.41) Review – 5 Components of Fitness/FITT
o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Bone Names (3.21) Muscle Names (3.46)
Circuit Training Assessments (4.69-4.77) Functional Training Assessment Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation Checklist/Rubrics Peer Assessment
Teacher Observation Peer Observation
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
2.2.1Understands structure and functions of body systems using medically accurate terminology.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Timeframe: December
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential What does diet really mean? What is my intensity level during activity? How will improved motor skills benefit my What does critical thinking mean? Questions How can I tell what nutrients are in the food I
eat? How does eating the correct daily amounts of food affect my long-term health?
How active am I? daily life? How does critical thinking help you?
Content Health (Section Two) Functional Training (4.1-4.4) Locomotor/Non-Locomotor Skills Review Team Building Skill Development • Nutrition concepts/Hydration
OSPI Nutrition concepts Review – 5 Components of Fitness/FITT
Circuit Training (4.45-4.47) Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Critical Thinking Skill Development Adventure Education Activities Team Building Skill Development
Skills/ Health (Section Two) *Choose One Activity Functional Training (continued) Locomotor/Non-Locomotor Skills Review Team Building Skill Development Activities from EACH Category during December
• Nutrition o Ultimate Energy Pin Down (2.9-2.10) o Placemats (2.11-2.12) o Food Label Activity (2.15-2.16) o Food Label Activity Assignment (2.17)
• Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training • Circuit Training Unit Guidelines (4.48-4.75)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following)
• Trust Games • Triangle Tag • Link Tag • Human Knot
Critical Thinking Skill Development
• Hydration o My Hydration (2.81) o Hydration Log (2.82-2.83) o Hydration Log Self-Reflection (2.84) o Water For Life Relay (2.85-2.86)
OSPI Nutrition concepts • Protein, Carbohydrates, Fat, Water,
Minerals, and Vitamins
Review – 5 Components of Fitness/FITT • Focus: Body Composition
• Hockey o Rules o Passing o Receiving o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development o Play
Adventure Education Activities
Team Building Skill Development
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation Teacher Observation Teacher Observation Hydration Log Student Assessment (2.88) Peer Assessment
Five for Life Fitness Measurement Recording Sheet – Trial 3/Goal 4 (4.155)
Checklist/Rubrics Peer Assessment
Peer Observation/Assessment
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Timeframe: January
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential How has your fitness level improved? How can I stay fit after my PE class? How have your motor skills improved your How has participating in PE improved my Questions How can I use the skills and activities to plan
for a fit and healthy life? How has planning helped my fitness level change?
overall health this semester? How will you continue to develop your skills outside of PE?
feelings of self-worth? What have I learned about sportsmanship this semester?
Content 5 Components of Fitness/FITT Review Bones and Muscles Review Nutrition/Sleep/Hydration Review OSPI Created Assessment - Content Review Review and Prepare for Assessments Boating/Biking Safety
Final Fitness Measurement Five for Life Fitness Plan Review Activity Logs
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Self-Evaluation
Skills/ 5 Components of Fitness/FITT Review Final Fitness Measurement Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments • This is an opportunity to cover activities that
you may not have covered • Use unit activities to assist with review
Boating/Biking Safety • Address components of boating/bicycle
safety
• Mile • Sit and Reach • Curl Ups • Push Ups • Body Composition (Height/Weight)
Five for Life Intermediate Fitness Plan (4.156-4.157 & 4.159)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development
• Reflection • Journal to Reflect on learning.
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Final Exam 7th grade only Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)
Teacher Observation Checklist/Rubrics Peer Assessment
Journal Entries
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 7th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurements Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment Internet Health Book Counselor
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Timeframe: September
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Questions
What does it mean to be fit? Why should I be fit?
How do you know if you are fit? Why are practicing the basic motor skills necessary for participation in activities?
What makes a successful team member?
Content 5 Components of Fitness/FITT Benefits of Physical Activity (ongoing) Intro to WELNET
Fitness Measurements (4.119-4.146) Functional Training (4.1-4.4)
Circuit Training (4.45-4.47)
Flexibility Training (ongoing)
Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games Leisure Activities (optional)
Rules Safety Etiquette Sportsmanship Locker room procedures
Skills/ 5 Components of Fitness/FITT Fitness Measurement Protocols Locomotor/Non-Locomotor Skills Review Teaching: Activities • Five for Life Intro (1.4-1.6)
o Cardiorespiratory Endurance (CRE) – Aerobic Activity
o Muscular Strength/Muscular Endurance (MS/ME)
o Flexibility (F) o Body Composition (BC)
• CRE – Heart Health 4/5 Minute Walk and Run (1.8)
• CRE/FITT – Cardio FITT Pin (1.45) o Weekly Homework – Cardiorespiratory
Endurance Activity FITT Plan Worksheet (1.51)
• MS/ME – Muscular Strength/Endurance Activity (1.13)
• MS/ME/FITT – FITT Principle Muscular
• Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142 • Body Composition (Height/Weight)– 4.129
Functional Training • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)
Circuit Training • Circuit Training Unit (4.48-4.75)
Flexibility Training (ongoing) • Dynamic and Static Stretching
Student/Parent Fitness Assessment from WELNET (Fitness Test Results)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Ultimate Frisbee o Forehand throw o Backhand throw o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football o Forward pass
• Cooperation • Conflict Resolution • Friendship
Strength and Muscular Endurance Recording Chart (1.62) o In-Class Worksheet - Muscular Strength
and Muscular Endurance and the FITT Principle (1.63)
• Flexibility Activity (1.20) o In-Class Worksheet/Homework – Creating a
Stretching Routine Activity Worksheet (1.25) • Flexibility and the FITT Principle (1.75-1.80) o In-Class Worksheet – Flexibility Activity
FITT Plan Worksheet (1.80)
SENT HOME AT LEAST ONCE DURING THE SEMESTER.
o Lateral pass o Catching o Kicking (optional) o Routes (optional) o Modified game: ultimate football, 4 v 4,
kickoff game, coin football • Soccer o Dribbling o Passing o Trapping
• BC – Body Composition and the FITT o Throw Ins
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Principle (1.85-1.95) o Shooting (optional)
WELNET o Juggling (optional)
• Student Log-In • Lacrosse
• Fitness Assessment Check o Passing o Catching
• Softball o Throwing o Catching o Hitting o Base-running
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Classroom Based Assessments (CBA) In class worksheet – Muscular Endurance: 1.63 Weekly Homework – Cardiorespiratory – 1.51 Tests 1.35 – 5 Components of Fitness 1.52 – Cardio and FITT Principle 1.68 – Muscle Strength and Muscle Endurance and FITT
Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155) Circuit Training Assessments (4.69-4.77) Functional Training Assessment Teacher Observation Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.
Teacher Observation Student Checklist Student and peer assessment
Teacher Observation Peer Observation
1.81 – Flexibility and FITT 1.98 – Body Composition and FITT
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.3.1 Understands the components of health-related fitness.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) WELNET
Five for Life Fitness Measurement DVD WELNET Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment Internet Health Books Counselor
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Timeframe: October
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why is aerobic activity important for my How will setting goals help me achieve Why are practicing the basic motor skills How does being fit improve my self esteem? Questions health? fitness?
How can using heart rate monitors help me reach my fitness goal?
necessary for participation in activities?
Content Phases of Workout Heart Health Activities Review – 5 Components of Fitness/FITT Benefits of Physical Activity (ongoing)
Goal Setting for Life (4.147-4.153) Heart Rate Monitors (4.81-4.82) Steps for Life (4.10) Fitness Measurement/ WELNET Check-In
Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games
Health Management Activity Log – 2.25-2.43 Self-Worth Self-Confidence Stress Management Cultural Awareness
Skills/ Phases of workout Goal Setting for Life Activities Locomotor/Non-Locomotor Skills Review Health Management Activity Log – 2.25-2.43 Activities • Warm Up • In Class/Homework – Five for Life Health, (ongoing) • Student will be challenged to reduce the
• Stretch • Workout • Cool Down • Teacher Developed
Heart Health Activities
Performance, and Appearance S.M.A.R.T. Goals (4.158)
Heart Health Activities • Starting with a Heart Rate Monitor (4.85) • Age-Adjusted Maximum and Training Heart
Rate Formulas (4.86)
• Running, skipping, galloping, hopping, jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose From the Following) • Ultimate Frisbee
amount of time spent in media/seat time
• Heart Health Pyramid (4.83 & 4.88) • Health Management Activity Log (2.25-2.43) o Forehand throw • In-Class Work/Homework- Heart Health
Training Log (4.91-4.92) Steps for Life o Backhand throw o Hammer throw (optional)
Aerobics: • Starting with a Pedometer (4.102-4.104) o Movement with and without Frisbee
• CRE – Aerobic Activity (3.62-3.64) • Walking Tag (4.105) o Rules and Scoring • What makes an activity aerobic? • Five for Life Pace Guide Challenge (4.106-
4.108) o Modified Game : 4 Pass, 4 v 4 • What are the benefits? • (Additional Pedometer Activities – 4.109- • Flag Football/Aussie rules Football
4.113) o Forward pass
Warm Ups o Lateral pass
• Push Ups o Catching
• Sit Ups o Kicking (optional)
• Mile Run o Routes (optional)
• Stretching o Modified game: ultimate football, 4 v 4, kickoff game, coin football
• Soccer o Dribbling o Passing
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
o Trapping o Throw Ins o Shooting (optional) o Juggling (optional)
• Lacrosse o Passing o Catching
• Softball o Throwing o Catching o Hitting o Base-running
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Student Assessment for Heart Rate Monitors (4.93-4.94) Teacher Created Assessment • Phases of Workout
Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155) Health Management Activity Log (2.45 -2.46) CBA Student Assessment for Heart Rate Monitors (4.93-4.94) (optional) Pedometer Assessment (4.114)
Teacher Observation Student Checklist/Rubric Student and Peer Assessment
Teacher Observation Peer Observation
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.3.2 Understands phases of a workout. 2.1.1 Analyzes the dimensions of health and relates to personal health behaviors.
1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Heart Rate Monitors Pedometers
Individual School and PETE Equipment Internet Health Book Counselor
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Timeframe: November
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential Why do I need my bones? How can I keep my bones healthy and How will improved motor skills benefit my What Importance do safety and Questions How do my muscles work? strong?
How can I improve my muscular strength and endurance? How do my bones and muscles impact my body composition?
daily life? sportsmanship rules play in PE?
Content Bones Muscles Movement (Section Three) Review – 5 Components of Fitness/FITT
Bones Muscles Functional Training Circuit Training
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Activity Safety Procedures
Skills/ Bones Bones Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)
• Bones for Life Circuit (3.10-3.11) • Excavation Relay (3.14-3.15) • Excavation Relay Worksheet (3.16)
Muscles • Muscles in Motion (3.30) • Muscles for Life Circuit (3.31-3.32) • Muscles for Life Circuit Worksheet (3.33-
3.34) • Push and Resist (3.40-3.41)
• Bones for Life Circuit (3.10-3.11)
Muscles • Muscles for Life Circuit (3.31-3.32)
Functional Training • Detailed Instruction of Exercises (4.15-4.41) • Activities (4.5-4.14)
Circuit Training • Circuit Training Unit Guidelines (4.42-4.48) • Activities(4.48-4.75)
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting
• Safety and Expectations (5.2)
Movement (Section Three) • Bones for Life (3.1-3.7) • Muscles for Life (3.26-3.29)
Review – 5 Components of Fitness/FITT
o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules o Skill Development
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf /Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Bones Bones for Life Student Assessment (3.17-3.18) Bone Names (3.21) Muscles Muscles for Life Student Assessment (3.42-3.43) Muscle Names (3.46)
Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation Checklist/Rubrics Peer Assessment
Teacher Observation Peer Observation
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
2.2.1Understands structure and functions of body systems using medically accurate terminology.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
Equipment Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Timeframe: December
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential What does diet really mean? What is my intensity level during activity? How will improved motor skills benefit my What does critical thinking mean? Questions How can I tell what nutrients are in the food I
eat? How does eating the correct daily amounts of food affect my long-term health?
How active am I? daily life? How does critical thinking help you?
Content Health (Section Two) • Nutrition • Sleep • Hydration
CBA Nutrition concepts Review – 5 Components of Fitness/FITT
Functional Training
Circuit Training (4.45)
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Critical Thinking Skill Development Team Building Skill Development
Skills/ Health (Section Two) *Choose One Activity Functional Training Locomotor/Non-Locomotor Skills Review Team Building Skill Development Activities from EACH Category during December
• Nutrition o Ultimate Energy Pin Down (2.9-2.10) o Placemats (2.11-2.12) o Food Label Activity (2.15-2.16) o Food Label Activity Assignment (2.17)
• Detailed Instruction of Exercises (4.15-4.41 • Activities (4.5-4.14)
Circuit Training (4.45) • Circuit Training Unit Guidelines (4.42-4.68) • Running
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following)
• Trust Games • Triangle Tag • Link Tag • Human Knot
• Sleep o Sleep Log (2.67-2.68) o Sleep Log Self-Reflection (2.69) o Relaxation Activity – Breathing
Technique (2.70)
• Pacer • Stability Ball Workout • Jump Rope • Or…activity of your choice to improve CRE
• Hockey o Rules o Passing o Receiving o Shooting
o Relaxation Activity – Visualization (2.72-73)
• Hydration o My Hydration (2.81) o Hydration Log (2.82-2.83) o Hydration Log Self-Reflection (2.84) o Water For Life Relay (2.85-2.86)
CBA Nutrition concepts • Protein, Carbohydrates, Fat, Water,
Minerals, and Vitamins
o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Review – 5 Components of Fitness/FITT • Focus: Body Composition
o Skill Development o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation Teacher Observation Teacher Observation Sleep Log Student Assessment (2.74) Peer Assessment Checklist/Rubrics Peer Observation/Assessment Hydration Log Student Assessment (2.88) Five for Life Fitness Measurement Recording
Sheet – Trial 3/Goal 4 (4.155) Peer Assessment
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) WELNET
Functional Equipment Circuit training Equipment, manual, and cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Timeframe: January
Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety
Essential How has your fitness level improved? How can I stay fit after my PE class? How have your motor skills improved your How has participating in PE improved my Questions How can I use the skills and activities to plan
for a fit and healthy life? How has planning helped my fitness level change?
overall health this semester? How will you continue to develop your skills outside of PE?
feelings of self-worth? What have I learned about sportsmanship this semester?
Content 5 Components of Fitness/FITT Review Bones and Muscles Review Nutrition/Sleep/Hydration Review OSPI Created Assessment - Content Review Review and Prepare for Assessments Boating/Biking Safety Review and Prepare for Assessments
Final Fitness Measurement Five for Life Fitness Plan Review Activity Logs
Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)
Self-Evaluation
Skills/ 5 Components of Fitness/FITT Review Final Fitness Measurement Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments
Boating/Biking Safety
Review and Prepare for Assessments • This is an opportunity to cover activities that
you may not have covered • Use unit activities to assist with review
• Mile • Sit & Reach • Curl-Ups • Push Ups • Body Composition (Height/Weight)
Five for Life Intermediate Fitness Plan (4.156-4.157 & 4.159)
Review Activity Logs
(ongoing) • Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting, turning, and spatial awareness
Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting o Play
• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play
• Racquet Sports o Rules
• Reflection • Journal to Reflect on learning.
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
o Skill Development o Play
• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play
• Team Handball o Rules o Passing o Ball Movement o Scoring o Play
Low Organized Games • Kickball • 4-Square • Double Dutch
Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts
Assessment OSPI Created Assessment – 8th Grade ONLY Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)
Teacher Observation Checklist/Rubrics Peer Assessment
Journal Entries
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map Grade Level: 8th Grade Length of Time: 1 Semester 2011-2012
Standards (WA State)
1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.
1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.
1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.
Equipment/ Resources
Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurements Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment Internet Health Book Counselor
Notes:
Revised 8/19/2011 1:55 PM
High School * .5 Personal Fitness
* Team Sport 1
* Team Sport 2
* Swimming 1
* Swimming 2
* Weight Training/Conditioning 1
* Weight Training/Conditioning 2
* Individual Activities 1
* Individual Activities 2
* Lifetime Activities 1
* Lifetime Activities 2
* Rhythms/Dance 1
* Rhythms/Dance 2
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 1-3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
How is fitness planning important to my health? How fit am I?
Why is it important to write fitness goals?
How do motor skills change with fitness development? How do the skills you learned previously relate to individual and dual sports?
What makes a safe environment during individual and dual sports?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Individual and Dual Sports Skills
Course Orientation Safety in movement
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 & 1.9 • Exploring Muscular Strength and Endurance (S1
Portfolio) • Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P 4.132 • Goal Setting for Life, P 4.152-4.153
Locomotor/Non-locomotor Skills • Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side
slide
Individual and Dual Sports Skills: • Tennis • Forehand, Backhand, Serve, Volley • Drills • Court position • Singles, Doubles, Tournaments • Rules and game strategies
Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games
Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
• History
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Observation Tennis Rubrics (TBD)
Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
Activity dependent Teacher Developed Materials
Notes Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 4-6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in playing individual and dual sports?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Various Team, Individual Sports, & Lifetime Activities
Common Courtesy/Etiquette Team work Personal Space Sportsmanship
Skills/ Training Principles Functional Training Team & Individual Sports Skills – Review rules and proper behavior for each Activities • Student Introduction 1.36-1.37
• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1 Portfolio)
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate
• Basketball o Review basic skills, dribble, pass
& shoot o Offensive & defensive skills o Rebounding o Jump Stops o Modified Games Bump, horse, Twenty One,
Around the World 1 on 1, 3 on 3
• Pickleball
sport, activity and skill
• Advanced Muscular Strength & Muscular Endurance Tag P 1.15-1.16
equipment)
Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance Circuit
P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
o Forehand o Backhand o Volley o Serve o Rules o Doubles Games o Tournament
Lifetime Activities • Golf o Swing o Stance o Grip
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
o Putting o Scoring, rules and etiquette
• Yoga o Proper breathing o Plank o Downward facing dog o Warrior poses o Table o Sun Salutation
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition www.PEcentral.org Resources Five for Life Student Portfolio –Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 7-9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
What skills do I need to become a successful doubles partner?
Content Training Principles Student/Parent Fitness Report (week 4) Various Team, Individual Sports, & Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Lifetime Activities Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space
Heart Health Pyramid P.4.78-4.95 Sportsmanship
Skills/ Training Principles Functional Training Team & Individual Sports Skills – Review rules and proper behavior for each Activities • Cardiorespiratory Endurance Recording Activity P. • Whole Class Functional Equipment Workout P. • Flag Football sport, activity and skill
1.39 4.11 o Rules and game strategies • Cardiorespiratory Endurance Chart P. 1.40 o Agility Rings o Throwing
(Portfolio Activity) o Step Boxes o Catching Cardiorespiratory Endurance o Five for Life Station Cards o Punting • Cardiorespiratory Graphing Worksheet and • Detailed Instruction of Exercises P. 4.15-4.41 o Dodging
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance
(use instructions as needed for appropriate equipment) o Pass patterns
o Agility Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
• Badminton o Forehand o Backhand o Serve
• Aerobic vs. Anaerobic P.3.10 Heart Health Pyramid P.4.78-4.95 o Lob • Community Outreach: Healthy Heart • Student Introduction, P. 4.80-4.82 o Dink
Announcements (S1 Portfolio) • Intensity Levels Circuit (S1 Portfolio) o Smash • Intensity Story Problems (S1 Portfolio) o Court position • Starting with a Heart Rate Monitor P4.84 o Rules and game strategies • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Lifetime Activities • Swimming o Crawl o Breast Stroke
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
o Elementary Back Stroke o Side Stroke o Back crawl o Water Polo o Snorkeling
• Self-Defense o Communication skills o Conflict avoidance o Grab escapes o Strikes
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Equipment/ Resources
Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 10-12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can activity influence body composition?
How does your body image affect your Social/Emotional/Safety well-being?
Content Body Composition P. 1.25-1.31 Functional Training Various Team, Individual Sports, & Common Courtesy Nutrition P.2.15-2.28 Circuit Training
Pedometers P.4.96-4.113 Lifetime Activities. Team work
Personal Space Sportsmanship
Skills/ Body Composition Functional Training Team & Individual Sports Skills - Review rules and proper behavior for each Activities • Introduction P 1.4-1.5 • Whole Class Functional Equipment Workout • Track and Field Activities sport, activity and skill
• Student Introduction Webbing (S1 Portfolio) P. 4.11 o Sprinting • Vocabulary-word wall P 1.6 o Weight Bars o Long Distance Running • Body Composition P 1.26 o Stretch Bands o Long Jump
• Energy In/Energy Out P. 1.27 o Agility Rings o Shot Put
• Healthy Body Card Game P. 1.28-1.29
Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity)
o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for
Lifetime Activities • Power Walking o Technique o Pacing o Time trials
• Advanced Meal Planner P. 2.25-2.26 appropriate equipment) • Dance – Movement to Music
• Food Label Analysis (S1 Portfolio) Circuit Training o Rhythms
• Nutrition Reflection (S1 Portfolio) • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
• Community Outreach: Nutrition Challenges (S1 Circuit (S1 Portfolio) Portfolio) Pedometers
• Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104 • Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1 Circuit Training Manual www.PECentral.org
Portfolio) Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 13-15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Various Team, Individual Sports, & Lifetime Activities
Common Courtesy Team work Personal Space Good Sportsmanship
Skills/ Flexibility P 1.17-1.24 Functional Training Team & Individual Sports Skills Review rules and proper behavior for each Activities • Student Introduction Statements (S1 Portfolio) • Whole Class Functional Equipment Workout P. • Wrestling sport, activity and skill
• Vocabulary – Word wall P 1.6 4.11 o Take downs • Advanced Flexibility Activity P 1.18-1.19 o Weight Bars o Pinning combinations • Creating Dynamic & Static Stretching Routines P o Stretch Bands o Escapes
1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet (S1
Portfolio)
o Agility Rings o Step Boxes o Medicine Balls o Dumbbells
• Gymnastics o Tumbling o Balancing
o Five for Life Station Cards Lifetime Activities
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Badminton o Technique
Circuit Training • Individual Component of Fitness Circuit: Flexibility
Circuit (Need Page Number)
o Scoring o Basic rules o Serving
Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness Measurements
(S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PECentral.org
Notes
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Week 16-17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals? How does it feel if you do not reach your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Various Team, Individual Sports, & Lifetime Activities
Common Courtesy Team work Personal Space Good Sportsmanship Review rules and proper behavior for each sport, activity and skill
Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Team & Individual Sports Skills Review rules and proper behavior Activities • Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity) • Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity) • Performance & Appearance S.M.A.R.T. Goals
P.4.163
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161
• Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)
Volleyball o Serve o Pass/defensive dig o Set o Hit o Court position/rotation o Ready position
Lifetime Activities • Bocce Ball • Tennis • Croquet
for each sport, activity and skill
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
and employment goals.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Circuit Training Manual
WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
www.PECentral.org
Notes Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 1-3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How will motor skills change with fitness development over time?
How will previously learned motor skills relate to team sports and/or activities?
What makes a safe environment during individual and dual sports?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Team Sports/ Skills Course Orientation Safety in movement
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
Team Sports/ Skills • Ultimate Frisbee
o Backhand throw o Forehand throw
Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers
Introduction of Five Components of Fitness • Curl-Ups (Muscular Endurance)P. 4.129 o Hammer throw • Low Organized Games Activities • Sit and Reach (Flexibility)P.4.130 o Distance Throwing • Cardiorespiratory Endurance Activity, P.1.8 & • Push-ups (Muscular Endurance)P.4.134 o Target Throwing
1.9 • Height (Body Composition)P.4.132 o Frisbee Golf • Exploring Muscular Strength and Endurance • Weight (Body Composition) – Optional, P o Basic Rules
(S1 Portfolio) 4.132 o Offensive/defensive skills • Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 o Modified Games • What is Body Composition? (S1 Portfolio) o 3 v 3 or 4 v 4 Goal Setting For Life, P4.145-P4.161 o Whole Group games • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Observation
Rubrics (TBD) Observation Reflective Questioning
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
Activity dependent Teacher Developed Materials
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 4-6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
How will motor skills improve or maintain muscular endurance and muscular strength on overall health?
How will cooperating with others improve my success in playing individual and dual sports?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Team Sports Common Courtesy/Etiquette Team work Personal Space Sportsmanship
Skills/ Training Principles Functional Training Team Sports Review rules and proper behavior for each Activities • Student Introduction 1.36-1.37
• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Flag Football o Throwing o Catching o Punting o Offensive/defensive strategies o Pass Patterns o Hiking the ball o Basic Rules o Modified Games
sport, activity and skill
• Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
o Small Group Games o Whole Group Games
Team Handball • Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16 Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
o Passing & catching o Shooting o Dribbling o Defense/offence strategies o Defending Opponent o How to score o Out of Bound rules o Basic Rules
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition www.PEcentral.org Resources Five for Life Student Portfolio –Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 7-9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
How will motor skills improve or maintain cardiorespiratory endurance over time?
What skills do I need to become a successful doubles partner?
Content Training Principles Student/Parent Fitness Report (week 4) Team Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space
Heart Health Pyramid P.4.78-4.95 Sportsmanship
Skills/ Training Principles Functional Training Team Sports Review rules and proper behavior for each Activities • Cardiorespiratory Endurance Recording
Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
Cardiorespiratory Endurance • Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10
• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings o Step Boxes o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82
• Soccer o Dribble o Pass o Shoot o Trap o Defending the goal o Offensive/defensive strategies
• Drills o Basic Rules o Modified games o 3 v 3 or 4 v 4 o Round robin tourney o Whole group games
sport, activity and skill
• Community Outreach: Healthy Heart Announcements (S1 Portfolio)
• Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 10-12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can team sport activities influence body composition over time?
How does your body image affect your Social/Emotional/Safety well-being?
Content Body Composition P. 1.25-1.31 Functional Training Team Sports Common Courtesy Nutrition P.2.15-2.28 Circuit Training
Pedometers P.4.96-4.113 Team work Personal Space Sportsmanship
Skills/ Body Composition Functional Training Team Sports Review rules and proper behavior for each Activities • Introduction P 1.4-1.5
• Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41
• Basketball o Review basic skills o Dribble o Pass o Shoot o Offensive & defensive skills o Rebounding o Jump Stops o Basic Rules o Modified Games (Bump, horse, Twenty
sport, activity and skill
• Nutrition Log P 2.20 (Portfolio Activity) • Advanced Meal Planner P. 2.25-2.26
• Food Label Analysis (S1 Portfolio)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges (S1 Portfolio)
(use instructions as needed for appropriate equipment)
Circuit Training • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
Circuit (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104 • Steps for Life Recording and Reflection (S1
Portfolio)
One, Around the World) o 1 on 1, 3 on 3
• Volleyball o Forehand pass (bump) o Overhead pass (setting) o Serve o Hit (spike) o Court Position o Basic Rules o Modified games o Whole group games
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 13-15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
How will motor skills improve or maintain my flexibility over time?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Team Sports Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each sport, activity and skill
Skills/ Flexibility P 1.17-1.24 Functional Training Team Sports Review rules and proper behavior for each Activities • Student Introduction Statements (S1 Portfolio)
• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
• Floor Hockey o Forehand pass o Backhand pass o Trapping o Target Shooting o Shooting at a Goal o Defensive/Offensive strategies o Defending a goal
• Softball o Throwing o Catching o Base Running o Hitting o Learning how to use a glove o Grounding a ball o Catching fly balls o Basic Rules o Modified Games o Whole Group Game
sport, activity and skill
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
Week 16-17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How will continuing to use a PE journal over time help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Team and Individual Sports
Lifetime Activities
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each sport, activity and skill
Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Team and Individual Sports Review rules and proper behavior for each Activities • Vocabulary-word wall P 4.150 • Student Introduction P. 4.45 • Floor Hockey sport, activity and skill
• FITT Fitness Plan 4.154 • Circuit Training Manual P 11 o Forehand pass • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity) • Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity) • Performance & Appearance S.M.A.R.T. Goals
P.4.163
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
o Backhand pass o Trapping o Target Shooting o Shooting at a Goal o Defensive/Offensive strategies
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132
o Defending a goal • Lacrosse
o Scooping o Cradling
• Weight (Body Composition) – Optional, o Catching/Throwing P,4.132 o Offensive/Defensive Strategies
Review Functional Training P. 4.1-4.41 o Shooting at a Goal
• Station Swap Worksheet (S1 Portfolio) o Small Group Games o Whole Group Games
Speed-a-way
Global Sports
Lifetime Activities • Bocce Ball
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One
• Tennis Croquet
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Circuit Training Manual
WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
www.PECentral.org
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Week 1-3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How fit can I become? How can fitness goals improve my overall health?
How will motor skills change with fitness development over time?
How will previously learned motor skills relate to team sports and/or activities?
What makes a safe environment during P.E. classes?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Team Sports/ Skills Course Orientation
Safety in movement
Skills/ Activities
Five Components of Fitness Activities (Review) • Components of Fitness Story Problems (S2
Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141
Ultimate Frisbee • Backhand throw • Forehand throw • Hammer throw • Distance Throwing
Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games
• Components of Fitness and FITT Principle • Curl-Ups (Muscular Endurance) P. 4.129 • Target Throwing Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149
• Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132
• Frisbee Golf • Basic Rules • Offensive/defensive skills • Modified Games
• Goal Setting for Life, P.4.151-4.153 • Weight (Body Composition) – In, P 4.132 • 3 v 3 or 4 v 4 (Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Functional Training • Whole Group games
• Whole Class Functional Equipment Workout Behavior Log – Activity Log & Intensity P. 4.11 – Review each piece of equipment • Intensity Interval Tracker (S2 Portfolio) o Weight Bars • Activity Log P 2.9 – 2.11 (Portfolio) o Stretch Bands
WELNET o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials Resources Resource CD – posters
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using training principles assist me in maintaining or improving cardiorespiratory endurance? Why is water important to health?
Why is it necessary to maintain a healthy level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?
How will motor skills improve or maintain muscular endurance and muscular strength on overall health?
How will cooperating with others improve my success in physical education?
Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Team Sports Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Circuit Training P. 4.42-4.77 Team work
Personal Space
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance • Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log • Hydration Relay – 2.49 – 2.50
Functional Training • Introduction P 4.3 • Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes
Flag Football • Throwing • Catching • Punting • Offensive/defensive strategies • Pass Patterns • Hiking the ball • Basic Rules • Modified Games • Small Group Games
Review rules and proper behavior for each sport, activity and skill
• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls • Whole Group Games WELNET
• Community Outreach: Know the Signs of Dehydration Poster Display (S2 Portfolio)
o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Team Handball • Passing & catching • Shooting • Dribbling • Defense/offence strategies
• Pillar of Human Movement Circuit P 4.12 – • Defending Opponent 4.14 • How to score
Circuit Training • Out of Bound rules
• Student Introduction P. 4.45 • Basic Rules
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
• Cardiorespiratory endurance circuit P. 4.60
• Station Swap Extended (S2 Portfolio)
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio) Teacher Observation Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PEcentral.org
Notes:
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using the training assist me in maintaining and improving muscular strength and endurance? Why is sleep important to health?
How will improving muscular strength and muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?
How will motor skills improve or maintain cardiorespiratory endurance over time?
How will cooperating with others improve my success in physical education?
Content Training Principles - progression, overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Team Sports Common Courtesy
Team work
Personal Space
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) – Muscle Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –
4.149 (Review)
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training
Team Sports
Soccer • Dribble • Pass • Shoot
Review rules and proper behavior for each sport, activity and skill
• Muscle Check Up Card and Reflection (S2 Portfolio)
• Goal setting Muscle Strength P 4.157
• Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72
• Trap • Defending the goal • Offensive/defensive strategies
(Portfolio) • Muscular Strength & Muscular Endurance • Goal Setting Muscle Endurance P 4.158
(Portfolio) Circuit P.4.62-4.63
Steps for Life
Drills • Basic Rules • Modified games
• Community Outreach: Muscle Memory • Student Introduction Fill-in-the-Blank (S2 • 3 v 3 or 4 v 4 Game (S2 Portfolio) Portfolio) • Round robin tourney
Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Whole group games
• Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –
2.39
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2
Teacher Observation Observation
Reflective Questioning
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Goal Setting Muscle Endurance P 4.158 Portfolio) (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2
Portfolio)
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why should flexibility be a part of a fitness plan?
How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?
How can team sport activities influence body composition over time?
How does body image affect your social/emotional well-being?
Content Training Principles - progression, overload , specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Team Sports Common Courtesy
Team work
Personal Space
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching
Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing
(S2 Portfolio)
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit • Circuit Design Activity (as group) P 4.73 –
4.75 • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Basketball • Review basic skills • Dribble • Pass • Shoot • Offensive & defensive skills • Rebounding • Jump Stops • Basic Rules • Modified Games (Bump, horse, Twenty
One, Around the World) • 1 on 1, 3 on 3
Review rules and proper behavior for each sport, activity and skill
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Volleyball • Forehand pass (bump) • Overhead pass (setting) • Serve • Hit (spike) • Court Position • Basic Rules • Modified games • Whole group games
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Teacher Observation Observation
Reflective Questioning
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
How will motor skills improve or maintain my flexibility over time?
How will cooperating with others improve my success in physical education?
Content Healthy Habits for Life Nutrition P 2.15 – 2.28
Goal Setting (Recheck) P 4.145 – 4.168
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Team Sports Common Courtesy
Team work
Personal Space
Skills/ Activities
Healthy Habits for Life Nutrition • Daily Amounts Activity and Reflection (S2
Portfolio) • Nutrition Log P 2.20 – 2.24 (Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 – 2.26
• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)
Goal Setting • Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity) • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Floor Hockey • Forehand pass • Backhand pass • Trapping • Target Shooting • Shooting at a Goal • Defensive/Offensive strategies • Defending a goal
Softball • Throwing • Catching • Base Running
Review rules and proper behavior for each sport, activity and skill
Portfolio) (ongoing) • Hitting • Learning how to use a glove • Grounding a ball • Catching fly balls • Basic Rules • Modified Games • Whole Group Game
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P
Teacher Observation Observation
Reflective Questioning
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
4.109- 4.11
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How will continuing to use a PE journal over time help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17) Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Lifetime Activities
Common Courtesy
Team work
Personal Space
Skills/ Activities
Five Components of Fitness Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-
1.11
Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
Floor Hockey • Forehand pass • Backhand pass • Trapping • Target Shooting
Review rules and proper behavior for each sport, activity and skill
• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132
• Shooting at a Goal • Defensive/Offensive strategies • Defending a goal Lacrosse • Scooping
• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 • Cradling
• Catching/Throwing Goal Setting For Life, P4.145-P4.155 • Offensive/Defensive Strategies
• Introduction, P. 4.149-4.151 • Shooting at a Goal • Small Group Games
• Goal Setting for Life, P.4.152-4.153 • Whole Group Games (Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Speed-a-way
• My SMART Goals (S2 Portfolio) Global Sports
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home
Teacher Observation Observation
Reflective Questioning
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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 1 - 3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How do motor skills change with fitness development? How do the skills you learned previously relate to swimming?
What makes a safe environment during P.E. classes?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Introduction of swimming strokes Locomotor Skills
Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 &
1.9 • Exploring Muscular Strength and Endurance
(S1 Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P
4.132
Introduction of swimming strokes Locomotor Skills • Freestyle/Forward Crawl • Backstroke • Elementary Backstroke • Side stroke • Breast Stroke • Treading Water • Butterfly
Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities • Pre test for swimming knowledge/safety • Pre test for skills
• Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)
Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
• Goal Setting for Life, P 4.152-4.153 • Turns • Starts • Diving/Surface Diving
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Observation Rubrics (TBD)
Observation Reflective Questioning
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
American Red Cross “Learn to Swim” video Teacher Developed Materials American Red Cross Basic Water Safety information
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 4 - 6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Identify the components of the front crawl, backstroke, elementary backstroke and treading water
Personal Space Common Courtesy Circle Swimming
Skills/ Training Principles Functional Training Identify the components of the: Personal Space Activities • Student Introduction 1.36-1.37
• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Front Crawl • Backstroke • Elementary Backstroke • Treading Water
Common Courtesy Circle Swimming •
• Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1
Portfolio) • Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation of student stroke ability Observation Reflective Questioning
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Portfolio)
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio –Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
American Red Cross Learn to Swim Videos
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 7 - 9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles Student/Parent Fitness Report (week 4) Swim Strokes Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Personal Space Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Teamwork
Heart Health Pyramid P.4.78-4.95 Circle swimming Review rules and proper behavior each activity and skill
Skills/ Training Principles Functional Training Continue building upon these strokes: Common Courtesy Activities • Cardiorespiratory Endurance Recording
Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings o Step Boxes o Five for Life Station Cards
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water
Personal Space Teamwork Circle swimming Review rules and proper behavior each activity and skill
• Cardiorespiratory Graphing Worksheet and Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10 • Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82 • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
Introduction of the: • Breast Stroke • Butterfly • Water Polo • Sharks and Minnows • Relays
•
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Portfolio)
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 10 - 12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Body Composition P. 1.25-1.31 Nutrition P.2.15-2.28
Functional Training Circuit Training Pedometers P.4.96-4.113
Strokes Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Body Composition Functional Training Continue building upon these strokes: Common Courtesy Activities • Introduction P 1.4-1.5
• Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly
Personal Space Teamwork Review rules and proper behavior each activity and skill •
Nutrition o Dumbbells • Water Polo • Nutrition Introduction P 2.17-2.18 o Five for Life Station Cards • Sharks and Minnows • Vocabulary-word wall P 2.19 • Detailed Instruction of Exercises P. 4.15-4.41 • Relays • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Advanced Meal Planner P. 2.25-2.26 equipment)
• Food Label Analysis (S1 Portfolio) Circuit Training
• Nutrition Reflection (S1 Portfolio) • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
• Community Outreach: Nutrition Challenges Circuit (S1 Portfolio) (S1 Portfolio) Pedometers
• Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104 • Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1
Portfolio) Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 13 - 15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Strokes Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Flexibility P 1.17-1.24 Functional Training Continue building upon these strokes: Common Courtesy Activities • Student Introduction Statements (S1 Portfolio)
• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly
Personal Space Teamwork Review rules and proper behavior each activity and skill •
o Dumbbells • Water Polo
o Five for Life Station Cards • Sharks and Minnows
• Detailed Instruction of Exercises P. 4.15-4.41 • Relays
(use instructions as needed for appropriate Introduce these new skills: equipment) • Turns
Circuit Training • Diving • Individual Component of Fitness Circuit: • Starts
Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation Observation Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
Week 16 - 17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Strokes Common Courtesy Personal Space
Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Post test of these strokes: Common Courtesy Activities • Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity) • Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent Fitness Report (See Notes)
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke
Personal Space
• Performance & Appearance S.M.A.R.T. Goals P.4.163
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161
• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional,
P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)
• Butterfly • Turns • Diving • Starts
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One
fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Circuit Training Manual
WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
www.PECentral.org
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe: Week 1 - 3
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential How will goal setting help me accomplish my How fit can I become? How do motor skills change with fitness What makes a safe environment during P.E. Questions fitness plan? How can fitness goals improve my overall
health? development? How do the skills you learned previously relate to swimming?
classes?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Introduction of swimming strokes Locomotor Skills
Course Orientation Safety in movement
Skills/ Five Components of Fitness Activities Fitness Pre-Measurements (review protocols Introduction of swimming strokes Course Orientation Activities (Review) with students) • •
• Components of Fitness Story Problems (S2 Portfolio)
• Components of Fitness and FITT Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio)
• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132
Functional Training • Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment o Weight Bars
Locomotor Skills • Freestyle/Forward Crawl • Backstroke • Elementary Backstroke • Side stroke • Breast Stroke • Treading Water • Butterfly • Turns • Starts
Safety in movement •
Rules and Procedures •
Course Syllabus •
Introductory Activities • Pre test for swimming knowledge/safety • Pre test for skills
• Activity Log P 2.9 – 2.11 (Portfolio) o Stretch Bands • Diving/Surface Diving
WELNET o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Circuit Training • Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Observation Rubrics (TBD)
Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment American Red Cross “Learn to Swim” video Teacher Developed Materials Resources Resource CD – posters
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
American Red Cross Basic Water Safety information
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential How can using training principles assist me Why is it necessary to maintain a healthy What motor skills do I need to do to improve How will cooperating with others improve my Questions in maintaining or improving
cardiorespiratory endurance? Why is water important to health?
level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?
or maintain my muscular strength and muscular endurance?
success in physical education?
Content Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77
Identify the components of the front crawl, backstroke, elementary backstroke and treading water
Personal Space Common Courtesy Circle Swimming
Skills/ Training Principles - progression, overload , Functional Training Identify the components of the: Personal Space Activities specificity & FITT (Review) Cardiorespiratory
Endurance • Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log
• Introduction P 4.3 • Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings
• Front Crawl • Backstroke • Elementary Backstroke • Treading Water
•
Common Courtesy •
Circle Swimming •
• Hydration Relay – 2.49 – 2.50 o Step Boxes
• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls
WELNET o Dumbbells
• Community Outreach: Know the Signs of o Five for Life Station Cards Dehydration Poster Display (S2 Portfolio) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 – 4.14
Circuit Training • Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55 (ongoing) • Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
• Station Swap Extended (S2 Portfolio)
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio) Teacher Observation of student stroke ability Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
American Red Cross Learn to Swim Videos
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential How can using the training assist me in How will improving muscular strength and What motor skills do I need to do to improve How will cooperating with others improve my Questions maintaining and improving muscular
strength and endurance? Why is sleep important to health?
muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?
or maintain my cardiorespiratory endurance? success in physical education?
Content Training Principles - progression, overload, Functional Training P. 4.1-4.41 Swim Strokes Common Courtesy specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Personal Space Teamwork Circle swimming Review rules and proper behavior each activity and skill
Skills/ Training Principles - progression, overload , Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities specificity & FITT (Review) – Muscle
Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –
4.149 (Review) • Muscle Check Up Card and Reflection (S2
Portfolio) • Goal setting Muscle Strength P 4.157
(Portfolio) • Goal Setting Muscle Endurance P 4.158
(Portfolio)
• Community Outreach: Muscle Memory Game (S2 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
Steps for Life • Student Introduction Fill-in-the-Blank (S2
Portfolio)
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water
Introduction of the: • Breast Stroke • Butterfly • Water Polo • Sharks and Minnows • Relays
•
Personal Space •
Teamwork •
Circle swimming •
Review rules and proper behavior each activity and skill •
Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –
2.39
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio) Goal Setting Muscle Endurance P 4.158 (Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2 Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why should flexibility be a part of a fitness plan?
How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Swimming Common Courtesy specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles - progression, overload , Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities specificity & FITT (Review) – Flexibility • Detailed Instruction of Exercises P. 4.15- • Front Crawl •
• Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching
Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing
(S2 Portfolio)
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit • Circuit Design Activity (as group) P 4.73 –
4.75
• Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly • Water Polo
Team work •
Personal Space •
Review rules and proper behavior for each sport, activity and skill
• Warm-up Circuits P 4.51 – 4.55 (ongoing) • Sharks and Minnows •
Steps for Life • Relays
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy Circuit Training P. 4.42-4.77 Lifetime Activities Team work
Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities • Daily Amounts Activity and Reflection (S2
Portfolio) • Nutrition Log P 2.20 – 2.24 (Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 – 2.26
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke
•
Team work •
Personal Space •
• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)
Goal Setting • Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
• Butterfly • Water Polo • Sharks and Minnows • Relays
Introduce these new skills: • Turns • Diving • Starts
Review rules and proper behavior for each sport, activity and skill •
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Team and Individual Sports Common Courtesy (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Fitness Post-Measurements (4.114-4.144) Lifetime Activities Personal Space
Skills/ Five Components of Fitness Activities Fitness Post-Measurements (review Post test of these strokes: Common Courtesy Activities (Review) protocols with students) • Front Crawl •
• Cardiorespiratory Endurance Activity, P.1.7-1.11
• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing Letters (S2 Portfolio)
• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In, P,4.132
• Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly • Turns • Diving
Personal Space •
Goal Setting For Life, P4.145-P4.155 • Starts
• Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two
fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
effective participation in physical activities. safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Timeframe: Week 1-3
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How can improving my muscular strength and endurance affect my health?
How do motor skills change with fitness development? How do the skills you learned previously help you in the weight room?
What makes a safe environment during P.E. classes?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144)
Bones, Muscles and Joints Weight Training Log
Locomotor/Non-locomotor Skills Resistance training
Rules and Procedures Course Syllabus Introductory Activities Course Orientation Safety in lifting Intro to Partnering
Skills / Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1
Portfolio) • Explanation of Portfolio Activities –
table of contents (S1 Portfolio)
Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity,
P.1.8 & 1.9 • Exploring Muscular Strength and
Endurance (S1 Portfolio) • Dynamic vs. Static Stretching (S1
Portfolio) • What is Body Composition? (S1
Portfolio)
Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory
Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P.
4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular
Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) –
Optional, P 4.132 • Goal Setting for Life, P 4.152-4.153
Bones, Muscles and Joints • Bones and Muscles for Life
3.18-3.28 • Bone, Muscle and Joint
Identification in Movement 3.29-3.32
• Rice Relay 3.35
Weight Training Log • Daily record of lifting progress • Record Weights and Repetitions
Locomotor/Non-locomotor Skills • warm-ups • Skipping, hopping, jumping,
karaoke, side slide
Low organized games (on going) Examples: • Kickball • capture the flag • speed away • handball
May include: • Medicine ball activities • Plyometric training • Partner isometric ex. • Stretch bands/tubing • Weight bearing exercise • Etc.
Rules and Procedures • safety rules • safety technique
Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games
Course Orientation Safety in lifting Intro to Partnering • work-out (support) • -spotter(safety, trust)
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Bones & Muscles for Life Student Assessment 3.37
Observation Rubrics (TBD)
Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th Activity dependent Teacher Developed Materials Resources Edition
Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Edition WELNET Assessment
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Timeframe: Week 4-6
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Why is muscular strength and How can I improve my muscular Why is rest and recovery What motor skills do I need to do to How will cooperating with others Questions endurance important to healthy
living? strength and muscular endurance?
How can circuit training improve my fitness?
important to muscle development?
improve or maintain my muscular strength and muscular endurance?
improve my success in physical education?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Lifting Techniques Introduction to lifting machine exercises Circuits- with alternating, balanced muscle groups
Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Personal Space Review rules and proper behavior for weight room Weight room safety Practice of: work-out partners/groups Spotters Weight room awareness
Skills / Training Principles Functional Training Lifting Techniques Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37 • Whole Class Functional Equipment Identify and introduce the • Personal Space
• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43
Workout P. 4.11 o Weight Bars o Stretch Bands
facilities Weight training tools and their related, working muscle groups, while employing a balance/variety of muscles
Review rules and proper behavior for weight room Weight room safety
• FITT Principle Muscular Strength & o Agility Rings groups. Practice of: work-out Muscular Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart
o Step Boxes o Medicine Balls o Dumbbells
Introduction to lifting machine exercises • Bicep curl
partners/groups Spotters Weight room awareness
Reflection (S1 Portfolio) o Five for Life Station Cards • Shoulder press Muscular Strength & Muscular • Detailed Instruction of Exercises P. • Row Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall
P. 1.38 • Community Outreach: Poster Project
(S1 Portfolio)
4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45
• Tricep extension • Squat • Lunge • Chest Press
• Advanced Muscular Strength & • Muscular Strength & Muscular Circuit Training Muscular Endurance Tag P 1.15-1.16 Endurance Circuit P.4.62-4.63 • Timed circuits
• Circuit Purpose Identification (S1 • Stations
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Portfolio)
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Demonstration of proper lifting techniques, and facility awareness
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th www.PEcentral.org Resources Edition
Five for Life Student Portfolio –Series 1 (S1 Portfolio)
Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Timeframe: Week 7-9
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Why is maintaining or improving How can I improve my How can the use of free weights What motor skills do I need to do to How can I benefit mentally from Questions cardiorespiratory endurance
important to healthy living? cardiorespiratory endurance?
How can circuit training improve my fitness?
help improve my overall fitness? improve or maintain my cardiorespiratory endurance?
strength training?
Content Training Principles Cardiorespiratory Endurance 1.7-1.11 Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4) Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Heart Health Pyramid P.4.78-4.95
Review techniques and protocols
Introduce free weights
Conditioning Common Courtesy Weight room safety Personal Space Self esteem/self confidence Review Lifting Technique Use of overload principle Concept of muscle failure/effort/ results Intermediate goal evaluation Evaluate training log progress/gain
Skills / Training Principles Functional Training Review techniques and Conditioning ongoing Common Courtesy Activities • Cardiorespiratory Endurance
Recording Activity P. 1.39 • Cardiorespiratory Endurance Chart P.
1.40 (Portfolio Activity)
Cardiorespiratory Endurance • Cardiorespiratory Graphing
Worksheet and Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P.
• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings o Step Boxes o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit
protocols •
Introduction to dumbell, barbell, and band exercises • Bicep curl • Shoulder press • Row • Tricep extension • Squat • Lunge
• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank
Weight room safety Personal Space Self esteem/self confidence Review Lifting Technique Use of overload principle Concept of muscle failure/effort/ results Intermediate goal evaluation Evaluate training log progress/gain •
3.1-3.14 P. 4.60 • Chest Press
• Student Introduction, P. 3.4-3.5 • Circuit Purpose Identification (S1 Circuit Training • Advanced Cardiorespiratory Relay Portfolio) • Timed circuits
P.3.7-3.9 Heart Health Pyramid P.4.78-4.95 • Stations
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
• Aerobic vs. Anaerobic P.3.10 • Student Introduction, P. 4.80-4.82 • Community Outreach: Healthy Heart
Announcements (S1 Portfolio) • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1
Portfolio) • Starting with a Heart Rate Monitor
P4.84 • Age-Adjusted Maximum and
Training Heart Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-
4.91 (S1 Portfolio)
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Demonstration of proper lifting techniques, and facility awareness Lifting max (on going)
Bench Press Leg Press/Squat
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
Equipment / Resources
Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Timeframe: Health & Fitness Academic Content Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Week 10-12
Essential How does body composition impact my How do fitness behaviors effect How can I use circuits in weight How can activity influence body How does body image affect Questions life?
How well do I eat and how does it impact my life?
body composition? training? composition? your Social, Emotional & Safety well-being?
Content Body Composition P. 1.25-1.31 Nutrition P.2.15-2.28
Functional Training Circuit Training Pedometers P.4.96-4.113
Functional training Five for Life Station Cards Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment
Conditioning (ongoing) Common Courtesy Personal Space Review rules and proper behavior for each sport, activity and skill
Skills / Body Composition Functional Training Functional Training Conditioning Common Courtesy Activities • Introduction P 1.4-1.5
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls
• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank
Personal Space Review rules and proper behavior for each sport, activity and skill •
Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity)
o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
o Dumbbells • Five for Life Station Cards • Detailed Instruction of
Exercises P. 4.15-4.41 (use instructions as needed for
• Advanced Meal Planner P. 2.25-2.26 Circuit Training appropriate equipment
• Food Label Analysis (S1 Portfolio) • Cardiorespiratory endurance circuit
• Nutrition Reflection (S1 Portfolio) P. 4.60
• Community Outreach: After School • Community Outreach: Nutrition Activity Circuit (S1 Portfolio)
Challenges (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge
P. 4.103-4.104 • Steps for Life Recording and
Reflection (S1 Portfolio)
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness
1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
related fitness to physical activity.
habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.4.1 Applies the components of skill-related fitness to physical activity.
Equipment / Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th As needed Resources Five for Life Student Portfolio-Series 1
(S1 Portfolio) Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Timeframe: Week 13-15
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
How can I use power lifting to improve my overall level of fitness?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Power lifting Conditioning Lifting safety
Skills / Flexibility P 1.17-1.24 Functional Training Power lifting technique Conditioning ongoing Lifting safety Activities • Student Introduction Statements (S1
Portfolio) • Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-
1.19
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings
• Power clean • Deadlift • Squat • Bench Press
• Stair climbing • Mile • Lunges • Dot drill
•
• Creating Dynamic & Static Stretching Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet (S1 Portfolio)
o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Leg raises • Plank
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness
Circuit: Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family
Fitness Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Lifting max (on going) • Bench Press • Leg Press/Squat
Teacher Observation Observation Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
life and employment goals.
Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition Edition www.PECentral.org
Five for Life Student Portfolio-Series Circuit Training Manual 1 (S1 Portfolio) WELNET
Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Timeframe: Week 16-17
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can I use weight training activities to improve my fitness throughout my life?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Five for Life Lifetime Fitness Plan Personal fitness program
Conditioning Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills / Fitness Planning Circuit Training P. 4.42-4.77 Five for Life Lifetime Fitness Plan Conditioning (ongoing) Common Courtesy Activities • Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154 • Health, Performance & Appearance
SMART Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity)
• Performance & Appearance S.M.A.R.T. Goals P.4.163
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150
• Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory
Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P.
4.129
Personal fitness program •
• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank
Personal Space Review rules and proper behavior for each sport, activity and skill •
• Personal Fitness Planning P 4.154-4.161
• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular
Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) –
Optional, P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1
Portfolio)
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition Edition
Five for Life Circuit Training Manual WELNET
Five for Life Student Portfolio– Series 1 (S1 Portfolio)
www.PECentral.org
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe: Week 1 - 3
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential How will goal setting help me How fit can I become? How can improving my muscular How do motor skills change with What makes a safe environment Questions accomplish my fitness plan? How can fitness goals improve my
overall health? strength and endurance affect my health?
fitness development? How do the skills you learned previously help you in the weight room?
during P.E. classes?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Bones, Muscles and Joints Weight Training Log
Locomotor/Non-locomotor Skills Resistance training
Rules and Procedures Course Syllabus Introductory Activities Course Orientation Safety in lifting Intro to Partnering
Skills/ Five Components of Fitness Fitness Pre-Measurements (review Bones, Muscles and Joints Locomotor/Non-locomotor Skills Rules and Procedures Activities Activities (Review) protocols with students) • Bones and Muscles for Life • warm-ups • safety rules
• Components of Fitness Story Problems (S2 Portfolio)
• Components of Fitness and FITT Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155
(Portfolio)
Behavior Log – Activity Log & Intensity
• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)
P.4.141 • Curl-Ups (Muscular Endurance) P.
4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular
Endurance)P.4.134 • Height (Body Composition)
P.4.132 • Weight (Body Composition) – In, P
4.132
3.18-3.28 • Bone, Muscle and Joint
Identification in Movement 3.29-3.32
• Rice Relay 3.35
Weight Training Log • Daily record of lifting progress • Record Weights and Repetitions
• Skipping, hopping, jumping, karaoke, side slide
Low organized games (on going) Examples: • Kickball • capture the flag • speed away • handball
May include: • Medicine ball activities • Plyometric training
• safety technique
Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games
Course Orientation •
Safety in lifting •
Intro to Partnering
• Intensity Interval Tracker (S2 Functional Training • Partner isometric ex. • work-out (support)
Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)
• Whole Class Functional Equipment Workout P. 4.11 – Review each piece of equipment
• Stretch bands/tubing • Weight bearing exercise
• -spotter(safety, trust)
WELNET o Weight Bars • Etc. o Stretch Bands o Agility Rings
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Bones & Muscles for Life Student Assessment 3.37
Observation Rubrics (TBD)
Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Resource CD – posters
WELNET Assessment Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Activity dependent Teacher Developed Materials
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential How can using training principles Why is it necessary to maintain a Why is rest and recovery What motor skills do I need to do to How will cooperating with others Questions assist me in maintaining or healthy level of cardio respiratory important to muscle improve or maintain my muscular improve my success in physical
improving cardiorespiratory endurance? development? strength and muscular endurance? education? endurance? How can circuit training help me Why is water important to health? meet my fitness goals?
Content Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77
Lifting Techniques Introduction to lifting machine exercises Circuits- with alternating, balanced muscle groups
Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Personal Space Review rules and proper behavior for weight room Weight room safety Practice of: work-out partners/groups Spotters Weight room awareness
Skills/ Training Principles - progression, Functional Training Lifting Techniques Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Activities overload , specificity & FITT (Review)
Cardiorespiratory Endurance • Improve Cardiorespiratory
Endurance Using the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced FITT Fitness Plan P 4.156 (Portfolio)
• Introduction P 4.3 • Whole Class Functional Equipment
Workout P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings
Identify and introduce the facilities Weight training tools and their related, working muscle groups, while employing a balance/variety of muscles groups. Introduction to lifting machine exercises
• Ongoing •
Personal Space •
Review rules and proper behavior for weight room •
Behavioral Logs – Hydration log o Step Boxes • Bicep curl Weight room safety • Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48
o Medicine Balls o Dumbbells
• Shoulder press • Row
Practice of: work-out partners/groups
(Portfolio) WELNET o Five for Life Station Cards • Tricep extension •
• Community Outreach: Know the Signs of Dehydration Poster Display (S2 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Squat • Lunge
Spotters •
• Pillar of Human Movement Circuit • Chest Press Weight room awareness P 4.12 – 4.14 Circuit Training •
Circuit Training • Timed circuits
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
• Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55
(ongoing) • Cardiorespiratory endurance circuit
P. 4.60
• Station Swap Extended (S2 Portfolio)
• Stations
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Demonstration of proper lifting techniques, and facility awareness
Teacher Observation Observation Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th www.PEcentral.org Resources Edition
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential How can using the training assist me How will improving muscular How can the use of free weights What motor skills do I need to do to How can I benefit mentally from Questions in maintaining and improving strength and muscular endurance help improve my overall fitness? improve or maintain my strength training?
muscular strength and endurance? affect my everyday life? cardiorespiratory endurance? Why is sleep important to health? How can circuit training help me
meet my fitness goals?
Content Training Principles - progression, Functional Training P. 4.1-4.41 Review techniques and Conditioning Common Courtesy overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
protocols Introduce free weights
Weight room safety Personal Space Self esteem/self confidence
Skills/ Training Principles - progression, Functional Training (ongoing) Review techniques and Conditioning ongoing Review Lifting Technique Activities overload , specificity & FITT (Review)
– Muscle Strength / Muscle Endurance • Goal setting for Life Introduction
4.148 – 4.149 (Review) • Muscle Check Up Card and
Reflection (S2 Portfolio) • Goal setting Muscle Strength P
4.157 (Portfolio) • Goal Setting Muscle Endurance P
4.158 (Portfolio)
• Community Outreach: Muscle Memory Game (S2 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55
(ongoing) • What’s My Purpose Circuit P4.69 –
4.72 • Muscular Strength & Muscular
Endurance Circuit P.4.62-4.63
Steps for Life • Student Introduction Fill-in-the-
protocols •
Introduction to dumbell, barbell, and band exercises • Bicep curl • Shoulder press • Row • Tricep extension • Squat • Lunge • Chest Press
• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank
•
Use of overload principle •
Concept of muscle failure/effort/ results •
Intermediate goal evaluation •
Evaluate training log progress/gain •
Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36
(Portfolio)
Blank (S2 Portfolio)
• Steps for Life Log (S2 Portfolio)
• Cross the City, State and Country
Circuit Training • Timed circuits • Stations
• Analyze Sleep Behaviors (S2 (S2 Portfolio) Portfolio)
• Progressive Muscle Relaxation P 2.37 – 2.39
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio) Goal Setting Muscle Endurance P 4.158 (Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2 Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2 Portfolio)
Demonstration of proper lifting techniques, and facility awareness Lifting max (on going)
Bench Press Leg Press/Squat
Teacher Observation Observation Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Why should flexibility be a part of a How does flexibility affect fitness How can I use circuits in weight How can activity influence body How does body image affect your Questions fitness plan? behaviors?
How does improving flexibility affect fitness over time?
training? composition? Social, Emotional & Safety well-being?
Content Training Principles - progression, overload , specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Functional training Conditioning ongoing Common Courtesy Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles - progression, Functional Training (ongoing) Functional Training Conditioning Common Courtesy Activities overload , specificity & FITT (Review)
– Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static
Stretching Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159
(Portfolio) • Community Outreach: Flexibility
Sharing (S2 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness
Circuit: Flexibility Circuit • Circuit Design Activity (as group) P
4.73 – 4.75 • Warm-up Circuits P 4.51 – 4.55
(ongoing)
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells
• Five for Life Station Cards
• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank
•
Personal Space •
Review rules and proper behavior for each sport, activity and skill •
Steps for Life • Detailed Instruction of
Exercises P. 4.15-4.41 (use • Steps for Life Log (S2 Portfolio) instructions as needed for
(ongoing) appropriate equipment
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Circuit Design Activity, Group Activity
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
related fitness to physical activity.
Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition
WELNET Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
How can I use power lifting to improve my overall level of fitness?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Healthy Habits for Life Nutrition P Functional Training P. 4.1-4.41 Power lifting Conditioning Lifting safety 2.15 – 2.28 Circuit Training P. 4.42-4.77
Goal Setting (Recheck) P 4.145 – 4.168
Steps for Life P 4.96 – 4.113
Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Power lifting technique Conditioning ongoing Lifting safety Activities • Daily Amounts Activity and • Detailed Instruction of Exercises P. • Power clean • Stair climbing •
Reflection (S2 Portfolio) • Nutrition Log P 2.20 – 2.24
(Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 –
2.26
4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Circuit Design Activity (as
individual) P. 4.73-4.75 (Portfolio Activity)
• Deadlift • Squat • Bench Press
• Mile • Lunges • Dot drill • Leg raises • Plank
• Community Outreach: Healthy Recipe Swap for Students and Staff
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
(S2 Portfolio) Steps for Life Goal Setting • Steps for Life Log (S2 Portfolio) • Healthy Habits for Life Goal Setting (ongoing)
Activity P 4.165 – 4.167 • Cross the City, State and Country (S2 Portfolio) (ongoing)
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11
Lifting max (on going) • Bench Press • Leg Press/Squat
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th
Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th
Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content
Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How can I use weight training activities to improve my fitness throughout my life?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17) Fitness Post-Measurements (4.114-4.144)
Five for Life Lifetime Fitness Plan Personal fitness program
Conditioning Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Five Components of Fitness Fitness Post-Measurements (review Five for Life Lifetime Fitness Plan Conditioning (ongoing) Common Courtesy Activities Activities (Review)
• Cardiorespiratory Endurance Activity, P.1.7-1.11
• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24
protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory
Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P.
4.129
•
Personal fitness program •
• Stair climbing • Mile • Lunges • Dot drill • Leg raises
•
Team work •
Personal Space •
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing Letters (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155
(Portfolio)
• My SMART Goals (S2 Portfolio)
• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular
Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In,
P,4.132
• Plank Review rules and proper behavior for each sport, activity and skill •
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home
Teacher Observation Observation Reflective Questioning
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Edition Five for Life Circuit Training Manual
www.PECentral.org
Notes:
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 1 - 3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How do motor skills change with fitness development? How do the skills you learned previously relate to lifetime sports and/or activities?
What makes a safe environment during P.E. classes?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Lifetime Activities
Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
Locomotor/Non-locomotor Skills Lifetime Activities • Power walking
o Hill Training o Timed
Course Orientation Safety in movement Rules and Procedures Course Syllabus
Introduction of Five Components of Fitness Activities
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130
o Distance/trail walking o Heart Rate Monitors Introductory Activities
• Ice Breakers • Cardiorespiratory Endurance Activity, P.1.8 & • Push-ups (Muscular Endurance)P.4.134 • Outdoor Activities • Low Organized Games
1.9 • Exploring Muscular Strength and Endurance
(S1 Portfolio)
• Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P
4.132
o Hiking o Orienteering/ Geo caching o Kayaking/Canoeing
• Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 • What is Body Composition? (S1 Portfolio)
Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
Activity dependent Teacher Developed Materials
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 4 - 6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Lifetime Activities Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/ Training Principles Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37 • Whole Class Functional Equipment Workout • Yoga Team work
• Muscular Strength & Muscular Endurance P. 4.11 o Technique Personal Space Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular o Weight Bars o Stretch Bands
o Postures o Breathing
Safety in movement Rules and Procedures
Endurance Recording Chart (S1 Portfolio) o Agility Rings o Stretching Rules and Procedures • FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16
o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
o Partner poses • Pilates
o Core Training o Stretching
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Advanced Muscular Strength & Muscular Endurance Tag P 1.15-1.16
Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation
Performance routine
Group teaching
Observe skills/rubric
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio –Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 7 - 9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles Student/Parent Fitness Report (week 4) Lifetime Activities Common Courtesy/Etiquette Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space
Heart Health Pyramid P.4.78-4.95 Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/ Training Principles Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Cardiorespiratory Endurance Recording
Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings o Step Boxes o Five for Life Station Cards
• Self-Defense o Communication skills o Conflict avoidance o Grab escapes o Strikes
Team work
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures • Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10 • Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82 • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Taekwondo o Types of kicks o Types of punches o Sparing
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
• Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation
Routine Performance
Assessment Protocol
Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 10 - 12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Body Composition P. 1.25-1.31 Nutrition P.2.15-2.28
Functional Training Circuit Training Pedometers P.4.96-4.113
Lifetime Activities Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/ Body Composition Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Introduction P 1.4-1.5 • Whole Class Functional Equipment Workout • Disc Golf Team work
• Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
Nutrition • Nutrition Introduction P 2.17-2.18
P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
o Throwing technique • Golf
o Driving o Chipping o Putting
• Bowling
o Approach
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Vocabulary-word wall P 2.19 • Detailed Instruction of Exercises P. 4.15-4.41 o Release • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Advanced Meal Planner P. 2.25-2.26 equipment)
• Food Label Analysis (S1 Portfolio) Circuit Training
• Nutrition Reflection (S1 Portfolio) • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
• Community Outreach: Nutrition Challenges Circuit (S1 Portfolio) (S1 Portfolio) Pedometers
• Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
• Steps for Life Recording and Reflection (S1 Portfolio)
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation
Scorekeeping
Golf Club Knowledge (distance)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio-Series 1 (S1
Portfolio) Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 13 - 15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Lifetime Activities
Advanced Sports
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities Skills/ Flexibility P 1.17-1.24 Functional Training Advanced Sports Common Courtesy/Etiquette Activities • Student Introduction Statements (S1 Portfolio)
• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands
• Archery o Knock arrow o Release o Aim
Team work
Personal Space
Safety in movement Rules and Procedures
Routines P 1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fencing o Footwork o Perrying o Defense o Offense o Duals
Rules and Procedures
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation
Protocol Assessment
Scorekeeping
Judging (fencing)
Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio-Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Week 16 - 17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Lifetime Activities
Wheel Activities
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Wheel Activities Common Courtesy/Etiquette Activities • Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
• Biking o Mounting o Balance
Team work
Personal Space
Safety in movement Rules and Procedures
• Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity)
• Performance & Appearance S.M.A.R.T. Goals P.4.163
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130
o Turning o Pedal o Dismounting o Tricks
• Wave Board o Mounting
Rules and Procedures
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Personal Fitness Planning P 4.154-4.161 • Push-ups (Muscular Endurance)P.4.134 o Balance • Height (Body Composition)P.4.132 o Turning • Weight (Body Composition) – Optional, o Dismounting
P,4.132 o Advancing movement Review Functional Training P. 4.1-4.41 o Tricks • Station Swap Worksheet (S1 Portfolio) • Inline Skating
o Stopping o Balance o Turning o Tricks
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Traffic Safety Protocol
Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Circuit Training Manual
WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe: Week 1 - 3
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How fit can I become? How can fitness goals improve my overall health?
How do motor skills change with fitness development? How do the skills you learned previously relate to lifetime sports and/or activities?
What makes a safe environment during P.E. classes?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Lifetime Activities • Power walking • Outdoor activities
Course Orientation
Safety in movement
Skills/ Activities
Five Components of Fitness Activities (Review) • Components of Fitness Story Problems (S2
Portfolio)
• Components of Fitness and FITT Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132
Functional Training • Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Power walking • Hill Training • Timed • Distance/trail walking • Heart Rate Monitors
Outdoor Activities • Hiking • Orienteering/ Geo caching • Kayaking/Canoeing
Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Circuit Training • Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials
Resources Resource CD – posters WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using training principles assist me in maintaining or improving cardiorespiratory endurance? Why is water important to health?
Why is it necessary to maintain a healthy level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Lifetime Activities Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Circuit Training P. 4.42-4.77 Yoga
Pilates
Team work
Personal Space
Safety in movement
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance • Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log
Functional Training • Introduction P 4.3 • Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings
Yoga • Technique • Postures • Breathing • Stretching • Partner poses
Pilates • Core Training
Rules and Procedures
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Hydration Relay – 2.49 – 2.50 o Step Boxes • Stretching
• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls
WELNET o Dumbbells
• Community Outreach: Know the Signs of o Five for Life Station Cards Dehydration Poster Display (S2 Portfolio) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 – 4.14
Circuit Training • Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55 (ongoing) • Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
• Station Swap Extended (S2 Portfolio)
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio) Teacher Observation
Performance routine
Group teaching
Observe skills/rubric
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using the training assist me in maintaining and improving muscular strength and endurance? Why is sleep important to health?
How will improving muscular strength and muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles - progression, overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Lifetime Activities
Self defense/Taekwondo
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) – Muscle Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –
4.149 (Review) • Muscle Check Up Card and Reflection (S2
Portfolio)
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Self-Defense • Communication skills • Conflict avoidance • Grab escapes • Strikes
Taekwondo • Types of kicks
Rules and Procedures
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Goal setting Muscle Strength P 4.157 (Portfolio)
• What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance
• Types of punches • Sparing
• Goal Setting Muscle Endurance P 4.158 Circuit P.4.62-4.63 (Portfolio) Steps for Life
• Community Outreach: Muscle Memory • Student Introduction Fill-in-the-Blank (S2 Game (S2 Portfolio) Portfolio)
Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –
2.39
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2
Teacher Observation
Routine Performance
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Goal Setting Muscle Endurance P 4.158 Portfolio) Assessment Protocol (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2
Portfolio)
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant
Resources WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why should flexibility be a part of a fitness plan?
How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Training Principles - progression, overload , specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Lifetime Activities
Sports
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Skills/ Training Principles - progression, overload , Functional Training (ongoing) Sports Rules and Procedures
Activities specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching
Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing
(S2 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit • Circuit Design Activity (as group) P 4.73 –
4.75 • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Disc Golf • Throwing technique
Golf • Driving • Chipping • Putting
Bowling • Approach • Release
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Teacher Observation
Scorekeeping
Golf Club Knowledge (distance)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Lifetime Activities Common Courtesy/Etiquette
Circuit Training P. 4.42-4.77 Advanced Sports Team work Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space
Safety in movement
Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Advanced Sports Rules and Procedures
Activities • Daily Amounts Activity and Reflection (S2 Portfolio)
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Archery • Knock arrow • Release
Course Syllabus
Introductory Activities • Ice Breakers
• WELNET Nutrition Log Circuit Training • Aim • Low Organized Games • Advanced Meal Planner P2.25 – 2.26
• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)
• Circuit Design Activity (as individual) P. 4.73-4.75 (Portfolio Activity)
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Fencing • Footwork • Perrying
Goal Setting • Healthy Habits for Life Goal Setting Activity
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Defense • Offense • Duals
P 4.165 – 4.167 • Cross the City, State and Country (S2 Portfolio) (ongoing)
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11
Teacher Observation
Protocol Assessment
Scorekeeping
Judging (fencing)
Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
effective participation in physical activities. safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Lifetime Activities Common Courtesy/Etiquette (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Fitness Post-Measurements (4.114-4.144) Wheel Activities Team work
Personal Space
Safety in movement
Skills/ Five Components of Fitness Activities Fitness Post-Measurements (review Wheel Activities Rules and Procedures
Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-
1.11
protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
Biking • Mounting • Balance
Course Syllabus
Introductory Activities • Ice Breakers
• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132
• Turning • Pedal • Dismounting • Tricks
• Low Organized Games
• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 Wave Board
• Mounting Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151
• Balance • Turning • Dismounting
• Goal Setting for Life, P.4.152-4.153 • Advancing movement (Portfolio) • Tricks
• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Inline Skating
• My SMART Goals (S2 Portfolio) • Stopping • Balance • Turning • Tricks
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144)
Teacher Observation
Traffic Safety Protocol
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester
Lifetime Level Two
Post Parent Student Report Sent Home
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 1 - 3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How do motor skills change with fitness development?
How do the skills you learned previously relate to individual and dual sports?
What makes a safe environment during individual and dual sports?
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Individual and Dual Sports Skills
Course Orientation Safety in movement Introductory Activities Rules and Procedures Course Syllabus
Introductory Activities
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 &
1.9
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132
Locomotor/Non-locomotor Skills • Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side
slide
Individual and Dual Sports Skills Examples: Tennis • Forehand, Backhand, Serve, Volley • Drills
Course Orientation • What Skills belong here??
Safety in movement • What Skills belong here??
Rules and Procedures • What Skills belong here??
Course Syllabus • Exploring Muscular Strength and Endurance
(S1 Portfolio) • Weight (Body Composition) – Optional, P
4.132 • Court position • Singles, Doubles, Tournaments
• What Skills belong here??
• Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)
• Goal Setting for Life, P 4.152-4.153 • Rules and game strategies • History
Introductory Activities • Ice Breakers • Low Organized Games
Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance &
Observation
Tennis Rubrics (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Appearance Smart Goals, P4.155
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
Activity dependent Teacher Developed Materials
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 4 - 6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
How does muscular strength and muscular endurance affect my motor skills in individual and duel sports?
How will cooperating with others improve my success in playing individual and dual sports?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Individual and Dual Sports Skills Common Courtesy/Etiquette
Team work
Personal Space
Sportsmanship
Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37
• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1
Portfolio) • Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
Pickleball • Forehand • Backhand • Volley • Serve • Rules and game strategies • Court position • Doubles Games • Tournament • History
• What Skills belong here??
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
Sportsmanship
• What Skills belong here??
Review rules and proper behavior for each sport, activity and skill • What Skills belong here??
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation
Pickleball Rubric (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition www.PEcentral.org Resources Five for Life Student Portfolio –Series 1 (S1
Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 7 - 9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
How does cardio respiratory endurance affect my performance in individual and duel sports?
What skills do I need to become a successful doubles partner?
Content Training Principles Student/Parent Fitness Report (week 4) Individual and Dual Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space
Heart Health Pyramid P.4.78-4.95 Sportsmanship
Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Cardiorespiratory Endurance Recording
Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40
• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings
Badminton • Forehand • Backhand
• What Skills belong here??
Team work (Portfolio Activity)
Cardiorespiratory Endurance • Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
o Step Boxes o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Serve • Clear • Drop shots • Smash • Court position • Rules and game strategies
• What Skills belong here??
Personal Space
• What Skills belong here??
Sportsmanship
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10 • Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82 • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
• What Skills belong here??
Review rules and proper behavior for each sport, activity and skill • What Skills belong here??
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Portfolio)
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation
Badminton Rubric (TBD)
Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 10 - 12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can body composition influence game play?
How does your body image affect your Social, Emotional & Safety well-being?
Content Body Composition P. 1.25-1.31 Functional Training Individual and Dual Sports Common Courtesy
Nutrition P.2.15-2.28 Circuit Training Pedometers P.4.96-4.113
Team work
Personal Space
Sportsmanship
Skills/ Body Composition Functional Training Individual and Dual Sports Common Courtesy/Etiquette Activities • Introduction P 1.4-1.5
• Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls
Golf • Swing • Stance • Grip • Putting • Scoring, rules and etiquette • History
• What Skills belong here??
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19
o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41
Racquet ball • Forehand • Backhand • Serve
Sportsmanship
• What Skills belong here??
Review rules and proper behavior for each • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Smash sport, activity and skill • Advanced Meal Planner P. 2.25-2.26 equipment) • Court position • What Skills belong here??
• Food Label Analysis (S1 Portfolio)
• Nutrition Reflection (S1 Portfolio)
Circuit Training • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
• Rules and game strategies • History
• Community Outreach: Nutrition Challenges Circuit (S1 Portfolio) (S1 Portfolio) Pedometers
• Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104 • Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation
Golf and racquetball Rubric (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 13 - 15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
How does flexibility affect my performance in game play?
How does my personal success affect my enjoyment of a sport?
How does the challenge of a sport affect your enjoyment?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Individual and Dual Sports Skills Common Courtesy
Team work
Personal Space
Sportsmanship
Review rules and proper behavior for each sport, activity and skill
Skills/ Flexibility P 1.17-1.24 Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Student Introduction Statements (S1 Portfolio)
• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching
• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands
Fencing • Safety • Stance • Rules and game strategies • Striking
• What Skills belong here??
Team work
• What Skills belong here?? Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet (S1 Portfolio)
o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Movement • Etiquette • Care of equipment • History
Archery • Safety • Stance • Rules and game strategies • Pulling and releasing the bow
Personal Space
• What Skills belong here??
Sportsmanship
• What Skills belong here??
Review rules and proper behavior for each sport, activity and skill • What Skills belong here??
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Etiquette • Care of equipment • History
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation
Fencing and archery Rubrics (TBD)
Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Week 16 - 17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can goal setting activities help me maintain an active lifestyle?
What are some strategies to continue playing individual and dual sports outside of class?
How does it feel to achieve your goals?
How does it feel if you do not reach your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Individual and Dual Sports Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/ Activities
Fitness Planning • Vocabulary-word wall P 4.150 • FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity) • Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity) • Performance & Appearance S.M.A.R.T. Goals
P.4.163
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 • Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129
Individual and Dual Sports Skills Bocce Ball • Rules and game strategies • Throwing • History
Table Tennis • Rules and game strategies • Serving • Forehand and backhand • Doubles • History
Common Courtesy
Team work
Personal Space
Sportsmanship
• Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161
• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional,
P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Bocce and table tennis Rubrics (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe: Week 1 - 3
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How fit can I become? How can fitness goals improve my overall health?
How do motor skills change with fitness development?
How do the skills you learned previously relate to individual and dual sports?
What makes a safe environment during individual and dual sports?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Individual and Dual Sports Skills
Course Orientation
Safety in movement
Skills/ Five Components of Fitness Activities Fitness Pre-Measurements (review protocols Locomotor/Non-locomotor Skills Rules and Procedures Activities (Review)
• Components of Fitness Story Problems (S2 Portfolio)
• Components of Fitness and FITT Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155
with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134
• Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side
slide
Individual and Dual Sports Skills Examples: Tennis • Forehand, Backhand, Serve, Volley
Course Syllabus
Introductory Activities • Ice Breakers • Low Organized Games
• Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
• Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132
Functional Training • Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Drills • Court position • Singles, Doubles, Tournaments • Rules and game strategies • History
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Circuit Training • Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Observation
Tennis Rubrics (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials
Resources Resource CD – posters WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using training principles assist me in maintaining or improving cardiorespiratory endurance? Why is water important to health?
Why is it necessary to maintain a healthy level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?
How does muscular strength and muscular endurance affect my motor skills in individual and duel sports?
How will cooperating with others improve my success in playing individual and dual sports?
Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Individual and Dual Sports Skills Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Circuit Training P. 4.42-4.77 Team work
Personal Space
Sportsmanship
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance • Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Functional Training • Introduction P 4.3 • Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands
Individual and Dual Sports Skills
Pickleball • Forehand • Backhand • Volley • Serve • Rules and game strategies
Review rules and proper behavior for each sport, activity and skill
Behavioral Logs – Hydration log • Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
o Agility Rings o Step Boxes o Medicine Balls o Dumbbells
• Court position • Doubles Games • Tournament • History
• Community Outreach: Know the Signs of o Five for Life Station Cards Dehydration Poster Display (S2 Portfolio) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 – 4.14
Circuit Training • Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55 (ongoing) • Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
• Station Swap Extended (S2 Portfolio)
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio) Teacher Observation
Pickleball Rubric (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PEcentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using the training assist me in maintaining and improving muscular strength and endurance? Why is sleep important to health?
How will improving muscular strength and muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?
How does cardio respiratory endurance effect my performance in individual and duel sports?
What skills do I need to become a successful doubles partner?
Content Training Principles - progression, overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Individual and Dual Sports Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) – Muscle Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –
4.149 (Review) • Muscle Check Up Card and Reflection (S2
Portfolio) • Goal setting Muscle Strength P 4.157
(Portfolio) • Goal Setting Muscle Endurance P 4.158
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
Individual and Dual Sports Skills
Badminton • Forehand • Backhand • Serve • Clear • Drop shots • Smash • Court position • Rules and game strategies
Review rules and proper behavior for each sport, activity and skill
(Portfolio)
• Community Outreach: Muscle Memory Game (S2 Portfolio)
Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36 (Portfolio) • Analyze Sleep Behaviors (S2 Portfolio) • Progressive Muscle Relaxation P 2.37 –
2.39
Steps for Life • Student Introduction Fill-in-the-Blank (S2
Portfolio)
• Steps for Life Log (S2 Portfolio)
• Cross the City, State and Country (S2 Portfolio)
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2
Teacher Observation
Badminton Rubric (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Goal Setting Muscle Endurance P 4.158 Portfolio) (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2
Portfolio)
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why should flexibility be a part of a fitness plan?
How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?
How can body composition influence game play?
How does your body image affect your Social, Emotional & Safety well-being?
Content Training Principles - progression, overload , specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Individual and Dual Sports Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/ Activities
Training Principles - progression, overload , specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching
Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing
(S2 Portfolio)
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit • Circuit Design Activity (as group) P 4.73 –
Individual and Dual Sports
Golf • Swing • Stance • Grip • Putting • Scoring, rules and etiquette • History
Review rules and proper behavior for each sport, activity and skill
4.75 • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Racquet ball • Forehand • Backhand • Serve • Smash • Court position • Rules and game strategies • History
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Teacher Observation
Golf and racquetball Rubric (TBD)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
How does flexibility affect my performance in game play?
How does my personal success affect my enjoyment of a sport?
How does the challenge of a sport affect your enjoyment?
Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Individual and Dual Sports Skills Common Courtesy
Circuit Training P. 4.42-4.77 Team work Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space
Sportsmanship
Skills/ Activities
Healthy Habits for Life Nutrition • Daily Amounts Activity and Reflection (S2
Portfolio) • Nutrition Log P 2.20 – 2.24 (Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 – 2.26
• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)
Goal Setting • Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity) • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Individual and Dual Sports Skills Fencing • Safety • Stance • Rules and game strategies • Striking • Movement • Etiquette • Care of equipment • History
Archery • Safety • Stance
Review rules and proper behavior for each sport, activity and skill
Portfolio) (ongoing) • Rules and game strategies • Pulling and releasing the bow • Etiquette • Care of equipment • History
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation
Fencing and archery Rubrics (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How can goal setting activities help me maintain an active lifestyle?
What are some strategies to continue playing individual and dual sports outside of class?
How does it feel to achieve your goals?
How does it feel if you do not reach your goals?
Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Individual and Dual Sports Common Courtesy (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Fitness Post-Measurements (4.114-4.144) Team work
Personal Space
Sportsmanship
Skills/ Activities
Five Components of Fitness Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-
1.11
Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
Individual and Dual Sports Skills Bocce Ball • Rules and game strategies • Throwing • History
• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132
Table Tennis • Rules and game strategies • Serving • Forehand and backhand
• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 • Doubles
• History Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home
Teacher Observation
Bocce and table tennis Rubrics (TBD)
Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 1 - 3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How is fitness planning important to my health?
How fit am I?
Why is it important to write fitness goals?
How do motor skills relate to rhythm?
How do the skills you have learned previously relate to rhythms and dance?
How does ones positive attitude affect the overall climate of the class? What is “class climate” mean to you.
Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills
Rhythms-Dance
Course Orientation
Safety in movement
Skills/ Activities
Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 &
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134
Locomotor/Non-locomotor Skills
Rhythms-Dance
Course Basic Movement Skills • Basic Timing • Spatial Awareness
Tininkling Sticks
Course Orientation
Safety in movement
Dance Etiquette, Common Courtesy
Course Syllabus
Introductory Activities • Ice Breakers
1.9 • Height (Body Composition)P.4.132 Lumi Sticks • Exploring Muscular Strength and Endurance • Weight (Body Composition) – Optional, P Swing Dance
(S1 Portfolio) 4.132 • Basic Step • Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 • Hand Position • What is Body Composition? (S1 Portfolio) • Basic Turn Goal Setting For Life, P4.145-P4.161 • Slide • Introduction, P. 4.148 – 4.151 • Chest to Chest • Goal Setting for Life, P.4.152-4.153 • Pretzel • FITT Fitness Plan, P.4.154-4.155 • Hip to Hip
• Snap • Sweet Heart • Through The Legs • Dip • Back To Back
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Observation
Rubrics (TBD)
Create Your Own Moves (Performance Based)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition WELNET Assessment
Activity dependent Teacher Developed Materials
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 4 - 6 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is muscular strength and endurance important to healthy living?
How can I improve my muscular strength and muscular endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in rhythms and dance?
Content Training Principles P. 1.34-1.48
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Student/Parent Fitness Report (See Notes)
Team and Individual Sports
Lifetime Activities
Common Courtesy/Etiquette
Team work
Personal Space
Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Training Principles • Student Introduction 1.36-1.37 • Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43 • FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio) • FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.12-1.16
Functional Training • Whole Class Functional Equipment Workout
P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
Team and Individual Sports Lifetime Activities • Line Dance
Common Courtesy/Etiquette Team work Personal Space Review rules and proper behavior for each sport, activity and skill
• Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
• Advanced Muscular Strength & Muscular Endurance Tag P 1.15-1.16
Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)
Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular
Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Endurance Recording Chart Reflection (S1 Portfolio)
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio –Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
www.PEcentral.org
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 7 - 9 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why is maintaining or improving cardiorespiratory endurance important to healthy living?
How can I improve my cardiorespiratory endurance?
How can circuit training improve my fitness?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles Student/Parent Fitness Report (week 4) Team and Individual Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Lifetime Activities Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space
Heart Health Pyramid P.4.78-4.95 Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Training Principles • Cardiorespiratory Endurance Recording
Functional Training • Whole Class Functional Equipment Workout
Team and Individual Sports Lifetime Activities
Common Courtesy Team work
Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
P. 4.11 o Agility Rings o Step Boxes
• Folk Dance Personal Space Review rules and proper behavior for each sport, activity and skill
Cardiorespiratory Endurance • Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10 • Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
o Five for Life Station Cards • Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate equipment)
Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)
Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82 • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
•
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 10 - 12 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does body composition impact my life? How well do I eat and how does it impact my life?
How do fitness behaviors effect body composition?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Body Composition P. 1.25-1.31 Nutrition P.2.15-2.28
Functional Training Circuit Training Pedometers P.4.96-4.113
Team and Individual Sports
Lifetime Activities Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Body Composition • Introduction P 1.4-1.5 • Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29
Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity) • Advanced Meal Planner P. 2.25-2.26
• Food Label Analysis (S1 Portfolio)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges (S1 Portfolio)
Functional Training • Whole Class Functional Equipment Workout
P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity
Circuit (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-
4.104 • Steps for Life Recording and Reflection (S1
Portfolio)
Team and Individual Sports
Lifetime Activities • Ballroom Dance
Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill •
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 13 - 15 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?
How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Lifetime Activities Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Flexibility P 1.17-1.24 • Student Introduction Statements (S1 Portfolio)
Functional Training • Whole Class Functional Equipment
Team and Individual Sports
Lifetime Activities Common Courtesy Team work
• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching
Workout P. 4.11 o Weight Bars o Stretch Bands
• Break Dance • Square Dance
Personal Space Review rules and proper behavior for each sport, activity and skill
Routines P 1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)
•
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)
Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153
Teacher Observation Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Week 16 - 17 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can I stay physically fit, active and healthy for my whole life?
How can creating a personal fitness plan improve my health?
How can I assess my fitness over time?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Fitness Planning Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41
Team and Individual Sports
Lifetime Activities Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Fitness Planning • Vocabulary-word wall P 4.150 • FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
Circuit Training P. 4.42-4.77 • Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12
Team & Individual Sports Skills Volleyball • Serve • Pass • Set
Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
• Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity)
• Performance & Appearance S.M.A.R.T. Goals P.4.163
Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141
• Spike • Court position • Athletic position
•
Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134
Lifetime Activities • Bocce Ball • Tennis
• Height (Body Composition)P.4.132 Low Organized Games • Weight (Body Composition) – Optional, • Relay Races
P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)
Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)
Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)
Teacher Observation Observation
Reflective Questioning
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual WELNET
Five for Life Student Portfolio–Series 1 (S1 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe: Week 1 - 3
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How fit can I become? How can fitness goals improve my overall health?
How do motor skills relate to rhythm?
How do the skills you have learned previously relate to rhythms and dance?
How does ones positive attitude affect the overall climate of the class? What is “class climate” mean to you.
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Rhythms-Dance
Course Orientation
Safety in movement
Skills/ Activities
Five Components of Fitness Activities (Review) • Components of Fitness Story Problems (S2
Portfolio)
• Components of Fitness and FITT Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132
Functional Training • Whole Class Functional Equipment Workout
Coarse Basic Movement Skills • Basic Timing • Spatial Awareness
Tininkling Sticks
Lumi Sticks
Swing Dance • Basic Step • Hand Position • Basic Turn • Slide • Chest to Chest
Dance Etiquette, Common Courtesy
•
Course Syllabus
•
Introductory Activities • Ice Breakers
Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
P. 4.11 – Review each piece of equipment o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards
• Pretzel • Hip to Hip • Snap • Sweet Heart • Through The Legs • Dip • Back To Back
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155
Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)
Observation
Rubrics (TBD)
Create Your Own Moves (Performance Based)
Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials
Resources Resource CD – posters WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe: Week 4 - 6
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using training principles assist me in maintaining or improving cardiorespiratory endurance? Why is water important to health?
Why is it necessary to maintain a healthy level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?
What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?
How will cooperating with others improve my success in rhythms and dance?
Content Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52
Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77
Team and Individual Sports
Lifetime Activities
Common Courtesy/Etiquette
Team work
Personal Space
Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles - progression, overload , Functional Training Team and Individual Sports Common Courtesy/Etiquette Activities specificity & FITT (Review) Cardiorespiratory
Endurance • Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log
• Introduction P 4.3 • Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings
•
Lifetime Activities • Line Dance
•
Team work •
Personal Space •
• Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
o Step Boxes o Medicine Balls o Dumbbells
Review rules and proper behavior for each sport, activity and skill •
• Community Outreach: Know the Signs of o Five for Life Station Cards Dehydration Poster Display (S2 Portfolio) • Detailed Instruction of Exercises P. 4.15-
4.41 (use instructions as needed for appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 – 4.14
Circuit Training • Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55 (ongoing) • Cardiorespiratory endurance circuit P. 4.60
• Station Swap Extended (S2 Portfolio)
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio) Teacher Observation Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PEcentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe: Week 7 - 9
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How can using the training assist me in maintaining and improving muscular strength and endurance? Why is sleep important to health?
How will improving muscular strength and muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?
What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?
How will cooperating with others improve my success in physical education?
Content Training Principles - progression, overload, Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41
Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Lifetime Activities Team work
Personal Space
Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles - progression, overload , Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities specificity & FITT (Review) – Muscle
Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –
4.149 (Review) • Muscle Check Up Card and Reflection (S2
Portfolio) • Goal setting Muscle Strength P 4.157
(Portfolio) • Goal Setting Muscle Endurance P 4.158
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
•
Lifetime Activities • Folk Dance
•
Team work •
Personal Space •
Review rules and proper behavior for each sport, activity and skill
(Portfolio)
• Community Outreach: Muscle Memory Game (S2 Portfolio)
Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36 (Portfolio) • Analyze Sleep Behaviors (S2 Portfolio) • Progressive Muscle Relaxation P 2.37 –
2.39
Steps for Life • Student Introduction Fill-in-the-Blank (S2
Portfolio)
• Steps for Life Log (S2 Portfolio)
• Cross the City, State and Country (S2 Portfolio)
•
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio) Goal Setting Muscle Endurance P 4.158 (Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2 Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2 Portfolio)
Teacher Observation Observation
Reflective Questioning
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources
WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe: Week 10-12
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
Why should flexibility be a part of a fitness plan?
How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?
How can activity influence body composition?
How does body image affect your Social, Emotional & Safety well-being?
Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy specificity & FITT (Review) – Flexibility P 1.34 – 1.47
Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113
Lifetime Activities Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Training Principles - progression, overload , Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities specificity & FITT (Review) – Flexibility
• Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training
•
Lifetime Activities • Ballroom Dance
•
Team work •
• Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing
(S2 Portfolio)
• Individual Component of Fitness Circuit: Flexibility Circuit
• Circuit Design Activity (as group) P 4.73 – 4.75
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
Personal Space •
Review rules and proper behavior for each sport, activity and skill •
Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45
Teacher Observation Observation
Reflective Questioning
Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.
concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.
safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition WELNET
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe Week 13 - 15
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How does eating healthy impact my life over time?
How does balancing energy in and energy out affect body composition?
What motor skills do I need to do to improve or maintain my flexibility?
How will cooperating with others improve my success in physical education?
Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy Circuit Training P. 4.42-4.77 Lifetime Activities Team work
Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities • Daily Amounts Activity and Reflection (S2
Portfolio) • Nutrition Log P 2.20 – 2.24 (Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 – 2.26
• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)
Goal Setting • Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)
Circuit Training • Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity) • Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2 Portfolio) (ongoing)
•
Lifetime Activities • Break Dance • Square Dance
•
Team work •
Personal Space •
Review rules and proper behavior for each sport, activity and skill •
Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11
Teacher Observation Observation
Reflective Questioning
Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a
1.3.1 Analyzes the components of health-related fitness.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources WELNET
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Student Portfolio-Series 2 (S2 Portfolio)
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Timeframe: Week 16-17
Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety
Essential Questions
How will goal setting help me accomplish my fitness plan?
How can I maintain my fitness level throughout my life?
How can goal setting activities help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17) Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Lifetime Activities Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill
Skills/ Activities
Five Components of Fitness Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-
1.11 • Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16 • Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing Letters (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153
(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In, P,4.132
Team & Individual Sports Skills Volleyball • Serve • Pass • Set • Spike • Court position • Athletic position
Lifetime Activities • Bocce Ball • Tennis
Low Organized Games • Relay Races
Common Courtesy •
Team work •
Personal Space •
Review rules and proper behavior for each sport, activity and skill •
Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home
Teacher Observation Observation
Reflective Questioning
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two
Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.
1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.
Equipment/ Resources
Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)
Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual
As needed www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM